study examined the influence of school working conditions on the academic performance of learners in public primary schools in Nyandarua West Sub-County, Kenya, with a specific focus on adequate teaching resources, supportive leadership, and manageable teacher workloads. The study was anchored on Herzberg’s Two-Factor Theory. A convergent-parallel mixed-methods approach using cross-sectional and interview designs was adopted. The study targeted 530 teachers and 23 head teachers from 23 public primary schools in Nyandarua West Sub-County. Cochran’s formula (1977) determined a sample of 223 teachers selected through simple random sampling, while 12 head teachers were purposively selected. Instruments were piloted with 20 teachers in public primary schools in Nyandarua Central Sub-County. A Cronbach’s Alpha of 0.7 or above was considered acceptable. Quantitative data were analyzed using SPSS through correlation and linear regression, while qualitative data were thematically analyzed and triangulated. The study adhered to ethical research standards. School working conditions, such as adequate teaching resources, supportive leadership, and manageable workloads, enhance teaching effectiveness and improve learner outcomes (mean = 3.89; SD = 0.432). Additionally, correlation results confirmed that school working conditions have a very strong positive and statistically significant relationship with academic performance (r = 0.702, p < 0.01). Regression results further showed that school working conditions had the strongest positive and statistically significant influence on academic performance (B = 0.297, β = 0.361, p < 0.001). The study finds that the availability of teaching resources, supportive leadership, and a manageable workload significantly enhance teacher effectiveness and learners' academic outcomes in public primary schools. The study recommends that school management and education authorities improve working conditions by ensuring adequate teaching resources, supportive leadership, manageable workloads, and improved funding and infrastructure in public primary schools.
One of the key aspects of writing a well-connected essay is learners' ability to employ cohesive devices: this study aims to investigate how Grade 12 English First Additional Language (EFAL) learners in the Malamulele South circuit use grammatical references to enhance cohesion in their English essays. We employed a qualitative approach and collected data through document analysis. We found that these Grade 12 EFAL learners use all types of grammatical references, such as personal, demonstrative, comparative, and definite articles, as cohesive devices in their English essays. However, we also found errors of addition and mismatches in the learners' essays. The implication is that when learners use cohesive devices incorrectly this may hinder their understanding since these devices play a crucial role in helping readers link information across sentences in a text.
This study examines the relationship between personal values and ethical intention among accounting students in Ghana, and whether ethical education moderates this relationship. Guided by Schwartz’s Theory of Basic Human Values and the Theory of Planned Behaviour, the study investigated the effects of self-transcendence, openness to change, self-enhancement, and conservation on ethical intention. A positivist cross-sectional survey design was employed using a stratified random sample of undergraduate accounting students from accredited Ghanaian universities. Data were analysed using PLS-SEM in SmartPLS 4. The model explained 44.3% of the variance in ethical intention. Openness to change emerged as the strongest predictor, while self-enhancement showed an unexpected positive effect. Ethical education strengthened the relationship between openness to change and ethical intention, but reversed the effect of self-enhancement at higher levels of ethical exposure. The findings suggest that ethical education operates as a conditional moderator shaped by students’ underlying value orientations.
In this study I explore the potential of coding and robotics to enhance inclusive teaching practices in a private higher education institution in South Africa. Grounded in a qualitative, interpretivist research design, my study examines how pre-service teachers engage with these tools and how they think about their value in relation to learner diversity. Participants completed coding and robotics activities and provided written reflections through structured questionnaires focused on accessibility, engagement, and pedagogical value. The findings contribute to emerging research on contextually relevant, technology-driven strategies for inclusive education in under-resourced settings, showing that, when adapted critically, such tools can promote equitable participation and support learner-centred pedagogy.
