community

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

Purpose: This study aimed to explain the factors influencing the construction of national identity in Iraqi school environments. Methods and Materials: This qualitative study was conducted using an exploratory and interpretive approach. Participants consisted of 20 university faculty members, educational researchers, school administrators, and experts from Tehran who had relevant academic or professional experience in education, curriculum studies, sociology, cultural studies, political science, citizenship education, national identity, or the Iraqi sociocultural context. Participants were selected through purposive sampling with maximum variation, and sampling continued until informational saturation was achieved. Data were collected through semi-structured, in-depth interviews lasting approximately 45–70 minutes. Interviews were recorded with participants' permission, transcribed verbatim, and analyzed using conventional qualitative content analysis. Meaning units were identified, condensed, coded, compared continuously, and organized into subcategories and broader conceptual categories. Credibility, dependability, confirmability, and transferability were enhanced through member checking, peer review of coding, maximum variation, systematic documentation of analytical decisions, and repeated comparison of interpretations with the original transcripts. Findings: Qualitative analysis yielded six major categories influencing national identity construction in Iraqi school environments: educational and curricular factors, teacher-related factors, school cultural and organizational factors, sociocultural factors, political and institutional factors, and family, media, and community factors. Educational and curricular factors received the greatest analytical emphasis, particularly inclusive curriculum design, history and civic education, national symbols, cultural representation, and extracurricular citizenship activities. Sociocultural factors highlighted the importance of integrating ethnic, religious, linguistic, and regional diversity within a shared national framework. Political and institutional factors emphasized institutional trust, educational equality, policy coherence, and political neutrality. Teachers and school climate were identified as important mediators through fairness, inclusive pedagogy, participation, and respectful interaction. Family narratives, community discourse, and digital media were also found to reinforce or weaken school-based national identity formation. Conclusion: National identity construction in Iraqi schools is a multidimensional and interactive process requiring coherence among curriculum, teacher practices, inclusive school culture, recognition of sociocultural diversity, institutional fairness, and the wider family, community, and media environment.

هدف: این پژوهش با هدف تبیین عوامل مؤثر بر شکل‌گیری هویت ملی در محیط‌های مدرسه‌ای عراق انجام شده است. روش‌ها و مواد: این مطالعه کیفی با رویکرد اکتشافی و تفسیری صورت گرفته است. شرکت‌کنندگان شامل ۲۰ نفر از اعضای هیئت علمی دانشگاه، پژوهشگران آموزشی، مدیران مدارس و متخصصان از تهران بودند که دارای تجربه علمی یا حرفه‌ای مرتبط در حوزه آموزش، مطالعات برنامه‌درسی، جامعه‌شناسی، مطالعات فرهنگی، علوم سیاسی، آموزش شهروندی، هویت ملی یا زمینه اجتماعی‌فرهنگی عراق بودند. نمونه‌گیری به صورت هدفمند با حداکثر تنوع انجام شد و تا رسیدن به اشباع اطلاعاتی ادامه یافت. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته و عمیق به مدت تقریبی ۴۵ تا ۷۰ دقیقه گردآوری شد. مصاحبه‌ها با اجازه شرکت‌کنندگان ضبط، به صورت کلمه‌به‌کلمه پیاده‌سازی و با استفاده از تحلیل محتوای کیفی متعارف مورد تجزیه و تحلیل قرار گرفت. واحدهای معنایی شناسایی، تلخیص، کدگذاری، به طور مستمر مقایسه و در زیرمقوله‌ها و مقوله‌های مفهومی گسترده‌تر سازمان‌دهی شدند. اعتبار، قابلیت اتکا، تأییدپذیری و انتقال‌پذیری از طریق بازبینی اعضا، بازنگری همتایان در کدگذاری، حداکثر تنوع، مستندسازی نظام‌مند تصمیمات تحلیلی و مقایسه مکرر تفسیرها با متن اصلی مصاحبه‌ها تقویت شد. یافته‌ها: تحلیل کیفی شش مقوله اصلی مؤثر بر شکل‌گیری هویت ملی در محیط‌های مدرسه‌ای عراق را نشان داد: عوامل آموزشی و برنامه‌درسی، عوامل مرتبط با معلم، عوامل فرهنگی و سازمانی مدرسه، عوامل اجتماعی‌فرهنگی، عوامل سیاسی و نهادی، و عوامل خانواده، رسانه و جامعه. عوامل آموزشی و برنامه‌درسی بیشترین تأکید تحلیلی را داشتند، به ویژه طراحی برنامه‌درسی فراگیر، آموزش تاریخ و شهروندی، نمادهای ملی، بازنمایی فرهنگی و فعالیت‌های فوق‌برنامه شهروندی. عوامل اجتماعی‌فرهنگی بر اهمیت ادغام تنوع قومی، مذهبی، زبانی و منطقه‌ای در چارچوب ملی مشترک تأکید داشتند. عوامل سیاسی و نهادی بر اعتماد نهادی، برابری آموزشی، انسجام سیاستی و بی‌طرفی سیاسی تأکید کردند. معلمان و فضای مدرسه به عنوان میانجی‌های مهم از طریق عدالت، آموزش فراگیر، مشارکت و تعامل محترمانه شناسایی شدند. روایت‌های خانوادگی، گفتمان جامعه و رسانه‌های دیجیتال نیز در تقویت یا تضعیف شکل‌گیری هویت ملی مبتنی بر مدرسه نقش داشتند. نتیجه‌گیری: شکل‌گیری هویت ملی در مدارس عراق فرایندی چندبعدی و تعاملی است که نیازمند انسجام میان برنامه‌درسی، عملکرد معلمان، فرهنگ مدرسه فراگیر، شناسایی تنوع اجتماعی‌فرهنگی، عدالت نهادی و محیط گسترده‌تر خانواده، جامعه و رسانه است.

Insecurity has become a significant threat to the effective delivery of basic education in Nigeria, particularly in communities affected by banditry, kidnapping, armed attacks, and communal violence. This study examined the influence of insecurity on teaching-learning outcomes in Universal Basic Education primary schools in Kagarko Local Government Area, Kaduna State, Nigeria. Specifically, it investigated the effects of insecurity on pupils’ academic performance and school attendance and identified strategies for reducing its adverse effects. The study adopted a qualitative documentary research design and relied on secondary data obtained from government publications, policy documents, institutional reports, international organisations, and peer-reviewed journal articles. The selected documents were analysed using qualitative content analysis and organised according to the study’s major themes. The findings revealed that insecurity negatively affects pupils’ academic performance by reducing instructional time, disrupting curriculum coverage, weakening concentration, and creating fear within the learning environment. It also reduces school attendance as parents may prevent their children from attending school because of kidnapping, attacks, unsafe travel routes, and instability within surrounding communities. Consequently, insecurity undermines the implementation of Universal Basic Education by limiting regular participation and disrupting stable teaching and learning conditions. The study concludes that ensuring school safety is essential for achieving the objectives of free and compulsory basic education. It recommends strengthening school security, implementing the Minimum Standards for Safe Schools, improving community participation, providing psychosocial support, protecting routes to school, establishing emergency response systems, and adopting flexible learning arrangements during periods of disruption.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

The objective of this community service initiative is to assist parents and teachers in fostering a "Qur’anic generation" that is ASIK, a generation not only proficient in reciting the holy Qur’an but also skilled in language and logical reasoningthereby enhancing the quality of education in Pangkalpinang City. Based on observations and interviews conducted at the Baitul Ma’ruf Quran Education Center (TPA) in Pangkalpinang, several issues have been identified at the TKA/TPA, specifically concerning the quality of services and comfort, education, health, and social aspects. Students also need to develop an awareness of the importance of becoming critical and innovative individuals, so that they do not fall behind as the flow of information continues to accelerate. This community service initiative was carried out in three stages: preparation, implementation, and evaluation. The activities focused on four key aspects: the installation of an organizational structure board and signage for the TKA/TPA to address quality; literacy and numeracy programs (Smart) and religious outreach (Active) to support education; the preparation of traditional Bangka cuisine (Innovative) to promote health; and social outreach sessions (Critical) to foster social engagement among the participants. The activity was attended by 40 students from the Baitul Ma’ruf TKA/TPA (Islamic kindergarten/elementary Quran education center). The participant satisfaction evaluation yielded an average score of 89.28, falling into the "very satisfied" category. The improvement in participants' numeracy literacy skills is evidenced by the results of numeracy literacy assessments: the average score at the beginning of the program was 46.46, which increased to 73.73 following the numeracy literacy learning activities. The outcomes of the activity also included an improved understanding among participants regarding how to deliver a lecture, how to create calligraphy, and how to select natural ingredients native to the Bangka region that can be used to prepare local delicacies with health benefits

This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

Improving educational quality requires human resource (HR) management that supports teachers’ continuous professional development and adaptation to global demands. This study aims to describe the management of educational HR transformation toward global quality at SMP Muhammadiyah 15 Surabaya and identify its supporting and inhibiting factors. A qualitative approach was employed, with data collected through non-participant observation, interviews, and documentation. Informants were selected through purposive sampling and included the vice principal, the vice principal for curriculum, two teachers, and two students. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings indicate that HR transformation is managed through planning, organizing, implementation, supervision, and evaluation. Development programs include internal and external training, a teacher learning community, weekly learning reflection, monthly coaching, and academic supervision. Supporting factors include a collaborative culture, regular professional guidance, and school support. Inhibiting factors comprise limited time, insufficient openness in reflection, short coaching sessions, delayed follow-up, and some teachers’ extrinsic motivation. These findings provide contextual insights into school-level HR management but do not establish program effectiveness in improving student learning outcomes or achieving global quality standards. ABSTRAK Peningkatan mutu pendidikan membutuhkan manajemen sumber daya manusia (SDM) yang mampu mengembangkan kompetensi guru secara berkelanjutan dan adaptif terhadap tuntutan global. Penelitian ini bertujuan mendeskripsikan manajemen transformasi SDM pendidikan menuju mutu global di SMP Muhammadiyah 15 Surabaya serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi non-partisipan, wawancara, dan dokumentasi. Informan dipilih secara purposive, meliputi wakil kepala sekolah, wakil kepala sekolah bidang kurikulum, dua guru, dan dua peserta didik. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa transformasi SDM dikelola melalui perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi. Program pengembangan mencakup pelatihan internal dan eksternal, komunitas belajar, learning reflection mingguan, coaching bulanan, dan supervisi akademik. Faktor pendukung meliputi budaya kolaborasi, pembinaan rutin, serta dukungan sekolah, sedangkan hambatannya mencakup keterbatasan waktu, keterbukaan refleksi, durasi coaching, keterlambatan tindak lanjut, dan motivasi ekstrinsik sebagian guru. Temuan ini bersifat kontekstual dan belum membuktikan efektivitas program terhadap hasil belajar atau pencapaian standar mutu global.

This paper presents a practice‑driven software engineering course model that centers the curriculum on multi‑term, client‑partnered projects to cultivate real‑world design, teamwork, and delivery skills at undergraduate scale. The approach combines a shared web application stack, agile project management with iterative demos and retrospectives, and remote mentorship from industry alumni to provide authentic exposure to legacy code, stakeholder communication, and production‑like workflows. Operational experiences (“war stories”) surface recurring risks credential leakage, privacy missteps, shifting stakeholder expectations, and deployment hurdles and translate them into actionable process controls such as time‑boxing, version‑control discipline, and early environment planning. Reported outcomes highlight growth in technical execution and soft skills, increased student ownership through community impact, and a repeatable structure that decouples principles from practicum to support continuity across semesters. The paper concludes with adoption guidance on partner selection, mentor recruitment, and technology standardization to help programs embed authentic, sustainable project work as a centerpiece of software engineering education.

Abstract Child and adolescent externalizing problems have often been conceptualized broadly with imprecise language (e.g., “disruptive behavior”) or inconsistently across varying taxonomies (e.g., oppositional defiant and conduct disorder symptoms, aggressive and rule-breaking behaviors). Establishing clarity around dimensions of externalizing problems is an essential step toward more accurate measurement and construct validity across the externalizing domain. To that end, the current study investigated fine-grained dimensions in the structure of youth externalizing psychopathology. Caregiver-report survey data were collected for a national community sample of 576 youth (ages 6–14; 45% female, 25% Hispanic), including measures of irritability, oppositionality, reactive and proactive aggression, conduct problems, hyperactivity/impulsivity, and inattention. We used exploratory factor analysis (EFA) to examine relations among externalizing dimensions at the item-level followed by confirmatory factor analysis (CFA) to examine relations at the construct-level. EFA results suggested that a 3-factor model best fit the data, including factors characterized by externalizing affect (e.g., “felt mad”), externalizing behavior (e.g., “bullies, threatens, or intimidates others”), and ADHD symptoms (e.g., “talks excessively”), with a few cross-loadings. Similarly, confirmatory models indicated that a 3-factor, non-hierarchical structure fit the data best when compared to three other models. Results provide support for distinct facets of the externalizing spectrum in child psychopathology, suggesting a preliminary direction for a unifying framework. These findings highlight the potential for future measurement research to further disentangle the distinct and overlapping facets of externalizing constructs, particularly using multiple methods and informants and with replication across samples.

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation

Background: Body image dissatisfaction (BID) is an emerging public health concern among college students due to its association with depression, anxiety, and low self-esteem. Sociocultural pressures during the transition to adulthood increase vulnerability. Evidence from Western Gujarat remains limited. Objectives: To determine the prevalence of BID and identify its sociodemographic and psychological predictors among undergraduate students in Western Gujarat. Methods: A cross-sectional study was conducted among 297 undergraduate students (18–24 years) from a medical college in Western Gujarat. Data were collected using a structured questionnaire, including MBSRQ-AS, BDI-II, HAM-A, and RSES. BMI was calculated using standard anthropometric measurements. Data were analyzed using SPSS v25 with chi-square tests, independent t-tests, and binary logistic regression. Statistical significance was set at p < 0.05. Results: The prevalence of BID was 58.2%. Females reported significantly higher dissatisfaction than males (66.1% vs. 48.5%, p < 0.001). Higher BID was observed among overweight/obese students (75.4%) and underweight students (66.7%). Multivariate analysis identified female gender (AOR = 1.95, 95% CI: 1.13-3.37), overweight/obesity (AOR = 3.59, 95% CI: 1.85-6.97), higher depression scores (AOR = 1.05 per unit), and lower self-esteem (AOR = 0.89 per unit) as independent predictors (Nagelkerke R² = 0.398). Conclusion: BID is highly prevalent among undergraduate students in Western Gujarat, particularly among females and those with higher BMI, depression, and low self-esteem. Targeted campus-based interventions promoting body positivity, self-esteem, and mental well-being are warranted.

Mental health services are constantly evolving with the gradual introduction of functionalized care, which means medical intervention has become more focused on a particular clinical area or stage of the illness. This has progressed to having designated teams for inpatient psychiatry. Usually, psychiatrists manage their patients both in outpatient and inpatient settings while working in a particular geographical area or sector. Moving away from this model to a functionalized inpatient setting, where other psychiatrists take care of their patients, is seen as a breach in continuity of care. In this context, it was intended to review the current literature for the experience of clinicians and patients in these sectorized (medical continuity) or functionalized models of psychiatric inpatient care. A narrative review of the current literature from multiple databases was conducted. The results suggested that there are positive and negative observations in both models. It appeared that neither met the expectations of patients nor clinicians. Patients preferred to be seen by the same consultant in community and inpatient settings, but clinical outcomes were not significantly different in the two models. The functionalized care was mostly medical continuity rather than multidisciplinary. Any changes in the care models may be driven by local facilities and issues. There is a need to improve the quality of care through existing models before any changes. More studies are needed to improve the evidence on the effectiveness of these service models.

The ability to understand concepts is one of the important aspects in social studies learning because students are not only required to remember information, but also to be able to explain and apply concepts in various situations. However, the learning process that is still teacher-centered causes student involvement and motivation to learn is not optimal. This study aims to analyze the influence of the Teams Games Tournament (TGT) learning model assisted by Quizizz Paper Mode (Q-Card) on learning motivation and students' ability to understand concepts in food chain materials. This study uses a quantitative approach with a pre-experimental design method through a one-group pretest-posttest design. The research sample consisted of 30 students in class V of SDN Cisiram who were selected using saturated sampling techniques. Data were collected through concept comprehension tests, learning motivation questionnaires, and documentation, then analyzed using Wilcoxon, N-Gain, and effect size tests. The results showed an increase in concept comprehension ability with an average score increasing from 39.73 to 87.70, an N-Gain value of 0.78 with a high category, and an effect size of 0.617 which showed a strong influence. The application of TGT assisted by Q-Card was also able to increase students' involvement and learning motivation. Thus, the Quizizz Paper Mode (Q-Card)-assisted TGT model is effectively used as an alternative to IPAS learning to improve students' understanding of concepts and learning motivation.

Bullying is a behavior that can affect students’ sense of safety and comfort in the school environment. This activity aimed to increase elementary school students’ awareness of the forms, impacts, and prevention of bullying through a Community Service Program (Kuliah Kerja Nyata/KKN). The activity was conducted at SD 1 Way Gubak involving fifth- and sixth-grade students. A qualitative descriptive method was applied through observation, question-and-answer sessions, and documentation. The results showed that students were able to recognize bullying, particularly teasing, hitting, and hurting others, although their initial understanding mainly focused on physical actions. Materials presented using simple language and concrete examples helped broaden students’ understanding of bullying and its prevention. The activity also identified bullying experiences related to students’ social and economic conditions.

This study examines the historical development of pesantren in Ogan Ilir Regency, South Sumatra, focusing on institutional diversity and the formation of its socio-religious identity as a City of Santri. Using a qualitative-historical approach, the study investigates 22 pesantren through in-depth interviews with 75 informants, participant observation, and document analysis. Historical source criticism and thematic analysis are employed to reconstruct institutional trajectories and identify patterns of institutional differentiation. The findings reveal three historical phases: initial institutionalization (1932–1967), consolidation and diversification (1983–1996), and institutional expansion and integration (2003–2023). Across these phases, three overlapping institutional orientations emerge: scholarly tradition, educational modernization, and self-reliance and community empowerment. These orientations demonstrate that pesantren development involves the coexistence of Islamic scholarly continuity, educational transformation, and expanding social functions rather than a linear transition from traditional to modern institutions. The study interprets these developments through the perspectives of continuity and change, ideal typology, and social construction, highlighting how institutional practices may reproduce socio-religious meanings. It offers an integrated historical and institutional account of pesantren development in Ogan Ilir while recognizing that the extent to which the City of Santri identity is collectively accepted requires further empirical investigation.

Traditional games offer accessible opportunities for physical activity, social interaction, and the introduction of local cultural practices among elementary school children. This study aimed to describe the implementation of PETRA AKTIF, a community service program introducing traditional games as alternative physical activities for elementary school students. Employing a qualitative descriptive approach, the program involved 28 third-grade students from Public Elementary School 3 Plumbon, Karanganyar Regency, Indonesia. Four traditional games were introduced: hopscotch, jump rope, fortress, and dragon snake. Data were collected through direct observation, interviews, and activity documentation and subsequently analyzed descriptively. Student satisfaction was assessed using a five-level response scale. The findings revealed that students participated in various physical movements, including jumping, walking, running, and balancing. Group activities also demonstrated observable communication, cooperation, coordination, and adherence to game rules. Satisfaction assessments indicated that 25–27 of the 28 participants reported being satisfied or very satisfied with each game. Furthermore, the activities provided students with direct exposure to traditional games as expressions of local wisdom. These findings suggest that PETRA AKTIF provides opportunities for physical engagement, peer interaction, and cultural familiarization, although improvements in physical fitness and social skills were not directly measured.

School accreditation in Indonesia is often reduced to completing documents before the assessment visit, so the quality it produces tends to be administrative and short-lived. SDIT Ar Refah Tanjungpinang faced the same problem before it raised its accreditation rating from C to A. This study aims to analyse the principal's strategies for building a quality culture from a Total Quality Management perspective, to explain how the values of amanah (trustworthiness) and ihsan (excellence) are internalised into that culture, and to reveal the impact of this culture on the accreditation transformation. The study employed a qualitative approach with a single case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, administrative staff, foundation board members, the school committee, and the accreditation team. The data were analysed using the interactive model of data condensation, data display, and conclusion drawing, and their trustworthiness was tested through source and technique triangulation. The findings show that the principal built a quality culture through shared quality awareness, documented work cycles, improvement-oriented evaluation, team collaboration, and role modelling. Amanah and ihsan served as intrinsic motivation that shifted work orientation from compliance to worship. The study concludes that integrating TQM principles with amanah and ihsan produces a substantive accreditation transformation, because quality is embraced as a moral and spiritual responsibility of the entire school community.

Since the large-scale displacement of Ukrainian families following the escalation of the war in 2022, community- and school-based initiatives have become increasingly important in supporting refugee children's adaptation in host countries. Although play, resilience, and belonging have each been widely recognised as important for children's well-being and development, they have largely been examined within separate strands of scholarship. This theoretical article develops an integrated three-tier framework that brings together Bronfenbrenner's ecological systems theory, social-ecological resilience theory, and research on play and belonging to explain how displaced children adapt within host-country contexts. The proposed framework conceptualises children's adaptation as a recursive process operating across three interconnected tiers. Tier one situates children within their ecological environments; tier two identifies resilience as a multisystemic process emerging through interactions between children and the protective resources available within those environments; and tier three positions play as the primary mechanism through which resilience processes are enacted, while belonging functions as both an outcome and a reinforcing relational process. The framework is illustrated through the context of Ukrainian refugee children in Estonia and generates empirically testable propositions to guide future research. By integrating ecological context, resilience processes, and play-based relational mechanisms into a single explanatory framework, the article offers a conceptual foundation for understanding children's adaptation following forced displacement and provides implications for the design and evaluation of community- and school-based initiatives supporting displaced children.

