Indonesia
English
The challenges of the 21st century demand not only technological mastery but also critical thinking, problem-solving, collaboration, creativity, and strong digital literacy. In this context, the world of education holds a moral responsibility to support the achievement of the Sustainable Development Goals (SDGs), particularly in providing quality education, reducing inequality, and building a sustainable future.
This was conveyed by Prof. Dr. phil. Ir. Didik Hariyanto, S.Pd.T., M.T. in his inaugural speech as Professor in the field of Educational Technology for Electrical Engineering Education at the Department of Electrical Engineering Education, Faculty of Engineering, Yogyakarta State University (DPTE FT UNY). His speech, titled “Immersive Learning Technology in Electrical Engineering Education: 21st Century Challenges and Contributions to the SDGs,” was delivered during the inauguration ceremony of five UNY professors in the Main Conference Hall of the UNY Rectorate Building on Wednesday (September 24).
Prof. Didik Hariyanto, a resident of Pendoworejo, Girimulyo, Kulon Progo, who was born in Surabaya on May 2, 1977, emphasized that immersive learning technologies, such as Virtual Reality (VR) and Augmented Reality (AR), are strategic breakthroughs in bridging the gap between theory and practice in engineering education. “These innovations not only enhance learning effectiveness and students’ higher-order thinking skills but also contribute to achieving the SDGs, particularly quality education (SDG 4) and industry, innovation, and infrastructure (SDG 9),” he explained. In the context of electrical engineering education, immersive technology enables virtual laboratory simulations, visual exploration of engineering components, and practical activities with minimal risk—something difficult to achieve in conventional classrooms.
Furthermore, Prof. Didik explained that transforming learning media through user-centered VR design brings tangible changes. VR combines technical simulation, emotional engagement, and technological integration, thereby promoting computational thinking, technological literacy, and the development of inclusive, future-oriented education. “Overall, immersive technology is not merely a teaching aid but has become an essential part of the sustainable education agenda,” he affirmed.
Prof. Didik added that the implementation of VR and AR must be supported by sustainable policies and investments—in digital infrastructure, teacher training, and the development of adaptive learning content. In doing so, electrical engineering education will be better prepared to face the challenges of the 21st century while contributing to sustainable development.
Writer: Endra
