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61	Education for sustainable development	ABS-71
University Students^ Awareness of Critical Digital Literacy in Indonesia: Dimensional Analysis, Demographic Differences, and Inter-Dimensional Relationships Aditya Ramadhan Islami, Ade Gafar Abdullah, Dadang Lukman Hakim, Isma Widiaty Technology and vocational education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Abstract This study aims to evaluate the level of Critical Digital Literacy (CDL) awareness among university students in Indonesia, analyze demographic differences, and examine the interrelationships among CDL dimensions. A quantitative approach with a survey method was employed, involving 299 undergraduate students. The research instrument consisted of a four-point Likert scale questionnaire measuring four main dimensions of CDL: technology use, data literacies, information literacies, and digital content creation. Data were analyzed using descriptive statistics, non-parametric Mann-Whitney U and Kruskal-Wallis tests, and Spearman^s correlation. The results revealed that students^ overall CDL awareness was at a moderate level, with an average score of 3.24. Among all subdimensions, critical technical skills recorded the highest score, while remixing and big and open data obtained the lowest. Demographic analyses indicated that only the age variable showed a significant difference, where young adults exhibited higher CDL awareness than late adolescents. No significant differences were found based on gender, study program type, educational background, or academic year. Spearman^s correlation analysis demonstrated strong and significant relationships among all four CDL dimensions (r = 0.580-0.699), with the strongest association observed between data literacy and information literacy. These findings suggest that CDL is a multidimensional and interrelated construct, emphasizing the importance of explicitly integrating critical digital literacy into higher education curricula to foster deeper, reflective, and responsible digital awareness among students. Keywords: Critical Digital Literacy- Student Awareness- Data Literacy- Information Literacy- Technology Use- Digital Content Creation Share Link | Plain Format | Corresponding Author (Aditya Ramadhan Islami)

62	Education for sustainable development	ABS-72
Analysis of Student Responses to Disaster Mitigation Education for Improving Science Literacy in Support SDG 13 Climate Action Embun Khoerunnisa Maya Safitri*, Bibin Rubini, Surti Kurniasih Science Education, Post Graduate School, Universitas Pakuan, Indonesia Abstract Disaster mitigation education plays an important role in shaping a young generation that is aware of disaster risks and concerned about climate change. The purpose of this study was to analyze students responses to the implementation of disaster mitigation education as a strategy to improve science literacy and its support for the achievement of Sustainable Development Goal 13 climate action. The methods used were descriptive, quantitative, and qualitative. Data collection techniques using questionnaires and 614 junior high school student respondents in the Bogor, Sukabumi, and Banten areas. The results showed that most students responded positively to disaster mitigation education. The aspect of knowledge about disasters and mitigation received the highest percentage of 77%, indicating a strong understanding of the types of disasters, mitigation measures, and their relationship with climate change. The aspects of attitude and responsibility were in the moderate category with 61%, indicating the growth of students awareness of the importance of personal safety and environmental preservation. Meanwhile, the role of the school environment (56%) and awareness and preparedness (53%) still need to be improved through disaster mitigation simulations and training. Disaster mitigation education contributes significantly to improving students science literacy, strengthening scientific knowledge, and fostering an attitude of caring for the environment. This also supports the achievement of SDG 13: Climate Action. Keywords: disaster mitigation education- science literacy- SDG 13- climate change- disaster risk reduction. Share Link | Plain Format | Corresponding Author (Embun Khoerunnisa Maya Safitri)

63	Education for sustainable development	ABS-73
Developing Critical Thinking in Primary Education: A Systematic Literature Review of Pedagogical Models (2020-2025) Farny Mamonto (a*), Mubiar Austin (b), Asep Deni Gustiana (b), Ade Gafar Abdullah (b) Universitas Pendidikan Indonesia Abstract This study is a systematic literature review that analyzes 39 articles (2020-2025) from the Scopus database using the PRISMA framework to map the development of critical thinking in elementary education. The results show that various innovative learning models have been developed, particularly Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), and technology-enhanced learning. Effectiveness analysis indicates that 48.7% of the articles reported very high effectiveness, and 38.5% reported high effectiveness, resulting in a total of 87.2% of learning models achieving high effectiveness in enhancing critical thinking. Six key factors for successful implementation were identified: teacher competence, technological infrastructure, interactive learning design, social collaboration, authentic context, and metacognitive reflection. However, research gaps remain, including: limited longitudinal studies, a lack of research in resource-constrained schools, limited cross-subject integration, and non-standardized assessment instruments. The findings highlight the need for sustained investment in teacher professional development and inclusive policies to ensure equitable access to learning technologies. Keywords: Critical Thinking, Elementary Education, Learning Models, Learning Effectiveness, Systematic Literature Review Share Link | Plain Format | Corresponding Author (Farny Mamonto)

