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P2A ICE CREAM 2025: ‘Thailand Creative’ Workshop at Suan Dusit University from the Context of Bangkok City of Design

P2A ICE CREAM 2025: ‘Thailand Creative’

The journey from Alor Setar, Malaysia, continued to Thailand via an 18-hour train ride. On 21 August 2025, delegates from IPC UII and SCIMPA UUM arrived at Suan Dusit University (SDU) in Bangkok. The next agenda of P2A ICE CREAM CHOCO was a workshop entitled “Thailand Creative”.

This workshop focused on understanding how the creative community in Bangkok has developed and contributed socially and economically at the local and national levels. Two expert lecturers from SDU were present, namely Asst. Prof. Dr. Aunkrisa Sangchumnong, fondly known as Dr. Risa, and Asst. Prof. Dr. Worakamon Vongstapanalert. Both collaborated as workshop facilitators and complemented each other in terms of theory and practice in Bangkok’s creative community.

In her presentation, Dr. Risa focused more on the concept of creative communities in the context of urban and economic development. From her presentation, it was clear that creative communities are not just a group of people who create works of art, but a fundamental part of community development.

P2A ICE CREAM 2025: ‘Thailand Creative’ Workshop at Suan Dusit University from the Context of Bangkok City of Design

P2A ICE CREAM 2025: ‘Thailand Creative’ Workshop at Suan Dusit University from the Context of Bangkok City of Design

The existence of creative hubs and spaces that grew from the grassroots level has developed into an industry that has a significant impact on the economy. This is not only for artists and creative practitioners, but also for the country.

Creative Community is a part of the process through grassroots community within the society, such as creative hub and space when it keeps developing into something greater and prospects into industries that give economic advantage for the artist and the sustainability of the community. All these processes are intended to create creative cities that enable opportunity for artists and communities to create and explore,’ said Dr. Risa.

This workshop was not only attended by students from the three countries, but also lecturers and staff. They gained new insights into how creative communities with systematic work can have a positive and sustainable impact. Not only that, but sustainable empowerment is the key to success.

Next, Asst. Prof. Dr. Worakamon Vongstapanalert introduced Thai culture through traditional dance. Together with her students, she introduced the basics of the movements. The dance is commonly performed at cultural events.

This practice provided an exciting experience, with students, lecturers, and staff from different countries learning the values of how to preserve their country’s cultural heritage. Through the management of arts and culture, participants gained a broader understanding of how creative communities not only boost the economy but also symbolise the nation.

The workshop at SDU is tangible evidence of strong collaboration between universities in the P2A ICE CREAM CHOCO 2025 series. It is hoped that participants will return home with useful insights and inspiration to develop creative communities in their respective countries.

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P2A ICE CREAM 2025: ‘Exploring the Culture and History of Alor Setar from a Photographic Perspective’

Alor Setar

Starting on August 19, 2025, the International Program Communication (IPC) UII collaborated with SCIMPA UUM to visit the Alor Setar region in Malaysia. In the P2A ICE CREAM project themed CHOCO or “Creative Home of One ASEAN Community”, the participants explored the culture and history of the region through the perspective of photography.

Accompanied by Kelab Kamera Kedah, a professional photography community based in Kedah, the delegates were invited to explore cultural objects in Alor Setar. Some of the locations visited included the Zahir Alor Setar Mosque, the State Art Gallery, and Pekan Rabu with its legendary local culinary specialty, Emanis Bahulu.

Divided into three teams, the UII and UUM delegates collaborated on projects covering three areas: photography, videography, and creative writing. The first team explored historic mosques and captured their architectural aesthetics, delving into the stories and historical values of Islamic culture. The second team focused on unique abstract art, works that utilised recycled materials as a medium for creative exploration. The third team focused on traditional Malaysian culinary culture by analysing diversity as part of local identity.

One of the UII delegates, Ananda Siti Ana, together with the Kelab Kamera Kedah, gained insight into finding uniqueness through abstract art. “What I got from the Kelab Kamera Kedah was learning about the uniqueness of abstract paintings using recycled waste, as well as distinctive Malay buildings, learning about unique and creative cultures,” she said.

