IJORER : International Journal of Recent Educational Research

Do Active Learning Models Differ? Examining of PBL, Cooperative Learning and Critical Thinking on Social Studies Outcomes

2026-09-07T14:09:17+07:00

Objective: This study ams to analyse variations in students’ learning outcomes based on the learning models employed Problem-Based Learning (PBL) and Cooperative Learning and their levels of critical thinking. Method: This study employed a quasi-experimental approach with a 2 × 3 factorial design to examine the effects of instructional models and students’ critical thinking levels on learning outcomes. A total of 100 students participated in the study, with 50 students assigned to each instructional group. The participants were proportionally assigned to the groups using cluster random sampling. Results: The study produced three man findings: (1) there were differences in learning outcomes between students taught using PBL and those taught using Cooperative Learning; (2) learning outcomes varied among students with high, moderate, and low levels of critical thinking; and (3) there was an interaction effect between the instructional models and students’ critical thinking levels on their learning outcomes. Novelty: This study makes several important contributions to the existing literature. First, it directly compares two prominent active learning models, namely PBL and Cooperative Learning, within the same analytical framework rather than examining them separately. Second, it positions critical thinking not merely as an independent predictor of achievement but as a moderating variable that may influence the effectiveness of instructional models in improving social studies learning outcomes. Third, the study employs a factorial design that enables the simultaneous examination of both man and interaction effects. This approach provides a more comprehensive explanation of the relationship between learner characteristics and instructional models and contributes to the development of constructivist and social cognitive perspectives in social studies instruction.

EFL Learners’ English Engagement in LinkedIn-Based Professional Digital Practices: Exploring Career-Oriented Motivation

2026-09-07T14:31:26+07:00

Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.

From Supervision to Filtering: Parental Monitoring and Regulatory Practices in Children’s Digital Use

2026-09-07T14:40:43+07:00

Objective: This qualitative study examines parental monitoring and regulatory practices concerning the everyday family contexts of young children’s digital media usage. Method: Using a qualitative case study design, data collection involved semi-structured interviews with parents of young children, which were analysed using thematic analysis. Results: The findings reveal that parental monitoring operates as a layered and progressive process rather than a singular strategy. Three interrelated dimensions emerged: presence-based monitoring, activity inspection practices, and content restriction and digital filtering. Presence-based monitoring was enacted through physical supervision and real-time accompaniment during children’s digital engagement. Activity inspection involved reviewing digital traces such as viewing histories and application usage to evaluate appropriateness and interests. Content restriction was implemented through time limits, password protection, parental control applications, account blocking, and curated content selection. These practices demonstrate how parents operate as digital gatekeepers who both shape and control children’s digital environments. Novelty: The study contributes to the digital parenting by theorizing monitoring as a continuum that ranges from embodied supervision to trace-based inspection and system-based control. The findings highlight the relational and structural aspects of parental authority in digitally mediated childhood. It also underscores the need for a contextualized understanding of digital governance within families.

Mapping Critical and Creative Thinking Skills: Evidence from Elementary School Students

2026-09-07T15:00:00+07:00

Objective: This study aims to map the profile of critical and creative thinking skills and analyze the relationship between the two. Method: The method used was quantitative descriptive correlational involving 112 students as a sample. Data was collected through test instruments that included various indicators of critical and creative thinking, then analyzed using the Spearman's rho correlation test. Results: The results showed that the critical thinking profile of students was in the medium category, with the highest achievement in the interpretation aspect but weak in strategy formulation. Meanwhile, the creative thinking profile showed high scores in the fluency aspect, but low in the flexibility and originality aspects. The results of the correlation test showed a significant positive relationship between critical and creative thinking skills. Novelty: This indicates that strengthening critical reasoning is an important foundation in producing innovative creative solutions. This research recommends the need for a learning model that challenges students' strategic abilities and originality.

