Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025

Global Synthesis in Education Volume 3, Issue dated November 3, 2025
This special issue of Global Synthesis in Education brings together five empirical and conceptual articles that highlight contemporary educational innovations and challenges across Malaysia, Indonesia, and China. Drawing on diverse methodological approaches—ranging from classroom-based interventions to policy analysis and cross-national comparison—the contributions offer a rich, regionally grounded perspective on how education systems in Asia are responding to rapid social, technological, and cultural change.
The issue opens with an article from Malaysian scholars examining how technology‑rich, culturally responsive teaching can enhance student engagement and higher-order thinking. Using a mixed-methods design in secondary schools, the authors show that carefully designed digital learning environments, grounded in local values and collaborative tasks, significantly improve students’ motivation, problem‑solving skills, and classroom participation.
The second article, authored by an Indonesian research team, explores community-based teacher professional development in rural districts. Through qualitative case studies, the authors describe how school–community partnerships, peer mentoring, and locally organized training circles help teachers adapt national curricula to local contexts, reduce professional isolation, and support more inclusive classroom practices for marginalized learners.
A third contribution from China investigates the integration of artificial intelligence tools in formative assessment in urban middle schools. Employing quasi‑experimental methods, the authors analyze how AI‑supported feedback systems influence students’ learning outcomes and self‑regulated learning. The study reports promising gains in mathematics and language performance, while also discussing equity and ethical considerations in data use and algorithmic decision‑making.
The fourth article is a collaborative effort between Malaysian and Indonesian researchers comparing multilingual education policies in both countries. Using policy document analysis and interviews with policymakers and school leaders, the authors examine how language-of-instruction choices affect access, equity, and identity formation. Their findings highlight tensions between global competitiveness, national cohesion, and local linguistic rights, and propose policy directions that better support minority language speakers.
The issue concludes with a tri‑national study led by scholars from Malaysia, Indonesia, and China on student wellbeing in increasingly digital learning environments. Based on survey data and focus groups with secondary and university students, the article analyzes links between screen time, academic pressure, social connectedness, and mental health. It offers nuanced recommendations for schools and universities on designing balanced digital learning ecosystems that safeguard wellbeing while maintaining academic rigor.
Together, these five articles underscore the value of cross‑country dialogue in rethinking education for a rapidly changing world, demonstrating how insights from Malaysia, Indonesia, and China can inform global debates on pedagogy, policy, and student development.