The Role of the Kutai Kartanegara Regency Regional Inspectorate in Improving Accountability in Village Fund Management

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The goal of this study is to examine the role of the Inspectorate in enhancing the accountability of village fund management in Kutai Kartanegara Regency through the aspects of duties/functions, attitudes, perceptions, and participation. It also examines internal and external factors that become barriers to the Inspectorate’s ability to effectively supervise and provide guidance on village fund management. This research was carried out in Indonesia’s East Kalimantan Province’s Kutai Kartanegara Regency. A qualitative research design was employed in this study. Both primary and secondary data were gathered. A questionnaire was used to gather primary data from key informants. The study’s conclusions include that the Inspectorate has performed its responsibilities and tasks well. The inspectorate has effectively performed its participation duty, behaves well and professionally, and faces both internal and external challenges. The inspectorate’s role in overseeing village funds in the perception aspect exhibits a variation in assessments. Internal challenges include low-quality and scarce human resources (HR), inadequate accountability reports, and the newly formed village apparatus has low administrative and financial reporting skills. On the other hand, frequent regulatory changes, improper use of village funds, and inadequate internal and external monitoring systems are the external challenges. ​The following suggestions are available for submission: 1) For the government, via the Kutai Kertanegara Regency Regional Inspectorate, to expand the number of auditors and enhance their proficiency through risk-based audits and investigative audit training; 2) to create a digital monitoring system (e-audit or monitoring dashboard) to reduce potential inconsistencies and enable real-time tracking of village fund realisation; 3) to increase the proficiency of village apparatus by providing frequent training on the following topics: creating accountability reports (LPJ), managing village finances in accordance with regulations, and using village financial software; and 4) to provide new village authorities with rigorous mentoring.

Enhancing the Surrounding Environment Exploration Competency for Primary School Students Through the 5E Instructional Model: An Experimental Study in Vietnam

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This study focuses on evaluating the effectiveness of the 5E instructional model (Engage – Explore – Explain – Elaborate – Evaluate) in developing the surrounding environment exploration competency for primary school students. Through a mixed-methods research approach, we conducted a pedagogical experiment on 113 third-grade students in Da Nang city with the theme “School”. The initial survey indicated a significant gap: while teachers are still accustomed to one-way transmission teaching methods, students have a desire to interact and freely experience in their learning.

After the experimental process, the group of students learning under the 5E model not only achieved higher average scores, but the percentage of students reaching a “Good” competency level was also significantly higher compared to the group learning under traditional methods. Notably, the analysis of 12 specific cases (case study) helped us recognize an uneven development among the skills. The students progressed very quickly in their ability to observe and collect information, but required more time along with continuous support from the teacher to practice asking questions and critical thinking. From these results, the study affirms that the 5E model is a practical solution to overcome the limitations of the old teaching approach, helping students change their passive learning habits to confidently explore knowledge, while simultaneously providing a practical foundation to replicate this instructional method.

Enhancing EFL Academic Writing through E-Portfolios: An Assessment for Learning Approach in Higher Education

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This study examines the use of e-portfolios as an assessment for learning approach to improve academic writing in English as a foreign language and explores students’ perceptions of this method. The study involved 30 first-year university students in Vietnam. A mixed-methods design was used, including a writing pretest and posttest assessed across task achievement, organization, vocabulary, and grammar, along with interviews. The results showed clear improvement in overall writing performance, especially in task achievement and grammar, with moderate gains in organization and vocabulary. Students reported that e-portfolios helped them reflect on their work, track progress, and take more responsibility for learning. Despite some initial challenges with reflection and peer feedback, students viewed the approach positively. Overall, e-portfolios are an effective tool to support writing development through continuous practice and feedback.

Dual-Pathway Transformational Leadership and Civil Servant Performance: The Mediating Role of Work Motivation

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This study is grounded in Transformational Leadership Theory and Social Exchange Theory, which explain that leadership behaviors influence employee performance through reciprocal relationships and motivational mechanisms. The research aims to examine the effect of transformational leadership on civil servant performance, both directly and indirectly through work motivation, within the Department of Public Works and Spatial Planning and the Department of Housing, Settlement Areas and Land Affairs of Dharmasraya Regency. A quantitative explanatory design with a cross sectional approach was employed. The population consisted of 56 civil servants, and a census technique was applied to include all respondents. Data were collected using structured questionnaires measured on a five point Likert scale and analyzed using Structural Equation Modeling based on Partial Least Squares. The results indicate that transformational leadership has a positive and significant direct effect on civil servant performance and a positive and significant effect on work motivation. Work motivation also significantly influences performance and mediates the relationship between transformational leadership and performance through complementary mediation. The coefficient of determination shows moderate explanatory power, while predictive relevance values confirm adequate model prediction. Furthermore, transformational leadership is validated as a second order construct formed by inspiration, admiration, and empowerment, with inspiration demonstrating the strongest contribution. The novelty of this study lies in modeling transformational leadership as a higher order construct and explaining its dual pathway mechanism in improving performance within regional public sector institutions.

