This study aims to analyze the involvement of parents and the community in vocational learning as an effort to enhance graduates’ readiness to enter the workforce at SMK Negeri 2 Tiom, Kabupaten Lanny Jaya. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, vocational teachers, parents, and community leaders. Data analysis was conducted thematically, referring to Joyce Epstein’s Parental Involvement Model, which includes the aspects of parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.The findings indicate that parental involvement occurs in the parenting aspect through everyday role modeling, such as discipline, responsibility, and work ethic, which are naturally instilled through family activities. Communication between the school and parents is carried out in a simple and contextual manner and is sufficiently effective in maintaining the continuity of values between home and school, although it is still constrained by language differences and limited access to communication technology. Parental participation in volunteering activities, assistance with learning at home, and involvement in school decision making remains situational and uneven; however, it still contributes to the development of students’ responsibility and independence.Collaboration among the school, community, and business or industrial sectors at SMK Negeri 2 Tiom relies primarily on local community potential due to limited access to formal industries in the mountainous region. The main supporting factors for involvement include strong social relationships and a shared sense of ownership of education, while the inhibiting factors consist of economic limitations, limited educational literacy, language differences, and minimal industrial networks. This study concludes that parental and community involvement is adaptive and contextual in nature and contributes significantly to the mental and social readiness of graduates to enter the workforce, although more sustainable strengthening strategies are still required.

As part of an effort to seek sustainable support models for Open Access (OA) publishing, the University of Maryland, Baltimore (UMB), Health Sciences and Human Services Library's (HSHSL's) Scholarly Communications Committee developed an interactive dashboard to visualize university-wide OA publishing trends. Using publication data exported from Scopus and visualized in Microsoft Power BI, the dashboard displays five years of publishing trends by OA model, publisher, journal, school, and citation count. The dashboard is fully interactive, allowing users to filter results based on school, OA model, and year. The design of the dashboard was iterative, with planning discussions taking place in Summer 2024, data model development and initial data collection in Fall 2024, refining of the visualization and data model in early Spring 2025, and the publication of the final dashboard to our website in April 2025. The dashboard continues to be refined and improved based on feedback from stakeholders, and the project team plans to incorporate data on publishing costs in Spring 2026. The project was designed for sustainability and adaptability, with a documented workflow that will be easy for future committees to implement. This innovative, replicable approach supports informed decision-making around OA publishing and provides a model that can be adopted by other academic health sciences libraries.

This study aimed to prioritize the key success factors influencing the professional development of elementary school teachers in the Department of Education Region VIII, addressing the absence of a context specific and empirically grounded prioritization framework. Although prior studies have identified various factors affecting teacher professional development, most examine these elements descriptively and provide limited guidance on how they should be strategically prioritized in practice. This study contributes to the literature by introducing a decision oriented framework that applies the fuzzy Best–Worst Method (FBWM) to systematically determine the relative importance of professional development factors within an educational leadership context. Using FBWM within a multi criteria decision making approach, fifteen professional development success factors were evaluated based on expert judgment. Data were obtained from nine highly qualified Principal IV practitioners holding doctoral degrees who provided pairwise fuzzy comparisons to establish relative importance and consistency. The results identified administrative support, professional learning communities, continuous professional learning, evaluation and feedback mechanisms, and access to resources as the most influential drivers of effective professional development. Factors such as cultural competence training, research engagement, and customized development plans received lower priority, indicating areas requiring strategic strengthening. By translating conceptual professional development constructs into quantifiable priority weights, the study offers a structured decision support tool for education leaders and contributes to more evidence informed professional development planning in elementary education systems.

This study explores whether school culture alone can drive teacher leadership agility or if collaboration serves as the critical link needed for success in evolving educational settings. Using an exploratory design and Partial Least Squares Structural Equation Modeling (PLS-SEM), survey data were collected from 199 basic education teachers in the Department of Education (DepEd), Region VIII, Philippines, during the Academic Year 2025–2026. The findings reveal that collaboration is the most significant factor in enhancing teacher leadership agility, overshadowing the direct impact of school culture, which was not statistically significant. However, the study identifies that professional development positively influences school culture, which, in turn, fosters collaborative practices that act as a mediator in strengthening leadership agility. These results underscore the importance of integrating structured collaborative mechanisms to transform cultural and developmental resources into adaptive leadership practices effectively. The research highlights the need for school administrators and policymakers to prioritize the establishment of professional learning communities, targeted professional development initiatives, and intentional collaboration frameworks. By addressing the interplay between school culture and collaboration, this study contributes to the broader discourse on adaptive leadership in educational organizations, offering strategic insights to support resilient and innovative schools in diverse and resource-constrained environments.

