World Journal of Arts, Education and Literature
The World Journal of Arts, Education and Literature is a prestigious online open-access journal established in 2024, published by WASR Publication. WJAEL is dedicated to advancing and disseminating knowledge in the fields of arts, education, and literature through high-quality, peer-reviewed articles. The journal serves as a platform for scholars, educators, artists, and practitioners to share their research, innovative ideas, and creative works with a global audience.
ON THE TRUTH OF RATIONALISTS, SENSUALISTS, AND EMPIRICISTS TOWARD CHRISTIC TRUTH
The pursuit of truth has been central to philosophical inquiry from antiquity to the modern era. Rationalists, such as Descartes, Spinoza, and Leibniz, conceive truth as an expression of reason and logical coherence, whereas sensualists and empiricists, including Locke, Hume, and Condillac, ground truth in sensory experience and observation. While these approaches offer valuable insights, they remain limited in addressing existential, moral, and spiritual dimensions of human life. This paper examines these philosophical perspectives and proposes that Christic truth transcends the dichotomy between reason and experience. In Christian thought, truth is incarnate in the person of Christ, uniting knowledge, moral life, and spiritual transformation. By tracing the trajectory from rationalist and empiricist conceptions of truth to the Christic understanding, this study demonstrates that the fullest realization of truth integrates intellect, experience, and relational, spiritual engagement, offering a comprehensive framework for both philosophical reflection and lived existence.
ANALYSIS OF DIFFERENCES IN PERCEPTIONS OF CAMPAIGN FUND QUALITY BETWEEN POLITICAL PARTIES AND THE GENERAL ELECTION COMMISSION IN SOUTH BARITO REGENCY
This study aimed to obtain information and empirical evidence of differences in perceptions of campaign funds quality between members of political parties and members of the electoral commission in South Barito Regency. The population in this study are Political Parties on DPRD and the Election Commission of South Barito Regency. The sample was selected using saturated sampling techniques by using all of the population to be sampled. The amount of members in Political Parties on DPRD was 25 people, members and staffs of Election Commissions was 25 people. Data was analyzed using SPSS 25 for windows. This research proves that there was a distinct of perception regarding the knowledge of campaign funds. The second test proves that there are different perceptions about the accountability of Campaign Funds. The third testing proves that there are different perceptions about the ethical conduct of Campaign Funds.
Helping teachers and students in the integration of ICT in their pedagogical practices in Albania
The integration of Information and Communication Technologies (ICT) in education is essential for improving teaching and learning processes in the digital era. In Albania, although efforts have been made to integrate ICT into schools, significant challenges remain, such as limited access to resources, insufficient teacher training, and a low level of student engagement. This presentation aims to address the low level of student involvement by proposing practical models for a pilot school, with the goal of supporting teachers and students in the effective integration of ICT into pedagogical practice. The models will focus on embedding digital tools into lesson plans, making teaching more engaging, interactive, and student-centered. Concrete strategies include the use of multimedia resources, online quizzes, and collaborative platforms to enrich language-learning activities and those of other subjects. In this paper, the most recommended digital tools have been identified and selected to support the development of the four main language skills (reading, writing, listening, and speaking). In addition, the models encourage a culture of active participation by involving students in content creation, such as writing blog posts, producing podcasts and videos, or developing collaborative projects through digital platforms. To support teachers, the presentation details the steps teachers can follow to access and use each identified platform for each language skill. Practicing with these platforms also contributes to teachers’ professional development by strengthening their digital competencies. This presentation is a pilot initiative that is expected to provide valuable insights into how educational technologies can be integrated into teaching and later expanded across the Albanian education system, accompanied by recommendations for policy improvements that support sustainable ICT integration.
An Advanced Exploration of the Legal Framework of Education: Analyzing Policies, Rights, and Responsibilities in Promoting Equitable and Sustainable Educational Systems
This article presents an in-depth and comprehensive review of the legal framework for education, with a focus on the critical interaction of policies, rights and responsibilities in promoting equitable and sustainable education systems. The legal landscape of education is shaped by a range of national, regional and international legal instruments, including constitutional laws, statutory frameworks, treaties and international conventions. These legal bases set the parameters for the provision of education, influence its accessibility, and define the rights of various actors such as students, teachers, educational institutions and policy makers. One of the main objectives of this article is to analyse how legal frameworks contribute to the realization of education as a fundamental human right, ensuring that education is not only accessible, but also inclusive and of high quality. The study examines the rights of children and adults to receive education without discrimination, including provisions for marginalized groups, such as people with disabilities, ethnic minorities, and people living in conflict-affected areas. It also critically examines the responsibilities of governments in removing barriers to education, implementing policies that promote gender equality, and ensuring that education is accessible and accessible to all, regardless of socio-economic background. Particular emphasis is placed on the role of education law in ensuring equal access and opportunity. The article examines policies that govern curriculum design, teacher qualifications, and resource allocation to ensure equity and avoid disparities in educational outcomes. This includes examining how legal frameworks address issues such as school segregation, unequal funding, and regional disparities in educational infrastructure. The exploration extends to the evolution of the concept of sustainability in the education sector. Legal frameworks are increasingly responsible for ensuring that education not only meets the current needs of learners, but also prepares them for future challenges, such as climate change, technological advances and socio-economic changes. The study examines the integration of the Sustainable Development Goals (SDGs) into education policies and legal frameworks, exploring the role of the law in promoting adaptive, resilient and future-ready education systems. The study also highlights the essential role of law enforcement in protecting the right to education. It examines how different justice systems hold states accountable for violations of rights and obligations related to education, assessing the effectiveness of remedies and reforms. The study also examines how litigation and advocacy shape the evolution of education law, with a focus on historical cases that have influenced the global discourse on education rights. Through a comparative analysis of global legal frameworks, the study identifies key trends, challenges and best practices in education law. Drawing on examples from diverse legal systems from developed and developing countries, the study provides insight into the flexibility needed for education policies to accommodate regional differences while adhering to universal human rights standards. The analysis highlights the need for adaptive and forward-looking legal frameworks to accommodate the complexities of modern education and to ensure that legal frameworks continue to promote equity, inclusion and sustainability of education for future generations.
