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Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.

Design/Methodology/Approach – This research used the qualitative method where data were gathered by deep interview and study of documents.

Findings – The results show that the Aceh government education agency has not yet developed a standarized concept of peace education to be implemented throught out the schools in East Aceh. However, non-governmental agencies both national and international have stepped ahead and implemented it in formal and non-formal educational institutions. UNICEF and AusAID had facilitated the preparation of a peace education textbook which was written by academicians at UIN Ar-Raniry in 2005. It has been applied to many schools in East Aceh by incorporating peace education in to Aqidah Akhlak subject.

Research Limitations/Implications – The paper does not examine students’ understanding of peace education that can be learnt by incorporating concepts of peace education.

Practical Implications – The concept of peace education is feasible to be adopted at whole senior high school in Aceh.

Originality/Value – This paper offers a new concept of peace education, the liberal peace, religious peace, and traditional values that have been integrated in one subject to be taught at once.

BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction education. The purpose of this study is to gain an understanding of existing examples of BIM education, their characteristics, the challenges faced in their implementation and any clear trends to focus the doctoral research effort.

A systematic search of peer-reviewed BIM education literature was carried out. From the articles captured, 51 specific cases of BIM education were identified and analysed.

Most cases are from the USA with a more global spread from 2013. A tendency towards interdisciplinary collaboration was apparent though single discipline courses remain important. BIM software in education is dominated by Autodesk products. Most cases were found to be BIM-focused with few examples of BIM-enabled education. This was consistent with the most significant BIM education challenges that were found to relate to the skill levels of students, time and the availability of technical support.

This is an initial study. It is based on only 51 cases of BIM education, which were partially described in peer reviewed conference and journal papers available in international databases.

The investigation has shed some light on existing examples of BIM education and these are useful in designing BIM education initiatives as well as directing further research efforts.

The study offers an original perspective on global BIM education. It also represents the commencement of doctoral research.

Purpose – This research analyzes and describes the implementation of the North Aceh Regency education budget policy for improving the quality of education in relationship to the impact of the special autonomy budget.

Design/Methodology/Approach – This research uses qualitative research, descriptive-qualitative analysis methods, and qualitative explorative methods.

Findings – The results show that the implementation of the special autonomy education budget policy of North Aceh Regency to improve the education quality has not run optimally. The main obstacle is the inadequate human resource issue, including the leadership problems of regional heads who should prioritize the development. Based on field data of the actors involved in the formulation of the education quality improvement program in Aceh Utara District, especially the legislative branch (namely BAPPEDA), the education office and members of the Aceh legislative team, the post-conflict Aceh representation of the legislature at the provincial level, the DPRA and DPRK at the district level / in the field of political will produced. The resulting program does not focus on the pattern of improving the quality of education, the policy is more rhetorical, and the program implementation is often adapted to the wishes of political actors.

Research Limitations/Implications – Given the fundamental differences in the root causes of primary and secondary education in Aceh, further research is needed to determine whether similar results will be obtained in other parts of Aceh.

Originality/Value – Identifies factors that lead to the low quality of educators and the unequal distribution of teachers in the Aceh Regency.

Paper Type – Research paper

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Heritage education is currently a consolidated discipline, which advocate for a holistic vision of heritage. In this sense, this research aims to study the heritage conceptions, perceptions and learning context amongst primary and secondary students, comprehensively and fully.

This research focuses in Andorra, a country in the Pyrenees, where there are three different education systems. This allowed the study to obtain a sample of 1,235 primary and secondary students, throughout a structured questionnaire that was previously designed and validated ad hoc.

In general terms, the results show that around half of the students have a holistic view of heritage; however, natural and historical elements are highlighted as the ones they learn from the most, especially through visits in situ. Moreover, the students’ perceptions of heritage show that over a 90% of students believe it is important to safeguard because it is connected to nature and culture preservation.

This research is included in a greater scope project that also considers other agents in the education community that belong to formal and non-formal spheres. In addition, it is the first investigation where the field of heritage education is studied globally in an entire country, considering primary and secondary education students.

Student engagement evaluation is considered to be connected to many aspects of the management of higher education, but outside Western higher education, research and evaluation on student engagement and experiences has been limited so far. Our study focuses on the underexplored aspects of Palestinian higher education with the aim of gaining an actionable understanding from the overall student engagement situation to enhance the management and development of local teaching and learning practices.

