Global Journal of Education and Social Development
Global Journal of Education and Social Development is a peer-reviewed academic journal dedicated to exploring the intersections of education, social development, and global challenges. Published by the Fakultas Keguruan & Ilmu Pendidikan, Universitas Islam Sultan Agung (UNISSULA) in collabration with the Indonesian Society for Governance and Public Finance (ISGOV), the journal aims to contribute to the understanding of how education systems and social policies can address the diverse challenges faced by societies around the world. The journal focuses on the role of education in shaping social outcomes, enhancing development, and fostering social justice. The journal covers a wide range of topics related to education and social development, including educational policies, access to education, equity in learning, social inequality, poverty reduction, community development, and the impact of education on social mobility. It provides a platform for research that explores how educational practices and social policies can be reformed to improve outcomes for marginalized groups and promote sustainable social development. As a double-blind peer-reviewed journal, Global Journal of Education and Social Development upholds rigorous academic standards to ensure the quality of research published. Published biannually, with issues released in January–June and July–December, the journal welcomes original research articles, theoretical papers, case studies, and literature reviews from scholars, researchers, policymakers, and practitioners. It aims to provide evidence-based insights into how education can act as a tool for social change and development, particularly in the context of global challenges. Global Journal of Education and Social Development invites submissions that contribute to the advancement of knowledge in education and social development, focusing on practical and policy-oriented research that can have a direct impact on communities and societies. Authors are required to adhere to the journal’s submission guidelines, with manuscripts that do not meet the necessary formatting and style being returned without review. Only manuscripts that meet the journal’s standards will undergo further editorial evaluation and peer review. Through its commitment to academic excellence, Global Journal of Education and Social Development strives to influence the global conversation on education and social development, providing a platform for transformative research that can foster positive change in education systems and social policies worldwide.
Fakultas Keguruan & Ilmu Pendidikan, Universitas Islam Sultan Agung (UNISSULA)
Analysis of the Integration of Islamic Education and Social Sciences in the Formation of Student Character in Higher Education
This study aims to analyze the integration of Islamic education and social sciences in character formation for students in higher education through a literature review method. The results of the study indicate that this integration occurs in three main forms: curriculum integration, which holistically combines Islamic and social science courses; material integration through linking Islamic values to social concepts such as morality, interaction, and group dynamics; and pedagogical integration through collaborative learning models, case studies, and moral reflection. This integration has been shown to strengthen academic ethics, increase social empathy, develop critical-reflective thinking skills, and shape a moderate religious identity. This study also identified three original findings: the emergence of a synergistic effect of analytical character that combines ethics and analytical skills; the formation of a moderate identity based on social analysis; and the emergence of socio-spiritual competencies that combine social sensitivity with Islamic moral values. Thus, the integration of Islamic education and social sciences is a strategic approach to shaping student character comprehensively and relevant to the demands of the global era.
Digital Transformation in Education: Opportunities and Ethical Challenges
The rapid advancement of digital technology has brought a profound transformation to the education sector, making learning more effective, interactive, and adaptive to the diverse needs of individual learners. Technology enables personalized learning experiences through adaptive platforms, artificial intelligence applications, and various digital tools that accommodate different learning styles and paces. Innovations such as AI-based instruction, interactive simulations, gamified platforms, and online learning environments have enhanced accessibility, flexibility, and student motivation in the learning process. Nevertheless, this transformation also introduces new challenges, including digital inequality, distractions caused by excessive technology use, and the limited digital literacy of educators, which may hinder the optimal implementation of technology in classrooms. Therefore, strengthening the digital competence among teachers and promoting responsible technology use among students are essential. This study highlights how technology serves as a catalyst for shifting educational paradigms while emphasizing the importance of digital ethics and character development for 21st-century learners
Multicultural Education as a Strategy to Prevent Discrimination in Modern Educational Systems
