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Education plays a very important role in shaping morality, character, and self-esteem. Through Delors (1996), UNESCO outlines four pillars of modern education: learning to know, learning to do, learning to be, and learning to live together, which support human development. These principles have long been integrated into the Islamic educational tradition through the concept of Kaffah  Islam, which encourages faith, knowledge, and charity. The purpose of this study is to analyze the relevance and integration of UNESCO's educational principles from the perspective of Kaffah  and to analyze their implementation during the colonial era. Through a qualitative approach and literature review, the research findings show philosophical and practical agreement between the two paradigms. Islamic education during the colonial era not only served as a means of teaching religious knowledge but also as a means of fostering moral character, social solidarity, and a sense of responsibility in the face of a discriminatory education system. Thus, the integration of UNESCO and Kaffah  Islam shows that Islamic education had adopted the concept of holistic education before the formation of modern UNESCO. To support civilized independent education, it is important to contextualize these values in order to strengthen national education that balances knowledge, skills, spirituality, and social solidarity. 

The development of information and communication technology in Indonesia continues to grow rapidly, as evidenced by the internet penetration rate reaching 73.3% in 2019 (APJII). With 144.19 million out of 196.71 million Indonesians having internet access, the country has become the largest digital economy market in Southeast Asia (Google e-Conomy SEA, 2020). West Java Province recorded the highest number of internet users, followed by Central Java, DKI Jakarta, and Jambi. In response to this development, President Joko Widodo has designated accelerating digital transformation towards becoming a "digital nation" as one of the main visions of his administration, focusing on the development of digital talent human resources. This program emphasizes the importance of digital literacy, which includes individuals' ability to access, understand, create, communicate, and evaluate digital technology (UNESCO, 2018). The Minister of Communication and Information Technology targets digital literacy for 12.5 million Indonesians by 2020–2024 to enhance cognitive abilities beyond merely operating devices. In this context, lecturers from the Institute of Technology and Business Pelita Raya launched a community service activity on digital literacy themed "Embracing Technology: Equipping Students in the Digital Era at SMA N 12 Tanjung Jabung Barat." This activity aims to equip students with relevant digital skills to face the challenges of the digital era and contribute to Indonesia's digital transformation.

discusses the analysis of education policy in England and compares it with the education situation in Indonesia. With a focus on England as a developed country, this research maps various aspects of education policy such as curriculum, funding, assessment, and follow-up after formal education. Meanwhile, education in Indonesia, as a developing country, is also experiencing significant developments in its education system. Through comparative analysis, this research evaluates the differences and similarities between the two countries, including aspects of access, quality and relevance of education. A literature review involving key references such as government reports and UNESCO publications formed the basis of this research. The results of the analysis are expected to provide insight into education policies in both countries, as well as clarify challenges and opportunities in improving the quality of education.

Batik tulis merupakan batik yang teknik pembuatan paling tertua dan paling tradisional yang ada di Indonesia. Hal ini karena teknik pembuatan batik tulis khususnya dilakukan secara manual dengan menggunakan canting dan malam.  Eksistensi batik sudah dikenal luas baik lokal maupun mancanegara. Bahkan, pada tanggal 2 Oktober 2009, UNESCO menetapkan batik sebagai Intangible Cultural Heritage (ICH) atau Warisan Budaya Takbenda. Pengabdian masyarakat ini focus dalam upaya menumbuh kembangkan eksistensi UMKM batik tulis tradisional di Desa Kalipucang Wetan, Kecamatan Batang, Kabupaten Batang bersama Pemerintah Daerah dan Perguruan Tinggi Fakultas Hukum UNTAG Semarang serta Fakultas Hukum Universiti Kebangsaan Malaysia. Metode pengabdian masyarakat dengan penyuluhan hukum dan diskusi. Hasil penyuluhan hukum didapat kesadaran bagaimana pelaku pengrajin batik tradisional semakin lebih paham tentang keamanan transaksi bisnis batik baik secara Nasional maupun Internasional serta pentingnya peran sinergis Pemerintahn Daerah, Perguruan Tinggi serta Perbank kan dalam upaya menumbuh kembangkan pelaku pembatik tulis tradisional lebih eksis dan mendunia.

Melikan Village area is part of Pegunungan Sewu area. This area is included in a national protected area and has been part of UNESCO's Global Geopark Network since 2015. As a karst areas, this area has potential natural resources, human resources, and socio-economic-culture. This research has mapped all of these potentials to become the basis for designing the Taman Budaya Banglipuran which is the focus of the development of the Melikan Village area. The approach used in this study is action research which is carried out in three stages. The research phase are: mapping, planning and development. The mapping is digital using Quantum GIS. Planning is carried out with FGD. And development includes area planning with 3D visuals. This research aims to assist the community in developing the Banglipuran area by producing area designs.