Asian Journal of Multidisciplinary Studies
ISSN 2651-6691 (Print) ISSN 2651-6705 (Online) Welcome to the Asian Journal of Multidisciplinary Studies (AJMS), your premier source for cutting-edge research that crosses traditional academic boundaries. At AJMS, we are dedicated to fostering an inclusive community of scholars, researchers, and practitioners who are eager to explore and address the complex challenges and opportunities of our interconnected world. Asian Journal of Multidisciplinary Studies is a journal publication that publishes 1 issue a year. Asian Journal of Multidisciplinary Studies is an international, double-blind peer-reviewed, open-access journal. The online version is free to access and download. The topic in the journal is multidisciplinary but not limited to social sciences, education, arts and humanities, business and hospitality management; and science, technology, engineering, mathematics, and others. Frequency: 1 Issue in a Year (2022 - Present) | 2 Issues in a Year (2018-2021) All published work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
AI in Education: Impact on Learning Experiences and Outcomes at New Lambunao Integrated School
This research explores the integration of Artificial Intelligence (AI) in education, focusing on its impact on learning experiences and academic outcomes at New Lambunao Integrated School. A mixed-method approach was used, combining a comprehensive literature review and a quantitative survey involving 50 students and 10 teachers from Junior and Senior High School levels. One of the most commonly used AI tools identified in the study is ChatGPT, which students and teachers utilize for personalized tutoring, automated assessments, and real-time support. Findings reveal that 75% of students and 70% of teachers regularly use AI-based educational tools, with over 80% acknowledging its positive impact on engagement and learning personalization. However, challenges such as limited internet access, lack of teacher training, and insufficient devices continue to hinder full integration. The study concludes that while AI tools like ChatGPT offer significant educational advantages, infrastructural and training support are essential for maximizing their potential in public school settings.
Copyright (c) 2025 Michelle D. Legas, Julius Cesar O. Mamaril, DBA, DIT https://creativecommons.org/licenses/by/4.0
Awareness on Cooperatives Concepts Among Community Stakeholders in Lingayen, Pangasinan: Basis for the Creation of Cooperative Organization Training Extension Manual
Cooperatives have a significant impact on the economy, particularly in rural areas, by creating livelihood opportunities and promoting economic growth. However, many people lack awareness of cooperative concepts and their benefits, which can hinder cooperative development and community progress. The focus of the research was to assess the level of awareness on community stakeholders among community stakeholders in Pangasinan, Philippines. Descriptive survey design was used and a survey questionnaire was developed as the primary research instrument for this study to the study. Purposive sampling technique was employed to select 105 community stakeholders as respondents. The collected data were analyzed using statistical tools such as frequency, percentage, average weighted mean, and Likert-scale. The study found that most community stakeholders in Pangasinan were female, middle-aged, married, high school graduates, employed, and had a low average monthly household income. A small percentage of the respondents are currently members of cooperatives and significant number of community stakeholders expressed their willingness to organize a cooperative. The level of awareness among stakeholders on cooperatives, such as historical development of cooperatives, principles and values, organizational structure and financial organization, procedures for setting up a cooperative, cooperative practices, rights, duties, and responsibilities of cooperative members, and cooperative laws is relatively low. These findings suggest the need for educational initiatives and awareness campaigns to enhance the respondents' understanding of various aspects of cooperatives. The study recommends developing comprehensive training manual that contains in-depth knowledge about cooperatives, including their principles, benefits, and operational mechanisms. There is also a need to strengthen outreach and awareness campaigns to reach a wider audience and disseminate information effectively about cooperatives. Lastly, it is recommended to forge strategic alliances and partnerships with academic institutions, government agencies, and civil society organizations to jointly promote cooperative awareness. It is hoped that policymakers, the academia and communities would benefit from the study.
Copyright (c) 2025 Jameson N. Estrada, Dr. Erna M. Salazar, Roselyn M. Villaruz, Leo P. De Vera, Jr. https://creativecommons.org/licenses/by/4.0
Behind The Silence: Uncovering The Roots Of Japan’s English Proficiency Crisis
This study investigates the persistent low ranking of Japan in global English proficiency indices despite decades of educational reform. Using an integrative literature review, this paper identifies structural, pedagogical, and cultural factors influencing English instruction outcomes across Japanese public schools. The review synthesizes empirical data from classroom practices, policy reports, and international assessments. Key findings reveal that the traditional grammar-translation approach remains dominant, oral communication is deprioritized, and team teaching practices often suffer from unclear roles and limited collaboration. The study highlights how deeply embedded language ideologies and systemic constraints affect both teacher performance and student outcomes. Recommendations include teacher training reforms, increased communicative practice in curricula, and structural support for meaningful ALT–JTE collaboration.