Multicultural education plays a vital role in building an equitable, inclusive, and discrimination-free educational system. This study employs a Systematic Literature Review approach to critically examine research published in the past five years focusing on the implementation of multicultural education as a strategy to prevent discrimination across both formal and non-formal educational contexts. The findings reveal that multicultural education effectively enhances student engagement, reduces social stereotypes, and fosters solidarity and empathy within diverse learning environments. Teachers act as key agents in integrating diversity values through reflective and humanistic pedagogical practices, while educational policies should emphasize strengthening social justice and ensuring equal learning opportunities for all students. This approach not only influences academic achievement but also promotes psychological well-being, emotional balance, and social harmony within schools. In conclusion, multicultural education represents a transformative strategy that remains highly relevant in addressing global challenges and in cultivating a tolerant, democratic, adaptive, and competitive generation for the modern era
Social Interaction and Collaborative Learning toward Better Academic Achievement
This study aims to examine the influence of social interaction and collaborative learning on students’ academic achievement. Academic achievement serves as a key indicator of educational success, reflecting the attainment of learning objectives and students readiness to face higher academic challenges. Social interaction plays a vital role in fostering communication skills, cooperation, and self-confidence, which support active engagement in the learning process. Collaborative learning positions students as active participants through group work, discussion, and joint problem-solving, thereby enhancing both critical thinking and social competence. Nevertheless, unequal participation within groups may hinder its overall effectiveness. This research employs a library research method, analyzing recent academic literature to explore relevant theoretical and empirical findings. The review results indicate that positive social interaction and well-structured collaborative learning contribute significantly to improving academic achievement. Therefore, effective pedagogical strategies are required to promote balanced participation and provide continuous support for the development of students’ social and interpersonal skills
Integration of Islamic Values in Social Studies Learning to Shape Student Character
This study aims to analyze the integration of Islamic values ​​in Social Studies (Ilmu Pengetahuan Sosial/IPS) learning as an effort to shape students' character. The integration of Islamic values ​​in IPS is a strategic step to present a learning process that not only focuses on mastering social concepts, but also on the internalization of spiritual, moral, and social values ​​that form the foundation of personality formation. Using a qualitative approach with descriptive methods, this study examines the learning process that links IPS material with Islamic teachings such as honesty, justice, responsibility, cooperation, and concern for others. The results of the study indicate that the integration of Islamic values ​​can create a more meaningful learning experience, increase students' religious and social awareness, strengthen self-control, and encourage the formation of noble character. IPS learning integrated with Islamic values ​​has also proven relevant to the developmental needs of students in the modern era because it provides moral guidance in facing social complexity and technological developments. Thus, the integration of Islamic values ​​in IPS learning becomes an effective character education model to produce a generation of Muslim intellectuals who are intelligent, ethical, and contribute positively to social life.
Copyright (c) 2025 Global Journal of Education and Social Development
This study aims to examine the influence of social interaction and collaborative learning on students’ academic achievement. Academic achievement serves as a key indicator of educational success, reflecting the attainment of learning objectives and students readiness to face higher academic challenges. Social interaction plays a vital role in fostering communication skills, cooperation, and self-confidence, which support active engagement in the learning process. Collaborative learning positions students as active participants through group work, discussion, and joint problem-solving, thereby enhancing both critical thinking and social competence. Nevertheless, unequal participation within groups may hinder its overall effectiveness. This research employs a library research method, analyzing recent academic literature to explore relevant theoretical and empirical findings. The review results indicate that positive social interaction and well-structured collaborative learning contribute significantly to improving academic achievement. Therefore, effective pedagogical strategies are required to promote balanced participation and provide continuous support for the development of students’ social and interpersonal skills.
Innovation in Curriculum Management for the Digital Era: Strengthening 21st-Century Education
The curriculum holds a fundamental role in the education system as the main guideline that directs the goals, content, and implementation of the learning process. In the digital era, the rapid advancement of technology demands innovation in curriculum management to ensure its relevance to the needs of the modern workforce and society. This study aims to examine the urgency of innovation in curriculum management in adapting to the development of 21st-century educational technology. The research employs a document study method by analyzing recent scholarly literature concerning the integration of technology in learning, competency-based curriculum development, and managerial challenges in implementing educational innovation. The findings indicate the necessity of updating curriculum content, learning methods, and evaluation systems to make them more adaptive to digital developments and supportive of 21st-century skills such as digital literacy, critical thinking, collaboration, and creativity. This study contributes both theoretically and practically to strengthening curriculum management as a strategic instrument in creating an innovative, relevant, and competitive education system in the global era.
