In this month’s newsletter, we would like to introduce PhD graduate, Desiani Natalina Muliasari from the College of Education, Psychology and Social Work.

Desiani’s recently submitted thesis, “Transforming Indonesian teachers’ understanding and implementation of critical pedagogy of place as a foundation to foster students’ critical and creative thinking” received outstanding results from the examiners.

We asked Desiani to share what led her to a PhD and why it is important, the most enjoyable and hardest parts of a PhD journey and what the future holds.

What was the topic of your PhD and why was it important to you?

My PhD explored how Critical Pedagogy of Place (CPoP) can be integrated into teacher professional learning to enhance students’ critical and creative thinking (CCT) in Indonesian primary schools. This topic is important to me because Indonesia’s education system is transitioning towards a more student-centered approach and support critical and creative thinking, particularly under the new Merdeka Curriculum. However, many teachers still struggle with implementing innovative teaching strategies. By supporting teachers in understanding and applying CPoP, my research aims to empower them with the knowledge and tools to create meaningful, community-based learning experiences for their students.

Tell us about your research

My research addresses the need to foster critical and creative thinking (CCT) in Indonesian primary education through the lens of Critical Pedagogy of Place (CPoP). Focusing on Grade 1 classrooms in the Bandung Metropolitan Area, the study investigates how CPoP can support CCT using a community-based action research approach. It engaged 12 primary school teachers, exploring their understanding, intentions, and classroom implementation of CPoP. Key findings reveal varying levels of teacher engagement with CPoP, from basic adoption to deeper integration that fosters critical inquiry and student-centred learning. However, challenges such as overcrowded classrooms, time constraints and traditional teaching practices limited its full potential. The study highlights the importance of sustained professional learning and flexible teaching strategies to overcome these barriers. Its findings have practical implications for curriculum development, particularly within the Merdeka curriculum, showing how place-based education can nurture CCT and contribute to meaningful educational reform in Indonesia’s schools.

Tell us about yourself

I am an educator, researcher, and teacher trainer with a commitment to enhancing teacher professional learning and student-centered education in Indonesia. I currently work at a university where I prepare future teachers for primary and early childhood education. My role involves preparing pre-service teachers, developing innovative teaching approaches, and supporting critical and creative thinking (CCT) in early education. Beyond academia, I am passionate about community-based learning, place-based education, and cross-cultural education research.

What led you to undertake a PhD? What inspired or motivated you?

My journey toward a PhD was rooted in my passion for education reform and teacher empowerment. As an educator in Indonesia, I witnessed first-hand how traditional teaching practices often limit students’ ability to think critically and creatively. I wanted to find a way to support teachers in making learning more meaningful, connected to students’ real-world experiences, and aligned with 21st-century educational needs. The opportunity to study at Flinders University gave me the academic framework and research tools to explore how professional learning can transform teaching practices.

What was been one of the most enjoyable parts of the journey?

Definitely working with teachers and seeing real change! Witnessing how teachers engaged with new ideas, adapted CPoP strategies, and became more confident in fostering student-centered learning was incredibly fulfilling. These moments reinforced why I pursued this research—to make a real impact on education.

What was been one of the hardest parts of the journey?

Balancing the intense academic workload while managing family responsibilities and social commitments was one of the toughest challenges. There were moments of self-doubt and exhaustion, particularly during data analysis and writing. However, I overcame these challenges by building a strong support system—through supervisor guidance, international student service support,  counselling help and personal resilience.

How did you overcome any challenges of doing a PhD?

I overcame challenges through time management strategies—balancing research, teaching, and personal life, seeking support—engaging with peers, attending workshops, and consulting supervisors, and developing resilience—embracing setbacks as learning experiences

What was highlight of your student life at Flinders?

The research community at Flinders was amazing. I loved being part of seminars, workshops, and international student networks. The support from HDR, ISS and fellow students made the PhD journey a lot smoother and more enjoyable.

How did your supervisors support you during your candidature?

My supervisors played crucial role in shaping my research journey. They provided: constructive feedback to refine my methodology and arguments, encouragement and motivation, especially during challenging periods. Their guidance and mentorship helped me grow as a researcher and academic writer.

What advice would you give to those who are about to undertake a PhD?  

Enjoy the journey and embrace the learning process.

How has your PhD helped you in the role you are in now?

My PhD has shaped my ability to prepare future teachers for primary and early childhood education. Through my research on teacher professional learning and place-based education, I have developed strategies to equip pre-service teachers with critical and creative thinking skills, and support in-service teachers in making learning more meaningful and community-centered,  It has also strengthened my research, analytical, and academic writing skills The experience of conducting qualitative research has enhanced my ability to work with teachers and design impactful learning programs.

How has your PhD influenced your future career? Where do you see your career heading in the future?

My PhD has positioned me as a researcher, educator, and advocate for educational transformation. Moving forward, I envision myself:

• Developing professional learning programs for teachers (pre servive and in service) across Indonesia
• Collaborating with policymakers to integrate CPoP or place-based education into national education reforms
• Publishing research on innovative pedagogical approaches
• Expanding networks with international researchers to explore best practices in teacher training

I hope to continue bridging the gap between research and classroom practice, ensuring that future and current teachers are equipped to foster critical and creative thinking in young learners.

Have you published anything?

I am in the process of publishing my research findings in academic journals. My work focuses on teacher professional learning, critical and creative thinking (CCT), and place based education. I will be happy to share the links once they become available.

What have you been doing since you completed?

Since completing my PhD, I have returned to my university in Indonesia, where I continue my work as an educator and researcher. I am involved in preparing future primary and early childhood teachers with innovative pedagogical strategies, conducting professional learning workshops for in-service teachers, researching and advocating for thinking skills in Indonesian education. I am also working on publishing my research findings and collaborating with other researchers in education transformation.