Global efforts to achieve the Sustainable Development Goals (SDGs) have encouraged higher education institutions to embed sustainability principles into curriculum design and implementation. Nevertheless, Green Curriculum adoption remains uneven across regions, and comparative evidence regarding its global development is still fragmented. This study examined publication trends, geographical distribution, innovation patterns, and institutional challenges related to Green Curriculum and SDG integration in higher education from 2015 to 2025. A Systematic Literature Review combined with a scoping review approach was conducted following the PRISMA 2020 framework. Data were collected from Scopus, ERIC, and ScienceDirect, resulting in 113 eligible peer-reviewed articles. Descriptive analysis, thematic synthesis, and bibliometric mapping using VOSviewer were applied to identify research growth, regional contributions, intellectual structures, and implementation pathways. The findings reveal two dominant patterns: technology-driven approaches in developed countries and community-based approaches in developing countries. Western countries contributed the largest publication volume, whereas countries such as China, Indonesia, and Brazil demonstrated increasing but uneven growth. Persistent barriers included limited funding, weak policy support, inadequate institutional readiness, and insufficient faculty capacity, particularly in the Global South. The study concludes that effective Green Curriculum transformation requires balanced integration of technological innovation, community participation, contextual adaptation, and stronger institutional governance to ensure equitable and sustainable SDG implementation in higher education.
The ability of elementary school students to understand the content of bcaan is an important issue that must be considered in time. One of the solutions to overcome the weak process of reading construction for elementary school students is to use the CIRC model. This study aims to analyze the experimental evidence of the influence of the CIRC model on reading comprehension ability for elementary school students in Indonesia in terms of year and research area. The type of research is quantitative with a meta-analysis model design of group countrasts and elementary school students as subjects. The Prisma method was used in research that resulted in 10 studies with a minimum of Sinta 5 accreditation in the last 10 years that were relevant to the research objectives. The analysis of the research data used the JASP application version 0.95.1.0. The results showed that random-effects with a 95% confidence interval obtained a value of 1,181 with a high category with a value of I2 of 92%. Meanwhile, the confidence intervals of the lower and upper katageri obtained were 0.441 and 1.921. The findings of the study were also obtained that the CIRC model had a high effect on 4 years, 1 year in the medium category, 1 year in the low category and 2 years in the low category effect. There are also 5 areas with high impact, 1 area with low impact and 2 areas with a category of less than the use of the CIRC model on reading ability in elementary schools. Based on the results of the research, the treatment of the CIRC model can have a good impact on the ability to read comprehension for elementary school students in Indonesia.
Indonesia’s transition from Merdeka Belajar Kampus Merdeka (MBKM) toward Kampus Berdampak creates a need to examine the scholarly legacy of the previous policy and its relevance for future higher education reform. This study aims to map the development of MBKM scholarship from 2020 to 2025 through publication trends, citation performance, influential works, active authors, and co-authorship structures. A bibliometric design was applied using records retrieved from Scopus and Google Scholar. From 1,220 initial records, 686 publications met the screening criteria and were analyzed using Publish or Perish and VOSviewer. The findings show that publication output increased rapidly from 2020 and peaked in 2022 with 184 papers, while the highest citation performance occurred in 2021 with 4,859 citations and 54.60 citations per paper. Highly cited publications were dominated by conceptual and early implementation studies, indicating the strong formative role of foundational MBKM scholarship. Author productivity did not always correspond with citation impact, and the co-authorship network remained fragmented, with 23 recurrent authors distributed across 17 clusters. These findings suggest that MBKM scholarship achieved substantial visibility but limited structural integration. The study highlights the importance of preserving accumulated knowledge, strengthening inter-institutional collaboration, and developing sustained, policy-oriented research to inform Kampus Berdampak.
The quality of education and student learning outcomes are significantly influenced by primary school teacher job satisfaction, yet limited evidence exists on the contextual factors influencing teachers' satisfaction in Khulna, Bangladesh. The objective is to identify the factors affecting job satisfaction among primary-level school teachers in Khulna and to understand their actual experiences within the educational system. A qualitative phenomenological approach was employed, using purposive sampling to select 30 primary school teachers from government and non-government institutions. Semi-structured interviews were conducted, and data were analyzed following Braun and Clarke’s six-step thematic analysis. The results found five major themes: compensation challenges, limited professional development opportunities, variations in administrative support, inadequate classroom resources and infrastructure, and differing levels of community recognition, which together illustrate how teachers’ job satisfaction is shaped by the interaction of financial, institutional, material, and social conditions. The study contributes context-specific insights into teacher satisfaction in Khulna and highlights the need for targeted policy interventions. Based on the findings, actionable implications include ensuring timely and adequate salary structures, expanding decentralized professional development access for rural teachers, implementing structured leadership training, and prioritizing infrastructure upgrades in low-resource schools. These measures directly align with the lived challenges reported by teachers and provide grounded recommendations for improving both teacher well-being and educational outcomes.
