The Influence of Financial Performance on Firm Value with Good Corporate Governance as a Moderating Variable

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This study aims to determine, analyze and test the Influence of Financial Performance on Company Value with Good Corporate Governance as a Moderating Variable Empirical Study on Commercial Banks Listed on the Indonesia Stock Exchange 2019-2023. The Financial Performance includes the Loan to Deposit Ratio (LDR), Capital Adequacy Ratio (CAR), and Return on Assets (ROA). The company value in this study is proxied by PBV (Price to Book Value) The method used in this study is a quantitative method that uses secondary data with documentation studies in the form of financial reports of Conventional Commercial Banks that have been published through the Indonesia Stock Exchange website, namely http://www.idx.co.id, the Financial Services Authority http://www.ojk.go.id, and the website of the related bank. The population in this study were all Commercial Banks listed on the Indonesia Stock Exchange. The sampling technique in this study used purposive sampling, so that a sample of 30 Banks was obtained. This study uses multiple linear regression analysis and MRA (Moderated Regression Analysis) regression test processed using Statistical Package for Social Science (SPSS) 26. The results of this study indicate that LDR has a significant effect on PBV, CAR has a significant effect on PBV, ROA has a significant effect on PBV, GCG is able to moderate the relationship between LDR and PBV, GCG is unable to moderate the relationship between CAR and PBV, GCG is unable to moderate the relationship between ROA and PBV. In practice, this study is expected to provide information for banks, especially for banking management in determining policies and in making strategies and planning to continue to improve the quality of bank performance, so that it can improve performance assessment and investment potential.

Implementation of Green Accounting and Risk Management Disclosure on Firm Value

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Firm value is a crucial aspect that must be maintained and continuously enhanced by companies. Firm value itself can be influenced by several factors, including the implementation of green accounting and risk management disclosure. This study aims to examine how the implementation of green accounting and the disclosure of risk management contribute to firm value. The research focuses on financial sector companies listed on the Indonesia Stock Exchange (IDX) in 2023. Data analysis was conducted using the Generalized Additive Model (GAM) through R Studio. The results indicate that the implementation of green accounting and the disclosure of risk management do not have a significant effect on firm value.

The Implementation of an Artificial Intelligence-Based Curriculum for Students’ Learning and Performance in the Digital Era

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This study aims to explore the implementation of an artificial intelligence (AI)-based curriculum and its impact on student learning and performance in the digital era. The research employed a qualitative approach using in-depth interviews, participatory observations, and documentation of the curriculum implemented in a specific study program. The findings indicate that integrating AI into the curriculum significantly enhances interactivity, engagement, and students’ academic achievement. AI plays a role in providing adaptive learning experiences, delivering prompt feedback, and supporting the personalization of learning materials according to each student’s needs and abilities. Furthermore, the use of AI fosters the development of critical thinking, collaboration, and more effective independent learning skills. The study recommends improving students’ digital literacy and providing intensive training for lecturers to optimize the use of AI in higher education. These findings may serve as a strategic reference for developing digital curricula that are relevant, innovative, and adaptive to the challenges of learning in the modern technological era.

Teachers and Learners’ Perspectives on E-Learning Preparedness in Selected Urban Schools of Lusaka, Zambia

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The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The sample comprised 25 participants, i.e.,10 pupils, 9 ICT teachers, 2 Head Teachers and 2 specialists from the Curriculum Development Centre (CDC). The study employed purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data were collected using interview guide, focus group discussion and observation checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Data were analyzed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident that teachers’ experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms. Both teachers and pupils exhibited inadequate skills and knowledge of eLearning software. The study recommended that e-learning preparedness should include training of trainers of ICT, building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, Continuous Professional Development (CPD) for all teachers on e-learning assessment and feedback should be encouraged in all schools. Appropriate digital literacy and pedagogical approaches should be employed in schools to enhance e-learning.

School Branding: Strategies to Increase Interest Among New Students in Private Schools

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The purpose of this research is to analyze educational marketing management through school branding in an effort to increase the number of new students, particularly in private schools. Educational marketing management through school branding is a crucial strategy for private schools to enhance their enrollment numbers.

Changes in student admissions, especially after the implementation of zoning by the government, have triggered intense competition in attracting prospective students. This impact is felt by private schools, which must work harder to attract new students in order to improve their reputation within the community. As a challenge, private schools are required to build sustainable appeal to remain the preferred choice amidst fierce competition. The success of a school in attracting community interest is often related to the uniqueness it offers, the positive reputation it has built, and the distinguishing attractiveness compared to others.

In this article, a descriptive qualitative method will be employed to deeply analyze marketing strategies and their impact on increasing student enrollment in privae schools. The results of this study emphasize that the community’s trust in a school is significantly determined by the branding that is marketed to the public, leading educational service users to consider the school as their primary choice. Additionally, the paper outlines contextual marketing plans and strategies that align with current technological developments, with the aim of increasing the number of students in private schools.

The literature highlights four key activities in educational marketing management through school branding to boost new student enrollment in private schools. These activities begin with school marketing planning, which includes the development of the school identity, the development and implementation of content strategies, promotional activities, and the management of relationships and feedback.

