Recommendations For Education Research Articles

Do personal recommendations need to be personalized? Investigating the relationships between student differences and educational recommendations

Educational recommender systems have been supporting personalized learning in various ways. However, less discussion is conducted about whether and how to personalize the strategies to generate recommendations based on student differences. In this study, we aim at investigating how students judge recommendations based on different strategies, and how these judgments relate to student characteristics. We conducted a large-scale questionnaire survey to measure students’ Big-Five personality traits, confidence in the subjects, and their judgments on six types of recommendations. The answers collected from 735 high school students in Japan indicate that students had different judgments across different recommendation strategies, but similarly for English and mathematics. Furthermore, the correlations between student characteristics and their judgments on recommendations were stronger if the subject to learn was inconsistent with the subject they preferred. The results provide insights on how to design educational recommendations that not only cater to students’ traits, but also help foster and enhance their traits for better learning.

The Role of Artificial Intelligence and Big Data Analytics in Shaping the Future of Professions in Industry 6.0: Perspectives from an Emerging Market

Digital technologies are fundamentally transforming professions by altering roles and redefining competencies across all sectors. The progression from computerization to digitization, digitalization, and now digital transformation has been driven by the widespread integration of artificial intelligence (AI) and big data analytics (BDA). Industry 4.0 introduced smart automation and connectivity, Industry 5.0 emphasized human–machine collaboration and personalization, and Industry 6.0 now integrates advanced technologies with sustainability and ethical considerations, exerting a profound influence on many professions. This transformation is especially significant in emerging markets, where AI and BDA are overhauling traditional practices and enhancing efficiency but also introducing new challenges. Focusing on the accounting profession, this paper examines AI’s and BDA’s dual impact on the roles and skill sets of professional accountants (PAs). Specifically, it addresses how these technologies shape the activities, interactions, roles, and competencies of PAs in an Industry 6.0 context, as well as the opportunities and challenges that arise. Given the public interest role of PAs in ensuring accuracy and transparency in financial reporting, understanding their perceptions and experiences of digital transformation is essential. The findings reveal that while AI and BDA drive efficiency gains and open strategic pathways, they also risk eroding core traditional accounting competencies, reducing client engagement, and raising ethical concerns such as data security and privacy—all of which can undermine service quality and, ultimately, public trust. These insights underscore the need for responsible AI and BDA integration, particularly in emerging markets, where digital literacy gaps and regulatory limitations may slow adoption. This study offers actionable recommendations for policymakers, educators, and organizations, highlighting the importance of ethical standards, targeted training, and sustainable practices to preserve the relevance and integrity of the accounting profession in an increasingly technology-driven era.

Bilingual education practices in Brazil: a literature review

This article presents a literature review aimed at analyzing pedagogical practices in bilingual education in Brazil, focusing on publications available in the CAPES journals portal and the CAPES theses and dissertations catalog. The research was conducted using the keywords "educação bilíngue," "ensino bilíngue," and "práticas pedagógicas," with exclusion criteria including "educação para surdos," "língua de sinais," and "surdos." The review revealed a significant gap in research regarding bilingual education practices in prestigious languages, with most studies focused on the bilingual education of deaf people and Sign Language. Despite an extensive search, works directly addressing bilingual education of prestigious languages in Brazil remain scarce. This gap underscores the need for more specific research in this area, as the field has been growing in recent years. Interestingly, all identified publications were published since 2020, suggesting an emerging body of work that, if continued, may contribute to the expansion of the field. The findings highlight an opportunity for future research to fill this gap by providing empirical evidence, theoretical frameworks, and practical recommendations for bilingual education in prestigious languages. By addressing this research gap, future studies can inform policy development, curriculum design, and instructional practices, ultimately improving educational opportunities and outcomes for bilingual students and educators in Brazil.

