Holistic student development has become a fundamental indicator of educational quality in early childhood education because it encompasses children's cognitive, socio-emotional, physical, moral, and spiritual development. Despite increasing attention being given to holistic education in Malaysia, empirical evidence explaining how instructional leadership, educator commitment, and educator motivation contribute to holistic student development within KEMAS preschools remains limited. This study therefore examined the levels, relationships, and predictive influence of instructional leadership, educator commitment, and educator motivation on holistic student development among KEMAS preschool educators in the Northern Zone of Malaysia. A quantitative cross-sectional survey design was employed involving 313 educators selected from a population of approximately 1,700 educators across Kedah, Perak, and Pulau Pinang. Data were collected using structured questionnaires adapted from established instruments and analysed using descriptive statistics, Pearson's Product-Moment Correlation, and Stepwise Multiple Linear Regression using SPSS. The findings indicated that instructional leadership, educator commitment, educator motivation, and holistic student development were all perceived at high levels. Significant positive relationships were identified between all independent variables and holistic student development. Stepwise regression analysis further revealed that extrinsic motivation emerged as the strongest predictor, followed by intrinsic motivation, providing incentives to students, and defining school mission and goals. Collectively, these predictors explained 42.1% of the variance in holistic student development. The findings provide empirical evidence supporting leadership enhancement, educator motivation, and evidence-based policymaking to strengthen preschool educational quality within KEMAS.
Inclusion is a movement that arises from the socio-historical-cultural perception of exclusion and requires strategies to mitigate or eliminate the various barriers that restrict or prevent social participation. The inclusion movement, which gained strength from the end of the 20th century, applies to different social spheres, including literature as a human experience. In this sense, this art form should be addressed in schools from childhood, ensuring both accessibility and the representation of the diversity of cultures, bodies, and subjectivities. This article aims to discuss literary literacy from an inclusive approach, reflecting on its contribution to the development of reading and citizenship. Thus, it uses a bibliographic research methodology, starting from a systematic review of the terms inclusive literature, inclusive children's literature, inclusive young adult literature and accessible literature in the main academic research databases, and then expanded, in an exploratory manner, to related topics. The study focused on understanding what characterizes inclusive literature, considering heterogeneity in theme and/or authorship, as well as access to and accessibility of the book as a cultural object. Additionally, it aimed, through the example of an accessible teaching sequence based on Indigenous literature, to show the applicability of this approach, highlighting the school's role in shaping readers who are more aware and respectful of human diversity. Consequently, the work contributes by showing that inclusive literature, from the perspective of literary literacy, enriches the reading experience by expanding student development through both the aesthetic enjoyment of the work and the formation of civic awareness.
This paper examines the significant role played by teachers in fostering the holistic development of students, extending beyond academic achievement to encompass their intellectual, emotional, social, ethical, physical and creative growth. Teachers play a significant role in shaping students’ knowledge, skills, attitudes, values and competencies through effective pedagogical practices, learner-centered approaches and inclusive classroom environments. Their ability to recognize diverse learning needs, encourage critical thinking, nurture creativity and promote social-emotional well-being is essential for facilitating meaningful and comprehensive student development. Furthermore, continuous professional development and adherence to ethical and professional standards enable teachers to respond effectively to the evolving educational needs of learners. However, holistic student development cannot be achieved through teacher’s efforts alone. Educational institutions and school leadership also play a crucial role in establishing supportive, equitable, and inclusive learning environments. The paper highlights the importance of shared leadership, collaborative planning and professional learning communities (PLCs) in strengthening cooperation between teachers and school administration. Such collaborative practices can facilitate the integration of academic learning with life skills, value education, experiential learning and the development of essential twenty-first century competencies; the paper also examines challenges that may hinder holistic student development, including limited resources, time constraints, hierarchical administrative structure and inadequate opportunities for professional collaboration. It argues that fostering trust, effective communication, psychological safety and collective responsibility is essential for overcoming these barriers. The paper concludes that holistic student development requires a collaborative and learner-centered educational ecosystem in which teachers; school leaders and other stakeholders work together to nurture well-rounded, responsible, resilient and lifelong learners.
