Mosques have a strategic role not only as a place of worship, but also as a center for character formation, socio-cultural, and spirituality of the community. This study aims to examine the role of Community Service Program (KKN) students in optimizing the function of mosques as centers of religious and social literacy in Riak Siabun I Village, Seluma Regency. The method used is qualitative descriptive with a case study at the Baitur Rahman Mosque. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively. The results of the study indicate that KKN activities based on religious and social literacy are able to build religious awareness, communal moral ethics, and increase solidarity and cultural participation of the community. A participatory approach that is sensitive to local cultural values is the key to the success of the program. The role of students as facilitators bridges academic knowledge with the needs of the community, while strengthening the role of mosque youth as agents of social change. This study underlines the importance of integrating relational ethical values and participatory education in village community development by strengthening the role of mosques.

Indonesia, as a multicultural country, faces challenges in managing diversity to prevent it from becoming a source of conflict. Multicultural education is recognized as a strategic approach to instill values of tolerance and mutual respect. Within this context, Islamic Religious Education (IRE) holds a crucial role in shaping the nation's moral foundation and preparing students to live harmoniously in a diverse society. This study aims to explore the integration of assessment frameworks in IRE to holistically develop students' competencies, particularly their awareness and understanding of multiculturalism. Employing a library research method and content analysis of relevant sources, the study reveals that integrating Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL) into IRE-based instruction enriched with multicultural values can effectively support the internalization of tolerance. Teachers act as role models, while assessment strategies such as authentic assessment, attitude evaluation, values-based discussions, case studies, and peer assessments significantly contribute to nurturing students' tolerant character. Consequently, multicultural education supported by appropriate assessment strategies in IRE plays a vital role in shaping a generation of Indonesian youth who are intelligent, strong in character, inclusive, tolerant, and capable of contributing positively to a diverse society. However, schools alone, as agents of social change, may not be sufficient to fully optimize learning and assessment processes that support the internalization of multicultural and religious moderation values.

Christian religious education struggles to balance local relevance and theological fidelity in Indonesia. By embracing education, this approach seeks to create a learning space that respects diversity, strengthens love and encourages reconciliation between local traditions and Christian teachings. This study analysed the potential of adaptive technology to improve inclusivity and quality of learning, integrating Miroslav Volf’s ideas on reconciliation and Jill W. Fresen’s on digital education. Using the literature study method, it was found that technology can strengthen the principles of inclusivity and cross-cultural dialogue and encourage students’ spiritual transformation. Collaboration with local communities, project-based curriculum and context-based educator training can improve the competitiveness of theological colleges in Indonesia. This study offers an educational model that is relevant and capable of being an agent of social change in a pluralistic society. Contribution: This study integrated the approach of reconciliation theology and educational technology to create an inclusive and transformative learning model. This study contributes to cross-cultural studies by offering a dialogue-based teaching strategy to build harmony in a multicultural society.

The article discusses the functioning of lawyers in a Central European, post-transformational society. It presents both the narrative created and spread by legal milieu concerning their social role, as well as how legal professions function and are perceived within society. Lawyers often describe themselves as agents of social change and as being actively involved defenders of individual rights. Meanwhile, they are more often perceived as guardians of the status quo, who serve the interests of the hegemonic class. This is illustrated by the situation in Poland after 1989, where such a narrative has prevailed since the very beginning of the transformation, and where problems connected with the actual functioning of legal professions have been accumulating. The gradually growing discrepancy between the narrative of the legal milieu and the social evaluation of their activities made lawyers an easy target for attack from politicians described as populist. The author suggests perceiving lawyers as agents of social change, who follow social expectations, rather than as guardians of post-transformational status quo.

