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Beginner: Journal of Teaching and Education Management
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 2987596X     DOI : https://doi.org/10.61166/bgn.v1i1.2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Beginner: Journal of Teaching and Education Management is provides scientific articles developed in attending through the article publications, original research report, reviews, and scientific commentaries in Teaching and Education Management. SCOPE Beginner: Journal of Teaching and Education Management encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: - Teaching Teacher Education And Training Models Teacher Professional Development Pedagogical Approaches And Practices In Teacher Education Assessment And Evaluation In Teacher Education Teaching And Learning For School Teaching Methodology Program Innovation, Policy Development, and Professional Ethics. - Educational Management Implementation and Management Of Education Curriculum Development Leadership Quality Assurance Public Relation Management Organizational Behavior and Culture Human Resource Management Financial Management Learning Management Supervision and Evaluation Class Management Educational Administration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Integrating Arabic Cultural Heritage Into Civic Education Curricula: Implications For Identity And Social Cohesion In Nigeria Sule Muhammad; Ahmad Kainuwa Ph.D
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.107

Abstract

This study explores the integration of Arabic cultural heritage into civic education curricula in Nigeria and its implications for identity formation and social cohesion. In a country marked by ethno-religious diversity and socio-political fragmentation, civic education is a crucial tool for promoting national unity, democratic participation, and inclusive citizenship. Northern Nigeria, with its deep-rooted Arabic-Islamic traditions, presents an opportunity for aligning civic education with learners’ cultural contexts. Drawing on socio-cultural and constructivist learning theories, the study argues that embedding Arabic values such as ‘adl (justice), shura (consultation), and mas’uliyyah (responsibility) can make civic education more relevant, relatable, and transformative. These values, historically embedded in Quranic and Tsangaya school systems, offer a culturally resonant foundation for teaching civic virtues. The integration fosters a sense of belonging and cultural affirmation among Arabic-speaking and Muslim learners, thereby enhancing their civic engagement and identification with national ideals. However, the study also identifies critical challenges, including resistance due to Nigeria’s secular educational policy, lack of teacher capacity, curriculum imbalance, and sociopolitical sensitivities. To address these issues, the study recommends inclusive curriculum frameworks, teacher training in culturally responsive pedagogy, development of localized learning materials, and stakeholder engagement. Ultimately, the paper posits that incorporating Arabic cultural heritage into civic education is not a religious imposition but a culturally grounded strategy to bridge educational gaps and promote unity in Nigeria’s pluralistic society.
Innovation in Economic Learning Through Digital Simulations and Educational Games Abdillah; Mashuri Toha; Abd. Qadir jailani; Yusfar Ramadhan
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.109

Abstract

The development of digital technology and Artificial Intelligence (AI) has transformed educational paradigms, including in the field of economics education. This article aims to examine how digital transformation affects economics learning at the secondary school level and to analyze implementation strategies that are relevant to 21st-century needs. The study employs a qualitative method with a literature review approach by analyzing various scholarly sources, educational policy reports, and recent research findings. The results indicate that the integration of digital technology in economics education can enhance learning motivation, broaden access to learning resources, and strengthen students’ economic literacy. The use of digital platforms such as Learning Management Systems (LMS), virtual market simulations, and interactive financial applications has proven effective in supporting contextual learning. Nevertheless, several challenges remain, including limited infrastructure, low levels of teachers’ digital literacy, and a lack of professional training, which hinder the optimal implementation of technology-based learning. The study concludes that digital transformation is an imperative in modern economics education. Successful implementation requires adaptive educational policies, improved teacher competencies, and the development of innovative technology-based learning media integrated with entrepreneurial values. These findings are expected to serve as a reference for educators and policymakers in designing economics education strategies that are relevant to the demands of the digital era.

Page 5 of 5 | Total Record : 42

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