This study aimed to design a localized model for documenting the knowledge of biology teachers in Baghdad secondary schools, based on the principles of micro educational management. Micro educational management conceptualizes the teacher as a leader at the classroom level who manages the teaching and learning process through moment-to-moment decision-making and continuous reflection. Within this framework, a teacher’s professional knowledge is categorized into three types: “substantive knowledge” (scientific concepts), “contextual knowledge” (lived experience), and “explicit knowledge” (observable documentation). This qualitative study was conducted within an interpretive paradigm, employing semi-structured interviews, participatory observation, and document analysis of 12 biology teachers in four schools in Baghdad. The data were analyzed using the Attride-Stirling thematic analysis method. Findings led to the extraction of five basic themes: documentable content as substantive knowledge, strategies for recording and organizing knowledge, implicit and non-recordable knowledge, criteria for selecting documentable content, and enablers and barriers to documentation. These themes were ultimately integrated into an overarching theme entitled “The Intelligent Model of Teacher Knowledge Documentation within the Framework of Micro Educational Management.” This model demonstrates that documentation becomes intelligent and effective when the teacher, guided by reflective and situational rationality, assumes the role of a knowledge manager and designer, establishing interconnections among the three types of knowledge. This process transforms documentation from a mere administrative task into a research-based and knowledge-creating practice that leads to sustainable individual and organizational learning. The results indicate that implementing this model can foster teachers’ professional growth, strengthen the school’s intellectual capital, and enhance the quality of biology instruction. The study underscores the necessity of institutionalizing documentation within the school culture and providing institutional support for teachers to realize micro educational management.

Given the lack of national and institutional Artificial Intelligence (AI) governance frameworks, the governance and education of AI in Philippine higher education often rest with faculty. This makes course-level integration a productive starting point. This pilot study examined how graduate students develop ethical preparedness for AI, arguing that the relationship between such preparedness and their exposure to AI ethics instruction is mediated through operational literacy on AI. A mixed-methods intervention was conducted with 39 graduate students enrolled in the Master of Arts Major in Educational Management, who participated in a 20-hour AI literacy and ethics course embedded in a Graduate Seminar. To capture the Philippine education realities often overlooked in global frameworks, a researcher-developed questionnaire was employed to reconceptualize and measure AI literacy and ethical preparedness in the local context. Quantitative results showed significant improvements, with Artificial Intelligence literacy mediating the relationship between ethical preparedness and artificial intelligence literacy (β = .46, p < .001). Qualitative insights through classroom observations illustrated how students translated abstract principles into situated judgment. This paper extends AI ethics discourse by reframing it not only as a matter of principles but also as a function of operational literacies that enable educators to exercise situated ethical judgment, especially within local contexts.

Chat, Gemini and Claude at the dinner table: assessing general-purpose AI tools for carbohydrate counting in the context of type 1 diabetes.

Mobile health applications on frailty: A scoping review.

Proposed model for developing educational neuroscience management in Arab schools from the perspective of school leadership

Responsibility of Management Education to Preserve and Transform Environment Sustainability

Graduate tracking has emerged as a key strategy to ensure quality and relevance in higher education within dynamic and globalized contexts. The main objective of this research was to design and validate a comprehensive methodology for the Bolivarian Technological Institute, integrating quantitative and qualitative approaches, supported by national and international frameworks from 2020 to 2025, and incorporating innovative technologies such as artificial intelligence and data analytics. The findings reveal that, although the ITB’s graduate tracking system is already institutionalized, challenges remain regarding information integration, technological infrastructure, and staff training. The proposed methodology addresses these gaps by strengthening curriculum updating, enhancing employability, and positioning the institution as a benchmark in evidence-based educational management.

Digital transformation is prompting educational institutions to refine their academic governance and learning strategies to be more adaptable, innovative, and responsive to the needs of digital-generation students. In this context, this study aims to analyze the Utilization of Digital Learning Media from the Perspective of Educational Management in the Era of Merdeka Belajar Curriculum at an Islamic College. This research employed a mixed-methods approach, combining survey techniques, field observations, and document analysis. The research subjects included students and lecturers from various study programs that have intensively implemented digital-based learning models. The results indicate a significant increase in the use of digital learning media during the 2024–2025 period. WhatsApp is the most dominant academic communication platform, used by 95% of students and lecturers for fast and flexible academic coordination. Google Classroom has been utilized by 70% of the academic community as a platform for submitting assignments, assessing student progress, and disseminating learning materials. However, challenges remain, such as limited internet access for students in rural areas and the need for lecturers to increase their capacity in using learning technology effectively. From an educational management perspective, coordination of digital media utilization has begun to be organized through the management of digital platforms at the study program level. However, implementation remains uneven across academic units. This research makes an important contribution to the development of a digital-based education management model in the Era of Merdeka Belajar, particularly in the context of Islamic higher education institutions that face unique challenges in balancing modernity and Islamic values.

