International Journal of Post Axial: Futuristic Teaching and Learning

The Paradigm of Physical Punishment from the Perspective of Islamic Education and Its Implementation in Indonesia and Malaysia

Ibnu Fitrianto — 2025-09-06

This study explores the paradigm of physical punishment within Islamic educational institutions in Indonesia and Malaysia, examining its theological justifications, cultural roots, institutional frameworks, and practical implications. Using a qualitative comparative case study approach, data were collected through interviews with educators, students, and community leaders; classroom observations; and analysis of policy and curriculum documents. The findings indicate that while both countries share normative references to Islamic teachings, their interpretations and applications of physical discipline vary. In Indonesia, especially in traditional pesantren, physical punishment is often viewed as a tool for moral formation under the concept of ta’dib. In contrast, Malaysia demonstrates a gradual shift toward more compassionate and rights-based approaches to discipline, driven by stronger regulatory frameworks and public discourse. However, challenges such as lack of teacher training, uneven policy implementation, and persistent cultural beliefs continue to shape practices in both countries. The study concludes that a transformative approach to Islamic education requires balancing religious values with child protection principles and contemporary pedagogical thought, encouraging a shift toward holistic, non-violent educational practices.

Integrating Indigenous Knowledge into Quality Assurance Standards in Multicultural Classrooms

Lune Mille — 2025-09-06

This study explores the integration of Indigenous Knowledge into quality assurance (QA) standards in multicultural classrooms, focusing on how localized epistemologies can enhance educational relevance and inclusivity. Amid the global push for standardized QA frameworks, many such models overlook the cultural wealth and pedagogical insights rooted in Indigenous traditions, particularly in diverse educational settings. Using a qualitative case study approach, the research investigates how schools in multicultural regions embed Indigenous values, practices, and knowledge systems into their teaching, learning, and assessment processes. Data were collected through interviews with teachers, school leaders, and community elders, as well as through classroom observations and document analysis. The findings reveal that integrating Indigenous Knowledge into QA processes fosters greater cultural affirmation, increases student engagement, and promotes contextually grounded standards of excellence. However, the process is not without challenges, such as policy misalignment, lack of teacher training, and tensions between standardized assessment criteria and culturally responsive pedagogies. The study concludes that for QA to be truly equitable and inclusive, it must move beyond universal benchmarks and instead adopt a flexible, context-sensitive approach that honors the lived realities of Indigenous and minority students.

Navigating Intersectionality: Gender, Disability, and Ethnic Equity in Secondary Education

Tanami — 2025-09-09

This study explores the intersectionality of gender, disability, and ethnicity in the pursuit of educational equity within secondary education contexts. Using a qualitative case study approach, the research examines how these overlapping identities influence students’ access to learning opportunities, treatment within school systems, and overall academic experiences. Data were collected through interviews with students, teachers, and administrators, as well as classroom observations and document analysis in three diverse secondary schools. The findings reveal that while policies often address issues of equity in isolation, students experience multiple, layered forms of marginalization that are frequently overlooked in implementation. Schools with inclusive practices grounded in intersectional awareness were more effective in addressing these complexities, fostering student engagement and improving academic and social outcomes. The study highlights the need for an educational framework that integrates intersectionality to better support equity efforts, particularly in multicultural and diverse learning environments.

Kiai Leadership in Advancing Agribusiness Enterprises in Islamic Boarding Schools in Jambi Province

Nurusydiyati — 2025-09-10

This study explores the role of kiai leadership in the development of pesantren-based agribusiness in three Islamic boarding schools in Jambi Province: Pondok Pesantren Raudhatul Mujawwidin (Tebo), Pondok Pesantren Irsyadul Ibad (Batanghari), and Pondok Pesantren Al Muttaqin (Muaro Jambi). The findings reveal that the kiai holds a central and strategic position, not only as a spiritual leader but also as a key driver in designing, implementing, and sustaining agribusiness initiatives. Through a participative and visionary leadership style, the kiai integrates religious values with economic practices, fosters student engagement, builds external partnerships, and promotes pesantren self-reliance. Despite facing challenges such as limited land and resources, the kiai’s efforts have made agribusiness an integral part of pesantren education and community empowerment. This research highlights the importance of enhancing leadership capacity and institutional collaboration to strengthen the role of pesantren in sustainable economic development.

Leadership for Equity: Managing Diversity and Inclusion in Multilingual Classrooms

Henáz Shopie — 2025-09-11

This study investigates the role of educational leadership in fostering equity and managing diversity within multilingual classroom environments. In response to increasing linguistic and cultural heterogeneity in schools, the research explores how school leaders implement inclusive practices that accommodate the diverse linguistic identities and learning needs of students. Using a qualitative multiple case study approach, data were collected through interviews, classroom observations, and document analysis in selected multilingual secondary schools. The findings reveal that equity-driven leadership is crucial in shaping inclusive school cultures, influencing teacher practices, and improving student engagement. Leaders who demonstrated cultural responsiveness, promoted professional collaboration, and empowered multilingual learners contributed significantly to creating equitable learning environments. However, the study also found inconsistencies in leadership approaches due to varying policy frameworks, institutional capacities, and professional development support. The study concludes by emphasizing the need for targeted leadership training, inclusive policies, and systemic support to enable leaders to manage linguistic diversity effectively and equitably.

Decolonizing the Curriculum: Policy Implications for Indigenous Knowledge Integration in National Education Systems

Nakashi Kawa Miuka — 2025-09-13

This study explores the integration of Indigenous knowledge into national education systems as a central strategy for curriculum decolonization. Focusing on case studies from Canada and New Zealand, the research investigates how policy frameworks and classroom practices intersect to promote or hinder the inclusion of Indigenous epistemologies. Findings reveal that while national policies in both countries emphasize cultural inclusion and reconciliation, actual implementation varies widely across schools. Successful integration depends significantly on community engagement, teacher training, and leadership support. However, systemic challenges such as standardized assessments, insufficient curricular guidance, and minimal Indigenous representation in policymaking continue to limit the depth of curricular transformation. The study highlights the importance of creating dialogic and culturally grounded educational environments to foster equity, identity affirmation, and epistemic justice in multicultural societies.