EDUCATIONE

From Public-School Teaching to Division-Office Educational Administration: A Longitudinal Autoethnography

2026-08-04T09:31:02+07:00

Background and Objective: Moving from classroom teaching to system-level educational administration requires technical role learning and reconstruction of professional identity. This study examined how role expectations, professional identity, and engagement with system-level constraints changed during a transition from public-school teaching to a division-office education specialist role. Methods: A longitudinal analytic autoethnography followed the first 16 months of appointment, from August 2024 to November 2025, after nine years of public-school teaching. Data comprised contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries. A six-phase reflexive thematic analysis was followed by interpretation through role identity theory and complexity leadership theory. Results: Three interrelated themes were developed: navigating ambiguous and expanding role expectations; negotiating continuity between pedagogical and administrative identities; and translating classroom experience into context-sensitive responses to system-level constraints. The transition involved neither abandonment of teacher identity nor simple acquisition of administrative procedures; pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. Conclusion: The study provides a role-specific account of division-office administration and suggests that induction and mentoring should address identity negotiation alongside technical competence. Findings are analytically transferable but bounded to one participant and one organizational setting.

Adaptive Principal Leadership for Developing Teachers' Digital Competence in Resource-Constrained Schools

2026-08-04T21:56:26+07:00

Background and Objective: Schools with constrained connectivity and device access require leadership that develops teachers' digital competence while addressing infrastructure limitations. This study examined how principal leadership supports teacher digital competence in a resource-constrained faith-based junior high school in Nabire, Papua, and how organizational and infrastructural conditions shape that support Methods: A single-site descriptive qualitative case-study design was used. The principal served as the primary participant, with teacher informants providing supporting perspectives. Data were generated through semi-structured interviews and direct school-based observations and analyzed through data condensation, data display, and conclusion drawing and verification Results: Six interrelated practices were identified: role modelling and motivation, participatory digital-program planning, annual training and peer mentoring, technology-focused supervision, incremental resource mobilization, and adaptive responses to internet and device constraints. Participant accounts and observations indicated more frequent use of presentations and instructional videos and greater student engagement during some technology-supported lessons Conclusion: Digital leadership in this case operated as an adaptive support cycle linking professional learning, distributed peer expertise, supervision, resource mobilization, and ongoing adjustment to local constraints. The findings do not establish causal achievement effects and are transferable primarily to schools with comparable organizational and infrastructural conditions

Continuous Learning Competencies for University Students’ Societal Advancement

2026-08-07T16:38:05+07:00

Background and Objective: Rapid technological and labour-market change requires university students to develop competencies that support continued learning, employability, and constructive social participation. This study examined the objective-planning and personal-drive competencies needed by university students for societal advancement. Methods: A descriptive survey involved 65 undergraduate business education students selected purposively at a university in Lagos State, Nigeria. Data were collected with the 15-item Continuous Learning Competencies in Education Programme for Societal Advancement Questionnaire on a four-point scale (Cronbach’s α = .81) and analysed using mean and standard deviation with a 2.50 decision threshold. Results: All objective-planning items were rated as needed (cluster M = 3.40); deadline setting was highest (M = 3.94) and periodic evaluation lowest (M = 3.01). All personal-drive items were also rated as needed (cluster M = 3.32), led by motivation to satisfy basic needs (M = 3.58) and accomplishment (M = 3.47). Conclusion: Structured goal management and sustained personal agency are central perceived continuous-learning capacities for these business education students. Curricula should integrate explicit goal-setting, reflective monitoring, experiential learning, career development, and motivational support while future research verifies actual competence and broader generalisability.

Early Childhood Social-Emotional Development Following Parental Divorce: Self-Regulation and Prosocial Behavior in Grandparent Care

2026-08-12T14:23:23+07:00

Background: Social-emotional development is a fundamental aspect of early childhood education, supporting children's self-regulation, interpersonal relationships, and participation in learning and play activities. Changes in family caregiving arrangements following parental divorce may influence the social contexts in which these developmental competencies are expressed and supported. Objective: This study explored self-regulation and prosocial behavior in a five-year-old child receiving primary care from a grandparent following parental divorce, with particular attention to their implications for early childhood social-emotional development and educational support. Methods: A qualitative single-case study was conducted in June 2026 in Jember, Indonesia. Data were collected through naturalistic observation, semi-structured interviews with the child's grandmother and a neighboring informant, and supporting documentation. Data analysis involved data reduction, data display, and conclusion verification, with trustworthiness strengthened through source and technique triangulation and member checking. Results: The child demonstrated emerging self-regulation through responsibility and adherence to familiar household routines, although difficulties remained in turn-taking, frustration tolerance, and emotional regulation during social interactions. Prosocial behavior was more evident in close family relationships, particularly through empathy and helping behaviors, while sharing, sustained cooperation, and positive peer interactions were less consistent. These findings illustrate the context-dependent expression of social-emotional competencies in early childhood. Conclusion: The study highlights the importance of consistent developmental support and responsive caregiving practices in fostering young children's self-regulation and prosocial behavior. Collaboration between family caregivers and early childhood educators may provide opportunities to reinforce emotional regulation, sharing, and cooperative play across home and educational environments. However, findings from this single case do not establish causal effects of parental divorce or grandparent care and should not be generalized beyond the study context.

