Papers

• Access Denied: School-based Mental Health Services in the Pursuit of Human Flourishing in Indonesia Affandi Muhrisun State Islamic University (UIN)

  This study examines mental health issues among students in Indonesia in relation to the effectiveness of school-based support and services available to them. Although schools are anticipated to promote students’ well-being, research indicates that the Indonesian educational system encounters considerable ideological and structural obstacles in tackling mental health issues among students. Support is predominantly facilitated by guidance and counseling teachers, referred to as Guru BK, which frequently results in a paradoxical environment for students requiring assistance for their particular circumstances. This study utilizes a qualitative technique, incorporating interviews and focus group discussions with high school students, teachers, and relevant stakeholders from two provinces, Central Java and Yogyakarta.

  The findings show the disparity between institutional responses and the needs of students for mental health assistance and services within their schools. Students often experience a ‘religious-moralistic’ perspective rather than obtaining professional support adapted to their particular mental health concerns. Most schools promote religious rituals and theological teachings as the principal method for addressing psychological discomfort. In the context of human flourishing, these practices seem contradictory, since they impose a restricting framework of spiritual obedience rather than fostering the self-acceptance and resilience essential for individuals with mental health problems.
  Consequently, the assistance offered by schools sometimes adopts a critical stance, attributing mental health challenges to an assumed deficiency in piety. This has fostered a detrimental climate for students, wherein the ‘assistance’ provided at schools acts as a barrier to their recovery and development.

• Islamic Education Learning Model based on GEDSI (Gender Equality, Disability and Social Inclusion) in Indonesian Higher Educational Institutions Ai Fatimah Nur Fuad Universitas Prof. Dr Hamka (UHAMKA University)

  The 1945 Constitution of Indonesia guarantees equality before the law and governance, forming the basis for gender equality commitments reflected in national policies such as Presidential Instruction No. 9/2000 on Gender Mainstreaming and Ministerial Regulation No. 55/2024 on the Prevention and Handling of Sexual Violence in higher education. These commitments are reinforced through the Gender Equality, Disability, and Social Inclusion (GEDSI) agenda and the Sustainable Development Goals (SDGs) 2030. This study develops an innovative Islamic Education (PAI) learning model in Indonesian higher educational institutions that integrates gender equality and inclusive values aligned with Islamic teachings on human dignity. Employing a Research and Development (R&D) approach adapted from Borg and Gall, the study follows six stages: preliminary study, planning, model development, expert validation, limited trials, and initial evaluation. The research was conducted at five universities (UHAMKA, UAD Yogyakarta, UAI, UNISA Yogyakarta, and UNISBA Bandung) in three different cities (DKI Jakarta, Bandung, and DI Yogyakarta). The research findings demonstrate that the model effectively promotes critical awareness of gender justice and inclusivity. It is also positioning PAI as a transformative medium for advancing more humanistic education.

  The paper also identifies persistent tensions between textualist and progressive approaches, especially in relation to gender equality, disability, and minority rights. These tensions highlight competing visions of human flourishing— whether understood as an adherence to established norms or as the dynamic realization of justice and well-being in changing social contexts. By positioning human flourishing at the center of Islamic education, this paper argues for a transformative pedagogical model that bridges classical Islamic ethics with contemporary human rights discourse. It emphasizes the need for interdisciplinary engagement, critical pedagogy, and enhanced teacher capacity to ensure that teachings on gender equality, disability and social inclusion are not merely theoretical, but actively contribute to the flourishing of individuals and society in Indonesia.

• Educating for Interreligious Dialogue within the Context of Human Flourishing: Lessons from Indonesia Fatimah Husein Indonesian Consortium of Religious Studies
• From Piety to Resilience: Strengthening ‘Character Education’ Through a Human Flourishing Framework in Conservative Pesantrens in Indonesia. Muhammad Wildan University of Muhammadiyah

  This paper investigates the transformation of character education in some conservative boarding schools (pesantrens) in Central Java, Indonesia, through the adoption of a Human Flourishing framework. Traditionally, rooted in long- standing traditions of Islamic ideology, these institutions have prioritized piety, discipline, and political conformity. However, evolving socio-political dynamics and concerns over vulnerability to exclusivist and extremist ideologies necessitate a more expansive educational paradigm. This study investigates how the Human Flourishing approach can function as a pedagogical strategy to strengthen resilience while remaining aligned with pesantren values.
  Employing a qualitative case study design, data were gathered through online media analysis, participant observation, and in-depth interviews across selected pesantrens. The findings demonstrate that the Human Flourishing framework—emphasizing well-being, empathy, critical reasoning, and social connectedness—can be effectively localized within existing religious curricula. Crucially, this integration acts as a non-coercive method for Countering Violent Extremism (CVE), cultivating inner strength and adaptability rather than mere outward obedience. The article argues that integrating Human Flourishing enhances traditional notions of piety by expanding their ethical and social dimensions. It concludes that conservative pesantrens can play a strategic role in cultivating religiously grounded yet socially adaptive individuals in pluralistic contexts.

Abstract

Keywords

• CVE
• Indonesia
• Islamic education
• Islamic higher education
• conservative pesantrens
• disability
• extremist ideology
• gender equality
• human flourishing
• mental health
• school-based mental health
• social inclusion
• social transformation
• social work in education
• youth mental health