From a neurobiological standpoint, emotion regulation is a core neurocognitive process that supports psychological well-being and adaptive social functioning through coordinated interactions between cortical regulatory systems and subcortical affective circuits. Among regulation strategies, expressive suppression—the inhibition of outward emotional expression after an emotional response has already been initiated—has received increasing attention in affective neuroscience. Suppression is associated with top-down inhibitory control processes mediated by the dorsolateral prefrontal cortex and ventrolateral prefrontal cortex, which modulate activity in limbic regions including the amygdala and insula that encode emotional salience and interoceptive states. Although suppression may facilitate short-term social coordination, frequent reliance on this strategy has been associated with increased physiological stress and elevated risk for anxiety and depressive symptoms. Neuroimaging and psychophysiological evidence suggest that suppression engages sustained activation of the anterior cingulate cortex and other cognitive control networks, reflecting the metabolic and cognitive demands of inhibiting behavioral expression while affective responses persist. These processes are further influenced by neuromodulatory systems involving serotonin, dopamine, and gamma-aminobutyric acid, which regulate emotional reactivity and inhibitory control. This study examines the neural architecture underlying expressive suppression using publicly available functional magnetic resonance imaging (fMRI) data from the OpenNeuro dataset ds000108, which investigates prefrontal–subcortical pathways involved in emotion regulation tasks. The dataset includes 34 participants performing cognitive emotion regulation tasks involving negative image appraisal. Analysis focuses on functional activation patterns within prefrontal–limbic circuits implicated in emotional control. Results indicate that suppression and related regulatory processes recruit top-down inhibitory control networks involving the dorsolateral prefrontal cortex and ventrolateral prefrontal cortex, which modulate activity in limbic structures such as the amygdala and insula. These interactions reflect dynamic prefrontal–subcortical pathways that influence emotional experience and behavioral expression. Neurochemical modulation via serotonin, dopamine, and gamma-aminobutyric acid likely contributes to variability in regulatory outcomes. Findings highlight how sustained recruitment of executive control networks during suppression may increase cognitive load and stress, while adaptive emotion regulation strategies rely on flexible engagement of distributed neural networks. These results support integrative models linking neural circuitry, culture, and psychological outcomes in emotion regulation. In turn, cultural context may shape the neural implementation and functional outcomes of suppression. In collectivist cultural environments, norms emphasizing emotional restraint may reinforce neural pathways associated with social monitoring and cognitive control, including circuits involving the medial prefrontal cortex. Conversely, individualistic cultures tend to prioritize expressive authenticity, promoting regulatory strategies such as cognitive reappraisal that engage earlier modulation of limbic responses. This paper synthesizes empirical findings from affective neuroscience and cultural psychology to examine the neural mechanisms, mental health correlates, and sociocultural modulation of expressive suppression. Particular attention is given to bicultural stress and identity conflict, which may increase reliance on suppression among individuals navigating multiple cultural frameworks. We conclude by discussing implications for culturally informed neuroscience and mental health interventions, emphasizing the importance of regulatory flexibility in the adaptive engagement of prefrontal–limbic networks.

As traditional Islamic educational institutions, pesantren have a unique leadership structure, in which the kyai serves not only as a spiritual and academic leader but also as a central figure in maintaining social harmony, including in the dynamics of family conflict within the pesantren. The complexity of kinship relations, authority, and institutional management often gives rise to conflicts that require a resolution approach grounded in values and local wisdom. This study examines the leadership role of kyais in mediating family conflicts within the pesantren’s social and cultural environment. This research employed a qualitative case study of four Islamic boarding schools in East Java affiliated with Nahdlatul Ulama. Data were collected through in-depth interviews and participatory observation involving kyais and caretakers. Purposive sampling was applied with six informants from each pesantren. Data were analyzed using Miles, Huberman, and Saldana’s interactive model, comprising data condensation, data display, conclusion drawing, and verification. The findings reveal that kyais resolve conflicts through third-party mediation, foster emotional empowerment through roles and family gatherings, and promote financial equity. These actions reflect a comprehensive conflict resolution pattern rooted in sincerity, compassion, and justice. The study proposes the Charismatic Familial Mediation Model (CFMM), emphasizing spirituality, emotional intelligence, and socio-economic balance as foundations for sustainable family cohesion within pesantren.