Transforming French language education through multilingual curriculum development: Innovative strategies for culturally inclusive and adaptive learning

This paper explores the transformative potential of multilingual curriculum development in French language education, emphasizing innovative strategies to foster cultural inclusivity and adaptability. It highlights the theoretical foundations of multilingualism, underscoring its role in enhancing linguistic proficiency, cognitive development, and cultural awareness. The study examines approaches to integrating French with other languages, leveraging technology, and adapting teaching methods to diverse cultural backgrounds. Furthermore, it evaluates the impacts of multilingual curricula on learner outcomes while addressing challenges such as resource constraints, curriculum design complexities, and societal resistance. The paper concludes with actionable recommendations for policymakers, educators, and curriculum developers to overcome these obstacles and create inclusive educational environments. Ultimately, this work advocates for multilingual education as a cornerstone of preparing students for success in an interconnected and culturally diverse world. Keywords: Multilingual Curriculum, French Language Education, Cultural Inclusivity, Adaptive Learning Strategies, Educational Innovation, Linguistic Proficiency.

The Effects of Metacognitive Reading Strategy Instruction on Thai EFL Engineering Students: Metacognitive Strategy Use and Students’ Attitudes

Metacognition is pivotal in reading comprehension. Therefore, Metacognitive Reading Strategy Instruction (MRSI) is crucial for improving reading comprehension, particularly in English as a Foreign Language (EFL) contexts. The study explores the role of MRSI in enhancing reading comprehension, specifically for 145 engineering students, who were divided into the experimental group (n=82) and control group (n=63). The experimental group was instructed in metacognitive reading strategies, whereas the control group was taught textbook-based instruction. Over 13 weeks, two groups of Thai engineering students were given pre and post-tests on reading comprehension and an attitude questionnaire. Both descriptive and inferential statistics were conducted to analyze the data. The analysis revealed that the experimental group that received MRSI outperformed the control group on the reading comprehension test. The findings showed that the experimental and control groups improved their post-test scores compared to pre-test scores. The experimental group increased from a mean score of 35.30% to 50.04%, while the control group improved from 35.58% to 43.28%. The participants also expressed positive attitudes towards planning (84.32%), monitoring (90.24%), and evaluating (82.95%) strategies, showing a strong emphasis on metacognitive engagement in enhancing reading comprehension. In addition, the data from an attitude questionnaire reflected a positive impact of MRSI on students’ attitudes, with high agreement on the effectiveness of planning, monitoring, and evaluating strategies. The study concludes that integrating MRSI into ESP classes can effectively enhance reading comprehension and provide pedagogical recommendations for its implementation.

A COLONIALIDADE NAS POLÍTICAS EDUCACIONAIS BRASILEIRAS: UMA ANÁLISE CRÍTICA DA BNCC E DO RELATÓRIO DO BANCO MUNDIAL

The implementation of the National Common Curriculum Base (BNCC) and the educational recommendations of the World Bank have significantly influenced Brazilian educational policies. However, these policies can reflect and perpetuate dynamics of coloniality, contributing to the maintenance of social and racial inequalities. This article critically analyzes how the BNCC and the World Bank's report Proposals to Realign Education Policies: Overcoming the Learning Crisis with Equity (2018) perpetuate the dynamics of coloniality in the dimensions of power, knowledge, and being. In addition, it proposes decolonial pedagogical alternatives that promote a more inclusive and emancipatory education. The research adopted a qualitative approach of a theoretical-critical nature, based on the decolonial perspective. A theoretical review of the contributions of authors such as Quijano, Mignolo, Maldonado-Torres and Walsh was carried out, and a documentary analysis of the BNCC and the World Bank report, using categories of analysis based on the dimensions of coloniality. The results indicate that both the BNCC and the World Bank report reflect and reinforce the dynamics of coloniality, manifesting itself in curricular standardization, exclusion of plural epistemologies, and dehumanization of racialized subjects. These policies prioritize a utilitarian and neoliberal logic, neglecting cultural and social diversities and reinforcing historical inequalities. It is concluded that there is a need to reevaluate curricular policies, including Afro-Brazilian, indigenous and quilombola knowledge, and to build regional curricula that respect cultural and social specificities. It is recommended the implementation of public policies that promote social justice and cultural diversity, in addition to the adoption of decolonial pedagogical practices. The transformation of the educational field involves valuing the plurality of knowledge and cultures, promoting critical citizenship and building a fairer and more inclusive society.

