GCHIP HISTORY

The implementation of education and training, both academic and vocational, in Indonesia has become a national and international concern in order to strengthen human resources that are adaptive to developments in digital technology. Presidential Instruction No. 9 of 2016 concerning the Revitalization of Vocational High Schools (SMK) and Regulation of the Minister of Education, Culture, Research, and Technology (Permendikbud) No. 68 of 2022 concerning the Harmonization of Vocational Education demonstrate the urgency of improving the quality of vocational education so that it is more responsive to industry dynamics and rapid technological changes.

Currently, the digital revolution and technological transformation are becoming increasingly massive, marked by the development of artificial intelligence (AI), data-based learning (learning analytics), augmented reality (AR), virtual reality (VR), and even the metaverse in the world of education (Hasanah et al., 2021; N.I.P. Pratama et al., 2022). This shift not only demands the readiness of the future workforce but also a transformation in the learning system to be more adaptive and digitally-based (Raja Santhi & Muthuswamy, 2023). Hybrid and immersive learning have become a new paradigm in education and enable a more interactive approach, personalized learning, and wider access to technology-based learning resources (Wagiran et al., 2023).

Despite rapid technological advances, there are still gaps in the implementation of digital-based learning, both in terms of curriculum, teacher readiness, and educational infrastructure. Data from Statistics Indonesia in February 2025 shows an open unemployment rate of 4.76% with 7.28 million people unemployed (BPS, 2025), reflecting the need to strengthen workforce competencies to meet the needs of the digital-based industry. At the provincial level in Yogyakarta, many regions have untapped potential in creative economy and digital industries such as animation, application development, and digital marketing due to the limited digital skills of graduates and the lack of educational infrastructure that supports hybrid and immersive learning models. This issue is in line with the national priority in ASTA CITA point 3, namely building superior, productive, and competitive human resources, as well as the priority of digital transformation to strengthen digital talent evenly throughout Indonesia.

In response to these challenges, a Center of Excellence in Science and Technology is needed that focuses on research, pedagogical innovation, and technological development in hybrid and immersive learning. PUI-PT GCHIP was established to address the gap between rapid technological developments and the readiness of the education ecosystem, both in terms of learning methodologies, digital-based curricula, and the use of technology to support personalized learning. By developing a digital technology-based learning ecosystem, PUI-PT GCHIP acts as a catalyst in encouraging improvements in the quality of education and the readiness of a workforce that is adaptive to digital-based industries, supporting national education transformation, and contributing significantly to the realization of Indonesia Emas 2045.

PUI-PT GCHIP has four main programs, which are work steps and tiered achievements, including: 1) a program to strengthen partnerships and training for hybrid and immersive learning ecosystems on a national and international scale; 2) a program for developing pedagogy with an adaptive learning, gamification, and immersive approach; 3) a program for developing hybrid and immersive design and implementation; 4) a program for increasing the capacity of educators, students, and professionals (Digital Literacy & Pedagogical Upskilling) in the digital era.