International Conference on Research of Educational Administration and Management
Optimizing Early Childhood Education Management in Enhancinging the Quality of Children's Growth
Efforts to foster child growth and development are directed at improving children's physical, mental and psychosocial health through stimulation, detection and early intervention of developmental deviations (SDIDTK) activities with special attention to children under five years old and preschoolers. Fostering children's growth and development is carried out through Posyandu activities, but the level of community participation is still low. As a solution, monitoring children's growth and development is integrated with Early Childhood Education (PAUD) facilities through increasing the knowledge and skills of ECCE Teachers about SDIDTK. The IBM method is training and mentoring SDIDTK for ECCE teachers. The training was carried out for 2 days, followed by mentoring once a month four times. Before and after the training, pretests and post-tests are carried out using questionnaires to determine the level of knowledge. The skills of ECCE teachers in SDIDTK are observed using a checklist before and after mentoring. After being given training and assistance, there was a significant increase in the knowledge and ability of ECCE teachers in implementing SDIDTK. The average teacher knowledge increased by 16.00 points after the training, and the average ECCE teacher skills increased by 16.00 points after mentoring. Training and mentoring can optimize the role of ECCE teachers in implementing SDIDTK so that the quality of growth and development of preschool children improves.
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The Applicaton of Education Financing and Governance for Sustainbility in the Indonesia’s Education System
Education financing and governance are foundations sustainable and equitable development in national education systems. Indonesia, as one of the world’s largest and most decentralized education systems, has made significant progress in expanding access and strengthening policy frameworks. However, the sustainability of these achievements depends on improving the effectiveness, equity, and long term coherence of financing and governance mechanisms. This paper examines the structure of education financing in Indonesia, analyzes multi level governance dynamics, and explores how these Keywords—education financing; governance; sustainability; decentralization; Indonesia I. Introduction for achieving -Education is universally recognized as a fundamental pillar of sustainable development. Through education societies enhance human capital promote social mobility and strengthen the capacity of individuals to address economic social and environmental challenges. International frameworks including the Sustainable Development Goals emphasize education not only as a development objective but also as a critical means for achieving broader sustainability outcomes. Despite global progress in expanding access to education many countries continue to face persistent challenges related to quality equity and system resilience. These challenges are often rooted in factors influence the system’s capacity to deliver sustainable education outcomes. The study adopts a conceptual lens that integrates financial sustainability, institutional resilience, equity, and governance effectiveness. It evaluates the strengths and limitations of Indonesia’s financing architecture, including constitutional budget mandates, fiscal decentralization, operational school grants, and teacher compensation policies. Governance challenges such as bureaucratic fragmentation, disparities in local capacity, uneven accountability mechanisms, and limited data integration are also assessed. The paper concludes with policy recommendations aimed at enhancing fiscal equity, strengthening governance coordination, improving efficiency, and embedding sustainability principles into long term education planning.
A Systematic Review of E-Budgeting and Sustainable Educational Governance
Digital transformation in educational financial management has become a crucial pillar for achieving sustainable governance. This study aims to synthesize literature on the key mechanisms and implementation barriers of e-budgeting in educational institutions over the last decade (2015-2025). Using the Systematic Literature Review (SLR) method with the PRISMA protocol, 15 key articles were analyzed from Google Scholar and Crossref databases. The results show that the main mechanisms of e-budgeting work through strengthening radical transparency, real-time accountability, and quality-based budget allocation efficiency. However, its implementation still faces systemic barriers such as low digital literacy among human resources, organizational resistance, and regulatory inconsistency. The implications of this research emphasize the need for an integrative digital leadership vision to ensure that digital budgeting is not just an administrative formality but a strategic instrument for educational sustainability
Governance Mechanisms and Implementation Pathways for Vocational Education Reconstruction from the Perspective of Educational Administration
Driven by the dual imperatives of a new stage of development and the pursuit of high-quality growth, vocational education is undergoing a significant transformation from factor-driven expansion toward systemic reconstruction and modern governance. Educational administration, situated at the intersection of national policy, public governance, and institutional practice, plays a pivotal role in shaping this transformation through governance philosophy, institutional design, and policy implementation. This study aims to examine the governance mechanisms and implementation pathways through which educational administration facilitates the reconstruction and high-quality development of the vocational education system. Drawing on theories of governance and educational administration, the research adopts a mixed-methods approach that integrates literature analysis, policy text analysis, questionnaire surveys, semi-structured interviews, and field observations, with a primary focus on higher vocational colleges. The findings reveal several key challenges, including insufficient vertical coordination across administrative hierarchies, fragmented policy instruments and institutional supply, superficial multi-stakeholder collaboration, and limited autonomy and adaptive capacity at the institutional level. These constraints collectively weaken the effectiveness of vocational education governance and reform implementation. In response, the study proposes governance innovation pathways, including optimizing authority–responsibility structures through guided decentralization, strengthening the systematic coordination of institutional policies, institutionalizing collaborative governance mechanisms, and enhancing the empowerment of grassroots institutions. The study contributes theoretical insights into vocational education governance while providing practical guidance for policymakers and administrators seeking to advance governance modernization and improve the effectiveness of vocational education reform.