Mapping Sustainable Bilingual Digital Innovation through University–Local Government Collaboration in Tourism Education

2026-09-07T14:59:06+07:00

Objective: The rapid development of digital technology in the tourism sector needs to be balanced with the provision of globally accessible information by bilingual languages, particularly Indonesian and English. This study aims to examine the importance of sustainable bilingual digital information in tourism education, supported by collaboration between universities and local governments. Method : This study uses a mixed-method with convergent parallel design.Data collection techniques in the form of observation and semi-structured interviews. The research subjects consisted of 62 respondents, including government officials staff, language lecturers, teachers, and the community of bilingual digital applications user . Results: The results show 83% respondens stated that bilingual digital applications, such as Tangerang Gemilang application contributes significantly to increase the effectiveness of tourism promotion and expand access to information for users. In addition, collabora-tion between universities and tourism agencies is considered crucial in supporting comprehensive and internationally oriented local tourism development. Novelty: This study confirms that sustainable bilingual digi-tal innovation, through institutional synergy, has a strategic role in strengthening tourism education and the competitiveness of tourist destinations.

Large-Scale Trial of Question Web Learning in Physics to Enhance Students’ Scientific Questioning Skills

2026-09-07T15:05:38+07:00

Objective: Students’ scientific questioning skills are essential in inquiry-oriented physics learning. However, many high school students still hesitate to ask questions and experience difficulty formulating testable scientific questions. This study aimed to examine a large-scale trial of the Question Web Learning model in physics learning to enhance students’ scientific questioning skills. Method: This study was part of educational design research and employed a one-group pretest-posttest design during the assessment phase. The participants were 93 grade XI science students from 3 public senior high schools in Banda Aceh, Indonesia. Data were collected through classroom observations, a written scientific questioning skills test, field notes, and student response questionnaires. The data were analyzed descriptively using implementation categories, question-quality categories, normalized gain, and response percentages. Results: he findings showed that the Question Web Learning model was implemented in good to very good categories across five meetings in the three schools. Students’ written test scores increased from the scientific category before learning to the very scientific category after learning, with high normalized gain in all schools. Classroom observations also showed an increase in the number and quality of students’ questions, with no non-scientific questions recorded. Novelty: This study provides empirical evidence from a large-scale trial that Question Web Learning is a practical and effective for supporting students’ scientific questioning skills in high school physics learning.

Language Failure In A 12-Year-Old Student With Dyslexia (A Case Study On Morphology And Syntax)

2026-09-08T20:23:32+07:00

This study aims to describe the morphological and syntactic abilities of 12-year-old dyslexic students in grade 1 of junior high school in South Tangerang City, through an analysis of errors in word formation (morphology) and sentence construction (syntax) that appear in their written and spoken language products. This study provides initial data for developing language learning strategies that can help improve morphological and syntactic abilities. This study uses a qualitative approach with a case study method. This method is used to provide more detailed data on students with dyslexia. The subject of the study was one dyslexic student studying in an inclusive junior high school. Data were collected through classroom observations, interviews with special assistance teachers and parents, and documentation of language assignment results. The results showed that students experienced difficulties in forming words with affixes, especially in the use of complex prefixes and suffixes. In the syntactic aspect, students tended to create disjointed sentences and often omitted important elements such as subjects or predicates. The direct learning strategies included a multisensory approach and repeated visual-phonetic learning techniques. Based on these findings, dyslexia significantly impacts language development in morphology and syntax, necessitating structured, individualized learning strategies that are oriented toward the learner's strengths. These findings serve as a basis for developing appropriate strategies to support the learning process of students with dyslexia through a simple, multisensory, and individualized approach, allowing teachers to focus on dyslexic students in order to help them achieve their learning goals.

School Committee Empowerment Strategy in Improving the Image of Elementary Schools in Salang District, Simeulue Regency

2026-09-08T20:23:33+07:00

Objective: This study aimed to analyse the empowerment strategy of school committees in improving the image of elementary schools in Salang District, Simeulue Regency. The main focus of the research includes three dimensions of empowerment: partnership, promotion, and solidarity, which synergistically shape public trust in basic education institutions. Methods: This study used a qualitative descriptive field approach with observation techniques, in-depth interviews, and documentation. The research informants consisted of three principals, three teachers, and three committee chairmen from three elementary schools who were purposively selected. The data were analysed through the stages of reduction, presentation, and verification using Miles and Huberman’s models, and their validity was tested through triangulation of sources and techniques. Results: The results of the study show a transformation of the relationship between the school and the committee from an administrative to a collaborative pattern of interaction. Equal partnerships strengthen communication, participation-based promotion improves the school's reputation, and social solidarity strengthens community support. The synergy of these three aspects contributes to the formation of a positive and sustainable school’s image. Novelty: This study makes a new contribution by affirming that school committee empowerment in the context of the archipelago region serves not only as an instrument of participation but also as a social strategy to build an image of community-based education through partnerships, digital promotion, and social solidarity.