A Comparative Study of Urban and Rural Secondary Schools: Investigating Differences in STEM Integration, Pedagogical Approaches, and Learning Outcomes
This study aims to explore the differential impact that urban and rural educational contexts have on the integration, pedagogical approach and outcomes of STEM (science, technology, engineering and mathematics) education in secondary schools. The growing focus on STEM education worldwide has highlighted the need for equal access to quality educational opportunities, but disparities between urban and rural areas remain a significant challenge. Urban and rural schools often differ significantly in terms of available resources, teacher qualifications, infrastructure and student demographics, which in turn can influence how STEM education is delivered and how effective it is in producing desired outcomes. The research is designed as a multidimensional comparative study that examines how urban and rural educational contexts shape the teaching and learning of STEM subjects. In particular, it studies the integration of STEM programs, the adoption of innovative teaching methods, and the overall effectiveness of STEM programs in high schools located in these distinct contexts. The study uses a combination of quantitative and qualitative research methods, including case studies, surveys, classroom observations, and interviews with teachers, students, school administrators, and policymakers. These data sources are used to gather information about students’ educational experiences in both settings and to identify factors that contribute to their academic performance and engagement in STEM subjects. The study focuses on the availability and distribution of resources, including access to technology, laboratory facilities, and after-school programs that support STEM learning. Urban schools are generally better equipped with modern technology and resources that can facilitate interactive learning experiences, while rural schools often face challenges related to limited access to these resources, which can hinder students’ ability to effectively engage with STEM content. Additionally, the study examines the role of teacher preparation and professional development in these contexts, recognizing that rural educators may face additional barriers to obtaining specialized training in STEM subjects, which impacts the quality of teaching. Another key area of ​​study is student engagement. Urban students may have greater exposure to STEM careers and extracurricular activities, providing them with a wider range of role models and opportunities to pursue their STEM interests. In contrast, rural students may have fewer such opportunities, which could affect their perception of STEM as a viable career path. The study explores how cultural attitudes toward education and career aspirations differ between urban and rural communities and how these attitudes influence student motivation and academic achievement in STEM subjects. The research also considers the broader socio-economic context, exploring how factors such as parental involvement, community support, and local economic conditions shape students’ educational experiences. Urban schools may benefit from increased community engagement and support, as well as higher levels of parental investment in their children's education. On the other hand, rural schools may face challenges related to limited community resources, low parental education, and economic instability, all of which can affect student outcomes. The study aims to provide actionable information for policymakers, educators, and other stakeholders in the education sector. By identifying the unique challenges and opportunities that exist in urban and rural contexts, the research provides recommendations for designing more comprehensive and context-specific STEM education strategies. These recommendations may include tailoring teacher training programs, developing resource-sharing initiatives between urban and rural schools, integrating community-based STEM initiatives, and using technology to bridge resource gaps. The goal is to improve educational equity and ensure that students from urban and rural areas have equal opportunities to succeed in STEM fields, thereby contributing to the development of a skilled workforce capable of meeting the demands of an increasingly global economy.
Roles and Responsibilities of Educational Leaders: A Comparative Analysis of Governance Frameworks in Zambia
This article critically examines the roles and responsibilities of education leaders in the context of different governance frameworks in Zambia, with a focus on how these frameworks shape leadership practices, decision-making processes and outcomes in the education sector. The study explores the distinctive features of centralised and decentralised governance models, analysing their strengths, weaknesses and implications for policy implementation, resource allocation and stakeholder engagement. Centralised models, often characterised by top-down decision-making and uniform policy implementation, contrast with decentralised systems, which emphasise localised autonomy, participatory decision-making and community involvement. The comparative analysis highlights how these governance frameworks impact the operational capacities of education leaders, including their ability to address issues such as equity, quality, accountability and innovation in education. The study also examines the challenges that education leaders face in navigating the complexities of governance, such as inadequate funding, bureaucratic inefficiency, and varying levels of community support. It also identifies opportunities to improve leadership effectiveness, including capacity building initiatives, technology integration, and fostering collaborative partnerships among stakeholders. Providing a nuanced understanding of the dynamics of governance in the Zambian education system, the article highlights the critical role of adaptive and context-sensitive leadership strategies in responding to the ever-changing demands of the sector. The findings provide valuable insights for policymakers, practitioners, and researchers, presenting practical recommendations for strengthening educational leadership and improving governance models to promote sustainable development in the Zambian education sector.
Integrated Policy Frameworks and Multisectoral Approaches to Address Drug Addiction and Street Children: A Global Analysis of Sustainable Interventions and Long-term Impact
Drug dependency and the issues of street kids form two interrelated social vices that require time-bound, all-encompassing, and perpetual solutions. This paper reviews the cogency of approached Policies Integration frameworks and multisectoral approaches in managing these dual issues. In the course of the study, various societal, financial, and psychological traits that contribute to substance dependency and homelessness among vulnerable children are outlined in a comprehensive analysis of vulnerable children from the world over. This highlights the lack of coordination in governmental sectors, non-governmental organizations, and community-based actors, which, for the same, requires integrated, culturally relevant approaches to a problem. Citing many relevant cases, the work also discusses successful approaches to the prevention and early treatment of recidivism and the delivery of rehabilitation education and reintegration in the community, with equal emphasis on the prevention and medical model. Additionally, it assesses the long-term extension of these interventions regarding creating resilience, sustaining social cohesion, and preventing the likelihood of relapse to substance dependency and social exclusion. The recommendations point to the urgent necessity of evidence-based policymaking, engaging civil society and minorities in policymaking processes, and building adequate and enduring financial and institutional commitments to expand these programs. Promoting improved international collaboration and cultural sensitivity in treatment and prevention methods, this paper outlines a theoretical framework aimed at the global war against drug addiction and the social emancipation of street children. It eventually serves the purpose of improving social justice, overall population health, and development globally.
