International Education Trend Issues

Collaboration Management in the Center of Excellence Program at State Vocational High School 56 Jakarta

Stephany Valentine — 2025-08-07

This study examines collaborative management in implementing the Center of Excellence Vocational High School (SMK PK) Program in the Mechatronics Engineering Expertise Program at SMKN 56 Jakarta. Using a qualitative approach, data were collected through observations, documentation, and in-depth interviews from 2023 to 2024. The findings were analyzed using the P.O.A.C. (Planning, Organizing, Actuating, Controlling) managerial framework. The planning stage reflected systematic, needs-based efforts involving all school stakeholders. Organizing involved internal and external collaboration with partners such as PT. Unggul Semesta and PT. Panca Anugerah Sakti in budgeting and curriculum development. In 2023, all main activities were implemented, while in 2024, progress continued despite one pending activity. The controlling stage emphasized transparency, accountability, and sustainability through industry-based teacher certification. The results indicate that the collaborative management model at SMKN 56 Jakarta has been implemented effectively and offers potential for long-term sustainability.

Preparing for the IBDP: A Qualitative Evaluation of the Cambridge IGCSE Experience in ACS Jakarta

Lily Yuliani Sugiarto — 2025-10-07

This study examines the implementation of the Cambridge International General Certificate of Secondary Education (IGCSE) curriculum at ACS Jakarta and its effectiveness in preparing students for the International Baccalaureate Diploma Programme (IBDP). With growing demand for international curricula in Indonesia’s Satuan Pendidikan Kerja Sama (SPK) schools, the study evaluates how IGCSE supports academic transition to IBDP. Using the CIPP (Context, Input, Process, Product) evaluation model, qualitative data were collected through interviews with school leaders, teachers, students, alumni, and parents. Findings show that while IGCSE provides strong academic grounding and subject continuity, it does not fully equip students with the research, writing, and independent learning skills required in IBDP. Stakeholders identified the need for better instructional alignment, skill-based scaffolding, and student-centered academic guidance. The study contributes to understanding international curriculum pathways in SPK schools and offers recommendations to strengthen the IGCSE-to-IBDP transition.

Teacher Readiness in the Face of the Fifth Industrial Revolution

Rabbimova Azim — 2025-10-07

The advent of the Fifth Industrial Revolution (5IR) has ushered in a paradigm shift in education, emphasising the synergy between human intelligence and technological innovation. This study aims to analyze teacher readiness in adapting to the transformative demands of 5IR by employing a systematic literature review (SLR) method with a qualitative descriptive approach. The review synthesises findings from scholarly publications between 2019 and 2024, encompassing aspects such as digital literacy, pedagogical innovation, ethical awareness, and adaptive competence. Results reveal that teacher readiness in the 5IR era comprises four core dimensions: technological proficiency, pedagogical adaptability, psychological resilience, and ethical responsibility. Despite remarkable progress in digital pedagogy, substantial challenges persist, including disparities in digital literacy, inadequate infrastructure, and limited professional development opportunities. The findings also highlight that continuous professional training, collaboration among educators, and strategic partnerships between schools and the technology industry significantly enhance teacher preparedness. Teachers are urged to transform into “edupreneurs,” combining innovation, empathy, and ethical awareness to design inclusive and human-centered learning environments. Ultimately, teacher readiness for 5IR requires not only the mastery of digital tools but also the cultivation of humanistic and reflective pedagogical practices that sustain meaningful learning in a rapidly evolving world. This study contributes to the growing discourse on education transformation by offering a conceptual framework to guide teacher development programs in fostering resilient, innovative, and ethically grounded educators who can thrive in the technological and humanitarian dimensions of 5IR education.

Developing a Collaborative Inclusive Education Model for Children with Special Needs in Primary Schools

Siti Mariyam — 2025-10-07

Inclusive education has emerged as a central principle in ensuring equitable access to quality education for all children, including those with special needs (CWSN). This study employs a descriptive qualitative design based on a comparative literature review of inclusive education practices in Indonesia, Malaysia, and Thailand. Data were drawn from scholarly publications and policy documents between 2015 and 2024 retrieved from Google Scholar, ERIC, and Scopus databases. The findings reveal that inclusive education in primary schools has generally advanced through the admission of CWSN into regular classes but continues to be hindered by limited teacher competence and resource constraints. In response, this research proposes the Collaborative Inclusive Education Model (CIEM), emphasizing multi-stakeholder collaboration, differentiated instruction, and the cultivation of an inclusive school culture. The model promotes shared responsibility among teachers, special educators, parents, and the community in developing individualized learning plans that address diverse learner needs. Theoretically, CIEM reinforces humanistic education principles, while practically, it provides a framework for adaptive, participatory learning environments. The study concludes that collaborative and context-sensitive strategies are essential to advancing inclusive education reform in Southeast Asia.

Technology-Based Teacher Training and Enhancement of 21st-Century Competencies

Joshep E Manuel — 2025-10-07

The technological advancements of the 21st century have transformed educational paradigms, requiring teachers to shift from mere transmitters of knowledge to facilitators of dynamic, collaborative, and technology-driven learning environments. This article examines the role of technology-based teacher training in fostering the development of 21st-century competencies, including critical thinking, creativity, communication, collaboration (4Cs), and digital literacy. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, the study reviewed 27 empirical articles published between 2019 and 2025, sourced from Scopus, Google Scholar, ERIC, and DOAJ. The findings reveal that technology-based training enhances teachers’ digital literacy through the Technological Pedagogical Content Knowledge (TPACK) framework, promotes innovative pedagogical transformations such as flipped classrooms and project-based learning, and strengthens professional collaboration through Professional Learning Networks (PLNs). These outcomes underscore that practical training must go beyond technical proficiency to include pedagogical transformation and the cultivation of an innovative mindset. The article concludes that technology-based teacher training significantly enhances teachers’ capacity for 21st-century education and recommends contextually designed, sustainable training that is supported by educational policies and adequate digital infrastructure.