This study aims to develop an integrative conceptual model that connects student development management and Islamic Guidance and Counseling (Bimbingan dan Konseling Islam/BKI) within the framework of holistic student development in Islamic education. The study employs an integrative conceptual literature review to identify, examine, and synthesize relevant theoretical and conceptual perspectives. Literature was searched through Google Scholar, Garuda, and the Directory of Open Access Journals (DOAJ) during January–July 2026. From an initial 312 records, successive stages of duplicate removal, relevance screening, and full-text assessment resulted in a final corpus of 58 sources. The literature was analyzed through data extraction, initial coding, thematic categorization, cross-source comparison, and conceptual synthesis. The literature synthesis indicates conceptual convergence around the importance of integrating students’ spiritual, moral, psychological, and personal development within Islamic education. Based on this synthesis, the study proposes an integrative conceptual model comprising four interconnected components: fitrah as the philosophical and anthropological foundation of human potential; holistic Islamic education as the overarching developmental orientation; student development management as the institutional framework for planning, coordinating, and evaluating student development; and Islamic Guidance and Counseling as the professional support mechanism for identifying students’ needs and facilitating preventive, responsive, and developmental interventions. Functionally, fitrah establishes the foundational understanding of human potential, holistic Islamic education defines the developmental direction, student development management translates this orientation into coordinated institutional practices, and Islamic Guidance and Counseling provides individualized and group-based support within appropriate professional boundaries. These components operate as a mutually reinforcing framework for integrating educational planning, student support, and holistic development. The study concludes that this model offers a coherent conceptual basis for understanding student development in Islamic education, while its practical applicability and effectiveness require further empirical examination.
This qualitative descriptive study examined the perspectives of teachers with direct experience implementing the push-in model in general education classrooms in selected schools in Nevada, California, Arizona, and New Mexico, United States. It explored perceived educational value, implementation challenges, collaborative practices, professional roles, and opportunities for growth, and used the findings to formulate the Collaborative Push-In Enhancement Program (C-PEP). Participants were purposively selected from teachers experienced in push-in delivery or collaboration; the methodology described 11 co-participants, although another part of the dissertation reports a different sample count. Semi-structured interview accounts were examined using the six-phase thematic-analysis approach described in the dissertation. Five overarching themes were developed: push-in as inclusive and collaborative support for diverse learners; navigation of instructional, structural, and relational challenges; collaboration as the foundation of effective implementation; evolving instructional roles and complementary push-in/pull-out functions; and professional growth with holistic student development. Participants described greater classroom participation, confidence, access to grade-level teaching, and belonging, while emphasizing constrained planning time, scheduling, resources, and ambiguous teacher roles. The proposed C-PEP integrates differentiated instruction, problem-solving, co-planning, role clarification, mentoring, learner monitoring, and sustainability measures. Findings concern teachers’ reported experiences rather than independently measured student outcomes. The study highlights how inclusive practice depends on both responsive instruction and organizational support.
The professionalism of guidance and counseling (BK) teachers plays an important role in services that support students’ personal, social, academic, and career development. However, research on professional challenges, competencies, and development strategies for BK teachers tends to examine these three aspects separately without integrating ethical responsibilities. This article aimed to analyze BK teachers’ professionalism in the digital era, encompassing competencies, challenges and opportunities associated with technology use, and continuing competency development. The study employed a literature review method with a descriptive qualitative approach. Articles and documents published between 2020 and 2025 were retrieved through Google Scholar and Portal Garuda and analyzed thematically. The findings indicate that BK teachers’ professionalism rests on mastery of pedagogical, personal, social, and professional competencies, alongside continuing competency development. However, training and supervision remain limited in terms of duration, evaluation indicators, and monitoring, with a greater focus on professional competence. Digital technologies extend the reach of services but require digital competence and protection of client data confidentiality. The reviewed literature also indicates limited availability of standardized guidelines for online counseling in Indonesia. These findings provide an integrated perspective on BK teachers’ professionalism in the digital era, linking competency mastery, ethical responsibilities, and the ability to use technology. In practical terms, competency development for BK teachers needs to integrate digital competence and online counseling ethics through continuing training, supervision, and evaluation based on measurable indicators. Support from professional associations in developing online counseling guidelines is also needed to strengthen professional and responsible service delivery.