Meanwhile, Amira Farisah binti Ismail from UUM shared her meaningful experience during this activity. “I learned a lot of art from that museum. We learned about types of arts, the abstract, also learned that every art has different meaning, story, and what the artist wants to represent to the audiences. We also learned how to use a camera by taking pictures in that museum and also taking pictures of models from UII who wore traditional clothes. This activity is so good for students to learn a lot about art and also provides an opportunity for students to see different cultures,” explained Amira. This statement underlines the educational value and cross-cultural experience gained by the delegates.

From this project, in addition to strengthening international collaboration between students and artists, the community will also produce a comprehensive work in the form of an online magazine that combines photos, videos, and creative narratives. It is hoped that this online magazine will be a reflection of the cultural understanding gained through observation and direct interviews.

Alor Setar was chosen because the city has a rich cultural heritage, with various innovations in its artworks. The P2A ICE CREAM CHOCO 2025 project utilises this potential as a basis for the exploration and development of multidisciplinary artworks that describe or interpret the richness of local culture through a modern lens.

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Advice for Freshmen in the Communication Major

Advice for Freshmen in the Communication Major

Starting university is an exciting milestone, but it can also feel overwhelming—especially when stepping into a field as dynamic as communication. Looking back at my own experience, there are a few pieces of advice I wish someone had told me when I first entered the major. These insights may help freshmen navigate the transition more smoothly and get the most out of their journey.

Take Your Time to Adapt to University Learning Methods

One of the biggest changes at university is the shift in teaching style. Compared to high school, where the teachers take you through it step by step, university is very independent. Lectures, projects, and self-study become the norm, and each course may have its own way of teaching. It is natural to become overwhelmed initially, but the trick is to be patient with yourself. Rather than attempting to learn it all simultaneously, aim to learn it bit by bit. Find out various methods of studying, test different methods, and keep in mind that learning how to learn is also a part of it.

Participate in Events and Activities Related to Communication

Your learning journey does not end at the classroom door. Communication is a discipline that is best learned through practice, and one of the most effective methods of learning communication is through observation. It can be a seminar, a student organization, or a workshop, but by getting involved early, you have the opportunity to practice communication. Such activities enable you to relate theories taught in the classroom with reality, develop useful skills, and acquire knowledge that may not be available in the textbooks. And the sooner you begin, the more chances you will have to grow.

Get Assistance and Establish Relationships With Seniors

And lastly, you cannot overestimate the power of community. Seniors in your major have already walked the path that you are just starting, and this makes them an outstanding source. They can provide viable guidance on how to manage courses, give you tips about projects, and refer you to opportunities that you may not have found on your own. What matters more is the establishment of such relationships that help to make your university life less threatening and collaborative. Communication is, on the one hand, a matter of people, and the beginning of learning to connect with it should be with your own fellows.

Entering the communication major is both exciting and challenging, but with patience, involvement, and strong connections, you’ll find your rhythm. University is not just about grades—it’s about growth, exploration, and building a foundation for the future.

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The  Dynamic Relationship Between Accountability and Reputation 

The  Dynamic Relationship Between Accountability and Reputation 

Accountability and reputation are two central pillars in the functioning of organizations, particularly in the public sector. While accountability refers to the mechanisms through which organizations are held responsible for their actions and decisions, reputation captures how stakeholders perceive the legitimacy, competence, and trustworthiness of these organizations.

Drawing on the work of Madalina Busuioc and Martin Lodge, this article explores how accountability and reputation intersect, and how organizations manage expectations by balancing the two.

Accountability as an  Answer for Actions

Accountability means being answerable for one’s actions, decisions, and performance. In governance and organizational studies, it often involves transparency, reporting, and justification to stakeholders such as governments, regulators, or the public. Accountability can take different forms:

  • Legal accountability (compliance with laws and regulations)
  • Political accountability (answerability to elected officials or the public)
  • Professional accountability (responsibility to standards of practice and ethics)

While accountability mechanisms are designed to ensure fairness and prevent misuse of power, they can also create high expectations and pressures that organizations must constantly manage. Reputation, by contrast, is less about formal rules and more about perception. It reflects how an organization is viewed in terms of reliability, competence, integrity, and performance. For regulators and public agencies, reputation is a crucial resource—it builds trust, strengthens legitimacy, and allows for greater autonomy in decision-making. Organizations do not simply react to accountability demands but actively use their reputation as a strategic tool to manage and influence accountability expectations.