Education, Soft Skills, and Character in Strengthening Human Resource Competitiveness
The quality of Human Resources serves as a crucial determinant in driving economic growth and national competitiveness amid globalization and the Fourth Industrial Revolution. Education plays a strategic role in shaping human capital that excels not only in academic achievement but also in the development of robust soft skills and strong moral character. This study aims to analyze the interrelationship between education, soft skills, and character in enhancing the quality of competitive and globally resilient. Through a comprehensive literature review of recent scholarly works, the findings reveal that the advancement of soft skills such as communication, collaboration, and leadership alongside the cultivation of character attributes including integrity and adaptability, significantly contributes to a nation’s productivity, innovation, and economic performance. Therefore, the education system must be directed toward strengthening holistic competencies to ensure that Indonesia’s human resources possess the intellectual capacity, ethical foundation, and adaptive skills necessary to compete effectively on the global stage.
Digital Education Innovation and Teacher Readiness Toward Sustainable and Inclusive Learning Transformation
The advancement of digital technology has transformed the educational paradigm toward online and hybrid learning systems that are more inclusive, flexible, and adaptive to the needs of the twenty-first century. Educational innovation through the utilization of digital platforms, virtual reality, artificial intelligence, and data analytics fosters efficiency and personalized learning experiences. However, the implementation of these innovations faces several challenges, including infrastructure disparities, limited teacher competencies, and resistance to change. This study aims to examine the dynamics of digital education innovation, teacher readiness in facing technological transformation, and collaborative strategies to strengthen a sustainable educational ecosystem. This research employs a literature review method by analyzing recent scholarly sources to identify trends, obstacles, and strategic efforts in implementing educational technology. The findings indicate that the success of educational innovation depends on the synergy between policies, teacher training, and equitable technological support. Recommendations are focused on enhancing teachers’ digital competencies and reinforcing inclusive learning infrastructures to achieve sustainable and equitable educational transformation.
Education as a Catalyst for Sustainable Development in the Era of Digital Transformation
Global changes marked by digital disruption have created new dynamics in social, economic, and educational development. Education serves as a key instrument in addressing the challenges of the disruption era, which demands high levels of digital competence, creativity, and adaptability. Through the enhancement of human resource quality, education strengthens sustainable development by shaping an innovative, critical, and globally competitive society. This study aims to examine how education functions as the main driver of sustainable development amid massive digital transformation. Using a historical research approach, this article analyzes the dynamics between digitalization, socio-economic disruption, and educational policy. The findings reveal that the integration of technology, improvement of digital literacy, and cross-sectoral collaboration constitute essential strategies for achieving sustainable development that is inclusive, adaptive, and equitable in the digital age. Education, therefore, not only serves as a means of adaptation to technological change but also as a catalyst for long-term societal transformation grounded in ethical and sustainable values.
Higher Education’s Role in Achieving SDGs through OBE and Character Education
Higher education holds a strategic and central role in achieving the Sustainable Development Goals by shaping human resources who are knowledgeable, ethical, and committed to sustainability. Universities serve not only as centers of knowledge and innovation but also as transformative agents that embed sustainability values into academic culture and social engagement. Through the integration of sustainability principles into the curriculum and the implementation of the Outcome-Based Education approach, institutions of higher learning can effectively cultivate moral values, social responsibility, critical thinking, and environmental awareness among students. This study aims to analyze the role of higher education in aligning Sustainable Development Goals with character education by employing a literature review of scholarly works published in the last five years. The results reveal that the application of Outcome-Based Education and character education significantly contributes to enhancing ecological consciousness, promoting social innovation, and advancing sustainable development both within universities and across communities. Furthermore, higher education institutions are encouraged to strengthen their roles in education, research, and community service to produce graduates of integrity who possess global competitiveness and a strong sense of ethical and environmental responsibility.
Enhancing Teacher Competence for Effective Inclusive Education in Indonesia
Inclusive education serves as a crucial strategy to guarantee every child’s right to learn without discrimination, including children with special needs (Anak Berkebutuhan Khusus). Although national policies strongly support its development, implementation in practice continues to face numerous challenges. The low competence of teachers in managing adaptive learning, insufficient professional training, inadequate school facilities, and limited community awareness remain major barriers to achieving inclusive education. This study aims to identify the main inhibiting factors and formulate strategies to improve the quality and effectiveness of inclusive education implementation in Indonesia through a comprehensive literature review of recent research. The findings reveal that enhancing teacher competence, strengthening educational policy support, and providing sufficient learning resources are essential to ensure successful implementation. Furthermore, effective cross-sector collaboration, continuous teacher training, and the transformation of educational paradigms toward more adaptive and socially equitable systems are required to promote inclusivity. Inclusive education must therefore be viewed not only as a policy objective but also as a shared societal commitment to provide equal learning opportunities for all children regardless of their abilities or backgrounds.
