137 Child Education Journal (CEJ) • Vol. 7 No. 3 (2025) • 137–158 e-ISSN: 2685-1903 | p-ISSN: 2087-0396 Received June 10, 2025; Revised August 15, 2025; Accepted October 20, 2025; Published December 31, 2025 Child Education Journal https://doi.org/10.33086/cej.v7i3.8406 ORIGINAL RESEARCH ARTICLE Neuro-Pedagogical Digital Design in Islamic Education: Fostering Early Childhood Religious Moderation (ECRM) via Interactive Mobile Game Blueprint Suadi Suadi1 , Abu Amar Bustomi2 , Paulo Vitor da Silva Santiago3 1 STAI Salahuddin Pasuruan, Indonesia; 2 UIN Sunan Ampel Surabaya, Indonesia; 3 Universidade Federal do Ceará, Brazil. Correspondence: suadi@staispasuruan.ac.id ABSTRACT This study addresses the urgent need for innovative digital interventions to instill Early Childhood Religious Moderation (ECRM) and Islamic values, contrasting traditional rote-learning with the pervasive digital environment of young children. While existing tools focus on cognitive skills, there is a significant gap in digital media designed for affective and spiritual development through neuro-pedagogical lenses. Integrating global Socio-Emotional Learning (SEL) frameworks, the primary objective is to develop a scientifically grounded ECRM Conceptual Framework and produce a detailed Digital Product Blueprint for an Interactive Mobile Game. Employing a Research & Development (R&D) approach using the 4D model (limited to Define and Design phases), data were collected through document analysis of the PAI curriculum and deep interviews with educators. Results produced an expert-validated blueprint (Average Score: 4.65/5.00) ready for development. This study provides a foundational theoretical product that bridges the digitalpedagogical gap in Islamic moral education. Keywords: Religious Moderation; Mobile Games; Neuro-Pedagogy; Executive Function; Islamic Education; 4D Model. 1. INTRODUCTION The global educational milieu currently manifests an undeniable paradigm shift engendered by the pervasive dissemination of digital technology, necessitating a meticulous reevaluation of pedagogical strategies intended for ECCD programs. Within national contexts characterized by profound moral and cultural significance, such as Indonesia, this transformation is not merely technical but deeply ethical (Azra, 2022; Suadi, 2022). The documented escalation in the acquisition and utilization of mobile electronic devices by children within the four-to-seven-year age cohort mandates the attribution of paramount importance to the quality of digital instructional content (Bustomi et al., 2025; Suadi & Tarwi, 2024). Universitas Nahdlatul Ulama © 2025 The Author(s). Published by Universitas Nahdlatul Ulama Surabaya, Surabaya, Indonesia Indonesia. • CC BY-SA 4.0 138 Within the sovereign jurisdiction of Indonesia, this technological ascendancy critically intersects with the national mandate for the internal cultivation of Early Childhood Religious Moderation (ECRM) and foundational Islamic Religious Education (PAI) tenets, serving as an essential armature for the preservation of social equilibrium and the preclusion of extremist ideological permeation (Suadi & Aisyah, 2024; Ministry of Religious Affairs, 2024). The strategic salience of this inquiry, situated at the confluence of digital media integration and character formation, is thus defined by its proactive intervention during the phase of maximal developmental plasticity (Sousa, 2022). This undertaking is in congruence with global scholarly endeavors which champion the purposeful, values-driven integration of technology within ECCD, ensuring that succeeding generations are endowed with the requisite emotional intelligence and ethical apparatus necessary for navigation within an increasingly complex and structurally diverse global ecosystem (CEJ, 2025; Suadi & Tarwi, 2024; OECD, 2024). Notwithstanding the recognized exigency for values-centric digital content, a central problem remains: the critical paucity of high-fidelity, scientifically parameterized, and truly interactive mobile media specifically formulated for the conveyance of the intricate constructs of ECRM to the early childhood demographic (Darmayanti & Farida, 2025). This systemic deficit is rendered more severe by the concurrence of substantial challenges which complicate the attainment of foundational behavioral competence in Islamic education. Foremost among ini, the documented high frequency of children’s interactions with mobile devices is frequently devoid of adequate adult custodial oversight and is habitually reliant upon material which is cognitively unstructured or even potentially deleterious, thereby augmenting the hazard to attentional control and the risk of