Managing Expectations Through Reputation

Organizations are not passive recipients of accountability mechanisms. Instead, they engage in “expectation management” by leveraging their reputational capital. For example:

  • Framing successes in ways that highlight competence and credibility,
  • Downplaying failures by attributing them to external constraints, and
  • Cultivating multiple reputations (like technical expertise, fairness, and responsiveness) depending on the audience.

This strategic balancing act helps organizations navigate the tension between being accountable and preserving autonomy.

The Interplay Between Accountability and Reputation

The relationship between accountability and reputation is not one-directional. Instead, it is dynamic and strategic:

  1. Reputation shapes accountability expectations
  • Organizations with strong reputations are often trusted more, which may ease accountability pressures.
  • Conversely, organizations with damaged reputations face intensified scrutiny and stricter accountability demands.
  1. Accountability affects reputation
  • Demonstrating accountability can strengthen a reputation by signaling transparency and a commitment to responsibility.
  • However, excessive accountability requirements may harm reputation if they limit flexibility or create perceptions of inefficiency.
  1. Strategic reputation management
  • Agencies manage their reputation not only to protect themselves but also to influence how accountability is applied to them.
  • By projecting an image of competence and integrity, they can align accountability expectations with their strengths.

The relationship between accountability and reputation is mutually reinforcing but also potentially conflictual. Accountability mechanisms ensure transparency and control, but they can also generate burdens and unrealistic expectations. Reputation serves as both a shield and a resource, enabling organizations to negotiate and manage these pressures. Ultimately, understanding this relationship highlights the importance of not treating accountability and reputation in isolation. For organizations—especially those in the public sector—success lies in managing both simultaneously by being transparent and responsible, while also cultivating trust and legitimacy through reputation.

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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The Role of Visual Media in Shaping Gen Z’s Self-Image

The Role of Visual Media in Shaping Gen Z’s Self-Image

Generation Z, born between the late 1990s and early 2010s, is the first generation to grow up entirely in the digital era. From early childhood, they have been surrounded by smartphones, social media platforms, and a constant flow of images and videos.

Unlike earlier generations, their identity development has taken place in a world where visual media is not simply entertainment, but a dominant space for communication, self-expression, and social validation. The way they see themselves—and the way others see them—is now deeply intertwined with the images they share and consume online.

Social Comparison and Self-Perception

Visual media plays a powerful role in shaping how young people think about themselves. Social platforms are designed to encourage sharing, but they also foster constant comparison. Carefully designed posts and edited images often present an idealized version of life, leading viewers to measure themselves against unrealistic standards. Over time, this cycle of comparison can influence self-esteem, creating feelings of self-doubt. Feedback in the form of likes, comments, and follower counts reinforces the idea that appearance and presentation are central to self-worth. This dynamic mirrors a “digital looking-glass,” where identity is shaped through imagined perceptions of others.

 Constructing and Managing Online Identity

Beyond the images themselves, the way Gen Z constructs their online presence reveals much about their self-image. Many young people manage multiple accounts—some public and highly polished, others private and more authentic. This practice allows them to navigate the tension between societal expectations and personal truth. However, it also reflects the pressure to maintain a brand-like version of oneself online. While this made-up identity can be empowering, it can also be limiting, as it often prioritizes what is visually appealing or socially approved over what is genuine.

Influence of  Online Trends and Algorithm

Algorithms further shape Gen Z’s self-image by controlling the flow of visual content they encounter daily. Posts that are highly polished, trendy, or attention-grabbing are more likely to be promoted, setting the tone for what is considered desirable. Influencers and content creators—often presented as relatable “real people”—become powerful role models, shaping fashion choices, lifestyle aspirations, and even values. In many cases, young people unconsciously adjust their self-presentation to align with these trends, reinforcing the influence of visual culture on personal identity.

For Generation Z, growing up in a world filled with visual media has created both opportunities and challenges. On one hand, these platforms provide tools for creativity, connection, and self-expression. On the other hand, they can amplify social pressures, distort self-perception, and encourage dependence on external validation. The influence of visual media is not inherently negative, but it requires awareness and critical thinking to navigate. By understanding the mechanisms behind comparison, curated identity, and algorithm-driven trends, Gen Z can better balance their online presence with a healthy sense of self.