The Strategic Role of Schools as Formal Educational Institutions in Fostering Character and Social Development
Schools as formal educational institutions hold a central role in shaping competitive individuals and societies in the global era. The function of schools extends beyond the mere transfer of knowledge; they serve as centers for character formation, cultural value internalization, and the development of social and moral competencies among students. Furthermore, schools contribute to social and economic development by enhancing the quality of human resources who are productive and adaptable to changing times. This study employs a library research method to analyze the function of schools within the framework of formal education and their contribution to societal development. The findings are reveal that schools function as agents of value conservation, social innovation, and mediation between individuals and society. Thus, schools act as strategic instruments in realizing a knowledgeable, cultured, and morally upright society. Enhancing the quality of formal education is therefore the key to achieving equitable and sustainable national progress.
Building Excellent Human Resources Through Character Education
The moral crisis afflicting Indonesia’s young generation has had a detrimental impact on the formation of character and the quality of the nation’s Human Resources. This phenomenon is driven by globalization, the influence of social media, and the weakening roles of families and educational institutions in instilling noble values. This article aims to analyze the relationship between moral crisis, character education, and the strategic roles of families and teachers in shaping excellent human resources. Through a literature review of various studies from the past five years, it was found that strengthening character education based on religious values, integrity, and cooperation serves as the main foundation for developing globally competitive Indonesian human beings. The family acts as the first educator in instilling morals and ethics, while teachers function as role models in implementing character education practices at school. The collaboration between these two institutions is a key step in addressing moral challenges in the digital era and realizing excellent, integrity-based human resources.
Synergizing Humanistic Values and Holistic Learning in 21st-Century Education
Global transformations driven by technological revolutions, globalization, and the COVID-19 pandemic have compelled education systems to adapt to the demands of the 21st century. Education must develop a balance between hard skills and soft skills to cultivate adaptive, creative, and character-driven generations. The Merdeka Belajar concept represents an educational innovation in Indonesia that promotes a paradigm shift from teacher-centered learning to student-centered learning, aiming to strengthen the 4C competencies Critical Thinking, Creativity, Communication, and Collaboration. This article aims to analyze the relevance of integrating the 21st-century education paradigm with the humanistic-holistic approach within the Merdeka Belajar framework. Through a literature review of various scholarly sources, the study finds that character formation, social-emotional development, and 21st-century skills can be optimized through holistic and reflective learning designs. Therefore, the future educational paradigm must focus on achieving equilibrium between cognitive competence and humanistic values, ensuring learners not only master knowledge but also embody empathy, ethics, and adaptability in a rapidly changing global environment.
Integrating School Cleanliness into Environmental Character Development
School cleanliness plays a vital and multidimensional role in shaping students’ environmental care character and overall moral development. A clean and well-maintained school environment not only improves physical health and learning comfort but also functions as a living laboratory for fostering responsibility, discipline, and environmental awareness. This study aims to explore in depth the relationship between school cleanliness and the formation of environmental care character among elementary school students. Using the Systematic Literature Review approach, the research synthesizes findings from various empirical and theoretical studies published within the past five years to identify effective strategies, influencing factors, and challenges related to cleanliness-based character education. The results indicate that consistent and well-structured cleanliness programs, teacher role modeling, and active student engagement significantly contribute to strengthening students’ sense of environmental stewardship. Moreover, integrating character values into curricula, extracurricular activities, and school management systems has proven to be an effective approach for cultivating environmentally responsible behavior from an early age.
