This research examines the benefits of incorporating multicultural education into primary and secondary school curricula. Through a mixedmethods approach, we explore how students' attitudes towards diversity and global citizenship are influenced by exposure to multicultural content. Findings indicate that students who engage with multicultural education are more likely to develop empathy, cultural awareness, and a sense of global responsibility. The study suggests that multicultural education is crucial for preparing students to thrive in a diverse, interconnected world.

This study investigates the impact of digital tools on collaborative learning among secondary school students. By analyzing various online platforms and educational apps, we examine how these tools foster teamwork, communication, and problem-solving skills. Data were collected from a sample of 300 students across five schools, using surveys and focus groups. Results show that students who used digital tools for collaboration demonstrated significant improvements in engagement, critical thinking, and peer interaction. The study concludes that integrating digital tools into classroom activities can enhance the effectiveness of collaborative learning.

The COVID-19 pandemic forced educators worldwide to rapidly adapt to online learning platforms. This research explores teachers’ perceptions of this transition in a range of subjects and educational levels. Through qualitative interviews with 50 educators, the study identifies key challenges, such as technical difficulties and lack of student engagement, alongside opportunities for innovation and personalized learning. Findings suggest that while online teaching posed significant hurdles, it also provided teachers with new ways to engage students and improve pedagogical practices.

This research aims to analyze the form of accountability of the Archipelago Capital Authority after the passing of the Archipelago Capital Law. The relocation of the country's capital will be based on social, economic, political and geographical conditions in the region that create new governance dynamics. The existence of structural changes in the implementation and governance of government in the new national capital has given rise to urgency in research related to the accountability mechanism of the Archipelago Capital Authority, which is something new in Indonesian state affairs. Through literature and theoretical studies as well as a doctrinal research approach, it is stated that the Nusantara Capital City Authority functions as a ministry-level institution that administers the Special Regional Government for the Archipelago Capital City. The position of the Archipelago Capital Authority then became an anomaly because the concept of authority was not appropriate for special regional government units. Then the responsibility of the Archipelago Capital Authority is carried out in two dimensions, namely legal and political responsibility. Apart from that, the authority obtained by the Archipelago Capital Authority through the Archipelago Capital Law is an attribution which causes responsibility to lie with the recipient of the authority (attributeary). Penelitian ini bertujuan untuk menganalisis bentuk pertanggunjawaban Otorita Ibu Kota Nusantara pasca disahkannya Undang-Undang Nomor 3 Tahun 2022 tentang Ibu Kota Negara. Pemindahan ibu kota negara dilatarbelakangi atas kondisi social, ekonomi, politik dan geografi wilayah yang menciptakan dinamika tata pemerintahan yang baru. Adanya perubahan struktur dalam pelaksanaan dan tata kelola pemerintahan di ibu kota negara baru menimbulkan urgensi dalam penelitian terkait dengan mekanisme pertanggungjawaban Otorita Ibu Kota Nusantara yang menjadi hal baru dalam ketetanegaraan Indonesia. Melalui kajian pustaka dan teoretik serta dengan pendekatan penelitian doktriner, dinyatakan bahwa Otorita Ibu Kota Nusantara berfungsi sebagai lembaga setingkat kementerian yang menyelenggarakan Pemerintahan Daerah Khusus. Kedudukan Otorita Ibu Kota Nusantara tersebut kemudian menjadi anomali karena konsep otorita tidak tepat dengan satuan pemerintahan daerah yang bersifat khusus. Kemudian pertanggung jawaban Otorita Ibu Kota Nusantara dilaksanakan dalam dua dimensi yaitu pertangggungjawaban hukum dan politik. Selain itu, kewenangan yang didapatkan oleh Otorita Ibu Kota Nusantara melalui Undang-Undang Ibu Kota Negara merupakan atribusi yang menyebabkan pertanggungjawabannya berada pada penerima wewenang (atributaris), atau dalam hal ini adalah Otorita Ibu Kota Nusantara itu sendiri.