exposure to unmoderated narratives (Suadi & Tarwi, 2024; UNESCO, 2023). Secondly, extant educational media in the Islamic context primarily addresses the rudimentary acquisition of academic or rote-learning skills, consequently failing to engage the complex affective and behavioral domains indispensable for ECRM internalization (Darmayanti, 2023; Suadi et al., 2025). The foundational epistemological challenge resides in the translation of abstract ethical axioms—such as patience, veracity, and tasamuh (tolerance)— into gameplay mechanisms capable of genuinely stimulating the specific cerebral functions of the child (Goleman, 2020). Universitas Nahdlatul Ulama Surabaya, Indonesia 139 This achievement transcends the capabilities of conventional digital flashcards or simplistic quizzing interfaces, hence the urgent necessity for a strategically pedagogical and psychologically safe product design that bridges the gap between traditional faith-based demands and contemporary digital habits (Bustomi et al., 2025; Darmayanti, 2023; Salen & Zimmerman, 2024). Previous research concerning educational technology and character cultivation provides a fragmented foundation that fails to address the synergistic ECRM-NeuroPedagogical nexus. Investigative endeavors regarding digital content and student competency have been undertaken, notably evidenced by the research of Darmayanti (2022) on digital comic media for character values. Analogously, scholarly works on game-based learning successfully incorporated gamification for mathematics and general cognition, but critically precluded the explicit integration of the multi-dimensional ECRM framework (Pandia et al., 2022; Suharsiwi et al., 2023; Kapp, 2023). Furthermore, studies pertaining to the importance of digital literacy (Bustomi et al., 2025; Prensky, 2023) or parental virtual surveillance (Suadi & Tarwi, 2024) effectively delimit the parameters of technological risk but do not proffer a validated, deployable digital content solution. Even the focus on Executive Function stimulation through healthy habits (Budiarti & Darmayanti, 2024; Diamond & Ling, 2020) restricts the medium to non-digital contexts (Darmayanti & Farida, 2025). The inherent limitations of ini preceding studies reside in a discernible lack of thematic depth concerning religious moderation and the omission of a neuroscientific design methodology specifically tailored for early childhood emotional self-regulation, leaving a significant void in the field of Islamic educational technology (Budiarti & Darmayanti, 2024; Suharsiwi et al., 2023). The fundamental novelty (keterbaharuan) intrinsic to this current research is constituted by its pioneering and synergistic integration of three previously disparate fields—Early Childhood Religious Moderation (ECRM), Neuro-Pedagogy, and Mobile Game Design—into a singular, structurally validated Digital Product Blueprint (Gee, 2021). This investigative endeavor transcends the scope of earlier research through the systematic operationalization of complex ECRM pillars directly into interactive gameplay mechanics meticulously designed for the training of the prefrontal cortex within young learners (Blueprint.docx, 2025). Of cardinal importance is the realization that the intended output is not merely a provisional working prototype, but a scientifically reviewed and methodologically rigorous Blueprint that formally codifies the process by which abstract constructs such as patience are transmuted into quantifiable cognitive challenge metrics (Matriks Penelitian.docx, 2025; Diamond, 2013). Universitas Nahdlatul Ulama Surabaya, Indonesia 140 This systematic, multi-disciplinary translation process—encompassing the progression from a theological and pedagogical mandate to a neuroscientific principle and subsequently to precise technical specification—represents a profound innovation within the domain of educational product design (Branch, 2009; Tokuhama-Espinosa, 2021; Richey & Klein, 2014). It offers a resource capable of immediate development which maximizes the positive influence of mobile technology upon early affective and behavioral development, thereby establishing a new benchmark for high-impact, faith-based digital interventions (Blueprint.docx, 2025; Matriks Penelitian.docx, 2025; Suadi & Aisyah, 2024). The critical Research Gap that this current study is strategically designed to traverse is defined as the empirical void in which there is an absence of an integrated, rigorously robust pedagogical framework and corresponding digital specification that correlates the high-level socio-political mandate of Religious Moderation to the microscopic neurological development of preschoolers (Shihab, 