“Badamai” Custom from the Perspective of Lifelong Education: A Case Study of Conflict Resolution Strategies of the Banjar Tribe in South Kalimantan

2026-09-08T20:23:34+07:00

Objective: Social conflicts that arise in various regions of Indonesia require resolution mechanisms that rely not only on formal legal approaches but also on local wisdom values to maintain social harmony. In South Kalimantan, the Badamai tradition is a conflict-resolution practice based on deliberation and consensus passed down through generations by the Banjar community. However, scientific studies linking the Badamai tradition to the perspective of lifelong education are still limited. Therefore, this study aims to analyze the relevance of the Badamai tradition as a conflict-resolution mechanism and examine its contribution as a lifelong education practice in the lives of the Banjar community. Methods: This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation studies involving traditional leaders, religious leaders, village officials, and community members directly involved in the Badamai practice. Data analysis was conducted through the stages of data reduction, data presentation, and continuous conclusion drawing to gain a deeper understanding of the social significance and educational value of the Badamai practice. Results: The research findings show that Badamai Customary Law serves not only as a means of conflict resolution but also as a space for reconciliation and social recovery, emphasizing the values of hapa-hapa, haragu, haram, and halus. This practice has proven effective in realizing restorative justice and preventing recurrent conflicts. Furthermore, Badamai reflects the practice of lifelong education through a continuous social learning process that concretely contributes to the development of reflective abilities, dialogical skills, deliberative wisdom, empathy, social responsibility, and the formation of collective community character based on shared life experiences. Novelty: The novelty of this research lies in the reinterpretation of the Badamai tradition, which is not only understood as a mechanism for resolving conflicts based on customary law, as analyzed in previous legalistic studies, but also as a practice of lifelong citizenship education that takes place in a participatory and intergenerational manner in community life. Unlike previous research that emphasized the normative, procedural, and legitimacy aspects of Badamai customary law, this study highlights its function as a continuous social learning space that transforms conflict experiences into a process of civic character formation, strengthening dialogical capacity, and developing the moral awareness of community members.

Functional Thinking in Early Algebra: A Multi-Level Investigation of Elementary Mathematics Education in Indonesia

2026-09-08T20:23:37+07:00

Objective: This study aims to investigate functional thinking from three perspectives: (1) curriculum representation, (2) students' algebra difficulties during the elementary-secondary school transition, and (3) pre-service teachers' knowledge. Method: This study employs a qualitative approach through document analysis, as well as tests and interviews with students transitioning from elementary to secondary school and with pre-service teachers. Results: The results of this study indicate: (1) curriculum documents significantly underrepresent functional relationships compared to recursive patterns; (2) students demonstrate weak functional thinking during the transition to formal algebra; (3) pre-service teachers present limited content and pedagogical knowledge about functional thinking. These findings reveal deficiencies in functional thinking at all three levels, which implies the need to improve this aspect in elementary school mathematics instruction and in pre-service teacher education programs. Novelty: Functional thinking is the foundation for algebraic reasoning in elementary mathematics, which determines students' success at the next level. Despite its importance, little is known about functional thinking in Indonesian elementary mathematics education. This research fills this gap through a multi-level investigation to provide a comprehensive understanding.

Development of Interactive Learning Media Based on Deep Learning in the Course Programmable Logic Controller

