مرور مقاله‌ها

The aviation industry requires highly skilled maintenance technicians to ensure aircraft safety and reliability. This study assessed the improvement of maintenance skills among Aircraft Maintenance Technology (AMT) students of Indiana Aerospace University after their On-the-Job Training (OJT). Guided by Human Capital Theory, Kolb’s Experiential Learning Theory, and Organizational Theory, it evaluated the extent of skill enhancement and the challenges students faced. Using a mixed-methods design, the study gathered data from 90 randomly selected AMT students through a self-made Likert-scale survey and semi-structured interviews. Results showed that students “Agreed” their skills—such as troubleshooting, tool handling, and safety compliance—improved significantly after OJT (overall mean = 3.94). They also rated the OJT program and training organization positively for providing relevant supervision and training. However, issues like limited hands-on exposure, ineffective teaching strategies, and theory-focused assessments were noted. The study concludes that OJT is essential in developing students’ technical competence and industry readiness, but instructional methods and assessment approaches must be improved. Recommendations include enhancing practical training, upgrading teaching methodologies, and applying performance-based evaluations for well-rounded skill development.

صنعت هوانوردی به تکنسین‌های تعمیراتی با مهارت بالا برای اطمینان از ایمنی و قابلیت اطمینان هواپیماها نیاز دارد. این پژوهش بهبود مهارت‌های تعمیراتی در میان دانشجویان فناوری تعمیرات هواپیما (AMT) دانشگاه ایندیانا برای هوانوردی را پس از دوره آموزش حین کار (OJT) ارزیابی کرد. این مطالعه با تکیه بر نظریه سرمایه انسانی، نظریه یادگیری تجربی کولب و نظریه سازمانی، میزان ارتقای مهارت و چالش‌های مورد مواجهه دانشجویان را ارزیابی نمود. با استفاده از طرح آمیخته، داده‌ها از ۹۰ دانشجوی AMT به صورت تصادفی از طریق پیمایش لیکرت خودساخته و مصاحبه‌های نیمه‌ساختاریافته گردآوری شد. نتایج نشان داد که دانشجویان «موافق» بودند که مهارت‌هایشان—مانند عیب‌یابی، کار با ابزار و رعایت ایمنی—پس از آموزش حین کار به طور قابل توجهی بهبود یافته است (میانگین کل = ۳.۹۴). آن‌ها همچنین برنامه آموزش حین کار و سازمان آموزش‌دهنده را برای ارائه نظارت و آموزش مرتبط به طور مثبت ارزیابی کردند. با این حال، مسائلی مانند مواجهه عملی محدود، استراتژی‌های تدریس ناکارآمد و ارزشیابی‌های متمرکز بر تئوری مورد توجه قرار گرفت. این مطالعه نتیجه می‌گیرد که آموزش حین کار برای توسعه شایستگی فنی و آمادگی صنعتی دانشجویان ضروری است، اما روش‌های آموزشی و رویکردهای ارزشیابی باید بهبود یابند. توصیه‌ها شامل تقویت آموزش‌های عملی، ارتقای روش‌های تدریس و اعمال ارزشیابی‌های مبتنی بر عملکرد برای توسعه مهارت‌های همه‌جانبه است.

This study determined the relationship between self-efficacy and job satisfaction among secondary public-school teachers in the Dupax del Sur District. Using a quantitative-descriptive design, data were collected from 80 teachers from Ganao, Carolotan, and Dupax del Sur National High Schools through an adopted standardized questionnaire. Findings revealed that teachers possessed a high level of self-efficacy in student engagement, instructional strategies, and classroom management. They have high job satisfaction in compensation and benefits, leadership, social relationship, and work environment. Significant relationships found between teachers' self-efficacy in student engagement with compensation and benefits, social relationship, and leadership; and self-efficacy in classroom management with compensation and benefits. This indicates that teachers exhibited high self-efficacy and job satisfaction, driven by supportive leadership and a positive work environment. To sustain and further improve these positive outcomes, the implementation of the proposed action plan is strongly recommended. The action plan is designed to systematically enhance teachers’ self-efficacy and job satisfaction through targeted professional development initiatives, strengthened leadership support mechanisms, and structured recognition and reward programs. Effective implementation of this action plan will provide schools with a practical framework for fostering a supportive organizational climate, promoting continuous teacher growth, and ultimately improving teaching quality and educational outcomes.

