This study aims to develop a hybrid learning model for active Imagineering Learning to enhance digital innovator competency. The research methodology was divided into two phases: Phase 1 focusing on the development of a hybrid learning model, and Phase 2 concerning the evaluation of digital innovator competency, as well as the quality of digital innovation. The sample group included 136 undergraduate students. The duration of the experiment was 15 weeks. The research instruments consisted of a hybrid learning model, a hybrid learning lesson plan, cloud learning management platform, worksheets, digital innovator competency and digital innovation assessments form, using scoring rubric. The data was analyzed by using the arithmetic mean and standard deviation. The results showed that: A hybrid learning model for active Imagineering Learning, consisting of 3 components: model principle, hybrid learning model for active Imagineering Learning process, and methods for assessing learning outcomes. The students using the hybrid learning model had the excellent level of digital innovator competency and excellent level of quality. Rapid change and development of digital technology and the COVID-19 Pandemic. As a result, educational institutions need to adapt their learning approach to blended learning and develop student characteristics to be able to innovate using digital technology. This developed learning model is therefore a suitable method for digital learning and next-generation education.

This research explores the integration of an Immersive Learning Ecosystem (ILE) within International Virtual Communities of Practice (I-VCoP) for enhancing critical communication skills in multicultural societies. The study aims to (1) conduct a PRISMA and bibliometric analysis of existing research related to Virtual Communities of Practice (VCoP), (2) develop I-VCoP with an immersive learning ecosystem, and (3) assess the critical communication skills of users engaged in I-VCoP activities. The immersive learning ecosystem leverages Virtual Reality (VR) and Augmented Reality (AR) technologies in order to create dynamic learning environments that foster engagement, retention, and the development of essential communication skills. Participants from diverse cultural backgrounds were assessed on critical communication skills, including cognitive flexibility, cultural awareness, language awareness, emotional and relational competence, ethical and social responsibility, metacognitive skills, and interpersonal and leadership skills. The results indicate a high level of appropriateness across all phases of the I-VCoP activities, with “Active Participation” receiving the highest evaluation score. The assessment of critical communication skills shows that participants achieved “Highest Proficiency” levels overall, with notable strengths in cognitive flexibility, cultural awareness, and interpersonal skills. The findings suggest that the integration of ILE within I-VCoP is highly effective in fostering critical communication skills necessary for success in multicultural environments. The study underscores the potential of immersive technologies to revolutionize virtual learning communities by providing engaging and culturally responsive learning experiences.

Currently, information technology used in teaching and learning management is constantly evolving. Therefore, the development of vocational teachers’ artificial intelligence competencies (AIC) of vocational teachers using artificial intelligence (AI) for the design of learning activities using questions is to develop the ability to use information technology in teaching and learning management with an emphasis on the use of AI for education. Teachers in the college received practical training on the application of AI in teaching and learning management. In using AI, which creates knowledge and understanding for teachers, it can be applied in the design of learning activities. From allowing teachers to practice, this has a positive effect on the increase in AI skills of teachers from before attending the training. Overall, vocational teachers have a great level of AIC; the average score is 21.72 points and from the assessment of overall satisfaction at the highest level. The training content is suitable for the current situation. The knowledge gained can be used to benefit in organizing teaching activities. The speakers have interesting teaching techniques.