Introduction . Social advertising is an important element of the modern cultural and linguistic environment, contributing to the formation of public consciousness and the transmission of cultural values. In this work, the authors aim to identify the key characteristics and patterns of social advertising in the Russian and French linguistic and cultural spaces, and to determine the factors that stipulate the differences and similarities in the approaches to creating and promoting social campaigns. Methodology and sources. The work is based on the methodology of an interdisciplinary approach, using discourse analysis and content analysis. The theoretical and methodological framework is based on works in the field of media discourse and linguoculturology. The empirical material includes examples of social advertising published in Russian and French sources from 2010 up to 2025. Results and discussion . It has been demonstrated that there are significant differences in the lexical and semantic field of social advertising in the French and Russian linguistic and cultural spaces. The French terminology focuses on emotions and individual responsibility, while the Russian terminology focuses on state interests and collective values. The analysis of the themes revealed significant similarities in the key topics: healthy lifestyle, road safety, addiction prevention, family support, and environmental issues, but with different emphases. French advertising focuses more on environmental issues, gender equality, and cultural heritage, while Russian advertising emphasizes the importance of patriotism, social stability, and traditional values. French advertising also highlights the involvement of corporations in social projects. The Russian segment of social advertising demonstrates a greater commitment to national projects and government programs. These differences are related to the historical features of the formation of structures and participation of the civil society and the development of social initiatives. Conclusion . The significant differences in the texts and themes of social advertising reflect the cultural traditions and historical factors of Russian and French society. However, both types of social advertising demonstrate effectiveness depending on the cultural context and audience expectations. The differences in approaches highlight the need to consider national specifics when developing social advertising strategies.

Abstract A substantial body of literature examines the cultural strength of religion, yet there is a scarcity of work exploring how religion exerts an impact on the broader population of a secular society. Focusing on contemporary China, this study examines the relationship between religious visage, measured by the cumulative presence of Buddhist and Taoist temples, and cultural inclusiveness, captured by cultural taste entropy constructed from 749,545,472 search indices related to 38,312 song titles. Panel analyses reveal contrasting effects: Buddhist visages are associated with more selective cultural patterns, whereas Taoist visages are linked to greater diversity in cultural tastes. This demonstrates that despite world religions’ doctrinal emphasis on inclusiveness, an inherent selectiveness can still impact cultural practices in secular lives through the broader cultural environment. By shifting attention from individual religiosity to the spatial presence of religion, this study contributes to a deeper understanding of the interplay between religions and contemporary cultural practices in secular contexts.

Introduction As people age, some require care supports, and transition from home to aged residential care (ARC) is associated with improvement in some measures of physical and psychosocial wellbeing. Yet, Māori experience reduced access to ARC. Aim To explore Māori experiences and expectations of health and social care within ARC. Methods We undertook a qualitative study in Hawkes Bay, Aotearoa. We included participants who were Māori with professional or personal/whānau experience of providing care to pakeke and/or kaumātua (older Māori). We interviewed participants one-on-one or in focus groups and analysed data using general inductive thematic analysis informed by kaupapa Māori theory. Results Thirty-five people participated in 13 focus groups or interviews held from October 2022 to September 2024. We identified three themes: Māori look after our own; expectations of a high-quality clinical care environment; and home environment aspirations. Discussion Transitions into ARC are shaped by more than clinical need; they reflect cultural expectations, emotional responsibility, financial considerations, and whānau perceptions and experiences relating to the quality and cultural safety of the care environment. ARC needs to provide high-quality clinical and cultural care and support home-like environments to reduce whānau guilt and support successful transitions and living environments for older Māori.

The relevance of this study stems from the need to resolve the contradiction between society’s demand for equal rights to supplementary education for children with disabilities and their typical peers, and the insufficient systematization of educational process models that increase accessibility to children’s art schools for students with disabilities. The purpose of this article is to systematize the key areas and principles of effective work with children with disabilities and to characterize a model for organizing the educational process for children with disabilities and children with disabilities in a children’s art school. This article utilizes theoretical scientific methods—generalization, synthesis, modeling, systematization, and classification of publications and educational experience on this topic. Using a case study method, a model for organizing the educational process for children with disabilities, based on the experience of a specific institution, is substantiated. The formation of an inclusive cultural environment in an art school is ensured by a variety of educational practices, individualized instruction, a supportive communicative atmosphere, partnership with parents, and a focus on the personal and creative development of students. The educational process organization model for children with disabilities at Children’s Art School No. 4 “ArtSozvezdie” features a hierarchical structure: from the additional educational programs for early aesthetic development (inclusive inclusion and socialization) through the adapted additional general development program for free creativity and music-making to the adapted additional pre-professional program. This ensures continuity, individual adaptation, and inclusion, progressing from intervention to professional development. This article presents a model for organizing the educational process for students with disabilities at the children’s art school, examines current issues in creating conditions for an inclusive cultural environment at the school, and analyzes key aspects of developing adapted educational programs. The article also examines key areas of work with this category of students. This article is intended for all professionals involved in art education for children with disabilities and children with disabilities, and will be useful for administrators, teachers, and parents. Administrators will also benefit from recommendations on the inclusion of students with disabilities and adapted groups. Teachers are provided with a framework for various educational programs. Parents are provided with a step-by-step model for creative work and socialization for children with disabilities.

