Vol. 8 No. 2 (2026) Child Education Journal

All articles in this issue were authored/co-authored by authors from six countries: Indonesia Indonesia, Malaysia Malaysia, Japan Japan, Nigeria Nigeria, Libya Libya, and South Africa South Africa.

Indonesia Malaysia Japan Nigeria Libya South Africa

The Child Education Journal Volume 8, Issue 2 (2026) presents 6 articles authored by researchers from 6 countries (Indonesia, Malaysia, Japan, Nigeria, Libya, and South Africa) across 13 identified institutional affiliations. Aligning with the journal's strategic pillars, current trends focus on Inclusive Education, Social-Emotional Learning, Educational Resilience, Sustainability Education, Diagnostic Assessment, and Culturally Responsive Pedagogy. Research findings highlight the contributions of adaptive Islamic curricula to educational continuity, environmental citizenship to sustainability education, and diagnostic assessment to responsive teaching. Further studies advance literacy resilience, parental emotional literacy, and Ubuntu-based pedagogy integrating rural landscapes and local histories. This issue bridges theoretical frameworks and contextually responsive educational strategies to foster inclusive, culturally grounded, emotionally supportive, and sustainable learning environments.

DOI: https://doi.org/10.33086/cej.v8i2
Published: 2026-08-31

Articles

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Educating Children in Crisis: Adaptive Islamic Curricula as Drivers of Transitional Justice in Nigeria, Somalia, and the Sahel

ID Tri Wahyudi Ramdhan Sekolah Tinggi Agama Islam Darul Hikmah Bangkalan, Indonesia Indonesia ORCID
ID Luluk Alfiya Institut Bahri Asyiq Galis Bangkalan, Indonesia Indonesia
LY Mowafg Abrahem Masuwd University of Zawia, Libya Libya ORCID
ID Makherus Sholeh Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia Indonesia ORCID
ID Moh. Amiril Mukminin Institut Bahri Asyiq Galis Bangkalan, Indonesia Indonesia ORCID
πŸ“… 2026-08-30
πŸ“„ Pages: 161-196
Abstract Abstract views: 254 PDF Downloads: 128 PDF Downloads: 165 PDF Downloads: 8
Abstract

Prolonged conflict in Sub-Saharan Africa has disrupted formal schooling for millions of children aged 6–18 years, threatening educational continuity and their cognitive, social, and emotional development. Despite their continued presence in conflict-affected communities, local Islamic education... Read more

DOI: https://doi.org/10.33086/cej.v8i2.8558
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Environmental Citizenship Behavior in the Workplace: The Roles of Green HRM and Employee Engagement and Implications for Sustainability Education

ID Eteh Resa Asyifa Universitas Swadaya Gunung Jati, Cirebon, Indonesia Indonesia
ID Dian Sudiantini Universitas Bhayangkara Jakarta Raya, Indonesia Indonesia
MY Azlan Bin Saflie Smk Pulau Gaya 14604, 888852, Kota Kinabalu, Sabah, Malaysia Malaysia
πŸ“… 2026-08-30
πŸ“„ Pages: 197-228
Abstract Abstract views: 132 PDF Downloads: 175 PDF Downloads: 122 PDF Downloads: 4
Abstract

Environmental sustainability requires not only organizational policies but also the development of voluntary environmental behaviors that can be strengthened through continuous learning, engagement, and environmentally responsible practices. This study examines the mediating role of Organizationa... Read more

DOI: https://doi.org/10.33086/cej.v8i2.8685
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Diagnostic Assessment in Pre-Service Language Teacher Education: Evidence from Prospective Teachers and Secondary-School Learners

ID Mukhzamilah Mukhzamilah Universitas Negeri Surabaya, Indonesia Indonesia
JP Shigenori Wakabayashi Chuo University, Japan Japan
πŸ“… 2026-08-30
πŸ“„ Pages: 229-258
Abstract Abstract views: 109 PDF Downloads: 137 PDF Downloads: 128 PDF Downloads: 8
Abstract

Diagnostic assessment can play a dual role in pre-service teacher education by identifying prospective teachers’ learning needs while strengthening their capacity to respond to language difficulties encountered in school settings. This study examined the use of diagnostic assessment in the lang... Read more

DOI: https://doi.org/10.33086/cej.v8i2.8830
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Designing Literacy Resilience: A Needs Analysis of the Social-Emotional Learning-Based DRAMATIKA Module for Junior Secondary Literacy Instruction

ID Asrofi Asrofi Universitas Muhammadiyah Malang, Indonesia Indonesia ORCID
ID Ribut Wahyu Eriyanti Universitas Muhammadiyah Malang, Indonesia Indonesia ORCID
ID Hari Sunaryo Universitas Muhammadiyah Malang, Indonesia Indonesia ORCID
ID Daroe Iswatiningsih Universitas Muhammadiyah Malang, Indonesia Indonesia ORCID
NG Isioma Stella Olagunju Lagos State University, Ojo, Lagos, Nigeria Nigeria ORCID
πŸ“… 2026-08-30
πŸ“„ Pages: 259-290
Abstract Abstract views: 121 PDF Downloads: 27 PDF Downloads: 22 PDF Downloads: 9
Abstract

Literacy instruction in junior secondary education poses cognitive and socio-emotional challenges, particularly in developing expository writing skills, managing writing anxiety, and encouraging students to express ideas confidently. This study aimed to analyse the instructional and socio-emotion... Read more

DOI: https://doi.org/10.33086/cej.v8i2.8583
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Parental Emotional Literacy as a Protective Factor Against Anxiety and Depression in Foundation Phase Children: An Integrative Conceptual Framework

ZA Judith Ngunan Age University of Pretoria, South Africa South Africa
ZA Susan Thuketana University of Pretoria, South Africa South Africa
πŸ“… 2026-10-26
πŸ“„ Pages: 305-322
Abstract Abstract views: 22 PDF Downloads: 7 PDF Downloads: 6 PDF Downloads: 6
Abstract

Anxiety and depression during the foundation phase of childhood (ages 5–8) present developmental concerns that may affect children's emotional well-being, social relationships, and educational experiences. This study aims to develop an integrative conceptual framework explaining how parental em... Read more

DOI: https://doi.org/10.33086/cej.v8i2.8557
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