This study focuses on the role of social modality of kiai in the development of pesantren institutions, with a case study at Burhanul Abrar Islamic Boarding School, Situbondo. Through a qualitative approach and case study strategy, this study explores how community trust in kiai, alumni loyalty, and kiai involvement in socio-religious forums contribute to the sustainability and strengthening of pesantren institutions. The results of the study indicate that non-material social capital such as social networks, reciprocity values, and collective norms can be effectively mobilized by kiai to encourage collective participation and social transformation based on local wisdom. The implications of these findings enrich the literature on social capital in the context of traditional religious education and highlight the importance of the kiai's position as an agent of social change in the community. This study also opens up space for new methodological approaches in the study of pesantren, while encouraging the need for further exploration with a mixed methods approach and wider coverage for more representative results.

In recent years, the phenomenon of not getting married or late marriage among young Chinese people has become increasingly serious, while unmarried women are more subject to traditional gender norms from families and society. Against this background, a short video titled Unmarried aunt hands out red packets quickly became popular on Chinese media platforms during the 2023 Spring Festival. To explore the new media portrayal of the unmarried aunt, this qualitative study selected 17 articles on the WeChat Subscription Accounts (WSAs) as the unit of analysis. Referring to feminist communication theory, this paper reveals two interconnected dimensions of representation: external and inner traits. Externally, the figure is portrayed through markers of sophistication, constructing an image of affluent independence. Internally, narratives transcend superficial depictions to position the unmarried aunt as a multifaceted agent of social change: an enlightener, a rebel, a trailblazer, and an emotional anchor offering alternatives to motherhood. Central to these portrayals is the theme of economic independence, framed as both a material and symbolic tool for resisting societal pressures tied to marriage and motherhood. Financial autonomy is depicted as enabling spiritual empowerment (self-worth, confidence, freedom) while aligning with feminist discourses increasingly visible in Chinese media. Findings underscore the unmarried aunt as a contested cultural symbol, embodying the possibilities and limitations of female agency in a rapidly evolving sociopolitical landscape.

The purpose of this study is to explore and document the role of Alternative Learning System (ALS) teachers as catalysts for community development and agents of social change in underserved areas. Specifically, this study aims to examine how ALS teachers contribute to the empowerment and transformation of marginalized communities by providing accessible, flexible, and relevant educational opportunities for out-of-school youth and adults who face barriers to traditional schooling. In this study, we will employ a phenomenological design to illuminate the subjective experiences and interpretations of ALS teachers regarding their involvement in community development initiatives. A total of fourteen (14) participants are considered in this study who will join the in-depth interview and focused group discussion respectively. Seven (7) of them will join the in-depth interview (IDI) while the remaining participants will be subjected to the focus group discussion (FGD). The success of ALS programs is not solely the responsibility of the teacher but of the entire community. Encouraging a culture of shared responsibility where teachers, students, and community members work together towards common goals can foster a sense of ownership and accountability, ensuring the sustainability of ALS initiatives. Through aligning these future directions with their respective roles, DepEd, school principals, and ALS teachers can collectively contribute to a more sustainable, effective, and impactful ALS program that empowers marginalized communities and ensures lifelong learning opportunities for all. Keywords: Ethics on Mobile Teaching, Reflections, Disposition of Alternative Learning System (Als) Teachers, In Community Development

This research is motivated by the importance of understanding the role of actors in the dynamics of religious organizations, especially Muhammadiyah in Enrekang Regency, which faces social, ideological, and cultural complexity. Muhammadiyah actors at the local level not only carry out structural functions, but also play a cultural role as agents of social change and guardians of social harmony. The purpose of this study is to analyze how exemplary behavior, dual roles, and negotiation strategies of Muhammadiyah actors play a role in responding to the developing social and ideological dynamics. This study uses a descriptive qualitative approach with a case study method, through in-depth interviews, participant observation, and documentation studies. Data were analyzed using thematic and interpretive analysis techniques with reference to Anthony Giddens' structuration theory and Pierre Bourdieu's praxis theory. The results of the study show that Muhammadiyah actors have a strategic role in bridging the ideological values ​​of the organization with the needs of the local community through social exemplars, flexibility of action, and a cultural approach. The discussion shows that the success of the organization is highly dependent on the quality of the actor's agency, not solely on structural strength. This study provides theoretical and practical contributions in understanding the dynamics of community-based religious organizations in complex and pluralistic social spaces.