 

References

Kollárová, S., & Niklová, M. (2025). The Digital Identity of Generation Z (Drukarnia Poldruk, Józef Grzywa, Marek Kawka, Ed.). Poldruk s.c. Poland.

MyKaila Young. (2025). The Digital Coming of Age: How Social Media Shapes Self‑Concept and Worldview Across Generations. ejournals, 68(2), 262. https://ejournals.eu/en/journal/zeszyty-prasoznawcze/article/the-digital-coming-of-age-how-social-media-shapes-self-concept-and-worldview-across-generations

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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The Power of Slow Living: Why Doing Less Can Mean Living More

The Power of Slow Living: Why Doing Less Can Mean Living More

In an age where the average person wakes up to a phone full of notifications, measures productivity in emails sent, and feels guilty for taking a break, the idea of slow living feels almost radical. It’s not about doing everything at a slow pace, nor is it about abandoning ambition. Instead, it’s a conscious choice to live with more intention, depth, and awareness in a culture that rewards speed above all else.

Slow living is less about how fast you move and more about why you move. It’s a philosophy that encourages people to align their daily choices with their values, focusing on what truly matters rather than what’s urgent. It challenges the fast-paced, “always-on” lifestyle and reminds us that sometimes the best way to move forward is to take a step back.

Why the World Needs to Slow Down 

Modern society has perfected the art of busyness. Social media fuels the “always on” mentality, creating a constant comparison loop where everyone seems to be doing more, earning more, and traveling more. The slow living movement stands as a counterweight—a reminder that life is not a checklist but an experience. It has its strong appeal, which is its link to mental well-being.

Moreover, slowing down reduces sensory overload, allowing the mind to process experiences fully. Research in lifestyle psychology shows that living intentionally can improve mood, reduce anxiety, and even enhance creativity. By not overpacking schedules, people permit themselves to rest—something our fast-paced cultures often treat as laziness rather than necessity. This mental approach is not wasted time; it’s active recovery for the mind and body.

From Movement to Lifestyle

What began as a niche lifestyle choice has now become a global conversation. Cities are seeing the rise of slow tourism, where travelers spend more time in one place, getting to know its culture deeply, rather than hopping from one destination to the next. Workplaces are experimenting with four-day workweeks to give employees more time to live beyond their jobs. Even consumer habits are shifting toward buying fewer, higher-quality items that last, reflecting a rejection of disposable culture. Embracing slow living doesn’t require a radical lifestyle change. It can start with these micro-choices that highlight the point that is not to escape life’s demands but to engage with them more mindfully.

Ironically, slowing down can help us achieve more of what we truly want. By focusing our time and energy on what matters, we can cultivate deeper relationships, make more thoughtful decisions, and experience life with greater satisfaction. In a world obsessed with acceleration, slow living isn’t just a lifestyle—it’s a quiet rebellion and, perhaps, the most future-forward way to live.

References

Cohen, E. (2024). Psychology of Slow Living: Rediscovering a Happier Pace of Life. Routledge, Taylor & Francis Group.

Rosen, M. (2024, August 8). Why ‘doing nothing, intentionally’ is good for us: The rise of the slow living movement. BBC. Retrieved August 14, 2025, from https://www.bbc.com/culture/article/20240724-why-doing-nothing-intentionally-is-good-for-us-the-rise-of-the-slow-living-movement

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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Webinar and Grand Launching of P2A 2025 ‘Creative Home of One ASEAN Community’

Webinar and Grand Launching of P2A 2025 ‘Creative Home of One ASEAN Community’

The International Program Communication (IPC) at UII held a webinar and grand launch of P2A ICE CREAM 2025 on 12 August 2025. This international mobility programme differs significantly from previous years, as while the 2024 edition was held in Indonesia and Malaysia, this year’s programme will take place in Malaysia and Thailand. The journey will commence from 18–30 August 2025.

With the theme ‘Choco’ or ‘Creative Home of One ASEAN Community,’ the train icon is highlighted as a symbol that the journey through Malaysia and Thailand will be undertaken via land routes.

The event was opened by Dr. Herman Felani, a lecturer from the Department of Communications Science at UII, who noted that amid the current challenging situation, crossing national borders has become a real-life experience.

“The world is not currently in a good situation; there are conflicts in many parts of the world, including areas very close to us in ASEAN. Therefore, I think the goal of P2A is to provide opportunities for the young generation in ASEAN to truly experience ASEAN by participating in mobility programs. One of the main concepts of P2A is land mobility traveling across borders,” explained Dr. Herman Felani.

