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Adolescent delinquency behavior often stems from teenagers' involvement with peer groups at school or in the educational environment. This can develop into more serious criminal behavior later on. Adolescents engaged in delinquent behavior can be categorized as Juvenile Offenders (JO). Peer groups provide a social environment in which JOs can learn and develop various aspects of themselves; however, they also serve as a primary source of negative influence. Similar habitus within social groups reinforce solidarity and camaraderie within them, which may be a reason for teenagers to join peer groups from the same social class. This also provides a sense of comfort and acceptance, while joining groups from different social classes can lead to feelings of inferiority and inequality. Thus, peer groups can have both positive and negative implications depending on the social conditions within a peer group.

The franchise business trend is growing rapidly, including in the iced tea trade. One of them that is currently viral is the Solo iced tea franchise business. This research examines the widespread trading of solo iced tea franchises from the field and habitus perspective of Pierre Boudieu. In this research, researchers used a qualitative and descriptive approach about the rise of the Solo Ice Tea Business. The author uses case study research with literature study and in-depth interviews. Habitus' perspective shows that people's consumption habits and preferences for local products contribute to the popularity and growth of this franchise. The development of the Es Teh Solo franchise is strongly influenced by the interaction between social structure (Field) and individual disposition (Habitus). The combination of economic, social and cultural capital is the key to success in a competitive market.    

This research examines the influence of habitus on the lifestyle and social identity of Jakarta State University students through Pierre Bourdieu's perspective. Habitus, as a set of internal dispositions resulting from interactions with social structures, plays an important role in shaping individuals' mindsets, values and preferences. This research focuses on how factors such as socio-economic background, family education, friendship experiences, and interactions with peers and lecturers influence the formation of students' habitus. Furthermore, it explores how habitus influences lifestyles, including consumption patterns and cultural preferences, as well as social identities that shape students' self-perceptions within the context of a particular social group. Through a qualitative approach, this study aims to understand the relationship between habitus, lifestyle, and social identity of students, as well as the implications of these findings for the development of educational policies in the campus environment.

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.