Disseminating a Smart Learning Pedagogical Model for Sustainable Innovation in Higher Education
DOI:
https://doi.org/10.46328/ijte.6208Keywords:
Smart learning, Pedagogical innovation, Dissemination research, Sustainability, DUCASIF model, Higher educationAbstract
This study investigates how a Smart Learning Pedagogical Model was disseminated, adopted, and sustained at the YPUP Institute of Teacher Education, Indonesia (YIT-EDU) using a mixed-method dissemination research design. The study aimed to explore the mechanisms of dissemination and the level of acceptance among lecturers and students. Data were collected from 120 participants through surveys, interviews, focus group discussions, and document analysis. The findings revealed that dissemination at YIT-EDU evolved through five interconnected stages described in the DUCASIF Model—Dissemination for Understanding, Comprehension, Action, Sustainability, and Institutional Feedback. The model shows that dissemination is not a linear process of information transfer but a cyclical system of institutional learning driven by collaboration, feedback, and reflection. Quantitative results indicated high acceptance of the Smart Learning Pedagogical Model, particularly in terms of relative advantage, compatibility, and observability, while complexity remained moderate. Qualitative findings further demonstrated that lecturers’ participation, peer mentoring, and leadership support were critical to sustaining innovation. Theoretically, the DUCASIF framework extends the Diffusion of Innovation theory by integrating sustainability and institutional feedback as continuous renewal mechanisms. Practically, it offers a roadmap for higher-education institutions seeking to embed smart learning into their pedagogical systems. This study concludes that effective dissemination depends on reflective institutional practices that transform innovation into a self-sustaining educational culture.
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