Journal of Humanities and Social Sciences Studies
Journal of Humanities and Social Sciences Studies (ISSN: 2663-7197) is a double-blind peer-reviewed, monthly, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes high-quality articles across the breadth of humanities and social sciences research. With its uniquely broad coverage, all articles are free to access across the globe, allowing authors to share their research and maximise its impact. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of Humanities and Social Sciences Studies means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential.
Al-Kindi Center for Research and Development
Persuasive Strategies in Slogans of Samsung Smartphones
The aim of this research is to examine the strategies of persuasion employed in slogans of Samsung smartphones. Particularly, the objective of this study is to reveal how these strategies are utilized to influence recipients and convince them to make purchases. To realize this objective, 30 Samsung smartphones slogans were analyzed following Keraf’s (2004) model of persuasion to arrive at the most prevalent strategies applied in these slogans and Aristotle’s (1954) model of persuasion to reveal the way implemented to realize the goal of effective marketing. The findings show that Samsung slogans utilized five persuasive strategies, namely rationalization, identification, hypnotic, conformity, and compensation. Findings also show that the conformity technique is the most frequently employed one. Moreover, as for persuasive rhetorical modes, Ethos is the most commonly used one in Samsung slogans. This study offers insights into the significant role of persuasion in digital marketing to successfully enthrall consumers.
Samsung, Slogan, Smartphones, Techniques of persuasion
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The Role of Language Skills in Shaping Oral Reading Ability of Grade One Learners
This study examines how language skills impact the oral reading abilities of the learners. It underscores the critical role of early language development in fostering literacy. The study investigates the relationships between listening, speaking, vocabulary, and comprehension skills and their influence on reading fluency and accuracy. Various data collection methods were employed, including assessments, reading evaluations, and teacher observations. The sample consisted of 30 purposively selected parents of Grade One students. Data were analyzed using frequency, percentage, weighted mean, and Pearson Correlation Coefficient (r). The findings revealed that learners with stronger language skills generally demonstrated better oral reading abilities, emphasizing the strong link between language development and literacy. Conversely, deficits in vocabulary and comprehension were found to impede reading performance. The study highlights the need for targeted language development interventions to promote early reading success. It recommends incorporating language enrichment activities into the curriculum and offering specific support for students who require additional assistance. By exploring the connection between language skills and reading proficiency, the research provides valuable insights for educators, curriculum designers, and policymakers focused on improving literacy outcomes for young learners.
Receptive language, Expressive language, Oral reading ability, Reading fluency, Early literacy, Language development
Effects Of Resuming In- Person Classes on Early Childhood Development Competencies
This study examined the impact of the resumption of face-to-face classes on the Early Childhood Development (ECD) competencies of kindergarten learners school. Utilizing a descriptive- comparative research design, the study assessed 94 kindergarten learners and 2 teacher respondents through the standardized Early Childhood Care and Development (ECCD) checklist provided by the Department of Education. The research focused on five developmental domains: health, well-being and motor development; socio- emotional development; language, literacy, and communication; mathematics; and understanding the physical and natural environment. Demographic and socioeconomic data—including age, gender, parents’ occupation, family income, and attendance were also collected to contextualize the findings. Results revealed that learners initially demonstrated “Developing” competencies, particularly in fine motor skills, early literacy, and numeracy. However, post-assessment indicated significant improvements, with most learners reaching the “Consistent” level in all domains after one year of in-person instruction. The statistical analysis confirmed a significant difference between pre- and post-assessment scores, validating the positive influence of face-to-face classes on holistic child development. Based on these findings, an enhancement plan was developed to address persistent gaps and further strengthen early learning outcomes. The study underscored the importance of sustained, targeted interventions and active collaboration among teachers, families, and community stakeholders in fostering optimal early childhood development.
Early Childhood Development, Kindergarten Learners, Post-Pandemic Learning Recovery, In-Person Classes
Language and Literacy Skills Assessment Among Grade One Learners
This study assessed the language and literacy skills of Grade One learners at Paknaan Elementary School to inform an evidence-based instructional intervention. It aimed to determine the level of receptive and expressive language, the level of early literacy (letter sounds, rhyming words, letter names), and the relationship between language and literacy domains, and then to propose a Literacy Skills Enhancement Plan. A descriptive-correlational design was employed in a school-based environment. Using purposive sampling, Grade One teachers evaluated sixty-five (65) pupils. Data were gathered through a teacher survey adapted from the DepEd ECCD Checklist and complementary rapid literacy tasks. Statistical treatments included frequency counts, weighted means, simple percentages, and Pearson correlation. Results indicated that receptive language tended to be stronger than expressive language (particularly in sequencing and tense use). Learners generally consolidated letter-sound knowledge, displayed emerging phonological awareness with rhyming, and showed satisfactory yet uneven letter-name recognition. Analysis also indicated a positive association between language and literacy domains, such that stronger oral language aligned with better performance in selected early literacy indicators. Based on these findings, the study concluded that targeted, short-daily, cumulative routines were warranted, coupled with systematic progress monitoring and a tightened home–school partnership. It recommended a comprehensive Literacy Skills Enhancement Plan emphasizing letter- sound automaticity, playful rhyming practice, guided retellings to strengthen expressive language, maintenance of letter-name fluency, fortnightly ECCD-aligned checks, and structured parent supports (kits, prompts, and micro-workshops) to sustain at-home practice.
