Bridging Technology and Tradition: Strategies for Integrating Education and Character Development in Aceh's Schools in the Era of Society 5.0

1. Introduction

The Society 5.0 era is a phase of societal development marked by the integration of digital technology and social life, where technology is not only a tool but also an integral part of daily life, including in the field of Education (Zhanbayev et al., 2023). In Aceh, as in many other regions, adopting technology in education poses challenges and opportunities (Taufik, 2020). Technology has opened up more comprehensive access to information and enabled more interactive learning. Still, it has also raised issues such as the digital divide and the risk of declining local social and cultural values (Aissaoui, 2022).

In particular, this research focuses on how technology integration can be aligned with educational values and character development in Aceh schools. Although technology offers various benefits in improving the quality of learning, there are significant challenges in balancing the use of technology with the preservation of cultural values and character education, especially in areas with strong traditions such as Aceh. Currently, many schools in Aceh face problems in integrating technology effectively while still maintaining local values, where the main obstacles include limited infrastructure, teacher training, and resistance to change.

Previous research has shown that technology integration in education often focuses on improving students' technical skills and learning effectiveness. At the same time, aspects of character and social values tend to receive less attention (Bereczki & Kárpáti, 2021). Several studies highlight the importance of character education in the digital era. Still, few have specifically discussed how technology can reinforce local values and character education (Chambers & Sandford, 2019) in a society with a solid cultural background, such as Aceh.

The urgency of this research lies in the need to develop an educational approach that utilizes technology to improve academic skills and strengthen local ethical and cultural values. Considering the unique characteristics of Acehnese society, this research offers a technology integration model that respects and promotes local values and supports the development of holistic student character. This is important so that education in the Society 5.0 era produces technologically competent individuals with empathy, responsibility, and strong ethics.

This study aims to provide strategic recommendations for developing curriculum and educational policies that are responsive to the demands of the times while maintaining the richness of local culture. This research is expected to be adopted by other countries or regions with similar cultural backgrounds and challenges, such as Southeast Asian regions and other developing countries. Thus, this concept is expected to help countries face global challenges while maintaining traditional identities and values in the digital era.

2. Literature Review

The use of technology in education has opened up many opportunities to improve the quality and effectiveness of learning (Haleem et al., 2022). Technology can expand students' access to information and learning resources and facilitate more interactive and collaborative learning (Fu & Hwang, 2018). However, significant challenges, such as the digital divide, are still obstacles, especially in rural or remote areas such as some parts of Aceh, which can limit access and quality of education (Qodir & Choerudin, 2024). In addition, uncontrolled use of technology has the potential to have negative impacts, such as screen addiction and decreased quality of social interaction (Cham et al., 2019). As the need for character education increases in the digital age, instilling moral and ethical values is becoming increasingly important, especially in this increasingly connected world (Rumiati et al., 2022). Effective character education requires a holistic approach integrated into all learning aspects (Chowdhury, 2018). In the context of Society 5.0, character education must also include digital literacy and ethics to ensure students can use technology wisely and responsibly (Muntakhib et al., 2024).

Previous research emphasizes the importance of maintaining local cultural identities in education, especially when integrating technology (Makarova et al., 2019). Including local cultural elements in the curriculum can strengthen students' identities and foster a sense of pride in their cultural heritage (Sakti et al., 2024). This approach is especially relevant in Aceh, where traditional and religious values are central to people's lives (Abee et al., 2019). Education that values local values while still utilizing technology can create a balance between modernity and cultural preservation (Makarova et al., 2019). In addition, the role of teachers has changed significantly in the digital age, from simply being an information conveyor to a facilitator and mentor who helps students develop critical thinking skills and strong character (Tathahira, 2020). In addition, many teachers still need adequate training and professional development to integrate technology into learning effectively (Yurtseven Avci et al., 2020).

