International Journal of Education, Culture, and Society

Digital Literacy Management to Increase Student Reading Interest at SMA Negeri 1 Banggai

Masrato Masrato — 2026-03-02

The increasing use of digital technology by students has not been adequately oriented toward literacy activities, but is instead dominated by non-academic uses such as social media, digital entertainment, and online games. This study aims to describe: (1) the preparation of digital literacy initiatives to increase students’ reading interest; (2) strategies for implementing digital literacy to enhance students’ reading interest; (3) assessment practices for digital literacy in relation to reading interest at SMA Negeri 1 Banggai; and (4) the sustainability of the digital literacy program at SMA Negeri 1 Banggai. Employing a qualitative approach with a case study design, the research was conducted at SMA Negeri 1 Banggai using observation, interviews, and document analysis, with data processed through an interactive data analysis model. The findings show that: (1) digital literacy preparation begins with analyzing initial needs, formulating objectives and programs, providing facilities and infrastructure, organizing implementation, and planning teacher competency development; (2) digital literacy implementation strategies to foster reading interest include the use of digital media and reading resources that are more engaging, interactive, and easily accessible; (3) digital literacy assessment is conducted reflectively and continuously within learning activities; and (4) evaluation results are used as the basis for program improvement and strengthening, including expanding digital reading collections, regulating device use, and reinforcing support for digital literacy implementation in classrooms and the school library. The study concludes that well-managed digital literacy programs can systematically enhance students’ reading interest when supported by adequate preparation, thoughtful implementation strategies, continuous assessment, and sustained institutional commitment.

Pedagogical Leadership of the Principal at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit

Marto Potimbang — 2026-03-06

Schools with complete facilities and those with limited resources face distinct challenges in implementing pedagogical leadership, thereby requiring adaptive and context-sensitive strategies. This study aims to analyze the principal’s pedagogical leadership in: (1) developing teachers’ pedagogical competence, (2) improving teachers’ professional competence, and (3) building a culture of teacher learning. The research was conducted at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit using a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed using a comparative analysis model. The findings reveal that pedagogical leadership in both schools contributes to strengthening teachers’ confidence in managing learning, encouraging greater reflectiveness, and fostering openness to instructional improvement. Although the principals in both schools share similar orientations and goals, their leadership is enacted through different strategies shaped by each school’s context. In addition, principal leadership plays a strategic role in enhancing teachers’ professional competence by reinforcing motivation, supporting contextual continuing professional development, and promoting collective learning. The study further shows that the principals’ pedagogical leadership successfully cultivates a culture of teacher learning through different yet complementary strategies aligned with the characteristics and conditions of each school. These findings underscore that effective pedagogical leadership is not uniform in practice but must be contextually adapted to strengthen teacher competence and sustain a culture of professional learning across diverse school settings.

The Evaluation of Public Relations in the Era of Fake News: Examination of How the Rise of Misinformation Has Changed Public Relations Practices in Nigeria

Heavens Ugochukwu Obasi — 2026-03-16

The proliferation of fake news, particularly through social media, has significantly reshaped public relations practice by challenging organizational credibility, reputation, and stakeholder communication in Nigeria. This study examined public relations in the era of fake news, with specific focus on how misinformation affects public relations practice in Aba, Abia State. The study was motivated by the growing influence of false information on public perception and its disruptive effects on relationships between organizations and their stakeholders. A descriptive survey design was adopted, and data were collected through a structured questionnaire administered to 100 respondents drawn from a population of 150 using the Yaro Yamane formula. Responses were measured and analyzed using a Likert scale. The study sought to determine the impact of fake news on public relations practice and reputation management, identify the strategies used by public relations practitioners to detect and counter misinformation, assess the effectiveness of these strategies, and highlight the challenges associated with addressing misinformation in Nigeria. The findings revealed that fake news significantly undermines public relations practice by contributing to loss of public trust, reputational crises, and misinformation-driven conflicts. Public relations practitioners were found to rely primarily on media monitoring, fact-checking, press releases, and social media engagement to manage misinformation. However, the effectiveness of these strategies remains constrained by inadequate digital monitoring tools, low public media literacy, and weak regulatory frameworks. The study concludes that fake news poses a serious threat to the integrity and operational effectiveness of public relations in Nigeria. It contributes to the growing discourse on strategic communication by underscoring the need for digital verification tools, collaboration with media organizations, proactive crisis communication frameworks, media literacy campaigns, capacity building, and stronger regulatory mechanisms to improve information credibility and strengthen public trust in organizational communication.

