By using a refined K-means algorithm that includes optimized initial centroid selection and lessened distance computations, this research clusters students based on their campus behavior patterns utilizing a sample of 324 students who are enrolled at the XX Vocational College. Associations between these behavior patterns and academic results are then computed through an improved version of the Apriori algorithm. To optimize SVM parameters, a fruit fly optimization algorithm (FOA) is presented to allow early detection of students at academic risk. Main observations indicate that most students spend between 600 and 900 yuan per month, with the average being 789.37 yuan. Internet fees on the campus are mostly 37.64 yuan per month (43.52 percent), but it has been seen that the cost ranges between 9 and 48 yuan. Frequency of bathing is 9-17 per month in 48.77 percent of the sample and the lowest book borrowing group is 73.15 percent of the students who borrow an average of only 6.67 books each. Daily living habits and academic engagement were found as the main determinants of academic performance among the behavioral dimensions evaluated, with spending patterns having relatively low predictive power. It is worth noting that irregular routines seem to result in increased expenditure, implying that lifestyle discipline affects financial behavior too. The suggested model shows high fitting precision and low prediction error, providing a consistent model to be used by vocational college administrators to establish a constant loop of monitoring, early warning, specific intervention, and systematic improvement when it comes to student development.

This study aims to analyze and formulate strategic approaches to restructuring educational management in Islamic secondary schools in response to digital disruption, with a specific focus on the local context of Pesawaran. The research employs a qualitative approach with a case study design, involving school principals, teachers, and administrative staff as participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that educational management practices remain largely administrative and conventional, with limited and non-systemic integration of digital technologies. Key challenges include inadequate infrastructure, low digital competence among educators, and organizational resistance to change. In response, this study proposes a strategic framework for restructuring educational management, encompassing digital transformational leadership, human resource capacity building, integrated digital management systems, and the incorporation of Islamic values into the digital ecosystem. The main contribution of this research lies in the development of the Islamic Digital-Based Educational Management Model, which integrates leadership, human resources, technology, and Islamic values as an adaptive conceptual framework for addressing digital disruption.

Water conservation has become one of the major ecological challenges of the 21st century. Education is therefore critical to fostering awareness of water-related issues among future managers and policymakers. In this regard, this study examines the XL Blue Walk, an experiential learning program implemented in France. Thirteen business school students (undergraduate and graduate levels) participated in the initiative. The program combined a walking journey with site visits and meetings with water management experts. Drawing on a three-stage data collection process and thematic content analysis, the research highlights the nuanced effectiveness of the experiential learning program for knowledge acquisition and assimilation. While the program’s flexible structure and diverse interactions facilitated knowledge transmission, students tended to retain lived experiences more strongly than the theoretical knowledge conveyed during the XL Blue Walk. However, their perception of water evolved toward a heightened awareness of the need to preserve this resource. Several participants even reported initial behavioral changes, adopting more sober and conservation-oriented practices following their participation in the program. Thus, this study contributes to theoretical knowledge on the effectiveness of experiential learning and on raising students’ awareness of water-related issues. By proposing adaptable formats, the study presents the XL Blue Walk as a transferable model for management education.

This study aims to develop and validate an Educational Tourism-Based Digital Learning Management Model for Sustainable Human Capital Development in Coastal Areas. The research addresses the challenge of aligning digital transformation in education with local economic characteristics in coastal regions where tourism plays a dominant role. A Research and Development (R&D) approach was employed, involving needs assessment, model design, expert validation, limited field testing, and evaluation. The study was conducted in a coastal senior high school with 139 student participants and 15 teachers selected through proportional and purposive sampling techniques. Data were collected using validated questionnaires, interviews, and observations, and analyzed through descriptive statistics and multiple regression analysis. The findings indicate that digital learning management and educational tourism integration significantly contribute to human capital development, explaining 41.5% of its variance. Educational tourism integration demonstrated a stronger predictive effect compared to digital management alone. The implementation process also fostered improved teacher collaboration, increased student engagement, and strengthened school–community partnerships. These results suggest that integrating contextual tourism-based learning within digital management systems enhances the relevance and sustainability of education in coastal environments. The study provides a practical model that can support regional development strategies by connecting formal education with local economic ecosystems.