Curriculum development in the Society 5.0 era must include a wide range of skills, from technical and digital skills to social-emotional skills, as well as character education emphasizing ethical and cultural values (Iksal et al., 2024). Previous research confirms that curricula relevant to Society 5.0 must be responsive to technological changes and student needs (Carayannis & Morawska-Jancelewicz, 2022). Additionally, education that engages local communities and encourages collaboration between schools, families, and communities can increase the relevance and effectiveness of educational programs (Maier et al., 2017). Other research reports that community involvement in education helps ensure that technology is adopted for academic purposes and supports the development of social character and values (Huda, 2019).

3. Materials and Methods

3.1. Research Desgin

The study will be conducted in Aceh Province in 2024, involving schools in both urban and rural areas. The sample is selected purposively, taking into account variations in technology use and character building approaches, and prioritising schools that demonstrate innovative practices in integrating technology and educational values. Using a qualitative approach with a case study design, this research aims to explore in depth how technology is integrated with educational values and character development in Aceh schools. Case studies were chosen to comprehensively understand the dynamics of educational practices in the context of the Society 5.0 era.

3.2. Partisipants

The data involved 300 respondents, consisting of teachers, students, parents, administrative staff and education policy makers. Data was collected through in-depth interviews to explore their views and experiences regarding the use of technology and educational values in schools. Each group of respondents will provide different perspectives, resulting in a more holistic understanding of how technology affects the education process and character building in the school environment.

3.3. Data Collection

Data will be collected through in-depth interviews with 100 teachers, 50 students, 50 parents, 50 administrative staff, and 50 education policymakers to explore their views and experiences regarding the use of technology and the value of education. Direct observation will be conducted in classrooms and school environments to understand how technology and character education are integrated into daily practices, focusing on interactions, technology usage, and social dynamics. Additionally, document analysis will be performed on curricula, lesson plans, and other educational materials to evaluate policies and practices that support technology integration in schools.

3.4. Data Analysis

The data will be thematically analyzed through several steps, beginning with the transcription of interviews and observations to facilitate the analysis. The data will then be coded to identify themes and subthemes inductively. The main themes related to integrating technology and character education will be identified, and emerging patterns will be analyzed in greater depth. Conclusions will be drawn based on the relationships between the themes, focusing on understanding how schools in Aceh balance technology and educational values within the context of Society 5.0.

3.5. Validity and Reliability

To improve the validity and reliability of the research, triangulation will be employed using multiple data sources (teachers, students, parents, administrative staff, and policymakers), various methods (interviews, observations, and document analysis), and the involvement of multiple researchers in the analysis process to reduce bias.

4. Results

The results of this study show that integrating technology in education in Aceh schools in the Society 5.0 era can improve the quality of learning and student engagement, primarily through e-learning platforms, project-based learning, and teacher training. The study also emphasizes incorporating character elements, such as digital ethics and social-emotional learning, to form students with strong character. In addition, integrating local cultural content and collaboration with the community helps harmonize technology with educational values so education remains relevant to Aceh's social and cultural context. This study identifies challenges and opportunities in combining technology with educational values in schools.

4.1. Research Respondents

Table 1 outlines the demographics of the research subjects, showing a predominance of male participants (73%) compared to females (27%), which may introduce gender-related bias in the findings. Most participants hold a Bachelor's degree (67%), followed by Senior High School graduates (17%), Master's degree holders (13%), and a small proportion with Doctoral degrees (3%), indicating a skew towards higher educational backgrounds. Age distribution reveals that 43% of participants are aged 25-45, suggesting a focus on young to middle-aged adults who may be more engaged in educational activities, while the 15-17 and 56-70 age groups each represent 17%, and the 46-55 age group accounts for 23%. Representation across roles is balanced, with teachers making up 33% and students, administration staff, parents, and policymakers each comprising 17%, ensuring diverse perspectives. While the age and role diversity provides a broad understanding, the gender imbalance and concentration of participants with Bachelor's degrees may affect the generalizability of the results.

