This study investigates critical factors shaping government capability for organizational change within smart city initiatives. Despite Indonesia's significant investment in smart city programs, uneven implementation and inconsistent results highlight gaps in understanding how digital and organizational capabilities impact performance. This research addresses these gaps by examining how Information Technology Capability (ITC), Organizational Change Capability (OCC), 21st-century digital skills (DS), and innovativeness (INN) collectively influence organizational performance (OP). The study employs a multilevel quantitative survey design with multisource data collection, involving 1384 middle and lower-level managers from the Surabaya City government in Indonesia. Data was analyzed using multilevel modelling in MPlus 8.3, examining relationships at both individual and organizational levels. ITC has a positive effect on OP but not on OCC. OCC also enhances OP, yet it does not mediate the ITC-OP link. DS strengthens the ITC-OCC path, and INN strengthens the OCC-OP path. This study addresses digital transformation in smart city programs by using an organizational change capabilities perspective, focusing more on the middle manager role rather than IT infrastructure or other technical capabilities.
This correspondence extends the discussion initiated by Treiman-Kiveste et al. (2026) on parents' preparedness to participate in infants’ painful procedures in neonatal care. While the original article shows that preparedness is shaped by family circumstances and nursing support, this correspondence argues that parental preparedness should be understood more broadly as regulatory co-participation, not merely informational and practical readiness. Painful procedures in neonatal care are not only technical events but also relational and physiological stress experiences involving both infant and parent. Recent evidence on parent-led pain management, co-regulation, and NICU parenting support suggests that effective parental participation depends not only on what parents know, but also on whether they are supported to remain emotionally regulated and relationally attuned during procedures. From this perspective, preparation protocols may be strengthened by combining procedural explanation with brief regulatory support, such as guided breathing, grounding, and coaching in the use of voice and touch. This reconceptualisation offers a clinically relevant pathway for moving neonatal care beyond parental presence alone toward more effective parental participation during painful procedures.
The rapid rise of generative artificial intelligence (GenAI) tools such as ChatGPT is transforming the landscape of higher education. Beyond their immediate use in writing support and tutoring, these tools are driving a more profound transformation in pedagogy, curriculum design, and the foundational structures of learning itself. Drawing on a triangulated mixed-methods design, this study integrates a scoping review, bibliometric mapping (VOSviewer, n=209 records), a systematic literature review of 36 peer-reviewed articles (2023–2025), and ten semi-structured interviews with academic leaders and educators across five institutions in Australia and Indonesia. The central aim of the study is to develop and propose an AI-Augmented Learning System framework that conceptualises GenAI not merely as an instructional tool but as a catalyst for curricular and pedagogical reconfiguration. Thematic patterns reveal five interrelated system shifts: from static curricula to dynamic AI-integrated design; from teacher-centred delivery to AI-augmented facilitation; from knowledge transmission to capability development; from local experimentation to institutional governance; and from fragmented implementations to ecosystemic integration. These shifts are interpreted through established educational theories including constructivism, connectivism, TPACK, the SAMR model, and constructive alignment to clarify the pedagogical mechanisms through which GenAI is reshaping curriculum and teaching, and to surface implications for learning analytics and educational innovation. Given the bounded empirical base, the proposed framework is offered as an analytical heuristic and starting point for institutional dialogue rather than a prescriptive blueprint, providing a foundation for further empirical validation across diverse higher education contexts.
Very little research on developing reading assessments has systematically integrated higher-order thinking skills (HOTS) and character building in an original, valid, and reliable reading comprehension test in English. This study addresses that gap by modeling the development of such an instrument through a research and development (R&D) design comprising four stages: preliminary study, development, evaluation-revision, and pre-implementation. Within these stages, a test blueprint based on reading sub-skills and HOTS indicators was created, and Pancasila student profile guided the selection of the four reading texts. The 40 multiple-choice questions were analyzed for readability, reliability, item difficulty, and item discrimination. Participants included 12 undergraduate students enrolled in an English reading course, with feedback from the course lecturer providing face validity through a reviewer checklist. The try-out results showed that the test passed the face validity and reliability check, and the majority of the questions were found to have moderate difficulty (48%) and satisfactorily discriminating (38%). To improve item quality, several questions were revised and their options refined. This study contributes a replicable model for teachers and teacher educators, demonstrating how classroom-based reading assessments can be designed to foster evaluative thinking and character formation. While limited by its small sample size and less stringent item revision criteria, the findings provide practical guidance for assessment design and inform teacher training and professional development programs. Future research could implement the revised test in larger-scale contexts, gather students' perspectives, and examine the relationship between HOTS levels and item difficulty to refine assessment practices further.
This study examines the presence of significant positive abnormal returns in the technology and financial sectors on the Indonesia Stock Exchange (IDX) and the Stock Exchange of Thailand (SET) during the COVID-19 pandemic. Using an event study methodology with a 360 trading days, namely March 2, 2020 (the date of the announcement of the first case of COVID-19 in Indonesia, t=0), with a sample size of 35 shares on the IDX (15 technology, 20 finance) and 30 shares on the SET (12 technology, 18 finance), this study measures the market's response to the pandemic shock. A one-sample t-test reveals significant positive abnormal returns in both sectors and markets, with the Indonesian technology sector recording the highest abnormal return. Paired t-tests confirm significant differences between the technology and financial sectors within the same market; in contrast, independent t-tests show no significant differences in abnormal returns across markets for the same sector. These findings indicate that the technology sector demonstrates greater resilience and growth potential than the financial sector, with relatively comparable performance across these major ASEAN markets. This study contributes to the literature on semi-strong-form market efficiency and signaling theory by addressing gaps in the literature on emerging ASEAN markets during a prolonged crisis and by providing strategic implications for investors and regulators in managing risks and making post-pandemic investment decisions. Additionally, the study highlights the need for enhanced regional policy collaboration to strengthen capital market stability in the ASEAN region.