این پژوهش به تعیین رابطه بین خودکارآمدی و رضایت شغلی معلمان مدارس دولتی مقطع متوسطه در ناحیه دپاکس دل سور پرداخت. با استفاده از طرح توصیفی-کمی، داده‌ها از طریق یک پرسشنامه استاندارد برگرفته‌شده از ۸۰ معلم از دبیرستان‌های ملی گائائو، کارولوتان و دپاکس دل سور جمع‌آوری شد. یافته‌ها نشان داد که معلمان دارای سطح بالایی از خودکارآمدی در درگیری دانش‌آموزان، راهبردهای آموزشی و مدیریت کلاس هستند. آن‌ها نیز از رضایت شغلی بالایی در زمینه‌های جبران خدمات و مزایا، رهبری، روابط اجتماعی و محیط کار برخوردارند. روابط معناداری میان خودکارآمدی معلمان در درگیری دانش‌آموزان با جبران خدمات و مزایا، روابط اجتماعی و رهبری؛ و همچنین میان خودکارآمدی در مدیریت کلاس با جبران خدمات و مزایا مشاهده شد. این موضوع نشان می‌دهد که معلمان دارای خودکارآمدی و رضایت شغلی بالایی هستند که تحت تأثیر رهبری حمایت‌گر و محیط کاری مثبت شکل گرفته است. برای تداوم و بهبود بیشتر این پیامدهای مثبت، اجرای برنامه عملیاتی پیشنهادی به شدت توصیه می‌شود. این برنامه عملیاتی با هدف ارتقای سیستماتیک خودکارآمدی و رضایت شغلی معلمان از طریق راهبردهای توسعه حرفه‌ای هدفمند، تقویت مکانیسم‌های حمایت رهبری و برنامه‌های ساختاریافته تقدیر و پاداش طراحی شده است. اجرای مؤثر این برنامه عملیاتی چارچوبی کاربردی برای مدارس جهت پرورش اقلیم سازمانی حمایت‌گر، ترویج رشد مستمر معلمان و در نهایت بهبود کیفیت تدریس و پیامدهای آموزشی فراهم خواهد کرد.

This community service activity aimed to support English teachers' professional development through technology-based reflective practice. Conducted in 2025 at Taman Mulia Private High School, Kubu Raya Regency, Indonesia, the activity involved 30 English teachers from junior high, senior high, and vocational high schools. The program addressed the need for accessible professional development opportunities that accommodate teachers' teaching responsibilities and other school-related duties. The workshop was facilitated by lecturers in English Language Education and comprised presentations, focused discussions, and hands-on practice. Participants explored the concept and importance of reflective practice and learned to use digital tools to record, analyze, and evaluate their teaching and learning activities. Practical sessions provided opportunities to integrate technology into reflective processes and consider its application in their school contexts. The activity was evaluated using attendance records, observation checklists, observational notes, and a post-event questionnaire. Success criteria included a minimum attendance rate of 80%, at least 80% positive responses regarding the suitability and usefulness of the materials and overall training, and evidence of active participation and engagement. Evaluation results indicated that the workshop was successfully implemented, with active interaction and positive participant perceptions of the training's relevance and usefulness. Future community service activities should include regular training, intensive mentoring, coaching clinics, and professional sharing sessions to support the sustained implementation of technology-based reflective practice. This initiative highlights the potential of digital technology to facilitate practical and continuous professional development for English teachers.