Professional Learning Communities (PLCs) are an essential mechanism for collaborative professional learning of teachers. However, evidence remains limited on the specific activities secondary school Biology teachers engage in within PLCs and their perceived contribution to competence-based teaching in Tanzania. This study investigated the PLC activities conducted by secondary school Biology teachers in Dodoma City and their perceived contribution to competence-based teaching practices. Social Constructivist Theory guided the study. A cross-sectional survey design was adopted, and data were collected through a structured questionnaire from 103 Biology teachers in 60 randomly selected public and private secondary schools and analysed using descriptive statistics. The key findings show that teachers engaged mainly in practice-oriented activities: collaborative lesson planning (83.5% of respondents) and peer observation (52.4%) were the only activities reported by more than half of the teachers, whereas setting and reviewing goals (21.4%) and action research and inquiry-based learning (16.5%) were the least practised. Teachers rated the contribution of PLC activities to competence-based teaching as great on all six indicators (M = 3.99–4.18). The strongest contributions were in preparing competence-based lesson plans integrating lessons into real-life situations and involving students in classroom activities, while formative assessment received the lowest, though still high, rating. These findings imply that PLCs benefit learners by helping teachers deliver more learner-centred, contextualised, and participatory lessons, which are the classroom conditions through which competence-based learning and academic performance are improved. The study recommends strengthening inquiry-oriented PLC activities, particularly action research and the collaborative analysis of assessment evidence, so that PLCs can more fully support learners’ achievement.

Abstract: Character education in early childhood is often delivered through verbal advice that young children find hard to retain, while their growing exposure to digital screens reduces opportunities to listen to stories told directly by an adult. This community service program aimed to apply pure storytelling, an oral narration that relies on the narrator's voice and body rather than a picture book, to strengthen environmental care and responsibility among kindergarten children. The program was carried out from 30 September to 3 October 2026 at Tunas Harapan II Waru Kindergarten, Penajam Paser Utara Regency, involving about forty-five children and five teachers. The stages consisted of planning, coordination with the school, script and performance preparation, storytelling sessions, evaluation, and dissemination. Data were gathered through participatory observation, oral question-and-answer sessions, short interviews with teachers, and documentation, then analysed descriptively. The story “Misi Pahlawan Bumi” introduced green, yellow, and red bins for organic, inorganic, and hazardous waste. The children followed the story enthusiastically, imitated the voices and movements of the characters, and most of them could name examples of waste for each bin colour. Teachers also gained a practical, low-cost model of storytelling that can be repeated in daily classroom activities. Keywords: character education; early childhood; environmental care; pure storytelling; vocal and gesture Abstrak: Pendidikan karakter bagi anak usia dini masih sering disampaikan melalui nasihat lisan yang sulit diingat anak, sementara meningkatnya paparan layar digital mengurangi kesempatan anak untuk menyimak cerita yang dibawakan langsung oleh orang dewasa. Kegiatan pengabdian ini bertujuan menerapkan dongeng murni, yaitu penceritaan lisan yang mengandalkan suara dan tubuh pencerita tanpa bergantung pada buku cerita, untuk menguatkan karakter peduli lingkungan dan tanggung jawab anak taman kanak-kanak. Kegiatan berlangsung pada 30 September hingga 3 Oktober 2026 di Taman Kanak-Kanak Tunas Harapan II Waru, Kabupaten Penajam Paser Utara, dengan melibatkan sekitar empat puluh lima anak dan lima guru. Tahapan kegiatan meliputi perencanaan, koordinasi dengan sekolah, persiapan naskah dan pementasan, pelaksanaan dongeng, evaluasi, serta diseminasi. Data dihimpun melalui observasi partisipatif, tanya jawab lisan, wawancara singkat dengan guru, dan dokumentasi, kemudian dianalisis secara deskriptif. Dongeng “Misi Pahlawan Bumi” memperkenalkan tempat sampah hijau, kuning, dan merah untuk sampah organik, anorganik, dan berbahaya. Anak-anak menyimak dengan antusias, menirukan suara serta gerakan tokoh, dan sebagian besar mampu menyebutkan contoh sampah untuk setiap warna tempat sampah. Guru juga memperoleh model bercerita yang praktis dan murah untuk diterapkan kembali dalam pembelajaran sehari-hari. Kata kunci: anak usia dini; dongeng murni; olah vokal dan gestur; pendidikan karakter; peduli lingkungan

Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p < .001). In the joint model, engagement remained positively associated with the outcome (B = 0.643, HC3 95% CI 0.382-0.903, p < .001), while the readiness coefficient was uncertain (B = 0.262, 95% CI -0.025-0.549, p = .073). The model explained 70.6% of sample variance; this is not evidence of out-of-sample prediction. A narrower, exploratory direct-intention item subset showed a similar pattern. Conclusion: In this convenience sample, higher self-reported readiness and engagement co-occurred with stronger continuation intentions, with engagement showing the more stable adjusted association. Cross-sectional self-report data, unvalidated item sets, influential observations, and nonprobability recruitment preclude causal or population-wide conclusions. No subsequent enrollment was measured; formal ethics approval was not obtained and requires transparent institutional guidance before publication.

Mental health disorders are a major concern with millions of people living with mental illnesses, but only a small fraction of them have access to treatment due to stigma attached, lack of resources and trained personnel. Therefore, the inclusion of mental healthcare services in primary health care (PHC) is essential for improving its accessibility. The present review investigates the effectiveness, the different models, and the barriers in integrating mental health services into primary health care in India. The review was conducted following the PRISMA protocol using database like PubMed and Scopus between January 2016 and January 2026. The systematic search yielded 62 results, of which 23 were selected based on established inclusion criteria and were subsequently analyzed thematically. Successful integration of mental health services into primary healthcare was identified as including, but not limited to, task-sharing, use of digital technologies, use of telepsychiatry, and creating an improved policy-driven system. Task-sharing with lay personnel was found to greatly increase the identification and management of people with mental illnesses, while digital technology and telepsychiatry led to better access to mental health services, especially in rural areas. Barriers to implementing integrated mental health services included a lack of training, stigma, insufficient workforce, and limited infrastructure. Integrated mental health services into primary healthcare exist and demonstrate positive results, but to sustain successful implementation, the identified barriers to integration must be eliminated or mitigated to reduce the existing treatment gap for mental illness in India.

ABSTRACT Disasters caused by the eruption of Mount Semeru not only cause physical damage but also affect the mental condition of the victims, especially teenagers as one of the vulnerable groups who are going through psychosocial development in their lives. Teenagers after a disaster can experience anxiety, stress, depression, and even PTSD. This community service aims to improve stress management skills, rebuild a sense of safety, and enhance social connections within the community. This community service applied a psychosocial intervention method to improve knowledge, stress management skills, and peer support using growth focus resilience questionsare. From the analysis of measurement results from 19 respondents who underwent psychosocial interventions, there was a tendency for their psychological conditions to improve. This is evidenced by the average score increasing from 66.11 to 75.00 out of a maximum score of 80, indicating the potential of REM-JIWA in enhancing the adaptive ability and psychological resilience of post-disaster adolescents. Psychosocial interventions can reduce stress levels in teenagers and improve their knowledge of stress management and resilience in adolescents. Keywords: Semeru Eruption, Psychosocial Intervention, Semeru Eruption, Post- Disaste, Adolescents.

Background: Digital devices have become very important in education. Students are increasingly spending their time on screen for education and other use. However, prolonged screen exposure has led to increasing complaints of digital eye strain, an emerging public health concern. Methods: A cross-sectional study was conducted among 165 undergraduate medical students in a tertiary care centre. A pilot studied; semi-structured questionnaire was used for data collection. Data was entered in Microsoft excel and analysed. Results: The prevalence of digital eye strain among undergraduate medical students was found to be 52.7%. Most common symptom noted were Headache (68.5%), Itching (60.6%), tearing of eyes (58.1%). There was a significant association between the duration of mobile screen usage (>4 hours) and digital eye strain (p value=0.0303). Conclusions: Digital eye strain is a common health concern among medical students. Higher the hours of mobile screen use, greater is the risk of digital eye strain.

School – Based violence has been recognized as a major educational challenge (UNESCO, 2019). In Uganda, and particularly in urban centers such as Mbale City, reports of student misconduct, peer influence, and group-related conflicts are becoming more common. These challenges not only affect academic performance but also threaten the safety and well-being of learners. Therefore, this study examined the causes, effects, and prevention strategies of school-based violence and gang activity in Mbale City. This study adopted a mixed-approach design, combining literature review with contextual observations in the community whereby Secondary data was obtained from text-books, reports, academic publications and newspapers. Studies indicated that violence in schools negatively affects learners’ academic performance, psychological well-being, and social development (UNESCO, 2019; UNICEF, 2018). Locally, informal observations and reported cases in Mbale City suggested increasing incidents of bullying, student grouping, fighting among students, Intimidation and harassment, Group-based conflicts and indiscipline. The study identified key contributing factors such as peer pressure, family background, Weak school discipline systems (Gottfredson, 2001), Exposure to violence in media and community influence, Overcrowding in some schools and school environment. This further highlighted that effective prevention requires a combination of school-based interventions, parental involvement, and policy support. In Mbale City, these activities remain significant challenges in education and these issues are increasingly visible which require urgent attention according to media reports (Daily monitor 2026, April 17). The study concludes that a coordinated approach is essential in promoting safe and supportive learning environments by combining global research with local understanding to strengthen discipline systems and supervision, Guidance and counseling services in schools, student behavior monitoring by parents and Government’s support to policies that promote school safety.

Sports betting has expanded across sub-Saharan Africa, increasingly intersecting with young people’s aspirations, technological accessibility, and economic insecurity. Although awareness of gambling-related risks may influence young people’s decisions, recognising such risks does not necessarily lead to cessation of betting. This study explored how young bettors understood betting risks in Shibai Street, Buhongwa Ward, Mwanza, Tanzania. A qualitative cross-sectional study employing ethnographic methods was conducted between July and August 2025. Data were collected from 18 purposively selected active bettors aged 18-29 years through in-depth semi-structured interviews, non-participant observation, and informal conversations. Interviews were conducted in Kiswahili, audio-recorded, transcribed into English, and analysed thematically following Braun and Clarke’s approach. The findings were interpreted using Verstehen, strain, and rational choice perspectives. Participants identified financial loss, difficulty stopping, stress and mental distress, relationship conflict, theft, reduced attention to work or learning, reduced work-seeking, dishonesty, deepening poverty, and loss of personal possessions as important betting-related risks. However, awareness of these risks did not consistently result in withdrawal from betting. Some participants continued because betting provided hope, expectations of quick financial gains, peer influence, and a perceived opportunity to escape poverty. The study concludes that understanding betting risks among youth requires attention to the meanings attached to betting and the economic and social circumstances within which participation occurs. Risk education should therefore be complemented by livelihood opportunities, community support, counselling, and appropriate harm-prevention measures.

Background: Insomnia is an important public health concern and may be particularly relevant among security personnel because of irregular work schedules, occupational demands, sustained vigilance, and inadequate rest. This study was conducted to determine the prevalence of insomnia and its association with selected sociodemographic and health-related factors among security personnel in a tertiary care government hospital in south India. Methods: A cross-sectional study was conducted among 100 security personnel. Sociodemographic characteristics, including age, gender, income, education, and marital status, and health-related characteristics, including body mass index, diabetes, and hypertension, were assessed using a structured questionnaire. Insomnia was assessed using the Insomnia Severity Index (ISI). Associations between insomnia and selected variables were examined using the chi-square test. Results: Sub-threshold insomnia was present in 32% of participants, while no cases of moderate or severe insomnia were identified. Significant associations were observed between insomnia and gender (p=0.019) and income level (p=0.020). No significant associations were observed with age, education, marital status, or metabolic health status. Self-reported Diabetes and Hypertension were present in 10% and 4% of participants, respectively, while 74% were classified as obese. Conclusions: Although moderate or severe insomnia was not observed, nearly one-third of security personnel had sub-threshold insomnia. Workplace-based sleep hygiene interventions may be beneficial, particularly among women and lower-income employees. Further studies incorporating objective sleep assessments and detailed evaluation of shift schedules are warranted.

Background: Rural women in India are often confronted with situations that make it difficult for them to access formal mental health services such as inaccessibility, internalized stigma, believing that suffering is due to external causes and gender inequalities. These barriers delay receiving formal care for mental health and make these women resort to informal ways of coping such as community support and local faith healers. Methods: This study aimed to explore the informal coping strategies and beliefs around mental health among 100 rural women over the age of 18 years residing in Amroha district of Uttar Pradesh, India. Being a qualitative study, the method employed for the survey was focused group discussions and the participants were included through a convenience snowball sampling. The discussions were held in Hindi language for the ease of the participants and were recorded for analysis which was done through a thematic analysis approach. Results: The results highlighted six broad themes: (1) burden of responsibilities and emotional burnout, (2) physiological manifestations of psychological distress, (3) normalization of chronic stress, (4) psychological distress arising from marital conflict and gender-based adversity, (5) reliance on spiritual and informal coping strategies in place of formal mental healthcare, and (6) emotional suppression and silent tolerance. Conclusions: The findings suggest the urgent need to design culturally aligned psychotherapeutic interventions that focus on creating awareness through psychoeducation that could reduce stigma as well as helping rural women deal with their unmet mental health challenges.

Mental health systems face a persistent gap in accessible, continuous, and person-centred support. Conversational AI can expand access to psychoeducation, emotional check-ins, self-management, and service navigation, but may also introduce risks of digital exclusion, cultural mismatch, privacy concerns, unsafe advice, and overreliance on automation. This paper develops a conceptual framework integrating Orange Technology, which promotes emotional wellbeing, cultural sensitivity, social connectedness, and resilience, with empathetic AI for mental health support. An integrative literature review examined peer-reviewed systematic reviews and WHO and UN guidance published from 2021 to 2026. Evidence suggests that conversational AI can improve depression, distress, anxiety, and engagement, although effects are heterogeneous and may decline over time. Personalization and empathic interaction may enhance engagement, while the framework's effects on community resilience, cultural sensitivity, and community resource integration require further empirical validation. The framework therefore positions AI as a supportive, human-in-the-loop layer rather than a replacement for clinicians, families, peers, or communities. It connects emotional sensing, empathetic dialogue, personalized support, escalation pathways, community connection, inclusive access, and governance, while aligning mental health innovation with SDG 3, 9, and 17.

Background: Young adults' extensive use of smartphones has resulted in several health concerns and one of which is Text Neck Syndrome. Prolonged neck flexion during smartphone use can lead to neck pain, disability and functional limitations. The study focused on determining the prevalence and knowledge regarding Text Neck Syndrome and identify predicting factors associated with the condition. Methods: A cross-sectional study was carried out among 240 undergraduate students selected using convenience method of sampling from four colleges in East Khasi Hills, Meghalaya. A standardized questionnaire with questions on demographics, participant behaviour and understanding of text neck syndrome was used to gather data. Two standardized tools neck disability index and the smartphone addiction scale-short version were used with prior permission to assess neck disability and smartphone addiction.8,9 Results: The results demonstrated that, prevalence of Text Neck Syndrome among the participants discovered to be 35.8% (95% CI:29.8%–42.3%) and 41.0% participants had smartphone addiction. Majority (71.7%) participants had adequate knowledge regarding Text Neck Syndrome and smartphone addiction was identified as a significant independent predictor of Text Neck Syndrome, with 2.2 times higher odds of developing the condition. Additionally, there was a significant positive correlation found between smartphone addiction and neck disability. Conclusions: Text Neck Syndrome is a prevalent health issue among undergraduate students in Meghalaya, affecting more than one-third of the study population. Although most of the participants had adequate knowledge regarding text neck syndrome, the occurrence of the syndrome suggests the need of targeted educational, ergonomic and behavioural interventions among young adults.

This community service activity reports the implementation of a token economy technique to support attention during English-language learning at LKP Endemic, Warungjayeng, Nganjuk. The activity used a classroom-action-oriented plan–act–observe–reflect framework involving 12 learners. Attention was operationalized through 20 observable indicators grouped into seven dimensions: attention orientation, sustained attention, task engagement, response to instruction, active participation, distraction control, and self-regulation. The intervention combined immediate token delivery, behavior-specific verbal praise, token recording, exchange opportunities, and gradual fading. Descriptive results showed a group mean of 43.92/80 at pre-intervention, 56.08/80 in Cycle I, and 67.75/80 in Cycle II. The absolute increase from baseline to Cycle II was 23.83 points, corresponding to a relative increase of approximately 54.26% from baseline. The largest descriptive improvements were observed in response to instruction, active participation, distraction control, and self-regulation. Cycle I reflection identified the need for more consistent timing of token delivery, more explicit behavior-specific praise, and reduced dependence on external rewards; these changes informed Cycle II through selective token delivery and gradual fading. Because the activity involved a small group without a comparison condition, the findings should be interpreted as descriptive evidence of local implementation rather than as a causal estimate of effectiveness. The findings provide a practical framework for integrating behavioral reinforcement with English-learning activities in a non-formal learning setting.

Background. Emotional adversities and social context may influence romantic relationships and psychological well-being, especially within the LGBTQ+ community. However, the present study does not directly measure stigmatization. Aim. The study aimed to evaluate the interplay between attachment styles, relationship satisfaction, and psychological well-being, while considering the distinctions between LGBTQ+ individuals and their heterosexual counterparts. Methods. A quantitative correlational methodology was employed for the study, utilizing a stratified sample of 100 participants: 40 LGBTQ+ individuals and 60 heterosexuals. Standardized instruments were utilized to assess attachment styles, relationship satisfaction, and psychological well-being (ECR-S, RSI, PWB). Statistical processing included MANOVA, correlation and regression analysis. Results. The findings revealed significant disparities in the distribution of attachment styles between groups. The LGBTQ+ group showed higher rates of anxious attachment (35% vs. 23%; p=0.046) compared to the heterosexual group. Secure attachment was positively correlated with both relationship satisfaction (r=0.72) and well-being (r=0.65), whereas avoidant and anxious-avoidant styles exerted a detrimental effect on these indicators. Discussion. The obtained results underscore the critical importance of secure attachment in fostering emotional stability and harmony within relationships. This is kept but moved slightly later and presented as a cautious interpretation, not a finding. Conclusion. The study emphasizes the significance of cultivating a secure attachment style by ensuring emotional safety and adaptive strategies in relationships. The findings contribute to the enhancement of psychological support programs aimed at enhancing relationship quality and well-being across diverse social groups.

We examine whether a top-up school grant for Ethiopia's emerging regions, introduced under GEQIP-E in 2018/19, narrowed mathematics learning gaps. Difference-in-differences estimates using Grade 4 data from the RISE Ethiopia survey (2018/19–2021/22) show relative gains of 0.42–0.52 standard deviations, largest among rural and poorer children. Results hold with regional controls, gain scores, school-level models and school fixed effects, but shrink under region-specific trends. About half of each gain reflects emerging regions avoiding a post-2018 decline elsewhere, so the estimates are upper bounds for the top-up alone. School leadership, community participation and teacher knowledge appear to be key channels.

این پژوهش بررسی می‌کند که آیا اعطای کمک‌هزینه تکمیلی به مدارس در مناطق در حال ظهور اتیوپی، که در سال تحصیلی ۲۰۱۸/۱۹ تحت برنامه GEQIP-E معرفی شد، شکاف‌های یادگیری ریاضیات را کاهش داد یا خیر. برآورد‌های تفاوت-در-تفاوت‌ها با استفاده از داده‌های پایه چهارم از نظرسنجی RISE Ethiopia (۲۰۱۸/۱۹–۲۰۲۱/۲۲) نشان‌دهنده کسب‌کردن‌های نسبی معادل ۰.۴۲ تا ۰.۵۲ انحراف معیار است که بیشترین میزان آن در میان کودکان روستایی و فقیرتر مشاهده شد. نتایج با کنترل‌های منطقه‌ای، نمرات کسب‌کردنی، مدل‌های سطح مدرسه و اثرات ثابت مدرسه پابرجا هستند، اما تحت روندهای خاص منطقه‌ای کاهش می‌یابند. حدود نیمی از هر کسب‌کردن ناشی از آن است که مناطق در حال ظهور از افت پس از سال ۲۰۱۸ که در سایر مناطق رخ داد، در امان ماندند؛ بنابراین این برآورد‌ها کران‌های بالایی برای کمک‌هزینه تکمیلی به تنهایی محسوب می‌شوند. به نظر می‌رسد رهبری مدرسه، مشارکت جامعه و دانش معلمان کانال‌های کلیدی باشند.

This reflective essay examines the establishment of the Research Guild in King’s Digital, a department at King’s College London specialising in online and blended postgraduate education. The Research Guild is an internally created, mentor-supported community of practice designed to help professional services staff engage more confidently in educational research and scholarship. Using an autoethnographic approach and a systems thinking lens, I explore how the Guild emerged in response to a recurring pattern: teams highly effective at delivery but lacking time, infrastructure and perceived legitimacy to undertake inquiry. The essay describes how mentoring through the ALT ELESIG Scholar Scheme, a training needs analysis survey and three structured development pathways (literature review, conference participation and research projects) combined to make evidence-seeking feel more normal, safe and worthwhile. I highlight key outcomes and persistent tensions around time, equity and sustainability, arguing that staff development is most transformative when treated as a deliberately designed ecosystem of scaffolds, feedback loops and shared identity rather than a series of isolated activities.

