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All Journal Jurnal Pendidikan (Teori dan Praktik) Jurnal PAJAR (Pendidikan dan Pengajaran) JURNAL PENDIDIKAN TAMBUSAI Education and Human Development Journal Jurnal Pemerintahan dan Politik Jurnal Ilmiah Pendas : Primary Education Journal Journal of Islamic Education Management International Journal of Research and Community Empowerment Global Education Trends NUMADURA: Journal of Islamic Studies, Social and Humanities Journal of Governance and Public Administration Journal of Development Economics and Digitalization, Tourism Economics (JDEDTE) Journal of Administration, Governance, and Political Issues Bisnis, Jasa dan Keuangan Journal of Psychology Ite Ngabdi
Emynorane, Ralaivao Hanginiaina
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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EDUCATION AND THE VALI-VAZAHA: BETWEEN TRADITION AND EDUCATIONAL PERSPECTIVES IN THE SOUTH-WEST REGION OF MADAGASCAR Bien-Aimé, Whega Danitsaike; Bernard, Koto; Emynorane, Ralaivao Hanginiaina
Global Education Trends Vol. 3 No. 2 (2025): GLOBAL EDUCATION TRENDS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v3i2.389

Abstract

This study explores the phenomenon of vali-vazaha, marriage or concubinage with foreigners in the Southwest region of Madagascar, where tourism strongly influences local socio-cultural practices. While education is widely recognized as a fundamental right and a cornerstone of sustainable development, many families continue to prioritize early marriage, particularly with vazaha, as a faster route to economic and social mobility. Employing a qualitative field-based approach, data were collected through semi-structured interviews, questionnaires, and participant observation in three rural coastal communes: Itampolo, Belalanda (Mangily), and Befandefa (Andavadoaka). A purposive sample of 30 participants, including parents, young girls, teachers, and community leaders, provided diverse perspectives on the interplay between education, tradition, and marriage practices. The findings reveal a paradox: although education is acknowledged as valuable, its long-term benefits are often overshadowed by the immediate financial advantages of early marriage. Tourism and exposure to foreigners have reshaped local aspirations, reinforcing the perception of marriage with a vazaha as a shortcut to prestige and stability. Girls are the most affected, as they face school dropout, limited autonomy, and early social responsibilities. The study highlights how economic insecurity entrenched cultural norms, and weak institutional support collectively perpetuate this practice. By analyzing these dynamics through Bourdieu's theory of cultural capital, Berry's acculturation framework, and Durkheim's perspective on social norms, the study contributes a novel understanding of how globalization and local traditions intersect in shaping educational trajectories. It underscores the urgent need for context-sensitive policies that both strengthen educational opportunities for girls and address the socio-economic drivers of early marriage.
EVALUATING THE IMPACT OF AI-ENABLED CLOUD COMMUNICATION PLATFORMS ON STUDENT ENGAGEMENT IN HIGHER EDUCATION: A CASE OF AFGHANISTAN PRIVATE UNIVERSITIES Sadat, Mir Mohammad Naim; Tokhi, Mustafa; Azizi, Muhammad Ajmal; Esmati, Shahabuddin; Emynorane, Ralaivao Hanginiaina
Global Education Trends Vol. 3 No. 2 (2025): GLOBAL EDUCATION TRENDS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v3i2.391

Abstract

The integration of artificial intelligence (AI) and cloud-based technologies is reshaping higher education globally, yet their impact in fragile contexts remains underexplored. This study evaluates the influence of AI-enabled cloud communication platforms on student engagement in ten private universities in Afghanistan, with a focus on interaction, personalization, motivation, and collaboration. A qualitative research design was employed, using classroom and online observations, document analysis, and semi-structured interviews with faculty, students, and administrators. The findings reveal that these platforms significantly enhanced engagement by fostering real-time communication, adaptive feedback, gamification, and collaborative learning opportunities. However, effectiveness was constrained by infrastructure weaknesses, uneven institutional readiness, limited faculty training, and cultural skepticism regarding AI. The study highlights that technology alone cannot transform education without supportive ecosystems of infrastructure, pedagogy, and ethical guidelines. Its impact lies in providing evidence for policymakers, educators, and administrators seeking to strengthen student-centered learning and digital transformation in higher education. The study suggests future research should adopt mixed methods approaches to measure learning outcomes more systematically, expand to public universities, and explore long-term cultural and ethical implications of AI integration, ensuring digital innovation contributes to equitable and sustainable educational reform in Afghanistan and comparable contexts.
TOURISM AND EDUCATIONAL PROGRESS: ENHANCING SCHOOLS AND UNIVERSITIES IN MADAGASCAR Eric, Ralainirina Razokiny; Arrive, Tsitaire Jean; Emynorane, Ralaivao Hanginiaina
Global Education Trends Vol. 3 No. 2 (2025): GLOBAL EDUCATION TRENDS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v3i2.392

