BUILDING SAFE SPACE FOR YOUTH (Media Ethnography in Reproductive Health Campaign at NTT through instagram @tenggarantt)

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This research aims to understand the communication strategy of the adolescent reproductive health campaign conducted by the Tenggara Youth Community through a media ethnography approach. The main focus is on two campaign spaces: digital space (Instagram account @tenggarantt) and offline space (community activities in Kupang City and surrounding areas). Using Chris Heuer’s 4Cs theory as an analytical framework-including context, communication, collaboration, and connection-the study found that Southeast’s campaign strategy was contextual, inclusive, and participatory. Their digital content utilized local language and youth-friendly design, and used the hashtag #YouthCareYouthShare as a symbol of the campaign’s core values. On the other hand, the offline approach through the Bacarita Kespro program managed to reach thousands of teenagers, including marginalized groups. This research concludes that a media-based community approach can effectively shape safe spaces and empower adolescents on reproductive health issues. The research also recommends media capacity building, access expansion, and strategic partnerships as further steps.

Crisis of Public Policy during Pandemics: Balancing Health Security and Governance

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Arguing that epidemic preparedness ought to be an outcome of public policy whereas again epidemics shape public policy, the discourse herein seeks to interrogate Crisis of Public Policy during pandemics in light of balancing health security and governance. The dilemma of managing pandemics often throws many states in utter disorder (crisis) given their emergent occurrence. This crisis on one hand shapes the resilience of public policy by actors but in other circumstances, it spells doom. In the wake of the outbreak of the Covid – 19 pandemic globally, both States in the “Global – North/South” found themselves in the mesh of act or not – act, intervene or not – intervene, accept or not – accept, and to blame or not – blame.  The situation expressed the utter attempt at balancing health security and global governance which enhanced the theory of realism of international relations unwillingly in the era of much interdependence. This study therefore seeks to thematically discourse this with the knowledge that epidemics are repetitive in short and long historical epochs hence the behaviouralism of international public policy actors in the contemporary is an essential ingredient in creating preparedness for the unknown next pandemic. In the dilemma posed by and in public policy, this paper questions the models of either to choose individual state approach or collective approach. While using descriptive research design and secondary sources of data while using a Global Crisis and Cyclical Theory this article will provide knowledge expose for policy actors and academia on the underlying issues in crisis of public policy during pandemics. This research postulate that the presence of Advanced Science School on Epidemic Preparedness management of public policy during such moments as of crisis would in the ideal sense lead to a balance in health security and extremes of governance.

Investigating the Relationship Between Parental Involvement and Academic Performance of Primary Schools in Jian Hua District, Q City, Hei Longjiang Province, China: From Pilot Study to Correlation Analysis

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This study explores the relationship between the level of parental involvement and the academic performance of primary school students in J District, Q City, Heilongjiang Province, China. Adopting a quantitative research approach, data were collected by distributing structured questionnaires to a representative sample of students selected through stratified sampling. This study delves deeply into the key aspects of parental involvement, including emotional involvement, intellectual involvement, and behavioral involvement, and examines the correlations between these aspects and students’ academic achievements. Various statistical methods that include as correlation analysis were employed to evaluate the strength and significance of these relationships. The research findings indicate that there is a significant positive correlation between the level of parental involvement and students’ academic performance, suggesting that a higher degree of parental involvement is a powerful predictor of students achieving better educational outcomes. These results imply that promoting greater parental involvement and providing relevant guidance can enhance students’ learning effectiveness. This study makes contributions to the ongoing discussion on home-school cooperation in the field of education and provides practical suggestions for policymakers and educators to optimize parental involvement in primary education.

