The rapid urbanization of Addis Ababa presents significant challenges and opportunities in coordinating the development of physical infrastructure. This study investigates the legal and policy framework for inter-sectorial integration across critical domains such as electricity, roadways, telecommunications, and water management. Drawing on Institutional Theory and policy integration theory, the research employs a comprehensive methodological approach, including documentary analysis, key informant interviews, focus group discussions, and observational studies. Through meticulous examination of existing laws, regulations, and institutional structures, the study identifies critical gaps and limitations that impede effective coordination among infrastructure-providing entities. Findings reveal the pressing need for cohesive policies, institutional reforms, and enhanced collaboration to mitigate disruptions and advance sustainable development goals. By situating these findings within the broader discourse on urban infrastructure governance, the research offers valuable insights into the intricate dynamics of infrastructure coordination in rapidly expanding cities. The study underscores the necessity for strategic interventions that promote efficient, environmentally sustainable, and economically viable infrastructure provision. Moreover, the implications of this research extend beyond academia, providing actionable policy and practice recommendations that can inform decision-making processes in Addis Ababa and analogous urban contexts worldwide. This holistic approach facilitates a nuanced understanding of the complex interplay between legal frameworks, policy dynamics, and institutional arrangements, thereby laying a robust foundation for informed decision-making and strategic interventions in urban infrastructure development.

This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students’ digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.

This paper explores the integration of digital technologies and tools in English as a Foreign Language (EFL) learning in Jordanian Higher Education through a qualitative open-ended online survey. It highlights the perceptions of 100 Jordanian EFL instructors, each with a minimum of five years of experience, on the digital transformation in the EFL learning process. The survey, consisting of ten open-ended questions, gathered in-depth insights on the benefits, challenges, and implications of this transformation. Thematic analysis was employed to analyze the qualitative data, revealing varied levels of experience, the use of diverse digital tools, and both technical and pedagogical challenges. Key findings include the positive impact of digital tools on teaching and learning experiences, enhanced student engagement, and opportunities for personalized learning and collaboration. The study concludes that leveraging digital resources can enhance EFL learner engagement and learning outcomes, inform future pedagogical practices, and shape the landscape of digital transformation in EFL Higher Education for years to come.

This study explores the Nyalamaq Dilauq tradition in Tanjung Luar, South Lombok, examining its role as a cultural policy for promoting social integration and cohesion in coastal communities. The Nyalamaq Dilauq tradition, deeply embedded in the lives of Tanjung Luar residents, serves as a powerful mechanism for fostering a harmonious and united community despite ethnic and cultural diversity. Through a qualitative approach involving interviews, participatory observations, and documentation, the research delves into the historical context, rituals, and ceremonies of the tradition, highlighting its significance in building social bonds and mutual respect among diverse ethnic groups. The findings reveal that the Nyalamaq Dilauq tradition enhances community resilience, supports economic interdependence, and attracts tourism, thereby contributing to the overall well-being of the coastal communities. This study provides valuable insights into the potential of cultural traditions to serve as models for social integration in other multicultural and multi-ethnic contexts.