The Motivational Bridge: Parental Relationship, Parental Guidance, and Academic Performance among Chinese Medical Students

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This study investigates the relationships between parental relationship, parental guidance, learning motivation, and academic performance among public medical university students in Henan Province, China, with learning motivation examined as a mediating variable. Using a quantitative design, data were collected from 517 students across two public medical universities and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that both parental relationship and parental guidance significantly enhance learning motivation, but only parental guidance has a direct positive effect on academic performance. Learning motivation was a strong predictor of academic performance and partially mediated the relationship between parental guidance and performance, while mediation for parental relationship was not significant. These findings, interpreted through Self-Determination Theory, Social Cognitive Theory, and the Stimulus–Organism–Response framework, underscore the importance of structured parental guidance in fostering student success. The study offers practical implications for universities and parents to collaborate in creating motivation-supportive environments and recommends future research incorporating broader parental influence variables and longitudinal designs.

Cultivating Engagement and Skills: The Impact of Cultural Content in University Labor Courses

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This study investigates the impact of incorporating local cultural content into labor education courses at a university in Guangxi, China, aiming to enhance the effectiveness and engagement of such courses. The research is grounded in the belief that integrating local cultural elements into course design not only revitalizes labor education but also more closely aligns it with the developmental needs of students, fostering a deeper connection with their local heritage while instilling virtues of hard work and dedication. The methodology unfolds in three phases: needs analysis, course design, and implementation and evaluation, utilizing a mixed-methods approach to comprehensively assess and integrate local cultural elements into the curriculum. Expected outcomes include increased student engagement, enhanced learning outcomes, positive attitudes towards labor, and strengthened community engagement and cultural preservation. This study contributes to the discourse on culturally relevant pedagogy and offers insights that may inform future initiatives in labor education and beyond, underscoring the potential benefits of cultural integration in educational settings.

An Exploration of Foreign Language Teachers’ Perceptions of Feedback Literacy

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Feedback literacy—the competencies enabling effective feedback exchange—remains under‐explored from educators’ perspectives in large, non‐Western contexts. This study surveys 1,000 foreign‐language teachers in Mali to map their definitions of feedback literacy and identify systemic enablers and barriers within an ecological framework. A sequential explanatory mixed‐methods design combined an online survey of 19 competencies with focus groups (n = 40). Exploratory factor analysis revealed three clusters—Relational Practices, Design Strategies, and Pragmatic Skills—and qualitative themes showed how classroom dialogues, departmental norms, institutional policies, and cultural reforms interact to shape feedback literacy. Findings inform a multilayered roadmap for professional development and policy benchmarks.

Exploring Teachers’ Perceptions on The Sustainability of Free Education Policy in Selected Secondary Schools of Kabwe District, Zambia

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The study explored teachers’ perspectives on the sustainability of Free Education Policy (FEP) at a selected school in Kabwe, Central Zambia. The introduction of FEP from pre-school to Grade 12 was launched in 2022 by the UPND government to fulfil its campaign promise to the people of Zambia. The study was located in the interpretive paradigm involving a qualitative descriptive design. The study sample comprised 16 participants that included two education standards officers, a deputy head teacher, five heads of departments and eight teachers. All participants were purposively selected because of their ability to provide information on their experiences of the free education policy as observed in their schools. Data were collected through in-depth interviews, focus group discussions and observation. Data were analyzed thematically through identifying, analyzing, organizing, describing and reporting themes found within the data set. On teachers’ perceptions on the implementation of the FEP in school, the study found that participants shared a mix of positive, negative and neutral perspectives. Some teachers appreciated the policy’s role in increasing access to education, particularly for learners from low-income households stating that it had removed financial barriers and improved enrolment rates. However, several participants raised concerns about the practical aspects of implementation, citing overcrowded classrooms, inadequate teaching and learning materials, increased workload, uneven resource distribution in schools, limited individual learner attention as some of the major challenges.

U-Dictionary as Media Aids in EFL E-Learning Classrooms: Independent Learning or Threat to Critical Thinking?

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One of the persistent challenges in English language learning is students’ hesitation to ask questions, often due to low self-confidence. This reluctance often stems from feelings of embarrassment, anxiety, or fear of making mistakes. To overcome these challenges, students frequently turn to digital tools that support their language learning, one of the most commonly used being the U-Dictionary application, available on platforms such as the Play store and Appstore. This study aims to explore the role of U-Dictionary as a supportive tool in English language teaching and learning, both from students’ and teachers’ perspectives. Employing a descriptive qualitative approach, this research investigates the advantages and disadvantages of using U-Dictionary in English as a Foreign Language (EFL) classroom. Findings indicate that U-Dictionary serves as a practical and accessible resource for enhancing vocabulary acquisition and enabling independent learning through features such as word definitions and instant translations. However, while the application offers convenience, excessive reliance on it may impede the development of students’ critical thinking and analytical skills if not integrated with proper pedagogical strategies. Therefore, it is essential for educators to guide students in using such digital tools responsibly, ensuring that they remain actively engaged in constructing and evaluating language, rather than becoming passive recipients of information. U-Dictionary can be a valuable complement to English instruction, provided it is used thoughtfully within a well-structured learning framework.