Exploring the Influence of Curriculum Theories on Educational Innovation: A Critical Examination of Theoretical Frameworks in Shaping Future Pedagogical Practices
Curriculum theories are examined in relation to their function in fostering the educational change and defining future directions of pedagogy. As the structures and patterns of education systems continue to intensify globally there is need for curriculum theorisation in order to enhance the development of curricula for use in current education systems. This theoretical orientation suggests that an understanding of the nature of curriculum work and its development depends upon critically engaging with both older and more recent currents of curriculum theorizing. The proposed research will therefore examine the relationship between curriculum theory and current societal realities on the need for curriculum change with emphasis on the changes required at the centre of curriculum delivery with a view to consistently developing more effective structures that support the creation of adaptable, learner-centric, as well as more embracing curricula. The study focuses on broad curriculum theories envisioning the subject that is very relevant to the current educational processes, including constructivism, critical pedagogy, and social justice education. Piagetian theory, originally [1] , hold much on the processes of active learning embraced through activities and experiences. This study will critically review how constructivist principles facilitate; creation of innovative curricula, fostering of critical thinking and problem solving, and learner self-regulation. Furthermore, it will discuss critical pedagogy [2] in countering conventional authoritarian interpretations of learning, teaching, and curriculum in primacy curricula as toolbox for praxis as transformative learning in struggles against social injustice. Additionally, the social justice education theories as described [3] are going to estimating the curriculum that focuses on delivering equity for the various and underprivileged students. Drawing from these theories, this study will use empirical data to understand how these theories are influenced or complicate globalisation, digitalisation, and the multiple calls for the increased education equity. The greatest concern of the study will be to evaluate how theories of curriculum assist in, nurturing and Dementing the present and future curricular needs, as well as preparing learners for a more complex social world. This research will also look at contrasts between theory and practice where the former will assess the degree to which theories on curriculum are realised in practice in teaching institutions and how they are accommodated to local conditions. This work will apply both quantitative and qualitative research approaches in order to understand the extent to which these theoretical stances affect curricula, instructional practices and, ultimately, learners’ performance in various education settings. In this way, the stated research interests aim at the historical analysis of the progression of curriculum practices and the renewal of curriculum theories to emphasize their potential to advance educational improvement, diversification of the pedagogical paradigms, as well as the creation of responsive, participatory, and transformative curriculum consciousness. [1] Piaget 1976 and Vigotsky social learning theory 1978 [2] Freire, 1970 [3] Banks (2004)
Curriculum Theories Education Innovation Pedagogy Practices and Framework Documents
John Venn and the Genesis of Visual Logic: A Comprehensive Historical, Philosophical, and Analytical Study of the Development, Evolution, and Enduring Influence of the Venn Diagram
The present paper aims to describe the contributions of John Venn in the field of logic with a strong emphasis on the geometry of evidence that is the basis of the well-known Venn diagram. It explains how Venn came up with the idea of the diagram by identifying the conceptual and historical background of the object, showing the transformation from the diagrams Venn of the logical and set-theoretic to the multiple applications of the same. The paper aims to reveal how the Venn Diagram, initially invented as a theoretical model to explain logical formulae and relationships between sets, is an analogous tool in philosophy, linguistics, computer and data sciences today. Based on the critical analysis of the development of Venn’s diagram, the paper investigates the theoretical foundation of constructing the diagram, its significance to modern logical thinking and as a visual aid for presenting many abstract ideas. The research also explains how the diagram enabled a perspective transition towards how complex logical computations could be comprehended intuitively, the decline of symbolic notations for reasoning and a better way of reasoning. Moreover, the work of Venn is evaluated on such grounds in conjunction with the general contribution to evolving the concept of logic and how it was helpful in both theoretical and practical fields of academic institutions. In this respect, the paper draws attention to the generative history of the diagram’s diffusion and its pertinence in the evolution of what has become known as visual logic as a methodological resource. As much as this chapter maps out Venn’s positions in the chronology of logic and mathematics, it exposes the relevance of his work to current academic and practical purposes in areas like data visualization, AI, and cognitive science.