Copyright (c) 2024 Global Journal of Education and Social Development
Adaptive Innovation in Education: The Role of Digital Competence and Professionalism
Social change and technological advancement demand educators to shift from traditional teaching methods toward becoming adaptive and innovative learning facilitators. This article presents a literature review that explores three main focuses on educational digitalization and innovation as efforts to prepare a generation ready to face global transformation to the necessity of enhancing educators competence and professionalism in the digital era and the implementation of adaptive learning strategies through the integration of project-based and STEM (Science, Technology, Engineering, and Mathematics) approaches. The findings reveal that applying project-based learning and STEM models positively contributes to the development of students critical, creative, and collaborative thinking skills, as well as improving their learning motivation. Nevertheless, several challenges persist, including limited continuous training, unequal infrastructure, and resistance to pedagogical innovation. Recommended actions include strengthening educators capacity through professional development, providing supportive policies for educational innovation, and applying contextual strategies to make learning more effective, interactive, and meaningful. This article provides a foundation for educators and policymakers in designing adaptive learning frameworks for future education.
Strengthening Student Well-Being through CASEL-Based Social and Emotional Learning
Social and Emotional Learning based on the Collaborative for Academic, Social, and Emotional Learning framework has emerged as a strategic educational approach designed to develop students’ emotional intelligence, interpersonal competence, and academic success. Focuses on five interconnected core domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This study aims to examine the role and challenges of implementing in Indonesian elementary schools in fostering students’ psychosocial well-being and academic outcomes. Employing a qualitative method through comprehensive library research, this study analyzes a wide range of scholarly articles and reports from various educational contexts. The results reveal that SEL significantly enhances students’ empathy, emotional regulation, positive behavior, and learning engagement, which collectively contribute to better academic performance. However, challenges remain concerning teacher readiness, limited professional training, curriculum integration, and insufficient policy support. Therefore, active collaboration among schools, families, and communities is crucial to ensure the effective, sustainable, and culturally responsive implementation.
Educational Policy Transformation in the Era of Society 5.0
This study aims to describe the direction of educational policy transformation and human resource strengthening in the era of Society 5.0. Using a descriptive qualitative method, this study reviews various literature and educational policies published in the last five years. The results of the study show that contemporary education policy must be oriented towards synergy between technological innovation and human values. The application of school-based management and data-based governance has been proven to increase the effectiveness and participation of the community in education management. Digital transformation in education not only modernizes the learning system but also expands access to adaptive and inclusive learning resources. However, the main challenges lie in the readiness of educators, infrastructure gaps, and the need to strengthen the character of students so that they are able to use technology ethically. Thus, future education policies need to be directed towards a humanistic, participatory, and sustainable system to create an intelligent and civilized society.
Educational Decentralization and Community-Based Education in Indonesia
The transformation of Indonesia’s education system from a centralized to a decentralized model carries significant implications for policy, school management, and local learning processes. Decentralization enables regional autonomy, curriculum adjustment, and community participation in educational governance. Community-based education emerges as an approach that positions communities as active subjects in the planning, implementation, and evaluation of education, emphasizing local wisdom and contextual needs. Using the library research method, this article synthesizes academic literature on educational decentralization and community-based education practices in Indonesia. The findings indicate that decentralization enhances opportunities for local adaptation and community empowerment but faces challenges such as unequal resource distribution, limited regional government capacity, and difficulties in aligning national standards with local needs. Meanwhile, community-based education effectively improves educational relevance, community ownership, and public participation, yet remains constrained by community economic limitations and the lack of formal recognition. It is recommended that policies strengthen regional capabilities, ensure equitable resource allocation, and foster partnerships among government, schools, and communities.
Global Educational Transformation: Curriculum Reform, Teacher Quality, and Equity in Digital Era
This research aims to analyze the dynamics of global education transformation in the context of equal access, curriculum reform, and teacher quality improvement in the digital era. Using the Systematic Literature Review method on scientific publications over the past five years, this study identifies the main trends, opportunities, and challenges in the development of an adaptive, equitable, and inclusive education system. The results of the study show that the digitalization process has expanded access to education at various levels, but on the other hand, it has also created new gaps due to limited infrastructure, technological literacy, and digital competence of educators. Teacher quality is a key factor in the successful implementation of educational technology, as teachers play an important role in integrating innovative pedagogical approaches that are relevant to the needs of 21st-century students. Curriculum reform needs to be directed at strengthening critical thinking, collaborative, and digital literacy skills to respond to global demands. This research emphasizes the importance of collaboration between countries and social justice-based policies to realize a sustainable, inclusive, and humanitarian-oriented education system in the future.
Education as a Driver of Sustainable Human Development
Education plays a crucial role in shaping the quality of human resources and driving sustainable development across various sectors of life. This article aims to provide an in-depth analysis of the relationship between education, human development, and human capital theory within the global context of the 21st century, which is characterized by technological advancement, digital disruption, and rapid socio-economic transformation. Using a qualitative approach through library-based analysis, this study reviews several scholarly sources published in the last five years, drawn from Google Scholar as well as reputable international journals and institutional reports. The findings reveal that education contributes significantly to economic growth, social character strengthening, community well-being, and the formation of a knowledge-based society. Human-centered education must integrate moral values, technological progress, and environmental sustainability principles. Moreover, education systems should promote lifelong learning, equitable access, and community empowerment in facing global challenges. Therefore, education serves as a strategic instrument to foster equitable, inclusive, and highly competitive development, becoming the essential foundation for national progress in the era of digital transformation and knowledge-based economies.
Digital Transformation in Education: An Analysis of Technological Development and Its Implications for 21st-Century Learning
The development of educational technology in the last five years has accelerated digital transformation at various levels of education. This study aims to analyze changes in the learning paradigm through the integration of Information and Communication Technology and its impact on the effectiveness and equity of education. The method used is a literature study by examining several scientific sources published in the last five years to be relevant to the research. The results show that the adoption of technology in education not only increases access and flexibility of learning, but also demands the readiness of human resources and adaptive policies. The main challenges lie in the digital divide, limited infrastructure, and the need for digital literacy for educators and students. These findings confirm that the success of digital transformation depends on the synergy between technological innovation, policy support, and human capacity building. Therefore, cross-sector collaboration and a sustainable approach are needed to realize an inclusive and digitally equitable education system in the 21st century era.
Local Wisdom and Ecological Intelligence in Sustainable Character Education
This research aims to analyze the relationship between local wisdom, character education, and ecological intelligence in supporting sustainable development. The method used is a literature study by examining various scientific sources published in the last five years. The results of the study show that local wisdom plays an important role as a means of forming ecological character because it contains the values of balance, responsibility, simplicity, and respect for nature. The integration of local cultural values into the educational curriculum is able to strengthen students' environmental awareness, foster ecological empathy, and encourage sustainable living behaviors. Ecological intelligence includes not only the ability to think scientifically, but also moral, spiritual, and social awareness in maintaining the sustainability of the earth. Local wisdom-based education provides a contextual approach that fosters emotional attachment between students and the surrounding environment. Thus, the application of local values in character education is an effective strategy to build a young generation that is not only intellectually intelligent, but also has an ecological character and is committed to environmental sustainability.
The Transformation of Indonesia’s National Curriculum in the Merdeka Belajar Era
This study explores the development of Indonesia’s national curriculum between 2019 and 2023, focusing on the implementation of the Merdeka Belajar policy and the Merdeka Curriculum. Employing a historical research method, this paper analyzes academic literature and policy documents to examine the direction of curriculum transformation within evolving social, cultural, and technological contexts. The findings indicate that the Merdeka Curriculum represents a pivotal shift from a content-based approach to competency- and freedom-based learning, reflecting Indonesia’s broader educational reform agenda. The reform emphasizes school autonomy, authentic assessment, and project-based learning to strengthen the “Pancasila Student Profile,” which integrates moral, intellectual, and civic values into the learning process. Nevertheless, implementation challenges persist, including teacher preparedness, unequal digital infrastructure, and managerial capacity gaps among schools. Furthermore, the ongoing adaptation of learning models and assessment systems requires continuous professional development and policy alignment. Overall, this study concludes that Indonesia’s curriculum transformation reflects a strategic effort to build an adaptive, innovative, inclusive, and character-oriented education system that aligns with the aspirations of Society 5.0 and the future of sustainable education.