4.2. Validity and Reliability

Table 1 demonstrates the use of triangulation analysis to validate research variables across eight analytical elements. To provide diverse insights, triangulation of sources involves gathering data from various perspectives, including teachers, students, parents, school principals, and cultural figures. Triangulation of methods uses data collection techniques, such as interviews, classroom observations, content analysis, and policy reviews, to ensure consistency in the findings. Triangulation of researchers involves multiple researchers reviewing data and interpretations, reducing bias and enhancing reliability. This comprehensive approach helps validate the findings by cross-checking information from multiple angles, thus increasing the study's credibility and robustness.

Figure 1 illustrates the research results from in-depth interview sources, direct observations, and document analysis. Furthermore, this data will be analyzed and developed thematically. The results of these three data collection methods provide a comprehensive picture of the state of technology integration and educational values in Aceh schools, as well as the challenges faced in efforts to achieve education relevant to the Society 5.0 era.

In-Depth Interviews: The in-depth interviews show that most respondents, including teachers, students, parents, and policymakers, see technology integration as an essential step in modernizing education. Teachers stated that technology helps facilitate more interactive and engaging learning, while students feel more motivated due to access to more diverse learning resources. However, the challenges faced include a lack of teacher training in the use of technology and a digital divide that results in limited access in remote areas. Respondents also emphasized the importance of maintaining local values and character in the curriculum amid technology adoption.

Direct Observation: School observations show that technology is used in learning, although the adoption rate varies. In some schools, the use of digital devices such as tablets and laptops has become a routine part of teaching and learning activities, while in other schools, the use of technology is still limited due to infrastructure problems. Observations also noted that interactions between students and teachers often continue despite technology integration. Still, there is a tendency for students to focus more on digital devices than direct interactions. Some extracurricular activities have also begun to utilize technology to enrich the student learning experience.

Document Analysis: From the analysis of documents, such as curriculum, lesson plans, and school policies, it is found that there are efforts to integrate elements of technology and character education. However, the implementation has not been evenly distributed throughout schools. The curriculum generally includes components of digital ethics and technology literacy, but its implementation depends on each school's readiness. Some policy documents also reflect efforts to engage local communities in supporting education rooted in cultural values, although this involvement still needs to be scaled up to be more effective.

4.3. Thematic Analysis

4.3.1. Technology Integration in the Curriculum

Table 2 reports the analyses of technology integration in school curricula in Aceh and assesses its impact on teaching and learning methods. Overall, the results show that integrating technology in education in Aceh has significantly changed teaching and learning methods. Despite significant progress, some challenges still need to be addressed, such as teacher training, access gaps, and parental support, to maximize the potential of technology in education.

Table 3 reports examine character-building strategies and initiatives in Acehnese schools in the context of technology use and assessments of the delivery of values and ethics in the digital era. This research shows that schools in Aceh have made great efforts to incorporate technology in character education. Despite the challenges, these efforts are generally seen as a positive step in preparing students for life in the digital era by maintaining strong values and ethics.

4.3.2. Influence of Local Culture and Traditions

Table 4 explores how local cultural values and traditions in Aceh are maintained and adapted to educational technology, as well as analyzes the role of education in maintaining cultural identity amid globalization and digitalization. Research shows that schools in Aceh actively seek to integrate and sustain local cultural values and traditions through educational technology. Despite the challenges, there is a solid commitment to maintaining cultural identity amid the influence of globalization and digitalization.

4.3.3. The Role of Teachers and Educators

Table 5 assesses how the role of teachers is changing with the integration of technology in education and identifies training and professional development needs for teachers in the era of Society 5.0. Research shows that integrating technology has brought about significant changes in the role and practice of teachers. There is a clear need for training and professional development focused on technological and pedagogical skills, as well as ongoing support to address challenges in the use of technology in education in the era of Society 5.0.

