This study aims to examine how Environmental, Social, and Governance (ESG) principles are interpreted, integrated, and managed within Islamic secondary education and to develop a Leadership-Driven ESG Integration Management model. This study conducted a qualitative case study at an Islamic secondary school from April to June 2026. The study collected data through semi-structured interviews, observations, and document analysis with relevant school stakeholders. The data were analyzed through data condensation, data display, and conclusion verification, supported by triangulation to strengthen the credibility of findings. The results indicate that ESG integration was constructed by aligning sustainability practices with Islamic values and ecotheological principles, including Khalifah, Amanah, mas’uliyyah, and ihsan. Leadership played a central role by combining spiritual, transformational, and instructional functions to coordinate environmental, social, and governance initiatives, such as BeRAANI, waste management programs, Ketep Pass Project-Based Learning, community service, Adiwiyata, and quality assurance systems. The study concludes that leadership bridges Islamic values and sustainability governance. The proposed model contributes theoretically by extending sustainable leadership perspectives and practically by offering an applicable framework for managing sustainability in Islamic schools. Future studies should examine its transferability through comparative and longitudinal research designs.
This study examines the effects of the Marketing Mix and Online Consumer Reviews on purchasing decisions among consumers on e-commerce platforms, both individually and simultaneously. This study employed a quantitative explanatory research design to analyze the relationship between these variables. Data were collected through questionnaires using a five-point Likert scale from 77 students with prior experience purchasing products on Shopee. The collected data were analyzed using multiple linear regression, supported by validity, reliability, normality, multicollinearity, and heteroscedasticity tests, followed by partial t-tests, a simultaneous F-test, and coefficient of determination analysis. The findings indicate that the Marketing Mix has a positive and significant effect on purchasing decisions, demonstrating the importance of product quality, pricing strategies, promotions, and accessibility. Online Consumer Reviews also show a positive and significant influence, indicating that consumer-generated information plays an important role in reducing uncertainty and supporting purchase evaluation. Furthermore, both variables simultaneously contribute significantly to purchasing decisions. The study suggests that e-commerce sellers should strengthen marketing strategies and encourage credible consumer reviews to improve customer trust, decision-making, and competitive performance in online marketplaces.
This study develops an ecotheology-based transformation framework explaining how Islamic educational institutions translate ecological values into sustainable organizational systems. Environmental challenges require these institutions to move beyond fragmented programs toward systemic organizational transformation. Although Islamic ecotheology provides strong foundations for ecological responsibility, limited research explains how religious values operate as mechanisms for sustainability transformation. A Systematic Literature Review (SLR) following PRISMA 2020 examined literature on Islamic education, sustainability, ecotheology, and organizational transformation. Thematic synthesis examined 32 studies to identify transformation mechanisms, enabling factors, and barriers. The findings show that Islamic ecotheology serves as a foundational value that shapes ecological identity and institutional commitment. Prophetic-transformational leadership translates these values into strategic action and collective commitment. Organizational structures, governance systems, and sustainability policies institutionalize ecological values in practices. Sustainability-oriented organizational culture strengthens ecological responsibility and continuity. Participation and collective learning reinforce sustainability initiatives through distributed responsibility. However, limited resources, fragmented governance, and insufficient institutional capacity constrain ecological transformation. The findings imply that transformation requires alignment among values, leadership, governance, culture, and participation rather than isolated programs. Theoretical implications include integrating religious value systems into sustainability transformation theory. Practical implications include embedding ecotheological principles in strategic planning, leadership development, governance, organizational culture, and practices.
This study examines how school principals mobilize, guide, motivate, and model literacy practices to build a sustainable literacy culture in secondary schools. A qualitative single-case study was conducted at a senior high school in Lampung, Indonesia. Researchers collected data through semi-structured interviews, observations, and document analysis involving ten purposively selected participants, and analyzed them using thematic interpretation to identify patterns in leadership practices and their interactions. The findings reveal that literacy implementation depends not only on policy availability but also on leadership processes that integrate routines, resources, motivation, and contextual adaptation. Mobilizing practices linked literacy policies to stakeholder coordination and school routines, while guiding practices built teacher capacity through ongoing learning and collaboration. Motivational practices strengthened participation through rewards, facilities, and literacy activities, although engagement varied in depth. Principal modeling increased credibility by demonstrating commitment to literacy through visible involvement and daily practices. Together, these four leadership dimensions operated synergistically to institutionalize literacy culture, including through Islamic literacy activities embedded in school routines and values. The study contributes to literacy leadership theory by conceptualizing leadership as an interconnected process. It highlights the practical need to align policy, capacity development, resources, motivation, and exemplary practices in strengthening school literacy ecosystems.
This study aims to analyze and develop a digital-based teacher human resource (HR) management model to strengthen teachers’ readiness for educational transformation. This study employed a qualitative case study design to examine the implementation of digital-based HR management in a madrasah. Data were collected through in-depth interviews, participatory observations, and document review with the madrasah principal, curriculum representative, and teachers. We ensured data credibility through source and method triangulation. Data analysis involved condensing, displaying, and verifying data, supported by thematic analysis. The findings indicate that teacher HR management has begun integrating digital technology into professional development, work processes, and educational management, but implementation remains only partially institutionalized. Teachers’ readiness for transformation depends on digital literacy, ongoing professional development, leadership support, and the availability of institutional systems. The findings further reveal that a shared digital organizational culture has not yet fully formed, so technology use and innovation remain partly dependent on individual initiatives. The study suggests that sustainable educational transformation requires an integrated, digital-based HR management model supported by continuous professional development, structured digital systems, visionary leadership, and a collaborative, adaptive organizational culture. Such integration can strengthen teachers’ capacity and institutional readiness to respond effectively to ongoing digital transformation.