Assessment of Armed Forces Radio Programming in the Civil-Military Relationship in FCT

Oladimeji Saheed Olanrewaju — 2026-03-16

Civil–military relations remain a critical dimension of national cohesion and public trust, and broadcast media increasingly serve as a strategic platform for fostering mutual understanding between civilians and military institutions. This study assessed the impact of Armed Forces Radio programming on civil–military relations in the Federal Capital Territory. Guided by Agenda Setting Theory, the study employed a survey research design using a questionnaire to elicit data from respondents. From a population of 1,693,400, a sample of 400 participants was selected for the study. The findings showed that 79% of members of the public within the AMAC community had regular access to Armed Forces Radio and were allowed to participate in programmes promoting civil–military relations. The study further revealed that Armed Forces Radio programming has a significant positive impact on fostering understanding and collaboration between civilians and the military in real-life contexts, although some audience members remained skeptical about the military’s sincerity in sustaining peace and cordial relations with civilians. These findings indicate that the military has made deliberate efforts through broadcasting to create a platform for strengthening civil–military relations. The study therefore underscores the importance of expanding signal coverage to rural areas and sustaining audience-centered programming to consolidate positive public perception and enhance participatory communication in support of stronger civil–military engagement.

Conflict Economies, Forced Migration, and Livelihood Adaptation in Zamfara State, Nigeria: Examining the Impact of Gold Mining and Banditry

Terwase Shabu — 2026-03-31

Conflict economies have emerged in regions where political instability, armed conflict, and weak governance create space for informal and illegal economic activities, with significant implications for forced migration and livelihood systems. This study examines the interrelationship between conflict economies, forced migration, and livelihood strategies in Zamfara State, Nigeria, with particular focus on gold mining and banditry or kidnapping. The study employed a multistage sampling procedure to ensure adequate representation of the study population. Purposive sampling was used to select local government areas with gold-mining activities, and 142 respondents were drawn from internally displaced persons camps in the selected areas. Data obtained through fieldwork and archival records were analyzed using descriptive statistical techniques, including percentages, frequencies, and distribution tables. The findings reveal that corruption (71.8%) constitutes the most prominent economic driver of conflict, while state actors, especially military forces (54.9%), play a significant role in the conflict economy. Among non-state actors, criminal organizations were identified as the dominant group, accounting for 43.7% of responses. The results further show that agriculture remains the principal livelihood source, with 49.3% of respondents identifying it as their primary occupation, although livelihood systems were generally perceived as weakly adaptive, with none of the respondents rating them as extremely adaptable and only 2.8% considering them adaptable. Financial support programmes (39.4%) emerged as the most prioritized policy response, underscoring the importance of direct economic interventions for livelihood recovery. The study concludes that conflict economies and forced migration significantly disrupt livelihood strategies in Zamfara State, with gold mining and banditry at the center of these challenges. These findings contribute to understanding the socio-economic consequences of conflict in resource-rich but insecure settings and highlight the need for coordinated interventions aimed at curbing illegal economic activities, strengthening governance, promoting peacebuilding, and restoring sustainable livelihoods for long-term stability and resilience.

الجريمة الإلكترونية في وسائل الإعلام: التحديات المجتمعية، من المقاربات النظرية في مجال التواصل إلى البناء الخطابي

Rachid Raji — 2026-03-31

As cybercrime increasingly shapes contemporary digital life, media coverage plays a central role in constructing public understanding of digital threats and insecurity. This paper examines the media coverage and analytical treatment of cybercrime through key theoretical perspectives in media and communication studies, with particular attention to the discursive and narrative strategies used by media institutions to frame cybercrime. Drawing on technological determinism, agenda-setting theory, media effects theory, and new media theory, the study analyzes how media representations of cybercrime oscillate between dramatization, trivialization, and security-oriented framing. The analysis shows that cybercrime is not presented merely as a technical or criminal issue, but as a socially constructed and mediated phenomenon that shapes public perception, influences policy formation, and affects institutional legitimacy. The paper further argues that media institutions play a decisive role in producing collective imaginaries of digital insecurity and in structuring social responses to cyber threats. It concludes that media coverage of cybercrime extends beyond information transmission to become a symbolic process that organizes social representations and influences individual practices. This study contributes to media and communication scholarship by clarifying how theoretical perspectives can explain the role of media in framing cybercrime and its broader social implications.

