Journal of Humanities and Social Sciences Studies
Journal of Humanities and Social Sciences Studies (ISSN: 2663-7197) is a double-blind peer-reviewed, monthly, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes high-quality articles across the breadth of humanities and social sciences research. With its uniquely broad coverage, all articles are free to access across the globe, allowing authors to share their research and maximise its impact. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of Humanities and Social Sciences Studies means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential.
Al-Kindi Center for Research and Development
Framing Freedom in Narjiss Nejjar’s The Rif Lover (2011): Female Agency Between Empowerment and Western Tropes
This paper conducts a critical examination of the sociocultural factors that influence the experiences of Moroccan women confronting social depression. It centers on one of Morocco’s most debated films, The Rif Lover (2011), directed by Narjiss Nejjar. The film employs specific cinematic techniques, such as framing, editing, and visual symbolism, to explore interconnected themes including love, female sexuality, freedom, and notably, female empowerment. Produced during a period marked by significant events, including the Democratic Spring and King Mohammed VI's historic speech acknowledging the importance of gender equality across various domains. This era had a marked influence on Moroccan cinema and culture. During this period, Moroccan filmmakers began addressing numerous cultural taboos. By applying postcolonial-feminist theory alongside a qualitative visual thematic analysis, this article demonstrates how a female diasporic filmmaker may inadvertently reinforce Western notions of women’s liberation and desire. The film's findings are situated within the director's skillful use of cinematic techniques, rendering it a poetic text that offers female characters a space and a voice through the camera's lens. She opens a new debate on women’s freedom and religion within Moroccan society, which is both traditional and modern, and has been influenced by colonization for approximately forty years.
Moroccan cinema, cinematography, love, sexuality, female body, and Moroccan culture
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
Assessing The Effect of Early Literacy Growth with Parental Involvement in the Kindergarten Learners
This study assessed the effect of parental involvement on early literacy development of kindergarten in Bantayan Central Elementary School, Ticad, Bantayan, Cebu, during the SY 2024-2025 using a descriptive-correlational design. A total of 112 respondents, comprising 105 parent-respondents and 7 kindergarten teachers. The data gathered were the demographic profiles of the respondents, the level of parents’ involvement in the school activities of the learners, and the level of early literacy development of the learners in terms of language development, attitudes towards reading, and voluntary reading. These were analyzed using percentage frequency, weighted mean, and Pearson’s r correlation. Results showed a very high level of parental involvement in the different school activities of the learners, as indicated in the different indicators mentioned. This indicates that parental involvement in school activities has a positive and significant impact on the student performance. The study recommends that parents should be involved in the early literacy development of the kindergarten learners.
Parental involvement, Early literacy development, Kindergarten learners, Language development
Parental Involvement: A Vital Component of Kindergarten Learners’ Early Literacy Development
This study assessed parental involvement and early literacy development of kindergarten learners. The research employed a descriptive correlational design to examine the relationship between parental involvement and early literacy development. A total of one hundred twelve respondents participated, comprising one hundred five parents and seven kindergarten teachers. Data were gathered using adapted survey questionnaires from established research instruments and analyzed using frequency count, percentage, weighted mean, and Pearson correlation coefficient. Results revealed that parent-respondents were predominantly female from younger age groups with diverse educational backgrounds, smaller family sizes, and lower income levels, while teacher-respondents were predominantly female with substantial teaching experience and graduate-level qualifications. Parental involvement in school activities demonstrated very high levels across nearly all indicators. Early literacy development showed very high overall performance, with language development scoring higher than attitudes towards reading and voluntary reading behaviors. The correlation analysis revealed a weak positive relationship between parental involvement and early literacy development that was not statistically significant, leading to acceptance of the null hypothesis. The findings suggest that the school represents an optimal educational context where ceiling effects mask the relationship between variables. An Early Literacy Development Plan was proposed to address specific areas requiring enhancement while building upon existing strengths.
Innovative Word Formation and Pluralization Processes in Arabic: A Systematic Review
This study addresses a gap in the literature by conducting a self systematic review of innovative word formation and pluralization processes in Arabic, especially those shaped by hybridization, borrowing, and social media. It synthesizes thirteen studies published by the author between 2020 and 2025, covering innovative morphological processes, such as aspectual and temporal markers in Colloquial Arabic, innovative blends, clipping of borrowings, derived verbs from loanwords; derivation from acronyms; hybrid compounds, lexical hybrids with foreign affixes, innovative forms with borrowed affixes; rule based and idiosyncratic loanword plural forms, gemination and degemination before the feminine sound plural suffix; feminine sound plurals ending in /ya:t/, /yya:t/, and /h+a:t/; and pluralization of borrowed social media terminology. The studies were categorized into 3 clusters: (i) innovative derivation (seven studies) which includes: derivation from loanwords; lexical shortening and blending, hybrid compounds and colloquial morphological innovation; (ii) Innovative plural formation (five studies) which includes: loanword plural patterns, feminine sound plural variants, and new plural forms common on social media. (iii) Cross linguistic plural translation challenges (one study). Together, these studies reveal that innovation in Arabic word formation is not random or chaotic. Rather, it operates within a flexible but rule governed morphological system that accommodates both native structures and foreign inputs while preserving internal coherence. These converging findings reveal that innovation in Arabic morphology is shaped by a dynamic interaction between internal system constraints and contact induced pressures. Native morphological templates continue to function as the dominant organizing principles, even when the lexical input is foreign. Borrowed items are typically naturalized through predictable processes such as feminine sound pluralization, gemination adjustments before the suffix, and analogical extension of native patterns to foreign bases. Simultaneously, the studies show that sociolinguistic aspects (digital communication, social media, political discourse, and youth slang) serve as incubators for rapid morphological experimentation, producing blends, clipped forms, borrowed affixes and hybrid compounds that circulate widely before they stabilize or disappear. This interplay between structural regularity and sociolinguistic creativity suggests that Arabic morphology is both resilient in the face of borrowing and innovation and is actively generative, capable of absorbing new lexical material while preserving the integrity of its core morphological architecture.
