Teacher welfare is a crucial factor in determining the quality of teaching, especially at the elementary school level which is the foundation of children's education. This article aims to examine the relationship between teacher welfare and improving the quality of teaching. Through a qualitative approach with literature study and descriptive analysis, it was found that welfare which includes financial, emotional, social, and professional aspects has a direct impact on teacher motivation, performance, and interaction in the classroom. The results of this study recommend increasing attention to teacher welfare as a key strategy in elementary education reform.

In the midst of the development of information technology and globalization, character education is very important to form a young generation with integrity and noble character. This study aims to explore the role of character education in the national curriculum in Indonesia, as well as the challenges faced in its implementation. The method used is descriptive qualitative with literature study, collecting data from various related literature. The results of the study indicate that character education not only focuses on developing noble morals, but also functions as a pillar in creating a just and civilized society. Although there are supportive policies, challenges such as limited time, resources, and the phenomenon of 'disconnect' in the digital era are still obstacles. Therefore, it is necessary to integrate character education into all subjects and extracurricular activities, increase training for teachers, and collaboration between schools, families, and communities to create an environment that supports character formation. This study concludes that character education must be an integral part of a curriculum that is adaptive to changing times, with a relevant approach to teaching digital ethics and in-depth social skills.

Elementary school teacher performance plays a pivotal role in enhancing the learning process. This study investigates key elements that affect teacher performance, including personal (internal) aspects, environmental (external) influences, leadership from school principals, and levels of teacher professionalism. Using a literature review approach, the study compiles data from relevant sources. The results reveal that teacher performance is shaped by motivation, satisfaction at work, support from school management, and both pedagogical and professional competence. This suggests that improving teacher effectiveness requires a holistic strategy. The study implies the importance of formulating education policies that continuously support teacher development and strengthen leadership to foster a productive educational climate.

The COVID-19 pandemic has drastically changed the way people communicate, especially in the world of education. Learning that previously took place face-to-face has shifted to a virtual system in response to government policies regarding social distancing. This study aims to examine the culture of virtual communication during the COVID-19 pandemic using a literature study approach and secondary data analysis from various trusted sources, including national journals. The results of the study show that virtual communication has become an important part of the learning process during the pandemic. Various platforms such as Zoom Meetings, Google Classroom, and Google Meet are widely used by educators and students to support interaction and the effectiveness of the teaching and learning process. This study also highlights changes in communication patterns, challenges faced by users, and the importance of technological readiness and digital literacy in supporting effective virtual learning during a crisis such as a pandemic.

The 21st century is marked by rapid technological developments, increasingly open global access, and increasing complexity in social life. This requires significant changes in the education system, especially in terms of the role and competence of teachers. Therefore, teachers are required to be able to adapt to the times, including in terms of the use of technology that continues to develop. In this era, teachers need to master technology well, for example by creating ICT-based learning media, utilizing learning applications, and various other forms of innovation. This study uses a qualitative research method with a descriptive approach. This article emphasizes that to face the challenges of education in the 21st century, teachers are not enough to only act as conveyors of material. Teachers must also be able to be facilitators, guides, and innovators in the teaching and learning process. With this broader role, teachers are expected to be able to improve the quality of basic education and respond to the needs of the times effectively.

The COVID-19 pandemic has had a major impact on the world of education, forcing a massive transformation of learning from face-to-face to the virtual world. In this article, we emphasize how technology, digital media, and online learning strategies have changed during the pandemic and how they are applied at various levels of education. In the online learning process, both teachers and students face challenges and opportunities, according to literature research conducted in several recent books and journals. Information technology is very important to convey information and encourage students to learn. This transformation not only affects learning methods but also requires innovation in curriculum and teaching methods to be more flexible and adaptive. The digital era has encouraged the use of technology in education. This is despite many obstacles, such as limited infrastructure and lack of human resources. This study shows that the readiness of the education system to face the crisis is very important. In addition, in the future, educators and students must be strengthened in digital skills.

Character education is very important to form a strong generation, especially in facing the challenges of the digitalization and globalization era. The purpose of this article is to investigate how character education is incorporated into the national curriculum and how it functions to build students' morals and ethics. This study analyzes literature from various journals, books, and articles that discuss the theory, implementation, and policies of character education in elementary to secondary schools. The results show that character education has become an important part of the national curriculum by strengthening values ??such as honesty, responsibility, cooperation, and anti-corruption. However, the implementation continues to face problems such as lack of teacher instruction, inconsistent implementation, and the strong influence of digital culture. Therefore, schools, families, and communities must work together so that character values ??can be instilled properly. It is hoped that this study will help efforts to improve the quality of character education in Indonesia.

This article examines the implementation of characterieducationiin Indonesia's national curriculum asian effortito build a generation with high integrity. This literature-based research analyzes various character education models that have been implemented in the national curriculum and identifies challenges and opportunities in their implementation. The results show that character education holistically integrated into the curriculum hasia significantiimpaction developing attitudesiandibehaviors of integrity among students. Supporting factors for successful character education include teacher modeling, conducive schoolenvironments, family support, and community collaboration. The main challenges lie in the consistency of implementation, educator capacity, and evaluation of character value achievements. This article recommends strengthening project-based and experiential learning approaches, developing educator capacity, and comprehensive evaluation models to optimize the process of character formation with integrity in students.

Character education is essential to create a generation that is not only cognitively intelligent, but also strong in moral and ethical values. Amidst the rapid advancement of technology and globalization, maintaining the morality and integrity of the younger generation is increasingly difficult. By conducting literature research on 20 relevant sources, this article aims to investigate the role of character education in the formation of moral and ethical individuals. The results of the study indicate that character education that is included in the learning process, both formal and non-formal, is able to instill the values ??of discipline, empathy, honesty, and responsibility. Strengthening character values ??in the digital era also requires an approach that is in accordance with the culture and digital media that are close to students' lives. The implementation of consistent, collaborative, and contextual character education is the key to creating a generation that is not only academically superior, but also able to instill ethics in community life. Thus, character education is an important foundation in building the next generation of the nation with integrity and ethics.

The main method to encourage women to achieve gender equality is education. Women have greater opportunities to improve their quality of life, fight for their rights, and actively participate in various aspects of life through education. However, social reality shows that women still face various challenges, such as unequal access to education, patriarchal cultural construction, and limited roles in the public sphere. In this article, the importance of education as a way to encourage women to achieve fair gender equality is discussed. Education not only teaches women what they need to know, but also gives them a critical understanding of their roles and potential. In this context, education must be designed inclusively and responsive to the needs of women, taking into account the social, cultural, and historical aspects that affect their lives. Women's education is essential to building a just, equal, and sustainable society because achieving gender equality in education is not just an individual effort; it also requires systemic support from policies, curricula, and a supportive social environment.