There is a relationship between women, migration, religion and education, which is one of the major drivers of rural-to-urban migration, especially among young women who migrate to Agogo College of Education for reasons including the pursuit of education. The study employed a qualitative research methodology to explore the interconnection between women, migration, religion, and education. In-depth interviews with various stakeholders were conducted to investigate the role of Agogo Presbyterian Women’s College in women’s empowerment through education. Also, focus group discussions were held with current students to explore their experiences at the college and their aspirations for the future. Further, archival materials at the college were consulted to provide the historical context for understanding the evolution of Agogo Presbyterian Women’s College, particularly in terms of its enrollment trends and mission activities. The findings are that the Presbyterian Church in Ghana founded the Agogo Presbyterian Women’s College of Education to develop women’s education in the Ashanti Region and beyond. The College has created the opportunity for female migration from rural and urban areas with promising destinations for growth in academic, spiritual, and personal development. Again, the College has transformed and combined the pursuit of Christian principles and service to help shape generations of women who have become leaders in education and social change agents to greatly impact their communities. This case study has contributed to scholarship on women’s migration, education and religion. Keywords: Women, Migration, Religion, Education, Agogo Presbyterian College of Education

This article explores the strategic role of the Taruna Merah Putih (TMP) organization in shaping the character of youth in Bandar Lampung through various youth programs, political education, and social empowerment initiatives. The study reveals that TMP not only focuses on strengthening national ideology and Pancasila values but also serves as a youth development laboratory that encourages young people to act as agents of social change. Programs such as tree planting, entrepreneurship training, and discussions on contemporary issues have successfully enhanced political awareness, social responsibility, and leadership among the younger generation. Through educational and participatory approaches, TMP has proven effective in reinforcing youth identity as a pillar of national development.

Abstract This article addresses a critical gap in the study of victimhood in historical grievance cases by examining the transformation from passive and powerless victims to active, empowered victim identities through litigation. Focusing on the aftermath of the 1947-1954 political repression and violence in Jeju Island, South Korea, known as the Jeju April 3 Incident, this study draws on archival research and in-depth interviews with survivors, bereaved family members, activists, and lawyers. It demonstrates how litigation plays a crucial role in empowering victims by allowing survivors and families to actively engage in the legal process, where they publicly perform, socialize, and symbolically mobilize their narratives. The Jeju April 3 trials show how survivors and bereaved families, once stigmatized as “rioters” or “families of rioters,” reclaimed their dignity and transitioned from passive subjects of injustice into active agents of social change. By highlighting how court proceedings serve as crucial spaces for marginalized individuals, this study contributes to the scholarship on legal mobilization and identity transformation, particularly in the contexts of state violence and historical grievances.

This article discusses the contribution of ulama in the development of Islam in the archipelago and creating social justice in society by tracing the historical, cultural, and intellectual roles of ulama in the context of Islam Nusantara. Ulama not only act as spiritual leaders and guardians of Islamic teachings, but also as agents of social change who contribute to creating harmony, building educational institutions, developing Islamic thought, and becoming political advisors and defenders of the marginalized. With a qualitative approach through literature study, this article reveals how ulama Nusantara succeeded in linking Islamic values ​​with local culture and participated in fighting for social justice through scientific movements, the establishment of Islamic boarding schools, advocacy for community rights, and strengthening the role of female ulama in the contemporary context. The results of the study show that the role of ulama is very significant in forming an inclusive and just social structure in a multicultural society. This article emphasizes the importance of revitalizing the role of ulama in responding to contemporary social challenges in order to create a just, prosperous, and civilized society.

