As an essential principle in contract law, Indonesia has regulated good faith in the Indonesian Civil Code (the Dutch Civil Code that the Indonesian government uses based on the principle of concordance). However, the definition and benchmarks are not yet clear. There are no further provisions regarding the meaning and concept of this principle in the Indonesian Civil Code or other regulations. This absence of a single understanding of good faith principle in contract causes different opinions and legal certainty, whether from the business actor who signs the agreement or the judge as the third party who resolves contract disputes between parties. Therefore, future Indonesian contract law needs to regulate the definition and benchmarks for good faith principle. In order to find out the meaning and clear benchmarks for the good faith principle, the authors use a normative juridical method with a statute and conceptual approach. This research finds that the definition and benchmarks for the good faith principle is possible to be developed and regulated in Indonesian contract law. It shall set that good faith principle is based on honesty, decency, and fairness, which covers every agreement stage, from pre-agreement, agreement implementation, and after the agreement is completed.

The quest for quality postgraduate research productivity through education is on the increase. However, in the context of the African society, governance structures and policies seem to be impacting on the quality level of the provided education. Hence, this conceptual study explored the roles of governance structures and policies in enhancing and ensuring quality postgraduate education programmers in African institutions of higher learning. To this end, various relevant literature was reviewed. The findings showed amongst others that governance structures and policies affect the quality of education provided. Meanwhile, other factors such as curriculum, foreign influence, lack of resources, training, amongst others contribute to the quality of education provided. The study concludes that there is need for the current structures of governance and the designed and implemented policies for postgraduate education to be reviewed and adjusted towards ensuring the desired transformation.

Introduction: In contemporary healthcare education, the integration of technology has emerged as an essential factor in enhancing the efficiency and efficacy of training methodologies. Particularly within the domain of cardiopulmonary resuscitation (CPR) training, the adoption of technology-driven approaches holds considerable potential for enriching the skills and proficiencies of healthcare practitioners. Through the utilization of innovative technologies, such as simulation software and leveraging smartphones as primary tools, CPR training programs can be customized to provide immersive, interactive, and authentic learning experiences. This study aims to validate a comprehensive CPR training module tailored explicitly for healthcare professionals, to integrate it into smartphones as a medium for delivering CPR training. Methods: Two validity tests, namely content validity and face validity were conducted to evaluate the validity of the Smart-CPR training module. A self-constructed measurement scale was utilized to assess four parameters: consistency, representativeness, clarity, and relevancy. Content validity employed the content validity ratio, with scores ranging between 1 and −1, indicating the level of consensus among experts regarding the significance of each item. Face validity was assessed using two indices: the item face validity index and the scale face validity index. Ratings of 3 or 4 were given a score of 1, while ratings of 1 or 2 received a score of 0. Result: The content validity shows that CVI values for ‘consistency’ and ‘representativeness’ were 0.99 for the module and questionnaire, and 0.96 and 0.97, respectively. ‘Clarity’ scored 0.99 for the module and 0.96 for the questionnaire, while ‘relevance’ achieved 0.99 for both. All 44 items exceeded the 0.83 threshold for face validity. The Lawshe’s content validity ratio (CVR) and content validity index (CVI) value were used to evaluate the content validity of both the CRSTP module and questionnaire, with CVR values result ranging from 0.80 to 0.99 across dimensions. These findings demonstrate robust content validity. Additionally, high CVI scores, mostly exceeding 0.95, suggest favorable outcomes and indicate no need for revisions. In face validity method, all 44 items surpassed the minimum threshold of 0.83, signifying a favourable outcome. Thus, all items were deemed acceptable. Conclusion: The Smart-CPR training module and questionnaires were meticulously developed to meet both face and content validity standards. All 44 items demonstrated appropriate levels of validity, ensuring they effectively enhance and maintain CPR competency among healthcare providers and potentially benefit the broader community. The positive results of the Smart-CPR training module confirm the high validity of the CPR competency assessment. Content validity, evaluated by experts, received a perfect score, demonstrating agreement on the relevance of each module component. Similarly, face validity, assessed by healthcare professionals, also received a flawless score, indicating consensus on the module’s clarity and relevance. These findings validate the module’s effectiveness in teaching CPR techniques to a diverse audience and ensuring compliance with established standards. With such strong validity, digitizing the module becomes more straightforward, facilitating easier sharing and use across digital platforms. Ultimately, the module’s high validity facilitates its integration into digital platforms, thereby enhancing CPR education and improving outcomes during real emergencies.

This study aimed to assess the influence of awareness and health habituation techniques, student management activities, the role of stakeholders, and the character of healthy living on health independence. The method used in this study is quantitative with descriptive test analysis techniques, partial t statistics and F test. This research was conducted in elementary schools in East Java Province, consisting of 92 elementary schools in 5 regions at East Java. Samples were taken using purposive techniques, and the number of samples was 348 people, consisting of principals, teachers and students. The results found that awareness and health habituation techniques have a significant influence on the character of healthy life of students, student management activities have a significant influence on the character of healthy life, the role of stakeholders has a significant influence on the character of healthy life, awareness and health habituation technique have a significant influence on health independence, student management activities have a significant influence on health independence, the role of stakeholders has a significant influence on health independence, the character of healthy living has a significant effect on health independence, and student management activities and the role of stakeholders have a significant effect on the character of healthy life, and have a significant impact on health independence.

This study examines factors associated with an increasingly poor perception of the novel coronavirus in Africa using a designed electronic questionnaire to collect perception-based information from participants across Africa from twenty-one African countries (and from all five regions of Africa) between 1 and 25 February 2022. The study received 66.7% of responses from West Africa, 12.7% from Central Africa, 4.6% from Southern Africa, 15% from East Africa, and 1% from North Africa. The majority of the participants are Nigerians (56%), 14.1% are Cameroonians, 8.7% are Ghanaians, 9.3% are Kenyans, 2% are South Africans, 2.1% are DR-Congolese, 1.6% are Tanzanians, 1.2% are Rwandans, 0.4% are Burundians, and others are Botswana’s, Chadians, Comoros, Congolese, Gambians, Malawians, South Sudanese, Sierra Leoneans, Ugandans, Zambians, and Zimbabweans. All responses were coded on a five-point Likert scale. The study adopts descriptive statistics, principal component analysis, and binary logistic regression analysis for the data analysis. The descriptive analysis of the study shows that the level of ignorance or poor “perception” of COVID-19 in Africa is very high (87% of individuals sampled). It leads to skepticism towards complying with preventive measures as advised by the WHO and directed by the national government across Africa. We adopted logistic regression analysis to identify the factors associated with a poor perception of the virus in Africa. The study finds that religion (belief or faith) and media misinformation are the two leading significant causes of ignorance or poor “perception” of COVID-19 in Africa, with log odd of 0.4775 (resulting in 1.6120 odd ratios) and 1.3155 (resulting in 3.7265 odd ratios), respectively. The study concludes that if the poor attitude or perception towards complying with the preventive measures continues, COVID-19 cases in Africa may increase beyond the current spread.

This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.