International Journal of Cyber and IT Service Management (IJCITSM) Vol.
No.
April 2026, pp.
37Oe50 E-ISSN: 2808-554X | P-ISSN: 2797-1325.
DOI:10.
ye Digital Learning Platforms as Facilitator for University-Business Collaboration in Logistics Management Curriculum Design Novi Indah Susanthi1* .
Mohammad Ali2 .
Asep Herry Hernawan3 1, 2, 3 Faculty of Education.
Universitas Pendidikan Indonesia.
Indonesia 1 ni03.
novi@lecturer.
id, 2 emaa.
laith@upi.
edu, 3 asepherry@upi.
*Corresponding Author
Article Info
ABSTRACT
Article history:
The logistics industry requires graduates who possess adaptive competencies and practical skills to respond effectively to dynamic industry demands, highlighting the importance of innovative and industry-oriented curriculum design.
This study aims to analyze the implementation of a Logistics Management curriculum based on graduate competencies, with a particular focus on the application of learning strategies as a core component of the curriculum.
A quantitative approach was employed using the fourth phase of Design and Development Research (DDR), which involved the experimental implementation of learning strategies in two logistics management classes following a needs analysis, competency identification, and curriculum design stages.
The curriculum was developed based on five key components, competencies, learning objectives, content of materials, learning strategies, and evaluation.
The results indicate that active learning approaches, including Project-based Learning (PjBL).
Problem-based Learning (PBL), and Case Methods, positively support student engagement and competency development, students also reveal the need for more hands-on learning experiences, clearer instructional guidance, and stronger integration between theoretical knowledge and real-world logistics practices.
This study contributes to innovation in logistics curriculum design by demonstrating how technology-enhanced active learning supported by digital learning platforms can function as enablers of industry-oriented education, strengthen universityAebusiness collaboration, and better prepare graduates for professional roles in the logistics sector.
Submission August 21, 2025 Revised November 12, 2025 Accepted December 15, 2025 Published December 23, 2025 Keywords:
Higher Education Logistics Management University-Business Collaboration Active Learning Approaches Educational Apps Usage This is an open access article under the CC BY 4.
0 license.
DOI: https://doi.
org/10.
34306/ijcitsm.
This is an open-access article under the CC-BY license .
ttps://creativecommons.
org/licenses/by/4.
AAuthors retain all copyrights INTRODUCTION Logistics plays a strategic role in supporting economic activity and national competitiveness, particularly in an increasingly globalized and interconnected market.
The effectiveness of logistics systems determines how efficiently goods, information, and resources move from suppliers to end users, directly influencing service quality, cost efficiency, and customer satisfaction .
As logistics operations become more complex, the demand for competent logistics professionals who can manage supply chain processes in a dynamic environment continues to grow.
This condition positions higher education institutions as key actors in preparing future logistics professionals through relevant and industry-oriented curricula .
Journal homepage: https://iiast.
iaic-publisher.
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E-ISSN: 2808-554X | P-ISSN: 2797-1325
Despite its strategic importance.
IndonesiaAos Logistics Performance (LP) remains relatively weak compared to neighboring countries, as reflected in international logistics competitiveness indicators.
One critical factor contributing to this challenge is the gap between industry-required competencies and the skills possessed by logistics graduates .
Previous studies have highlighted persistent mismatches between academic training and practical industry needs, particularly in terms of adaptability, problem-solving, and applied managerial This gap indicates that conventional teaching approaches and curriculum structures may no longer be sufficient to prepare graduates for the rapidly evolving logistics sector.
This study aligns with the United Nations Sustainable Development Goals (SDG.
, particularly SDGs 4 (Quality Educatio.
and SDGs 9 (Industry.
Innovation, and Infrastructur.
SDGs 4 underscores the need for quality education that equips learners with relevant competencies, supporting competency-based logistics curricula and innovative teaching strategies .
Meanwhile.
SDGs 9 emphasizes innovation and collaboration between educational institutions and industry to foster sustainable industrial development .