4.3.4. Impact of Technology on Students

Table 6 reports that technology use affects students' social, emotional, and cognitive development and evaluates technology's use in support of inclusive education needs. Research shows that technology significantly impacts students' cognitive, social, and emotional development and supports inclusive education. However, challenges remain, particularly related to teacher training, access gaps, and the need for effective supervision.

4.3.5. School Policy and Management

Table 7 reports how the school policies respond to the challenges and opportunities of technology integration and assessing the effectiveness of management strategies in implementing educational technology. Research shows that school policy and management face challenges but also find opportunities in technology integration. The significance of technology implementation depends heavily on good management strategies, teacher training, adequate infrastructure, and community involvement.

4.3.6. Community and Parent Involvement:

Table 8 reports the roles of communities and parents in supporting technology integration and character education and assessing the impact of technology on school-community relationships. Research shows that parent and community involvement is critical in helping technology integration and character education in schools. They contribute in the form of resources and as active partners in education. The impact of technology on school-community relationships is generally positive, although challenges must be overcome to maximize its benefits.

Table 9 outlines the main approaches to integrating technology in Aceh schools during the Society 5.0 era. Technology is integrated into the curriculum through digital platforms, project-based learning, and teacher training for effective implementation. Character development strategies include a digital ethics curriculum, social-emotional learning, and extracurricular activities to build student character. Additionally, the influence of Aceh's local culture is evident in the integration of local content, community-based education, and value-based education, ensuring technology use aligns with cultural and religious norms.

5. Discussion

This research shows that schools in Aceh have adopted technology in their curriculum through various means, such as the use of computers, tablets, and e-learning platforms to deliver learning materials (Smith, 2020), which is in line with previous findings on the importance of technology integration to improve access and quality of education (Johnson, 2018). Technology has changed teaching methods, making learning more interactive, increasing student engagement (Raja & Nagasubramani, 2018), and improving critical thinking and problem-solving skills (Kong, 2014). However, challenges like teacher training needs and infrastructure gaps between urban and rural schools still exist (Fulton, 2012). Community and parent support is critical in successfully integrating technology (Gess-Newsome et al., 2019). Technology has brought about positive changes in learning methods in Aceh, although challenges must be overcome to maximize its benefits (Zainuddin, 2015).

Schools in Aceh are adopting technology for character education by seeking to maintain local values and ethics while taking advantage of the advantages of the digital era. Technology integration in character education has become a global trend, including in Aceh, through educational applications, e-learning platforms, and social media to teach moral and ethical values (Campion et al., 2011). While technology can improve students' understanding of ethical concepts, its use must be appropriately controlled (Kasneci et al., 2023). This approach is supported by previous research emphasizing the importance of maintaining local cultural identity and values in the digital age by creating digital content that reflects local wisdom and ethical principles such as honesty, respect, and responsibility (Eko & Putranto, 2019). Additionally, teachers need a deep understanding of technology and its teaching methods to integrate these values effectively (Ottenbreit-Leftwich et al., 2010). While facing challenges such as cyberbullying, online privacy, and the digital divide, schools in Aceh are educating students on safe and ethical online behavior (Ribble, 2015). The study also highlights the importance of maintaining a balance between technology and human interaction, in line with research that shows that social interaction and traditional learning experiences remain essential in the formation of social character and value (Wirtz et al., 2010)

Schools in Aceh face unique challenges in bridging local cultural values with modern educational technology. Still, with a creative and collaborative approach, they have strong potential to use education to maintain and strengthen cultural identity amid globalization and digitalization. This includes using digital platforms to convey content related to Acehnese culture, such as history, art, and social values, which is effective in previous research as long as it is done sensitively and sustainably (Sun, 2012). This research also shows how schools in Aceh adapt and present local traditions in formats relevant to the digital era, such as developing interactive learning materials that utilize visual and audio elements to make them more attractive to the younger generation (Ryan et al., 2011). Education plays a vital role in strengthening cultural identity amid the pressures of globalization, including teaching cultural values in curricula and extracurricular activities and dialogue between schools and communities to reflect societal values (McCarty & Lee, 2014). While there are challenges, such as resistance to change and difficulty finding the right resources, integrating technology can be an innovative opportunity to reform teaching methods, allowing for more collaborative and interactive learning in the classroom (Collins & Halverson, 2018).