این فعالیت خدمت‌رسانی به جامعه، با هدف حمایت از توسعه حرفه‌ای معلمان زبان انگلیسی از طریق تمرین بازاندیشی مبتنی بر فناوری انجام شد. این فعالیت در سال ۲۰۲۵ در دبیرستان خصوصی تامان مولیا، شهرستان کوبو رایا، اندونزی، با مشارکت ۳۰ معلم زبان انگلیسی از مدارس راهنمایی، دبیرستان و فنی‌وحرفه‌ای برگزار گردید. این برنامه به نیاز به فرصت‌های توسعه حرفه‌ای دست‌یافتنی که با مسئولیت‌های تدریس معلمان و سایر وظایف مرتبط با مدرسه سازگار باشد، پرداخت. کارگاه توسط اساتید گروه آموزش زبان انگلیسی تسهیل‌گری شد و شامل ارائه‌ها، بحث‌های متمرکز و تمرین‌های عملی بود. شرکت‌کنندگان مفهوم و اهمیت تمرین بازاندیشی را بررسی کردند و نحوه استفاده از ابزارهای دیجیتال برای ثبت، تحلیل و ارزیابی فعالیت‌های تدریس و یادگیری خود را آموختند. جلسات عملی فرصت‌هایی را برای تلفیق فناوری در فرآیندهای بازاندیشی و بررسی کاربرد آن در بافت مدارس آنان فراهم آورد. فعالیت از طریق سوابق حضور، چک‌لیست‌های مشاهده، یادداشت‌های مشاهده‌ای و پرسشنامه پس از رویداد ارزیابی شد. معیارهای موفقیت شامل حداقل نرخ حضور ۸۰ درصد، حداقل ۸۰ درصد پاسخ‌های مثبت درباره تناسب و مفید بودن مواد و کلیت دوره آموزشی، و شواهدی از مشارکت و تعامل فعال بود. نتایج ارزیابی نشان داد که کارگاه با موفقیت اجرا شد و تعامل فعال و ادراک مثبت شرکت‌کنندگان از ارتباط و مفید بودن دوره آموزشی مشهود بود. فعالیت‌های آتی خدمت‌رسانی به جامعه باید شامل آموزش‌های منظم، راهنمایی‌های فشرده، کلینیک‌های مربی‌گری و جلسات اشتراک‌گذاری حرفه‌ای باشد تا اجرای پایدار تمرین بازاندیشی مبتنی بر فناوری حمایت شود. این ابتکار، پتانسیل فناوری دیجیتال را تسهیل‌گر توسعه حرفه‌ای عملی و مستمر برای معلمان زبان انگلیسی برجسته می‌سازد.

In Indonesia, the practice of polygamy often becomes a polemic and a cause of marital breakdown. This occurs because polygamy is sometimes carried out secretly without the consent of the first wife. Some groups justify their actions by citing verses about polygamy. However, these verses contain moral messages that must be considered. This article aims to re-examine the interpretation of polygamy verses using the double movement theory proposed by Fazlur Rahman. This step is needed to help people understand the essence of the teachings, because generally, people only focus on the legal aspects or the literal meaning without grasping the substance of the teachings contained in the text. This research uses a literature review method sourced from journal articles and tafsir books. The conclusion of this study shows that polygamy verses must first be understood in their historical context, then the reader must be able to grasp the moral ideals of the Qur'an's message. Once the moral message is understood, the next step in applying it to the present context is to integrate it with the prevailing social system or laws.

در اندونزی، عمل چند همسری اغلب به موضوعی بحث‌برانگیز تبدیل شده و باعث فروپاشی زندگی زناشویی می‌شود. این امر به این دلیل رخ می‌دهد که گاهی اوقات چند همسری بدون رضایت همسر اول به صورت مخفیانه انجام می‌شود. برخی گروه‌ها اعمال خود را با استناد به آیات مربوط به چند همسری توجیه می‌کنند. با این حال، این آیات حاوی پیام‌های اخلاقی هستند که باید مورد توجه قرار گیرند. هدف این مقاله، بازبررسی تفسیر آیات چند همسری با استفاده از نظریه حرکت دوگانه ارائه شده توسط فضل الرحمن است. این گام برای کمک به مردم جهت درک ماهیت آموزه‌ها ضروری است، زیرا به طور کلی، مردم تنها بر جنبه‌های حقوقی یا معنای تحت‌اللفظی تمرکز می‌کنند و از جوهره آموزه‌های موجود در متن غافل می‌شوند. این پژوهش از روش مرور ادبیات استفاده می‌کند که از مقالات ژورنالی و کتب تفسیری منبع‌گیری شده است. نتیجه این پژوهش نشان می‌دهد که آیات چند همسری باید ابتدا در بافت تاریخی خود درک شوند، سپس خواننده باید بتواند آرمان‌های اخلاقی پیام قرآن را درک کند. پس از درک پیام اخلاقی، گام بعدی در کاربرد آن در بافت کنونی، تلفیق آن با سیستم اجتماعی یا قوانین حاکم است.

