This study provides empirical data on the impact of generative AI in education, with special emphasis on sustainable development goals (SDGs). By conducting a thorough analysis of the relationship between generative AI technologies and educational outcomes, this research fills a critical gap in the literature. The insights offered are valuable for policymakers seeking to leverage new educational technologies to support sustainable development. Using Smart-PLS4, five hypotheses derived from the research questions were tested based on data collected from an E-Questionnaire distributed to academic faculty members and education managers. Of the 311 valid responses, the measurement model assessment confirmed the validity and reliability of the data, while the structural model assessment validated the hypotheses. The study’s findings reveal that New Approaches to Learning Outcome Assessment (NALOA) significantly contribute to achieving SDGs, with a path coefficient of 0.477 (p < 0.001). Similarly, the Use of Generative AI Technologies (UGAIT) has a notable positive impact on SDGs, with a value of 0.221 (p < 0.001). A Paradigm Shift in Education and Educational Process Organization (PSEPQ) also demonstrates a significant, though smaller, effect on SDGs with a coefficient of 0.142 (p = 0.008). However, the Opportunities and Risks of Generative AI in Education (ORGIE) study did not find statistically significant evidence of an impact on SDGs (p = 0.390). These findings highlight the potential opportunities and challenges of using generative AI technologies in education and underscore their key role in advancing sustainable development goals. The study also offers a strategic roadmap for educational institutions, particularly in Oman to harness AI technology in support of sustainable development objectives.

Purpose: This study explores the impact of quality of life (QoL) on the happiness of female healthcare professionals, focusing on the moderating roles of family dynamics and education. Method: A descriptive and exploratory design was used with data from 503 female healthcare professionals. Various quantitative analyses, including regression and correlation, were conducted using SPSS and AMOS. Findings: The study found a positive relationship between QoL and happiness. Family dynamics and education significantly moderated this relationship, highlighting the influence of these factors on happiness levels. Implications: The research offers insights into the well-being of female healthcare professionals and calls for policies that support QoL through flexible work arrangements and wellness programs, considering diverse family structures and educational backgrounds. Originality: This study provides a focused analysis of the role of family and education in shaping the relationship between QoL and happiness for female healthcare professionals.

Islamic based low-cost private school facing a suffer from a lack of new students due to the incapability to adapt to current condition. They are already “lost in the competition” with other school. This quality also includes the inability of the low-cost private schools to adapt with technology and change. Another finding is that low-cost private schools struggling in managing the funding and management. Low-cost private high school has become a key support in ensuring the fulfilment 12-year compulsory education stated by Indonesian Education Law. With only 40 percent of the total population able to attend public schools, the government as well as the private sector needs to accommodate affordable private schools to meet the need of high schools in Jakarta. Low-cost private schools become essential in providing the gap between the need of schools from the total population of students and the availability of the public school. The previous study highlighted organizational agility with the mediation of Islamic Work Ethic can be achieved through leadership capability and organizational culture, whilst several studies also suggest that Islamic Work Ethics or Istiqamah have no impact in promoting organizational agility. This research conducted in 2022–2023 encompassed 133 low-cost private high school in Jakarta in which all of them are Islamic low-cost private high school. The finding of this study is that school principal leadership capabilities and school culture are positively affect school agility with Istiqamah as mediated variable.

The Malaysian government’s heightened focus on Technical and Vocational Education and Training (TVET) reflects a strategic move towards economic and social development, particularly in addressing youth unemployment. Recognizing the potential of TVET to contribute to these goals, there is a specific emphasis on enhancing the marketability of women in the workforce from the current 62 percent to an ambitious 95 percent. However, a notable gender gap persists in entrepreneurial pursuits within the TVET sector in Malaysia, with female representation lagging. To bridge this gap, this study aims to construct a comprehensive framework that nurtures future-ready female TVETpreneur talent. This initiative aligns with the Malaysian Higher Education Blueprint, 2021–2025, i.e., fostering a diverse and innovative workforce. An extensive literature survey was conducted to identify the factors influencing female TVET students’ entrepreneurial intention. The literature revealed that social psychological and organizational approaches are commonly used to explore and analyze the relationship between the influence of female TVET students’ talents and behavior, their exposure to entrepreneurship, mentorship and support programs, role models in TVET, curriculum design, and access to resources. A comprehensive theoretical framework was developed based on these findings, which offers significant insights related to enhancing TVET opportunities for women and advancing Malaysia’s economic and social development goals in a sustainable way.

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.

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.