What does P2A ICE CREAM CHOCO 2025 mean? It is an intercultural academic and creative mobility programme involving students from Universitas Islam Indonesia (Indonesia), Universiti Utara Malaysia (Malaysia), Suan Dusit University (Bangkok), and Chiang Mai Rajabhat University (Thailand).

In this project, students from Indonesia, Malaysia, and Thailand will collaborate to produce a digital magazine about Creative Communities in Yogyakarta, Penang, Kedah, Bangkok, and Chiang Mai. Audio-visual media will be incorporated into the magazines via QR codes. The team is divided into three divisions: copywriting, photography, and videography. The team must consult with their supervisors regularly. The topic of the project is Passage to ASEAN International Course on Creative Media: Creative Home of One Community in ASEAN (P2A ICE CREAM CHOCO)

Webinar Topic

To support this programme, students who join this programme will receive an overview of the material provided by Dr. Zaki Habibi and Dr. Asmidah binti Alwi.

Led by Dian Dwi Anisa, M.A., the discussion was interactive. The first material from Dr. Zaki Habibi, a lecturer in the Department of Communications Science at UII, focused on the topic titled ‘Creative Communities as alternative voices in the City: The concepts, the trajectories, and the methods’.

“Each of you, as participants of P2A, can actually stand by your own point of view. Do not leave it behind, because it can expand further during the programme,” he said, opening the discussion.

In general, the material he presented was based on his previous work, publications, and several studies related to a specific project called ‘Managed Urban Creative Activities in Southeast Asia’.

“Most of the cases are from Java as well as Malaysia, particularly Penang. You will see some examples from these places. Beyond that, the following insights also come from several research studies dealing with particular topics such as visual and sensory aspects, the urban environment, festivals, and artistic projects,” he added.

He also invited participants to reflect on various questions such as, “In your own opinion, what makes a city creative?”, “What do you want to see or experience in a creative city?”, and “How can people contribute creatively to make a vibrant yet liveable city?”.

The second presentation was by Dr. Asmidah binti Alwi, a lecturer at SCIMPA UUM, on the topic ‘From cyntok bhatiq to Batik Tanah Lembah Bujang: Creative Community Development’.

Specifically, the material described the process of a creative project that began in 2019. This project focused on creative experiments in designing batik motifs inspired by the unique flora around the University of Northern Malaysia (UUM). In 2020, the project received funding in the form of a grant from the Malaysian Ministry of Higher Education. This funding enabled the team to focus their attention and efforts on rural community development through the batik industry. In other words, the project is not only oriented towards art and design but also aims to create positive socio-economic impacts for rural communities through the development of the batik industry as a source of income and community empowerment.

“What started as an art project soon became a bridge between heritage, creativity, and economic opportunities,” said Dr. Asmidah.

‘From a small community initiative to a dynamic creative centre, the Cyntok Bhaiq project has sparked entrepreneurship, created jobs, and strengthened cultural identity through batik art, transforming heritage into opportunities and community pride,’ she said, concluding his presentation.

Support for P2A ICE CREAM Choco from Various Parties

At this grand launch, various forms of support were received. Also joining from P2A ICE CREAM were Ir. Wiryono Raharjo, M.Arch., Ph.D., Vice Rector for Partnerships & Entrepreneurship, Prof. Masduki, Dean of FISB UII, as well as lecturers from Universiti Utara Malaysia (Malaysia), Suan Dusit University (Bangkok), and Chiang Mai Rajabhat University (Thailand).

“The peace campaign in Southeast Asia also involves knowledge exchange beyond the fields of communication, journalism, public relations, and so on. More importantly, there is a strategic programme related to the University of Islam Indonesia. I am confident that this programme will also be more involved in addressing global issues in Southeast Asia, particularly in the area of student mobility. Advancing our university means not only teaching but also involving our students domestically. However, we need to encourage them to venture abroad—to gain experience, build connections, and share, especially our students, both academics and social activists. This is how we bring Yogyakarta’s voice to the world.” Prof. Masduki

“Congratulations to the Department of Communication Studies on the launch of this exciting programme and the implementation of the three-step P2A concept: learning, knowledge, experience, and understanding.” Ir. Wiryono Raharjo, M.Arch., Ph.D.