This qualitative study examines how K–12 educational leaders describe and make sense of their leadership practices related to instructional support, evaluation and improvement strategies, collaborative relationships and trust, and parent and community engagement. Drawing on open-ended survey responses from practicing school and district leaders, the study employs inductive thematic analysis to explore leadership efficacy as enacted through daily practice rather than expressed solely as an abstract belief. Guided by Bandura’s self-efficacy theory, Bronfenbrenner’s ecological systems theory, and transformational leadership theory as interpretive lenses, leaders’ narratives are situated within the relational and contextual systems shaping leadership work. Findings reveal a coherent, practice-oriented leadership narrative grounded in collaboration, trust-building, reflective practice, and responsiveness to local context. Instructional leadership and evaluation were consistently framed as growth-oriented, relational processes, while collaborative relationships and trust emerged as foundational conditions enabling leadership practice across domains. Parent and community engagement was described as a reciprocal, boundary-spanning function rooted in communication, visibility, and partnership. Collectively, the findings position leadership efficacy as a relational and contextually embedded practice and highlight implications for leadership preparation and professional learning.

The implementation of the Merdeka Curriculum in elementary schools requires continuous teacher professional development and collaborative support systems. Teacher working groups have an important role as professional learning communities that facilitate teachers in adapting to curriculum changes and improving instructional practices. This study aims to analyze the role of the Sekbin 2 Teacher Working Group (Forum Kelompok Kegiatan Guru/ FKKG) in strengthening the implementation of the Merdeka Curriculum at elementary schools in Tonjong District, Brebes Regency. This study employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, observations, and document analysis. The research participants consisted of the FKKG chairperson, administrators, elementary school teachers, principals, and school supervisors selected through purposive sampling. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings indicate that FKKG Sekbin 2 plays three strategic roles in supporting the Merdeka Curriculum implementation. First, FKKG functions as a professional learning community that strengthens teacher competence through collaborative discussions, sharing best practices, and developing learning tools. Second, the sustainability of FKKG activities is supported by educational leadership and organizational support from principals and supervisors. Third, FKKG contributes to transforming instructional practices by encouraging student-centered learning, differentiated instruction, and innovative teaching strategies. This study concludes that FKKG can serve as a strategic educational management instrument for strengthening curriculum implementation through collaborative professional development, organizational support, and sustainable improvement of teacher practices.

This community service activity is motivated by the gap in practical competence among students at SMKS Binong Permai in facing the 2026 Vocational Competency Examination compared to industry standards. The primary objective of this program is to enhance the technical readiness and professionalism of students in Office Automation and Governance (OTKP) as well as Accounting and Institutional Finance (AKL) through the synchronization of academic expertise and practical needs. The activity was conducted on April 25 and 30, 2026, involving all 95 final-year students, consisting of 65 OTKP students and 30 AKL students. The method applied was Vocational Intensive Mentoring, consisting of intensive technical guidance (technical coaching) and independent competency test simulations with service excellence role-play involving lecturers and peer student tutors. Evaluation results demonstrated a significant increase in material comprehension, with average post-test scores exceeding 80. Furthermore, a 100% passing rate was achieved (95 out of 95 students were declared competent), successfully producing systematic executive work agenda drafts and accurate financial reports following junior accounting technician standards. In conclusion, this simulation mentorship not only achieved the 100% passing rate target but also fostered a strategic mindset and digital proficiency relevant to modern workforce requirements.

This study aims to analyze the effects of career planning and self-efficacy on the work readiness of participants in Competency-Based Training (CBT) at the Miftahul Ulum Community Vocational Training Center (BLK) in Tasikmalaya City. The study employed a quantitative approach with descriptive and verification methods, using a census technique involving 60 participants. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with the assistance of SPSS version 31 at a 5% significance level. The results indicate that career planning and self-efficacy simultaneously have a positive and significant effect on work readiness. Partially, both variables also have positive and significant effects on work readiness, with self-efficacy showing a relatively stronger effect. The model yielded an R value of 0.703 and an R² value of 0.494, indicating that 49.4% of the variation in work readiness can be explained by career planning and self-efficacy, while the remaining 50.6% is explained by other factors outside the model. The findings indicate the importance of integrating technical competency development, career planning, and self-efficacy enhancement in the implementation of vocational training programs.

This community service initiative aims to provide a platform for students to actualize their religious potential and to strengthen their religious literacy and character through an Islamic Religious Education (PAI) Performance. The activity employed a Participatory Action Research (PAR) approach, encompassing planning, action, and reflection (evaluation). It was held from September 10–16, 2026, at the Ki Hajar Dewantara Building in Aikmel District, East Lombok, involving 32 elementary schools and 143 students comprising 65 speech contestants, 44 Quran recitation participants, and 34 PAI Olympiad competitors. The results indicate that the three competition categories provided avenues for demonstrating religious capabilities through communication, Quranic recitation skills, and mastery of PAI knowledge. The event also fostered traits such as discipline, responsibility, self-confidence, perseverance, adherence to rules, and sportsmanship through the experience of competition. Future initiatives should focus on sustained guidance and systematic evaluation to measure the development of students' religious literacy and character in a more targeted and continuous manner.

Students' ability to read the Qur'an and memorize short surahs at MI Muhammadiyah Sidorejo remains low. This condition is reflected in inaccurate hijaiyah letter pronunciation, limited reading fluency, and difficulties in memorizing short surahs accurately. An initial assessment of 32 students showed an average group score of 75. Method: The mentoring program was conducted over two months and involved 32 students and relevant school stakeholders in identifying learning needs, planning activities, implementing interventions, observing progress, and reflecting on the results. The talaqqi method was used through reading demonstrations, imitation, and direct correction, while tikrar was applied through repeated recitation to strengthen memorization. Data were collected through observation, practical assessments, and documentation, then analyzed by comparing average scores before and after the program. Findings: The average group score increased from 75 to 90, representing a 15-point difference or a 20% relative increase from the initial score. Conclusion: Structured mentoring through talaqqi and tikrar can support the development of Qur'anic reading and short-surah memorization skills. Novelty/Originality: This program integrates reading guidance and memorization practice into a single activity and documents its implementation and outcomes through observations and pre- and post-program score comparisons

This study investigated how school leadership teams drive equity-centered instructional practices in K–12 schools. It aimed to synthesize contemporary research to identify leadership behaviors, structures, and conditions that contribute to equitable student learning environments. This qualitative literature review examined 10 peer-reviewed empirical studies published between 2019 and 2025. Studies were selected based on their focus on instructional leadership, equity, and K–12 educational contexts. A thematic analysis was used to identify recurring patterns and strategies across the literature. Five major themes emerged: (1) inclusive leadership that fosters shared decision-making and relational trust; (2) equity-focused leadership pipelines that prepare leaders to identify and address systemic barriers; (3) equity-oriented data practices that contextualize academic metrics and inform instructional change; (4) culturally responsive instruction supported by school-wide professional learning; and (5) collaborative leadership that centers family and community engagement. These themes were reinforced across studies involving varied contexts and leadership roles. The review was limited to studies published in English and focused primarily on U.S. educational contexts. Districts and policymakers can use these findings to design leadership preparation programs, refine professional development strategies, and align accountability frameworks with equity goals.

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.

Abstract : The Northeastern College–College of Liberal Arts (NC-COLA) is committed to uplifting community well-being through responsive extension programs. This study evaluated the community needs of Barangay Mabini across seven domains: Education and Parenting, Food Safety and Hygiene, Human Rights and Violence Awareness, Livelihood and Financial Literacy, Disaster Risk Reduction and Management (DRRM), Environmental Conservation, and Organizational Planning and Management. Using a descriptive mixed-method design combining survey questionnaires and key informant interviews, results showed that Livelihood and Financial Literacy obtained the highest weighted mean (4.75), identifying economic vulnerability as the community’s most pressing concern. Food Safety and Hygiene (4.72), Organizational Planning and Management (4.68), Environmental Conservation (4.63), and DRRM (4.59) also registered high demand, reflecting gaps in public health, governance, and disaster preparedness. Human Rights and Violence Awareness (4.48) indicated greater preference for practical safety programs over formal legal education. It was concluded that Barangay Mabini requires coordinated, multi-stakeholder interventions targeting economic empowerment, institutional governance, and community resilience. Recommendations include financial literacy and livelihood programs, strengthening of the Barangay DRRM Council, systematic waste management, and capacity-building for local officials in partnership with relevant government agencies.

In recent years, retro-style outfits have continued to gain popularity on social media platforms. Clothing styles marked by earlier eras, such as Y2K millennium style, vintage outfits, and retro sportswear, have become widely popular among young people. This phenomenon raises a question worth exploring: why have young people developed such strong interest in “old clothes”? What role does social media play in the transformation of nostalgic emotions into consumption behavior? Taking 2018 to 2026 as the time window, this paper systematically reviews the literature on youth nostalgic consumption in social media environments and discusses it from three dimensions: conceptual definition, activation mechanism, and identity. The review preliminarily reveals the role of social media in the dissemination and diffusion of nostalgic content and also confirms that nostalgic consumption is an important path through which young people respond to identity anxiety and seek group belonging. However, existing studies still have three limitations. First, they lack a systematic explanation of how platform mechanisms promote the transformation of nostalgic emotions into consumption behavior. Second, they pay insufficient attention to how young people continuously construct identity through symbolic practices, community interaction, and consumption choices on social media. Third, the special mechanism of “non-experiential nostalgia” in the digital age has not been fully discussed. Future research may focus on constructing theoretical models that take social media as an intermediary variable and connect the logical path from emotion to behavior and then to identity.

Bullying remains a concern at SDN Sindangsono because teasing and name-calling occur in student interactions, while students’ understanding of the forms of bullying is still limited. This community service activity aimed to describe bullying prevention education through a participatory approach for third- and fourth-grade students. The activity involved 64 students, consisting of 34 third-grade and 30 fourth-grade students, and included an initial question-and-answer session, presentation of learning materials, an educational video, discussion, sharing session, written reflection, oral evaluation, and a joint commitment. Evaluation was conducted through the initial question-and-answer session and oral evaluation. At the beginning of the activity, students’ responses were more focused on physical bullying. Fifteen students (23.4%) voluntarily stated that they had engaged in actions they understood as bullying, while all participants stated that they had experienced feeling bullied, mainly through teasing and name-calling. After the activity, students’ responses began to include verbal, social, and social media-related forms of bullying, accompanied by reflective responses regarding peer interactions. All participants also took part in a joint commitment to prevent bullying. The activity indicated a broader understanding of bullying, the emergence of reflection, and student participation in bullying prevention.

Abstract Court-Ordered Treatment (COT) is used to address treatment non-adherence and psychiatric readmission in individuals with serious mental illness (SMI), who are at risk for treatment non-adherence and recurrent psychiatric hospitalization. Evidence regarding clinical outcomes associated with COT remains mixed, partly due to differences in legal frameworks and program implementation. To compare psychiatric readmission, outpatient appointment attendance, and long-acting injectable (LAI) medication adherence during COT and during the year following COT expiration in Arizona’s public behavioral health system. This exploratory, retrospective chart review identified 94 patients placed on COT between 2020 and 2021. Paired within-subject analyses included 29 patients whose COT expired and who completed a full one-year follow-up after COT expiration. Outcomes during COT were compared with outcomes during the year after COT expiration. Among the 29 patients analyzed, psychiatric hospital admission rates rose significantly from 10.3% (3/29) during COT to 34.5% (10/29) post COT expiration ( p = .039). Missed psychiatric appointments increased from 24.1% (7/29) during COT to 37.9% (11/29) after COT expiration, but this change was not statistically significant (p =.219). Among 19 patients with complete LAI follow-up data, 1 missed at least one scheduled LAI dose during COT compared with 4 after COT expiration ( p =.250). In this exploratory cohort, psychiatric readmissions were less frequent during COT than during the year following COT expiration. Both missed outpatient appointments and LAI doses were also more frequent after COT expiration, although these differences were not statistically significant, and the small sample limited the ability to detect meaningful differences. These findings should be interpreted cautiously given the small, selected cohort and retrospective observational design. Larger prospective studies are needed to further evaluate outcomes following COT expiration.

With the World Health Organization (WHO) estimating 720,000 deaths from suicide each year, the phenomenon of suicide is a priority in public health policy. International policy frameworks highlight the need to adopt biopsychosocial perspectives in order to understand the phenomenon of suicide; however, in practice, it is noted that social components play a minor role in policy design, with a preference for a biopsychological and clinical approach. This paper seeks to answer the question: Does Spanish public policy on suicide prevention operationalize the biopsychosocial model of suicide in its strategic implementation? To answer this question, a documentary analysis of public policies is carried out using the READ method. Current suicide policies in force in Spain are examined at three levels: transnational framework documents, national policies, and regional public policies. In the 15 policies analyzed, a lexicometric analysis is combined with a thematic qualitative policy analysis. The results show that, as one moves down to policies closer to the population, a gap emerges between the discursive use of the biopsychosocial model and its practical application. It is concluded that at the transnational and national policy levels, the biopsychosocial model predominates in the understanding of suicide, while in Spain’s autonomous communities, the psychobiological approach tends to be prioritized over social causes. This has an impact on the types of measures proposed, which have limited intersectional scope, a narrow view of the community-based approach, and prioritize healthcare resources to address the phenomenon of suicide.

This study aims to explore and analyze effective learning strategies for gifted and talented students in elementary schools. Using a systematic literature review, it identifies the distinctive needs of gifted students and examines appropriate strategies, including curriculum enrichment, curriculum compacting, and acceleration. The findings indicate that gifted students need more challenging and targeted approaches to help them reach their full potential. Dynamic and relevant curriculum development, together with professional teacher training, is essential to creating a supportive and inspiring learning environment. Educational policies should therefore be more responsive to the needs of gifted students.

Contemporary international relations are deeply influenced by historical reflection, and how a state deals with its legacy directly affects its international image and identity. Germany’s postwar reckoning with the Second World War serves as a paradigmatic case, where the construction of cultural memory reveals an evolution of historical consciousness shaped largely by official initiatives. Cultural memory, understood as the transmission of historical memory through cultural symbols, in the German context refers specifically to the ongoing critical engagement with Nazi crimes and the Holocaust. This memory is not static but has undergone a tortuous development from initial rejection and silence to active assumption of responsibility, eventually becoming a core component of German national identity. Memorial days, as state-sponsored vehicles, function both as pivot points for historical reflection and as witnesses to the transformation of cultural memory. Focusing on the commemorative date of 8 May (the end of the war in Europe), this paper analyzes the dynamic nature of German cultural memory. The findings show that in the early postwar period, German society resisted the notion of “collective guilt,” and under Adenauer the government maintained a conservative stance. Brandt’s “Warsaw Genuflection” marked a turn toward active remorse. Under Kohl, the concept of a “spiritual‑moral turnaround” was advanced, and the Nazi past gradually became “normalized” in public discourse. Since the beginning of the 21st century, Holocaust memory has been integrated more deeply into national identity, with an increasingly ritualized and educational focus on 8 May. Germany’s experience demonstrates that confronting historical truth is essential for building a peaceful identity. Its path toward reconciliation through cultural memory offers a reference for the international community, promoting a shared commitment to learning from history and cherishing peace.

This study evaluated the implementation and operational viability of the LGU Malay Mental Health Ordinance using the seven-component Project EMBRACE framework. The study addressed a local evidence gap by examining not only whether ordinance activities were implemented but also whether the workforce, referral, infrastructure, monitoring, and partnership conditions required for sustained delivery were present. A convergent parallel mixed-methods design was used. Quantitative data were obtained from 50 program implementers through a validated researcher-developed questionnaire (Cronbach's alpha = 0.962), while qualitative data were collected through Focus Group Discussions with 10 adult mental health service clients from Mainland Malay and Boracay Island. Means and standard deviations summarized five-point viability ratings, and qualitative transcripts were thematically analyzed; the two strands were integrated by comparing convergent, complementary, and divergent findings. The ordinance obtained an overall viable assessment, but component results were uneven. Wellness of Daily Living (M = 3.75), Mental Disorder (M = 3.65), Substance Abuse and Other Forms of Addiction (M = 3.72), and Provision of Services for Mental, Neurologic, and Substance Disorders (M = 3.45) were rated Viable. Extreme Life Experience (M = 3.11), Neurologic Disorders (M = 3.37), and Enhancement of Mental Health Facilities and Partnerships (M = 3.29) were Moderately Viable. Service-user accounts generally supported these patterns and highlighted limited specialist access, psychosocial workforce gaps, dependence on external referrals, and infrastructure constraints. The findings indicate that Malay has established a functional community mental health foundation, but long-term viability requires prioritized investment in crisis-response personnel, neurologic referral capacity, facilities, formal partnerships, continuity-of-care mechanisms, and integrated monitoring.

Physics instructors often rely on demonstrations when teaching, using real-time examples to appeal to student intuition or tinkering with a physical system to develop a deeper and more natural understanding of a topic. However, some subjects, like Kepler's laws of planetary motion, are impractical to demonstrate at a human scale, and when reality proves difficult, it is often easier to move to simulations and video games. In particular, using video games in the classroom benefits student learning and allows students to learn practical information that they can transfer to the real world. The video game Kerbal Space Program (KSP) is notable for its commitment to accurate simulation of rockets and orbits, allowing players to explore the in-game solar system with their Kerbal astronauts only if they have mastered the laws of orbital dynamics. In my personal experience, I gained a better intuition about orbits during my years playing KSP than I did in graduate school, a common sentiment within the KSP community. I use KSP in my college introductory astronomy courses to make Kepler's laws more tactile with demonstrations and projects, developing intuition on advanced aspects of rocket science through experiments that are otherwise impractical at interplanetary scales.

Project-Based Learning can deepen content understanding, promote real-world application, and foster student interest in math and science. This study examines the effect of a 6-week Project-Based Learning (PBL) unit, “The Dirt on Community Gardens,” on student content knowledge and motivation in science and math. The unit addresses a lack of student knowledge by integrating life science (plant life cycles, nutrition) and math (area, perimeter, budgeting) into a real-world project. Students design and build container gardens, growing nutritionally balanced, edible plants for a live client. The project culminates in a community event to share garden solutions. By collaborating with community experts and managing a budget, students engage in problem-solving and critical thinking, which are key to developing skills necessary to become active, informed citizens. The goal is to demonstrate that real-world scenarios deepen learning.

The “My First Pages” project was launched by a local authority in Braga, northern Portugal, with the initial goal of fostering early contact with books and children’s literature among children aged 0 to 10, encouraging parental involvement in promoting family reading habits. Implemented through voluntary family registration, and supported by a range of public and private partners (including hospitals, health centres, libraries, and post offices) books are distributed periodically to participating children. This paper presents the initiative as a distributive public policy and critically examines its evaluation process, conducted by education researchers from the University of Minho in close collaboration with the project coordinator. Employing both quantitative and qualitative methods, the evaluation draws on data from an interview with the project lead, as well as socio-cultural profiling of participating families and their reading practices, obtained through a questionnaire completed during the registration phase.

Abstract Educational innovation requires strategies that promote participation, social interaction, and the collective construction of learning. The objective was to analyze the perceptions of educational stakeholders regarding intergenerational play-based strategies as a pedagogical resource related to cognitive and socioemotional dimensions. The theoretical framework integrated play-based learning, intergenerational learning, and socioemotional development. A quantitative, non-experimental, descriptive-correlational, and cross-sectional study was conducted with 502 participants from the educational community. A structured survey was administered, and frequencies, percentages, and associations among categorical variables were analyzed. 96.0% considered intergenerational participation to be important or very important; 89.2% felt comfortable or very comfortable interacting with people of other ages; 93.2% rated their ability to work in teams favorably; and 88.0% rated their memory and concentration skills as good or excellent. A higher frequency of recreational activities was associated with greater cognitive stimulation (76.2% vs. 38.0%; χ²=74.63; p<0.001; V=0.386), and frequent stimulation was linked to a favorable perception of memory and concentration (94.0% vs. 79.4%; χ²=24.35; p<0.001; V=0.220). It is concluded that there is a favorable predisposition toward intergenerational activities, although the cross-sectional design does not allow for the establishment of causality.