2026-09-08T20:23:38+07:00

This study aims to develop web-based interactive learning media integrated with Deep Learning methods for the Programmable Logic Controller (PLC) course, with a focus on Omron PLC material. The development addresses key challenges in PLC learning, including limited access to practical equipment, the lack of interactive digital media, and the absence of intelligent adaptive learning systems. This study employs a Research and Development (R&D) approach by synthesizing the 4D, ADDIE, and Borg & Gall models into five stages: needs analysis, design, development, evaluation, and dissemination. The main novelty of this study lies in the implementation of a Deep Learning–driven adaptive learning mechanism embedded within a web-based PLC simulation environment, which goes beyond conventional web-based PLC learning systems that typically provide static content and rule-based feedback. Unlike existing approaches, the proposed system utilizes an Artificial Neural Network (ANN) model to analyze student interaction patterns, identify learning difficulties in ladder diagram logic, and generate personalized feedback and adaptive learning pathways in real time. The developed system integrates PLC learning materials, JavaScript-based ladder diagram simulations, and AI-driven adaptive assessment features. Validation results indicate a very high level of feasibility (99% for content and 97% for design). Practicality testing shows scores ranging from 81% to 91%, categorized as very feasible. The effectiveness test reveals a statistically significant improvement in student learning outcomes based on pretest–posttest analysis (p-value 0.000 < 0.05), indicating the system’s effectiveness in enhancing conceptual understanding, ladder diagram skills, and learning motivation. This study contributes to the advancement of intelligent vocational learning systems by introducing an adaptive, data-driven PLC learning environment that bridges the gap between simulation-based learning and artificial intelligence–supported personalization. Therefore, the proposed media is considered highly feasible, practical, and effective for implementation in vocational education.

High School Students' Argumentation Skills: Biology Learning Innovations with the STEM-RANDAI Model

2026-09-08T20:36:54+07:00

Objective: Develop students' argument skills through biology learning based on the STEM-RANDAI model. This model integrates six phases (reciting, analyzing, narrating, doing the solution, assessing, and implementing), so that students not only learn science concepts, but also build evidence-based arguments through collaborative and contextual activities. Method: This study adopted a quasi-experimental design with a Nonequivalent Control Group Design involving three groups (experimental class, positive control class and negative control class) to compare the results (posttest) between the three groups after the treatment was given. The goal is to apply the STEM-RANDAI model and develop innovative biology learning tools to improve students' argument skills. Results: The findings of the study show that there is a significant influence of the STEM-RANDAI learning model on the improvement of argumentation skills with a significance value of p = 0.000 (p < 0.001). Novelty: The novelty of this research lies in the RANDAI (Culture-based learning) model integrated with the STEM approach (STEM-RANDAI model) which is explicitly adapted to the context of West Sumatra high schools, Indonesia. The integration of cultural values in this learning model makes model innovation that is relevant to the needs of the 21st century, as well as unique by combining the two to create a model that addresses the gap in argument skills of students in West Sumatra, Indonesia.

Effectiveness of Jigsaw Cooperative Learning Assisted by Augmented Reality on Pancasila Education Learning Outcomes

2026-09-08T21:24:03+07:00

Objective: Low learning outcomes in Pancasila Education are often related to teacher-centered learning and limited use of instructional technology. This study aimed to examine the effectiveness of the Jigsaw cooperative learning model assisted by Augmented Reality (AR) in improving students’ learning outcomes. Method: The research employed a quantitative quasi-experimental design with a nonequivalent control group. A total of 52 sixth-grade students participated and were divided into experimental and control groups. Data were collected through pretest and posttest and analyzed using descriptive statistics, an independent samples t-test, and N-Gain analysis. Results: The findings revealed a significant difference in learning outcomes between the experimental and control groups, with a t-value of −2.917, df = 50, and a significance value of 0.005. The mean N-Gain score was 0.62, which falls into the moderate category, indicating that the intervention was reasonably effective. Novelty: This study offers novelty by integrating the Jigsaw cooperative learning model with Augmented Reality in Pancasila Education, an approach that has been rarely explored. This integration provides an innovative instructional strategy that enhances learning outcomes while supporting the meaningful internalization of Pancasila values in line with 21st-century learning demands.

Strategic Management of Impact-Oriented Education Programs for Remote Indigenous Communities: A Case Study of Parigi Moutong Regency

2026-09-08T22:01:51+07:00

Objective: This study examines how strategic management is implemented in an impact-oriented education program to improve educational equity among remote Indigenous communities in Parigi Moutong Regency, Indonesia. Method: A qualitative descriptive approach was employed using in-depth interviews, field observations, and document analysis involving policymakers, program implementers, and beneficiaries. Data were analyzed thematically to identify patterns of planning, implementation, and program impact. Results: The findings indicate that effective program implementation relies on context-based planning, cross-sector collaboration, and culturally responsive communication strategies. These approaches contributed to increased educational participation, the development of local educators, and improved socio-economic resilience among Indigenous communities. The integration of life-skills training and community-based engagement also reduced social resistance and strengthened trust in formal education. Novelty: This study proposes a culturally responsive strategic management framework that integrates participatory governance, local capacity development, and adaptive implementation, offering a practical model for sustainable education reform in remote Indigenous contexts.

