Yeni Anistyasari, Shintami C Hidayati, Ekohariadi
This study explores student competency patterns in instructional website design to support sustainable educational practices. Employing a mixed-methods approach, data were gathered from 98 undergraduate students enrolled in educational technology courses at a university in Indonesia. Competencies were evaluated through Likert-scale questionnaires addressing pedagogical, technological, managerial, and ethical aspects, supplemented by open-ended reflective questions. Hierarchical clustering analysis revealed three distinct competency groups: low, moderate, and high. Additionally, students' reflective writings were assessed based on their relevance, completeness, and elaboration. Findings demonstrated that students in the high-competency group produced richer and more thoughtful reflections compared to their peers. However, correlational analyses indicated only a weak relationship between self-perceived competencies and reflective skills. These results suggest varying levels of readiness among students. Lecturers are therefore encouraged to tailor instructional strategies accordingly, while institutions can leverage these insights to design targeted student development programs. Overall, the study offers essential groundwork for fostering adaptive, data-informed, and sustainable education practices. © 2025 IEEE.
Universitas Negeri Surabaya, Faculty of Engineering, Surabaya, Indonesia; Institut Teknologi Sepuluh Nopember, Department of Inforrmatics, Surabaya, Indonesia