Copyright (c) 2025 Meralyn S. Robiso, Julius Cesar O. Mamaril, DBA, DIT https://creativecommons.org/licenses/by/4.0
From Classroom To Digital Work: Career Transitions Of Licensed Teachers In Pangasinan I
This qualitative, desk-based study examines the career transitions of Licensed Professional Teachers (LPTs) in Pangasinan I from traditional classroom roles to digital and non-teaching positions within the growing digital economy. Drawing from over 50 credible secondary sources—including government labor reports, Scopus indexed studies, freelance platform analytics, and documented digital narratives—the research investigates the types of work pursued, motivations for transition, challenges encountered, and implications for professional identity and career development.Findings reveal that approximately 85% of LPTs have transitioned to online roles such as content writing (34%), online tutoring (26%), virtual assistance (15%), and digital marketing (10%), reflecting the strategic adaptation of teaching competencies to emerging labor markets. Key motivators include financial necessity (45%) and the pursuit of flexibility and work-life balance (30%), while major challenges involve income volatility (72%), digital skill gaps (58%), and professional identity concerns (38%).The study is limited by its exclusive reliance on secondary sources, which may not fully capture the nuanced, lived experiences of individual teachers and lacks the validation that primary qualitative or quantitative data could provide. Nonetheless, the findings underscore the urgent need for structured digital upskilling programs, formal recognition of online work in CPD and career progression, and adaptive education labor policies that integrate non-traditional career trajectories. This study reframes LPTs not as professionals exiting education, but as educators actively redefining their roles to meet the demands of a digitally interconnected world.
Copyright (c) 2025 Rhana Mae O. Necesito, LPT, Julius Cesar O. Mamaril, DBA, DIT https://creativecommons.org/licenses/by/4.0
Development of Malunggay (Moringa Oleifera) Enriched Chewy Candy
The economic viability and sensory acceptability of chewy Malunggay (Moringa Oleifera) candies were examined in this study. Four main topics were addressed in the study: the best Malunggay ratio for desired sensory qualities; customer perceptions of the sensory attributes (taste, texture, color, scent, and appearance); the outcomes of microbiological analysis; and the return on investment (ROE). Using a nine-point Hedonic scale, thirty students from Pangasinan State University-two majoring in home economics for their Bachelor of Technology and Livelihood Education and food service management for their Bachelor of TechVoc Teacher Education-participated in a sensory evaluation. Respondents were used as random factors and Malunggay powder doses as fixed factors in a randomized full block design. SPSS and GLM-ANOVA were used for data analysis. The results showed that sensory qualities were typically improved by raising Malunggay levels, with Treatment 3 (the highest concentration of Malunggay) continuously receiving the highest overall acceptance scores. There were notable variations in appearance, texture, color, scent, and taste between treatments. A high aerobic plate count requires additional research into production hygiene and possible contamination sources, even though the confectionery passed the mold/yeast and coliform tests. Strong profitability potential was suggested by the financial analysis's significant ROE of 47.19%. According to the study's findings, chewy candy can successfully contain malunggay, and Treatment 3 provides the best balance between profitability and sensory appeal. It is advised to carry out shelf-life studies, address the high aerobic plate count by better sanitation procedures and process optimization, and ascertain the exact Malunggay ratio. The commercialization of this nutrient-dense and perhaps lucrative food has a solid basis thanks to this research. To determine consumer demand and improve the product for broader appeal, more market research and a test launch are advised.