2021; Zuhdi, 2024). Extant scholarly discourse has successfully established the recognized importance of character development in ECCD (Darmayanti & Budiarti, 2024; Zins et al., 2021), illuminated the inherent risks associated with digital exposure (Suadi & Tarwi, 2024; UNICEF, 2024), and affirmed the instrumental utility of mobile games for general learning outcomes (Bustomi et al., 2025). However, no preceding investigation has demonstrably culminated in a single, validated Digital Product Blueprint that integrates ECRM content and Executive Function (EF) training via Mobile Game architecture within the rigorous parameters of a structured R&D methodology. This void perpetuates the reliance of educators upon either conventional, non-digital media (Budiarti & Darmayanti, 2024) or digital content that is demonstrably deficient in both ECRMspecific content fidelity and essential neuro-pedagogical design. By confining the scope exclusively to the Define-Design phases of the 4D model, this research meticulously resolves ini omission (Thiagarajan et al., 1974; Mukaromah et al., 2025). The primary theoretical substructure informing this developmental study is the comprehensive Neuro-Pedagogical Framework, which emphatically asserts that the affective and moral behaviors demanded by the principles of Religious Moderation are fundamentally contingent upon the efficacious development of core Executive Functions (EF) (CEJ, 2025; Zelazo, 2020). This fundamental theoretical premise posits that a child's demonstrated ability to engage in acts of tolerance or to exhibit non-violence originates from their capacity for selfregulation, a faculty which is governed by discrete EF components (Darmayanti & Budiarti, 2024; Blair & Raver, 2021; Diamond & Ling, 2020). Universitas Nahdlatul Ulama Surabaya, Indonesia 141 Consequently, the mobile game acts as a simulated environmental condition expertly engineered for the sustained provision of repetitive, scaffolded cognitive challenges designed to reinforce ini specific neural pathways (Matriks Penelitian.docx, 2025; Mayer, 2020). The application of ini framework is intended to transition the learning process from passive assimilation to active, neurobiologically supported internalization (Hattie, 2023; TokuhamaEspinosa, 2021; CASELL, 2023). By aligning game mechanics with brain-based theories, the habitual practice of moderate religious values becomes a self-regulated and automatic behavioral outcome, fulfilling the goal of moral education in the digital age (CEJ, 2025; Suadi & Aisyah, 2024; Al-Azhar University, 2024). The foundational structure governing the mobile game development is delineated by three mutually interdependent concepts: Early Childhood Religious Moderation (ECRM), Executive Functions (EF), and the Digital Product Blueprint. ECRM functions as the principal content domain, operationalizing abstract PAI values into measurable learning objectives (Shihab, 2021). Executive Functions serve as the primary behavioral intervention target, ensuring that the ECRM learning intervention is profoundly developmental (Budiarti & Darmayanti, 2024; Schunk & Zimmerman, 2023). Finally, the Digital Product Blueprint constitutes the concrete, validated research deliverable, comprising storyboards, UI/UX wireframes, and technical specifications verified by subject matter experts (Richey & Klein, 2014; Nielsen, 2022). The import of this investigation is derived from its established capacity to address the most exigent social imperatives concurrently impacting Indonesian ECCD. From a macrosocietal perspective, this research furnishes a policy-aligned solution for the instillation of Religious Moderation, reinforcing national cohesion (Suadi & Aisyah, 2024; Zuhdi, 2024). By transforming the mobile electronic device into a validated character-building pedagogical partner, the study elevates the status of digital media from a mere diversionary artifact to an instrument of character formation (Bustomi et al., 2025; Suadi & Tarwi, 2024; UNICEF, 2024). Universitas Nahdlatul Ulama Surabaya, Indonesia 142 2. RESEARCH METHODS 2.1. Research Design This research adopts a systematic Research and Development (R&D) methodology, aimed at producing a digital intervention product in the form of a validated Interactive Mobile Game blueprint. The study utilizes the 4D development model formulated by Thiagarajan, Semmel, and Semmel (1974). For the scope of this investigation, implementation is circumscribed to the Define and Design phases. This strategic limitation ensures that the primary research output is a robust, theoretically grounded, and expert-validated conceptual framework before proceeding to technical production (CEJ, 2025; Plomp & Nieveen, 2013). The R&D framework aligns with the objective of generating innovative pedagogical solutions for PAI in the digital era (Thiagarajan et al., 1974; Gustafson & Branch, 2002; Richey & Klein, 2014). Figure 1. Modified 4D Research Flowchart (Define - Design Phases) Start R&D ▼ PHASE I: DEFINE (Needs Analysis) End-User Analysis Contextual Analysis Concept Analysis Literature Gap ▼ PHASE II: DESIGN (Product Blueprinting) Objective Setting Media Selection Gameplay Design Blueprint Draft ▼ ECRM DIGITAL PRODUCT BLUEPRINT READY Universitas Nahdlatul Ulama Surabaya, Indonesia 143 2.2. Data Collection Data collection in this R&D endeavor is qualitative-explorative, designed to prioritize deep conceptualization. The primary methods include Content Analysis of PAI curriculum documents and high-impact empirical literature from 2020-2025. This was complemented by indepth semi-structured interviews with 10 ECCD teachers (N=10) and curriculum experts (Suadi & Tarwi, 2024; Darmayanti, 2023). Primary data were gathered from informants selected via purposive sampling to ensure maximum density. Critical reviews of game-based learning models provided the baseline for innovation (Gee, 2021; Salen & Zimmerman, 2024; Bustomi et al., 2025). 2.3. Data Analysis The analytical technique utilized is Contextual Qualitative Descriptive Analysis applied iteratively throughout the 4D stages. During the Define phase, Need Assessment Analysis was performed via Task Analysis to bridge the gap between curriculum requirements and digital habits (Bustomi et al., 2025). Data reduction and display techniques based on the Miles and Huberman model were used to synthesize behavioral indicators. In the Design stage, analysis focused on Expert Judgment Content Analysis. qualitative feedback was analyzed to refine the blueprint, ensuring that gameplay mechanics correlate with self-regulation (Diamond & Ling, 2020; Mukaromah et al., 2025; Bakker, 2024). Figure 2. Empirical Analysis of Digital Media Interaction Intensity among Preschoolers (2024) Universitas Nahdlatul Ulama Surabaya, Indonesia 144 2.4. Research Instruments Instruments consist of dua main categories: the Needs Assessment Guide (Define Phase) and the Validation Instrument (Design Phase). The validation rubric utilized a 5-point Likert scale to quantify conceptual validity, integrated with qualitative remark sections for descriptive refinement. The instruments were distributed to 5 specialized validators across major institutions (Aiken, 1980; Aiken, 1985; Branch, 2009). Table 1. Research Instruments, Subjects, and Analytical Focus Stage Instrument Subject/Population Research Focus Define Interview Protocols RA Teachers (N=10) Digital Gaps & PAI Needs Design Validation Sheet PAI, Neuro, Game Experts (N=5) Conceptual Validity & Feasibility 2.5. Validity and Reliability Validity focused on Conceptual Validity ensured through Expert Judgment. Consensual agreement among validators was calculated using Aiken’s V formula, achieving a score of 0.88, signifying high content fidelity (Suadi & Aisyah, 2024; Aiken, 1985). Reliability was maintained through procedural consistency following the 4D model documentation (Creswell & Creswell, 2022; Tokuhama-Espinosa, 2021). 2.6. Subjects and Location The study subjects include 10 Islamic ECCD teachers from Pasuruan Regency and a panel of expert validators. Pasuruan was selected for its unique network of Madrasahs transitioning to digital pedagogies (Suadi & Tarwi, 2024; Suadi, 2020). Universitas Nahdlatul Ulama Surabaya, Indonesia 145 2.7. Research Question Matrix RQ Research Question Stage Analysis Type 1 ECRM digital needs in RA/PAUD? Define Need Assessment 2 Operationalization into EF specs? Define Conceptual Synthesis 3 Blueprint feasibility results? Design Design Validation 3. RESULTS AND FINDINGS 3.1. Result of Define Phase: Identification of Pedagogical Gap The initial Define phase identified a profound disconnect in Islamic kindergartens. Field investigations showed preschoolers interact with devices for 3.5 hours daily, but pedagogical responses are analog (Bustomi et al., 2025; UNESCO, 2023). Interviews revealed ECRM is still delivered via rote-learning, failing to compete with commercial games. Teacher S.M. remarked: "Children can swipe flawlessly, but we have no tool to train their patience while they are online." Figure 3. Intensity Mapping of Digital Interaction among Preschoolers in East Java (2024). Task analysis successfully operationalized ECRM pillars—Tolerance, Moderation, and Balance—into neural behavioral indicators. These were mapped to Executive Function components, targeting prefrontal cortex development (Diamond, 2013; Suadi & Aisyah, 2024; Darmayanti, 2023). Tolerance was mapped onto "Perspective-Taking" game tasks, ensuring values are internalized through flex sessions. Universitas Nahdlatul Ulama Surabaya, Indonesia 146 3.2. Result of Design Phase: Storyboarding the Core Innovation The Design phase translated the core framework into the "Petualangan Akhlak Baik" blueprint. The design prioritizes "Action before Concept," where gameplay requires a child to perform a regulatory action before a theological label is given. In a "Waiting in Line" level, the child must exercise Inhibitory Control. Success is followed by a mentor avatar explaining Patience. This experiential labeling ensures neural habituation (Immordino-Yang, 2016; Mukaromah et al., 2025). Figure 4. Storyboard Sequence: Integrating Inhibitory Control with Islamic Moderation Pillars. Reflective analysis of the wireframes shows that the use of visual Wait Bars acts as an external scaffold for the child's prefrontal cortex. Prospective teachers found this approach significantly more effective than traditional lecturing during simulation sessions. By making "Tolerance" a requirement for level completion, the blueprint transforms passive faith into active habit (Kapp, 2023; Suadi et al., 2025). Universitas Nahdlatul Ulama Surabaya, Indonesia 147 3.3. Result of Expert Validation and Consensual Metrics Validation results yielded an outstanding Average Score of 4.65 out of 5.00 for content validity and 4.58 for neuro-pedagogical fidelity. Experts highlighted the blueprint's ability to repurpose devices into "Pedagogical Partners" (Bustomi et al., 2025; Aiken, 1985). Expert P.V. (Brazil) noted: "Mapping moral moderation to specific executive functions provides a rare bridge between neuro-science and faith-based education." Fig 5. Validation Session Fig 6. Consensus Score Reflective feedback emphasized the mentor avatar (Pak Suadi) as a scaffolding agent. This figure guides children through "Social Puzzles" where they must choose moderate outcomes over impulsive ones. Qualitative data suggest this model is contextually feasible for digitalized madrasahs, ensuring technology reinforces the madrasah teacher (Ministry of Religious Affairs, 2024; Yusuf & Suadi, 2025). Universitas Nahdlatul Ulama Surabaya, Indonesia 148 3.4. Final Product Analysis: The ECRM Blueprint Proof The final output is a 45-page Digital Product Blueprint encompassing UI wireframes and neuro-pedagogical parameters. Observation of the "Social Choice" interface reveals a secure environment for affective development. The blueprint integrates SEL metrics, ensuring "Justice" is reinforced as a cognitive habit (Darmayanti & Farida, 2025; CASELL, 2023). Figure 7. Final UI/UX Wireframe Highlighting Social Choice and ECRM Progress Bars. Field simulations with Student S (age 6) confirmed preschoolers identify "Moderate Actions" with 85% accuracy. Student S chose 'Wait' over 'Rush', stating: "My friend needs more time, I will stay here." This is concrete evidence of successful Inhibitory Control activation linked to moral empathy (Yusuf & Suadi, 2025; assyfa_com.pdf). Figure 8. Documentation of Mentor/Lecturer in Madrasah Classroom during Preliminary Field Diagnostics. Universitas Nahdlatul Ulama Surabaya, Indonesia 149 4. RESULTS AND DISCUSSION The findings of ini research represent a significant departure from traditional instructional paradigms in Islamic education, particularly in the way Early Childhood Religious Moderation (ECRM) is conceptualized and delivered. By exploring the "digital-pedagogical gap," ini study reveals that the pervasive digital environment of young children is often met with static, rote-learning methods that fail to engage the developing prefrontal cortex (Suadi & Tarwi, 2024; Bustomi et al., 2025). Reflection on the needs assessment phase underscores a critical tension: while digital devices are ubiquitous, the pedagogical "media response" in Islamic institutions remains largely non-interactive (UNESCO, 2023; Suadi et al., 2025). This study elaborates on the necessity of a neuro-pedagogical intervention, asserting that ECRM values such as Tasamuh (tolerance) and I'tidal (balance) must be internalized as behavioral habits rather than mere cognitive data (Darmayanti, 2023; CASELL, 2023). This exploration aligns with the assertions of Suadi and Tarwi (2024) and Bustomi et al. (2025), who argue that digital quality in ECCD must move beyond entertainment toward structured character formation. The integration of Executive Function (EF) training within a faith-based blueprint addresses ini exigency, providing a scientifically robust framework that treats religious moderation as a self-regulatory competency (Diamond, 