Background/purpose. The challenges facing humanity in the first half of the 21st century demand a qualitative transformation of educational processes. Therefore, it is essential to revisit the most significant advances in the history of pedagogical thought and to recognize the enduring relevance of the contributions of prominent educators, including the Italian teacher, Maria Montessori. In this context, the present study aims to analyze Montessori’s contributions to the Active School and early childhood education, highlighting the ongoing significance of her life and work in contemporary pedagogy.

Materials/Methods. This study employed a qualitative, interpretative approach through a systematic review of scientific literature, following a documentary and hermeneutic research design. A stepwise review process was applied and is visually represented in the PRISMA flow diagram. The review followed four main stages commonly used in relevant studies: identification, screening, eligibility, and inclusion.

Results. A bibliometric analysis was conducted using the Web of Science and Scopus databases, focusing on titles, keywords, and abstracts. The initial search yielded 21,454 records, which were subsequently analyzed with VOSviewer. This software enabled the visualization of conceptual similarities, the identification of central themes in Montessori’s educational philosophy, and the exploration of its intersections with the Active School approach.

Background/purpose. While EM threatens the credibility of financial reporting, SR is increasingly promoted as a means of enhancing transparency and accountability. In accounting education, however, these practices are usually taught in isolation, limiting students’ abilities to understand their ethical interconnections. This study aims to explore how EM and SR are addressed in Vietnamese accounting curricula, examine students' and lecturers' perceptions, and propose a framework for integrating both under an ethics-based approach.

Materials/methods. The research employs an explanatory sequential mixed-methods design. A survey of 250 undergraduate accounting students from three leading universities provides quantitative insights into perceptions of EM, SR, and ethics. At the same time, semi-structured interviews with 18 lecturers capture pedagogical practices, integration barriers, and opportunities. Statistical analysis, including regression models, is used to assess whether ethical awareness predicts disclosure preferences, and thematic coding is applied to lecturer interviews for qualitative depth.

Results. Findings reveal that 62% of students view EM as a “normal managerial practice”. This reflects its predominantly technical treatment in curricula, whereas 71% regard SR as positive but largely optional. Our regression results indicate that ethical sensitivity is a strong predictor of students’ preference for transparent disclosure. Lecturer interviews confirm that EM is taught primarily as a compliance issue while SR receives limited attention due to curriculum congestion and lack of localized resources. Both groups nonetheless acknowledge the potential of case-based learning to bridge the gap between EM and SR.

Background/purpose. This study explores the dynamics of grassroots religious transformation driven by the Al-Mukhlasin Islamic boarding school in the urban community of Gogagoman, Indonesia. The objectives of this study are articulated into three main focuses: first, to identify and describe the forms of contribution of community-based programmes organised by the pesantren; second, to analyse the impact of these contributions on tangible changes in the religious behaviour of the community; and third, to reveal and analyse the obstacles encountered in the guidance process.

Materials/methods. This study uses qualitative research methods, including a case study approach, to gain a deep, holistic understanding of the phenomenon. Data collection was carried out through triangulation methods, including participatory observation in pesantren activities, semi-structured in-depth interviews with key actors, and documentation analysis. The research subjects were selected purposively to capture a variety of perspectives, including pesantren caregivers, ustaz or TPQ teachers, community members, and local religious leaders. The collected data were analysed systematically using Miles and Huberman's (2014) interactive model to identify themes, patterns, and meanings.

Results. The results show that Al-Mukhlasin Islamic Boarding School has successfully initiated a transformation process through a participatory grassroots programme ecosystem. These programmes serve as catalysts, consisting of: the Al-Qur'an Education Park (TPQ), which focuses on character building among the younger generation; the khuruj dakwah programme, which takes a personalised approach from house to house; and community recitations with material relevant to urban life.

Background/purpose. Higher education has undergone rapid transformations, requiring innovative models to enhance teaching quality. Design thinking offers a creative, learner-centered framework for addressing educational challenges. This study analyzed the extent to which King Khalid University faculty members employ design thinking skills in their teaching practices, examined the influence of gender, academic qualification, and training courses, and explored obstacles to implementation.

Materials/methods. The study employed a descriptive-analytical method. A questionnaire covering four domains—empathy and discovery, problem definition and interpretation, idea generation, and testing and evaluation—was administered to 246 faculty members. Data were analyzed using SPSS to calculate means and identify statistical differences.

Results. Findings indicated a generally weak application of design thinking skills across all dimensions, with overall usage rated low. No significant differences emerged by gender or academic qualification. However, variations appeared in favor of faculty who had never attended training courses or had attended only a few. Results also highlighted limited awareness of the university's Design Thinking Center and multiple challenges hindering adoption, including insufficient knowledge, organizational and time constraints, and lack of experience and training.

Background/purpose. Indonesian undergraduates face heightened risks of loneliness, academic stress, and digital-era isolation, yet no student-focused Indonesian adaptation of the Social Connectedness Scale (SCS/SCS R) exists; this study aimed to cross-culturally adapt and validate SCS and SCS R for Indonesian university students.