Science education requires a pedagogical shift from knowledge transmission toward competency development that prepares students for complex twenty-first-century challenges. This study systematically reviewed the implementation of deep learning approaches in science education and their contribution to students’ twenty-first-century skills. The review followed the PRISMA framework through identification, screening, eligibility assessment, and inclusion. Searches conducted in Scopus and Google Scholar identified 505 records published between 2016 and 2025, of which 19 articles met the inclusion criteria. Data were extracted according to publication year, country, educational level, instructional strategy, targeted competencies, and principal findings. Results showed a clear increase in publications, with Indonesia contributing the largest number of studies and higher education representing the dominant research setting. Various strategies, including project-based learning, problem-based learning, inquiry-based learning, STEAM, blended learning, flipped classrooms, and self-directed learning, were used to operationalize deep learning principles. These strategies consistently supported critical thinking, creativity, communication, collaboration, self-regulation, self-efficacy, and student engagement. The findings confirm that deep learning functions as an integrated pedagogical orientation that connects conceptual understanding, authentic application, active participation, and reflection. Greater research attention is needed at primary and secondary levels, alongside longitudinal and cross-cultural studies examining sustained competency development. The review provides practical guidance for curriculum design and teacher development.
Environmental literacy is essential for enabling students to understand environmental problems and make responsible decisions. This study aimed to estimate the overall effect of Problem-Based Learning (PBL) on students’ environmental literacy knowledge and to examine variation across included studies. A systematic review and meta-analysis were conducted using eight experimental and quasi-experimental studies published between 2018 and 2025. Studies were identified through Google Scholar using Publish or Perish and selected according to criteria requiring experimental and control groups, post-test means, standard deviations, and sample sizes. Effect sizes were calculated using Hedges’ g under a random-effects model. Heterogeneity was examined using Cochran’s Q, tau-squared, and I-squared statistics, while potential publication bias was assessed through funnel-plot inspection. The pooled effect size was large and statistically significant (Hedges’ g = 0.86, 95% CI [0.37, 1.36], p = .005), indicating that PBL improved students’ environmental literacy knowledge compared with non-PBL instruction. Significant heterogeneity was identified, Q(7) = 30.74, p < .001, I² = 77.46%, showing considerable variation across studies. These findings support the integration of authentic environmental problems into classroom learning. However, differences in educational levels, instruments, and implementation procedures should be considered when applying PBL across contexts. The funnel plot showed no pronounced asymmetry.
Quantitative evidence on joyful teaching in subject-specific contexts remains limited, particularly in education systems characterized by spatial disparities in resources. This study examined the effects of school location, teaching experience, and their interaction on joyful teaching practices among geography teachers in East Java, Indonesia. A quantitative approach with a cross-sectional survey design was employed. Participants comprised 50 geography teachers from 50 senior high schools located in cities and regencies. Data were collected using the Joyful Teaching Self-Reflection Scale, adapted from the Learning Enjoyment Scale, which demonstrated acceptable internal consistency with Cronbach’s α of 0.745 and McDonald’s ω of 0.764. A two-way analysis of variance was used to analyze the data. The results revealed a significant main effect of school location on joyful teaching, F(1, 44) = 31.592, p < 0.001, η²p = 0.418. Teachers in city schools reported higher scores than those in regency schools. Teaching experience had no significant effect, F(2, 44) = 0.104, p = 0.901, and no significant interaction was found between school location and teaching experience, F(2, 44) = 0.544, p = 0.585. These findings indicate that geographical context and structural support are more influential than length of service. Professional development should therefore address location-based disparities to strengthen affective pedagogy and promote equitable educational quality.
