A Comparative Lens on Higher Education Accrediting: Lessons from Australia and India
A Comparative Lens on Higher Education Accrediting: Lessons from Australia and India
September 29, 2025
Contributor & Photo by: Virda Lalitya Umam
Two years post-enactment of the Minister of Education, Culture, Research, and Technology Regulation No. 53/2023 on Quality Assurance of Higher Education, whether to retain the hierarchical system entirely or to shift to a binary classification remains an ongoing discourse in Indonesia.
To shed some light on this topic, the Faculty of Education at Universitas Islam Internasional Indonesia (UIII) hosted a seminar titled Rethinking Accreditation Policy in Higher Education, moderated by R. Alpha Amirrachman, PhD, lecturer at the Faculty of Education. This seminar, part of a two-session event under the same title, aims to draw lessons and best practices in higher education accreditation from our neighboring nations.
The first speaker to present was Jen Bahen, Regulatory Operations Executive Director at the Tertiary Education Quality and Standards Agency (TEQSA) in Australia. Ms. Bahen, who joined this session via Zoom, explained that Australian higher education providers must be registered under TEQSA as the national regulator and have this registration renewed every seven years. While certain providers, mainly universities, can self-accredit their courses, others without such authority must have their courses accredited by TEQSA instead. That being said, Australia assigns a binary system for both provider registration and course accreditation.
As stated by Ms. Bahen, the primary goal of Australia’s accreditation is more to ensure providers’ compliance than to drive improvement. Nonetheless, the criteria for their assessment are more student-centric—if students and graduates are satisfied and achieve good outcomes, then the provider would be considered successful in their education, despite not holding any hierarchical accreditation title. Ms. Bahen also detailed TEQSA’s stance as a risk-based regulator, utilizing risk to balance a rigorous accreditation process with the administrative burdens placed on providers. TEQSA emphasizes assessing a provider’s high-risk aspects compared to those with significantly lower risks.
The following speaker was Kamal Khurana, Acting Director of the Jawaharlal Nehru Indian Cultural Center (JNICC), part of the Embassy of India in Indonesia, who gave an overview of India’s higher education accreditation practices. In India, accreditation for higher education providers is primarily handled by the National Assessment and Accreditation Council (NAAC), an autonomous body under the University Grants Commission (UGC). They follow a three-step process of self-study, peer review, and grading, emphasizing criteria such as curriculum, teaching and learning, research, student support, governance, and institutional values. Recently, India has shifted to a binary accreditation system of Accredited and Not Accredited to increase transparency and simplify administrative processes.
Another aspect Mr. Khurana highlighted is how India accommodates the right to education as a whole. India has a broad selection of higher education providers, such as central and state public universities, deemed universities, institutions of national importance, autonomous colleges, and standalone institutions, to name a few. This diverse range ensures a wide array of options for students, catering to various interests and specializations. Additionally, since many students in India come from economically disadvantaged families, the government provides significant subsidies to support their education journey, among them for books, reading materials, and scholarships.
From the two speakers, we can reflect on a few things that their respective countries have implemented in higher education accrediting: putting more attention to areas that each institution struggles with, using assessment criteria that center more on the outcomes of students and graduates, and providing equitable financial support for teaching and learning activities. This seminar, alongside the prior Focus Group Discussion (FGD), affirms UIII’s support in formulating accreditation policies as not mere shows of force but tangible, data-driven efforts to reform Indonesia’s education system.
Accreditation in a New Light: Perspectives from Indonesian Higher Education Leaders
Accreditation in a New Light: Perspectives from Indonesian Higher Education Leaders
September 29, 2025
Contributor & Photo by: Virda Lalitya Umam
In 2023, Indonesian government through the Ministry of Education, Culture, Research, and Technology issued a Regulation No. 53/2023 on Quality Assurance of Higher Education, introducing a binary accreditation system of higher education study programs to fall into either ‘Accredited’ or ‘Unaccredited.’
This new accreditation scheme is said to be more inclusive, contrasting the previous hierarchical system which categorized universities and study programs into ‘Unaccredited’, ‘Good’, ‘Very Good’, and ‘Excellent’. However, two years after the enactment, its implementation remained mainly unknown, causing confusion among higher education institutions (HEIs).
As a response, the UIII Faculty of Education hosted a Focus Group Discussion (FGD) on August 20, 2025, under the title ‘Rethinking Accreditation Policy in Higher Education’. Moderated by lecturer Dr. Lukman Nul Hakim, the FGD brought together government representatives and higher education leaders, public and private, within and beyond Java, to share experiences and perspectives to address the issue.
Prof. Dr. H. Muchlas Samani, Chair of the Accreditation Council for Education (LAMDIK) started by clarifying the 2023 regulation’s status quo: “The revision is still underway” he said, whilst also acknowledging that the now-retracted legislation carried several risks, such as social problems due to the termination of unaccredited programs, resistance from HEIs, and eroding international trust.
“These consequences do not fully reflect the vision of Accreditation Councils (LAM), since they also promote the improvement of education quality instead of only measuring it,” Prof Samani said.
In response to the problem, Prof. H. Iwan Jazadi, Ph.D., from STKIP Paracendekia NW Sumbawa, West Nusa Tenggara, highlighted the plights of rural education institutions in underdeveloped areas—such as those located outside Java—which mostly lack essential government support. This vacuum, in turn, creates layers of burdens for basic academic activities, more so in accreditation.
Though also hailing from outside Java region, Prof. Dr. H. Mujiburrahman from Universitas Islam Negeri (UIN) Antasari Banjarmasin, South Kalimantan found the hierarchical system more appropriate, citing that accrediting is a multifaceted process. Nonetheless, he also stated that the current accreditation system still has many aspects to evaluate, particularly regarding data validity, administrative burdens, and over-generalized criteria.
Meanwhile, Representing HEIs from Java, Prof. Dr. drg. Lindawati S. Kusdhany, Sp.Pros, Subsp.PKIKG, Director of Academic Quality Assurance at Universitas Indonesia (UI) detailed UI’s experiences and challenges in the face of accreditation. Despite being a long-standing university with extensive networks and support, they, too, are now pushed to become increasingly independent.
Similarly, Tatum Syarifah Adiningrum, Ph.D., Academic Development Senior Manager from Bina Nusantara (BINUS) University gave a behind-the-scenes of BINUS’s adaptation process to recent policy shifts as well as her own two cents on Indonesia’s accreditation scene, criticizing its constantly-changing standards.
During a moderated discussion session, Prof. Jazadi and Dr. Adiningrum argued that continuing the hierarchical system in current conditions would only deepen discrimination, the former stating desperate HEIs would even resort to cheating the system. Meanwhile, Dr. Adiningrum, came up with a harsher statement saying that Indonesians have a “fetish for inequality”, made apparent by the public penchant for rankings over substance, including accreditation.
On the other hand, Prof. Mujib and Prof. Kusdhany shared doubts that a binary system could truly take quality into consideration. Prof. Kusdhany expressed that hierarchical accreditation encourages continuous improvement, while Prof. Mujiburrahman viewed the discourse surrounding accreditation akin to the readiness for democracy—instead of waiting for everyone to be prepared enough, it is better to implement an ideal system from the get-go.
Despite being split on the ideal practices for today, all speakers agree that there is much to improve in the current accreditation system. The discussion also highlighted how accreditation, like many policies in Indonesia, is still unsustainable and overly leader-centric—regulations can be swayed, but the implications toward HEIs are drastic.
Recalibrating public perception is equally important to reduce discrimination towards institutions and programs without specific statuses. Through this FGD, UIII hopes to contribute meaningful groundwork in reforming Indonesia’s accreditation policies, to ensure students and institutions alike can pursue a version of excellence that best suits them.
Where Empathy Meets Scholarship: Reflections from attending European Early Childhood Education Association (EECERA) conference
Where Empathy Meets Scholarship: Reflections from attending European Early Childhood Education Association (EECERA) conference
By Syifa Mufiedatussalam
Attending the EECERA Conference in Bratislava, Slovakia, on 25-28 August 2025, was an unforgettable experience for me personally. I felt so proud to be part of a conference series that has been running for 43 years. The EECERA is widely recognized as one of the most reputable in the field of early childhood education in the world. And being held in Europe made it even more meaningful. The continent where early childhood education first took root, since Froebel to Montessori. So, it felt like returning to the source, learning directly from its origins.
I loved the atmosphere. At EECREA, the participants were not only brilliant scholars with remarkable contributions but also supportive, humble, and full of empathy. The vibes were incredibly positive. Everyone valued and respected each other, and I felt genuinely welcomed. From the very first sessions to the last conversations in the hallways, there was a sense of warmth, respect, and empathy. These were not just academics presenting data or theories. At EECERA, the participants were the people who genuinely cared about children’s futures.
Together with my supervisor, Assoc. Prof. Charyna Ayu Rizkyanti, PhD, I had the chance to discuss with the president of EECERA and the chief editor of the Early Childhood Education Research Journal (EECERJ). We chatted over coffee, shared stories, and learned more about how EECERA is expanding its reach across the globe. To our surprise, we were even invited to take on the role of EECERA Country Coordinators for Indonesia. It was an honor as well as a responsibility that we are eager to embrace.
I was also privileged to present two papers alongside my supervisor:
- Striking the Right Balance of Cognitive and Affective Empathy in Gen Z Early Childhood Teachers
- How Well Are You, Dear Early Childhood Teachers?
Sharing these papers in such a supportive environment was transformative. It was about bringing Indonesian voices to the international stage. We are also contributing to the ongoing global dialogue on early childhood education and teacher well-being. The feedback was thoughtful. At the same time, the discussions felt like genuine collaborations rather than critiques. We found a safe space to talk. All the ideas were not only tested but also nurtured. I left each session not with a sense of being judged. I felt appreciated. Because my study resonated with others who care deeply about the same issues.
Presenting my papers at EECERA was not only about sharing research findings. It was also about representing our country, Indonesia, at the international stage. I felt a deep sense of responsibility to bring the story of my country into the conversation. Indonesia is not just another context. It is a vast and complex nation. I reminded the audience that Indonesia is the world’s largest archipelago, with more than 17,000 islands located in Southeast Asia region. It is home to hundreds of ethnic groups, with over 800 living languages spoken across the country. This incredible diversity shapes not only daily life but also the way education is envisioned and practiced.
As I introduced my research, I shared how educational policies in Indonesia are designed to navigate this complexity. Many participants were surprised to learn about the scale of our nation, and about the challenges of implementing policies across such a geographically dispersed and culturally diverse population. For some of them, it was the first time they realized just how big Indonesia is, and how different our educational landscape looks compared to most countries in Europe. While many European countries deal with relatively more uniform systems, Indonesia must find ways to create unity while honoring diversity. This makes policymaking especially challenging, and fascinating.
This context provided the foundation for discussing the well-being of early childhood education (ECE) teachers in Indonesia. I explained that teacher well-being cannot be separated from the broader educational system and the cultural environment in which they work. When policies must address thousands of schools and communities spread across islands, the pressure on teachers often multiplies. Many teachers must balance not only professional expectations but also community roles and family responsibilities. By telling Indonesia’s story, I not only shared research data but also gave a human face to the challenges and aspirations of our teachers. In return, I received understanding, solidarity, and the reassurance that in EECERA, we are not alone.
In our discussions after the presentation, colleagues from different countries reflected on these challenges with empathy. We shared stories about how burnout has become a common issue among ECE teachers, regardless of country or system. Yet, the Indonesian context added another layer to this global issue. It made visible how systemic complexity can amplify stress for teachers. The recognition that burnout is not just an individual problem but a structural and cultural one sparked rich conversation with fellow scholars.
Together, we came to a shared understanding: improving teacher well-being is a collective responsibility. It is not something a single teacher, institution, or even a single country can tackle alone. Within EECERA, we all have a part to play in fostering empathy and care for the people who dedicate their lives to nurturing young children. Teacher well-being is not a luxury; it is a necessity if we want quality education for all.
What made EECERA truly unforgettable was the spirit of community. I found myself surrounded by scholars who were open in their hearts. These moments reminded me that conferences are as much about people as they are about papers. The friendships and networks formed here will stay with me, shaping not only my research trajectory but also my professional identity. This reminds me about empathy. The value we bring to this professional community. EECERA is a community where empathy meets scholarship. A community that truly cares about children, teachers, and the future of education. I am honored to have been a part of it. It was more than just a conference. It was a space to learn, to share, and to feel the warmth of a community.
Beyond a Profession Education Lives as a Discipline of Knowledge and Social Change
Beyond a Profession Education Lives as a Discipline of Knowledge and Social Change
Insof Waeji
As a student who studied in Indonesia for seven years, from bachelor's to master's level, I feel this is an extraordinary award. I am truly grateful to Allah SWT for being given the opportunity to gain knowledge in the land of the Republic of Indonesia, especially to be part of the Indonesian International Islamic University (UIII). This campus is relatively new, and I was fortunate to be part of the third batch at the Faculty of Education. Despite its young age, UIII offers progressive learning innovations as well as a rigorous and focused education system.
For me, continuing my studies in the field of education is a dream I have been dreaming of for a long time. Education here is not only understood as limited to printing teachers of subjects. More than that, I found that educational science covers various important aspects on a large scale from policy, literacy, well-being, assessment, evaluation, technology, leadership, equity, society, to educational philosophy. People often ask me, "Then what kind of teacher will you be after you graduated? English teacher, right?" That question sometimes makes me smile, because the answer is not that simple. The knowledge of education that I learned is not only about teaching in the classroom, but also about the contribution that can be made to the education sector in general, even touching the realm of political and economic policy. Explaining it is sometimes quite complicated, but that is exactly where the wealth of this discipline lies.
Education at UIII is also the main field for me to try to become a researcher, participating in conferences, and get involved in various projects that contribute to the field of education. Through this experience, I had the opportunity to interact and learn directly from academics, researchers, and inspiring lecturers, who are not only enriched my vision but also shaped my critical thinking and professionalism. In addition, the various tasks given by lecturers are varied, ranging from individual work to group projects, from academic essays to scientific articles. All of that has indirectly sharpened my writing skills and analytical skills. The process requires patience, creativity, and the ability to work together, so I feel that this academic journey shapes my character and way of thinking.
More than that, the experience of learning in class is enjoyable and challenging. Each subject is like a piece of a puzzle that slowly merges into a big picture of the world of education. Class discussions teach us to think critically, especially because the friends come from various countries with diverse experiences and educational contexts. As a student from Southern Thailand a region with a complex, unique political system that has direct implications for education, I learned a lot to compare best practices from other countries while reflecting on the challenges in my home country. Looking back on this seven-year journey, I realize that my time in RI and at UIII has been more than just obtaining knowledge, it has been process of growth, self-discovery, and building a vision for the kind of contribution I hope to make in the education field. As I move forward, I carry with me the invaluable experiences of collaboration, research, and intercultural engagement that have shaped me into the educator I aspire to become.
Meet the Guardians of Wellbeing at UIII: Introducing the Counseling and Mental Health Services (CMHS)
Meet the Guardians of Wellbeing at UIII: Introducing the Counseling and Mental Health Services (CMHS)
September 23, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
The journey of postgraduate study is often spoken of in bright terms—academic achievements, inspiring intellectual discussions, and promising futures. Yet beneath that surface, the lived reality can be far tougher. Endless assignments, the pull of family responsibilities, financial pressures, and the loneliness of being away from home can leave students quietly overwhelmed.
However, here at Universitas Islam Internasional Indonesia (UIII), we care about you, your mental health, and your overall wellbeing. Closing this year’s Orientation Week (O-Week) on Friday, September 19, 2025, two faculty members from the Faculty of Education—Dr. Lukman Nul Hakim and Assoc. Prof. Charyna Ayu Rizkyanti—addressed new students on an often-unspoken yet critical issue: mental health and counseling.
The session specifically introduced UIII’s Counseling and Mental Health Services (CMHS), a division under the university that provides psychological services. This unit is designed as a safe and inclusive space that respects diversity in culture, gender, and individual backgrounds. The service is open to all members of the academic community—students, faculty, and staff.
“Our approach is promotive, preventive, curative, and rehabilitative,” said Dr. Lukman, the Chair of CMHS. “We run mental health campaigns, psychoeducation sessions, and screenings; provide individual and group counseling; and connect students to external services when needed.”
The counseling services are located at the Faculty of Education in the Faculty A compound (first and third floors). They are available during working hours, and students, staff, and faculty members can access them by booking an appointment through the CMHS application. “Seeking help is an act of courage, not a sign of weakness. So never hesitate to reach out to us—we are here to support you,” Dr. Lukman said.
Meanwhile, Assoc. Prof. Charyna emphasized what these services mean in the day-to-day reality of student life. “We know that postgraduate study is hard, but it is not meant to break you,” she said. “The pressure of assignments, the personal struggles, even the loneliness—they can feel overwhelming. But these challenges are also opportunities to discover your strength and resilience. What matters most is that you don’t go through them alone, because here at UIII, we care about your wellbeing.”
She added that that well-being is not about avoiding challenges, but about how we respond to them. “When you can maintain your well-being, all those challenges can be accepted and understood as part of your life. You may feel sad, but you don’t stay in sadness; you may feel despair, but you still keep moving forward. If you are in that state, it means you are flourishing. You don’t only survive, but you thrive—growing, enjoying the process, and living with meaning.”
At UIII, we believe that academic success and personal well-being go hand in hand. By providing accessible counseling services, supportive programs, and a community that truly listens, we strive to ensure that no student walks this journey alone. Because here, your mental health matters just as much as your academic achievement.
UIII Scholars Share Groundbreaking Research at the 33rd EECERA Annual Conference in Slovakia
UIII Scholars Share Groundbreaking Research at the 33rd EECERA Annual Conference in Slovakia
September 2, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Charyna Ayu Rizkyanti
Bratislava, Slovakia — Two representatives from UIII brought fresh insights on empathy, wellbeing, and diversity in early childhood education (ECE) to the global stage at the 33rd Annual Conference of the European Early Childhood Education Research Association (EECERA), held from August 25–28, 2025, at the Faculty of Arts, Comenius University, Bratislava.
Assoc. Prof. Charyna Ayu Rizkyanti, lecturer at the Faculty of Education, and Syifa Mufiedatussalam, a PhD candidate at the Faculty of Education, joined hundreds of international scholars at this year’s event, themed “Early Education for All: Celebrating Diversity and Seeking Inclusion.”
Assoc. Prof. Charyna presented two of her recent studies across different symposium sessions, namely Symposium Set A themed ‘Children’s Behaviour and Teacher Empathy’. Held on August 26, 2025, she delivered a presentation titled “Striking the Right Balance: How Empathy Shapes Gen Z Early Childhood Teachers.”
The next day on August 27, 2025, Assoc. Prof. Charyna presented at the Symposium Set E themed ‘Teacher Empathy, Emotions, and Expectations’. In this session, she delivered a compelling topic of “Valuing Diversity in ECE through Teacher Empathy: A Mixed-Method Study”, a collaborative project she conducted with Popi Rosepti, an UIII alumna from the first-batch MA student at the Faculty of Education.
Meanwhile, Syifa Mufiedatussalam presented her doctoral research under Symposium Set F themed ‘Teacher’s Wellbeing’ on August 27, 2025. Her presentation was titled “How well are you, dear early childhood teacher?” Her presentation highlighted the pressing importance of supporting teacher wellbeing as a foundation for inclusive and high-quality early childhood education.
Both presenters received strong appreciation from participants and opened doors for international collaboration, including book projects, joint research, and academic partnerships with institutions across Europe and beyond.
