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All Journal Journal of Elementary Education Research and Practice Management of Education: Jurnal Manajemen Pendidikan Islam
Adiyono Adiyono
Sekolah Tinggi Ilmu Tarbiyah Ibnu Rusyd Tanah Grogot, Paser, Indonesia
Religion Education

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Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education Nadiatul Hatimah; Adiyono Adiyono; Mabrouk Chibani Mansouri; Naila Widya Daryanti
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.19677

Abstract

Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.
Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Habib Badawi; Adiyono Adiyono
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/r2ajk953

Abstract

The integration of artificial intelligence (AI) into K–12 education raises urgent questions about pedagogical quality, teacher readiness, and educational equity. The present investigation examines AI readiness, classroom practices, and pedagogical impact in Lebanese upper elementary science education, a context shaped by structural inequality, fragile infrastructure, and growing educator interest in digital transformation. A convergent parallel mixed-methods design was employed, combining structured teacher surveys adapted from DigCompEdu and Technological Pedagogical Content Knowledge (TPACK)-validated instruments, systematic classroom observations, and semi-structured interviews with teachers and school leaders across public and private Lebanese schools. Findings reveal that participating teachers predominantly occupy intermediate DigCompEdu competence levels (Integrator to Expert), demonstrating functional digital competence but significant underdevelopment in higher-order AI pedagogical integration. Classroom practice predominantly relies on substitutive, Replacement-level AI use, while only a small number of better-resourced private schools implement transformative, AI-enabled science instruction. Barriers to integration are structural and systemic rather than motivational, with significant sector differences confirmed across all key competence and readiness measures. Significant equity disparities in AI access, professional development, and pedagogical impact persist across public and private school sectors. The investigation also identifies five underacknowledged pedagogical risks: teacher deskilling, the erosion of epistemic authority, generative AI hallucination hazards, algorithmic opacity in assessment, and the hidden curriculum of AI-mediated knowledge, and it argues that policymakers and practitioners must address these risks alongside structural challenges. The study further provides evidence-based policy recommendations for the Lebanese Ministry of Education, school leaders, and the research community, and outlines implications for the wider MENA region.
Co-Authors Habib Badawi Mabrouk Chibani Mansouri Nadiatul Hatimah Naila Widya Daryanti