Persistent reliance on teacher-centred mathematics instruction limits conceptual learning and maintains a gap between reform-oriented teacher preparation and classroom practice. This study examined Lesson Study implementation within the mathematics component of the Diploma in Primary Education programme, focusing on trainee teachers’ understanding, instructional enactment, and reflective practice. A qualitative-dominant concurrent embedded mixed-methods design was conducted over six months. Nine trainee teachers from two Primary Teacher Training Institutes and two instructors were selected purposively. Data were collected through semi-structured questionnaires, analysis of 27 lesson plans, video-recorded observations of 18 research lessons, and audio-recorded post-lesson reflections. Quantitative data were analysed descriptively, while qualitative data were examined using deductive and inductive thematic analysis and integrated through triangulation. Findings showed stronger procedural than conceptual understanding of Lesson Study. Peer observation and collaborative planning were well recognised, whereas student-learning orientation, lesson revision, and research-based inquiry remained limited. Lesson plans included problem-solving and collaborative activities, but mathematical discourse, differentiation, and conceptual emphasis were weak. Classroom enactment often diverged from planned student-centred practices, while reflections focused mainly on classroom management and pacing. Effective implementation requires sustained cycles, stronger pedagogical preparation, structured reflection, skilled facilitation, and institutional support.
Educational equity requires attention not only to formal access but also to social values that shape how families and communities perceive educational opportunity. This study examined socio-demographic predictors of educational values in the Philippines, focusing on concern about providing quality education for children and agreement with the belief that university education is more important for boys than for girls. A quantitative cross-sectional design was applied using secondary data from the World Values Survey Wave 7 Philippines. The study analyzed a weighted sample of 1,200 adult respondents selected through a multi-stage probability sampling design across major Philippine regions. Data were analyzed through descriptive statistics, Chi-square tests, and binary logistic regression. The findings showed that 11.2% of respondents expressed serious concern about providing quality education, while 44% agreed that university education is more important for boys. Bivariate analysis indicated significant associations between educational concern and marital status, age, and religion. Gendered university attitudes were significantly associated with marital status, age, religion, sex, educational attainment, urban-rural residence, and settlement type. Regression results confirmed that marital status, religion, and settlement type predicted educational concern, whereas sex, educational attainment, religion, and settlement type predicted male-priority attitudes. The study highlights the need for culturally responsive educational policies.
The effectiveness of Management Information Systems (MIS) in elementary schools has become an important issue as educational governance increasingly requires efficient, accurate, transparent, and data-based management. This study aims to systematically examine the effectiveness of MIS implementation in elementary schools and identify its supporting factors, barriers, and implications for educational service quality. A Systematic Literature Review (SLR) method was employed by following the PRISMA stages, including identification, screening, eligibility assessment, and article inclusion. A total of 22 scientific articles published between 2020 and 2025 were analyzed thematically based on implementation focus, effectiveness, supporting factors, barriers, and the impacts of MIS. The findings show that MIS plays a positive role in improving administrative efficiency, data management accuracy, reporting transparency, internal school coordination, and communication between schools and parents. This system also helps schools strengthen decision-making through faster, more organized, and better documented information. The main supporting factors include technological infrastructure, teachers’ and administrative staff’s digital competence, principal leadership, and policy support. Persistent barriers include limited internet access, inadequate hardware, user resistance, and insufficient technical assistance. These findings confirm that MIS is effective in strengthening elementary school governance and educational service quality, although empirical evidence regarding its direct impact on student learning outcomes remains limited and requires further investigation.
Reading literacy remains a persistent challenge in primary education, particularly because students often show low reading interest and limited engagement with conventional reading materials. This study aims to examine the characteristics, advantages, and challenges of Sustainable Development Goals (SDGs)-based digital comics for students’ English literacy in primary schools. A library research design was employed by adapting George’s research procedure, which involved topic determination, research question formulation, source selection, article screening, data reduction, synthesis, and reporting. Twenty-nine articles from reputable national and international indexed journals were analyzed thematically. The findings reveal that SDG-based digital comics have three main characteristics: visual attractiveness, ease of use and access, and relevance to 21st-century learning. The reviewed studies also show that this medium supports vocabulary mastery, reading comprehension, communication skills, writing skills, learning outcomes, literacy competence, and digital literacy. However, several challenges were identified, including time-consuming preparation, limited teacher knowledge of technology and SDGs, and development or adaptation costs. This study implies that SDG-based digital comics can serve as engaging, contextual, and sustainability-oriented literacy media for primary school students.
