Role Of Education Research Articles (Page 10)

The phenomenon of moral degradation among Indonesia’s young generation is increasingly alarming, marked by rampant deviant behavior, misuse of digital technology, and rising intolerance within educational settings. This situation demands strategic efforts to build Islamic character that remains relevant to the challenges of the modern era. This study aims to analyze the role, implementation, and instructional methods of Islamic Religious Education (PAI) in shaping students’ Islamic character, while identifying best practices for adaptation. Employing a qualitative approach through literature and field studies, data were collected via in-depth interviews, observations, and analysis of curriculum documents and learning modules. The findings reveal that PAI plays a central role in moral development by integrating the values of faith, piety, and noble character, supported by innovative methods such as cooperative learning, problem-based learning, gamification, and blended learning. Family and community involvement strengthen value internalization, while integrating Islamic digital literacy ensures PAI remains relevant amid globalization. These findings affirm that PAI is not merely a school subject, but the front line in safeguarding the nation’s moral integrity.

Empowering women through lifelong learning is a cornerstone for achieving sustainable development. This paper explores the transformative role of continuous education in enhancing women’s participation in economic, social, and environmental dimensions of sustainability. Lifelong learning equips women with the skills, knowledge, and confidence necessary to navigate the complexities of modern challenges, enabling them to contribute meaningfully to their communities and societies. Education for women, extending beyond formal schooling, involves skill development, digital literacy, financial independence, and awareness of global issues such as climate change, gender equity, and resource management. Programs tailored to women's unique circumstances, including vocational training and community-based learning initiatives, foster empowerment by addressing barriers such as poverty, societal norms, and limited access to resources. Moreover, lifelong learning promotes gender equality by breaking the cycle of discrimination and marginalization, thus enabling women to play pivotal roles in leadership, innovation, and decision-making. As educated women are more likely to advocate for sustainable practices and environmental stewardship, their empowerment has a multiplier effect on family and societal well-being. The paper emphasizes that integrating women’s education into sustainable development policies ensures a more inclusive and equitable approach. It presents case studies from various global contexts, demonstrating the successes of programs that combine education with sustainable development goals (SDGs). While challenges persist, such as limited infrastructure, cultural resistance, and economic constraints, this paper advocates for collaborative efforts among governments, NGOs, and the private sector to expand educational opportunities for women. A focus on lifelong learning as a dynamic and adaptable process ensures women remain agents of change, driving innovation and fostering resilience in a rapidly evolving world.

Umbilical cord blood banking is a rapidly growing field with significant medical potential, especially in regenerative medicine and hematopoietic stem cell transplantation. The first successful Umbilical cord blood transplant in 1988 marked a breakthrough, leading to the establishment of both public and private Umbilical cord blood banks worldwide. Pharmacy students, as future healthcare providers, play a pivotal role in patient education regarding Umbilical cord blood banking, but research on their knowledge levels remains sparse. This study was conducted at JKK Nattaraja College of Pharmacy over six months using a pre-post intervention design to assess the impact of education on students' knowledge and aptitude regarding umbilical cord blood banking. Initially, a structured questionnaire was administered to assess baseline knowledge. After an educational intervention comprising lectures and discussions, a post-survey assessed changes. Results indicated significant improvement in awareness and understanding of Umbilical cord blood banking applications, benefits, and collection methods. Before the intervention, most students lacked clarity on stem cell sources, Umbilical cord blood uses, and public vs. private banking differences. After the session, understanding improved markedly, with over 90% correctly identifying medical applications and banking types. The study concludes that educational programs are essential for enhancing pharmacy students’ awareness and aptitude toward UCB banking, preparing them to counsel patients effectively.