This study examined the contribution of service delivery to students’ enrolment in public secondary schools in Busega District, Tanzania. The study was guided by the need to understand how the quality and responsiveness of educational services influence parents’ decisions to enroll their children and students’ retention in public secondary schools. A mixed-methods approach with a predominantly quantitative orientation and an explanatory research design was employed. The study targeted 655 respondents from 30 public secondary schools, from whom a sample of 104 respondents was selected, comprising 85 teachers, 6 heads of schools, 6 Ward Education Officers, 1 District Education Officer, and 6 school board chairpersons. Data were collected using questionnaires, semi-structured interviews, and observation. Validity was established through expert and supervisor review, while reliability was tested using Cronbach’s Alpha, which yielded a coefficient of 0.916 for 20 questionnaire items. Quantitative data were analysed using frequencies and percentages through SPSS version 26, while qualitative data were analysed thematically. The results showed that service delivery played an important role in contributing to student enrolment. More specifically, the majority of teachers were in agreement or strongly in agreement that effective academic service delivery contributed to increased enrolment. Moreover, they noted that quality teaching and learning contributed to the decision making of parents on enrolment of their children and that educational support services in time contributed to enrolment. Also, teachers noted that effective administrative services attracted many students and that effective service delivery generally contributed to student enrolment and retention. Another finding from open-ended questions showed that effective school-community relations and sufficient learning facilities played an important role in student enrolment. The study concluded that quality, timely, and responsive service delivery strengthened school reputation, parental confidence, students’ retention, and enrolment. The study recommends that Busega District Council and school authorities improve teaching and learning services, strengthen students’ support and administrative systems, enhance school-community partnerships, provide adequate infrastructure, and maintain safe and supportive learning environments to increase students’ enrolment in public secondary schools

This study assessed the employability skill readiness of Alternative Learning System (ALS) graduates in Liloan District, Cebu, during School Year 2025–2026 as a basis for developing a skill enhancement plan. Anchored on Human Capital Theory, Career Construction Theory, and Social Cognitive Career Theory, the study employed a quantitative correlational research design involving 70 ALS graduates. Data were collected using an adapted and modified questionnaire and analyzed through percentages, weighted means, standard deviations, Pearson product-moment correlation, and chi-square tests. Findings revealed high employability skill readiness in communication (M = 4.08), teamwork (M = 3.82), problem-solving (M = 3.81), self-management (M = 3.48), and technical or job-specific skills (M = 3.52). Employability readiness was significantly associated with age, parents’ educational attainment, parents’ occupation, and combined monthly family income, while gender showed no significant relationship. Furthermore, challenges encountered exhibited a significant negative relationship with employability readiness (r = −0.46), indicating that greater challenges were associated with lower readiness. Prominent challenges included limited access to training and upskilling opportunities, insufficient career preparation, inadequate hands-on experience, and limited confidence in applying acquired skills. The study recommends implementing the proposed Skill Enhancement Plan through accessible training, career guidance, workplace exposure, and strengthened stakeholder partnerships. The research aligns with Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by promoting inclusive skills development and employment readiness. Its potential contribution to educational, socioeconomic, and community sustainability lies in supporting lifelong learning, equitable employment preparation, and improved workforce participation among ALS graduates.

The concept of the human person occupies a central position in philosophical anthropology because it raises fundamental questions concerning identity, individuality, relationality, community, moral responsibility, and the meaning of human existence. In Igbo philosophical thought, the person is commonly understood not as an isolated, self-sufficient entity but as one whose existence is embedded in a network of relationships involving the individual, family, community, the spiritual order, and the wider cosmos. This paper examines the concept of the human person in Igbo philosophy through the complementary ontology of Innocent I. Asouzu, particularly his philosophy of Ibuanyidanda and the method of complementary reflection. Rather than presenting Ibuanyidanda as Asouzu’s original, complete theory of philosophical anthropology, the paper develops an anthropological application of his complementary ontology to the question of personhood. It argues that Asouzu’s emphasis on the mutual dependence and non-exclusivity of realities provides resources for reconceptualizing the human person as an existence constituted through complementarity, while preserving personal identity and agency. This study therefore uses the expression “being-in-complementarity” as an interpretive formulation for articulating the anthropological implications of Asouzu’s complementary ontology, rather than assuming it without qualification as a technical equivalent of Heidegger’s being-in-the-world or Mitsein. The paper further examines whether the transcendence associated with Asouzu’s ontology should be identified straightforwardly with indigenous Igbo conceptions of Chukwu, chi, ancestors, and other spiritual realities, or understood as a philosophical reconstruction shaped partly by his Christian and Western philosophical formation. The paper thus proposes Ibuanyidanda as a promising framework for reconstructing Igbo philosophical anthropology while acknowledging the interpretive and philosophical work involved in extending Asouzu’s ontology to personhood.

Background Cumulative exposure to adverse childhood experiences (ACEs) is associated with an increased risk of substance use, overdose, and suicide. Rural children are more likely to experience most ACEs. There is limited literature contextualizing rural individuals’ experiences with ACEs. Public Health 3.0 calls for multisector partner engagement to generate collective impact. The purpose of this study was to evaluate rural providers’ perspectives on challenges and recommendations for ACEs mitigation in their community from a cross-sector context. Participants and setting Participants were 74 providers enrolled in an online ACEs training. Participants lived and/or worked in five rural Missouri counties with high drug overdose death rates. Methods This was a conventional content analysis of written responses to structured discussion prompts from three training modules. Analysis included familiarization, inductive identification of major codes, and refinement of codes, followed by independent coding by two authors until consensus, and reporting major patterns. Artificial intelligence supported preliminary code development. An adapted Sequential Intercept Model (SIM) framework organized challenges and recommendations by setting. Results Results included personal stories about how ACEs impacted their communities through overdose, suicide, homelessness, unemployment, and adverse health effects. Settings included schools, government, healthcare, daycares, criminal justice, Extension, fire departments, libraries, and nonprofits. Participants recommended expanding the ACEs definition to include satanic abuse, bullying, incest, war, genocide, military family stressors, and death of a loved one. Intervention recommendations included whole-family interventions, community-wide training, trauma-informed training, expanded access to treatment, classes in prison/jails, and fostering positive childhood experiences. Conclusion Community voice is necessary to contextualize setting-specific insights that inform development of upstream interventions appropriate for and tailored to the community. Participants identified both strategies that could be incorporated into everyday practice—including empathy, listening, providing judgment-free and safe spaces, providing food for children experiencing hunger, encouraging positive childhood experiences, mentoring, and connecting individuals with resources for food, shelter, clothing, and mental health—and broader structural changes that may require policy-level action. The adapted SIM organizes these concepts.

Background and objectives Health literacy in adulthood plays a major role in an individual’s ability to use health information to benefit their health. Social determinants in early childhood initiate the development of health literacy through newborn brain development and oral language acquisition. Both of these processes are promoted by stimulation from everyday interactions with parents/caregivers at home and in the community. Unequal access to language-learning opportunities during early childhood represents a modifiable developmental and social determinant of later educational and health outcomes. There are inequities in these time-sensitive interactions—specifically language-learning opportunities—across families in the population, which are social determinants of early literacy, achievement in school, and later-life education, health, and economic and social well-being across the life span. This gap is most pronounced among children who grow up in poverty in the United States and internationally. The healthcare system in the United States effectively reaches to nearly all infants; however, language-learning opportunities are not a focus during well-child visits. The term “Language Nutrition” (LN) was coined in prior research to refer to these developmentally rich interactions known to support brain and language growth in children younger than preschool age. We developed Kansas City Brain Builders (KCBB) to address this inequity by promoting LN broadly among families and children in a community so that all children have a more equitable home language environment. The purpose of this study is to report longitudinal empirical findings on families and children related to the implementation of KCBB, a public health approach to community change, over 2 years. Methods The evaluation involved two parallel longitudinal studies: the Community study and the Family study. The Community study assessed the implementation of a KCBB multisectoral community partnership to promote LN-friendly changes in local programs, practices, and policies. The Family study involved longitudinal assessments of a sample of 83 English- and Spanish-speaking families with children younger than 36 months of age, evaluating the KCBB impacts on parental behaviors and child growth in language skills. Results KCBB led to a high level of documented program implementation and substantial LN promotion throughout the community. Repeated parent assessments indicated that participants had received LN messages from multiple community sectors over time, increased their knowledge of the importance of LN, and used LN through storybook reading, verbal responsiveness, and teaching behaviors during interactions with their children. Growth in children’s early language skills was significantly associated with the amount of LN they received. Discussion/Conclusion KCBB is one of the few multisectoral interventions designed to promote community-wide change targeting LN. It is a manualized intervention that can be replicated by other communities. This study employed three levels of measurement such that change could be evaluated in a theoretical framework of influence from community engagement to parental behavior and growth in child language skills. Findings provide preliminary evidence that a multisectoral community approach can achieve broad reach and is associated with changes in caregiver practices and child language growth. Larger, controlled, and replicated studies are needed to establish causal effects and determine whether such approaches reduce disparities in language-learning opportunities.

Introduction Transgender and gender diverse (TGD) older adults in the United States (U.S.) face barriers to accessing health information and resources they need to make informed healthcare decisions. More resources are needed to promote their agency and preparedness to navigate an increasingly complex healthcare system and sociopolitical landscape. The purpose of this study was to develop a testable web-based resource to support informed healthcare decision-making for TGD older adults. Methods This multimethod co-design study integrated a human-centered design approach that centered the perspectives of TGD older adults in the research process. In the prototyping and testing phases of the study, TGD adults and multidisciplinary professionals from across the U.S. were enrolled to co-develop a web-based resource with the research team during individual and paired interviews. Participants also completed a demographic questionnaire and a website usability survey. Thematic analysis of qualitative data was used to identify design themes, which guided iterative prototyping of the web-based resource. Quantitative data were analyzed descriptively. Complementary data from the usability survey and participant interviews were integrated in a joint display. Results A total of 27 participants, of whom 14 (52%) were TGD older adults, enrolled in the prototyping and testing phases. Analysis of qualitative data across both phases yielded five design themes that structured the development of a functional web-based resource: (1) Facilitating healthcare decisions through information and resources; (2) Organizing complex content with clarity and inclusivity; (3) Maintaining security, accessibility, and navigability; (4) Phasing rollout to communities and organizations; and (5) Planning for leadership, stewardship, and partnership. In the prototyping phase, three low- and mid-fidelity prototypes of a health information and resources website for TGD older adults were developed. In the testing phase, participants trialed a mid-fidelity prototype of the website, and their recommendations for improvements were integrated into a high-fidelity prototype for dissemination. Conclusion This study is one of few studies using participatory methods to engage TGD older adults in public health research. Through the development of a health information and resources website, this study demonstrates an innovative and feasible community-based co-design approach to addressing barriers affecting healthcare decision-making for TGD older adults.

Psychiatric rehabilitation is a crucial aspect of recovery-oriented mental healthcare, yet it remains underdeveloped in Oman. This paper reviews the current state of rehabilitation services, identifying systemic gaps in in-patient, day care and community-based provisions. Services are fragmented, lacking adequate multidisciplinary integration, sufficient community rehabilitation and supported housing, which leads to prolonged hospital stays. Additionally, broader challenges such as stigma and limited intersectoral collaboration hinder service development. The paper suggests practical strategies to enhance rehabilitation services, including the establishment of multidisciplinary teams, expansion of community programmes, provision of supported accommodation and workforce training, all aligned with Oman Vision 2040 and the principles of recovery-oriented mental health care.

Background As global aging accelerates, age-related psychophysiological conditions have emerged as major public health concerns. Promoting and sustaining vitality, an inherent human capacity, is essential for healthy aging and long-term well-being. The Mindfulness-based Vitality Promotion (MVP) program is a mindfulness-based behavioral intervention designed to enhance physical and psychological vitality and support sustainable well-being. This study evaluated the feasibility and acceptability of the MVP program and explored preliminary pre–post changes in health-related outcomes among community-dwelling individuals in a lifelong learning setting. Methods This study employed a single-arm mixed-methods design. A total of 35 participants were recruited for this study. The MVP program was delivered over 8 weeks, with each session lasting 90 min. Quantitative data were collected through self-report questionnaires, and qualitative data were obtained via semi-structured interviews. Feasibility and acceptability were assessed based on program retention, session attendance, and participant satisfaction. Results Quantitative analysis revealed significant pre–post increases in integrative vitality and well-being, along with significant reductions in depression, fatigue, and anxiety. No statistically significant changes were observed in pain, sleep disturbance, digestive symptoms, anger, or mindfulness. Of the 35 enrolled participants, 31 completed the program (88.6%), with a mean attendance of 6.37 of eight sessions. Among the 30 satisfaction survey respondents, 28 (93.3%) indicated willingness to participate again and 30 (100%) indicated willingness to recommend the program to others. The qualitative analysis identified four major themes: (i) diverse life challenges and self-care needs, (ii) learning through experience, connection, and application, (iii) regaining balance and agency in life, and (iv) sustaining practice requires continued support. Conclusion Mixed-methods findings provide preliminary information regarding the feasibility and acceptability of the MVP program and indicate favorable pre–post changes in several self-reported health-related outcomes. The MVP program may represent a practical lifelong learning intervention with potential relevance for public health promotion. Further controlled studies are warranted to establish its efficacy. Trial registration The trial was first submitted to the Clinical Research Information Service, Republic of Korea (KCT0009961, https://cris.nih.go.kr/cris/search/detailSearch.do?seq=28524&search_page=L ), on October 8, 2024, before participant enrollment began, and registration was finalized on November 28, 2024.

Family members who provide daily care for people with chronic mental illness often carry substantial emotional, social and financial strain. This study examined caregiver burden, anxiety and depression among primary caregivers of patients with chronic mental illness, and tested whether burden was related to anxiety and depression and whether these outcomes differed by age, gender and relationship to the patient. A cross-sectional correlational design was used with a purposive sample of primary caregivers recruited through psychiatric outpatient and community rehabilitation settings in Bengaluru (planned n = 100; 105 complete records analysed). Burden was assessed with the 22-item Zarit Burden Interview (ZBI), and anxiety and depression with the Hospital Anxiety and Depression Scale (HADS). Because scores departed from normality, Spearman correlations, permutation-based Mann-Whitney and Kruskal-Wallis tests and Holm-adjusted Dunn comparisons were used. The mean ZBI score was 32.37 (SD = 15.96); 77.1% of caregivers scored in at least the mild-to-moderate burden band, 59.0% had HADS anxiety scores of 8 or higher and 60.0% had HADS depression scores of 8 or higher. Burden correlated strongly with anxiety (rs = .810) and depression (rs = .816), Holm-adjusted ps < .001. Relationship to the patient was significantly associated with burden, anxiety and depression (adjusted ps < .001), with parent caregivers scoring highest, whereas age and gender differences did not survive correction for multiple testing. Findings are provisional because of an unresolved sample-size discrepancy and the cross-sectional, self-report, non-probability design. The results support routine screening of caregivers? psychological health, with particular attention to parent caregivers, alongside caregiver-focused psychoeducation and counselling.

Mental healthcare needs are growing, yet awareness of available services remains limited, even in Houston, Texas. This study examined relationships between having experienced or been diagnosed with mental illness and awareness of community-based mental health or crisis services. Approximately 1,000 Houston-area adults were surveyed in 2024 and 2026. Chi-square and multivariable regression analyses showed that experience with mental illness was associated with SGM populations, race/ethnicity, and age after adjustment for sociodemographic characteristics. SGM participants had greater odds of reporting mental illness, whereas Black/African American, Hispanic/Latinx, Asian, and older adults had lower adjusted odds relative to their reference groups. Awareness of community-based services was independently associated with gender, SGM populations, race/ethnicity, age, and annual household income; females had greater odds of awareness, whereas Hispanic/Latinx, Asian, and older adults had lower odds. Findings highlight sociodemographic differences in reported experience with mental illness and awareness of community-based services. Longitudinal research is needed to further examine these relationships.

This study addresses the process of symbolic grief experienced by mothers of children with Autism Spectrum Disorder (ASD), considering psychological vulnerability and resilience in the face of the deconstruction of the image of the idealized child. It is based on the understanding that an ASD diagnosis may disrupt expectations developed throughout pregnancy regarding the child’s development and future, thereby affecting the maternal experience. The general objective is to analyze the process of symbolic grief experienced by mothers of children with ASD, integrating psychological vulnerability, resilience, and support networks. Specifically, the study seeks to identify factors of psychological vulnerability resulting from maternal overload; discuss the impact of symbolic grief on atypical motherhood; and evaluate the role of support networks and public policies in promoting these women’s mental health. This is a narrative literature review of a qualitative, descriptive, and exploratory nature, conducted using the BVS-Psi and SciELO databases. The results indicate that a diagnosis may trigger psychological distress, frustration, guilt, fear, and emotional overload, contributing to social isolation and mental health problems. However, psychological support, family and community assistance as part of a support network, and effective public policies contribute to strengthening resilience and reframing the experience of atypical motherhood. It is concluded that understanding the impact of symbolic grief on these mothers is essential to broadening the perspective of psychology and public policies regarding their socio-emotional needs, promoting comprehensive care and strengthening mental health.

BACKGROUND: Israel's 2015 mental health reform transferred responsibility for mental health services from the government to community health maintenance organisations (HMOs), aiming to improve accessibility and equity and reduce stigma. However, its implications for different populations remain significantly underresearched. AIMS: To examine trends in mental health service utilisation and psychiatric medication issue rates among Arab and Ultra-Orthodox Jewish populations before and after the 2015 mental health reform. METHOD: = 2 847 184). Participants were classified as either general (non-Ultra-Orthodox Jewish), Ultra-Orthodox Jewish or Arab. The study analysed annual community visits to mental health professionals and dispensed psychiatric prescriptions. RESULTS: Between 2012 and 2019 the number of mental health service users increased across all populations, most prominently among Ultra-Orthodox Jewish and Arab populations (1.94- and 1.91-fold, respectively), compared with 1.55-fold in the general population. Annual community visits increased 2.4-fold in the general population, 2.2-fold in the Ultra-Orthodox Jewish population and 3.7-fold among Arabs, who had the lowest baseline utilisation. Psychiatric medication issue rates increased most in the Ultra-Orthodox Jewish population (2.5-fold), compared with 1.7-fold in the Arab and 1.5-fold in the general population. Women consistently used more services than men, with the greatest relative increase among Arab women. CONCLUSIONS: The findings suggest improved access to mental health services over the study period spanning the 2015 mental health reform, particularly in previously underserved populations. Continued progress requires culturally sensitive, community-tailored interventions for Arab and Ultra-Orthodox Jewish populations.

In most societies, using more than one language or language variety is the norm, yet the reference data against which children’s speech is judged derive largely from monolingual speakers. Systematic cross-linguistic variation is therefore liable to be read as atypical development, placing multilingual children at risk of misdiagnosis of speech sound disorder (SSD). This risk is most acute for closely related, understudied varieties, where difference and disorder overlap and community-specific data are scarce. Acoustic measures (e.g., voice onset time, vowel formants, segment durations) quantify fine-grained, continuous properties of speech production that categorical, transcription-based description obscures. No existing review, however, has mapped which acoustic measures have been applied to multilingual children, across which language varieties, or against which reference baselines their productions are interpreted. The objective of this review is to provide that map, showing where acoustic evidence is concentrated and where it is absent, to support clinical assessment and to identify where community-specific reference data are most needed. The review will follow updated Joanna Briggs Institute scoping review methodology and will be reported per the PRISMA Extension for Scoping Reviews. Searches will be conducted in MEDLINE (Ovid), Embase (Ovid), CINAHL (EBSCO), Web of Science Core Collection, and Linguistics and Language Behavior Abstracts, with grey literature sought through ProQuest Dissertations and Theses Global and conference proceedings; no date limits will be applied. Children from birth to 18 years are eligible regardless of clinical status, and a preschool subset (≤ 5;11) will be reported separately. After pilot calibration, two reviewers will independently screen and chart sources, resolving disagreements by discussion or a third reviewer. Charted data will be mapped through an acoustic-measure taxonomy crossed with language variety and reference baseline. This protocol has been registered on the Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/R2EX5 ).

Background: Teacher agency is essential to educational transformation, yet teacher development in Nepal often relies on standardized training approaches that emphasize prescribed methods rather than critical reflection, contextual experimentation, and collaborative learning. Objectives: This study explores how teachers develop and exercise agency through Critical–Creative Pedagogy (CCP) and participatory action research in two Nepali public-school contexts. Methods: Using a participatory action research approach, the study examined two contexts: a cross-school initiative involving 11 teachers from eight public schools in Helambu and a school-based initiative involving 30 teachers at Janata Secondary School in Bardibas. Data were generated over nine months through workshop interactions, teacher reflections, lesson plans, classroom observations, reflective dialogues, and informal conversations with students. The analysis examined how reflection, dialogue, classroom experimentation, and collective professional learning contributed to the development of teacher agency. Results: The findings indicate that teacher agency developed through iterative cycles of reflection, action, observation, dialogue, and re-reflection rather than through standardized training alone. Teachers began questioning textbook-centred and examination-driven practices and experimenting with learning activities grounded in students’ experiences and local contexts. Contextual adaptation and engagement with the wider school community, including school management committees and parents, emerged as important dimensions of pedagogical change. The Bardibas initiative appeared to foster stronger shared reflection, mutual support, and continuity of pedagogical change than the cross-school arrangement in Helambu. Conclusion: Teacher agency is a relational and context-dependent process that develops through critical reflection, pedagogical experimentation, and collaborative learning. Sustaining educational transformation requires professional learning opportunities that connect teachers’ agency with local knowledge, school-level collaboration, and community engagement. Novelty: By examining participatory action research across two distinct school contexts, this study highlights how the institutional setting of teacher collaboration may shape opportunities for collective reflection, mutual support, and sustained pedagogical change. It also foregrounds the importance of connecting teacher learning with school and community contexts in efforts to transform classroom practice.

