International Journal of Education and Digital Learning (IJEDL)

Public Policy Response in Expanding National Digital Education Access in Norway

Helene Knudstad — 2025-08-31

This study analyzes Norway's public policy responses in expanding national access to digital education. Drawing from policy documents, academic literature, and institutional practices, the paper explores how Norway integrates digitalization within its educational system while maintaining its longstanding commitment to equity. The findings are organized into four themes: national strategies, inclusion and accessibility, institutional readiness, and policy effectiveness. Norway has developed comprehensive digital education strategies that embed digital literacy into curricula, enhance teacher competencies, and ensure infrastructure support. Despite significant progress, challenges persist, especially in ensuring equitable access for students with disabilities, refugees, and those in remote areas. Institutional readiness varies, with universities and urban schools leading innovation, while vocational and rural institutions lag. Moreover, evaluation mechanisms often prioritize infrastructure over learning outcomes, leading to a policy-performance gap. The study concludes that while Norway’s approach offers a strong foundation, future success depends on adaptive governance, sustainable investment, and participatory policy-making that centers pedagogy and learner diversity. These insights contribute to broader debates on how advanced welfare states can ensure inclusive, effective, and future-ready digital education.

Comparison of Romania’s Digital Education Model with Other Eastern European Countries

Daniela Florina Stancu — 2025-08-31

This study presents a comparative analysis of Romania's digital education model in relation to other Eastern European countries, namely Poland, Hungary, the Czech Republic, and Russia. The research employs a descriptive qualitative approach, analyzing secondary data such as academic publications, government policies, and institutional reports. The findings reveal that while Romania has made significant strides in aligning its education system with European Union standards—through initiatives like SmartEDU and integration with the Bologna Process—its implementation remains inconsistent, especially in rural regions. Compared to Poland and the Czech Republic, which demonstrate strong infrastructure, decentralized governance, and sustained teacher training, Romania’s digital integration is hampered by bureaucratic inertia, infrastructure gaps, and a lack of equitable access. Hungary shows a more centralized governance model, while Russia presents significant regional disparities. Notably, Romania has shown promise in informal education, such as the Romanian Science Festival, helping bridge digital divides through community-led innovation. The paper concludes that for Romania to advance its digital education goals, it must prioritize teacher training, infrastructure development, and localized policy execution. This study contributes to understanding how post-communist education systems navigate digital transformation amid structural and socioeconomic constraints.

The Role of Islamic Education in Enhancing 21st Century Skills: Focusing on Critical Thinking, Creativity, and Collaboration in Digital Era

Abdul Wahab — 2025-08-31

This article aims to explore how Islamic education can contribute to enhancing 21st-century skills through the principles of Islamic teachings. The objective of this research is to identify how the values contained in Islamic education can support the development of the skills needed by the youth of the 21st century in digital era, such as critical thinking in problem-solving, creativity in innovation, and collaboration in working with others. This research employs a qualitative approach with a literature study method to analyze various literatures related to Islamic education and 21st-century skills. Data sources are drawn from articles, books, and Islamic education curriculum documents that integrate 21st-century skills. In the data analysis, an inductive approach is used to explore the relationship between the principles of Islamic teachings and the skills required in the modern world. The findings of this research show that Islamic education can provide a strong foundation for the development of 21st-century skills by integrating the moral and ethical principles of Islam that support character development. For example, teachings on reflective and evaluative thinking can encourage the development of critical thinking skills, while collaboration in social and religious contexts strengthens teamwork skills. The implications of these findings highlight the importance of designing an Islamic education curriculum that can effectively integrate 21st-century skills. This approach is expected to enhance the quality of Islamic education, making it more relevant to the demands of the times and preparing students to face global challenges.

The Correlation of Academic Performance and Socio-Economic Background of University Students in Bangladesh

Rahmat Ullah — 2025-08-31

This study focuses on the relationship between students' socioeconomic backgrounds and their academic success at the university level. The goals were to identify factors influencing students' academic success and analyze the connection between socio-economic status and academic achievement. A sample of 132 participants from the University of Rajshahi was chosen through simple random sampling. Structured questionnaires were distributed to the respondents. CGPAs are used to measure academic performance. In this study, factors such as parental income, education level, occupation, students' access to resources, and learning environments are considered to evaluate overall academic success. The results reveal a significant correlation between socioeconomic status (SES) and academic achievement, with students from higher SES backgrounds often performing better due to greater access to educational resources, mentorship, and stable living conditions.

The Role of Interactive Flat Panel (IFP) in Shaping Indonesia’s Digital Learning Policy: A Vision for Educational Reform in the Prabowo–Gibran Era

Usman Jayadi — 2025-08-31

This study explores the role of Interactive Flat Panels (IFPs) as transformative digital learning media in shaping Indonesia’s educational reform under the Prabowo–Gibran administration (2024–2029). The research employs a descriptive qualitative approach, synthesizing scholarly literature and education policy analyses to conceptualize how IFP integration supports national digital education goals. Globally, IFPs have been proven to enhance student engagement, learning outcomes, and teacher performance through interactive, multimedia-based instruction. Within the Indonesian context, their adoption aligns with the Merdeka Belajar and Smart Schools Indonesia initiatives, which emphasize technological equity, digital sovereignty, and 21st-century learning competencies. The findings indicate that IFPs can foster interactive and collaborative learning environments, strengthen teachers’ digital competencies, and facilitate Education 5.0 implementation nationwide. However, several barriers persist, including infrastructure inequality, limited teacher readiness, and financial constraints in public schools. Addressing these challenges requires multi-sectoral collaboration, capacity-building programs, and localized production strategies to ensure sustainability and affordability. The study concludes that IFPs are not merely instructional technologies but strategic policy instruments driving Indonesia’s digital transformation in education. Their effective integration can bridge pedagogical and technological divides, positioning Indonesia as a leader in digital learning innovation across Southeast Asia.