BDSQ Portfolio (Basic Didactic Skills Qualification)

Ni Wayan Jero Jemiwi, S.Sos., M.Fil.H., CT.BNLP., CHt

Introduction

Personal Profile & Brief Curriculum Vitae

Ni Wayan Jero Jemiwi, S.Sos., M.Fil.H., CT.BNLP., CHt., is an educator, professional life coach, and human transformation facilitator whose work integrates scientific rigor, contemplative practice, and Balinese spiritual wisdom. Her dual expertise as an academic and practitioner positions her uniquely within the domains of education, wellbeing, and transformative leadership. She synthesizes clinical experience, indigenous Balinese knowledge systems, and contemporary theories of human development into reflective and transformative learning frameworks.

As the Founder of the Bali Coaching Institute and SELFLOVE Bali Wellness, she has designed and facilitated numerous training programs centered on self-empowerment, emotional healing, and spiritual-emotional growth. Her pedagogical and coaching methods draw upon mindfulness, emotional intelligence, Nonviolent Communication (NVC), consciousness-based coaching, and transformative developmental models. These approaches not only encourage behavioral shifts but also support psychological restoration and deepened self-awareness.

In her role as lecturer and academic facilitator, she guides students through learning experiences that blend critical inquiry, reflective dialogue, and value-based engagement. For her, education is not merely the transmission of knowledge, but a journey inward—a cultivation of integrity, authenticity, and professional maturity. Her teaching practice is grounded in Balinese cultural frameworks, Dharma principles, and contemporary social dynamics, allowing her to engage with diverse learners in meaningful and culturally responsive ways.

Educational Background
  • Master of Hindu Philosophy, Institut Hindu Dharma Negeri Denpasar
  • Bachelor of Communication Studies, Universitas Dwijendra

This academic foundation strengthens her epistemological understanding of human consciousness, cultural symbolism, and transformation. With grounding in both philosophy and communication, she cultivates deep insight into internal human dynamics, interpersonal relations, and the construction of meaning within the learning process.

Professional Certifications and Expertise
  • Certified Trainer BNLP (CT.BNLP)
  • Clinical Hypnotherapist (CHt.)
  • Facilitation competencies in: Emotional Intelligence, Mindfulness, Nonviolent Communication (NVC), Theory U
  • Advanced training at Emirates Aviation Center, MIT Sloan School of Management, United in Diversity (UID), and global institutions

These qualifications support an integrative, experiential pedagogical approach that transforms the learning space into a psychologically safe, conscious, and embodied environment.

Professional Experience
  • Founder & Visionary Leader, Bali Coaching Institute
  • Founder & Lead Facilitator, SELFLOVE Bali Wellness
  • Lecturer, UNTRIM International, teaching Emotional Intelligence (Think–Feel–Act, Motivation, Resilience) within the Minor Mindful Leadership; Mindfulness, Art Therapy, Pranayama, Nidra Yoga, and Progressive Relaxation within the Minor Mindfulness
  • Module Coordinator, Minor Mindfulness
  • Educator in self-reflection, communication, and holistic human development
  • Life Coach & Mentor (individual and group facilitation across ages and professions)
  • Corporate Trainer & Public Speaker, conducting workshops for national and international organizations

Across these contexts, she consistently serves as a facilitator of transformation, a guide of consciousness, and a catalyst for personal and collective growth.

She actively guides clients toward emotional balance, relational depth, and meaningful living. Her work positions her as a thought leader in self-love, character formation, and emotional-spiritual healing. She collaborates nationally and internationally on training programs, retreats, and human capacity development initiatives.

Academic Publications & Works
Peer-Reviewed Journal Articles
  1. Jero, N. W. J., Jha, G. K., Kashiwa, M., & Paul, S. (2025). Embodying the divine in Bali: Gender, ritual authority, and the politics of representation in Hindu practice. Dharmakirti: International Journal of Religion, Mind and Science, 3(1), 50–65.
  2. Jero, N. W. J., Lochan, A., Surpi, N. K., & Seriadi, S. L. N. (2025). Corpse exposure and cosmological ecology: Ritual, space, and death in an indigenous mortuary landscape. Life and Death: Journal of Eschatology, 3(1), 15–28.
  3. Ardiyani, L. P. C., Pitriani, K., & Jero, N. W. J. (2025). Rejang Pedawa dance as a medium for ethnopedagogical-based adolescent learning. Dharmakirti: International Journal of Religion, Mind and Science, 2(2), 137–151.
  4. Jero, N. W. J., & Surpi, N. K. (2025). Anvīkṣikī as classical Hindu epistemology: Philosophical foundations for contemporary cognitive science. Genta Hredaya, 9(1), 17–30.
  5. Purwanto, H., Surpi, N. K., Virgiastuti, M. A. D. I., & Jero, N. W. J. (2025). Siwa–Buddha as a strategy for religious transformation: Interpreting material and textual evidence in ancient Bali. Humanis, 29(4), 439–459.
Book
Hidup Selaras dengan Dharma
  • Jemiwi, J., & Dharma, N. K. S. A. (2025). Living in Harmony with Dharma: A Journey Home to the Soul. PT Dharma Pustaka Utama.
  • Dharma, N. K. S. A., & Jero, N. W. J. (2025). Religion 4.0: Artificial intelligence in education, ministry, and spiritual counselling. In Productive with AI (pp. 249–272). Yaguwipa Press.
  • Jemiwi, J. (2023). Besen Rerama: Fragments of ancestral wisdom from the Bali Mula tradition (Vol. 1). Selflove Bali & Lingkup Semesta Balige.
Besen Rerama
  • Jemiwi, J., & Dharma, N. K. S. A. (2025). Living in Harmony with Dharma: A Journey Home to the Soul. PT Dharma Pustaka Utama.
Jero Jemiwi
  • Jemiwi, J., & Dharma, N. K. S. A. (2025). Living in Harmony with Dharma: A Journey Home to the Soul. PT Dharma Pustaka Utama.
HKI/Patents
  1. Jero, N. W. J., & Dharma, N. K. S. A. (2025). Living in Harmony with Dharma (IN Patent No. 000893805).
  2. Jemiwi, J. (2025). Productive with AI (IN Patent No. EC002025084440).
Products
  1. Bhatari Healing Perfume, a therapeutic fragrance inspired by Balinese ritual aesthetics.
Motivation for Choosing the Educational Profession

