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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Journal of Cultural Relativism (JCR) Tamilis Synex: Multidimensional Collaboration
M. Neeharika
Osmania University India
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Digital Citizenship and Multicultural Education in Contemporary Higher Education M. Neeharika
Journal of Cultural Relativism (JCR) Vol. 1 No. 01 (2024): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

The rapid expansion of digital technologies has transformed higher education by creating new opportunities for learning, communication, and global engagement. Simultaneously, increasing cultural diversity within universities has highlighted the importance of multicultural education and digital citizenship in preparing students for participation in interconnected societies. This study explores the relationship between digital citizenship and multicultural education in contemporary higher education through a systematic literature review. The findings indicate that multicultural education and digital citizenship are mutually reinforcing concepts that contribute to the development of responsible, ethical, inclusive, and culturally aware learners. Multicultural educational practices enhance students’ appreciation of diversity, while digital citizenship promotes responsible online behavior, critical digital literacy, and respectful engagement in virtual environments. The study further reveals that integrating digital citizenship with multicultural education strengthens intercultural communication, global awareness, social inclusion, and civic participation. A conceptual framework is proposed to explain how digital competence and multicultural awareness collectively contribute to inclusive digital engagement. The findings provide valuable implications for educators, policymakers, and higher education institutions seeking to prepare students for active participation in diverse and digitally connected societies.
Challenges for the Principal as a Manager Reviewed from the Aspects of His Role and Responsibilities Yoga Nur Setiawan; Syifa Alfalah; Almaeda Jalaludin; Charles Ilham F; Tamrin Fathoni; M. Neeharika
Tamilis Synex: Multidimensional Collaboration Vol. 2 No. 02 (2024): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v2i02.439

Abstract

School principals occupy a strategic position in ensuring the effective management and administration of educational institutions. As managers, principals are responsible for planning, organizing, directing, coordinating, and evaluating school resources to achieve educational goals. However, the increasing complexity of educational systems, rapid technological advancement, policy reforms, stakeholder expectations, and organizational demands have created significant managerial challenges for school leaders. This study examines the challenges faced by principals as managers from the perspective of their roles and responsibilities within educational organizations. Using a qualitative literature review approach, the study analyzes contemporary research related to educational management, school leadership, and organizational effectiveness. The findings indicate that principals encounter various challenges, including resource management limitations, human resource development issues, administrative workload, technological adaptation, stakeholder engagement, and resistance to organizational change. Furthermore, balancing managerial duties with instructional leadership responsibilities remains a persistent concern. The study concludes that effective managerial competence, strategic decision-making, communication skills, and adaptive leadership are essential for overcoming these challenges and ensuring sustainable school improvement and educational effectiveness in a rapidly changing environment.
Reimagining Islamic Education in India: Artificial Intelligence, Character Formation, and the Sustainable Development Goals in the Era of Society 5.0 M. Neeharika
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 02 (2026): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i02.9944

Abstract

The rapid advancement of digital technologies and the emergence of Society 5.0 have created new opportunities and challenges for educational institutions worldwide, including Islamic education in India. In this context, Islamic educational institutions are expected not only to adopt technological innovations but also to preserve their role in fostering ethical values, character development, and social responsibility. This study explores the transformation of Islamic education in India through the integration of artificial intelligence (AI), character formation, and the Sustainable Development Goals (SDGs) within the framework of Society 5.0. Employing a qualitative research approach, data were collected through in-depth interviews, observations, and document analysis involving educators, students, and educational administrators from selected Islamic educational institutions. The findings reveal that AI has enhanced learning accessibility, personalized instruction, and educational management, while character education remains central to nurturing integrity, responsibility, empathy, and ethical leadership among students. The study also demonstrates that the incorporation of SDG-related values encourages environmental awareness, social justice, community engagement, and sustainable citizenship. Furthermore, Islamic educational institutions increasingly view technological innovation and moral development as complementary rather than contradictory dimensions of education. The integration of AI, character formation, and sustainability principles contributes to a holistic educational model that prepares students to navigate technological advancements while maintaining strong ethical and spiritual foundations. The study concludes that reimagined Islamic education can serve as a strategic framework for developing technologically competent, morally grounded, and socially responsible graduates capable of contributing to sustainable development in the era of Society 5.0. These findings offer valuable insights for policymakers, educators, and researchers seeking to strengthen the relevance and impact of Islamic education in contemporary society.
Co-Authors Almaeda Jalaludin Charles Ilham F Syifa Alfalah Tamrin Fathoni Yoga Nur Setiawan