PEDAGOGIKA

Burnout and Idealism of Young Lecturers: Coping Strategies in a Competitive Academic Culture

2026-11-11T00:04:45+00:00

An increasingly competitive academic culture places young lecturers under various professional demands, including scientific publications, the implementation of the three pillars of higher education (Tri Dharma), and the achievement of institutional performance targets, potentially creating tension between academic idealism and workplace realities while increasing the risk of burnout. This study aims to analyze burnout experiences among young lecturers and identify the coping strategies employed in dealing with academic pressures. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that burnout among young lecturers is characterized by emotional exhaustion, academic productivity pressure, decreased motivation, and conflicts between institutional demands and academic idealism. The coping strategies identified include problem-focused coping, emotion-focused coping, and meaning-making toward the academic profession. Theoretically, this study expands understanding of the relationship between burnout, academic idealism, and coping within a competitive academic culture. Practically, the findings may serve as a basis for developing psychosocial support policies for young lecturers.

Ecopedagogy in Physical Education, Sports, and Health: Changes in Elementary School Students’ Environmental-Care Attitudes

2026-11-13T00:04:34+00:00

Physical Education, Sports, and Health can provide an experiential setting for linking movement activities with care for the school environment through observation, decision-making, and ecological reflection. This study aimed to describe changes in fifth-grade students’ environmental-care attitudes after four ecopedagogy-based Physical Education, Sports, and Health lessons and to portray movement participation and observable indicators of ecological behavior during implementation. A one-group pretest-posttest pre-experimental design involved 32 students. Attitudes were measured using 12 four-point items based on self-report, while class observations recorded at the aggregate level active movement participation, care for play areas/equipment, and ecological ideas. The mean attitude score increased from 29.50 (SD=6.71) to 32.19 (SD=8.51), with a mean change of +2.69 points. Twenty-four students (75.0%) increased, one (3.1%) was unchanged, and seven (21.9%) decreased. The proportion of students showing active movement participation ranged from 75.0% to 84.4%, care for areas/equipment from 53.1% to 68.8%, and ecological ideas from 31.3% to 53.1%. The findings indicate a positive but heterogeneous descriptive pattern, while differences in lesson tasks limit direct comparisons of observational indicators across sessions. Because no comparison group was included, the results are not interpreted as causal evidence or as evidence that physical activity duration and intensity were equivalent to those in conventional physical education, but as a basis for further development and stronger testing of ecopedagogy-based physical education.

Literacy Culture and Digital Gap in Public and Private Elementary Libraries in Gorontalo

2026-11-11T00:04:28+00:00

School libraries play an important role in building a literacy culture, but the development of digital services has not always gone hand in hand with literacy practices in schools. This study aims to analyze and compare literacy culture and library digitization in public and private elementary education units in Gorontalo. The study uses a descriptive-comparative design through secondary analysis of structured observation data and interviews in 10 primary education units, consisting of six public and four private units. Literacy culture is analyzed through routine literacy programs, library use by students, teacher involvement, and innovative literacy activities, while digitalization is measured through digital catalogs, computer devices, digital resources, and technology utilization. The results show an average literacy culture of 14.10 out of 16, while library digitization is only 5.30 out of 16. Eight out of ten education units are in a configuration of high literacy culture with low digitization. These findings show that literacy culture can develop strongly even though library digitization is still limited. Digitalization needs to be developed as a literacy culture reinforcement through strengthening management capacity, technology integration, and service sustainability.