Materials/methods. Using a cross sectional design, the instruments underwent forward–back translation, expert review with Content Validity Index (CVI), cognitive interviews (n=10), and Confirmatory Factor Analysis (CFA) on screened survey data from Indonesian undergraduates (n=349); reliability was assessed with Cronbach’s α and McDonald’s ω, and multiple fit indices (CFI, TLI, RMSEA, SRMR, GFI) guided model evaluation.

Results. Content validity was excellent (I CVI=1; S CVI=1), and cognitive interviews supported response process clarity with minor wording refinements; demographics showed no meaningful effects. The 8-item SCS achieved a stronger fit (CFI=0.956, TLI=0.939, SRMR=0.035, GFI=0.995; loadings ≥0.419), while the 20-item SCS R showed marginal fit (CFI=0.866, TLI=0.850) but higher reliability (α=0.879; ω=0.904) than SCS (α=0.823; ω=0.824); both models had RMSEA=0.069.

Conclusion. Both SCS and SCS R are valid and reliable for Indonesian undergraduates; SCS offers parsimony and superior model fit, whereas SCS R provides stronger internal consistency, enabling selection by study purpose (screening vs. comprehensive profiling). Future work should test longitudinal/predictive validity, as well as measurement invariance across subgroups and over time, to strengthen generalizability and policy utility in collectivist higher education contexts.

Background. The integration of culturally responsive pedagogy into elementary education is crucial for contextualizing learning and strengthening students’ cognitive engagement. However, Indonesian elementary curricula still lack structured modules that incorporate local wisdom. This study aimed to develop and validate a Natural and Social Sciences (IPAS) teaching module based on the Bebubus tradition of East Lombok to enhance fourth-grade students’ critical thinking skills.

Materials/methods. The module was developed using the ADDIE model, which includes five sequential stages: Analysis, to identify learning needs and cultural relevance; Design, to formulate learning objectives and structure the module content; Development, to create teaching materials and activities; Implementation, involving pilot testing in three elementary schools; and Evaluation, using expert validation and pre–post assessments to measure practicality and effectiveness. Validation was conducted by subject-matter, media, and language experts, while effectiveness was assessed by improvements in students’ critical thinking scores.

Results. Expert validation indicated high levels of feasibility, with content validity at 90.7%, media design validity at 93.4%, and language suitability at 88.2%. Practicality tests across SDN 2 Tebaban, SDN 1 Kembang Sari, and SDN 3 Pancor demonstrated strong usability, with average scores exceeding the 63-point threshold. Effectiveness testing revealed an increase in critical thinking, with pre-test and post-test averages improving from 47.8 to 74.9, corresponding to an N-Gain score of 0.57 (56.63%), categorized as moderately effective.

Background/purpose. This study investigates how school administration fosters positive human relations within the school community, with a focus on relationships among teachers. It addresses the need to understand whether administrative practices support constructive interpersonal dynamics and why teacher perceptions may differ. The main purpose is to assess the administration’s adherence to key human-relations principles and identify factors influencing teachers’ evaluations.

Materials/methods. The study included all 252 male and female teachers in two private schools in the Syrian Arab Republic, as well as the principals of these schools. A descriptive-analytical approach was adopted. Data were collected through a questionnaire measuring teachers’ perceptions of the administration’s commitment to four human-relations criteria, supplemented by interviews with the principals to explore the actions they take to promote a positive relational climate.

Results. Findings showed that teachers’ evaluations of the administration’s adherence to human-relations practices differed by gender, with male teachers reporting more favorable assessments. Statistically significant differences also appeared based on teachers’ years of experience and academic qualifications.

Conclusion. The study concludes that administrative human-relations practices are perceived differently among teacher groups and are influenced by demographic and professional variables. It recommends training school principals in leadership practices grounded in social, ethical, and interpersonal values—such as effective communication, respect, cooperation, opinion exchange, and participatory decision-making—to strengthen human relations within schools.

Background/purpose. Integrating Javanese court literature values into character education requires an inclusive approach to bridge cultural gaps and avoid ethnocentric bias in a multicultural society. This study analyzes character values in the Javanese literary treasures of the Surakarta Kasunanan Palace in the early 19th century.

Materials/methods. This study employs Wilhelm Dilthey's hermeneutic approach, which involves analyzing the text's structure, identifying themes and motifs, contextualizing the text, and providing an interpretation. The focus of Javanese literature at the Surakarta Kasunanan Palace in the early 19th century is exemplified by Serat Wedhatama by Mangkunegara IV, Serat Wulang Reh by Pakubuwana IV, and Serat Sasana Sunu by Yasadipura II.

Results. The findings of this study suggest that integrating the values of life balance, fortitude, humility, wisdom, and social responsibility into character education not only strengthens social cohesion but also reaffirms the relevance of local wisdom as a pillar of national character development in the contemporary era.

Background/purpose. Fun learning is one of the key factors determining student achievement. Happy learners are more likely to experience enhanced retention, motivation, and cognitive abilities. As technology advances, teachers can use media such as games in classroom activities to help students overcome the challenges of learning English as a foreign language. This study aims to promote student motivation in learning English using Quizizz educational games.