This community service activity aims to improve financial transparency and tax compliance among Micro, Small, and Medium Enterprises (MSMEs) through the implementation of a simple accounting system based on SAK-EMKM and a digital Accounting Information System (AIS). The activity was held on November 22, 2025, at Universitas Pelita Bangsa, involving 13 MSME entrepreneurs from Bekasi Regency. The method used was a participatory training approach consisting of theoretical socialization, financial recording simulations, and discussions on tax awareness. The results of the activity showed a significant improvement in participants' ability to record transactions, prepare simple financial statements, and understand tax obligations. Additionally, the activity successfully encouraged the formation of an active local learning community, with some participants taking on the role of community leaders. These community leaders contributed to strengthening financial accountability practices among MSMEs. Overall, the implementation of a simple accounting system based on standards and technology proved to be effective in enhancing transparency and tax compliance, providing a sustainable positive impact on MSMEs in terms of financial management and tax obligations.

Objective: This article analyzed, in a systematic and critical way, the gap between the discourse of inclusive education and its implementation in the regular classroom, with special attention to the pedagogical, institutional and policy factors shaping that process. Methodology: A descriptive-analytical systematic literature review was conducted following the PRISMA 2020 statement. The search was carried out between January and March 2024 in seven academic databases and repositories. A total of 847 records were identified, and, after duplicate removal and the application of inclusion and exclusion criteria, the final corpus comprised 87 documents published between 2019 and 2024. Data were examined through reflexive thematic analysis. Results: The findings showed a persistent gap between inclusive regulations and actual classroom practices. Recurring problems included impoverished curricular adaptations, delegation of responsibility to support teachers, insufficient teacher preparation, curricular rigidity, and material and attitudinal barriers. The review also revealed a recent increase in scientific production, although Latin American evidence remained underrepresented. Conclusions: Effective inclusive education did not depend solely on the existence of formal regulations, but on sustained changes in school culture, teacher education, institutional management and the availability of support systems. This evidence highlighted the need to strengthen classroom-oriented policies, foster professional learning communities and expand context-sensitive research in Latin America.

This study aims to explore the management of the Information and Communication Technology (ICT) literacy program for teachers at SMA Muhammadiyah Mlati. Using a qualitative descriptive case study, data were gathered through in-depth interviews, classroom observations, and documentation analysis. Findings reveal that the program is managed through a managed through a systematic cycle: needs-based planning, collaborative implementation (including peer mentoring and hands-on practice), and reflective evaluation via academic supervision. The program is integrated into the school’s work plan (RKS) and aligns with the Merdeka Curriculum. Results indicate that the initiative significantly enhances teachers' pedagogical-digital competencies, fostering interactive and student-centered learning environments. However, challenges such as varying teacher proficiency levels, limited training time, and infrastructure constraints persist. The study concludes that consistent managerial support, tiered training, and strengthened teacher learning communities are essential for sustainability. This research affirms ICT literacy as a strategic educational management tool to improve learning quality in the digital era.

ABSTRACT Academic publishing is dominated by a small group of publishers whose platformization practices are threatening academic institutions and their values. These publishers deploy digital research and publishing platform infrastructures (DRPIs) to capture and transform scientific knowledge production in their private interest. This paper aims at analyzing this shift in the political economy of knowledge production and scholarly communication from expanding use of DRPIs. Using Marx’s theory of subsumption, we empirically analyze the case of Elsevier and its DRPI to theorize platform capture of scientific knowledge production. We find that DRPIs, recently reinforced by generative artificial intelligence (GenAI), enable academic publishers to advance from real subsumption to general intellect subsumption, progressively sidelining academics in scientific knowledge production. Through regimes of marketization, appropriation and exploitation, the leading academic publishers impose structural dominance on academics to appropriate their labor, data and intellectual property rights. Despite the Open Science movement, DRPIs enable the private capture of societal wealth at the expense of epistemic communities and societal good. Without strong collective action, we will not be able to envision DRPIs that fit with academic values, nor will we be able to combat the negative outcomes of advancing platform capture on the institution of science.

