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Edu Spectrum: Journal of Multidimensional Education
Published by Yayasan Mabadi Iqtishad Al Islami
ISSN : 30628083     EISSN : 30629179     DOI : 10.70063
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edu Spectrum: Journal of Multidimensional Education is a scholarly publication dedicated to exploring diverse dimensions within the field of education. The journal serves as a platform for researchers, educators, and practitioners to delve into various aspects of educational theory, practice, policy, and innovation. With a commitment to fostering holistic perspectives on education, EduSpectrum embraces interdisciplinary approaches and welcomes contributions from a wide range of fields, including but not limited to educational psychology, curriculum development, pedagogy, educational technology, sociology of education, and inclusive education. Each issue of Edu Spectrum features rigorously peer-reviewed articles that address a broad spectrum of topics, such as educational methodologies, assessment practices, educational leadership, teacher training, educational equity, and educational reform. By providing a platform for scholarly discourse and intellectual exchange, the journal aims to advance understanding and knowledge in the field of education, enriching academic scholarship and informing educational practice. Edu Spectrum invites submissions from scholars worldwide, thereby facilitating a global dialogue on contemporary issues and emerging trends within education. Through its publication, the journal seeks to promote innovative approaches to teaching and learning, encourage critical reflection on educational practices, and contribute to the development of effective educational policies and interventions. Ultimately, EduSpectrum aims to be a valuable resource for educators, researchers, policymakers, and all those interested in advancing the field of education and promoting excellence in teaching and learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): Edu Spectrum: Journal of Multidimensional Education" : 5 Documents clear
Educational Leadership and Holistic Adab Formation in Cambodian Tahfiz Schools: A Comparative Study of MTDU and MTDH Afi, Noor Jannah; Mat, Wahiet
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.v2i2.108

Abstract

This study explains the role of educator leaders in cultivating students' adab (moral discipline and etiquette) at two Cambodian Islamic boarding schools, Maahad Tahfiz Darul Ulum (MTDU) and Maahad Tahfiz Darul Hadith (MTDH), in a post-conflict Muslim-minority society. Drawing on classical Islamic theories of character formation, such as the works of Ibnu Miskawaih and Syed Muhammad Naquib Al-Attas, and underpinned by Hallinger's Instructional Leadership Model, this research explores the manner in which leaders act as moral role models and institutionalists in order to transform pupil behavior. In undertaking a qualitative multiple-case study, data were obtained through semi-structured interviews and non-participant observation of eight influential educational leaders. Thematic analysis yielded six prominent leadership roles, including moral modeling, disciplinary enforcement, spiritual mentorship, and institutional innovation through routines and rituals. Despite parental and external cultural pressure oppositional to their endeavor, the leaders demonstrated spiritual resilience in successfully ushering student transformation through relational engagement, moral accountability, and cultural reinforcement. This study contributes to the emerging debate on faith-based leadership and character education with the offer of a contextualized model of Islamic educational leadership for post-conflict and minority-Muslim settings. Practice and policy recommendations include training educational leaders as muaddibin, integrating value-based norms, and recognizing Tahfiz schools as important actors in integral education.
IQAC’s Strategic Role in Enhancing OBE, Teaching Quality, Learning Practices, and Curriculum Innovation Hossain, Md. Safaet
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.v2i2.112

Abstract

Higher education institutions are experiencing accelerated transformation driven by global competition, technological advancements, and shifting learner expectations. In this context, Internal Quality Assurance Cells (IQACs) serve a strategic role in enhancing teaching quality, strengthening learning processes, and ensuring curriculum relevance through the implementation of Outcome-Based Education (OBE) and pedagogical innovation. This study employs qualitative content analysis by synthesizing theoretical frameworks and recent empirical literature to develop an integrated model of IQAC-led academic transformation. The analysis highlights three key mechanisms: curriculum intelligence systems, pedagogical innovation ecosystems, and comprehensive faculty empowerment. Findings indicate that effective IQACs function not merely as compliance bodies but as catalysts of academic excellence by aligning curriculum with industry needs, fostering continuous faculty development, and promoting technology-enhanced learning and learning analytics. Moreover, phased OBE implementation—comprising capacity building, curriculum redesign, instructional support, and continuous evaluation—significantly strengthens learning outcomes and cultivates reflective academic culture. The proposed framework underscores the interconnected role of curriculum, pedagogy, and faculty capabilities as foundations for institutional excellence. Ultimately, the study affirms that IQACs’ strategic leadership in embedding OBE, leveraging educational technologies, and empowering faculty positions them as pivotal agents in driving sustainable educational transformation.
Reimagining Educational Psychology and Pedagogical Innovation through AI-Driven Personalized Learning in Global Education Settings Jimenez, Ricardo S.; Babayev, Aydin Anar; Aliyeva, Zhala Rahman; Abdullayev, Kamran
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.v2i2.128

Abstract

This study examines how AI-driven personalized learning is reshaping educational psychology and pedagogical innovation across global learning environments. Using a qualitative methodology supported by library research and content analysis, the article synthesizes contemporary literature on adaptive learning systems, intelligent tutoring technologies, and real-time feedback mechanisms. Findings reveal that AI significantly reconfigures cognitive processes by providing individualized learning pathways, dynamic assessments, and continuous feedback that strengthen metacognitive skills and learner autonomy. The study further identifies the transformative role of AI in redefining student motivation, reinforcing self-regulated learning, and enhancing engagement through adaptive challenges and gamification elements. Pedagogically, AI shifts teachers’ professional identities toward roles as facilitators, data interpreters, and learning designers, underscoring the need for robust digital literacy and ongoing professional development. Additionally, AI implementation is shaped by cultural nuances and equity concerns, particularly regarding access, inclusivity, and algorithmic fairness. Ethical considerations related to data privacy, transparency, and student well-being are essential for sustainable AI integration. Overall, this study highlights AI’s potential to advance personalized learning while emphasizing the need for ethical, human-centered frameworks that protect learners and ensure equitable educational transformation.
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.
Equity-Driven Curriculum Design for Transforming Leadership in Multicultural School Systems Yusifli, Elay Elshad; Azizov, Elman; Osmanov, Fuad Fazil; Babayeva, Ayla Anar
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.v2i2.130

Abstract

This study examines how equity-driven curriculum design can catalyze transformative leadership within multicultural school systems. As global classrooms become increasingly diverse, traditional curricula often fail to address disparities experienced by marginalized learners. Through qualitative library research and content analysis, this study synthesizes theoretical, empirical, and policy-oriented perspectives to explore how culturally responsive curricula promote inclusive learning ecosystems. The findings highlight that equity-driven curriculum design requires not only the integration of diverse cultural perspectives but also the dismantling of hidden power structures embedded in instructional practices. Transformative leadership emerges as a crucial driver, demanding cultural competence, collaborative decision-making, and critical pedagogical reflection from school leaders. The study emphasizes that effective equity implementation depends on teacher empowerment, distributed leadership models, and coherent policy frameworks that align curriculum, assessment, and institutional values. Moreover, technology-enhanced learning, accessibility principles, and Universal Design for Learning strengthen equity outcomes in increasingly digital environments. Overall, this research underscores the interconnectedness of curriculum, leadership, and policy in fostering democratic, socially just educational systems that affirm students’ cultural identities, reduce achievement gaps, and empower communities. The study concludes that achieving equity requires systemic transformation grounded in cultural responsiveness, shared accountability, and continuous professional development.

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