Dinamika dan Kebijakan Pendidikan

Abimbola, S., van de Kamp, J., Lariat, J., Rathod, L., Klipstein-Grobusch, K., van der Graaf, R., & Bhakuni, H. (2024). Unfair knowledge practices in global health: A realist synthesis. Health Policy and Planning, 39(6), 636–650. https://doi.org/10.1093/heapol/czae030

Alestriani Sibagariang, S. (2025). Curriculum reform amid Indonesia’s educational decentralization: Policy, practice, and outcomes. Journal of Hunan University Natural Sciences, 52(5). https://doi.org/10.55463/issn.1674-2974.52.5.11

Amorós Molina, Á., Helldén, D., Alfvén, T., Niemi, M., Leander, K., Nordenstedt, H., Rehn, C., Ndejjo, R., Wanyenze, R., & Biermann, O. (2023). Integrating the United Nations sustainable development goals into higher education globally: A scoping review. Global Health Action, 16(1). https://doi.org/10.1080/16549716.2023.2190649

Angana, M., Orge, L., & Galigao, R. (2025). Globalizing education: Impacts on policies, systems, access, and outcomes across nations. Pantao (International Journal of the Humanities and Social Sciences). https://doi.org/10.69651/PIJHSS040103

Aydinli, E., & Aydinli, J. (2024). Exposing linguistic imperialism: Why global IR has to be multilingual. Review of International Studies, 50(6), 943–964. https://doi.org/10.1017/S0260210523000700

Bafon, J. N. (2025). Beyond decoloniality of educational policy and planning: A review of the transcendental political economy of African higher education in the 21st knowledge-based societies. Perspectives in Education, 43(3), 3–22. https://doi.org/10.38140/pie.v43i3.7900

Baharuddin, & Burhan. (2025). Urban and rural teacher perspectives on Indonesian educational reform: Challenges and policy implications. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2497142

Bedoll, D., van Zanten, M., & McKinley, D. (2021). Global trends in medical education accreditation. Human Resources for Health, 19(1), 70. https://doi.org/10.1186/s12960-021-00588-x

Beidollahkhani, A. (2025). Policy-mediated epistemic control: How authoritarian regimes repurpose graduate political science research agenda–The case of Islamic Republic of Iran. Higher Education Policy. https://doi.org/10.1057/s41307-025-00413-3

Bibliography of Abstracts of English Language theses on Morocco, 2023 and 2024. (2025). The Maghreb Review, 50(2), 218–230. https://doi.org/10.1353/tmr.2025.a964302

Blagorazumnaia, O., & Trifonova, L. (2023). Educational policy in the context of globalization and international cooperation. Journal of Research on Trade, Management and Economic Development, 10(1), 134–145. https://doi.org/10.59642/JRTMED.1.2023.10

Bousquet, M., Byrne, A., Forget, D., Gough, G., Rheault, L.-R., Roche, S., & Siaussat, D. (2025). National context impacts on SDG mapping needs and approaches in higher education, a tri-national comparison. Sustainability, 17(14), 6506. https://doi.org/10.3390/su17146506

Brauer, S., Kettunen, J., Levy, A., Merenmies, J., & Kulmala, P. (2023). The educational paradigm shift—a phenomenographic study of medical teachers’ experiences of practices. BMC Medical Education, 23(1), 29. https://doi.org/10.1186/s12909-023-04013-w

Castro Torres, A. F., & Alburez-Gutierrez, D. (2022). North and South: Naming practices and the hidden dimension of global disparities in knowledge production. Proceedings of the National Academy of Sciences, 119(10). https://doi.org/10.1073/pnas.2119373119

Cruz-Hidalgo, E., Medina-Miltimore, S., & Mario, A. (2025). Currencies come and go, but employment always takes root: Rethinking external constraints and monetary sovereignty in the periphery. Economies, 13(1), 9. https://doi.org/10.3390/economies13010009

Deuel, R. P. (2022). Governing higher education toward neoliberal governmentality: A Foucauldian discourse analysis of global policy agendas. Globalisation, Societies and Education, 20(3), 310–323. https://doi.org/10.1080/14767724.2021.1897000

Do, T. T. (2022). Vietnam’s emergence as a middle power in Asia: Unfolding the power–knowledge nexus. Journal of Current Southeast Asian Affairs, 41(2), 279–302. https://doi.org/10.1177/18681034221081146