This article examines the formation, structure, and current status of the legal framework for the socio-cultural rehabilitation of people with disabilities in Russia in the context of the development of inclusive practices in cultural institutions. The relevance of this study stems from the government's increasing focus on accessibility of the cultural environment, the transition to an inclusive model of cultural policy, and the need for regulatory support for comprehensive rehabilitation, in which cultural institutions act not as auxiliary but as fully-fledged components. The aim of this work is to systematize key regulations defining the content, forms, and mechanisms of socio-cultural rehabilitation, identify gaps, duplications, and contradictions in legal regulation, and substantiate a structured system of regulatory information necessary for cultural institution managers to develop, implement, and evaluate programs. The scientific novelty of this article lies in its presentation of the regulatory framework as a holistic, albeit internally heterogeneous, field, including documents of various levels and departmental affiliations. It identifies the stages of its evolution from a predominantly social and medical logic to the recognition of the sociocultural component of rehabilitation. It also emphasizes the specific position of cultural institutions in the system of comprehensive rehabilitation and habilitation. The materials used include a set of federal, regional, and municipal acts for the period 1990–2026. The methodological basis consists of a content analysis of regulatory documents, structural-logical, and comparative legal approaches, which allowed us to identify stable trends, areas of uncertainty, and practical risks for cultural organizations. The article concludes that regulation is dynamic yet fragmented, necessitating the systematization and harmonization of regulatory requirements, clarification of the status of cultural institutions, and the strengthening of interdepartmental coordination and methodological support. The article is addressed to the heads and specialists of cultural institutions, developers of socio-cultural rehabilitation programs, cultural management bodies, as well as researchers dealing with issues of inclusion, accessibility of the cultural environment and legal support for cultural policy.

Under the influence of contemporary society characterized by the coexistence of digitalization and emotional regulation, the youth (Gen Z) has increasingly turned self-expression into symbolic systems facing the highly homogenized cultural environment and mounting psychological stress. This research focuses specifically on the rapid spread of the trend “Anti-Fashionism” recently—a visual system evolved from the concepts of anti-authoritarian, anti-structural, nihilistic, absurd, and affectively detached narratives, exemplified by brands such as Vetements and Enfants Riches Déprimés (ERD). The results indicate that Anti-Fashion isn’t just a style preference for teenagers, but a controllable and safe containment for their endless emotions—it carries their deep and unspeakable complex emotions. Through anti-mainstream narratives, Gen Z teenagers restore symbolic autonomy, achieve identity positioning, and realize emotional identification in consumption. This study also contains an action research chapter on my personal brand, Evasive Attachment, as an example of developing an integrated model that combines real-market dynamics with psychological mechanisms in future research.

The article provides a detailed analysis of the issue of ecclesiastical authority and power in the period from the first to third centuries AD. Three main groups of Christian heroes of the epoch are distinguished: bishops, charismatic leaders, and martyrs. These categories of believers were not isolated; sometimes peculiar representatives embodied all three roles. However, since the structure of the Church wasn’t determined and religious traditions was emerging, various representatives of ecclesial community could act as spiritual leaders and heroes. Situations when different groups challenged each other's authority also happened. The nature of early Christian heroism is accurately explored in the article, with the special focus to study of special personal qualities and style of behavior that made some representatives of the early Church communities seen as heroes of faith. Collision between different representatives of spiritual authority – legitimate and charismatic – was quite common. Bishops, as successors of the apostles, had to prove their right to lead local communities and to defend themselves against attacks by zealous defenders of Christian piety. It is shown that different types of religious authorities and heroes of faith emerged frequently came into conflict with one another. It is also noted that all the processes, started at the end of the Apostolic era, ran differently in various regions of the ancient Mediterranean world. As Christianity was spreading beyond the relatively homogeneous cultural environment of Hellenistic Judaism, its ideas about heroism were becoming more and more influenced by diverse local cultural traditions.