A Geographic Information System (GIS) aims to store, interpret, query, design according to specific requirements, and make available to the public both digital and non-digital information, ensuring it is maintained in accordance with certain standards through planning, implementation, and process management. GIS is a system that brings together all geographic assets and information related to events, and is capable of updating this data, producing results, and generating alternative solution strategies. The aim of this study is to reveal the views of managers regarding the functions of GIS use in educational institutions in Türkiye in relation to educational planning and to provide a detailed data source on GIS. The phenomenological design was utilized in the research. The sample group of the research consisted of 23 education managers working in Elazığ, determined according to the maximum diversity sampling method. A semi-structured interview form was used as the data collection tool in the research. The data were analyzed using content analysis techniques. The results of the study revealed that participants stated that GIS facilitated data-based management and decision-making processes in the dimension of educational management. In the dimension of infrastructure planning, participants stated that GIS contributed to building and risk planning, while in the dimension of student affairs, they stated that it facilitated registration processes and increased access to education. In the human resources dimension, participants stated that GIS enabled the rational execution of employment and staffing plans, while in the education financing dimension, they stated that GIS facilitated the management of resources.

This study discusses the role of Progressive Islam identity in the management of educational charitable activities at Muhammadiyah University Malang (UMM). Since its establishment, Muhammadiyah has emphasized the idea of progressive Islam, which is reflected in various charitable activities, including education. UMM, as a leading Muhammadiyah university, plays an important role in implementing Progressive Islam values in the field of education. This study aims to explore how this identity is applied in the management of education at UMM and the relationship between ideology and managerial practices. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation related to education management policies and practices. The results show that Progressive Islam identity is the foundation for curriculum development, educational policy, and academic culture at UMM, despite challenges in consistent implementation. This identity strengthens the university's moral legitimacy, curriculum innovation, management integrity, and social reputation, making it a transformational force in educational management.

This study examines an integrative model of teacher performance in Vocational High Schools designated as Centers of Excellence in Banten Province, Indonesia, by analyzing the roles of leadership, religiosity, empowerment, knowledge management, local wisdom (Sabilulungan), and information technology utilization. Using a mixed-methods sequential exploratory design, the research combines qualitative exploration with quantitative analysis through Partial Least Squares–Structural Equation Modeling (PLS-SEM) and the Scientific Identification Theory for Operational Research in Education Management (SITOREM). Data were collected from 254 civil servant teachers across 28 vocational schools using structured questionnaires. The findings indicate that information technology utilization has the strongest direct effect on teacher performance, followed by knowledge management, Sabilulungan, and empowerment. In contrast, Banten local leadership and religiosity do not show significant direct effects. Mediation analysis reveals that information technology utilization significantly strengthens the influence of empowerment and knowledge management on teacher performance, whereas Sabilulungan does not function as a significant mediator. The study contributes to the literature by proposing an optimization-oriented performance model that integrates technological capability with cultural and managerial dimensions, offering practical implications for improving teacher performance in vocational education.

The need for innovation in the learning process, education management, and adaptation to digitalization highlights the importance of understanding the factors that influence innovative work behavior among teachers, lecturers, and educational staff. This study follows the PRISMA protocol through the stages of identification, screening, feasibility assessment, and final selection. Articles were collected from the Scopus, Web of Science, Google Scholar, SINTA, and DOAJ databases using structured keywords and inclusion criteria that included empirical research, a focus on IWB in the context of education, full-text availability, and publication between 2018 and 2024. Of the 427 initial articles, only 42 studies met the final criteria and were analyzed thematically. The results of the study show a significant increase in IWB research in the education sector with a predominance of quantitative approaches, particularly SEM-PLS. The main factors that play a role as antecedents of innovative work behavior include transformational leadership, psychological empowerment, knowledge sharing, work engagement, and creative self-efficacy. Various mediating variables such as knowledge sharing, work engagement, thriving, and creative self-efficacy were also found to be consistent, while moderating variables have rarely been studied. In addition, IWB has been proven to contribute positively to teacher performance, learning innovation, and organizational effectiveness. This study concludes that although research on innovative work behavior shows positive developments, it is necessary to expand the context, methodological diversity, and integration of digital variables and the climate of innovation in future research.