Advancing the Design and Implementation of Integrated Monitoring and Evaluation Frameworks: A Strategic Approach for Enhancing Accountability and Impact Assessment in Non-Profit Organizations
The comprehensiveness of the social challenges, together with heightened demand for the disclosure of non-profit organizations' performance, has raised expectations for proving the organizations' efficiency and expediency. In this regard, M & E frameworks have become critical practical tools used to measure and improve organizational performance based on the need to satisfy organizational stakeholders. This paper focuses on the principles used in designing and implementing integrated M&E systems critical to ensuring accountability for results, efficient use of scarce resources, and precise identification of the results and effects of non-profit activities. This research pursues a multi-disciplinary perspective, exploring the multiple theoretical and practical aspects of current M&E frameworks, the impact of technology and the contribution of new strategies in their improvement. More specifically, the work examines how emerging technologies like fundamental time client data processing tools, cloud computing solutions and data mining technologies are redesigning the map of the non-profit M&E environment. These technologies not only facilitate the collection and analysis of data but also allow a timely and relevant approach to the constantly changing needs of the program. Additionally, the study explores options of using the client and stakeholder as a source of M&E information because of the importance of including them in the evaluation process. However, the study also reveals vital issues that limit M&E frameworks in non-profit organizations and hinder effective implementation. Context factors include lack of funds and limited technical knowledge, which result in organizations needing help implementing integrated M&E systems for several reasons. However, factors such as organizational inertia and lack of staff training add a familiar layer of difficulty to establishing good M&E programming properly. Furthermore, integrating multiple stakeholders' expectations with organizational goals presents continued difficulties because competing interests may deflect from the primary purposes of M&E. Based on these challenges, the research puts forward a set of strategic solutions to enhance the effectiveness and sustainability of non-profit programmes. Such is the reliance on partnerships with academic institutions and private sector entities to increase human and institutional capacity for technical support, use of adaptive management approaches so that programs remain relevant in a dynamic society and incorporation of M & E systems in the organization's culture to create a culture of learning and improvement throughout the organization. In conclusion, this research provides credence to ensure that M&E systems developed by non-profits are consistent with the overall organizational and social objectives. These label programs boost the evidence-based decision-making process and build public confidence with clear, comprehensive and practical information about the program. Maximizing the traditional and improved features of integrated M&E systems allows non-profits to handle modern social issues and increase accountability and effectiveness in helping societies.
Advancing Mathematical Innovation Through Ethnomathematics: Developing a Framework for Translating Indigenous Spatial Reasoning and Numeracy Systems into Modern Computational Algorithms
This doctoral research takes a step further to explore how IKS could be deployed to enhance the creation of even more complex formulas for advanced mathematics curricula, thereby providing a sound framework for curriculum enhancement in Southern Africa. It aims at bridging gaps of what Indigenous mathematics has yet to be allowed to contribute to modern mathematics education and higher education development. We use case studies, ethno-mathematics, post-colonial education theory, and curriculum development models as discourses in this research to explore how IKS may potentially recast the formulation of mathematical equations in line with the socio-cultural realities of southern Africa. For this reason, the proposed framework revolves around three key elements. First, it supports conceptualizing and cataloguing Indigenous knowledge in mathematics and their rough appreciation as knowledge systems emanating from Indigenous peoples. Second, it focuses on integrating these ideas into current mathematical contexts—within the current storyline of mathematics, integration between traditional and innovative mathematical approaches. Last, it captures the re-contextualization of educational content in collaboration with Indigenous people, scholars, educators, and policymakers for relevance, equity, and practicality. This work also explores the issues involved in implementing IKS in formal education, where resources are scarce; Indigenous knowledge and skills are not valued; culture and timely entry are issues that are not given adequate attention, and there is a critical need to prepare teachers through other professional development programmes to enable them to provide for inclusive education. It outlines an approach to addressing these concerns, including creating culturally appropriate knowledge-sharing Radicals, co-designing curricula with communities, and pursuing equity policies. The research states that integrating IKS in formula derivation can redefine education through increased student participation, enhanced diversity learning, and advocating Indigenous cultures. Moreover, it situates this integration as an enabler of future-oriented Implications, a new way of mathematically thinking for solving global problems using the architecture of old and new knowledge systems. In conclusion, this work aims to enable knowledge-sharing between Indigenous and formal education systems towards prescribing radical changes to the curriculum in Southern Africa. It imagines a future in which mathematical education represents and appreciates various forms of knowledge in the region, enhancing the learning climates suitable for the global community. This work forms a platform for postgraduate scholars, educators and policymakers to reimagine collectively and reposition Indigenous knowledge within advanced mathematical learning and academic pursuit.
continuing the work of formulating and applying mathematical and other valuable formulas
POPULISM AND TOXIC LEADERSHIP: THE TWO FACES OF CHARISMATIC AUTHORITY FROM THE PERSPECTIVE OF POLITICAL SCIENCE AND INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY
This article examines the phenomenon of toxic leadership observed in the business world with rising populism in contemporary political processes from the perspective of both political science and industrial and organizational psychology. The charismatic authority, frequently used by populist leaders, is a strong source of motivation that activates the masses, but also has risks that threaten democratic institutions and organizational balances. This dual structure is the promise of hope, belonging and transformation, which attracts followers on the “bright” face of charismatic authority; On the “dark” face, it involves the suppression of critical thought, dependence relations and critical thought. While the literature of industrial and organizational psychology shows the destructive effects of toxic leadership on employee commitment, job satisfaction and organizational productivity, political science research draws attention to the potential of weakening democratic values ​​of populist leadership. In this context, the article considers charismatic authority as a bidirectional phenomenon both in organizational and political context; On the one hand, it discusses its constructive effects that increase social and organizational motivation, and on the other hand, the destructive aspects that trigger authoritarianization and institutional collapse. The study is based on literature screening and aims to evaluate the intersection areas of populism and toxic leadership from a holistic perspective by blending the theoretical frameworks in different disciplines. This approach offers an interdisciplinary discussion for both political science and organizational psychology.
