International Journal of Social Sciences, Language and Linguistics
International Journal of Social Sciences, Language and Linguistics (IJSSLL)
All articles are published under the Creative Commons Attribution 4.0 License (CC BY 4.0). Authors retain full copyright of their work. Content is freely accessible and can be shared or reused with proper attribution. This ensures open access and promotes global dissemination of knowledge.
Beyond Pedagogy: AI-Enabled Heutagogical Transformation in Fiji and Pacific Tertiary Education
The rapid advancement of Artificial Intelligence (AI) is reshaping higher education globally, compelling tertiary institutions to reconsider traditional pedagogical models that prioritize content transmission over learner capability. In the context of Fiji and the broader Pacific region, where higher education systems face unique challenges related to geographic dispersion, resource constraints, digital inequities, and postcolonial educational legacies, the integration of AI presents both transformative opportunities and critical responsibilities. This paper argues that the meaningful adoption of AI in Pacific tertiary education requires a paradigmatic shift from pedagogy to heutagogy, emphasizing self-determined learning, learner autonomy, adaptability, and capability development. Drawing on contemporary scholarship in heutagogy, digital transformation, and AI in education, the paper develops a conceptual framework positioning AI as an enabler of learner agency rather than a replacement for human educators. It examines how AI-driven tools, such as adaptive learning systems, intelligent tutoring, research assistants, learning analytics, and simulation platforms, can support personalized learning pathways, reflective practice, and double-loop learning. Within a Pacific context, this transformation is further situated within the region’s cultural emphasis on relationality, community knowledge, and collective responsibility, highlighting the importance of human-centred, ethically grounded AI integration. The paper critically discusses opportunities, including expanded access to learning, enhanced research productivity, and innovation capacity, while also addressing challenges such as algorithmic bias, data sovereignty, digital divides, and academic integrity. It argues that sustainable AI-enabled transformation in Fiji and Pacific tertiary institutions must prioritize ethical governance, digital literacy development, culturally responsive pedagogies, and strong human oversight. Ultimately, this study positions AI not as a technological disruption to be managed, but as a strategic catalyst for reimagining tertiary education in the Pacific, moving beyond pedagogy toward a heutagogical model that fosters lifelong learning, resilience, and capability in an era of uncertainty.
Copyright (c) 2026 Davendra Sharma (Author) https://creativecommons.org/licenses/by/4.0
Who Needs to Change? Reimagining Educators, Learners, Content, and Pedagogy in the Age of Artificial Intelligence: A Pacific Perspective
The rapid acceleration of Artificial Intelligence (AI) within the global technological revolution has intensified longstanding debates about transformation in tertiary education. While AI is often positioned as a disruptive force capable of reshaping higher education, less attention has been given to a more fundamental question: who must change in response to this disruption? This paper critically examines whether transformation should primarily occur at the level of educators, learners, curriculum content, or teaching and learning approaches, with specific attention to tertiary institutions in Fiji and the wider Pacific region. Drawing on contemporary scholarship in AI in education, heutagogy, learning analytics, and digital transformation, the study argues that technological adoption alone is insufficient. Instead, meaningful change requires a systemic reimagining of educational roles and relationships. The paper contends that educators must transition from content transmitters to facilitators of capability development; learners must assume greater agency and responsibility as self-determined participants in knowledge construction; curriculum content must evolve from static disciplinary coverage toward adaptive, interdisciplinary, and problem-based learning; and pedagogical models must shift from traditional pedagogy to heutagogy, emphasizing autonomy, reflection, and lifelong learning competencies. Within the Pacific context, these shifts are shaped by distinctive socio-cultural, geographic, and infrastructural realities. AI presents opportunities to address geographic dispersion, resource limitations, and inequities in access to higher education. However, it simultaneously raises concerns related to digital divides, algorithmic bias, ethical governance, cultural alignment, and educator preparedness. The paper proposes a contextually grounded framework for AI-enabled transformation that balances innovation with ethical oversight, cultural responsiveness, and institutional capacity-building. Ultimately, this study argues that transformation in the age of AI is not the responsibility of a single actor but a shared, systemic evolution of educators, learners, content, and pedagogy. By situating this discussion within a Pacific perspective, the paper contributes to global debates on AI in higher education while foregrounding the importance of contextual adaptation, equity, and sustainability. It offers strategic insights for policymakers, institutional leaders, and academics seeking to navigate the technological revolution without losing sight of human agency, cultural integrity, and educational purpose.
From Digital Divide to Digital Sovereignty: Heutagogy, Indigenous Knowledge, and Sustainable Futures in Tertiary Education
The accelerating digitization of higher education has intensified longstanding inequities in access, participation, and epistemic representation, particularly within Indigenous and Global South contexts. While global reform agendas emphasize digital literacy, innovation, and future-ready skills, insufficient attention has been given to how digital transformation intersects with Indigenous knowledge systems, self-determined learning, and sustainability imperatives. This paper advances the concept of digital sovereignty as a transformative response to the digital divide in tertiary education. Moving beyond access-based frameworks, digital sovereignty foregrounds Indigenous epistemological authority, cultural self-determination, and equitable participation in knowledge production within digitally mediated learning environments. Drawing on heutagogy as a theoretical foundation, the paper conceptualizes self-determined learning as a pedagogical bridge between Indigenous knowledge traditions and digital innovation. Heutagogical principles—learner agency, double-loop learning, capability development, and reflexivity—align with Indigenous relational epistemologies and collective knowledge stewardship. Through this alignment, tertiary institutions can reframe curriculum, technology integration, and digital literacy initiatives toward culturally grounded, sustainable futures. The analysis highlights how curriculum reform, digital infrastructure policy, and institutional leadership must shift from technocentric adoption models to context-responsive, culturally embedded strategies that empower learners as co-creators of knowledge. The paper proposes an integrative conceptual framework that connects digital equity, Indigenous knowledge systems, and sustainable development goals within higher education transformation. It argues that achieving sustainable futures requires moving from digital consumption to digital agency, and from digital access to digital sovereignty. In doing so, tertiary institutions can cultivate future-ready graduates who are critically literate, culturally rooted, ethically responsible, and capable of navigating complex socio-ecological challenges. The study contributes to emerging debates on decolonizing digital education, sustainable curriculum innovation, and transformative pedagogies in the 21st century.
