| 1 |
Author(s):
Dr. Jannifer H. Sykes.
Country:
United States
Research Area:
Education
Page No:
1-14 |
The Impact of Whole Language Practices on the Reading Instruction of Second-Grade African American Males
Abstract
Research consistently shows African American boys in the early elementary grades often lag behind their peers in reading proficiency. This reading gap is particularly evident in under-resourced communities, where high-quality, culturally responsive instruction is often limited and governed by the principles of the No Child Left Behind (NCLB) legislation, which emphasizes accountability and equity in ensuring all students succeed. This study investigated whether alternative instructional approaches can lead to improved outcomes for struggling readers. Specifically, this study examined the impact of whole language instructional practices on the reading achievement of second-grade African American boys, age 7 to 8 years, in a rural Title I elementary school serving approximately 119 students.In this research study, a group of second-grade African American boys received reading instruction using a whole language approach, which focuses on meaning-making, context, and student engagement with authentic texts, in contrast to traditional phonics-based instruction. Pre- and post-assessment reading data were collected to analyze the correlation between instructional method and reading performance. The results indicated whole language practices had a positive influence on reading achievement for the participating students. These findings show that incorporating whole language strategies may provide a more effective and inclusive approach to improving literacy outcomes for African American boys in alignment with the goals of NCLB, and adopting a whole language approach may be a viable strategy to enhance literacy outcomes among African American boys in similar educational settings.
| 2 |
Author(s):
Sayantika Bhattacharjee, Prof. (Dr.) Prem Shankar Srivastava.
Country:
India
Research Area:
Education
Page No:
15-25 |
Need of Social Skill among Prospective Teachers: A Conceptual Study
Abstract
In contemporary teacher education, subject-matter knowledge and pedagogical proficiency are no longer sufficient for preparing effective educators. This paper examines the critical need for developing social skills among prospective teachers—skills such as empathy, active listening, adaptive communication, conflict resolution, collaboration, reflective awareness, and emotional self-regulation. These interpersonal and intrapersonal competencies form the backbone of successful teaching in today’s diverse, inclusive, and socially dynamic classrooms. Drawing upon a mixed-methods synthesis of empirical studies, program evaluations, and theoretical literature, this paper identifies key domains of social skills essential for pre-service teacher development. The review highlights evidence-based interventions including explicit instruction in pro-social behaviors (e.g., turn-taking, polite refusals, active listening), experiential learning through project-based collaboration, reflective journaling, mentorship dialogues, and digital simulation tools. Studies consistently show that these interventions improve prospective teachers’ classroom management, relational confidence, group facilitation, emotional sensitivity, and their ability to maintain respectful classroom norms. The findings also demonstrate that embedding structured social skill training within teacher education curricula enhances not only individual teacher effectiveness but also broader classroom dynamics—promoting inclusive participation, student engagement, and resilience in the face of classroom challenges. In particular, simulation-based practices and dialogic mentoring offer low-risk environments for candidates to rehearse complex social interactions, while community partnerships foster real-world empathy and cooperation. This paper argues that without a deliberate and systemic focus on relational competence, many future educators may enter the profession technically prepared but socially underdeveloped—undermining both student outcomes and teacher retention. Therefore, teacher education programs must integrate comprehensive, scaffold training in social competencies alongside academic and pedagogical instruction. Recommendations include embedding social-skill modules into core teacher education curricula, fostering reflective practice through journaling and peer dialogue, leveraging AI-based simulation platforms, and cultivating mentorship-driven communities of practice. These strategies, when sustained and contextually tailored, can equip pre-service teachers to navigate the interpersonal complexities of 21st-century classrooms with empathy, clarity, and resilience.
| 3 |
Author(s):
Divya Prakash, Ravi Kant.
Country:
India
Research Area:
Education
Page No:
26-42 |
Evaluating AI-TPACK in Education: A Qualitative SWOC Analysis of Artificial Intelligence Integration in Teaching and Learning
Abstract
Recently, artificial intelligence technologies that emulate human capabilities or occupations have emerged as a prominent concern. Research on AI-Technological Pedagogical Content Knowledge (AI-TPACK) has significantly increased. Several educational technology review studies have identified issues and patterns in AI-TPACK research conducted over the past few years. The integration of artificial intelligence technologies globally and their application in educational settings necessitates an evaluation of the existing strengths and weaknesses, as well as the opportunities and challenges they present. Education has partially utilised the potential of artificial intelligence (AI). Teachers must possess specialised technological and pedagogical knowledge regarding AI to successfully incorporate it in education. Nevertheless, this research aims to analyse AI-TPACK in education through SWOC analysis. A qualitative research methodology was employed to elucidate. The current study aims to analyse the strengths, weaknesses, opportunities, and challenges of AI-TPACK. The results indicated that increased knowledge of the strengths, weaknesses, opportunities, and challenges of AI-TPACK improves learners' understanding of the pedagogical benefits of AI. Furthermore, it highlights the necessity for ongoing professional development for educators, ensuring they are well-equipped to navigate the evolving landscape of technology in teaching. By fostering a deeper comprehension of these elements, educational institutions can better prepare both teachers and students for a future increasingly influenced by artificial intelligence.
| 4 |
Author(s):
Simona Serafimovska, Natka Jankova Aladjozovska, Dalibor Serafimovski.
Country:
North Macedonia
Research Area:
Education
Page No:
43-56 |
Attitudes of Primary School Students About the Role of Computer Video Games in Learning English: Case Study in North Macedonia
Abstract
The majority of research on video games focuses on children and teenagers, though the age range of players has expanded. Most studies emphasize elementary school students, who are generally enthusiastic about gaming. Our research focused on this group across several elementary schools in the southeastern part of North Macedonia.