Foreign Aid and Democratic Stability in Nigeria

Emmanuel Ediba — 2026-03-31

Although foreign aid has been widely used to support democratic processes in developing countries, its contribution to long-term democratic stability remains contested. This study examined the impact of foreign aid funding on democratic stability in Nigeria, with particular focus on the 2015 general election, which marked the country’s first successful transfer of power between rival political parties. The study adopted a descriptive research design involving key stakeholders in Nigeria’s electoral process, including officials of the Independent National Electoral Commission, civil society organizations, political parties, and donor agencies. A purposive sample of 15 respondents was selected, and data were collected through key informant interviews and analyzed thematically. The findings revealed that foreign aid funding significantly improved electoral administration, enhanced transparency, strengthened voter education, supported election monitoring, and reduced electoral violence, thereby contributing to democratic stability. However, the study also found that excessive dependence on foreign aid may weaken domestic ownership and limit long-term institutional sustainability. The study concludes that although foreign aid played a stabilizing role in Nigeria’s 2015 general election, sustainable democratic stability requires stronger domestic financing, institutional capacity building, and continuous civic engagement. These findings contribute to debates on democracy assistance by highlighting both the short-term benefits and the structural limitations of foreign aid in democratic consolidation.

Social Skills in Intellectual Disability: A Critical Overview and Future Research Directions in Morocco

Ismail Iraqui Houssaini — 2026-03-31

Although social skills deficits are widely recognized as a core characteristic of intellectual disability and have been extensively examined in international scientific literature, knowledge on this issue remains limited and fragmented in Moroccan publications. This study aims to provide a focused overview of the major findings on social skills among individuals with intellectual disability, while also assessing the current status of scientific research in the Moroccan context and identifying directions for future inquiry. The review shows that published studies on intellectual disability in Morocco have largely concentrated on demographic, clinical, social, and rights-related institutional dimensions, with little to no attention given to the assessment of social skills, social functioning, or related deficits. This critical gap contributes to uncertainty and weakens conceptual and practical understanding among researchers and practitioners. The analysis further highlights the absence of clear theoretical and methodological frameworks in Moroccan scholarship that could support rigorous investigation and evidence-based clinical practice for individuals with intellectual disability. The study concludes that there is a pressing need to establish a dedicated line of research on social skills and social functioning among Moroccan individuals with intellectual disability. This overview contributes by clarifying the current state of knowledge, identifying major scholarly gaps, and offering a basis for future research development in the field.

A Survey of Mathematics Anxiety and Self-Efficacy among Elementary Students

Abdul Majid — 2026-04-06

Although mathematics anxiety and self-efficacy have received substantial attention in mathematics education, survey-based evidence on elementary students’ affective readiness in numeracy learning remains limited. This study aims to describe the levels of mathematics anxiety and mathematics self-efficacy among elementary school students and examine the relationship between the two variables. A quantitative approach with a descriptive correlational survey design was employed, involving 150 fifth-grade students selected through proportionate random sampling. Data were collected using mathematics anxiety and mathematics self-efficacy questionnaires, both validated through expert judgment and internal consistency testing. The data were analyzed using descriptive statistics and Spearman correlation analysis. The findings indicate that students’ mathematics anxiety was generally at a moderate level, while their mathematics self-efficacy was also categorized as moderate. The correlation analysis revealed a significant negative relationship between mathematics anxiety and mathematics self-efficacy, indicating that students with higher anxiety tended to report lower confidence in learning mathematics. This study contributes to elementary mathematics education by emphasizing the importance of affective factors in strengthening students’ numeracy readiness. The practical implication is that teachers need to create supportive, low-pressure, and confidence-building mathematics learning environments that normalize errors, strengthen mastery experiences, and encourage students to engage more positively with mathematical tasks.

Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics

Yonathan S Pasinggi — 2026-04-30

Meaningful learning is a crucial aspect of elementary mathematics instruction, particularly in number and operations topics, which serve as the foundation for further mathematical understanding. However, mathematics learning in elementary schools still tends to emphasize procedural skills and provides limited opportunities for students to connect mathematical concepts with real-life contexts, resulting in less meaningful understanding. This study aims to analyze the profile of meaningful learning in mathematics among elementary school students on number and operations topics. A descriptive method with a qualitative approach supported by quantitative data was employed. The research was conducted at SDN 50 Bonto Panno, Pangkep Regency, during October–November 2025, involving 25 fifth-grade students as research subjects. Data were collected through contextual-based tests on number and operations, a meaningful learning questionnaire, classroom observations, and documentation of students’ work. Data were analyzed by categorizing students’ meaningful learning based on indicators of conceptual understanding, connections to real-life experiences, and the ability to explain and reflect on mathematical concepts. The findings indicate that students’ meaningful learning in mathematics was generally at a moderate level. Students demonstrated adequate procedural understanding of number operations but experienced difficulties in connecting mathematical concepts to contextual situations and verbally explaining the meaning of the concepts learned. These findings suggest that meaningful learning in elementary mathematics requires stronger integration of contextual, reflective, and student-centered instructional practices. This study contributes to elementary mathematics education by providing empirical insight into students’ meaningful learning profiles and highlighting the need to improve instructional strategies that support conceptual understanding in number and operations topics.