industrial and organizational psychology
Composition Pedagogy as AI‑Native Coding: From Design Kit to Scholarly Framework
This article advances a field-ready framework that reconceives first-year composition as AI-native coding, translating a complete “design kit” into scholarly method, evaluative protocol, and curriculum architecture. Background: Contemporary composition pedagogy emphasizes process, genre awareness, and collaborative revision; meanwhile, modern software practice operationalizes iteration through version control, test-driven development, and continuous integration. The uploaded kit demonstrates that these cultures are isomorphic: writing stages align with SDLC phases, and automated pipelines can lint prose, execute argument “tests,” and publish artifacts with auditable histories. Approach: The study systematizes that kit into (1) a conceptual map that recasts authorship as orchestration and verification, (2) a pipeline specification that integrates rhetorical linters, claim-evidence checks, retrieval-grounded fact audits, and CI dashboards, and (3) an assessment regime that grades specification quality, revision discipline, and process transparency alongside argument strength and source integration. Significance of results: The framework yields inspectable process evidence that reduces adjudication ambiguity, raises floor quality on conventions through automation, and reallocates instructor attention to higher-order reasoning; it further proposes a mixed-methods research program that couples CI telemetry with blinded ratings to estimate effects on argument adequacy, equity for multilingual writers via audit trails, and transfer across disciplines. By treating “voice” as measurable style alignment under constraints and “authorship” as documented governance over generative systems, the model offers a reproducible answer to integrity, workload, and scalability in an AI-saturated academy. The contribution is a discipline-legible, automation-forward blueprint that programs can adopt in enhanced, driven, or autonomous variants without requiring coding prerequisites, supported by ready-to-deploy rubrics, YAML exemplars, and policy templates.
Psychosocial Challenges of Inmates: A Literature Review on District Jail, Aligarh
Prisoners often face numerous psychosocial challenges, including mental health disorders, emotional distress, social isolation, and stigmatization. This study explores the psychosocial problems of inmates in District Jail, Aligarh, with a focus on their psychological well-being, social relationships, and reintegration into society. The research utilizes qualitative and quantitative methods to analyze the impact of incarceration on prisoners’ mental health and social functioning. The findings highlight the need for social work interventions, psychological counseling, and policy reforms to improve the well-being of prisoners.
Education and Sustainable Development: an Emphasis on Vietnam
This paper examines the impact of education on sustainable development—including productivity growth and reforestation—with a focus on the case of Vietnam. We employ the Vector Autoregressive model for panel data (Panel VAR) to examine any possible two-way causality between a pair of variables. The results suggest that education plays a more significant role on productivity in Vietnam compared to other countries in Asia. However, oweverforest growth in Vietnam is slightly lower than in other Asian countries. Regarding reverse causality, we find that the effect of productivity growth on education is also lower in Vietnam than in different Asian countries. The reverse causality of forest growth on education is statistically insignificant for both groups.
Digital Resurrection of Thonis-Heracleion: Technological Advances in Underwater Archaeology and a Speculative AI-driven Reconstruction Methodology
This article synthesizes past archaeological research on the submerged Egyptian city of Thonis-Heracleion, critically reviewing excavations and technological interventions deployed since its rediscovery by Franck Goddio and the IEASM team. Situated approximately 10 meters beneath Aboukir Bay near Alexandria, the city represents a significant nexus of Greek and Egyptian cultural heritage, vividly documented in classical sources such as Herodotus and Strabo. Prior excavations have recovered temple complexes, colossal statues, ritual artifacts, and an extensive array of ancient shipwrecks, mapping only a fraction of the extensive site. These investigations utilized pioneering geophysical methods, including multibeam sonar, side-scan sonar, and photogrammetry, establishing a comprehensive baseline for underwater exploration. Reviewing global advances in digital archaeology reveals transformative potential for emerging technologies—namely high-resolution underwater laser scanning, Autonomous Underwater Vehicles (AUVs), and AI-driven analytic frameworks such as neural networks for artifact identification and virtual reconstruction. To advance the Thonis-Heracleion project, this article proposes an interdisciplinary speculative research design integrating sonar and photogrammetric mapping, high-precision laser scanning, AI-assisted interpretation of architectural and textual remains, and immersive digital visualization strategies. This integrative approach leverages computational modeling, procedural reconstruction, and generative adversarial networks (GANs) to hypothesize missing features of the ancient city. Ultimately, the proposed methodology aims to digitally reconstruct Thonis-Heracleion in unprecedented detail, establishing a dynamic, interactive archaeological resource accessible across academic research, heritage conservation, and public engagement domains.
HEDONISTIC LIFESTYLE AMONG GENERATION Z: A QUALITATIVE STUDY OF CONSUMPTIVE BEHAVIOR ON SOCIAL MEDIA
This study explores the influence of social media on the hedonistic lifestyle and consumer behavior of Generation Z in Indonesia. Using a qualitative interpretative approach, data were collected through semi-structured interviews with 12 participants aged 18–25 and document analysis of popular social media content. Thematic analysis revealed four key themes: social media as a lifestyle mirror, consumption as a tool for social validation, the psychological effect of Fear of Missing Out (FoMO), and the tension between financial literacy and impulsive behavior. The study found that social media platforms significantly shape consumer identity, reinforce symbolic consumption, and amplify peer influence through algorithmic exposure. Despite having awareness of financial management, many participants admitted to making purchases driven by social pressure and emotional triggers. However, some individuals demonstrated adaptive strategies such as digital minimalism and content filtering to mitigate these effects. The results highlight the need for holistic interventions that combine financial education, emotional resilience, and digital media literacy. These findings contribute to a deeper understanding of how digital culture shapes financial behavior among youth and suggest pathways for educational and policy responses to promote responsible consumption in the age of social media.
The influence of reading habits on students’ academic performance in secondary schools Hargeisa, Somaliland
Reading habits play a crucial role in shaping students' academic performance, particularly in secondary schools. This study investigates the influence of reading habits on academic performance among secondary school students in Hargeisa, Somaliland. A descriptive survey research design was employed, involving 200 students from five secondary schools selected through stratified random sampling. Data were collected using structured questionnaires, covering reading frequency, materials read, and perceived impact on academic performance. Descriptive and inferential statistical analyses, including Pearson correlation, were used to assess relationships between reading habits and academic achievement. The findings indicate a significant positive correlation between reading habits and students’ academic performance, with frequent and diverse reading contributing to better grades. However, challenges such as limited access to reading materials, distractions from digital entertainment, and inadequate reading culture hinder students' reading engagement. The study recommends policy interventions, including improved library facilities, structured reading programs, and awareness campaigns to promote a strong reading culture. These findings contribute to the broader discourse on literacy development and academic success in secondary education.
