Midwives’ competence in providing continuity of care using mobile health (mHealth) applications is limited in developing countries. This study identified and explored midwives’ competency and service needs to develop mHealth in Midwifery Continuity of Care (MCOC) education and training. It used an explanatory sequential mixed method, and was conducted from August to December 2021. A cross-sectional approach was used to find the characteristics and competency scope of 373 midwives in West Java, and continued with a qualitative design through a Focus Group Discussion (FGD) of 13 midwives. Descriptive data analysis (frequency, mean, deviation standard) and qualitative data analysis (coding, sub-themes, and theme) were conducted. In terms of the midwives who participated in this study, more than half were aged ≤ 35 years (58.98%), with a working period > 10 years (56.30%), had diploma degrees (71.12%), and used smartphones on average 1–12 h/day (78.28%). Most midwives needed to develop competency in the MCOC scope, including its early detection of the risk factor of complications and treatment management. They were concerned about the purposes, benefits, and design of mHealth. In summary, midwives’ competency indicators for early detection are more needed in MCOC using mHealth. Further research is required to evaluate midwives’ competence in MCOC using mHealth.

Despite the fact that morbidity and mortality rates due to dengue infection in Indonesia are relatively high, a dengue vaccination has not yet been introduced. Next to vaccination, Wolbachia-infected mosquitoes and health education have been considered to be potential interventions to prevent dengue infection in Indonesia. This study was aimed to analyse the cost-effectiveness of dengue vaccination in Indonesia whilst taking Wolbachia and health education programs into account. An age-structured decision tree model was developed to assess the cost-effectiveness. Approximately 4,701,100 children were followed-up in a 10-year time horizon within a 1-year analytical cycle. We compared three vaccination strategies: one focussing on vaccination only, another combining vaccination and a Wolbachia program, and a third scenario combining vaccination and health education. All scenarios were compared with a no-intervention strategy. The result showed that only vaccination would reduce dengue fever (DF), dengue haemorrhagic fever (DHF), and dengue shock syndrome (DSS) by 123,203; 97,140 and 283 cases, respectively. It would save treatment cost at $10.3 million and $6.2 million from the healthcare and payer perspectives, respectively. The combination of vaccination and a Wolbachia program would reduce DF, DHF and DSS by 292,488; 230,541; and 672 cases, respectively. It would also save treatment cost at $24.3 million and $14.6 million from the healthcare and payer perspectives, respectively. The combination of vaccination and health education would reduce DF, DHF, and DSS by 187,986; 148,220; and 432 cases, respectively. It would save treatment cost at $15.6 million and $9.4 million from the healthcare and payer perspectives, respectively. The incremental cost-effectiveness ratios (ICERs) from the healthcare perspective were estimated to be $9995, $4460, and $6399 per quality-adjusted life year (QALY) gained for the respective scenarios. ICERs from the payer perspective were slightly higher. It can be concluded that vaccination combined with a Wolbachia program was confirmed to be the most cost-effective intervention. Dengue infection rate, vaccine efficacy, cost of Wolbachia program, underreporting factor for hospitalization, vaccine price and mortality rate were considered to be the most influential parameters affecting the ICERs.

This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.

ESD competence is key for teachers to implement ESD in schools so that education can make a real contribution to achieving sustainable development goals. This study analyzes the relationship between perceptions of teacher ESD competence and ESD implementation in Junior High Schools (JHS). This study uses a correlational study. The population in this study included JHS teachers. The research sample consisted of 384 teachers who were taken using a multistage sampling technique by taking teachers from 3 sub-districts in 6 urban districts. The data collection method used is by distributing questionnaires to respondents. Data analysis is using percentage analysis technique amd Pearson correlation analysis technique. The results of this study indicate that teachers need ESD competencies because teachers feel that the implementation of ESD in schools is still in the average category. So teachers hope to acquire competencies related to ESD in more depth. Based on this, it is hoped that policymakers at the national level, local governments, and even the schools themselves will organize activities to improve ESD competence for teachers in various forms of training, seminars, and others. This is done so that the implementation of ESD in schools can be maximized so that teachers, as the spearhead of education, can make a real contribution to achieving the 2030 agenda.

Education plays a vital role in addressing climate change, a globally significant phenomenon. Teachers’ role in educating more responsible and climate-sensitive citizens is of paramount importance. Recognising the complexity of climate change (CC) and climate change education (CCE), this study aims to investigate teachers’ narratives on climate change, providing valuable insights to support the integration of CCE into the curriculum and school programmes. Using a narrative approach, the authors interviewed eleven teachers (six women, five men) in Aceh, Indonesia, to explore their perceptions, experiences and strategies related to CCE as well as their positioning within narratives on the subject. After analysing the data obtained, the authors identified three prominent themes: (1) understanding of climate change, (2) teaching methodologies and curriculum integration, and (3) the influence of school culture. The teachers demonstrated diverse conceptualisations of climate change, influenced by personal experiences and local environmental challenges. In conclusion, this study underscores the significance of CCE in Indonesia and highlights the need for narrativity and a narrative approach in order to empower teachers to address CCE within local and cultural contexts.

Teachers play an important role in curriculum implementation and become one of the factors in it. The role of teachers in the implementation of curriculum is influenced by the competence they have. This study aimed to examine the correlation between pedagogical competence and teacher’s teaching experience in Tomohon city primary schools. The study used descriptive method with correlational study model. The data used in this study was secondary data based on the results of UKG 2015. The selected research subjects were elementary school teachers in Tomohon especially in schools that had implemented 2013 Curriculum. The data analysis method used in this study was Pearson Product-Moment Correlation. The results of this study indicates that teaching experience and pedagogical competence are negatively correlated (r = -0.403), and the correlation is significantly indicated by p-value of 0.000. This means the longer the teaching experience, the less pedagogical competence are the teachers.