Representation of Ecoteological Ideas in the Collection of Poetry After the Sixth Day by Ahmad Nurullah

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This study aims to examine the ecotheological dimension in Ahmad Nurullah’s poetry collection Setelah Hari Keenam by the Sixth Day, focusing on a reading that integrates ecocritical approaches and theological reflection. The research method used is qualitative analysis with an ecocritical approach based on an ecotheological perspective. The research data consist of poetic texts in Setelah Hari Keenam, which were purposively selected based on the relevance of their ecological and theological themes. The analysis was conducted by interpreting symbols, metaphors, and poetic structures to identify representations of nature, ecological submission, and spiritual reflections contained therein. The conclusion of this study is that Ahmad Nurullah’s work functions not only as an aesthetic expression, but also as a theological-ecological text that encourages reconciliation between humans and the earth. An ecotheological reading of this work demonstrates the potential of literature in mediating spiritual relationships with nature and fostering collective awareness of the importance of environmental sustainability. This research is expected to expand the repertoire of Indonesian literary studies based on ecocriticism and become a reference for interdisciplinary research that connects literature, theology, and environmental studies.

Comparative Analysis of Spousal Rights Within Nigeria’s Pluralist Legal System: A Desk-Based Study with Focus on Zamfara State

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The tripartite legal system of Nigeria, which consists of Sharia law, customary law, and statutes, has produced a sophisticated framework for controlling family relationships. This complexity is most apparent in the determination and safeguarding of spousal rights, particularly in areas such as Zamfara where Islamic law is officially enforced. This study conducts a rigorous, desk-based examination of the definition, interpretation, and enforcement of spousal rights and obligations within various concurrent legal systems. This study examines the conceptual underpinnings and practical ramifications of legal pluralism on marital relationships in Zamfara State, relying exclusively on secondary sources including as legal documents, scholarly commentaries, court rulings, and human rights reports. Special focus is placed on fundamental matters including maintenance, marital relations, spousal consent, and divorce. The comparative study shows not only where the laws are similar, but also where they are at odds, which makes it harder for women to get justice and preserve their marriages. This study argues that Nigeria’s fragmented legal system needs to be clearer and more consistent so that it can be more fair and uphold a more consistent vision of justice in marriages.

AI Chat Boards, Teacher Educator Readiness, and Graduate Academic Writing

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The rapid proliferation of artificial intelligence (AI) chat boards, such as ChatGPT, is reshaping higher education and raising critical questions about teacher educators’ preparedness to guide graduate students in academic writing. This study explores how Tanzanian teacher educators perceive and respond to the integration of AI tools in graduate-level research and writing. Using a qualitative case study design, data were collected through in-depth interviews and focus group discussions with seven teacher educators and four graduate students at the University of Arusha. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), the findings reveal both opportunities and challenges. While participants acknowledged AI’s potential to enhance efficiency, provide immediate feedback, and support creativity, they also raised concerns about over-reliance, diminished critical thinking, and threats to academic integrity. The study highlights variations in digital readiness among educators, the influence of peer and institutional pressures, and the absence of clear policy frameworks for ethical AI use. Recommendations include targeted professional development for educators, AI literacy programs for students, and the establishment of institutional guidelines to ensure responsible and constructive adoption of AI in graduate academic writing.

The Strategy of Pondok Modern Darussalam Gontor in Building the Character of Female Students

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This article examines how the values of Islamic modern boarding schools are integrated into the curriculum of Kulliyyatu-l-Mu’allimāt al-Islāmiyah (KMI) for female students at Pondok Modern Darussalam Gontor Putri, as well as how these strategies shape the character of students. Values such as sincerity, simplicity, independence, Islamic ukhuwah, and freedom are used as the foundation of education that is integrated in the formal learning process and the life of a 24-hour Islamic boarding school. This study uses a descriptive qualitative approach based on literature studies and data validation through source triangulation.

The results of the study show that the KMI curriculum for female students at Pondok Modern Darussalam Gontor Putri is designed as an integrated curriculum that proportionately combines religious and general lessons, and is implemented through active learning strategies, direct methods, strict supervision, and character strengthening via teacher examples.

The integration of modern boarding school values is not only part of the academic structure but also transforms into a character education system that shapes students into tough, intelligent, and noble individuals.