Research on the Modernization of University Governance Systems in the Context of Digital Governance practical implementations of digital governance
The rapid integration of digital technologies into public administration has made digital governance an essential pathway for modernizing governance systems in higher education institutions. With the widespread adoption of technologies such as big data analytics, artificial intelligence, cloud computing, and the Internet of Things, universities are increasingly transitioning from traditional governance models characterized by hierarchical decision-making and fragmented management toward more data-driven, collaborative, and integrated governance approaches. However, many institutions continue to face significant challenges, including misalignment between traditional governance concepts and digital innovation, fragmented digital policy frameworks, data silos, superficial digitization of administrative processes, and insufficient coordination among governance stakeholders. This study aims to examine the internal mechanisms through which digital governance initiatives influence the modernization of university governance systems. Grounded in digital governance theory, institutional theory, and higher education studies, the research adopts a mixed-methods approach, combining a systematic literature review, analysis of strategic policy documents from leading global universities, and semi-structured interviews with key stakeholders, including university leaders, chief information officers, deans, and student representatives. The analysis is structured around four governance dimensions actors, structures, processes, and instruments and identifies key barriers and enabling factors shaping digital governance implementation. Based on these findings, the study proposes a comprehensive optimization framework centered on conceptual-cultural renewal, institutional-regulatory reinforcement, technological empowerment, and collaborative governance. The research contributes to theoretical understanding of digital governance in higher education and provides practical guidance for universities seeking to advance governance modernization in the digital era.
Governing Vocational Education Reengineering: The Role of Educational Administration in Sustainable Development
In the context of the Fourth Industrial Revolution and the global pursuit of the Sustainable Development Goals (SDGs), vocational education systems worldwide face persistent structural challenges, including misalignment with labor market demands, fragmented governance, inefficient resource allocation, and uneven quality assurance. While existing studies primarily address curriculum reform or pedagogical innovation, limited attention has been paid to the governance mechanisms that enable systemic transformation. This study addresses this gap by conceptualizing vocational education reengineering as a governance-driven process led by educational administration. Employing a mixed-method research design that integrates a systematic literature review, comparative case studies, and semi-structured interviews, the study identifies five interdependent administrative functions: policy framework reconstruction, cross-sectoral collaboration, resource allocation optimization, quality assurance enhancement, and digital transformation promotion. These functions are synthesized into a coherent “policy–collaboration–resource–quality–digitalization” framework. The study contributes theoretically by reframing educational administration as a core explanatory variable in vocational education governance, and practically by offering an analytically transferable framework to guide vocational education reform in diverse institutional contexts.
Educational Policy and Leadership for Sustainable Development: A Case Study of Anhui Xinhua University
Educational policy and leadership play a critical role in advancing sustainable development within higher education institutions. This study examines the interaction between policy implementation and institutional leadership through a qualitative case study of Anhui Xinhua University (AXHU), a representative private university in Anhui Province, China. Anchored in the United Nations Sustainable Development Goals (SDGs) and aligned with China’s Double First-Class initiative and Education Modernization 2035 plan, the study adopts a qualitative research approach, employing document analysis, semi-structured interviews, and comparative institutional review. The findings reveal that value-oriented leadership, inclusive governance mechanisms, and localized policy adaptation significantly enhance institutional sustainability across governance structures, curriculum design, and organizational culture. By focusing on a regional private university, this study addresses a gap in the literature that has traditionally prioritized elite public institutions. The research contributes empirical insights into sustainability-oriented leadership in China’s private higher education sector and provides policy-relevant implications for regional institutional development.
Effects and Risks of Projectization in University-Government-School Cooperation: Evidence from China
Within China’s project-based governance system, the projectization of University–Government–School (U-G-S) cooperation has become a dominant mode of educational collaboration, reshaping teacher education partnerships and basic education reform. However, its governance implications remain underexplored. This study examines the formation logic, practical effects, and structural risks of projectized U-G-S cooperation in the Chinese context. Using a qualitative institutional analysis approach, the research integrates policy document analysis, theoretical interpretation based on project-based governance, resource dependence, and path dependence theories, and illustrative case evidence from existing literature. The findings indicate that projectization enhances precision, resource mobilization, and procedural standardization through time-bound cycles and performance-based evaluation, thereby improving the operability of cooperation. At the same time, it generates structural tensions, including goal alienation, path dependence, and the amplification of regional disparities resembling a Matthew Effect. These tensions stem from the dominance of instrumental rationality embedded in technical governance. This study provides a systematic institutional interpretation of both the benefits and inherent constraints of projectized U-G-S cooperation and offers insights for optimizing governance design in policy-driven educational systems.