Copyright (c) 2025 Japhet Reubin D. Abaoag, Julia Angelyn C. Altezo, Samantha Lizeth S. Cancino, Krysel Jane Dela Cruz, Kathrina R. Lucero, Mathew Jake D. Soriano, Rexian Noah V. Zareno, https://creativecommons.org/licenses/by/4.0
Development of Calamansi (Citrofortunella Microcarpa) Gummy Candy
This study aimed to develop and evaluate Calamansi Gummy Candy, focusing on consumer acceptability, recipe formulation optimization, and microbial safety. The research addresses the growing interest in innovative confectionery products by utilizing the distinct flavor profile of calamansi. An experimental and quantitative research design was employed, collecting numerical data from a purposive sample of 53 respondents—comprising first- and second-year Bachelor of Technology and Livelihood Education (BTLED) students majoring in Home Economics at Pangasinan State University, Lingayen Campus—who were selected for their background and experience in food-related fields. Frequency counts and percentage distribution were used to analyze the respondents’ demographic profiles, while the weighted mean determined the level of acceptability across four product treatments. To assess significant differences in sensory acceptability, Analysis of Variance (ANOVA) with Scheffé Post Hoc Test was utilized. A structured survey questionnaire served as the primary data-gathering tool, capturing the respondents' demographic data (age, sex, and year level) and their evaluation of the Calamansi Gummy Candy’s sensory attributes—namely aroma, taste, texture, and overall acceptability—using a 5-point Hedonic Scale. Statistical analysis revealed significant differences in the respondents’ acceptability ratings among the four formulations, particularly in terms of texture, aroma, taste, and overall appeal. Notably, “Treatment 2” emerged as the most preferred formulation. In addition, microbial analysis confirmed that the Calamansi Gummy Candy met safety and quality standards, indicating its suitability for consumption. Based on these findings, the study recommends the inclusion of "appearance" as an additional criterion in future sensory evaluations. It also suggests involving a more diverse group of respondents from varying age groups and disciplines to obtain broader insights. Furthermore, researchers are encouraged to explore techniques to minimize the natural bitterness of calamansi and to conduct further studies on the product’s physicochemical properties and shelf life for potential commercial viability.
Copyright (c) 2025 Jessamie E. Antipolo, Melissa V. Bandong, Kathly Cariño, Angela S. Espinosa, Mariella P. Ramos, Nathalie M. Velasco, Lai M. Niella https://creativecommons.org/licenses/by/4.0
Metacognitive Study Habits of Bachelor of Science in Social Work and Bachelor of Science in Nutrition and Dietetics Students: Implications for Licensure Preparation
This study examined the metacognitive study habits of Bachelor of Science in Social Work (BSSW) and Bachelor of Science in Nutrition and Dietetics (BSND) students and fresh graduates at Pangasinan State University–Lingayen Campus. Using a quantitative descriptive–correlational design, data were collected from 150 respondents through a structured questionnaire. The study assessed the extent of practice of metacognitive study habits, the influence of physical, socio-emotional, and cognitive factors, and the relationships between these habits, influencing factors, and demographic profiles. Results revealed that “preparing assignments and projects” was the most frequently practiced habit, while “managing work stress” was least practiced. Cognitive factors exerted the highest influence. Significant relationships were found between sex and “organizing and planning works,” GPA and “managing work stress,” and family income and “preparing assignments and projects.” Findings underscore the need for targeted interventions to strengthen stress management, reference management, and pre-class preparation. Implications for licensure examination readiness and policy are discussed.
Copyright (c) 2025 Jufri Jan Louis M. Narvas, Rinovic C. Repollo https://creativecommons.org/licenses/by/4.0
A Systematic Review of Digital Technology Utilization to Enhance Student Engagement and Motivation
Student-centered learning (SCL) has received increasing attention alongside the digital transformation of education. This article presents a systematic review of recent literature examining how digital technologies—including blended learning, gamification, learning analytics, and interactive/AI-based platforms—are utilized to enhance student engagement and motivation. The study adopts a Systematic Literature Review (SLR) approach following the PRISMA framework, involving electronic database searches for relevant empirical studies and reviews published between 2018 and 2025, study selection based on inclusion criteria, data extraction, and thematic synthesis. The findings provide consistent evidence that blended learning, gamification, and interactive platforms enhance multiple dimensions of student engagement (cognitive, behavioral, and affective) as well as motivation when instructional design supports autonomy, competence, and relatedness, as emphasized in Self-Determination Theory. However, effectiveness varies depending on implementation quality, infrastructure readiness, and teacher professional development. Learning analytics and artificial intelligence offer strong potential for monitoring and personalization but require robust data governance and ethical considerations. The article concludes with practical recommendations for policymakers and directions for future research.