This study determined the organizational climate of Rizal High School and the leadership styles manifested by its administrators during School Year 2017-2018 as a basis for a transformational leadership training program. The thesis characterized the inquiry as a mixed quantitative-qualitative study and operationalized it primarily through a descriptive-correlational survey design. The entire population of 170 Junior High School student-leaders served as respondents. Leadership style was assessed using the 37-item Multifactor Leadership Questionnaire 5X-Short, while school climate was measured using the 42-item Student Development Program-School Climate Survey for High School-Revised Edition. Weighted mean was used to describe leadership styles and school climate; Pearson product-moment correlation and a t-test of the correlation coefficient were used to test relationships. Administrators were perceived to always manifest idealized influence-attributed (M = 3.24) and inspirational motivation (M = 3.26), often manifest idealized influence-behavior, intellectual stimulation, individual consideration, contingent reward, and active management-by-exception, and sometimes exhibit passive management-by-exception and avoidance. Student-leaders described sharing of resources (M = 3.14) and student-teacher relations (M = 3.32) as positive, while order and discipline, school building, student interpersonal relations, and parent involvement were somewhat positive. Significant relationships were reported between transformational leadership and physical climate (r = .98, p < .05), transactional leadership and academic climate (r = 1.00, p < .05), and laissez-faire leadership and social climate (r = 1.00, p < .05). The findings supported the development of a transformational leadership training program for administrators, teachers, and student-leaders to strengthen the school’s physical, social, and academic climate.
این پژوهش به تعیین اقلیم سازمانی دبیرستان Rizal و سبکهای رهبری بروز یافته توسط مدیران آن در سال تحصیلی ۲۰۱۷-۲۰۱۸ بهعنوان مبنایی برای برنامه آموزشی رهبری تحولآفرین پرداخت. این پایاننامه پژوهش را بهعنوان مطالعهای ترکیبی (کمی-کیفی) توصیف کرده و عمدتاً از طریق طرح پژوهش توصیفی-همبستگی عملیاتی شده است. کل جامعه آماری شامل ۱۷۰ نفر از دانشآموزان رهبر مقطع متوسطه اول بهعنوان پاسخدهندگان انتخاب شدند. سبک رهبری با استفاده از پرسشنامه ۳۷ مادهای Multifactor Leadership Questionnaire 5X-Short ارزیابی شد و اقلیم مدرسه با پرسشنامه ۴۲ مادهای Student Development Program-School Climate Survey for High School-Revised Edition سنجیده شد. برای توصیف سبکهای رهبری و اقلیم مدرسه از میانگین وزنی استفاده شد؛ برای آزمون روابط از همبستگی پیرسون و آزمون t ضریب همبستگی بهره گرفته شد. مدیران از دیدگاه پاسخدهندگان همواره نفوذ ایدهآل-منتسب (M = 3.24) و انگیزش الهامبخش (M = 3.26) را نشان میدهند، غالباً نفوذ ایدهآل-رفتاری، تحریک فکری، ملاحظه فردی، پاداش مشروط و مدیریت فعال بر اساس استثنا را بروز میدهند و گاهی مدیریت منفعل بر اساس استثنا و اجتناب را نشان میدهند. دانشآموزان رهبر، اشتراک منابع (M = 3.14) و روابط دانشآموز-معلم (M = 3.32) را مثبت توصیف کردند، در حالی که نظم و انضباط، ساختمان مدرسه، روابط بینفردی دانشآموزان و مشارکت والدین تا حدی مثبت ارزیابی شد. روابط معناداری بین رهبری تحولآفرین و اقلیم فیزیکی (r = .98, p < .05)، رهبری تبادلی و اقلیم آموزشی (r = 1.00, p < .05)، و رهبری عدم مداخله و اقلیم اجتماعی (r = 1.00, p < .05) گزارش شد. یافتهها از توسعه برنامه آموزشی رهبری تحولآفرین برای مدیران، معلمان و دانشآموزان رهبر بهمنظور تقویت اقلیم فیزیکی، اجتماعی و آموزشی مدرسه حمایت میکند.