Education today is a very crucial aspect and a major need, especially in this modern era. To remain relevant, education must be able to adapt to the development of digital technology, so that it can produce competent students through collaboration between schools and teachers in the learning process. The rapid advancement of science and technology has brought great changes in human life. The role of teachers in the 21st century has undergone a significant transformation from the traditional model that is authoritative and teacher-centered, to a modern model that is student-oriented, collaborative, and adaptive to the times. 21st century teachers are no longer just transmitters of knowledge, but also facilitators of active learning, spiritual and moral guides, and agents of social change who can shape students' character to be ready to face global challenges. In the face of the challenges of the 21st century, teachers must have a deep understanding of digital technology to carry out their roles effectively. The competencies required include personality, professionalism, social skills, and pedagogic abilities that must be continuously updated to be able to meet the learning needs of students and the demands of society in this era.

This essay discusses transformative education through social activities and curriculum de-encapsulation. Using the example of a museum visit, it demonstrates how integrating real-world, situated activities into the curriculum challenges traditional educational models by promoting student agency and critical engagement with the production of knowledge. This approach fosters educational environments where students are not merely passive recipients of predefined content but active participants in constructing meaning through experiences that connect school and life. Curriculum de-encapsulation enables interdisciplinary learning that bridges academic knowledge with social, political, and cultural issues, thus contributing to a pedagogy that is inclusive, critical, and socially responsive. By breaking the boundaries of rigid disciplinary structures, it allows for the integration of multiple perspectives and ways of knowing. This not only enhances students' cognitive engagement but also supports the development of their social and ethical awareness. The article concludes that such an educational orientation has the potential to prepare students to become reflective and responsible agents of social change within their communities. It suggests that transformative learning spaces, grounded in real experiences and dialogical practices, are essential for cultivating a sense of belonging, purpose, and the collective potential to act toward a more just and equitable world.

Sports have been part of the social equality-building process for a long time; the Paralympic Games are certainly one of the most powerful inclusive and diverse symbols. The present research will discuss the role played by the Paralympic Games in social change, mainly challenging stereotypes about disability, promoting integration, and social narratives that give a positive representation; the idea is to study these games in the context of deconstructing societal barriers and increased representation of the disabled sector and inspiring reform in legislation and policies that facilitate equality. A study will consist of interviews from Para – athletes and surveys for public perception. Data will be collected from key sporting events between 2012 and 2024, focusing on representations of athletes with disabilities and their societal impact. The theoretical framework draws on social identity theory and agenda-setting theory, emphasizing media's role in shaping public attitudes. Findings indicate that the Paralympic Games significantly impact public perceptions, leading to more visibility of athletes with disabilities and greater acceptance by society. Media narratives that shift the focus from disability to athletic performance redefine cultural norms and encourage legislative change that promotes equal rights. Stereotypes and underrepresentation in mainstream media, however, persist. The Paralympic Games are thus a strong agent of social change. They redefine social attitudes about disability and foster equity by promoting inclusive practices in education, sport, and employment. This study contributes to the literature on sports and social justice by underscoring the capacity of mega-sporting events to be a catalyst for meaningful, lasting social transformation.

Scientific research, empirical evidence, and the clearly visible environmental devastation due to climate change/global warming are largely the consequences of the quest for profits of “fossil capital” that portends the greatest danger to human life. A nuclear war may kill half of the world, a sixth extinction would end all humanity. Can the wealth and political power of fossil capital be halted and reversed? Is a de-growth world society possible? Perhaps. A longer view of history has taught us that economic hegemons rise and fall, especially when people organize social movements to bring about change. But whom might be the agents of social change? And why would they act? It is at this point that we consider the importance of generations which, following Mannheim, may have as much impact as social class. It is evident that support for climate justice is most typical among the young—the Z generation. Why? Zoomers have grown up experiencing the adversities and precarities of capital, the 2008 crisis, school shootings, environmental disasters, the Covid-19 pandemic, and so on. By dint of age, education and psychological flexibility, Zoomers now spearhead several global justice movements that aim to end the use of fossil fuels, stop ecocide, and genocide.