School Administration, Planning and Reporting: Opportunities, Challenges, and Policy Directions in the Fijian Context
School administration, planning, and reporting are central to school governance, yet they are frequently enacted as discrete and compliance-oriented functions rather than as interconnected processes supporting educational improvement. This paper critically examines the interrelationships between administration, strategic planning, and reporting within the context of Fiji’s education system, situating the analysis within broader international debates on educational leadership, accountability, and reform. Drawing on contemporary leadership theory and Pacific education scholarship, the study synthesises literature to explore how centralised governance structures, leadership capacity, and cultural values shape school-level practices. The analysis reveals a persistent tension between accountability-driven administrative requirements and the need for adaptive, learning-centred leadership. While national frameworks have strengthened coherence and transparency, planning and reporting practices are often constrained by standardisation, limited contextual flexibility, and uneven data-use capacity. At the same time, Fiji’s strong communal values, relational leadership traditions, and emerging digital systems present significant opportunities for participatory planning and culturally responsive governance. The paper argues that effective school improvement in Fiji depends on repositioning administration as strategic educational leadership and integrating planning and reporting within a coherent governance framework. It concludes by proposing policy-relevant directions that emphasise leadership development, flexible planning structures, streamlined and learning-oriented reporting, and broader conceptions of accountability that reflect Pacific educational values. These insights contribute to international scholarship on school governance while offering practical implications for small-state and developing education systems.
Assessment of the Quality of Online Yorùbá L2 Instruction in Nigeria
This study assessed the quality of Yoruba L2 instruction (pedagogical content knowledge, cultural relevance and use of teaching materials) of selected online tutors in Nigeria and the effects of their qualification and years of teaching experience on the same. The study adopted the survey research design. Ten (10) online Yoruba L2 tutors in Ibadan were purposively selected. Data were collected using a self-made 30-item rating scale, and analysed using descriptive statistics and inferential statistics at a 0.05 level of significance. The findings showed that the tutors had high ratings in PCK, cultural relevance and use of teaching materials. However, teaching effectiveness in online spaces does not solely depend on academic qualifications and years of experience, as some highly qualified and experienced tutors lack the digital pedagogical skills required for effective virtual instruction. Therefore, the study recommended that online Yoruba tutors should incorporate more cultural materials in contextualising their lessons
Copyright (c) 2026 Henry Kolawole Ladoke, Suliyat Olaide, Ajiboro, Ifeoluwa Theophilus (Author) https://creativecommons.org/licenses/by/4.0
Semiotics of Intercultural Communication in The Study of International Relations
This article discusses the use of a semiotics approach in the study of International Relations. Semiotics is the study of signs and sign processes (semiosis), indication, designation, resemblances, analogies, metaphors, symbolism, meaning and communication. Semiotics approach is widely used in the studies of cultures, including in intercultural communication. In a simple term, intercultural communication is defined as human flow across national boundaries. Intercultural communication generally refers to face-to-face interaction among people of diverse culture. Intercultural communication is not a phenomenon that only takes place in the domestic sphere of a country, but also occur within the scope of global or international relations. International relations, according to some scholars, is a cultural phenomenon and the processes that occurred in international relations is essentially an intercultural communication or cross-cultural communication. Therefore, the processes in international relations can be explained using a semiotic approach.
Copyright (c) 2026 Dr. Umar Suryadi Bakry, Dr. Gema Nusantara Bakry (Author) https://creativecommons.org/licenses/by/4.0
Heutagogy in the Age of Artificial Intelligence: Repositioning Research, Innovation, and Sustainable Education
The rapid advancement of Artificial Intelligence (AI) is profoundly reshaping higher education, research practices, and innovation ecosystems worldwide. While AI offers significant opportunities to enhance knowledge production, learning personalisation, and research efficiency, its uncritical adoption risks reinforcing technocratic, inequitable, and ethically fragile educational models. This paper argues that current higher education responses to AI remain overly focused on technological capability and efficiency, with insufficient attention to learner agency, ethical judgement, sustainability, and social responsibility. Drawing on heutagogy (self-determined learning) as a central pedagogical framework, the paper proposes a repositioning of research, innovation, and sustainable education in the age of AI. Using a critical and integrative conceptual approach, the paper synthesises literature across education for sustainable development (ESD), AI ethics, higher education pedagogy, and innovation studies to demonstrate how heutagogy operationalises responsible and human-centred engagement with AI. The analysis highlights how heutagogical principles, learner autonomy, reflexivity, capability development, and lifelong learning, enable individuals and institutions to move beyond information acquisition towards informed decision-making and responsible action. The paper further examines the implications of heutagogy for AI-enabled research and innovation, emphasising research integrity, ethical governance, interdisciplinary inquiry, and societal relevance. Importantly, the paper situates this discussion within Global South and Pacific Island contexts, where digital divides, cultural knowledge systems, and sustainability vulnerabilities necessitate contextually grounded and decolonising educational approaches. It argues that heutagogy provides a powerful mechanism for integrating indigenous and local knowledge with global AI technologies while safeguarding cultural identity and community wellbeing. The paper concludes by outlining strategic policy and practice implications for universities, positioning heutagogy as a critical enabler of ethical AI adoption, sustainable innovation, and future-ready higher education systems. In doing so, it contributes a timely conceptual framework for aligning Artificial Intelligence with human values, sustainability imperatives, and the public good.