Digital Leadership In K-12 Education: A Systematic Literature Review of Principal’ Competencies and Strategies
The post-pandemic era has accelerated digital transformation in K-12 education, fundamentally disrupting traditional administrative paradigms. While schools are increasingly equipped with digital infrastructure, many school principals struggle to adapt, often prioritizing hardware procurement over the human-centric management required for sustainable change. Therefore, this study aims to systematically analyze the evolving roles, core competencies, and strategic approaches of school principals in practicing effective digital leadership. Employing a Systematic Literature Review (SLR) guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, this study synthesize data from 25 peer-reviewed articles published between 2022 and 2025, retrieved from the Scopus and Web of Science database. The findings reveal that modern digital leadership transcends technical proficiency; it requires “Digital Wisdom,” visionary agility, and distributed empowerment. Furthermore, the analysis identifies a critical shift from top-down mandates to participatory modeling and psychological scaffolding as the most effective strategies for ever coming teacher technostress and policy vacuums. As a major contribution, this study highlights the unique challenges faced by educational contexts in developing countries, such as Indonesia, and offers a conceptual model of the principal as an “Agent of Transformation.” This framework guides policymakers and practitioners to shift investment from hardware to human ware, ultimately enhancing school quality in the digital era.
Digital Labor Force Planning Driven Educational Project Management to Enhance Graduate Employability in Chinese Universities with a Case Study of Pingdingshan University
Amid global industrial transformation and the expanding scale of Chinese college graduates, the mismatch between higher education outputs and labor market demands has become a pressing issue, leading to suboptimal graduate employment absorption. A critical gap lies in the lack of systematic integration of data-driven digital labor force planning (DLFP) into educational project management (EPM). This study aims to address this gap by constructing a feasible DLFP-driven EPM model to enhance graduate employability, with Pingdingshan University as a case study. Adopting an exploratory sequential mixed-methods design, the qualitative phase involves in-depth interviews, focus group discussions, and document analysis with 48 key stakeholders (program directors, faculty, students, alumni, and industry representatives) to identify critical influencing factors. The quantitative phase utilizes a structured questionnaire (targeting 260 respondents) and Partial Least Squares Structural Equation Modeling (PLS-SEM) to test relationships among five independent variables (demand forecasting, curriculum-job matching, competency mapping, work-integrated learning, career services), one mediating variable (employment readiness), and one dependent variable (graduate employability). Expected results include identifying bottlenecks in current EPM (e.g., inadequate digital demand forecasting, poor curriculum-job matching), validating the positive impact of DLFP on employability, and proposing a four-module EPM framework. Theoretically, this study enriches the literature on higher education governance and DLFP; practically, it provides actionable strategies for Chinese universities to bridge the industry-education gap and enhance graduate competitiveness, contributing to regional economic development and sustainable development goals (SDGs).
Digital Transformation Empowering Faculty Development via Virtual Teaching and Research Offices
Under the strategic background of the comprehensive and in-depth digital transformation of higher education, virtual teaching and research offices, as a new type of teaching and academic community that breaks through the boundaries of time, space, and organization, have become a key innovative path for empowering the professional development of university faculty. This study focuses on two core dimensions of virtual teaching and research offices: their knowledge innovation mechanism and their actual operational efficiency for faculty development. Through a hybrid research method, it systematically explores how virtual teaching and research offices, through cross- institutional activities such as course co-construction, resource sharing, and collaborative research, construct a dynamic ecosystem for knowledge generation and transformation, thereby effectively improving faculty's digital literacy, teaching and research capabilities, and collaborative education effectiveness. The study aims to reveal the internal logic and key influencing factors of the successful operation of virtual teaching and research offices, providing a solid theoretical basis and operable practical guidelines for universities and education management departments to optimize digital faculty development models and build a sustainable new teaching and research ecosystem.
