ABSTRACT While late-twentieth-century educational policy shifts have been widely studied, research has often relied on selective empirical material, privileging policy documents—the stories of the victors—while obscuring messier political processes and broader developments. This study broadens educational policy research by analyzing public discourse, specifically newspapers. It examines the historical emergence and meaning of the Swedish term målstyrning, commonly associated with the introduction of New Public Management in Swedish education. Drawing on conceptual history and corpus linguistics, the study analyses 1,470 newspaper articles using the term. The findings show that målstyrning emerged in Swedish newspaper discourse from the 1960s, coinciding with longer-term shifts towards instrumental and outcome-oriented logics in education and public administration. We argue that målstyrning filled a conceptual void by providing a linguistic and ideological framework for these changes, and that NPM reforms in Swedish education should be understood as part of much longer historical developments. The study highlights the risks of overreliance on policy texts, which may exaggerate the novelty and radicalism of policy change.

ABSTRACT This article presents the life narrative of the Buddha as an archetype for education leadership. Drawing upon the Nidāna-Kathā’s depiction of the Buddha’s choice between the two leadership styles of the enlightened Buddha or the king-Cakkavatti, we draw symbolic parallels between the Buddha’s decision to leave the isolated illusion of his pleasure-palace and the education leader’s choice to leave her office to spend time familiarizing herself with her staff and students. Just as the Buddha’s choice was predicated on his encounter with the Four Visions of human suffering, we offer ‘four visions’ and action plans for education leaders that leaving behind their offices might afford them, including compassionate perception, the inescapability of experiential empathy, the Buddha vs the Cakkavatti and emulating those outside the palace. We conclude by proposing a reframing of how education leaders evaluate policies and practices in terms of the Buddha’s duality of helpful (kusula) and unhelpful (akusula) action. We hope this research offers education leaders a philosophically and historically-grounded rationale for focusing on the alleviation of the suffering their staff and students face and the elevation of ‘helpfulness’ as a criterion for evaluating policy and practice in education leadership and administration generally.

The article elucidates the status and prospects of protecting real estate of educational institutions at the regional level under martial law. The article provides a comprehensive definition of the legal mechanisms for establishing a system for protecting the real estate of educational institutions at the regional level under martial law. It also elucidates the fundamental principles and components of the economic aspect of establishing such a system. Furthermore, it explores avenues for enhancing the administration and financing of educational institutions at the regional level under martial law. The legal mechanisms for protecting real estate of educational institutions under martial law are based on the norms of civil defence, safety of the educational environment and management of communal property; the key ones are: 1) taking a set of security measures (safe educational environment project); 2) providing real estate of educational institutions with a system of protective structures (shelters) in accordance with the requirements of the Code of Civil Protection of Ukraine; 3) management of municipal property through rational use, lease or re-profiling of property (including non-working institutions) in accordance with the decisions of local councils and executive committees; 4) recording damage to premises and territory of educational institutions for future compensation (drawing up inspection reports); 5) attracting extra-budgetary funds for the restoration of damaged buildings and infrastructure of educational institutions, which is regulated by special orders; 6) proper organisation of communication between the administration of the educational institution and local self-government bodies regarding ensuring the safety of educational institutions (Article 80 of the Law of Ukraine "On Education"). The economic component of protecting the property of educational institutions is highlighted, which constitutes a system of financial and economic measures aimed at preventing losses, modernising the infrastructure and optimising costs for maintaining municipal property of educational institutions; its main components are given: 1) cost optimisation (budgeting) – formation of the expenditure part of local budgets for operational financing of security units (security, video surveillance systems, fire safety); 2) property management – rational use, inventory, rental or transfer of unused premises by educational institutions to obtain additional revenues directed to the protection of facilities; 3) investment component – attraction of extrabudgetary funds, grants, assistance from local producers and volunteers to arrange safe conditions (shelter, fences); 4) legal and economic protection – creation of legal foundations for responsible storage of property on the balance sheet of institutions (operational management law); 5) financial sustainability – property insurance and implementation of energy-efficient technologies, which reduces maintenance costs. At the regional level, these measures are implemented by local governments through programmes for sustainable development and ensuring a safe educational space. It has been established that improving education administration at the regional level during the war hinges on digitalisation (the Automated Information Complex of Educational Management, or AICOM), optimising the network of institutions, increasing financial autonomy, and introducing specialised secondary education (12 years). The key areas are security (shelter), adapting to blended learning, and attracting international grants for restoration. Promising areas for improving the administration of the protection of the infrastructure of educational institutions at the regional level in wartime conditions: 1) digitalisation of management – active use of the AICOM analytical module to monitor the real situation in institutions; 2) restructuring of the network – creation of a capable network of lyceums that provide specialised secondary education (grades 10-12) in accordance with the requirements of the New Ukrainian School (NUS); 3) management of displaced HEIs – monitoring of activities and effective optimisation of the network of displaced higher education institutions; 4) security environment - priority arrangement of shelters for full-fledged continuous education and creation of a safe educational space. It is substantiated that promising areas for improving the financing of the system of protecting the infrastructure of educational institutions at the regional level in conditions of martial law are: 1) financial autonomy – expansion of the rights of higher education institutions to independently dispose of funds; 2) grant activities – attraction of extrabudgetary funds and international assistance to restore destroyed infrastructure; 3) flexible budgeting – reorientation of expenditures to ensure distance and blended learning (technical equipment); 4) monitoring of effectiveness – implementation of criteria for assessing the development of education, developed, for example, by the Decentralisation for the Development of Democratic Education (DECIDE) project for the effective use of the community budget. It is proven that the main challenges remain the reduction of expenditures and the need to modernise infrastructure in conditions of military operations.