Generating accurate extremes from an observational data set is crucial when seeking to estimate risks associated with the occurrence of future extremes which could be larger than those already observed. Applications range from the occurrence of natural disasters to financial crashes. Generative models from the machine learning (ML) community do not apply to extreme samples without careful adaptation. Besides, asymptotic results from extreme value theory (EVT) give a theoretical framework to model multivariate extreme events. Bridging these two fields, this paper details a variational autoencoder (VAE) approach for sampling multivariate heavy-tailed distributions, in which extremes of particularly large intensity are likely to occur. We illustrate the relevance of our approach on a synthetic data set and on a real data set of discharge measurements along the Danube river network. The latter shows the potential of our approach for flood risks' assessment. In addition to outperforming the vanilla VAE for the tested data sets, we also provide a comparison with a competing EVT-based generative approach. In the tested cases, our approach better captures the dependence structure between extreme events.

The Trauma Recovery Center (TRC) is an evidence-based model of care designed to meet the needs of underserved survivors of violent crime through the provision of comprehensive mental health and psychosocial services. Originally developed in the USA, the TRC model has been adopted by 53 hospitals and outpatient settings nationwide. Its demonstrated effectiveness supports its potential for international scale-up, particularly in countries seeking to improve their responses to interpersonal violence and trauma. While the core principles of the model remain universally consistent, there is a striking paucity of synthesised evidence on implementation barriers and enablers, necessary to guide effective scale-up and adaptation across diverse systems of care. The objective of this scoping review is to identify and map barriers and facilitators that influence implementation of the TRC model of care. The scoping review was initiated in May 2025 and is expected to be completed in May 2026. The review will be conducted following the Joanna Briggs Institute methodology for scoping reviews. Results will be reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews. The initial PubMed search was conducted in June 2025. The finalised search strategy will subsequently be applied to PubMed, Embase, PsycINFO, CINAHL and Scopus databases. A two-stage screening process using Covidence software will be used to determine study eligibility. To be included, studies will be required to have examined implementation-related barriers or facilitators associated with at least one core element of the TRC model or analogous psychosocial support programmes within the context of comprehensive, trauma-informed care for survivors of violent crime. Studies conducted within the USA and published in English between 2001 and 2026 will be included.All studies will be independently assessed for eligibility. Data will be extracted and mapped using the Consolidated Framework for Implementation Research (CFIR). Extracted data will be analysed and synthesised narratively across the five CFIR domains, accompanied by summary tables that describe how the findings relate to the review objective. Existing knowledge gaps will be identified and discussed. Ethics approval is not required for this scoping review. Experts from the National Alliance of Trauma Recovery Centers (NATRC) will be engaged to provide feedback on the study findings and support the dissemination of results. Dissemination activities will include peer-reviewed publications and presentations at academic conferences and professional events, such as NATRC's technical assistance and learning community training sessions.

In a recent editorial in this journal, Shuck reflected on the decline of faculty community at universities, framing the retreat from shared institutional spaces as an occasion for personal reclamation. He described faculty redirecting their energy toward families, hobbies, and communities outside the academy, characterizing the shift as a “quiet revolution” toward presence and intentionality. This perspective offers a structural counterpoint. Drawing on national workforce data, institutional climate research, and learning organization theory, I argue that the transactional quality of contemporary academic work, the unequal capacity for boundary-setting across faculty ranks, and the relocation of community to private life are not signs of healthy adaptation. They are predictable consequences of institutional disinvestment. When universities cycle through leadership, freeze hiring, compress salaries, and expand the contingent workforce, faculty respond rationally by withdrawing from institutional spaces that no longer reward their presence. The resulting loss of collegial exchange, mentorship, and intellectual community falls hardest on those least able to compensate: early-career scholars, contingent faculty, and members of equity-seeking groups. Reframing this loss through Watkins and Marsick’s concept of learning culture, I propose that what has occurred is not community relocated but learning culture unmaintained. The field of human resource development, with its established frameworks for understanding engagement as organizationally produced, is uniquely positioned to name what institutions failed to maintain and to specify the deliberate organizational designs needed to rebuild scholarly community. The appropriate response to institutional failure is institutional accountability, not individual reorientation.