This research aims to find out the form of responsibility of the government of Tlontoraja Village, Pasean District, and Pampekasan District for the village funds that are not absorbed by the village development program. The maintenance of government authority through the authority of the government at the village level is charged by APBDes. The flow of village funds in Tlontoraja village obtains funding that comes from the village's original income. Details of the financial value of the village are channeled, among other things, in the amount of 40% for direct cash aid from the country's funds, 20% for food resilience, 1.5% for disaster management, and the rest for material development. The application procedure for the liquidation of village funds is divided into four stages, i.e., 30% for each stage, starting from stages I–IV. At each stage of such liquidation, the mechanism requires the form of accountability of the relevant village government. The method used in this research is based on a sociological, juris-empirical approach. The data collection technique is done using the interview technique. The results of the analysis show that if there is a budget that does not absorb the development of the village, then it should be channeled to the Silpa Fund. The research also does not show any misuse of the village budget funds by the Tlontoraja Village Government.Penelitian ini bertujuan untuk mengetahui bentuk pertanggungjawaban Pemerintah Desa Tlontoraja, Kec. Pasean, Kab. Pamekasan terhadap dana desa yang tidak terserap oleh program pembangunan desa. Penyelenggaraan wewenang pemerintahan melalui kewenangan pemerintah setingkat desa mendapat biaya dari APBDes. Aliran anggaran dana desa di Desa Tlontoraja memperoleh pendanaan yang bersumber dari pendapatan asli desaPerincian nilai keuangan desa yang disalurkan, antara lain, sebesar 40% untuk bantuan langsung tunai dana desa, 20% untuk ketahanan pangan, 1,5% untuk penanggulangan bencana, dan selebihnya untuk pembangunan bersifat material. Prosedur permohonan untuk pencairan dana desa dibagi dalam empat tahap, yaitu sebesar 30% untuk masing-masing tahap mulai dari tahap I – IV. Pada tiap-tiap tahapan pencairan tersebut, mekanisme mewajibkan bentuk pertanggungjawaban dari pemerintah desa terkait. Metode yang digunakan dalam penelitian ini adalah yuridis-empiris berbasis pendekatan yuridis sosiologis. Teknik pengumpulan data dilakukan dengan teknik wawancara. Hasil pengkajian menunjukkan bahwa jika terdapat anggaran yang tidak terserap pembangunan desa maka harus disalurkan ke dana Silpa. Hasl penelitian juga tidak menunjukkan adanya penyalahgunaan anggaran dana desa disalahgunakan oleh Pemerintah Desa Tlontoraja.

This paper explores the integration of global citizenship education (GCE) in the curricula of select Asian universities. Through a survey of faculty members and curriculum developers, the study analyzes current GCE initiatives and identifies key factors that influence their implementation. Findings suggest that while GCE is increasingly valued, there are challenges related to funding, curriculum rigidity, and cultural relevance. The study proposes strategies for effectively embedding GCE in higher education curricula to cultivate global competencies in students.

This study examines the influence of international mobility programs on the development of intercultural competency in university students. Through a mixed-methods approach, data was collected from participants across several mobility programs to understand changes in attitudes, awareness, and skills relevant to intercultural communication. Findings indicate that students with international exposure show higher adaptability, cultural sensitivity, and openness compared to their peers. The research suggests that well-structured mobility experiences can significantly enhance students' readiness to work in global settings.

This paper explores the challenges faced by international students in virtual learning environments, especially those accelerated by the COVID-19 pandemic. Using qualitative interviews and surveys, the study analyzes issues related to technology access, cultural adaptation, and academic engagement. Results highlight both unique struggles and adaptive strategies utilized by students to cope with the demands of online education. The study concludes with recommendations for institutions to better support international students in virtual settings.

This research examines the role of language proficiency in determining academic success among international students. Using a case study approach, the study focuses on international students across several disciplines to assess the impact of language skills on academic performance, participation, and peer integration. Results demonstrate that language proficiency significantly correlates with academic outcomes and engagement levels, emphasizing the need for universities to provide targeted language support services.

The study investigates the perspectives of university leaders from diverse cultural backgrounds on crosscultural leadership in higher education. Through indepth interviews, this research uncovers how leaders perceive and address cultural diversity, communication barriers, and ethical considerations in their roles. Findings suggest that leaders who prioritize cultural empathy and open communication are more effective in fostering inclusive educational environments. This paper provides a framework for crosscultural leadership training and policy recommendations.