Semarang, October 17, 2025 – The Primary School Teacher Education (PGSD) Study Program, Faculty of Education and Psychology (FIPP), Universitas Negeri Semarang (UNNES), conducted a Joint Teaching session with Dr. Donnie Adams, Ph.D. from the University of Melbourne, Australia. The activity was part of the School Management course, themed “Practical Strategies for Transformational Leadership: Empowering Teachers, Strengthening Collaboration, and Ensuring Quality Education.”
The event was officially opened by Dr. Siti Nuzulia, S.Psi., M.Si., Ph.D., the Vice Dean of Research, Business, and Collaboration of FIPP UNNES. In her remarks, Dr. Nuzulia highlighted that this joint teaching activity represents an important initiative to internationalize the curriculum and enhance the leadership competencies of pre-service teachers in understanding inclusive, collaborative, and quality-oriented educational practices.
The session was moderated by Dr. Wulan Aulia Azizah, M.Pd., who also serves as the course coordinator for the School Management course. During the main session, Dr. Donnie Adams delivered an academic presentation on the concept and practice of transformational school leadership, emphasizing the strategic role of school leaders in creating a collaborative, innovative, and quality-focused school culture.
He highlighted that effective leadership extends beyond structural authority, centering on empathy, role modeling, and the ability to guide teachers and students in both professional and personal growth. Dr. Adams also underscored the importance of mentoring by role modeling as a key component of inclusive and sustainable school leadership that nurtures emotional wellbeing across the school community.
The session concluded with a virtual Certificate of Appreciation presentation to Dr. Donnie Adams by Dr. Siti Nuzulia, followed by a virtual photo session with all participants.
Through this event, PGSD UNNES reaffirmed its commitment to advancing international academic collaboration and supporting the implementation of SDG 4: Quality and Inclusive Education, by preparing future teachers who are visionary, reflective, and capable of transformational leadership.
