Asian Journal Collaboration of Social Environmental and Education
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Social media as an informal educational tool for raising awareness of sexual harassment in urban communities
No full textBackground: The study examined the Perception of Social Media on Awareness of Sexual Harassment in Nigeria (A Case Study of Festac Town, Lagos). The rationale behind the study were various type of social media used by residents of Festac Town, Lagos, identify to what extent respondents who use social media understand what sexual harassment means, determine how social media have helped in creating awareness on sexual harassment amongst residence of Festac town, Lagos and to determine the moral standards that social media platforms must adhere to when raising awareness of sexual harassment. The theories employed for the study are Perception theory and Developmental Media theory. Methods: The methodology for the study was survey and the research instrument used was the self-administered questionnaire to collect relevant information from the population, however a total of three hundred and seventy copies of the questionnaire were administered and sample random sampling was used to select the respondents. The data gathered were analyzed using Statistical Package for Social Sciences (SPSS) in form of tables, percentages and frequency count. Findings: The findings of the study disclosed that most respondents agreed that social media have helped in creating awareness among residents of Festac Town, Lagos and social media helps in letting messages out to the larger community which will hopefully inspire change, social media helps in calling the attention of government agencies to cases of sexual harassment. Conclusion: The study concluded that a large number of respondents think that social media have a positive impact on the Awareness of Sexual Harassment in Nigeria, the study also revealed that the Twitter and Instagram are the major social media platform that helps in raising awareness for sexual harassment. Novelty/Originality of this article: The study recommends that information on social media should be regulated by some regulatory bodies and caution is needed before such information is broadcasted to the people in order not to stiff up hatred and stereotype judgment on some people or societies
U-NeedKC: Development of a knowledge center in the building engineering education environment to support infrastructure transformation in the industry 5.0 era
No full textBackground: The rapid development of digital technology and the emergence of the Industry 5.0 era require higher education institutions to transform into systems that are adaptive, collaborative, and technology-driven. However, the academic culture of digital writing and knowledge sharing among students of the Building Engineering Education program remains low. One of the primary causes is the absence of a well-integrated and interactive digital platform that facilitates the exchange of information and academic resources. To address this gap, this study develops an initial design of U-NeedKC, a web-based Knowledge Center intended to support collaboration, training, and flexible academic information access. Methods: This research adopts the Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), with a current focus on the design phase. Data were collected through observations, interviews, and literature reviews involving students and lecturers to identify user needs. Findings: The findings indicate that users face significant challenges related to limited digital literacy, suboptimal use of existing LMS features, technical constraints, and the absence of an integrated knowledge-sharing culture that supports collaboration and academic literacy. Based on these needs, the study produced the conceptual design of U-NeedKC, a web-based Knowledge Center integrating course modules, digital archives, workshops, discussion forums, and a point system, developed using user-centered and knowledge management principles. This design is expected to enhance learning engagement, information accessibility, collaborative practices, and digital competencies, although its effectiveness has not yet been empirically tested. Conclusion: This study concludes that the initial design of U-NeedKC represents a strategic educational innovation to strengthen digital writing culture and knowledge-sharing practices in higher education. By integrating collaborative features such as learning resources, discussion forums, training modules, and incentive-based engagement, the platform has the potential to foster a sustainable academic ecosystem that supports adaptive learning, social interaction, and institutional transformation in response to the demands of Industry 5.0. Novelty/Originality of this article: This study introduces a web-based Knowledge Center that integrates digital technology with collaborative learning practices to strengthen knowledge sharing and support sustainable educational transformation in higher education
Spatial patterns and accessibility of public primary school: Implications for urban education