Through technology-enhanced active learning and universityAebusiness collaboration, this study contributes to strengthening human capital and innovation capacity for sustainable economic growth.
In response to these challenges, universities must redesign logistics management curricula by emphasizing competency-based learning and stronger industry collaboration.
Active learning approaches such as PjBL.
PBL, and case methods supported by educational technology provide effective mechanisms to bridge theory and practice.
Accordingly, this study aims to design and analyze a Logistics Management curriculum aligned with graduate competency needs and industry expectations, focusing on technology-enhanced active learning to strengthen universityAebusiness collaboration .
Distinct from prior studies, this research empirically implements the fourth phase of DDR by positioning digital learning platforms as facilitators of industry collaboration rather than merely instructional tools.
LITERATURE REVIEW
The Council of Supply Chain Management Professionals (CSCMP) defines logistics as a set of services that facilitate the flow of information as well as the distribution and transportation of raw materials to their final destinations, transforming them into goods for trade and consumption .
, .
Logistics plays a crucial role in enabling the exchange of commodities between supply bases and markets .
While logistics focuses on the movement and storage of goods, logistics management represents a broader concept that integrates goods, services, information, and resources through managerial coordination to achieve service quality at minimal cost .
Logistics management encompasses procurement, production, and distribution activities, while Supply Chain Management (SCM) integrates logistics within a wider system of value creation.
Logistics performance significantly affects national competitiveness.
According to .
Indonesia continues to lag behind neighboring countries in logistics competitiveness.
Despite gradual improvement from 2012 to 2018.
IndonesiaAos ranking declined sharply to 63rd position in 2023, performing poorly in key dimensions such as Logistics Competence and Quality.
Previous studies .
, .
indicate that deficiencies in workforce competence and education remain a persistent challenge, underscoring the close relationship between logistics performance, human resources, and educational quality.
Several studies highlight a growing mismatch between the competencies required by the logistics industry and those provided by educational institutions .
, .
Indonesian logistics human resources are often criticized for weaknesses in quality and speed .
, while rapid digital transformation demands adaptability and continuous skill development .
Addressing these challenges requires collaboration among industry, government, and academia to build a competent domestic workforce capable of responding to globalization and technological change .
Curriculum development in higher education has therefore become a critical focus, particularly in logistics education .
Studies show that curricula are often interpreted differently, ranging from syllabusoriented designs to process-based and praxis-based approaches .
Ae.
Research on logistics education emphasizes the importance of aligning graduate competencies with industry needs, including practitioner perspectives and employability skills .
Ae.
Competency-based curricula are increasingly viewed as the most suitable framework for logistics programs, as they prioritize workplace-relevant skills .
To meet future industry demands, universities must adopt innovative teaching and learning strategies that integrate active learning and technology.
Approaches such as PjBL.
PBL, and Case Methods promote collaboration, critical thinking, and real-world problem solving .
The integration of digital tools International Journal of Cyber and IT Service Management (IJCITSM).
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37Ae50 International Journal of Cyber and IT Service Management (IJCITSM) ye and technology-enhanced learning environments supports these pedagogies by increasing engagement and relevance.
Consequently, this study aims to design a Logistics Management curriculum grounded in graduate competencies required for future work adaptability, particularly within the evolving logistics industry.
METHOD
This study employed a quantitative method using the DDR approach.
DDR is a systematic research framework focused on the design, development, and evaluation of educational products to establish an empirical basis for instructional improvement .
As emphasized by .
, research problems in DDR must be clearly defined because they directly shape the educational interventions proposed.
Based on industry demand data and the Logistics Performance Index (LPI), this study addresses the mismatch between higher education graduate competencies and industry requirements, which is often caused by limited industry exposure and misalignment between Higher Education (HE) curricula and Business World/Industrial World (DU/DI) .
Therefore, this study identifies essential graduate competencies in Logistics Management by referring to the Indonesian National Qualifications Framework (KKNI) level 6 and the Indonesian National Work Competency Standards (SKKNI).
After completing the first and second stages of data collection through questionnaires and identifying the required logistics competencies using SPSS, the study proceeded to the third stage of logistics management curriculum design.