Humanistic–religious education integrates spiritual values, social relationships, and character development in primary education. However, its conceptual dimensions, implementation mechanisms, and outcome evidence remain inconsistently documented, particularly in Satuan Pendidikan Kerjasama (SPK) schools. This study presents a systematic review protocol with preliminary synthesis to examine conceptualisation, implementation practices, potential best practices, and contextual conditions. The planned review covers publications from 2014 to 2026 across Scopus, Web of Science, ERIC, DOAJ, Google Scholar, and Indonesian academic sources. The preliminary corpus comprises ten studies identified through targeted searches, including qualitative case studies, quantitative and mixed-methods research, and conceptual analysis. Formal database searching, PRISMA screening, and critical appraisal remain incomplete. Preliminary patterns indicate that vertical–spiritual and horizontal–social dimensions predominate, while habituation and school culture feature prominently in implementation. Explicit curriculum mapping and family–community engagement are less consistently documented, and comparable pupil-outcome evidence remains limited. Evidence concerning SPK schools is particularly sparse, precluding definitive best-practice claims. A proposed four-layer framework may guide further synthesis of conceptual dimensions, implementation mechanisms, outcomes, and contextual conditions. These preliminary observations require verification through completion of the systematic review before supporting evidence-based recommendations.

Gender inequality in higher education remains a concern in rural Pakistan, where women’s education opportunities are shaped by social expectations concerning mobility, family responsibilities, and appropriate gender roles. This study examined how social stigmatization associated with staying at home and performing domestic roles is experienced by rural females and how public and self-stigma relate to their participation in higher education. A qualitative descriptive phenomenological design was employed. Data were collected by semi-structured interviews from 30 participants in rural Pakistan, including eight female students and nine female family members, and 13 male family and community members. Thematic analysis identified four interrelated themes: restricted mobility and chaperonage, conditional educational and career aspirations, internalized domestic identity, and protectionist concerns surrounding coeducation. The findings indicate that female education was generally valued, but support was often conditional on family approval, proximity to home, supervision, and conformity with socially accepted roles as daughters, wives, and mothers. Public stigma was reflected in shared expectations that restricted women’s mobility, educational location, and career choices. While self-stigma through self-censorship became apparent when some female students anticipated these judgments and adjusted their educational aspirations accordingly. These findings suggest that educational inequality in the setting examined is associated not only with material and institutional barriers but also with social judgments and their internalization. By applying a stigma perspective, the study provides a context-specific account of how public stigma, self-stigma, and self-censorship may interact with gendered expectations to narrow higher education opportunities for rural females.

Introduction Climate change impacts are not gender-neutral, yet standard reporting relies on aggregate household indicators that obscure intra-household power dynamics and diverse individual vulnerabilities. This review assesses gender-differentiated climate resilience in rural farming households and evaluates the extent to which empirical evidence aligns with the gender-responsive, participatory and transparent mandates of the Paris Agreement. Methods Peer-reviewed studies published between 2015 and 2025 were retrieved from Scopus, Web of Science, AJOL and Google Scholar following PRISMA guidelines. A total of 117 eligible studies were screened and analysed thematically using a hybrid inductive–deductive approach in R. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and evidence coverage was characterised using GRADE-CERQual adequacy criteria. Policy alignment was mapped against Articles 2.1b, 7.1, 7.5, 11 and 13. Results Eight interrelated resilience domains were identified: livelihood, water, food, ecological, social, community, agricultural and economic. The review reveals a significant implementation gap between the Paris Agreement and ground-level reality. While Articles 7.5, 11 and 13 emphasise equity and participation, resilience is often achieved through paradoxes of depletion. We propose the Gendered Resilience Paradox Framework (GRPF), a novel theoretical model encompassing resilience as a distributive process rather than a neutral capacity. The framework identifies five interlocking mechanisms—workload-resilience, biological buffer, mobility-stability, restoration-marginalisation and hydrological time-poverty—through which household resilience is achieved via the systematic transfer of adaptation costs onto women’s bodies, time and agency. These paradoxes form a self-reinforcing Depletion Cycle, creating a resilience debt that may compound intergenerationally. A co-occurrence network (n = 117) shows that workload-resilience is the most frequently documented paradox (53.0%) and reveals that embodied paradoxes remain the least studied. Articles 2.1b and 7.1 show partial alignment; Articles 7.5, 11 and 13 show misalignment. Men also face climate-related hardships, including psychosocial stress, migration-induced vulnerabilities and systemic exclusion from aid. Discussion Resilience achieved through depletion is not resilience but a debt. Closing the implementation gap requires distributional indicators, time-releasing infrastructure, secure land tenure, and bundled interventions that address multiple paradoxes simultaneously. Systematic review registration Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/WFR7Q ).

This community service program aimed to strengthen research competencies among students and lecturers of the Department of Management, Faculty of Economics and Business, Pattimura University, through Structural Equation Modeling (SEM-PLS) training using SmartPLS 4.0. The program involved 44 participants, consisting of 22 students and 22 lecturers, divided into two training sessions. The training methods included lectures, software demonstrations, hands-on practice, and interactive discussions. The materials covered research model development, measurement model evaluation, structural model assessment, hypothesis testing, and interpretation of statistical results. The program provided participants with practical learning opportunities to understand the application of SEM-PLS in quantitative management research. The training is expected to support undergraduate thesis preparation, lecturer research activities, and scientific manuscript development. Continued mentoring and systematic evaluation are recommended to assess improvements in participants' analytical competencies and support sustainable research capacity development.

Education in Yenagoa LGA, Bayelsa State, faces persistent vulnerability to environmental, infrastructural and socio-economic shocks-annual floods, riverine isolation, poor school infrastructure, and weak community ownership-leading to disrupted learning continuity and low retention. The paper contends that resilient education extends beyond the confine of a school-centric model and requires a robust, strengthened learning ecosystem. Through an integrative review of literature and the theoretical synthesis of Bronfenbrenner, Ecological System Theory, Epstein, Overlapping Spheres of Influence, and Resilient Theory, conceptualized as Yenagoa Resilient Learning Ecosystem Model (YRLEM). The model places the learner at the Centre of six interconnected pillars/layers: Immediate Learning Environment/Resilient learner: (1) Community Engagement Pillar, (2) Technology and Digital Access Pillar, (3) Environment and Climate Resilience Pillars (4) Infrastructure and Schools Pillars (5) Governance and Policy Pillars (6) Livelihood and Skills Pillars. It argues that by intentionally engaging indigenous institutions-traditional rulers, CDCs, women and youth groups, and SBMCs-and fostering structured multi-stakeholder collaboration between government, oil and gas companies, tertiary institutions, NGOs, and faith based-organizations, educations can be transformed from a fragile service into a community owned resilient system. The paper contributes a context-specific framework for policymakers, the Bayelsa State Universal Basic Education Board, and development partners, and advances propositions for future empirical validation in the Niger delta context

Background: Physics is a challenging subject for most students due to the abstract and complex nature of its concepts. This condition often causes students to experience difficulties in understanding the relationship between theoretical concepts and their applications in everyday life.Aims: As an effort to address this issue, this community service activity was conducted at MA ALKARIM Bengkulu Tengah by implementing Science Process Skills in physics learning.Method: The implementation was carried out through training activities for teachers and classroom learning practices using a simple pendulum experiment to determine the gravitational acceleration constant. This activity was designed to provide an active, contextual, and student-centered learning experience.Results: Based on the results of the implementation, students demonstrated better engagement in observing, measuring, and discussing the experimental results. In addition, teachers gained new insights into the application of process skills–based learning within the context of limited school facilities.Conclusions: This article outlines the strategies and stages of implementing Science Process Skills used to create a more effective, enjoyable, and relevant physics learning process for students at the secondary school level.

Pre-adolescence 9-12 years is a critical developmental period characterized by rapid biological, emotional, cognitive, and social changes that influence future mental health and well-being. Indian pre-adolescents increasingly encounter academic pressure, changing family dynamics, peer challenges, and extensive digital exposure, creating potential risks to emotional adjustment. Resilience, defined as the ability to adapt positively to adversity and recover from challenging experiences, is an important protective factor during this formative stage. This article aims to examine the determinants and dimensions of resilience among Indian pre-adolescents and to propose a culturally relevant, integrated framework for promoting resilience across biological, psychological, social, and digital domains. This article highlights key factors that strengthen resilience, including emotional regulation, self-esteem, self-compassion, problem-solving skills, supportive parenting, positive school environments, healthy peer relationships, and community connectedness. Digital resilience is also emphasized, encompassing safe technology use, digital literacy, responsible online behavior, and adaptive coping with cyberbullying, online risks, and excessive screen exposure. Based on existing evidence and contextual insights, the integrated pre-adolescent resilience model (IPARM) is proposed, integrating biological, psychological, social, and digital dimensions. Resilience promotion strategies are discussed at individual, family, school, community, and healthcare levels, with nurses and other health professionals playing an important role in early identification of vulnerable children, mental health promotion, and implementation of resilience-building interventions. Strengthening resilience during pre-adolescence represents a valuable preventive mental health strategy. A holistic and culturally responsive approach can foster emotional competence, psychological well-being, adaptability, and healthy development, enabling Indian children to navigate contemporary challenges and develop into confident and resilient individuals.

Digital transformation has reshaped how aviation technicians acquire knowledge, with YouTube and online professional communities becoming important sources for developing digital technical competencies. However, their effectiveness in enhancing digital skill mastery remains insufficiently understood. This study examines the effects of YouTube-Based Learning, Online Community Engagement, Learning from Failure, and Self-Regulated Learning on Digital Skill Mastery among aviation data communication system technicians. A quantitative cross-sectional survey was conducted involving 100 technicians in Indonesia, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that Online Community Engagement significantly enhances Learning from Failure and Self-Regulated Learning, while Learning from Failure also positively influences Self-Regulated Learning. Furthermore, Self-Regulated Learning is the only significant direct predictor of Digital Skill Mastery and mediates the relationship between Learning from Failure and Digital Skill Mastery. These findings suggest that digital technical competence is developed primarily through reflective and self-regulated learning rather than through passive consumption of online tutorials. The study highlights the importance of integrating community-based learning, reflective practice, and self-regulated learning into aviation technician training programs.

تحول دیجیتال نحوه کسب دانش توسط تکنسین‌های هوانوردی را دگرگون کرده است، به‌طوری‌که YouTube و جوامع حرفه‌ای آنلاین به منابع مهمی برای توسعه شایستگی‌های فنی دیجیتال تبدیل شده‌اند. با این حال، اثربخشی این منابع در ارتقای تسلط بر مهارت‌های دیجیتال همچنان به‌طور کافی شناخته نشده است. این پژوهش به بررسی اثرات یادگیری مبتنی بر YouTube، مشارکت در جوامع آنلاین، یادگیری از شکست و یادگیری خودتنظیمی بر تسلط بر مهارت‌های دیجیتال در میان تکنسین‌های سیستم‌های ارتباط داده هوانوردی می‌پردازد. یک پیمایش کمی مقطعی با مشارکت ۱۰۰ تکنسین در اندونزی انجام شد و داده‌ها با استفاده از مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) تحلیل گردید. نتایج نشان می‌دهد که مشارکت در جوامع آنلاین به طور معناداری یادگیری از شکست و یادگیری خودتنظیمی را ارتقا می‌دهد و همچنین یادگیری از شکست نیز تأثیر مثبتی بر یادگیری خودتنظیمی دارد. افزون بر این، یادگیری خودتنظیمی تنها پیش‌بینی‌کننده مستقیم معنادار تسلط بر مهارت‌های دیجیتال است و نقش میانجی در رابطه بین یادگیری از شکست و تسلط بر مهارت‌های دیجیتال ایفا می‌کند. این یافته‌ها حاکی از آن است که شایستگی فنی دیجیتال عمدتاً از طریق یادگیری تأملی و خودتنظیمی توسعه می‌یابد و نه صرفاً از طریق مصرف منفعل آموزش‌های آنلاین. این مطالعه بر اهمیت ادغام یادگیری مبتنی بر جامعه، تمرین تأملی و یادگیری خودتنظیمی در برنامه‌های آموزشی تکنسین‌های هوانوردی تأکید می‌کند.

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.

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 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.

Identifying the perceptions of service users and professionals regarding mental health services is key to understanding the gap between the supply of and demand for care. This systematic review (PRISMA 2020; EBSCOhost, SAGE Journals, Taylor & Francis Online, and SciELO; 2010–2025) identified these perceptions and the accessibility of services. Thirty-three studies were included and synthesized through thematic and narrative analysis, from which five cross-cutting themes and four population groups emerged. Users and professionals converge in an unfavorable perception of access and in identifying structural barriers (cost, waiting times, fragmentation, staff shortages), but diverge in how they situate suffering: individual and psychobiological for professionals, social and cultural for users. Stigma falls less on distress than on the act of seeking consultation, and its institutional dimension is reported almost exclusively by those who experience it, whereas professionals locate it in the community. Despite community-oriented regulatory frameworks, services remain hospital-based and regulated by severity, while community care practices emerge outside the system. These results call for a participatory and culturally situated approach that recognizes users’ knowledge and integrates sociocultural barriers into the design and evaluation of services.

شناسایی ادراک‌های کاربران خدمات و متخصصان نسبت به خدمات سلامت روان، کلید درک شکاف میان عرضه و تقاضای مراقبت است. این مرور نظام‌مند (PRISMA 2020؛ EBSCOhost، SAGE Journals، Taylor & Francis Online و SciELO؛ ۲۰۱۰–۲۰۲۵) به شناسایی این ادراک‌ها و دسترسی‌پذیری خدمات پرداخت. سی‌وسه مطالعه وارد مرور شده و از طریق تحلیل موضوعی و روایی ترکیب شدند که از آن‌ها پنج مضمون مشترک و چهار گروه جمعیتی استخراج شد. کاربران و متخصصان در ادراک نامطلوب از دسترسی و شناسایی موانع ساختاری (هزینه، زمان انتظار، پراکندگی، کمبود نیروی انسانی) هم‌نظر هستند، اما در نحوه تبیین رنج تفاوت دارند: برای متخصصان، فردی و روان‌زیستی و برای کاربران، اجتماعی و فرهنگی است. انگ کمتر متوجه تجربه رنج است تا اقدام به جستجوی مشاوره، و بُعد نهادی آن تقریباً منحصراً توسط تجربه‌کنندگان گزارش می‌شود، در حالی که متخصصان آن را در جامعه می‌بینند. علی‌رغم چارچوب‌های مقرراتی مبتنی بر جامعه، خدمات همچنان بیمارستان‌محور و مبتنی بر شدت باقی مانده‌اند، در حالی که رویه‌های مراقبت اجتماعی خارج از نظام ظهور می‌یابند. این نتایج بر رویکردی مشارکتی و مبتنی بر زمینه فرهنگی تأکید دارد که دانش کاربران را به رسمیت شناخته و موانع اجتماعی‌فرهنگی را در طراحی و ارزیابی خدمات ادغام می‌کند.

Background and Objectives: Legal recognition of same-sex marriage is prohibited in most Southeast Asian countries. This has led a Philippine local government to pass the Right to Care ordinance, allowing LGBTQIA+ individuals to make medical decisions for their partners. In the development of local policy, community engagement is essential (Dada et al., 2023); however, there is limited understanding of how communication enables such engagement. Therefore, this study aims to answer how the Quezon City Local Government and MullenLowe TREYNA engaged the community in developing the Right to Care Card (RTCC) and how LGBTQIA+ couples and implementers describe their experiences and challenges in accessing and implementing the RTCC. Methodology: This paper utilizes a qualitative research design, specifically a case study. Considering that this study focuses on community engagement, it is also anchored in the sociocultural tradition of communication, thus, emphasizing the importance of understanding community dynamics in a social and cultural context (Craig, 1999). The data were gathered through semi-structured interviews with stakeholders of the RTCC, selected through purposive sampling. For the first coding cycle, the researchers used Descriptive and Process Coding, while Pattern Coding was employed to determine the themes. Results: It can be inferred that MullenLowe TREYNA and the QC LGU substantially engaged the LGBTQIA+ community, including other sectors, in developing the RTCC, with the forms of Modified Spectrum of Public Participation as the basis. Through the validation provided by the implementers and end-users of the RTCC, stakeholders can understand the expectations and limitations of the policy, specifically regarding the protection of their respective interests. In effect, as evidenced by the LGBTQIA+ representative's eagerness to push the passage of the ordinance to protect the lives of their partners, this eagerness demonstrates their empowerment. It reflects their ability to express their gender identity and their same-sex relationship, which aligns with the final form of public participation. Discussions: The researchers propose that the first form of public participation, Inform, has become in the case of RTCC, less applicable in the current context of public participation, given how governments engage the public for policy development. They suggest that Inform may be replaced with Identify. The researchers also suggest the placement of Participatory Communication and Transformative Communication in the proposed framework, as it was also found that the proponents and adopters' responses focused on grassroots mobilization and RTCC adoption in other cities. Conclusions: The QC LGU and MullenLowe TREYNA have strengthened their image as an inclusive local government and agency, respectively, because they were able to consult various sectors and make it possible to implement the RTCC within the city. The implementation of the RTCC also showed that the LGBTQIA+ couples are empowered in securing the RTCC and protecting the lives of their partners. Empowerment should not be understood only in terms of access but should also be evaluated based on whether local government processes enable beneficiaries to realize the intended benefits of the policy. These findings recommend further studies on other cities that recently implemented the RTCC, as well as a quantitative study for further validation.

زمینه و اهداف: شناسایی قانونی ازدواج همجنس‌گرایان در اکثر کشورهای جنوب شرق آسیا ممنوع است. این امر منجر به تصویب آیین‌نامه حق مراقبت توسط یک دولت محلی در فیلیپین شده است که به افراد LGBTQIA+ اجازه می‌دهد تصمیمات پزشکی برای شریک زندگی خود اتخاذ کنند. در تدوین سیاست‌های محلی، مشارکت جامعه ضروری است (Dada و همکاران، 2023)؛ با این حال، درک محدودی از چگونگی نقش ارتباطات در تسهیل این مشارکت وجود دارد. بنابراین، این مطالعه با هدف پاسخ به این پرسش انجام شده است که چگونه دولت محلی Quezon City و شرکت MullenLowe TREYNA جامعه را در توسعه کارت حق مراقبت (RTCC) مشارکت داده‌اند و زوج‌های LGBTQIA+ و مجریان، تجربیات و چالش‌های خود را در دسترسی و اجرای RTCC چگونه توصیف می‌کنند. روش‌شناسی: این مقاله از طرح پژوهش کیفی و به طور خاص مطالعه موردی استفاده می‌کند. با توجه به تمرکز مطالعه بر مشارکت جامعه، این پژوهش در سنت جامعه‌شناختی ارتباطات ریشه دارد و بر اهمیت درک پویایی‌های جامعه در بستر اجتماعی و فرهنگی تأکید می‌کند (Craig، 1999). داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ذینفعان RTCC که به روش نمونه‌گیری هدفمند انتخاب شده‌اند، گردآوری شد. در چرخه اول کدگذاری، پژوهشگران از کدگذاری توصیفی و فرایندی استفاده کردند و برای تعیین مضامین از کدگذاری الگویی بهره بردند. یافته‌ها: می‌توان استنباط کرد که شرکت MullenLowe TREYNA و دولت محلی QC به طور قابل توجهی جامعه LGBTQIA+ و سایر بخش‌ها را در توسعه RTCC مشارکت داده‌اند و اشکال طیف اصلاح‌شده مشارکت عمومی مبنای این کار قرار گرفته است. از طریق اعتبارسنجی ارائه‌شده توسط مجریان و کاربران نهایی RTCC، ذینفعان می‌توانند انتظارات و محدودیت‌های سیاست را، به ویژه در خصوص حفاظت از منافع خود، درک کنند. در نتیجه، همان‌طور که اشتیاق نماینده LGBTQIA+ برای تصویب آیین‌نامه به منظور حفاظت از جان شرکای خود نشان می‌دهد، این اشتیاق بیانگر توانمندسازی آن‌ها است. این امر توانایی آن‌ها را در ابراز هویت جنسیتی و رابطه همجنس‌گرایانه‌شان منعکس می‌کند که با شکل نهایی مشارکت عمومی همسو است. بحث: پژوهشگران پیشنهاد می‌کنند که نخستین شکل مشارکت عمومی، اطلاع‌رسانی (Inform)، در مورد RTCC در بستر کنونی مشارکت عمومی کمتر قابل اجرا است، با توجه به نحوه مشارکت دولت‌ها با مردم در توسعه سیاست. آنان پیشنهاد می‌کنند که اطلاع‌رسانی می‌تواند با شناسایی (Identify) جایگزین شود. همچنین پژوهشگران جایگاه ارتباط مشارکتی و ارتباط تحول‌آفرین را در چارچوب پیشنهادی مطرح می‌کنند، چرا که مشخص شد پاسخ‌های پیشنهاددهندگان و پذیرندگان بر بسیج مردمی و پذیرش RTCC در شهرهای دیگر متمرکز بوده است. نتیجه‌گیری: دولت محلی QC و شرکت MullenLowe TREYNA به ترتیب تصویر خود را به عنوان یک دولت محلی و نهاد فراگیر تقویت کرده‌اند، زیرا توانسته‌اند با مشورت با بخش‌های مختلف، امکان اجرای RTCC را در شهر فراهم کنند. اجرای RTCC همچنین نشان داد که زوج‌های LGBTQIA+ در دریافت RTCC و حفاظت از جان شرکای خود توانمند شده‌اند. توانمندسازی نباید صرفاً از منظر دسترسی درک شود، بلکه باید بر اساس این‌که آیا فرایندهای دولت محلی به ذینفعان امکان تحقق منافع مورد نظر سیاست را می‌دهد یا خیر، ارزیابی شود. این یافته‌ها انجام مطالعات بیشتر در سایر شهرهایی که اخیراً RTCC را اجرا کرده‌اند و همچنین پژوهش کمی برای اعتبارسنجی بیشتر را توصیه می‌کند.