Introduction: Type 2 diabetes mellitus (T2DM) is a global concern managed in primary healthcare settings, including in Indonesia. Enhancing self-care skills is crucial for preventing complications and improving disease control. The effectiveness of various educational media in Diabetes Self-Management Education (DSME) programs requires further exploration.Objectives: This study aims to compare the effectiveness of diabetes management education using flipcharts and videos on improving self-care skills in T2DM patients at primary healthcare facilities.Methods: A quasi-experimental design with a two-group pre-test-post-test approach was used, with 30 purposively selected participants. The DSDCA instrument assessed the conditions before and after the intervention. Four education sessions were delivered, with one group using flipcharts and the other videos. Data analysis included the Shapiro-Wilk test for normality, paired t-test for within-group changes, and independent t-test for between-group differences.Results: Both groups showed significant improvement (p = 0.001), with the flipchart group’s average self-care score rising from 32.00 to 59.30, and the video group’s from 35.33 to 56.73. However, there was no significant difference between the groups (p = 0.077).Conclusions: Both flipcharts and videos significantly improved self-care skills, suggesting that low-cost, technology-based media are as effective as more expensive alternatives. These findings are particularly relevant for implementation in low- and middle-income countries, offering flexibility for primary care nurses to select appropriate educational media based on patient needs and resources.

This article explores the impact of government initiatives in the field of artificial intelligence (AI) on the development of higher education, using Singapore as a case study. In the context of global digital transformation, governments worldwide are actively formulating policies aimed at advancing AI technologies, which directly influence educational systems. Singapore is among the leaders in this field due to its progressive governmental strategies, particularly the National AI Strategy, and various initiatives led by the Ministry of Education, which focus on integrating AI into educational processes. One of the key initiatives is the Smart Nation program, which provides a systematic framework for developing infrastructure to support the implementation of innovative technologies, including AI, across all aspects of citizens’ lives, particularly in education. The study of Singapore’s Smart Nation initiative is particularly relevant, as it represents a crucial component of the country’s digital transformation strategy. The Smart Nation initiative envisions the integration of modern digital technologies across all sectors, from healthcare to education and government services. It fosters the development of AI-driven infrastructure, with a strong emphasis on educational institutions. The incorporation of advanced technologies into the learning process, along with the optimization of administrative functions through AI, is an integral part of this initiative. As part of Smart Nation, Singapore also actively promotes the concept of a Smart City, where education plays a crucial role in the development of the digital environment. Studying Singapore’s experience provides valuable insights into the potential application of similar government strategies in other countries, contributing to the global enhancement of educational models. The Smart Nation program serves as an important benchmark for many nations, offering a clear roadmap for integrating AI into educational technologies. Through the implementation of progressive policies and innovative solutions, Singapore has become a model for other countries seeking to incorporate digital technologies into education. Smart Nation supports the creation of digital platforms for students and educators, facilitating access to educational materials and resources while promoting a flexible learning approach in response to the constantly evolving technological landscape. This adaptability enables students and teachers to navigate new challenges effectively while fostering the development of essential skills required in high-tech environments. The findings of this study may be beneficial for both educational institutions and government bodies involved in shaping policies for digital education and innovative technologies. Applying Singapore’s experience can enhance the integration of AI into educational processes, improve the efficiency of teaching and higher education management, and create new opportunities for young professionals capable of thriving in a digitally transformed world.

Management of student assessments in Islamic boarding schools, especially at the Madrasah I’dadiyah level, is still largely manual and fragmented, making it difficult to monitor students’ academic development and character effectively (Hidayat, 2019). This study aims to design an Enterprise Architecture for the student assessment system using the TOGAF (The Open Group Architecture Framework) method, known as a standard framework for structured enterprise architecture design (The Open Group, 2018; Lankhorst, 2017). The research approach was carried out through a case study at the Madrasah I’dadiyah Islamic Boarding School Salafiyah Syafi’iyah Sukorejo, which combines business needs analysis, application architecture design, data, and technology (Erl, Khattak, & Buhler, 2017; Nurhadi & Susanto, 2020). The results of the study indicate that the application of TOGAF ADM can produce an integrated system architecture, enabling more efficient, accurate, and easily accessible assessment data management by Islamic boarding school managers. The proposed system also supports data-driven decision-making, facilitates the evaluation of students' academic and moral development, and strengthens educational management within the I'dadiyah environment. This research contributes to the development of an enterprise architecture-based educational information system in Islamic boarding schools.

