Purpose This paper aims to examine how strategic autonomy in semiconductor policy can lead to governance overreach. It argues that excessive state intervention – justified by security and resilience narratives – may reduce flexibility and innovation. To address this, the study develops a Policy Overreach Governance Framework (POGF) to analyze how autonomy discourses reshape institutional dynamics and create self-reinforcing governance traps in global semiconductor governance. Design/methodology/approach Using a qualitative comparative approach, this paper integrates securitization theory, policy feedback and adaptive governance. The POGF identifies four dimensions – institutional expansion, narrative entrenchment, coordination erosion and feedback deficit – and is applied to five jurisdictions: the USA, European Union, Japan, South Korea and Taiwan. Analysis is based on policy documents, reports and scholarly literature. Findings Across all cases, security-oriented industrial policies expand state intervention and entrench policy narratives. These dynamics weaken coordination and reduce feedback, creating governance traps that limit innovation and collaboration. While intended to enhance resilience, strategic autonomy often becomes ideological and counterproductive. The study highlights the need for evaluation, coordination and balanced narratives to maintain adaptability. Originality/value This paper introduces the POGF to examine the institutional risks of strategic autonomy. By linking securitization, feedback and adaptive governance theories, it shifts focus from competitiveness to governance flexibility. The framework provides an early-warning tool for policymakers to detect overreach and recalibrate semiconductor strategies before resilience efforts become rigid or self-defeating.

This study examines the learning difficulties experienced by slow learners in Natural and Social Sciences (IPAS) in Grade IV at SDN 6 Porehu, Southeast Sulawesi. The study aims to describe the forms of learning difficulties experienced by slow learners and the factors that influence them. A qualitative approach was used, with a case study research design. The research subjects included fourth-grade teachers, IPAS teachers, and slow learners in the fourth grade. Data collection techniques were conducted through observation, in-depth interviews, and documentation studies. Data analysis was conducted using an interactive analysis model that included data reduction, data presentation, and conclusion drawing, and data validity was tested through source and technique triangulation techniques. The results showed that slow learners experienced learning difficulties in cognitive, affective, and psychomotor aspects. In the cognitive aspect, students had difficulty understanding abstract concepts, reading, and writing down their observations. In the affective aspect, students tend to be passive, lack confidence, and are hesitant in participating in learning. Meanwhile, in the psychomotor aspect, students experience difficulties in using learning tools and easily lose concentration. Internal factors that influence learning difficulties include intellectual ability and learning motivation, while external factors include learning methods, media use, and parental support.

This article examines the dialectical integration of fiqh (Islamic jurisprudence) and Sufism (taṣawwuf) within Wahidiyah teachings in Indonesia and critically explores its implications for contemporary Islamic legal thought. Employing a qualitative normative-legal approach combined with philosophical analysis, this study analyzes Wahidiyah doctrinal texts alongside classical fiqh literature and authoritative Sufi works through deductive legal reasoning, maqāṣid al-sharīʿah analysis, and ethical–spiritual interpretation. The findings demonstrate that Wahidiyah articulates a systematic and operational integrative framework in which fiqh provides normative structure and legal certainty, while taṣawwuf functions as an ethical–spiritual orientation that animates legal reasoning and practice. This integration is concretely structured through a hierarchical sequence of principles—lillāh–billāh, li al-rasūl–bi al-rasūl, li al-ghawth–bi al-ghawth, yuʿṭī kulla dhī ḥaqqin ḥaqqah, and taqdīm al-aham fa al-aham thumma al-anfaʿ fa al-anfaʿ—aligning intention, authority, obligation, and priority within Sharīʿah boundaries. Departing from previous studies that predominantly frame Wahidiyah as a devotional or cultural Sufi movement, this article conceptualizes Wahidiyah as an integrative model of Islamic legal philosophy. It contributes theoretically by demonstrating how Sufi ethical consciousness can be methodologically incorporated into jurisprudential reasoning without undermining legal certainty. Methodologically, the study offers a maqāṣid-oriented analytical framework for examining spiritually grounded legal practices. Practically, it provides an alternative paradigm to rigid legalism and unstructured mysticism by showing how spirituality, legal normativity, and ethical responsibility can be systematically harmonized in contemporary Muslim life. By positioning Wahidiyah as a transferable model of fiqh–tasawwuf dialectics, this research advances contemporary Islamic legal theory and offers a contextually grounded approach to developing spiritually informed yet normatively coherent jurisprudence in plural Muslim societies