Leadership in Modern Educational Institutions
Abstract With the profound transformation of the global educational landscape driven by technological innovation, cultural diversity, and changing societal expectations, the role of leadership in modern educational institutions has evolved from a traditional administrative function to a core driver of educational quality, institutional innovation, and stakeholder engagement. This paper aims to explore the connotation and characteristics of leadership in modern educational institutions, analyze the key dimensions that constitute effective educational leadership, and discuss the challenges faced by educational leaders in the current context. By reviewing relevant theoretical frameworks and practical cases, the paper further proposes targeted strategies for enhancing leadership capacity in modern educational institutions. The research finds that modern educational leadership is characterized by inclusiveness, adaptability, technological orientation, and ethical responsibility, and effective leadership relies on the synergistic effect of instructional leadership, distributed leadership, transformational leadership, and ethical leadership. Meanwhile, educational leaders need to address challenges such as technological integration, diverse stakeholder needs, and educational equity. Finally, the paper concludes that strengthening professional development of leaders, building collaborative leadership teams, and optimizing the institutional environment are crucial paths to improving leadership effectiveness in modern educational institutions, which in turn contributes to the sustainable development of education and the cultivation of talents meeting the needs of the times
Leadership-Driven University Labor Education Reform via PDCA Cycle
Under the “five-education development” strategy, the reform of labor education in universities is crucial to the quality of talent cultivation, yet it often falls into difficulties due to insufficient driving force, poor coordination among main stakeholders, lack of process management, and unclear effectiveness evaluation. The core issue lies in the inadequate alignment between school leadership and systematic promotion mechanisms. The closed-loop management logic of the PDCA. cycle provides a methodology for this, but its effective operation urgently requires leadership empowerment throughout the process. This study uses a mixed-methods approach, combining qualitative and quantitative methods, to construct an integrated analytical framework of “Leadership-PDCA”. Research has found that the effective advancement of reforms depends on a four-dimensional leadership system encompassing “vision guidance-coordinated planning-process control-reflective iteration”, and it needs to dynamically align with each stage of the PDCA cycle: the planning stage relies on transformational leadership to create a blueprint, the execution stage requires distributed leadership to promote collaboration, the checking stage guides reflection through instructional leadership, and the action stage depends on strategic leadership to drive institutionalization. Research conclusions indicate that combining systematic process control with flexible interpersonal influence to form a “dual-drive” strategy is key to overcoming collaboration barriers, preventing process derailment, and advancing labor education reform from “fragmented” to a “systematic” depth. This study provides a theoretical reference and practical approach for optimizing governance in higher education.
Educational Leadership Strategies for Overcoming Digital Resistance in Schools
Digital transformation in education is often hindered not by infrastructure constraints, but by resistance to change from human resources. This resistance can take various forms, such as technological anxiety, adaptive reluctance, and passive rejection of new digital systems, which pose significant challenges for school management. This study aims to explore effective leadership strategies for reducing digital resistance and promoting an adaptive organizational culture in schools. Using a qualitative approach based on a literature review, this study identifies the root causes of resistance, which include the phenomena of technostress, concerns about increased workload, and low digital self-efficacy among educators and educational staff. The results show that traditional top-down leadership approaches have proven ineffective in the digital age. Therefore, this study recommends a multidimensional leadership approach that integrates participatory decision-making (bottom-up approach), personalized digital mentoring, and strategic recognition for digital drivers in schools. The success of this transformation is highly dependent on leaders' ability to prioritize empathetic communication and provide continuous support to ensure inclusive and sustainable technology adoption. This study concludes that human resource-oriented leadership strategies are a key factor in creating educational institutions that are resilient, innovative, and aligned with Sustainable Development Goal 4 (SDGs 4).
Hybrid Humanistic Digital Leadership Driving Teacher Innovation Culture in Islamic Boarding Schools
The rapid development of digital technology and the complexity of educational challenges demand the presence of a contemporary leadership model that is adaptive, collaborative, and oriented towards human values. Academic institutions are required to develop leadership practices that not only integrate digital technology but also foster a culture of innovation and inclusivity among teachers. This study aims to analyze digital, transformational, and inclusive leadership practices for building a culture of innovation among teachers in Islamic boarding school-based secondary schools. This study employs a qualitative case study design conducted at SMA IT Darul Qur'an in Bogor Regency. Data were collected through in-depth interviews with school leaders and teachers, as well as through analysis of documentation related to digital-based school management practices. The results show that digital leadership plays a significant role in driving teacher innovation by strengthening a collaborative culture, integrating digital technology into management and learning, and fostering a sense of psychological security that encourages innovation. These findings confirm that effective contemporary leadership in modern Islamic boarding schools is hybrid, combining humanistic values, religious principles, and digital competencies in a sustainable manner.