Döme, V. (2024). A global‐scale study on decision making in renewable energy policy: Internal and external factors driving the adoption of Feed‐in Tariffs and Renewable Portfolio Standards. Environmental Policy and Governance, 34(3), 321–335. https://doi.org/10.1002/eet.2085

Edwards, D. B., Caravaca, A., Rappeport, A., & Sperduti, V. R. (2024). World Bank influence on policy formation in education: A systematic review of the literature. Review of Educational Research, 94(4), 584–622. https://doi.org/10.3102/00346543231194725

Elfert, M. (2021). The power struggle over education in developing countries: The case of the UNESCO-World Bank Co-operative program, 1964-1989. International Journal of Educational Development, 81, 102336. https://doi.org/10.1016/j.ijedudev.2020.102336

Elnagar, A. (2021). Internationalization policies of public schooling and neoliberal discourses: A Stephen Ball informed analysis. Comparative and International Education, 50(1). https://doi.org/10.5206/cieeci.v50i1.11075

Erkkilä, T. (2023). Global indicators and AI policy: Metrics, policy scripts, and narratives. Review of Policy Research, 40(5), 811–839. https://doi.org/10.1111/ropr.12556

Esguerra, A. (2024). Objects of expertise. The socio-material politics of expert knowledge in global governance. Global Studies Quarterly, 4(3). https://doi.org/10.1093/isagsq/ksae060

Fahruddiana, Y. (2025). Education at the cultural crossroads: Navigating identity and globalization in Southeast Asia. International Education Trend Issues, 3(1), 33–38. https://doi.org/10.56442/ieti.v3i1.1055

Falcone, P. M. (2023). Sustainable energy policies in developing countries: A review of challenges and opportunities. Energies, 16(18), 6682. https://doi.org/10.3390/en16186682

Farhat Nasir, Bhatti, A. H., Zubair, M., Sarfaraz, M., & Miran, G. (2025). Globalization impact on 21st century educational leadership: Challenges and adaptation in Pakistan. The Critical Review of Social Sciences Studies, 3(1), 830–844. https://doi.org/10.59075/pdnkez10

Gandomkar, R., Changiz, T., Omid, A., Alizadeh, M., Khazaei, M., Heidarzadah, A., Rouzrokh, P., Amini, M., Honarpisheh, H., Laripour, R., Abedi, F., Sabet, B., & Mirzazadeh, A. (2023). Developing and validating a national set of standards for undergraduate medical education using the WFME framework: The experience of an accreditation system in Iran. BMC Medical Education, 23(1), 379. https://doi.org/10.1186/s12909-023-04343-9

Gebremariam, E. B. (2025). Decentering coloniality: Epistemic justice, development studies and structural transformation. The European Journal of Development Research, 37(2), 442–453. https://doi.org/10.1057/s41287-024-00681-6

Giles-Corti, B., Moudon, A. V., Lowe, M., Cerin, E., Boeing, G., Frumkin, H., Salvo, D., Foster, S., Kleeman, A., Bekessy, S., de Sá, T. H., Nieuwenhuijsen, M., Higgs, C., Hinckson, E., Adlakha, D., Arundel, J., Liu, S., Oyeyemi, A. L., Nitvimol, K., & Sallis, J. F. (2022). What next? Expanding our view of city planning and global health, and implementing and monitoring evidence-informed policy. The Lancet Global Health, 10(6), e919–e926. https://doi.org/10.1016/S2214-109X(22)00066-3

Gleeson, J. (2025). From New Public Management to public value: Irish education policy through the lens of Statements of Strategy. Irish Educational Studies, 44(2), 201–220. https://doi.org/10.1080/03323315.2023.2258118

Goodley, C., & Perryman, J. (2022). Beyond the ‘terrors of performativity’: Dichotomies, identities and escaping the panopticon. London Review of Education, 20(1). https://doi.org/10.14324/LRE.20.1.29

Gregersen-Hermans, J. (2021). Toward a curriculum for the future: Synthesizing education for sustainable development and internationalization of the curriculum. Journal of Studies in International Education, 25(4), 461–481. https://doi.org/10.1177/10283153211031033

Guziak, M., Świtajska, A. J., & Šantrić-Milićević, M. (2025). Accreditation challenges in Polish medical education: Balancing the rapid surge in medical students’ numbers with quality standards. Education Sciences, 15(9), 1188. https://doi.org/10.3390/educsci15091188