This paper explores the translocal educational experiences of mixed Japanese-Thai young people who attended Japanese schools in Thailand. It examines how these schools function as translocal spaces that connect Japanese and Thai cultural and linguistic environments, while also being constrained by Japan’s national educational framework. Drawing on narrative interviews with 11 mixed Japanese-Thai young people, the study suggests that Japanese schools in Thailand provide opportunities for translocal learning through activities such as Thai language classes and intercultural exchange events. While these practices create translocal encounters with Thai society within a Japanese institutional framework and enable students to develop a sense of belonging that transcends national boundaries, the findings reveal tensions and challenges, including bullying arising from the Japan-centric curriculum and ethos. Despite these institutional constraints, mixed Japanese-Thai students’ connections with Thai local communities and their learning in out-of-school contexts play a significant role in shaping their sense of translocal belonging. In doing so, the study highlights how these young people participate in the construction of translocal spaces within and beyond the institutional boundaries of Japanese schools in Thailand, shedding light on how mixed-heritage young people negotiate belonging across translocal educational contexts.

ABSTRACT Caïda Halima (1859-1944) stands as the only woman in the history of colonial Algeria to have borne a title traditionally and exclusively reserved for men. She epitomizes the exception within the category of the ‘indigenous woman.' As a shrewd businesswoman, she possessed an intelligence shaped not only by her native cultural environment but also by her mastery of European social codes. Halima contributed to philanthropic initiatives supporting Algerians under colonial rule, while simultaneously cultivating peaceful relations with the French social elite. What might be interpreted as compliance, in fact, reveals itself as a strategic posture. Halima succeeded in establishing herself—despite the double burden of being both a woman and an ‘indigène'—as an influential figure in the eyes of Europeans. She defended both her personal interests and those of individuals with whom she maintained ‘maternal' relationships, while skilfully navigating colonial structures to assert her legitimacy and authority. The aim here is to shed light on a woman named Halima—her name meaning ‘clement’ in Arabic—who, despite her modest and conservative background, rose to become a powerful figure, both respected and feared, within her native milieu as well as in colonial and European society of the time.

The article examines the phenomenon of giftedness within the context of the contemporary cultural and educational environment, drawing on psychological-pedagogical, cultural, and historical-pedagogical approaches. Based on an analysis of the works of Soviet, Russian, Kazakh, and international scholars, the content of the concepts “giftedness” and “gifted child” is clarified, and their connection with individual psychological characteristics, creativity, and engagement in activity is revealed. It is emphasized that giftedness cannot be reduced to high intelligence indicators and cannot be reliably identified through standard testing procedures; its recognition requires long-term pedagogical observation, individual analysis, and an understanding of the child’s inner state. The study traces the historical continuity of ideas about giftedness in the works of Kazakh educators of the 19th–20th centuries, where special importance is given to the mentorship model of “teacher–student” interaction and to the role of the teacher in unlocking the individual’s potential. It is shown that these ideas are reflected in contemporary theories of giftedness and in educational practice. Particular attention is paid to the analysis of regulatory and legal documents of the Republic of Kazakhstan aimed at identifying, supporting, and developing gifted children, as well as creating institutional conditions for their guidance. The necessity of a culturally determined, individualized, and activity-based approach to working with gifted children is substantiated. Giftedness is viewed as a developable personal resource and a significant societal potential that requires systematic pedagogical support within the modern education system.

This study examined the development of advanced theory of mind (AToM) across cultural contexts by comparing Japanese and German elementary school children. In Study 1, 401 Japanese children (8- to 12-year-olds) completed a paper-based AToM battery assessing social reasoning, norm recognition, and reasoning about ambiguity. Study 2 compared a matched subset of Japanese children (n = 148) with German peers (n = 148) using propensity score matching. German children showed higher performance on recursive ToM and norm recognition, particularly in early grades; Japanese children demonstrated more gradual gains. Factor analysis revealed a universal three-factor AToM structure across cultures. These findings support a concept-integrative view of AToM as a shared framework shaped by cultural learning environments and communicative norms, with implications for culturally responsive education.