This study aims to analyze the influence of educational decentralization on management effectiveness in elementary schools. Educational decentralization grants schools broader authority in resource management, decision-making, and educational program planning. This research employs a qualitative approach using a literature review method (library research). Data were collected from various sources such as books, national and international journals, scholarly articles, and relevant educational policy reports. The findings indicate that educational decentralization has a positive effect on the management effectiveness of elementary schools, particularly in the aspects of program planning, implementation, and evaluation. However, the implementation of this policy faces challenges such as capacity disparities, limitations in human resources, and suboptimal regulations. Therefore, comprehensive supporting policies and enhanced human resource capacity are needed so that decentralization can optimally contribute to improving the managerial performance of elementary schools.

Brunei Darussalam is an absolute monarchy with the Malay Islamic Monarchy (MIB) philosophy that combines Malay culture, Islamic teachings, and the sultanate system in its legal and governmental structure. Brunei's legal system is dual in character: common law inherited from the British Empire and Islamic law, which was further strengthened after independence in 1984. This dynamic reached a critical point with the enactment of the Sharia Penal Code Order (SPCO) 2013, which expanded the scope of Islamic law from the family sphere to the criminal sphere. This article aims to analyze the development of Brunei's legal and judicial system within the MIB framework and examine legal reforms through the SPCO 2013. The research method used is a qualitative literature study approach, through a review of primary literature in the form of regulations and official documents, as well as secondary literature such as journal articles, books, and academic publications. The results of the study indicate that Brunei's legal system was formed from the interaction between British colonial influences, Islamic traditions, and the political legitimacy of the Sultan, united by the MIB ideology as a normative basis. The 2013 SPCO emphasized a more comprehensive transformation of Islamic law, despite international criticism regarding hudud punishments. In conclusion, Brunei's legal system serves not only as a normative tool but also as a political, social, and cultural instrument in strengthening the nation's identity.

Digital divides in higher education continue to restrict fair access to learning resources, services, and participation, particularly for students with limited means. As digitalization progresses, these gaps are often viewed as technical problems, while the importance of governance and management in digital inclusion receives less attention. This study examined how higher education institutions address digital divide challenges through their management strategies. It compared a university in the Philippines with several leading global universities, focusing on digital inclusion as a matter of governance and management rather than just technology. The study used a qualitative comparative benchmarking approach, analyzing public documents from global universities and a university in Northern Mindanao, Philippines. Data were collected and analyzed in 2025. Four global universities were selected based on their Financial Times rankings, international accreditation, and available documents. The Philippine university was chosen for its regional context and its efforts to improve digital access and equity. The analysis drew on Institutional Theory and Equity and Access Theory. The study found four main institutional strategies: improving infrastructure for access, providing financial and resource support, building digital skills, and offering flexible or alternative access pathways. Universities in different regions used similar approaches, likely because of shared governance practices and pressures. The Philippine university used these strategies on a smaller scale, with more emphasis on adapting to local needs and limited resources. In summary, the study shows that managing the digital divide in higher education is mainly a governance and management issue. Global universities often use similar strategies, but fair outcomes depend on how these are adapted to local contexts. Comparative benchmarking can support universities in developing and middle-income countries when combined with a strong focus on equity in management.

ABSTRACT This paper explores how Ghanaian documentary filmmakers manage ethical issues in their daily practices by identifying the guiding ethical principles that shape their decisions. A qualitative research approach was employed for this study, using thirteen documentary filmmakers from Ghana, chosen using purposive and snowball sampling techniques as the sample size. The gathered data was analysed thematically through the lens of Kohlberg’s CMD theory. The findings revealed instances involving delicate participants’ cultural customs that filmmakers regarded as challenges to achieving veracity and comprehensiveness of film stories. It was discovered that emphasising openness, trust, and effective communication were strategies harnessed by some Ghanaian filmmakers to overcome their ethical dilemmas. The study concludes that it is important for documentary filmmakers to have context-specific ethical principles and to regularly reflect on their practices, highlighting the need for integrating ethical reflection into film training and practice in Ghana, as well as developing context-specific ethical codes for filmmakers to eliminate biases and discretionary ethical approaches that are fluid and weaken standards.