Her calling toward education arises from the conviction that learning is a pathway back to one’s essential nature. She views the educational space as a sanctuary for healing, refinement of perception, and the cultivation of conscious humanity. For her, pedagogy is not transactional but transformational: a tradition of inner guidance that restores individuals to wholeness.

Her commitment to reflective education emerges from the belief that authentic transformation begins with awareness. Therefore, mindfulness, reflection, dialogic inquiry, and conscious action anchor the structure of every learning experience she designs.

Personal Vision as an Educator

Her vision is to cultivate a learning ecosystem that is:

  1. Humanistic and consciousness-centered, where students feel safe to express themselves and engage intellectually.
  2. Holistic and integrative, connecting cognitive, emotional, spiritual, and social dimensions of development.
  3. Transformative, guiding students to apply theory and values in real-life practice.
  4. Rooted in Dharma and cultural knowledge, while remaining adaptive to contemporary scientific advancements.

Through this vision, she is committed to developing learners who are conscious, authentic, resilient, and capable of contributing meaningfully to society.

My Learning and Teaching Journey

A Comprehensive Academic Reflection within the BDSQ Framework

This portfolio section presents an extended account of my developmental trajectory throughout the BDSQ program. It includes an integrated analysis of the portfolio products aligned with each Learning Outcome, the significant pedagogical moments that influenced my growth as an educator at UNTRIM International in cooperation with NHL Stenden Netherlands, and reflections derived from systematic feedback from peers, colleagues, students, and institutional stakeholders. Together, these components illuminate the evolution of my professional identity and teaching practice within an international and interdisciplinary learning environment.

Within the Mindfulness minor, I facilitate a range of embodied and contemplative learning experiences intended to cultivate awareness, emotional literacy, and psychological resilience.

  • Focus & Resistance
  • Stress & Resilience
  • Pranayama
  • Nidra Yoga
  • Progressive Muscle Relaxation (PMR)
  • Balinese Dance: as Art Therapy
  • Traditional Weaving: as Art Therapy, Self-Care, and Integrative Learning
  • Roots of Mindfulness

Each of these domains contributes to a holistic pedagogical approach that emphasizes presence, embodied cognition, reflective inquiry, and the integration of theory with lived experience. Through this approach, students are encouraged to deepen their self-awareness and cultivate competencies relevant both to personal growth and to their future professional contexts.

Learning Outcome 1: Reflective Practice and Personal Development

Learning Outcome 1 required me to systematically explore reflective practice as a foundational dimension of my teaching. I positioned reflection not merely as an evaluative tool but as an epistemic process through which educators develop professional agency, pedagogical coherence, and ethical sensitivity.

To achieve this, I articulated a set of personal development goals informed by my values as a mindful educator—such as fostering psychological safety in the classroom, facilitating deeper engagement through experiential practices, and enhancing my ability to guide students through emotionally charged or introspective learning moments.

Feedback from colleagues, peer observations, and student reflections further shaped my understanding of my pedagogical strengths and developmental needs. These insights revealed, among others, my capacity to create a safe relational space, my clarity in structuring experiential exercises, and my attunement to students’ emotional and cognitive processes. At the same time, they highlighted areas for improvement, such as expanding the diversity of reflective scaffolds and integrating more interdisciplinary theoretical frameworks into my facilitation.

Through this reflective cycle, I strengthened my identity as a mindful and responsive educator committed to continuous learning.

Learning Outcome 2: Educational Design

In Learning Outcome 2, I engaged deeply with the principles of educational design, drawing particularly on the Design Thinking Process and pedagogical insights gained through the BDSQ program and the Kaospilot training. These frameworks encouraged me to adopt an iterative, human-centered, and flexible approach to curriculum development.