DEMONSTRATION METHOD IN SCIENTIFIC KHITHABAH LEARNING FOR PBA UNNES STUDENTS
This study aims to analyze the need for the demonstration method in the teaching of Khithabah Ilmiah (Scientific Oration) for fourth-semester students of the Arabic Language Education program. Specifically, it seeks to analyze the necessity of developing new products (models, methods, media, teaching materials) and to assess the feasibility and requirements for such development.Product development can be initiated by identifying problems in existing or implemented products. Problems may arise because current or available products are no longer relevant to the target needs, learning environment, technology, learner characteristics, and so on.After analyzing the problem and the need for new product development, it is also necessary to assess the feasibility and prerequisites of the product development. These include: Learning Effectiveness: Developing a demonstration method can enhance learning effectiveness by providing students with a better understanding of the concepts or skills being taught. Interactivity: The demonstration method allows students to be actively involved in the learning process. They can observe, listen, and follow the steps shown by the instructor. Practical Experience: Demonstrations offer students practical experience, which helps them understand concepts or skills better than through theoretical learning alone. Visualization: Visual demonstrations can help students grasp abstract or difficult concepts that are hard to understand through words or images alone. Motivation: An engaging and interactive demonstration method can increase student motivation, as they can see the tangible results of what they are learning. Diversified Learning: Developing demonstration methods allows for variety in teaching, which can help students with different learning styles understand the material more effectively. Performance Assessment: Demonstrations can also serve as a tool for performance assessment, allowing students to demonstrate their ability to apply what they have learned. Lecturer Engagement: The demonstration method encourages lecturers to plan and present learning materials more effectively, which can also enhance their teaching skills. Continuous Improvement: The development of demonstration methods should be a continuous process. Evaluation and feedback from students and instructors should be used to consistently improve the method.The development of the demonstration method is an important way to improve the quality of education and help students better understand the subject matter. By designing and developing effective demonstration methods, we can create more meaningful learning experiences for students.
Inclusive Development and Gender Mainstreaming for Viksit Bharat: Bridging Gaps through Social Justice and Equity
Inclusive development and gender mainstreaming are crucial for achieving the vision of Viksit Bharat—a developed India that ensures equitable opportunities for all. This paper explores the importance of integrating gender perspectives into policymaking, economic growth, and social justice frameworks to bridge systemic gaps in access, participation, and empowerment. Through a multidimensional approach, the study highlights the role of social work interventions, legal frameworks, and grassroots movements in promoting gender equity. It also examines global best practices and their relevance to India's socio-economic landscape.
The Anthropology of Adult Faith Formation through Sunday Homilies
This study explores the anthropology of adult faith formation through Sunday homilies in the cathedral parish of Butare. Its objective is to assess how culturally grounded homilies contribute to adult catechesis, social development, and spiritual maturity. The central hypothesis posits that adult parishioners engage more deeply with homilies when these integrate elements of Rwandan cultural anthropology, such as oral tradition, memory, and communal storytelling. A mixed-methods approach was employed, combining content analysis, anthropological observation, and survey techniques. Five Sunday homilies were analyzed for their incorporation of adult-centered themes, historical references, reconciliation, and cultural narratives. Forty-five CUR students responded to a questionnaire on their perceptions of Sunday Mass homilies. Additionally, structured interviews were conducted to gather broader insights into the perceived effectiveness of homilies in adult faith formation. The findings reveal that 67% of adult respondents reported improved understanding when cultural references were used; 71% felt spiritually strengthened by such homilies, while 48% noted that homilies lacked sufficient practical life application. Community interviews highlighted that elders particularly value homilies aligned with traditional wisdom and moral instruction. The study concludes that integrating anthropology into theological formation enhances both the delivery and reception of adult catechesis. It underscores the need for training theologians in adult-focused catechetical pedagogy that respects cultural contexts. These findings suggest new mission opportunities at the intersection of theology and anthropology to deepen adult faith in Rwandan communities.
Biblical Foundations and Catholic Social Teaching in Promoting Integral Human Development
This study explores the Biblical Foundations and Catholic Social Teaching (CST) in Promoting Integral Human Development through a case study of the Catholic University of Rwanda (CUR). The objective is to assess how theology students understand, internalize, and apply the principles of CST in their formation and pastoral engagement. The central hypothesis is that while students value integral human development, there exists a gap between theoretical knowledge and practical application due to curricular limitations and socio-cultural challenges. The main research question is: To what extent are biblical and CST principles integrated into the theological and pastoral training of CUR students, and how does this influence their role in promoting human development? Data was collected through a mixed-method approach combining surveys (n=120) and focus group discussions with theology students. Techniques included thematic content analysis and descriptive statistics. Findings reveal that 86% of respondents associate integral human development with the holistic well-being of the person, rooted in dignity and justice. 74% correctly identified scriptural references supporting the common good and solidarity. However, only 41% were familiar with key CST documents such as Populorum Progressio and Caritas in Veritate. While 62% reported involvement in outreach or youth initiatives, only 38% believed CST principles were strongly integrated into their academic formation. Students perceive CUR as a moral model (72%) but expect enhanced curricular emphasis on CST and practical field experiences. The study concludes that strengthening CST integration in theological education at CUR is essential for forming catechists as transformative agents of development in Rwandan society. Keywords: , , , , ,
Sunday Homilies and the Anthropology of Catholic Social Teaching: Theological and Cultural Dialogue
This research explores how Sunday homilies reflect and convey Catholic Social Teaching (CST) through a cultural-anthropological lens. The objective is to assess how homilies engage with Rwandan anthropological values, such as ubumwe (unity), Ubuntu (human dignity), and gukunda umurimo (dignity of work), to promote social transformation. The hypothesis is that culturally contextualized CST homilies have a measurable influence on people’s social consciousness and engagement. A total of 100 CUR students participated in a survey, and 30 were involved in focus groups discussing homilies heard over 10 Sundays homilies in cathedral parish of Butare and its centrales. Homilies were also thematically analyzed for CST principles. Statistical analysis revealed that 81% of students recalled homilies that explicitly addressed justice or reconciliation themes, and 59% indicated they took action as a result of such preaching. Furthermore, 74% affirmed that the inclusion of local wisdom made the homily more compelling. However, only 35% of students found consistent application of CST in Sunday preaching. The study concludes that while CST themes are often present in Sunday homilies, their deeper cultural embodiment varies by preacher and location. The integration of Rwandan anthropological values with CST in preaching strengthens faith-based ethical action. The research recommends structured training for clergy and theology students on CST and indigenous ethical frameworks, enhancing the transformative power of Sunday homilies among young Catholic leaders.
