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            <title xml:lang="en">The Clown Teacher's Dilemma: Between Administrative and Educational Demands in the Digital Age</title>
            <title xml:lang="fr">Le dilemme du professeur-clown : entre exigences administratives et pédagogiques à l'ère numérique</title>
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                <title xml:lang="en">The Clown Teacher's Dilemma: Between Administrative and Educational Demands in the Digital Age</title>
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                <title xml:lang="id">Dilema Guru Badut: Antara Tuntutan Administratif dan Pendidikan di Era Digital</title>
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              <p>In the digital era, the role of teachers is undergoing a major transformation due to the abundance of online information. Two key phenomena have emerged: the “clown teacher” trend and the importance of teachers’ presence on social media. The term “clown teacher” criticizes the creation of artificially cheerful lesson content produced solely to meet administrative demands, thereby sacrificing educational substance. In contrast, an active presence on platforms such as Instagram, TikTok, and YouTube allows teachers to verify information and create interactive learning content that supports teaching and learning. By filtering unreliable information and fostering critical thinking skills, teachers can balance technological adaptation with maintaining educational quality through enhanced digital literacy and institutional support.</p>
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              <p>À l’ère du numérique, le rôle des enseignants subit une transformation majeure en raison de l’abondance d’informations en ligne. Deux phénomènes clés se dégagent : le phénomène des « enseignants clown » et l’importance de la présence des enseignants sur les réseaux sociaux. Le terme « enseignant clown » critique la création de contenus pédagogiques artificiellement joyeux, élaborés uniquement pour satisfaire des exigences administratives, au détriment de la substance éducative. En revanche, une présence active sur des plateformes telles qu’Instagram, TikTok et YouTube permet aux enseignants de vérifier les informations et de créer des contenus interactifs qui soutiennent l’apprentissage. En filtrant les données non fiables et en favorisant l’esprit critique, ils parviennent à concilier adaptation technologique et qualité éducative, grâce à une meilleure maîtrise du numérique et au soutien institutionnel.</p>
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              <p>Di era digital, peran guru mengalami transformasi besar akibat melimpahnya informasi di Internet. Dua fenomena utama muncul: fenomena “guru badut” dan pentingnya kehadiran guru di media sosial. Istilah “guru badut” mengkritik pembuatan konten pembelajaran yang dibuat-buat demi memenuhi tuntutan administrasi, sehingga mengorbankan substansi pendidikan. Sebaliknya, kehadiran aktif guru di platform seperti Instagram, TikTok, dan YouTube memungkinkan mereka berperan sebagai verifikator informasi serta pembuat konten interaktif yang mendukung proses belajar-mengajar. Dengan menyaring informasi yang tidak valid dan membantu siswa mengembangkan keterampilan berpikir kritis, guru dapat menyeimbangkan adaptasi teknologi dengan pemeliharaan kualitas pendidikan melalui peningkatan literasi digital dan dukungan institusional.</p>
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