Background: The Artificial Intelligence (AI) has significantly transformed the previous paradigms of teaching and learning because it has been rapidly implemented into the educational sphere. The AI-related devices can boost the engagement of students and their academic performance because they can provide personalized learning experiences. However, very little is done about the effectiveness of such tools and their disadvantages in regards to the problems that the students themselves might possess. Objectives: The primary objective of the paper was to evaluate how Artificial Intelligence (AI) can influence student engagement and academic performance, i.e. what is the role of AI tools in learning processes, and in the context of academic performance and managing student-related issues. To be more precise, the study was to determine the value of AI in interaction and engagement with students with the assistance of the examination of whether the tools are able to create interaction, interest, and active learning. Besides that, the study was to investigate the impacts of AI on academic performances, especially its ability to enhance the learning of complicated and critical thinking abilities among students. The second thing the research was also set to tackle was the student phobia of AI, including the nature of data privacy, or the potential over-dependence on AI assistants, or the perceived role of human educators in the learning process with AI facilitation. Methodology: The quantitative research method was adopted with the help of the structured survey that was conducted in 300 students whose academic specialization was different. The questionnaire included Likert-type questions, which dealt with the student interaction, as well as academic success and worries about AI tools. Results: Analysis of the data was conducted with the help of descriptive statistics in order to present trends and to draw conclusions as to the use of AI in education. It was found that AI tools affect the overall student engagement positively, they were more interactive, more time management, more learning satisfaction. It is with the help of AI that students became more motivated and paid attention, especially, when there were elements of personalized learning and gamification. Academically, AI was discovered to be useful in promoting the level of understanding of challenging subjects and activity efficiency. Nonetheless, excessive dependence on AI, technical latency, and information security also dominated and this indicates that implementation must be cautious. Conclusion: AI has an excellent outlook of improving student engagement and learning. Nevertheless, considering the introduction of AI tools into the learning systems, it is impossible to disregard such issues as the challenges related to the privacy and dependence of the students and the impossibility to substitute human teachers. The suggestions are to train students and teachers properly and to have a strict data privacy policy and use a balance human-in-the-loop philosophy, where AI supplements, but does not supplant, conventional pedagogical methods.

Publications on character education have become increasingly prevalent over the last ten years. However, there aren't many studies on the relationship between local wisdom, social capital, and character education. This article is sourced from research that explores the practice of badingsanakan, which is deeply embedded in the culture of the Banjar community. This paper aims to analyze the values in badingsanakan as a form of social capital that plays a role in character education. Using a qualitative approach to transcendental phenomenology, data was collected through in-depth interviews and participatory observations. The primary data source consisted of eight informants from various age, gender, and professional backgrounds. The results of the analysis revealed five main themes: empathy and solidarity, trust and openness, social responsibility, value learning, and strengthening social and cultural identity. These five elements are constructive social capital in the development of character education. The practice of badingsanakan reflects deeply rooted cultural values in social relations and serves as an authentic and contextually grounded approach to character formation. These findings recommend the integration of fraternal cultural values into character education strategies in both formal and non-formal settings to build a more meaningful and community-based education.

Islamic education plays a vital role in shaping students' character and moral values in accordance with Islamic teachings. In this context, teachers serve as key actors in the educational process, requiring competency standards aligned with Islamic educational principles. This study aims to analyze the implementation of teacher competency standards at SDIT Mutiara Cendikia Lubuklinggau, an Islamic elementary school that integrates Islamic values into its learning practices. Using a qualitative approach and a case study method, data were collected through interviews, observations, and document analysis. The results reveal that teachers at SDIT Mutiara Cendikia implement competency standards encompassing strong Islamic understanding, morality and ethics, character education, pedagogical skills, involvement in the Muslim community, professional development, openness to diversity, academic qualifications, and concern for students’ safety and health. These findings demonstrate that the integration of Islamic values into teacher competency standards effectively strengthens the holistic educational role of teachers. The implications of this study provide valuable insights for the development of teacher competency models in other Islamic schools and serve as a reference for policymakers in enhancing the quality of Islamic education.