Language skills, receptive language, expressive language, literacy skills, letter-sound recognition, rhyming words, letter-name identification
Assessing the Role of Language Skills in Shaping Early Literacy Competence Among Grade One Learners
This study assessed Grade One learners’ language and literacy skills and the level of parents’ involvement, and determined the relationship between language and literacy as the basis for developing a Literacy Skills Enhancement Plan. A descriptive– correlational design was employed at Canduman Elementary School, Mandaue City, during SY 2025–2026. Using purposive sampling, teacher-raters evaluated sixty-one learners. The instrument comprised an ECCD-aligned teacher checklist with brief one- to-one tasks covering receptive and expressive language, letter–sound knowledge, rhyming words, and letter-name recognition, alongside a simple parent-involvement log. Data were treated using frequency, percentage, weighted mean, standard deviation, and Pearson product–moment correlation. Findings revealed varied performance across language and literacy indicators and a positive association between language skills and early literacy outcomes, while parent involvement showed uneven consistency in home practice and dialogic reading. The study concluded that strengthening expressive language, consolidating letter–sound and rhyming skills, and elevating purposeful parent participation were necessary to accelerate literacy growth. It recommended implementing a context-responsive Literacy Skills Enhancement Plan featuring brief daily classroom routines, ECCD-aligned baseline midline endline monitoring with flexible regrouping, and parent micro-workshops coupled with weekly home prompts and feedback loops to sustain learning beyond school.
The Influence of Parental Involvement on Reading Comprehension in Grade Three Learners
This study examined the role of parental engagement in the reading comprehension of learners. It specifically focused on two aspects of involvement: parents’ encouragement of their children to read and their role in modeling positive attitudes toward reading. Using a descriptive correlational design anchored on the Input–Process–Output (IPO) model, the research gathered data from parent-respondents through an adapted Parental Involvement Questionnaire (Alazri, 2019) and assessed learners’ comprehension using standardized reading tests. Results showed that parents were generally highly involved in encouraging their children to read, especially by allowing them to choose books, giving books as gifts, and monitoring school performance. However, parents were only moderately involved in modeling positive reading attitudes, as fewer engaged in daily shared reading or demonstrated consistent personal reading habits. Statistical analysis revealed that parental educational attainment significantly influenced involvement, while other demographic factors such as age, gender, and income did not. Most importantly, parental encouragement, modeling, and overall involvement were all significantly related to learners’ reading comprehension performance. The findings emphasize the critical role of family support in literacy development and highlight the need for schools to strengthen home-school partnerships to improve comprehension skills at this crucial stage of learning.
Parental engagement, parental involvement, reading comprehension, Grade Three learners
Parental Engagement and Its Impact on Grade Three Learners’ Reading Comprehension Skills
This study examined the role of parental engagement in the reading comprehension skills of Grade Three learners at Mohon Elementary School, Talisay City, Cebu. It focused on two areas of involvement: how parents encourage their children to read and how they model positive attitudes toward reading. The study used a descriptive correlational design with the Input–Process–Output (IPO) framework. Data were collected using an adapted parental involvement questionnaire and the Philippine Informal Reading Inventory (Phil-IRI) to measure learners’ reading comprehension. Findings showed that parents were moderately involved in encouraging their children to read and highly involved in modeling positive attitudes toward reading. The results also revealed that demographic factors such as age, gender, educational attainment, income, and occupation were not significantly related to parental involvement, except for civil status, which showed a meaningful difference. However, the study found no sinificant relationship between the level of parental involvement and the learners’ reading comprehension performance. This suggests that while parents play an important role in supporting reading, other factors such as school instruction, learning resources, and individual learner characteristics may have stronger effects on comprehension. The study highlights the importance of strengthening both home and school efforts to improve children’s reading skills.