Equity, Inclusion, and Access in Educational Systems
Against the backdrop of globalization and social transformation, educational equity, inclusion, and access have emerged as the core agenda of global education governance. UNESCO’s Education 2030 Framework for Action has clearly set the goal of advancing inclusive, equitable, and quality education, yet persistent and widespread educational disparities remain across countries, regions, and social groups worldwide, posing severe challenges to the global realization of this educational goal. This study aims to clarify the core connotations and internal logical correlations of educational access, equity, and inclusion, systematically analyze the current global practical dilemmas and key influencing factors in their advancement, and propose targeted collaborative optimization paths for their development from a global perspective combined with local educational practices. Adopting a theoretical analysis framework based on human capital theory, social justice theory, multicultural education theory and inclusive education theory, the research conducts a comprehensive and in-depth exploration of the three core concepts through the integration of global practical investigation and logical deduction. The key findings reveal that educational access, equity, and inclusion form a progressive and collaborative "foundation-core-extension" relationship, with their practical advancement constrained by four major factors: economic, institutional, cultural, and technological elements. Meanwhile, the global practice of the three concepts is confronted with prominent dilemmas including regional and group gaps in educational access, uneven resource allocation in educational equity, and prevalent discrimination and insufficient inclusive resources in educational inclusion. To address these issues, the study puts forward a four-dimensional collaborative optimization path involving resource allocation, institutional guarantee, ecological construction and technological empowerment. This research provides important theoretical support and practical guidance for the construction of a modern educational system, and offers a reference for global education governance to effectively narrow educational disparities and advance the development of inclusive, equitable and quality education on a global scale.
The Effectiveness of Teacher Professional Development Management in Improving Teacher Performance
Taking Hunan Electronic Technology Vocational College as the research subject, this study explores the impact of Teacher Professional Development (TPD) management on teacher performance. A mixed-methods approach was adopted, combining questionnaires, interviews, and document analysis. A total of 220 full-time teachers and 20 administrators participated in the study. The findings indicate that training program design, incentive mechanisms, follow-up support, and evaluation systems significantly enhance teachers’ professional competence, teaching methods, and engagement in research activities. Teachers’ professional development needs, participation motivation, and the alignment between TPD activities and teaching practice serve as key mediating factors. However, existing challenges include insufficient personalization of training programs, a disconnect between training content and industry demands, and inadequate follow-up support. The study proposes constructing a stage-based personalized TPD system, strengthening school–industry collaboration, and improving comprehensive evaluation and support mechanisms.
Teacher professional development management
Equity, Inclusion, and Access in Educational Systems: Evidence from China’s Educational Management Perspective
Sustainable development has become a central prin ciple in global policy-making, with education playing a critical rol e in advancing the Sustainable Development Goals. Education is both a fundamental human right and a cornerstone of sustainable national development, serving to advance social equity and build human capital. For developing countries marked by large populations and regional disparities, ensuring equitable access, processes, and outcomes in education remains a critical governance challenge.This study examines how educational management mechanisms shape educational equity, with particular attention to regional inequality. Using China as a case study, it adopts a qualitative descriptive approach based on policy documents, statistical data, and academic literature from 2014–2024. A comparative analysis of Guangdong and Guizhou highlights the “geographic lottery” in resource distribution.Findings show that despite substantial progress in expanding access, disparities persist in funding allocation, teaching quality, and learning outcomes. Equitable resource redistribution, evidence-based policymaking, multi-level governance, and systematic monitoring emerge as key managerial mechanisms for narrowing these gaps.The study refines theoretical understandings of educational equity by incorporating governance perspectives and offers policy implications for other developing contexts, including Indonesia.
Homeroom Teacher Leadership and Digital Strategies in Chinese Classrooms: A Dual-Pathway Framework for Student Engagement
Under China’s Education Informatization 2.0 reform, classroom management is shifting from administrative control toward leadership-driven and digitally mediated governance. Although homeroom teachers are expected to integrate humanistic leadership with AI-supported strategies, existing research rarely explains how their integration sustains authentic student engagement. This study examines how transformational and distributed leadership can be combined with digital strategies to enhance behavioral, emotional, and cognitive engagement. Using a qualitative literature-based approach, it analyzes 20 practitioner monographs and 9 recent academic journal articles (2020–2025). Inductive coding and thematic synthesis were employed to construct a dual-pathway framework. Findings indicate that leadership-oriented practices cultivate emotional safety and autonomy, while digitally-enabled strategies improve precision and personalized feedback. Sustainable engagement emerges from their synergy rather than isolated application. The study proposes a Dual-Pathway Framework that integrates moral leadership with intelligent governance, offering a human-centered model for classroom management in the AI era.