Implementation of the Merdeka Curriculum in Realizing Quality Learning in Schools

Iyan Iyan — 2026-05-13

This study aims to examine how the implementation of the Merdeka Curriculum supports the creation of quality learning in schools and to identify the opportunities and challenges that emerge during its implementation. The Merdeka Curriculum provides teachers with greater flexibility to design learning activities aligned with students’ needs, thereby promoting a more meaningful, active, and student-centered learning process. This study employed a qualitative method using a literature study approach by collecting data from reliable sources, including scientific journals, books, and official documents related to the Merdeka Curriculum. The collected data were analyzed descriptively to obtain a comprehensive understanding of how the curriculum is implemented in school contexts. The findings indicate that the implementation of the Merdeka Curriculum has significant potential to improve learning quality, particularly through project-based learning, the strengthening of character in accordance with the Pancasila Student Profile, and teacher autonomy in selecting appropriate instructional strategies. However, its implementation continues to face several challenges, including limited teacher understanding of the curriculum concept, inadequate readiness of supporting facilities, and the need for continuous professional development. This study concludes that collaboration among the government, schools, and teachers is essential to ensure optimal curriculum implementation and to promote more effective, creative, and high-quality learning.

Canva-Based Digital Platform Supervision at the Assunnah Foundation in Gorontalo

Zulkifly Lasena — 2026-05-20

Academic supervision in madrasahs is still commonly conducted through conventional mechanisms, limiting its capacity to provide effective, rapid, systematic, and sustainable feedback for improving teacher professionalism. This study aims to develop a Canva digital platform-based supervision model to improve the effectiveness of teacher coaching and learning quality in madrasahs and schools under the As Sunnah Foundation in Gorontalo Regency, covering needs analysis, model design, implementation, and its impact on teachers’ professional competence. This study was conducted at the As Sunnah Foundation in Gorontalo using a qualitative Research and Development (R&D) design based on the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that Canva Web-based supervision improves the effectiveness and efficiency of academic supervision through easier access, flexible communication, digital documentation, and strengthened learning reflection. The use of Canva also positively affects teachers’ professional competence, openness to feedback, lesson planning quality, use of learning media, and classroom management. In addition, digital supervision helps madrasah principals reduce administrative burdens and support data-driven decision-making. The study concludes that Canva Web-based academic supervision offers a practical digital transformation model for strengthening teacher coaching and improving learning quality in Islamic educational institutions. These findings contribute to educational supervision literature by demonstrating the potential of accessible digital platforms to support systematic, reflective, and data-informed professional development.

The Effectiveness of the Public Aspiration Process in Decision-Making in the Education Sector in the DPRD of North Bolaang Mongondow Regency

Tia Aprilia Modanggu — 2026-05-24

This study is motivated by the suboptimal use of public aspirations in decision-making processes within the Regional House of Representatives (DPRD), particularly in relation to weak management, documentation, follow-up mechanisms, and alignment with regional development priorities. This study aims to analyze the collection of public aspirations, their institutional processing within the DPRD, and their utilization in decision-making in the DPRD of North Bolaang Mongondow Regency. A qualitative approach with a case study design was employed. Research informants were selected purposively and consisted of the DPRD chairperson, commission leaders, DPRD secretariat staff, and community leaders. Data were collected through in-depth interviews, participatory observation, and documentation studies, and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data presentation, and conclusion drawing. The findings indicate that public aspirations are collected through recess activities, working visits, audiences, public hearings (RDP), and Musrenbang, with recess serving as the dominant mechanism. The processing of aspirations involves recording, classification, verification, commission-level discussions, and the preparation of policy recommendations. Public aspirations are then utilized in the formulation of development programs, budgeting, policy monitoring, and public service evaluation. However, their effective use continues to face several obstacles, including weak system digitalization, limited documentation, low inclusive public participation, and constrained regional budgets. The study concludes that the effectiveness of public aspiration utilization is strongly influenced by the institutional capacity of the DPRD to manage, prioritize, and follow up on public inputs. The implications of this study emphasize the need to develop an e-aspiration system, improve transparency in aspiration follow-up, and strengthen public participation to support participatory, responsive, and accountable regional governance.

Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review

Emmanuel Lucas Nwachukwu — 2026-06-02

Curriculum design in Nigeria is frequently treated as a technical or administrative activity, yet it also constitutes a central expression of the state’s commitments under its educational social contract. This systematic review examines whether Nigerian curriculum design fulfils the epistemic obligations embedded in that contract, using social contract theory as its analytical framework. A systematic search across seven academic databases was conducted, followed by PRISMA-guided screening. A total of 62 sources were analysed, comprising 40 core sources subjected to thematic synthesis and 22 sources used for theoretical and contextual framing. Five analytical themes emerged: the gap between policy declarations and curriculum realities; the persistence of colonial epistemological hierarchies; the epistemic consequences of current language policy; tensions between pedagogical ideals and transmission-oriented classroom practice; and the interdependence of curriculum, assessment, teacher education, and language reform. The findings indicate that Nigeria’s curriculum challenges extend beyond administrative implementation and reflect deeper philosophical questions concerning whose knowledge is legitimised, transmitted, and assessed through schooling. The review introduces epistemic obligation as a distinct dimension of state responsibility, arguing that curriculum reform must address epistemological justice rather than rely solely on policy revision. This study contributes to curriculum theory, decolonial education, and educational philosophy by reframing Nigerian curriculum design as a matter of epistemic accountability within the educational social contract, with implications for curriculum reconstruction, language policy, assessment reform, and teacher education.

Impact of Civic Education on Community-Led Crime Control Model in FCT-Abuja, Nigeria

Sule Omeiza Adebayo — 2026-06-02

Crime and insecurity remain critical challenges in Nigeria’s Federal Capital Territory, Abuja, requiring innovative community-based approaches to complement conventional policing strategies. This study examined the influence of civic education on community-led crime control participation in FCT-Abuja. A quantitative survey design was employed, involving 400 adult residents selected through stratified random sampling across the six Area Councils. Data were collected using a structured questionnaire with dichotomous response items measuring exposure to civic education and participation in community crime control activities. The data were analysed using the chi-square test of independence at the 0.05 significance level. The findings revealed that 69.6% of respondents had been exposed to civic education programmes, while 65.2% participated in community crime control activities. The chi-square analysis showed a statistically significant relationship between civic education exposure and crime control participation, χ² = 56.842, p < .001. Residents exposed to civic education were more likely to participate in crime control activities (76.5%) than unexposed residents (39.3%), representing a 37.2 percentage-point difference. These findings indicate that civic education significantly strengthens community-led participation in crime control in FCT-Abuja. The study contributes to security and civic education literature by demonstrating the relevance of civic awareness in promoting community security engagement. It recommends that policymakers expand civic education coverage, diversify delivery platforms, and sustain civic education programming to strengthen community security capacity across all Area Councils.

Evaluation of the Achievement of Minimum Service Standards at Az-Zahra Integrated Islamic Elementary School, Gorontalo City

Mansur Kasa — 2026-06-03

Minimum Service Standards (SPM) for Basic Education serve as an important benchmark for assessing the quality of educational services at the school level. However, their implementation continues to face challenges, particularly in infrastructure provision, school management, and learning effectiveness. This study aims to evaluate the fulfilment of the Minimum Service Standards for Basic Education at SDIT Az-Zahra, Gorontalo City, using the Context, Input, Process, and Product (CIPP) evaluation model. A quantitative descriptive approach supported by qualitative data was employed. Data were collected through observation, interviews, documentation, and questionnaires, and were analyzed using descriptive percentage analysis to determine the achievement level of each evaluation component. The findings show that the fulfilment of SPM at SDIT Az-Zahra, Gorontalo City was generally categorized as sufficiently fulfilled, with an average achievement score of 74.91%. The context and input components each obtained 73.19%, the process component reached 73.75%, and the product component achieved the highest score at 79.51%. These results indicate that the school has demonstrated commitment to meeting SPM through data-driven planning, adequate learning implementation, and relatively high levels of learning outcomes and parental satisfaction. Nevertheless, several obstacles remain, particularly in infrastructure adequacy, School-Based Management implementation, academic supervision, and staff optimization. The study concludes that SPM implementation at SDIT Az-Zahra has been relatively successful but still requires systematic strengthening in management, educational resources, and learning service quality. This study contributes to educational quality evaluation by demonstrating the usefulness of the CIPP model in identifying school-level strengths and improvement priorities, with practical implications for data-driven planning, academic supervision, infrastructure improvement, and stakeholder engagement in the continuous enhancement of basic education services.