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Three Malaysian Students Finally Complete ICT Programme

Three Malaysian Students Finally Complete ICT Programme

Three students from Universiti Utara Malaysia (UUM) have completed one semester of the International Credit Transfer (ICT) programme. The three students are Hareesh Ravi, Adam Danial bin Abdul Shukor, and Ku Mohd Fathi bin Ku Mohd Fauzi.

To mark the conclusion of the ICT program, the Department of Communication Studies at UII held a graduation ceremony on August 8, 2025.

As part of the International Programme Communication (IPC) at UII, the UUM students gained diverse experiences. In addition to academic activities, cultural immersion and exploration of tourist attractions were also conducted to support the ICT programme.

The Head of the Communication Studies, Dr. Zaki Habibi, extended his congratulations, hoping that the meetings and experiences at IPC UII would impart leadership skills.

“Congratulations on completing this programme. Personally, even though this programme has ended, I hope that the encounters, experiences, and the ups and downs, including learning about leadership, are the essence of every mobility programme,” said Dr. Zaki Habibi.

Some of the activities that took place in May 2025 included social engagement in Magelang, where they learned batik making and pottery crafting. A few months prior, the three of them also attended the wedding of one of their colleagues from the Department of Communications at UII. Interacting with the local community and experiencing their culture left a lasting impression on the ICT participants.

The ICT programme not only provides students with experiences but also strengthens the relationships and collaborations established between UII and UUM. This was highlighted by the Head of the Department of Communications, Iwan Awaluddin Yusuf, Ph.D.

“ICT is not just about the friendship between three students but also the good relationship between UII and UUM,” said Iwan Awaluddin Yusuf, Ph.D.

During the farewell event, the three ICT programme students shared their impressions and expressed their gratitude.

For Hareesh Ravi, the ICT programme was a turning point in his life. The Indian-born UUM student said, “Thank you for allowing us to study here. Studying here is not just about learning; it is an experience that has been a turning point for us,” he said.

Meanwhile, his colleague, Ku Mohd Fathi bin Ku Mohd Fauzi, noted that communication in Indonesia is very different from his previous learning experiences in other countries. At UII, communication between lecturers and students is conducted on an equal footing.

“I am happy because here, lecturers and students are very close, the best thing. It’s not just the place but the people—how everyone here strives to do their best, and I will miss that,” he concluded.

Lastly, Adam Danial bin Abdul Shukor expressed his pride in being part of the ICT programme at UII, “I am very proud to study here; the friends, lecturers, and environment are amazing,” he stated.

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Understanding Communication Research: The Three Important Paradigms

Understanding Communication Research: The Three Important Paradigms

In the field of communication research, three major paradigms provide distinct lenses through which we understand human interaction: positivism, constructivism, and critical theory. Each paradigm reflects different assumptions about reality, knowledge, and the role of research. Understanding these paradigms is essential for communication students as they shape not only how research is conducted, but also how communication phenomena are interpreted in academic and real-world contexts. 

The Three Paradigms and How These Paradigms Shape Communication Research

To understand these paradigms better, we need to see how each paradigm leads to different research questions, methods, and goals

  • Positivism: The Objective Lens 

Positivism is grounded in the belief that reality is objective and measurable. It favors quantitative methods, such as experiments and surveys, to identify patterns, causes, and effects in communication. Researchers in this paradigm aim for objectivity, generalization, and prediction. 

Positivist research asks questions like “What effect does social media use have on attention span?” and tests hypotheses using surveys or experiments. The goal is to find cause-and-effect relationships and generalize findings to a larger population. 

  • Constructivism: The Interpretive Lens 

Constructivism holds that reality is socially constructed through language, culture, and context. It emphasizes qualitative methods, such as interviews and observations, to explore how people make meaning in their everyday communication. 

Constructivist research explores questions like “How do teenagers interpret online identity on Instagram?” using interviews, focus groups, or observation. The goal is to deeply understand personal experiences and meanings within specific contexts. 

  • Critical Theory: The Transformative Lens 

Critical theory challenges power structures and seeks to uncover how communication can reproduce or resist social inequality. It often uses critical or emancipatory approaches to expose issues like media bias, gender inequality, and ideological control. 

