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This research focuses on the rapid development of Islamic boarding schools, exploring the case of Miftahul Mubtadiin Krempyang in Nganjuk. The school, over 82 years old with 5000+ students, faces challenges and changes in the current educational landscape. Employing a qualitative case study approach, the study investigates change management strategies and their impacts on the school’s existence. The change process involves thorough preparation, consensus deliberation, and continuous evaluation. Three key change strategies are identified: establishing a parent organisation, adapting organisational forms, and evolving leadership structures. Positive impacts include strengthened internal and external roles, but challenges like increased competition and potential shifts in Islamic values are noted. The study underscores the importance of strategic changes for the continued existence of Islamic boarding schools in the face of evolving educational landscapes.

A limited partnership (CV) is one of the most popular business entities for the public in building businesses through Micro, Small and Medium Enterprises (MSMEs) as a driver of the national economy. Regulations regarding CVs are regulated in the Commercial Code (KUHD), and Civil Code (KUHPerdata) as well as technical guidelines for registration and dissolution of CVs through Government Regulation No. 17/2018. The existence of CV, which is important in national economic development, causes the need to understand the concept of CV law and the legal position of CV based on the principles of utilitarianism philosophy. This research uses a normative juridical method with a statutory approach and conceptual approach, and legal materials are analyzed using the deductive method. The result of this study is that the legal concept of CV lies in the authority of the allies contained in Article 19 to Article 21 of the KUHD, if there are things that have not been regulated, the provisions of the Civil Code apply, and the legal position of CV based on the principle of utilitarianism, namely the allies in managing the partnership must fulfill their rights and obligations as applicable regulations, so that the business is managed will provide benefits and benefits not only for the allies, but also can increase the source of state revenue which has benefited national economic growth.

A trend that is unavoidable in an era of widespread international integration across numerous professions is intercultural communication. Cultural understanding is crucial for assessing the success of communication efforts when interacting with people from different cultures. The purpose of this study, which was carried out at a university in Hanoi, was to ascertain the degree to which students recognised the value of cultural knowledge in cross-cultural communication. To gather information, a Google Form questionnaire was created and given to first- and second-year English language majors. The findings indicate that even though the students who responded to the survey believed they were competent in cross-cultural communication, their proficiency was still quite low. Although they grasp the significance of language, they fail to recognise the extralinguistic components of communication, such as social norms and nonverbal cues. In order to better prepare students for their interactions with the outside world, the author of the article suggests that cultural knowledge content be integrated into instructional programmes and that learners’ understanding of the importance of cultural knowledge be further enhanced.

This article explores the multifaceted barriers that hinder rural youth in Phu Giao District, Binh Duong Province, Vietnam, from accessing vocational training opportunities. Vocational training plays a pivotal role in equipping young individuals with the necessary skills and knowledge to secure employment, contribute to economic development, and improve their quality of life. However, in rural areas like Phu Giao District, several challenges impede the effective access to and utilization of vocational training programs. Understanding these barriers is crucial for policymakers, educators, and stakeholders in the vocational training sector to develop targeted interventions and strategies that can address the unique challenges faced by rural youth.

Proficiency in paragraph writing has to be developed by individuals who were obliged to participate in the academic endeavor for them to be globally competitive and likewise be a productive citizen. With this, the mentors in the academic society conscientiously played their role in considering various methods in teaching writing to make the acquisition affluent; yet followed the appropriate standards in obtaining the necessary skills in writing. For this reason, the present study was crafted, exploring the effectiveness of the inductive and deductive methods in enhancing the writing proficiency of Grade 9 students in the hinterland in the Division of Misamis Oriental. Using the quasi-experimental research design, the study assigned students to the experimental group (inductive method) and control group (deductive method). The two groups of students were given essay test before and after the interventions, which were given for almost eight weeks. The students’ level of writing proficiency was determined using an analytic rubric that covered the following writing criteria: content, organization, development and use of the language. The essays were inter-rated by the English teachers. Data were analyzed and interpreted using both descriptive and inferential statistics.

Findings revealed that the students generally had unsatisfactory to less satisfactory writing proficiency indicating the need to improve their writing proficiency. However, after the interventions, only the deductive method was found to be effective in enhancing their writing proficiency. The inductive method did not work effectively for the hinterland students.

Therefore, it was concluded that deductive method was the appropriate method to be applied in teaching paragraph writing to the students who still need guide with the acquisition of the skill.  It is recommended that the deductive method be used for students who lack foundational knowledge and skills in writing for such students are not yet ready for the inductive method that requires high thinking skills.