Instructional Leadership of School Principals in Improving Teaching Performance of Elementary School Teachers
The quality of basic education in Indonesia remains constrained by unresolved structural issues reflected in uneven teacher competence, weak academic supervision, and ineffective policy implementation resulting in suboptimal teaching performance at the elementary level and highlighting the urgent need for strengthened instructional leadership to bridge the gap between educational standards and classroom practice. This study aims to analyze the instructional leadership strategy of school principals in improving the teaching performance of elementary school teachers at SDN 2 Cianting, Plered District, Purwakarta Regency. The importance of this research is based on the need to respond to the problem of low teacher performance and learning quality at the basic education level in Indonesia. The research uses a qualitative approach with a case study method because it allows researchers to gain a comprehensive and contextual understanding of instructional leadership practices in a real school setting. The research informants include school principals, teachers, supervisors, and school committees. Data were collected through in-depth interviews, participatory observations, and documentation studies. The research instruments are in the form of interview guidelines and observation sheets, while data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing which are validated using triangulation of sources, methods, and time. The results showed that principals implemented five key instructional leadership strategies, including: 1) Setting clear and contextual learning standards; 2) Implementing reflective and guiding academic supervision; 3) Develop teachers' professional capacity on an ongoing basis; 4) Building a culture of collaboration and teacher leadership; and 5) Strengthening communication, motivation, and school quality culture. The strategies implemented have been proven to strengthen pedagogic competence, learning innovation, and teacher motivation. The findings show a marked improvement in teacher performance in planning, implementing, and evaluating competency-based learning. Thus, instructional leadership plays a crucial role in building a school professional culture and the quality of continuing education, thus requiring policy support and systematic leadership training.
Vocational Education Reconstruction Based on Management Reform
Against the backdrop of China's undergraduate vocational education pilot, Hohhot Vocational and Technical College faces prominent management challenges, restricting its high-quality development. This study has dual theoretical and practical significance: it fills the gap in Sino-Indonesian vocational education management comparative research and helps the college break management bottlenecks. Adopting literature review, case study, action research and comparative analysis, this study argues that vocational education management reconstruction should focus on industry-education integration, transform to a service-oriented model and build a multi-subject collaborative governance system. It finds obvious differences between China and Indonesia's vocational education management systems, identifies the root causes of the college's problems, and proposes targeted solutions. Pilot practice shows remarkable effects, and the study summarizes a practical paradigm for undergraduate vocational education management reconstruction in ethnic minority areas, providing references for Sino-Indonesian vocational education cooperation.
China-Indonesia vocational education cooperation
A Historical Review, Path Choices, and Future Prospects of Building World-Class Universities in China
In the context of intensifying global competition and knowledge-driven economic development, the construction of world-class universities has become a central pillar of China’s national strategy. The comprehensive performance of higher education in research, talent cultivation, social service, and cultural development is widely regarded as a key indicator of national competitiveness. This study systematically examines the historical evolution of China’s world-class university construction, aiming to identify its major strategic pathways, stage-based transformations, and emerging characteristics. Drawing on literature review and policy analysis, the paper analyzes a series of landmark national initiatives, including Project 211, Project 985, the 2011 Plan, and the Double First-Class Initiative. The findings reveal that China’s approach is marked by strong state leadership, targeted support for key institutions and disciplines, sustained financial investment, and an increasing emphasis on quality and performance. Over time, the development model has shifted from qualification-based allocation to performance-oriented governance, from inward institutional strengthening to coordinated internal external development, and from reliance on Western evaluation standards to a framework incorporating Chinese characteristics. The study argues that China’s experience demonstrates a distinctive state-led model of world-class university construction, offering both strategic clarity for future reform and comparative insights for global higher education development.
Equity, Inclusion, and Educational Accessibility in Contemporary Education Systems
Education systems worldwide are universally mandated to safeguard equitable and high-quality learning opportunities for all learners, irrespective of their socioeconomic status, gender, ethnicity, disability, geographic location, or linguistic background. Yet, persistent structural and systemic inequalities rooted in historical, social, and economic factors continue to curtail the developmental potential of millions of marginalized learners across the globe, perpetuating cycles of disadvantage and hindering global sustainable development. This paper delves into the interrelated core concepts of educational equity, inclusion, and accessibility within the context of contemporary education systems, systematically analyzing the multi-dimensional structural barriers that impede fair and universal access to quality education across primary, secondary, and higher education stages. It further explores evidence-based inclusive educational practices tailored to support diverse learner groups, including students with disabilities, ethnic minorities, migrant populations, and low-income communities, and examines the latest policy interventions and technological innovations targeted at enhancing educational accessibility in both developed and developing countries. By synthesizing theoretical frameworks from social justice, education economics, and inclusive education, as well as empirical findings from existing international literature and cross-country case studies, this study underscores the indispensability of systemic reform, multi-stakeholder collaborative governance, and context-specific implementation strategies in advancing equitable and inclusive education. The paper concludes by proposing actionable, tiered strategic recommendations for policymakers, educational practitioners, school leaders, and international organizations, aiming to promote sustainable educational development rooted in the principles of fairness, inclusion, and universal access to quality education.