Introduction Socially responsible leadership (SRL) encompasses individual, group, and societal values relevant to college student development. This study identified SRL profiles among Chinese undergraduates, examined profile similarity across gender, and investigated factors associated with profile membership. Methods A cross-sectional survey was conducted with 1,248 students from eight higher education institutions. Latent profile analysis was performed using seven SRL dimensions, followed by multigroup comparisons and three-step analyses of profile membership. Results Three SRL profiles were identified: low SRL (18.67%), average SRL (57.45%), and high SRL (23.88%). The profiles differed mainly in overall SRL, with broadly parallel patterns across the seven dimensions. Women and men showed the same low–average–high ordering, although corresponding profile means were not fully equivalent. Place of origin, financial hardship, family socioeconomic status, and first-generation status were associated with selected profile contrasts. Leadership efficacy, extracurricular engagement, and perceived teacher support were positively associated with higher-profile membership in separate models. Discussion The findings characterize SRL profiles among Chinese college students and reveal both similarities and differences across gender. The associations with extracurricular engagement, leadership efficacy, and teacher support highlight relevant personal and educational resources for student leadership development.
مقدمه: رهبری مسئولیتپذیر اجتماعی (SRL) ارزشهای فردی، گروهی و اجتماعی مرتبط با رشد دانشجویان دانشگاهی را دربر میگیرد. این پژوهش به شناسایی الگوهای SRL در میان دانشجویان کارشناسی چینی، بررسی شباهت الگوها بر اساس جنسیت و بررسی عوامل مرتبط با عضویت در الگوها پرداخت. روشها: یک مطالعه مقطعی با مشارکت ۱٬۲۴۸ دانشجو از هشت مؤسسه آموزش عالی انجام شد. تحلیل الگوی نهفته با استفاده از هفت بُعد SRL صورت گرفت و پس از آن مقایسههای چندگروهی و تحلیلهای سهمرحلهای عضویت در الگوها انجام شد. نتایج: سه الگوی SRL شناسایی شد: SRL پایین (۱۸٫۶۷٪)، SRL متوسط (۵۷٫۴۵٪) و SRL بالا (۲۳٫۸۸٪). تفاوت الگوها عمدتاً در میزان کلی SRL بود و الگوهای موازی در سراسر هفت بُعد مشاهده شد. زنان و مردان همان ترتیب پایین–متوسط–بالا را نشان دادند، اگرچه میانگینهای مربوط به الگوها کاملاً معادل نبودند. محل تولد، دشواری مالی، وضعیت اجتماعیاقتصادی خانواده و وضعیت دانشجوی نسل اول با برخی تفاوتهای الگوها مرتبط بودند. کارآمدی رهبری، مشارکت در فعالیتهای فوقبرنامه و حمایت ادراکشده معلم به طور مثبت با عضویت در الگوهای بالاتر در مدلهای جداگانه مرتبط بودند. بحث: یافتهها الگوهای SRL را در میان دانشجویان دانشگاهی چینی توصیف میکند و به شباهتها و تفاوتهای جنسیتی اشاره دارد. ارتباط مشارکت در فعالیتهای فوقبرنامه، کارآمدی رهبری و حمایت معلم بر منابع فردی و آموزشی مرتبط با توسعه رهبری دانشجویان تأکید میکند.
