Background of study: The rapid growth of Industry 4.0 and global labor market shifts push higher education to redesign curricula toward innovation, digitalization, and sustainability. Equipping graduates with 21st-century skills, employability, and adaptability is essential to prepare them for an increasingly complex workforce.
Aims and scope of paper: This study aims to identify global trends in curriculum innovation for future workforce preparation in higher education (2020–2024). It examines dominant research clusters, the alignment of curriculum reforms with SDGs, and highlights areas that remain underexplored.
Methods: A systematic literature review (SLR) combined with text mining was conducted using Scopus as the primary database. A total of 247 peer-reviewed documents were analyzed through bibliometric mapping, keyword co-occurrence, topic modeling using Latent Dirichlet Allocation (LDA), and semantic mapping via multidimensional scaling (MDS).
Result: The findings show substantial publication growth, dominated by four key clusters: curriculum design and pedagogy, technology integration, sustainable curriculum, and blended/online learning. Emerging but less explored topics include curriculum decolonisation, problem-based learning, methodological literacy, and digital assessment. International collaboration is moderate (17.81%), though Southeast Asia and Africa show growing potential. Highly cited studies focus on digital transformation during COVID-19, online assessment integrity, and AI integration into curriculum frameworks.
Conclusion: This study shows that curriculum innovation is mainly driven by digitalization and sustainability, while areas like decolonisation and methodological innovation are still lacking. The results provide theoretical, practical, and policy implications for designing adaptive, future-oriented curricula and open avenues for global collaboration and longitudinal studies in the field.

Background of Study: Fluid material in physics is often difficult to understand due to its abstract nature and the need for dynamic visualization. VR technology is considered capable of providing an immersive and interactive learning experience, thereby supporting student understanding and engagement more effectively.
Aims and Scope of Paper: This research aims to analyze the potential development of VR(Virtual Reality) based learning media in physics education, focusing on the use of the Kuula platform to improve student learning outcomes on fluid material in 11th-grade high school.
Methods: In this study, a bibliometric analysis was conducted to explore publication trends and scientific findings related to the application of VR in physics learning, especially those relevant to the Kuula platform and fluid topics. Data were obtained from 145 Scopus-indexed articles from 2020 to 2025 and analyzed using software Biblioshiny and VOSviewer.
Result: The analysis shows an increase in publications related to VR in education, with a primary focus on enhancing student engagement, learning motivation, and understanding of abstract concepts. Bibliometric visualization indicates a strong connection between VR and the fields of education, technology, and health, with China and the United States emerging as dominant contributors. However, the decline in average citations per article suggests the need to improve the quality and depth of research in this area.
Conclusion: Overall, these findings affirm that VR-based physics learning media have significant potential in improving student learning outcomes on fluid topics, as well as highlighting the importance of developing a curriculum responsive to advancements in educational technology.

Background of study: Utilizing contemporary technology in the classroom has many advantages in the field of early childhood education. The usage of Flashcards based on Augmented Reality (AR) is one of the most recent breakthroughs. this approach can significantly enhance learning engagingly and enjoyably.
Aims and scope of paper: The purpose of this study is to investigate an effect after applying AR based flashcards on language development in early childhood.
Methods: Participants This study was conducted as a quantitative experimental method one group pretest–posttest design, and 14 children were included in the analysis. Data analysis was performed with one-sample t-tests.
Result: The result show that the avarege pre-test (Before treatment) language ability of 11.21 was statistically much lower than the test score (20), t value = -27.664, P value=0.000. The item mean score at posttest was 22.21, which was significantly higher than the test score (t = 4.387, p-value = 0.001). There was a significant difference before and after therapy, according to the 95% confidence interval (CI). These findings suggest that using flashcards based on augmented reality can effectively enhance children's language abilities. This notable distinction suggests that flashcards based on augmented reality successfully enhance kids' vocabulary acquisition.
Conclusion: Thus, this study comes to the conclusion that flashcards based on augmented reality (AR) have a beneficial effect on the vocabulary acquisition of young children, making them a promising new learning aid for enhancing language proficiency. According to the study's findings, early childhood vocabulary and language understanding are greatly enhanced by augmented reality (AR)-based flashcards.

Background of Study: Education is an important component in sustaining a nation or state. Preparing superior human resources is one of the country's ideals, including Indonesia, especially with the development of the current era of the Industrial Revolution 4.0 in the 21^st century. Education, especially learning, is a fundamental thing that must be strengthened to achieve the desired goals.
Aims and Scope of Paper: This study aims to see the extent of student data interpretation related to web-based online learning (web-learning). The prepared data includes students in State Junior High Schools in Garut from grade 7 to grade 9.
Methods: The sample in this data is as many as 500 students from various junior high school classes. The results collected by the researcher are data obtained from several questionnaire questions related to online learning (web learning).
Result: The findings from the data taken show that approximately of students agree or even strongly agree with online learning. The response of students to learning using web-learning was very positive, with around 52.80% stating that they strongly agreed and agreed. Web learning can increase students towards improving their learning, as shown by the survey results, which is 55.4% of students who answered yes and strongly agree. The response of students to teachers who use web learning is very good, which can be seen from the results of survey number 15 around 61.4%.
Conclusion: In conclusion, web-based online learning receives positive responses from students and supports the learning process. The use of web learning helps students adapt to technology-based learning and supports competence development in the 21st century.

Background of study: Mathematics learning in elementary schools still faces challenges in developing students' problem-solving creativity due to the dominance of procedural approaches and the limitations of contextual and personalized media. The integration of innovative learning technologies such as Augmented Reality (AR), gamification, and adaptive learning has the potential to create visual, engaging, and individualized learning experiences that encourage the exploration of creative strategies and solutions in mathematical problem-solving.
Aims and scope of paper: This study aims to analyze the effectiveness of integrating gamification and adaptive learning concepts in the implementation of AR applications on improving elementary school students' creativity in solving math problems. The scope of the study focused on teaching math material on spatial figures to sixth-grade students at SDN Inpres Pali.
Methods: The study used a quasi-experimental method with a pretest–posttest control group design. The research subjects consisted of two groups, namely the experimental group that used an adaptive gamification-based AR application and the control group that followed conventional learning. The research instruments included a mathematical problem-solving creativity test, an initial ability test, and a learning motivation questionnaire.
Result: The results showed that students who learned using AR applications integrated with gamification and adaptive learning experienced a significantly higher increase in mathematical problem-solving creativity compared to the control group.
Conclusion: The integration of gamification and adaptive learning in AR applications was effective in increasing the mathematical problem-solving creativity of elementary school students and had the potential to become an innovative digital learning model in elementary education.