Cultivating Creative Expression in Beijing Theatre Students: A Conceptual Model of Aesthetic Ability as Mediator of Douyin and Xiaohongshu Learning

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This paper proposes a conceptual framework to explain how informal learning through social media influences creative development among theatre‐major students in Beijing, China. Drawing on Social Cognitive Theory, the model positions aesthetic ability—defined as the capacity to perceive, interpret, and critically evaluate artistic stimuli—as the key mechanism linking students’ use of platforms such as Douyin and Xiaohongshu to their creative output. After reviewing literature on digital pedagogy, creativity in performing arts, and aesthetic development, the paper identifies three core relationships: (1) social media use in learning positively impacts aesthetic ability; (2) enhanced aesthetic ability, in turn, fosters greater creativity; and (3) social media use exerts an indirect effect on creativity via the mediating role of aesthetic ability. Although the framework is conceptual, it offers clear directions for future empirical research, recommending cross‐sectional survey designs, validated Likert‐scale measures, and structural equation modeling to test these hypotheses. The study contributes to theory by integrating aesthetic cognition into models of digital learning and creativity, and to practice by suggesting that theatre educators deliberately incorporate curated social media content and reflective activities to cultivate students’ aesthetic sensitivity and creative confidence. Finally, it underscores the relevance of media literacy and aesthetic education as integral components of 21st-century arts curricula.

Character Development of University Students through the P2KK Program: A Phenomenological Study at the University of Muhammadiyah Malang

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This study aims to describe the experiences and perceived meanings of character development among students through the Personality and Leadership Development Program (P2KK) at the University of Muhammadiyah Malang. The research adopts a qualitative approach with Moustakas’ phenomenological method. Data were collected through participatory observation, in-depth interviews with student alumni who had participated in the P2KK program, as well as documentation of program activities and the official training modules. The findings indicate that students experienced significant personal transformation throughout the program. They perceived P2KK not as a mere ceremonial activity, but as a space for self-actualization, religious value formation, discipline, social empathy, and leadership development. The meanings derived from these experiences include enhanced spiritual awareness, improved interpersonal skills, and strengthened motivation to achieve as individuals with Islamic character. P2KK is thus experienced as the initial phase of identity formation; preparing students to become not only intellectually capable, but also emotionally and spiritually mature. This study is grounded in Al-Ghazali’s theory of moral development, Lickona’s character education framework, and Kolb’s experiential learning theory. Together, these three theories form a comprehensive and sustainable character education system. The practical implication is that programs like P2KK should continue to be developed and maintained to ensure that graduates are not only intellectually competent, but also ethically and spiritually mature.

Digitalisation Dialectics in Religious Preaching: Analysis of Religious Communication Transformation in The Digital Era

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This study aims to examine the transformation of religious communication in the context of digitalization, focusing on the practice of digital preaching in the Archdiocese of Ende. Using a qualitative approach and critical paradigm, this study explores how the dynamics of preaching have changed due to the penetration of digital technology into the religious life of the Catholic community. The case study method is used to understand the local and cultural context in the preaching process, involving data collection techniques in the form of in-depth interviews, participatory observation, documentation, and digital content analysis. The results of the study show that digitalization has influenced the way preachers convey messages of faith, expanded the reach of audiences, and created new spaces for interaction between preachers and the congregation. However, this transformation also presents challenges, such as the loss of depth of personal relationships, the emergence of disinformation, and fragmentation of understanding of faith. This study highlights the importance of critical reflection on digital media as a means of preaching, as well as the need for contextual and participatory communicative strategies so that religious messages remain authentic and relevant. In the context of the Archdiocese of Ende, digital preaching is not only a technological adaptation, but also a form of cultural and theological dialectic that reflects changes in the social and religious structure of the congregation. This research contributes to the study of religious communication and encourages the church to continue to strengthen digital literacy in preaching for the sustainability of faith in the digital era.

