Educational Leadership and Policy for Sustainable Development Goals (SDGs)
Keywords:
Educational leadership, sustainable development goals, global sustainability, lifelong learning, equity in educationAbstract
This study investigates the interlanguage patterns in the written Arabic of non-native speakers by employing an error analysis approach. The research aims to identify the most frequent types of linguistic errors, analyze their underlying causes, and discuss the implications for Arabic language teaching and learning. Data were collected from student compositions and analyzed based on grammatical, lexical, and orthographic aspects. The findings reveal recurring patterns of interlanguage influenced by the learners’ first language and limited exposure to authentic Arabic texts. Moreover, the analysis highlights that fossilization and transfer errors are dominant in shaping learners’ interlanguage system. These insights provide valuable input for educators in designing more effective pedagogical strategies to address learners’ difficulties in mastering standard written Arabic. Ultimately, this study contributes to a better understanding of second language acquisition processes and offers practical recommendations for improving Arabic language instruction
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Anderson, S., & Cohen, M. (2015). Redesigning accountability systems for education. Journal of Educational Change, 16(2), 165–183. https://doi.org/10.1007/s10833-015-9248-3
Ball, S. J. (2017). The education debate (3rd ed.). Policy Press.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Burns, T., & Köster, F. (2016). Governing education in a complex world. Paris: OECD Publishing. https://doi.org/10.1787/9789264255364-en
Bush, T., & Glover, D. (2016). School leadership and management in England: The paradox of simultaneous centralisation and decentralisation. Research in Educational Administration & Leadership, 1(1), 1–23.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Day, C., & Sammons, P. (2016). Successful school leadership. Education Development Trust.
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). New York: Routledge. https://doi.org/10.4324/9780429494673
Fitrianto, I. (2019). ماليزيا بجامعة دار السلام كونتور العام: KUISتنفيذ الدورة المكثفة في اللغة العربية لطلاب الكلية الجامعية الإسلامية العالمية بسلانجور 2018 (Doctoral dissertation, University of Darussalam Gontor).
Fitrianto, I. (2024). Critical Reasoning Skills: Designing an Education Curriculum Relevant to Social and Economic Needs. International Journal of Post Axial: Futuristic Teaching and Learning, 245-258.
Fitrianto, I. (2024). Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications. International Journal of Post Axial: Futuristic Teaching and Learning, 134-150.
Fitrianto, I. (2024). Strategi Guru Pai Dalam Mengatasi Kesulitan Belajar Pada Mata Pelajaran Hadis Kelas 8 MTS Ibadurrahman Subaim. IJER: Indonesian Journal of Educational Research, 356-363.
Fitrianto, I. (2025). Beyond Competence: Rethinking Education for Holistic Well-Being and Happiness. International Journal of Post Axial: Futuristic Teaching and Learning, 1-11.
Fitrianto, I., & Abdillah, F. M. (2018). MODEL PEMBELAJARAN PROGAM PEMANTAPAN BAHASA ARAB DAN SHAHSIAH (KEMBARA) KE 4 MAHASISWA KOLEJ UNIVERSITI ISLAM ANTAR BANGSA SELANGOR (KUIS) TAHUN 2018. University of Darussalam Gontor 15-16 September 2018, 121.
Fitrianto, I., & Farisi, M. (2025). Integrating Local Wisdom into 21st Century Skills: A Contextual Framework for Culturally Relevant Pedagogy in Rural Classrooms. International Journal of Post Axial: Futuristic Teaching and Learning, 109-121.
Fitrianto, I., & Hamid, R. (2024). Morphosemantic Changes in the Arabic Language in the Social Media Era: A Study of Neologisms and Their Impact on Youth Communication/التغيرات المورفوسيمانتية في اللغة العربية في عصر وسائل التواصل الاجتماعي: دراسة حول النيو لوغيزم وتأثيرها على تواصل الشباب. IJAS: International Journal of Arabic Studies, 1(1 September), 25-39.
Fitrianto, I., & Layalin, N. A. (2025). The Paradigm of Physical Punishment from the Perspective of Islamic Education and Its Implementation in Indonesia and Malaysia. International Journal of Post Axial: Futuristic Teaching and Learning, 147-156.
Fitrianto, I., & Saif, A. (2024). The role of virtual reality in enhancing Experiential Learning: a comparative study of traditional and immersive learning environments. International Journal of Post Axial: Futuristic Teaching and Learning, 97-110.
Fitrianto, I., Al-Faruqi, M. R., & Hanifah, N. A. (2025). The Contributions of Ibn Malik to Arabic Language Education: A Historical and Pedagogical Analysis. IJAS: International Journal of Arabic Studies, 1-11.
Fitrianto, I., Hamid, R., & Mulalic, A. (2023). The effectiveness of the learning strategy" think, talk, write" and snowball for improving learning achievement in lessons insya'at Islamic Boarding School Arisalah. International Journal of Post Axial: Futuristic Teaching and Learning, 13-22.
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York: Teachers College Press.
Haq, U. S., Prianto, S., & Fitrianto, I. (2024). Implementasi Metode Al-Qiyasiyyah Dan Al-Istiqrariyyah Terhadap Pembelajaran Ilmu Nahwu. IJER: Indonesian Journal of Educational Research, 216-226.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Julkifli, J., Mastur, M., & Fitrianto, I. (2025). Julkifli, Ibnu Fitrianto Metode Langsung (Thaîqah Mubãsyarah) Dalam Pembelajaran Bahasa Arab di Pondok Pesantren Bin Baz Yogyakarta. Jurnal Al-Fawa'id: Jurnal Agama dan Bahasa, 15(1), 158-173.
Leithwood, K., & Sun, J. (2018). Transformational school leadership effects on student achievement. Educational Administration Quarterly, 48(3), 387–420. https://doi.org/10.1177/0013161X11436268
Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey & Company.
Mulford, B. (2019). School leaders: Changing roles and impact on teacher and school effectiveness. OECD.
Nashihin, H., Rachman, Y. A., & Fitrianto, I. (2025). Empowering creativity of disabled students through sustainable agropreneur education at ainul yakin islamic boarding school in yogyakarta to support the SDGs. Journal of Lifestyle and SDGs Review, 5(2), e02878-e02878..
O’Brien, K., & Howard, P. (2016). The role of education in climate change adaptation: A global perspective. Climate and Development, 8(3), 207–219. https://doi.org/10.1080/17565529.2015.1029855
OECD. (2019). Future of education and skills: OECD learning compass 2030. OECD Publishing.
Said, A. H., Fitrianto, I., & Jamilah, H. A. (2022). الأفعال المتعدّية بحرف الجرّ في كتاب القراءة الوافية المقرّر للصّفّ السّادس دلالية/Transgressive verbs (Harf Jar) in the sixth-grade reading book (Grammatica/Transgressive verbs (Harf Jar) in the sixth-grade reading book (Grammatical semantic study). Diwan: Jurnal Bahasa dan Sastra Arab, 8(1).
Springett, D., & Foster, K. (2018). Education for sustainable development: Insights from the context of environmental education. Environmental Education Research, 24(9), 1–15. https://doi.org/10.1080/13504622.2018.1490913
Tikly, L. (2019). Education for sustainable development in Africa: A critical policy analysis. Comparative Education, 55(2), 177–201. https://doi.org/10.1080/03050068.2019.1586199
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://sdgs.un.org/2030agenda
World Bank. (2018). World development report 2018: Learning to realize education’s promise. Washington, DC: World Bank.
