https://journal.adityarifqisam.org/index.php/Paddisengeng <p><strong>The Journal of Paddisengeng Technology</strong> is an international refereed journal in the field of educational technology. Published by the International Society for Educational Technology, <strong>JOPATE</strong> is for professors, teachers, developers, researchers, administrators, teacher educators, corporate trainers, and technology coordinators representing all disciplines and levels of education and learning.</p> <p>View Journal Current Issue</p> PT. Sinergi Bersahaja Sejahtera en-US Journal of Paddisengeng Technology 3089-3046 https://journal.adityarifqisam.org/index.php/Paddisengeng/article/view/216 <p><strong>Background.</strong> The growing urgency of climate change and environmental degradation demands an educational transformation that integrates sustainability principles into school curricula. Education plays a vital role in shaping students’ environmental awareness and their capacity to apply green technology for sustainable living.</p> <p><strong>Purpose.</strong> This study aims to develop a sustainable educational curriculum that integrates green technology and environmental awareness in schools. Specifically, it explores how curriculum design, pedagogical approaches, and school culture can synergistically promote ecological literacy and responsible behavior among students.</p> <p><strong>Method.</strong> Using a mixed-method design, the study involved curriculum experts, teachers, and students from ten pilot schools implementing environmental education. Quantitative data were collected through surveys measuring students’ environmental attitudes and literacy, while qualitative data were obtained from interviews and classroom observations to assess the practical integration of green technology in learning.</p> <p><strong>Results. </strong>The findings reveal that integrating green technology—such as renewable energy simulations, recycling projects, and digital eco-learning platforms—significantly enhances students’ environmental knowledge and problem-solving skills. Furthermore, teacher training and school-wide sustainability policies were found to be strong mediators in the successful implementation of the curriculum.</p> <p><strong>Conclusion.</strong> The study concludes that sustainable curriculum design combining green technology and environmental awareness fosters a holistic learning environment that aligns with Sustainable Development Goals (SDGs). Future research should focus on longitudinal assessment and scalability across diverse educational contexts.</p> Satrio Binusa Suryadi Risa Juliadilla Redi Sigit Febrianto Copyright (c) 2025 Satrio Binusa Suryadi, Risa Juliadilla, Redi Sigit Febrianto https://creativecommons.org/licenses/by-sa/4.0 2025-10-31 2025-10-31 1 3 129 138 10.65224/jopate.v1i3.216 https://journal.adityarifqisam.org/index.php/Paddisengeng/article/view/217 <p><strong>Background. </strong>The rapid growth of short-form video platforms such as TikTok has transformed the way knowledge is created, shared, and consumed. For digital native teachers—those who have grown up in the digital era—TikTok represents not only a form of entertainment but also an emerging pedagogical tool. Microlearning content delivered through TikTok’s concise and visually engaging format has the potential to enhance pre-service educators’ pedagogical knowledge, creativity, and technological competence.</p> <p><strong>Purpose.</strong> This quantitative study aimed to examine the impact of TikTok-based microlearning content on the pedagogical practices of pre-service educators. Specifically, it investigated how exposure to and engagement with TikTok microlearning videos influence teaching creativity, digital literacy, and classroom innovation.</p> <p><strong>Method.</strong> A total of 210 pre-service educators from three Indonesian universities participated in this study. Data were collected using an online questionnaire measuring perceived usefulness, engagement level, pedagogical innovation, and digital self-efficacy. Statistical analyses, including correlation and multiple regression tests, were conducted to determine the relationships between exposure to TikTok microlearning and pedagogical outcomes.</p> <p><strong>Results. </strong>The findings revealed that pre-service educators with higher engagement in TikTok microlearning content demonstrated significantly greater levels of pedagogical innovation and digital teaching readiness. The regression analysis indicated that engagement frequency and perceived usefulness were the strongest predictors of pedagogical creativity.</p> <p><strong>Conclusion</strong>. This study underscores the transformative potential of TikTok microlearning in shaping the pedagogical practices of digital native teachers. Integrating short-form educational content into teacher education programs can foster creativity, digital competence, and reflective teaching habits.</p> Ode Abdurrachman Tazkiyah Navysah Ar-Rachmah Copyright (c) 2025 Ode Abdurrachman, Tazkiyah Navysah Ar-Rachmah https://creativecommons.org/licenses/by-sa/4.0 2025-10-31 2025-10-31 1 3 118 128 10.65224/jopate.v1i3.217