In this paper we explore how initial teacher education can strengthen pre-service teachers' capacity to promote number sense in early mathematics. Situated in the Maths4Primary Teachers Intervention Project, the study investigates the development of mathematical fluency and understanding of emergent number sense in first-year Bachelor of Foundation Phase pre-service teachers (PSTs). The research design draws on a blended-learning intervention and is framed conceptually through the CABLS framework as a way of understanding learning across many interacting contexts. A cohort of 250 PSTs at a comprehensive university participated in a pre-test prior to the intervention, followed by a structured three-month programme comprising weekly contact sessions, online mental fluency tasks, task-based activities, and engagement with an emergent number sense booklet. A post-test was administered to evaluate shifts in knowledge and skills. Findings indicate that pre-service teachers entered the programme with varied and often limited number sense but demonstrated measurable improvements in mathematical fluency and in their capacity to engage with emergent mathematical thinking. The data further highlights how engagement across many different platforms supported the development of more flexible and connected understandings of number. The study points to the potential of blended-learning approaches, informed by the CABLS framework, to strengthen initial teacher education. It underscores the importance of integrating active classroom engagement, hands-on resources, and interactive digital tools in supporting pre-service teachers to develop the knowledge and practices necessary for teaching early mathematics effectively.
In South Africa, many Grade 4 learners transition from first-language instruction to English as the language of learning and teaching (LoLT). This often occurs without sufficient support for the development and transfer of foundational phonological and literacy skills. Additionally, there is limited research on the role of auditory discrimination in this process. In this study we examine the relationships among auditory discrimination, segmenting and blending skills, and literacy outcomes, including reading speed and spelling accuracy, among 83 Grade 4 learners in a rural primary school in Gauteng who transitioned from Setswana to English as the LoLT. We used a quantitative, retrospective, descriptive, and correlational design. The results indicated significant positive correlations between auditory discrimination skills and literacy skills. A moderate to strong positive correlation was found between auditory discrimination and spelling skills (rs = 0.500, p < 0.001), as well as between auditory discrimination and reading speed (rs = 0.448, p < 0.001). Unlike findings reported in some previous studies, participants demonstrated age-appropriate blending and segmentation skills in English. However, these phonological awareness skills did not correspond consistently with strong literacy outcomes. These outcomes are attributed to differences in phonology and orthographies, limited exposure to English, and the challenges of transitioning to a new LoLT without explicit support.
In this qualitative multiple case study, we examined how Life Sciences teachers' discursive moves create or constrain opportunities for learner meaning-making when they are teaching population ecology. Population ecology is a conceptually demanding topic in the South African Life Sciences curriculum in which ecological relationships and dynamic processes require conceptual reasoning. Grounded in a sociocultural perspective on learning, we conceptualised meaning-making as socially mediated and visible in learners' uptake, justification, questioning, and connections to prior knowledge. Three experienced South African Life Sciences teachers were video-recorded across twelve lessons during which they taught population ecology. We analysed transcripts using established frameworks for initiation and rejoinder moves, alongside inductive-deductive coding of learner contributions to identify patterns of dialogic engagement. Findings reveal that TDMs scaffold or foreclose meaning-making depending on how they are sequenced and sustained. Providing information as a discursive move supported meaning-making when paired with representations and followed by probing and extending rejoinders. However, frequent leading, rhetorical, or prematurely closed questions alongside teachers' difficulty in noticing learner contributions limited opportunities for meaning-making. Learner-initiated questions emerged as important sites of cognitive engagement, particularly when teachers sustained heightened interaction. This study contributes to the literature on teacher discourse and learner meaning-making by demonstrating that effective support lies less in the adoption of particular discursive moves than in classroom interactions. Implications are drawn for professional development programmes that integrate video-based reflection, collaborative lesson analysis, and coaching focused on noticing and in conceptually demanding science topics like population ecology.
In this article, I examine the transformative potential and persistent challenges in South Africa's Technical and Vocational Education and Training (TVET) sector from a Freirean perspective, situating the analysis within broader global debates on vocational education and youth transitions. Using a qualitative Participatory Action Research (PAR) design, I engaged a purposive sample of 15 National Certificate (Vocational) [NC(V)] graduates in Gqeberha, South Africa. Data was generated through life narrative interviews and Learning Cycle Group (LCG) discussions, and analysed thematically using Freirean concepts of conscientisation, dialogue, and praxis. The findings reveal a significant misalignment between student aspirations and post-graduation realities, with graduates experiencing persistent barriers to employment, further education, and entrepreneurship. These challenges are linked to limited curriculum responsiveness, insufficient dialogical engagement, and weak institutional support systems. Consistent with international evidence on vocational education systems, the study highlights how employment-oriented models often fail to address broader issues of inclusion, agency, and social justice. I argue for a reimagined TVET curriculum grounded in Freire's problem-posing pedagogy-one that promotes critical consciousness, social responsibility, and structural engagement. I contribute to the literature by demonstrating how participatory and humanising pedagogies can reposition vocational education as a site of empowerment rather than mere skills training. Practically, the findings suggest the need for curriculum reform, stronger industry and community linkages, and the institutionalisation of participatory learning spaces to support graduate transitions and social inclusion.
