The March issue (Vol. 6 No. 1, 2026) brings together five studies that reflect where Indonesian education currently stands across digital systems, civic formation, and science pedagogy. A virtual campus tour system developed for UNU Yogyakarta tackles a practical and often overlooked problem — prospective students routinely make enrollment decisions with incomplete information, and moving the campus introduction online directly challenges the assumption that physical presence is still a prerequisite for institutional access. Two articles address Pancasila education from separate angles: the first examines how families and schools share — or fail to coordinate — the work of building civic values in young children, while the second tests whether a single university course at FPBS UPI can genuinely shift student attitudes toward religious diversity rather than simply satisfying a curriculum requirement. A web-based registration system for extracurricular activities at State Vocational School 72 Jakarta rounds out the administrative side, documenting what happens when a paper-heavy process gets rebuilt from the ground up — fewer errors, faster turnaround, and less unnecessary friction for both students and staff. The issue closes with a grounded theory-informed literature review that attempts to construct a conceptual model for computer use in 21st-century science learning. Building a model from existing literature alone is never without risk, but as a theoretical starting point, it gives future researchers something concrete to test, challenge, or discard. Across all five studies, the issue holds a consistent thread: the gap between what schools and institutions claim to offer and what students and communities actually receive deserves more than good intentions — it demands deliberate, evidence-based action.