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Global Education : International Journal of Educational Sciences and Languages
Published by International Forum of Researchers and Lecturers
ISSN : 30892473     EISSN : 30891647     DOI : 10.70062
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
(Global Education : International Journal of Educational Sciences and Languages) [e-ISSN : 3089-1647, p-ISSN : 3089-2473] is an open access Journal published by the IFREL (International Forum of Researchers and Lecturers). Global Education accepts manuscripts based on empirical research results, new scientific literature review, and comments/ criticism of scientific papers published by Global Education. This journal is a means of publication and a place to share research and development work in the field of Educational Sciences and Languages. Articles published in Global Education are processed fully online. Submitted articles will go through peer review by a qualified international Reviewers. Complete information for article submission and other instructions are available in each issue. Global Education publishes 4 (four) issues a year in February, May, August and November, however articles that have been declared accepted will be queued in the In-Press issue before published in the determined time.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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Influence of Teachers’ Pedagogical Beliefs on Technology Integration in Language Education within Global Learning Contexts Imelda Kusumastuty; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.313

Abstract

This study explores the influence of teachers' pedagogical beliefs on the integration of technology in language education. Teachers' beliefs significantly impact their technology adoption and how it is utilized in the classroom, shaping the learning experiences of students. The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews with classroom observations to examine the relationship between teachers’ beliefs and their use of technology in language education settings. The findings reveal that teachers with constructivist beliefs, which emphasize active, student-centered learning, are more likely to integrate technology in ways that support engagement, collaboration, and critical thinking. In contrast, teachers with traditional, teacher-centered beliefs are more likely to use technology primarily for content delivery and repetition, limiting its potential to foster interactive and student-driven learning environments. The study also highlights the gap between teachers' positive beliefs about technology and their actual practices, which are often hindered by external barriers such as lack of training, resources, and institutional support. The research suggests that professional development programs should address both pedagogical beliefs and technological competencies to facilitate successful technology integration. Furthermore, the study calls for future research to explore how specific pedagogical models, like constructivism, can be further aligned with technology integration to improve learning outcomes. The research also emphasizes the need for longitudinal studies to understand the evolution of teachers' beliefs and their impact on technology use in language education.
Integrating Global Citizenship Education into Language Learning to Foster Intercultural Awareness among Secondary School Students Arjulayana Arjulayana; Desmaliza Desmaliza; Rachmi Rachmi
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.314

Abstract

This study examines the integration of Global Citizenship Education (GCE) into language learning and its effects on secondary school students' intercultural sensitivity, global perspectives, and critical thinking. As globalization expands, education systems must not only develop linguistic skills but also prepare students to engage with global challenges and diverse cultures. A mixed methods approach was used, incorporating surveys, reflective journals, and classroom observations to assess how GCE influences students' understanding of global issues and cultural diversity. Results show that GCE integration significantly enhances students' intercultural sensitivity and global awareness, equipping them to navigate cross-cultural interactions. Students also demonstrated improved critical thinking skills, especially in analyzing global issues and engaging with intercultural viewpoints. The study emphasizes the importance of collaborative learning, such as Collaborative Online International Learning (COIL), in fostering intercultural empathy and global citizenship skills. It suggests that language educators should integrate GCE themes to develop globally conscious and interculturally aware students. Further research is needed to explore the long-term effects of GCE on language learners and its application in various educational settings. By providing students with the tools to tackle global challenges, GCE can play a crucial role in shaping responsible, globally aware citizens.
Beyond Language Skills: Reframing ESP Pedagogy as Situated Professional Practice through Project-Based and Digital Learning Suratni, Suratni; Yuliana, Refi; Azir, Ince Dian Aprilyani
Global Education : International Journal of Educational Sciences and Languages Vol. 3 No. 1 (2026): : Global Education : International Journal of Educational Sciences and Language
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v3i1.293

Abstract

In contemporary higher education, English for Specific Purposes (ESP) is increasingly expected to prepare learners for meaningful professional participation rather than isolated linguistic performance. Nevertheless, ESP pedagogy has often remained predominantly skill-oriented, with limited conceptual integration of pedagogical innovations such as project-based learning and digital learning. This study presents a systematic literature review of 40 peer-reviewed studies examining how ESP pedagogy is being reframed as situated professional practice through the integration of project-based and digital learning. Following the process of thematic synthesis, the review provides an examination of what ESP learning is perceived to be, how it is conducted and how it is evaluated in different disciplines and countries. Results show a marked pedagogical transition from a language-centric approach to one that incorporated more authenticity, collaboration and professional concern. Reported learning attainments go beyond language to cover professional capability, digital literacy, autonomous learning and identity development. Project-based learning authenticates language use in professional workflows, and digital learning environments support multimodal communication reminiscent of the way people work today. This review contends that in combination, these perspectives re-conceptualise the pedagogical nature of ESP as a type of applied professional education ’realised’ within particular social, institutional and discipline specific contexts. By synthesizing empirical evidence across settings, the study offers a conceptual reframing of ESP pedagogy and outlines implications for curriculum design, assessment, and future research in higher education and the social humanities.
Educational Marketing Strategies to Increase Student Enrollment in Catholic Private Schools in Tangerang City and West Jakarta City Anastasia Aprilia Festi Setyastuti; Mada Sutapa
Global Education : International Journal of Educational Sciences and Languages Vol. 3 No. 1 (2026): : Global Education : International Journal of Educational Sciences and Language
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v3i1.316

Abstract

Educational institutions increasingly face competitive pressures in attracting and maintaining student enrollment, particularly within the private school sector. This study examines educational marketing strategies implemented to increase student enrollment in Catholic private schools. The research focuses on two institutions, namely SMA Strada Santo Thomas Aquino and SMA Katolik Lia Stephanie, which demonstrate different enrollment trends and marketing approaches. A qualitative exploratory method was employed to understand institutional strategies and marketing practices in their natural contexts. Data were collected through observation, semi-structured interviews, and documentation conducted between August and December 2025. Data validity was ensured through source and technique triangulation, while analysis followed the Miles, Huberman, and Saldana model consisting of data condensation, data display, and conclusion drawing. The findings reveal that both schools implement educational marketing strategies based on the marketing mix framework (7P), including product, price, place, promotion, people, process, and physical evidence. SMA Strada Santo Thomas Aquino applies a community-relational approach that emphasizes Catholic values, alumni loyalty, school reputation, and word-of-mouth communication within community networks. SMA Katolik Lia Stephanie adopts a differentiation-professional approach by offering flagship academic programs, modern facilities, and structured promotional strategies coordinated by a dedicated marketing team. The effectiveness of these strategies is supported by church networks, alumni engagement, foundation support, and consistent educational service quality. Several challenges were identified, including limited marketing resources, insufficient digital marketing competence, and increasing competition among private schools. Strengthening adaptive and innovative marketing strategies is essential for maintaining institutional competitiveness and sustaining student enrollment in Catholic private educational institutions.

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