Student and Lecturer Needs for Interactive E-Modules in Pancasila Education

Background Pancasila Education combines conceptual understanding with civic and ethical learning. The design of digital course materials should respond to learners’ stated needs without treating media preference as evidence of educational effectiveness. This study describes students’ and lecturers’ needs for an interactive e-module at Universitas Riau, Indonesia. Methods A descriptive institutional needs assessment was reported using the newly supplied Indonesian questionnaire and aggregate tables. The student instrument contains 26 questions on learning perceptions, teaching methods, media, e-module features, and technology access. The available tabulations cover 442 students and 47 lecturers. Counts and source percentages were examined descriptively; sampling procedures, raw observations, questionnaire-to-table coding and psychometric documentation were unavailable. Results Among students, 365 (82.6%) selected interactive video and 351 (79.4%) selected e-modules as preferred learning media. Instructional videos (416; 94.2%) and interactive quizzes (406; 91.8%) were frequently requested e-module features. A strong need for an interactive e-module was recorded for 301 students (68.2%). All 47 lecturers were tabulated as needing an e-module, although the corresponding lecturer questionnaire was not supplied. The internet-access categories total 482 responses against 442 students and are not interpreted. Conclusions The tabulations inform tentative priorities for interactive Pancasila Education resources, especially explanatory videos, formative quizzes, case-based activities, and accessible mobile delivery. They do not establish e-module effectiveness or improvement in civic character. Sampling, instrument-to-table mappings, and numerical inconsistencies require further verification.