An integrated model to predict students’ online learning behavior in emerging economies: a hybrid SEM–ANN approach

Purpose The online learning environment is a function of dynamic market forces constantly restructuring the e-learning landscape’s complete ecosystemcape. This study aims to propose an e-learning framework by integrating the Technology Acceptance Model (TAM) and Theory of Planned Behaviour (TPB) to predict students’ Online Learning Readiness and Behaviour. Design/methodology/approach A structured questionnaire was used to collect data from 406 students through a survey. The data were analysed using two-stage structural equation modelling and artificial neural network (ANN). Findings The study’s results revealed that perceived ubiquity (PUB) positively influences perceived ease of use, usefulness and attitude. Similarly, perceived mobility significantly influences perceived ease of use and attitude. Furthermore, attitude, subjective norms, perceived behavioural control and perceived usefulness significantly influence readiness to learn online, which further influences students’ online learning behaviour. The root-mean-square error (RMSE) values obtained from the ANN analysis indicate the models’ predictive solid accuracy. Originality/value The study contributes to the existing literature by proposing an Online Learning Behaviour Model by integrating the TAM and the TPB frameworks in association with two additional constructs, PUB and Perceived Mobility. Secondly, this study proposes a unique triangulation framework of recommendations for learners, educators and policymakers.

Exploring the Influence of Social Media and Online Communities on Affordances in ELT

In modern times, the popularity of social media and online communities play an important role in both daily life and language learning. Social media and online communities have become integral to modern life, offering unique opportunities to transform English Language Teaching (ELT). This literature review examines how the affordances provided by these platforms are reshaping the current landscape of ELT through an ecological perspective. Specifically, the study investigates their influence on teaching and learning practices, focusing on how these affordances foster authentic language use, collaboration, and personalized learning experiences. Additionally, the review explores the implications of these affordances for teachers’ strategies in designing dynamic, multimodal learning environments that extend beyond traditional classrooms. By synthesizing findings from recent research (2014–2024), the study highlights the transformative role of social media and online communities in creating enriched affordance environments. These platforms enable greater learner autonomy, cultural awareness, and engagement. The study also identifies practical recommendations for educators to integrate these tools effectively while addressing challenges such as digital literacy and privacy concerns. This review provides a comprehensive understanding of how digital affordances are shaping ELT and suggests strategies for leveraging them in innovative and sustainable teaching practices.

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

THE IMPACT OF AI TOWARDS STUDENT’S SECOND LANGUAGE ACQUITITION

The rapid advancements in Artificial Intelligence (AI) technology have introduced transformative methods in various fields, including second language acquisition (SLA). This study aims to examine the impact of AI-based tools and platforms on the process of learning a second language, focusing on their effectiveness, challenges, and pedagogical implications. The research employs a qualitative descriptive methodology, incorporating a thorough review of relevant literature and case studies. Data collection involves analyzing academic journals, reports, and practical use cases of AI-based language learning applications such as Duolingo and Babbel. Thematic analysis is utilized to organize data into core themes, including the personalization of learning, feedback mechanisms, and cultural context adaptation. The findings reveal that AI provides significant benefits in SLA by enabling personalized learning experiences and offering instant, adaptive feedback tailored to individual learners. However, challenges such as the inability of AI to fully understand cultural nuances and ethical concerns surrounding data privacy persist. These insights underline the need for strategic integration of AI in education, emphasizing a balance between technological potential and the human aspects of language learning. This study contributes to the growing body of research on AI in education, offering practical recommendations for educators, policymakers, and developers to harness AI's potential effectively in enhancing second language acquisition.

Understanding student engagement in vaccination education: an interview-based multi-stakeholder study

The COVID-19 pandemic has underscored the importance of informed decision-making, especially concerning vaccination for disease prevention. This highlights the need for scientific literacy, trust, and understanding of relevant concepts such as pathogens, immune responses, and transmission pathways. Additionally, societal and ethical considerations are integral for a comprehensive approach. While collaborating with medical professionals and fostering argumentation and decision-making skills hold promise for enhancing engagement with these topics in educational settings, understanding students’ perspectives is essential for maintaining their motivation to learn and their interest in such complex subjects. Therefore, a qualitative study involving interviews with secondary school students, experienced educators, and vaccination experts familiar with school environments was conducted to identify factors fostering student engagement and interest in immunobiology and vaccines. The findings highlight focal areas of student interest in the topic and the value of involving students in lesson planning. They also underscore the importance of real-world relevance and the need for clear, student-centered communication with medical professionals. Recommendations for educators include integrating interactive learning activities, real-world examples, and case studies.