Smart campus ecosystems: integrating IoT and AI for efficient educational administration and student support services

This study aims to identify the following factors: the influence of the family environment on students' entrepreneurial interests; the influence of personality on students' entrepreneurial interests; and the influence of business opportunities on students' entrepreneurial interests. This study took a population of 133 students of the Office Administration Education Study Program Class of 2022, Semarang State University. Calculation The number of samples uses the proportional random sampling technique using the slovin formula for 100 students. Using an associative quantitative research approach. The data collected uses validity and reliability tests. Using multiple linear regression analysis with the prerequisites of classical assumption tests: normality test, multicollinearity test, linearity test, and heteroscedasticity test. Hypothesis testing uses determination coefficients, F test, and t test. This study found that independent variables and bound variables had a significant effect on each other obtained on hypothesis testing using multiple linear regression analysis. With a significance level of 0.000, the variables of family environment and business opportunities have a significant impact on entrepreneurial interest, while the personality variable has a significant impact on entrepreneurial interest with a significance level of 0.003.

The Merdeka Curriculum is designed to foster independent potential in students by strengthening Pancasila character, though its implementation still faces various obstacles and is best executed through school-based management. This qualitative study aims to identify the aspects requiring improvement and the specific challenges encountered in implementing the Merdeka Curriculum at kindergartens in Teluk Dalam Village, Tenggarong Seberang District, Kutai Kartanegara Regency, with respondents comprising teachers, principals, and parents. The results indicate that the management and administration of education based on the Merdeka Curriculum are the most vital components to address; furthermore, implementation is hindered by the teachers' need for a more comprehensive understanding of the curriculum and the requirement for more complete infrastructure tailored to school needs. Consequently, it is recommended that the government evaluate the curriculum's success to ensure its long-term effectiveness.

In contemporary educational administration, the people-centered philosophy is gaining increasing prominence. Educational management not only involves the implementation of systems and regulations but also requires attention to the emotional needs and humanistic care of both teachers and students. As society evolves, striking a balance between institutional constraints and humanistic care has become a significant research topic in educational administration. Through literature analysis and case studies, this paper explores the equilibrium between humanistic care and institutional constraints. Findings indicate that appropriate humanistic care enhances the effectiveness of educational administration and boosts satisfaction among both teachers and students, whereas overly rigid systems may stifle innovation and flexibility. Therefore, rationally balancing humanistic care with institutional constraints not only promotes educational quality but also fosters a harmonious educational environment.