In South Africa's culturally diversified higher-education system, traditions emphasising communal values shape learning in ways that defy individualist interpretations of self-directed learning (SDL). Many self-directed learning scholarships interpret autonomy as individual self-sufficiency, offering limited conceptual guidance for independent agency. In this conceptual study, we employ an interpretive integrative review of peer-reviewed literature (2000-2025) sourced from African Journal, EBSCOhost, Google Scholar, and Web of Science to explore how African cultural factors influence self-directed learning processes among African students in South African higher education. We developed an Ubuntu-informed interpretive framework and themes from a theory-driven narrative synthesis of SDL processes (goal setting, resource identification, self-monitoring, and evaluation judgment) and cultural mechanisms (relational accountability, mediational access, and evaluation standards). Ubuntu and collectivist values may facilitate SDL through relational scaffolding and accountable support, while hierarchical power that suppresses learner voice may hinder it. We propose an Ubuntu-informed SDL framework that reconceptualises autonomy as socially situated and that promotes a shift from epistemic inclusion towards epistemic transformation.
The integration of artificial intelligence (AI) into open and distance learning (ODeL) is reshaping engagement and retention in sub-Saharan Africa and offering new opportunities while also presenting significant constraints. In this conceptual paper, we examine how humanising AI can be embedded into ODeL design to strengthen dialogue, agency, care, and belonging. The study was guided by Freire's notion of critical pedagogy (1968/2000) and a human-centred AI perspective in aligning the use of technology with pedagogical goals, educator practices, and student needs. We employed a conceptual and interpretive design, supported by a narrative literature review, to generate theoretical insights rather than empirical findings. The key findings indicate that explainable learning analytics, intelligent tutoring systems, adaptive feedback, and conversational agents can personalise student support and identify early disengagement, while complementing rather than replacing human pedagogical presence. These technologies can enhance responsiveness in ODeL environments when integrated thoughtfully. The main implication is that their effectiveness depends on culturally relevant and ethically grounded implementation. We recommend strategies that consider infrastructural constraints, build educator capacity, and account for linguistic diversity to strengthen student engagement and retention in ODeL contexts in sub-Saharan Africa.
This study examined the influence of leadership style, communication, performance feedback, and organizational structure on team effectiveness among soccer and volleyball players in the KUSF Nairobi North Conference. This study used a descriptive cross-sectional research design, and data were collected using structured questionnaires administered to soccer and volleyball players from 12 universities in the conference. A total of 202 participants were targeted (per the Yamane formula), and a 92.1 percent response rate was achieved, with 186 responses collected. Demographic characteristics were summarized using descriptive statistics, and the relationships and predictive effects of the study variables were tested using inferential statistics, including Pearson correlation and multiple regression analysis. The regression results showed that the four variables combined explained a statistically significant variance in team effectiveness, indicating that they all play a significant role in influencing performance outcomes. The authors conclude that three factors are crucial to ensuring the success of teams in the context of university sport: effective leadership, communication, and meaningful feedback, as well as supportive organizational structures. Future research is suggested to ensure the team's best use in university sports departments by training coaches as leaders, fostering clear communication, developing structured feedback systems, and improving team organization.
