A needs analysis of academic supervision to enhance teaching competence in the society 5.0 era
DOI:
https://doi.org/10.53088/jsel.v3i2.3452Keywords:
Academic Supervision, Teacher Competence, Era Society 5.0Abstract
This study aims to identify the preliminary needs for implementing academic supervision to strengthen educators' teaching competencies in the Society 5.0 era. This study employed a quantitative descriptive research design to examine the preliminary needs for academic supervision. Data were analyzed descriptively to identify the priority needs for academic supervision, discussing research findings in depth, and drawing a conclusion from an analysis of the need for academic supervision in relation to improving the quality of education. The participants consisted of 60 lecturers from Brawijaya University. Findings indicate that the need for academic supervision related to the preparation of learning devices accounted for 28%, followed by the need for supervision of blended learning teaching modules at 34%, and LMS-based teaching modules at 38%, representing the highest priority area. Lecturers require greater support in designing and implementing technology-enhanced learning environments. The study contributes to literature by identifying priority dimensions of academic supervision in higher education and provides practical guidance for universities in developing supervision programs that support digital pedagogy and teaching quality improvement in the Society 5.0 era.
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