Hazin, M., Yani, M. T., Trihantoyo, S., Rusdinal, R., Sulastri, S., & Rahmawati, N. W. D. (2025). Analyzing digitalization in education policy in Indonesia through the policy analysis triangle model. Journal of Posthumanism, 5(1). https://doi.org/10.63332/joph.v5i1.631

Heleta, S., & Chasi, S. (2023). Curriculum decolonization and internationalization. Journal of International Students, 14(2), 75–90. https://doi.org/10.32674/jis.v14i2.6383

Higham, I. (2026). Early adoption of international policy innovations: A theoretical framework – with evidence on business and human rights in Colombia and Ecuador. Review of International Studies, 52(1), 81–103. https://doi.org/10.1017/S026021052400072X

Holst, J., Singer‐Brodowski, M., Brock, A., & de Haan, G. (2024). Monitoring SDG 4.7: Assessing education for sustainable development in policies, curricula, training of educators and student assessment (input‐indicator). Sustainable Development, 32(4), 3908–3923. https://doi.org/10.1002/sd.2865

Indrawati, S. M., & Kuncoro, A. (2021). Improving competitiveness through vocational and higher education: Indonesia’s vision for human capital development in 2019–2024. Bulletin of Indonesian Economic Studies, 57(1), 29–59. https://doi.org/10.1080/00074918.2021.1909692

Jannata, T., Sumaryanto, S., Hadi, S., & Setiawan, C. (2024). Implementation of two policies in physical education in Indonesia: Structural equiting model analysis. Retos, 57, 18–24. https://doi.org/10.47197/retos.v57.104041

Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1), e08828. https://doi.org/10.1016/j.heliyon.2022.e08828

Jin, Y. (2023). The rise of education globalization: Embracing opportunities and overcoming challenges. Advances in Economics and Management Research, 8(1), 62. https://doi.org/10.56028/aemr.8.1.62.2023

Kar, S. S., Dube, R., George, B. T., Bairy, L. K., Hajeer, A. H., & Matalka, I. I. A. (2025). Implementation of United Arab Emirates competency framework for medical education in undergraduate medical curriculum. BMC Medical Education, 25(1), 782. https://doi.org/10.1186/s12909-025-07342-0

Kathula, D. N. (2025). Competency-based curriculum implementation and digitalisation in Africa: Successes, challenges and solutions as meta-analysis from 2017 to 2024. Journal of Education, 8(1), 79–161. https://doi.org/10.53819/81018102t4331

Kayyali, M. (2021). Globalization and internationalization: ISO 21001 as a trigger and prime key for quality assurance of higher education institutions. International Journal of Applied Science and Engineering, 9(1). https://doi.org/10.30954/2322-0465.1.2021.7

Khalid, S., Baig, L. A., & Arooj, M. (2025). Social accountability in medical school curricula in Punjab, Pakistan: A qualitative analysis. BMC Medical Education, 25(1), 1000. https://doi.org/10.1186/s12909-025-07268-7

Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172930

Lastimoso, J. K., Olivar, N., & Galigao, R. (2025). Globalization in education. Pantao (International Journal of the Humanities and Social Sciences). https://doi.org/10.69651/PIJHSS0402111

Le, Q. C., Bui, M. H., Khuong, Q. L., Le, P. A., Tran, D. T., Nguyen Vu, Q. H., & Vu, N. V. (2025). Developing institutional policies for health professionals’ education reform: A case study of medical education in Viet Nam. The Lancet Regional Health - Western Pacific, 57, 101551. https://doi.org/10.1016/j.lanwpc.2025.101551

Leite, S. (2022). Using the SDGs for global citizenship education: Definitions, challenges, and opportunities. Globalisation, Societies and Education, 20(3), 401–413. https://doi.org/10.1080/14767724.2021.1882957

Ling, T., Shen, Y., Zhang, Y., Tang, J., & Zhao, E. (2024). Medical education reform in China in the 21st century: A literature review. Advances in Medical Education and Practice, 15, 1313–1324. https://doi.org/10.2147/AMEP.S489903

Macheridis, N., & Paulsson, A. (2021). Tracing accountability in higher education. Research in Education, 110(1), 78–97. https://doi.org/10.1177/0034523721993143

Maddox, R., & Morton Ninomiya, M. E. (2025). Indigenous sovereignty in research and epistemic justice: Truth telling through research. Global Public Health, 20(1). https://doi.org/10.1080/17441692.2024.2436436