Copyright (c) 2025 Ibnu Muarif, Anne Herlina, Mutoharoh Mutoharoh, Dewi Surani, Umalihayati https://creativecommons.org/licenses/by/4.0
Digital Leadership Transformation In Education: A Systematic Literature Review
The acceleration of educational digitalization necessitates a fundamental shift in the role of educational leaders toward becoming digital leaders. This article presents a Systematic Literature Review (SLR) of recent literature on digital leadership transformation in educational contexts published between 2019 and 2025. Using the PRISMA approach, an initial pool of 1,246 articles was screened and refined to 15 selected studies, which were subsequently analyzed thematically. The main findings indicate that: (1) leaders’ digital competencies and strategic vision are critical to successful transformation; (2) organizational culture and teachers’ capabilities act as key mediators of digital transformation outcomes; (3) infrastructural limitations and policy-related issues remain major barriers; and (4) the COVID-19 pandemic significantly accelerated digital adoption while simultaneously clarifying the strategic role of digital leadership. Practical recommendations and future research agendas are proposed to support the sustainable development of digital leadership in education
Copyright (c) 2025 Ifat Yuliawati, Muryanti, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Syadeli Hanafi https://creativecommons.org/licenses/by/4.0
Evaluation of Educational Leadership Programs: A Literature Review of Methodologies and Outcomes
Educational leadership programs play a strategic role in enhancing school effectiveness, fostering teachers’ professional development, and improving the quality of teaching and learning. Over the past two decades, research in this field has expanded exponentially, encompassing diverse leadership theories, program designs, and evaluation models. This study aims to evaluate educational leadership programs through a Systematic Literature Review (SLR), with a particular focus on research methodologies and reported outcomes. The analysis included 20 internationally reputable scholarly articles published between 2008 and 2025. The findings reveal a predominance of qualitative and mixed-methods approaches, followed by survey-based quantitative studies and bibliometric analyses. Overall, educational leadership programs demonstrate significant positive impacts on school performance, instructional quality, teachers’ professional development, the establishment of professional learning communities, and the strengthening of instructional leadership. However, several methodological limitations were identified, including a lack of longitudinal evaluations, limited measurement of impacts on student learning outcomes, and insufficient use of standardized evaluation indicators. This review offers both conceptual and practical contributions to the development of more robust and comprehensive evaluation frameworks for educational leadership programs in future research.
Copyright (c) 2025 Siti Muzdalifah, Jumawat, Mutoharoh Mutoharoh , Syadeli Hanafi, Umalihayati https://creativecommons.org/licenses/by/4.0
Inclusive Leadership in Education: A Literature Review of Benefits and Implementation Challenges
Inclusive leadership has attracted growing attention in educational research in response to increasing student diversity and heightened demands for educational justice and equity. This article aims to review and synthesize the international literature on inclusive leadership in educational settings, with a particular focus on its benefits and the challenges associated with its implementation. The study employs a narrative literature review of scholarly publications from 2019 to 2025, encompassing empirical, conceptual, and policy-oriented works. The review indicates that inclusive leadership makes a substantial contribution to strengthening teacher agency, fostering an inclusive school climate, enhancing student engagement, and promoting more equitable socio-educational outcomes. Inclusive leaders are characterized by a commitment to justice, recognition of diversity, the active involvement of stakeholders in decision-making, and the cultivation of psychological safety within school environmen. Nevertheless, the implementation of inclusive leadership faces multiple challenges, including limited leadership capacity, structural and policy constraints, gaps between policy and practice, and cultural resistance to inclusive values. This article underscores that inclusive leadership is a systemic process that requires policy support, ongoing professional development, and an inclusive organizational culture.