Who Sells Knowledge and Who Bears the Risk? Students, Markets, and the Uncertain Value of Education
Contemporary education systems are increasingly shaped by market-oriented logics in which curricula, credentials, and learning pathways are designed, priced, and promoted as investments in future employability and social mobility. Within this configuration, critical questions arise regarding who determines what counts as valuable knowledge, who profits from its delivery, and who ultimately bears the risk when educational promises fail to translate into meaningful life and labour outcomes. This paper critically examines the political economy of education by interrogating education as a traded promise, one sold by institutions, regulated by policy frameworks, and purchased by students under conditions of profound uncertainty. Drawing on human capital theory, critical political economy, and constructivist perspectives, the paper argues that contemporary education systems increasingly externalise risk onto learners, while decision-making power over curriculum relevance, credential value, and labour-market alignment remains concentrated among policymakers, accrediting bodies, and education providers. Students, positioned as rational consumers, are expected to invest time, debt, and aspiration without reliable knowledge of whether educational offerings will remain relevant amid rapid technological change, automation, and shifting labour markets. This asymmetry of information and power fundamentally challenges assumptions of informed choice and meritocratic reward. The paper further explores how this risk transfer disproportionately affects learners in the Global South and marginalised contexts, where structural constraints, limited labour-market absorption, and uneven digital transformation exacerbate uncertainty. By reframing education not solely as a public good or private investment, but as a contested site of risk allocation, the study contributes to contemporary debates on marketisation, accountability, and equity in education. The paper concludes by calling for more transparent, participatory, and ethically grounded approaches to educational governance that re-centre learners not as consumers of promised futures, but as co-constructors of meaningful and socially responsive education.
Sustainable Education, Research, and Innovation in the Age of Artificial Intelligence: Empowering Informed and Responsible Action for a Sustainable Future
The accelerating integration of artificial intelligence (AI) into education, research, and innovation presents both transformative opportunities and profound ethical, cultural, and sustainability challenges. This paper examines the role of sustainable education in empowering individuals to make informed decisions and take responsible action for a sustainable future in the age of AI. Grounded in the principles of Education for Sustainable Development (ESD), the study conceptualises education as a lifelong, values-driven process that integrates technological advancement with social equity, environmental stewardship, and cultural integrity. Drawing on global policy frameworks and contextualised through the Pacific and Fijian higher education landscape, the paper explores how AI-enabled research and innovation can support inclusive, locally responsive, and sustainable development. It argues that without deliberate ethical governance, professional capacity-building, and inclusive digital infrastructure, AI risks reinforcing existing inequalities and marginalising Indigenous knowledge systems. Conversely, when embedded within culturally grounded pedagogies and sustainability-oriented research cultures, AI can enhance educational access, knowledge co-creation, and resilience-building. The paper proposes a conceptual framework that positions sustainable education, ethical AI governance, research innovation, and cultural contextualisation as converging pillars for resilient futures. It concludes by emphasising the responsibility of tertiary institutions, policymakers, and educational leaders to proactively shape AI integration in ways that prioritise sustainability, equity, and long-term societal wellbeing. In doing so, education is repositioned not merely as a responder to technological change but as a critical architect of sustainable and resilient futures.
The Use of Blockchain Technology in Corporations and Its Legal Implications
This study comprehensively examines the areas of application of blockchain technology within corporations, the structural and functional transformations brought about by this technology, and the legal consequences it engenders, particularly from the perspective of Turkish law. The fundamental characteristics of blockchain—decentralization, immutability, transparency, and security—open the door to new governance models in corporate law. In this context, the functionality of blockchain applications in areas such as general assembly meetings, stock transactions, and corporate control mechanisms in joint-stock companies is addressed, and the impact of digital transformation on capital markets and shareholding structures is evaluated. In the following sections of the study, the compatibility of blockchain technology with the existing legal infrastructure within the framework of the Turkish Commercial Code is discussed, and comparative analyses from European and international legal perspectives are provided. Furthermore, the legal challenges of blockchain applications, such as the protection of personal data, the legal validity of smart contracts, jurisdiction issues, and cross-border data flows, are addressed in detail, and solutions to these problems are proposed. In conclusion, blockchain applications in joint-stock companies have the potential for comprehensive transformation not only at the technical level but also at the normative level. In this context, the need for innovative and comprehensive regulation has been highlighted from both private and public law perspectives.
Copyright (c) 2026 Pelin Atila Yörük (Author) https://creativecommons.org/licenses/by/4.0
Education at a Crossroads: Serving Policy or Shaping Possibility in an Uncertain Future
Education systems worldwide are increasingly positioned at a critical crossroads, shaped by intensifying policy pressures, rapid technological advancement, labour market volatility, and profound social uncertainty. Across many contexts, education has been instrumentalised as a servant of policy agendas, prioritising employability metrics, human capital accumulation, and economic competitiveness, often at the expense of broader humanistic, ethical, and civic purposes. This paper critically interrogates whether education should continue to function primarily as a policy instrument or be reclaimed as an architect of possibility capable of preparing young people for uncertain, complex, and rapidly changing futures. Drawing on interdisciplinary literature from education policy, sociology of education, futures studies, and moral philosophy, the paper examines how contemporary policy frameworks increasingly narrow the purposes of education through standardisation, accountability regimes, and skills-based discourses. It argues that such approaches risk producing technically competent yet ethically unanchored learners, insufficiently equipped to navigate uncertainty, social fragmentation, and global challenges such as climate change, technological disruption, and widening inequality. In contrast, the paper advances a future-oriented, human-centred conception of education that foregrounds ethical reasoning, critical consciousness, emotional intelligence, cultural identity, and democratic engagement alongside cognitive and technical skills. A theory-driven conceptual framework is proposed to illustrate the tension between policy compliance and educational possibility, highlighting pathways through which education systems can move beyond narrow performativity towards holistic and transformative learning. The discussion situates these debates within both global and small-state contexts, including the Pacific, where structural constraints, cultural values, and post-colonial policy legacies further complicate educational reform. The paper concludes by arguing that reclaiming education as an architect of possibility is not a rejection of policy, but a reorientation of policy itself, towards enabling education systems that cultivate resilient, ethical, and future-ready citizens capable of shaping, rather than merely surviving, an uncertain world.
Beyond Employability: Re-Examining the Purpose of Education in Preparing Young People for an Uncertain Future
Across the world, education systems are increasingly framed around employability, skills alignment, and labour market responsiveness. While these priorities reflect legitimate economic concerns, they risk narrowing the purpose of education to short-term workforce preparation at the expense of broader human, social, and civic development. This paper critically re-examines the dominant employability-driven paradigm in education and asks a fundamental question: beyond employability, what are we preparing young people for in an uncertain and rapidly changing future? Drawing on interdisciplinary scholarship from education policy, human capital theory, critical pedagogy, ethics, and futures studies, the paper argues that contemporary education systems are insufficiently equipped to prepare learners for the complexity, uncertainty, and moral challenges of the 21st century. The analysis highlights how rapid technological change, artificial intelligence, automation, climate uncertainty, and shifting social relations are transforming not only labour markets but also the nature of citizenship, identity, and human interaction. In this context, an education model narrowly focused on skills acquisition and economic productivity is increasingly inadequate. Instead, the paper proposes a re-conceptualization of educational purpose that integrates employability with ethical reasoning, emotional intelligence, critical thinking, social responsibility, cultural understanding, and lifelong adaptability. Using a conceptual and policy-oriented approach, the paper synthesises global education reform discourses with emerging critiques from the Global South and Indigenous contexts, where structural inequalities and uneven access to resources further complicate future readiness. The paper advances a human-centred framework for education that positions learners not merely as future workers, but as ethical agents, engaged citizens, and contributors to sustainable and inclusive societies. The study concludes by outlining key implications for education policy, curriculum design, teacher education, and institutional leadership, calling for a deliberate shift from instrumentalist models of education towards more holistic and future-responsive approaches.
From the Deed of Cession to Decolonisation: Re-examining the Historical Evolution of Education in Fiji
The evolution of formal education in Fiji is inseparable from the broader historical processes of colonisation, cultural encounter, and socio-political transformation that have shaped the nation since the nineteenth century. This paper critically re-examines the historical trajectory of education in Fiji from the Deed of Cession in 1874 to the contemporary era of decolonisation, with particular attention to the roles of missionary enterprises, colonial administration, and the indentured labour system in structuring educational access, curriculum content, and social stratification. Drawing on historical and postcolonial scholarship, the study analyses how early indigenous systems of knowledge transmission were marginalised through the imposition of Western epistemologies, Christian moral instruction, and racially differentiated schooling models designed to serve colonial economic and governance objectives. The paper further explores how education functioned as a tool of social control during the colonial period, reinforcing ethnic divisions between Indigenous iTaukei communities and Indo-Fijian descendants of indentured labourers, while simultaneously limiting pathways to higher education and leadership for colonised populations. Following independence in 1970, Fiji’s education system entered a complex phase of reform marked by efforts to expand access, promote national cohesion, and reassert cultural identity, yet continued to reflect deep-seated colonial legacies in curriculum design, language policy, and assessment practices. By situating Fiji’s educational development within wider global debates on decolonisation and postcolonial education reform, this paper highlights the enduring tensions between inherited colonial structures and contemporary aspirations for culturally responsive, inclusive, and equitable education. The study contributes to the growing body of Pacific and global South scholarship by offering a historically grounded, critical analysis of education in Fiji, and by identifying key lessons for current policy and curriculum reform initiatives aimed at decolonising knowledge systems and repositioning education to meet the social, cultural, and developmental needs of a postcolonial society.
The role of Career Counselling and Guidance in Supporting Students’ Career Decision-making in Tertiary Education
Career counselling and guidance are critical in supporting students’ career decision-making in tertiary education, facilitating the transition from academic preparation to professional readiness. This paper examines the role of structured counselling interventions, assessment tools, and personalized guidance in enabling students to make informed career choices. Drawing on contemporary career development theories, including Super’s Life-Span, Life-Space Theory and Social Cognitive Career Theory, the study highlights how career guidance enhances self-awareness, goal clarity, employability skills, and alignment between personal values and professional pathways. Evidence indicates that students engaging in career counselling demonstrate greater confidence, proactive planning, and resilience in navigating complex labour markets. Institutional and contextual factors, such as accessibility, technological integration, and cultural responsiveness, influence the effectiveness of these services. The findings underscore the strategic importance of embedding comprehensive career guidance frameworks within tertiary institutions to promote student success, lifelong employability, and societal contribution. Implications for policy, practice, and future research in higher education career services are discussed.
