This 11th edition of Education Brief features three articles.

The first article invites readers to engage in deep reflection on the true essence of education, particularly in light of the rising incidents of student violence, bullying, and exposure to harmful sexualized media among Indonesian youth. Such reflection must be undertaken regularly by educators and education providers as a process of “back to azimuth”—a navigation term that refers to returning to zero bearing when we realize we have drifted too far from our intended direction.

Returning to this “zero point” in understanding the essence of education encourages a balanced process: reflecting on what has occurred as a form of introspection to restore the spirit of education, while also projecting forward to prepare Indonesian children with essential survival skills for the future. The immense task of shaping the next generation’s future is not solely the responsibility of schools or the government; it requires sustained collaboration as a shared responsibility—from families to the wider community.

The second article analyzes the impact of assessment implementation in schools. Too often, assessments are conducted without clarity about their purpose or type, which risks perpetuating misguided educational goals. Reforms in assessment ecosystems across various countries are beginning to demonstrate meaningful shifts—from reliance on poorly designed testing models to approaches supported by research evidence. Many countries have started reducing the use of high-stakes tests while encouraging schools and teachers to utilize more formative, learner-friendly, and meaningful assessment models that have long been overlooked. To further promote assessment reform and improvement in schools, the article also proposes several actionable steps for schools, local governments, and the central government.

The third article examines the development of distance teaching practices through the use of technology, which has increasingly entered Islamic boarding schools (pesantren), particularly Diniyah education institutions. There are ongoing debates between conventional and millennial generations regarding the use and impact of technology. This gap is explored through efforts to equip pesantren educators with 21st-century skills, including the implementation of authentic assessment practices that can stimulate students’ creativity within pesantren-based educational institutions. Innovation and creativity in advancing Diniyah education must continue to be strengthened through educational research, enabling the development of new management models that align with the demands of 21st-century education.