Challenges and Innovations of Artificial Intelligence in University Academic Affairs Management Model
In the context of higher education's digital transformation, this study employs a mixed-methods approach to explore AI-driven shifts in academic affairs management from traditional to intelligent paradigms. It finds that while core applications like intelligent scheduling and academic early warning are advancing toward intelligent decision-making, challenges such as technological rigidity and institutional lag persist. Successful transformation, the research reveals, requires synergistic evolution between technological empowerment and organizational innovation. Based on empirical analysis, the paper constructs an "Academic Affairs Management Intelligence Maturity Model" with four stages—digitalization, automation, intelligence, and adaptiveness—to guide development. It also proposes a four-dimensional framework encompassing concepts, technology, organization, and institutions, promoting service empowerment, trustworthy platforms, collaborative structures, and agile governance. This research offers administrators a systematic solution for strategic planning and risk prevention while providing empirical evidence to advance the modernization of education governance.
Integrating Structure and Adaptability: A Framework for Higher Education Governance in the Digital Age
Contemporary higher education institutions face a fundamental governance dilemma: they must maintain stable, accountable structures to ensure quality and legitimacy, while simultaneously developing adaptive capacities to respond to rapid technological, social, and economic changes. This tension is particularly acute in developing regions such as ASEAN, where universities must balance global standards with local relevance under constrained resources. This paper aims to develop an integrated governance framework that reconciles the competing imperatives of structural stability and adaptive responsiveness in higher education. Employing a conceptual synthesis methodology, the study critically reviews and integrates recent literature on university governance, digital transformation, and institutional resilience. The analysis culminates in a four-dimensional integrated governance framework, comprising: (1) Networked Collegiality in decision-making; (2) Contextualized Stewardship in operations; (3) Digitally-Enabled, Value-Guided Agility in information systems; and (4) Sustainability-Oriented Evaluation for legitimacy building. The framework demonstrates that effective governance is not a binary choice between structure and adaptability, but rather their strategic integration. By operationalizing this integration across core institutional dimensions, the framework provides a practical blueprint for cultivating the "contextually intelligent university"—an institution capable of coherent action amidst complexity. The paper contributes to both scholarly discourse and policy practice by offering principle-based design guidelines that are globally informed yet locally adaptable, with specific relevance to higher education systems in Indonesia and the broader ASEAN region.
Research on Government Regulation of Online Education Institutions
China's online education sector has expanded rapidly over the past decade, yet this growth has been accompanied by systemic regulatory deficiencies: ambiguous market entry standards, uneven teacher quality, widespread false advertising, and recurrent institutional failures linked to unsecured prepayment models. These dysfunctions not only disrupt market order but also undermine the public welfare foundations of education. This study diagnoses the core deficiencies within China's government regulatory framework for online education and proposes a systematic optimisation pathway. Employing a composite analytical lens integrating government regulation theory, public interest theory, and collaborative governance theory, the research adopts an explanatory sequential mixed-methods design. Quantitative analysis of policy texts and a survey of over 100 institutions clarifies the macro-level relationships between regulatory intensity and compliance outcomes. Qualitative case studies of 6–8 institutions, including in-depth interviews and archival analysis, reveal the micro-level mechanisms of policy distortion and innovation during grassroots implementation. The findings expose a "triple failure"—institutional fragmentation, instrumental obsolescence, and capacity deficits—rooted in the misalignment between traditional command-and-control regulation and the dynamic, cross-domain nature of digital education. The study proposes a collaborative governance ecosystem encompassing institutional consolidation, technological innovation in regulatory tools, and pluralistic participation. This framework offers both theoretical advancement in understanding digital-era regulatory transformation and practical guidance for policymakers seeking to balance market vitality with public interest safeguards.
The Application of the Internet of Things (IoT) in Educational Governance System
The integration of the Internet of Things (IoT) into educational governance represents a transformative trend, promising to enhance efficiency, data-driven decision-making, and resource optimization. However, within the unique and archipelagic context of Indonesia, characterized by disparities in infrastructure, resource distribution, and cultural diversity, the application of IoT faces distinct challenges and opportunities. This study, from the perspective of educational management, aims to explore viable models and pathways for IoT implementation in Indonesian educational governance. The research employs a mixed-methods approach, combining literature review, policy analysis, and case studies of pioneering IoT applications in Indonesian schools and government initiatives. It seeks to analyze the current state of IoT readiness in Indonesia's education sector, identify key challenges (e.g., digital divide, data security, technical expertise), and elucidate the potential impacts of IoT on core governance functions such as asset management, student safety, energy conservation, and personalized learning support. The expected outcomes include: (1) A proposed framework for IoT-integrated educational governance tailored to Indonesia's geographi-cal and socio-economic context, emphasizing a phased and equitable implementation strategy. (2) Specific policy recommendations for the government, educational institutions, and other stakeholders to foster infrastructure development, teacher training, and data privacy standards. The study argues that a strategically implemented IoT ecosystem can significantly bridge educational management gaps across the Indonesian archipelago, promoting more responsive, efficient, and equitable educational governance, thereby contributing to the realization of Indonesia's Merdeka Belajar (Freedom to Learn) vision.