21st Century Skills of Students through Pedagogical Practices of the Teacher: An Assessment

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This research assessed the pedagogical practices of a mathematics teacher and the 21st century skills of ABM (Accountancy, Business, and Management), GAS (General Academic Strand), and STEM (Science, Technology, Engineering, and Mathematics Strand) students at Casiguran Technical Vocational School, Sorsogon, Philippines. This case study employed the mixed of qualitative and quantitative methods of data collection, including classroom observation, documentary analysis, and student surveys. The findings showed that the teacher utilized varied pedagogical practices to develop the critical thinking, collaboration, communication, creativity and innovation, self-direction, making local connections, and using technology for learning. However, there were areas for improvement in creativity, self-direction, and local connections. The assessment of student 21st century skills indicated proficiency in critical thinking, collaboration, communication, creativity, self-direction, making local connections, and using technology. The study concluded that innovative pedagogies positively influenced skill development and developed a 21st century skills teacher’s guide. Recommendations included prioritizing the development of 21st century skills using innovative pedagogical practices and promoting problem-solving abilities. The develop teacher’s guide may be subject for validation of school authorities and will then be adopted by other schools, and further research in other grade levels and subjects is suggested.

Revolutionizing Pedagogy: Navigating the Integration of Digital Technologies in Teaching and Learning for Learners with Disabilities in Zambia

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The study explored the experiences of teachers on integration of digital technologies in teaching and learning for learners with disabilities in special education. A qualitative case study design was employed and expert purposive sampling was used on twenty ICT specialist teachers in schools. Also, data was collected using structured interviews and classroom observations which was thematically analysed. The study revealed that integration of digital technologies enhanced accessibility, engagement, and personalized learning for learners with disabilities, allowing them to participate more fully in educational activities. On the other hand, challenges such as insufficient infrastructure, lack of teacher training, and limited access to adaptive devices hinder the full potential of digital tools. Based on these findings, there is need to effectively revolutionize pedagogy through the integration of digital technologies for learners with disabilities, schools should implement comprehensive professional development programs that equip teachers with the skills to utilize adaptive and assistive technologies, ensuring inclusive, personalized, and engaging learning experiences for all students.

Human Intelligence and Artificial Intelligence in Education. An Ethical Approach

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Human Intelligence has been leading education since the beginning of teaching and learning. With the arrival of the Artificial Intelligence in recent times, there is a need to warn educational communities about the perils of its implementation. In this article, we review the concepts of Human and Artificial Intelligence and their applications to education. Specifically, we focus on an ethical approach related to the use and implementation of the A.I., according to four main ethical paradigms: Ethics of Justice, Ethics of Care, Ethics of Critique, and Ethics of the Profession. For each one of these paradigms, we ask a question to be discussed considering the literature related to it. Lastly, we present a series of conclusions as a result of the previous discussion. Our conclusions include a series of suggestions for the educational community to enhance the learning experience of our learners.

Validity and Reliability Analysis of Student Autonomy, Student Engagement, and English Learning Motivation Scales

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This pilot study aimed to evaluate the reliability and construct validity of three instruments—Learner Autonomy Scale (LAS), Utrecht Work Engagement Scale for Students (UWES-S), and English Learning Motivation Scale (ELMS)—in the context of higher vocational college EFL students in Shandong Province. A total of 120 valid responses were collected and analyzed using SPSS Statistics 26. Reliability analysis showed high internal consistency for all three instruments, with Cronbach’s alpha values exceeding 0.90. Exploratory Factor Analysis (EFA) was conducted to assess the underlying factor structure of each scale. For the LAS, originally consisting of 32 items, five components were identified. Ten items with factor loadings below 0.6 were removed, resulting in a refined 22-item structure. For the UWES-S (17 items), three components—vitality, dedication, and focus—were identified, with all items retained. The final structure accounted for 82.036% of the variance. For the ELMS (18 items), two components—extrinsic and intrinsic motivation—were confirmed. All items were retained, and the structure explained 79.587% of the variance, with all factor loadings exceeding 0.7. The results demonstrated that the revised instruments are reliable and valid for further large-scale data collection in this research.