Search Results for
"education"

The implementation of the independent curriculum (IC) in Indonesia requires realizing the Pancasila student profile (PSP) at all education levels, including elementary schools (ES). Project-based learning (PjBL) is a suitable model for achieving PSP but needs reinforcement, particularly in fostering attitude and character values. Integrating the noble values of Dayak culture into PjBL is identified as a relevant approach to strengthen PSP. This study explores the perceptions of Dayak culture actors and primary education stakeholders on implementing PjBL in ES to enhance PSP. Data were collected through semi-structured interviews with 12 key informants and analyzed thematically using NVivo software. Findings are categorized into three aspects: planning, implementation, and evaluation of PjBL. Planning focuses on defining learning outcomes, developing tools, and ensuring student readiness. Implementation involves a 5-step PjBL process integrated with Dayak cultural values, emphasizing honesty, religion, collaboration, kinship, creativity, and independence. Challenges include limited cultural and PjBL literacy, insufficient stakeholder collaboration, and inadequate monitoring during PjBL activities. These issues need addressing to optimize PjBL effectiveness in strengthening PSP. © 2026, Intelektual Pustaka Media Utama. All rights reserved.

The burgeoning interest in the flipped language learning approach (FLLA), characterized by its learner-centered pedagogy and utilization of instructional technology, necessitates a systematic review to synthesize its psychological and learning effects. This review meticulously analyzed 55 peer-reviewed articles published between 2010 and 2023, employing a comprehensive search strategy across major databases including education Source, ERIC, Web of Science, Scopus, and Computers and Applied Sciences Complete. Through bidirectional citation searching and Boolean logic, this study ensured the inclusion of relevant studies, adhering to stringent eligibility criteria to maintain the review’s integrity. The articles were subjected to an inductive paradigmatic analysis to identify empirical evidence of FLLA’s affordances and challenges, focusing on psychological effects, learning effects, instructional tools, and educational activities. The review reveals that FLLA promotes a broad spectrum of positive psychological effects, such as enhanced motivation, reduced anxiety, and improved attitudes towards technology, alongside significant learning outcomes including increased learner autonomy, engagement, and skill development. However, challenges such as increased workload and inconsistency in instructional design were also identified. In addition, all 55 studies underwent a structured methodological quality assessment adapted from the Mixed Methods Appraisal Tool (MMAT) and four custom domains (sampling adequacy, instrumentation validity, statistical transparency, and ecological validity), revealing generally moderate-to-high methodological quality but with notable variability in sampling and reporting practices. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.

This study critically examines the complex interplay between student motivation, university effectiveness, and employability, situating it within the broader context of educational pathways, societal expectations, and labor market transformation. Using a qualitative, multi-method design integrating systematic literature analysis, reflective field observations, and contextual synthesis, the study explores the key factors influencing students’ decisions to pursue university degrees, including intrinsic and extrinsic motivations, academic preparedness, perceived value for money, and expectations of long-term employability. Findings indicate persistent gaps between graduate skills and labor market demands, highlighting the importance of curriculum alignment, experiential learning, professional certifications, and alternative pathways such as vocational training and online platforms. The study contributes a novel framework that systematically links student motivation, institutional effectiveness, and employability, offering practical guidance for universities and policymakers to enhance student engagement, workforce readiness, and curricular relevance. Beyond academic and professional outcomes, the study underscores higher education’s broader social role in fostering innovation, civic engagement, and lifelong learning. Ultimately, systematically integrating motivation, educational effectiveness, and employability is essential for ensuring higher education remains relevant, inclusive, and responsive to twenty-first-century societal and labor market needs. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2026.

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWDs’ career development and highlights practical strategies for improvement. Guided by the planned happenstance theory (PHT), qualitative data were collected through semi-structured interviews with five counselors across different institutions in Sarawak. Thematic analysis revealed four key challenges: communication barriers, limited resources, lack of specialized training, and client dependency. Counselors recommended targeted training, stronger industry collaborations, and improved supervision practices. The study contributes to inclusive education discourse by providing context-specific insights and aligning with sustainable development goal 8 (SDG8), emphasizing the importance of equitable access to career support services for SWDs in higher education. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

This research identifies key success factors of integrated internship models for prospective Islamic Religious education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

Global youth workforce development initiatives promote a linear vision of economic mobility that links youth skills to locally productive labor markets. Yet racialization intervenes in how young people's skills and capabilities are perceived and valued. In the Dominican Republic, educators and youth contest the grounds of education and employment initiatives aligned with tourism's dependency on their criminalization, exclusion, and exploitation. Their insights demand a shift in focus away from employer-centered models that deepen inequality. © 2025 American Anthropological Association.

The rapid advancement of information technology demands that students possess strong digital literacy and creative skills to navigate the challenges of modern education. As a result, developing a learning model that enhances these two critical areas is essential in contemporary education. This research aims to develop and evaluate the effectiveness of the IMMARA learning model in enhancing students' digital literacy and creativity. Using a Research and Development (R&D) methodology, the study involved validation from four experts in the fields of learning design, content, media, and evaluation, along with trials conducted on Computer education students at Dehasen University in Bengkulu. The product validation process involved four experts, each specializing in learning design, subject matter, media, and evaluation. Additionally, the research subjects consisted of undergraduate students from the Computer education program at the Faculty of Teacher Training and education, Dehasen University of Bengkulu with a total of 30 students in the class. The instruments used in the study included expert validation questionnaires, digital literacy assessments, and creativity evaluation forms. The validation results indicated that the IMMARA model was highly valid, with an average feasibility rating of 98.2%. Effectiveness testing through the Wilcoxon Signed Rank Test revealed significant improvements in students' digital literacy skills between the pre-test and post-test. Furthermore, creativity assessments through interactive multimedia design projects showed notable progress, with an average score classified as "Very Good." Therefore, the IMMARA model has proven to be both valid and effective in promoting 21st-century learning, particularly in improving students' digital literacy and creativity. Based on these findings, it is recommended that the IMMARA model be implemented more broadly across various academic programs and educational institutions to enhance the quality of learning in the digital age. © 2026, Malque Publishing. All rights reserved.