This study examines the implementation of local wisdom-based character education management through the “Molaulita” culture at an elementary school. General Background: Character education is essential for developing intellectually capable, morally grounded, and culturally rooted students. Specific Background: Integrating local wisdom into school activities offers a contextual approach to strengthen character formation and cultural identity. Knowledge Gap: Previous practices often lack systematic management and fail to consistently integrate local wisdom into structured educational programs. Aims: This study aims to describe the “Molaulita” culture and analyze its management in supporting character education at SD GKST Peura. Results: Findings show that “Molaulita,” implemented through weekly co-curricular storytelling in the Poso (Pamona) language, functions as both cultural preservation and a medium for character development, fostering communicative skills, responsibility, patriotism, and curiosity. The program is managed through planning, organizing, actuating, controlling, and evaluating, involving school leaders, teachers, and students. Novelty: The study provides an empirical model of character education management grounded in local culture through structured co-curricular activities. Implications: The findings highlight the potential of integrating local wisdom into educational management to support sustainable character development and cultural preservation in elementary education. Highlights:• Weekly storytelling activities embed cultural language use in classroom practice• Management functions structure co-curricular programs for character formation• Student traits develop through routine participation and guided reflection Keywords: Education Management; Character Education; Local Wisdom; Molaulita; Elementary School

This conceptual paper introduces the responsive scaffold model (RSM), a theoretically grounded pedagogical and assessment framework designed to enhance soft skills development in construction management education. Using theoretical synthesis methodology, RSM integrates scaffolding theory, cognitive apprenticeship, and experiential learning into a cohesive framework. The model's theoretical foundations are well-established in educational literature, with each component drawing upon substantial research evidence from related contexts. Although developed within Australian higher education, the paper illustrates RSM's broader applicability across disciplines and international contexts. The model's responsiveness ensures tailored support that adapts to learners' evolving abilities, systematically reducing cognitive overload whilst maintaining academic rigour. Comparisons with problem-based and simulation-based learning highlight RSM's distinctive approach to balancing structured guidance and learner autonomy. Implementation guidelines cover curriculum design, faculty development, and authentic assessment, demonstrating RSM's scalability in large classes and digital settings. By aligning with educational standards and industry expectations, RSM offers a sustainable, learner-centred approach that bridges theoretical knowledge and real-world practice, advancing construction management education to enhance graduate employability and professional readiness. Future research directions are outlined to guide empirical validation of this conceptual framework.

This study examines how a love-based curriculum is institutionalized within Islamic education management to develop a humanistic school culture. The research addresses the persistent gap between value-based educational leadership discourse and its practical implementation in institutional management, particularly in faith-based schooling contexts. This research employed a qualitative interpretive case study design conducted at MAN Kotawaringin Timur, Indonesia. Data were collected from 24 participants, including school leaders, teachers, staff members, students, and a school committee representative, through in-depth interviews, participatory observations, and analysis of institutional documents. Data were analyzed using iterative thematic coding to identify patterns of value integration across management practices. The findings reveal that the love-based curriculum functions not only as a pedagogical approach but also as an organizational governance framework embedded in four interconnected managerial dimensions: value-oriented strategic planning, empathetic-participatory leadership, dialogical learning practices, and continuous character-oriented evaluation. These dimensions collectively form an integrative Islamic education management model that transforms ethical values into institutional drivers shaping relational trust, psychological safety, and student social-religious engagement. Theoretically, this study contributes to value-based educational leadership and school culture research by conceptualizing love as an institutional governance mechanism within Islamic educational management.