While higher education institutions increasingly claim to value student-centeredness, engaging students as authentic partners in educational assessment remains in many ways an aspirational practice. Grounded in the collective reflections of assessment professionals from diverse institutional contexts within the Student Partners in Assessment Community for Engagement (SPACE), the authors of this article explore the practical realities of student engagement, from consultation to collaboration, in assessment. Through qualitative thematic analyses, we identified profound promises of this work, including developmental benefits for students, enhanced validity of assessment data, and actionable institutional improvement. However, we also pinpointed significant pitfalls, such as resource and cultural barriers, inherent power imbalances, logistical mismatches with student availability, and tensions around quality. To bridge the gap between aspirational partnership and institutional reality, in this paper, we offer actionable strategies for assessment practitioners to mitigate some of these challenges. Within this paper, we provide a realistic, practitioner-oriented guide for cultivating sustainable and impactful student engagement in higher education
در حالی که مؤسسات آموزش عالی به طور فزایندهای مدعی ارزشگذاری بر دانشجومحوری هستند، مشارکت دانشجویان به عنوان شرکای واقعی در ارزیابی آموزشی همچنان در بسیاری از موارد یک رویکرد آرمانی باقی مانده است. نویسندگان این مقاله با تکیه بر تأملات جمعی متخصصان ارزیابی از زمینههای نهادی متنوع در جامعه Student Partners in Assessment Community for Engagement (SPACE)، به بررسی واقعیتهای عملی مشارکت دانشجویان، از مشاوره تا همکاری، در فرایند ارزیابی میپردازند. از طریق تحلیلهای کیفی مضمونمحور، وعدههای عمیق این رویکرد، از جمله منافع رشدی برای دانشجویان، افزایش روایی دادههای ارزیابی و بهبودهای قابل اجرا در سطح نهادی شناسایی شد. با این حال، چالشهای قابل توجهی نیز شناسایی گردید، از جمله موانع منابع و فرهنگی، عدم توازن ذاتی قدرت، ناسازگاریهای لجستیکی با زمانبندی دانشجویان و تنشهایی پیرامون کیفیت. به منظور پر کردن شکاف میان مشارکت آرمانی و واقعیت نهادی، در این مقاله راهبردهای عملی برای متخصصان ارزیابی جهت کاهش برخی از این چالشها ارائه میشود. این مقاله راهنمایی واقعبینانه و مبتنی بر عمل برای پرورش مشارکت پایدار و مؤثر دانشجویان در آموزش عالی ارائه میدهد.
Big data supports personalized learning but often neglects value-oriented student development. In China, ideological and political education (IPE) is essential for talent cultivation, yet its integration with data-driven personalization remains limited. To address this, we propose a Big Data and IPE Personalized Learning Model (BD-IPE-PLM) that links data collection, learner profiling, IPE integration, personalized support, and dynamic evaluation. Using expert consultation and survey data, we assess the model's rationality and applicability. Results show that big-data-supported analytics positively relate to perceived personalized support and IPE integration, with IPE integration more strongly associated with IPE outcomes than academic outcomes. Data privacy concern negatively correlates with perceived support, emphasizing the need for responsible governance. We conclude that personalized learning is not purely technical. It requires data evidence, teacher judgment, value guidance, student engagement, and ethical governance.
دادههای بزرگ از یادگیری شخصیسازیشده پشتیبانی میکنند اما اغلب توسعه دانشجویان مبتنی بر ارزشها را نادیده میگیرند. در چین، آموزش ایدئولوژیک و سیاسی (IPE) برای پرورش استعدادها ضروری است، اما ادغام آن با شخصیسازی مبتنی بر داده هنوز محدود باقی ماندهاست. برای رفع این مسئله، ما مدل یادگیری شخصیسازیشده مبتنی بر دادههای بزرگ و آموزش ایدئولوژیک و سیاسی (BD-IPE-PLM) را پیشنهاد میکنیم که جمعآوری دادهها، پروفایلسازی یادگیرنده، ادغام IPE، حمایت شخصیسازیشده و ارزیابی پویا را به هم پیوند میدهد. با استفاده از مشاوره خبرگان و دادههای پیمایشی، معقولیت و قابلیت کاربرد مدل را ارزیابی میکنیم. نتایج نشان میدهد که تحلیلهای پشتیبانیشده توسط دادههای بزرگ با حمایت شخصیسازیشده ادراکشده و ادغام IPE رابطه مثبت دارند و ادغام IPE با پیامدهای IPE نسبت به پیامدهای تحصیلی ارتباط قویتری دارد. نگرانی درباره حریم خصوصی دادهها با حمایت ادراکشده رابطه منفی دارد و بر لزوم حکمرانی مسئولانه تأکید میکند. نتیجه میگیریم که یادگیری شخصیسازیشده صرفاً فنی نیست؛ بلکه نیازمند شواهد دادهای، قضاوت معلم، هدایت ارزشی، مشارکت دانشجو و حکمرانی اخلاقی است.