Purpose The increasing demand for practice education placements in Ireland, driven by the growing need for allied health professionals, presents significant challenges. Over the past twenty years, the co-supervision model, which divides the supervision of a single student among two educators, has become more prevalent. This is largely due to its suitability for part-time therapists who wish to facilitate practice education placements. Despite its increasing use, the model has received less attention in occupational therapy than the one-to-one model, the two-to-one and the collaborative model. This paper aims to describe occupational therapy practice educators experiences of facilitating the co-supervision model of practice education. Design/methodology/approach Using a qualitative descriptive approach, semi-structured interviews were completed with nine occupational therapists to explore their experiences of using the co-supervision model. Data were analysed using Braun and Clarke’s six-phase reflexive thematic analysis. Rigour and trustworthiness were achieved through an audit trail, prolonged engagement with the data and ongoing team reflection on theme development. Findings Reflexive thematic analysis yielded five themes: (i) broad student learning opportunities in the co-supervision model, (ii) communication within collaborative relationships, (iii) co-supervision facilitates participation in the Practice Educator role, (iv) planning and self-preparation are essential and (v) the co-supervision model demands student self-management skills. Originality/value Providing contemporary nuanced evidence on practice educators’ perspectives of the co-supervision model in occupational therapy placements in an Irish context is essential in highlighting its potential as a promising alternative to other models in facilitating quality student placements.

The efficacy of agricultural development is predominantly contingent upon the strategic function of agricultural extension workers in enhancing farmers' knowledge, skills, and innovation. Farmers' satisfaction and favorable response to the performance of extension workers are pivotal factors in achieving dynamic, innovative, and competitive agriculture. The objective of this study is to ascertain the level of satisfaction among farmers in relation to the role of agricultural extension workers in rice field extension in Kasimpa Jaya Village, South Tiworo District, West Muna Regency. The research population comprised all 94 rice farmers residing in Kasimpa Jaya Village. The sample size was determined using the Slovin formula with an error rate of 10%, resulting in a sample size of 20 people. The sampling method employed was simple random sampling. The data were collected through a combination of interviews, documentation, and surveys administered via questionnaires. The research variables of interest were farmer satisfaction and the role of agricultural extension workers. The collected data were then subjected to a descriptive analysis. The results indicated that farmer satisfaction with the role of agricultural extension workers in Kasimpa Jaya Village was moderate, with high ratings for product quality and service, while the public emotional aspect was moderate. The role of agricultural extension workers is moderate, and their roles in education, motivation, facilitation, and counseling still need to be improved. Agricultural extension workers have played a fairly effective role in providing education and technical services; however, they have not been optimal in building emotional closeness and facilitating the needs of farmers as a whole.

The present research examines how community engagement, community empowerment, and environmental education affect environmental sustainability in the industrial sector of Pakistan particularly among the working employees of the HEIs. A survey research design was adopted and a self-developed structured questionnaire adopted from research conducted in similar studies was used in gathering data from 322 participants in different capacities in HEIs. The participants included clerical workers up to managerial level like deans of the colleges to increase the generalizability of the results. Smart partial least squares structural equation modeling was employed to analyze the data to explore the links between the constructs under investigation as well as their impact on environmental sustainability. The analysis showed that there were positive relations between community engagement and environmental education and environmental sustainability and that community engagement had the strongest relationship. Community empowerment was another variable that was positive with environmental sustainability albeit with a much smaller effect size compared to the others. Community engagement and community empowerment were discovered to have a limited moderating effect which has led to the understanding that their direct contribution to sustainability is greater than their moderation role. Therefore, the results highlight the need to continue encouraging community participation and environ mental awareness in order to encourage sustainable behavior. The findings of this research would be of great interest to policymakers, educators, and industry players interested in bolstering environmental sustainability initiatives within the Pakistani industry.