Low-Power Grass Chopping Machine Performance as an Authentic Project for Vocational Engineering Education

2026-08-17T23:01:37+07:00

Background and Objective: Vocational engineering education requires authentic projects that connect design, fabrication, measurement, testing, and evidence-based improvement, yet technical machine studies are rarely organized as reusable educational cases. This study evaluated a compact low-power grass chopping machine and examined its suitability as an authentic project case for vocational engineering education. Methods: An experimental engineering design was conducted from February to August 2026 using a FLASH-250G 1/4-HP motor, one 1.6-mm steel-plate blade, and a compact steel frame. Elephant, odot, and sansibar grass were tested at 1-5 kg loads. Rotational speed, chopping time, and post-chopping mass were recorded, and three test series were averaged for each condition; analysis was descriptive because run-level dispersion data were unavailable. Results: The machine completed all reported conditions at 2,457-2,978 rpm. Chopping time increased from approximately 2-3 minutes at 1 kg to approximately 10 minutes at 5 kg, with descriptive load-time slopes of 116.28-121.41 seconds/kg. Derived batch processing rates were approximately 22.49-29.37 kg/h. Conclusion: The prototype demonstrates functional feasibility under the reported conditions and provides a technically grounded authentic-project structure for vocational engineering learning in design, fabrication, measurement, safety, data interpretation, and redesign. Educational effectiveness was not tested and requires direct student-outcome evidence.

Sugar Palm Bioethanol: Fermentation Time, Turbo Yeast Dosage, and Rice-Husk-Heated Distillation for STEM Laboratory Education

2026-08-19T19:11:52+07:00

Background and Objective: Authentic STEM laboratory activities can connect renewable-energy science with measurement, engineering systems, quantitative reasoning, and sustainability. This study described sugar palm bioethanol production across fermentation-time and turbo-yeast conditions using rice-husk-heated fractional distillation and examined the workflow's prospective implications for STEM laboratory education. Methods: A 3 × 5 exploratory factorial arrangement combined 10, 20, and 30 g of turbo yeast per 11 L batch with fermentation periods of 24, 48, 72, 96, and 120 h. Each of 15 treatment combinations was processed once. Ethanol content, distillate volume, and post-fermentation pH were analyzed descriptively, and the workflow was prospectively mapped to science, technology, engineering, mathematics, and sustainability learning opportunities. Results: Ethanol content increased from 24 to 96 h at all three dosages and declined at 120 h. The highest observed value was 51% at 30 g and 96 h, with 545 mL of distillate and a qualitative pH reading of 3. The workflow supported conceptual links to fermentation science, measurement technology, biomass-heated separation, factorial data interpretation, and evidence-bounded reasoning. Conclusion: The study provides an exploratory process baseline and a defensible basis for developing a locally grounded STEM laboratory module. Because treatments were unreplicated and no students or learning outcomes were evaluated, neither statistical treatment effects nor instructional effectiveness can be claimed.

Energy and Cost Performance of Tropical Air- and Water-Cooled HVAC Systems: A Conceptual Case for Integrated STEM Education

2026-09-29T07:23:37+07:00

Background and Objective: Operational HVAC data can support authentic interdisciplinary STEM tasks, but a technical comparison does not by itself demonstrate student learning. This descriptive case examines reported air- and water-cooled HVAC performance at Manado Town Square, Indonesia, and proposes an instructional application. Methods: The case draws on 2025 building records, system specifications, field observations and reported electrical-load measurements. Cooling capacity, power, coefficient of performance (COP) and energy figures were examined descriptively; the engineering evidence was translated into proposed STEM learning objectives, tasks and assessment criteria. No educational intervention occurred. Results: Reported nominal/calculated chiller COP values were 3.8 (air-cooled) and 5.2 (water-cooled); calculated system COP values were 3.455 and 4.523, respectively. A separate author-reported scenario implies 28.8% lower monthly electricity consumption, but cannot be independently reconciled with section-level records. Consequently, the associated IDR 5.184 billion annual savings and 2.3–2.9-year simple payback remain conditional illustrations rather than verified comparative outcomes. Conclusion: The dataset provides a potentially valuable critical-data-analysis case for integrated STEM education; both comparative engineering estimates and educational effectiveness require further validation.