The trilateral defense and security pact between Australia, the United Kingdom, and the United States has strong impact to the security dynamics in the Indo-Pacific area. This agreement entails a strengthened alliance between Australia and enhanced military collaboration with the United States and the United Kingdom resulting in regional volatility. This paper aims to examine the AUKUS (Australia–United Kingdom–United States Partnership) agreement and the resulting ensuing instability in the Indo-Pacific region, specifically from Indonesia’s perspective. The focus of the research is on the interplay between Indonesia’s diplomacy capability and the military functions of the Indonesian Navy as security policy. This study employs a qualitative approach to delve into in-depth insights into the evolution of AUKUS in the Indo-Pacific region, which triggered a series of responses from many countries subsequent to the announcement of the establishment of the AUKUS Defense Pact. The AUKUS establishment simply reinforces the notion that geopolitical tensions are pulling the area apart. The influence of the AUKUS-China war can jeopardize regional stability since the US and China continuously demonstrate the supremacy of their armaments in order to dissuade one another. The AUKUS-China contest has had a highly adverse impact on Indonesia. This article argues that the Indonesian Navy’s diplomatic prowess is crucial because it has the potential to play a big influence in the Indo-Pacific region’s international political dynamics concerning the South China Sea. Furthermore, the Indonesian Navy must proactively prepare for potential armed conflicts in Indonesian territorial seas by developing a comprehensive maritime policy during times of peace, leveraging its geographical advantages.

The advent of the COVID-19 pandemic has precipitated a paradigm shift in education, marked by an increasing reliance on technology and virtual platforms. This study delves into the post-pandemic landscape of Islamic higher education at the State Islamic Institute of Palangka Raya, Central Kalimantan, Indonesia, focusing on students’ readiness, attitudes, and interests toward sustained engagement with e-learning. A cohort of 300 students across all semesters of Islamic Education partook in the investigation. Utilising Structural Equation Modelling, the study gauged students’ preparedness, perceptions, and inclinations toward online learning. Results indicate a general readiness among students for online learning, with a pivotal role attributed to technological devices and internet connectivity. Positive attitudes toward online learning were prevalent, with flexibility and accessibility emerging as significant advantages. Moreover, students showed keen interest in online learning, valuing its technological advancements, affordability, and intellectually challenging nature. These findings highlight the digital transformation of traditional teaching methods among Islamic higher education students, who are typically known for their emphasis on direct interaction in teaching and learning. Their receptivity to innovative learning modalities and adaptability to the digital era’s difficulties highlight the need for educational institutions to leverage this enthusiasm. Comprehensive online learning platforms, robust technological support, and a conducive learning environment are advocated to empower Islamic higher education students in navigating the digital landscape and perpetuating their pursuit of knowledge and enlightenment.

SMEs are characterized by a number of flaws that threaten their survival and counteract them from reaching high levels of growth and development. Access to finance is the primary problem facing these companies in the Moroccan context. Aware of the effective and potential impacts of SMEs on the country as a whole, the Moroccan Government through a variety of actors has mobilized its efforts in a number of ways to support this population of companies. This study assesses the extent to which actors within the Moroccan SMEs’ financing ecosystem align to support these companies and develop their ability to access external financing. Using the MACTOR model, based on an in-depth contextual analysis and expert interviews, our findings suggest that Morocco’s SMEs’ financing ecosystem is skewed, with high levels of convergence between its components.

The article addresses the issue of educational development policy in Ukraine: the main trends and ways, means, technologies of their implementation. It has been observed that educational policy is developing and changing under the influence of such factors as Russia’s military actions against our country, European integration and globalisation. It has been taken into account that globalisation trends in the world integration, according to which globalisation processes should be reflected not only in the foreign economic, political or technological spheres, but also, as a consequence, in the development of technologies for training future teachers. Integration of digital technologies in the educational process is one of the key tendencies in the modern educational policy in Ukraine. The characteristics of the most used technologies of augmented reality in the modern school of Ukraine have been outlined. The algorithm for displaying generalized information about a particular application was proposed, namely: payment, accessibility, language, system requirements; learning opportunities; practical value; website; video about the application. The model of the formation of future teachers’ skills to use augmented reality technologies in the process of natural sciences studying has been proposed. We consider it as a component of a holistic system of future teachers’ professional training. The conceptual basis for the development of the model is a multi-subject educational paradigm, which is considered to be open, self-developing and self-organizing, causing a fundamental change in the behavior and relationships of the educational process participants. The proposed model is implemented in the authors’ methodological system, which ensures the interconnected activities of all participants in the educational process. Its systemic factor is the goal of improving the quality of the future natural sciences teachers’ professional training by developing their skills in using AR technology. The end result is an increase in the level of future natural sciences teachers’ readiness to use AR technology in their professional activities.

The current era of Industry 4.0, driven by advanced technologies, holds immense potential for revolutionising various industries and fostering substantial economic growth. However, comprehending intricate processes of policy change poses difficulties, impeding necessary adaptations. Public apprehensions are growing about the inertia and efficacy of policy changes, given the influential role of policy environments in shaping development amidst resource constraints. To address these concerns, the study introduces the Kaleidoscope Model of policy change, serving as a roadmap for policymakers to enact effective changes. The study investigates the mediating impact of cultural change within the framework of the Kaleidoscope Model. The study delves into cultural influences by incorporating the Behavior Change Wheel (BCW) Theory. The methodology involves questionnaires survey, analysing using Structural Equation Modelling (SEM). The findings reveal that only the Policy Adoption and Policy Implementation components significantly affect the assessment of the effectiveness of the Construction 4.0 policy. Intriguingly, the final model demonstrates no discernible connection between the Kaleidoscope Model and the cultural influences. This study makes a noteworthy contribution to the realm of political science by furnishing a comprehensive framework and directives for the successful implementation of the Construction 4.0 policy.