Assessing the Impact of Parental Involvement on Reading Comprehension Skills in Grade Three Learners
This study examined the relationship between parental involvement and the reading comprehension performance of Grade 3 learners at Lawaan Elementary School. Using a descriptive correlational design and guided by the Input–Process–Output (IPO) framework, the research involved parents and their children through surveys and reading assessments. The Parental Involvement Questionnaire, adapted to the local context, measured the extent of parents’ roles in encouraging reading and modeling positive attitudes, while standardized tests assessed learners’ comprehension levels. Findings showed that parents were moderately involved in encouraging their children to read, particularly by allowing book choice, monitoring school performance, and providing reading materials. However, involvement in modeling positive attitudes, such as shared reading at home or organizing family reading activities, was rated lower. Demographic factors such as age, gender, educational attainment, income, and occupation significantly influenced parental involvement, while civil status and number of children showed no strong links. Despite these efforts, statistical tests revealed no significant direct relationship between parental involvement and reading comprehension performance. This suggests that while parental support is valuable, comprehension outcomes are also shaped by classroom instruction, student motivation, and access to resources. The study highlights the need for stronger home–school partnerships to enhance literacy development.
Machine Learning Techniques for Anomaly Detection in Smart Grids
The development of smart grids that incorporate advanced metering infrastructure, two‐way communication networks, and automated control networks has changed power networks. The expansion of digital interconnectivity exposes these systems to different anomalies, including cyber intrusions together with equipment malfunctions, and energy theft. Traditional rule‐based detection methods are increasingly inadequate in the face of large volumes of heterogeneous data and sophisticated attack vectors. Machine learning (ML) techniques have emerged as promising tools for real‐time and high‐accuracy anomaly detection, ultimately contributing to enhanced grid security and resilience. This paper provides a comprehensive review of ML methods applied to anomaly detection in smart grids, examines case studies with numerical performance indicators, and discusses the challenges of deploying these methods in real‐world environments. The results highlight that ML algorithms—including supervised, unsupervised, and deep learning methods can achieve detection accuracies above 90% in several applications. Insights from recent research and field implementations demonstrate that the integration of ML into smart grid frameworks not only improves operational efficiency but also mitigates the risk of system failures and cyberattacks.
Smart grids, Machine learning (ML), Predictive Maintenance, Anomaly Detection, Machine Learning Algorithms
The Impact of Social Media on Consumer Behavior and Brand Loyalty
Social media has evolved from a basic communication tool into a powerful digital ecosystem that shapes consumer behavior and reinforces brand loyalty. This research investigates how social influence mechanisms and consumer engagement theories converge to explain the role of direct brand communication, interactive content, and peer recommendations in cultivating customer loyalty. Drawing from an extensive literature review, the study highlights how platforms such as Facebook, Instagram, Twitter, and LinkedIn enable two-way communication, enhance trust, and foster emotional brand connections. The findings offer practical insights for marketers aiming to strengthen consumer-brand relationships in an increasingly digital and dynamic marketplace. Future research directions include conducting empirical analyses across diverse market segments and exploring the mediating roles of trust and customer experience in social media-driven brand loyalty.
Social Media; Consumer Behavior; Brand Loyalty
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
The Role of Big Data Analytics in Enhancing Organizational Decision-Making
In the digital era, data analytics is essential for informing corporate choices and streamlining operations, markedly improving organizational efficiency and competitive edge. This study assesses the influence of data analytics on improving business decision-making and operational efficiency, measuring enhancements and identifying critical elements that affect effective analytics implementation. Furthermore, 20 executive interviews yielded qualitative insights. Statistical analysis, comprising regression models and ANOVA, were employed to investigate correlations and causations between the application of data analytics and business performance outcomes. This research examines the influence of Big Data Analytics on the quality, efficiency, and performance of organizational decision-making. Utilizing contemporary literature and empirical investigations, we propose a conceptual framework, outline the technique for examining BDA's influence, and present findings that illustrate its beneficial impact on decision-making. The results underscore the significance of leadership, data governance, and an analytical culture in optimizing the advantages of big data analytics, while also considering ethical implications.
Big data analytics, decision-making, Predictive Analytics, Data Analysis, Operational Efficiency
Exploring The Challenges and Strategies of Special Education Teachers in Developing Social and Adaptive Skills
The study explored the challenges and strategies of special education teachers in developing social and adaptive skills among learners with disabilities at Tabunok Central Elementary School, Cebu City Division, Cebu, Philippines, during school year 2024-2025 as basis to draw implications for practice. This research used qualitative phenomenological design. There were five (5) participants selected through purposive sampling technique who were interviewed using the researcher-made semi-structured questionnaire that contained eight (8) open-ended questions constructed in English language. Data gathered were subjected to thematic analysis. Findings revealed that the participants integrated social and adaptive skill development into their curriculum by having: Storytelling Sessions Focused on Social Situations; Practice of Basic Household Chores in Class; and Integration of Adaptive Skills in Arts and Crafts Activities. The challenges that teacher participants faced in teaching social and adaptive skills to students with disabilities were: Lack of Parent-Teacher Collaboration; Overloaded Teacher Schedules Limiting Focus on Life Skills; and Insufficient Support from Non-SPED Teachers. While the instructional strategies that teachers find most effective in improving the social and adaptive skills of students with disabilities were: Use of Social Narratives and Role-Playing; Small Group Activities to Promote Peer Interaction; and Incorporation of Visual and Tactile Learning Materials. It is concluded that Teachers demonstrate a steadfast dedication to integrating social and adaptive skills into their regular instruction. However, their efforts are impeded by systemic barriers. It is recommended that the implications for practice be implemented.
Copyright (c) 2025 Glendale Niadas, Albert Marion Quiap, Enemesia Sanchez, Ma. Elena Monterola, Vincent Beniga, Dr. Janine Joy L. Tenerife-Cañete, Dr. Lilibeth C. Pinili, Dr. Raymond C. Espina, Dr. Limuel J. Abelgas, Dr. Honorio C. Añora, Dr. Reylan G. Capuno, Dr. Marjorie B. Añero https://creativecommons.org/licenses/by/4.0
Designing Moral Narratives through 3D Animation: Youth Identity and Cultural Reflections in Ghana’s Pressure Music Video
This paper explores Pressure (2024), a 3D animated music video by Ghanaian musician Akwaboah, as a cultural artefact that visualizes the ethical and psychological dilemmas confronting Ghanaian youth. The narrative, delivered in Akan, depicts a young man whose financial struggles push him toward questionable choices, ultimately underscoring the consequences of material obsession and societal pressure. Through photorealistic design, culturally embedded symbols, and emotionally nuanced storytelling, the animation functions as both a moral allegory and a mirror of contemporary youth identity. Drawing on animation theory, visual semiotics, and postcolonial media perspectives, the study examines how Pressure reimagines African digital storytelling by blending traditional values with modern design techniques. A qualitative approach was adopted, using purposive sampling to engage industry practitioners, animation educators, and selected audiences. Their insights provide context for understanding the role of 3D animation in shaping moral discourse and contributing to social commentary in Ghana’s evolving media space. The findings reveal that digital animation deepens narrative engagement while creating opportunities for critical reflection on ethical challenges within youth culture. The paper concludes with recommendations for advancing animation design and education in Ghana, highlighting its potential to address social issues through culturally resonant and ethically grounded storytelling.
3D Animation, Digital Storytelling, Ghanaian Youth, Cultural Identity, Moral Narratives, postcolonial media, visual semiotics
Women's Membership in the Shura Council from the Perspective of Islam
Among the important issues that must be considered in addressing contemporary jurisprudential and intellectual matters is the question of women’s membership in the Shura Council, along with an assessment of its social, familial, and religious impacts. This paper analyzes the issue through examining Islamic legal evidence and reflecting on modern realities. The research adopts a comparative analytical methodology, presenting the views of both opponents and supporters, with a focus on Qur’anic verses, Prophetic traditions, and scholarly opinions. The findings suggest that the view of those who oppose women’s membership is closer to the correct position. This conclusion is based on several considerations: that a woman is primarily responsible for managing her household and raising her children—roles which conflict with the demands of serving in Shura councils; that permitting such participation may lead to mixing of genders and temptation, which Islamic law warns against; and that the Qur’anic verse indicates the principle of a woman’s primary place being her home, rather than engagement in public affairs that might harm her faith or modesty.
Women, Council, Shura, Islam, Membership
The Effectiveness of the Generative Learning Strategy in Developing Productive Thinking Skills in English among Ninth-Grade Female Students
This study aimed to determine the effectiveness of the generative learning strategy in developing productive thinking in English among ninth-grade female students. The quasi-experimental approach was used. The study sample consisted of (30) ninth-grade female students at Umm Al-Amad Mixed Basic School in the Salt District Directorate during the second semester of the 2024/2025 academic year. The experimental group consisted of (15) students, and the control group consisted of (15) students. A test to measure productive thinking skills was administered to them, consisting of (24) questions distributed across (8) domains. The test's validity and reliability were verified, and a teacher's guide was prepared to teach a unit using the generative learning strategy. The study results showed a statistically significant effect at the significance level (a = 0.05) of the generative learning strategy on developing general productive thinking skills. In light of the results, the study recommended the need to hold training courses for English language teachers to familiarize them with modern teaching strategies, including the generative learning strategy.
Generative learning, productive thinking skills
The Presentation and Utilization of WangGen's Conscience
Since Mencius first created the moral concept of “conscience” and then Wang Yangming established the teaching of “conscience”, combining the essence of conscience with the work of knowledge, the connotation and extension of “conscience” have been continuously enriched and developed. WangGen, as a famous “Confucian in Cloth” among the scholars of Wangxue in the middle of Ming Dynasty, reinterpreted ‘conscience’ with the help of his teacher Wang Yangming and his fellow scholars, and combined with his own special experience of becoming a scholar, and put forward his own “theory of conscience”. With the help of his teacher Wang Yangming and his fellow disciples, and with his own special experience, he reinterpreted “conscience” and put forward his own “doctrine of conscience”, which was interpreted by WangGen with a new meaning and innovated at both theoretical and practical levels. Under the background of social environment change and personalized ideological liberation in the middle of Ming Dynasty, the presentation and application of “conscience” transformed the Confucianism of the scholars and scholars into the daily study of the common people, transcending the traditional Confucianism of saintly and foolish and noble, and establishing a realistic channel for the common people to become saints and sages, thus contributing significantly to the transformation of Confucianism into a commoner. This is a far-reaching contribution to the turn of Confucianism towards the common people.
WangGen; Heavenly Principle; Daily Conscience; Liangzhizhi
Designing Culturally Responsive Visual Aids for Health Education in Managing Chronic Lifestyle Conditions in Ghana
This study explored the potential of culturally adapted visual health education materials in supporting adults with diabetes and hypertension in Ghana. Limited health literacy and cultural barriers often make it difficult for individuals to manage these conditions effectively. To address this, a randomized controlled trial was conducted with 50 participants aged 40–81 years, most of whom were women. Participants were assigned either to a control group that received traditional health education or to an intervention group that used culturally adapted visual materials designed with African cultural elements and supported by AI-generated prompts. The materials focused on five self-management areas: nutrition, physical activity, medication adherence, healthcare engagement, and protein intake. Results showed that while both groups achieved similar immediate knowledge gains, those in the intervention group maintained significantly higher knowledge retention and self-efficacy after three months. Women demonstrated particularly strong retention, and participants with hypertension showed the greatest improvements. These findings suggest that culturally adapted visual aids for education can improve long-term outcomes for individuals with limited baseline knowledge, offering a promising approach to reducing health disparities. The integration of artificial intelligence into cultural adaptation provides a scalable model for developing effective health communication tools.
Culturally Responsive Visual Aids, Health literacy, Diabetes, Hypertension, Artificial Intelligence in Health Communication, Patient education, Ghanaian Healthcare
Influence of Electronic Gadget Usage on Learner’s Attention and Focus: A Teacher-Based Assessment
This study explores how using electronic gadgets like smartphones and tablets affects the attention and focus of kindergarten children. As digital device use becomes more common even among young kids, concerns have grown about its impact on learning and behavior. The study used a survey of 60 parents to measure how often children use gadgets and how it relates to their ability to concentrate, complete tasks, and stay engaged. Results showed a moderate negative relationship between gadget use and attention and focus. In other words, children who spent more time on gadgets were less able to stay focused, complete tasks, and stay interested in non-digital activities. These findings suggest the importance of managing screen time in early childhood to support healthy development and better learning outcomes. The study also offers helpful recommendations for parents, teachers, and policymakers to guide responsible gadget use, especially in early education settings.
Electronic gadget use, Kindergarten pupils, Attention and focus, Early childhood education
Electronic Gadget Usage and Its Relationship to Learners’ Attention and Focus in Classroom Setting
This descriptive-correlational study delved into the impact of electronic gadget use on the attention and focus of kindergarten learners. The research was carried out at Naga Central Elementary School, Cebu, involving 60 kindergarten teachers who assessed the learners using a validated survey tool. The study's setting encompassed a blend of urban and rural environments, reflecting varying levels of access to technology. Data analysis was conducted using weighted mean and Pearson correlation to establish relationships between variables. The findings revealed that the majority of the learners were six years old, female, and came from families with two to three children, primarily guided by authoritative parenting styles. Gadget usage was reported as occasional, with entertainment being the primary purpose. Despite this, the learners demonstrated robust attention spans and task completion abilities. The study found that the engagement levels showed minimal association with the extent of gadget exposure. Interestingly, a weak but statistically significant positive correlation was observed between gadget use and both attention duration and task completion. The study concludes that the guided and moderate use of gadgets may support certain attention-related behaviors in young children. Based on these findings, the study recommends the implementation of structured digital activities under adult supervision.
Evaluating Effects of Electronic Gadgets on Learners’ Attention and Focus
This study investigated the impact of electronic gadget use on the attention and focus of kindergarten learners. Utilizing a descriptive-correlational research design, data were collected from sixty kindergarten teachers who were purposively selected to complete a validated survey instrument. The analysis employed weighted means and Pearson correlation to determine the relationship between electronic gadget use and various dimensions of learners’ attention and focus. The demographic profile revealed that most learners were six years old, predominantly female, from families with two to three children, and raised by parents who had attained at least a high school level of education. These parents typically exhibited authoritative parenting styles. The findings indicated that learners used electronic gadgets occasionally, mainly for entertainment purposes such as playing games or watching videos on smartphones and tablets. While teachers generally rated learners’ attention span and task completion as high, statistical analysis showed a significant negative correlation between gadget use and learner engagement. This suggests that excessive or unsupervised screen time may hinder children’s active participation, curiosity, and overall classroom involvement. The study emphasizes the importance of guided and purposeful use of technology in early childhood education to ensure it supports, rather than detracts from, cognitive and behavioral development. Based on the results, the study recommends that parents and educators work collaboratively to establish balanced digital habits. This can be achieved by setting screen time limits, prioritizing educational content, and integrating interactive, developmentally appropriate activities that promote attention and engagement.
Collaborative Governance in Improving Health Services in Bangka Tengah Regency
This study examines collaborative governance to improve access and quality of health services in Central Bangka Regency, Bangka Belitung Islands. Despite constitutional guarantees and the JKN program, delivery remains uneven: several subdistricts lack hospitals, only one inpatient-capable puskesmas operates, health-worker ratios lag standards (e.g., 0.34 GPs per 1,000 vs 1.0), BPJS outpatient use fell from 40.99% (2023) to 26.45% (2024), and non-government participation is limited. These gaps and a research deficit on inter-actor dynamics motivate the study. The study applies Ansell and Gash’s (2008) Collaborative Governance framework (Starting Conditions, Collaborative Process, Facilitative Leadership, Institutional Design, and Outcomes) and refines it by elevating “shared mutual understanding” as an antecedent shaping direction. A qualitative design was used with purposive sampling of competent and authorized stakeholders. Data were collected through semi-structured interviews, non-participant observation, and document review. Analysis followed Miles and Huberman’s stages (collection, reduction, and verification). Credibility was strengthened through triangulation of sources and methods, cross-checks with partner agencies, and the researcher’s participation. Findings show a broad partnership ecosystem (local agencies, NGOs/CSOs, private sector, academia, communities/patients, and BPJS), yet collaboration remains suboptimal. Starting conditions feature resource asymmetries and a reactive stance; the process is constrained by reluctance to share data, low trust, and bilateral rather than multi-directional communication. Facilitative leadership and institutional design are underspecified, yielding output-oriented performance. Recommendations include secure IT-based data-sharing, multi-directional communication, periodic monitoring, evaluation, learning cycles, stronger leadership across the collaboration via liaison officers, and a standing coordination forum. The model adds “shared mutual understanding” and direct effects from leadership and institutional design to starting conditions and outcomes.
Copyright (c) 2025 Me Hoa, Nurliah Nurdin, Mansyur Achmad, Rosmery Elsye https://creativecommons.org/licenses/by/4.0
Cultivating unofficial cultural diplomats among Moroccan students: Bridging cultural diplomacy and critical pedagogy
This paper explores the untapped potential of Moroccan students as agents of unofficial cultural diplomacy within the framework of critical pedagogy. Drawing on critical pedagogy’s master concepts such as “critical consciousness,” “empowerment,” “dialogue,” and “praxis,” this paper advocates for reimagining cultural diplomacy as an educational and transformative endeavor. It argues that Moroccan students, equipped with critical awareness, can foster global understanding and challenge hegemonic cultural narratives. Practical recommendations are provided to integrate critical pedagogy into educational and cultural diplomacy policies.
Track II diplomacy, cultural ambassadors, Moroccan students, cultural diplomacy, soft power, critical pedagogy
Comparing Linguistic Features between Human-written High-Scoring IELTS Essays and AI-Generated ones
Using two self-constructed corpora (25 essays each for Task 1 and Task 2), this study systematically compares the linguistic characteristics of high-scoring human IELTS essays (Simon’s model essays, Band 7+) with Doubao-generated texts across four core dimensions: lexical resources, syntactic complexity, cohesion and coherence, and task response. Quantitative analyses employ lexical indices from McCarthy & Jarvis (2010), syntactic complexity metrics from Lu (2010), Halliday & Hasan’s (1976) cohesion framework, and Stapleton & Wu’s (2015) task response evaluation model. Results indicate that AI-generated essays slightly outperform human essays in lexical diversity and complexity (e.g., Shannon Entropy, MM Entropy) and maintain high stability in task response metrics (SSI, RQA, SRM). Syntactic complexity, however, exhibits task-specific patterns: in Task 1, AI demonstrates “breadth complexity,” expanding surface structures with 1.7–2 times more basic units (e.g., words, verb phrases) than humans and relying heavily on coordination and complex noun phrases. In Task 2, humans achieve “deep logical complexity,” constructing nested dependent structures (higher DC/C and DC/T) and producing denser verb phrases (VP/T), supporting more efficient and precise argumentation. In cohesion and coherence, AI exhibits notable weaknesses, including limited referential diversity, repetitive conjunctions, and insufficient implicit cohesion, whereas human texts display superior logical layering, natural collocation, and deep semantic association. These findings highlight the complementarity between AI and human writing, offering empirical support for leveraging AI in IELTS teaching and guiding future model optimization to balance structural precision with nuanced contextual contextual adaptability.
AI-generated texts; human high-scoring essays; lexical resources; syntactic complexity; cohesion and coherence; task response
Copyright (c) 2025 Jinliang Wu https://creativecommons.org/licenses/by/4.0
Partial Ownership of Digital Rights Management (DRM)-Restricted Commodities: A Conceptual Metaphor Theory Analysis of Adam Smith’s Political Economy
This paper applies Conceptual Metaphor Theory to Adam Smith’s The Wealth of Nations to examine the implications of commodities delivered under Digital Rights Management (DRM) and restrictive licensing in modern markets. Smith’s model rests on the complete transfer of ownership in every exchange, where commodities are conceptualised as containers of labour whose contents pass fully to the buyer. This principle supports transparency and sustains a stable division of labour, which Smith viewed as essential to productivity and social cohesion. DRM-restricted digital goods, such as software, e-books, video games and music, violate this logic by retaining seller control after purchase, turning sales into disguised rentals. These practices misrepresent transactions, distort market signals and create power imbalances. Drawing on Durkheim’s theory of organic solidarity, the paper argues that such arrangements erode both economic trust and cooperative bonds. It concludes by considering whether DRM-restricted commodities should be classified alongside the monopolistic and collusive practices Smith believed warranted regulation.
Copyright (c) 2025 Mehdi Morchid https://creativecommons.org/licenses/by/4.0
Impact of AIGC Testing on Educational Evaluation and Governance Pathways
Currently, there is instability in AIGC detection, which is manifested in the field of education as significant differences in the AI generation rate of the same text at different times and platforms, which brings troubles to academic evaluation, graduation recognition, and so on. The root cause of this is the standard drift caused by technology iteration, the deviation of educational scenarios in training samples and the dependence of detection logic on superficial features. In this regard, it is recommended to build a “human-intelligence” collaborative governance framework: to reconstruct the evaluation system at the institutional level, and to establish a mechanism of “human-led + technology-assisted + process traceability”; to form a consensus on governance through collaboration between multiple parties; and to develop a proprietary model and standardize the standards at the technological level. The research aims to improve the reliability of testing, and to balance the academic and research standards. The study aims to improve the reliability of testing, balance academic integrity and innovation ability cultivation, and provide support for the stabilization of educational evaluation ecology in the digital era.
AIGC Testing; Educational Evaluation; Technical Reliability; Generative Artificial Intelligence; Governance Framework
AI’s Impact on Talent Acquisition Strategies and Employee Engagement Methodologies: Ethical Considerations for Trustworthy AI-HRM Integration
Human Resource Management (HRM) is being transformed by Artificial Intelligence (AI), which automates fundamental areas like talent acquisition and workforce planning, together with employee engagement and performance management. AI technologies provide organizations with efficient operations and predictive insights that help refine hiring processes and employee satisfaction while optimizing workforce distribution. The use of AI in HRM brings about substantial ethical issues such as algorithmic bias, together with transparency deficits and data privacy risks, and a reduction in human oversight. AI systems that learn from past datasets may propagate discrimination throughout hiring procedures and performance assessments by strengthening current workplace prejudices. The implementation of AI surveillance tools for employee monitoring brings up fundamental questions about workplace privacy and ethical practices while challenging notions of consent. Organizations should implement fairness-aware AI models along with explainability frameworks and robust data governance policies while incorporating hybrid AI-human decision-making methods for proper AI integration. HRM applications of AI demand ongoing bias evaluations alongside adherence to data protection regulations and clear AI decision processes to uphold accountability and trustworthiness. Through an extensive review, this paper investigates how AI affects HRM operations while identifying ethical risks and proposing governance strategies to achieve an equilibrium between automation and ethical responsibility. Future investigations must prioritize creating regulatory structures along with enhancing AI bias reduction methods and analyzing how AI influences long-term workforce diversity and employee job conditions, and well-being. HRM departments that prioritize ethical AI governance will fully harness AI capabilities while maintaining decision-making processes that are transparent and fair to build trust within organizations.