This study aims to develop the concept of the Smart Islamic School Management System (SISMS) as a management model for Islamic education that harmoniously integrates faith-based values with digital technological advancement. Using a library research approach, this study reviews relevant literature on Islamic education management, smart school systems, and the integration between spirituality and technological innovation. The literature analysis reveals a significant gap in implementing Islamic values within digital-based management systems in educational institutions. Therefore, SISMS is proposed as a conceptual model that balances administrative efficiency with Islamic spiritual principles through three key dimensions: managerial spirituality, data-driven governance, and ethical Islamic leadership. This model not only emphasizes professionalism and institutional performance effectiveness but also fosters blessing-oriented outcomes, moral responsibility, and a work culture grounded in faith. The findings imply that SISMS can serve as a new direction for the transformation of Islamic education management, creating a balanced synthesis between modern technological systems and the essential spiritual mission of Islamic education.

The change in the nomenclature of the Islamic Education Management Study Program (MPI) to Educational Management (MP) or Educational Administration (AP) at Islamic Religious Universities (PTKI) has had a significant impact on the development of higher education, especially within the Curup State Islamic Institute (IAIN). The aim of this research is to analyze the impact of changes in nomenclature on the management of study programs, curriculum, as well as the opportunities and challenges faced by students and alumni. The method used case study is a qualitative approach with descriptive analysis, collecting data through interviews with lecturers, students, alumni and study program managers. This study employs a qualitative descriptive–interpretative analysis to explore the transformation of Islamic education management nomenclature at IAIN Curup. The analysis focuses on understanding meanings, rationales, and implications behind nomenclature changes rather than measuring causal relationships. The research results show that changes in nomenclature open opportunities for graduates to be more accepted in non-Islamic educational institutions and expand job opportunities, but also create challenges related to the loss of Islamic identity in the curriculum and management of study programs. Apart from that, curriculum adjustments and unclear regulations regarding the acceptance of ASN and PPPK are the main issues that must be faced. This research suggests the need for strategies to maintain a balance between developing a more general curriculum and preserving the values of Islamic education in the study program.

The article analyzes legislative, regulatory, and legal documents that prove the relevance and significance of our research. The innovative ‎principles of educational management that underpin the concept of digitalizing educational institutions' management are revealed. The role of ‎mass open online courses of various directions and durations, MEO platforms, discussion methods, training courses, and hackathons in the ‎practice of forming the educational development in universities for the formation of a management culture among future specialists is clari-‎fied. During the ascertaining experiment, respondents did not demonstrate the use of digital skills, and insufficient progress of skills and ‎abilities to participate in digital interaction, implement technologies for digital management of an educational institution, and find alternative ‎ways to resolve conflict situations was revealed. Therefore, the problem of creating innovative educational circumstances for the foundation ‎of the managerial culture of specialists through the use of digital technologies arose, which, during the experiment, showed effectiveness ‎and contributed to the optimistic changing aspects of the indicators of the formation of the phenomenon under study between respondents in ‎the experimental groups‎.

This research aims to examine how sustainable facility management (SFM) practices can contribute to institutional resilience in South African vocational education institutions (SAVEIs). Similarly, identify the critical environmental, social, and economic indicators of sustainability for improving operational continuity, flexibility, and long-term institutional performance in the vocational education sector. The Systematic Literature Review (SLR) methodology was adopted to synthesize current studies on sustainable facility management and institutional resilience. Thus, peer-reviewed articles published between 2010 and 2025 were selected from scientific databases, which include Scopus, Web of Science, and ScienceDirect. Keyword mapping and thematic analysis were employed to identify existing patterns, structures, and conceptual connections relevant to the South African context. The study was built on secondary data from peer-reviewed literature reviews that ignore local concerns or leading-edge post-pandemic practice in (SAVEI). Future empirical studies on a framework for the implementation of sustainable facility management for vocational education are crucial. This study investigates the nexus between institutionally resilient and sustainable facility management in SAVEI and hence contributes to technical and academic knowledge by developing an integrative conceptual framework that can be applied to inform facility managers, education administrators, and policymakers to enable sustainable, resilient learning environments.

This study aims to analyze the influence of Islamic transformational leadership on teacher discipline and work ethic at Madrasah Tsanawiyah Bagan Asahan. In the context of Islamic education, Islamic transformational leadership integrates modern leadership principles with Islamic values ​​based on trust, exemplary behavior, justice, and spiritual motivation. This study used a quantitative approach with a survey method of 30 teachers, and the data were analyzed using linear regression to test the influence between variables. The results showed that Islamic transformational leadership had a positive and significant effect on teacher discipline with a contribution of 39.9% and teacher work ethic by 46.4%. Simultaneously, Islamic transformational leadership contributed 55.5% to improving teacher discipline and work ethic. These findings indicate that the application of Islamic values ​​in leadership can simultaneously improve teacher discipline and work ethic. In conclusion, Islamic transformational leadership is effective in improving the quality of teacher discipline and work ethic in madrasahs, with important implications for the management of Islamic education based on spiritual and moral values.