Toxic professional relationships—characterized by subtle exclusion, politicized decision-making, and emotional suppression—are a prevalent yet underexamined concern in academic institutions. This research emphasizes the psychological, pedagogical, and emotional repercussions for educators in situations characterized by workplace conflict, in contrast to prior studies that primarily examine structural factors. The study seeks to examine how educators perceive, interpret, and react to toxic dynamics, especially via reflective processes. We gathered data from three years of anonymized reflective journaling employing a qualitative, narrative-reflective methodology and conducted a theme analysis. Research highlights three main themes: the emotional effort needed to maintain professionalism despite feeling excluded, changes in teaching methods as a way to resist and find meaning, and how reflective practice helps teachers stay true to their teaching values. The analysis further demonstrates how gender and early-career status exacerbate susceptibility to toxic dynamics. The study prioritizes ethical contemplation as a transforming practice and a means of action instead of providing prescriptive solutions. Institutions should implement emotional intelligence training, equitable task allocation, and peer support mechanisms to cultivate more equal academic settings. This research advocates for a work culture founded on explicit performance expectations, mutual respect, compassion, and integrity in education, facilitating a deeper comprehension of teachers' authentic experiences in challenging school environments.

This community service activity aims to explore and optimize the local potential of the abundant soursop fruit in Puteri Betung Village, Gayo Lues Regency. The primary problem lies in the local community's underutilization of the abundant soursop fruit. This activity was conducted in the form of training on making soursop dodol and product packaging design. The methods used include a participatory approach, direct training, and evaluation of the work produced. This activity resulted in an increased understanding among the community regarding the added value of soursop fruit, improved technical skills in product processing, and support from the local government for the continuation of the product. The soursop dodol product successfully won 1st place in the local potential utilization category at the district-level expo. The results of this activity show that local potential-based mentoring can be an effective medium for empowering the community's economy.

This study investigates the role of motivation and self-efficacy in English language learning among fourth-semester students majoring in English at IAIN Takengon. Employing a quantitative method, data were collected from a limited population of five students using a validated Likert-scale questionnaire designed to assess levels of motivation and self-efficacy across key language skills. The results revealed that while students demonstrated high levels of motivation—driven by academic and career goals, as well as personal inspirations—their self-efficacy levels varied, with some showing a lack of confidence in their language abilities. This finding suggests a discrepancy between students’ motivational drive and their self-perceived competence. The study recommends the integration of mentoring programs, engaging classroom strategies, and exposure to authentic language environments to enhance learners’ self-efficacy. These findings contribute to a deeper understanding of affective factors in second language acquisition and provide practical recommendations for language instructors and institutions.

The focus of this study is the transformation of English and Mathematics education at the State Islamic Institute (IAIN) Takengon. Higher education at IAIN Takengon faces challenges in increasing student interest, especially in English and Mathematics study programs. Students believe that mathematics and English skills are not important for career success. This is a common problem in many universities in Indonesia. By focusing on the analysis of high school needs, this study attempts to address the problem. The results of the analysis indicate that IAIN Takengon programs can be tailored to meet the specific needs of English and Mathematics students. As part of the solution, IAIN Takengon students engage directly with high school students and gain hands-on experience in mentoring and teaching. To determine the needs of high schools, an analysis of the study program curriculum, interviews with teachers and students, and observations were conducted. The results of the study indicate that the English and Mathematics curriculum needs to be improved specifically, and the program should be more related to students' real lives. Case studies and qualitative methods are considered effective in collecting contextual data and providing in-depth insights into the state of education at IAIN Takengon. Other practical recommendations include curriculum adjustments, creating learning materials that are more in line with industry needs, and training teachers to implement innovative teaching methods.