Copyright (c) 2025 Sakti Andayani, Inti Hujah, Mutoharoh Mutoharoh, Syadeli Hanafi, Dewi Surani https://creativecommons.org/licenses/by/4.0
Leadership Styles in Education: A Literature Analysis of Their Influence on Teacher Performance
Educational leadership plays a strategic role in determining the quality of learning processes and teacher performance in schools. International studies indicate that principals’ leadership styles not only influence teacher performance directly, but also operate through a range of psychological and organizational mechanisms. Nevertheless, empirical findings on the relationship between educational leadership styles and teacher performance remain fragmented and exhibit variation across studies, reflecting the influence of institutional context, culture, and individual teacher characteristics. Accordingly, this article aims to provide a comprehensive analysis of the effects of various educational leadership styles on teacher performance through a literature analysis approach. This study reviews 21 international journal articles published between 2019 and 2025, with a focus on transformational, instructional, transactional, democratic, and situational leadership within educational settings. The analysis was conducted by categorizing findings according to leadership type, mediating variables, and indicators of teacher performance. The results show that transformational and instructional leadership consistently exert positive and significant effects on teacher performance. These effects are strengthened by mediating variables such as work motivation, job satisfaction, teacher self-efficacy, professional perceptions, and school climate. In contrast, transactional and authoritarian leadership demonstrate limited and highly context-dependent effects. These findings underscore that the effectiveness of educational leadership does not reside in a single leadership style, but rather in school leaders’ capacity to apply adaptive and participatory approaches that prioritize teachers’ professional development. This article contributes to the educational leadership literature by synthesizing empirical evidence and offers practical implications for policy development and principal leadership training.
Copyright (c) 2025 Nadya Nadzirotul, Muryanti, Syadeli Hanafi, Furtasan Ali Yusuf, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by/4.0
Transformative Leadership within Global Educational Ecosystems: A Systematic Literature Review on School Innovation
Transformational leadership has increasingly been recognized as a critical driver of innovation within contemporary educational systems facing globalization, technological disruption, and growing demands for inclusivity. Although a substantial body of research has examined transformational leadership in educational contexts, existing studies remain fragmented and often focus on isolated outcomes, such as teacher motivation or organizational culture, without providing a comprehensive synthesis of its role in fostering school innovation within global educational ecosystems. This study aims to systematically review international literature on transformational leadership in education and analyze its contribution to school innovation across diverse educational contexts. Employing a systematic literature review approach, 18 peer-reviewed international journal articles published between 2018 and 2025 were analyzed using thematic synthesis. The findings reveal that transformational leadership promotes school innovation through four interconnected mechanisms: the development of collaborative school culture, teacher empowerment and professional development, sense-making during technological change, and the promotion of inclusive and adaptive practices. Furthermore, transformational leadership functions as a bridging mechanism that aligns global educational pressures with localized school practices. This study contributes to the educational leadership literature by offering an integrative conceptual framework that positions transformational leadership as a systemic capacity for sustaining innovation within global educational ecosystems. Practical implications for school leaders and policymakers, as well as directions for future research, are discussed.
Copyright (c) 2025 Nani Suryani, Atikah, Basrowi, Mutoharoh Mutoharoh, Minhatul Maarif, Umalihayati https://creativecommons.org/licenses/by/4.0
Cultural Intelligence in Global Educational Leadership: A Systematic Review
Globalization in education has heightened the complexity of educational leadership in multicultural contexts, requiring educational leaders to possess cross-cultural adaptive capabilities. One key competency gaining increasing attention is cultural intelligence. However, empirical and conceptual studies on cultural intelligence in global educational leadership remain scattered and lack comprehensive synthesis. This study aims to analyze and synthesize research findings on the role of cultural intelligence in global educational leadership through a Systematic Literature Review (SLR) approach.Literature searches were conducted in reputable international databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, and Google Scholar, covering publications from 2010 to 2026. Articles meeting inclusion criteria were analyzed using thematic analysis guided by PRISMA guidelines. The review findings indicate that cultural intelligence plays a significant role in enhancing educational leadership effectiveness, particularly in implementing culturally responsive leadership, managing diversity, strengthening organizational culture, and improving teacher performance and student academic adaptation.Nevertheless, existing literature still shows fragmentation in studies and a tendency to position cultural intelligence as an individual attribute rather than an integrated leadership capability within global education systems. The novelty of this research lies in positioning cultural intelligence as a core competency of global educational leadership and developing a conceptual synthesis that integrates findings across contexts and regions. This study is expected to enrich the theoretical foundation of global educational leadership and provide practical implications for policy development and programs preparing culturally intelligent educational leaders.