A quantitatively oriented, sequential mixed-methods design was adopted. With the applied and validated engagement measurement we collected 946 engagement questionnaire responses from Palestinian university students. Quantitative data were analysed using structural equation modelling, K-means cluster analysis and chi-squared tests. Inductive and deductive thematic analysis was employed for the open answers.

With the three validated student engagement dimensions, the applied cluster analysis allowed three different engagement profile groups to be distinguished: strongly, moderately and loosely engaged. In the subsequent statistical and qualitative thematic analyses, these three engagement clusters differ in the degree to which they had a clear vision of a future profession or in their academic engagement with their studies. Moreover, qualitative analysis brought up many shared concerns regarding theoretically oriented studies and uncertain professional and career prospects in the Palestinian higher education context.

This study is one of the first attempts to develop tools for student engagement management in Palestinian higher education. The study findings are particularly significant for developing micro- and meso-level management practices in Palestinian higher education institutions.

This study explored how institutional quality influences the relationship between military spending and education in Africa.

This study used data from 43 African countries spanning the years 2000–2021. Two estimation methods were employed to address various issues: Fixed Effects with Driscoll-Kraay standard errors and the Two-Step System Generalised Method of Moments. The Fixed Effects with Driscoll-Kraay standard error method was used to obtain reliable standard errors and inferences from the estimated coefficients of the fixed effects model. Meanwhile, the problem of endogeneity between military spending and education was addressed using the Two-Step System Generalized Method of Moments (GMM).

The results indicated that military spending negatively impacts both the quality and quantity of education. However, both institutional quality and the interaction term (institutional quality*military spending) have positive effects on both measures of education, suggesting that better institutional quality mitigates the negative effect of military spending on education outcomes.

This study shows that institutional quality dampens the negative effect of military spending on education, especially the quality of education. Hence, African countries should prioritize strengthening their institutions to ensure optimal allocation and utilization of government funds for the benefit of their citizens.

This is the first study to examine the moderating role of institutional quality in the relationship between military spending and education, focusing on both the quantity and quality of education.

This study aims to explore vocational education as stated in the basic constitution, law, government and ministerial regulations in the Indonesian context. This study aims to outline the Indonesian vocational education paradigm based on regulatory documents.

This research uses a qualitative document analysis approach by extracting vocational themes regarding senior high school and higher education from the available documents. The keywords used for document document analysis are education, vocational school and vocational higher education. These words are forced to be used to distinguish the types and levels that exist in Indonesian education.

The findings of this study identified that the political paradigms of vocational education, such as equality and justice, naming (regulative), purpose and life skills, the curriculum of local cultural value, decentralized authority, link and match and future paradigms are important themes raised in this study. This is a study to explore the politics of Vocational High School and Vocational Higher Education in Indonesia.

The vocational education policy documents in Indonesia that were analyzed may have been forgotten. As a result, the forgotten documents are not included in the analysis document. Forgotten interpretations and documents are part of the limitations of this research.

It is hoped that the findings of this research will have an impact on improving vocational education policies in Indonesia. This can also be a comparison for other countries in looking at vocational education paradigms and policies. In general, these research findings can help in improving vocational education policies. However, this research still has limitations in terms of the number of documents analyzed.

This study contributes to the promotion and political debate of vocational education nationally and internationally. The study further explores how interest groups are taking a role in achieving Vocational High School and Vocational Higher Education policies that are compatible with today’s needs and demands.

The COVID-19 pandemic has compelled higher education institutions (HEI) in the United Arab Emirates (UAE) and globally to shift to a new pedagogy that is sustainable and resilient to crises and disruptions. It necessitated the integration of technologies as part of pedagogical innovation and modification of higher education practices – advancing toward a more holistic integration of physical and digital tools and methods to enable more flexible, creative, collaborative and participatory learning. In terms of pedagogy, an open approach to learning is essential, combining in-person teaching with technological tools and online learning.

This paper examines theoretical and empirical literature to define the potential benefits of utilizing open educational practices (OEP) in higher education, including better access, furthering equity and enhancing teaching, learning and assessment.

It proposes a comprehensive framework built on a continuum of open pedagogy (OP) that comprises “Emphasis”, “Essentials” and “Evolution”. Based on this framework, a set of recommendations for using OEP for successful knowledge building is provided.

The research determined the significance of increased OEP involvement for sustainable learning possibilities and the UAE’s initiatives in developing educators to support innovative pedagogies and technology-enabled teaching-learning standards. The study suggests placing more emphasis on faculty and student scaffolding while using OP for better learning experiences and outcomes, as well as more institutional support and the need for policy development to transform the UAE into a global hub for sustainable education.