Vol. 3 No. 1 (2025): pij

Volume 3, Issue 1 (2025) of the Panicgogy International Journal (PIJ) presents five research articles, all contributed by scholars from Indonesian educational contexts, reflecting the journal's focus on learning practices, literacy, educational technology, and character formation across primary and secondary education. This issue highlights themes surrounding the strengthening of literacy through concrete instructional media, the adaptation of artificial intelligence tools in educational research, and the cultivation of religious character among young children and secondary students. The first article examines the use of flashcard media to improve procedural-text writing literacy among seventh-grade students at Al-Mauludi Middle School, illustrating how simple visual media can support structured writing skills. The theme of technology is also present through a study on the role of AI-Driven Tools in strengthening the adaptability of educational research within VUCA (Volatile, Uncertain, Complex, Ambiguous) environments, underscoring the growing relevance of artificial intelligence to sustaining rigorous research methodology in education. Three further articles center on religious character formation in early childhood education: one investigates principal management practices in instilling Islamic character at an Islamic Kindergarten, while two other articles — sharing an identical title but written by different author teams — explore the role of teachers in instilling religious character in children aged 5–6 years in kindergarten, each offering complementary field-based perspectives on pedagogical strategies and teacher modeling in nurturing early religious values. Collectively, the five articles in this issue reflect the diversity of educational research at the primary and early-childhood levels — spanning literacy media innovation, the adoption of AI in research practice, and the reinforcement of religious character — together illustrating how formal education practice in Indonesia continues to adapt to the evolving needs of literacy, technology, and character development among learners.