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ANNAS RIBAB SIBILANA
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Journal of Education and Learning Sciences
Published by Gerasi Insan Nusantara
ISSN : -     EISSN : 28083695     DOI : https://doi.org/10.56404/jels.v2i2
Core Subject : Education,
Education
Journal of Education and Learning Sciences menerima kontribusi artikel ilmiah dengan bidang ilmu pendidikan dan pembelajarannya. Secara lebih rinci cakupan topik-topik jurnal ini adalah sebagai berikut. 1. Pengembangan dan Implementasi Kurikulum 2. Pembelajaran dan Layanan Pendidikan 3. Evaluasi Pembelajaran 4. Kebijakan, Manajemen, dan Pembiayaan Pendidikan 5. Kualitas, Sertifikasi, dan Akreditasi Pendidikan 6. Teknologi Informasi Pendidikan 7. Serta dimensi lain yang berhubungan dengan pendidikan dan pembelajaran
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Higher Education Policy in Bangladesh: A Philosophical and Practitioner’s Perspective on Initiation, Formulation, and Implementation Pervin, Nasrin
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.176

Abstract

This paper analyzes the dynamics of initiation, formulation, and implementation of policy processes within the scope of higher education policy of Bangladesh, particularly relating to the narratives of “quality.” It draws from policy and education sociology to illuminate the specific political, socio-economic, and ideological factors that influence policy gap agendas. The study contextualizes Bangladesh's higher education policy within global and domestic frameworks, illustrating the global forces, the influence of donors, and the market-oriented reforms, along with the local political ideologies and the bureaucratic frameworks. While the policy text captures the desires for decentralization, democracy, modernization, and the global knowledge economy, the policymaking processes, and implementation reveal contradictions, exclusions, and bounded reflexivity. The analysis emphasizes that “quality” is usually unmeasurable and remains a mediated and constructed term by state and policy actors, devoid of a concrete reform framework. The paper illustrates the relentless pursuit of political interests, economic forces, and stagnation of institutional change in Bangladesh that makes the endeavor for reforming higher education system unsustainable and inequitable.
Autonomy and Standardization of National Education: Towards a Balance Between Freedom and Quality Abdul Ghani
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.125

Abstract

Balancing autonomy and standardization in national education systems is a key challenge in maintaining both quality and flexibility. On one hand, autonomy fosters innovation, adaptability to local contexts, and flexibility in teaching, while on the other, standardization ensures equity, consistency, and high-quality education. This study explores the balance between these two approaches using a mixed-methods analysis, combining quantitative surveys and qualitative case studies across five countries: Finland, Singapore, Canada, South Africa, and Brazil. The findings indicate that autonomy enhances teacher motivation, encourages pedagogical innovation, and promotes educational equity—especially when supported by sufficient resources and accountability mechanisms. Meanwhile, standardization plays a crucial role in maintaining fairness, accountability, and data-driven decision-making, but it can sometimes stifle creativity and overlook local educational needs. To reconcile these two approaches, the study recommends guided autonomy, adaptable curriculum frameworks, professional learning communities (PLCs), and strong accountability systems. These strategies allow schools to innovate within clear guidelines, ensuring high standards while accommodating local needs. The research aligns with theoretical frameworks such as complexity theory and contingency theory, which emphasize the need for context-sensitive policies that integrate both standardization and autonomy. Key policy implications include investing in teacher professional development, strengthening stakeholder involvement, and leveraging technology to foster inclusive, innovative, and high-quality education systems. By striking this balance, education systems can equip learners with the skills necessary to navigate the challenges of the 21st century, ensuring that all students have access to both structured learning and the flexibility needed for success in an evolving world.
Cognitive Overload, Emotional Exhaustion, and Psychological Disengagement among Political Science Lecturers in Nigerian Universities Ekedama, Kate; Igbini, Daniel Mevayerore
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.230

Abstract

Psychological disengagement among university lecturers, encompassing absenteeism and reduced mental engagement, poses a serious threat to teaching quality and institutional effectiveness. This study examined cognitive overload and emotional exhaustion as predictors of psychological disengagement among Political Science lecturers in Nigerian universities, while considering differences across university ownership. A quantitative correlational survey design was employed, involving a population of 4,500 lecturers, with 400 selected through multistage sampling. Data were collected using adapted versions of the NASA Task Load Index, the Maslach Burnout Inventory–Educators Survey, and work withdrawal behaviour measures. Validity was confirmed through expert review and exploratory factor analysis, and reliability was established with Cronbach’s alpha values ranging from 0.84 to 0.89.Analysis using descriptive statistics, one-way ANOVA, and simple linear regression at the 0.05 significance level revealed that psychological disengagement did not differ across university ownership. Cognitive overload was not a significant predictor, indicating that high mental demands alone do not drive disengagement. In contrast, emotional exhaustion significantly predicted psychological disengagement and accounted for a substantial portion of its variance, with lecturers experiencing higher emotional exhaustion more likely to withdraw from their duties. These findings highlight emotional exhaustion as the principal psychological driver of disengagement among Political Science lecturers. Universities are encouraged to implement structured counseling services, stress management programs, peer support systems, and balanced workload allocation. Additionally, initiatives promoting recovery and well-being, such as regular breaks and flexible scheduling, can sustain lecturers’ engagement, reduce psychological disengagement, and enhance instructional quality. Prioritizing staff well-being is therefore essential for improving academic delivery and overall institutional effectiveness in Nigerian universities.

Page 6 of 6 | Total Record : 53

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