The prophetic tradition is not only found in Judaism but also in various Ancient Near Eastern civilizations, such as Egypt, Assyria, Babylon, and Canaan. This study aims to analyze the dynamics of Israelite prophecy in relation to Ancient Near Eastern prophetic traditions by highlighting patterns of inculturation and differentiation. This research employs a historical-comparative approach and theological hermeneutics by examining prophetic texts in the Bible and Ancient Near Eastern sources. The results show that Israelite prophecy shares similarities with Ancient Near Eastern prophecy in terms of revelation methods and the social roles of prophets but differs in its monotheistic theology and focus on social justice. The study concludes that Israelite prophecy functioned not only as a medium for divine revelation but also as an agent of social change. This research contributes to biblical theology, comparative religion, and its relevance to contemporary spiritual and social life.

This article analyzes the “Tira O Título Army” campaign by the philanthropic organization Army Help The Planet, created by Brazilian fans of the K-pop group BTS in the context of the 2024 municipal elections. Using Du Gay's Circuit of Culture et al. (1997) and the cultural analysis of Raymond Williams (1961), the study investigates the relationship between K-pop, fan activism and political mobilization in Brazil. The analysis reveals how the Army fandom became an agent of social change, in addition to raising awareness about citizenship and reinforcing the fandom's identity in a space of political engagement. The research highlights the relevance of fan activism in the construction of collective identities and cultural practices that go beyond media consumption.

ABSTRACT This article explores the role of Community Social Work (CSW) in supporting unpaid carers through Carer Community Group Activities (CCGA), funded under the preventative duties of the English Care Act 2014 (CA14). Drawing on two empirical studies with carers and commissioners, it examines how CCGA can enhance carers’ resilience, wellbeing, and sense of belonging while identifying barriers created by structural inequalities and commissioning constraints. The analysis shows that while CSW is not yet widely implemented, it aligns strongly with social work values of justice, equality, and social action. Effective CSW requires inclusivity, excellent facilitation, and adaptability to meet carers’ diverse needs in community spaces. Limited CSW training and misallocated resources often restrict CCGA’s potential, particularly in rigid, cost-driven environments. This article advocates for embedding CSW within UK social work education to prepare students for placements and roles fostering community engagement. By integrating CSW skills and core values into the curriculum, social work education can better equip future practitioners to support carers and other marginalized groups. This commitment to CSW reinforces a pathway for social workers to be agents of social action and change through skilled, value-driven facilitation.

Esta pesquisa tiene como objectivo general presentar el desarrollo de una estrategia de la lectura comprensiva para una educación inclusiva de los estudiantes con deficiencia en Ndalatando, Provincia del Cuanza norte, con una naturaleza cualitativa y cuantitativa, la temática de la lectura comprensiva para una educación inclusiva de los alumnos con deficiencia. se trata de comprender los agentes de cambio social lo que significa a ellos, que sus alumnos adquieran una lectura comprensiva, de forma a desdoblar estrategias que les envuelva en la intervención educativa y así, aportar para una lectura comprensiva para una educación inclusiva de los alumnos con deficiencia y disponerlos para su vida adulta e independiente, acompañar el trayecto histórico de las personas con deficiencia, a lo largo del tiempo, es sin embargo muy importante, en el designio de analizar cambios en la percepción social. se utilizaron métodos de averiguación como: a analices - síntesis, el deductivo-inductivo, y como técnicas de averiguación como: la observación, y la entrevista, las cuales nos permitieron comprobar las limitaciones para identificar e investigar sobre la problemática de la lectura comprensiva para una educación inclusiva de los alumnos con deficiencia. El estudio revela que para la mejoría de la lectura comprensiva para una educación inclusiva, es necesaria tener en cuenta la valorización que los agentes de cambio social atribuyen a las dimensiones de bienestar emocional, sociales y educativos. Como principales obstáculos descollan las actitudes de escepticismo e iniquidad, la respuesta parcial del sistema educativo y el mantenimiento de la carencia de intervención de los agentes educativos.