Assessing the role of entrepreneurship education in fostering innovation and new venture creation: the moderating role of financial literacy

Mathematical creativity (MC) plays an important role in mathematics and education; however, its conceptualization and assessment remain inconsistent across empirical studies. This systematic review examined how MC has been defined, conceptualized, and assessed across 80 empirical studies involving K-12 populations. Through thematic analysis, the study identified three definition types: divergent thinking, problem-solving, and problem-posing, as well as affective–motivational emphasis. We organized theoretical frameworks into three categories: domain-general, domain-specific, and multidimensional frameworks. Results showed that the most common definitions emphasized divergent thinking components while fewer studies highlighted affective and dispositional factors. Domain-specific frameworks were the most frequently used, followed by multidimensional frameworks. Regarding assessment, studies predominantly relied on divergent-thinking scoring. Most assessments used criterion-referenced rubrics with norm-based comparisons. They were delivered mainly in paper-pencil format. Tasks were typically open-ended multiple-solution problems with fewer studies using self-reports or observational methods. Overall, the field prioritizes product-based scoring (e.g., fluency, flexibility, originality) over evidence about students’ solution processes (e.g., reasoning, metacognitive monitoring). To improve cross-context comparability, future work should standardize and transparently report age, grade, and country coding and scoring practices.

The patriarchal culture within the Batak Toba society has a significant influence on women’s rights and status, gender roles, and social change. The patrilineal system adopted by the Batak Toba community positions men as the primary heirs within the family and customary structures, while women hold more limited roles in inheritance and decision-making. This study employs a descriptive qualitative approach to analyze how patriarchal culture persists and how modernization and awareness of gender equality affect social dynamics in Batak Toba society. Using Beauvoir’s feminist theory (1949) and the theory of social construction of gender (Sibarani, 2020), the study finds that although patriarchal norms remain strong, there has been a shift in women’s access to education, employment, and public roles. Women are increasingly involved in family decision-making and have begun to gain inheritance rights, although still in smaller portions compared to men. These findings indicate that the customs and culture of the Batak Toba society are dynamic and evolving in line with the changing times and the growing awareness of gender equality. This transformation reflects a shift in the social structure and cultural values of the Batak Toba people toward a more equitable and gender-just society.

We sought to understand healthcare workers' (HCW) cardiovascular disease (CVD) prevention knowledge, attitudes, and practices to help inform future healthcare policies and optimize preventive cardiology care. Data was collected via an anonymous, online questionnaire which consisted of pre-validated CVD prevention and smoking cessation scales adapted from the Preventive Medicine Attitudes and Activities Questionnaire. Six hundred sixty-eight HCWs (60.5% doctors, 27.8% nurses, 11.7% medical students) from 25 nations responded to the survey. Overall, 74.9% of HCWs routinely assessed patients' cardiovascular risk profiles in clinical practice. About 65.7% of HCWs counselled patients who were asymptomatic for CVD on tangible lifestyle changes to improve their cardiovascular risk profiles, while 68.2% of HCWs did so when patients were overweight. Of note, only 51.3% of HCWs implemented comprehensive smoking cessation interventions for their patients. Practising HCWs demonstrated higher levels of CVD prevention promotion than medical students in all aspects, except for self-reported importance of CVD risk factor counselling (Tukey honestly significant difference diff: 0.31, P-value: .051). Among practising HCWs, there were no significant differences in their CVD prevention practices across varying lengths of clinical practice. HCWs from higher income nations tended to fare worse than their lower income counterparts. A large multi-national survey reveals significant gaps in the promotion of CVD prevention by HCWs. Significant differences between medical students and practising HCWs' CVD prevention behaviours, highlight the role of education for the promotion of long-term positive CVD prevention practices. Further efforts should target the medical education of early-career HCWs, especially in higher income nations. Key message What is already known on this topic: The importance of lifestyle modification for the primordial prevention (risk factor prevention) and primary prevention (risk factor management) of cardiovascular disease (CVD) is indisputable. Studies have shown that physicians and other healthcare workers (HCWs) may be best placed to encourage tangible lifestyle changes and enact meaningful modification in patients' cardiovascular health-related behaviours. What this study adds: However, in practice, the role of HCWs in monitoring and encouraging patients' health behaviours is complicated by the challenges of real-life clinical practice, such as time constraints or lack of manpower. Hence, this large multi-national survey sought to understand HCWs' CVD prevention knowledge, attitudes, and practices to help inform future healthcare policies and optimize preventive cardiology care. How this study might affect research, practice, or policy: This study reveals significant gaps in the promotion of CVD prevention by HCWs, highlighting key differences in CVD prevention practices based on profession, level of training, subspecialty, and national income status. Nurses, cardiology subspecialists, and HCWs from lower middle-income nations were found to be more proficient in promoting CVD prevention compared to their counterparts. Further efforts should target the medical education of undergraduate HCWs, especially in higher income nations, as established clinical practices learned during clinical education typically persist and are resistant to change over time.