Abstract

Tourism has become an important sector in Madagascar, with growing potential to generate income, create jobs, and foster international exchange. However, its contribution to the country's education system remains underexplored. This study investigates the ways in which tourism interacts with schools and universities, focusing on its impact on infrastructure, teacher capacity, student opportunities, and community perceptions. A qualitative research design is employed, combining direct observation and semi-structured interviews with 30 purposively selected informants, including school directors, teachers, university lecturers, students, parents, tourism operators, and local leaders. Data are analyzed thematically to identify key patterns and cross-validated through triangulation to ensure credibility. Findings reveal that tourism's influence on education in Madagascar is still modest and uneven. Some schools located near tourist destinations benefit from occasional donations or NGO-led projects, but most institutions lack systematic support. Teachers have limited access to training in foreign languages ​​or hospitality skills, which constrains their ability to prepare students for careers linked to tourism. Opportunities for students and universities remain narrow, as internships, vocational pathways, and collaborations with businesses are not yet well developed. Communities recognize tourism's potential to support education but express concern that benefits are concentrated in specific hubs, leaving many rural schools excluded. The study underscores the need for stronger linkages between tourism and education through targeted teacher training, structured internship programs, and equitable revenue-sharing mechanisms. By highlighting both opportunities and gaps, the research provides insights that can guide policymakers, educational institutions, and tourism stakeholders in designing more inclusive strategies. Ultimately, strengthening the connection between tourism and education can enhance human capital, promote equitable development, and contribute to Madagascar's long-term socio-economic progress.
The Effect Of Web-Based Academic Information System Use On Student Satisfaction: A Quantitative Study In Islamic Higher Education Pauji, Ade Ikbal; Rida, Rosidah; Emynorane, Ralaivao Hanginiaina
JoIEM (Journal of Islamic Education Management) Vol. 6 No. 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v6i2.6799

Abstract

This study aims to analyze the effect of web-based Academic Information Systems on student satisfaction. The digital transformation in education requires the optimization of academic information systems to improve the efficiency of both academic and non-academic services. However, the implementation of such systems often faces several challenges, including user resistance, limited infrastructure, and suboptimal data quality. This research employed a quantitative approach with a population of 59 active students from the Islamic Education Management Study Program at the Institut Agama Islam Tasikmalaya. A sample of 51 respondents was determined using the Isaac and Michael formula. Data were collected through questionnaires and documentation studies, with the latter serving as secondary data in the form of institutional records to complement and validate the information obtained from respondents, and then analyzed using validity tests, reliability tests, and t-tests with IBM SPSS version 26. The findings indicate that the levels of system usage and student satisfaction fall into the moderate category. The coefficient of determination test resulted in a value of 31.3%, suggesting that the use of the Academic Information System contributes to student satisfaction, while the remaining 68.7% is influenced by other factors. Furthermore, the t-test produced a significance value of 0.000 (< 0.05), indicating that the use of web-based Academic Information Systems has a significant effect on student satisfaction.
CLIMATE CHANGE, FOOD INSECURITY, AND ADAPTIVE STRATEGIES IN SOUTHERN MADAGASCAR Eric, Ralainirina Razokiny; Arrive, Tsitaire Jean; Emynorane, Ralaivao Hanginiaina
Journal of Development Economics and Digitalization, Tourism Economics Vol. 2 No. 4 (2025): Oktober
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jdedte.v2i4.3092

