Educating with Love: Compassion-Based Education as a New Path to Developing Religious Tolerance

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This article discusses the practice of compassion-based education as a relatively new approach to developing religious tolerance at Peacesantren (pesantren, Islamic boarding school) Welas Asih Garut, West Java, Indonesia. Departing from criticism of tolerance education models that tend to be normative, cognitive, and based on formal doctrine, this study offers a new perspective that affection, in the form of love, compassion, and empathy, is a more effective pedagogical foundation for shaping tolerant attitudes. This study uses a qualitative approach with a case study design, through participatory observation techniques, in-depth interviews with administrators, educators, and students, as well as analysis of institutional documents and pedagogical practices. The results show that compassion-based education at Peacesantren Welas Asih is not only taught as a normative value but is internalised and implemented through humanistic educational interactions, interfaith coexistence experiences, and daily practices that foster empathy and appreciation for religious identity differences. This approach has proven capable of transcending the boundaries of formal tolerance, from merely accepting differences to nurturing togetherness and celebrating diversity. This article contributes to the development of a theory of affection-based religious tolerance education, enriches studies on Islamic boarding schools as laboratories of peace, and offers a model of peaceful education practices that is relevant and contextual for Indonesia’s multicultural society.

Assessing the Effectiveness of the Solid Waste Management Program on the Environmental Attitudes and Behaviors of Grade 9 Students of Cabitan National High School

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This descriptive-comparative study assessed the effectiveness of the Solid Waste Management (SWM) Program at Cabitan National High School. Utilizing a mixed-methods approach, data were gathered from 142 Grade 9 students via a structured survey. Results showed universal awareness (100%) of the program but a significant compliance gap, with only 57.7% (“Always/Often”) participating consistently. Students displayed strongly positive environmental attitudes (Mean = 4.39) and reported positive pro-environmental behaviors (Mean = 4.34), with evidence of behavioral spillover into their home practices. A t-test revealed a statistically significant difference (p < 0.001) in both attitudes and behaviors between consistent and inconsistent participants, supporting the role of repeated behavior in shaping internalized attitudes (Bamberg & Möser, 2007). Thematic analysis identified key benefits, Public Health and Hygiene, Aesthetic Improvement, and advanced Environmental Protection awareness, indicating the development of ecological literacy (McBride et al., 2013). The central challenge was Dependence on External Monitoring, revealing that the behavior is largely externally regulated (Deci & Ryan, 2000). The study concludes the program is successful in building awareness and positive attitudes but is limited by its reliance on external controls, highlighting a critical gap between intention and habitual action (Kollmuss & Agyeman, 2002).

Investing in Sustainable Futures: Analyzing the Pre-Service Teacher Gap as a Barrier to Quality Education SDG 4.c in Masbate, Philippines

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This study analyzes the pre-service teacher gap as a systemic barrier to achieving Sustainable Development Goal (SDG) 4, Target 4.c, in the geographically disadvantaged context of Masbate, Philippines. It investigates the disconnect between teacher preparation and the realities of Geographically Isolated and Disadvantaged Area (GIDA) schools. An explanatory sequential mixed-methods design was employed. A census survey (n=312) of fourth-year pre-service teachers in a Masbate state college measured career commitment, self-efficacy, and training perceptions. Subsequent focus group discussions and interviews with purposefully sampled participants provided qualitative depth. Data were analyzed using regression and thematic analysis. Quantitative results revealed a critical gap, while 68.3% of pre-service teachers were of rural Masbate origin, only 41.7% intended to teach in local GIDA schools. Regression analysis identified contextualized teaching self-efficacy (β = .51, p < .001) and a rural practicum experience as the strongest predictors of GIDA commitment, whereas financial scholarships showed no significant effect. Qualitative findings exposed a training-practice disconnect, where generic methodology courses failed to prepare candidates for multi-grade teaching and resource scarcity, with practicum quality acting as a decisive psychosocial intervention. The barrier to quality education in Masbate is a qualitative pre-service gap, not a numerical shortage. Investment must shift from financial incentives to transforming teacher education. A strategic framework is proposed, mandating contextualized practicum standards, building pre-service self-efficacy, and establishing a multi-sectoral teacher pipeline compact to cultivate a sustainable, committed, and GIDA-qualified teaching workforce.