The article examines how neoliberalism shapes journalistic coverage of the climate emergency in Argentina. Using Critical Discourse Analysis, it compares eight articles from four media outlets — two mainstream (La Nación and La Voz del Interior) and two alternative (Página 12 and La Nueva Mañana) — focusing on two specific cases: Argentina’s withdrawal from COP29 in November 2024 and the Bahía Blanca floods in March 2025. The findings reveal a marked editorial divergence. Mainstream media favour technical or diplomatic framings, minimize state accountability, and treat climate change as secondary to political developments. Alternative outlets, by contrast, politicize the environmental crisis, amplify the voices of affected communities, and explicitly challenge the extractives model and governmental inaction.The paper concludes that Argentine journalism is far from monolithic: it reflects an ongoing tension between hegemonic and counter-hegemonic logics in the construction of climate discourse. In this context, independent and critical journalism plays a strategic role in exposing the structural roots of environmental vulnerability, even as it operates at a significant disadvantage within a media landscape dominated by large commercial conglomerates
To examine the relationship between peer counselling programs and student discipline management in public secondary schools in Isiolo North Sub-County, Kenya. The study adopted a census design involving all 134 teachers from the 13 public secondary schools in Isiolo North Sub-County, Kenya. Data were collected using structured questionnaires comprising closed-ended items measured on a five-point Likert scale. Prior to the main study, the questionnaire was piloted in two public secondary schools in Isiolo South Sub-County to establish its reliability and validity. Reliability was assessed using Cronbach's Alpha, which yielded an overall coefficient of 0.860. The collected data were coded and analyzed using SPSS version 27 through descriptive statistics (frequencies, percentages, means, and standard deviations) and correlation analysis to test the study hypothesis. The study found that, to enhance discipline management, schools had put in place peer support programs, student mentorship activities, peer mediation, and communication-based counseling structures. The results demonstrated that peer counseling strengthened student responsibility, improved polite conversation among students, and decreased instances of wrongdoing. The study did find, however, that peer counseling programs were occasionally constrained by insufficient training for peer counselors and an excessive dependence on teacher intervention in conflict resolution. Peer counseling programs and student discipline management have a statistically significant beneficial link, according to correlation analysis (r = 0.359, p < 0.05). Peer counselling programs are effective in strengthening student participation in discipline management by encouraging peer mentorship, communication, and positive behavioral influence. However, the effectiveness of peer counselling depends on proper training, supervision, and support from school leadership and teachers. The study recommends that peer counselling programs should be strengthened in public secondary schools through proper training, supervision, and empowerment of peer counsellors. The school administration should further allocate adequate time and resources for peer counselling activities to improve student participation and enhance discipline management. Continuous collaboration between teacher counsellors and peer counsellors should also be promoted to improve guidance services and student trust in counselling programs.
Public Technical and Vocational Education and Training (TVET) institutions are central to developing skilled human capital for industrialization, employment creation, and socio-economic development. Despite increased government investment through capitation funding, many public TVET institutions continue to experience operational inefficiencies attributed to ineffective utilization of allocated financial resources. This study examined the effect of capitation utilization on operational efficiency in public Technical and Vocational Education and Training institutions in Meru County, Kenya. The study was anchored on Agency Theory and adopted a positivist research philosophy, quantitative research approach, and explanatory research design. A census of 108 management staff drawn from eight public TVET institutions was conducted. Data were collected using a structured questionnaire whose validity and reliability were established before the main survey. The collected data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and simple linear regression analysis. The study achieved a response rate of 94.4%. Descriptive findings indicated that respondents generally agreed that effective utilization of government capitation enhanced budgeting, expenditure control, financial accountability, procurement efficiency, and institutional resource management. Pearson correlation analysis established a strong positive and statistically significant relationship between capitation utilization and operational efficiency (r = 0.734, p < 0.001). Simple linear regression analysis further revealed that capitation utilization exerted a positive and statistically significant effect on operational efficiency (β = 0.781, p < 0.001), explaining 53.9% of the variation in operational efficiency (R² = 0.539). The study concluded that prudent utilization of government capitation significantly enhances institutional planning, financial management, service delivery, and overall operational efficiency. It recommends strengthening financial accountability systems, expenditure monitoring, internal controls, procurement management, and capacity building to improve utilization of government capitation. The findings contribute to education financing literature by providing empirical evidence on the role of capitation utilization in improving operational efficiency within public TVET institutions.