Talent Acquisition Strategies; Employee Engagement Methodologies; Ethical Considerations; AI-HRM Integration
Copyright (c) 2025 Sharmina Akter https://creativecommons.org/licenses/by/4.0
Advancing Equity in Educational Administrator Hiring: The Influence of Leadership on Bias-Free and Transparent Talent Acquisition
This study considers how leadership practices in educational institutions influence the development of equitable and bias-free talent acquisition systems, with a focus on racial and ethnic diversity. Using a mixed-methods approach, the research explores how transformational and ethical leadership styles promote transparency and accountability in recruitment, reducing systemic hiring biases. Research findings show that transformational and ethical leadership methods significantly enhance hiring system transparency while reducing existing biases. Transformational leaders who inspire shared visions and promote inclusivity help create reasonable hiring practices and ethical leaders maintain accountability and follow diverse guidelines. The study highlights the critical need for systemic approaches to institutional bias while recommending more extensive research into structural changes that achieve long-term hiring equity. Going beyond managerial implications, the study is grounded in business ethics frameworks drawing from organizational justice, moral leadership theory, and ethical reasoning to argue that inclusive hiring is a moral imperative, not merely a policy goal. The findings contribute to debates on ethical leadership by positioning equity in hiring as a matter of normative legitimacy and institutional responsibility. The article calls for a shift from diversity-aware to ethics-anchored hiring cultures, where fairness is not only practiced but morally upheld. The research shows through its analysis of leadership styles together with organizational cultures and policy structures how these elements work together to shape hiring practices that support diversity and inclusion.
Equity; Educational Administrator Hiring; Leadership; Bias-Free and Transparent Talent Acquisition
The Dilemma of Fighting for Safe Campuses: The Challenges of Efforts to Prevent and Address Sexual Violence in Higher Education
This research focuses on identifying challenges in efforts to prevent and address sexual violence on campus, based on case studies at three campuses in the Greater Jakarta region of Indonesia. The methods used were qualitative; data collection included observation, interviews with 29 participants, and documentation. The data was analyzed using Publish or Perish, Vos Viewer, and NVivo 12 Plus. The findings of this study show that the issue of sexual violence is a complex issue so that it creates a dilemma, the campus is required to provide a sense of security free from sexual violence but on the other hand the campus faces various challenges including: sexual violence is seen as a sensitive issue so that victims do not dare to report; policy implementation does not pay attention to norms, social order, and campus culture; the campus is not quick to respond; lack of support of facilities and infrastructure, funds, time and workload, human resources; uneven socialization; the victim had difficulty proving the case; the perpetrator has a higher power relationship; other cases of sexual violence (cases of revenge of ex-boyfriends, cases outside the tridharma of higher education, cases in the digital realm, and cases involving other institutions). Strategies to face these challenges can be carried out by transforming campus structures and building collaboration between various parties (academics, campuses, government, National Commission for Women, and so on) in realizing a campus that is safe from sexual violence.
Copyright (c) 2025 Aulia Nursyifa, Gumilar Rusliwa Somantri, Francisia Saveria Sika Ery Seda https://creativecommons.org/licenses/by/4.0
Light Triad Traits and Altruistic Behaviors in College Students: The Mediating Role of Meaning in Life
This study examines the relationship between Light Triad Traits (including faith in humanity, humanism, and Kantianism), meaning in life, and altruistic behaviors among college students. An online questionnaire survey was conducted with 408 university participants. Key findings reveal: (1) Light Triad Traits significantly promote altruistic behaviors; (2) Meaning in life mediates the positive effect of Light Triad Traits on altruism. These results elucidate the mechanism through which value-based traits (Light Triad) enhance altruism via a strengthened sense of meaning, providing theoretical and practical insights for cultivating prosocial behaviors in higher education. Fostering Light Triad Traits and meaning in life may effectively encourage altruistic engagement, facilitating personal growth and social harmony.
Light Triad Traits; Altruistic Behavior; Meaning in Life; College Students
Copyright (c) 2025 Yongying Deng https://creativecommons.org/licenses/by/4.0
Rethinking Urban Planning in a Post-Pandemic World: Reverse Globalization, Resilient Cities, and the Case of New York City
This study examines the intersection of reverse globalization and resilient city theory in shaping innovative urban planning responses in the aftermath of the COVID-19 pandemic, with a primary focus on New York City as a case study. The study seeks to analyze how NYC's adaptive initiatives, such as the Open Streets program, modular supportive housing developments, and upscaling urban agriculture, helped improve local autonomy, flexibility, and community resilience. Through a critical assessment of the interventions, the research examines how decentralized, neighborhood-scale solutions and participatory governance systems can respond to systemic urban vulnerabilities and promote long-term sustainability. Positioned in the framework of transformative resilience and the emerging movement to localized systems, the research delineates central planning lessons of general use for other world cities. Specific focus is given to the applicability of these findings to quickly urbanizing parts of the world like Chengdu, Shenzhen, and Shanghai, where localized versions of NYC's approach could shape future planning reforms. The research concludes by promoting human-centered design, adaptable policy frameworks, and readiness-oriented urban governance as critical pillars for constructing cities that can survive future crises.
Copyright (c) 2025 Yingqi Zhu https://creativecommons.org/licenses/by/4.0