Critical research might ask “How does media portrayal of minorities reinforce social inequality?” using textual analysis, discourse analysis, or feminist theory. The goal is to reveal hidden power structures and advocate for change. 

By shaping what we ask, how we gather data, and what we do with our findings, these paradigms are more than academic tools—they are foundations for real-world inquiry and impact. 

 Why Communication Students Must Learn These Paradigms  

Communication students must learn these paradigms because doing so equips them with a broader understanding of the field, allowing them to approach communication from multiple perspectives—scientific, humanistic, and political. This knowledge also enhances their research competence, helping them select appropriate methods and justify their choices based on the underlying philosophical stance. Moreover, studying paradigms fosters critical thinking by encouraging students to examine how knowledge is produced and how it influences society. Finally, through engagement with the critical paradigm in particular, students develop ethical insight, becoming more aware of the ethical implications of communication and their responsibilities as communicators. 

 Mastering the three paradigms in communication research is not just about theory—it is about shaping the way communication students see, study, and engage with the world. Whether designing a campaign, writing a thesis, or analyzing a media message, these paradigms provide the foundation for meaningful, impactful work in the communication field. 

References

Adil Abdul Rehman, & Khalid Alharthi. (2016). An introduction to research paradigms.

Researchgate, vol.3, 51-59. https://www.researchgate.net/publication/325022648_An_introduction_to_research_paradigms

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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Citizen Parliament on Media and Democracy: From Representation to Participation ‘Rethinking Media and Democracy’

International Seminar

The Department of Communications, Universitas Islam Indonesia, successfully held an international seminar titled “Citizen Parliament on Media and Democracy: A Tool for Democratic Renewal” on Thursday, 24 July 2025, Auditorium Room, 3rd Floor, Faculty of Social and Cultural Sciences (FISB), Universitas Islam Indonesia (UII). This seminar featured two esteemed speakers from Charles University, Czech Republic: Prof. Nico Carpentier and Assoc. Prof. Vaia Doudaki. The event aimed to introduce the concept of citizen parliament as a democratic tool and to explore the intersection of media, participation, and democratic renewal.

The event began with welcoming remarks from Iwan Awaluddin Yusuf, S.IP., M.Si., Ph.D., Head of Department, and Prof. Masduki, Dean of the Faculty of Social and Cultural Sciences. They expressed gratitude to the organizing team and highlighted the significance of citizen-driven dialogue in the digital age.

Following this, Dr. Zaki Habibie presented an overview of UII’s Master’s Program in Digital and Environmental Communication, providing context for how digitalization and environmental concerns intersect with communication studies, and the courses within the 4 semesters of this degree . This seminar was part of a broader Visiting Professor initiative designed to enrich academic discourse and curriculum development at UII.

It started by exploring how citizen parliaments—participatory forums where ordinary people discuss public issues—can strengthen democracy, especially in the context of media systems. Drawing from the European MEDEMA Project, Professor Carpentier explained that these forums allow citizens to deliberate, propose solutions, and offer recommendations on how media should function in a democratic society.

Building on this, Associate Professor Vaia Doudaki shared findings from a citizen parliament in the Czech Republic, where a diverse group of 20 citizens gathered to discuss media participation, representation, and regulation. They proposed 51 resolutions, with 31 accepted through consensus. These included calls for more inclusive media, stronger media literacy, protection from monopolies, and increased citizen involvement in public broadcasting.

Things to highlight as a communication student:

One of the most insightful parts of the seminar was when Professor Nico Carpentier explained that democracy is not a fixed concept, but rather an ongoing struggle. He highlighted that while most democracies are built on two core principles—representation and participation—there is often an imbalance between them. When participation is weak or absent, a political gap forms, leaving citizens disconnected from decision-making. Carpentier stressed that this imbalance becomes the subject of continuous political struggle, as different groups try to shape democracy in ways that either expand or restrict participation. In this context, citizen parliaments offer a practical response—creating spaces where ordinary people can deliberate and co-decide, ultimately working to close that gap and renew democratic practice.

It highlighted how democratic renewal is possible when citizens are given real opportunities to engage, and a call to imagine more participatory futures for media and democracy.

This seminar exemplifies UII’s commitment to fostering critical, international, and interdisciplinary dialogue. By introducing the concept of citizen parliaments, the event contributed valuable insight into how democracy can be revitalized through inclusive communication processes.

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita