This umbrella review aimed to synthesize variables that explain dropout among students in preschool, primary, secondary, and high school education. The study focused on peer-reviewed articles indexed in SCOPUS, Web of Science, and ERIC, identifying five systematic reviews that provided comprehensive insights. Key findings revealed individual factors, such as insufficient parental support, emotional and behavioral challenges, and substance use, play significant roles in influencing student dropout. Socioeconomic factors, including poverty, financial constraints, and social inequalities, were also identified as critical contributors. Additionally, institutional elements such as inadequate school infrastructure, insufficient teacher training, and a lack of culturally relevant resources emerged as barriers to student retention. This review highlights research gaps in political-legislative, sociocultural, and family determinants, longitudinal analyses, dropout interventions’ long-term effectiveness, and marginalized populations’ representation, limiting a comprehensive understanding of student dropout and effective policy development. Recommendations include targeted policies and interventions that foster inclusive and supportive educational environments, reduce inequities, and improve access to resources to minimize dropout rates among students in preschool, primary, secondary, and high school education.

The COVID-19 pandemic has significantly changed the global educational landscape, prompting a need to explore emerging literature on home learning, literacy development, and parental involvement. This study aims to contribute to Sustainable Development Goals (SDG) 4: Quality Education, and SDG 10: Reduced Inequalities, by examining these aspects in the context of the pandemic and beyond through a bibliometric analysis. The analysis depicts 416 publications from the Web of Science Database between 2014–2023. The study utilized co-citation and co-word analysis techniques to identify key research clusters and trends related to home learning and literacy development. The analysis revealed that parental involvement can help mitigate learning loss, supporting SDG targets for equitable and inclusive education. Key research clusters identified include the influence of socio-economic status on literacy outcomes, continuity of literacy practices, and the long-term effects of traditional versus digital home learning environments. The findings highlighted a consensus on the importance of a supportive home literacy environment for reading skills and overall academic success. The need for intervention programs targeting low-income groups to ensure equitable access to learning resources, aligning with SDG 10, was also identified through the study. The findings have practical implications for enhancing the home literacy environment, increasing parental involvement, and supporting early literacy interventions, providing valuable insights for education stakeholders, policymakers, and researchers in the post-pandemic era.

Sexuality remains a sensitive topic in many Asian societies. Despite the growing recognition of the importance of sexuality education, it remains a controversial issue in certain Asian contexts. Parents play an important role in addressing their children's sexual curiosity and fostering healthy attitudes and values regarding sexuality. This scoping review analysed 17 articles published in 2014-2024 in the Web of Science (WoS) and Scopus databases, aiming to explore parental knowledge of childhood sexuality education and the associated factors that might influence their understanding. Findings reveal that parents' knowledge is only moderate on average, with significant gaps in understanding and communication skills. Key results indicate that cultural, demographic, and socio-economic factors affect parents’ knowledge, with variations across different topics. Research also highlights the significant role of intervention programs in advancing their understanding. This review of the literature over the past decade builds powerful support for sexuality education of children in the Asian context and also emphasizes the value of cultural sensitivities in promoting the development of sexuality education worldwide. Ultimately, this study contributes to the global discourse on improving sexuality education by offering valuable information for policymakers, educators, and practitioners working to design effective sexuality education programs.

This systematic review synthesizes research on the application of Augmented Reality (AR) technology in K–12 special education to evaluate its impact on learning outcomes and identify implementation trends, benefits, and challenges. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a search of the Scopus, IEEE, Web of Science, and ProQuest databases on 20 March 2024 for English-language peer-reviewed articles published between 2010 and 2024 yielded 16 studies that met the inclusion criteria. The analysis of these studies reveals a growing research interest, particularly after 2019, with a concentration of research in developing nations like Indonesia and Malaysia. The findings consistently show that AR technology interventions, predominantly targeting students with learning disabilities and autism spectrum disorder (ASD) through 3D objects and game-based applications, positively impact academic achievement, motivation, and skill development. Despite these promising outcomes, this review concludes that a significant gap remains between the technology's potential and its current practice, hindered by challenges such as high costs, technical complexity, and a narrow research focus. Therefore, future work should prioritize developing cost-effective, user-friendly AR technology and expanding research to include a wider range of disabilities and educational contexts to ensure equitable and effective access for all students. 

This mixed-methods study investigates the impact of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) method and fifth-semester student engagement on entrepreneurial competencies in the higher education of the makeup and beauty program at Padang State University. Using a convergent parallel design, data were collected from 117 fifth-semester students through questionnaires, interviews, observations, and portfolio assessments. The data were analyzed using Two-Way ANOVA and thematic analysis. The quantitative results revealed that the STEAM approach significantly outperformed conventional methods. Specifically, 83.33% of students achieved excellent leadership scores (M = 89.00, SD = 2.85), and 78.33% excelled in creativity (M = 87.50, SD = 2.98). High levels of engagement (M = 4.33) across behavioral, emotional, and cognitive dimensions correlated with enhanced competencies (p < .001). Qualitative findings indicated increased motivation, collaborative learning through platforms like TikTok Shop, and heightened mental engagement from diverse resources. The interaction between the STEAM and student engagement further amplified outcomes (F = 3.75, p = .025, R² = 0.454). This study highlights the transformative potential of the STEAM method in developing entrepreneurial competencies, underscoring its applicability in vocational education. Educators should integrate STEAM methodologies and digital platforms into their curricula, while future research should examine the long-term impacts and scalability of these approaches.