Integrating evidence from lived experience of Aboriginal people and clinical practice guidelines to develop arthritis educational resources: a mixed-methods study.

Globally, osteoarthritis, rheumatoid arthritis, and gout (arthritis conditions) result in considerable pain and suffering and disproportionately affect First Nations Peoples, who are more likely than non-First Nations Peoples to have an arthritis condition and to experience a higher burden of disease. Access to culturally appropriate health information supports the health and wellbeing of First Nations Peoples. The aim of this study was to identify evidence-based, culturally appropriate recommendations to inform the development of arthritis educational resources for Aboriginal and Torres Strait Islander Peoples (First Nations Peoples in Australia). This mixed-methods study using community-based participatory action research had three phases: interviews (research yarns) with Aboriginal people to explore their informational needs and preferences for arthritis educational resources; systematic reviews and synthesis of education recommendations from high-quality arthritis clinical practice guidelines; and integration and interpretation of datasets from the first two phases. Details of the three systematic reviews have been published previously. We only included clinical practice guidelines that met our inclusion criterion of high quality, assessed using the Appraisal of Guidelines for Research and Evaluation II instrument. Between Dec 24, 2020, and Nov 2, 2022, 30 Aboriginal people participated in research yarns. 21 (70%) participants were female and nine (30%) were male, with median age 60 years (range 22-75). All participants identified as Aboriginal and no participants identified as Torres Strait Islander. Research yarn data was combined with education recommendations from 18 clinical practice guidelines. Synthesis of the two datasets generated the following recommendations for inclusion in educational resources: the impact of arthritis on health and wellbeing, when and how to access care, management options (eg, benefits and risks), and disease knowledge (eg, prognosis and addressing misconceptions). In addition, educational resources should be jargon-free and include positive lived experience stories, flags, and colourful local art. Educational resources should be created by Aboriginal people and delivered by health professionals, family, or Aboriginal Community members in the form of brochures, videos, or yarning circles. The recommendations from this study will inform the development of arthritis educational resources for Aboriginal Peoples. The findings can also support health professionals to deliver evidenced-based arthritis care to Aboriginal Peoples. Internationally, a community-based participatory action research approach can be applied to develop educational resources for First Nations Peoples and communities. Australian Commonwealth Government through Arthritis Australia.

The Impact of Social Media Technology Development on Minors

The rapid development of social media technology has significantly influenced various aspects of society, particularly among minors. This research aims to explore the impact of social media technology on minors, focusing on both the positive and negative consequences. As minors increasingly engage with social media platforms, they experience changes in social behaviors, self-esteem, and mental health. The research identifies various effects, such as enhanced connectivity and access to information, alongside risks like cyberbullying, addiction, and exposure to inappropriate content. Through surveys and interviews, this study investigates the extent of social media’s influence on minors and offers recommendations for parents, educators, and policymakers to mitigate potential harm. The findings emphasize the need for balanced and responsible use of social media to foster healthy online interactions among minors.

Physics Learning Media with Multirepresentation: A Systematic Literature Review

This research examines the development of physics learning media with a multi-representation approach through a systematic literature review. The research method follows the PRISMA stages with data sources from Google Scholar, including articles published between 2015-2023, which SINTA/Scopus index. Of the initial 769 titles, 30 articles were selected based on inclusion and exclusion criteria. The results show the dominance of development research focused on high school students and validated by experts. Modules are the most frequently used media. A spike in publications occurred in 2020, possibly due to the COVID-19 pandemic, which encouraged innovation in distance learning. Research finds that interactive media encourages active student involvement more effectively in increasing understanding of complex physics concepts. The multiple representation approach is proven to improve students' understanding, because it allows them to access information through multiple representations. Further research is needed on a variety of physics topics and involving more diverse samples and the use of new technologies. This article provides practical recommendations for developers and educators to discover trends, challenges, and opportunities in the further development of multi-representation-based physics learning media.

Predicting Counselor Candidates’ Altruism in Türkiye: The Role of Wellness, Mindfulness, and Gender

This study aimed to assess how well the wellness, mindfulness, and gender of counselor candidates could predict their level of altruism. A total of 357 senior students from Guidance and Psychological Counseling programs across 18 universities in various Turkish cities participated. The data were collected using the Personal Information Form, Altruism Scale, Well-Star Scale, and Mindfulness Scale. The results of the multiple linear regression analysis indicated that these variables collectively explained 24% of the variance in altruism. Wellness and gender emerged as significant predictors of altruism among the candidates, with wellness being the strongest predictor. Notably, wellness was positively associated with altruism, and female candidates scored higher in altruism than their male counterparts. However, mindfulness did not significantly influence the prediction of altruism. The study’s results were examined in the context of the literature, and recommendations for counselor educators and researchers were provided based on these findings.

The journey of service-learning: Perspectives from medical imaging and therapeutic sciences students

IntroductionL'Afrique du Sud (AS) est décrite comme un pays en développement confronté à de nombreux défis socio-économiques. L'apprentissage par le service (AS) est considéré comme une partie intégrante de l'apprentissage intégré au travail (AIT), qui donne aux étudiants l'occasion de faire l'expérience du monde réel du travail en mettant en pratique la théorie qui leur a été enseignée. Dans le contexte de cet article, l'apprentissage intégré au travail est intégré au programme de premier cycle des étudiants en imagerie médicale et en sciences thérapeutiques (IMST) en Afrique du Sud, sous la forme d'un projet communautaire d'apprentissage par le service (PCAS). Des projets similaires permettent aux étudiants de s'engager auprès de divers groupes de patients afin de mieux comprendre les environnements bio-psycho-sociaux de leurs futurs patients et d'améliorer les pratiques de soins centrées sur la personne. Bien qu'il existe des publications relatives à l'expérience vécue des étudiants en matière d'AS, aucune étude n'a encore été menée sur les étudiants en IMST et leur expérience en matière d'AS. Les auteurs ont donc cherché à explorer l'expérience des étudiants de l'Institut de technologie de l'Afrique du Sud qui ont suivi avec succès un programme de formation à la santé et à la sécurité au travail. MéthodologieUn modèle de recherche qualitative a été employé avec l'utilisation d'un échantillonnage raisonné. La population étudiée comprenait tous les chercheurs inscrits à l'Institut de gestion de la formation professionnelle (IMTS) sur le site de recherche qui ont suivi un PCAS. Cette étude a été entreprise en utilisant une approche en plusieurs phases: phase A: analyse documentaire des rapports de réflexion, phase B: entretiens semi-structurés individuels et phase C: élaboration de recommandations. La participation était volontaire et une technique d'analyse thématique réflexive a été utilisée pour analyser les données. RésultatsTrois thèmes principaux ont été développés: 1) les défis et les obstacles, 2) les attributs positifs des enseignants et 3) les résultats positifs du projet. Bien que les participants aient fait part de certains des défis qu'ils ont rencontrés dans le cadre de leur participation à l'AS, plusieurs résultats positifs ont également été mis en évidence, ce qui les a encouragés à vouloir rendre service à leur communauté. Le soutien reçu de la part de leur professeur a été hautement reconnu. Parmi les recommandations formulées à l'intention des éducateurs, citons l'organisation de séances de contrôle régulières, la recherche de méthodologies permettant d'établir une relation de confiance avec les étudiants et la possibilité d'introduire plus tôt l'apprentissage par la pratique dans le programme d'études. ConclusionLes résultats de cette étude montrent clairement que l'AS est capable de combler le fossé entre les connaissances théoriques et l'application pratique. Dans le cadre du programme d'études de premier cycle des étudiants en soins de santé, l'AS est considéré comme un instrument clé pour cultiver un sens accru de la responsabilité civique. La gestion efficace du temps et la recherche de sponsors ont été jugées essentielles pour mener à bien un projet de PCAS. L'épanouissement personnel et professionnel était évident parmi les participants de l'échantillon et l'importance de l'apprentissage interdisciplinaire a été soulignée. Les participants ont en outre exprimé leur appréciation de l'opportunité que leur offrait l'AS en leur permettant de collaborer avec d'autres professionnels de la santé et d'apprendre d'eux.

Inclusion of genital, sexual, and gender diversity in human reproductive teaching: impact on student experience and recommendations for tertiary educators.