Prior to further analysis, instrument reliability was assessed to ensure internal consistency.
CronbachAos Alpha was used as the reliability indicator, and all constructs exceeded the acceptable threshold of 70, indicating reliable measurement items.
The reliability analysis was conducted using IBM SPSS Statistics version 26 with standard settings, confirming that the data were statistically sound and suitable for subsequent curriculum design and experimental implementation within the DDR framework.
The third step of DDR was about designing the curriculum by formulating the competencies into The components used in curriculum for logistics management in this study were taken from .
, 32, .
The components are competencies, learning objectives, content of the materials, learning strategies, and evaluation.
The template or format was taken from the institution and adjusted to the LP from DU/DI and SKKNI & KKNI level 6.
The proposed curriculum was an enhancement of the existing curriculum based on modifications by researchers and related documents.
This study conducted experimental research as the fourth stage of the DDR framework by implementing active learning strategies in two logistics management classes.
Various learning applications were used to align academic learning with industry needs .
A total of 62 students were selected through purposive sampling, consisting of participants who had direct exposure to the implemented strategies.
Ethical standards were maintained through voluntary participation, informed consent, and anonymity, ensuring data credibility while acknowledging limitations in generalizability.
Experimental research is a systematic approach for examining causal relationships between variables by manipulating independent variables and observing their effects on dependent variables .
Unlike descriptive or correlational studies, this method enables direct investigation of cause-and-effect relationships through controlled conditions .
By applying rigorous control mechanisms and statistical principles, including random assignment, experimental research minimizes confounding factors and strengthens causal inference .
, .
This controlled manipulation allows researchers to observe behavioral or outcome changes attributable to the experimental treatment .
RESULT AND DISCUSSION
Logistics Management Curriculum Design The proposed curriculum integrates needs analysis findings to prepare industry-ready logistics graduates for diverse career paths.
Its vision emphasizes global competence, sustainability, efficiency, and technological adaptability in response to dynamic industry demands.
Supported by philosophical, psychological, sociological, and juridical foundations, the curriculum ensures the development of key competencies such as analytical skills, communication, adaptability, and collaboration, while remaining aligned with national education standards and policies .
The breakdown into Professional.
Performance.
Adjustment.
Process, and Subject Components provide a detailed taxonomy of learning outcomes.
This structured approach ensures that the curriculum addresses knowledge acquisition, practical application, personal adaptability, cognitive processes, and the ability to inte-
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grate new knowledge, offering a holistic development pathway for students.
The Standard Competencies for Graduates (SK) further consolidate these components into measurable outcomes.
The comprehensive list of courses directly reflects the competencies identified in the needs analysis .
Supply Chain & Logistics Management.
Procurement & Strategic Sourcing.
Sustainable Logistics & Transpor.
The inclusion of courses like AyTriple Bottom LineAy .
mplicitly via AySustainable Logistics & TransportAy and AyPolicy and Principles of Sustainable LogisticsA.
despite its lower perceived importance in the needs analysis, signifies a forward-looking curriculum that aims to shape future industry practices rather than just respond to current ones.
The detailed Course Credits allocation guidelines ensure structured and consistent learning delivery.
The course syllabus of Logistics Management is provided in Appendix 1.
The emphasis on Collaborative Learning (PjBL.
Team-based.
PBL.
Peer-based.
Technology-based Learnin.
is a critical strength.
These strategies move beyond traditional lecturing, fostering active learning, problem-solving, teamwork, and practical application, which are essential for developing psychomotor and affective competencies identified earlier.
A PjBL and PBL are particularly well-suited for logistics, allowing students to tackle real-world challenges and develop practical solutions.
A The University-Business Collaboration model for courses like AySupply Chain AnalysisAy is a strong mechanism for experiential learning, providing students with direct industry exposure, access to real data, and feedback from professionals, significantly enhancing their readiness for the workforce.
The learning method using PjBL in this subject is provided in Appendix 2.
