International Journal of Social Research

The Paradox of Plenty: Understanding the Link Between Natural Resources and Corruption in Developing Countries

2025-09-17T01:53:38+00:00

Countries with abundant natural resources (SDA) are often trapped in the resource curse paradox, where natural resources actually trigger corruption, inequality, and institutional failure. Indonesia, although rich in nickel, coal, and palm oil, is often considered to be experiencing this phenomenon. Similar conditions are also experienced by Nigeria, Venezuela, and the Democratic Republic of Congo (DRC), despite having large reserves of oil, gas, and minerals. This article aims to analyze the relationship between natural resource wealth and the level of corruption, as well as compare Indonesia's position with other countries that experience a resource curse. This study uses a comparative qualitative approach with secondary data from the Corruption Perceptions Index (CPI) 2018–2024, World Bank reports, and UNDP. The analysis focused on comparing indicators of corruption, governance, and economic performance in four resource-rich countries. The findings show that although Indonesia has a higher CPI score than Nigeria, Venezuela, and the DRC, public perception of corruption remains high due to the contrast between natural wealth and development achievements. The four countries show a similar pattern: weak institutions, rent politics, and elite dominance in natural resource management. Indonesia still has the opportunity to improve natural resource governance through strengthening regulations and transparency, so that it does not fall into a more severe resource curse trap. The phenomenon of resource curse is not only related to the amount of natural resource wealth, but also greatly influenced by the quality of institutions and governance. The study emphasizes the need for institutional reform, transparency in natural resource management, and a strong anti-corruption framework to ensure that natural resources are a blessing in disguise

Ethics and Governance of AI in Education: Balancing Innovation and Accountability

2025-09-17T01:56:11+00:00

The integration of artificial intelligence (AI) in education has presented great opportunities for innovation, such as personalized learning, adaptive assessment, and administrative efficiency. However, these developments also pose ethical and governance challenges, especially related to data privacy, algorithmic bias, transparency, and the risk of increasing education gaps. This research aims to critically examine how ethical and governance principles can be designed to balance the benefits of AI innovation with the need for responsible accountability. The research method uses qualitative analysis of global policy documents, AI guidelines from UNESCO and OECD, and institutional case studies, complemented by semi-structured interviews with education and technology experts. The results show that although AI has great potential to transform pedagogical practices, existing governance mechanisms are still fragmented and have not been consistently implemented. The main gaps identified include low ethical literacy among educators, weak institutional accountability structures, and the absence of harmonized global policies. The contribution of this research is to propose a conceptual model of AI governance in education that integrates the principles of transparency, fairness, and accountability with innovation strategies. This model offers a direction for policymakers, institutions, and educators to use AI responsibly while safeguarding human values, thereby strengthening the discourse on the ethical use of AI in education.

AI Literacy and Ethical Awareness in Higher Education: Evidence from Indonesian Universities

2025-09-17T01:59:45+00:00

This research aims to explore the level of artificial intelligence (AI) literacy and ethical awareness among university students in Indonesia, focusing on their understanding of AI as well as the ethical challenges associated with its use in education and daily life. Using a mixed-methods approach, this study collected quantitative data through a survey involving 300 students from various universities in Indonesia and qualitative data through in-depth interviews with 30 selected respondents. The results show that although AI literacy among students from engineering majors is quite high, students from non-engineering majors show lower understanding. In addition, there are significant concerns regarding ethical issues such as data privacy, algorithmic bias, and the social impact of AI. The study also identified several key challenges, including the lack of integration of AI literacy in higher education curricula and limited training related to AI ethics. Based on these findings, this study recommends the need to strengthen a curriculum that includes AI literacy and comprehensive ethics education in all departments. This research contributes to the development of a more inclusive and responsible education policy in facing the digital era in Indonesia.

Teacher Resilience and Well-Being: Navigating Burnout in the Era of Educational Digitalization

2025-09-17T02:06:00+00:00

The rapid digitalization of education has brought significant changes in the dynamics of teaching, offering both opportunities and challenges. In the midst of this transformation, the resilience and well-being of teachers is a crucial factor in preventing professional burnout. The increasing use of digital platforms in teaching exacerbates stressors, which can affect teachers' mental health and job satisfaction. This phenomenon, often referred to as "teacher burnout," is a major concern in education systems around the world. This study aims to explore the impact of digitalization on teacher resilience and well-being, focusing on the factors that contribute to professional burnout and identifying strategies to reduce its impact. This study analyzes how the digitalization of education affects teacher resilience and mental health challenges faced by educators in modern classrooms. This study uses a qualitative approach with in-depth interview techniques and surveys to collect data from teachers in various educational institutions. This study analyzes factors such as digital workload, emotional power, and support systems available to teachers. Secondary data from research related to teacher burnout, resilience, and well-being were also included to provide a comprehensive analysis. Preliminary findings suggest that while digital tools have improved the efficiency of teaching practices, they have also led to increased workload and a sense of alienation among teachers. Teachers report higher levels of stress and burnout, especially in environments that do not support adequate use of digital tools. However, the presence of a strong support network, professional development programs, and personal coping strategies seems to mitigate some of the negative impacts. This research highlights the importance of targeted interventions to improve teacher well-being in the digital era. The intervention should focus on improving digital literacy, providing adequate mental health support, and building collaborative teaching communities. Schools and educational institutions must recognize the importance of teacher resilience as a cornerstone of educational success, ensuring that educators are prepared to face the challenges posed by the digitalization of education.

Inclusive Education through Technology: A Systematic Review of Tools and Practices in Southeast Asia

2025-09-17T03:50:38+00:00

Inclusive education through technology has become a major concern in Southeast Asia, along with efforts to improve access to education for all students, including those with special needs. While technology can offer a wide range of solutions, effective implementation in the region is still limited by a variety of challenges, such as uneven infrastructure and the readiness of educators to utilize digital tools. This article aims to systematically review technology-based inclusive education tools and practices in Southeast Asian countries. The main focus is on the effectiveness of the technological tools used in supporting the diverse needs of students as well as the challenges and opportunities that exist in the region. The study used a systematic review approach, by analyzing 45 related studies published between 2015 and 2023. These studies cover a wide range of technological tools, including educational software, mobile applications, and online learning platforms, applied in the context of inclusive education. The inclusive criteria reviewed included support for students with physical, sensory, and intellectual disabilities. Key findings suggest that while the technological tools used in Southeast Asia have great potential to improve educational accessibility, successful implementation is often hampered by infrastructure issues, teacher unpreparedness, and lack of training. On the other hand, the application of technology in the context of inclusive education also provides opportunities for personalization of learning, which allows for teaching that is more tailored to the needs of diverse students. This article highlights the importance of more structured policies to support the use of technology in inclusive education in Southeast Asia. Improving training for teachers and strengthening digital infrastructure in schools must be top priorities so that technology can provide maximum benefits for all students, especially those with special needs.