Abstract This study presents a systematic literature review and quantitative synthesis of empirical research on university teachers’ engagement with generative artificial intelligence (GenAI) in higher education. Following PRISMA guidelines, 207 records were screened, resulting in 30 studies included in the qualitative synthesis and 13 studies contributing to the comparative quantitative synthesis using meta-analytic techniques. Several domains of GenAI use were identified through qualitative synthesis, revealing a diversity of attitudes that range from pedagogical benefits to concerns about ethics and integrity. Teachers mainly use GenAI for lesson preparation, feedback, and formative assessment, while traditional approaches are used for assessment of key student outputs. Despite the lack of general guidelines, the practices used by teachers were shaped based on institutional policies, professional development, and other background circumstances. Quantitative analyses complemented these insights. Pooled survey data indicated moderate acceptance levels. A comparative quantitative synthesis using meta-analytic techniques to integrate results from primary studies showed small but positive effects of individual and contextual factors, while subgroup comparisons demonstrated systematic variation across generations, disciplines, and institution types. Overall, the findings suggest that effective and responsible integration of GenAI requires not only strengthening teachers’ competencies but also supportive institutional and cultural environments.

Obesity with type 2 diabetes (“diabesity”) arises when chronic caloric excess, low diet quality, and circadian misalignment overwhelm metabolic flexibility. Nutrition is therefore both cause and cure. Evidence across mechanistic studies and randomized trials shows that energy deficit can be achieved via continuous caloric restriction (CR), intermittent fasting (IF), or time-restricted eating (TRE), which improves glycemia, hepatic steatosis, and insulin sensitivity primarily by shrinking adipocyte size, reducing ectopic fat, and decompressing mitochondrial/ER stress. Beyond calories, macronutrient patterning matters: low-carbohydrate and Mediterranean-style diets often yield superior short-term glycemic control; high-quality low-fat patterns can be equally effective when adherence is high. Carbohydrate quality, like fiber, resistant starch, glycemic index/load, and food processing, modulates postprandial glucose and the gut–liver axis. Meal timing and circadian alignment shape insulin action and β-cell responsiveness independent of weight. Bioactive-rich foods and microbiome-directed strategies add complementary effects via short-chain fatty acids, bile-acid signaling, and inflammation control. The clinical frontier is precision nutrition: using continuous glucose monitoring (CGM), phenotyping (adiposity distribution, NAFLD, fasting/postprandial hyperglycemia), and, where validated, microbiome/metabolite readouts to tailor diet choice, meal timing, and macronutrient distribution to the individual. Implementation hinges on cultural fit, food environment, affordability, and digital behavior supports layered with pharmacotherapy (e.g., metformin, SGLT2 inhibitors, incretin-based agents). This review synthesizes mechanisms and comparative effectiveness from CR to precision diets, outlines practical protocols, and proposes a decision framework for matching people to sustainable nutrition that delivers durable glycemic control and cardiometabolic risk reduction. Keywords: caloric restriction; time-restricted eating; low-carbohydrate diet; Mediterranean diet; precision nutrition

Loneliness has been recognised as a major global public health priority, given its strong associations with increased mortality and morbidity with physical and mental health disorders. Most solutions and strategies aimed at addressing loneliness have focused on individual-level interventions, with relatively limited attention to upstream, population-wide strategies such as public health awareness campaigns. This raises a critical question for public health: can awareness campaigns meaningfully address loneliness at a population level? This commentary examines the potential role of public health awareness campaigns in addressing loneliness, with a particular focus on stigma reduction, collective meaning-making, and social norms. Loneliness is a subjective, multifactorial experience that occurs across the life course and is shaped by diverse social, cultural, and structural factors. Population-wide campaigns therefore face unique challenges, including the risk of oversimplification, pathologisation, and reinforcing individual responsibility for what is often a socially produced experience. Drawing on evidence from population surveys, we highlight the prevalence of stigma surrounding loneliness, including negative stereotypes, reluctance to disclose loneliness, and concealment of lived experiences. We argue that awareness campaigns must move beyond information provision towards fostering empathy, normalising loneliness as a universal human signal, and promoting shared responsibility for healthy meaningful social connection. While public health awareness campaigns alone cannot eliminate loneliness, they can play a critical role in reshaping societal understandings, reducing stigma, and creating a more supportive cultural environment for social connection. When theory-informed, co-designed, and rigorously evaluated, such campaigns can contribute meaningfully to population-level strategies to address loneliness.

