SYNERGY OF LECTURERS' DIGITAL COMPETENCIES AND STUDENT AI LITERACY IN IMPROVING LEARNING RECOVERY IN STUDENT SMEs

Abstract

ABSTRACT

Efforts to restore post-pandemic learning in Buddhist higher education institutions face challenges arising from the imbalance between educators’ digital competencies and students’ technological readiness, particularly within student organizations. This situation underscores the need to examine how lecturers’ digital competence and students’ artificial intelligence (AI) literacy jointly contribute to accelerating learning recovery. This study employed an explanatory quantitative survey design to analyze the causal relationship between the two variables, involving 93 supervisory lecturers and student organization members who responded to a five-point Likert-scale online questionnaire. After ensuring validity, reliability, and overall model feasibility, path analysis was conducted to assess both the direct and indirect effects of each variable. The findings reveal that lecturers’ digital competence in designing, managing, and facilitating technology-based learning significantly enhances students’ engagement and adaptability. Moreover, students’ AI literacy strengthens their critical thinking, ethical awareness, and self-regulation throughout the learning process. The interaction between these factors creates a responsive and inclusive digital learning ecosystem that supports the acceleration of learning recovery. Overall, the study emphasizes that integrating the enhancement of educators’ digital competence with the development of students’ AI literacy forms a crucial foundation for building a resilient and sustainable learning environment, while also providing empirical support for digital transformation policies within higher education.

ABSTRAK

Upaya pemulihan pembelajaran pascapandemi di perguruan tinggi Buddhis menghadapi tantangan berupa ketidakseimbangan antara kemampuan digital pendidik dan kesiapan teknologi mahasiswa, khususnya pada organisasi kemahasiswaan. Kondisi tersebut mendorong perlunya kajian mengenai bagaimana kompetensi digital dosen dan literasi kecerdasan buatan (AI) mahasiswa saling berkontribusi dalam mempercepat pemulihan pembelajaran. Penelitian ini menggunakan desain survei kuantitatif eksplanatori untuk menganalisis hubungan kausal kedua variabel dengan melibatkan 93 dosen pembina dan mahasiswa UKM yang diukur melalui kuesioner daring berskala Likert lima poin. Setelah memastikan validitas, reliabilitas, dan kelayakan model, analisis jalur digunakan untuk menguji pengaruh langsung maupun tidak langsung masing-masing variabel. Hasil penelitian menunjukkan bahwa kompetensi digital dosen dalam merancang, mengelola, dan memfasilitasi pembelajaran berbasis teknologi berkontribusi signifikan terhadap peningkatan keterlibatan dan kemampuan adaptasi mahasiswa. Selain itu, literasi AI mahasiswa terbukti memperkuat kemampuan berpikir kritis, kesadaran etis, dan regulasi diri selama proses belajar. Interaksi keduanya membentuk ekosistem pembelajaran digital yang responsif, inklusif, dan mendukung percepatan pemulihan pembelajaran. Secara keseluruhan, penelitian ini menegaskan bahwa penguatan kompetensi digital pendidik yang diintegrasikan dengan peningkatan literasi AI mahasiswa menjadi fondasi penting untuk membangun lingkungan pembelajaran yang tangguh serta berkelanjutan, sekaligus memberikan dasar empiris bagi kebijakan transformasi digital di perguruan tinggi.