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.
Teamwork and Employee Productivity in University Press Plc, Nigeria
Despite the recognized importance of teamwork to organizational success, many workplaces continue to struggle to foster effective collaboration among employees. This study investigates the effect of teamwork on employee productivity at University Press Plc (UPPLC) in Nigeria. Using a cross-sectional survey design, the study explores how teamwork dimensions, communication, spirit, and trust affect employee productivity. The study population was 245 company staff from the Western and Northern regions. A structured questionnaire was randomly administered to a sample of 152 employees across UPPLC’s regional offices. Primary data collected were analysed using descriptive statistics and multiple regression. Findings showed a positive and statistically significant effect of teamwork dimensions on productivity. The study concludes that teamwork is important in improving the productivity of employees of the organization. It recommends that the management of the company should implement regular team meetings and feedback sessions to encourage open-door policies and transparent leadership communication.
Dancing Culture: Unpacking the Dynamics of Igbo Atilogwu and Zulu Dance in Sub-Saharan Africa
Sub-Saharan Africa boasts a rich tapestry of dance traditions that articulate social values, historical narratives, and cultural identity. This study examines Igbo Atilogwu and Zulu dance, highlighting their dynamics, performative aesthetics, and communal significance. Utilizing qualitative methods, including textual analysis, observation, and interviews, the research explores how these dances communicate cultural heritage, foster social cohesion, and adapt to contemporary influences. Insights from David Essi’s studies on music in communal rituals, war dances and cultural identities, and contemporary Nigerian dance styles further illuminate the interplay between tradition, performance, and social perception. The study finds that dance serves as both a repository of historical memory and a medium for ongoing cultural negotiation, offering opportunities for tourism, education, and identity reinforcement.
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PERFORMATIVE COMMUNICATION AND INDIGENOUS DIPLOMACY IN CONFLICT RESOLUTION: UKPUKPE DRUMMING AND THE YORUBA TALKING DRUM
Indigenous conflict resolution mechanisms in Africa have historically relied on culturally embedded performative communication systems. Among the Aniocha people of Delta State, the Ukpukpe drum has been central in mediating disputes, while the Yoruba Talking Drum has played a similar role among the Yoruba communities of southwestern Nigeria. This paper investigates the interplay of performance, musical symbolism, and diplomacy in these indigenous contexts. Using an ethnographic approach, field observations, and literature synthesis, the study demonstrates that drumming operates as a performative language capable of conveying social norms, facilitating negotiation, and restoring communal harmony. Findings reveal that the Ukpukpe and Yoruba drums not only communicate messages but also reinforce cultural identity, social cohesion, and moral authority. This study contributes to the understanding of performative communication in African diplomacy and highlights the importance of preserving indigenous knowledge systems in contemporary conflict resolution.
PARENTAL SUPPORT IN PHONICS INSTRUCTION SCALE (PSPIS)
Early literacy development is strongly influenced by systematic phonics instruction and active parental engagement in home-based reading practices. Although parental involvement has been widely studied, there is a lack of standardized instruments specifically designed to measure phonics-focused parental support at the elementary level. The present study aimed to develop and validate the Parental Support in Phonics Instruction Scale (PSPIS). An initial pool of 48 items was generated based on established literacy theories and empirical research. This was followed by a pilot study and expert review with 100 elementary students, item discrimination analysis using the extreme group method resulted in the refinement of a 38-item scale. The final instrument demonstrated strong internal consistency (Cronbach’s alpha (α) = 0.89), with subscale reliability coefficients ranging from 0.79 to 0.87. The PSPIS comprises five dimensions: Parental Guidance in Phonics Learning, Parental Assistance in Reading Practice, Home Literacy and Phonics Environment, Monitoring and Academic Supervision, and Emotional and Motivational Support for Reading. The findings indicate that the scale is reliable and valid for assessing multidimensional parental support in phonics instruction.
Human-Centric Logistics 5.0: Enhancing Workforce Productivity and Safety in Nigerian Logistics Operations
The emergence of Logistics 5.0 has redefined operational paradigms in global supply chains by prioritizing human-centric systems that integrate advanced technologies with workforce well-being, productivity, and safety. In Nigeria, where logistics operations are characterized by infrastructural deficits, high occupational risks, and labour-intensive processes, the adoption of human-centric logistics remains both a strategic necessity and a developmental imperative. This study examined human-centric Logistics 5.0 as a framework for enhancing workforce productivity and safety in Nigerian logistics operations, with empirical evidence drawn from logistics firms operating in Nigeria. The study adopted a quantitative and explanatory survey research design. The population was 1200 employees of logistics firms in Port Harcourt, using Taro Yamen formula for sample determination, 300 logistics employees across warehousing, transportation, and supply chain management units was determined and administered copies of questionnaire, out of which 289 were returned and 280 were valid for analysis, representing a 96% effective response rate. Descriptive and Pearson Product Moment Correlation statistical techniques were employed to analyze the data and test the hypotheses. Findings revealed that human-centric Logistics 5.0 significantly improve workforce productivity and safety. The study concludes that the transition from traditional logistics systems to human-centric Logistics 5.0 is critical for sustainable productivity and workforce protection in Nigeria’s logistics sector. It recommends strategic investment in smart safety technologies, workforce upskilling, ergonomic system design, and policy-driven digital transformation frameworks tailored to developing economies.