The integration of extension programs into the curriculum is one of the major recent changes in Brazilian higher education, fostering closer ties between universities and society. This study analyzes the perceptions of mathematics education majors at UEPG regarding their initial experiences in extension courses. This is a qualitative, exploratory, and descriptive study based on the analysis of responses provided by students enrolled in the course “Introduction to Extension Practice.” The data were examined using content analysis and categorized a priori based on the five guidelines for university extension programs (FORPROEX, 2012). Our results show that pre-service teachers recognize extension courses as privileged spaces for teacher training, engagement with the community, and contextualized pedagogical practices. They highlight mathematics as accessible, playful, and socially relevant knowledge. We emphasize that the integration of extension into the curriculum contributes significantly to initial teacher education, strengthening the integration between the university and society.

ادغام برنامه‌های توسعه‌ای در برنامه درسی یکی از تغییرات عمده اخیر در آموزش عالی برزیل است که پیوندهای نزدیک‌تری میان دانشگاه و جامعه ایجاد می‌کند. این مطالعه، ادراکات دانشجویان رشته آموزش ریاضیات در دانشگاه UEPG را نسبت به تجربیات اولیه‌شان در دوره‌های توسعه‌ای مورد تحلیل قرار می‌دهد. این پژوهش، کیفی، اکتشافی و توصیفی است و بر پایه تحلیل پاسخ‌های ارائه‌شده توسط دانشجویان ثبت‌نام‌کرده در دوره «مبانی کارآموزی توسعه‌ای» انجام شده است. داده‌ها با استفاده از تحلیل محتوا بررسی و بر اساس پنج دستورالعمل برای برنامه‌های توسعه‌ای دانشگاهی (FORPROEX, 2012) پیش‌طبقه‌بندی شدند. نتایج ما نشان می‌دهد که معلمان آینده، دوره‌های توسعه‌ای را فضاهای ممتازی برای تربیت معلم، مشارکت با جامعه و اجرای شیوه‌های آموزشی زمینه‌مند می‌دانند. آن‌ها ریاضیات را دانشی قابل دسترس، سرگرم‌کننده و مرتبط با مسائل اجتماعی برجسته می‌کنند. ما تأکید می‌کنیم که ادغام توسعه‌ای در برنامه درسی، سهم بسزایی در تربیت اولیه معلمان دارد و یکپارچگی میان دانشگاه و جامعه را تقویت می‌کند.

This study was motivated by the fact that some students still showed a lack of empathy and social awareness in their daily lives. Therefore, Islamic Religious Education learning is expected not only to focus on knowledge but also to instill empathy values to improve students' social awareness. The purpose of this study was to determine the implementation of Islamic Religious Education learning based on empathy values and the supporting and inhibiting factors in its implementation. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of Islamic Religious Education teachers, the principal, and eleventh-grade students at SMA Muhammadiyah 3 Palembang. Data were collected through observation, interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results showed that the implementation of Islamic Religious Education learning based on empathy values had been carried out well through habituation, teacher role modeling, group work, motivation, social activities, and religious activities involving students directly. The implementation had a positive impact on students' social awareness. Supporting factors included the role of teachers, a conducive school environment, and support from the principal and parents. Inhibiting factors included differences in students' characteristics, lack of consistency in applying empathy values, and the use of gadgets. Efforts to overcome these obstacles were carried out through student guidance and parenting activities for parents.

This study examines the factors associated with Professional Maritime Character among vocational maritime students by investigating the effects of Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence, while considering Self-Discipline as a mediating mechanism and Moral Awareness as a moderating factor. A quantitative cross-sectional design was employed involving 525 students from Batch VIII, X, and XI at Politeknik Pelayaran Sumatera Barat, Indonesia, using a total sampling technique. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling with the PLS Algorithm and Bootstrapping Calculation. The measurement model demonstrated adequate indicator reliability, internal consistency, and convergent validity across all constructs. The structural results show that Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence have significant positive effects on Professional Maritime Character, while Religious Commitment significantly predicts Self-Discipline; however, Islamic Work Ethic and Spiritual Intelligence do not significantly predict Self-Discipline. Moral Awareness has a significant negative direct association with Professional Maritime Character, but its interactions with Islamic Work Ethic, Religious Commitment, and Spiritual Intelligence are not significant. These findings indicate that professional maritime character is more strongly associated with the direct internalization of religious and spiritual values than with conditional effects of moral awareness, providing practical implications for integrated character development in maritime vocational education.