64	Education for sustainable development	ABS-74
Driving Sustainable Deep Learning through Principals^ Instructional Leadership in Elementary Schools within the Framework of Education for Sustainable Development Hanik 1*, Nuphanudin 2, Amrozi Khamidi 3, Khulud 4, Fathurahmah Indah Palupi 5, Muhammad Fadri Siswanto 6, Intan Tri Andini7 Universitas Negeri Surabaya, Surabaya, Indonesia Abstract Education for Sustainable Development (ESD) emphasizes cultivating learners who are critical thinkers, problem solvers, and socially responsible citizens. In elementary schools, principals^ instructional leadership plays a pivotal role in enhancing teacher pedagogical competence, which in turn facilitates deep learning outcomes aligned with sustainability principles. This study investigates the relationship between instructional leadership, teacher pedagogical competence, and ESD-oriented deep learning in Indonesian elementary schools. Using a quantitative approach, data were collected from 250 teachers across 20 ESD-implementing schools. Structural Equation Modeling (SEM) was employed to examine direct and mediating effects. Findings reveal that instructional leadership significantly influences teacher competence, which partially mediates the effect of leadership on deep learning outcomes. The study underscores that effective instructional leadership alone is insufficient- fostering teacher pedagogical competence is essential to achieve deep learning that aligns with ESD goals. The results provide policy implications for school leadership development, teacher professional training, and the integration of sustainable learning practices in elementary education. Keywords: Instructional Leadership- Teacher Pedagogical Competence- Deep Learning- Education for Sustainable Development (ESD)- Elementary School Share Link | Plain Format | Corresponding Author (Hanik .)

65	Education for sustainable development	ABS-75
a riview of improving sustainable fashion education through CLO 3D: a technology-based approach to reducing material waste in fashion design vocational education Rella Mugiana, Isma Widiawati, Suciati Universitas Pendidikan Indonesia Abstract The fashion sector faces serious sustainability challenges with textile waste production reaching 92 million tons per year (UNEP, 2025), driving the urgency of transformation in the fashion design vocational education system. This study evaluates the potential contribution of CLO 3D technology to sustainable fashion education practices through a systematic literature review based on the PRISMA protocol (Page et al., 2021). Of 410 publications from 2015-2025, 27 articles were analyzed in depth. The results reveal a significant paradox: the dominance of CLO 3D adoption by leading fashion brands (Kim, 2020) contrasts with the absence of empirical evidence of its implementation in the context of vocational education. Analysis of similar immersive technologies (virtual reality, augmented reality, metaverse) as proxy evidence demonstrates substantial impact- minimizing physical material consumption by 35-70%, accelerating learning efficiency by 40-65%, developing technical competencies by 35-85%, and increasing knowledge acquisition by 45-60%. Virtual simulation-based technology consistently improves three learning domains, namely cognitive, affective, and psychomotor, with a substantial effect size (d>0.80), resulting in optimal outcomes for the hybrid learning approach. The study identifies a crucial need for empirical investigation of CLO 3D in vocational education, presents an evidence-based framework for stakeholders, and provides an implementation roadmap that integrates environmental, pedagogical, and economic benefits in the transformation of sustainable fashion education. Keywords: 3D garment simulation, sustainable fashion education, vocational school, waste minimization, digital learning technology Share Link | Plain Format | Corresponding Author (Rella Mugiana)

66	Education for sustainable development	ABS-76
Assessing Speaking Skills in English Matriculation Classes: A Case Study on Challenges and Strategies of MAN 1 Students Blitar Nurma Atalsa Sofansyah, Siti Mafulah, Yuli Ifana Sari, Onik Faridah Ni^matullah 1English Education Department, Universitas PGRI Kanjuruhan Malang 2English Education Department, Universitas PGRI Kanjuruhan Malang 3 4Geography Education Study Program, Universitas PGRI Kanjuruhan Malang Abstract This research revealed two main issues regarding speaking assessment, that is students^ low speaking confidence and low vocabulary mastery. These two issues hampered students in delivering their ideas fluently and do not speak well in the speaking assessment. To solve the problems, the researcher employed some strategies. Using qualitative descriptive approach with 34 students as subject, the data was collected by conducting class observation, conducting interview with English teacher and some students, and analyzing students^ speaking performance tasks. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. This research reveals the students^ problems in speaking assessment and the teacher^s strategy in conducting speaking assessments in matriculation class. The teacher^s scaffolding strategy helps students in delivering ideas fluently and speaking well. The result demonstrates the importance of considering both effective and linguistic factors in conducting speaking assessment. The result might be used as the reference for English teacher to conduct better speaking assessment. Keywords: Speaking Assessment, Matriculation Class, Vocabulary Mastery, Student Confidence, English Language Teaching, Bilingual Education, Teacher Strategies Share Link | Plain Format | Corresponding Author (Siti Mafulah)