This research shows that integrating technology into education has significantly changed the role of teachers, creating new needs for training and professional development. Consistent with previous findings, adaptation, and sustainable development are key to teacher success in the era of Society 5.0 (König et al., 2020), with the teacher's role shifting from merely conveying knowledge to being a facilitator of learning, mentor, and liaison between technology and students (Asención Delaney, 2012). The research highlights the urgent need for teachers to receive training in educational technology, including digital literacy, digital tools, and innovative and adaptive teaching methods (Ghavifekr & Rosdy, 2015). In the context of Society 5.0, teacher adaptation includes student-centered teaching approaches, using data to tailor instructional techniques, and integrating cross-disciplinary learning (Fukuyama, 2018). Although challenges such as resource limitations, resistance to change, and digital skills gaps among teachers persist (Howard & Mozejko, 2015), these issues are also recognized as opportunities for innovation and professional growth Kopcha, 2010).

This research shows that technology significantly impacts students' social, emotional, and cognitive development while supporting inclusive education. Technology can enhance social and emotional skills such as empathy, cooperation, and communication through social media and digital collaborative tools. However, excessive reliance on technology can reduce face-to-face social interaction, which is crucial for emotional development (Pea et al., 2012). Regarding cognitive development, technology facilitates access to information, independent learning, and personalized learning approaches (Liaw et al., 2010) while improving critical thinking and creativity. It also plays a key role in inclusive education by aiding students with special needs through tools like screen readers and adaptive software, providing equal learning opportunities (Warschauer & Matuchniak, 2010). Challenges include the digital divide, screen time balance, mental health concerns, and adequate teacher training. However, the judicious and tailored use of technology is seen as an opportunity to develop more inclusive and sustainable strategies (Godfrey et al., 2013).

This research demonstrates that school policies and management strategies play a crucial role in addressing the challenges and opportunities of integrating educational technology, with continuous adaptation, stakeholder engagement, and strategic planning being essential for success (Razali et al., 2023). Additionally, technology presents opportunities for more personalized learning and enhanced collaboration. The study also highlights the significant role of communities and parents in supporting technology integration and character education, emphasizing the need for coordinated efforts among schools, families, and the broader community to maximize the benefits of technology (Epstein, 2018). This support includes providing resources, participating in school activities, and monitoring technology use at home. Technology can facilitate communication through school websites, apps, and social media, although challenges such as the digital divide and varying levels of technology understanding persist (Hornby & Lafaele, 2011).

6. Conclusions

The research highlights schools in Aceh's progressive efforts to integrate technology and character building, demonstrating a commitment to comprehensive education in the digital age. Technology enhances access to learning resources and creates interactive experiences that promote values like integrity and empathy, crucial for character development. By aligning digital tools with local values, schools ensure education remains culturally grounded despite technological shifts. Teachers play a key role, emphasizing the need for professional development, while parental and community involvement strengthens the process. Aceh’s schools are well-positioned to face the challenges of Society 5.0, balancing technology and cultural preservation.

7. Research Limitation

The limitation of this research is that it focuses only on schools in Aceh, so the results may not be generalisable to other regions with different conditions. Differences in access to technology between urban and rural schools affected the results, and the focus on short-term implementation did not examine long-term impacts. Variations in teachers' skills in using technology also affect the effectiveness of integration. In addition, stakeholder participation may not fully represent the perspective of the entire population due to limitations in sampling and data collection methods.