Development of a Course and Training Information System Integrating SCM and DSS for Non-Formal Education Providers
Non-formal education providers, particularly course and training institutions, face major challenges in adapting to digital technology. To date, data management and public information dissemination have often been partial, manual, or reliant on limited platforms. The urgency is amplified by weak public information management by both providers and government. Existing systems remain fragmented and largely confined to administrative operations, lacking supply-chain integration and strategic decision support. This study aims to: produce a design of a course and training information system named sikapin.id that integrates Supply Chain Management (SCM) and a Decision Support System (DSS); analyze the system’s feasibility; and analyze its practicality for users. The study used a Research and Development (R&D) approach, adapting the Borg & Gall model. Participants included administrators of Course and Training Institutions (LKP), Job Training Institutions (LPK), and prospective trainees in Semarang City, Indonesia. A limited-scale trial involved 30 respondents. Data were analyzed using descriptive statistics. The findings show that: (1) sikapin.id was successfully developed with an architecture that supports operational, tactical (DSS), and strategic (SCM) levels; (2) the system was rated “Highly Feasible” by design experts (87.5%), media experts (87.5%), and practitioners (94.1%); and (3) the system demonstrated high practicality for prospective trainees (mean = 3.44) and was “very practical” for providers (mean = 3.64). The novelty of this study is the integrated synergy of SCM and DSS within the non-formal education ecosystem, shifting the information system paradigm from passive administrative record-keeping to an interactive knowledge-management system that systematically connects market demand with training supply.
ARMED BANDITRY IN NIGERIA’S NORTH-WEST AND COMMUNITY PEACE ACCORD: CONSEQUENCES ON STATE SECURITY
For over a decade now, armed banditry has become one of the major social and economic problems that characterized life among millions of the population around the North-Western part of the country. Despite the negative effects that banditry has caused, the government has been making concerted efforts to manage the excesses of the armed bandits through various combatant operations by both the military and other security operatives. Stakeholders believed the conventional operations, which were financed through budgetary supports running into trillions of naira since 2011, failed simply because of a combination of several social and economic reasons. While these operations failed, agitation have been on for the government to enter into reconciliation by way of a peace accord with the armed bandits for peace to prosper. The reconciliation measures, however, failed because of what many believed is attributed to a lack of sincerity by both the bandit criminals and the government. While the murderous activities of the armed bandits continue to resurface with grave consequences and dynamism, communities believe that, since peace is the only option, they could try the option of entering into an independent peace accord in isolation from the government. The independent peace accord has so far provided some relative peace to various communities in the North-Western part of Nigeria, even though there have been scores of armed bandit attacks that have been recorded. Despite that, many believed the idea of community dialoguing with the armed bandits in isolation from the government has produced some relative peace. The paper adopted a mixed research methodology of literature review and field interview with a view to ascertaining the extent of the facts and reasons behind the fresh community/bandits peace accord.
FIGHT AGAINST ARMED BANDITRY IN NIGERIA’S NORTH-WEST: AN ASSESSMENT OF THE CONSTITUTIONAL BORDERLINES BETWEEN STATES & THE FEDERAL GOVERNMENT OF NIGERIA
Since the beginning of armed banditry, precisely in 2011, there have been unending national debates as to who is responsible for the management of the excesses of these bandit criminals. While the constitution has made the issue of security of the lives and properties of Nigerian citizens an exclusive power of the government at the center, State Governors, mostly hit by this criminality, took the boldest step of instituting measures that can bring relief to their people without mincing over the constitutional borderlines. The Governors, for instance, vividly relied on the same constitution that confers on them the powers of the Chief Security Officers of their respective states to take actions related to security matters, most of the time in isolation from the federal government. This development causes serious friction with regard to the issue of coordination, synergy, and working as a network to end banditry violence. This recent development has for instance, brought about the crisis as to which measure should to be uniformly adopted in managing banditry violence. At some points, for instance, while the federal government is applying military operations in states affected by the banditry violence, the state governors are applying peace accords as an option to the military operations, and these conflicts continue to bring confusion and negate the ability and powers of the government to be able to handle this crisis head-on. This paper aims at conducting an overview of the crisis of constitutional borderline and determining who controls what, and at what point certain steps are supposed to be taken to be able to bring an end to the armed banditry violence in Nigeria’s North-West. The paper adopted a mixed research methodology of literature review and field interviews with a view to comparing data from the field with the existing literature to arrive at some findings that can be useful in policy formulation and coordination by the government.
Language and Organizational Communication as Drivers of Well-Being in School Organizations
Language plays a constitutive role in shaping the relational, cognitive, and cultural dynamics of school organizations. Moving beyond its traditional function as a medium for information exchange, language emerges as an epistemic and organizational resource that actively contributes to the construction of well‑being among school leaders, teachers, staff, and students. Drawing on the Communicative Constitution of Organizations (CCO), sense making theory, symbolic‑interpretive approaches, and intercultural communication frameworks, this article examines how discursive practices influence psychological safety, professional engagement, social capital, and trust within educational institutions. The analysis highlights the dual nature of language as both a technology of coordination and a technology of power, capable of enabling or constraining organizational development. The article concludes by proposing a transdisciplinary understanding of language as the structural bridge linking individual identity, collective cognition, and the social infrastructure of schools, positioning it as a central determinant of organizational health.
