https://www.mojet.net/index.php/mojet/issue/feed 2026-04-30T00:00:00+02:00 Sacip TOKER mojeteditor@gmail.com Open Journal Systems <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> https://www.mojet.net/index.php/mojet/article/view/618 2026-03-01T20:56:22+01:00 Maurice Turinumukiza tzamaurix@gmail.com Paul Ssemaluulu pssemaluulu@kab.ac.ug Conrad Mike Mubaraka cmubaraka@kab.ac.ug Businge Phelix Mbabazi pmbusinge@kab.ac.ug

<p>The rapid digital transformation of education has positioned smart classrooms as critical tools for enhancing teaching quality, equity, and learner engagement. Rwanda launched the Smart Classroom Project in 2016 under Vision 2050 and the National Strategy for Transformation, equipping most secondary schools with ICT facilities. However, utilization remains limited in rural districts. This study assesses the adequacy of smart classroom components in public secondary schools of Gicumbi District, focusing on technological infrastructure, pedagogical readiness, learning environment, and institutional support. A sequential explanatory mixed-methods design was employed, beginning with a survey of 175 Senior Three students, followed by focus group discussions with 143 Senior Six students, interviews with 22 teachers, 5 headteachers, 12 parents, and the District Director of Education, complemented by classroom observations. Quantitative findings revealed consistent weaknesses across all components, with infrastructure and institutional support receiving the lowest ratings. Reliability and validity were confirmed (KMO &gt; .85; Bartlett’s p &lt; .001; Cronbach’s α ≥ .86), underscoring robust measurement. Qualitative insights contextualized these results, highlighting outdated equipment, irregular maintenance, low teacher confidence, overcrowded classrooms, and weak leadership as systemic barriers. The integration of findings demonstrates that technology provision alone is insufficient to transform teaching and learning. Effective utilization requires sustainable maintenance systems, continuous professional development in digital pedagogy, flexible classroom design, and strengthened institutional frameworks with clear policies, technical support, and accountability mechanisms. The study contributes to the growing body of ICT-in-education scholarship in sub-Saharan Africa and provides actionable recommendations for policymakers and school leaders to optimize smart classroom utilization in Rwanda.</p>

2026-04-22T00:00:00+02:00 Copyright (c) 2026 Malaysian Online Journal of Educational Technology https://www.mojet.net/index.php/mojet/article/view/644 2026-03-01T20:23:18+01:00 Emalia Rosellin Br Sembiring emalia.brsembiring03@gmail.com Serafin Wisni Septiarti swisni@uny.ac.id Cepi Safruddin Abdul Jabar cepi_safruddin@uny.ac.id

<p>The transition from emergency remote teaching to sustainable digital integration remains a critical challenge in developing countries. This study investigates how teacher self-efficacy and digital literacy influence the sustainability of online teaching practices and their subsequent impact on job satisfaction in the context of Indonesia’s ongoing digital transformation. Utilizing a quantitative cross-sectional survey design, data were collected from 118 Indonesian educators and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that psychological resilience (teacher self-efficacy) is a stronger predictor of practice sustainability than technical skills (digital literacy). Furthermore, the sustainability of online teaching practice serves as a crucial mediator that bridges teacher competencies and job satisfaction. These findings offer vital insights for policymakers, suggesting that institutional support must go beyond hardware investment to prioritize fostering teacher self-belief and creating a supportive ecosystem. This approach is essential to ensure long-term digital adoption and ensure professional well-being in the post-pandemic era.</p> <p> </p>

2026-04-22T00:00:00+02:00 Copyright (c) 2026 Malaysian Online Journal of Educational Technology