Vocational teacher performance remains a critical determinant of educational quality, yet factors influencing this performance in regional Indonesian contexts remain underexplored. This study examines the influence of deep learning strategies and classroom climate on vocational teacher performance in public vocational high schools in North Bengkulu Regency, Indonesia. Using an ex post facto causal correlational design, data were collected from 122 vocational teachers through validated Likert-scale questionnaires. Simple and multiple linear regression analyses revealed that deep learning strategies significantly predict teacher performance (β = 0.412, p < 0.05), as does classroom climate (β = 0.587, p < 0.05), with classroom climate exhibiting a stronger influence. The combined model explained 68.3% of variance in teacher performance (R² = 0.683, F = 128.45, p < 0.001). Theoretical interpretation through Job Demands-Resources (JD-R) and Self-Determination Theory (SDT) frameworks reveals that organizational resources (climate) provide foundational support enabling pedagogical innovation, while supportive climates fulfill teachers' basic psychological needs for competence, autonomy, and relatedness. This study contributes novel insights into vocational education in non-metropolitan Indonesian settings, highlighting that teacher performance emerges from synergistic interaction between pedagogical approaches and environmental conditions. The findings carry critical implications for educational policy in developing contexts: policymakers must prioritize establishing supportive organizational climates through professional learning communities, adequate resource allocation, and administrative support systems before mandating pedagogical reforms, as deep learning implementation without corresponding climate investment creates unsustainable demand-resource imbalances that undermine rather than enhance teacher effectiveness. This resource-first, pedagogy-second sequencing represents a fundamental departure from conventional deficit models and offers a replicable framework for improving vocational education quality in resource-constrained regions globally.

ABSTRACT Mentoring is recognised as a vital component of teacher preparation programs, designed to support teachers’ professional development. This study explores how first-year teachers perceive the contribution of the ‘incubator’, an innovative induction framework, to the effectiveness of their mentoring experience. It draws on future-focused mentoring and personalised professional learning approaches to understand how this model supports novice teachers’ professional growth and satisfaction. The incubator is conducted as a learning community, fostering partnership between schools and teacher education. Data was collected from 1,196 first-year teachers as part of Erasmus+ project, Promentors. The study underlines the contribution of a dual-structured mentoring approach promoted within the incubator, particularly for first-career teachers, in areas such as mentoring practices, mentoring learning, professional development, and satisfaction from the mentoring experience. Theoretically, this dual-mentoring approach expands collaborative mentoring theories by promoting a more comprehensive, personalised support system that benefits novice teachers as they develop their professional careers.

ABSTRACT Backgorund Citation irregularities undermine the fairness and reliability of scholarly communication, yet the terms used to describe these behaviors remain fragmented and inconsistently defined. Methods We employed a backward‑snowballing strategy to identify relevant publications on the historical development of views on citation irregularities, with particular attention to the literal meaning and the conceptual evolution of terms. Results Through an inductive analysis of the 50 distinct terms identified, we propose a classification consisting of nine categories: mis-citation, citation distortion, uncritical citation, irrelevant citation, excessive self-citation, citation manipulation, selective citation, coercive citation, and bibliographic plagiarism. Conclusions The classification functions as a multi‑dimensional descriptive tool, and an instance of citation irregularity may fall into more than one category. This classification helps to clarify citation irregularities and provides a structured framework for understanding their underlying patterns.

ABSTRACT Generative artificial intelligence (GenAI) is reshaping scientific publishing, increasing efficiency while challenging research integrity. Exercise science journals are adapting to this shift through evolving editorial policies and authorship guidelines. While many journals and publishers have artificial intelligence (AI) policies regarding authorship and disclosure of use, there are inconsistencies in their scope and application. In this paper, challenges related to GenAI use including overreliance on outputs, data privacy concerns, and misinformation are addressed in addition to practical recommendations for responsible integration. Editorial leaders must ensure that GenAI enhances rather than replaces human judgment through clear disclosure, rigorous peer review, and continuous policy refinement. Maintaining transparency, accountability, and critical oversight will be essential for safeguarding the credibility and trustworthiness of scholarly communication in the age of AI-assisted science.

Da‘wah represents a fundamental mission of Islam aimed at guiding humanity through ethical communication and intellectual engagement. Among the Qur’anic approaches to da‘wah, hikmah functions as a central methodological principle that emphasizes knowledge, moderation, empathy, and contextual understanding. This article examines hikmah as an effective method of da‘wah and investigates how it was practically embodied through the preaching activities of early Muslim women during the Prophetic era. Employing qualitative and historical analysis based on Qur’anic teachings, Prophetic traditions, and early Islamic historical sources, the study explores women’s participation in religious instruction, transmission of hadith, moral counselling, social reform, and family-based religious guidance. The findings reveal that early Muslim women were active representative in the dissemination of Islamic teachings and applied wisdom-centred strategies that strengthened communal learning and spiritual development. Their approaches reflected intellectual authority, ethical persuasion, and socially responsive communication, demonstrating that women’s da‘wah contributions were integral to the formation of the early Muslim community. The article argues that the Prophetic model establishes an inclusive framework of da‘wah in which hikmah operates as a guiding principle, offering enduring insights for contemporary Islamic preaching and women’s engagement in religious outreach.