The purpose of the study is to identify socio-cultural practices that affect girls' retention in secondary schools in Baringo. A descriptive survey research design was adopted. The study targeted 46 girls and mixed secondary schools located in Tiaty West sub-county. The study used a simple random sampling method to select a sample of 14 secondary schools, stratified into 5 boarding, 5 mixed, and 4-day secondary schools. The sample size comprised 355 female students. They were issued with a questionnaire. The study conducted a pilot study in 2 secondary schools in Tiaty East Subcounty, Kenya. They included AIC Churo Girls High School and Tangulbei Mixed Secondary School. In the current study, Cronbach's alpha was used to test reliability. The questionnaire data were analyzed by sorting out incomplete questionnaires, and the data were entered into SPSS version 27 for descriptive and correlation analysis (Pearson Correlation). The descriptive statistics analyzed included frequencies, percentages, means, and standard deviations. The results indicated that socio-cultural practices had a significant effect on girls' retention in secondary schools. On the one hand, the study found that supportive socio-cultural practices, which included role modeling, awareness programs, and motivation, improved girls' retention in secondary schools. On the other hand, negative socio-cultural practices like household workload, GBV, early marriages, and inadequate guidance by parents limited the retention of girls in secondary schools. It was concluded that both supportive and restrictive socio-cultural practices were present, with each of them affecting the retention of girls differently. However, restrictive socio-cultural practices that advocate for traditional systems were expressed through huge workloads, GBV, forced early marriages, and inadequate guidance from parents, limiting girls from remaining in secondary schools. The Ministry of Education is recommended to establish stern actions against communities found to have practiced retrogressive socio-cultural practices such as early marriages, FGM, and GBV, among other vices that would keep girls away from school.
Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 (UUD NRI 1945) merupakan hukum tertinggi yang memuat nilai dan norma konstitusional sebagai fondasi kehidupan berbangsa dan bernegara. Namun, realitas menunjukkan adanya kesenjangan signifikan antara nilai-nilai yang diamanatkan konstitusi dengan praktik kehidupan bernegara sehari-hari. Artikel ini bertujuan menganalisis nilai dan norma konstitusional dalam UUD NRI 1945 serta implementasinya dalam konteks kehidupan bernegara Indonesia kontemporer. Metode yang digunakan adalah studi kepustakaan (library research) dengan pendekatan analisis deskriptif-kualitatif terhadap sumber primer dan sekunder yang relevan. Hasil kajian menunjukkan bahwa UUD NRI 1945 memuat lima nilai konstitusional utama kedaulatan rakyat, negara hukum, perlindungan HAM, otonomi daerah, dan kesejahteraan sosial yang secara normatif telah komprehensif, namun masih menghadapi tantangan implementasi serius, khususnya dalam hal korupsi. Kajian ini memperkuat temuan Alqadri, Kurniawansyah, dan Fauzan (2021) bahwa habituasi nilai-nilai karakter di tingkat masyarakat adat merupakan strategi efektif dalam membentuk perilaku anti korupsi yang selaras dengan amanat konstitusi. Artikel ini menyimpulkan bahwa penguatan nilai konstitusional memerlukan pendekatan holistik yang melibatkan seluruh elemen masyarakat.
Penelitian dilatarbelakangi oleh banyaknya arus globalisasi dan perkembangan teknologi digital yang membawa dampak negatif, seperti penyebaran hoax dan penurunan kesadaran moral, sehingga mengancam identitas nasional serta karakter generasi muda. Tujuan penelitian adalah memberikan pemahaman yang komprehensif mengenai peran dan implementasi Pendidikan Pancasila dalam membentuk karakter generasi muda di era globalisasi. Metode yang digunakan adalah tinjauan pustaka (literature reviuw) dengan pendekatan deskriptif melalui analisis isi (content analysis) terhadap lima jurnal artikel terkait.Hasil penelitian menunjukkan bahwa seluruh literatur menyepakati pentingnya Pendidikan Pancasila sebagai fondasi moral, etika, dan benteng pertahanan budaya untuk menangkal pengaruh negatif globalisasi. Namun, pemanfaatan media digital untuk aktualisasi nilai kebangsaan dinilai belum optimal, serta masih menghadapi tantangan berupa rendahnya pemahaman mendalam dari generasi muda. Pendidikan Pancasila sangat strategis sebagai panduan etis untuk menjaga identitas nasional. Maka dari itu, untuk mengoptimalkan perannya, disarankan adanya transformasi nyata dari metode pembelajaran tekstual konversional menuju metode interaktif nondirektif yang didukung oleh digitalisasi bahan ajar melalui platform populer seperti YouTube, Instagram, dan TikTok.