The Effect of PBL-Based LKPD Assisted by Wordwall on Fifth Graders’ Critical Thinking Skills in Science Learning

2026-09-10T11:22:13+07:00

This study investigated the effect of Problem-Based Learning (PBL)-based student worksheets (LKPD) assisted by Wordwall media on fifth graders’ critical thinking skills in science learning. The study focused on three dimensions of critical thinking: focus, reason, and inference. A quantitative approach with a quasi-experimental design was employed. The experimental group used PBL-based LKPD integrated with Wordwall media, while the control group received conventional instruction. Data were collected through tests, observations, interviews, and documentation. Instrument validation included expert judgment, Aiken’s V analysis, reliability testing, item validity, item difficulty, and discrimination analysis. The results of the normality and homogeneity tests indicated that the data were non-normal and non-homogeneous; therefore, nonparametric statistics were applied. The Mann–Whitney test showed significant differences between the experimental and control groups across all critical thinking aspects with Asymp. Sig. (2-tailed) values of 0.000 < 0.05. N-Gain analysis demonstrated high effectiveness in the experimental group for focus (96.70%), reason (87.90%), and inference (79.30%), whereas the control group showed only moderate improvement. Spearman rank correlation analysis further revealed very strong correlations among the three critical thinking dimensions. The findings indicate that PBL-based LKPD assisted by Wordwall media effectively improves students’ critical thinking skills and promotes more interactive and student-centered science learning.

From Curiosity to Work Engagement: the Role of Proactive Personality and the Limited Effect of Organizational Culture Among Vocational Educators

2026-09-10T11:21:02+07:00

Objective: Focusing on vocational educators, this study analyzed the connection between curiosity and work engagement by incorporating proactive personality as an intervening variable and organizational culture as a contextual moderator. In the context of rapid digital transformation, sustaining educator engagement has become increasingly critical yet challenging. Research Method: Using a quantitative framework, this study gathered data through a cross-sectional survey of 208 vocational educators working in institutions under the Ministry of Industry in Indonesia, which were then analyzed using the PLS-SEM approach. Research Findings: The findings suggest that higher levels of curiosity are associated with stronger proactive personality and greater work engagement. Proactive personality also contributes to higher work engagement by functioning as a mediating mechanism that translates intrinsic motivation into active work involvement. Conversely, no significant moderating effect of organizational culture was observed. Overall, the findings emphasize that proactive psychological tendencies play a more substantial role than environmental factors in influencing work engagement. Novelty: The study also extends the empirical application of a moderated-mediation model to the vocational education context, which has been relatively underexplored in previous studies.

The Affective-Cognitive Advantage of Community Language Learning: A Quasi-Experimental Study on Adolescent EFL Speaking Proficiency and Anxiety Reduction

2026-09-10T11:34:21+07:00

Objective: Speaking anxiety remains a major barrier for adolescent EFL learners, particularly in contexts with limited opportunities for authentic communication. Objective: This study compared the efficacy of Community Language Learning (CLL) against the PPP approach in enhancing speaking proficiency and reducing foreign language classroom anxiety among Indonesian junior high school students. Methods: A preregistered, mixed-factorial quasi-experimental design was employed. Eighty eighth-grade students were assigned to CLL (n=40) or PPP (n=40) groups. Speaking proficiency was assessed using a five-component analytic rubric, and anxiety was measured with the Foreign Language Classroom Anxiety Scale (FLCAS), supplemented by reflective diaries. Data were analyzed via mixed-factorial ANOVA and thematic analysis. Result: The CLL group demonstrated significantly greater improvement in overall speaking scores (gain = 27.05) than the PPP group (gain = 19.15), with a large between-groups effect size (d = 1.70). CLL also produced a significantly larger reduction in anxiety (mean reduction = 15.75). Qualitative findings highlighted enhanced psychological safety and collaborative metacognitive correction as key mechanisms. Novelty: This first CLL-PPP comparison in Indonesian junior high schools reveals anxiety reduction as a mediator of speaking gains, integrates mixed-methods evidence, and offers a replicable humanistic EFL model for resource-limited settings.

