The present investigation studies the influence of mass-media discourse on foreign language instruction. In fact, the phenomenon largely known as the ‘information explosion’ has already been with us for some time, however, due to the widening spectrum of related problems it has increasingly turned into a matter of real concern in scientific discussions. If one tries to reduce the subject to FL instruction, one cannot but confirm a general feeling of uneasiness with regard to the multiple difficulties that the teacher encounters in the use of mass-media means in the FL class. Consequently, we advance that problems like imbalances in information, intercultural unawareness and imported programmes that are politically bias represent a real challenge to the effective employment of media in FL education. In an attempt to provide some solutions to such questions, we have undertaken a field work study with the collaboration of FL teachers and Master students of English studies at Mohamed Kheider University of Biskra. A mixed research methodology has been adopted and, accordingly, two research tools have been used, namely a needs analysis questionnaire that has been submitted to the students enrolled in Discourse Studies, and the organisation of a workshop with a sample study of FL teachers at the Department of English Studies and Literature. The principal objective that we have reached- after the elaboration of a needs analysis procedure and workshop activities with teachers- is the efficient and advantageous use of mass-media discourse as an educational tool in teaching English as a foreign language. In sum, the process of careful selection and appropriate exploitation constitutes the necessary prerequisite of the utilization of mass-media language in FL.
This study explores how industrial firms could have achieved stronger competitive performance if artificial intelligence–driven human resource management (AI-HRM) practices had existed during earlier stages of industrial production. The central objective is to estimate the potential impact of AI on organizational efficiency and workforce performance by constructing a counterfactual scenario grounded in empirical data. Using an industrial firm dataset, the research develops a counterfactual analytical model that links key HR indicators training intensity, absenteeism, labor productivity, turnover rates, and workforce allocation to a set of organizational performance outcomes such as profitability, operational efficiency, defect reduction, and total output. The model employs regression-based simulations and predictive estimation techniques to project how AI-supported HR processes in recruitment, workforce planning, scheduling, evaluation, and competency management might have altered these historical outcomes. Specific attention is given to how AI could enhance precision in staffing decisions, improve skill-task matching, reduce information asymmetries in performance evaluation, and optimize the coordination between human and technological resources. Findings suggest that firms characterized by high labor intensity, rigid hierarchical structures, and limited coordination mechanisms would have experienced the strongest efficiency and productivity gains under an AI-HRM scenario. The simulations show notable reductions in absenteeism, better alignment between training and production needs, and measurable increases in output per worker. Overall, the study highlights the strategic value of integrating AI into HRM by demonstrating that, even in past industrial contexts, AI could have operated as a cognitive and organizational stabilizer, reducing inefficiencies and reinforcing the firm’s capacity to adapt, coordinate, and perform.
William Blake’s short lyric “And did those feet in ancient time,” later titled Jerusalem, has long held a paradoxical place in British cultural and national identity. This research paper argues that William Blake used his poetry to challenge the cultural, industrial, and political norms and changes of his time. While different revolutions were taking place simultaneously, and while England Christians led monarchy lived in abundance and riches, people were living in poverty, disaster and illness, hence Blake uses a language that brings forward not only mythic imagery to challenge conventional notions of English national identity, but also proposing a prophetic vision, which is both imaginative and ethical in terms of his nation. Blake uses the art of poetry and engraving to raise a voice and call for collective moral effort and striving for one purpose: the hope of restoring the nation’s status as a great country, in which people would live in prosperity and abundance. Making England green again echoes Ezekiel’s prophetic voice in which dry bones are brought to life, symbolising the possibility of national and spiritual revival. The poem critiques industrial modernity (“dark Satanic mills”) even as it calls for the construction of a new symbolic “Jerusalem” through inner transformation and collective moral striving. This analysis aims to demonstrate that any change in ideology will affect national identity and people’s lives. Artists and poets play a crucial role in raising awareness and becoming the voice of the people to address such matters, often in a radical tone.
This study examined primary English teachers’ perceptions regarding the implementation of flipped learning for young learners (ages 9-12) in Poland. Data collection employed a mixed-methods approach to collect data via surveys from 42 teachers and semi-structured interviews with 5 teachers. The results indicate technology is indeed most prevalent with young learners. However, teachers showed high levels of uncertainty about using flipped learning as the primary teaching method with this age group. Teachers mainly view Flipped learning as a supplementary tool, due to several challenges such as the need for consistent parental involvement, and students’ access to technology, The study asserts Content and Language Integrated Learning (CLIL) particularly as a suitable environment for flipped learning to enhance young learners’ English proficiency, provided strategic support to enhance student engagement.
This study examines how final-year ENS (École Normale Supérieure) Constantine trainee English teachers evaluate the pedagogical value, limitations, and ethical implications of using generative AI for lesson planning during their compulsory school-based training. Drawing on semi-structured interviews with 44 trainees (22 Bac+5; 22 Bac+4), the study employs a qualitative thematic analysis to trace how trainees negotiate AI’s affordances in relation to the realities of their practicum settings, including curricular demands, inspection requirements, and classroom conditions in Algerian middle and secondary schools. Findings show that trainees view AI as a helpful starting point that accelerates idea generation, yet they consistently judge its outputs insufficient without substantial adaptation, particularly regarding assessment, differentiation and contextual relevance. Ethical concerns, apprehension about inspector scrutiny, and infrastructural limitations further restrict trainees’ willingness to adopt AI. Trainees call for practicum-embedded AI training, clear institutional guidelines and mentor-supervised classroom piloting to ensure responsible integration. The study highlights the need to align AI literacy, pedagogical training and institutional policy within pre-service teacher education.
This study explored how servant leadership can foster compassionate school cultures in Catholic education, aiming to support the holistic development of learners, as viewed through the eyes of South African school principals. The research was driven by a desire to understand how ethical, relational, and faith-based leadership practices influence students’ emotional, social, moral, and academic wellbeing, especially in Catholic schools that weave spiritual and moral guidance into their educational framework. A qualitative phenomenological approach was used to gather insights from the principals’ lived experiences, employing semi-structured interviews and document analysis as the main methods for data collection. Twelve principals, purposively selected to represent urban, peri-urban, and rural Catholic schools, took part in the study. The data were analysed thematically to uncover patterns and insights related to servant leadership practices, the challenges faced, and their effects on school culture. The study identified four main themes: the essential role of empathetic presence in fostering compassion, the importance of relational care through meaningful interactions with both staff and students, the integration of faith-based moral and spiritual development in line with Catholic Social Teaching, and the challenges to maintaining compassionate practices, such as limited resources and teacher burnout. Principals noted that servant leadership creates inclusive and supportive school environments, which in turn promotes the overall development of learners by addressing their emotional, social, and ethical needs alongside their academic progress. The research concludes that when servant leadership is implemented through empathy, relational care, and faith-based principles, it can significantly transform Catholic education. It highlights the need for intentional leadership, systemic support, and the incorporation of culturally and spiritually relevant frameworks, like Ubuntu and Catholic Social Teaching, to nurture compassionate school cultures. These findings have important implications for developing leadership, shaping policies, and advancing holistic, learner-centred education in faith-based school contexts.
Two theories were applied: the information processing and Skinner’s reinforcement theory. A method for estimating causal links without random assignment was employed. There were two institutions: an experimental one and a normal one. Using judicious sampling methods, 43 participants from the two chosen schools were included in the study. The questionnaires were completed by 23 parents from the intervention school. Information was gathered using the Bangor Dyslexia Test (BDT), pre- and post-tests, and a literacy assessment exam. There was a statistically significant difference between the reading scores of boys and girls with dyslexia, according to the results of the independent samples t-test. When examining reading skill alone as a component of reading ability, female students’ results (M=26.7; SD=7.7) were significantly higher than those of male students (M=13.0; SD=6.7), t (21) = 4.563, p =.000 <.001. This suggests that gender plays a significant role in improving reading ability through mnemonic intervention, with female students outperforming male students. According to the study, the Department of Education (DBE) should create early assessments for male learners with dyslexia in their early school years.
Aligning translation training with the requirements of the labor market is of paramount importance; especially after the advent of Artificial intelligence (AI) and its sweeping impact on a wide array of domains including the translation sector. This study investigates the career paths of translation graduates as well as their perceptions towards translation training and translation market in Algeria. It adopts a mixed-methods approach to collect data from a sample of 66 translation graduates from various Algerian universities. It concluded that the public sector attracts more translation graduates than the private sector with most participants working as language educators or translators. The translation market in Algeria was deemed by participants as weak in terms of job opportunities and remuneration, therefore recommendations were provided to adjust the translation training with the needs of the labor market, improve the translation status and adopt a national policy to enhance the translation profession in Algeria.
The present research explored the efficacy of the Scenario-Based Learning Approach in the development of the critical thinking of 42 randomly selected students of the EMI Master’s program of the Computer Science Department of Laghouat University, Algeria. Through its learner-centered pedagogy, SBL is highly aligned with the needs of 21st-century learners. The research followed a descriptive quasi-experimental method to evaluate the effect of SBL on the critical thinking of the targeted subjects. Data analysis was conducted through SPSS Software. The results showed that the SBL approach effectively enhanced students’ engagement, motivation, and development of practical skills. The research noted a noteworthy enhancement of students’ critical thinking ability, as indicated by significant differences in pre-test and post-test scores. The SBL approach also influenced the learning process positively, rendering retention, reasoning, and attention during video lessons more effectively. Additionally, the use of technology through audio-visual lessons also enhanced the learning process, working to suit the environment of the learners. Finally, the use of SBL encourages students to think critically about learning. Suggestions stemming from this research include integrating SBL into curriculum design across all disciplines, providing teacher professional development in SBL approaches, placing priority on technological integration in the teaching practice, developing rigorous assessment plans in conjunction with SBL, and advocating for further research on the long-term effect of SBL on student learning.
Antimicrobial resistance (AMR) is usually framed as a technical problem of drug-resistant pathogens, yet for those living with it, AMR is an everyday condition of uncertainty that reshapes what it means to remain alive, treatable, and connected to health systems. This article develops a fluid onto-epistemology of human existence in the presence of AMR, asking how existence, risk and knowledge are co-produced across Thailand’s AMR landscape. First, it traces how AMR emerges from ordinary practices and infrastructures – from prescribing, dispensing and surveillance to water, sanitation and food systems – to conceptualise AMR as a slow-onset, super-wicked disaster nested within human lives rather than external to human existence. Second, it examines how human lives are valued, protected or left at risk within Thailand’s evolving AMR governance, including tensions between national indicators, everyday therapeutic practices and the position of refugees and migrants at the margins of entitlement. Third, it proposes a communicative-ecology lens for mapping how knowledge of AMR moves between actors, institutions and environments, and how these flows shape possibilities for anticipation, care and accountability. The resulting framework is designed to be transferable and empirically usable: it can be populated with quantitative and qualitative data, scaled between national profiles and local settings, and adapted as stakeholder configurations change. In the Thai context, this means reading AMR as part of the country’s disaster risk profile, especially in refugee- and migrant-affected settings where surveillance is challenging. Future research on AMR in Thailand – including along the Thai-Myanmar border and in refugee- and migrant-affected settings will collect and interpret data through this framework in order to better align everyday experiences of risk with policy, surveillance and intervention.
This paper examines the European integration trajectories of Albania and North Macedonia from 2001 to 2025, analyzing how two neighboring Western Balkan countries with shared strategic objectives have experienced distinct pathways toward European Union accession. Using a comparative and qualitative approach, the study investigates institutional preparedness, political reform processes, regional diplomacy, and the impact of the EU’s conditionality framework. North Macedonia’s journey, initiated with the signing of the Stabilization and Association Agreement in 2001, has been repeatedly hindered by bilateral disputes, identity politics, and internal political instability. Albania, while avoiding major external blockages, has faced persistent challenges related to governance, corruption, and the rule of law, which have slowed its reform momentum. Despite shared participation in regional initiatives such as the Berlin Process and alignment with the Western Balkans enlargement agenda, the two cases illustrate how similar starting points can lead to divergent outcomes. The findings demonstrate that the interplay between domestic reform capacity and external conditionality has determined each country’s pace and depth of integration. Furthermore, the study argues that geographical proximity and similar policy aspirations are insufficient predictors of harmonized European futures. Instead, political will, institutional stability, and the credibility of EU incentives remain decisive factors. By tracing both successes and setbacks across two decades, the paper provides a deeper understanding of how structural conditions, geopolitical dynamics, and EU engagement shape the transformative power of Europeanization in the Western Balkans. We find ourselves witnessing achievements, failures, and expectations that belong not only to the citizens but also to civil society, the academic sphere, diverse communities, institutions, and the collective consciousness. In the persistent wait for the overcoming of bilateral disputes, there is a prevailing sense that not only is the region advancing at divergent paces, but that the EU itself appears inconsistent and without a harmonized voice regarding the issues of consensus and decision-making.