No full textBackground: Universal primary education is key to sustainable development, yet there are significant spatial disparities in the rapidly urbanizing areas of northern Nigeria. This study investigates the availability and accessibility of public primary schools in Tarauni Local Government Area, Kano State, where population expansion has surpassed planning for educational facilities. Literature highlights Geographic Information System (GIS) as instrumental in revealing gaps in services, yet ward-level analysis is limited despite its importance for localized policy intervention. Methods: Using a mixed-methods approach, the study integrates primary GPS data of all public primary schools with secondary data like satellite imagery, administrative boundaries, and gender-disaggregated enrollment data from local education offices. Spatial analytical techniques applied include Nearest Neighbor Ratio (NNR) calculations for distribution patterns, choropleth mapping for ward-level visualization, and demographic analysis of enrollment disparities. Findings: The study unveils stark spatial inequalities in the distribution of Tarauni's 19 public primary schools across ten wards. Two wards, Tarauni and Gyadi-Gyadi Arewa, are absolute "educational deserts" lacking any schools despite high population density. Statistical analysis confirms significant clustering (NNR=1.39, z-score=3.25, p=0.001), indicating non-random distribution in favor of central wards. In addition, gender disparities show boys constituting 52% of the enrollments compared to 48% for girls, reflecting socio-cultural barriers. Conclusion: Findings indicate urgent need for targeted infrastructure investment in disadvantaged wards and gender-sensitive policy to improve enrollment equity. GIS is demonstrated to be highly effective for planning precise locations of new schools and optimizing resource distribution. While limited by unavailability of travel route data, the study presents a replicable model for education planning in similar contexts. Novelty/Originality of this article: This research performs the inaugural spatial-statistical integration of primary schools at the ward scale in Tarauni, introducing the "educational desert" concept to local education planning and combining spatial pattern analysis and gender-disaggregated enrollment analysis to make comprehensive policy suggestions for educational equity in urban Nigeria
Enhancing conceptual understanding in elementary mathematics through technology integration and socially responsive teaching
No full textBackground: Elementary education is shaped by social contexts and learning environments that influence students’ academic development. Mathematics learning, particularly basic number operations, remains challenging due to abstract content and limited contextual instruction. Technology-based learning media offer an innovative approach to improving engagement, equity, and learning outcomes within diverse educational settings. Methods: This study adopted a qualitative case study approach to examine the integration of science and technology in elementary mathematics learning, particularly in teaching basic number operations. Data were collected through classroom observations and semi-structured interviews with the homeroom teacher to explore instructional strategies, learning dynamics, and the use of technology-based learning media. Findings: The findings indicate that students experienced significant difficulties in understanding basic number operations due to abstract content and limited interactive learning experiences. The integration of technology-based learning media, particularly interactive and visual digital tools, increased student engagement, motivation, and conceptual understanding of mathematics. Effective technology use, supported by appropriate infrastructure and teacher creativity, transformed mathematics learning into a more active, meaningful, and student-centered process. Conclusion: Based on these things, it can be concluded that teachers need to improve their competence in providing good pedagogy to students in the classroom. With the advancement of digitalization, it can be a solution and improve the learning process of students in mathematics subjects in elementary schools. Novelty/Originality of this article: This study offers original insight by situating technology-integrated mathematics learning within the social and educational environment of elementary classrooms, highlighting how teacher-driven digital pedagogy can address learning inequities and foster more inclusive, student-centered outcomes in line with interdisciplinary social–education perspectives
Enhancing students’ language skills through direct instruction: Pedagogical adaptation to social and institutional contexts
No full textBackground: Arabic is a local content subject that poses considerable challenges for students, due to their diverse educational backgrounds. Therefore, the selection of an appropriate learning model is a crucial factor in achieving instructional objectives. One model applied is the Direct Instruction learning model, which emphasizes the direct and systematic delivery of learning materials. This study aims to analyze the optimization of Arabic language learning through the Direct Instruction model in Arabic language instruction. Methods: This study employed a descriptive qualitative field research design grounded in a post-positivist paradigm. Data were collected through non-participant observation, in-depth interviews, and document analysis to capture the learning process and instructional practices. Data analysis followed an interactive model consisting of data collection, data reduction, data display, and conclusion drawing to ensure systematic interpretation and credibility of the findings. Findings: The findings indicate that the implementation of the Direct Instruction model in Arabic language learning begins with preparatory activities, including the development of Lesson Plans/Rencana Pelaksanaan Pembelajaran (RPP), attendance recording, and the organization of learning