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  August

  Vol. 19 No. 1 (2026)

  Education is a crucial factor in the progress and well-being of a nation-state. The advancement or decline of a nation—as well as the prosperity of its people—depends heavily on the quality of its human resources, which are the product of a long, planned, systematic, and integrated educational process.

  There are numerous aspects of education that can be examined and researched, including the history of education and/or education of history within a nation-state. By studying the history of education, for instance, we can gain insight into and learn from the developmental journey of a nation that prioritized educational advancement to become a developed, prosperous, and sovereign state. Similarly, education of history highlights the importance of national identity and pride in the past—elements that remain relevant to the present day and to the nation's positive future trajectory.

  The articles in the August 2026 edition of the EDUCARE journal explore various facets of education, including the history of education and/or education of history.

  The first article, authored by Jeanne-Marie Lotter & Loyiso Mennon Luvalo from South Africa, titled “Socio-Economic Status as a Determinant of Academic Achievement in South African Schools”, examined that socio-economic status affects educational outcomes through interconnected structural, environmental, psychological, and institutional factors. Although resilience, teacher support, peer encouragement, and parental motivation served as protective influences, they were insufficient to fully overcome systemic inequalities.

  The second article, authored by Andromeda Aderoben & Andi Suwirta from Indonesia, titled “Rethinking Multiperspectivity as a Logic of Perspective Selection in History Education”, explained a pluralist-additive logic adds voices for the sake of representational completeness. A critical-power logic makes the selection apparatus and archival asymmetry an object of historical reasoning. The central claim is that a pluralist logic indifferent to power produces false balance, that is, a formal equation of victims and perpetrators that obscures the asymmetry of evidence and power between them.

  The third article, authored by Olumuyiwa A. Kehinde, Berrington Ntombela & Caroll Hermann from South Africa, titled “Integration of Augmentative and Assistive Technology for Boosting Linguistic and Communicative Competence of Bi/Multilingual Autistic Children in Nigeria and South Africa”, revealed that despite educators’ level of education and teaching experiences, the majority of them were unaware of the importance of certain augmentative and assistive technology, as well as how to integrate this technology into the teaching language and other concepts to children with autism, which in turn may enhance language learning and social communication.

  The fourth article, authored by Nursila Abdul & Shakila Che Dahalan from Malaysia, titled “Integration of 21^st Century Learning Practice in History Education: A Literature Review”, reviewed the integration of critical thinking, digital literacy, collaboration and communication skills in the teaching of history provides significant benefits to students and the teaching process.  

  The last article, the fifth one, authored by Christian Kaunert, Ismail Suardi Wekke & Abd Kadir from Ireland and Indonesia, titled “The Integration of Peace Education and Religious Education within Constitutional Law Frameworks: Balancing Autonomy, Pluralism, and Civic Stability in the Indonesian Context”, demonstrated that embedding critical peace education within both state-run and private religious educational institutions underpinned by robust constitutional guarantees strengthens democratic resilience, protects minority rights, and secures long-term social cohesion.

  Do enjoy reading the EDUCARE journal and hopefully you will derive much benefit from it. 

  Bandung, West Java, Indonesia: August 30, 2026

  

  Dr. Andi SUWIRTA
  Secretary-General of ASPENSI (International Association for Historians and History Educators); and Senior Lecturer at the Study Program of History Education FPIPS UPI (Faculty of Social Studies Education, Indonesia University of Education) in Bandung, West Java, Indonesia. E-mail: suciandi@upi.edu