Copyright (c) 2025 Ramdan, Muryanti, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Nuryati Nuryati https://creativecommons.org/licenses/by/4.0
Innovative Leadership and Educational Management: A Systematic Review of the Relationship and Impact
The increasing complexity and rapid changes in global education systems require educational institutions to adopt adaptive, innovative, and sustainable management practices. Leadership is recognized as a key determinant of effective educational management. This study aims to systematically examine the relationship and impact of innovative leadership on educational management based on research published over the last five years. This study employed a Systematic Literature Review (SLR) approach by analyzing 17 relevant national and international scholarly articles. Data were collected through a systematic literature search, screened using inclusion and exclusion criteria, and analyzed using thematic analysis. The findings indicate that innovative leadership has a strong and consistent relationship with educational management effectiveness and plays a significant role in transforming governance structures, strengthening innovation culture, and improving learning quality and educational services. Furthermore, innovation culture emerged as a key mediating mechanism that enhances the impact of innovative leadership on organizational performance in educational settings. This study contributes to the advancement of educational management theory by positioning innovative leadership as a strategic construct and provides practical insights for educational leaders and policymakers in developing innovative and sustainable leadership strategies.
Copyright (c) 2025 Harry Budiman, Jaka Wijaya Kusuma, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Nuryati Nuryati https://creativecommons.org/licenses/by/4.0
Strategies for Innovative Leadership and Educational Management: A Systematic Review
The increasing complexity and rapid changes in contemporary education require adaptive and innovative leadership approaches. Conventional administrative-oriented leadership is considered insufficient to support sustainable educational management transformation. This study aims to analyze the role and contribution of innovative leadership in supporting the transformation of educational management. A qualitative approach with a Systematic Literature Review (SLR) design was employed by reviewing 24 national and international journal articles published between 2020 and 2025. Data were collected through document analysis and analyzed using thematic analysis to identify key patterns, themes, and implications of innovative leadership in education. The findings reveal that innovative leadership significantly contributes to improving educational management effectiveness, strengthening innovation culture, empowering educators, and enhancing the quality of educational services. Furthermore, innovative leadership is closely integrated with transformational, digital, and collaborative leadership approaches. This study provides theoretical contributions to the development of educational leadership literature and offers practical implications for educational leaders and policymakers in designing adaptive and sustainable leadership strategies.
Copyright (c) 2025 Nurhasanah, Umalihayati, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Nuryati Nuryati https://creativecommons.org/licenses/by/4.0
Innovative Leadership and Educational Management in the 21st Century: A Literature Review
The rapid evolution of 21st-century education, driven by digitalization, globalization, and demands for advanced competencies, poses multifaceted challenges. These dynamics necessitate transformative educational leadership and management to address ongoing changes effectively. Yet, leadership practices in many settings remain largely administrative and insufficiently innovative, constraining improvements in educational management quality. This systematic literature review (SLR) examines the role and contributions of innovative leadership in 21st-century educational management. Following a PRISMA-guided protocol, we analyzed 19 peer-reviewed national and international articles published from 2019 to 2025, employing thematic analysis. Findings indicate robust associations between innovative leadership and enhanced educational management effectiveness, teacher performance, school organizational culture, and digital technology integration in learning. Innovative leadership also drives institutional change, collaboration, and sustainability. Theoretically, this study enriches innovation-based leadership discourse; practically, it provides actionable insights for educational leaders and policymakers navigating 21st-century challenges.
Copyright (c) 2025 Abdullatif, Dewi Surani, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Nuryati Nuryati https://creativecommons.org/licenses/by/4.0
Learning Strategies for Maritime Education in Early Childhood
Maritime education for early childhood plays a strategic role in fostering early awareness of Indonesia’s potential, characteristics, and rich marine resources as a maritime nation. Introducing maritime values at an early age is expected to cultivate environmental awareness, a sense of national identity, and concern for marine ecosystems. This study aims to examine and describe effective, contextual, and enjoyable learning strategies for introducing maritime education to young children. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation in early childhood education settings. The findings indicate that the implementation of play-based learning strategies, the use of interactive audio-visual media, maritime-themed songs and stories, as well as exploration activities related to the marine environment, can enhance children’s learning interest, active participation, and understanding of basic maritime concepts. Furthermore, teachers’ active involvement in designing learning activities and the integration of maritime themes into daily classroom practices were identified as key factors contributing to the successful implementation of maritime education in early childhood education institutions. This study recommends the development of an early childhood education curriculum that is systematically planned, sustainable, and holistically integrates maritime values.