As national strategies for education reform deepen, exploring the association between physical exercise and college students’ academic achievement has become a critical priority in higher education. Although existing literature has confirmed a positive association between physical exercise and academic achievement, scant attention has been paid to systematically elucidating the underlying mechanism by integrating social support and psychological resilience within a serial mediation framework (chain mediation model). Drawing upon Social Support Theory (SST), Conservation of Resources Theory (COR), and the Theory of Planned Behavior (TPB), this study constructs a theoretical model to unravel how physical exercise is associated with academic achievement via the serial indirect pathways of social support and psychological resilience, while also examining the moderating effect of time management ability. A total of 950 valid responses were collected, and a two-stage hybrid approach combining Partial Least Squares Structural Equation Modeling (PLS-SEM) and Artificial Neural Network (ANN) was employed for empirical validation. The PLS-SEM results indicate that physical exercise shows a significant direct positive association with academic achievement (β = 0.156, $$\:p<0.001$$ ) and an indirect effect was identified via the serial mediation path of “Physical Exercise → Social Support → Psychological Resilience → Academic Achievement” ( $$\:\beta\:=0.008$$ , $$\:p=0.006$$ ). The ANN sensitivity analysis aligns highly with the PLS-SEM findings, further corroborating that psychological resilience is the strongest associate of academic achievement in terms of normalized importance (normalized importance = 64.580%), followed by physical exercise (44.950%) and social support (25.550%), thereby verifying the robustness of the conclusions. This study elucidates the underlying mechanisms by which physical exercise is positively associated with academic achievement via the indirect pathways of social support and psychological resilience, as well as the boundary condition of time management ability. These findings provide a theoretical basis and practical guidance for higher education administrators to formulate differentiated and precise student development strategies.
با تعمیق راهبردهای ملی اصلاحات آموزشی، بررسی ارتباط بین ورزش بدنی و پیشرفت تحصیلی دانشجویان دانشگاه به اولویتی اساسی در آموزش عالی تبدیل شده است. اگرچه ادبیات موجود ارتباط مثبت بین ورزش بدنی و پیشرفت تحصیلی را تأیید کرده است، اما به تبیین نظاممند سازوکارهای زیربنایی با ادغام حمایت اجتماعی و تابآوری روانشناختی در چارچوب میانجیگری زنجیرهای (مدل میانجیگری زنجیرهای) توجه اندکی شده است. با بهرهگیری از نظریه حمایت اجتماعی (SST)، نظریه حفاظت از منابع (COR) و نظریه رفتار برنامهریزیشده (TPB)، این پژوهش مدلی نظری را برای تبیین نحوه ارتباط ورزش بدنی با پیشرفت تحصیلی از طریق مسیرهای غیرمستقیم زنجیرهای حمایت اجتماعی و تابآوری روانشناختی ارائه میدهد و همچنین اثر تعدیلگر توانایی مدیریت زمان را مورد بررسی قرار میدهد. در مجموع ۹۵۰ پرسشنامه معتبر جمعآوری شد و رویکرد ترکیبی دو مرحلهای با استفاده از مدلیابی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) و شبکه عصبی مصنوعی (ANN) برای اعتبارسنجی تجربی به کار گرفته شد. نتایج PLS-SEM نشان داد که ورزش بدنی ارتباط مستقیم مثبت معناداری با پیشرفت تحصیلی دارد (β = 0.156, $$\:p<0.001$$) و اثر غیرمستقیم نیز از طریق مسیر میانجیگری زنجیرهای «ورزش بدنی → حمایت اجتماعی → تابآوری روانشناختی → پیشرفت تحصیلی» شناسایی شد ( $$\:\beta\:=0.008$$ , $$\:p=0.006$$ ). تحلیل حساسیت ANN نیز با یافتههای PLS-SEM همراستا بود و بیش از پیش تأیید کرد که تابآوری روانشناختی قویترین عامل مرتبط با پیشرفت تحصیلی از نظر اهمیت نرمالشده (normalized importance = 64.580%) است و پس از آن ورزش بدنی (44.950%) و حمایت اجتماعی (25.550%) قرار دارند که استحکام نتایج را تأیید میکند. این پژوهش سازوکارهای زیربنایی ارتباط مثبت ورزش بدنی با پیشرفت تحصیلی را از طریق مسیرهای غیرمستقیم حمایت اجتماعی و تابآوری روانشناختی و همچنین شرط مرزی توانایی مدیریت زمان تبیین میکند. این یافتهها مبنای نظری و راهنمای عملی برای مدیران آموزش عالی جهت تدوین راهبردهای توسعه دانشجویی هدفمند و دقیق فراهم میآورد.