ABSTRACT Social Education and Public Administration programs. Drawing on in-depth interviews with four educators, the study explores how impartiality is negotiated in response to diverse student backgrounds and institutional expectations. Using intersectionality as an analytical framework, the research examines how overlapping social inequalities and professional norms shape pedagogical decisions. Rather than treating impartiality as a fixed principle, the study highlights its relational and context-dependent nature. The interviewed educators describe navigating tensions between normative ideals and the lived realities of the classroom, revealing how impartiality is continuously formed through everyday teaching practices. The findings challenge conventional assumptions and suggest that attention to intersectional conditions offers deeper insight into how impartiality is practiced and understood in professional education.

Although leadership programs are built around state-adopted professional standards, preparation for the hiring process is often overlooked. This study explores educational administration students’ perceptions of a mock interview assessment, implemented as an experiential learning activity within a school personnel course. It investigates how mock interviews support aspiring school leaders in developing key skills such as interview preparedness, self-marketing, and professional communication. A survey of 31 students revealed common preparation strategies, strengths in experience and communication, and challenges in confidence and self-promotion. Findings suggest that the mock interview process offers authentic learning opportunities aligned with experiential learning theory and may strengthen administrator preparation programs.

The essay examines the significant role of education legislation in the administration and governance of secondary education in Nigeria, highlighting the legal framework underpinning the management and quality control of secondary schools. It employs a descriptive survey methodology involving 600 students, 300 instructors, and 60 principals from Delta State's public post-primary education system. The research was driven by four questions and hypotheses, employing the Impact of Education Law on the Management of Secondary Education Questionnaire (IELMSEQ) to gather data, achieving a reliability index of 0.76. Analysis was conducted using the One-Way Analysis of Variance (ANOVA) method with an alpha level of 0.05. Findings reveal that education laws promote uniform curriculum and protect student rights while ensuring equitable resource allocation, ultimately improving educational performance through enhanced accountability and transparency. However, issues like jurisdictional inconsistencies, disparities in policy enforcement, and a lack of legal awareness among administrators persist. The study concludes that while education legislation has notably improved governance structures in Nigerian secondary schools, legislative reforms remain essential for further development.

The development of information technology has driven a major transformation in people's transaction patterns from direct interaction to a digital ecosystem that includes e-commerce, financial services, healthcare, education, and government administration. In the midst of the growth of the digital economy, consumers' personal data is developing into a strategic asset that is collected, analyzed, and utilized through big data and artificial intelligence for business purposes. The phenomenon of supervision-based economics raises new risks in the form of data misuse, weak security systems, and inequality in bargaining positions between consumers and business actors. Low digital literacy and complexity of service approvals also increase these vulnerabilities. Although various regulations have been present, including in Indonesia, the effectiveness of protection is still hampered by weak law enforcement, sub- optimal supervision, and the rapid development of digital business models. Therefore, strengthening personal data protection through regulatory harmonization, increasing platform accountability, and public education is an important step to maintain a balance between the growth of the digital economy and the protection of consumer privacy rights.

ABSTRACT The introduction of Artificial Intelligence (AI) in the economy and administration of the Greek system of public secondary education is discussed as a feedback-driven phenomenon. A theory- and evidence-based model grounded in Causal Loop Diagram (CLD) analysis is proposed, conceptualizing the restructuring of educational administration and governance through AI-enabled systems as dependent on the interaction between contextual conditions, institutional infrastructure, leadership capacity, ethical governance, and socioeconomic environment. The study conceptualizes the fiscal and managerial aspects of AI in the Greek education sector not as a technology-driven development, but as a phenomenon affected by and connected with broader socioeconomic factors, including long-term investment in sustainable digitalization, capacity building for ethical governance, and equality in access to quality education. To empirically ground and assess the plausibility of the proposed CLD model, twenty semi-structured interviews were conducted with Regional Directors of Secondary Education and Directors of Secondary Education, who provided governance-level perspectives on school administration. Analysis suggests that the shift to AI might help increase administrative efficiency, resource allocation and transparency, but only with strong institutional support, a sense of ethical responsibility and adequate technical infrastructure. Education administrators are key actors as digital transition mediators balancing the dual role of both educators and implementers of policies.