Every child is endowed with unique intelligence, one of which is naturalist intelligence that is essential for growth and adaptation. However, technological advances and easy digital access lead children to interact more with gadgets than with the natural environment. As a result, naturalist intelligence does not develop optimally. This study aims to describe the implementation of outing class learning through environmental exploration to develop the naturalist intelligence of children aged 4–5 years at RA Kusuma Mulia Turus and to identify supporting and inhibiting factors. This research employed a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis referred to Miles and Huberman’s model: reduction, display, and conclusion. The findings show that outing class implementation involves planning, implementation, and evaluation stages. Activities included introducing natural objects, plants, and pets; feeding animals; caring for the environment; and recognizing natural phenomena. The results revealed that most children developed naturalist intelligence at the “developing as expected” level. Supporting factors were teacher competence, facilities, assistant teachers, geographical location, and student enthusiasm. Inhibiting factors were limited time allocation, less conducive learning conditions, and weather. This study emphasizes that outing class effectively nurtures children’s environmental awareness and enhances naturalist intelligence from an early age.

ABSTRACT This study examined the leadership practices of middle leaders with a particular focus on three roles: staff development, supervision, and strategy. The aim was to explore how these roles, together with relational practices of middle leaders, support teachers’ professional learning in primary Trust Schools in Malaysia. Employing a qualitative approach, data were collected through semi-structured interviews with 10 middle school leaders in primary schools in Perlis, Malaysia and analysed using thematic analysis. Our findings reveal that middle leaders in Malaysian primary Trust Schools enact their staff development, supervisory, and strategic roles in ways that are relational and dialogic. By advocating for teachers, customising support, facilitating collaboration, modelling supervisory practice, utilising data-informed decision-making, and sustaining a culture of growth and innovation, they enable teacher professional learning in schools. This research provides important insights into recognising and strengthening the relational aspects of middle leadership as they are enablers for effective teacher professional learning and development.

Changing risk dynamics and the demand for more personalized, technology-driven services have spurred innovation in insurance through Insurtech, reshaping how insurance is supplied, purchased, and managed. This paper systematically reviews the impact of Insurtech on insurance inclusion, guided by the PRISMA-P protocol. The review finds strong evidence that Insurtech enhances insurance inclusion by lowering transaction costs, improving accessibility, and broadening market participation. These effects are most visible in short-term insurance, where digital platforms and tailored products reach previously underserved populations. Beyond this primary finding, the review highlights how insurance inclusion is conceptualized and measured in the literature. Quantitative measures typically include penetration rates, density, and the proportion of households with insurance coverage, while broader indices account for availability, usage, and accessibility of insurance services. Qualitative approaches often emphasize mismatches between the products offered and those needed, particularly for vulnerable groups. Similarly, studies of Insurtech adopt both demand-side indicators (such as product uptake and coverage per user) and supply-side measures (including patents, capital inflows, and innovation outputs). These insights suggest that fostering Insurtech development, while addressing regulatory, access, and equity concerns, can significantly improve insurance inclusion and narrow protection gaps.

Waqf land is a religious asset that has a key role function in supporting worship activities and social welfare. However, in practice, there is still a lot waqf land with no official land certificate. In this case, the government issued a policy to accelerate waqf land certification to ensure legal certainty. The government encourages the acceleration of waqf land certification through digital transformation in public services. This article aims to analyze determinants of cause the acceleration of waqf land certification in the digital era and its implementation in achieving legal certainty. This study employs an empirical legal research method with a qualitative approach, through the collection of primary data obtained from interviews and secondary data sourced from laws and regulations and literature studies. The results of the study indicate that in Kebumen Regency, there is still a lot of uncertified waqf land and its implementation is said to be still suboptimal. The factors causing the acceleration of waqf land certification are influenced by several factors, including government regulations and policies, synergy of cooperation between institutions, the active role of officials and assistance to nadzir, increased public legal awareness, and the digitalization of land services. While its implementation demonstrates that actions to accelerate waqf land certification are progressing, strengthening is still need to optimally achieve the set targets. Furthermore, the acceleration of waqf land certification is supported by inter-agency synergy and the use of digital-based information systems.