This scientific article provides a comprehensive and thorough analysis of the Strategy for the Development of Integrity in Education for the period 2026–2030. The author defines this strategic document as a fundamental and essential roadmap designed to ensure a profound cultural and legal transformation of the entire national educational environment. The relevance of the study is justified by the urgent need to overcome the critical gap that has long existed between the theoretical foundations of academic ethics and their direct practical implementation in the daily activities of educational institutions. The systemic nature of this problem is due to the long-standing cultural legalization of dishonesty, through which corrupt practices were perceived as acceptable social strategies. The author emphasizes that the integration of ethical norms is not only an internal need of the system, but also a strategic requirement in the context of European integration processes and the harmonization of Ukrainian legislation with international standards. The work focuses in particular on the study of the dynamic evolution of the concept of integrity: from its perception as a purely declarative moral principle to its status as a clear legal norm. This transition involves establishing specific legal consequences for violations of integrity standards and forming a systemic anti-corruption effect at all hierarchical levels of management. The scientific research is based on a methodological consideration of the logical model of the “Theory of Change,” which proposes the interaction of three key strategic vectors of development. The first vector focuses on the development and implementation of an innovative methodological base and modern didactic tools that go beyond traditional didactics and involve the creation of adaptive learning resources. The second vector is aimed at significantly strengthening professional capacity, expanding autonomy, and increasing the responsibility of educators as the main bearers of the state’s intellectual capital and ethical guidelines. The third vector covers the development and implementation of digital, transparent models of educational institution management based on the principles of openness and accountability to the public. The article separately analyzes the impact of MES Order No. 842, which establishes intolerance to corruption as a mandatory general competency for all specialties. The author argues that this transforms integrity from a formal slogan into a mandatory foundation for training specialists, especially in the fields of law, international relations, and public administration. Particular attention is paid to the long 15-year cycle of an individual’s stay in the education system, which is seen as a unique window of opportunity for the formation of sustainable “ethical immunity.” The study also covers the use of self-assessment tools, such as the EvaluED system and the Transparent School project, which enable institutions to identify corruption risks independently. The author concludes that the successful implementation of the Strategy until 2030 will enable the cultivation of a new generation of citizens capable of acting ethically not out of fear of sanctions, but out of a formed internal conviction. This is a critical condition for the sustainable development of Ukraine as a European state governed by the rule of law, where academic integrity becomes a basic tool for state-building and public trust.

Curriculum reform has been a widely discussed topic during every change of government, from its name to its implementation, and has generated various reactions. This study aims to examine curriculum management to improve the quality of education in Indonesia, from elementary school through university, rather than at a single level. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines. The data sources comprised 41 relevant scientific articles on curriculum management to improve the quality of education in Indonesia for the 2020-2024 period, collected via Google Scholar, Crossref, Scopus, and PubMed using the Publish or Perish tool. The results of the study indicate that curriculum management follows the classic educational management model, which involves four main components: Planning, Organizing, Implementation, and Evaluation (using a model such as CIPP) at all levels of education, resulting in 1) Improved Graduate Quality: Both in terms of academics and character, including spirituality in faith-based schools. 2) More Relevant Learning: With a project approach and student-based learning. 3) Readiness for Change: Schools are better prepared to face the demands of the times, the pandemic, and technology. Challenges include balancing the national and local/religious curricula, and systemic and technical constraints in implementing curriculum management, which is unique to Indonesia. This research can provide a theoretical basis for further curriculum improvements to produce a high-performing generation across all levels of education.