67	Education for sustainable development	ABS-77
Opportunities and Challenges of Implementing Green Education in Vocational Beauty Education: A Pathway Toward Sustainability Literacy Delta Apriyani, Lilis Widaningsing Universitas Pendidikan Indonesia Abstract The integration of green education into vocational beauty education represents a transformative approach to preparing students for a sustainable and ethical beauty industry. This mini-review explores the opportunities and challenges in implementing green education to foster sustainability literacy among vocational beauty students. Literature indicates that integrating sustainability principles into curriculum design, digital learning technologies, and industry collaboration presents major opportunities to strengthen ecological awareness and professional competence. Digital transformation-through the use of augmented and virtual reality, AI-based tools, and eco-simulation-offers efficient and environmentally conscious alternatives for practical learning. Additionally, partnerships with sustainable beauty industries enhance the relevance of vocational training to green market demands. However, challenges persist, including limited educator competencies in sustainability pedagogy, insufficient integration of environmental values in curricula, weak institutional policies, and gaps between education and industry practices. Furthermore, resistance to digital transformation and lack of green infrastructure hinder full implementation. Addressing these challenges requires capacity-building for educators, eco-curriculum redesign, and stronger collaboration between academia and industry. In conclusion, a conceptual model of green education that is adaptive, technology-based, and industry-aligned is essential to develop sustainability-literate professionals capable of driving environmental transformation in the beauty sector. Keywords: Green Education, Vocational Beauty Education, Sustainability Literacy, Digital Transformation, Sustainable Curriculum Share Link | Plain Format | Corresponding Author (Delta Apriyani)

68	Education for sustainable development	ABS-78
Academic Stress and CBT in the Final Semester Statistics Assessment at State Islamic University Enung Nugraha1 ,and Encep Syarifudin2 1PGMI, Sultan Maulana Hasanudin, State Islamic University Banten, Serang City, Indonesia 2Postgraduate, Sultan Maulana Hasanudin, State Islamic University Banten, Serang City, Indonesia Abstract Anxiety constitutes a form of academic stress commonly experienced by students, particularly during their final semester, a critical phase of university assessment. Cognitive Behavioural Therapy (CBT), as proposed by Beck (1960), facilitates students^ regulation of their emotions, behaviours, and contextual situations to successfully complete their studies. This study aims to analyse the relationship between academic stress and the application of CBT in managing the final semester statistics assessment. Employing a quantitative survey methodology, data were collected from PGMI students at the Faculty of Tarbiyah and Education, UIN Banten, using purposive sampling techniques. The sample comprised forty respondents who attained A grades in the 2024 academic year. Data analysis involved descriptive quantitative methods alongside simple regression and correlation analyses. Findings indicate a significant positive correlation between academic stress and students^ use of CBT, suggesting that higher academic stress corresponds with more effective utilisation of CBT strategies, thereby confirming Beck^s theoretical framework. The study implies that academic stress can be effectively managed through enhanced regulation of emotions, behaviours, cognition, and situational responses. It is recommended that future research focus on developing statistical learning models that are both more comprehensible and engaging Keywords: Cognitive Behavioural Therapy, Academic Stress, descriptive quantitative Share Link | Plain Format | Corresponding Author (Enung Nugraha)

69	Education for sustainable development	ABS-79
Post - Pandemic Inequities in Self - Confidence Research Dwi Lintang Kristy Leno, Isma Widiaty Universitas Pendidikan Indonesia Abstract Self-confidence constitutes a fundamental psychological construct in primary education, yet global research production reveals profound systemic inequities that undermine universal educational goals. This bibliometric analysis of 177 publications (1974-2025) from Scopus database exposes how post-pandemic research acceleration paradoxically highlighted geographical disparities and methodological limitations in self-confidence studies. While publications increased 1000% between 2017-2022, Africa contributes only 1.7% of research despite hosting 40% of global primary school students. Europe dominates with 45.8% of publications, while international collaboration remains limited to 10.7%. Methodological analysis reveals over-reliance on correlational designs (52.5%) with insufficient longitudinal studies (8.5%) and experimental approaches (15.8%). Turkey emerges as leading contributor (13.6%), followed by UK (11.3%) and Australia (6.2%), while traditional research powerhouses show limited engagement. These findings expose critical research colonialism patterns that perpetuate Western-centric frameworks while marginalizing majority world perspectives. The study calls for urgent systemic reform through international collaboration frameworks, methodological diversification, and equitable research capacity building to achieve truly inclusive educational psychology research that serves global student populations. Keywords: bibliometrics, self-confidence, educational equity, research colonialism, methodological diversity Share Link | Plain Format | Corresponding Author (DWI LINTANG KRISTY LENO)

