COVID-19 has become the trigger to speed up churches' move to digital platform. While the world is gathering big data and operating in artificial intelligence, churches are limited in its approach to digital Sunday services. More than just an online church that airs services to replace indoor services, the smart church is fulfilling its mission to build relationships and make disciples, supported by big data as the backbone of the ministry. The goal is not filling the building back after COVID-19, but accomplishing the mission through state-of-the-art technology. The purpose of this paper is to examine the future of church that is not necessarily contained within the four walls of the church building but rather as smaller communities of disciples meeting in various locations. This paper will provide a model for a church that fosters relationships in a digital age, providing ways to invite people, discipling them, growing them as leaders, and sending them to influence the world. Research Contribution: This research will help churches to have a new paradigm to enter the digital world that is now becoming a reality. It will also provide a model for churches that promotes discipleship in the new normal.

As pandemic hits hard in families, their children and adolescents face stress as an impact of lockdown, parenting pressure, household chaos, and inability to play with friends. The pandemic has caused stress, anxiety, and depression in children and adolescents both during and after the pandemic. When parents are experiencing stress and other negative emotions, children and adolescents need another source of support such as their religious education teachers at school. Teachers can help students build faith and resilience to face stress during and post-pandemic, as spirituality and religion have been proven to help people cope with stress. However, there is a difference between teaching religion as a course subject and building spirituality. Aside from building religiosity, the teacher also needs to build spirituality. Religiosity is defined as a set of beliefs and knowledge on a specific religion, while spirituality is an interaction with the Divine in day-to-day life. This paper aims to research the role of religious education teachers in building spirituality among children and adolescents to cope with the stress and trauma of the pandemic. Using the literature research method, the writer seeks to explore the role of the teacher, learning methodology, and topics employed when building spirituality in students. The current research focuses on various learning methods in achieving educational goals during the pandemic and the role of religiosity/spirituality in coping with the pandemic. However, there is no discussion on the distinction between teaching religiosity and spirituality. This research will benefit religious education teachers in forming their courses and interactions to develop students' spirituality during and after the pandemic.

Premarital sex is becoming a major issue for teens in Indonesia. The number of teens involved in premarital sex continues to rise. This behavior has brought problems such as HIV/AIDS, teen pregnancy, as well as family and psychological problems. Premarital sex results in deep emotional disturbances such as anxiety, stress, and depression, especially in a nation that upholds religious values such as Indonesia. This presents great challenges in achieving the sustainable development goals of good health and well-being, and it hinders the attempt to involve the next generation in building sustainability. Currently, the sex education available in the media is run by influencers who endorse the enjoyment of sex before marriage. This paper will discuss the problems with the current sex education in Indonesia. The research employs a literature study, using journal articles, books, and other publications such as a manual from the United Nations to present the case, along with a media search to provide the background information on sex education in Indonesian media. The findings of this research emphasize the need to provide abstinence-based sex education according to values and character in a digital platform, specifically targeted to young people in Indonesia.

Tiap generasi memiliki budaya dan pandangannya masing-masing, sesuai dengan perkembangan dan situasi pada zaman itu. Para milenial yang kini berusia antara 18-37 tahun juga memiliki budayanya sendiri, yang turut memengaruhi cara pandang dan cara mereka belajar. Penelitian ini berusaha memberikan gambaran tentang para milenial dan cara-cara praktis untuk mengajar mereka. Penelitian ini menggunakan metode studi literatur kepustakaan dengan merevew berbagai sumber kepustakaan untuk menggambarkan preferensi cara belajar dari para millenial

Globalization and the advancement of Internet technology positively impact education by providing vast resources and opportunities. However, it also brings a global culture that threatens local culture and Christian faith. Ethnopedagogy, or learning that emphasizes local wisdom and culture, provides a solution to preserve traditional moral values and promote faith in God. Ethno pedagogy is widely used in local communities and schools to teach history, science, and other subjects. However, there is no mention of the implementation of ethno-pedagogy in Christian Education as a learning strategy. The purpose of this article is to propose an Ethno pedagogy approach in Christian education. This paper is presented in a qualitative method using literature research with a narrative approach to the subject. This research affirms that ethnopedagogy is a valuable tool in building Christian values and character. Thus, it is an appropriate approach for Christian education. In this disruptive age, Ethno pedagogy can flourish as people are searching for values and identity. Research Contribution: This research presents an alternative learning strategy for Christian educators that effectively instills values and character supported by local wisdom and culture. This paper also gives examples of how ethno-pedagogy is applied in the learning process.