Educational institutions still face difficulties integrating emerging technologies meaningfully because digital tools are often adopted without adaptive learning models that guide pedagogical use. This study aims to examine how learning models support the effective integration of emerging technologies in educational settings. A systematic literature review was employed by synthesizing scholarly articles, books, book chapters, and empirical studies related to learning models, digital learning environments, adaptive pedagogy, and technology integration. The findings show that technology integration becomes more effective when supported by student-centred, collaborative, inclusive, and assessment-oriented learning models. Behaviourist and cognitivist models support structured practice and cognitive scaffolding, while constructivist, connectivist, blended, flipped, inquiry-based, project-based, and gamified learning models provide broader opportunities for engagement, autonomy, collaboration, and critical thinking. The review also identifies major barriers, including teacher readiness, digital inequality, infrastructure limitations, resistance to change, cognitive overload, and assessment misalignment. This study concludes that emerging technologies should be integrated through coherent pedagogical models rather than used as isolated instructional tools.
Limited parental involvement in academic activities may affect students’ motivation, learning responsibility, and academic achievement. This study aimed to examine parental involvement as a correlate of Senior High School students’ academic achievement at Trinidad Mapa-Gupana National High School, Tubajon, Dinagat Islands, Philippines. A descriptive-correlational research design was employed involving 147 respondents consisting of students, parents, and Senior High School teachers across three academic years. Data were collected using researcher-developed questionnaires and teacher open-ended questions, then analyzed using frequency, percentage, weighted mean, Chi-square, Pearson correlation, Spearman’s rho, and Cramér’s V. The findings showed that parents demonstrated high involvement in homework supervision and school activities but low involvement in communicating expectations and setting academic goals. Parental educational attainment was significantly associated with homework supervision, while marital status was significantly related to expectation communication and participation in school activities. Participation in school activities showed a significant negative relationship with students’ average grades. The study implies that schools should strengthen structured parent–teacher collaboration, academic goal setting, and accessible monitoring systems to support students’ academic progress.
Students’ limited creative thinking and problem-solving skills require higher education to develop pedagogical approaches that are future-oriented, contextual, and culturally grounded. This study explored how a futures thinking approach deepened university students’ engagement with local knowledge and strengthened their problem-solving skills through the “Future Bali Travel in 2034” project. A qualitative action research design was employed with ten pre-service teacher education students at Universitas Pendidikan Ganesha. Data were collected through semi-structured interviews, reflective notes, learning artifacts, and student project outputs, then analyzed using thematic analysis. The findings showed that students developed a broader understanding of futures thinking as a way to imagine alternative futures, anticipate change, and design adaptive responses. Students also reinterpreted Balinese local knowledge as a living resource for sustainable tourism innovation. Project outputs demonstrated students’ ability to integrate cultural preservation, digital innovation, environmental awareness, and community empowerment into future tourism scenarios. The study concludes that integrating futures thinking, local knowledge, and project-based problem-solving can support anticipatory, culturally responsive, and transformative learning in higher education.
Deaf students in inclusive elementary schools often experience barriers in science learning because verbal explanations, abstract concepts, and science terminology are not always accessible through conventional classroom practices. This study aimed to describe the science learning process for deaf students at SD Inklusi Negeri 2 Bengkala, focusing on teaching strategies, learning challenges, media use, classroom interaction, and the role of the special mentor teacher. A descriptive qualitative design was employed. Data were collected through classroom observation, semi-structured interviews, and document study involving regular teachers, special mentor teachers, hearing students, and deaf students. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that science learning was implemented through expository teaching, contextual learning, demonstration, role-play, visual media, and sign-language assistance. The main challenges faced by deaf students included difficulty understanding verbal explanations, limited access to science terminology in sign language, inadequate assistive technology, dependence on the special mentor teacher, and limited participation in discussion-based learning. The study concludes that inclusive science learning requires stronger visual support, adaptive media, sufficient special mentor teacher assistance, and more interactive learning strategies.
Elementary students’ reading comprehension remains a persistent literacy problem because many learners can read texts but struggle to identify main ideas, interpret information, draw conclusions, and summarize content. This study aims to analyze the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) learning model in improving elementary school students’ reading comprehension through a systematic literature review. Reading comprehension is a fundamental literacy skill that supports students’ ability to understand subject matter, process information, and participate actively in learning. This study reviewed articles published from 2019 to 2023 using Google Scholar as the database. The search used the keywords “CIRC learning model,” “improve the ability,” “reading comprehension of students,” and “elementary school.” Article selection was conducted through screening of titles, abstracts, full texts, citation relevance, and accessibility. Ten articles met the inclusion criteria and were analyzed using descriptive and thematic synthesis. The findings show that CIRC consistently improves reading comprehension by integrating reading, discussion, writing, peer collaboration, and teacher facilitation. Students became more active in understanding texts, exchanging ideas, answering questions, identifying main ideas, and summarizing reading content. Successful implementation requires teacher readiness, suitable reading materials, effective group management, and adequate learning time. This study concludes that CIRC is a relevant cooperative learning model for strengthening elementary reading instruction.