70	Education for sustainable development	ABS-80
PRIMARY SCHOOL STUDENTS PERSPECTIVES ON INNOVATIVE MATHEMATICS LEARNING ENVIRONMENTS: A SYSTEMATIC REVIEW OF STUDENT VOICE IN STEM LEARNING Ni Ketut Yeni Priskila, Ade Gafar Abdullah Universitas Pendidikan Indonesia Abstract This study presents a systematic literature review (SLR) aimed at comprehensively examining primary school students^ perspectives on innovative STEM-integrated mathematics learning environments. The article selection process adhered to PRISMA 2020 guidelines to ensure literature validity and relevance. A total of 26 final articles were thoroughly analyzed to identify cognitive, affective, and social dimensions shaping students^ learning experiences. Findings indicate that innovative STEM-based learning enhances student engagement and fosters positive attitudes towards mathematics. The review also highlights key moderating factors impacting learning effectiveness and provides practical implications for developing inclusive and responsive learning environments. These results offer an essential empirical foundation for designing student-centered mathematics education at the elementary level Keywords: student perspective, elementary mathematics education, STEM-integrated learning, innovative learning environment, systematic literature review, student engagement, affective dimension, cognitive dimension, student-centered learning, mathematics attitude Share Link | Plain Format | Corresponding Author (Ni Ketut Yeni Priskila)

71	Education for sustainable development	ABS-81
Vocational Education Muh Abdul Latif, Isma Widiaty, Ade Gafar Abdullah Universitas Pendidikan Indonesia Abstract Vocational education Keywords: Vocational Education, indonesia Share Link | Plain Format | Corresponding Author (Muh Latif)

72	Green Management and economy	ABS-3
Silent Revolution in Noisy Factories: Measuring the Impact of Green Human Resource Transformation at the Heart of Cilegon^s Industry Munawaroh (a*), Heny Hendrayati (b) Universitas Bina Bangsa Jl. Raya Serang - Jkt No.KM. 03 No. 1B, Panancangan, Kec. Cipocok Jaya, Kota Serang, Banten 42124 *madinahalmunawaroh01[at]gmail.com Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154 Abstract Sustainability and environmental issues are driving companies to integrate environmentally friendly practices into their operations. In the manufacturing sector, which has a significant impact, the implementation of Green Human Resource Management (GHRM) is crucial to align business objectives with environmental responsibilities. This study aims to analyze the implementation of GHRM in manufacturing companies in the Cilegon Industrial Area and explore its influence on the environmental performance of companies. Using a qualitative method through case studies, this study collected primary data through in-depth interviews with HR managers and employees, as well as secondary data from analysis of internal company documents. Preliminary results indicate that GHRM practices, such as green recruitment, training programs, and incentive systems, play an important role in shaping awareness and motivating pro-environmental behavior among employees. Effective implementation is expected to correlate positively with improved environmental performance. This study is expected to provide practical insights for HR managers and fill the literature gap on GHRM in the Indonesian manufacturing sector, offering guidance for achieving corporate sustainability goals. Keywords: GHRM, Sustainability, Human Resources, Manufacturing Industry, Environmental Performance Share Link | Plain Format | Corresponding Author (munawaroh munawaroh)