Rethinking Nigeria’s Education: A Philosophical Analysis of Transforming the Education System to Meet 21st Century Compliance

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Rethinking Nigeria’s education system is imperative to meet the demands of the 21st century. This philosophical analysis examines the need for transformation in Nigeria’s education system, highlighting the gaps between current practices and 21st-century compliance. The analysis reveals that the existing system prioritizes rote memorization over critical thinking, creativity, and problem-solving skills, rendering it ineffective in preparing students for an increasingly complex world. This study argues that a paradigm shift is necessary to align Nigeria’s education system with 21st-century requirements. It proposes a student-centered approach that emphasizes competency-based education, technology integration, and community engagement. By adopting this approach, Nigeria can develop a more inclusive, effective, and resilient education system that prepare students for success in an interconnected world. The analysis draws on philosophical perspectives, including existentialism, phenomenology, and critical theory, to critically examine the underlying assumptions and values that shape Nigeria’s education system. It also explores the implications of these perspectives for transforming the system, highlighting the need for a more nuanced understanding of knowledge, learning, and education. Ultimately, this study contributes to the ongoing conversation about education reform in Nigeria, offering a philosophical framework for rethinking the education system. By challenging existing assumptions and proposing alternative approaches, this analysis aims to inspire policymakers, educators, and stakeholders to work towards creating a 21st-century compliant education system that unlocks the full potential of Nigeria’s citizens.

Exploring the Lived Experiences of University Students: The Influence of Parental, and Peer Expectations and Mental Health in Lusaka, Zambia

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University students globally navigate significant expectations from parents and peers, which can profoundly impact their mental health. While these expectations can motivate, they often generate stress and anxiety, particularly when perceived as unrealistic. Existing literature highlights this dual effect, but there is a scarcity of qualitative, in-depth research on this topic within the African, and specifically Zambian, higher education context. This study aimed to explore the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental and peer expectations and mental health. Its specific objectives were to: explore parental expectations and mental health based on students’ experiences; explore peer expectations and mental health based on students’ experiences; and determine whether students perceive these expectations as contributing positively or negatively to their overall mental health.

This qualitative study explored the lived experiences of university students in Lusaka, Zambia, regarding the influence of parental, peer expectations and mental health. Utilizing a phenomenological research design, in-depth semi-structured interviews were conducted with 20 university students, of which 11 students were from the University of Zambia, and 9 students were from Levy Mwanawasa Medical University. A focus group discussion was utilized as a second data collection method, with 8 university students from the initial group of students that participated in the interview process, 3  university students of which were from Levy Mwanawasa Medical University, and 5 university students were from the University of Zambia. All university students who participated, were aged 18–27. Thematic analysis was employed to analyze the data.

Findings reveal that parental expectations are a pervasive and powerful influence, often centered on academic and career success. While these expectations were sometimes described as motivating and linked to improved academic performance, they more frequently generated significant psychological distress, including stress, anxiety, feelings of being overwhelmed, and a loss of autonomy, particularly when perceived as unrealistic or misaligned with the student’s own goals. Peer expectations primarily manifested as pressure to perform academically and conform socially. Their impact was more varied; some students reported resilience and motivation from positive peer influence, while others experienced anxiety and social pressure to meet group norms.

Overall, the study concludes that expectations act as a double-edged sword. Their effect on mental health is contingent on their nature, source, and the individual’s perception. The study highlights the critical role of balancing high expectations with emotional support and autonomy to safeguard student well-being. It recommends enhanced university support services and culturally sensitive interventions to help students navigate these pressures and promote mental health in the Zambian higher education context.