In the context of sport globalization, the professionalization of team sports, and the impact of martial law in Ukraine since 2022, a significant lag has been identified in the national system of preparing teams in team sports (basketball, handball, volleyball) compared to leading countries (USA, United Kingdom, Australia, Canada) in terms of training individualization, integration of digital technologies, and evidence-based recovery strategies. The aim of the study was to provide scientific substantiation and develop an integrated model for managing the preparation of highly qualified men’s and women’s national teams of Ukraine, taking into account innovative technologies, gender-specific features (particularly the influence of ovarianmenstrual cycle phases on coordination abilities and balance), and requirements of para-sport, in order to enhance international competitiveness. The research employed theoretical methods (literature analysis, bibliometrics), empirical methods (expert evaluations by 160 specialists, sociological surveys, pedagogical experiment), medical-biological and biomechanical methods (VICON, OpenCape, stabilography), psychophysiological methods, and statistical methods. The experimental sample included 66 highly qualified athletes in team sports and 27 para-billiard players with musculoskeletal impairments. A statistically significant effect of menstrual cycle phases on coordination and balance performance in female athletes was established. An innovative training management model was developed and experimentally validated by integrating the Hudl and OpenCap platforms, wearable devices, artificial intelligence analytics, biomechanical monitoring, and specialized para-billiards equipment. Implementation of the model resulted in reduced injury rates, improved athletic performance, and successful adaptation of the training process to wartime conditions. The developed coach education system and management model have been implemented in practice by national teams, sports federations, and the educational process at the National University of Physical Education and Sport of Ukraine, thereby enhancing training efficiency and Ukraine’s competitiveness on the international sports stage.

This article analyzes transformational leadership applied to educational management and administration, in which technology and innovation are highlighted as key drivers of ongoing improvement towards the knowledge teachers ought to have and the administrative performance at Colegio de Bagaces, Guanacaste, during the 2024 school year. It is also essential to assess how this type of leadership fosters commitment, perseverance, participation, as it strengthens a shared vision among the teaching staff. For this reason, it becomes highly relevant to promote the effective use of technological tools that enable personal and professional growth, applying them in the workplace to enhance practical performance. Besides, this article presents innovative opportunities that support the teaching–learning processes based on institutional management. Another significant aspect is the optimization of administrative resources, which contributes to creating a cohesive and standardized organizational climate, all oriented towards continuous improvement. The findings show that integrating transformational leadership with innovation and technological cohesion greatly enhances both soft and technical (hard) skills, since it reinforces communication and improves organizational and academic outcomes; thereby, establishing a more effective and sustainable educational management model in the long term is indeed pivotal.

Acute heart failure (AHF) is a prevalent critical condition in the emergency department. Conventional treatment approaches typically emphasise independent medical practices and lack structured physician-nurse collaborative education, which may adversely impact patient prognosis. This study aimed to evaluate the effectiveness of a physician-nurse collaborative education management model in patients with AHF in the emergency department. A retrospective cohort study was conducted on 110 patients with AHF admitted to Tongxiang First People's Hospital between January 2022 and January 2024. The control group (n = 47) received routine care, while the observation group (n = 63) received a physician-nurse collaborative education management intervention. Self-care ability, emotional status, quality of life, New York Heart Association (NYHA) functional classification, N-terminal pro-B-type natriuretic peptide (NT-proBNP) levels, length of hospital stay, 3-month readmission rate, and incidence of adverse events were compared between groups. At baseline, no significant differences were observed between the two groups in the Self-Care of Heart Failure Index (SCHFI), Self-Rating Depression Scale (SDS), Self-Rating Anxiety Scale (SAS), Minnesota Living with Heart Failure Questionnaire (MLHFQ), NYHA functional classification, or NT-proBNP levels (all p > 0.05). Six months after discharge, both groups showed significant increases in SCHFI scores (p < 0.05), with the observation group achieving higher scores (p < 0.001). SDS and SAS scores decreased in both groups, but were significantly lower in the observation group (p < 0.001). MLHFQ scores improved in both groups (p < 0.05), with greater improvement in the observation group (p < 0.001). Furthermore, the observation group demonstrated better NYHA functional classification (p < 0.05), lower NT-proBNP levels (p < 0.05), shorter hospitalisation duration (p < 0.001), and reduced 3-month readmission rates and overall adverse event incidence (p < 0.05). The physician-nurse collaborative education management model significantly enhances self-care ability, alleviates anxiety and depression, promotes cardiac functional recovery, and improves quality of life in AHF patients. Moreover, it reduces hospitalisation duration, readmission rates, and adverse events, supporting its potential for broader clinical application.