Systematic review (SR), translation studies, student translators, Al-Jarf’s translation studies, Arabic-English translation studies, English-Arabic translation studies, literal translation, translation error types translation strategies, translation error sources
Assessing the Home Literacy Environment as a Foundation for Enhancing the Literacy Skills of Grade Two Learners
This study assessed the Home Literacy Environment (HLE) as a foundation for enhancing the literacy skills of learners. Specifically, it examined the status of the HLE in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as the learners’ literacy skills in word recognition, sentence reading, reading fluency, and comprehension. The study employed a descriptive–correlational research design and was conducted in a public elementary school setting. Using total sampling technique, the respondents consisted of five Grade Two teachers and 157 parents of Grade Two learners. Data were gathered through a Survey Questionnaire for Parents adapted from Buvaneswari and Padakannaya and the Comprehensive Rapid Literacy Assessment (CRLA) developed by Tancioco and Ortega-Dela Cruz. Statistical tools included frequency counts, percentages, weighted mean, and Pearson Product–Moment Correlation Coefficient. Findings revealed that the home literacy environment was generally supportive of literacy development, and learners demonstrated stronger foundational reading skills than higher-level reading competencies. The results indicated that home literacy conditions contributed meaningfully to learners’ reading development. The study concluded that strengthening home–school collaboration is essential in improving early literacy outcomes. Based on the findings, a Literacy Skills Enhancement Plan was proposed to reinforce parental involvement and support school- based literacy instruction.
Home literacy environment, early literacy, reading skills, parental involvement, word recognition, reading fluency, comprehension
Influence of Home Literacy Environment on the Literacy Skills of Grade Two Learners
This study assessed the influence of the home literacy environment on the literacy skills of learners. It examined the home literacy environment in terms of physical environment, parent literacy habits, child literacy habits, parent–child interaction, and parental beliefs, as well as learners’ literacy skills in word recognition, sentence reading, reading fluency, and comprehension. A descriptive–correlational research design was employed to describe existing home literacy conditions and determine their relationship with learners’ literacy skills without manipulating variables. The study was conducted at Can-asujan Elementary School in Barangay Can-asujan, Carcar City, Cebu. The respondents consisted of seventy-six (76) participants, including two (2) Grade Two teachers and seventy-four (74) parents from two Grade Two sections. Total Sampling Technique was used to select respondents directly involved in the learners’ literacy development at home and in school. Data were collected using a standardized parent survey adapted from Buvaneswari and Padakannaya (2017) to assess the home literacy environment and the Comprehensive Rapid Literacy Assessment (CRLA) developed by Tancioco and Ortega-Dela Cruz (2021) to measure learners’ literacy skills. Statistical tools employed included frequency count, percentage, weighted mean, standard deviation, and Pearson Product–Moment Correlation Coefficient. The results served as the empirical basis for the development of the proposed Literacy Skills Enhancement Plan.
Home Literacy Environment; Literacy Skills; Grade Two Learners
The Influence of Social Media on Students’ Written Discourse: Phenomenological Analysis
This phenomenological study is about the lived experiences of senior high school students and teachers on the influence of social media on students' written discourse. The data were collected from fifteen (15) participants through personal interviews using open-ended questions. All responses were recorded for transcription using a cellular phone. Colaizzi's method was used for data analysis. After a thorough analysis of the transcripts, the following six (6) themes arose to capture the students and teachers' lived experiences: Facebook and Messenger as the Most Widely Used, Teachers' Permission of Social Media in the Classroom, Adapting Social Media Trends and Their Informality, Reduces the Formality of Written Communication, Social Media as a Distraction, Dual Impact of Social Media on Students' Performance. The study concluded that senior high school students and teachers have faced challenges with written communication due to the influences of social media on students. Despite all these challenges, the teachers remained hopeful that the students could learn and use their critical thinking skills without the reliance on social media, especially in terms of writing style and language use. Based on the findings, the researchers recommend that students use social media for academic reasons with greater awareness. In addition to encouraging reading and writing at home, parents must watch and assist their children. Teachers should also interact with parents to explain their children's performance and enforce highly regulated classroom social media use. Introduce targeted writing assignments, grammar lessons, and critical thinking challenges. Guidelines addressing the influence of social media on written discourse are to be implemented by the school administration. Future Researchers will conduct additional studies on the long-term impacts of social media use on students' academic writing, comparing studies across many geographic locations and educational levels to find more general trends and solutions.
Lived experiences, influence of social media, written discourse, qualitative method, phenomenological analysis
Copyright (c) 2026 Jonalyn E. Bohano, Ylnah T. Garolacan, Jessa A. Camero, Marry Cres T. Sencio, Honey Lou R. Malig-on, Marciano C. Placencia Jr, Jaypee R. Lopres https://creativecommons.org/licenses/by/4.0
Research Cultures in Applied Linguistics and TESOL: Book Review
The book provides an essential analysis of research culture development in applied linguistics and TESOL across various institutional and geopolitical settings. It demonstrates how research culture emerges through neoliberal policies, institutional choices and academic traditions within specific local contexts, while also showing that ethical and collaborative research environments remain possible despite these pressures. The book organized into three sections that collectively examine research culture in applied linguistics and TESOL across multiple higher education systems globally. The third section explores open-science initiatives and proposes practical methods to create equitable research settings. The volume is particularly relevant to my own academic context, as it addresses my current academic challenges related to research performance assessment, teaching responsibilities and supervision methods, issues also documented in studies on Saudi EFL teacher education and postgraduate research supervision (AbuSa’aleek & Alharbi, 2025; Alharbi, 2020, 2022).
Research culture, Applied linguistics, TESOL, Higher education, Academic evaluation, Saudi context
University–Community Collaboration in Hakka Cultural Sustainability
This study examines the role of universities in promoting local cultural sustainability through collaborative governance, using the transformation of the Xin Ding Festival in Jiadong Township, Pingtung County, Taiwan, as a case study. Facing challenges such as population aging, declining birth rates, and difficulties in cultural inheritance, the traditional Hakka festival experienced a gradual loss of vitality. Since 2017, a university team has participated continuously in the festival, collaborating with the local faith center and community organizations to support cultural revitalization. This research adopts a qualitative case study approach. Data were collected through semi-structured interviews with university team members, long-term participant observation and fieldwork from 2017 to 2024, and document and visual material analysis. These data were used to examine the collaborative process, governance mechanisms, and power dynamics among stakeholders involved in the cultural transformation. The findings reveal that the university functioned as a resource broker and value translator within a collaborative governance network. Through a progressive four-stage strategy, the university team introduced external resources, activity innovations, and contemporary social values while maintaining core traditional rituals. This process ultimately facilitated the transformation of the Xin Ding Festival into the “Xin Ding Xin Zhi Festival,” incorporating gender equality into local cultural practice. However, the collaboration also exposed power asymmetries and trust challenges, particularly after external funding was secured. In response, the university adopted a flexible conflict adaptation strategy that prioritized long-term relationship sustainability over direct confrontation. This study concludes that universities can play a critical bridging role in cultural sustainability by combining academic resources, contextual sensitivity, and adaptive governance strategies. The findings contribute a practical model of university–community collaboration and offer insights into managing power dynamics in the sustainable revitalization of intangible cultural heritage.
Collaborative Governance; University Mission; Stakeholders; Cultural Sustainability
Copyright (c) 2026 Su-Li Lin, Chih-Hao Tsai, Chih-Fang Chiu https://creativecommons.org/licenses/by/4.0
Alienation and Liberation in Ludic Interaction: Reconstructing Human-Machine Intersubjectivity and Ethical Governance in the Age of Artificial Intelligence
The "ludic" phenomenon in the age of artificial intelligence, characterized by its openness, generativity, and affective interaction, has reconfigured human-machine relationships, prompting a shift in research paradigms from a subject-object dichotomy towards an exploration of intersubjectivity. Digitally-mediated play formally echoes the "play-freedom" emancipatory narrative from Schiller to Marx. By simulating dialogue and affective recognition, it offers users experiences of creative expression and companionship. However, under the logic of digital capitalism, this interaction reveals a profound triple dimension of alienation: users' cognitive attention and affective energy are covertly exploited and datafied during their free time; the simulacrum of recognition provided by algorithms erodes the foundation of genuine social bonds and subjective construction; furthermore, entertaining interactions embed ideological discipline, achieving a soft incorporation of the individual. To navigate this duality, it is imperative to establish an ethical framework centered on transparency, symmetry, and exit rights. By cultivating critical digital literacy and promoting democratic participation in technology, the ultimate aim is to steer ludic practice back to its authentic purpose as a "realm of freedom" that fosters the comprehensive and free development of human beings.