Background: Complementary approach provides an opportunity for students to connect pre-class, in-class, and post-class activities. Objectives: This study examined the correlations and predictive effects of metacognition and attitude on learners' conceptual understanding in physics using a complementary approach. Method: A quasi-experimental, pretest-posttest, non-equivalent control group design was used. A sample of 173 natural science students from two Ethiopian secondary schools was randomly assigned to experimental (CAIM instruction) and control (traditional teaching) groups. Data were collected using FCCUT, MCQ, and LAS instruments and analyzed via Pearson correlations and hierarchical multiple regression at p = 0.05. Results: The two variables showed positive and statistically significant correlations with students' conceptual understanding of physics: metacognition (r = 0.30) and attitude (r = 0.31), p < 0.01. Further, both metacognition (R² = 0.15, f² = 0.08) and attitude (R² = 0.16, f² = 0.10), ΔR² = 0.08, p < 0.001, predicted 8% of the varience in conceptual understanding when CAIM was employed. Conclusion: We recommend that physics teachers could apply the CAIM when teaching physics, as it allows students to develop a positive correlation between the predictor variables and conceptual understanding, though their correlations are moderate.

Purpose: to examine the effectiveness of numeracy-based think-pair-share (TPS) in improving grade V students’ learning motivation in IPAS compared with conventional instruction. Method: this study used a quasi-experimental design with 20 grade V students in experimental and control groups. Data were collected through pretest and posttest motivation questionnaires and analyzed using N-Gain. Findings: showed that numeracy-based TPS improved students’ learning motivation, with a mean increase of 21.39 points and an N-Gain of 0.68, compared with 10.12 points and an N-Gain of 0.32 in the control group. These findings suggest that numeracy-based TPS is a promising approach to enhancing motivation in elementary IPAS learning. Implications: this study highlights the potential of numeracy-based TPS as an innovative instructional strategy to enhance student motivation through active participation, peer collaboration, and meaningful numeracy activities in elementary IPAS learning. Originality: lies in integrating numeracy literacy with the think-pair-share (TPS) model to enhance students’ learning motivation in elementary IPAS, an approach that remains limited in previous research.

This article aims to analyze the problems faced by Islamic Religious Education (PAI) in shaping students’ morals amid the development of social media. This research employs a qualitative method with a library research approach by examining scholarly journals on digital morality, Islamic education, social media etiquette, teacher role modelling, and digital literacy. The literature synthesis indicates that social media has become an environment that can influence students’ values and behavior. The issues discussed include exposure to content that contradicts Islamic values, impolite communication, cyberbullying, dependence on peer approval, and the gap between students’ understanding of Islamic values and their application in digital behavior. Nevertheless, social media also has the potential to serve as a medium for moral education when used appropriately. This study emphasizes the importance of teacher role modelling, digital literacy, habituation of Islamic values, contextual learning, and collaboration among schools, families, and communities. The fundamental issue to consider is how to connect students’ religious understanding acquired through classroom learning with the application of moral values in everyday life, including their use of social media. Therefore, PAI learning should focus not only on religious knowledge but also on developing students’ ability to apply Islamic ethics critically, wisely, and consistently in digital spaces.