Factor Analysis and Validation of Entrepreneurial Continuation Intention Instruments for Senior High School Students: The Role of Parental Support and Motivation in the Indonesian Context

2026-09-11T20:03:48+07:00

This study aims to develop and validate a psychometric instrument to measure the factors driving the readiness of Senior High School (SMA) students to continue their entrepreneurial journeys after the initial pilot phase, addressing the significant gap between entrepreneurial intention and business sustainability among Indonesian youth. An Exploratory Factor Analysis (EFA) was conducted using the Maximum Likelihood (ML) extraction method. The sample consisted of 368 SMA students from Yayasan Ciputra Pendidikan in Jakarta, Surabaya, and Tangerang. The analysis demonstrated excellent sampling adequacy with a KMO value of 0.964. Through an iterative refinement process, the instrument was consolidated into a stable three-factor structure: Entrepreneurial Continuation Intention (9 items), Parental Support (6 items), and Motivation (4 items), which collectively explain a satisfactory proportion of the variance. This research provides novelty by integrating the synergy between individual motivation and the family ecosystem (parental support) into a single validated evaluation tool specifically tailored for high school students within a collectivist cultural context like Indonesia.

The The Effectiveness of Photo Prompt Media Based on the Word Bank Technique in Improving Students’ Poetry Writing Skills

2026-09-11T20:18:13+07:00

Objective: This study evaluated the effectiveness of photo prompt media based on the word bank technique in improving Grade VIII students’ poetry writing skills, considering common prewriting difficulties such as idea blockage, limited diction, and weak imagery. Method: A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed with 32 students. The intervention was implemented across six meetings: a pretest requiring students to write free-verse poetry without images, followed by instruction using everyday-themed photo prompts and a structured word bank, and a posttest using an equivalent new prompt. Two raters scored students’ poems using an analytic rubric covering five aspects (theme, diction, imagery, figurative language, and unity/coherence). Results: The mean score increased from 65.63 (SD = 7.21) on the pretest to 74.88 (SD = 8.30) on the posttest, yielding an average gain of 9.25 points; 31 of 32 students improved. A paired-samples test indicated a significant difference (p < 0.001) with a very large effect size (d = 2.45). The largest gains occurred in diction and imagery (gain = 1.19 each on a 4-point scale), followed by unity/coherence (gain = 0.81), figurative language (gain = 0.66), and theme (gain = 0.53). Novelty: The study contributes a structured integration of everyday-themed photo prompts and a categorized word bank within a six-session teaching sequence, assessed through an analytic rubric across multiple aspects of poetry quality.

Exploring Hybrid and Personalized Learning in Doctoral Education: A Case Study of Doctoral Students’ Learning Experiences

2026-09-11T20:32:41+07:00

Gap: Doctoral education is increasingly expected to accommodate diverse learner backgrounds and the professional commitments of working scholars. While hybrid and personalized learning models are often proposed as solutions to enhance flexibility in doctoral programs, empirical evidence on how these approaches shape doctoral students’ learning experiences remains limited. Objective: This study aims to examine the learning experiences of students enrolled in a hybrid doctoral program in educational technology that integrates personalized learning principles. Method: Using a descriptive survey design, data were collected from eight doctoral students who participated in the program’s initial onsite academic sessions. The survey explored four dimensions of the learning experience: perceived academic quality, learning interaction, personalized learning experience, and the overall learning environment. Result: The results indicate a high level of student satisfaction with the onsite sessions, with an average satisfaction score of 4.63 on a five-point scale. Students reported that the academic discussions were intellectually stimulating and that interactions with faculty members and peers fostered critical reflection and scholarly development. The findings also suggest that hybrid learning environments can balance academic rigor with flexibility, which is particularly valuable for doctoral students who are working professionals. Novelty: This study contributes new empirical insights into the early learning experiences of doctoral students in a hybrid doctoral program that integrates personalized learning principles, with particular attention to academic depth, intellectual interaction, and the development of doctoral identity.