Teacher accountability is a critical factor in improving student learning outcomes, yet its influencing factors remain underexplored in Cambodian lower secondary schools. This study addresses the gap by investigating both internal and external factors, such as self-motivation, self-commitment, professional development, peer collaboration, school leadership, policy and regulation, feedback, teaching efficacy, social fund and community engagement that shape teacher accountability. The purpose of the research was to examine the extent to which these factors contribute to teachers’ responsibility in enhancing student achievement. A qualitative approach was employed from document study, focus group discussions and semi-structured interviews with 77 participants, including school management teams, teachers, parents, and students from two provinces. Data were thematically analyzed using NVivo software. Findings revealed that self-motivation and self-commitment strongly drive teacher accountability, fostering persistence, innovation, and professional responsibility. External factors, particularly professional development, peer collaboration, supportive leadership, and active community involvement, further reinforce accountability by providing resources, guidance, and shared responsibility for learning. The study concludes that fostering both intrinsic motivation and supportive external environments is essential for sustaining teacher accountability and improving student learning outcomes in Cambodian lower secondary schools.

Algebra is one of the fundamental subjects in secondary school mathematics education, but various studies show that students still often experience misconceptions, particularly in root form operations, which tend to persist even after formal instruction. One ability that is considered to have the potential to help students respond to these misconceptions is cognitive flexibility, which is the ability to use, compare, and switch between strategies adaptively. This case study aims to identify the characteristics of students' misconceptions in algebraic root operations and describe the role of cognitive flexibility in terms of variety, shifting, and justification/reflection. The study uses a qualitative approach with a contrastive case study design. Data were collected through a written test containing 12 root questions and semi-structured interviews based on stimulated recall. The analysis was conducted by combining mathematical correctness and cognitive flexibility scores with within-case and cross-case qualitative analysis. The results show that cognitive flexibility plays a role in responding to misconceptions, but its role is conditional. The novelty of this study lies in the finding that cognitive flexibility only contributes to the revision of misconceptions when supported by a strong conceptual understanding. Without this foundation, flexibility tends to produce procedural variations without meaningful conceptual change. The implication is that mathematics teachers need to design root form learning that not only encourages the use of various strategies but also emphasizes strategy comparison and conceptual reflection to help students reconstruct their understanding.

This study discusses the judge’s considerations in granting permission for polygamy to a husband who had committed adultery, as stated in the Religious Court Decision of Tanjung Karang Number: 737/Pdt.G/2024/PA.Tnk. Generally, Law No. 1 of 1974 in conjunction with Law No. 16 of 2019 on Marriage upholds the principle of monogamy but allows polygamy under certain conditions with court approval. This case is particularly interesting because the court granted permission for polygamy to a husband who was proven to have engaged in an affair and committed adultery resulting in a child born out of wedlock. The study aims to identify the legal considerations of the judge and the legal implications regarding the marriage and joint property. The research employs an applied normative legal method with a qualitative approach, using primary data from interviews and secondary data from legislation and legal literature. The results show that the judge considered granting permission for polygamy as a means of legalizing the existing relationship to maintain public morality and prevent continuous sinful behavior, although it conflicts with moral values. Legally, the second wife has no rights over the joint property acquired before the polygamous marriage, as stipulated in Article 65 paragraph (1) letter b of the Marriage Law