73	Green Management and economy	ABS-34
Measuring Impact, Transforming Futures: A Systematic Review of Sustainable Entrepreneurship Education Effectiveness in Higher Education Jejen Jaenal Aripin, Suryana, Heny Hendrayati Manajemen, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract This systematic literature review examines the effectiveness of Sustainable Entrepreneurship Education (SEE) programs with structured measurement frameworks in enhancing sustainable entrepreneurial intentions and competencies among higher education students. Following PRISMA 2020 guidelines, we systematically searched Scopus database, yielding 130 records. After rigorous screening applying PICO framework criteria, eleven empirical studies from ten countries involving 2,136 participants were included. Data extraction captured study characteristics, intervention features, measurement instruments, effect sizes, and moderating factors. All eleven studies reported positive effects with standardized effect sizes ranging from medium (&#946-=0.25-0.35) to very large (d=2.29-3.24). Four mediation pathways were identified: empathy-driven desirability, knowledge-attitude linkages, institutional support mechanisms, and social learning processes. Pedagogical analysis revealed playful learning approaches generated largest effects, followed by experiential methods. Psychometric evaluation confirmed high instrument reliability (&#945-=0.697-0.952). An ecological model emerged encompassing individual, institutional, and policy-level moderators. Educators should prioritize experiential and playful pedagogies- curriculum designers must integrate sustainability throughout entrepreneurial competencies- policymakers should invest in institutional infrastructure supporting SEE implementation. This review provides the first systematic synthesis of SEE effectiveness focusing on measurement frameworks, establishes psychometric benchmarks, identifies pedagogical hierarchies, and reveals multi-level moderating factors influencing program outcomes. Keywords: SDG integration, Pedagogical approaches, Psychometric properties, Educational assessment, Program evaluation Share Link | Plain Format | Corresponding Author (Jejen Jaenal Aripin)

74	Green Management and economy	ABS-49
Carbon Emissions Quantification from Ceramic Tile Production by Using Life-Cycle Assessment (LCA): A Case Study of PT Sinar Karya Duta Abadi, Indonesia Ransi Pasae *,1 M. Rijal Idrus 2 Hazairin Zubair 3 Darhamsyah 4 1 Environmental Science Program, Graduate School, Hasanuddin University, Makassar, Indonesia 2 Hasanuddin University Centre of Excellence for Climate Change Studies, Hasanuddin University, Makassar, Indonesia 3 Soil Science Study Program, Faculty of Agriculture, Hasanuddin University, Makassar, Indonesia 4 Environmental Management Study Program, Hasanuddin University, Makassar, Indonesia *e-mail: pasaeransi[at]gmail.com Abstract Environmental pollution in the ceramic tile industry is a critical concern, particularly with respect to carbon emissions arising from energy intensive manufacturing processes. The primary objectives of this study were to quantify carbon emissions, identify environmental hotspots, and propose mitigation strategies for ceramic tile production at PT Sinar Karya Duta Abadi, Indonesia. A cradle to gate life cycle assessment (LCA) was employed, using a functional unit of 1 m2 of ceramic tile, based on primary data obtained from company records between January and December 2024. The system boundary encompassed raw material extraction, energy consumption (fuel and electricity), and refrigerant usage up to the factory gate. The carbon emissions were calculated to be 7.3401 kg CO2 eq/m2. The results show that fuel consumption (67.29%) and electricity consumption (30.60%) dominate 97.8% of total carbon emissions. The mitigation scenario by implementing a waste heat recovery (WHR) system is expected to reduce carbon emissions by 20%. These results emphasize the urgent need for technological innovation to mitigate the environmental impact of Indonesia^s ceramic manufacturing sector Keywords: Carbon Emissions, Ceramic Tile Production, Life Cycle Assessment (LCA) Share Link | Plain Format | Corresponding Author (Ransi Pasae)

75	Sustainable Cities	ABS-16
Exploring Teacher Readiness and Project-Based Learning in Informatics Curriculum as a Pathway to Sustainable Cities Felinda Aprilia Rahma Graduate School, Indonesian Educational University Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *felindaaprilia16[at]upi.edu Abstract Indonesia^s Informatics curriculum transformation under the Merdeka Curriculum highlights Project-Based Learning (PjBL) as a pathway to foster 21st-century competencies. This study explores how Informatics education can contribute to Sustainable Cities (SDG 11) by integrating sustainability themes into digital learning. Specifically, the research examines the potential of PjBL to strengthen digital citizenship and eco-smart innovation among high school students. Using a mixed-method design, data will be collected through classroom observation, student project analysis, and teacher interviews within a one-month intervention. Early findings are expected to show that students can design simple eco-smart digital projects, such as energy-saving or waste-mapping applications, while also enhancing collaboration, problem-solving, and environmental awareness. The study emphasizes the role of culturally responsive pedagogy to contextualize sustainability in local practices, making the learning experience more relevant. This research contributes to bridging the gap between digital literacy and sustainability education by positioning Informatics not only as a technical subject but also as a driver for sustainable urban futures. Keywords: Informatics Curriculum- Project-Based Learning- Education for Sustainable Development- Digital Citizenship- Sustainable Cities Share Link | Plain Format | Corresponding Author (Felinda Rahma)

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