The increasing demand for digital competencies in the current labor market has intensified concerns regarding the employability of unemployed graduates, particularly in developing economies. This study examined the impact of a short online digital skills training program on the employability readiness of unemployed graduates in Cebu City, Philippines. A quasi-experimental one-group pre-test and post-test design was employed to assess changes in participants' employability readiness following a structured, self-paced online training intervention. The program focused on productivity software, digital communication platforms, and online job-search strategies. Employability readiness was measured using a validated, researcher-developed questionnaire assessing digital literacy, job-application preparedness, digital communication skills, and job-search confidence. The instrument demonstrated satisfactory internal consistency, with an overall Cronbach's alpha coefficient of 0.88. Results indicated a statistically significant improvement in participants' employability readiness after completing the intervention (t = 9.87, p < 0.001). Improvements were observed across all measured dimensions, with the greatest increase found in job-search confidence. While the findings suggest that participation in the online training program was associated with improved employability readiness, the absence of a control group limits causal interpretation. Nevertheless, the study highlights the potential of short-duration online digital skills training as a practical and scalable strategy for supporting workforce preparedness among unemployed graduates in developing-country contexts. Future studies employing more rigorous experimental designs are recommended to validate these findings further.

This study aims to find out the effect of using mind maps in teaching grammar on sentence construction skills among tenth-grade students at Imam Al-Shatibi Institute for Quran Memorization in the Islamic Unit, South Sulawesi. The problem is that some students struggle to understand grammar rules and apply them correctly when forming Arabic sentences. The researcher used a quantitative method with a quasi-experimental design. The study sample consisted of an experimental group of 27 students and a control group of 24 students. Data were collected using pre-tests and post-tests and analyzed using IBM SPSS through normality and homogeneity tests and the independent-samples t-test. The results showed that the average score of the experimental group rose from 66.51 in the pre-test to 79.29 in the post-test, while the average score of the control group was 72.62 in the post-test. The statistical significance (Sig. 2-tailed) was 0.001, which is less than the 0.05 significance level, indicating a statistically significant effect of using mind maps in teaching grammar to improve students' Arabic sentence construction skills.

The in-depth penetration of artificial intelligence (AI) technology has reshaped career forms and the structure of the labor market, exerting a profound impact on university students’ cognition and orientation towards career development. Based on the conservation of resources theory and self-determination theory, we conducted three studies—an experimental study and two survey studies—to explore correlational linkages between AI awareness and university students’ boundaryless career. Studies 1 and 3 consistently demonstrated that AI awareness is indirectly associated with boundaryless career through the parallel mediating pathways of intrinsic motivation and future job insecurity. Study 2 provided experimental evidence that heightened AI awareness increases both intrinsic motivation and future job insecurity. This research enriches the application scenarios of boundaryless career theory in the context of technological change, deepens the understanding of the mechanism linking technological perception to youth career psychology, and offers practical implications for career guidance in universities.

Pancasila is often debated as either an ideology or a philosophical system of thought, while a gap between its values and everyday practice persists. This study aims to quantitatively synthesize the strength of the relationship between understanding and practicing Pancasila values and citizen behavior, such as tolerance and radical attitudes. It uses Koento Wibisono's dimensions of ideology (belief, myth, loyalty) and the three philosophical principles (ontology, epistemology, axiology) as its framework, with the way values are delivered treated as a moderator. The study was designed as a meta-analysis using a random-effects model and Fisher's z transformation. A search of the Garuda and Google Scholar databases for publications from 1996 to 2026 yielded twenty articles as an initial corpus. All were conceptual, normative, or qualitative, so effect sizes could not yet be pooled and the three hypotheses could not be tested statistically. A thematic synthesis shows that ideology and philosophy are understood as a unity, that Pancasila values are hierarchical, and that their practice remains suboptimal, while rote-based education leaves little lasting impression. The corpus only hints at a positive relationship between internalizing Pancasila and tolerance. This study contributes a coding scheme for future research and recommends strengthening programs that emphasize role modeling, character education, and value delivery suited to technological developments.

Teacher–student relationships outside formal lessons are part of school social life and may provide opportunities to practice democratic values. This qualitative case study examined patterns of out-of-class interaction, their relationship to democratic values, and factors shaping them at SMK Lingga Kencana Depok. Fourteen informants participated: two vice principals, a Pancasila and Civic Education teacher, a religious education teacher, and ten eleventh-grade students. Data came from in-depth interviews, non-participant observations, and documentation, analyzed using the Miles and Huberman interactive model. Findings show open communication, mutual respect, professional closeness, and opportunities for students to express opinions. Democratic values appeared through openness, respect for differences, participation, dialogue, and responsibility. Teachers’ personal approaches and the school environment supported interaction, while differences in student characteristics, limited time, and some students’ lack of confidence posed challenges. Unlike studies centered on formal lessons or structured programs, this case foregrounds everyday out-of-class interactions in vocational education. These interactions may provide a contextual space for practicing democratic values relevant to building democratic culture, but this case study does not establish a direct causal effect on its formation.

