Introduction: In the rapidly evolving educational landscape, the integration of technology has become a pivotal factor in enhancing teaching and learning processes. Objetive: This study explores the adoption of technology among high school economics teachers in Riau province, focusing on the internal factors of teacher well-being, professional commitment, self-development, and pedagogical competence. Method and results: Using Structural Equation Modeling (SEM) with a quantitative approach, the research reveals that teacher well-being significantly impacts both professional commitment and technology adoption, indicating that a supportive work environment enhances teachers' engagement with new technologies. Professional commitment also emerges as a crucial factor, greatly influencing technology adoption. Implications and limitations: However, while self-development positively affects technology adoption, it does not directly enhance professional commitment. Pedagogical competence strongly impacts professional commitment but does not directly influence technology adoption. These findings highlight the importance of comprehensive support systems and continuous professional development for effective technology integration in education. The study's limitations include a predominantly female sample and a focus on a specific region, suggesting the need for broader studies to generalize the findings. Future research should also consider additional factors such as administrative support and student engagement to provide a more holistic understanding of technology adoption dynamics in education.

This research aims to empirically examine the influence of lecturer competencies, students' digital experience, and self-regulated learning moderated by digital learning facilities on students' subjective perceptions of blended learning. The study employs an explanatory quantitative method involving a population of 328 students, with 273 respondents participating in lectures using the blended learning model at universities in Lampung Province. An analysis is conducted using the Moderated Regression Analysis (MRA) model, preceded by tests for normality and reliability. Simultaneous testing of students' subjective perceptions of blended learning indicates a significant value. Another finding in this research reveals that students' experiences, such as knowledge, usage, awareness, information-seeking skills, and information sharing, predominantly influence students' subjective views on blended learning, with a coefficient value approaching one, namely 0.975. Recommendations for future research could focus on evaluating the success of the blended learning model through a combination of face-to-face learning within the classroom and the utilization of Learning Management Systems (LMS), considering the social, cognitive, and affective environment that supports students.

Barriers to entry of housing affordability are not only existed in urban but also in rural areas. This condition makes rural households difficult to obtain their own house. However, it is still common for them to ask help from parents, in term of financial support or buy the house for them. The purpose of this paper aimed at understanding the phenomenon of society in the rural area to meet their need for house ownership. This research used the descriptive method, employed 15 participants in the Village of Olak-Alen, District of Selorejo, Regency of Blitar, Indonesia. The results of this research showed that newly formed households find their most significant obstacle to own house is inadequate income. Their low income is majorly caused by lack of financial literacy and insufficient work experience.