The transformation of education in the Society 5.0 era requires educational systems that adapt to rapid technological advancement while strengthening students’ character development. However, studies on Thomas Lickona’s character education have primarily focused on classroom-level pedagogy, leaving its relevance in educational management underexplored. This study aims to analyse the integration of Lickona’s character education framework into educational management in the context of Society 5.0. Using a Systematic Literature Review (SLR), ten peer-reviewed articles published between 2020 and 2025 were analysed through identification, screening, eligibility, and thematic synthesis stages. The findings reveal three dominant patterns. First, curriculum integration embeds moral knowing, moral feeling, and moral action into learning Design to support ethical reflection. Second, strengthening school culture emphasises institutional values, leadership modelling, and habitual practices in sustaining moral behaviour. Third, technology-supported character learning shows that digital media enhance moral engagement when guided by ethical management. Overall, character education is more effective when implemented systemically at the managerial level. This study contributes by repositioning Lickona’s framework as a management-oriented paradigm for human-centred education. Future research should expand empirical validation and explore AI-supported models of character education.
The development of digital technology has encouraged the use of interface design in electronic business activities including the practice of dark patterns which may influence consumer decision making through unbalanced information. This practice raises legal issues because it can reduce consumer rights to correct information and freedom of choice as regulated in Law Number 8 of 1999 on Consumer Protection. This study analyzes the regulation of dark patterns within consumer protection law and examines their potential classification as criminal acts based on the Consumer Protection Law the Criminal Code Law Number 1 of 2023 and the Law on Electronic Information and Transactions. This research uses a normative legal method with a statutory approach. The results show that although not explicitly regulated dark patterns may be classified as acts of business actors that violate legal obligations and cause harm to consumers and may fulfill criminal elements under certain conditions.
Penelitian ini dilatarbelakangi oleh belum optimalnya implementasi pendidikan karakter di sekolah dasar yang masih cenderung berfokus pada aspek kognitif dan kurang mengintegrasikan nilai kearifan lokal secara kontekstual. Meskipun program 7 Kebiasaan Anak Indonesia Hebat telah digagas sebagai strategi pembentukan karakter, kajian yang secara spesifik mengkaji implementasinya berbasis kearifan lokal masih terbatas. Penelitian ini bertujuan untuk menganalisis implementasi program tersebut, mengidentifikasi faktor pendukung dan penghambat, serta mengkaji kontribusinya terhadap pembentukan karakter siswa. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, serta dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi program berjalan melalui pembiasaan rutin, keteladanan guru, dan integrasi nilai kearifan lokal, namun dipengaruhi oleh keterlibatan keluarga dan penggunaan teknologi.
This study aims to develop and test the feasibility, practicality, and effectiveness of the Interactive Learning in Traditional Games (ILinG) model as a means of promoting meaningful learning in the Society 5.0 era. The study employed a Research and Development (R&D) method using the ADDIE framework, which consists of the analysis, design, development, implementation, and evaluation stages. The research was conducted in an elementary school in the Sidoarjo region. The sampling technique used was purposive sampling. Data were collected through questionnaires, document analysis, and tests, and were analyzed using mixed-methods techniques to obtain comprehensive findings. Based on expert validation results, the developed model demonstrated a very high level of feasibility. The material expert provided an average score of 3.74, categorized as “very feasible,” while the design expert assigned a score of 3.63, also categorized as “very feasible.” In addition, the linguistic validation obtained a score of 3.77, which likewise falls into the “very feasible” category. In terms of practicality, small-group testing (5 students) resulted in a score of 93.57%, while large-group testing (12 students) yielded 80.95%, indicating that the ILinG model is highly practical for classroom implementation. Regarding effectiveness, t-test analysis revealed a significant difference in mean scores between the control group (71.33) and the experimental group (89.21). The statistical test showed a significance value (p < 0.05), indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. These findings confirm that (1) the ILinG model has a significant positive effect on students’ meaningful learning, and (2) the model is highly effective as a learning intervention to enhance meaningful learning in the Society 5.0 era.
This literature review explores quality assurance (QA) in the internationalization of higher education (IHE), focusing on global trends and implications for the ASEAN region. Drawing from studies and policy frameworks (2005–2024), it highlights how QA has shifted from national control to internationally benchmarked standards. It examines regional initiatives like AQAN and AUN-QA, emphasizing the role of governance, institutional capacity, and cross-border standards. The review also discusses tensions between academic independence and external accountability. Key gaps include limited research on equity and access, particularly for developing ASEAN countries. Overall, effective QA in IHE requires aligned policies, sufficient resources, stakeholder collaboration, and culturally responsive frameworks.