Whose Knowledge Counts? Western Accreditation, University Rankings, and the Marginalization of Indigenous Institutions
The global higher education landscape is increasingly dominated by Western-centric accreditation standards and university ranking systems, often framing institutional quality and legitimacy through a narrow, Euro-American lens. This dominance has significant implications for Indigenous universities and knowledge systems, which are frequently marginalized or devalued despite their critical contributions to cultural preservation, community engagement, and locally relevant scholarship. Drawing on a critical review of accreditation frameworks, global ranking methodologies, and case studies of Indigenous institutions, this paper interrogates whose knowledge is prioritized in global higher education. It highlights the structural inequities that favor Western epistemologies, the challenges Indigenous universities face in gaining recognition, and the broader consequences for educational sovereignty and epistemic justice. The study advocates for reconceptualizing quality assurance and recognition systems to inclusively value diverse epistemologies, promote culturally responsive higher education, and advance the legitimacy of Indigenous knowledge within global academic discourse.
Who Is Responsible for the Climate Crisis? Education, Governance, and the Paradoxes of Modern Development
The accelerating climate crisis—manifested through global warming, sea-level rise, biodiversity loss, resource depletion, and growing food insecurity, has exposed deep contradictions within dominant models of modernization and development. While technological advancement, economic growth, and globalization have long been celebrated as markers of human progress, these same forces have contributed significantly to ecological degradation and climate vulnerability. This paper critically interrogates the question of responsibility for the climate crisis by examining the interconnected roles of education systems, governance structures, development policies, globalization, and technological transformation. Drawing on interdisciplinary literature from environmental education, critical development theory, political ecology, and governance studies, the paper argues that the climate crisis is not the result of isolated failures but of systemic and institutionalized paradigms that prioritize economic growth over ecological sustainability and social justice. The analysis highlights how education systems have often reproduced growth-centric ideologies, instrumental views of knowledge, and skills-for-growth narratives, while insufficiently fostering ecological consciousness, ethical responsibility, and critical sustainability thinking. At the governance and policy level, weak accountability mechanisms, fragmented environmental regulation, and inequitable development models have exacerbated environmental degradation, particularly in the Global South and climate-vulnerable regions such as small island developing states. The paper further critiques techno-solutionist approaches that frame innovation as a panacea, obscuring structural inequalities and deflecting responsibility from political and institutional actors. By reframing responsibility as collective, multi-scalar, and historically situated, this study advances a more nuanced understanding of climate accountability that moves beyond blame toward systemic transformation. It proposes a re-conceptualisation of education as a transformative force for ecological literacy, ethical reasoning, and civic engagement, alongside governance reforms that embed transparency, accountability, and sustainability at the core of development decision-making. The paper contributes to contemporary debates by offering an integrated conceptual lens for understanding the paradoxes of modern development and by outlining pathways toward more just, inclusive, and sustainable futures in an era of escalating climate risk.
Learning to Live, Not Just to Qualify: Education, Life Skills, and Harmony with People and Planet
Contemporary education systems remain overwhelmingly structured around degrees, diplomas, and certificates as primary indicators of success. While such credentials serve labour market signalling functions, they increasingly fail to equip learners with the life skills, ethical dispositions, and ecological consciousness required to sustain livelihoods, communities, and the planet. This paper critically examines the limitations of credential-centric education models in addressing the interconnected social, economic, and environmental challenges of the 21st century. Drawing on interdisciplinary literature spanning human capital theory, capability theory, education for sustainable development, and Indigenous and relational knowledge systems, the study argues that formal qualifications alone are insufficient for fostering human flourishing and planetary wellbeing. The paper advances a re-conceptualisation of education that prioritises life skills, relational learning, environmental stewardship, and socio-emotional competence alongside academic knowledge. It highlights how current schooling and higher education structures often marginalise practical wisdom, ethical responsibility, and community-embedded learning, thereby producing graduates who are technically qualified yet insufficiently prepared for real-world complexity. The paper concludes by proposing a shift from qualification accumulation to capability-based and life-centred education frameworks, calling for systemic reforms in curriculum design, pedagogy, assessment, and education policy to better align learning with the demands of sustainable living and harmonious coexistence with people and the planet.
Beyond the Techno-Solutionist Narrative: Human, Ethical, And Structural Limits of Technology in Education, Health, And Food Security
In recent decades, technology has been increasingly promoted as a universal solution to complex human challenges across education, health, food security, and environmental sustainability. While digital innovations, ranging from artificial intelligence and learning platforms to precision agriculture and health informatics, have expanded possibilities for service delivery and efficiency, they have also reinforced a growing techno-solutionist narrative that overlooks deeper human, ethical, and structural dimensions of development. This paper critically examines the assumption that technological advancement alone can resolve systemic human problems. Drawing on interdisciplinary literature across education, public health, development studies, and sustainability research, the study argues that technological interventions are inherently shaped by social contexts, power relations, institutional capacities, and cultural values. The review highlights how issues such as inequality, governance failures, digital divides, ethical accountability, and human agency often limit the transformative potential of technology, particularly in Global South and resource-constrained contexts. By synthesizing evidence across sectors, the paper demonstrates that technology functions most effectively not as a panacea, but as a complementary tool embedded within broader human-centred systems, policy frameworks, and community-driven practices. The study contributes to contemporary debates by reframing technology as an enabler rather than a determinant of human progress, and calls for development approaches that prioritise ethical governance, contextual responsiveness, and human capability alongside technological innovation.
