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All Journal Societal Serve: Journal of Community Engagement and Services Edu Spectrum: Journal of Multidimensional Education
Blbas, Hazhar Talaat Abubaker
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Data-Driven Collaborative Governance to Strengthen Social Advocacy and Public–Community Partnerships for Sustainable Development Blbas, Hazhar Talaat Abubaker; Kamran Abdullayev; Halilintar, Masnur Putra
SocietalServe: Journal of Community Engagement and Services Vol 2 No 2 (2025): Societal Serve: Journal of Community Engagement and Services
Publisher : Pusat Riset dan Inovasi Nasional Mabadi Iqtishad Al Islami

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70063/societalserve.v2i2.132

Abstract

This community engagement program aims to strengthen collaborative governance and social advocacy in Erbil through a data-driven approach that empowers both public institutions and local communities. The initiative responds to the growing need for evidence-based decision-making, particularly in urban areas where socio-economic disparities, limited data literacy, and fragmented public–community communication hinder sustainable development efforts. Using participatory mapping, digital data collection, and community workshops, the program integrates statistical tools and informatics-based solutions to support transparent governance practices. Activities include capacity-building sessions, community needs assessments, data visualization training, and stakeholder forums designed to enhance cooperative problem-solving. Findings show that community members developed increased awareness of data-based decision processes, while local institutions improved their ability to integrate citizen input into planning. Participant feedback confirms higher trust levels, better communication pathways, and enhanced motivation to co-design development initiatives. The program demonstrates that data-driven social advocacy can strengthen relational accountability and foster long-term collaborations between stakeholders. This model offers a scalable and adaptable framework for cities in the Kurdistan Region seeking to implement more inclusive and sustainable governance strategies. Overall, the program contributes to the advancement of participatory governance by embedding statistical literacy and digital tools into community-centered development processes.
Data-Informed Professional Development for Strengthening Teacher Assessment Literacy in the Digital Era Blbas, Hazhar Talaat Abubaker; Mansurzada, Asma Elmar; Hasanov, Tofig
Edu Spectrum: Journal of Multidimensional Education Vol. 2 No. 2 (2025): Edu Spectrum: Journal of Multidimensional Education
Publisher : Pusat Riset dan Inovasi Nasional Mabadi Iqtishad Al Islami

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70063/eduspectrum.v2i2.129

Abstract

This study examines how data-informed professional development can strengthen teacher assessment literacy amid the growing demands of the digital era. Using a qualitative design, the research combines library investigation and content analysis of scholarly literature published over the past decade related to digital assessment, teacher data literacy, and technology-supported instructional decision-making. Findings reveal that digital transformation in education requires teachers to master data interpretation skills, utilize technology-enhanced assessment tools, and develop ethical awareness regarding privacy and algorithmic bias. However, many teachers continue to face competency gaps, inadequate professional development, and challenges in integrating digital assessment practices effectively. The study highlights that meaningful professional development must be continuous, collaborative, evidence-based, and incorporate data literacy, AI literacy, and reflective pedagogical practice. Such an approach equips teachers to interpret complex data, design valid digital assessments, and make ethically responsible, evidence-driven instructional decisions. This research provides conceptual clarity and a foundation for designing comprehensive professional development frameworks aimed at enhancing teacher assessment literacy within rapidly evolving digital learning environments.
Co-Authors halilintar, masnur putra Hasanov, Tofig Kamran Abdullayev Mansurzada, Asma Elmar