Materials/methods. Action research involving two university graduates majoring in English language teaching, a mentor teacher, a professor, and a cohort of 35 students was conducted in a state junior high school in the town of Banyumas, Indonesia. The data was collected via classroom observations and questionnaires. The data were analyzed using descriptive statistical techniques.

Results. Results showed a rise in student learning motivation following the intervention across research cycles. It is most likely that the results have reached the predefined criteria for intervention success with revised plans over time, because in practice, Quizizz provided a pleasant learning atmosphere, minimized academic boredom, and encouraged students to compete. Furthermore, the achievement was most probably attributed to reflective practice among parties involved in the collaborative classroom action project.

Background/purpose. The educational landscape is evolving to meet the need for gender-responsive and effective leadership practices that align with the diverse needs of stakeholders. Furthermore, the challenges and strategies required to thrive in a higher education environment are significant in the face of a volatile, uncertain, complex, and ambiguous (VUCA) driven reality. This study aims to explore the strategies employed by women academic leaders in a VUCA environment to survive and thrive in the ever-changing educational context.

Materials/methods. The issues were explored in a state university in the Philippines using a phenomenological-transcendental qualitative approach. Purposeful sampling was used with sixteen (16) participants. Interviews were conducted, and thematic analysis was utilized to examine the data, with results validated through triangulation and member checking.

Results. Findings revealed that relational leadership has been crucial in sustaining commitment and support, fostering a mindset of adaptability and innovation. Gender dynamics underscored both the reconceptualization of women as academic leaders and skepticism about their ability to manage responsibilities, with limited support systems making it difficult to achieve work-life balance. The findings lead to the creation of the RISE model, which can serve as a framework for guiding women's academic leadership in a VUCA environment.

Background/purpose. The study aimed to investigate the effectiveness of using the educational scaffolding model in teaching chemistry on the development of critical thinking among 9th-grade students. Since the traditional teaching method in chemistry may hinder students' ability to apply scientific concepts in various situations, thereby affecting the development of their critical thinking, this research aims to develop critical thinking among ninth-grade students by teaching chemistry using educational scaffolding.

Materials/methods.  This study adopted the experimental approach with a quasi-experimental design. The sample was randomly selected and comprised 50 male and female students, evenly distributed across two groups from Osarah Secondary School and Baoun Secondary School, both affiliated with the Directorate of Education in Ajloun Governorate. The study included one tool, which is a critical thinking skills test.

Results. Results indicated that the experimental group using an educational scaffolding model significantly outperformed the control group in critical thinking skills tests. Statistically significant improvements were observed in overall scores and in specific sub-skills: deduction, interpretation, and evaluation, while prediction showed the least improvement. These findings confirm the effectiveness of the scaffolding model in enhancing students' critical thinking abilities.

Conclusion. The study revealed notable variations in critical thinking skills, with the experimental group benefiting significantly from a supportive, interactive learning environment. The educational scaffolding model, used in teaching Metal reactivity, focuses on higher-order thinking skills. The study recommends incorporating this model into the curriculum, redesigning teaching plans, and preparing specialized training programs.

Background/purpose. The main purpose of this study is to investigate the impact of brand value, social media, peer interaction, and community exposure on English language acquisition among students in Kosovo. Given the increasing importance of English proficiency in education, the research focuses on how popular brands and informal social environments influence language learning beyond the traditional classroom setting.

Materials/methods. This paper is based on research by Booyse et al. (2024), Ho et al. (2025), and Yasa et al. (2025). Using descriptive statistics, a questionnaire was administered to 400 students in grades six to nine across four schools, two in Prishtina and two in Gjilan, to gather perspectives from both urban and rural communities.

Results. The findings indicate that brand and social factors play a significant role in shaping students’ motivation, exposure, and proficiency in English as a second language. Social media supports informal language learning, peer interaction fosters motivation through competition, and community exposure, especially in urban areas, supports English use beyond the classroom.

Conclusion. In conclusion, these results highlight the importance of integrating social factors into language education strategies to enhance second-language acquisition in primary schools.

Background/purpose. Education for sustainability (EfS) has been identified as a critical approach to equipping preservice teachers to address complex sustainability problems. Many teacher education institutions have been identified to equip preservice teachers with tools to promote sustainability in diverse learning environments. However, there is little EfS pedagogical knowledge to prepare preservice teachers thoroughly and systematically. Hence, they graduate without the necessary knowledge and skills to teach in ways that enable them to embed EfS. This study explored how EfS can be meaningfully embedded within initial teacher education in a South African context. It investigated the competencies preservice teachers should develop and the pedagogical and institutional strategies required to support transformative learning.

Materials/methods. Using a qualitative case study design, the research employed semi-structured interviews and document analysis to explore the perspectives of lecturers and preservice teachers at the University of the Free State, after obtaining permission from both the Ethics Committee and the participants. The interviews lasted for 30 minutes each. Data analysis through thematic analysis yielded six themes.

Results. The findings reveal that practical implementation in teacher education faces systemic barriers, including limited institutional support and incoherent curriculum design. The study also found a need for intentional, holistic approaches to integrating EfS that are rooted in critical reflection and transformative pedagogy.