Introduction Professional identity formation (PIF) in medicine is a developmental process of integrating personal and professional values, attributes, and practices into one’s character. This process may be advanced through experiential learning, socialization, and role models, all of which are found in longitudinal integrated experiences such as learning communities (LCs). LCs, present in more than half of U.S medical schools, often function as communities of practice (CoP) that may promote PIF. To better understand the influences of LCs on PIF in the preclerkship phase, we conducted a qualitative, multi-institution study to determine the LC activities, relationships, and key experiences medical students perceived as impacting their PIF. Methods Preclerkship students from five U.S. medical schools with LCs completed an open-ended survey eliciting perspectives on LC factors influencing their PIF. We used constant comparison to develop a codebook, code and analyze survey responses, and develop individual school and cross-school summaries. Results A total of 208 students across the schools (29% of those recruited) completed the survey. LCs offered students opportunities for connections within psychologically safe environments; this combination promoted meaningful professional relationships that contributed to students’ PIF. However, LCs may not impact the PIF of all students. Discussion This study is the first to describe the interrelationship of three key structural elements in preclerkship LCs – facilitating multiple connections, building psychologically safe environments, and fostering meaningful relationships – that appear to lay a foundation for and scaffold student growth and PIF. Our study provides empirical support for the impact of LCs, functioning as CoP, on preclerkship students’ PIF.

Human knowledge production and technological involvement have passed through three innovative stages in the last century: the manual period, the digital period, and the upcoming artificial intelligence (AI) period. The manual era was marked by manpower extensive empirical protocols, and the representatives of humanities conducted their work with the use of physical archives, handwritten notes and analog approaches to work with cultural and historical sources. The emerging age of AI expands these tools and advances with an injection of machine learning, natural language processing (NLP), and more advanced pattern recognition to the research workflows which previously have only been made possible by extensive human effort, allowing more depth and scale of analysis than ever before. With regard to Arab world, this trend carries an immense promise. Although some countries of Gulf Cooperation Council (GCC) made significant investments in AI projects, leading to significant achievements in cultural heritage maintenance and language technologies, other states, especially those involved in conflicts or those with few economic resources, experience problems in operation at the same pace. It is the listing of major structural, institutional, and socio-cultural constraints to the use of AI in humanities research throughout the Arab world. The findings suggest that the targeted policy reforms, regional cooperation and capacity-building programs, and investment in open access digitization projects will be required. Limiting these obstacles, the Arab countries will be able not only to preserve the high cultural heritage but increase the involvement of worldwide scholarly communities in them, so that the AI revolution in the humanities can be inclusive and holistic in terms of representation

The rapid evolvement of digital technologies has brought a lot of transformation in the education practices particularly in the participatory and creative learning settings. This research is aimed at providing a Digital Arts-Driven Participatory E-Learning Framework (DAPEF) that could transform the idea of teacher preparation in order to incorporate the digital arts, community participation and global learning. The proposed research is going to be premised on a mixed-methodology to determine the extent to which the suggested framework could be utilized to enhance the effectiveness of primary teaching competencies, such as creativity, digital literacy, collaboration, and global awareness among the pre-service teachers. It relies on the principles of constructivism, connectivism, and experiential learning and is implemented in a multi-step process that includes the creation of content, collaboration, interaction, reflection, and adaptation. The study will include the comparative analysis of the traditional teacher preparation and the suggested one. The findings indicate that the DAPEF model has a positive significant influence on the relationship with learners, creative expression, and digital skills and enables the building of the intercultural competence revolving around global cooperation and community learning processes. The results suggest the idea that integrating the elements of digital arts in pedagogical process will allow teachers to establish more interactive and oriented to the learner classes. In addition, participatory e-learning strategies enhance the on-going professional development and experiential learning. However, the technological connectivity concerns, structural barriers, and varying levels of digital preparedness are mentioned as potential implementation barriers. The study contributes to the field of teaching education since it provides a multifaceted and personalized system that would appeal to the contemporary education demands. It indicates the need to introduce new and interdisciplinary ways of educating teachers to be prepared to work in versatile and globally integrated learning setting.

Key Points The CRediT Standing Committee has developed examples of research tasks that can be attributed to each CRediT role. Further integration of CRediT within scholarly communication will require ongoing attention to technical, social, and financial challenges. Crossref's adoption of CRediT will centralise and disseminate contributor metadata, improving visibility, reuse, and attribution.