Depression is a common and disabling condition, yet population-level estimates among Ethiopian and Ethiopian-descendant adults in the Seattle metropolitan area are limited. We conducted a cross-sectional community-based survey from November to December 2024 among adults aged ≥18 years who self-identified as Ethiopian or Ethiopian-descendant. Participants were recruited through social media, community networks, and faith-based organizations and completed anonymous REDCap questionnaires. Clinically significant depressive symptoms were defined as a Patient Health Questionnaire-9 (PHQ-9) score ≥10, a screening threshold rather than a clinical diagnosis. We used logistic regression to examine associations between clinically significant depressive symptoms and the primary exposures of nativity, self-rated physical health, chronic medical conditions, reproductive health history, recreational marijuana or other drug use, and firearm exposure, with adjustment for prespecified sociodemographic covariates. A comprehensive model included the primary full-sample exposures simultaneously, with Benjamini-Hochberg correction for multiple comparisons. Among 474 participants (mean age, 31.6 years; 49.8% male), 178 (37.6%) screened positive for clinically significant depressive symptoms. In the mutually adjusted model, poorer self-rated physical health was associated with higher odds of depressive symptoms: average health (adjusted odds ratio [aOR], 3.83; 95% CI, 2.08–7.36) and poor/somewhat poor health (aOR, 10.73; 95% CI, 4.53–26.80), compared with excellent health. Ever use of recreational marijuana or other drugs (aOR, 3.52; 95% CI, 2.08–6.03) and knowing someone injured or killed by a firearm in the past year (aOR, 2.32; 95% CI, 1.39–3.90) were also associated with higher odds. Among parous women, a history of postpartum depression was associated with current depressive symptoms (aOR, 9.76; 95% CI, 4.31–23.51). Clinically significant depressive symptoms were common in this sample and were associated with poorer physical health, recreational marijuana or other drug use, firearm-related exposure, and prior postpartum depression. Longitudinal research is needed to clarify temporal relationships and inform culturally responsive prevention and care.

افسردگی یک وضعیت شایع و ناتوان‌کننده است، اما برآوردهای جمعیت‌محور در میان بزرگسالان اتیوپیایی و افراد با تبار اتیوپیایی در منطقه کلان‌شهری سیاتل محدود است. ما یک مطالعه مقطعی مبتنی بر جامعه را از نوامبر تا دسامبر ۲۰۲۴ در میان بزرگسالان با سن ≥۱۸ سال که خود را اتیوپیایی یا دارای تبار اتیوپیایی معرفی کردند، انجام دادیم. شرکت‌کنندگان از طریق شبکه‌های اجتماعی، شبکه‌های اجتماعی جامعه‌محور و سازمان‌های مذهبی جذب شدند و پرسشنامه‌های ناشناس REDCap را تکمیل کردند. علائم افسردگی بالینی به‌عنوان نمره ≥۱۰ در پرسشنامه سلامت بیمار-۹ (PHQ-9) تعریف شد که یک آستانه غربالگری است و نه تشخیص بالینی. برای بررسی ارتباط بین علائم افسردگی بالینی و متغیرهای اصلی شامل محل تولد، سلامت جسمانی خودارزیابی‌شده، بیماری‌های مزمن جسمانی، سابقه سلامت باروری، مصرف تفننی ماریجوانا یا سایر مواد مخدر و مواجهه با سلاح گرم، با تعدیل برای متغیرهای جمعیت‌شناختی از پیش تعیین‌شده، از رگرسیون لجستیک استفاده شد. یک مدل جامع، متغیرهای اصلی را به طور همزمان در کل نمونه وارد کرد و اصلاح بنجامینی-هوچبرگ برای مقایسات متعدد اعمال شد. در میان ۴۷۴ شرکت‌کننده (میانگین سنی ۳۱/۶ سال؛ ۴۹/۸٪ مرد)، ۱۷۸ نفر (۳۷/۶٪) از نظر علائم افسردگی بالینی مثبت غربال شدند. در مدل تعدیل‌شده متقابل، سلامت جسمانی خودارزیابی‌شده ضعیف‌تر با احتمال بالاتر علائم افسردگی همراه بود: سلامت متوسط (نسبت شانس تعدیل‌شده [aOR]، ۳/۸۳؛ ۹۵٪ CI، ۲/۰۸–۷/۳۶) و سلامت ضعیف/تاحدی ضعیف (aOR، ۱۰/۷۳؛ ۹۵٪ CI، ۴/۵۳–۲۶/۸۰) در مقایسه با سلامت عالی. مصرف تفننی ماریجوانا یا سایر مواد مخدر (aOR، ۳/۵۲؛ ۹۵٪ CI، ۲/۰۸–۶/۰۳) و شناخت فردی که در سال گذشته توسط سلاح گرم مجروح یا کشته شده است (aOR، ۲/۳۲؛ ۹۵٪ CI، ۱/۳۹–۳/۹۰) نیز با احتمال بالاتر همراه بود. در میان زنان دارای سابقه زایمان، سابقه افسردگی پس از زایمان با علائم فعلی افسردگی مرتبط بود (aOR، ۹/۷۶؛ ۹۵٪ CI، ۴/۳۱–۲۳/۵۱). علائم افسردگی بالینی در این نمونه شایع بود و با سلامت جسمانی ضعیف‌تر، مصرف تفننی ماریجوانا یا سایر مواد مخدر، مواجهه با سلاح گرم و سابقه افسردگی پس از زایمان ارتباط داشت. پژوهش‌های طولی برای روشن شدن روابط زمانی و اطلاع‌رسانی به پیشگیری و مراقبت متناسب با فرهنگ مورد نیاز است.

Community service through the university’s fieldwork program (Kuliah Kerja Nyata/KKN) provides students with an opportunity to integrate academic knowledge with community needs at the village level. This article describes the 2026 KKN program of Universitas Islam Negeri Sultan Syarif Kasim Riau in Meranti Village, Pangkalan Kuras District, Pelalawan Regency, under the theme “Strengthening Communities Based on Local Wisdom”. The activities were conducted from late July to late August 2026 through observation, mapping, discussion, implementation, and continuous communication. Activity data were obtained through field observation, communication with village officials and residents, activity documentation, and reflection on program outputs. The core programs consisted of producing cemetery and hamlet direction signs, establishing QRIS-based digital payment access, and installing road reflectors. Discipline-based programs included bullying awareness, Maghrib Qur’an learning, MDA teaching, education on unhealthy social relationships, public speaking education, and saving education. Supporting activities included creative and basic learning activities at TK Pertiwi, participation in the DEWI (Tourism Village) event, Independence Day activities, volleyball, and futsal competitions. The results indicate that the programs produced practical outputs in the form of village information facilities, digital payment access, road visibility markers, educational activities for children and adolescents, and spaces for social interaction and preservation of local practices. The implementation also strengthened communication among students, village government, educational institutions, and residents. The experience demonstrates that needs-based community service can integrate practical interventions, education, and community participation within a village development context.

خدمت‌رسانی به جامعه از طریق برنامه کار میدانی دانشگاه (Kuliah Kerja Nyata/KKN) فرصتی را برای دانشجویان فراهم می‌کند تا دانش آکادمیک خود را با نیازهای جامعه در سطح روستا ادغام کنند. این مقاله به توصیف برنامه KKN سال ۲۰۲۶ دانشگاه اسلامی دولتی سلطان شریف قاسم ریائو در روستای مرانتی، بخش پانگکالان کوراس، شهرستان پلاوان با محوریت «تقویت جوامع مبتنی بر حکمت محلی» می‌پردازد. فعالیت‌ها از اواخر ژوئیه تا اواخر اوت ۲۰۲۶ از طریق مشاهده، نقشه‌برداری، بحث، اجرا و ارتباط مستمر انجام شد. داده‌های فعالیت‌ها از طریق مشاهده میدانی، ارتباط با مسئولان و ساکنان روستا، مستندسازی فعالیت‌ها و بازتاب نتایج برنامه جمع‌آوری گردید. برنامه‌های اصلی شامل تولید تابلوهای راهنمای قبرستان و محله، ایجاد دسترسی به پرداخت دیجیتال مبتنی بر QRIS و نصب رفلکتورهای جاده‌ای بود. برنامه‌های مبتنی بر رشته شامل آگاهی‌بخشی درباره قلدری، آموزش قرآن مغرب، تدریس در MDA، آموزش درباره روابط اجتماعی ناسالم، آموزش سخنرانی عمومی و آموزش پس‌انداز بود. فعالیت‌های پشتیبان شامل فعالیت‌های خلاقانه و آموزشی پایه در مهدکودک Pertiwi، مشارکت در رویداد DEWI (روستای گردشگری)، فعالیت‌های روز استقلال، مسابقات والیبال و فوتسال بود. نتایج نشان می‌دهد که برنامه‌ها خروجی‌های عملی به شکل امکانات اطلاع‌رسانی روستا، دسترسی به پرداخت دیجیتال، نشانگرهای دید جاده، فعالیت‌های آموزشی برای کودکان و نوجوانان و فضاهایی برای تعامل اجتماعی و حفظ سنت‌های محلی ایجاد کردند. اجرای برنامه همچنین ارتباط میان دانشجویان، دولت روستا، نهادهای آموزشی و ساکنان را تقویت نمود. این تجربه نشان می‌دهد که خدمت‌رسانی به جامعه مبتنی بر نیاز می‌تواند مداخلات عملی، آموزش و مشارکت اجتماعی را در بستر توسعه روستا ادغام کند.

This community service program aims to strengthen teachers' capacity to integrate Islamic values ​​and noble character into vocational education at SMK Babussalam Teluk Pakedai. Research Gap: While Islamic-based character education has been widely discussed, community service programs that systematically integrate Islamic moral values ​​into skill-based vocational subjects and daily religious practices remain limited, particularly in general (non-religious) vocational schools. Novelty: This program develops an integrative model linking vocational competence with Islamic values—specifically ṣidiq (honesty), amānah (responsibility), ta‘āwun (cooperation), and itqan (professionalism)—supported by the teachers' religious backgrounds and the surrounding community environment. Methods: A participatory approach was employed through seminars, workshops, discussions, and implementation mentoring involving 20 teachers. Data were collected using a 20-item Likert scale questionnaire and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test. Results: The mean score increased from 60.95 to 86.80, representing a gain of 25.85 points; the data were normally distributed (p = 0.551), and the difference between the pre-test and post-test was highly significant (t = −20.36; p < 0.001). Significance: The program demonstrates that integrating Islamic values ​​into vocational instruction can enhance teachers' pedagogical competence, religious character, and professional ethics, while providing a replicable model for developing adaptive, professional, and morally grounded vocational education in the Society 5.0 era..

این برنامه خدمات اجتماعی با هدف تقویت توانمندی معلمان در ادغام ارزش‌های اسلامی و اخلاق نیکو در آموزش فنی‌وحرفه‌ای در دبیرستان فنی‌وحرفه‌ای Babussalam Teluk Pakedai اجرا می‌شود. شکاف پژوهشی: اگرچه آموزش مبتنی بر شخصیت اسلامی به طور گسترده مورد بحث قرار گرفته است، اما برنامه‌های خدمات اجتماعی که به طور نظام‌مند ارزش‌های اخلاقی اسلامی را در دروس مهارتی و حرفه‌ای و همچنین در اعمال دینی روزمره ادغام می‌کنند، به ویژه در مدارس فنی‌وحرفه‌ای عمومی (غیرمذهبی)، همچنان محدود هستند. نوآوری: این برنامه یک مدل تلفیقی توسعه می‌دهد که شایستگی‌های فنی‌وحرفه‌ای را با ارزش‌های اسلامی—به طور خاص صدق (راستگویی)، امانت (مسئولیت‌پذیری)، تعاون (همکاری) و اتقان (حرفه‌ای‌گری)—در پیوند با پیشینه دینی معلمان و محیط اجتماعی پیرامون آن‌ها، مرتبط می‌سازد. روش‌ها: رویکرد مشارکتی از طریق برگزاری سمینارها، کارگاه‌ها، بحث‌ها و راهنمایی در اجرای برنامه با مشارکت ۲۰ معلم به کار گرفته شد. داده‌ها با استفاده از پرسشنامه ۲۰ ماده‌ای بر اساس مقیاس لیکرت گردآوری و با آمار توصیفی، آزمون نرمالیتی Shapiro–Wilk و آزمون t زوجی تحلیل شدند. نتایج: میانگین نمره از ۶۰٫۹۵ به ۸۶٫۸۰ افزایش یافت که نشان‌دهنده افزایش ۲۵٫۸۵ واحدی است؛ داده‌ها توزیع نرمال داشتند (p = ۰٫۵۵۱) و تفاوت بین پیش‌آزمون و پس‌آزمون بسیار معنادار بود (t = −۲۰٫۳۶؛ p < ۰٫۰۰۱). اهمیت: این برنامه نشان می‌دهد که ادغام ارزش‌های اسلامی در آموزش فنی‌وحرفه‌ای می‌تواند شایستگی آموزشی، منش دینی و اخلاق حرفه‌ای معلمان را ارتقا دهد و در عین حال مدلی قابل تکرار برای توسعه آموزش فنی‌وحرفه‌ای سازگار، حرفه‌ای و مبتنی بر اخلاق در عصر جامعه ۵٫۰ ارائه کند.

This paper explored the significance of equity, diversity and inclusivity (EDI) in Business Education research. The paper explained that equity ensures that all individuals can benefit from educational opportunities, regardless of their backgrounds. In addition, diversity in relation to Business Education Research refers to the multifaceted representation and integration of diverse perspectives, experiences identities and cognitive approaches. While inclusivity represents the practical application of equity and diversity. The paper identified the benefits of equity diversity and inclusivity to include꞉ enhancement of collaboration among the academia, industry, community and government. Equity, diversity and inclusivity help researchers to approach Business Education Problems with a richer and more holistic outlook, thereby enhancing the quality, creativity and potential impact of their work. Some of the strategies for enhancing equity, diversity and inclusivity in Business Education Research include flexibility, enlightenment campaign, adequate funding and synergetic relationship. Finally, the paper suggested that Equity, Diversity and Inclusivity (EDI) should be embedded in the curriculum of Business Education.

این مقاله به بررسی اهمیت عدالت، تنوع و شمول (EDI) در پژوهش‌های آموزش کسب‌وکار پرداخته است. مقاله توضیح می‌دهد که عدالت تضمین می‌کند همه افراد، صرف‌نظر از پیشینه‌هایشان، بتوانند از فرصت‌های آموزشی بهره‌مند شوند. همچنین، تنوع در ارتباط با پژوهش‌های آموزش کسب‌وکار به نمایندگی و ادغام چندوجهی دیدگاه‌ها، تجارب، هویت‌ها و رویکردهای شناختی مختلف اشاره دارد. در حالی که شمول، کاربرد عملی عدالت و تنوع را نمایان می‌سازد. مقاله مزایای عدالت، تنوع و شمول را شامل ارتقای همکاری میان دانشگاه، صنعت، جامعه و دولت شناسایی می‌کند. عدالت، تنوع و شمول به پژوهشگران کمک می‌کند تا مسائل آموزش کسب‌وکار را با دیدگاهی غنی‌تر و جامع‌تر مورد بررسی قرار دهند و بدین ترتیب کیفیت، خلاقیت و تأثیر بالقوه کار آن‌ها افزایش می‌یابد. برخی از راهبردهای ارتقای عدالت، تنوع و شمول در پژوهش‌های آموزش کسب‌وکار شامل انعطاف‌پذیری، کمپین آگاهی‌بخشی، تأمین مالی کافی و رابطه هم‌افزا می‌باشد. در نهایت، مقاله پیشنهاد می‌کند که عدالت، تنوع و شمول (EDI) باید در برنامه درسی آموزش کسب‌وکار گنجانده شود.

Educational leadership is increasingly recognised as a critical determinant of the quality, relevance and sustainability of education systems. The rapid development of digital technologies, changing learner expectations, increasing demands for accountability, teacher shortages, resource constraints and the emergence of artificial intelligence have expanded the responsibilities of educational leaders beyond traditional administration. This paper discusses the changing educational leadership in the digital age. The paper posits that educational leaders should not merely introduce technology into schools but should create an institutional culture where technology supports teaching, learning, and professional development. The paper notes that digital transformation cannot succeed through technology acquisition alone. Inadequate infrastructure, electricity challenges, digital inequality, limited professional development, resistance to change, weak institutional support, and insufficient leadership preparation may constrain implementation. The paper therefore advocates a context-sensitive model of educational leadership that integrates vision, instructional leadership, digital competence, distributed leadership, ethical practice, teacher development and community engagement. It was suggested that systematic preparation and continuous professional development of educational leaders, investment in digital infrastructure, stronger leadership standards, participatory governance, digital citizenship education, and context-sensitive monitoring of school leadership is important in Nigerian schools. The paper concludes that Nigeria's educational transformation requires leaders who can combine human-centred leadership with technological competence to create schools that are innovative, inclusive, collaborative and focused on meaningful learning

رهبری آموزشی به طور فزاینده‌ای به عنوان یکی از عوامل تعیین‌کننده کیفیت، ارتباط و پایداری نظام‌های آموزشی شناخته می‌شود. توسعه سریع فناوری‌های دیجیتال، تغییر انتظارات یادگیرندگان، افزایش تقاضا برای پاسخگویی، کمبود معلم، محدودیت منابع و ظهور هوش مصنوعی، مسئولیت‌های رهبران آموزشی را فراتر از مدیریت سنتی گسترش داده است. این مقاله به بررسی تحول رهبری آموزشی در عصر دیجیتال می‌پردازد. مقاله مطرح می‌کند که رهبران آموزشی نباید صرفاً فناوری را وارد مدارس کنند، بلکه باید فرهنگی نهادی ایجاد نمایند که در آن فناوری از آموزش، یادگیری و توسعه حرفه‌ای حمایت کند. مقاله تأکید می‌کند که تحول دیجیتال تنها از طریق تهیه فناوری محقق نمی‌شود. زیرساخت ناکافی، مشکلات برق، نابرابری دیجیتال، محدودیت در توسعه حرفه‌ای، مقاومت در برابر تغییر، حمایت نهادی ضعیف و آمادگی ناکافی رهبران می‌تواند اجرای این تحول را محدود کند. بنابراین، مقاله مدل حساس به زمینه‌ای از رهبری آموزشی را پیشنهاد می‌کند که چشم‌انداز، رهبری آموزشی، شایستگی دیجیتال، رهبری توزیعی، رفتار اخلاقی، توسعه معلمان و مشارکت جامعه را ادغام می‌کند. همچنین پیشنهاد شده است که آمادگی نظام‌مند و توسعه حرفه‌ای مستمر رهبران آموزشی، سرمایه‌گذاری در زیرساخت دیجیتال، استانداردهای قوی‌تر رهبری، حکمرانی مشارکتی، آموزش شهروندی دیجیتال و پایش حساس به زمینه رهبری مدارس در مدارس نیجریه اهمیت دارد. مقاله نتیجه می‌گیرد که تحول آموزشی نیجریه نیازمند رهبرانی است که بتوانند رهبری انسان‌محور را با شایستگی فناورانه ترکیب کنند تا مدارسی نوآور، فراگیر، مشارکتی و متمرکز بر یادگیری معنادار ایجاد نمایند.

Global Citizenship Education (GCE) faces a persistent challenge: preparing children to engage with an interconnected world without detaching them from the cultural knowledge, identities, and communities that shape their lives. Indigenous storytelling offers a culturally grounded means of connecting these local foundations with broader civic responsibilities, yet its underlying learning mechanisms and sensitivity to educational context remain insufficiently understood. This study investigated how Indigenous storytelling relates to global citizenship competencies and whether these relationships differ between urban and rural primary schools. An explanatory sequential mixed-methods design involved 500 Grade 5–6 students from ten public primary schools (five urban and five rural). Quantitative relationships were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM), Measurement Invariance of Composite Models (MICOM), and Partial Least Squares Multi-Group Analysis (PLS-MGA). Semi-structured interviews and classroom observations with purposively selected students, teachers, and principals were subsequently analyzed through reflexive thematic analysis. Both strands were integrated using joint displays and meta-inference. All hypothesized structural relationships were significant ( p < 0.001), revealing interconnected pathways from cultural authenticity, narrative engagement, community participation, and reflective learning toward global awareness, cultural respect, social responsibility, civic participation, and sustainability awareness. Urban students showed stronger narrative engagement–reflective learning (β = 0.712 vs. 0.618, p = 0.036) and reflective learning–global awareness relationships (β = 0.514 vs. 0.432, p = 0.028). Qualitative evidence explained these differences: rural schools embedded storytelling in community participation and cultural immersion, whereas urban schools relied more on teacher facilitation, collaborative reflection, and technology-supported storytelling. Indigenous storytelling connects cultural rootedness with global responsibility through context-sensitive learning pathways. Rather than positioning local identity and global citizenship as competing educational aims, the findings demonstrate how culturally grounded pedagogy can support reflective, socially responsible, and sustainability-oriented citizenship while requiring different enactment strategies across urban and rural primary education.