STEM-integrated project-based learning (PjBL) has become an important approach in modern education, but its implementation often faces challenges such as a lack of student creativity and collaboration. This phenomenon encourages the importance of research on the role of brainstorming methods in improving the effectiveness of PjBL-STEM. The purpose of this study is to analyze empirical evidence regarding the benefits of brainstorming in the context of PjBL-STEM and to identify challenges and solutions for its implementation. This study uses a Systematic Literature Review (SLR) method with a systematic analysis design on 40 selected articles from 175 initial articles obtained from Scopus, Google Scholar, and ERIC databases. The sample was selected based on inclusion criteria such as relevance, full-text availability, and publications in the last 10 years (2014–2024). The research instruments included the SLR protocol, the CASP evaluation tool, and network analysis using VOSviewer. Data were analyzed thematically and quantitatively to identify patterns and relationships between concepts. The results of the study are expected to provide practical guidelines for educators in designing effective PjBL-STEM, as well as theoretical contributions in the development of innovative learning models. The benefits of the research include enhancing students' 21st-century skills such as creativity, collaboration, and problem-solving, as well as strengthening learning motivation through project-based and STEM approaches.
The low learning motivation of elementary school students in science subjects indicates that the learning process still needs to be optimized to become more engaging and meaningful. Education plays an essential role in developing high-quality human resources, and the advancement of educational technology, particularly digital media, serves as a strategic effort to enhance learning quality. This study aims to analyze the effectiveness of using YouTube videos as a learning medium to improve Science learning outcomes in elementary schools through a Systematic Literature Review approach. The research reviews various studies published between 2020 and 2024 that discuss the implementation of YouTube videos in science learning and finds that the use of this medium can increase learning motivation and help students better understand scientific concepts. The analysis results show that informative and relevant videos have a significant positive impact on improving students’ learning outcomes. Nevertheless, challenges such as low content quality, limited teacher involvement, and a lack of digital competence among educators still need to be addressed to optimize the effectiveness of YouTube videos. This study also recommends integrating YouTube videos with other active learning methods, such as project-based and inquiry-based learning, to achieve more substantial learning outcomes. Based on these findings, it is expected that schools and policymakers can recognize the importance of integrating digital technology into the curriculum and support the improvement of digital access and skills among educators to create better learning experiences for students in the modern era.
Students’ interest in learning mathematics at the elementary school level tends to be low due to traditional teaching approaches that lack engagement and interactivity. This study aims to examine the effectiveness of using educational games in fostering students’ motivation and interest in learning mathematics. A Systematic Literature Review (SLR) approach was employed to analyze six selected articles from 872 relevant studies identified through Google Scholar based on inclusion criteria within the 2019-2023 publication period. The analysis revealed that the consistent use of educational games enhances students’ engagement and understanding of mathematical concepts through interactive, visual, and enjoyable learning experiences. Moreover, educational games help students overcome difficulties in comprehending abstract materials while simultaneously developing critical thinking, problem-solving, and collaborative skills. The findings highlight the importance of integrating technology-based learning media in mathematics education to create learning environments that are adaptive to the characteristics of the digital generation. Strategic recommendations are provided for educators and policymakers to optimize the use of digital innovations in improving the quality and attractiveness of mathematics learning in elementary schools.
Mathematics education faces challenges in understanding the evolving directions of research and the dynamics of scholarly collaboration. This study aims to analyze research indicators and trends in mathematics education through a bibliometric review of 2,245 documents published between 2014 and 2024 in the Scopus database. The analysis employed VOSviewer, Bibliometrix, SPSS, and R to explore research productivity, citation patterns, collaboration networks, and keyword co-occurrence. Data were drawn from peer-reviewed articles, book chapters, and conference proceedings selected through strict inclusion criteria. The findings indicate a significant increase in research output in recent years, the dominance of specific journals, and concentrated contributions from certain authors and institutions. Peer-reviewed articles emerged as the most prevalent publication type, while Social Sciences, Mathematics, and Computer Science highlighted the interdisciplinary nature of the field. Thematic keyword mapping identified clusters related to pedagogy, digital transformation, cognitive tools, and teacher education. This study concludes that large-scale methodological development, global interdisciplinary collaboration, and the integration of digital and cognitive innovations into pedagogical practices are essential to enhance the relevance and equity of research in mathematics education.
