Introduction: In the rapidly evolving educational landscape, the integration of technology has become a pivotal factor in enhancing teaching and learning processes. Objetive: This study explores the adoption of technology among high school economics teachers in Riau province, focusing on the internal factors of teacher well-being, professional commitment, self-development, and pedagogical competence. Method and results: Using Structural Equation Modeling (SEM) with a quantitative approach, the research reveals that teacher well-being significantly impacts both professional commitment and technology adoption, indicating that a supportive work environment enhances teachers' engagement with new technologies. Professional commitment also emerges as a crucial factor, greatly influencing technology adoption. Implications and limitations: However, while self-development positively affects technology adoption, it does not directly enhance professional commitment. Pedagogical competence strongly impacts professional commitment but does not directly influence technology adoption. These findings highlight the importance of comprehensive support systems and continuous professional development for effective technology integration in education. The study's limitations include a predominantly female sample and a focus on a specific region, suggesting the need for broader studies to generalize the findings. Future research should also consider additional factors such as administrative support and student engagement to provide a more holistic understanding of technology adoption dynamics in education.

Dear Editors, The article titled ‘Epistemic Justice of ChatGPT in First Aid for Child and Adolescent Mental Health Issues’ is intriguing. The call for the use of ChatGPT as an alternative mental health service does indeed spark several debates. The main argument concerns the potential disruption of epistemic justice in psychiatric practice and first aid services for mental health patients. ¹ However, I have a different perspective that encompasses various other aspects such as ethics, methodology and the effectiveness of ChatGPT. It's undeniable that AI like ChatGPT has limitations in providing true emotional interpretation. ² But it is important to remember that the main goal of ChatGPT is not to replace psychiatrists or psychologists, but to serve as an initial source of information and first aid for those experiencing mental distress. ^{3, 4} If used wisely and within appropriate limits, ChatGPT can be an effective tool in supporting mental health services, not damaging epistemic justice.

The global mental health crisis, intensified by the COVID-19 pandemic, has highlighted significant gaps in access to psychological services, particularly in underserved and low-resource settings. Artificial Intelligence (AI) has emerged as a transformative tool in counseling, offering scalable, personalized, and cost-effective solutions such as chatbot-assisted therapy, affective computing, and AI-driven counselor training. However, its rapid adoption raises ethical and cultural challenges related to empathy, human connection, and algorithmic bias. This study analyzes how AI technologies—specifically chatbots, Natural Language Processing (NLP), and predictive analytics—are applied in counseling practices, focusing on their benefits, limitations, and ethical implications. It also proposes a strategic framework for responsible AI integration across individual, educational, and community counseling contexts. Employing a Systematic Literature Review (SLR) with an integrative qualitative approach, 60 peer-reviewed articles published between 2019 and 2025 were examined. Data were categorized into six themes: chatbot-based therapy, diagnostic tools, counselor education, client perceptions, cultural adaptability, and ethical governance. Findings reveal that while AI performs well in structured tasks such as CBT exercises, mood tracking, and initial assessments, it falls short in addressing complex relational needs like trauma, empathy, and cultural nuance. AI-simulated clients benefit counselor training but risk over-standardizing interpersonal skills. Client trust and satisfaction vary by age, digital literacy, and cultural context. Ethical concerns—such as data privacy, informed consent, and emotional manipulation—are prevalent. This study concludes that AI should complement, not replace, human counseling. It contributes a multidisciplinary synthesis and emphasizes the need for culturally sensitive AI systems, long-term outcome research, and explainable AI (XAI) frameworks for transparency and accountability.

Leaders’ morality in the context of principals in Christian school is of great significance in the education environment. However, there are gaps between religious insights, western education and principal’s leadership in Christian schools in Indonesia. Anthropological, social, cultural and other differences can pose hindrances to the effective implementation of external ideas. Therefore, this research emphasises the importance of embracing moral religious leadership values from local cultural heritage that are appropriate to the Indonesian context. Tonaas and Walian leadership in Minahasa are promising alternatives that can contribute to the discourse on principals’ morality in Christian school. This research adopts a descriptive qualitative methodology, critical analysis and argumentation to explore the intersection of moral leadership, local cultural heritage and educational leadership in Christian schools in Indonesia. As a result, the morality values of Tonaas and Walian religious leaders in Minahasa demonstrate the significance of responsibility towards the Christian school environment. Contribution: The results of this study contribute to the conversation about morality among leaders in the Christian school environment. Specifically, the religious leadership of Tonaas and Walian in Minahasa provides valuable local insights that are relevant to the context of education and principals in Indonesia.

This article examines the leadership of school principals to create effective schools. This study is in the form of a literature review to understand how principals create effective schools and their impact on improving the quality of schools in general. Researchers conducted an analysis of 20 articles published in the period 2010-2022. All articles are written in Indonesian. The results showed that research on the topic of principals' leadership has implications for the creation of effective schools. This finding specifically highlights the creation of effective schools in three ways, namely 1) principal leadership characteristics, 2) principal leadership strategies, and 3) principal leadership style.