This paper explores the socio-political landscape of Hong Kong in the aftermath of the 2019-2020 protests, focusing on the implications of governance changes and the erosion of civil liberties. The aim is to identify key challenges faced by the region and propose innovative, solution-oriented strategies that promote participatory governance, social justice, and economic resilience. Through a mixed-methods approach, including qualitative interviews and quantitative data analysis, the research examines the motivations behind the protests, the role of technology in mobilization, and the potential for international collaboration. Findings indicate a significant disconnect between government actions and public demands, highlighting the need for inclusive dialogue and policy reform. The overall conclusion emphasizes the importance of fostering civic engagement and resilience in Hong Kong to navigate its complex political landscape and ensure a sustainable future dovetailing with the basic law of the special administrative city and exploiting fully the potential of the situation.
Copyright (c) 2026 Christian ILCUS (Author) https://creativecommons.org/licenses/by/4.0
Integrating Bhagavad Gita Teachings into Values-Based Education: A Framework For 21st-Century Classrooms
Contemporary education systems face increasing pressure to respond to moral fragmentation, learner disengagement, mental health challenges, and the dominance of outcome-driven pedagogies in 21st-century classrooms. While global education reforms emphasize competencies such as critical thinking, creativity, and digital literacy, comparatively less attention has been given to the cultivation of ethical values, character formation, and inner resilience. This paper argues that the Bhagavad Gita, a foundational philosophical text, offers a timeless and holistic framework for values-based education that is highly relevant to modern educational contexts. Drawing on key Gita teachings, such as dharma (ethical duty), karma yoga (selfless action), self-awareness, equanimity, and purpose-driven learning, the study conceptualizes an integrative educational framework that aligns moral development with cognitive and socio-emotional learning. Using a critical narrative review of interdisciplinary literature spanning philosophy of education, values education, social-emotional learning, and 21st-century pedagogy, the paper demonstrates how Gita-inspired principles can be pedagogically translated into classroom practices that promote mindfulness, resilience, ethical reasoning, and learner agency. The proposed framework positions teachers as moral facilitators and learners as reflective, purpose-oriented individuals capable of navigating complexity and uncertainty. The paper contributes to contemporary debates on holistic education by offering a culturally grounded yet universally applicable model that bridges ancient wisdom and modern educational imperatives. It concludes by highlighting implications for curriculum design, teacher education, and policy development in pluralistic and globalized education systems.
Climate Change, Migration, And School Disengagement in A Globalised World: Governance Challenges, Educational Inequality, And the Role of AI and Traditional Knowledge
Climate change is increasingly reshaping patterns of human mobility, governance capacity, and educational stability across the globe. In many contexts, climate-induced displacement and migration intersect with globalisation-driven inequalities to disrupt schooling trajectories, contributing to declining academic performance and rising rates of school disengagement and dropout. Despite growing recognition of these challenges, existing educational responses remain fragmented, often addressing climate change, migration, governance, and technology as isolated policy domains. This paper critically examines how climate change and migration, within a globalised world, influence school disengagement through governance failures, structural inequality, and limited system responsiveness. Drawing on interdisciplinary literature spanning education, climate studies, migration research, governance, and digital transformation, the paper develops an integrated conceptual analysis that foregrounds the role of education systems as both sites of vulnerability and potential resilience. Particular attention is given to the emerging role of artificial intelligence (AI) in supporting early identification of disengagement risks, adaptive learning pathways, and system-level planning, alongside the often-overlooked contributions of traditional and indigenous knowledge systems in fostering community resilience, belonging, and culturally grounded educational continuity. The analysis highlights tensions between technocratic, data-driven solutions and context-sensitive, human-centred approaches that recognise moral responsibility, cultural knowledge, and social justice. The paper argues that addressing school disengagement in the context of climate-induced mobility requires governance frameworks that integrate technological innovation with equity-oriented policies and epistemic plurality. It concludes by proposing a holistic, values-informed framework for educational governance that aligns AI-enabled interventions with traditional knowledge and inclusive policy design to support educational continuity, learner well-being, and long-term social sustainability in an era of climate uncertainty.
A Sustainable Kindergarten Participatory Action Research for Addressing Environmental Challenges in Ulaanbaatar’s Ger Neighborhoods
Recognizing the urgency of addressing environmental concerns and aiming to support child development, this participatory action research (PAR) focuses on initiating actions for a greener and safer environment for young children in the marginalized ger neighborhoods in Ulaanbaatar the Capital City of Mongolia. In collaboration with parents and involving 311 children aged two to five across 11 groups, this action research has been conducted since September 2021 with the goal of enhancing children's cognitive, emotional, and social development, fostering increased environmental awareness, improving problem-solving skills, and a sense of responsibility. Research findings show that the attitudes and habits towards air pollution, ecological safety, rational water use, and creating a green environment have significantly improved among the participants.