Umar Kayam’s novel Para Priyayi presents the social dynamics of Javanese society, particularly the role of education in class mobility. Through its characters, the narrative illustrates how education serves as both a means of social transformation and a tool for legitimizing priyayi status. The author's worldview is embedded in the story structure and character development, emphasizing education as a cultural and ideological force. Employing a descriptive-qualitative approach, the analysis adopts structural and intertextual frameworks to reveal the interplay between the literary text, its socio-historical context, and the author’s ideological stance. Findings indicate that Umar Kayam consistently positions education as a key pillar of social change, while subtly critiquing unequal access to educational opportunities. These values are highly relevant to the teaching of prose appreciation in higher education, offering literature as a reflective medium to foster students’ social awareness, cultural understanding, and character development. In this context, literature functions not merely as an aesthetic object, but also as a pedagogical instrument that is contextual and transformative

Purpose This structured literature review examines the role of Global Citizenship Education (GCE) as a strategic framework for addressing economic inequality, sustainability challenges and global cooperation within G20 policy frameworks. This study aims to examine how GCE, when embedded in national education and economic strategies, may contribute to advancing the 2030 Sustainable Development Goals (SDGs), particularly SDGs 4.7, 8, 10, 13 and 17. Design/methodology/approach The review draws on over 80 scholarly and policy sources, analysed through the lenses of transformative learning theory (Mezirow, 1991) and critical pedagogy (Freire, 1970). It uses a comparative thematic synthesis of eight G20 case studies (Finland, South Korea, Germany, Brazil, South Africa, China, India and the USA) to identify patterns, gaps and contextual dynamics shaping GCE implementation. Criteria included policy integration, funding support, teacher training, pedagogical models and observed societal outcomes. Findings The review finds that GCE’s transformative potential materialises when it is systemically embedded across national curricula, teacher education and intersectoral development agendas. Countries with robust and well-funded integration (e.g. Finland, South Korea) demonstrate stronger links between GCE and economic mobility, sustainability awareness and global cooperation. Conversely, technocratic (e.g. China) or fragmented approaches (e.g. Brazil, South Africa) often dilute GCE’s emancipatory dimensions. The analysis also exposes gaps in monitoring, political resistance and under-researched long-term impacts – particularly in Global South contexts. Research limitations/implications While the G20 provides a strategic policy lens, the study’s findings are not universally generalisable. Future research should prioritise longitudinal, multi-country studies and participatory approaches that centre marginalised voices, assess GCE’s impacts on workforce and civic outcomes and develop culturally responsive implementation frameworks. Practical implications This study highlights the need for integrating GCE into national policies to bridge economic inequalities, promote sustainability and enhance global cooperation. By embedding GCE in curricula, governments can equip learners with skills essential for addressing financial instability, environmental challenges and ethical leadership. Policymakers should prioritise teacher training and allocate resources to ensure effective GCE implementation. Collaboration between governments, educational institutions and international organisations is essential for achieving SDGs. Structured assessment frameworks should be established to measure GCE’s impact on economic resilience, sustainability and workforce readiness, ensuring long-term global economic stability. Social implications GCE fosters social cohesion by promoting equity, ethical responsibility and cross-cultural understanding. The study underscores GCE’s role in reducing social disparities, empowering marginalised communities and fostering inclusive economic growth. By integrating GCE into education systems, societies can cultivate active, responsible global citizens who engage in social justice and sustainability initiatives. However, resistance to GCE in nationalist contexts poses a challenge. Addressing this requires strategic advocacy and policy alignment. Strengthening global partnerships and community-based programmes can enhance GCE’s social impact, fostering a more just, inclusive and environmentally conscious global society aligned with the 2030 SDGs. Originality/value To the best of the authors’ knowledge, this review is the first that presents a policy-facing synthesis of GCE’s role in G20 development strategies, bridging education theory and global policy. It moves beyond normative aspirations to provide a comparative, theory-grounded analysis of how GCE can function as a lever for economic equity, climate action and inclusive global governance.