Educational governance framework construction
A Comparative Study of Principal Leadership Styles in Public and Private Elementary Schools
The purpose of this study is to identify the dominant leadership styles of school principals in two different types of schools, a public school and a private school. The study uses a mixed-methods approach that combines quantitative analysis of Likert scale questionnaires with qualitative analysis through in-depth interviews and non-participatory observation. This research was conducted as a case study at a Public Elementary School in Bandung City and a National Islamic Private Elementary School in West Bandung Regency. This study explores how the ownership status of school affects the chosen leadership priorities and styles. The results of the analysis show fundamental differences where the Public Elementary School principal is dominant in active Instructional Leadership (xˉ=4.0) and Digital Leadership (xˉ=3.9), followed by Visionary Leadership (xˉ=3.8). Despite the high digital score, qualitative results confirm that leadership in the public school remains focused on developing teacher capabilities through structured coaching and direct intervention, indicating that the implementation of digital leadership is not yet fully oriented toward a long-term vision. In contrary, the Private Elementary School principal practices Digital Leadership (xˉ=4.3), which emphasizes efficiency, data-based accountability systems, and managerial delegation, as well as Value-Based Leadership (xˉ=4.2), focusing on instilling strong values of integrity, ethics, and authenticity as a foundation for building trust within the school environment. Although both leaders possess strong character foundations in Authentic and Value-Based Leadership, both face similar challenges in the Servant Leadership dimension (lowest xˉ in Public School = 3.3; National Islamic Private School xˉ=4.0) due to high output demands and limited time for deep personal engagement. These findings conclude that school ownership status is a crucial determining factor in defining leadership strategies, where public schools invest in human resource development and program image, while private schools invest in digital systems and data accountability to maintain competitive advantage.
Evaluation and Quality Assurance in Digital Learning Environments Focus on English Language Teaching
With the rapid integration of artificial intelligence (AI) technologies such as natural language processing (NLP) tools, adaptive learning platforms, and automated writing evaluation (AWE) systems into higher education, digital learning environments have become the new norm for English Language Teaching (ELT) in Chinese universities. This paper focuses on the transformation, challenges, and quality assurance (QA) mechanisms of ELT evaluation in AI-enhanced digital contexts, drawing on empirical data from the author’s teaching practice at Anhui Sanlian University (2021–2023) and theoretical frameworks of educational evaluation, communicative competence, and AI ethics. The study explores three core dimensions: (1) the paradigm shift from knowledge-centric, summative evaluation to competence-oriented, personalized assessment driven by AI; (2) key challenges including the limited validity of AI assessments in measuring higher-order competences (e.g., critical thinking, cultural appropriateness), algorithmic bias against non-native English varieties, digital divides, and over-reliance on technology; and (3) a multi-dimensional QA framework tailored to AI-integrated ELT, emphasizing stakeholder collaboration, CEFR-aligned competence standards, continuous data-driven improvement, and ethical equitable practices. Empirical findings from student surveys (n=386), teacher interviews (n=15), and course analytics indicate that the proposed framework enhances evaluation validity (AI-human assessment alignment coefficient = 0.85), and improves student satisfaction with digital learning (from 58% to 82%). This research contributes to the literature on digital education evaluation by providing context-specific, actionable guidelines for ELT educators, program administrators, and policymakers seeking to leverage AI’s potential while ensuring the rigor, fairness, and effectiveness of evaluation in digital learning environments.
Training Needs Analysis for Educational Personnel in Higher Education
Educational personnel play a strategic role in supporting academic processes and institutional governance in higher education. However, professional development programs for educational personnel are often implemented without being based on a systematic assessment of competency needs. Numerous studies indicate that training programs not preceded by needs analysis tend to result in limited impact and low transfer of training outcomes to job performance. This study aims to describe the implementation of Training Needs Analysis (TNA) as a foundation for educational personnel development in higher education. This research employed a descriptive qualitative approach with a case study design conducted at the Faculty of Education of a public university in Indonesia. Data were collected through document analysis, including job analysis, workload analysis, employee performance targets, and institutional performance evaluations. The findings indicate that TNA is able to identify competency gaps across administrative, technical, and managerial positions and supports data-informed decision making in training planning and institutional accountability. This study emphasizes the importance of TNA as a strategic instrument for human resource development in higher education.