This study aims to identify, analyse, and describe in depth the educational management model implemented at the Subulussalam Modern Islamic Boarding School (PPMS), Kresek, Tangerang, Banten, in internalising the values of multicultural Islamic education. PPMS, with its composition of students from various regions, is seen as an ideal social laboratory. The primary data are: Head of the Islamic Boarding School, teachers, and students of PPMS, and the data analysis techniques in this study are: Data condensation, data presentation, and drawing conclusions. The main results of the study indicate that multicultural management at PPMS is implemented informally but structurally through three pillars: 1) Integration of the values of Ukhuwah Islamiyah, Wathaniyah, and Basyariyah into the Tahfidz Al-Qur'an curriculum and religious subjects, 2) A heterogeneous boarding school policy (ethnically mixed room system) to facilitate intensive 24-hour interaction, and 3) The exemplary behaviour of Kiai and Ustadz/Ustadzah as models of tasamuh (tolerance) and ta'awun (mutual cooperation). In conclusion, management based on multicultural Islamic values at PPMS is effective in creating a harmonious and inclusive educational ecosystem, equipping students with spiritual and social intelligence that prepares them to face the challenges of global and domestic diversity. This study recommends the formalisation of this model as a management guide for other Islamic educational institutions.

Digital transformation has become a national priority in improving the efficiency and quality of public services in Indonesia. While technology infrastructure plays an important role, the success of digital governance initiatives also relies heavily on the readiness of human resources (HR) and the responsiveness of the education system. This study investigates the role of human resource management (HRM) and education in supporting digital transformation through qualitative case studies conducted in several Indonesian government institutions. Data were collected through semi-structured interviews with policymakers, HR managers, and training officials, as well as an analysis of institutional transformation program documents. The findings of the study show that institutions that have integrated digital competency training and adaptive Human Resources Management policies, such as digital performance management, competency-based recruitment, and cross-sector training partnerships, show higher levels of readiness and success of digital implementation. The study concludes that effective digital governance requires coordinated education reform and HR innovation, and recommends policy integration to strengthen workforce agility and digital competencies in the public sector.

General Background Islamic education in Madrasah Ibtidaiyah holds a foundational role in cultivating children’s moral character and spiritual values from an early age. Specific Background The rapid expansion of digital media has reshaped students’ behaviors, learning patterns, and sources of moral reference, creating tensions between classroom-based Islamic character education and unregulated digital exposure. Knowledge Gap Existing studies rarely integrate Islamic education management, character formation, and digital media challenges within a single comprehensive framework at the elementary madrasah level. Aims This study aims to examine Islamic education management in relation to children’s moral formation amid digital disruption and to formulate an adaptive management model aligned with Islamic values. Results Using a qualitative literature review, the findings identify a misalignment between moral instruction in schools and students’ digital environments, contributing to ethical vulnerability. The study formulates a Digital-Era Adaptive Islamic Education Management Model consisting of five pillars: Islamic digital moral-literacy curriculum, teachers as ethical digital role models, innovative and controlled digital learning, holistic school–parent partnerships, and authentic character-based evaluation. Novelty The novelty lies in the integrative management model that systematically combines Islamic educational principles with digital-era character challenges. Implications The model provides a strategic managerial framework for Madrasah Ibtidaiyah to harmonize technological engagement with moral and spiritual reinforcement, supporting sustainable character formation in the digital era. Highlights: Managerial misalignment exists between school moral instruction and students’ digital experiences. Five integrated strategic pillars structure adaptive management for moral development. Collaborative roles of teachers, parents, and schools are central to sustaining children’s ethics. Keywords: Islamic Education Management, Digital Media, Character Education