A large body of evidence supports the role of the prenatal environment in shaping childhood development. The relative contributions of prenatal alcohol use (PAE), maternal socioeconomic, and nutritional status on child development vary in high- versus low-income settings. We analyzed data from a prospective cohort study among mother-infant dyads from Cape Town (CT), South Africa and the Northern Plains (NP), USA. The Mullen Scales of Early Learning were administered by trained assessors to evaluate cognitive, motor, and language development of 1-year old children. We used multiple linear regression models to assess standardized mean differences in development scores by (1) maternal prenatal factors, (2) delivery factors and (3) child factors within each study site. 1,728 infants from CT and 1,140 infants from the NP were included in the analyses. In CT, infants with moderate-to-high PAE had 0.17 SD (95% CI −0.30, −0.04) lower cognitive and 0.15 SD (−0.29, −0.2) lower expressive language scores compared to infants without PAE. In the NP, maternal obesity (BMI > 30 kg/m2) was significantly associated with −0.21 SD (−0.36, −0.06), and −0.13 SD (−0.27, −0.02) reductions in cognitive, and expressive language scores, respectively. Household crowding, lower levels of maternal educational attainment, prenatal maternal depression, low birthweight, admission to neonatal intensive care unit, and male sex had significant negative associations with cognitive and language development in both sites with effects ranging from −0.32 to −0.11 SDs. These results highlight the importance of assessing risk factors by populations across diverse social and cultural environments and emphasize the imperative to formulate intervention packages tailored to the local context.

The declining interest of high school students in continuing their education to college is a global concern, reflecting the gap in educational access and learning motivation. This study aims to develop a new framework to understand the factors influencing students' interest in further study. A mixed method approach was used, with quantitative data from 97 students via questionnaires and qualitative data from in-depth interviews with three teachers and six students in three schools. The results indicate that students' decisions are influenced by an integration of structural factors (economic conditions and parental support), cultural factors (local social and cultural environment), and the strategic role of schools. Economic factors and parental approval are the main determinants, while peer influence and local culture shape personal motivation. School strategies have a role to play in intervening in these structural and cultural barriers.

Abstract Aim: This study aims to examine how environmental literacy, green culture, and environmental awareness relate to pro-environmental awareness among university students in Indonesia. Method: A quantitative approach was applied using a structured questionnaire distributed randomly to 124 accounting students at a university in East Java. The questionnaire covered environmental literacy, green culture, environmental awareness, and pro-environmental awareness indicators. The data were analysed using Partial Least Squares (PLS) to test both measurement and structural models. Findings: The results show that green culture is the only variable that significantly influences pro-environmental behaviour, while environmental literacy and awareness do not show direct effects. Implications: The findings imply that strengthening campus culture is more effective than relying solely on environmental knowledge or awareness campaigns. Universities should focus on creating an institutional atmosphere that models sustainable values through visible practices, leadership commitment, and collective participation. Environmental literacy and awareness remain important, yet they must be integrated into daily routines and social norms to drive real behavioural change. In short, sustainability education should move beyond theory and be embedded into the culture of the institution to encourage lasting pro-environmental behaviour among students. Novelty: The novelty of this study lies in its clear evidence that pro-environmental behaviour among university students depends more on the shared cultural environment than on individual knowledge or awareness. While many earlier studies highlighted literacy and awareness as key drivers, this study shows that cultural influence through norms, values, and institutional engagement plays a stronger role in shaping actual behaviour. So, the study adds a fresh perspective to sustainability research and challenges the assumption that knowledge alone can lead to behavioural change.

Mathematics learning is often perceived as disconnected from students’ cultural contexts and real-life experiences, highlighting the need for approaches that relate mathematical concepts to local cultural environments. This study aims to explore the ethnomathematical elements found in the architecture of Istana Kuning in Central Kalimantan. This research employed a qualitative, ethnographic approach. Data were collected through direct observation of architectural elements, interviews with the management of Istana Kuning, and documentation. The collected data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, and were validated through triangulation techniques. The results indicate that several architectural elements and ornaments of Istana Kuning contain mathematical concepts such as symmetry, similarity, and geometric transformations, including translation, reflection, and rotation. These concepts were identified in wall carvings, window bars, chair arrangements, and shield ornaments, all of which reflect cultural values of balance and harmony. These findings imply that Istana Kuning has the potential to serve as a contextual learning resource to support more meaningful mathematics learning grounded in local cultural wisdom.