Copyright (c) 2025 Dede Suhdiyah, Tito Parta Wibowo, Nuryati Nuryati, Furtasan Ali Yusuf, Minhatul Maarif https://creativecommons.org/licenses/by/4.0
Educational Quality Management in the Era of Digital Transformation: A Literature Review of Secondary and Higher Education Institutions
Educational quality management has become a critical concern for secondary and higher education institutions in the era of digital transformation. Rapid technological advancements, shifts in learning paradigms, and increasing demands for institutional accountability require educational organizations to redesign quality management systems that are adaptive, data-driven, and sustainable. This study aims to systematically review the literature on educational quality management within the context of digital transformation in secondary and higher education institutions. Using a literature review approach, this study synthesizes findings from peer-reviewed national and international journal articles published over the last decade. The analysis focuses on key themes, including digital leadership, quality assurance systems, learning management technologies, organizational culture, and performance measurement in education. The results indicate that effective educational quality management in the digital era is strongly influenced by the integration of digital technologies into governance, teaching–learning processes, and evaluation systems. Digital leadership, institutional readiness, and continuous professional development emerge as critical success factors in sustaining educational quality. Furthermore, the literature highlights that institutions that align digital transformation initiatives with strategic quality management frameworks demonstrate improved academic performance, operational efficiency, and stakeholder satisfaction. This study concludes that educational quality management must evolve from traditional compliance-based models toward dynamic, technology-enabled systems. The findings provide practical implications for policymakers, educational leaders, and institutions seeking to enhance quality management practices in secondary and higher education amid ongoing digital transformation.
Copyright (c) 2025 Neneng Tri Wulan Sari, Basrowi, Nuryati Nuryati https://creativecommons.org/licenses/by/4.0
Transformational Leadership in Education and Its Impact on Teacher Performance: A Systematic Literature Review
Transformational leadership has gained increasing attention in educational research due to its potential to enhance teacher performance and overall school effectiveness. This study aims to systematically review the existing literature on transformational leadership in education and examine its impact on teacher performance across diverse educational contexts. Adopting a systematic literature review (SLR) approach, this study synthesizes empirical findings from peer-reviewed journal articles published between 2015 and 2025. The reviewed studies were analyzed thematically to identify dominant leadership practices, performance outcomes, mediating mechanisms, and contextual variations. The findings indicate that transformational leadership positively influences teacher performance across multiple dimensions, including pedagogical effectiveness, professional commitment, instructional innovation, and collaborative behavior. The impact of leadership is largely indirect, operating through mediating variables such as job satisfaction, organizational commitment, motivation, and school culture. The review also reveals that transformational leadership is particularly relevant in developing-country contexts, where adaptive and visionary leadership helps institutions navigate structural constraints and rapid educational change. Despite consistent evidence of positive effects, the literature exhibits methodological limitations, including the predominance of cross-sectional designs and limited attention to contextual diversity and digital transformation. This study concludes that transformational leadership represents a strategic and sustainable approach to improving teacher performance. The findings offer theoretical contributions to educational leadership studies and practical implications for policymakers, school leaders, and future research aimed at strengthening leadership capacity and educational quality.
Copyright (c) 2025 Jumawat, Furtasan Ali Yusuf, Minhatul Maarif https://creativecommons.org/licenses/by/4.0
Digital Transformation in Learning: A Systematic Review of Digital Technology Utilization to Enhance Student-Centered Learning Effectiveness
Digital transformation in education has catalyzed a paradigm shift from traditional teacher-centered pedagogies toward student-centered learning, emphasizing active knowledge construction, critical thinking, and learner autonomy. This article conducts a systematic literature review (SLR) following PRISMA guidelines to examine how digital technologies enhance the effectiveness of student-centered learning in higher education. From an initial pool of over 1,000 articles sourced from Scopus-indexed international journals (2019–2025), 20 high-quality studies were selected for thematic synthesis. Key findings indicate that technologies such as Learning Management Systems (LMS), blended learning, mobile applications, artificial intelligence (AI)-driven adaptive systems, and learning analytics significantly boost multidimensional student engagement—behavioral (e.g., participation), cognitive (e.g., deep processing), and affective (e.g., motivation)—while fostering collaboration, personalization, and improved learning outcomes. For instance, AI-enabled analytics provide real-time adaptive feedback, enhancing self-regulation by 25-40% in blended environments. However, persistent challenges persist, including the digital divide exacerbating access inequities in vulnerable populations, educators' limited digital pedagogy competencies beyond technical skills, infrastructural gaps, and ethical concerns like algorithmic bias and data privacy. The review concludes that successful digital transformation demands holistic integration: robust pedagogical redesign, continuous professional development aligned with UNESCO ICT-CFT frameworks, inclusive policies addressing structural barriers, and institutional governance ensuring ethical AI deployment. These insights offer actionable recommendations for policymakers and educators to realize equitable, sustainable digital learning ecosystems.