Maher, M., Hazenberg, R., & Paterson‐Young, C. (2024). ‘We need the activists to be more entrepreneurial’: Global versus local modes of thought on the development of social enterprise support systems in transitioning economies. Global Networks, 24(3). https://doi.org/10.1111/glob.12470

Mani, Z. A. (2025). Transitioning to competency-based education in nursing: A scoping review of curriculum review and revision strategies. BMC Nursing, 24(1), 1111. https://doi.org/10.1186/s12912-025-03319-y

Marginson, S. (2022). What is global higher education? Oxford Review of Education, 48(4), 492–517. https://doi.org/10.1080/03054985.2022.2061438

Marginson, S., & Xu, X. (2023). Hegemony and inequality in global science: Problems of the center-periphery model. Comparative Education Review, 67(1), 31–52. https://doi.org/10.1086/722760

Maroy, C., & Pons, X. (2021). Re-conceptualising education policy trajectories in a globalised world: Lessons from a multi-level comparison of accountability in France and Quebec. Comparative Education, 57(4), 560–578. https://doi.org/10.1080/03050068.2021.1981714

Mogilner, M., & Gerasimov, I. (2024). Decolonization as an epistemic effort means treating empire as a category of analysis. Forum for Modern Language Studies, 60(3), 366–372. https://doi.org/10.1093/fmls/cqae036

Mohammad, E. Y. (2025). Management policies for education in the age of globalization. EuroGlobal Journal of Linguistics and Language Education, 2(3), 4–20. https://doi.org/10.69760/egjlle.2500192

Mohommad, A., Schwerhoff, G., & Linsenmeier, M. (2022). The international diffusion of policies for climate change mitigation. IMF Working Papers, 2022(115), 1. https://doi.org/10.5089/9798400213090.001

Moshtari, M., & Safarpour, A. (2024). Challenges and strategies for the internationalization of higher education in low-income East African countries. Higher Education, 87(1), 89–109. https://doi.org/10.1007/s10734-023-00994-1

Mulcahy, G., Boelsen-Robinson, T., Hart, A. C., Pesantes, M. A., Sameeha, M. J., Phulkerd, S., Alsukait, R. F., & Thow, A. M. (2022). A comparative policy analysis of the adoption and implementation of sugar-sweetened beverage taxes (2016–19) in 16 countries. Health Policy and Planning, 37(5), 543–564. https://doi.org/10.1093/heapol/czac004

Musthaq, F. (2021). Dependency in a financialised global economy. Review of African Political Economy, 48(167). https://doi.org/10.1080/03056244.2020.1857234

Ndlovu-Gatsheni, S. J. (2021). Internationalisation of higher education for pluriversity: A decolonial reflection. Journal of the British Academy, 9s1, 77–98. https://doi.org/10.5871/jba/009s1.077

Nurman, Yusriadi, Y., & Hamim, S. (2022). Development of pluralism education in Indonesia: A qualitative study. Journal of Ethnic and Cultural Studies, 9(3), 106–120. https://doi.org/10.29333/ejecs/1207

Oldac, Y. I., Nkansah, J. O., & Yang, L. (2024). ‘West is must, the rest is optional’: Epistemic injustice and positional good in international research collaboration. Higher Education, 88(2), 505–522. https://doi.org/10.1007/s10734-023-01127-4

Padil, M., Asy’arie, B. F., Pranajaya, S. A., Alfiyanto, A., Wahyudi, D., Mahdi, M., Wahyudin, A., & Tharaba, M. F. (2025). Political exploration and Islamic education methods in Indonesia: A systematic literature review in the perspective of Sustainable Development Goals (SDGs). Journal of Posthumanism, 5(3). https://doi.org/10.63332/joph.v5i3.839

Parker, L. D., Guthrie, J., & Martin-Sardesai, A. (2024). Performance management in the Australian higher education system – A historically informed critique. Accounting History, 29(2), 215–235. https://doi.org/10.1177/10323732241230348

Pham Xuan, R., & Håkansson Lindqvist, M. (2025). Exploring sustainable development goals and curriculum adoption: A scoping review from 2020–2025. Societies, 15(8), 212. https://doi.org/10.3390/soc15080212

Phyak, P. (2021). Epistemicide, deficit language ideology, and (de)coloniality in language education policy. International Journal of the Sociology of Language, 2021(267–268), 219–233. https://doi.org/10.1515/ijsl-2020-0104