Copyright (c) 2026 Javzandulam Batsaikhan, Bayarmaa Badarch, Tsog-Erdene Lkhagvadorj, Ulziisaikhan Galindev (Author) https://creativecommons.org/licenses/by/4.0
Corporate Social Responsibility and Its Influence on Customer Loyalty of Nestlé Nigeria Plc
This study investigated the impact of Corporate Social Responsibility (CSR) on customer loyalty, specifically focusing on Nestlé Nigeria Plc. The research addressed the insufficient examination of the direct impact of CSR efforts on customer loyalty within the Nigerian context, despite significant investments by organizations like Nestlé. The study aimed to empirically investigate how environmental responsibility, social and community engagement, and ethical corporate governance practices influence customer loyalty. Utilizing a descriptive research design, the study collected data through questionnaires from a sample of Nigerian consumers. Analysis revealed significant positive correlations between all CSR dimensions (Environmental Responsibility, Social/Community Engagement, and Ethical Responsibility) and customer loyalty (p < 0.01). Ethical Responsibility demonstrated the strongest correlation (r = 0.726), followed by Environmental Responsibility (r = 0.711) and Social/Community Engagement (r = 0.678). A multiple linear regression analysis further confirmed that all three CSR dimensions significantly and positively influence customer loyalty (F (3, 187) = 117.34, p < 0.001). Ethical Responsibility emerged as the strongest predictor (β = 0.345, p < 0.001), with Environmental Responsibility (β = 0.297, p < 0.001) and Social/Community Engagement (β = 0.264, p < 0.001) also showing significant predictive power. All three null hypotheses, stating no significant influence of these CSR dimensions on customer loyalty, were rejected (p < 0.05). The study concludes that effective CSR strategies, particularly those encompassing ethical, environmental, and social dimensions, significantly enhance brand perception and foster sustained customer loyalty. These findings provide actionable insights for businesses in emerging markets, emphasizing the critical role of comprehensive CSR in building and maintaining strong customer relationships.
Ethical Business Practices and Customer Satisfaction
Copyright (c) 2026 ADEYEFA, Oluwafemi Princewill, Olayinka I. EMMANUEL-ADEYEFA (Author) https://creativecommons.org/licenses/by/4.0
Temporalités des performances aux tests de raisonnement inductif chez des élèves ivoiriens selon leurs caractéristiques individuelles
The aim of the study is to examine the influence of time on inductive reasoning in students of different genders, ages and chronotypes. 240 students were given a session of inductive reasoning tests (MGM : Playing Card Test and the B53 : Logical Sequence Test) as well as the Caci et al. (2005) Maturity/Vesperity Scale at four times of the day (DM : early morning, FM ; late morning, DAM : early afternoon, FAM : late afternoon). The results, obtained using SPSS.20, indicate that while the inductive reasoning test performance of Ivorian pupils shows similar daily variations over the course of the day (two peaks and two troughs), it increases with the age and gender of the pupils, regardless of the time of day. In view of these results, this study could draw the attention of deputy heads of secondary schools to the importance of the temporalities of inductive reasoning in course scheduling, if they hope to get the best out of the students in their schools.
Copyright (c) 2025 KOFFI Franck Gustave (Author) https://creativecommons.org/licenses/by/4.0
Functional Republic: A Historic Step Towards an Albanian Federation
The argument of this study is that the political unification of Albanians, in the form of a functional federation, is possible only on the basis of two fundamental premises: (1) the consolidation of a functional and economically developed state in Kosova, and (2) the deepening of Euro-Atlantic integration processes, which neutralize the geopolitical dimension of regional opposition. The study is based on theories of state-building, federalism and regional integration, as well as on the comparative experiences of Central Europe. The state-forming transformation of Kosova in the first decades after the war has involved the clash between two opposing political logics: a republican-democratic model oriented towards institutional consolidation and a clientelistic model that relies on patronage, particularism and the capture of public resources. This clash produces profound implications for national security, regional stability and the long-term perspective of the Albanian nation. In this context, the narrative about the old political establishment's interactions with destabilizing actors—Serbia, Russia, and specific segments within the EU—should be understood not as a genuine empirical fact, but as a structural risk present in the political architecture of the Western Balkans.
Copyright (c) 2026 Dr. Sadri RAMABAJA (Author) https://creativecommons.org/licenses/by/4.0
Exploring Customer Readiness Level and Preferences for Private Electric Passenger Cars in Kerala
Decisions related to vehicle purchase are influenced by various factors including purchase price, total cost of ownership, fuel efficiency, maintenance cost, and resale value. In India, the dominance of fossil fuel-powered vehicles has led to several environmental and economic challenges. Increasing fuel prices not only strain individual budgets but also contribute to inflation, impacting the national economy. Consequently, renewable, reusable, and sustainable alternatives have become imperative. Electric vehicles (EVs), widely adopted in many foreign countries, offer a promising solution. This study focuses on understanding the customer perspective on the adoption of electric passenger cars in Kerala, aiming to uncover awareness levels, preferences, and barriers to adoption.
Reasons for dissatisfaction in the current ownership-expectations-preferences- readiness level-reasons for the non- purchase.
Copyright (c) 2025 Praveen P.M (Author) https://creativecommons.org/licenses/by/4.0
Public Relations and Peace Communication in A Multi-Religious Society: The Interfaith Initiatives in Nigeria
Nigeria is a multi-religious country whose multi-religious make up has been crossed over with ethnic, political, and socio-economic tensions resulting in most occasions conflict. These narratives in the media and popular conversation have occasionally articulated religion as a source of division disregarding its communicative capacity to build peace. This paper addresses the concept of interfaith initiatives as a way of building peace in Nigeria using the strategies of public relations and peace communication. It evaluates the application of strategic communication by religious actors to promote dialogue, trust and social cohesion by a multi-religious society. The study will be based on a qualitative research design, in which the content analysis of documents on interfaith programs, public communiques, media information, policy documents, and online resources will be conducted regarding the interreligious engagement in Nigeria. The patterns of communication, stakeholder participation, and message framing in the chosen interfaith initiatives are explored on the basis of a case-based approach. The findings found that interfaith initiatives employ basic PR practices of dialogic communication, management of stakeholder relationships, strategic message formulation, and media involvement to then foster harmonious living. These measures can be used to combat misinformation, diminish the effect of religious stereotyping, and communicate the importance of common values of unity and tolerance in both the traditional and digital media. The research drawing comes to the conclusion that the effectiveness of interfaith initiatives in Nigeria is determined by the role of PR and peace communication. Religious communication carefully utilized can make religion a source of tension to one that will bring sustainable peace and social integration in multi-religious societies.