Copyright (c) 2025 Islahiyah, Yunizar, Furtasan Ali Yusuf, Mutoharoh Mutoharoh, Minhatul Maarif https://creativecommons.org/licenses/by/4.0
The Utilization of Educational Technology in Inclusive Education Management to Support Dyslexic Students in Schools
Inclusive education, which provides access to education for all students, including those with special needs such as dyslexia, is of great importance. In Pandeglang Regency, the implementation of educational technology in inclusive education management is expected to support dyslexic students in the learning process. This study aims to analyze the impact of the implementation of educational technology in inclusive education management in schools in Pandeglang Regency. The method used is a quantitative approach with a descriptive design, involving 10 schools that have implemented educational technology. Data were collected through questionnaires, in-depth interviews with school principals and teachers, as well as direct observations of the implementation of educational technology. The results of the study show a significant improvement in various aspects, including academic data management, teacher performance, student interaction in learning, and dyslexic students' satisfaction. The application of educational technology increased the efficiency of academic data management by 30%, teacher performance by 25%, and student interaction in learning by 30%. However, challenges such as limited infrastructure and the need for training for educators remain obstacles. Therefore, this study recommends strengthening technological infrastructure and further training for teachers to improve the optimal implementation of educational technology.
Copyright (c) 2025 Yunizar, Minhatul Maarif, Mutoharoh Mutoharoh, Furtasan Ali Yusuf, Umalihayati https://creativecommons.org/licenses/by/4.0
The Effect of Academic Supervision and Transformational Leadership on Teacher Discipline and Performance
Improving teacher performance remains a central challenge in educational management, particularly within private school systems that face increasing demands for accountability and instructional quality. This study examines the effects of academic supervision and transformational leadership on teacher discipline and performance, with discipline positioned as a mediating mechanism. A quantitative explanatory design was employed, involving 235 teachers from private elementary schools selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using Structural Equation Modeling with SmartPLS. The results show that academic supervision significantly enhances teacher discipline and performance by providing structured guidance and professional feedback. Transformational leadership also demonstrates a strong positive effect on discipline and performance through motivational and inspirational mechanisms. Teacher discipline partially mediates the relationship between supervision, leadership, and performance, confirming its role as a key behavioral pathway. These findings contribute to educational management literature by integrating supervision and leadership into a unified empirical model and offer practical insights for school leaders in improving instructional effectiveness.
Copyright (c) 2025 Vina Cintia, Muhammad Suparmoko, Wahyu Wiguna https://creativecommons.org/licenses/by/4.0
Digital Learning Governance: Integrating Learning Analytics Into School Managerial Decision-Making
The advancement of educational technology has accelerated the adoption of learning analytics (LA) to support managerial decision-making at the school level. This article conducts a systematic literature review of 20 recent studies (2019–2025) examining the implementation of LA in school/K–12 contexts and educational leadership and management. The findings indicate that LA enhances the visibility of learning data for school principals and policymakers, strengthens evidence-based decision-making, and supports strategic planning processes. However, its implementation is constrained by technical, ethical, and human resource capacity challenges. Recommendations emphasize the development of user-friendly dashboards, robust data governance frameworks, capacity building for school leaders, and the formulation of clear data privacy and protection policies.
Copyright (c) 2025 Marfuah, Fauziyah, Mutoharoh Mutoharoh, Dewi Surani, Umalihayati https://creativecommons.org/licenses/by/4.0