Copyright (c) 2026 Zisi Yang, Ying Yang https://creativecommons.org/licenses/by/4.0
An Ethnographic Study on the Psychological Effects of Ritualsin the Fishing Communities of Siquijor Island
This ethnographic study examined the traditional fishing rituals and their psychological influences within the fishing communities in Siquijor Island in the Philippines. It focused on understanding the psycho-social elements of the rituals on the members of the fishing community, their relationships with one another, and cultural perpetuation as well as the role these rituals play in controlling risk and uncertainty surrounding fishing. Using a qualitative research design, data was gathered using key informant interviews and focused group discussion methodologies alongside field work observation. The following key themes emerged: spiritual and psychological connection; cultural importance; community cohesion; psychological impacts behind fishing rituals; intergenerational transmission; and luck and misfortune. These themes demonstrate how the rituals aid in managing emotional and psychological difficulties, impart control and a sense of resilience, strengthen social relationships, and sustain cultural practices. These themes illustrate that traditional fishing rituals are vital for enhancing psychological well-being and providing emotional support, reinforcing community relationships, and helping fishers deal with the unpredictable nature of their work. It is recommended that a focus on future research including long-term studies on tangible psychosocial impact, preservation and transmission of these rituals through digital archiving, and conducting similar research in other Southeast Asian fishing communities, can provide greater insight into the significance of rituals in alleviating work-related stress and fostering cultural continuity.
Fishing rituals; indigenous psychology; Sikolohiyang Pilipino; social psychology
Copyright (c) 2026 Eric Mark E. Opaon https://creativecommons.org/licenses/by/4.0
A Study on the Construction and Translation of the “Gap Year” on social media from the Perspective of Life Course Theory Based on a Comparative Analysis of Chinese and U.S. Data
Based on the concept of “deinstitutionalization” in life course theory, this study seeks to reconstruct the representation and construction of the “gap year” concept on social media through data analysis of the Weibo and X (Twitter) platforms, to comparatively examine the action translation occurring in China, and to explore the deinstitutionalized implications embedded in the concept of the “gap year.” Using the PMI algorithm, a textual co-occurrence analysis is conducted on posts from the two platforms, and thematic clustering is performed through a modular community detection algorithm to present the themes and intensities of related discussions across different platforms. Sentiment analysis is carried out using the SnowNLP analysis model and the TextBlob text-processing library in Python, with sentiment statistics and visualization conducted by date and related themes. From three dimensions—negative, neutral, and positive—the patterns of emotional evolution across different actions are analyzed, revealing the practical forms and emotional trends of the “gap year” concept in China. The analysis shows that gap year practices presented by actors on social networks exhibit clear thematic and emotional differences, and that emotional changes across stages display a pronounced ripple effect. When linked to life course theory, the “gap year” concept undergoes a transformation in the process of translation—from active to passive, and from practices of self-exploration to strategies of returning to the educational system.
gap year; life course theory; semantic network analysis; sentiment analysis
Accessibility Of Public Events: The Perspective of Persons With Disabilities And Special Needs
The article analyzes issues related to the creation and development of an inclusive society, where it is essential to ensure equal opportunities for all individuals to participate in social and cultural life, and where the accessibility of public events for persons with disabilities is a key condition for such inclusion. Based on the UN Convention on the Rights of Persons with Disabilities and scientific literature, it is emphasized that the participation of persons with disabilities or special needs in public events is limited by physical, organizational, and social barriers, while the application of universal design principles can significantly enhance event accessibility. The aim of the study is to examine the participation of persons with disabilities or special needs in public events. A quantitative research method—an electronic survey—was employed. The sample consisted of 250 respondents. The study revealed that the opportunities for persons with disabilities to participate in public events are assessed as average, with somewhat more favorable evaluations provided by women, younger respondents, and residents of cities and towns. It was found that persons with disabilities typically attend events once a month, and their main reasons for participation include self-education, personal development, and entertainment. Most respondents attended in-person events over the past 2–3 years, while online events were more popular among women, residents of major cities, and those aged 25–44. Summarizing the findings, it was determined that in-person participation remains the most preferred format, and the choice of events is often based on individually assessed possibilities for participation.
public events, accessibility, persons with disabilities, persons with special needs
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
The Role of Parental Engagement in Enhancing Social-Emotional School Readiness of Early Childhood Learners in Public Schools
This study examined the role of parental engagement in enhancing the social-emotional school readiness of early childhood learners in a public school in Cebu. A descriptive-correlational research design was employed, with 400 parent respondents selected using a purposive sampling technique during the school year 2025-2026. Data were gathered through validated questionnaires on parental engagement and social-emotional school readiness and analyzed using weighted means, standard deviations, and Pearson r correlation. Findings revealed that parents demonstrated very high engagement across all dimensions, while learners were perceived as extremely ready in all social-emotional domains. Results further indicated a significant positive relationship between parental engagement and social-emotional readiness, affirming that parental involvement contributes to children’s preparedness for formal schooling. Thus, parental engagement is a critical factor in fostering emotional and social competencies essential for school success. It recommends strengthening family-school partnerships through structured programs, parent education initiatives, and home-based learning strategies to sustain and enhance readiness outcomes.
Copyright (c) 2026 Kristine Ann F. Villariaza, Kaitlin Marie M. Opingo, Lilibeth C. Pinili, Emerson D. Peteros, Raymond C. Espina, Reylan G. Capuno, Marjorie B. Añero https://creativecommons.org/licenses/by/4.0
Symbiotic Governance in the Silver Economy: Integrating Vocational Education and Geriatric Learning in a Symbiotic Education Initiative in Guangzhou
China’s rapid population aging has increased demand for high-quality eldercare and exposed weaknesses in education and training. Vocational colleges that prepare the care workforce and universities for the aged that promote active aging have developed on separate tracks, creating a split system in which youth programs stress technical skills and elder programs focus on leisure. This article analyzes an integrated experiment in Guangzhou, the Symbiotic Education for Aging Initiative, and proposes symbiotic governance to reconnect these subsystems. Drawing on Structural Functionalism, Situated Learning Theory, the Intergroup Contact Hypothesis, and Activity Theory, the study uses an embedded single-case design, combining policy and program documents with institutional data on certification, employment, older adults’ participation, and employer feedback. It first identifies three main problems in the current system (curriculum split, scenario isolation, faculty gaps), then reconstructs the initiative as an ecosystem of institutional permeability, youth–silver co-learning, and spatial–digital extension, and finally presents indicative improvements in student outcomes, older adults’ agency, and industry alignment. Conceptually, the article advances the ideas of symbiotic education, institutionalized empathy, and a possible third demographic dividend, where intergenerational learning turns older adults’ time and experience into renewed human and social capital.
Intergenerational Learning, Vocational Education,; Universities for the Aged, Symbiotic Governance
Press and Digital Discourses on Decriminalizing Consensual Relations in Morocco: A Netnographic Study
The decriminalization of consensual extramarital relations in Morocco, as proposed under reforms to Article 490 of the Penal Code, has created an intense debate intersecting culture, religion, domestic law, and human rights. This study investigates the digital debates surrounding this significant change in the socio-legal framework of the country. Using a netnographic approach, online comments and reactions to the announcement of the reform, and thematic analysis of newspaper articles to see how these reactions are echoed in prominent media outlets. Findings reveal that there is a polarization among Moroccans, since supporters of the decriminalization emphasize universal values like individual freedoms, bodily autonomy, and commitment to international human rights obligations. Opponents invoke religious values, cultural identity, and concerns about social order. Media echo and promote these divides depending on the orientation of the outlet. The study highlights Morocco’s tension between modernity and traditional identity, which underscores the need for culturally sensitive reform.
Human rights, cultural change, legal reforms, gender, women, morality
Impact Of Face-To-Face Class Resumption on Early Childhood Development Competencies
This study examined the impact of face-to-face class resumption on the Early Childhood Development (ECD) competencies of kindergarten learners. Using a descriptive-quantitative research design, the study assessed 86 participants comprising 2 teacher respondents and 84 kindergarten learners through the standardized Early Childhood Development (ECD) checklist issued by the Department of Education (DepEd). This tool measured learner progress across multiple domains: socio-emotional, gross motor, fine motor, self-help, receptive and expressive language, and cognitive development. Pre- and post-assessment results showed marked developmental improvements in all areas following the resumption of face-to-face classes. Regular school attendance further supported learner engagement and exposure to formal instruction. The use of paired samples t-test revealed statistically significant differences between pre- and post- assessment scores, affirming the positive impact of in-person learning modalities. To address residual developmental gaps and reinforce instructional effectiveness, an Enhancement Plan was developed. The plan featured targeted, phase-based interventions aligned with DepEd’s quarterly framework. The study affirmed that structured early learning environments and consistent school attendance were critical in promoting holistic growth among young learners in the post-pandemic context.
Face to Face Class, Early Childhood Development, Pre- and post-assessment results
The Symbol of Garuda as A Cultural Media and Ideology: A Case Study in Bali-Indonesia
Garuda is a mythological creature originated from Vedic literature, depicted as a combination of human and bird. The purpose of this paper is to understand the meaning of the Garuda symbol as a cultural and ideological medium from the perspective of postmodernist thought, which is a very interesting topic to discuss. Until now, the Garuda symbol in cultural and ideological media has rarely been discussed the meaning behind the use of the Garuda symbol in aspects of contemporary Indonesian society. The Garuda symbol in contemporary life in Indonesia, especially on the island of Bali, contains certain meanings. The meanings contained in the symbolization of the Garuda as a cultural and ideological medium certainly have various interpretations, depending on the subject of society who interprets this Garuda symbol. This is related to the culture of the use of bird symbols as ideological symbols. The approach used to answer several problems in understanding the meaning of the Garuda symbol as a cultural and ideological medium in the perspective of postmodernist thought is the hermeneutic approach associated with postmodernist thought to provide an interpretation of the Garuda symbol as a cultural and ideological medium. The hermeneutic approach in this paper is borrowed in providing interpretation and critically analyzed from postmodern thought to understand the meaning of the Garuda symbol as a cultural and ideological medium. For this reason, it is still felt necessary to examine more deeply so that the meaning behind the meaning of the Garuda symbol can be understood more deeply from the perspective of cultural studies. Based on the above description, understanding the Garuda symbol as a cultural and ideological medium from a postmodern perspective is quite compelling. This interest stems from the specific meaning each postmodernist perspective possesses, allowing for a deeper analysis of the meaning behind the Garuda symbol.
Garuda, mythological, creature, symbol, cultural, media, ideology
Oaths and Orders: Navigating Wartime Medical Neutrality in Deanna Germain’s Reaching Past the Wire: A Nurse at Abu Ghraib
This paper examines the ethical tension confronting the healthcare workers stationed at Abu Ghraib Prison, where the principles of humanitarian care dissolved under the pressure of state-sanctioned violence, preexisting structural violence and the intense scrutiny of the international public gaze. Focusing on Major Deanna Germain’s memoir, Reaching Past the Wire: A Nurse at Abu Ghraib, the study offers a critical account of the challenges of maintaining medical neutrality in the context of a morally degraded prison where complicity and care coexist. Most of the scholarly literature that concerns itself with questions of medical neutrality during wartime has largely documented the ethical transgressions of healthcare providers, with far less scholarship attending to the experience of those who attempted to maintain a commitment to medical ethics under intense pressure. I draw on Virginia Held’s “ethics of care” to argue that Germain’s memoir testifies to a nurse’s effort to fashion an ethical self in a prison context that works to deconstruct such a caring self. The memoir complicates the image of Abu Ghraib as merely a site of institutionalized abuse by offering a counternarrative in which care, agency, and medical ethics persist, however tenuously. Read in this way, the study contributes to a nuanced understanding of medical accountability and the potential for compassionate practice within the frame of institutionalized violence.
medical neutrality, Deanna Germain, Reaching Past the Wire, ethics of care, Virginia Held, war nurses, Abu Ghraib, Iraq War
A Literature Review on the Construction of China's Arctic Image
The present studies on construction of China's Arctic image are mainly analyzed from non-linguistics perspective and linguistics perspective. From a non-linguistics standpoint, studies mainly draw on international relations, communication, law, and cartography, examining how China shapes its Arctic image through identity positioning, international engagement, public diplomacy, legal argumentation, and map discourse. The linguistics perspective, by contrast, focuses on discourse analysis and narrative analysis, exploring the vocabulary, rhetoric, and narrative logic embedded in official documents, academic discourse, and media coverage, to reveal how language functions as a strategic tool to convey positions, reflect state strategies, and shape external perceptions. However, previous studies has some limitations, primarily including insufficient analysis and contextual interpretation from the linguistics perspective, inadequate examination of the diversity of actors and interactive mechanisms, and limited depth and breadth in quantitative and empirical analysis. Looking ahead, future research should seek to deepen the scope of linguistic discourse analysis, broaden actors, and make fuller use of quantitative approaches.
Copyright (c) 2025 Zhixian Chen https://creativecommons.org/licenses/by/4.0
Language Learning Strategies and Reading Skills of Grade Three Learners: Basis for A Reading Skills Enhancement Plan
This study assessed the language learning strategies and reading skills of the learners. A descriptive–correlational design was employed, using census sampling, the respondents comprised all officially enrolled Grade Three pupils during SY 2025–2026 (n = 569). Data were gathered through a two-part instrument: a learner profile and an adapted Language Learning Strategies Survey (listening, speaking, reading, writing) grounded in Kaur and Embi (2011), alongside CRLA-aligned reading assessments. Descriptive statistics and appropriate tests of association were used to summarize variables and examine the link between strategy use and reading performance. Results indicated generally favorable strategy use across domains, with strengths in accuracy- and repair-oriented behaviors (e.g., rereading, using text features, practicing grammatical forms) and relative gaps in higher-order, metacognitive strategies (e.g., predicting, summarizing, flexible paraphrasing). Most learners read below the expected benchmark, and stronger, more consistent strategy use aligned with better reading outcomes. The study concluded that explicit, routine instruction in metacognitive strategies, coupled with tiered supports and short-cycle monitoring, would best accelerate reading growth. It recommended implementing a CRLA-aligned Reading Skills Enhancement Plan featuring protected intervention blocks, flexible grouping, teacher professional development on think-aloud and discussion scaffolds, and institutionalized assessment cycles.
Language Learning Strategies, Reading Skills, Listening Strategies, Speaking Strategies
Collaborative Governance Regime Driving Digital, Tourism, and Export Transformation in Rural Sidomulyo
Collaborative rural governance in Indonesia has increasingly attracted scholarly scrutiny due to growing interdependence between government institutions, community organizations, private actors, and academic partners. The study analyses how multi-actor interactions in Sidomulyo Village produce institutional synergy across three strategic initiatives: digital governance, community-based tourism, and export-oriented agribusiness. A qualitative phenomenological approach was employed through semi-structured interviews, direct field observation, and documentary analysis. Analytical rigor was enhanced through triangulation and thematic coding aligned with the Collaborative Governance Regime framework. Findings reveal that governance effectiveness evolves from relational mechanisms, epistemic collaboration, and shared motivation rather than hierarchical directives. Digital platforms expand administrative transparency and knowledge transfer; tourism strengthens cultural identity and collective entrepreneurship; agribusiness exportation demonstrates value-chain competitiveness supported by scientific expertise. Academic institutions operate as epistemic actors, contributing not only technical inputs but also methodological leadership, institutional learning, and certification pathways. Informal norms, cultural cohesion, and mutual accountability function as coordinating instruments, reducing transaction costs and sustaining cross-sectoral cooperation. Empirical insights affirm that collaborative governance in micro contexts requires both cognitive capital and relational legitimacy to achieve durability. The study contributes theoretically by extending the Collaborative Governance Regime beyond urban and sectoral applications toward a knowledge-infused regime model tailored to rural environments. Practical implications emerge for policymakers seeking transformative strategies that integrate digital inclusiveness, creative tourism, and export viability in rural development.