Purpose: This study conceptualizes Competitive Intelligence (CI) as a strategic capability to support intelligence-based decision-making in higher vocational education administration. It examines the extent to which CI practices enhance decision quality, operational efficiency, and institutional competitiveness, addressing the gap between data use and strategic intelligence in educational management. Methodology/approach: A mixed-methods design was employed, combining quantitative survey data (n = 75) with qualitative semi-structured interviews (n = 15) involving institutional administrators. Quantitative analysis included descriptive statistics, correlation, and regression models, while qualitative data were analyzed through thematic coding to capture decision-making dynamics and contextual insights. Originality/Relevance: The study advances CI research by extending its application to vocational education administration and by reframing CI as a decision-support capability rather than a purely informational process. It contributes to bridging the gap between data analytics and strategic intelligence use in institutional governance. Key findings: CI practices—particularly environmental scanning and data-driven decision-making—demonstrate strong positive effects on decision quality (r = 0.85) and competitiveness (r = 0.78). Regression results confirm CI as a significant predictor of decision effectiveness (β = 0.62), operational efficiency (β = 0.48), and competitiveness (β = 0.55). However, strategic intelligence functions such as competitor analysis and forecasting remain underutilized. Theoretical/methodological contributions: The study positions CI as a dynamic capability embedded in decision processes and proposes a framework linking intelligence practices to data-driven governance and sustainable competitive performance.

This study examines efforts to prevent bullying cases in junior high schools through the implementation of restorative justice approaches and guidance and counseling (GC) service management. The aim is to investigate the factors causing bullying, the effectiveness of GC service management, the applicability of restorative justice, and challenges faced by schools in preventing bullying. Using a qualitative case study method, data were collected from SMP Negeri 1 Kepahiang, Indonesia, through open-ended questionnaires, observations, and document analysis involving principals, GC teachers, students, and parents. Results revealed that bullying stems from both internal factors (personality, emotional intelligence) and external factors (family environment, peer pressure, social media influence). The GC service management system effectively implements preventive services through classroom guidance and responsive services through individual counseling and mediation. Restorative justice successfully resolves verbal, social, and minor cyberbullying cases by fostering dialogue and reconciliation between perpetrators and victims. However, severe physical bullying, sexual harassment, and severe cyberbullying require legal intervention beyond restorative approaches. The novelty of this research lies in examining the integration of restorative justice within Indonesian school counseling systems. Practical implications suggest that schools should strengthen anti-bullying policies, enhance GC teacher competencies, establish safe reporting mechanisms, and develop clear standard operating procedures distinguishing cases suitable for restorative justice from those requiring legal action. This study contributes to educational administration literature by providing empirical evidence on holistic bullying prevention strategies in the Indonesian context.

ABSTRACT This paper examines how the tension between John Dewey’s pedagogical progressivism and Edward Thorndike’s administrative progressivism was reconfigured in early Republican China through the selective adaptation of Herman H. Horne’s The Psychological Principles of Education (1906) by Chinese schoolteacher Shu Xincheng (1893–1960). By analysing his translation of Horne’s book in Chinese, Practical Pedagogy Based on Psychological Principles (1920/1925), this study reveals how Shu synthesised, restructured, and appropriated Horne’s work. This paper argues that this can be considered indicative of a predominance of administrative progressivism, in relation to the modernisation of China’s educational system in the early Republic. Specifically, we argue that Shu’s modifications – including his secularisation of religious elements, the technocratic reframing of individuality, and the simplification of critiques against “Western education” – illustrate his pragmatic adaptation of progressive education to fit China’s national development imperatives, including the employment of psychological assessment and the empowerment of educational administration during China’s transition to mass schooling. Situated against the broader transnational turn in history of education scholarship, this study highlights how global educational ideas were selectively reassembled to serve local priorities. Furthermore, it underscores how administrative progressivism, rather than pedagogical ideals, potentially became a dominant force in China’s agenda for educational modernisation.

Models of school-based art therapy range widely. School-based professions were established through legislative, legal, and professional advocacy. The advancement of school-based art therapy in the United States lags behind the progress noted by other school professionals and school-based art therapy as practiced internationally. This sequential explanatory mixed methods study aims to identify characteristics to support the advocacy efforts toward national implementation. Survey findings from school-based art therapists (n = 103) are reported. Characteristics describing the education setting, position, format, collaboration, and administration of school-based art therapy models are shared. Disparities in implementation based on state licensing and funding impact the effective inclusion of art therapy in schools. Current models provide recommendations for the expansion of art therapy in schools. Highlighted strategies establish clear parameters for art therapy intervention and encourage effective collaboration with staff and parents. Understanding the nuances of school-based art therapy models may yield greater knowledge toward its national advancement.