The Role of Prophetic Communication and Humor in Strengthening Islamic Education Management at MTsN 2 Tulungagung

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This study explores the implementation of prophetic education management at MTsN 2 Tulungagung and its role in developing students’ intellectual, moral, and spiritual dimensions. Using a qualitative descriptive approach, the research reveals that prophetic values—humanistic, liberative, and transcendental—serve as the philosophical foundation of educational practices at the institution. The principal, through transformational leadership characterized by empathy, communication, and humor, consistently integrates these values into planning, organizing, implementation, and supervision. Prophetic education is carried out holistically through classroom instruction and extracurricular activities such as congregational prayers, sholawat recitations, and social engagement, thereby strengthening students’ cognitive, affective, and psychomotor competencies. The findings show that effective communication and participatory management foster a sense of belonging among teachers and staff, create a positive school climate, and enhance students’ motivation and achievement. Moreover, humor as part of prophetic communication proves effective in building emotional closeness, reducing barriers, and conveying moral messages in an accessible way. Overall, MTsN 2 Tulungagung has succeeded in creating a holistic and inclusive educational ecosystem that balances academic excellence with Islamic character development, making it a relevant model for Islamic education management in the modern era.

Adequacy of Teaching, Learning and Assessment Processes in the Design and Technology Subject in Secondary Schools of Kapiri Mposhi District, Zambia

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The purpose of the study was to assess the adequacy of the teaching, learning and assessment processes in Design and Technology in selected secondary schools of Kapiri Mposhi district. The mixed research approach was used to collect and analyse data. An embedded research design was used. Questionnaires were used to collect data from 64 Design and Technology learners while interviews were conducted to 10 Design and Technology subject teachers to collect qualitative data. The quantitative data were analysed using descriptive statistical analysis using SPSS. Cross-tabulations were conducted for categorical variables to compare levels of agreement. The weighted mean was calculated to measure overall perceptions on specific questions, with results interpreted based on whether scores fell above or below the weighted mean. Constant comparative method of qualitative data analysis was used to analyse the data from the interviews. The findings of the study established inadequate teaching, learning and assessment in the implementation of the Design and Technology subject in schools due to inadequate workshops, tools, machines, equipment and well trained Design and Technology subject teachers, and reduction of the number of periods for the subject. The study recommended that the Government through the Ministry of Education should increase recruitment efforts to attract qualified teachers with expertise in the Design and Technology subject. The Ministry of Education should procure more tools and machineries for Design and Technology subject. The secondary schools should implement the Design and Technology subject according to the number of periods recommended in the 2013 curriculum framework.

The Effect of Entrepreneurship Education on Entrepreneurial Readiness with Self-Efficacy as an Intervening Variable in The Islamic Perspective

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This study aims to analyze the effect of entrepreneurship education on entrepreneurial readiness among students of the Faculty of Islamic Economics and Business (FEBI), UIN Antasari Banjarmasin, with self-efficacy as an intervening variable from an Islamic perspective. The research employed a quantitative approach using path analysis. The sample consisted of 100 FEBI students who had taken entrepreneurship courses.

The findings reveal that: (1) entrepreneurship education significantly influences students’ entrepreneurial readiness, with a path coefficient of 0.583 and a t-value of 6.313 > 1.660; (2) entrepreneurship education significantly affects students’ self-efficacy, with a path coefficient of 0.709 and a t-value of 13.430 > 1.660; (3) self-efficacy significantly influences students’ entrepreneurial readiness, with a path coefficient of 0.347 and a t-value of 3.619 > 1.660; and (4) entrepreneurship education significantly affects entrepreneurial readiness through self-efficacy as an intervening variable, with a path coefficient of 0.246 and a t-value of 3.304 > 1.660.

These findings indicate that entrepreneurship education not only enhances students’ entrepreneurial readiness but also fosters self-efficacy, which strengthens such readiness. From an Islamic perspective, the results are consistent with the principles of ikhtiar (effort), hard work, honesty, optimism, and tawakkul (trust in Allah), which serve as the ethical foundation of Islamic business practices. Thus, entrepreneurship education based on Islamic values can serve as an important instrument in shaping a generation of Muslim entrepreneurs who are professional, independent, and guided by Islamic character.