Collaborative governance, digital village, community-based tourism, export agribusiness, epistemic actors
Copyright (c) 2025 Itok Wicaksono, Hadi Prayitno, Hari Karyadi, Selfi Budi Helpiastuti https://creativecommons.org/licenses/by/4.0
Challenges and Opportunities: Voices of Araling Panlipunan Teachers on Integrating Gamification into their Pedagogy
Gamification has emerged as a promising strategy to enhance student engagement, yet its specific application in the context of Philippine Social Studies (Araling Panlipunan) remains underexplored. This transcendental phenomenological study examined the lived experiences, challenges, and coping mechanisms of 10 Junior High School Araling Panlipunan teachers in the Toledo City Division (A.Y. 2024–2025). Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis. Findings reveal a dual narrative: while teachers reported positive outcomes such as increased student motivation, active participation, and improved lesson retention, they also encountered significant hurdles, including technological limitations, time constraints, and socio-emotional challenges among learners. To navigate these issues, teachers employed coping strategies focused on structured implementation, adaptability, and peer collaboration. The study concludes that while gamification is a potent pedagogical tool for Social Studies, its sustainable effectiveness relies heavily on strengthened institutional support, adequate technological infrastructure, and continuous professional development for teachers.
Copyright (c) 2025 Beatriz Ann Simafranca https://creativecommons.org/licenses/by/4.0
Implementation And Outcomes of the Matatag Curriculum: A Study on Its Influence in Early Childhood Education
This study explored the implementation of the MATATAG curriculum in basic education, focusing on teachers’ perceptions of its effectiveness, benefits, challenges, and its impact on student learning and development. Utilizing a descriptive-correlational research design, data were gathered from 44 teacher-respondents through a structured questionnaire. Descriptive statistics summarized demographic information and perceptions, while correlation analysis determined relationships between curriculum implementation, perceived benefits, and learning outcomes. Results showed that although the implementation of the curriculum was generally rated positively, notable gaps were identified in areas such as the availability of teaching materials and parental involvement. Teachers agreed that the curriculum supports student development, especially in literacy, collaboration, and self-confidence, with a perceived benefits and learning process. However, limited training and support, overcrowded classrooms, and insufficient resources were identified as persistent challenges. Importantly, statistical analysis showed a significant positive relationship between curriculum implementation and both perceived benefits and student learning and development. These findings highlight the crucial role of effective curriculum delivery in achieving desired educational outcomes and underscore the need for continuous teacher training, access to resources, and strong school-community collaboration to enhance the success of the MATATAG curriculum.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning
Preparations of Grade 7 Social Studies Teachers Towards a Curriculum Reform
Regular curriculum reviews ensure relevance and allow integration of subjects that meet evolving student and societal needs. In the Philippines, the MATATAG Curriculum redesigns the Social Studies (Araling Panlipunan) program by shifting focus from Asian Studies to the Philippines in Southeast Asia. This shift highlights the need to explore teacher preparation for implementing the new curriculum. This qualitative study used narrative inquiry to examine how five Grade 7 Social Studies teachers prepared for the MATATAG Curriculum. Through purposive sampling, in-depth semi-structured interviews were conducted using open-ended questions, allowing participants to share detailed experiences. Thematic analysis revealed six themes in teacher preparation: self-initiated activities, materials preparation, paradigm shift, apprenticeship learning, mandated activities, and empowerment. These efforts enhanced teachers' pedagogical content knowledge, equipping them to handle the revised subject matter effectively. The study recommends that, when rolling out a new curriculum, there should be a close dialogue between curriculum developers and teachers, quality reference materials be made available, teachers receive practical training through seminars and workshops, and forums be established between curriculum developers and teachers. These steps can ensure that classroom realities inform curriculum reform, fostering better implementation and improved learning outcomes.
7 Social Studies Teachers; Curriculum Reform; MATATAG Curriculum redesigns
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Immersive Virtual Reality: Across Generations Analysis of Attitude and Behavioural Donation Intention
The aim of this research is to compare the attitudes and behavioural donation intentions of digital natives and digital immigrants towards homelessness, as part of a social marketing campaign using immersive virtual reality, while examining the moderating role of religiosity. Data were collected using a face-to-face questionnaire administered to 187 respondents. The results indicate that digital natives exposed to immersive virtual reality have significantly higher attitudes towards homelessness than digital immigrants. However, no statistically significant difference was observed between the two groups exposed to immersive virtual reality in terms of behavioural donation intention. Furthermore, attitudes towards homelessness have a positive influence on behavioural donation intention, and this relationship is moderated by the level of religiosity. Finally, results reveal that a significant indirect effect of generation type (digital natives vs. digital immigrants) on behavioral donation intention via attitude is only observed for individuals with a high level of religiosity.