Abstract

Southern Madagascar has become a frontline of climate vulnerability, where recurring droughts, erratic rainfall, and land degradation have exacerbated chronic food insecurity. This qualitative study explores how climate change affects rural communities in the Androy and Anosy regions and investigates the local adaptive strategies developed in response to environmental and socio-economic stressors. Using an interpretive phenomenological approach, the study captures the lived experiences of affected populations through in-depth interviews and focus group discussions. A total of 24 informants were selected using purposive sampling, including smallholder farmers, female-headed households, local community leaders, NGO workers, and agricultural extension officers. Data were collected through semi-structured interviews, field observations, and document analysis of regional adaptation plans and NGO reports. The findings reveal that climate-induced food insecurity is not merely an ecological crisis but a deeply social issue influenced by poverty, gender roles, weak institutional support, and cultural land practices. Informants reported using a combination of traditional coping mechanisms such as food rationing, seasonal migration, and seed diversification and externally supported interventions such as cash-for-work programs and drought-resilient crops. However, many of these strategies remain short-term, reactive, and unequally accessible. This study concludes that while community resilience is evident, structural barriers persist in achieving long-term adaptation. Policy implications include the need for localized climate adaptation policies, strengthened agricultural extension services, and the inclusion of indigenous knowledge in planning processes. By centering voices from the most affected regions, this study contributes to a deeper understanding of the human dimensions of climate vulnerability in Madagascar.
ADDRESSING BULLYING IN MADAGASCAR’S ELEMENTARY SCHOOLS: PREVENTION AND INTERVENTION STRATEGIES Eric, Ralainirina Razokiny; Arrive, Jean Tsitaire; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 1 (2025): Juni 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v6i1.6917

Abstract

This study explores bullying prevention and intervention strategies in five public and private elementary schools in Sakaraha, Madagascar. Using a qualitative descriptive research design, the study employed three data collection methods: observation, semi-structured interviews with teachers and school principals, and documentary analysis of school records and policies. The primary aim was to investigate the prevalence and types of bullying, the awareness of bullying among students and staff, and the effectiveness of current prevention programs. Findings revealed that bullying, particularly verbal and social exclusion, is prevalent during unstructured times such as recess and transitions between classes. While teachers and principals expressed awareness of bullying issues, their responses varied in consistency and effectiveness, with some schools having more active prevention measures than others. School policies on bullying were generally available but lacked detailed, practical guidelines for addressing the issue. Triangulation of data from the three sources confirmed the need for more consistent implementation of anti-bullying practices, clearer communication of policies, and greater student involvement in prevention efforts. The study highlights the importance of a cohesive, school-wide approach to bullying prevention, emphasizing the need for teacher training, student empowerment, and ongoing evaluation of intervention outcomes.
DIGITALIZATION AND EDUCATION: AN ANALYSIS OF PRACTICES AND CHALLENGES IN THE CISCO OF TOLIARA I, MADAGASCAR Bien-Aimé, Whega Danitsaike; Emynorane, Ralaivao Hanginiaina; Bernard, Koto
Journal of Psychology Vol. 2 No. 1 (2025): Agustus
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jp.v2i1.3105

Abstract

This study investigates the prospects and challenges of educational digitalization in the CISCO of Toliara I, Madagascar, where digital reforms remain largely at the planning stage. Using a qualitative approach, the study gathers insights from teachers, students, parents, and administrators to examine how digital tools are envisioned, the expectations attached to them, and the factors that hinder their adoption. Current practices in attendance monitoring, examination registration, recordkeeping, and school–family communication are still paper-based, fragmented, and often ineffective in addressing chronic absenteeism, high dropout rates, or irregular examination participation. Participants emphasize the potential value of digital identification cards, centralized servers, automated alerts to parents, and digital student profiles as mechanisms to enhance accountability, transparency, and the overall quality of education. Anticipated outcomes include stronger parental involvement, reduced absenteeism, more reliable regulation of examinations, and better support for remedial initiatives such as Back to School for Learning and Teaching at the Right Level. However, the study also highlights major obstacles, including inadequate infrastructure, unstable electricity and internet access, limited technical capacity, and weak institutional coordination. By capturing both the realities of the existing system and the aspirations for digital reform, the study sheds light on the conditions necessary for digitalization to become a transformative force for educational governance in Madagascar.
Local Perspectives on the Use of Malagasy as a Language of Instruction in Madagascar’s Elementary Schools Léa, Soameva; Angelo, Vahinimalala Tahinarizafy; Emynorane, Ralaivao Hanginiaina; Urbain, Marolahy Jacquot
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore local perspectives on the use of Malagasy as a language of instruction in elementary schools in Toliara, Southwest Madagascar. Using a qualitative approach, data were collected through interviews, classroom observations, and informal discussions with teachers, school administrators, and parents to examine perceptions, challenges, and aspirations related to mother-tongue education. The findings reveal that the use of Malagasy enhances comprehension, participation, and cultural connection among learners, fostering a more inclusive and confident learning environment. Even so, the implementation process faces significant obstacles, including limited teaching materials, inadequate teacher training, and insufficient policy support. Participants expressed strong support for a balanced bilingual model that integrates Malagasy for foundational learning and French for broader academic and professional opportunities. The study emphasizes the need for clear policy direction, improved teacher preparation, and greater community involvement to strengthen the role of Malagasy in education. These insights contribute to broader discussions on linguistic equity and educational reform in multilingual societies, suggesting that sustainable progress requires aligning national identity with educational inclusiveness and global engagement.
INTERCULTURAL APPROACH IN TEACHING INDONESIAN LANGUAGE TO MADAGASCAR STUDENTS: COMPARATIVE STUDY BETWEEN ELEMENTARY SCHOOL AND UNIVERSITY LEARNERS Augustin, Ravaoarisoa Simonette; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/8jebh462