The Unfolding Tapestry of Rural Work Life: A Narrative Inquiry into the Lived Experiences of Middle-Aged Contractual Workers in Northern Luzon

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This narrative inquiry explored the lived experiences of ten middle-aged contractual workers (aged 40-65) in rural Northern Luzon, Philippines. Through in-depth, co-constructed interviews, the study aimed to understand how participants navigate the complexities of their employment and find meaning in their lives. The analysis revealed four primary resonant threads that weave through their stories: (1) Cultivating

Contentment in Place, where they find fulfillment in their rural lifestyle; (2) The Social Fabric of

Perseverance and Survival, highlighting how strong family and community ties provide crucial support; (3) Navigating Temporality, which demonstrates their ability to find peace and purpose despite job insecurity; and (4) The Ethic of Kapwa, showing how they derive a profound sense of purpose from serving others and their community. The findings offer a powerful counter-narrative to traditional models of midlife development that prioritize job stability. They highlight the unique resilience of these workers and the significant role that a sense of purpose, community, and rural living play in their well-being. This paper contributes a fresh perspective on contractual employment by showing how individual narratives, when viewed through a holistic lens, challenge prevailing preconceptions.

Assessing Teacher Characteristics and ICT Adoption in Selected Lusaka Secondary Schools of Zambia

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This study assesses how specific teacher characteristics influence ICT adoption in selected Lusaka District secondary schools in Zambia. Despite ICT’s potential to transform pedagogy, its uptake in secondary schools generally remains uneven. It has been observed that technology alone cannot guarantee improved learning outcomes without underscoring the need to understand teacher-level drivers of adoption (Kalimaposo, et al., 2025; Selwyn,2012).

A mixed-methods design was employed in the study, 210 teachers from ten government schools completed a survey grounded in the Technology Acceptance Model and Unified Theory of Acceptance and Use of Technology. Perceived usefulness was defined as “the degree to which a person believes that using a particular system would enhance his or her job performance” (Davis, 1989:320). In-depth interviews with 20 purposively sampled teachers explored attitudes, self-efficacy, and prior ICT training. In terms of study results/findings, regression analyses indicated that digital self-efficacy—understood as “people’s beliefs in their capabilities to produce designated levels of performance” (Bandura, 1997:3) – was the strongest predictor of ICT use (β = .42, p < .001). Facilitating conditions, or “the degree to which an individual believes that organizational and technical infrastructure exists to support use of the system” (Venkatesh et al., 2003:453), also significantly predicted adoption (β = .29, p < .01). Qualitative themes highlighted that targeted professional development and access to functional hardware were critical enablers.

The study concludes that, teacher self-efficacy and infrastructural support jointly shape ICT integration in Lusaka’s secondary schools. The study recommends that, policymakers should prioritize ongoing hands-on training and strengthen school-level support structures to foster sustainable technology adoption.

Exploring Pedagogical Approaches Used by Teachers for Learners with Intellectual Disabilities in Selected Schools of Luanshya District, Zambia

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The study explored the pedagogical approaches used in teaching of learners with intellectual disabilities (IDs) in Luanshya district. The study employed the qualitative interpretivism research paradigm and a descriptive research design. The sample size involved 15 special education teachers. Homogeneous purposeful sampling procedure was used to select all the participants. The instruments for data collection were semi- structured interview schedule, FGDs and observation checklist. Qualitative data were analyzed thematically. The study found that some of the pedagogical approaches for learners with IDs were teaching methods, strategies and techniques. Examples of teaching methods included demonstration methods; question and answer and exposition. Examples of teaching strategies include discussion, task analysis; cooperative learning; individualized learning; one to one learning; field trips; pair work; story telling; role-play and using pictures for learning. Examples of teaching techniques included repetitions; coaching; hands-on and instructional prompts. The study also unveiled the barriers to successful implementation of the teaching strategies used by teachers for learners with IDs. These were lack of teaching skills among the teacher, inadequate teaching and learning materials for lesson delivery and unfriendly learning environments for learners with IDs, overcrowded classrooms, limited time for teaching and unmodified curriculum for learners. Schools made the following efforts to address the barriers: Having more CPDs to improve the teaching skills, consultations from colleagues, capacity-building teachers, improvisation of teaching and learning resources for delivery of lessons, provision of remedial works to all slow learners, engaging in writing books for learners with learners with IDs and increase the learning time for learners. Based on the findings of the study, it was recommended that MoE should provide schools with the necessary teaching and learning resources, support teachers engaged in writing books for learners with IDs, capacity build special teachers, improve the infrastructure in schools to address the challenges of overcrowdings and limited numbers of desks in the classrooms. Schools should engage in CPDs, teachers should engage in research practices and engage in consultations from colleagues.