Pietersen, D., Ndofirepi, A., & Langeveldt, D. C. (2025). Philosophical perspectives of cultural imperialism, hegemony, and knowledge colonization in the African university. International Journal of Learning, Teaching and Educational Research, 24(9), 570–583. https://doi.org/10.26803/ijlter.24.9.28

Pratt, B., & de Vries, J. (2023). Where is knowledge from the global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, 49(5), 325–334. https://doi.org/10.1136/jme-2022-108291

Rashid, A., & Whitehead, C. (2022). Applying postcolonial theory in academic medicine. Journal of the Royal Society of Medicine, 115(5), 193–194. https://doi.org/10.1177/01410768221084081

Rashid, M. A., & Grant, J. (2024). Power and place: Uncovering the politics of global medical education. Medical Education, 58(8), 930–938. https://doi.org/10.1111/medu.15459

Rashid, M. A., Ali, S. M., & Dharanipragada, K. (2023). Decolonising medical education regulation: A global view. BMJ Global Health, 8(6), e011622. https://doi.org/10.1136/bmjgh-2022-011622

Research of education for sustainable development: Understanding new emerging trends and issues after SDG 4. (2024). Journal of Sustainability Research, 6(1). https://doi.org/10.20900/jsr20240006

Rosidin, A., Sudirman, S., Mufti, M. I., Pramono, S. A., Susanty, L., Dudin, A., Ernawati, Arifin, A., & R, M. D. (2025). Exploring educational policy innovations and curriculum development in Indonesian higher education: A systematic review. Journal of Education Culture and Society, 16(2), 943–958. https://doi.org/10.15503/jecs2025.3.943.958

Rushiti, R., & Kananaj, A. (2024). Searching for a better educational system: Language planning in competency-based school curriculum. Revista de Gestão Social e Ambiental, 18(1), e06485. https://doi.org/10.24857/rgsa.v18n1-133

Saa, S. (2024). Merdeka curriculum: Adaptation of Indonesian education policy in the digital era and global challenges. Revista de Gestão Social e Ambiental, 18(3), e07323. https://doi.org/10.24857/rgsa.v18n3-168

Sahadevan, S., Kurian, N., Mani, A. M., Kishor, M. R., & Menon, V. (2021). Implementing competency‐based medical education curriculum in undergraduate psychiatric training in India: Opportunities and challenges. Asia-Pacific Psychiatry, 13(4). https://doi.org/10.1111/appy.12491

Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J. (2023). Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm. Education and Information Technologies, 28(2), 2031–2069. https://doi.org/10.1007/s10639-022-11265-4

Samala, A. D., Rawas, S., Criollo-C, S., Bondarenko, O., Gentarefori Samala, A., & Novaliendry, D. (2024). Harmony in education: An in-depth exploration of Indonesian academic landscape, challenges, and prospects towards the Golden Generation 2045 vision. TEM Journal, 2436–2456. https://doi.org/10.18421/TEM133-71

Saniee, N., Motamed, S., Barati, M., Goodarzi, F., Hassanzadeh, G., Kohpayehzadeh, J., Ezati, E., & Khazaei, A. (2025). Components of social accountability in medical education: A scoping review. BMC Medical Education, 25(1), 349. https://doi.org/10.1186/s12909-025-06873-w

Sever, S. D., Tok, E., & Sellami, A. L. (2025). Sustainable Development Goals in a transforming world: Understanding the dynamics of localization. Sustainability, 17(6), 2763. https://doi.org/10.3390/su17062763

Shah, A. P., Walker, K. A., Walker, K. G., & Cleland, J. (2023). Context matters in curriculum reform: An analysis of change in surgical training. Medical Education, 57(8), 741–752. https://doi.org/10.1111/medu.15071

Shultz, L., & Viczko, M. (2021). What are we saving? Tracing governing knowledge and truth discourse in global COVID-19 policy responses. International Review of Education, 67(1–2), 219–239. https://doi.org/10.1007/s11159-021-09893-y

Sirajuddin, Ahmad, M., & Suryadi. (2025). Evaluasi implementasi kebijakan pendidikan dalam perspektif filsafat pendidikan di Indonesia. Al-Wasathiyah: Journal of Islamic Studies, 4(1), 21–30. https://doi.org/10.56672/rjxe8485

Song, J. (2025). Institutional contestations and educational equity: Incorporation of the marginalized in National Education Policies Worldwide, 1960–2019. Social Forces. https://doi.org/10.1093/sf/soaf192