The aim of this study is to explore new models of sustainable mobility in smart cities, with a particular focus on the intersection between digitalisation, social inclusion and sustainable urban planning. Through an interdisciplinary analysis combining bibliographic review and international case studies (Barcelona, Singapore, Milan, Amsterdam, Oslo and Tokyo), the work highlights how urban mobility is now at the heart of a technological and cultural transformation. The adoption of advanced digital systems, such as artificial intelligence and Mobility-as-a-Service, not only improves efficiency and reduces environmental impact, but also contributes to redefining social relations and urban governance models. However, critical issues related to digital inequalities, trust in institutions and civic participation are emerging. The paper proposes a multidimensional approach based on the triple bottom line theory, which integrates environmental sustainability, social equity and economic development. Therefore, inclusive and participatory policies become fundamental to ensuring that sustainable mobility becomes a common good capable of promoting more resilient, accessible and fair cities.
This paper analyzes North Macedonia’s foreign policy behavior in the period of 2006-2017, evaluating its status seeking endeavors as a small state within international politics. Using a qualitative methodology which builds upon a case study, the paper researches the determinants of small states’ foreign policy, with an emphasis on ambition and capacity. The paper argues that under VMRO DPMNE’S rule, North Macedonia led an identity driven foreign policy, characterized by projects of antiquization, which in turn would cause a latent shift from the country’s traditional Euro-Atlantic orientation. Such overreaching ambition, which aimed to elevate the country’s international standing, clashed with the geopolitical realities, resulting in diplomatic isolation, regional tensions, and domestic instability. The findings underscore the limitations to identity driven foreign policy for small states and stress the importance of harmonizing aspirations with capacity in ensuring sustainable international standing.
This study focuses on how language used online, especially in politics, is closely linked to violence. Often, what people write or say online not only spreads hatred and creates divisions but can also lead to actual episodes of physical violence. First and foremost, it is essential to understand which linguistic strategies push public debates to become increasingly extreme and which ways of speaking justify aggressive attitudes. To this end, we analysed both online content and scientific studies to see how digital platforms promote the spread of extreme ideas and fuel social conflict. What clearly emerges is that political leaders are increasingly using technology to influence public opinion, often with messages that increase divisions in society. In essence, the language that circulates online not only influences people’s opinions but can also make hatred in various forms seem normal. Understanding how these dynamics work is important if we want to promote a healthier, more balanced and respectful public debate.
On May 18, 2025, Prof Arta Musaraj, founder and editor-in-chief of Academicus International Scientific Journal, passed away after a long battle with cancer at 50 years-old. Arta Musaraj has returned to her home, to God. The scientific journal Academicus ISJ founded and directed by her, a window always open for science, will challenge the times forever.
Storytelling is an important tool for teaching and learning a language. This research was undertaken with the purpose of improving the listening and speaking skills through the adoption of story-telling teaching strategy. It aimed to improve students’ listening and speaking skills by incorporating storytelling into the teaching process. Many students have trouble understanding listening scripts in class, and struggle to articulate their thoughts in the speaking sessions. To address this issue, a classroom action research (CAR) study was conducted with 70 first-year Algerian EFL students, based on listening to stories, assessing comprehension, and then evoking interaction through discussing the plot, the characters, and asking for alternative endings. The results showed that listening to stories stimulates the critical and creative thinking of the students, develops their mental imagery, increases motivation, and boosts their engagement. The findings also revealed that the speaking skill improved significantly. The storytelling strategy creates intense emotional involvement among the students, new vocabulary is easily retained, the lexicon repertoire increases, and language is more accurately used. The study, therefore, calls for the implementation of the storytelling strategy in the EFL curriculum as an essential teaching and learning tool.