Abstract

This study aims to explore the application of an intercultural approach in teaching the Indonesian language to students from Madagascar, with a comparative analysis between elementary school and university learners. The growing interest in learning Indonesian among Malagasy students, due to cultural and economic ties between Indonesia and Madagascar, presents an opportunity to examine how language acquisition can be enhanced through intercultural perspectives. Using a qualitative approach, this study uses interviews, classroom observations and document analysis to explore how Indonesian is taught in two educational contexts and how cross-cultural elements are integrated into the curriculum. The study compares different teaching methods used for elementary schools and more advanced learners at the university level, with a focus on cultural nuances, teaching strategies, and students` attitudes toward language and culture. Preliminary results suggest that while both groups benefited from the intercultural approach, the depth and complexity of intercultural content differed significantly between the two educational levels. Primary school students engage more with basic cultural concepts through interactive activities, while university students explore cultural themes more deeply through analytical discussions and educational materials. The study concluded that the intercultural approach not only enriches language learning but also promotes better cultural understanding, which is essential for improving communication skills in  both  contexts. This comparative study provides valuable insights into how to apply intercultural pedagogy to different age groups, offering recommendations for developing Indonesian language curriculum for Malagasy students
EXPLORING THE ROLE OF KISWAHILI AND MALAGASY LANGUAGE IN EDUCATION: LINGUISTIC BRIDGES IN EAST AND SOUTHERN AFRICA Florette, Rasolonirina; Augustin, Ravaoarisoa Simonette; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 1 (2025): Juni 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/78gf2b48

Abstract

This study explores the role of Kiswahili and Malagasy  in education, examining how these languages serve as linguistic bridges in East and Southern Africa. Focusing on Tanzania and Madagascar, the study uses a qualitative approach to investigate the perspectives of students and lecturers at universities in both countries. By conducting in-depth interviews with key informants, the study highlights the cultural, educational, and social significance of Kiswahili in Tanzania and Malagasy in Madagascar, shedding light on their influence in higher education settings. The findings reveal the importance of these languages not only in fostering communication and academic success but also in promoting regional integration and cultural identity. The study underscores the challenges and opportunities these languages present in the context of multilingualism and educational development in East and Southern Africa. Through the voices of students and educators, the study contributes to understanding how Kiswahili and Malagasy function as tools for knowledge dissemination and intercultural exchange in the region.
Co-Authors Angelo, Vahinimalala Tahinarizafy Arrive, Jean Tsitaire Arrive, Tsitaire Jean Augustin, Ravaoarisoa Simonette Azizi, Muhammad Ajmal Bernard, Koto Bien-Aimé, Whega Danitsaike Citriadin , Yudin Eric, Ralainirina Razokiny Esmati, Shahabuddin Florette, Rasolonirina Giovanni, Rabibisoa Jean , Arrive Tsitaire Larissa , Razafiharimbola Léa, Soameva Marcel, Faharano Mau, Muliadi Muhammad Akbar Pauji, Ade Ikbal Ratna , Hangivola Emyblonde Ratna, Hangivola Emyblonde Rida, Rosidah Sadat, Mir Mohammad Naim Tokhi, Mustafa Tsitaitse, Tahadray Jean Urbain, Marolahy Jacquot