Copyright (c) 2025 Sana Ibrahim, Rym Bouzaabia https://creativecommons.org/licenses/by/4.0
The Power of Media in International Humanitarian Action
This research examines the impact of media portrayal on public perception and response to international humanitarian crises, exploring how the diversity of media discourse influences funding, volunteering, and policy decisions in humanitarian action. Employing qualitative methods, the research includes comprehensive media analyses, case studies of prominent humanitarian events, and opinion polls to assess public opinion and response behaviors. The findings reveal that compelling and emotionally charged narratives significantly enhance public engagement and funding, while impersonal or bureaucratic portrayals often lead to apathy and disengagement. Notably, the study highlights a fundamental link between the nature of media discourse and the effectiveness of humanitarian initiatives, suggesting that strategic media collaboration can significantly improve public response in crisis situations. The implications of these findings extend to the broader field of humanitarian aid, underscoring the need for coherent media strategies capable of mobilizing resources for humanitarian efforts addressing basic human needs, particularly in emergencies. Furthermore, this research contributes to the broader debate on the role of media in shaping societal actions and policies and calls for a more conscious and responsible media environment that not only covers crises but also promotes proactive public response. Ultimately, the implications of this study suggest that optimal media engagement can significantly improve the effectiveness of humanitarian responses, thereby enhancing humanitarian outcomes for affected populations.
Copyright (c) 2025 Anas Allouzi https://creativecommons.org/licenses/by/4.0
Readiness of Philippine Secondary Public-School Teachers Towards the Implementation of Inclusive Education
This study investigated the readiness of secondary public-school teachers in the Philippines to implement inclusive education, focusing on their competencies in knowledge, skills, attitudes, and practices. Literature reviews mined from this study emphasized the growing importance of inclusive education and the need for educators to be adequately prepared to address diverse student needs. Hence, the study explored the impact of demographic variables such as age, gender, educational attainment, field of specialization, length of service, and relevant training on teachers’ readiness for inclusive education. The research hypothesized that these demographic factors significantly relate to the competencies required for inclusive education. The study employed a descriptive-correlational research design and surveyed 30 teachers from Lahug National High School (Night) in Cebu City, using a structured questionnaire adapted from Moosa et al. (2020). The results revealed that while demographic variables have minimal impact on teachers' knowledge and skills competencies, length of service and relevant training positively influence teachers’ attitudes and practical application of inclusive practices. Thus, the findings highlighted the necessity of professional development programs and targeted training to enhance teacher readiness for inclusive education. The study's findings strongly recommended prioritizing advanced training programs, aligning evaluations with inclusive education competencies, conducting further research on intrinsic motivational factors, and adopting the Action Plan for Improving Readiness in Inclusive Education among Philippine Secondary Public-School Teachers to enhance teacher readiness and effectiveness.
Inclusive Education, Teacher Readiness, Secondary Public School, Attitude Competency, Knowledge Competency, Skills Competency
Persuasive Strategies in Slogans of Samsung Smartphones
The aim of this research is to examine the strategies of persuasion employed in slogans of Samsung smartphones. Particularly, the objective of this study is to reveal how these strategies are utilized to influence recipients and convince them to make purchases. To realize this objective, 30 Samsung smartphones slogans were analyzed following Keraf’s (2004) model of persuasion to arrive at the most prevalent strategies applied in these slogans and Aristotle’s (1954) model of persuasion to reveal the way implemented to realize the goal of effective marketing. The findings show that Samsung slogans utilized five persuasive strategies, namely rationalization, identification, hypnotic, conformity, and compensation. Findings also show that the conformity technique is the most frequently employed one. Moreover, as for persuasive rhetorical modes, Ethos is the most commonly used one in Samsung slogans. This study offers insights into the significant role of persuasion in digital marketing to successfully enthrall consumers.
Samsung, Slogan, Smartphones, Techniques of persuasion
The Role of Language Skills in Shaping Oral Reading Ability of Grade One Learners
This study examines how language skills impact the oral reading abilities of the learners. It underscores the critical role of early language development in fostering literacy. The study investigates the relationships between listening, speaking, vocabulary, and comprehension skills and their influence on reading fluency and accuracy. Various data collection methods were employed, including assessments, reading evaluations, and teacher observations. The sample consisted of 30 purposively selected parents of Grade One students. Data were analyzed using frequency, percentage, weighted mean, and Pearson Correlation Coefficient (r). The findings revealed that learners with stronger language skills generally demonstrated better oral reading abilities, emphasizing the strong link between language development and literacy. Conversely, deficits in vocabulary and comprehension were found to impede reading performance. The study highlights the need for targeted language development interventions to promote early reading success. It recommends incorporating language enrichment activities into the curriculum and offering specific support for students who require additional assistance. By exploring the connection between language skills and reading proficiency, the research provides valuable insights for educators, curriculum designers, and policymakers focused on improving literacy outcomes for young learners.
Receptive language, Expressive language, Oral reading ability, Reading fluency, Early literacy, Language development