Owing to legislative restrictions, Malaysia cannot provide education for refugee children. Instead, the state invites numerous parties, including NGOs, to construct alternative refugee schools. Because education for refugees is an alternative, the goal is directed at practical skills to help refugees work and integrate with Malaysian society or the following country for future resettlement. All of Malaysia's alternative schools for refugees place a strong emphasis on English language acquisition. Even with free education, refugee children struggle to learn English as a Second Language. Psychological phenomena, such as language anxiety, trigger obstacles in learning English. However, learning about language anxiety in the context of alternative education in Malaysia has rarely been studied. Using the mixed-method methodology (MMR) brings about post-positivism and interpretivism. This study had two goals: (1) bridging research gaps on anxiety in learning English as a second language from the viewpoint of alternative school actors and students in refugee communities; and (2) providing solutions for alternative education for refugee communities in Malaysia to understand and address foreign language anxiety. Our study focuses on refugee students from three alternative schools in Klang Valley: the United Learning Center (ULC), Save School Malaysia, and Refugee Academy. The quantitative technique used 92 students to complete the English language classroom anxiety scale (ELCAS), derived from the Foreign Language Classroom Scale (FLCAS). In addition, we interviewed two persons and one teacher from each school for the qualitative approach. For data analysis, we used SPSS 19 for a quantitative and interpretive approach to the qualitative data. Qualitative results indicate that refugee children from three Klang Valley alternative schools experienced medium foreign language learning anxiety. Most refugee children were anxious about English courses, regardless of gender or stream group, emphasizing the necessity for educators and other stakeholders to understand refugee children's anxiety levels and take action with extensive knowledge of anxiety and compassion. Counsellors must also work with teachers to create interventions to assist refugee children in handling their anxiety while studying English. Finally, instructors must use fascinating teaching approaches to minimize refugee children's anxiety, motivate them with emphaty and compassion,and avoid overcorrection.

The emergence of upper middle-class Muslims in Indonesia does display not only religious piety on the one hand but also new consumption patterns on the other. This change in new consumption patterns simultaneously influences Islamic business people to manage their business activities in new ways oriented to market logic. This article discusses the market-based Umroh program in contemporary Indonesia. Based on nethnographic work on social media, this study found that the Umroh business captures economic opportunities from the identity and lifestyle of upper-middle-class Muslims. For middle and upper-class Muslims in Indonesia, pilgrimage to the holy land is a matter of worship and an experience to enjoy other countries, which are their modern identities. Umroh businesses capture this Islamic expression to provide umroh services and tours to visit countries in Asia, Europe, and the Middle East. In addition, this Umroh program is massively distributed through their social media channels.

Bhutan dikenal sebagai negara yang cukup sukses melindungi ekosistem ekologisnya. Hal ini bukan saja ditopang oleh kebudayaan tapi juga pendidikan yang menekankan peserta didik untuk mencintai ekologisnya. Bahkan paradigma sosio-ekonomi negara yang terletak di antara India dan China ini adalah Indeks Kebahagiaan Nasional (GNH) yang menekankan pada keseimbangan antara pencapaian material dan spiritual. Ada 33 indikator kebahagiaan yang dibagi ke dalam 9 nilai aspek utama. Dari mulai psikologis, kesehatan, penggunaan waktu, pendidikan, kebudayaan, tata kelola pemerintahan, daya kreatif komunitas, kesadaran dan keberagaman ekologis, dan standar hidup. Dalam konteks Indonesia sangat sedikit kajian yang membahas seputar bagaimana Bhutan, menyeimbangkan pembangunan spiritual, ekologis, dan materialnya. Oleh karena itu kajian ini akan mengkaji Buku dari Loynpo Thakur S. Powdyel berjudul ‘My Green School’ (2021). Tujuan dari tinjauan buku ini adalah untuk menambah khazanah pengetahuan tentang wacana  pembangunan alternatif yang berbasis ekologis terutama dari contoh negara Bhutan yang jarang kita bahas.