Maternal evaluation during routine antenatal care visits may reduce maternal morbidity and mortality by identifying and addressing issues early on. A health recommender system could help health professionals and pregnant women monitor daily health parameters, provide tailored recommendations, and support timely antenatal care. This study aims to qualitatively analyze challenges in the preimplementation of health recommender system for maternal care in Indonesia as perceived by multiple stakeholders, including health care providers, patients, health system managers, government officers, and technology vendors. The methodology used a qualitative approach, where qualitative data were obtained from interviews of 37 respondents from multiple stakeholders, consisting of 15 health workers and 15 patients from private and government health care facilities, 4 officers from government health offices, 2 directors of health application vendors, and 1 manager from a private health clinic. These semistructured interview results were analyzed using thematic analysis. This qualitative study identifies key challenges in implementing a health recommender system for maternal care in Indonesia across the people, process, infrastructure, and policy dimensions. Intercoder reliability for the coding process demonstrated almost perfect agreement (Cohen κ=0.90), supporting the consistency of the coding process. Six major challenges were revealed, mostly regarding skill, accuracy, completeness, timeliness, cost, and standardization. These 6 major challenges were mentioned 96 times, accounting for 64.43% of all codes extracted from the interviews. These findings emphasize the value of user involvement in system design to meet health care professionals' and patients' needs, technical advancements to foster trust and support effective decision-making, as well as enhanced data accuracy, reliable and timely service delivery, cost management, and clear regulatory standards. This formative, preimplementation qualitative study highlights the importance of involving users in system design and future implementation to meet the needs of health care professionals and patients. Reducing input errors and improving system reliability are critical to building trust and supporting effective point-of-care decision-making and, in later phases, facility-level monitoring as part of public health surveillance. Adherence to regulatory standards and the establishment of standardized guidelines will be key to enabling broader implementation. Further usability, feasibility, and pilot studies are required before any evaluation of effectiveness.

Studies of Muslim religious practice have largely relied on theological and normative perspectives, while analyses based on sociological approaches that treat religious practice as a social phenomenon remain relatively limited. This study aims to analyze the forms of religious practice among Muslims, identify the social factors that influence these practices, and explain the relevance of a sociological approach for understanding the dynamics of religiosity in society. A qualitative approach with a case study design was employed, involving 15 participants selected through purposive sampling, consisting of religious leaders and members of the Muslim community. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using thematic analysis through the stages of data reduction, coding, categorization, and conclusion drawing. The findings show that Muslim religious practice manifests in two main dimensions: ritual practice (congregational prayer, recitation of the Qur’an, and study circles) and social practice (charitable giving, gotong royong, and community-based religious activities). Family, social environment, religious education, and the role of religious leaders were found to be key determinants shaping patterns of religious practice, while variations in the intensity of practice were influenced by personal conditions such as level of busyness and access to religious activities. These results affirm that religious practice is the outcome of dynamic interaction between individuals and surrounding social structures, and thus a sociological approach is relevant and necessary for understanding the forms of Muslim religiosity more comprehensively. Theoretically, this study enriches the body of knowledge in the sociology of religion, while practically it provides a basis for religious institutions to design more contextual guidance programs and opens avenues for further research on the impact of modernization and digital media on the transformation of religious practice.

The government of Ethiopia has invested over 20 million dollars to improve the quality of education through digital technology. However, the effectiveness of such huge investment on education is overlooked. The purpose of this study was to assess the effectiveness of School Network (SN) in promoting students’ English Language performance. The researcher deployed a descriptive research design and a mixed research approach to collect data on the implementation processes and other contextual factors potentially influencing the process. The researcher also utilized UNESCO’s input, process, and output logic model to set standards of effectiveness. The research was conducted in the City Government Administration of Addis Ababa, specifically in four selected sub-cities, based on their achievement in SN implementation. The participants of the study included one English language expert, four school principals, 20 male and 10 female English Language teachers (a total of 30 teachers), six ICT/plasma technicians, and 160 pre-college students (80 males and 80 females). Five instruments were used to collect data from primary and secondary sources. Classroom observations were conducted to assess the delivery of School Network instruction in teaching English. Moreover, focus group discussions were held, and questionnaire was administered to examine the role of the School Network on students’ English language performance. Additionally, these instruments were used to identify challenges related to School Network usage in ELT. Furthermore, explorative interview was conducted and documents were analyzed to prove whether there was difference in effectiveness of the School Net instruction in teaching English language based on sex and stream(natural and social science students) or not. Besides, these instruments were utilized to identify challenges related to School Net usage in ELT. Both quantitative and qualitative approaches were employed to analyze and interpret the data gathered through these tools. The findings of the study indicated that SN has the potential to be accessed through platforms like plasma, e-learning, and cloud computing, and it provides video on demand (VOD). This enabled interactive blended language learning (IBLL), mobile-assisted language learning (MALL), and computer-assisted language learning (CALL) and Technology Assisted Language Learning (TALL). However, factors such as minimal teacher’s involvement, low level of students’ participation, lack of support services and facilities, frequent network disconnections, electric power fluctuations causing damage and theft of accessories such as set-top boxes, adapters, batteries and remotes; and school rules restricting students from using electronic devices in school, hindered its effectiveness. Hence, concerned authorities should evaluate the program's effectiveness and address the identified problems to help students benefit from the potential of School Network platforms to learn the target language (English).