A The detailed assessment criteria, including Criterion-Referenced Assessment (PAP), grading scales, and specific requirements for final projects .
hesis/scientific papers preferred for Logistics Managemen.
, ensure a robust evaluation of student learning.
The higher minimum grade for thesis and Field Work Practice (PKL) compared to general graduation criteria underscores the importance of applied research and practical experience, reinforcing the curriculumAos industry focus.
The use of assessment rubrics tailored to collaborative learning strategies further ensures consistent and fair evaluation of the skills developed through these active learning methods.
The assessment for PjBL is provided in Appendix 3.
Implementation of Active Teaching-Learning Approaches PjBL emerged as the most popular and effective method among students.
Many students highlighted how it helps them apply theory to practical scenarios, improving their problem-solving, communication, and analytical skills.
Case-Method was also favored, as it enables students to engage in real-world problem-solving discussions, improving their critical thinking and decision-making skills.
Students appreciated its relevance to industry situations.
PBL also received positive feedback for encouraging active participation and honing studentsAo skills in handling complex logistics problems, though some students felt more theoretical input from instructors was needed to guide them.
53,2% of 62 students agree that three approaches in active learning methods.
PjBL.
PBL, and case-method help them to be ready to adapt in the industry as stated in Figure 1.
It shows that students are having mentality preparation by having various assignment in classes that could increase their confidence in building communication and dialogue with peers.
Figure 1.
Students Readiness for Workplace Challenges Through Active Learning Approaches Several students expressed concerns regarding the dominance of group presentations, noting that not all participants fully understood the material and that instructor clarification was often insufficient.
Many International Journal of Cyber and IT Service Management (IJCITSM).
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37Ae50 International Journal of Cyber and IT Service Management (IJCITSM) ye students preferred more direct explanations from lecturers and emphasized the need for increased practical exposure, such as site visits to warehouses or logistics hubs, to better connect theory with real-world logistics Students also highlighted the limited use of logistics software and digital tools in learning, suggesting that greater integration of industry-relevant technologies and real-life case studies would enhance professional Additionally, critiques were raised about teaching pace and instructional clarity, as unclear guidance before assignments or presentations sometimes led to student confusion.
The methods encouraged teamwork, collaboration, and negotiation, particularly through discussions and problem-solving scenarios.
These were seen as essential skills for working in logistics.
Motivation for learning was highest when students felt actively involved in the learning process, especially when students were tasked with solving real-world problems or working on projects directly tied to their future careers.
PjBL is a pedagogical approach that centers educational experiences around the execution of projects, allowing students to acquire knowledge and skills through active engagement with real-world problems and scenarios .
This method encourages deeper understanding and critical thinking by requiring learners to apply theoretical concepts to practical challenges, mirroring the interdisciplinary demands of professional environments .
This approach often incorporates elements of the 5E instructional model, where students engage with concepts, explore them through activities, explain their understanding, elaborate on their knowledge, and finally evaluate their learning .
Based on Figure 2, it shows that 35 students of 62 agree that PjBL help them to make decision independently.
Figure 2.
Students Independent Decision-Making Through PjBL In Figure 3, it shows that 56,5% participants agree that PjBL motivate them to study in class using various projects .
resentation, report writing, making poster.
and various apps such as Blooket.
Wayground, and others.
Figure 3.
Students Learning Motivation Influenced by PjBL Figure 4 focuses on students shared information that use logistics software in classroomAos projects.
The distribution of responses indicates that the majority of students reported moderate to high levels of motivation, suggesting that the integration of logistics software in classroom projects supports student engagement and enhances their interest in learning through practical, technology-supported tasks.
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Figure 4.
Students Use of Logistics Software in Project-Based Learning Activities Problem based learning is a pedagogical strategy that emphasizes the development of problem-solving skills through confronting authentic, ill-structured problems .
This methodology is distinguished from traditional lecture-based instruction by its active learning components, which foster a Ayhands-onAy and AymindsonAy engagement with the subject matter .
Such active learning strategies move students into a more central role in their education, fostering deeper understanding through discussions, interactive technologies, and inclass questions rather than passive reception of information .