Injustice and individualism in Pedro Calderón de la Barca's The Doctor of his own Honor
We are conducting this study of injustice and individualism in Pedro Calderón de la Barca's The doctor of his own honor with the aim to show how Calderón de la Barca exposed the social facts of his time, by staging the themes of injustice and individualism in his drama, on the one hand, and on the other, to analyze and highlight the didactic significance of this piece for our supposedly modern life, and finally to make some suggestions for a partner's life devoid of any kind of violence. We have carried out this study using a sociocritical approach and objective, comparative, aesthetic and analytical methods. This enabled us to understand that Pedro Calderón de la Barca, through his novel The doctor of his own honor, reveals how, because of what people will say, moral pressure and the maintenance of honor at all costs to the point of the ultimate sacrifice, one can commit atrocities, unfairness, obscene, irrational and criminal acts, just to respect a supposed code of honor. Secondly, Calderón de la Barca makes us understand that excessive jealousy and obsession in a couple have harmful consequences, and whatever happens, we must act with prudence, thinking also of the life and well-being of others.
The Ideas and Thoughts of Ibrahim Hosen on Indonesian Fiqh
Ibrahim Hosen was a prominent religious figure and Islamic legal thinker in Indonesia who focused intensely on the field of fiqh (Islamic jurisprudence). His ideas and thoughts aimed to assimilate national law with Islamic law so that the two legal systems would not contradict each other. However, some of his views were often considered controversial and deviated from the general understanding of mainstream ulama (Islamic scholars). Ibrahim Hosen applied a method of ijtihad (independent legal reasoning) that prioritized rationality in formulating Islamic legal rulings. The concept of Indonesian fiqh should ideally accommodate all interests in order to achieve just and equitable laws. Society should be given the freedom to choose their own madhhab (school of thought), while the government should adopt a neutral stance and embrace all groups to prevent religious discord.
LEADERSHIP IN EDUCATIONAL CONTEXTS: THE ROLE OF COMMUNICATION AND COLLABORATION IN INSTITUTIONAL EFFECTIVENESS
Leadership, derived from the term pimpin (to lead), encompasses a range of attributes and strategic approaches essential to the effective management of organizations, particularly within educational institutions. In this context, effective leadership as exemplified by school principals is characterized by a well-defined vision, a strong sense of commitment, and the capacity to inspire both educators and students toward the attainment of shared objectives. Resilient leadership, in particular, reflects a deep sense of dedication and accountability to the institution’s long-term sustainability and overall success. Communication plays a pivotal role inreinforcing leadership functions. As a conduit for disseminating knowledge, values, and institutional policies, effective communication fosters productive interactions among all members of the educational community. Structured and transparent communication encourages collaboration among stakeholders, thereby contributing significantly to the enhancement of educational quality. Accordingly, it is imperative for school leaders to articulate their vision clearly in order to establish supportive relationships with teachers, students, parents, and external partners. Moreover, successful collaboration among key components of the school system students, curriculum, and educators can cultivate a positive and inclusive learning environment, while simultaneously building mutual trust. This dynamic strengthens the institution's ability to fulfill its educational mandate. Therefore, the integration of effective communication practices and collaborative strategies constitutes a critical foundation for achieving educational goals and for fostering an innovative, responsive, and successful educational landscape.
The Role of Leadership in Successful Digital Transformation
Digital transformation is a big challenge for organisations in various sectors, not only in terms of implementing new technologies, but also in changing work culture and individual mindsets. This research aims to analyse the role of leadership in the success of digital transformation through a qualitative approach based on literature study. The results show that transformational leadership with strategic vision, adaptability, and risk-taking have a positive correlation with successful digitalisation. Resistance to change and lack of digital understanding among leaders are the main obstacles that often cause digital transformation failure. To overcome these challenges, leaders must build a culture of innovation, improve employees' digital literacy, and implement data-driven strategies in decision-making. By applying a flexible and innovative leadership approach, organisations can improve their competitiveness and ensure the success of digital transformation. This research provides an academic contribution in understanding the leadership factors that play a role in digitalisation as well as practical recommendations for organisational leaders in facing the digital era.