Among the measures employed to address the prevalence of sexual violence, the very words that define the crimes are overlooked at times. A more critical view is present from both officials and victims, aptly recognizing that even legal language could pose harm. This article delves into the impact legal terminology may have on understanding and responding adequately to sexual violence; how using one term over another may trivialize the gravity of the sexual offense and lead to stigmatization—a stark contrast exists between the terms lewd acts and child sexual abuse, while a more nuanced one does with rape and sexual assault. Crucial distinctions are also found in constitutive elements of sexual offenses, namely the standoff between the elements of force and consent. The article notably draws from revised international terminology guidelines and standards, especially on child sexual abuse and exploitation, including new terms related to novel forms of sexual violence in the digital sphere. Maintaining a semantic analysis, part of the article is dedicated to Albania’s approach to defining sexual violence in comparison with international and neighboring standards. The analysis concludes by highlighting the constant evolution of sexual violence terminology and its association with victim protection standards. Rather than defining sex crimes based on the perpetrator’s actions, the victim’s harm must be the guiding principle of legal terminology. While certainly not the one-all-end-all solution to eliminating sexual violence, it is not without contribution. Recommendations from this article are directed to the relevant professionals to avoid certain outdated and inaccurate concepts and to gravitate toward more contemporary and universal sexual violence terminology, both in law and practice.
The aim of this work is to examine how the process of emotional embodiment can restructure various aspects of the person, with a particular focus on sexuality. As highlighted in the full chapter ‘Digital Sexuality and Artificial Intelligence’ of the book ‘Emotion, Embodiment and the Virtual World’ (Auriemma, 2024), this phenomenon emerges as a crucial element in contemporary life. Interaction with virtual elements, such as bots, automated chats, auto-responders and avatars, is increasingly frequent. Contrary to what Grosz argues, in the digital context the body is not defined by organs or physicality, but by processes delineated by the digital world. In this environment, people ‘meet’ and experience pleasures and passions through the avatar, which is controlled by the person in the physical world. The activities carried out range from the most complex to the most elementary, thus influencing behaviour. This work takes up fundamental elements of sociological classics, in particular the concepts of action and alienation of Marx and Weber. The analysis focuses on the role of the concept of embodiment in virtual sexuality, exploring how it is co-constructed, represented and inserted in a discourse of social action. The avatar becomes the point of contact that facilitates interaction between people, mediated by new technologies. This study aims to understand how emotional embodiment in the digital context can influence sexuality and social behaviour, offering a new perspective on human interaction in the virtual world. In addition, the ethical and psychological implications of these virtual interactions will be considered, analysing how the perception of the self and the other is modified through the use of avatars and other forms of digital representation. We will discuss how virtual sexuality can challenge traditional norms and create new forms of expression and identity. Finally, we will explore the therapeutic potential of emotional embodiment in the digital world, assessing how these technologies can be used to improve people’s emotional and relational well-being.
This paper examines the basic characteristics and educational trends of generational cohorts from the Lost Generation to today’s Alpha Generation. After providing a review of the literature on previous social generations, we examine what motivates Alpha students in and out of the classroom and suggest pedagogical approaches and recommendations on how to keep this generation motivated to learn. Finally, we conclude by looking at the upcoming so-called Beta generation and what we can expect next.
This study explored the strategies for developing schools with secure bases for learners from insecure parental attachments in South Africa. The study employed a multiple case-study research design. The sampling frame comprised 27 participants, including 6 life orientation teachers, 18 grade 10 learners, and 3 deputy principals from 3 specifically chosen secondary schools in the Sedibeng West district. A purposive sample strategy was used to select grade 10 learners, with 6 learners selected from each school. Data collection for this study involved the utilization of open semi-structured interviews. The data obtained from semi-structured interviews was evaluated and analyzed thematically. The findings indicate social support to include fighting against poverty, social development initiatives, life development initiatives, teamwork and teacher trainings. The study concludes that a significant number of learners who have insecure attachments have not gotten adequate psychological and social support from their homes and schools to help them enhance their attachment and social competence. The study recommends that train parents on best parenting programs and increase awareness in the community on secure homes.