Circle material is a fundamental topic in geometry that often causes misconceptions in high school students due to the difference between scientific knowledge and knowledge taught in school. This study aims to analyze the external didactic transposition of circle material by comparing the conceptual structure of scientific knowledge (scholarly knowledge) to the knowledge to be taught in high school mathematics textbooks. This study uses a qualitative descriptive approach with a document analysis method, comparing university-level geometry textbooks as a representation of scholarly knowledge with high school mathematics textbooks as a representation of knowledge to be taught. The results of the study show that external didactic transposition occurs in almost all circle concepts, characterized by simplification of language, adjustment of abstraction levels, reduction of concept classification, and addition of pedagogical and visualization contexts. The simplification and addition of pedagogical context can affect students’ conceptual understanding, especially in the relationships among elements of circles, such as arcs, central angles, circumferential angles, and tangents. These findings open up further research opportunities into internal didactic transposition and other mathematics topics and can serve as a reference for teachers and book developers to improve the quality of coherent, conceptual mathematics learning.

Special education in Brazil has been characterized by normative advances and practical tensions in the process of consolidating inclusive public policies. This study investigated the theoretical foundations that support special education and analyzed the challenges faced by public policies aimed at school inclusion. The central issue lay in the gap between the legal and pedagogical assumptions of inclusion and their implementation in institutional practices. The objective was to understand how the foundations of special education interact with the guidelines of inclusive policies and to identify the main obstacles to their implementation. The relevance of the study was based on the need to deepen the critical analysis of the coherence between theory, legislation, and practice, contributing to the improvement of educational actions directed at people with disabilities. The methodology adopted was qualitative, with bibliographic, documentary, and observational approaches. Legal documents, curricular guidelines, academic productions, and field records from school institutions were analyzed. The results showed that, although there have been advances in the formulation of inclusive policies, gaps persist in teacher training, school infrastructure, and intersectoral coordination. It was observed that the theoretical foundations of special education, based on the historical-cultural perspective and the principles of equity, are not yet fully incorporated into pedagogical practices. It was concluded that the implementation of inclusive public policies requires integrated actions, continuous training, adequate funding, and a critical review of specialized educational service models. The research highlighted the need to overcome fragmented approaches and to promote an institutional culture committed to inclusion as a structuring principle of Brazilian public education.

Background: Youth with disabilities remain among the most overlooked groups in global sexual and reproductive health and rights (SRHR) discourses, including in sub-Saharan Africa. Yet, their SRHR needs are often ignored. This reflexive article aims to illuminate and recenter the experiences and perspectives of youth with disabilities living in Gulu City and Gulu District, Northern Uganda, exploring what matters to them regarding SRHR and their broader life aspirations. Methods: We adopted a qualitative, reflexive and participatory approach. Data were collected among six Ugandan young co-researchers with different disabilities (physical, visual, hearing, and albinism), who interacted with two Ugandan research assistants and a Canadian researcher involved in a larger SRHR research project. They engaged in in-person and virtual WhatsApp and Microsoft Teams exchanges over weeks, with the support of three Ugandan Sign Language interpreters. We thematically analyzed data, informed by the Intersectionality-based Policy Analysis and Structural Health Vulnerabilities and Agency frameworks. Results: Our analysis revealed four main findings: (1) the persistent feeling of social discrimination, stigma, and exclusion, including from parents, (2) inaccessible SRHR information and services, and knowledge gaps, (3) gender- and disability-based violence, and (4) youth with disabilities’ aspirations for SRHR and in life. Conclusions: The voices of youth with disabilities in Gulu underscore the value of disability equity-focused research. They reminded us that they are intelligent, capable, and thoughtful citizens with agency whose SRHR and broader well-being must be acknowledged and respected. Their perspectives carry critical implications for SRHR programming, policy, and research.