آموزش شهروندی جهانی (GCE) با چالشی مداوم مواجه است: آماده‌سازی کودکان برای تعامل با جهانی به‌هم‌پیوسته بدون جدا کردن آن‌ها از دانش فرهنگی، هویت‌ها و جوامعی که زندگی‌شان را شکل می‌دهد. قصه‌گویی بومی روشی مبتنی بر فرهنگ برای پیوند دادن این بنیان‌های محلی با مسئولیت‌های مدنی گسترده‌تر فراهم می‌کند، اما سازوکارهای یادگیری زیربنایی آن و حساسیت آن نسبت به زمینه آموزشی هنوز به‌درستی شناخته نشده است. این مطالعه بررسی کرد که قصه‌گویی بومی چگونه با شایستگی‌های شهروندی جهانی مرتبط است و آیا این روابط میان مدارس ابتدایی شهری و روستایی تفاوت دارد یا خیر. طرح پژوهش آمیخته تبیینی-توالی شامل ۵۰۰ دانش‌آموز پایه پنجم و ششم از ده مدرسه ابتدایی دولتی (پنج شهری و پنج روستایی) بود. روابط کمی با استفاده از مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM)، سنجش ناهمسانی مدل‌های مرکب (MICOM) و تحلیل چندگروهی حداقل مربعات جزئی (PLS-MGA) بررسی شد. مصاحبه‌های نیمه‌ساختاریافته و مشاهده‌های کلاسی با دانش‌آموزان، معلمان و مدیران منتخب هدفمند، به روش تحلیل تماتیک بازتابی تحلیل گردید. هر دو بخش با استفاده از نمایش‌های مشترک و فرااستنباط ادغام شدند. همه روابط ساختاری فرض‌شده معنادار بودند (p < 0.001) و مسیرهای به‌هم‌پیوسته‌ای از اصالت فرهنگی، درگیری روایی، مشارکت اجتماعی و یادگیری بازتابی به سوی آگاهی جهانی، احترام فرهنگی، مسئولیت اجتماعی، مشارکت مدنی و آگاهی از پایداری را نشان دادند. دانش‌آموزان شهری روابط قوی‌تری میان درگیری روایی–یادگیری بازتابی (β = 0.712 در مقابل 0.618، p = 0.036) و یادگیری بازتابی–آگاهی جهانی (β = 0.514 در مقابل 0.432، p = 0.028) نشان دادند. شواهد کیفی این تفاوت‌ها را توضیح داد: مدارس روستایی قصه‌گویی را در مشارکت اجتماعی و غوطه‌وری فرهنگی ادغام کردند، در حالی که مدارس شهری بیشتر به تسهیل‌گری معلم، بازتاب جمعی و قصه‌گویی مبتنی بر فناوری تکیه داشتند. قصه‌گویی بومی، ریشه‌مندی فرهنگی را از طریق مسیرهای یادگیری حساس به زمینه به مسئولیت جهانی پیوند می‌دهد. یافته‌ها نشان می‌دهد که به‌جای قرار دادن هویت محلی و شهروندی جهانی به‌عنوان اهداف آموزشی متعارض، آموزش مبتنی بر فرهنگ می‌تواند از شهروندی بازتابی، مسئولانه اجتماعی و مبتنی بر پایداری حمایت کند، هرچند اجرای آن در آموزش ابتدایی شهری و روستایی به راهبردهای متفاوتی نیاز دارد.

Abstract: Access to the Qur’an for Deaf Muslims still faces various barriers, particularly regarding the availability of accessible media, human resources, and a learning environment suited to the communication needs of the Deaf community. These conditions indicate that the general availability of the Qur’an does not always guarantee equal access for all Muslims. This study aims to analyze the forms of Islamic philanthropy’s involvement in ensuring access to the Qur’an for Deaf Muslims and to understand its contribution to religious inclusion. This study employs a qualitative method using a library research approach. Data were obtained from documents of philanthropic institutions, publications by the Lajnah Pentashihan Mushaf Al-Qur’an, regulations related to people with disabilities, as well as academic literature on Islamic philanthropy, disability, accessibility, and religious inclusion. The analysis was conducted using descriptive-analytical and thematic methods by identifying the relationships between access, resources, capacity, participation, and inclusion. The research findings indicate that Islamic philanthropy plays a role in supporting access to the Qur’an through the provision and distribution of the Sign Language Qur’an, teacher training, the development of learning materials, as well as community empowerment and institutional collaboration. These practices can be understood as support for religious inclusion because they seek to open access, build capacity, and expand opportunities for Deaf Muslims to participate in religious life. Thus, Islamic philanthropy functions not only as a mechanism for distributing aid but also as an instrument that supports the fulfillment of rights and more equitable religious access for Deaf Muslims. Keywords: Islamic philanthropy; Deaf Muslims; Access to the Qur’an; Religious Inclusion; Sign Language Qur’an. Abstrak: Akses terhadap Al-Qur’an bagi Muslim Tuli masih menghadapi berbagai hambatan, terutama berkaitan dengan ketersediaan media yang aksesibel, sumber daya manusia, dan lingkungan pembelajaran yang sesuai dengan kebutuhan komunikasi komunitas Tuli. Kondisi tersebut menunjukkan bahwa ketersediaan Al-Qur’an secara umum belum selalu menjamin akses yang setara bagi seluruh Muslim. Penelitian ini bertujuan untuk menganalisis bentuk keterlibatan filantropi Islam dalam pemenuhan akses Al-Qur’an bagi Muslim Tuli serta memahami kontribusinya terhadap inklusi keagamaan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research). Data diperoleh dari dokumen lembaga filantropi, publikasi Lajnah Pentashihan Mushaf Al-Qur’an, regulasi terkait penyandang disabilitas, serta literatur akademik mengenai filantropi Islam, disabilitas, aksesibilitas, dan inklusi keagamaan. Analisis dilakukan secara deskriptif-analitis dan tematik dengan mengidentifikasi hubungan antara akses, sumber daya, kapasitas, partisipasi, dan inklusi. Hasil penelitian menunjukkan bahwa filantropi Islam berperan dalam mendukung pemenuhan akses Al-Qur’an melalui penyediaan dan distribusi Mushaf Isyarat, pelatihan pengajar, pengembangan pembelajaran, serta penguatan komunitas dan kolaborasi kelembagaan. Praktik tersebut dapat dipahami sebagai dukungan terhadap inklusi keagamaan karena berupaya membuka akses, membangun kapasitas, dan memperluas kesempatan Muslim Tuli untuk berpartisipasi dalam kehidupan keagamaan. Dengan demikian, filantropi Islam tidak hanya berfungsi sebagai mekanisme distribusi bantuan, tetapi juga sebagai salah satu instrumen pendukung pemenuhan hak dan akses keagamaan yang lebih setara bagi Muslim Tuli. Kata Kunci: Filantropi Islam; Muslim Tuli; Akses Al-Qur’an; Inklusi Keagamaan; Mushaf Isyarat.

دسترسی به قرآن برای مسلمانان ناشنوا همچنان با موانع متعددی مواجه است، به‌ویژه در زمینهٔ فراهم بودن رسانه‌های قابل دسترس، منابع انسانی و محیط یادگیری متناسب با نیازهای ارتباطی جامعه ناشنوا. این شرایط نشان می‌دهد که فراهم بودن عمومی قرآن همواره تضمین‌کنندهٔ دسترسی برابر برای همه مسلمانان نیست. هدف این پژوهش، تحلیل اشکال مشارکت نیکوکاری اسلامی در تأمین دسترسی به قرآن برای مسلمانان ناشنوا و فهم نقش آن در شمولیت دینی است. این پژوهش با روش کیفی و رویکرد مطالعات کتابخانه‌ای انجام شده است. داده‌ها از اسناد مؤسسات نیکوکاری، انتشارات Lajnah Pentashihan Mushaf Al-Qur’an، مقررات مرتبط با افراد دارای معلولیت و همچنین متون علمی دربارهٔ نیکوکاری اسلامی، معلولیت، دسترس‌پذیری و شمولیت دینی گردآوری شده‌اند. تحلیل داده‌ها به‌صورت توصیفی‌ـ‌تحلیلی و تماتیک با شناسایی روابط میان دسترسی، منابع، ظرفیت، مشارکت و شمولیت صورت گرفته است. یافته‌های پژوهش نشان می‌دهد که نیکوکاری اسلامی در حمایت از تأمین دسترسی به قرآن از طریق تهیه و توزیع قرآن زبان اشاره، آموزش معلمان، توسعه مواد آموزشی و نیز توانمندسازی جامعه و همکاری‌های نهادی نقش دارد. این اقدامات به‌عنوان حمایت از شمولیت دینی قابل درک است، زیرا در پی گشودن دسترسی، ارتقای ظرفیت و گسترش فرصت‌های مشارکت مسلمانان ناشنوا در زندگی دینی هستند. بنابراین، نیکوکاری اسلامی نه‌تنها به‌عنوان سازوکاری برای توزیع کمک‌ها، بلکه به‌عنوان ابزاری برای حمایت از تحقق حقوق و دسترسی دینی برابرتر برای مسلمانان ناشنوا عمل می‌کند.

Abstract Gestures are a fundamental component of primate communication. Here, we used social network analyses to assess how similarities in socio-demographic and contextual profiles (proximity, kinship, age similarity, sex combination, contextual similarity) related to patterns of gestural communication (repertoire similarity, gestural frequency and responsiveness), at the individual, dyadic and group levels. We recorded gestures in two captive groups of Sumatran orangutans ( Pongo abelii ) ( N = 16). Principal component analyses revealed two main dimensions explaining variance in gestural profiles, reflecting spatial proximity, contextual similarity and partially kinship and sex combination. At the dyadic level, spatial proximity predicted higher gestural frequency, whereas communities were mainly described by kinship, age and contextual similarity. These findings suggest that while spatial proximity and contextual similarity consistently shaped gestural communication at the individual level, demographic variables became more influential at the community level, where gestural communities may rather reflect enduring demographic and contextual characteristics.

ژست‌ها بخش اساسی ارتباط در نخستی‌ها هستند. در این پژوهش، از تحلیل شبکه‌های اجتماعی برای ارزیابی اینکه چگونه شباهت‌های پروفایل‌های اجتماعی-جمعیتی و زمینه‌ای (نزدیکی مکانی، خویشاوندی، شباهت سنی، ترکیب جنسی، شباهت زمینه‌ای) با الگوهای ارتباط حرکتی (شباهت در مجموعه حرکات، فراوانی حرکات و پاسخ‌دهی) در سطح فردی، دوتایی و گروهی مرتبط است، استفاده شد. حرکات در دو گروه اسیر اورانگوتان‌های سوماترایی (Pongo abelii) (N = 16) ثبت گردید. تحلیل‌های مؤلفه اصلی دو بعد اصلی را نشان داد که واریانس پروفایل‌های حرکتی را توضیح می‌دهند و منعکس‌کننده نزدیکی مکانی، شباهت زمینه‌ای و تا حدی خویشاوندی و ترکیب جنسی هستند. در سطح دوتایی، نزدیکی مکانی پیش‌بینی‌کننده فراوانی بیشتر حرکات بود، در حالی که جوامع عمدتاً با خویشاوندی، سن و شباهت زمینه‌ای توصیف می‌شوند. این یافته‌ها نشان می‌دهد که در حالی که نزدیکی مکانی و شباهت زمینه‌ای به طور پیوسته ارتباط حرکتی را در سطح فردی شکل می‌دهند، متغیرهای جمعیتی در سطح جامعه تأثیرگذارتر می‌شوند، جایی که جوامع حرکتی ممکن است بیشتر منعکس‌کننده ویژگی‌های پایدار جمعیتی و زمینه‌ای باشند.

Abstract The Baka people, an indigenous forest community in Cameroon's East Region, hold a distinct body of social practices, ecological knowledge, and cultural values shaped by their historical relationship with the forest environment. This study examines the influence of social practices of the Baka people on the implementation of the geography curriculum in schools within the East Region of Cameroon. The study adopted a mixed-methods research design, combining quantitative and qualitative approaches. The target population comprised of Geography teachers and students especially Baka students enrolled in secondary schools in selected Baka community of the East region in the study area. Two instruments were used to collect data which were questionnaires and interview guides. Quantitative data obtained from the questionnaires were coded and analysed using descriptive and inferential statistics. Descriptive statistics included frequencies, percentages, means and standard deviations. These statistics were used to describe the prevalence of particular Baka social practices and participants' perceptions of their influence on Geography curriculum implementation. Inferential analysis was used to examine relationships between selected dimensions of Baka social practices and indicators of curriculum implementation. The findings indicate that Baka social practices have significant implications for curriculum implementation, although their influence should not be understood exclusively in negative terms. Baka livelihood practices, language, cultural values, traditional learning processes and Indigenous environmental knowledge interact with formal schooling in complex ways. Some practices may contribute to irregular attendance or difficulties in adapting to conventional classroom routines, while others provide valuable knowledge and experiences that can enrich Geography education. The study contributes to broader debates on curriculum relevance, indigenous knowledge integration, and educational equity for marginalized populations in Cameroon, and offers recommendations for curriculum policy and teacher training that better reflect the sociocultural realities of indigenous learners. Based on the findings, the researcher recommends that Geography teachers should incorporate local examples into classroom instruction. Lessons on ecosystems, natural resources, agriculture, environmental conservation, settlement and human–environment relationships should make use of geographical features and activities familiar to Baka learners. Teacher-training institutions should strengthen preparation in culturally responsive pedagogy. Curriculum developers should provide greater flexibility for the inclusion of Indigenous and local knowledge. schools should make greater use of experiential learning. Keywords Baka people, social practices, curriculum implementation, geography education, indigenous knowledge, East Region Cameroon

چکیده مردم Baka، جامعه‌ای بومی و جنگل‌نشین در منطقه شرق کامرون، دارای مجموعه‌ای متمایز از کنش‌های اجتماعی، دانش بوم‌شناختی و ارزش‌های فرهنگی هستند که توسط رابطه تاریخی آن‌ها با محیط جنگل شکل گرفته است. این پژوهش به بررسی تأثیر کنش‌های اجتماعی مردم Baka بر اجرای برنامهٔ درسی جغرافیا در مدارس منطقه شرق کامرون می‌پردازد. این مطالعه از طرح پژوهش آمیخته، با ترکیب رویکردهای کمی و کیفی، بهره گرفته است. جامعه هدف شامل دبیران جغرافیا و دانش‌آموزان، به ویژه دانش‌آموزان Baka ثبت‌نام‌شده در مدارس متوسطه منتخب جامعه Baka در منطقه مورد مطالعه بوده است. برای گردآوری داده‌ها از دو ابزار پرسشنامه و راهنمای مصاحبه استفاده شد. داده‌های کمی به‌دست‌آمده از پرسشنامه‌ها کدگذاری و با استفاده از آمار توصیفی و استنباطی تحلیل شدند. آمار توصیفی شامل فراوانی، درصد، میانگین و انحراف معیار بود. این آمار برای توصیف شیوع کنش‌های اجتماعی خاص Baka و ادراک شرکت‌کنندگان از تأثیر آن‌ها بر اجرای برنامهٔ درسی جغرافیا به‌کار رفت. تحلیل استنباطی برای بررسی روابط میان ابعاد منتخب کنش‌های اجتماعی Baka و شاخص‌های اجرای برنامهٔ درسی استفاده شد. یافته‌ها نشان می‌دهد که کنش‌های اجتماعی Baka پیامدهای معناداری برای اجرای برنامهٔ درسی دارند، هرچند تأثیر آن‌ها نباید صرفاً منفی تلقی شود. شیوه‌های معیشتی، زبان، ارزش‌های فرهنگی، فرایندهای یادگیری سنتی و دانش بومی محیط‌زیستی Baka به‌شیوه‌هایی پیچیده با آموزش رسمی تعامل دارند. برخی از این کنش‌ها ممکن است به حضور نامنظم یا دشواری در سازگاری با روال‌های کلاسیک منجر شود، در حالی که برخی دیگر دانش و تجربیات ارزشمندی را فراهم می‌کنند که می‌تواند آموزش جغرافیا را غنی سازد. این پژوهش به مباحث گسترده‌تر دربارهٔ ارتباط برنامهٔ درسی، ادغام دانش بومی و عدالت آموزشی برای جمعیت‌های به‌حاشیه‌رانده‌شده در کامرون کمک می‌کند و پیشنهادهایی برای سیاست‌گذاری برنامهٔ درسی و آموزش معلمان ارائه می‌دهد که بازتاب‌دهنده واقعیت‌های اجتماعی‌فرهنگی فراگیران بومی باشد. بر اساس یافته‌ها، پژوهشگر توصیه می‌کند که دبیران جغرافیا نمونه‌های محلی را در آموزش کلاس درس بگنجانند. درس‌هایی دربارهٔ اکوسیستم‌ها، منابع طبیعی، کشاورزی، حفاظت محیط‌زیست، سکونتگاه و روابط انسان و محیط باید از ویژگی‌ها و فعالیت‌های جغرافیایی آشنا برای فراگیران Baka بهره گیرند. مؤسسات تربیت معلم باید آمادگی در زمینهٔ آموزش پاسخگو به فرهنگ را تقویت کنند. تدوین‌کنندگان برنامهٔ درسی باید انعطاف‌پذیری بیشتری برای گنجاندن دانش بومی و محلی فراهم آورند. مدارس باید از یادگیری تجربی بیشتر بهره ببرند.

This study was motivated by the public perception that tends to view hadrah merely as a form of entertainment. In practice, hadrah activities in the coastal hamlet of Binteng often lack spiritual value, as evidenced by the practice of giving monetary gifts, which detracts from the solemnity of the salawat. In response to this situation, the Al-Banjari KPK Hadrah Group was established as a means of fostering character development among adolescents and as a vehicle for rehabilitation through Islamic education. In addition to serving as a medium for reciting salawat, hadrah poems also convey historical significance, exemplary values, and love for Allah SWT and the Prophet Muhammad (peace be upon him). This study employs a descriptive qualitative approach. Data were collected through observation, interviews with the leaders of the KPK’s Majelis Hadrah Al-Banjari, hadrah members, and residents of Pesisir Binteng Hamlet, and were supported by documentation of activities. Data validity was tested using triangulation techniques. The research findings indicate that the KPK Al-Banjari Hadrah Group plays a significant role in fostering character development among adolescents and strengthening the religious life of the community. The benefits are felt not only by the residents of Pesisir Binteng Hamlet but also by communities in surrounding villages. The hadrah activities have successfully fostered a love for Allah and the Prophet through the recitation of shalawat, while also steering the use of social media in a more positive direction. As a result, the teenagers have shown increased religious awareness, positive behavioral changes, and reduced involvement in negative activities.

این پژوهش با انگیزه‌ی برداشت عمومی که تمایل دارد حضره را صرفاً به عنوان شکلی از سرگرمی تلقی کند، انجام شده است. در عمل، فعالیت‌های حضره در محله ساحلی بنتنگ اغلب فاقد ارزش معنوی است، چنان‌که با اهدای هدایای نقدی، از وقار صلوات کاسته می‌شود. در پاسخ به این وضعیت، گروه حضره Al-Banjari KPK به عنوان ابزاری برای پرورش شخصیت نوجوانان و وسیله‌ای برای بازپروری از طریق آموزش اسلامی تأسیس شد. علاوه بر اینکه حضره بستری برای قرائت صلوات است، اشعار حضره نیز حامل اهمیت تاریخی، ارزش‌های الگویی و عشق به خداوند متعال و پیامبر اکرم (ص) می‌باشد. این پژوهش با رویکرد کیفی توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه با رهبران مجلس حضره Al-Banjari KPK، اعضای حضره و ساکنان محله ساحلی بنتنگ گردآوری و با مستندسازی فعالیت‌ها پشتیبانی شده است. روایی داده‌ها با استفاده از تکنیک‌های مثلث‌سازی آزمون شده است. یافته‌های پژوهش نشان می‌دهد که گروه حضره Al-Banjari KPK نقش قابل توجهی در پرورش شخصیت نوجوانان و تقویت زندگی دینی جامعه ایفا می‌کند. این منافع نه تنها توسط ساکنان محله ساحلی بنتنگ بلکه توسط جوامع روستاهای اطراف نیز احساس می‌شود. فعالیت‌های حضره موفق به تقویت عشق به خداوند و پیامبر از طریق قرائت صلوات شده و همچنین استفاده از شبکه‌های اجتماعی را به سمت مثبت‌تری هدایت کرده است. در نتیجه، نوجوانان افزایش آگاهی دینی، تغییرات رفتاری مثبت و کاهش مشارکت در فعالیت‌های منفی را نشان داده‌اند.

Special needs education is an important component of an inclusive education system because it provides learners with disabilities and other educational needs with appropriate learning opportunities, specialised support, and the resources required to develop their abilities. In Nigeria, the effective provision of special needs education is constrained by inadequate funding, insufficient specialised facilities, shortages of qualified teachers, limited assistive technology, and the high cost of providing appropriate educational services. These challenges make it necessary to explore innovative financing mechanisms that can complement conventional government funding and promote sustainable educational development. Innovative financing involves developing new or improved approaches to mobilising resources, diversifying funding sources, and improving the efficiency and accountability of educational expenditure. This paper examines eight strategies for financing special needs education in Nigeria: public–private partnerships, corporate social responsibility and philanthropic funding, community-based financing, dedicated government funding and targeted education grants, digital fundraising and crowdfunding, social impact investment and results-based financing, education vouchers and targeted subsidies, and partnerships with international development agencies and non-governmental organisations. The paper highlights the potential contributions of these strategies to improving access, strengthening educational infrastructure, providing assistive technology, and supporting learners with disabilities. It argues that innovative financing should complement rather than replace government responsibility for ensuring equitable access to quality special needs education. The paper concludes that transparent financial management, effective monitoring, stakeholder collaboration, and equitable resource allocation are essential for sustainable financing and the development of an inclusive education system in Nigeria.