Integration of Education for Sustainable Development (ESD) in Primary School Learning in Indonesia
Education for Sustainable Development serves as a strategic approach to fostering awareness, attitudes, and behaviors among young generations toward environmental, social, and economic sustainability. This study aims to describe the implementation of Education for Sustainable in Indonesian primary schools using a qualitative descriptive method. Data were collected through literature reviews of previous research, educational policies, and learning practices at the elementary level. The analysis reveals that Education for Sustainable has been integrated through thematic learning, environmental projects, community-based activities, and character education programs emphasizing social responsibility and ecological awareness. Such implementation has been proven to enhance students’ systems thinking, collaboration, and reflective skills. However, limited teacher training, insufficient learning resources, and a lack of policy support remain key challenges to effective implementation. The study highlights the need for stronger institutional collaboration among government, schools, and communities, as well as teacher capacity building and curriculum innovation, to ensure that sustainability values are effectively embedded from early education as a fundamental foundation for the nation’s sustainable development.
Digital Literacy as a Reinforcement of Character Education in the Society 5.0 Era
The Society 5.0 era requires the world of education to prepare a generation that not only masters digital technology, but also has a strong, ethical, and globally competitive character. This study uses the Systematic Literature Review method to examine the role of digital literacy in strengthening character education in the last five years. The results of the study show that digital literacy is not only related to the technical ability to use devices, but also involves critical thinking skills, ethical awareness, and social responsibility. The integration of digital literacy in the educational curriculum has been proven to be able to foster the values of honesty, discipline, and empathy. Teachers and families play an important role in guiding students to be able to use technology wisely and responsibly. Thus, digital literacy is an important foundation in shaping the generation of Society 5.0 that is intelligent, creative, and has strong character. In addition, the results of this research are expected to be a reference in the development of national education policies that are oriented towards a balance between digital intelligence, morality, and humanity in the era of increasingly rapid technological transformation.
Integrating Technology and Human Values in Primary Education Toward the Society 5.0 Era
The Industrial Revolution 4.0 era marked a major change in the global education system with the arrival of digital technologies such as Artificial Intelligence (AI), Big Data, and the Internet of Things (IoT). This change demands a new paradigm in learning that is not only oriented towards mastering technology, but also on the formation of human values and social character of students. The concept of Society 5.0 is present as a solution that places humans at the center of technological advancement, so that education is expected to be able to balance digital innovation with strengthening moral, ethical, and empathetic values. This study uses a literature study approach by analyzing various scientific literature published in the last five years to identify the direction of transformation of basic education in Indonesia. The results of the study show that the transformation of learning towards Society 5.0 must include increasing digital literacy, strengthening teacher competence, and developing technology-based adaptive curriculum. In addition, the integration of humanistic values is needed to create students who are not only intellectually intelligent, but also have character, ethics, empathy, and are able to utilize technology for progress and common welfare.
The Role of Artificial Intelligence in the Transformation and Personalization of Education
The rapid advancement of Artificial Intelligence (AI) since 2019 has transformed the global educational paradigm. AI functions not only as a technological tool but also as a catalyst for creating adaptive, personalized, and data-driven learning. This study aims to examine the role of AI in improving educational quality by reviewing recent research from the last five years. The findings reveal that the application of AI through adaptive learning systems, intelligent tutoring systems, and learning analytics enhances both the effectiveness and efficiency of teaching and learning processes. Moreover, AI enriches learners’ experiences through immersive learning environments based on Virtual and Augmented Reality technologies. These innovations foster active engagement, increase learning motivation, and expand access to distance education. However, challenges such as ethical issues, data privacy, and digital inequality remain critical obstacles to address. Therefore, collaboration among educators, technology developers, and policymakers is essential to build an inclusive, human-centered, and sustainable educational ecosystem in the digital era.
The Role of Peace Education in Cultivating Tolerance and Conflict Resolution in Schools
Peace education serves as a strategic instrument in building a harmonious, just, and inclusive society, particularly within the context of cultural pluralism and potential social conflict. This article aims to analyze how schools can instill values of tolerance, conflict resolution skills, and proactive character development as agents of peace. Based on a literature review of empirical studies, it was found that the integration of peace values into the curriculum, teacher training, the use of participatory pedagogy, and institutional as well as policy support are essential elements in ensuring the effectiveness of peace education. The findings indicate that the cognitive, affective, and psychomotor domains of students must be developed simultaneously so that individuals can understand, internalize, and act according to peace values. The results also show that conflict can be constructively managed through mediation, dialogue between students and teachers, and participatory conflict-resolution methods. This article concludes that peace education is not merely the absence of violence but the development of social culture and structures that support justice, empathy, and active engagement.