The rapid expansion of online learning in higher education has transformed the way students interact with course content, instructors, and peers, making student engagement a critical indicator of learning success. This study investigates the influence of online learning quality, lecturer support, and academic self-efficacy on student engagement in an online learning environment. Using a quantitative research design, data were collected from university students through a structured questionnaire measuring the four key constructs. The data were analyzed using multiple regression analysis to examine the direct effects of each independent variable on student engagement. The results reveal that all three variables—online learning quality, lecturer support, and academic self-efficacy—have significant positive effects on student engagement. Among these, academic self-efficacy emerged as the strongest predictor, indicating that students’ confidence in their academic abilities plays a central role in shaping their level of participation and involvement. Online learning quality also significantly contributes to engagement, emphasizing the importance of well-designed, interactive, and accessible digital learning environments. Additionally, lecturer support was found to positively influence engagement, highlighting the role of instructor presence, feedback, and communication in fostering an engaging learning experience. These findings suggest that improving both structural and psychological aspects of online education can enhance student engagement. The study contributes to the growing body of literature on online learning by providing empirical evidence on key factors that influence engagement and offers practical implications for educators and institutions aiming to optimize online learning experiences.

Background. Indonesian language instruction at the high school (SMA), vocational high school (SMK), and Islamic high school (MAN) levels still tends to be focused on mastering course content, resulting in students' in-depth understanding not yet being optimal. Aims. This study aims to describe the implementation of the deep learning approach in Indonesian language instruction at high schools, vocational high schools, and Islamic high schools in Cirebon City, examining aspects of planning, implementation, language use, instructional structure, as well as challenges and their solutions. Methods. The study employed a qualitative approach using descriptive methods; data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. Result. The results indicate that all three schools have applied the principles of meaningful learning, mindful learning, and joyful learning to varying degrees, with one school demonstrating the most optimal implementation due to consistency across all aspects of instruction. Challenges still faced include time constraints, variations in student abilities, and less-than-ideal classroom conditions, which teachers address through adaptive strategies such as the use of engaging learning media and adjustments to teaching methods. Conclusion. This study concludes that the successful implementation of deep learning depends not only on the planning and execution of instruction but also on strengthening teacher competencies and support from the learning environment.

Academic advising and personal tutoring are deeply relational practices, yet they are often expected to flourish within institutional structures that unintentionally erode connection. This opinion piece argues that belonging is not simply something students feel. It is shaped by the hidden curriculum of institutional design, particularly through the organisation of time and space. Drawing on practice at a small specialist college in Ireland, it explores how timetabling, orientation sequencing, and protected periods within the weekly schedule send powerful signals to students about whether they matter. When time and space is approached as intentional design features rather than neutral administrative decisions, the conditions in which advising relationships can take root are strengthened. For advisors and tutors supporting students with limited discretionary time on campus, reframing belonging as something designed rather than delivered is increasingly essential.

Reflective conversation is a powerful relational pedagogical tool. When embedded within personal tutor conversations, it can enhance the student experience of mattering in higher education, where increasing student numbers can reduce the relational quality and experience of learning. Personal tutor conversations that embed reflective dialogue therefore have the potential to become purposeful conversations, empowering students to feel heard and understood. As key components of mattering, feeling heard and understood when achieved, enable personal tutors to develop accurate, empathic understanding of the student’s lived experience of learning and teaching. Furthermore, reflective dialogue embedded within personal tutor conversations can empower students to get to know themselves. Supporting the student to develop an enduring curiosity into who and why they are creates space for the generation of knowledge that can enhance self-awareness. However, this piece argues that for this to be truly meaningful, personal tutors need to recognise the value of reflection for themselves, have the courage to develop their own reflective mindset and skills, and model reflective behaviours if students are to perceive they matter through the relational reflective pedagogy inherent in personal tutor conversations