Figure 5 below shows that 48,4 percent of the participants agree that PBL train them to solve complicated problems.
Figure 5.
Students Ability to Solve Complex Problems Through PBL Case-method is a teaching approach where students analyze and discuss real-world scenarios or dilemmas, thereby developing analytical skills and the ability to apply theoretical knowledge to complex situations.
This method cultivates critical thinking and decision-making by immersing students in authentic problems, often leading to improved knowledge retention and self-efficacy .
, .
This approach allows students to engage with open-ended problems, fostering creativity and original thinking as students design experiments or analyses within a given framework .
It encourages students to generate new ideas, explore questions, and design their own investigations, fostering a deeper understanding of scientific processes and conceptual changes .
Figure 6 shows that case-method support 33 students to analyse problems attentively.
Figure 6.
Students Critical Analysis Skills Developed Through the Case Method International Journal of Cyber and IT Service Management (IJCITSM).
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37Ae50 International Journal of Cyber and IT Service Management (IJCITSM) ye More structured guidance from instructors, particularly during project-based or case-based learning sessions, could help students better grasp complex topics.
Increased interaction with industry professionals .
, guest lectures or practitioner-led session.
and more industry-specific assignments could give students a clearer understanding of the real-world applications of logistics principles.
Field trips or site visits to logistics companies, warehouses, and ports were commonly suggested as crucial additions to the curriculum .
Improved classroom facilities and resources .
, functional projectors and clearer presentation.
would contribute to a better learning environment.
Educational Apps Usage in Classes Apps such as Blooket.
Wayground.
Wordwall, and Magic School support active learning by increasing student engagement through interactive content and providing educators with actionable data, enabling a shift from passive to active knowledge construction .
Their integration reflects the growing role of data-driven and intelligent technologies in logistics education, including AI-related features such as automated feedback, adaptive learning, and performance prediction .
, .
Furthermore, learning interaction data from quizzes and project-based activities can be analyzed to evaluate competency development and support data-informed instructional decision making.
A Wordwall and PBL, recent studies highlight WordwallAos effectiveness in enhancing PBL environments.
found that Wordwall-supported PBL significantly improved student outcomes in science education by enabling interactive problem-solving and immediate feedback.
Another study emphasized WordwallAos gamification features as catalysts for increased engagement and deeper learning.
A Gamification and active learning, as implemented in Wordwall and Blooket, has been shown to improve both learning activities and outcomes.
demonstrated that integrating game elements into instructional design fosters motivation and supports the iterative nature of project-based and PBL.
A Blooket and case method, blooketAos quiz-based competition format supports the case method by allowing students to test their understanding of complex scenarios in a low-stakes, engaging environment.
While empirical studies are still emerging, anecdotal evidence suggests that Blooket enhances recall and encourages peer discussion, key components of case-based learning.
A Magic School and personalized learning, magic school leverages AI to generate differentiated materials, making it a valuable asset for scaffolding PjBL and PBL tasks.
Its ability to tailor prompts, rubrics, and feedback aligns well with the diverse needs of learners engaged in open-ended inquiry.
A Wayground and PjBL, though less documented in academic literature.
WaygroundAos collaborative workspace model supports PjBL by facilitating team-based planning, resource sharing, and milestone tracking.
Its integration with classroom management tools also helps educators monitor progress and intervene The integration of technological applications into active learning frameworks represents a fundamental pedagogical shift rather than a temporary trend.
Tools such as Wordwall and Blooket support formative assessment through gamified interactions.
Magic School facilitates personalized instructional support, and Wayground enables structured collaboration in project-based activities, collectively strengthening the implementation of PjBL.
PBL, and case methods through more interactive, data-informed, and student-centered learning experiences.
Empirical findings indicate that technology-enhanced active learning improves student engagement, competency development, and readiness for industry-oriented learning, while also revealing limitations related to instructional clarity, learning facilities, and institutional support.