آموزش نیازهای ویژه یکی از اجزای مهم نظام آموزش فراگیر است، زیرا فرصت‌های یادگیری مناسب، حمایت‌های تخصصی و منابع لازم را برای رشد توانمندی‌های فراگیران دارای معلولیت و سایر نیازهای آموزشی فراهم می‌کند. در نیجریه، ارائه مؤثر آموزش نیازهای ویژه با محدودیت‌هایی همچون کمبود منابع مالی، ناکافی بودن امکانات تخصصی، کمبود معلمان واجد شرایط، محدودیت فناوری‌های کمکی و هزینه بالای ارائه خدمات آموزشی مناسب مواجه است. این چالش‌ها ضرورت بررسی سازوکارهای نوآورانه تأمین مالی را که بتوانند منابع مالی دولتی متعارف را تکمیل کرده و توسعه پایدار آموزشی را ترویج دهند، آشکار می‌سازد. تأمین مالی نوآورانه شامل توسعه رویکردهای جدید یا بهبود یافته برای بسیج منابع، تنوع‌بخشی به منابع مالی و ارتقای کارآمدی و پاسخگویی در هزینه‌های آموزشی است. این مقاله هشت راهبرد برای تأمین مالی آموزش نیازهای ویژه در نیجریه را بررسی می‌کند: مشارکت‌های دولتی‌ـ‌خصوصی، مسئولیت اجتماعی شرکت‌ها و تأمین مالی خیریه، تأمین مالی مبتنی بر جامعه، اختصاص بودجه دولتی و اعطای کمک‌های هدفمند آموزشی، جمع‌آوری کمک‌های مالی دیجیتال و تأمین مالی جمعی، سرمایه‌گذاری با تأثیر اجتماعی و تأمین مالی مبتنی بر نتایج، واچرهای آموزشی و یارانه‌های هدفمند، و همکاری با آژانس‌های توسعه بین‌المللی و سازمان‌های غیردولتی. مقاله به نقش بالقوه این راهبردها در بهبود دسترسی، تقویت زیرساخت‌های آموزشی، ارائه فناوری‌های کمکی و حمایت از فراگیران دارای معلولیت اشاره می‌کند. همچنین تأکید می‌کند که تأمین مالی نوآورانه باید مکمل مسئولیت دولت در تضمین دسترسی عادلانه به آموزش با کیفیت برای نیازهای ویژه باشد و نه جایگزین آن. مقاله نتیجه می‌گیرد که مدیریت مالی شفاف، نظارت مؤثر، همکاری ذی‌نفعان و تخصیص عادلانه منابع برای تأمین مالی پایدار و توسعه نظام آموزش فراگیر در نیجریه ضروری است.

This study analyzes the impact of implementing a deep learning-based flipped classroom model on Fiqh madrasah students' learning outcomes in madrasah examinations, focusing on developing contextual and meaningful learning. The study uses a quantitative approach with a quasi-experimental pretest-posttest control group design. The research subjects consisted of 70 students divided into a group using the deep learning-based flipped classroom model and a group receiving conventional instruction. Data were collected through learning outcome tests, observation, and documentation. Data analysis used descriptive statistics, the N-Gain test, and the independent-samples t-test, after confirming normality and homogeneity assumptions. The results indicate a significant difference in learning outcomes between the deep learning-based flipped classroom group and the conventional group, with a significance value of 0.031 (<0.05). The experimental group achieved a mean posttest score of 87.65 with an N-Gain of 0.64, whereas the conventional group obtained a mean of 82.67 with an N-Gain of 0.54. The study's implications suggest that the deep learning-based flipped classroom model serves as an alternative instructional strategy for Fiqh that can enhance student engagement, strengthen conceptual understanding, and support the implementation of innovative learning practices in madrasah.

این پژوهش تأثیر اجرای مدل کلاس معکوس مبتنی بر یادگیری عمیق را بر نتایج یادگیری دانش‌آموزان فقه در آزمون‌های مدرسه دینی، با تمرکز بر توسعه یادگیری زمینه‌ای و معنادار، مورد تحلیل قرار می‌دهد. این مطالعه با رویکرد کمی و با طرح شبه‌آزمایشی پیش‌آزمون-پس‌آزمون با گروه کنترل انجام شده است. جامعه پژوهش شامل ۷۰ دانش‌آموز بود که به دو گروه تقسیم شدند: یک گروه از مدل کلاس معکوس مبتنی بر یادگیری عمیق استفاده کردند و گروه دیگر آموزش متداول را دریافت نمودند. داده‌ها از طریق آزمون‌های نتایج یادگیری، مشاهده و مستندسازی گردآوری شد. تحلیل داده‌ها با استفاده از آمار توصیفی، آزمون N-Gain و آزمون t مستقل پس از تأیید فرض نرمال بودن و همگنی انجام گرفت. نتایج نشان داد که بین نتایج یادگیری گروه کلاس معکوس مبتنی بر یادگیری عمیق و گروه متداول تفاوت معناداری وجود دارد (مقدار معناداری ۰.۰۳۱ < ۰.۰۵). گروه آزمایشی میانگین نمره پس‌آزمون ۸۷.۶۵ با N-Gain برابر با ۰.۶۴ را کسب کرد، در حالی که گروه متداول میانگین ۸۲.۶۷ و N-Gain برابر با ۰.۵۴ را به دست آورد. دلالت‌های پژوهش حاکی از آن است که مدل کلاس معکوس مبتنی بر یادگیری عمیق می‌تواند به عنوان یک راهبرد آموزشی جایگزین برای درس فقه، موجب افزایش مشارکت دانش‌آموزان، تقویت درک مفهومی و حمایت از اجرای شیوه‌های نوآورانه یادگیری در مدرسه دینی شود.

The Student Community Service Program (KKN) is a form of student service to the community through the implementation of various programs and activities tailored to local conditions and needs. One of the KKN work programs carried out by Universitas Muhammadiyah Bone students in Timusu Village, Ulaweng District, Bone Regency, was a training program on making dishwashing soap. This activity aimed to enhance community skills through said training. It was held on September 1, 2026, at the Timusu Village Office. There were 23 participants, consisting of local women and youths. All KKN students participated in the event, which lasted approximately one hour and twenty minutes. The methods employed included both instruction and hands-on practice to impart practical knowledge regarding dishwashing soap production. The materials used for the training were 1 kg of Texapon, 15 tablespoons of fine salt, 20 limes, a sufficient amount of pandan leaves, and 5–7 liters of water. The production process began by mixing water with blended pandan leaves, followed by the addition and mixing of Texapon. Subsequently, salt and lime juice were added gradually while stirring. This training activity provided the community with direct experience in making dishwashing soap and served as a contribution by the KKN students toward improving the skills of Timusu Village residents.

برنامه خدمت‌رسانی دانشجویی به جامعه (KKN) شکلی از خدمت دانشجویان به جامعه از طریق اجرای برنامه‌ها و فعالیت‌های متنوع متناسب با شرایط و نیازهای محلی است. یکی از برنامه‌های KKN که توسط دانشجویان دانشگاه Muhammadiyah Bone در روستای تیموسو، بخش Ulaweng، شهرستان Bone اجرا شد، برنامه آموزشی ساخت مایع ظرفشویی بود. هدف از این فعالیت، ارتقای مهارت‌های جامعه از طریق این آموزش بود. این برنامه در تاریخ ۱ سپتامبر ۲۰۲۶ در دفتر روستای تیموسو برگزار شد. تعداد ۲۳ نفر از زنان و جوانان محلی در این برنامه شرکت کردند. تمامی دانشجویان KKN در این رویداد که حدود یک ساعت و بیست دقیقه به طول انجامید، مشارکت داشتند. روش‌های مورد استفاده شامل آموزش نظری و تمرین عملی به منظور انتقال دانش کاربردی درباره تولید مایع ظرفشویی بود. مواد مورد استفاده در آموزش شامل ۱ کیلوگرم Texapon، ۱۵ قاشق غذاخوری نمک نرم، ۲۰ عدد لیموترش، مقدار کافی برگ پاندان و ۵ تا ۷ لیتر آب بود. فرایند تولید با مخلوط کردن آب و برگ پاندان خردشده آغاز شد و سپس Texapon به آن افزوده و مخلوط گردید. در ادامه، نمک و آب‌لیمو به تدریج افزوده و هم زده شد. این فعالیت آموزشی تجربه عملی مستقیم در ساخت مایع ظرفشویی را برای جامعه فراهم کرد و به عنوان مشارکت دانشجویان KKN در ارتقای مهارت‌های ساکنان روستای تیموسو محسوب می‌شود.

This phenomenological study explored the lived experiences of school heads leading Indigenous Peoples (IP) Community Schools in San Agustin and Lianga Districts, Division of Surigao del Sur, during School Year 2025–2026. Seven school heads were purposively selected and interviewed using a semi-structured guide, with data analyzed through thematic analysis. Findings showed that their experiences were shaped by cultural immersion and adaptive leadership, community trust and shared leadership, remote and resource-limited conditions, and fulfillment from learner and community transformation. To address challenges, school heads relied on resourcefulness, stakeholder partnerships, consultation with Indigenous leaders, flexible and participatory governance, and continuous professional learning. The participants also emphasized the need for community-centered governance, culturally responsive and inclusive instructional leadership, sustained Indigenous Peoples Education (IPEd) training and mentoring, adequate resources, and stronger inter-agency support. The study concludes that effective leadership in IP Community Schools is adaptive, relational, culturally responsive, and grounded in sustained collaboration with Indigenous communities and stakeholders.

این پژوهش پدیدارشناختی به بررسی تجربه‌های زیسته مدیران مدارس جامعه اقوام بومی (IP) در مناطق سن آگوستین و لیانگا، حوزه سوریگائو دل سور، در سال تحصیلی ۲۰۲۵–۲۰۲۶ پرداخت. هفت مدیر مدرسه به‌صورت هدفمند انتخاب و با استفاده از راهنمای نیمه‌ساختاریافته مورد مصاحبه قرار گرفتند و داده‌ها از طریق تحلیل تماتیک بررسی شدند. یافته‌ها نشان داد که تجربه‌های آنان تحت تأثیر غوطه‌وری فرهنگی و رهبری تطبیقی، اعتماد جامعه و رهبری مشارکتی، شرایط دورافتاده و کمبود منابع، و احساس رضایت از تحول یادگیرندگان و جامعه شکل گرفته است. برای مواجهه با چالش‌ها، مدیران مدارس بر خلاقیت، همکاری با ذی‌نفعان، مشاوره با رهبران بومی، حکمرانی انعطاف‌پذیر و مشارکتی و یادگیری حرفه‌ای مستمر تکیه داشتند. شرکت‌کنندگان همچنین بر ضرورت حکمرانی مبتنی بر جامعه، رهبری آموزشی پاسخگو و فراگیر نسبت به فرهنگ، تداوم آموزش و هدایت IPEd، منابع کافی و حمایت قوی‌تر بین‌سازمانی تأکید کردند. نتیجه پژوهش نشان می‌دهد که رهبری اثربخش در مدارس جامعه اقوام بومی تطبیقی، رابطه‌محور، پاسخگو به فرهنگ و مبتنی بر همکاری پایدار با جوامع بومی و ذی‌نفعان است.

Leadership plays a decisive role in the implementation of inclusive education at the school level. In this paper, we report on a small-scale, qualitative study which explored how the beliefs and actions of leadership teams at two mainstream schools in the Maldives influenced their efforts to provide a shared vision for inclusion and a positive culture across their school community. School selection was based on purposive sampling, with both schools being recognised for their good inclusive practice. Semi-structured interviews with the six leaders (the principal, deputy principal, and the leading teacher at each school) were used to capture personal beliefs, shared understandings and daily actions that promoted inclusion at the respective schools. Data analysis revealed two major themes: Access for learning and Building collaboration and partnerships through supportive leadership. While a sense of duty, strong desire and personal drive were common threads running across individual perspectives and themes, leaders signalled that a lack of resourcing (human and material) was a major obstacle to the successful implementation of inclusive education in their country.

رهبری نقش تعیین‌کننده‌ای در اجرای آموزش فراگیر در سطح مدرسه ایفا می‌کند. در این مقاله، گزارشی از یک مطالعه کیفی کوچک‌مقیاس ارائه می‌شود که به بررسی چگونگی تأثیر باورها و اقدامات تیم‌های رهبری در دو مدرسه عادی در مالدیو بر تلاش‌های آن‌ها برای ارائه چشم‌اندازی مشترک از فراگیری و ایجاد فرهنگی مثبت در جامعه مدرسه‌ای خود پرداخته است. انتخاب مدارس بر اساس نمونه‌گیری هدفمند صورت گرفت و هر دو مدرسه به دلیل عملکرد مطلوب در زمینه فراگیری شناخته شده بودند. برای گردآوری داده‌ها، مصاحبه‌های نیمه‌ساختاریافته با شش نفر از رهبران (مدیر، معاون و معلم ارشد هر مدرسه) انجام شد تا باورهای شخصی، درک‌های مشترک و اقدامات روزمره‌ای که موجب ترویج فراگیری در مدارس مربوطه می‌شد، ثبت گردد. تحلیل داده‌ها دو مضمون اصلی را آشکار ساخت: دسترسی به یادگیری و ایجاد همکاری و مشارکت از طریق رهبری حمایتی. در حالی که حس وظیفه، تمایل قوی و انگیزه فردی از عناصر مشترک در دیدگاه‌ها و مضامین بودند، رهبران اشاره کردند که کمبود منابع (انسانی و مادی) مانع عمده‌ای در اجرای موفق آموزش فراگیر در کشورشان به‌شمار می‌رود.

This article establishes the intersection of psychiatry and refugeedom as an area of historiographical inquiry. It traces how psychoanalysis was refracted through the paradigm of interwar mental hygiene and rescaled to a community level in the post-Second World War refugee camp, thereby contributing to the genesis of postwar international mental health. I examine the career of the Swiss Maria Pfister-Ammende from psychiatrist and psychoanalyst, to director of a refugee psychotherapeutic service in refugee camps in Switzerland, to international mental health expert at the World Health Organization. I situate her attempt at codifying an ‘uprooting neurosis’ within the genealogy of the medicalization of mobility and migration from nostalgia in the late 17th century to trauma in the late 20th. Implications for the historiography of refugee psychiatry and global mental health are considered.

این مقاله تلاقی روان‌پزشکی و پناهندگی را به‌عنوان حوزه‌ای برای پژوهش‌های تاریخ‌نگارانه مطرح می‌کند. مقاله به بررسی این می‌پردازد که چگونه روان‌کاوی از خلال پارادایم بهداشت روانی میان‌دوره‌ای بازتاب یافته و در سطح اجتماع در اردوگاه‌های پناهندگان پس از جنگ جهانی دوم بازمقیاس شده است و بدین‌ترتیب به پیدایش سلامت روان بین‌المللی پس از جنگ کمک کرده است. نگارنده مسیر حرفه‌ای Maria Pfister-Ammende، روان‌پزشک و روان‌کاو سوئیسی، را از فعالیت به‌عنوان روان‌پزشک و روان‌کاو تا مدیریت خدمات روان‌درمانی پناهندگان در اردوگاه‌های سوئیس و سپس به‌عنوان کارشناس سلامت روان بین‌المللی در سازمان جهانی بهداشت بررسی می‌کند. تلاش او برای تدوین مفهوم «نوروز ریشه‌کنی» را در تبارشناسی پزشکی‌سازی جابه‌جایی و مهاجرت، از نوستالژی در اواخر قرن هفدهم تا تروما در اواخر قرن بیستم، جای می‌دهد. پیامدهای این موضوع برای تاریخ‌نگاری روان‌پزشکی پناهندگان و سلامت روان جهانی مورد بررسی قرار می‌گیرد.

Although school-community partnerships are crucial, the formalistic nature of community participation and power imbalances among actors often hinder quality management in religious-based schools. This study aims to analyze and describe in depth the patterns of involvement and the dynamics of synergy in the tripartite partnership (madrasah, committee, and community) in the quality management of educational services at Nurul Jadid Senior High School. This descriptive qualitative research, designed as a case study, collects data through in-depth interviews with key informants, limited participatory observation, and document analysis, then analyses it using the interactive model of Miles, Huberman, and Saldana. The research results show that the tripartite partnership at Nurul Jadid Senior High School transforms administrative functions into humanistic relations, grounded in the pesantren's social capital, through open madrasah management, the committee's role as a substantive dialogic partner, and participatory supervision by the community and alums outside the school environment. This synergy has created a sustainable, community-based quality assurance model in which meeting national education standards aligns with religious culture and stakeholder satisfaction.

اگرچه شراکت مدرسه و جامعه اهمیت زیادی دارد، اما ماهیت صوری مشارکت جامعه و عدم توازن قدرت میان بازیگران اغلب مانع مدیریت کیفیت در مدارس مبتنی بر مذهب می‌شود. هدف این پژوهش تحلیل و توصیف عمیق الگوهای مشارکت و پویایی هم‌افزایی در شراکت سه‌جانبه (مدرسه، کمیته و جامعه) در مدیریت کیفیت خدمات آموزشی در دبیرستان نورالجدید است. این پژوهش کیفی توصیفی که به صورت مطالعه موردی طراحی شده است، داده‌ها را از طریق مصاحبه‌های عمیق با مطلعان کلیدی، مشاهده مشارکتی محدود و تحلیل اسناد گردآوری کرده و سپس با استفاده از مدل تعاملی Miles، Huberman و Saldana تحلیل می‌کند. نتایج پژوهش نشان می‌دهد که شراکت سه‌جانبه در دبیرستان نورالجدید، کارکردهای اداری را به روابط انسانی مبتنی بر سرمایه اجتماعی مدرسه علمیه تبدیل می‌کند؛ این امر از طریق مدیریت باز مدرسه، نقش کمیته به عنوان شریک دیالوژیک محتوایی و نظارت مشارکتی جامعه و فارغ‌التحصیلان خارج از محیط مدرسه تحقق یافته است. این هم‌افزایی، مدل تضمین کیفیت پایدار مبتنی بر جامعه را ایجاد کرده است که در آن تحقق استانداردهای ملی آموزش با فرهنگ دینی و رضایت ذینفعان همسو می‌شود.

This study aims to describe the implementation of servant leadership in the principal’s leadership at SMPN 1 Cikarang Selatan, to describe the principal’s strategies in building communication, service, and empowerment, and to identify supporting and inhibiting factors. This research employed a descriptive qualitative approach. Data were collected through non-participant observation, semi-structured interviews, and documentation. The informants consisted of the principal, vice principal, teachers, and educational staff. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification. The findings indicate that servant leadership has been implemented through six dimensions: exemplary behavior, empathy, listening, empowerment, caring, and community building. The principal demonstrates openness in receiving input, provides support and solutions, delegates responsibilities, encourages competence development, and promotes cooperation among school members. The strategies for communication, service, and empowerment are integrated through meetings, coordination, direct communication, personal approaches, task delegation, and opportunities for professional development. Supporting factors include cooperation, open communication, mutual trust, school-community support, and shared commitment. Inhibiting factors include differences in character and participation, communication and coordination challenges, and the principal’s limited time due to a high workload. Overall, servant leadership at SMPN 1 Cikarang Selatan has been implemented, although continuous strengthening is needed to optimize service, empowerment, communication, and collaboration.

هدف این پژوهش توصیف پیاده‌سازی رهبری خدمتگزار در رهبری مدیر دبیرستان دولتی شماره ۱ چیکارنگ جنوبی، توصیف راهبردهای مدیر در ایجاد ارتباط، خدمت‌رسانی و توانمندسازی، و شناسایی عوامل حمایت‌کننده و بازدارنده است. این پژوهش با رویکرد کیفی توصیفی انجام شده است. داده‌ها از طریق مشاهده غیرمشارکتی، مصاحبه نیمه‌ساختاریافته و اسناد گردآوری شده‌اند. مطلعان شامل مدیر، معاون، معلمان و کارکنان آموزشی بوده‌اند. تحلیل داده‌ها از طریق تقطیر داده‌ها، نمایش داده‌ها و نتیجه‌گیری و تأیید انجام شده است. یافته‌ها نشان می‌دهد که رهبری خدمتگزار از طریق شش بُعد رفتار الگویی، همدلی، گوش دادن، توانمندسازی، مراقبت و جامعه‌سازی پیاده‌سازی شده است. مدیر مدرسه با پذیرش نظرات، ارائه حمایت و راه‌حل، واگذاری مسئولیت‌ها، تشویق به توسعه شایستگی و ترویج همکاری میان اعضای مدرسه، این ابعاد را به اجرا درمی‌آورد. راهبردهای ارتباط، خدمت‌رسانی و توانمندسازی از طریق جلسات، هماهنگی، ارتباط مستقیم، رویکردهای فردی، واگذاری وظایف و ایجاد فرصت‌های توسعه حرفه‌ای ادغام شده‌اند. عوامل حمایت‌کننده شامل همکاری، ارتباط باز، اعتماد متقابل، حمایت جامعه مدرسه و تعهد مشترک است. عوامل بازدارنده شامل تفاوت در شخصیت و مشارکت، چالش‌های ارتباط و هماهنگی و محدودیت زمانی مدیر به دلیل حجم بالای کار می‌باشد. به طور کلی، رهبری خدمتگزار در دبیرستان دولتی شماره ۱ چیکارنگ جنوبی پیاده‌سازی شده است، هرچند تقویت مستمر برای بهینه‌سازی خدمت‌رسانی، توانمندسازی، ارتباط و همکاری ضروری است.