Journal on Efficiency and Responsibility in Education and Science

Reviewing Architectural Design Education (ADE) in India

Elizabeth Jerome — 2026-06-30

Architectural Design Education (ADE) in India has changed little over the past two decades and still relies on an outdated curriculum. As a result, students and graduates may be underprepared for real-world professional challenges. Previous research from Europe, the USA, India, Australia, and South Asia shows considerable variation in ADE curricula, which generally fall into two areas: art and design, and technical practice.

This study examines the curricular focus of Indian and international universities, compares frameworks developed by Indian regulatory bodies such as COA and AICTE with those of NAAB, RIBA, and AIA, and evaluates how closely Indian university curricula align with these standards. By comparing five leading architecture schools in India with four international institutions, the study identifies both shared features and major differences.

The findings show that Indian ADE emphasises foundational theory and design skills but pays less attention to emerging technologies and practical experience than international programs do. The study also reveals gaps between COA standards and their implementation. In response, it proposes a competency assessment framework to support curriculum standardisation, improve assessment efficiency, and promote consistency and accountability.

A Dimensional Analysis of Junior High School Students’ Critical Thinking Skills

I Wayan Redhana — 2026-06-30

Critical thinking skills (CTS) are essential competencies for 21st-century students; however, empirical evidence indicates that their development remains suboptimal. This study aimed to map the CTS profile of junior high school students in Bali Province, Indonesia, and to examine differences across CTS dimensions. A survey design was used, involving 403 students selected through multistage random sampling from public and private schools across eight regencies and one city in Bali Province, Indonesia. Data were collected using a content-free CTS test developed by the authors, which demonstrated content validity and high reliability (Cronbach’s α = 0.920). The data were analysed using descriptive statistics and repeated-measures analysis of variance after assumption testing. The results showed that students’ overall CTS remained low, with average mastery below 60%. Significant differences were found across dimensions: evaluation and interpretation had the highest scores, whereas analysis and explanation had the lowest. These findings provide a provincial-level empirical basis for developing more targeted strategies, assessments, and educational policies to strengthen CTS.

The Mediating Role of Digital Creativity in the Relationship between Attitudes toward Digitalization and Educational Management Information Systems

Farida Farida — 2026-06-30

In the era of digital transformation, the success of educational management systems increasingly depends not only on technology but also on users' attitudes and creativity. Despite growing research on technology adoption in education, few studies have examined how attitudes toward digitalization (ATD) and digital creativity (CTD) interact to influence the efficiency, effectiveness, and responsible implementation of Educational Management Information Systems (EMIS) in educational institutions. To address this gap, the present study investigated how CTD mediates the relationship between ATD and EMIS. A total of 347 respondents participated in the study by completing an online questionnaire. Structural Equation Modeling (SEM) was employed to test four hypotheses. The results revealed that ATD significantly enhanced EMIS performance both directly and indirectly through CTD. Furthermore, CTD emerged as a critical mediator, indicating that while a positive digital attitude provides the motivational foundation for technology adoption, creativity transforms this attitude into innovative, efficient, and contextually responsible EMIS applications. The study highlights how fostering positive attitudes and digital creativity among users can improve operational efficiency and promote responsible management practices in educational settings.

Evaluating the Impact of AI-Supported Inquiry-Based Learning on Students’ Creative Mathematical Performance, Critical Problem-Solving Skills, and Attitudes toward Mathematics

Mujib Mujib — 2026-06-30

Mathematics education increasingly requires teaching approaches that strengthen students’ creativity, problem-solving skills, and positive attitudes toward learning. However, limited evidence exists on the effectiveness of AI-supported inquiry-based learning in developing multiple dimensions of mathematical competence among secondary school students.
This study examined the impact of AI-supported inquiry-based learning on creative mathematical performance, critical problem-solving skills, and attitudes toward mathematics. Using a quasi-experimental design, students with a mean age of 12.79 years (SD = 0.68) were assigned either to an experimental group receiving AI-supported inquiry-based learning or to a control group receiving conventional instruction. Data were collected through validated tests and questionnaires.
The results showed that AI-supported inquiry-based learning significantly improved students’ creative mathematical performance and attitudes toward mathematics compared with traditional instruction, but it did not produce a statistically significant improvement in critical problem-solving skills. Multivariate analysis confirmed a significant overall group effect, while correlation analysis showed positive relationships among all variables in both groups. Overall, the findings suggest that AI-supported inquiry-based learning mainly supports creativity and affective development, while its effect on problem-solving skills remains limited. It may also improve instructional efficiency through guided exploration, adaptive feedback, and reduced cognitive load.

What Makes Online Professional Development Work? Unpacking Quality Attributes and Their Impact on Teacher Satisfaction and Professional Practice

Mohamad Arief Rafsanjani — 2026-06-30

Professional development (PD) is widely recognised as a crucial factor in fostering the quality of teachers' professional practice. Today, online PD is often chosen over offline PD because it offers advantages related to cost, time, and location efficiency. However, compared with offline PD, less research has examined the quality of online PD. This study aimed to investigate the quality attributes of online PD and their impacts on teachers' satisfaction and changes in their professional practice. A cross-sectional design and an online questionnaire were used to collect data from 206 economics teachers in Indonesia. Structural equation modelling was conducted using SmartPLS 3.0 to examine the research hypotheses. The results show that three elements--collaboration, cognitive activation, and clarity and structure--contribute to explaining and establishing the quality of online PD. Furthermore, from the teachers' perspectives on satisfaction and changes in professional practice, online PD was effective in enhancing teachers' pedagogical knowledge and teaching practice. Finally, the study shows that the quality attributes of online PD positively affect participants' satisfaction and changes in teachers' professional practice. Theoretical and practical implications are discussed.

Mood States and Student Learning in Project Management

Josef Kunhart — 2026-06-30

Practical experience is a key component of teaching and learning in project management. In 2023–2025, we organized two practical project management seminars as part of a bachelor’s introductory project management course. In these seminars, we used serious management games to practise waterfall and agile approaches and to improve students’ teamwork, communication, and soft skills. We applied the Profile of Mood States method to evaluate changes in total mood and individual mood factors during the seminars. We collected and analysed data from 2024–2025 (n24 = 139, n25 = 98) and compared these results with prior findings from 2023 (n23 = 49). We found that students’ total mood improved significantly during both waterfall and agile seminars in all eligible years. Fatigue, depression, and confusion decreased significantly for both seminar types in all years, and tension decreased in most seminars. We will use these results to further improve the practical seminars and to introduce the solution to other areas.