materials. During the core stage, the teacher delivers the material directly, while the final stage involves evaluation through written tests, oral tests, and practical exercises. Conclusion: Overall, the study concludes that the Direct Instruction model is effective in improving students’ understanding and Arabic language skills by providing a structured, systematic, and adaptive learning process. Its implementation not only creates a more conducive and inclusive learning environment but also demonstrates relevance as a pedagogical response to diverse student backgrounds and limited instructional contexts, emphasizing the importance of aligning teaching strategies with institutional and social conditions to optimize learning outcomes. Novelty/Originality of this article: The study reveals that the use of the Direct Instruction model enhances students’ enthusiasm and comprehension in Arabic language learning, contributing to the optimization of direct instruction–based learning methods at the junior high school level
Managing school-based conflicts as a social factor influencing educational environments: A case study approach
No full textBackground: Conflict in schools often arises from interactions among various parties with differing goals, values, or interests. This study aims to analyze the implementation of conflict management. Methods: The research method used is qualitative with a case study approach. Data collection techniques include interviews, observations, and document analysis. Findings: This study found that conflicts at the school involved students, teachers, educational staff, and even parents. The types of conflict identified include interpersonal conflict, intergroup conflict, and structural conflict. The causes of conflict include differences in values and goals, as well as a lack of effective communication. In resolving these conflicts, the school implements various conflict management approaches such as collaboration, compromise, and accommodation. These implementations are supported by internal policies and coordination efforts led by the principal, teachers, and other relevant stakeholders. The findings indicate that appropriate conflict management approaches can foster a conducive learning environment, enhance communication quality, and strengthen collaboration among school stakeholders. Conclusion: Conflicts in this study arise from miscommunication, misunderstandings, differing perspectives, and lack of discipline, involving various types such as interpersonal, constructive, and destructive conflicts. While conflict management has been effectively implemented through deliberation, mediation, and compromise, it remains informal, undocumented, and not fully aligned with the POAC framework. Novelty/Originality of this article: This study contributes to the development of both theory and practice in conflict management within educational institutions. Through the implementation of effective conflict management, negative conflicts can be minimized, while positive conflicts can be leveraged to enhance creativity and innovation in the learning process
Exploring the contributing factors to the happiness index in the context of social environment
No full textBackground: Happiness is a vital factor for well-being, and its measurement has become an important tool in assessing national prosperity. The United Nations' World Happiness Report ranks countries annually, and in 2024, Indonesia ranked 80th out of 143 countries. This study examines Indonesia's happiness index, focusing on the factors influencing happiness, such as life satisfaction, social support, and inequality, beyond just economic measures like GDP. Methods: The research used a descriptive qualitative method with a phenomenological approach. Data was gathered from the happiness index published by Indonesia's Central Statistics Agency, which includes nineteen indicators categorized into three dimensions: life satisfaction, feelings, and the meaning of life. These indicators were analyzed to determine their contribution to the national happiness index. Findings: The study found that happiness in Indonesia is influenced by more than just the nation's GDP. Factors such as education, health, poverty levels, the GINI index (income inequality), and social contributions like Zakat, Infaq, and Charity (ZIS) play significant roles. Higher levels of social support, as represented by ZIS, are linked to increased happiness, while income inequality, measured by the GINI index, can negatively impact happiness. Conclusion: The happiness index in Indonesia is shaped by a combination of economic, social, and health-related factors. While GDP is important, variables like education, health, and social support systems, including charitable activities, have a more direct impact on individual and collective happiness in Indonesia. Novelty/Originality of this Study: This study provides a deeper understanding of the multidimensional nature of happiness in Indonesia, highlighting the significance of social and economic factors beyond traditional measures such as GDP. It emphasizes the role of social support and the impact of inequality on happiness, offering insights into improving national well-being
Toward holistic education: Performance-based student affairs management with social and institutional collaboration
