In today’s digital era, enhancing teachers’ capacity to develop technology-based learning media is essential, as it directly impacts student engagement and learning outcomes. This study aims to examine the effect of coaching on high school teachers’ abilities to create technology-driven instructional materials. Using a one-group pretest-posttest design, data was collected from teachers who had completed training in educational media development. The sample, selected via purposive sampling, included high school educators in Surabaya, with data gathered through tests and observations assessing media quality and coaching effectiveness. Findings reveal a significant relationship between coaching quality and teachers' media development, with interactive presentations, mobile apps, and instructional videos being the most commonly created resources. The study identifies limited infrastructure and technical support as challenges to implementation. Novel insights from this research highlight the need for ongoing technical support and accessible resources to sustain media integration in classrooms. This study contributes to educational practices by providing evidence of effective coaching strategies and underscoring the importance of comprehensive support in fostering sustainable technology adoption among educators.

Nowadays, the demands in education to publish scientific papers are increasing. However, some students still do not understand how to publish scientific papers in accredited national journals. This community service activity was carried out to equip final-year students to compile scientific papers that meet national standards. The method used in implementing this activity is the lecture and practice method. The presenter first explained the technique of writing scientific papers to the participants, then continued with the practice of submitting articles through the OJS facility. The community service results showed that most participants understood how to compile good and correct scientific papers. In addition, the participants who attended also seemed to understand the steps to submit articles through the OJS facility. Through this training, it is hoped that all final-year students can publish parts of their theses in accredited national journals.