Regulatory Compliance and Integrated Reporting Quality among Nigerian Manufacturing Firms
The study examined the effect of regulatory compliance on integrated reporting quality among Nigerian manufacturing firms listed on the NSE between 2019 and 2025. Secondary data from 80 firms’ annual and integrated reports were analyzed using descriptive statistics, correlation, and regression analysis. Results showed that regulatory compliance had high adherence to FRCN standards (mean = 42), timely report submission (mean = 4.05), and statutory audit compliance (mean = 48). Integrated reporting quality was moderate to high with strong financial disclosure (mean = 40), non-financial disclosure (mean = 4.02), connectivity of information (mean = 3.85), strategic focus (mean = 3.92), and stakeholder inclusiveness (mean = 3.78). Correlation analysis revealed a strong positive relationship between regulatory compliance and reporting quality (r = 0.682, p < 0.01). Regression analysis confirmed a significant positive effect of regulatory compliance on reporting quality (B = 0.576, t = 6.776, p < 0.01). Hypothesis testing rejected all null hypotheses, confirming that audit compliance, governance disclosure, timely filing, and stakeholder engagement significantly influence integrated reporting quality. The findings highlight the importance of regulatory adherence, governance, and technological adoption in enhancing transparency and credibility of reports in Nigerian manufacturing firms. The study recommends that manufacturing firms should strengthen internal controls and governance mechanisms to ensure full regulatory compliance and enhance reporting quality.
EFFECT OF ARTIFICIAL INTELLIGENCE–DRIVEN PERSONALIZED LEARNING ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, RETENTION, AND ATTITUDES TOWARD PHYSICS IN ABAK LOCAL GOVERNMENT AREA, AKWA IBOM STATE, NIGERIA
This study investigated the effect of Artificial Intelligence–Driven Personalized Learning (AIDPL) on secondary school students’ achievement, retention, and attitudes toward Physics in Abak Local Government Area of Akwa Ibom State, Nigeria. A quasi-experimental pretest–posttest non-equivalent control group design was adopted. The population comprised all Senior Secondary School II (SS II) Physics students in public secondary schools in Abak. A sample of 120 students drawn from two intact classes was used for the study. One class served as the experimental group and was taught using AI-driven personalized learning, while the control group was taught using the conventional lecture method. Three instruments were used for data collection: Physics Achievement Test (PAT), Physics Retention Test (PRT), and Students’ Attitude toward Physics Questionnaire (SAPQ). The instruments were validated by experts and their reliability indices ranged from 0.78 to 0.86. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that students exposed to AI-driven personalized learning performed significantly better in achievement and retention and demonstrated more positive attitudes toward Physics than those taught using the conventional method. The study concludes that AI-driven personalized learning enhances students’ learning outcomes in Physics and recommends its integration into secondary school Physics instruction.
Addressing Community Inequities and Social Determinants of Preparedness: A Prototype Mobile Application for Hyperlocal Emergency Response Coordination
Social determinants such as income level, education, disability status, and housing conditions shape not only exposure to hazards but also the capacity for recovery (SAMHSA, 2017). Communities with fewer resources often face longer recovery periods, higher mortality, and more profound long-term impacts. This study presents the design and development of a prototype mobile application intended to support hyperlocal emergency response coordination within United States communities. Grounded in the working thesis that inequities in resource ownership and distribution directly influence community-level emergency preparedness, the project integrates demographic, geographic, and asset-mapping data from publicly available sources. Ivy City, Washington, DC, was selected as the model community due to its diverse population, concentration of vulnerable groups, and complex topographical and infrastructural features. A simulation engine incorporated within the prototype uses community-specific social determinants to estimate probability distributions of emergency outcomes. Findings indicate that the prototype’s modular and replicable design facilitates its adaptation across diverse neighborhoods and that visualizing localized vulnerabilities can support more equitable preparedness planning.
Beyond the PhD: Reconceptualizing Faculty Qualifications in Professional Disciplines Through Subject Matter Expert Integration
Higher education institutions face a critical disconnect between traditional faculty qualification requirements and the evolving demands of professional disciplines. This article challenges the prevailing PhD-centric hiring paradigm by examining how professional degree holders and industry subject matter experts (SMEs) can enhance educational quality, student outcomes, and workforce alignment in applied fields. Through analysis of accreditation standards, labor market data, and case studies from business, technology, healthcare, and creative fields, we argue for a pedagogical paradigm shift that values professional degrees and substantive industry experience alongside or, in certain disciplines, above traditional research doctorates. We present evidence that subject matter experts (SMEs) with professional credentials and current industry engagement provide superior instruction in applied disciplines through authentic assessment design, relevant curriculum development, and enhanced student outcomes including employment rates and career advancement.
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.