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This study analyzes the integration of pedagogical leadership and professional competence in the Christian Religious Education (CRE) learning strategy course among undergraduate students. Employing a quantitative approach with a descriptive-correlational survey design, the research involved 26 respondents. Data were collected using a Likert-scale questionnaire, with the results analyzed using descriptive statistics and Pearson correlation. The findings show that both pedagogical leadership (85%) and professional competence (86%) are categorized as high. The Pearson correlation test reveals a strong and significant relationship between the two variables (r = 0.78). These results suggest that pedagogical leadership and professional competence are effectively integrated in the learning process. The course plays a strategic role in shaping students into professional and reflective learning leaders, providing them with the necessary skills to apply their leadership in educational settings. This integration enhances students' readiness to excel in their future roles, emphasizing the importance of these competencies for becoming well-rounded and effective educators.

Communication is a fundamental element in the development of entrepreneurship, particularly within edupreneurship, which integrates educational innovation with entrepreneurial values to address contemporary challenges in education. In an increasingly competitive and digitally driven educational landscape, edupreneurs are required not only to possess pedagogical competence but also strong communication skills to sustain and scale their initiatives. This study aims to analyze the role of effective communication in strengthening edupreneurship competencies. The research employs a literature review method by synthesizing and analyzing relevant theories and previous studies on communication, entrepreneurship, and edupreneurship. The findings indicate that effective communication plays a significant role in enhancing key edupreneurship competencies, including negotiation skills, leadership capacity, personal branding, and adaptability to digital transformation. Communication also functions as a strategic tool for building trust, expanding professional networks, fostering collaboration, and creating supportive learning ecosystems within educational enterprises. Moreover, effective communication enables edupreneurs to articulate value propositions clearly, manage stakeholders efficiently, and respond flexibly to dynamic changes in educational markets. The implications of this study emphasize that communication competence is not a complementary skill but a core requirement for sustainable edupreneurship development. Therefore, systematic communication training and the integration of communication-based learning strategies are strongly recommended within entrepreneurship education programs, particularly for prospective edupreneurs, to support long-term innovation, competitiveness, and sustainability in the education sector.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.

Technological innovation in Christian Religious Education learning strategies aims to improve students' learning literacy comprehensively. In an era of globalization and rapid technological advancement, Christian Religious Education is required to adapt to digital learning media to ensure relevance and effectiveness. The use of various technologies, such as interactive learning videos, educational applications, and e-learning platforms, increases student motivation and active engagement in understanding Christian values ​​and integrating faith with knowledge. Learning strategies using attractive digital technology, a hybrid learning model that combines face-to-face and bold learning, and improving teacher competency are key to the successful implementation of this innovation. The research method used is descriptive qualitative based on a literature review that examines relevant scientific literature, books, and documents on technological innovation in religious education and improving learning literacy. Content analysis was conducted by grouping data based on themes such as technology type, learning strategy, and its impact on student literacy. The research results show that the integration of technology in Christian Religious Education learning provides a significant opportunity to create a technologically savvy young generation that is both mature in faith and character, and able to face the challenges of the times with steadfastness.

Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.