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Journal of Higher Education and Academic Advancement
Published by PT. Antis International Publisher
ISSN : -     EISSN : 30321123     DOI : https://doi.org/10.61796/ejheaa
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Higher Education and Academic Advancement (JHEAA) is a Multidisciplinary Peer Reviewed Open Access Journal which covers the various areas of Humanities, Social Sciences, and Educational Research. This journal is monthly published online monthly. European Journal of Higher Education and Academic Advancement (JHEAA) is an open-access, peer-reviewed international journal that offers comprehensive coverage of theoretical and empirical studies of higher education in Europe, comparative research within Europe, and comparisons between European and non-European higher education. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHEAA is establishing itself as one of the flagship journals in the study of higher education and specifically in the study of European higher education. The journal accepts original research articles and proposals for special issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 366 Documents
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DELEGATION OF AUTHORITIES AND DISTRIBUTION OF TASKS IN MANAGEMENT: ANALYSIS BASED ON FOREIGN EXPERIENCE AND UZBEKISTAN PRACTICE Rakhmonberdi qizi, Aripova Dilbar
Journal of Higher Education and Academic Advancement Vol. 2 No. 12 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v2i12.1565

Abstract

Objective:  This article analyzes the theoretical and practical aspects of delegation of authority and task distribution within management systems. Method: Drawing on the experiences of the United Kingdom, Japan, and the United States, the study examines the effectiveness of delegation mechanisms and proposes recommendations for their implementation in the context of Uzbekistan. Results: Delegation is viewed as a key factor in enhancing management efficiency, strengthening trust between leaders and subordinates, and optimizing the use of human resources. Novelty: The paper provides methodological and practical value for leaders and administrators in the education sector.
THE ROLE OF CONTEXT IN ACHIEVING NATURALNESS IN TRANSLATION Muxitdinovna, Ashrapova Nargiza
Journal of Higher Education and Academic Advancement Vol. 2 No. 12 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v2i12.1574

Abstract

Objective: This study aims to examine how different dimensions of context—linguistic, situational, cultural, and discourse—contribute to achieving naturalness in translation and maintaining fidelity to meaning. Method: Employing a mixed-method approach, the research integrates a multi-textual corpus analysis of annotated source and target texts with translator think-aloud protocols and target reader evaluations to explore how translators utilize contextual cues in rendering natural translations. Results: The findings reveal that perceived naturalness significantly improves when translators effectively employ discourse cues, cultural presuppositions, referential coherence, and pragmatic implicature. Conversely, inadequate contextual grounding leads to translationese, awkward phrasing, and register disharmony. The study further proposes a context-aware translation model incorporating pre-translation contextual analysis, post-edition contextual tuning, and dynamic reformulation. Novelty: This research introduces an integrated framework for evaluating and enhancing contextual sensitivity in translation processes, offering theoretical and practical contributions to translator training, translation assessment, and the development of context-aware machine translation systems.
SCHOOL SUPERVISION TEACHER’ JOB PERFORMANCE AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA Udegbe Chigozie Charles; Nwankwo Nkechi Chinelo; Job John Edor
Journal of Higher Education and Academic Advancement Vol. 2 No. 12 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v2i12.1576

Abstract

The study investigated the impact of school supervision on teachers’ job performance and students’ academic performance in Public Secondary Schools in Federal Capital Territory, Abuja, Nigeria. The study adopted a descriptive survey research design. A sample of 480 respondents (30 principals, 150 teachers, and 300 students). The main instruments for data collection were Questionnaires. All instruments were structured on a four-point Likert scale ranging from Strongly Agree to Strongly Disagree (1). The instruments were subjected to content and face validity by three experts in Educational Administration and Planning from the University of Abuja. Their suggestions were incorporated to improve clarity, relevance, and adequacy of the items to the research objectives. Descriptive statistics such as frequency counts, means, and standard deviations were used to analyze responses to research questions. Pearson Product Moment Correlation (PPMC) was employed to test the hypotheses and determine the relationships among school supervision, teacher job performance, and students’ academic performance at a 0.05 level of significance. The result collected revealed that school supervision positively influence the teachers’ job performance in Public Secondary Schools in Federal Capital Territory, Abuja, Nigeria. The study also showed that school supervision influences students’ academic performance in Public Secondary Schools in Federal Capital Territory, Abuja, Nigeria. The paper recommends that the Federal Capital Territory Secondary Education Board should ensure that school supervision is conducted regularly and systematically across all public secondary schools. Supervisory activities should be used to develop targeted intervention programs aimed at improving students’ academic achievement. School administrators should use supervision reports to identify teachers’ training needs, provide capacity-building workshops, and improve teaching resources.
PERSPECTIVE HADHANAH CONCEPT ANALYSIS STUDY LAW NUMBER 23 OF 2002 ABOUT CHILD PROTECTION Iqbal, M.
Journal of Higher Education and Academic Advancement Vol. 3 No. 1 (2026): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v3i1.1591