Steiner-Khamsi, G. (2024). Global governance of education: The historical and contemporary entanglements of UNESCO, the OECD and the World Bank. International Review of Education, 70(4), 699–701. https://doi.org/10.1007/s11159-024-10106-5

Steiner-Khamsi, G., Martens, K., & Ydesen, C. (2024). Governance by numbers 2.0: Policy brokerage as an instrument of global governance in the era of information overload. Comparative Education, 60(4), 537–554. https://doi.org/10.1080/03050068.2024.2308348

Stepanovic, S. (2024). Resilience to physical and emotional stress. Journal Human Research in Rehabilitation, 14(1), 143–148. https://doi.org/10.21554/hrr.042414

Stewart, T. (2026). Panoptic pedagogy: A Foucauldian debate on micromanagement in nursing education. Nurse Education Today, 157, 106910. https://doi.org/10.1016/j.nedt.2025.106910

Sulistiyono, S. T., Hattori, M., Rochwulaningsih, Y., Matsumoto, A., Masruroh, N. N., & Widisuseno, I. (2025). The dynamics of state-market relations in the quest for world-class universities in Indonesia. Discover Sustainability, 6(1), 864. https://doi.org/10.1007/s43621-025-01635-6

Suprapto, N., Prahani, B. K., & Cheng, T. H. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. https://doi.org/10.15294/jpii.v10i1.28438

Suyadi, Nuryana, Z., Sutrisno, & Baidi. (2022). Academic reform and sustainability of Islamic higher education in Indonesia. International Journal of Educational Development, 89, 102534. https://doi.org/10.1016/j.ijedudev.2021.102534

Taha, M. H., Abdalla, M. E., Cameron, E., Dharamasi, S., Strasser, R., Taylor, D., & Green-Thompson, L. (2026). Leadership as a catalyst for advancing social accountability in health professions education: AMEE Guide No. 187. Medical Teacher, 48(3), 344–356. https://doi.org/10.1080/0142159X.2025.2534074

Ulybina, O. (2022). Explaining the cross-national pattern of policy shift toward childcare deinstitutionalization. International Journal of Sociology, 52(2), 128–155. https://doi.org/10.1080/00207659.2022.2031488

Umesh Dhungel. (2025). The role of globalization in the internationalization of higher education. International Journal of Advanced Research in Science, Communication and Technology, 536–540. https://doi.org/10.48175/IJARSCT-28461

Urushibara-Miyachi, Y., Matsushita, K., & Nishigori, H. (2024). Development of a competency-based national model core curriculum in Japan: A case study. Medical Teacher, 46(sup1). https://doi.org/10.1080/0142159X.2024.2388906

van Kraaij, J., Veenstra, M., Stalpers, D., Schoonhoven, L., Vermeulen, H., & van Oostveen, C. (2023). Uniformity along the way: A scoping review on characteristics of nurse education programs worldwide. Nurse Education Today, 120, 105646. https://doi.org/10.1016/j.nedt.2022.105646

Vanderhoven, E. (2023). Unpacking the global apprenticeship agenda: A comparative synthesis of literature from international organisations in the education policy field. Globalisation, Societies and Education, 1–18. https://doi.org/10.1080/14767724.2023.2252358

Wartoyo, F. X. (2025). Harmonization of the National Education System Law No. 20 of 2003 based on dignified justice. Journal of Posthumanism, 5(5), 2589–2597. https://doi.org/10.63332/joph.v5i5.1649

Widaningsih, & Rahman, N. A. (2023). Educational equity in a globalized era: Comparative insights from Southeast Asia and other developing regions. Sinergi International Journal of Education, 1(3), 163–177. https://doi.org/10.61194/education.v1i3.582

Wiegleb, V., & Bruns, A. (2025). Whose knowledge counts? Unpacking the uneven geographies and politics of knowledge co-production in IPBES. Human Ecology, 53(1), 73–86. https://doi.org/10.1007/s10745-025-00578-w

Wu, A., Choi, E., Diderich, M., Shamim, A., Rahhal, Z., Mitchell, M., Leask, B., & DeWit, H. (2022). Internationalization of medical education — motivations and formats of current practices. Medical Science Educator, 32(3), 733–745. https://doi.org/10.1007/s40670-022-01553-6

Xiong, Z., Wang, Q., Normand, R., & Zhang, X. (2025). Using global competence as a pedagogical approach to teach Sustainable Development Goals in higher education. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-06-2024-0401