I designed learning experiences grounded in the Content Implementation Course within the MCMS curriculum, ensuring alignment between course objectives, learning activities, and assessment methods. Through this process, I learned to balance theoretical rigor with experiential richness—particularly important in the Mindfulness minor, where students learn not only through intellectual engagement but also through embodied and introspective practices.

Design Thinking also encouraged me to foreground empathy, experimentation, and co-creation. I began integrating student voices into the design process, inviting them to shape aspects of the learning environment and pedagogical flow. This expanded my awareness of how inclusive and adaptive design can enhance student motivation, autonomy, and meaningful learning.

Learning Outcome 3: Professional Teaching Practice

Learning Outcome 3 required me to refine and expand my teaching practice by integrating insights from coaching training, peer evaluations, and sustained self-reflection. This process deepened my pedagogical agility—particularly in facilitating reflective dialogue, holding emotional space, and maintaining mindful presence in the classroom.

Coaching principles strengthened my ability to:

  • ask powerful and reflective questions,
  • facilitate deeper self-inquiry among students,
  • employ active and empathetic listening,
  • and support students’ meaning-making processes.

Through structured feedback from colleagues, I gained greater clarity about the impact of my instructional decisions. Students highlighted my ability to cultivate a calm and supportive classroom atmosphere, which empowered them to explore difficult emotions, question their assumptions, and articulate their internal experiences without fear of judgment.

This learning outcome also challenged me to critically examine my own pedagogical habits, biases, and default teaching patterns. I became more intentional in choosing when to guide, when to hold silence, and when to allow students to lead the direction of inquiry-each a crucial skill in mindful, student-centered facilitation.

Learning Outcome 4: Assessment and Evaluation

Learning Outcome 4 centered on the systematic analysis and refinement of assessment practices. I conducted a thorough evaluation of a particular test using the testing cycle, examining its validity, reliability, clarity, and alignment with the course’s intended learning outcomes.

This process involved analyzing student performance data, identifying patterns, and considering whether the assessment accurately captured the competencies it intended to measure. I critically examined whether the test accommodated diverse learning styles and whether it provided equitable opportunities for students to demonstrate their understanding.

Based on my analysis, I proposed targeted revisions to improve the assessment instrument. These included refining instructions, adjusting question formats, enhancing the alignment between tasks and cognitive demands, and incorporating opportunities for formative feedback.

Through this learning outcome, I developed a more sophisticated understanding of assessment as both a measurement tool and a pedagogical intervention that shapes student learning trajectories.

Learning Outcome 5: Digital Didactics
In Learning Outcome 5, I explored the pedagogical potential of digital tools to enhance contemporary teaching and learning. I examined platforms that support:

  • interactive communication,
  • collaborative learning,
  • creative content generation,
  • reflective journaling,
  • and multimodal assessment.

By integrating these tools into my teaching, I expanded the learning environment beyond the physical classroom and enabled students to engage with content in dynamic and personalized ways. Digital didactics also allowed me to experiment with hybrid and asynchronous learning modalities, increasing accessibility and flexibility for diverse learners.

This learning outcome reinforced my understanding that digital literacy is not merely technical proficiency, but a pedagogical capability that requires thoughtful design, ethical consideration, and alignment with learning objectives.

Conclusion

Mastering the five Learning Outcomes has significantly enriched my professional development. Through reflective practice, intentional educational design, refined teaching strategies, evidence-based assessment, and digital innovation, I have strengthened my profile as an educator who is resilient, adaptive, and centered on student growth.

This journey has deepened my commitment to cultivating meaningful learning experiences that integrate cognitive understanding, emotional awareness, embodied presence, and reflective practice. I aspire to continue evolving as an educator who not only imparts knowledge but also facilitates transformation—supporting students in becoming more mindful, self-aware, and capable individuals in both personal and professional spheres.

Testimonials

Video 1. Colleague Testimonial
Video 2 & 3 Learning Atmosphere of the Stress and Resilience Workshop

Final Words

In closing, engaging deeply with the five Learning Outcomes, developing this portfolio, and participating in the BDSQ workshops have been formative experiences in my ongoing journey as an educator. These processes have strengthened not only my pedagogical competence, but also my presence as a lecturer, teacher, coach, and colleague; someone who learns continuously through reflection, dialogue, and practice.

This portfolio is offered as a living reflection of who I am as an educator: how I have grown, how I continue to learn, and how I intentionally shape my professional development. I hope it conveys my educational vision, my values, and the various learning activities that have supported my commitment to becoming a more conscious, reflective, and effective professional in education.

With deep pramasuksma, I extend my appreciation to the coaches, management, my BDSQ peers, and my mentor for their guidance, honest feedback, and unwavering support throughout this journey. I am equally grateful to my colleagues for their encouragement and collegial spirit, and to my students, for their openness, trust, and willingness .

Should you have any questions, reflections, or wish to engage in further dialogue, I warmly invite you to reach out to me via e-mail (jero.jemiwi@nhlstenden.com)