Beyond paper presentations, Assoc. Prof. Charyna and Syifa engaged in active networking with global experts. They had the opportunity to meet directly with Prof. Dr. Christine Pascal, OBE, President of EECERA, and Prof. Dr. Tony Bertram, Editor-in-Chief of the European Early Childhood Education Research Journal (EECRJ). Discussions also explored the possibility of Assoc. Prof. Charyna serving as an EECERA country coordinator for Indonesia and contributing as a reviewer for EECRJ, a leading SSCI-rated journal.
Reflecting on their participation, the UIII delegation expressed hope that their contributions will strengthen Indonesia’s voice in international academic conversations on early childhood education. “We believe our work can support broader efforts to advance inclusive, empathetic, and sustainable practices in ECE,” said Assoc. Prof. Charyna.
The EECERA Annual Conference, recognized as one of the largest gatherings of early childhood education researchers worldwide, continues to serve as a vital arena for dialogue, critical inquiry, and collaboration. This year’s theme underscored the urgency of building educational systems that embrace diversity, support teacher wellbeing, and uphold the rights of every child.
Scholars-in-Residence (SIR) Fellows Batch 7, Faculty of Education UIII
Scholars-in-Residence (SIR) Fellows batch 7, Faculty of Education - UIII
The Faculty of Education is delighted to introduce and announce the result of the Scholars-in-Residence (SIR) Program (Batch 7 for September – November, 2025). Theya are: Budi Waluyo, PhD (from Politeknik Keuangan Negara STAN) and Taufik Ikhsan Slamet, PhD (Universitas Negeri Malang). Both of them will be participated in many academic activities in the faculty, such as a guest lecturer in MA and PhD courses, giving seminar in Lunch Talk series, open for discussion and consultation for MA and PhD students in the faculty, as well as in social activities too. Welcome Pak Budi and Pak Taufik.
Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi
Halim, W., & Nubowo, A. (2025). Muhammadiyah Bugis-Makassar: Dispersal of Muslim Organizations in and from South Sulawesi, Indonesia . Studia Islamika, 32(2), 313–346. https://doi.org/10.36712/sdi.v32i2.4254
Abstract
This study examines the dispersal of Islamic authority within Muhammadiyah in South Sulawesi and how local cultural values influence Islamic reformism. It highlights the emergence of new organizations such as Darul Istiqamah, Hidayatullah, and Wahdah Islamiyah, founded by Muhammadiyah activists with distinct institutional paths. These organizations emerged through ideological shift, cultural entrepreneurship, and political opportunity. Bugis-Makassar values, particularly siri’ (shame and dignity) and pessé/paccé (solidarity), promote independent leadership and institutional creation over internal compromise. Drawing on political opportunity, resource mobilization, and sectarianization theories, the study shows that religious authority dispersal is shaped by local socio-cultural logics. The Darul Islam movement’s legacy further supports more rigid reformist visions. Rather than fragmentation, this process reflects culturally mediated adaptation and innovation. The concept of “Muhammadiyah Bugis-Makassar” illustrates how local cultural dynamics catalyze Islamic reform into networked activism, where regional values reshape organizational boundaries and influence broader Islamic movements. This framework offers insights into cultural mediation of Islamic reform trajectories across Indonesia.
164 Graduates, 18 Countries, One World: The 3rd UIII Commencement Ceremony
164 Graduates, 18 Countries, One World: The 3rd UIII Commencement Ceremony
August 27, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
Depok, 27 August 2025 – Universitas Islam Internasional Indonesia (UIII) proudly held its third commencement ceremony, celebrating the graduation of 164 students from 18 different countries, marking another milestone in the university’s growing global academic community.
This year’s graduates comprise 105 Indonesian nationals and 59 international students, reflecting UIII’s vision as a hub for international higher education. The Class of 2025 represents UIII’s truly international character, with graduates hailing from Indonesia, Afghanistan, Gambia, Yemen, Bangladesh, the Philippines, Kazakhstan, Ghana, Morocco, Nigeria, Pakistan, Egypt, Sudan, Uzbekistan, Tanzania, Malawi, Kenya, and Thailand.
