Pre-Service Training for Non-Civil Servant Lecturers in Support of Sustainable Development Goals 4: A Necessity or a Formality?

Karwanto Karwanto; Martadi  Martadi; Faridha Nurhayati; Hasan Subekti

doi:10.63230/jocsis.3.4.326

Authors

Karwanto Karwanto State University of Surabaya Author
Martadi Martadi State University of Surabaya Translator
Faridha Nurhayati State University of Surabaya Translator
Hasan Subekti State University of Surabaya Translator

DOI:

https://doi.org/10.63230/jocsis.3.4.326

Keywords:

Higher Education, Non-ASN Lecturers, Pre-service Training, SDGs

Abstract

Objective: To identify and analyze: (1) the impact of pre-service training for non-civil-service (non-ASN) faculty members on the enhancement of teaching skills; (2) the constraints encountered in its implementation; (3) training methods requiring improvement; and (4) the influence of institutional policy and technological support on the effectiveness of the program and its contribution to supporting SDG 4 (quality education). Method: A qualitative case study design was employed. Data were collected through in-depth interviews, observations, and document analysis. The data were analyzed through data condensation, data display, and conclusion drawing or verification. Results: The findings show that pre-service training positively contributes to non-ASN faculty members’ teaching confidence, pedagogical competence, instructional-planning ability, and capacity to implement active-learning strategies. However, limited training duration, insufficiently interactive learning methods, inconsistent institutional support, and unequal technological access constrain its effectiveness. Pre-service training should be redesigned as a practice-oriented, interactive, technology-supported, and institutionally sustained program to ensure that it generates meaningful and lasting improvements in non-ASN faculty members’ teaching practice. Novelty: Offering an integrated, context-specific analysis of pre-service training for non-ASN faculty members by linking teaching-skill development with implementation barriers, training-method renewal, institutional policy, and technological support. It reframes pre-service training not simply as a procedural requirement, but as a professional-development mechanism whose effectiveness depends on the alignment of training design, participant needs, institutional commitment, and digital learning infrastructure.

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