A Practical Exploration on the Integration of Modern Information Technology and Chinese Language Pedagogy in Higher Education

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This paper systematically investigates the practical value of integrating modern information technology into the pedagogy of Chinese language majors in higher education. It aims to provide an effective reference for enhancing students’ comprehensive proficiency in applied Chinese and cultivating their cross-cultural communicative competencies. Furthermore, this study seeks to facilitate the continuous optimization and upgrading of Chinese language instruction toward highly efficient and smart educational paradigms.Employing a quasi-experimental design and quantitative analysis, this research contrasts the traditional pedagogical model with a digitally empowered diversified teaching framework. The instructional intervention emphasizes the application of digital resource-sharing platforms, Virtual Reality (VR), Artificial Intelligence (AI), and Big Data analytics. In conclusion, the application of information technology within the pedagogy of Chinese Language and Literature in higher education yields substantial advantages. It not only broadens the channels for sourcing instructional content, diversifies the modalities of classroom instruction, and enhances learners’ academic efficacies, but also facilitates the precise, data-driven evaluation of the pedagogical process. Consequently, higher education institutions should proactively explore pathways for the deep integration of information technology with Chinese language pedagogy, thereby effectively elevating the instructional quality of Chinese language courses.​

Intergenerational Caregiver Strategies in Caring for Parents and Maintaining Personal Well-Being

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This study explores how young intergenerational caregivers navigate caregiving responsibilities toward aging parents while maintaining their personal well-being. Employing a qualitative descriptive design, the research examines the lived experiences of three university students in Jakarta who simultaneously manage academic commitments, paid employment, and family caregiving. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model supported by NVivo 12 Plus. The findings reveal that caregiving among young adults operates as a multidimensional process involving financial management, emotional regulation, and role negotiation. Participants adopted structured income allocation strategies, pursued flexible supplementary work, and practiced careful time management to balance parental care with personal and educational needs. Despite these adaptive efforts, caregivers experienced significant psychosocial pressures, including stress, fatigue, and heightened moral responsibility, shaped by cultural expectations of filial duty and uneven family role distribution. Caregiving responsibilities frequently concentrated on individuals who were structurally available, accelerating their transition into adult roles and constraining personal aspirations.The study highlights forms of everyday resilience developed through pragmatic coping practices and family solidarity. However, reliance on individual adaptability also exposes gaps in formal support systems. These findings underscore the need to reconceptualize intergenerational caregiving as a shared social responsibility rather than an individual burden. Policy interventions integrating financial assistance, educational flexibility, mental health services, and community-based caregiver support are essential to sustain the well-being of young caregivers. The study contributes to caregiving and social development literature by providing empirical insight into how young adults construct meaning, strategy, and identity within intergenerational care arrangements in urban Indonesia.

Exploring The Impacts of online Game-Based Applications on Enhancing Learning Motivation among Primary School Students

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This study investigates the impact of online game-based applications (OGBA) on enhancing learning motivation among primary students in English as a Foreign Language (EFL) classrooms in Vietnam. Although digital game-based learning has been widely associated with increased engagement, limited research has systematically examined its motivational mechanisms within primary-level EFL contexts in developing countries. Drawing upon Self-Determination Theory and Flow Theory, this study employed a convergent mixed-methods design involving 50 Grade 5 students and three teachers over a 12-week instructional intervention. Quantitative data were collected through a validated Likert-scale questionnaire measuring five motivational dimensions, while qualitative insights were obtained from semi-structured interviews and classroom observations. Descriptive and thematic analyses revealed consistently high levels of student motivation, particularly in interest, participation, and perceived competence. Students reported increased concentration, confidence, and willingness to engage when OGBA platforms such as Kahoot and Wordwall were integrated into instruction. However, moderate challenges related to time constraints, competitive pressure, and technological issues were also identified. The findings suggest that OGBA can effectively strengthen intrinsic and identified forms of motivation when pedagogically aligned with learning objectives. This study contributes context-sensitive evidence to the growing literature on digital game-based learning in primary EFL education and offers practical implications for sustainable technology integration in similar educational settings.

Optimizing Company Profile as a Public Communication Tool in Educational Institutions

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This study aims to analyze the public communication strategy implemented by Bimbel CEC, a non-formal educational institution, through the use of its company profile. The company profile functions not merely as an informational medium but as a strategic communication tool to build institutional image, convey vision and mission, and reach wider audiences, including prospective franchise partners. This research adopts a descriptive qualitative approach, with data collected through in-depth interviews with two key informants: the Chief Executive Officer and the Co-Founder. Data analysis was conducted using NVivo software with thematic coding to identify key themes. The findings reveal that Bimbel CEC employs a multi-channel communication strategy, utilizing digital, print, electronic, and face-to-face media in an integrated manner. Message formulation emphasizes structured content, audience-based customization, visual storytelling, and soft selling approaches. Strategic adjustments are made regularly in response to technological advancements, curriculum changes, and social media trends. This study concludes that the company profile is not only a promotional asset but also a dynamic communication medium that embodies the institution’s values and positioning aligned with Kotler’s concepts of integrated marketing communication and strategic branding.