Improving educational outcomes in subjects such as English and mathematics remains a significant challenge for educators and policymakers. Strategic Human Resource Management (SHRM), which aligns human resource practices with organizational goals, has proven effective in business sectors but is less explored in educational contexts, especially from students’ perspectives. Existing studies often focus on teacher development, overlooking direct impacts on student performance. This research addresses the gap by examining how SHRM influences students’ performance in English and mathematics, incorporating student feedback to assess SHRM’s effectiveness. In the quantitative study, 200 students were analyzed to explore the relationship between SHRM practices and academic outcomes. The findings indicate that SHRM significantly affects student performance, with high predictive relevance and explanatory power in both subjects. The results suggest that strategic HR practices, such as professional development, performance management, and resource allocation, are critical to academic success. These insights provide valuable implications for educators and policymakers, highlighting the importance of integrating strategic HR management into educational frameworks to enhance curriculum design and resource distribution. The study demonstrates the broad applicability of SHRM across different academic disciplines, suggesting a need for comprehensive HR strategies that focus on both teacher and student performance. Future research should explore how SHRM influences educational outcomes and identify contextual factors that moderate its impact, enhancing effective HR practices in diverse academic settings.

This research aims to develop a Synergy Learning Model in the context of science learning.  This research was conducted at Islamic Junior High School, Madrasah Tsanawiyah Negeri 2 Medan, involving 64 students of Grade 7 as the research subject. The method used in this research refers to the development research approach (R&D). In collecting the data, the research employed test and non-test techniques. The results prove that the Synergy learning model developed is effective in improving student learning outcomes. This is evident through the t-test statistical test where the t-count of 4.26 is higher than the t-table of 1.99. In addition, the level of practicality with a score of 3.39 is categorized as practical. This learning model emphasizes the learning process that supports the development of science skills and develops students' competencies in planning, collaborating, and critically reflecting. The findings of this study contribute to pedagogical practices and literature in the field of science learning.

This study explored the competencies required for informal community leaders to effectively promote health within Thai communities, employing an exploratory sequential mixed-methods design. The qualitative phase, comprising in-depth interviews with thirteen community leaders, identified four critical domains of competency: basic health knowledge, communication skills, network building, and cultural awareness. These domains were subsequently validated through second-order confirmatory factor analysis, which confirmed their reliability and construct validity. The findings highlighted the pivotal role of these competencies in enabling community-led health promotion initiatives. This research provides a robust, evidence-based framework to inform the development of training programs, policy strategies, and targeted interventions aimed at enhancing health outcomes within Thai communities.

Sustainable innovation is crucial for addressing social and environmental challenges and is a key driver of enterprise competitiveness and economic growth. This study examines how board heterogeneity influences sustainable innovation in enterprises, particularly within the context of China’s Science and Technology innovation board. Findings reveal that diverse boards enhance sustainable innovation and impact M&A activities, which in turn mediate the relationship between board diversity and corporate sustainability. The research aims to understand the optimal board composition for scientific and creative enterprises, analyze the mechanisms behind board heterogeneity’s effect on innovation, and assess M&A’s role in this process. The study’s outcomes underscore the importance of board diversity for fostering sustainable innovation and suggest that M&A can be a critical pathway to enhancing corporate sustainability.

This study developed a specific scale to measure the impact of extrinsic motivations on students’ decisions to pursue online graduate programs at business schools in Latin America. Using a mixed-methods approach, the research proceeded in three stages. In the first stage, the construct was defined by identifying key extrinsic factors motivating students to enroll in online graduate programs, followed by the creation and initial validation of the scale in Colombia. The second stage involved testing the scale in Chile to determine its cross-cultural applicability. In the third stage, the scale’s predictive validity was confirmed, demonstrating its effectiveness in explaining how extrinsic motivations influence students’ intentions to enroll in online graduate programs. The findings indicate that the scale, composed of five dimensions—Cost Reduction, Ability to Study from Any Location, Control Over Learning Pace, Flexibility to Balance Study and Work, and Avoiding Commuting Time—is a reliable predictor of student preferences and intentions in online graduate education. The final scale includes 25 items across these dimensions, measuring extrinsic factors through items related to flexibility, time savings, and global accessibility. Validation in two Latin American countries confirms the scale’s relevance across diverse cultural contexts, enhancing its applicability within the region. This study provides empirical evidence that extrinsic motivation is a key determinant of students’ intentions to enroll in online programs in developing countries. It confirms that extrinsic motivations reflect a preference for flexible learning options compatible with students’ lifestyles and professional needs, linked to their beliefs about time management, professional advancement, and career opportunities associated with earning a graduate degree.