This study aims to determine how students perceive the administrative technology course in the Office Administration Education study program. This study applies a qualitative descriptive approach. This study was conducted online by involving students from the Office Administration Education study program, Makassar State University, semester 3. Dominant students use Google Meet in the implementation of online lectures, then in the implementation of each material, the most preferred lecture material by students is the technology ethics material, then the least preferred material by students is the Decision support system. Then the use of Microsoft Office oord is widely used for correspondence practice, Excel for making financial reports and PowerPoint / Canva for making presentations. The use of word clouds that are most widely used by students is Google Drive and the implementation of lecture evaluations, students predominantly like the use of the quiziz application.

The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia strives to increase the relevance of higher education to the needs of the world of work through the implementation of the independent campus learning program policy. The objectives of this study are as follows: (1) explaining the policy of the free campus learning program and the development of students' soft skills; (2) to measure how much the policy affects the development of students' soft skills at the Faculty of Office Administration FIS-H UNM. To achieve this goal, a quantitative research method, specifically an associative type of research, is used. To achieve the research objectives, data was collected through observation, questionnaires, and documentation. The population in this study amounted to 153 students, with a total of 110 students taken as samples using the propotione stratified random sampling technique. The data obtained from the results of the research were processed using descriptive analysis techniques and inferential analysis techniques to determine the influence of the independent learning program policy on the development of soft skills of students of Office Administration Education FIS-H UNM. The results of the research in chapter IV show that (1) the policy of the independent learning program affects the development of soft skills of students of Office Administration Education FIS-H UNM. (2) The correlation coefficient was obtained of 0.652 which shows that the relationship between the policy of the independent learning program of the independent campus and the development of soft skills is strong. The determination coefficient was obtained as 0.424 meaning 42.4%, which shows that the influence of the independent campus learning program policy on the development of soft skills of FIS-H UNM Office Administration Education students is 42.4% (assuming that other factors are constant).

Early childhood education is a crucial field that plays a fundamental role in human development and lays the foundation for lifelong learning. This study examines the roles, responsibilities, and leadership approaches of administrators in early childhood education within a theoretical framework. The research aims to explore the relationship between educational administration and preschool leadership, highlighting the impact of administrators’ pedagogical, instructional, and organizational roles on child development. Based on a literature review, the study reveals that effective leadership significantly influences teacher performance, classroom climate, child outcomes, and overall school effectiveness. Furthermore, international practices and the current situations in both the Turkish Republic of Northern Cyprus (TRNC) and Turkey are comparatively analyzed. The findings indicate that enhancing the competencies of early childhood administrators is a critical factor in improving the quality of education (Heckman, 2006; OECD, 2018; UNESCO, 2019). Keywords: Early childhood education, educational administration, pedagogical leadership, preschool education, administrator roles

This study is focused on the workload pattern analysis of database servers running Examination Management Systems (EMS) in universities. Tests and examinations in schools and colleges are a wide range of assessment activities planned by teachers to measure, monitor, and mark the performance of students in studies, learning, and skill acquisition in a specific subject. As education administration becomes increasingly digitized, these core academic processes are now dominated by advanced, computer-based EMS systems. Therefore, it is imperative to know the workload pattern of the underlying database servers so that the performance can be optimized, the system can be made stable at peak usage hours, and future upgrades in educational technology infrastructure can be planned. This study aims to assess the workload on the database server of a Public Sector University, with a case study of the University of Sindh, Jamshoro, during official working hours. A large number of human resources with robust computer-based infrastructure are needed because of the complexity of examination process including time-table generation, attendance tracking, mark tabulation, and the issuance of academic documents (i.e., mark sheets, certificates, and degrees). In this research, statistical analysis techniques including regression are employed to evaluate system workload. In this way, the results help to enhance performance, reduce failure risk, and ensure smooth operation of the EMS.