The Research Journey Towards BAIL-PSP

Early research on digital competencies, e-learning services, online learning readiness, and digital assessment progressively shifted the research emphasis from providing access towards understanding how learners participate, develop, and demonstrate learning in digital environments.

This became an important conceptual transition: digital environments are not only places where learning occurs; they can also generate evidence through which learner development can be interpreted.

A parallel strand of research concerned what assessment data could mean beyond the reporting of achievement. Work in assessment, evaluation, and psychometric measurement progressively opened a pathway towards interpreting learner evidence longitudinally and using that evidence to understand development, emerging risk, and competence.

This direction is being extended through the 2026 AI-Supported Learning Analytics Framework research project with Dr. Richie Tai Ki Kim and Prof. Sulistyo Saputro, M.Si., Ph.D., together with Sukma Wahyu Wijayanti, S.Pd., M.Pd.. The collaboration connects learning analytics, psychometric interpretation, assessment, and AI-supported learner modelling within a scalable framework.

Research on online microteaching, virtual laboratories, self-regulated learning, and scalable practicum progressively shifted attention from digital content delivery towards the design of environments in which learners can practise, receive evidence-based feedback, reflect, and develop competence over repeated learning experiences.

This trajectory is now being extended through the 2026 AI-Powered Remote Teaching Practice Ecosystem research project with Prof. Yusep Rosmansyah, S.T., M.Sc., Ph.D. and Prof. Dr. Ir. Yoanes Bandung, S.T., M.T., together with Sukma Wahyu Wijayanti, S.Pd., M.Pd.. Their involvement connects the research with educational technology, intelligent learning environments, multimedia systems, digital infrastructure, and the development of technology-supported teaching practice.

The current research programme extends beyond the adoption of AI tools towards questions of learner agency, pedagogical interpretation, and adaptive support. The 2026 research on AI in Non-Formal Education: Reshaping Educated Agency through Dialogic Approaches, involving Dr. Ridi Ferdiana, Drs. Zulfikri, M.Ed., Dr. Dodi Sukmayadi, M.Sc.Ed., and Sukma Wahyu Wijayanti, S.Pd., M.Pd., further strengthens this direction by placing agency and dialogic learning within the emerging AI-supported educational landscape.

The central concern is therefore how AI can be pedagogically moderated so that educators remain central, learners become increasingly capable of interpreting their own development, and technology supports rather than substitutes the educational process.