Fasilitas umum merupakan infrastruktur penting bagi masyarakat, namun pengingkaran kewajiban berupa perusakan aset publik masih marak terjadi. Penelitian ini bertujuan untuk menganalisis faktor-faktor penyebab rendahnya kesadaran warga negara serta mengetahui strategi pemerintah dalam mengatasi permasalahan perusakan fasilitas umum tersebut. Menggunakan metode Systematic Literature Review (SLR) terhadap 20 sumber referensi yang terdiri dari buku teks teori dasar (terbitan 1968–2016) serta jurnal ilmiah bereputasi (periode 2020–2026), hasil penelitian menunjukkan bahwa rendahnya kesadaran ini berakar pada krisis literasi kewarganegaraan dan minimnya kontrol sosial di tingkat komunitas. Secara khusus, studi ini menyoroti berbagai kasus di Lombok Barat seperti pencurian material jembatan, penyalahgunaan trotoar, hingga pembakaran gedung DPRD tahun 2025. Data yang dianalisis mengungkapkan bahwa pemerintah menanggulangi masalah ini melalui pengintegrasian nilai kearifan lokal dalam program edukasi, optimalisasi pengawasan berbasis teknologi, dan pengetatan sanksi administratif. Studi ini menyimpulkan bahwa pemeliharaan aset publik memerlukan kolaborasi aktif antara kebijakan pemerintah yang tegas dan partisipasi moral dari masyarakat luas.
Penelitian ini bertujuan untuk menganalisis implementasi demokrasi Pancasila dalam kerangka konstitusional Indonesia, dengan fokus khusus pada tinjauan konstitusionalitas pengaturan usia calon presiden dan wakil presiden. Sebagai negara demokrasi yang berlandaskan pada hukum (rechtsstaat), Indonesia menempatkan kedaulatan rakyat sebagai elemen sentral yang diatur secara konstitusional dalam UUD RI 1945. Namun, dinamika politik yang terjadi sering kali menimbulkan perdebatan mengenai kesesuaian antara regulasi operasional dengan prinsip-prinsip dasar konstitusi. Dengan menggunakan metode Systematic Literature Review (SLR) melalui pendekatan deskriptif-kualitatif, penelitian ini mengkaji berbagai literatur hukum, peraturan perundang-undangan, serta dokumen konstitusional terkait. Hasil penelitian menunjukkan bahwa sinergisitas antara pemerintah dan warga negara menjadi prasyarat mutlak dalam menjaga marwah demokrasi Pancasila. Selain itu, ditemukan bahwa setiap perubahan atau pengaturan dalam kebijakan pemilihan umum, termasuk batasan usia calon pemimpin, harus senantiasa berpijak pada prinsip checks and balances serta menjunjung tinggi supremasi hukum untuk menghindari penyalahgunaan kekuasaan. Penelitian ini menyimpulkan bahwa penguatan partisipasi warga negara dan ketaatan terhadap koridor konstitusional merupakan kunci utama dalam menjaga keberlanjutan demokrasi Indonesia yang berlandaskan pada keadilan dan perlindungan hak asasi
Penelitian ini menganalisis manifestasi geostrategi Nusantara melalui kebijakan hilirisasi sumber daya alam sebagai instrumen kedaulatan energi Indonesia dalam menghadapi krisis global. Menggunakan metode Systematic Literature Review (SLR), kajian ini mengevaluasi urgensi transisi energi dari ketergantungan impor bahan bakar fosil menuju kemandirian industri berbasis nikel dan tembaga. Hasil penelitian menunjukkan bahwa langkah strategis pemerintah melalui pembangunan infrastruktur smelter dan pembentukan Indonesia Battery Corporation (IBC) berhasil meningkatkan nilai tambah ekonomi secara signifikan, tercermin dari lonjakan nilai ekspor turunan nikel dari Rp30 triliun pada 2017 menjadi lebih dari Rp500 triliun pada 2023. Secara geostrategis, kebijakan ini telah mereposisi Indonesia sebagai pemain kunci (price setter) dalam rantai pasok global baterai kendaraan listrik. Namun, efektivitas strategi ini masih membentur tantangan multidimensional, meliputi ketergantungan teknologi asing, tekanan geopolitik internasional (gugatan WTO), serta risiko korupsi dalam tata kelola pertambangan. Analisis menyimpulkan bahwa optimalisasi hilirisasi memerlukan sinergi tiga pilar utama: asimilasi teknologi mandiri, penerapan standar lingkungan (Green Smelter), dan penguatan integritas birokrasi melalui habituasi nilai anti-korupsi. Penelitian ini merekomendasikan perlunya pengawasan regulasi yang transparan guna menjamin keberlanjutan kedaulatan nasional di masa depan.
