The relationship between new-quality productivity and educational equity is characterized by close mutual influence and co-evolution. Driven by technological innovation, new-quality productivity is profoundly transforming the economic and social landscape. Educational equity, a crucial component of social justice, is vital for ensuring equal development opportunities for all individuals. The robust growth of new-quality productivity not only optimizes the distribution of educational resources and enhances educational quality but also poses new challenges and demands for equity in education. In turn, the continuous advancement of educational equity provides a solid talent foundation and a conducive environment for innovation to new-quality productivity. These two aspects intertwine and progress together in various domains, including policy systems, cultural values, and educational practices. This interplay highlights the central role of new-quality productivity and educational equity in societal development, while also demonstrating their dynamic and complementary relationship.

Purpose: This research aims to examine the influence of intellectual capital disclosure and the geographical location of universities on the sustainability of higher education institutions in Southeast Asia. Design/methodology/approach: This research is quantitative and uses secondary data obtained through the annual reports of universities that have the Universitas Indonesia Green Metric Rank. This research uses two stages of data analysis techniques, namely the content analysis stage to determine the number of Intellectual Capital disclosures and the hypothesis testing stage. The analysis tool uses the SPSS version 23 application. The population of this research includes all universities in Southeast Asia that are included in the UI Greenmetric World University Rankings. The sampling technique used was purposive sampling technique, which resulted in 86 analysis units of higher education institutions in Southeast Asia. Findings: The research results prove that the geographical location of universities has a negative and significant influence on Universitas Indonesia Green Metric’s performance in Southeast Asia and human capital has a positive influence on UIGM’s performance in Southeast Asia. However, the structural capital and relational capital components do not affect the UIGM performance of universities in Southeast Asia. Originality/value: The originality of the research is the use of higher education sustainability variables with UIGM proxies and modified IC indicators for universities and geographical areas that have not been widely used to see whether there are fundamental differences in the disclosure of intellectual capital for higher education institutions in Southeast Asia.

In today’s digital education landscape, safeguarding the privacy and security of educational data, particularly the distribution of grades, is paramount. This research presents the “secure grade distribution scheme (SGDS)”, a comprehensive solution designed to address critical aspects of key management, encryption, secure communication, and data privacy. The scheme’s heart lies in its careful key management strategy, offering a structured approach to key generation, rotation, and secure storage. Hardware security modules (HSMs) are central to fortifying encryption keys and ensuring the highest security standards. The advanced encryption standard (AES) is employed to encrypt graded data, guaranteeing the confidentiality and integrity of information during transmission and storage. The scheme integrates the Diffie-Hellman key exchange protocol to establish secure communication, enabling users to securely exchange encryption keys without vulnerability to eavesdropping or interception. Secure communication channels further fortify graded data protection, ensuring data integrity in transit. The research findings underscore the SGDS’s efficacy in achieving the goals of secure grade distribution and data privacy. The scheme provides a holistic approach to safeguarding educational data, ensuring the confidentiality of sensitive information, and protecting against unauthorized access. Future research opportunities may centre on enhancing the scheme’s robustness and scalability in diverse educational settings.

Education is one of the basic needs that every child should have. Information communication technology has a significant influence on special needs children’s schooling. Instead of considering learning a difficult chore, the adoption of measures such as ICT can simplify it and make inclusive education a reality. Aim: This current systematic literature review aims to determine the extent of ICT adoptions in special education scenarios. Method: This paper examined pertinent literature on ICT in special education in the period 2000 to 2023. The key articles extracted through keyword search were gathered from databases indexed in Web of Science and Scopus. The collected data were then screened using a VOS viewer for the most relevant information. From the web of Science, 31 articles were found to have connections with one another while the same process when applied to the Scopus database, helped obtain 8 articles. Results: A total of 39 articles fulfilled the search inclusion criteria of minimum two keyword occurrences. These articles were all written in English and published between 2000 and 2023. The in-depth analysis of all these articles was performed along three broad themes, viz., availability of SEN based ICTs and their impact on children with disabilities, quality of available ICT integrated curriculum for SEN and the challenges in promoting ICTs for inclusive education. Conclusions: The paper concludes that ICT integration in special education would make learning easier for children with disabilities when compared to learning using traditional methods. Implications: The paper pinpoints significant limitations in ICT use found in existing literature and the lack of it to support inclusive education. The authors make recommendations for improved ICT integrated curriculum to improve inclusivity.

Sustainable development within music education is essential, particularly in ensuring that popular music can continually and effectively serve educational systems. This research aims to 1) examine pop music chord progression, 2) develop a chord progression book specifically for teaching music students, and 3) evaluate the effectiveness of this educational tool in improving music composition skills. A mixed-methods approach, incorporating both qualitative and quantitative research, was used. Research tools included an interview guide, Ioc forms, a textbook, and a performance assessment form. Interviews were conducted with five experts in pop music composition, while a group of 14 undergraduate music students participated in the experimental study. These methods evaluated how teaching popular music chord composition enhances students’ practical composition abilities. The findings indicate that 1) chord composition in popular music primarily involves five aspects: melody, rhythm, chord structure, music form, and melody development techniques, with melody and chord as the foundational elements; 2) the chord progression textbook for popular music differs from traditional composition theory texts, combining theory and practical application with a focus on chord progression techniques; and 3) instruction in popular music chord composition significantly enhances students’ skills in melody creation, production, and listening, ultimately fostering practical music creation abilities. This study supports the sustainable integration of popular music in both music infrastructure construction and music education system development, offering insights into how such integration can drive long-term advancements in music education.