The results demonstrate correlations and comparisons that align with current trends. Internet access plays a key role in gaming, with 86% of respondents having access, compared to 98% of Australian teenagers. Our findings reveal that 51% of students want to play video games, and 31% play daily. Additionally, 71% believe video games help in learning English, particularly by enhancing motivation, vocabulary, conversation, listening, and overall language skills.
Furthermore, 51% of students view gaming as a fun activity shared with peers. Meanwhile, 98% stated they are not allowed to play video games in the classroom. Opinions remain divided on whether video games should be integrated into English language learning.
| 5 |
Author(s):
Pankaj Kumar Mahato.
Country:
India
Research Area:
Commerce
Page No:
57-68 |
India’s Sustainable Ascent: Integrating Economic Growth with SDGs for Global Leadership
Abstract
This article examines the imperative of harmonizing India's rapid economic expansion with the United Nations Sustainable Development Goals. The research objectives include analyzing the alignment between economic growth and SDGs, identifying challenges and opportunities in achieving sustainability, evaluating policy effectiveness, and proposing a roadmap for accelerated SDG achievement and global leadership. Employing a qualitative, descriptive, and analytical research design, the study relies on secondary data from academic literature, government reports, and NITI Aayog's SDG India Index. Major findings reveal India's strong institutional commitment to SDGs, evidenced by progress in poverty reduction and renewable energy. However, challenges persist from historical environmentally impactful growth, data reliability issues, and social disparities. Opportunities lie in green finance and decentralized governance. The paper concludes by proposing a roadmap for enhanced policy coherence, strengthened data ecosystems, diversified financial mobilization, inclusive growth strategies, and proactive global leadership to cement India's role in a sustainable future.
| 6 |
Author(s):
Issa Kansaye.
Country:
Mali
Research Area:
Social Science
Page No:
69-86 |
The Dynamics of Regional Integration in East Africa: Institutional Developments and Policy Challenges
Abstract
This paper analyzes the East African Community (EAC), an ambitious regional integration effort established in 2000 and encompassing seven member states: Burundi, Democratic Republic of Congo, Kenya, Rwanda, South Sudan, Tanzania, and Uganda. The study delves into the historical backdrop of East African regionalism, the EAC's institutional structure, and its progress across four pillars: the Customs Union, Common Market, Monetary Union, and Political Federation. The research highlights the bloc's achievements, including enhanced intra-regional trade, infrastructure development, and labor mobility. However, it also addresses persistent obstacles such as political instability, economic disparities, non-tariff barriers, and inconsistent commitment among members. Drawing on policy documents, economic reports, and academic literature, the qualitative study identifies both catalysts and impediments to integration. By comparing the EAC to other blocs like ECOWAS and the European Union, the paper offers valuable lessons. It concludes that the EAC's long-term success depends on stronger political will, harmonized national policies, improved institutional capacity, and inclusive development. The paper offers policy recommendations to deepen integration and promote sustainable development, contributing to the broader understanding of African regionalism.
| 7 |
Author(s):
Soumen Das.
Country:
India
Research Area:
Sociology
Page No:
87-97 |
Food Meaning and Migrant Identity: A Sociological Analysis of Chakma Ritual Cuisine through the FMD Framework
Abstract
This study explores how the migrated Chakma community in New Town, Kolkata, preserves cultural identity and resists acculturation through ceremonial food practices. Drawing upon ethnographic fieldwork and qualitative interviews with forty respondents, it interprets the meanings of traditional dishes such as Pajon, Hebang, and Sidol-based curries through the Food Meaning Dimensions (FMD) framework (Aktaş-Polat & Polat, 2020). The analysis situates food as a “total social fact” that links ritual, memory, and adaptation. Findings reveal that food serves three sociological functions: it embodies consumption as moral and ecological practice, transfer as intergenerational pedagogy—especially through women’s labor—and identity as symbolic resistance in urban diaspora. Despite migration-induced constraints, the Chakmas practice what this paper terms adaptive conservation, maintaining cultural essence through flexible innovation. Through the lens of Bourdieu’s cultural capital, Mead’s symbolic interactionism, and Appadurai’s gastro-politics, the research argues that food operates as a living archive of belonging, transforming displacement into resilience and everyday cooking into a subtle act of cultural continuity.
| 8 |
Author(s):
Marwan Alkozai.
Country:
India
Research Area:
Public Administration
Page No:
98-109 |
Impact of international NGO’S in managing natural disaster in Afghanistan
Abstract
Afghanistan's interior environment, with scorching summers and harsh winters, is prone
to intense and recurring natural disasters. The country's dry and rainy season cycle is a serious
issue that regularly leads to disasters owing to a lack of planning, high susceptibility, and weak
adaptation and coping skills. Afghanistan has relied on international donations to control disaster
and pests, with the support of non-governmental organizations (NGO’S), because it is unable to
handle them independently.
In this environment, international non-governmental organizations (NGO’S) have played
an important role in disaster response, relief distribution, rehabilitation, and capacity
development efforts. Their engagement not only offers urgent humanitarian assistance, but also
helps to build long-term resilience through community training, infrastructure support, and
disaster preparedness initiatives. However, problems like as political instability, poor governance,
insufficient cooperation with local institutions, and security limitations frequently undermine the
effectiveness of their operations. The purpose of this study is to assess the overall impact of
international non-governmental organizations (NGO’S) in managing natural disasters in
Afghanistan, evaluating both their accomplishments and limits, as well as to explore strategies to
increase collaboration between foreign actors and national systems for long-term disaster
management. 1
I am going to explain through this research paper that how many none governmental
organization are involved in, how many percent of them are effectible in improving of
Afghanistan’s ability, Are there some challenges here.