These results not only reflect pedagogical effectiveness but also provide valuable insights for curriculum development and academic management, forming the basis for further discussion on practical implications for logistics education and workforce MANAGERIAL IMPLICATIONS The findings of this study provide important managerial implications for higher education institutions and logistics industry stakeholders in addressing workforce readiness and competency gaps.
University E-ISSN: 2808-554X | P-ISSN: 2797-1325 ye managers, curriculum developers, and academic leaders are encouraged to strengthen competency-based curriculum design by systematically integrating active learning approaches such as PjBL.
PBL, and Case Methods supported by the use of digital educational applications.
From an industry perspective, logistics companies can benefit from closer collaboration with universities through structured partnerships, including industry-driven projects, internships, guest lectures, and access to real operational data, to ensure graduates acquire relevant practical skills, digital literacy, and problem-solving capabilities.
For policymakers and institutional managers, the results highlight the need to invest in instructor capacity building, learning infrastructure, and educational technologies that support experiential learning.
By aligning curriculum content, teaching strategies, and assessment methods with industry standards and real-world logistics practices, managers can enhance graduate employability, improve organizational performance in logistics operations, and contribute to the long-term competitiveness of the logistics sector.
CONCLUSION
The findings of this study on logistics management competencies are highly consistent with broader industry expectations and scholarly perspectives reported in previous research.
The proposed curriculum design encompasses not only essential interpersonal skills but also core managerial, supply chain, and operational competencies that are critical for logistics professionals.
In the context of a rapidly evolving logistics industry, prior studies further reinforce the growing importance of digital and data literacy, agility, and sustainability considerations beyond operational efficiency.
Although these competencies are not always addressed explicitly, the curriculum presented in this study incorporates them through its forward-looking vision and the adoption of innovative learning methodologies, such as technology-based learning and PBL, thereby positioning graduates to meet contemporary and future industry demands.
Among the active learning strategies implemented.
PjBL emerged as the most favored and effective approach from the studentsAo perspective.
Students reported that PjBL significantly enhanced their analytical, communication, and problem-solving skills by enabling them to apply theoretical knowledge to real-world logistics scenarios.
The case method was also positively received, as it encouraged critical discussion and judgment through the analysis of practical business situations.
PBL likewise contributed to active engagement and the development of complex problem-solving abilities, although some students indicated a need for clearer theoretical guidance from instructors to maximize its effectiveness.
Future research is recommended to further examine the long-term impact of competency-based logistics curricula on graduate employability and professional performance in the logistics industry.
Subsequent studies could explore longitudinal outcomes by tracking graduatesAo career progression and assessing employer satisfaction with their competencies.
Additionally, future research may investigate the integration of advanced digital technologies, such as logistics analytics platforms, artificial intelligence, and simulation tools, within active learning frameworks.
Comparative studies across institutions or countries would also be valuable to validate the generalizability of the curriculum model and to identify best practices for strengthening universityAeindustry collaboration in logistics education.
DECLARATIONS
About Authors https://orcid.
org/0009-0001-7854-9357 Novi Indah Susanthi (NI) Mohammad Ali (MA) https://orcid.
org/0000-0002-6816-1586 Asep Herry Hernawan (AH) https://orcid.
org/0000-0001-6033-5433 Author Contributions Conceptualization: NI.
Methodology: MA.
Software: AH.
Validation: MA and AH.
Formal Analysis:
NI.
Investigation: NI.
Resources: MA.
Data Curation: AH.
Writing Original Draft Preparation: NI and MA.
Writing Review and Editing: NI and AH.
Visualization: MA.
All authors.
NI.
MA, and AH, have read and agreed to the published version of the manuscript.
Data Availability Statement The data presented in this study are available on request from the corresponding author.
International Journal of Cyber and IT Service Management (IJCITSM).
Vol.
No.
April 2026, pp.
37Ae50 International Journal of Cyber and IT Service Management (IJCITSM) ye Funding The authors received no financial support for the research, authorship, and/or publication of this article.
Declaration of Conflicting Interest The authors declare that they have no conflicts of interest, known competing financial interests, or personal relationships that could have influenced the work reported in this paper.
REFERENCES