Heart failure is one of the diseases with the highest mortality in the world, accounting for 17.8 million deaths annually, equivalent to one in three global deaths. One of the leading causes of the increase in heart failure cases is the lack of public awareness regarding the importance of prevention, such as healthy eating patterns, sufficient physical activity, and early detection of heart failure. This study analyses bibliometrics regarding the effectiveness of implementing media-based discharge planning. This study supports nursing roles in patient education, self-care, and reducing readmissions through media-based discharge planning. This study uses the Scopus database as a publication source. The Scopus database has become the primary study source for evaluating research related to the implementation of discharge planning using media from 2014 to 2023. Bibliometric analysis was carried out using VOSviewer 1.6.20 software to map scientific research publications on the care of heart failure patients. The results of this analysis identified 46 articles related to discharge planning in heart failure patients where the global trend shows that there is an increase but is still not very stable in the period 2014 to 2023, the country with the highest number of publications is the United States with 21 publications, followed by the United Kingdom 6 publications, Canada 5 publications, This study found that implementing media-based discharge planning can increase patient understanding in managing their condition and reduce the risk of re-hospitalisation. Effective discharge planning is crucial to improving the quality of life of heart failure patients, and it is important to utilise educational media in the patient discharge process to optimise treatment and prevent disease recurrence.

Major depression is a significant psychiatric disorder and affects an individual's quality of life. This article describes the comprehensive management of a 24 year old woman who experienced severe depression after experiencing problems in aspects of her closeness with her family. Management involves a multidisciplinary approach including psychiatrists, clinical psychologists, and family support. This case shows the importance of holistic and collaborative treatment in dealing with major depression. In addition, this article also highlights the important role of public education in reducing the stigma associated with mental disorders and increasing awareness of the importance of mental health.

The integration of Artificial Intelligence (AI) tools has reshaped higher education by offering adaptive and personalized learning experiences. With applications such as intelligent tutoring systems, adaptive platforms, and generative tools like ChatGPT and Grammarly, university students increasingly rely on AI to support academic tasks. While global studies highlight AI’s potential in enhancing critical thinking, problem-solving, and academic performance, evidence from Pakistan remains limited. This study examined the relationship between AI tool usage, critical thinking, problem-solving skills, and academic performance among 250 university students in Sialkot through a quantitative correlational design. Using standardized instruments, findings revealed a significant positive relationship between the use of AI tools and student’s critical thinking and problem-solving skills. Moreover, AI usage showed a notable impact on academic performance, highlighting its role as a supportive learning resource. Age and gender based variations indicating demographic influences were examined but revealed no significant differences in outcomes. The study provides context-specific insights into AI’s role in Pakistani higher education, emphasizing opportunities for improved learning alongside the need for responsible integration to sustain independent cognitive development.

The impact of health education on the quality of life of menopausal and perimenopausal women: A systematic literature review

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.