LEADERSHIP AGILITY AND DIGITAL DISRUPTION: A QUALITATIVE EXPLORATION OF ADAPTIVE LEADERSHIP
The rapid evolution of digital technology has fundamentally reshaped organizational landscapes, requiring leaders to develop leadership agility—the ability to swiftly adapt, think strategically, and drive innovation in response to dynamic changes. Traditional leadership models struggle to navigate the complexities of volatile, uncertain, complex, and ambiguous (VUCA) environments, making leadership agility a critical competency in the digital era. This study employs a qualitative phenomenological approach to explore how leaders perceive and implement agility in decision-making, innovation management, and organizational adaptability. Semi-structured interviews with industry leaders provide insights into key enablers and barriers to agile leadership. Findings reveal that leaders who embrace leadership agility demonstrate adaptability in decision-making, effective integration of emerging technologies, and foster inclusive and learning-oriented cultures. Case studies from various organizations illustrate successful applications of agile leadership, leading to increased innovation, enhanced workforce productivity, and improved market competitiveness. However, barriers such as resistance to change, lack of digital literacy, and bureaucratic structures hinder agility adoption. This study underscores the need for structured leadership agility training programs and the integration of agility principles into corporate governance frameworks. Organizations that cultivate agile leadership will be better positioned to thrive in the digital economy. Future research should focus on strategies to accelerate the development of leadership agility across different industries.
“Reconciling Africa’s Spiritual Identity: From the Slave Castle to the Throne of Grace – Empowering Generation Z to Lead the Transformation”
Africa’s spiritual identity has been forged in the crucible of historical tribulation, cultural dislocation, and divine providence. From the grim specters of the slave castles—symbols of human suffering and systemic dehumanization—to the liberating throne of grace, which epitomizes God’s redemptive love and unmerited favor, this journey reflects both the depths of human brokenness and the heights of divine restoration. This keynote endeavors to articulate the theological significance of reconciling Africa’s spiritual identity in light of its historical and contemporary challenges, with a particular focus on the pivotal role of Generation Z as agents of transformation within this sacred narrative. The transatlantic slave trade and subsequent colonial incursions fractured the spiritual and cultural continuity of the African continent, imposing alien theological constructs that often coexisted uneasily with indigenous faith traditions. Yet, through the indelible work of grace, Africa has emerged as a locus of spiritual vitality and renewal. In this era, Generation Z—a generation uniquely attuned to issues of justice, identity, and global interconnectedness—stands poised to reclaim and recontextualize Africa’s spiritual legacy within the framework of God’s sovereign purposes. This presentation examines how Africa’s historical experiences of bondage and liberation can be theologically reframed through the lens of God’s salvific plan. It explores the doctrinal implications of grace as a restorative force that heals the wounds of history, bridges cultural and generational divides, and positions the Church in Africa as a prophetic voice in the global theological landscape. Central to this discourse is an exploration of how Generation Z can be discipled to discern and embody their unique vocation as custodians of both spiritual heritage and eschatological hope. By employing biblical exegesis, historical theology, and practical ministry frameworks, this keynote illuminates the profound intersection between historical memory, spiritual identity, and generational calling. It argues that the throne of grace represents not merely a metaphorical place of solace but a tangible locus of empowerment from which Africa’s spiritual identity can be reconciled, renewed, and projected onto the global stage. Ultimately, this keynote challenges theologians, church leaders, and educators to engage in a deliberate praxis of intergenerational mentorship, cultural theological reflection, and ecclesial collaboration. By equipping Generation Z to lead Africa’s spiritual reawakening, the Church can transcend the lingering shadows of the slave castles and embrace the throne of grace as a testament to God’s redemptive power, thus embodying the hope of the gospel in an era yearning for reconciliation and restoration.
Resilience and Rebirth: Tracing Africa’s Journey from the Slave Castles to Sovereignty – Analyzing the Role of Generation Z as Protagonists in Shaping Africa’s Socioeconomic, Political, and Cultural Renaissance
This research delves into Africa’s profound historical transformation, tracing the journey from the harrowing days of the slave castles to the emergence of modern sovereignty, while placing Generation Z at the forefront of the continent’s next evolution. The legacy of Africa's painful history—marked by slavery, colonialism, and oppression—has shaped its sociopolitical and economic landscapes, creating enduring challenges but also nurturing resilience. This study examines how the complex past, particularly the traumatic experiences of slavery and colonial subjugation, has laid the foundation for Africa’s quest for self-determination, and how these historical forces continue to influence contemporary struggles for sovereignty, unity, and development. At the core of this research is an analysis of Generation Z, a cohort uniquely positioned to drive Africa’s future. This generation, born into a rapidly changing global environment, is digitally connected, socially aware, and increasingly entrepreneurial. The study explores how Generation Z can utilize the lessons learned from Africa’s historical struggles to become effective agents of transformation, confronting contemporary challenges such as political instability, economic inequality, environmental crises, and social fragmentation. Through an interdisciplinary approach, this paper investigates the role of Generation Z in reshaping Africa’s political systems, enhancing governance, fostering innovation in education, and driving cultural renaissance. The study further explores the potential of this generation to leverage technology and global networks for grassroots movements, while remaining anchored in African values, spirituality, and ethical principles. In particular, it underscores the importance of nurturing resilient leaders who not only possess intellectual acumen but also a deep understanding of Africa’s cultural identity and a commitment to ethical leadership. Moreover, this research critically examines how Generation Z can contribute to Africa’s cultural revival, ensuring that the continent’s rich traditions and heritage are preserved and celebrated in the face of globalization. Spiritual empowerment, mentorship, and intergenerational collaboration are highlighted as essential elements in equipping the youth with the wisdom, resilience, and integrity required to navigate an increasingly complex world. By exploring both the historical context and the opportunities that Generation Z presents, this paper argues that this generation holds the key to a prosperous and sustainable Africa. With the right investments in education, leadership development, and spiritual growth, Generation Z can become the transformative force that propels Africa into a new era of progress, unity, and global influence.