From the academic divisions, the graduates represent the Faculty of Islamic Studies (55), Faculty of Social Sciences (37), Faculty of Economics and Business (46), and Faculty of Education (26). Among them are 14 students of the Dual Degree Program—8 with the University of Edinburgh and 6 with SOAS University of London—demonstrating UIII’s strong international partnerships.
In his commencement address, Prof. Jamhari, Rector of UIII, congratulated the graduates and emphasized the significance of their achievements. “Today is not only a celebration of academic success but also a testimony to the international spirit of UIII. Our graduates come from 18 countries, carrying with them the mission to contribute positively to their societies and to the global community. UIII stands as a bridge between Indonesia and the world, and you are the ambassadors of that mission.”
Dr. Phil. Syafiq Hasyim, Vice Rector for Academic Affairs, highlighted the role of UIII graduates in shaping the future of global education and leadership. “This commencement proves that UIII is steadily realizing its goal of becoming a world-class university. Our students have been trained not only with knowledge but also with values of inclusivity, dialogue, and humanity. As they return to their countries or continue their careers, we trust they will be change-makers who embody the vision of UIII.”
Since its first commencement in 2023, UIII has continued to expand its academic reach. The first batch in 2023 produced 72 graduates from 13 countries, followed by 88 graduates from 13 countries in 2024. With the addition of this year’s 164 graduates, UIII now proudly counts a total of 324 alumni from 27 countries worldwide.
The countries include Afghanistan, Algeria, Bangladesh, Cameroon, Egypt, Gambia, Ghana, India, Indonesia, Ivory Coast, Kazakhstan, Kenya, Malawi, Morocco, Nepal, Nigeria, Pakistan, Philippines, Somalia, Sudan, Tanzania, Thailand, Timor-Leste, Togo, Tunisia, Uzbekistan, Yemen.
The graduation ceremony this year was attended by ambassadors and representatives from several countries, including Afghanistan, Pakistan, Uzbekistan, Nigeria, Sudan, and the Philippines. Their presence highlighted the significance of the event and underscored the spirit of international friendship and cooperation.
Reflecting on UIII’s broader mission, Prof. Jamhari added: “UIII not only serves as an academic institution but also carries a diplomatic mission. I expect our graduates to contribute meaningfully in their respective countries while maintaining a strong bond with Indonesia in general, and with UIII in particular. Education has the power to unite people across differences, and UIII is committed to nurturing that unity.”
This consistent growth highlights UIII’s rapid development as a center of excellence. Since its establishment, UIII has emerged as a global hub of Islamic higher education, offering not only academic rigor but also a platform for international collaboration, cultural dialogue, and intellectual exchange that connects Indonesia with the wider world.
source: https://uiii.ac.id/164-graduates-18-countries-one-world-the-3rd-uiii-commencement-ceremony/
FoE Celebrates 2025 Judicium Ceremony, Honoring Best Graduate and Best Thesis Awards
FoE Celebrates 2025 Judicium Ceremony, Honoring Best Graduate and Best Thesis Awards
August 26, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Virda L. Umam
The Faculty of Education at Universitas Islam Internasional Indonesia (UIII) held its Judicium Ceremony on August 25, 2025, marking an important milestone for graduating students as they embark on the next chapter of their academic and professional journeys.
During the ceremony, two outstanding students were honored for their exceptional achievements. Muhamad Maulana was named Best Graduate with a perfect GPA of 4.00, reflecting his consistent dedication and academic excellence throughout his studies.
Meanwhile, Karamo Ceesay received the Best Thesis Award for his research titled “Exploring Parental Involvement in Student’s Academic Achievement: A Case Study of Public Primary Schools in Rural Gambia”, which earned an impressive score of 96.67.
Prof. Nina Nurmila, Dean of the Faculty of Education praised the graduates for their hard work and commitment. “This judicium is not just a celebration of academic success but also a testament to the resilience and passion of our students. We are confident that our graduates will continue to contribute meaningfully to education and society,” she stated.
The ceremony concluded with reflections on the Faculty’s vision to nurture globally competitive scholars and educators, reinforcing UIII’s commitment to advancing education rooted in academic rigor and social responsibility.