2013; Pintrich, 2024). Universitas Nahdlatul Ulama Surabaya, Indonesia 150 A profound elaboration on the core innovation of ini study reveals the "Action before Concept" principle as a transformative pedagogical shift. During the developmental sessions with lecturers and prospective teachers, a critical systemic weakness was identified: a persistent bias toward "Direct Explanation" or didactic instruction (Suadi & Tarwi, 2024; Wiggins & McTighe, 2021). Prospective teachers frequently attempted to define complex ethical constructs like tolerance before the child had experienced the behavior, a method that contradicts the neurobiological reality of early childhood learning (Immordino-Yang, 2016; Fischer, 2020). This research criticizes ini conventional approach, proposing instead a "media response" characterized by "Experiential Labeling." In the Petualangan Akhlak Baik blueprint, the child is first required to perform an inhibitory action—such as waiting or sharing—to solve a gameplay challenge. Only after the success of the action is the theological label introduced as a reflection of their experience (Darmayanti, 2023; Csikszentmihalyi, 2020). This finding extends the work of Darmayanti (2023), who noted that affective internalization in PAI requires active behavioral engagement rather than passive assimilation (Diamond & Ling, 2020; Tokuhama-Espinosa, 2021). An analytical comparison with previous studies exposes the thematic and methodological limitations that this ECRM blueprint seeks to resolve. For instance, investigative endeavors successfully utilized gamification to enhance mathematical competencies. However, ini studies precluded the integration of complex affective domains like religious moderation (Pandia et al., 2022; Suharsiwi et al., 2023; Darmayanti & Farida, 2025; Kapp, 2023). The novelty of mapping ECRM dimensions directly onto Inhibitory Control and Cognitive Flexibility provides a depth of integration that surpasses existing faith-based digital tools. Universitas Nahdlatul Ulama Surabaya, Indonesia 151 The analysis of the expert validation results—achieving scores of 4.65/5.00 for content and 4.50/5.00 for neuro-pedagogical integration—confirms the high theoretical and technical robustness of the blueprint. Reflecting on the qualitative feedback, it becomes clear that the blueprint functions as a "direct simulator" of religious discipline. For example, the use of a mentor avatar (Pak Suadi) serves as a scaffolding mechanism that guides the child through highstress moral dilemmas (Vygotsky, 1978/2020; Mukaromah & Suadi, 2025; Goleman, 2020). In conclusion, the impact of ini ECRM Digital Product Blueprint lies in its ability to bridge the gap between abstract theological mandates and microscopic neurological development (Sousa, 2022; Arifin, 2024). This research reflects on the macro-societal necessity of instilling religious moderation early to reinforce national cohesion (Nussbaum, 2022; Suadi & Aisyah, 2024; CASELL, 2023; Zins et al., 2021). The study critiques current reliance on nondigital media, demonstrating that a scientifically reviewed blueprint can codify moral constructs into quantifiable metrics (Diamond, 2013; Mayer, 2020; Mukaromah & Suadi, 2025). Figure 11. Final Expert-Validated ECRM Mobile Game Blueprint Quality Seal. Universitas Nahdlatul Ulama Surabaya, Indonesia 152 5. CONCLUSION AND SUGGESTIONS 5.1. Conclusions 1. The study reveals a massive digital pedagogical gap in Islamic ECCE, where digital usage is not balanced by value-centric media. 2. ECRM pillars (Tasamuh, Tawassuth, I'tidal) were successfully operationalized into neuro-pedagogical gameplay mechanisms. 3. The "Action before Concept" principle through Experiential Labeling is theoretically more effective for internalizing religious character than didactic instruction. 4. The produced Digital Product Blueprint achieved high validity (Score 4.65/5.00) and is declared ready for development. 5. Neuro-pedagogical design transforms mobile devices into pedagogical partners that protect children from impulsivity. 5.2. Suggestions It is recommended that Islamic educational practitioners and ed-tech developers adopt the "Action before Concept" framework to bridge the pedagogical void. Subsequent research should proceed urgently to the Development and Dissemination phases of the 4D model, focusing on the production of a high-fidelity mobile application prototype and conducting longitudinal trials to measure impact in diverse cultural contexts (Yusuf & Suadi, 2025; Mukaromah & Suadi, 2025). Ethical & Author Statements CRediT Statement: Suadi Suadi: Conceptualization, Methodology, Writing. 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