Abstract

Objective:  The purpose of this writing is to analyze hadhanah from the perspective of Law Number 23 of 2002 concerning child protection. Method: The writing of this research is based on library research, namely using library materials as the main data source. Results: There is no law that explicitly and clearly regulates the obligation of child custody to be given to the biological mother or biological father after a divorce. In Law Number 23 of 2002 concerning Child Protection, Article 3 states that child protection aims to ensure the fulfillment of children's rights so that they can live, grow, develop, and participate optimally in accordance with human dignity and dignity, and receive protection from violence and discrimination, in order to realize Indonesian children who are qualified, have noble morals, and are prosperous. There are various reasons that may make parents unable or unwilling to provide for their children. Some common causes or factors that cause parents not to fulfill their obligations to their children include economic factors, personal relationships, or other legal problems. Parenting has a very urgent role in shaping children's development and well-being. One of these urgencies is the formation of children's character so that they become children who are useful for their nation and state. Novelty: Every child has the right to receive health services and social security according to their physical, mental, spiritual and social needs. Fulfillment of children's basic rights is an integral part of implementing the fulfillment of human rights.
STUDY OF HUMAN BEING IN ISLAMIC PHILOSOPHY OF EDUCATION: STUDY OF THE CONCEPT OF FITRAH AND ITS COMPARISON WITH NATIVISM, EMPIRISM, CONVERGENCE AND ITS IMPLICATIONS ON THE ISLAMIC EDUCATION PROCESS Wahyuningsih, Fitri; Novita, Yanti; Arief, Armai; Zalnur, M.
Journal of Higher Education and Academic Advancement Vol. 3 No. 1 (2026): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v3i1.1592

Abstract

Objective: This study aims to explore the impact of nature on Islamic education, focusing on the concept of fitrah (innate human potential) and its implications for developing a balanced education system that nurtures both cognitive and affective aspects. Method: A library research approach was used, analyzing books, scientific articles, and papers relevant to the topic. Results: The study finds that the concept of fitrah in Islamic educational philosophy emphasizes the intrinsic human potential for knowing God and doing good, which contrasts with the environmental focus of empiricism. The integration of fitrah in Islamic education promotes holistic development, covering intellectual, spiritual, and moral dimensions, advocating for an educational approach that nurtures inborn abilities while fostering morality and spirituality. Novelty: This research contributes to the understanding of how fitrah can be integrated into Islamic educational practices, offering a balanced curriculum, learning methods aligned with Islamic values, and an environment conducive to optimizing human potential. It provides a comparative analysis of fitrah and other philosophical schools, highlighting its unique role in shaping holistic education.
GENDER INCLUSION AND JUSTICE IN EDUCATION: A CRITICAL REVIEW BASED ON RESEARCH RESULTS Apriliana, Teguh Firmansyah; Khoiroh, Nisaul; Utami, Cintara Prili Widya; Zania, Firda; Maspupah; Nuraeni, Dede Eni; Sudrajat, Mahdi; Priyonggo; Damayanti, Fitri
Journal of Higher Education and Academic Advancement Vol. 3 No. 1 (2026): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jheaa.v3i1.1596

Abstract

Objective: This study aims to provide a comprehensive analysis of the implementation of gender inclusion and justice in education by examining policy frameworks and empirical research within Indonesian and global contexts. Method: Using a Systematic Literature Review (SLR) approach, the study integrates findings from 23 national and international indexed journal articles published between 2017–2025, complemented by relevant educational policies, to identify trends, barriers, and opportunities for gender-responsive educational practices. Results: The analysis reveals a substantial gap between established policies and their implementation, characterized by persistent gender stereotypes in curricula—especially in STEM fields—limited teacher competence in applying gender-responsive pedagogy, disparities in educational access between rural and urban regions, and inadequate representation of women in academic leadership. The findings emphasize the need for comprehensive pedagogical transformation supported by multi-stakeholder collaboration and strengthened GESI integration. Novelty: This study offers an intersectional synthesis of policy and empirical evidence, highlighting systemic inconsistencies and proposing an integrative framework for advancing gender-inclusive education practices across diverse learning environments.

Page 37 of 37 | Total Record : 366

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