Copyright (c) 2025 Unigwe Rosemary Ifeyinwa (Author) https://creativecommons.org/licenses/by/4.0
Philosophical Interrogation of Medicine and The African Perspective
Medical practice is not immune to epistemological dogmatism, particularly in its assumptions about normality, pathology, and therapeutic intervention. These challenges are magnified in contexts where medicine intersects with complex socio-cultural realities. In Africa, the coexistence of Western biomedicine and African traditional medicine creates additional conceptual, ethical, and practical tensions that demand philosophical scrutiny. This study aims to critically examine foundational concepts in medicine especially health, disease, illness, and sickness, in order to clarify contested boundaries between normality and abnormality. It further seeks to interrogate diagnostic practices, therapeutic expansion, and professional conduct from a philosophical perspective, with particular emphasis on African socio-cultural and existential contexts. The study employs an analytic–critical philosophical method. Conceptual analysis is applied to key debates in the philosophy of medicine, medical ethics, psychiatry, and medical sociology. Comparative reflection is used to situate Western biomedical practice alongside African traditional medicine, highlighting points of convergence, divergence, and ethical concern. The analysis shows that many medical controversies arise from conceptual ambiguity, scientific dogmatism, and the uncritical medicalization of non-pathological human conditions. In the African context, these problems are exacerbated by political interference, economic pressures, infrastructural deficits, and insufficient integration of psychosocial and cultural dimensions of care. Reductionist biomedical models are shown to be inadequate for addressing lived experiences of illness. Philosophical interrogation is essential for promoting ethical, humane, and context-sensitive medical practice. In Africa, a genuinely health-promoting medical model must integrate biomedical science, traditional medicine, and the humanities in order to safeguard human dignity and sustain holistic well-being.
Copyright (c) 2025 Eruka, C. Raphael, Akpuogwu, Michael Obidimma (Author) https://creativecommons.org/licenses/by/4.0
Odeshi, Divine Protection, And the Religious Imagination in Igbo Traditional Religion
The quest for protection against physical, spiritual, and existential threats constitutes a central concern in human religious life, and within Igbo Traditional Religion this concern finds expression in practices aimed at preserving life, harmony, and cosmic balance. Odeshi, often portrayed in contemporary discourse as superstition or occult violence, has consequently suffered serious misinterpretation. The problem this research addresses is the persistent reduction of Odeshi to irrational or morally dangerous practice without adequate engagement with the Igbo cosmological, ethical, and religious frameworks that give it meaning. Adopting a qualitative, hermeneutical, and analytical method grounded exclusively in selected indigenous Igbo religious and philosophical texts, this research examines Odeshi through the lenses of Igbo cosmology, the theory of forces, ritual symbolism, moral discipline, indigenous medicine, and eco-spirituality. The study finds that Odeshi functions not as an autonomous or amoral power but as a religious symbol of divine protection, ethically conditioned and mediated through deities, ancestors, ritual observance, and communal norms. It further establishes that protection in Igbo Traditional Religion is inseparable from moral order, peace, environmental harmony, and the sacred valuation of life. The research concludes that Odeshi, when properly interpreted within its indigenous religious context, represents a coherent and meaningful expression of Igbo religious imagination oriented towards life preservation rather than violence, and therefore calls for interpretive understanding rather than condemnation in contemporary religious and scholarly discourse.
Copyright (c) 2025 Okigbo Ferdinand Chukwunwike, Prof. Obielosi Dominic Chukwunonso (Author) https://creativecommons.org/licenses/by/4.0
Personality Distortion in Osu Caste System
One of the characteristics inherent in Igbo Philosophy is the communitarian nature of Igbo worldviews. Man is a being in relation to others; he cannot exist alone but must exist with others within the community. One of the practices that threaten this relationality or communalism is Osu Caste System, which has been in existence for many decades in most Igbo communities of South Eastern Nigeria. Its origin varies because of the problems of documentation and oral traditions. The consequences of an Osu cut across all spheres of an Osu existence- socially, emotionally, politically, economically, et cetera. Osu could also be classified into: voluntary, dedicated, inherited and Osu by infection or contact. The system of Osu compared with the communitarian structure of Igbo worldview is a distortion of Igbo personhood. The search for African person, personality and personhood started as a reaction to such characterizations of an African person, ipso facto, Igbo person. Juxtaposing Osu Caste System and selfhood formation in Igbo setting, implications abound from the social, political, emotional, economical perspectives. The objective of this work is to show that any distortion of this relatedness that characterized Igbo Communalism has negative consequences on the formation of personhood. Thus, an Osu experiences a distortive personhood which is not integrated, related and presencing. The method of hermeneutics and analysis were used to interpret and analyze the concepts employed in this work. Furthermore, some experts in history and Igbo sages were interviewed. At the end, the intrinsic being of an Osu has been distorted by the tenets of Osu Caste System, thereby distancing an Osu from realizing his personhood in the community of brotherhood.
Copyright (c) 2025 Okigbo Ferdinand Chukwunwike, Prof. Mmoneke Samuel Ifeanyi, Prof. Nnoruka Sylvanus I. (Author) https://creativecommons.org/licenses/by/4.0