Technology transforms civic education delivery and outcomes in higher education institutions worldwide. This systematic review addresses a critical gap by synthesizing empirical evidence on how specific digital learning systems support civic competency development, examining which technological features and pedagogical integration strategies effectively cultivate democratic citizenship capabilities. Following PRISMA guidelines, we analyzed 63 peer-reviewed articles published between 2014-2024 from Scopus, Web of Science, ERIC, and IEEE Xplore databases. Results show that technology-enhanced approaches combining interactive systems with structured pedagogy produce moderate to large effects (d=0.51-1.18) on civic competencies, while technology-as-content-delivery shows minimal effects (d=0.14-0.38). However, 79% of studies measure outcomes within one month post-intervention using self-report instruments, limiting conclusions about sustained behavioral change. Four categories of digital learning systems emerged: learning management systems, specialized civic platforms, immersive technologies, and social networking tools. Substantial gaps exist in longitudinal behavioral research, implementation science studies, and comparative system effectiveness analyses. Critical Gap: No prior systematic review has explicitly synthesized empirical evidence on which digital learning systems and pedagogical integration strategies most effectively develop all four civic competency dimensions (cognitive, participatory, affective, and behavioral) in higher education globally, including in developing and Asian contexts where this urgency is greatest. Novelty: This study provides the first PRISMA-guided, cross-dimensional synthesis demonstrating that pedagogical integration quality—not technological sophistication—is the primary predictor of civic learning outcomes, offering an evidence-based framework transferable across diverse institutional and cultural contexts worldwide.
Digital transformation in education requires teachers to possess adequate digital competence in order to effectively integrate technology into the learning process. One of the strategic factors influencing the development of teachers’ digital competence is the visionary leadership of school principals. This study aims to analyze the effect of principals’ visionary leadership on teachers’ digital competence. The research employed a quantitative approach using a survey method. The respondents consisted of 120 teachers selected through proportional sampling techniques. Data were collected using a questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and simple linear regression analysis with the assistance of Jamovi version 2.7.18. The results indicate that principals’ visionary leadership has a positive and significant effect on teachers’ digital competence. This is evidenced by a regression coefficient of 0.993 with a significance level of < 0.001. The coefficient of determination (R²) of 0.982 shows that 98.2% of the variance in teachers’ digital competence can be explained by principals’ visionary leadership, while the remaining variance is influenced by other factors outside the research model. These findings confirm that principals who are able to articulate a clear digital vision, support innovation, and encourage continuous professional development play a crucial role in enhancing teachers’ digital competence. This study provides both theoretical and practical implications for educational leadership in the digital era, emphasizing the importance of visionary leadership in driving school digital transformation. Furthermore, the findings may serve as a reference for policymakers in designing digital-based leadership development programs for school principals to improve the quality of teaching and learning in a rapidly evolving digital environment.
This study investigates the mechanical performance and durability of recycled aggregate concrete (RAC) as an alternative material for modern civil structures. Using a systematic literature review of recent empirical and conceptual studies, the research evaluates how recycled concrete aggregates (RCA) influence compressive, tensile, and flexural strengths, elastic modulus, porosity, and long-term durability under diverse environmental conditions. The findings confirm that although RAC typically demonstrates lower compressive strength, tensile resistance, and stiffness compared to natural aggregate concrete (NAC), these limitations are not intrinsic. They can be effectively mitigated through controlled RCA processing, pre-saturation treatments, supplementary cementitious materials, and fiber reinforcement. Regarding durability, RAC generally exhibits higher water absorption, permeability, and susceptibility to chloride ingress, carbonation, and freeze–thaw damage. Nevertheless, optimized mix designs and appropriate curing regimes can significantly improve its performance, making it suitable for structural applications at low to moderate RCA replacement ratios. Long-term challenges such as creep, shrinkage, fatigue, and fire resistance remain more pronounced in RAC but can be addressed with advanced mix engineering and conservative design practices. This review concludes that RAC is not merely a substitute for NAC but a sustainable material with distinct performance characteristics that require tailored strategies. By integrating technical innovations with quality control and policy support, RAC can contribute to sustainable infrastructure development while maintaining safety and reliability.
This study aims to analyze the influence of Digital Customer Relationship Management (Digital CRM), implemented through the Alfagift application, on Alfamart customer loyalty, with customer satisfaction serving as a mediating variable. The research is motivated by the increasing competition in modern retail, which requires companies to integrate digital services into long-term customer relationship strategies. Using a quantitative approach, data were collected through questionnaires from 100 Alfagift users in the Cikedung area who were selected based on specific criteria. Multiple regression analysis and the Sobel test were used to examine the hypotheses. The results show that Digital CRM through Alfagift (X) has a positive and significant influence—both directly (partial pathway) and simultaneously—on customer loyalty (Y). This finding is supported by a t-value of 5.066 with a significance level of 0.000. The study also confirms that customer satisfaction (Z) is a strong determinant of loyalty, indicated by a t-value of 2.996 and a significance level of 0.003. Most importantly, the mediation test (Sobel Test: Z = 2.224; p-value = 0.0261) demonstrates that customer satisfaction partially mediates the relationship between Digital CRM and customer loyalty. Overall, this research concludes that Alfamart customer loyalty is driven not only by the effectiveness of Digital CRM but also by the ability of the Alfagift application to create valuable experiences that lead to increased customer satisfaction. Practical implications highlight the need to optimize feature personalization and improve application interface quality to strengthen sustainable customer relationships.
The integration of artificial intelligence (AI) into the education sector is becoming increasingly unavoidable; however, the ability of AI systems, such as ChatGPT, to generate critically argumentative texts remains insufficiently examined. This study explored whether argumentative essays authored by humans exhibit greater critical depth than those generated by ChatGPT. This study employed a sequential explanatory mixed-methods design. Ten Indonesian university students voluntarily composed two argumentative essays—on the topics of “city dumps” and “slum neighborhoods”—following an experiential learning model, resulting in 20 human-produced texts. ChatGPT was tasked with generating 20 essays on the same topics. The data were analyzed using the Holistic Critical Thinking Scoring Rubric (HCTSR) developed by Facione (2020), as follows: three blind raters assessed all 40 essays for critical thinking using standardized rubrics. Quantitative analysis (t-tests) and qualitative content inspection revealed that human essays consistently achieved higher scores for experiential breadth, perspective diversity, counterargument integration, and emotional resonance. These findings indicate that despite advancements in natural language generation, AI-produced argumentative writing still lacks the critical sophistication that human authors demonstrate. This study indicates that future AI development must move beyond surface-level fluency to better emulate the nuanced socio-contextual sophistication of human reasoning.