Traditional clinical medical internship models often lack structured educational objectives and comprehensive assessments, limiting holistic competency development. This study evaluates the effectiveness of a novel internship education management model integrating Bloom's Taxonomy with a student-mentor rotation system to enhance cognitive, affective, and psychomotor skills. We conducted a randomized controlled trial with 54 optometry interns during their ophthalmology clinical rotation, assigning them to either an experimental group (n = 30) using the Bloom's Taxonomy-integrated rotation model or a control group (n = 24) receiving traditional training. Both groups completed 12-week rotations with identical duration and content. The Bloom's Taxonomy-integrated rotation model was organized into three progressive phases corresponding to ascending levels of Bloom's Taxonomy (knowledge acquisition → clinical application → synthesis). Outcomes were assessed through written examinations, practical skill test, and course experience questionnaires. The Bloom's Taxonomy-integrated rotation group showed superior performance in case analysis, history taking and practical skills. They also reported significantly higher satisfaction in problem-solving, motivation and feedback quality. In conclusion, the Bloom's Taxonomy-integrated rotation model demonstrated superior clinical reasoning, practical skills, and medical interns' satisfaction, among optometry interns compared to traditional training. The Bloom's Taxonomy-integrated rotation model represents an effective, structured framework for enhancing medical internship training, though warranting further validation in broader settings.

With the continuous development of science and technology, China has gradually entered the era of big data. Universities have also adapted to the changes of the times to optimize and innovate educational management work. Aiming at improving the quality and efficiency of university talent training, this paper explores the practical paths for universities to use big data to optimize educational management. First, it analyzes the value dimensions of big data empowering university educational management; second, it examines the current practical dilemmas of universities in data governance, technology application, talent reserve, etc.; finally, it puts forward specific strategies from four aspects: constructing a data governance system, optimizing the teaching management model, carrying out precise student services, and improving the decision support mechanism. It aims to provide a useful reference for universities to realize the upgrading of educational management relying on big data and cultivate advantageous talents adapting to the development of the digital economy.

The development of a community-based education management model is not an entity separate from its community. On the contrary, Islamic educational institutions should be an integral part of society and responsive to the needs and aspirations of the community. This study aims to analyze the community-based management model in the development of Islamic educational institutions. The research method used in this study is library research. The results show that the community-based education management model is an approach in managing educational institutions that emphasizes the active role of the community in decision-making, program implementation, and evaluation of educational outcomes. The application of this model in developing Islamic educational institutions can be carried out through: community participation, involving parents in children's education activities, integrating local values and religion in the curriculum, partnerships with local communities by involving them in developing educational programs, community-based curricula through collaboration among various educational institutions, and continuous evaluation. This model is expected to serve as a foundation for the effective and efficient management of Islamic educational institutions that can address increasingly complex challenges.

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.

This study aims to describe the implementation of edupreneurship values in the development and management of the English language course institution, English Center Vocation Kajen. As a pioneering course in Pekalongan Regency, English Center Vocation Kajen integrates entrepreneurial principles with educational values to expand community access to English language skills. The study employs a qualitative descriptive approach, collecting data through in-depth interviews, observation, and documentation involving the institution’s leadership and instructors. The results indicate that the implementation of edupreneurship values includes institutional independence, innovation in learning services, social responsibility, and business sustainability. English Center Vocation Kajen manages its operations independently without government assistance, maintaining transparent financial management and adaptive marketing strategies through social media and community-based promotion. The principle of edupreneurship is reflected in human resource management that emphasizes professionalism, creativity, and humanistic service toward learners. Beyond profit orientation, the institution prioritizes social benefits through cross-subsidy policies, free training programs, and partnerships with schools to support equitable learning opportunities. Therefore, the implementation of edupreneurship values at English Center Vocation Kajen demonstrates an effective and sustainable model of non-formal educational management with a strong social spirit, which can serve as a replicable example for other educational institutions seeking to empower communities through education.