Western societal norms have long been constrained by binary and exclusionary perspectives on matters such as infertility, contraception, sexual health, sexuality, and gender. These viewpoints have shaped research and knowledge frameworks for decades and led to an inaccurate and incomplete reproductive biology curriculum. To combat these deficiencies in reproductive systems-related education, our teaching team undertook a gradual transformation of unit content from 2018 to 2023, aiming to better reflect real diversity in human reproductive biology. This initiative involved intentional modifications, including clear use of pronoun self-identification by staff. We addressed the historical lack of representation of genital variation and helped students interrogate oversimplified reproductive biology binaries. A novel assignment was also introduced, prompting students to apply reproductive physiology knowledge to propose innovative assisted reproductive technology solutions for diverse demographics. The collective impact of these innovations had a positive effect on student learning. With improved lecture content and inclusive language, the proportion of inclusive group assignment topics chosen by students more than doubled in 2021. By 2022, coinciding with assessment topic changes, the percentage of inclusive assignments topics surpassed 50%. Further development of laboratory activities on intersex genital variation and genital modification raised further understanding of genital, sexual, gender, and cultural diversity. While implementing these changes posed challenges, pushing both staff and students out of their comfort zones at times, collaboration with relevant organizations and individuals with lived experience of queer identity proved integral. Ultimately, these relatively simple adjustments had a substantial impact on student experiences and appreciation for diversity.NEW & NOTEWORTHY We outline the teaching innovations that we have implemented to improve inclusion of diversity in reproductive biology and physiology contexts. This includes improved representation of genital, sexual, and gender diversity considerations in the curriculum. There is a critical need for these innovations as how we teach fundamentally shapes the understanding of our future medical and health professionals and researchers and thus influences the quality of future medical care and research.

Exploring Variations in STEM Instructors' Approaches to Office Hours.

Office hours are an integral component of science, technology, engineering, and math (STEM) courses at nearly all colleges and universities. Despite their ubiquity as a support mechanism, there has only been limited work examining how instructors approach office hours and what shapes these approaches. Here, we conduct a phenomenographic study to investigate how instructors of STEM courses experience office hours and how these experiences may impact their approaches to promoting and managing office hours. We identified variations in how instructors promoted office hours, the modality of office hours (i.e., when and where office hours were held), and how instructors facilitated learning during office hours. These variations spanned from student-centric (strategies instructors use with students' interest in mind, e.g., wanting to increase student learning, accessibility, comfort, etc.) to instructor-centric (strategies the instructors use with their own self-interest in mind, e.g., saving time and/or bandwidth, personal needs, comfort, etc.). Additionally, we identify several challenges and barriers, including a lack of formal training or opportunities to discuss office hour approaches with other faculty, and conclude with general recommendations for instructors and administrators in STEM departments for engaging and supporting students during office hours.

Mathematical Resilience Framework (MRF): A new approach to overcoming math anxiety

Math anxiety is a significant barrier to student success in mathematics, often resulting in poor performance and disengagement from the subject. This paper introduces the Mathematical Resilience Framework (MRF), a novel approach that integrates cognitive-behavioral techniques with self-efficacy models to help students overcome math anxiety. The MRF emphasizes emotional regulation, mindset transformation, and confidence-building as key components in fostering resilience. This paper explores the theoretical foundation of mathematical resilience, the structure of the MRF, and its potential benefits when applied in educational settings. By comparing MRF to other interventions, it highlights how the framework addresses both the emotional and cognitive aspects of math anxiety. The paper concludes with recommendations for educators, policymakers, and researchers on integrating the MRF into educational systems to improve learning outcomes and support student success in mathematics.

Unveiling the Merdeka Curriculum in Indonesia: Insights from Educators and Policymakers on Its Effectiveness and Implications

This study aims to explore the effectiveness of the recently introduced Merdeka Curriculum in Indonesia, particularly the perspectives of educators and policymakers regarding its effectiveness, implications, implementation, and success. Semi-structured interviews are conducted with educators from primary to higher education institutions across diverse regions and policy makers from various government bodies, selected through purposive sampling. The results reveal that the implementation and success of the curriculum include aspects such as the internalization of Pancasila values among students, contextual learning, changes in student mindset, increased parental involvement, focus on character strengthening, and active learning. Additionally, the research offers practical recommendations for policymakers, educators, and stakeholders to optimize the curriculum's implementation, making it a valuable resource for future studies on educational innovation in similar socio-cultural settings.