Get PDFBackground: Student management is an important aspect in school management that aims to provide the best educational services to students. In recent decades, research has emphasized the importance of performance-based student management in improving the quality of education. This approach focuses not only on administrative aspects, but also on the development of student character and competence through structured and measurable programs. Methods: This study uses a qualitative approach with a case study. Data were collected through in-depth interviews, direct observation, and document analysis. The focus of the study includes student planning, student admissions, orientation, attendance arrangements, and student discipline. Findings: This study found that student management is carried out in a structured manner through activity planning, performance-based selection systems, new student orientation, attendance monitoring, and character development through extracurricular activities. The entire process is supported by the use of technology to enhance administrative efficiency and parental engagement. Conclusion: The implementation of performance-based student management can improve the quality of education and shape the character of students better. Schools need to strengthen the student selection system with a more comprehensive method and improve student development programs through a personal approach and the use of educational technology. Novelty/Originality of this article: This study offers new insights into the implementation of performance-based student management in Islamic-based high schools, which can be a model for other schools in improving the effectiveness of student management as a whole
Exploring students’ perceptions of key service attributes in vocational education
Get PDFBackground: In an increasingly competitive educational landscape, understanding students’ perceptions of service attributes has become essential. Educational institutions are not only expected to deliver academic knowledge but also to provide high-quality services that meet students’ expectations. Methods: This research employed a descriptive approach using questionnaires for data collection. The sampling technique used was purposive sampling with a total of 82 student respondents. The study was conducted at one of the vocational schools in West Lombok. Data were analyzed using frequency distribution analysis. Findings: The findings show that although the majority of educational service attributes were rated as good (e.g., teacher adequacy 57.3%, laboratory equipment 50%, computer facilities 42.7%), toilet facilities (rated not good or very bad by 23.2% of students) and education costs (perceived as expensive or very expensive by 37.8%) received the lowest satisfaction scores, highlighting critical service gaps that vary by gender and require targeted design improvements. Conclusion: The analysis results show that most educational service attributes such as teacher competence, number of educators, syllabus availability, learning facilities, and school infrastructure are rated as good. However, two attributes, namely toilet facilities and education costs, were perceived as less satisfactory by students. Novelty/Originality of this article: This study provides empirical contributions by identifying the educational service attributes that most influence student perceptions at the vocational high school level. The focus on evaluating toilet facilities and the cost structure of education offers concrete directions for improving service quality management
Applying maslow’s motivation theory to enhance teacher productivity in islamic boarding schools
Get PDFBackground: Education is a fundamental pillar in developing high-quality human resources, with teachers playing a central role. Teacher productivity is strongly influenced by work motivation, which is closely linked to the fulfillment of needs based on Maslow’s hierarchy. This study aims to analyze the application of Maslow’s theory in improving teacher productivity, a pesantren-based school with an integrative curriculum. The focus is to identify dominant teacher needs and propose strategic recommendations to enhance motivation and productivity. Method: This qualitative descriptive study used structured and unstructured interviews with 14 teachers, participatory observation, and school document analysis. Data were thematically analyzed based on Maslow’s hierarchy; physiological, safety, social, esteem, and self-actualization needs. Findings: The study identified seven dominant teacher needs; (1) salary increase, (2) regular recognition, (3) modern learning facilities, (4) improved work infrastructure, (5) regular training, (6) enhanced school safety, and (7) healthcare access. Most teachers reported that physiological (salary) and esteem needs were not optimally fulfilled, while self-actualization (professional development opportunities) was relatively well-supported. Teachers generally responded positively to the work environment, although dissatisfaction in welfare and recognition affected motivation. Conclusion: Fulfilling Maslow’s hierarchy of needs is crucial for enhancing teacher productivity. Strategic recommendations include optimizing budgets for welfare, implementing performance-based rewards, improving support facilities, and ensuring continuous training. Schools should integrate responsive policies to foster a motivational work environment. Novelty/Originality of this article: This study offers practical insights for Islamic boarding schools implementing the independent curriculum. The analysis of teacher needs through Maslow’s framework within this unique setting provides a holistic policy recommendation, combining welfare, professional growth, and a culture of appreciation which is contributing to underexplored literature on teacher motivation in Islamic education institutions