Creative writing can be characterized as a complex blend of imagination, linguistic competence and narrative craftsmanship which traditionally was considered as an inherent talent, but which is now more widely recognized as a skill that can be cultivated through structured practice and organized instruction. This paper focuses on the art of creative writing from an interdisciplinary perspective, integrating insights from literary theory, cognitive psychology and educational studies, taking into account imagination as a driving generative force and examining storytelling as the framework that gives coherence and meaningful substance to creative expression. Based on scholarly research and critical analysis, the study emphasizes that creative writing operates simultaneously as both an art and a craft, requiring a balance between intuitive creativity and acquired technique. Through an exploration of the writing process, pedagogical approaches and the cultural role of storytelling, the transformative impact of creative writing on both individuals and society as a whole is emphasized in this article.
Immersive technologies have become increasingly important in the audiovisual sector and have significantly transformed the way in which content is created and experienced by audiences. In today’s media landscape, communication increasingly involves the active participation of the audience. Against this backdrop, this article presents a state-of-the-art analysis of the main immersive technologies used in the audiovisual sector, such as virtual reality, augmented reality, mixed reality, extended reality, 360° video, spatial storytelling, volumetric video, motion capture and generative artificial intelligence. The analysis examines the main areas of research and application of these technologies and how they are transforming the relationship between content, creators and the public. A key aspect is the transformation of how audiovisual stories are created. New technologies enable the creation of more interactive and spatial narratives, in which the user can play a more active role. Thus, the sense of presence, the ability to make decisions and the sensory experience become key elements of communication. The study highlights both the advantages of these technologies for the development and innovation of audiovisual content, and the main challenges. These include high production costs, limited access to certain technologies, the need for new professional skills, and ethical issues relating to the use of artificial intelligence.
This study extends previously published analyses of the same cross-sectional dataset by examining whether psychological and academic correlates of social media engagement vary across social networking platforms. Whereas Seceleanu, Șunda, and Garabet (2026) focused on a general mechanism linking social media addiction to affect, authenticity, self-image, academic performance, and flourishing, the present secondary analysis focuses on platform-specific heterogeneity and on sincerity and self-esteem as distinct self-evaluative variables. The analytic sample comprised 940 participants aged 18–72 years (M = 31.00, SD = 11.35). Measures included the Bergen Social Media Addiction Scale (BSMAS), Positive and Negative Affect Schedule (PANAS), PAS subscales for sincerity, self-esteem, and gratitude, the Academic Performance Scale, and the Flourishing Scale. Platform use was examined for Facebook, X/Twitter, Instagram, TikTok, LinkedIn, Snapchat, Discord, Twitch, and Reddit. Higher BSMAS scores were associated with use of Instagram, TikTok, Snapchat, and X/Twitter, while platform-specific patterns also emerged for sincerity and self-esteem. Indirect association models suggested that affect and sincerity were related to self-esteem and that self-esteem, in turn, was associated with academic functioning and flourishing. Because the design is cross-sectional and the platform analyses are exploratory, the findings should not be interpreted causally. The results extend the earlier mechanism-based study by showing that the psychological correlates of social media engagement may differ according to platform context and self-presentational dynamics.
This paper analyze the role of memory in the construction of identity in Pedro Almodóvar's Julieta (2016) and Pain and Glory (Dolor y Gloria, 2019). Through a comparative textual and narratological analysis, I will examine how both films portray memory as a way through which loss and emotional suffering are reinterpreted and transformed into narrative and artistic creation. Drawing on Paul Ricoeur's theory of narrative identity and Cathy Caruth's concept of trauma, I will argue that the protagonists reconstruct their identities through acts of remembrance triggered by bereavement, physical pain, depression, and the enduring relationship with their mothers. Particular attention is paid to the autobiographical dimension of Pain and Glory, the melodramatic aesthetics characteristic of Almodóvar's cinema, and the intersection between autobiography and autofiction. Overall, I will demonstrate that memory functions as the central organizing principle of both films, allowing the director to transform personal experience into a particular reflection on identity, trauma, nostalgy and motherhood.
Teachers play an important role in enhancing Inclusive Education (IE). This study explored primary teachers’ perceptions of inclusive dimensions of quality educational processes and examined how these perceptions informed their classroom practices. Semi-structured interviews in a qualitative approach were conducted to understand how teachers enacted IE implementation, pedagogy, and assessment. Thematic analysis revealed four themes: (w)holistic purpose teaching, thematic teaching, blended instructional methods, and localised and contextualised assessment. Teachers demonstrated a strong awareness of inclusive principles and applied them consistently, focusing on learners’ cognitive, physical, and spiritual development. The use of contextualised blended learning assessment contributed to high academic performance in Grade Seven. These findings show the potential of teacher-driven inclusive practices in promoting equitable learning outcomes which aligns with Sustainable Development Goal 4.
The digital transformation of education and the rapid development of artificial intelligence (AI) offer new opportunities to promote inclusive education and to adapt the teaching process to the diverse needs of students. This paper presents the professional experience gained during the training course "Inclusive Teaching with Artificial Intelligence", held in Athens, Greece, between18–24 May 2026, within the Erasmus+ project 2025-1-RO01-KA121-SCH-000327310. Thea ctivities carried out focused on the use of artificial intelligence-based tools for personalization of information, the development of inclusive educational strategies, the analysis of the ethical issues associated with the use of AI and the use of AI. strengthening teachers' digital skills. The results highlight the potential of artificial intelligence to support accessibility, differentiation of instruction and the active participation of students, as well as the importance of the responsible use of these technologies in the educational environment.
The present study is limited to the effort of communication science to understand, theorize and generically integrate different types of communication that are being renewed. Literary communication is among the most dynamic and effervescent types of communication. It frequently renews its language and its inner thematic curves. As a study material, a volume of poetry is taken that tries to integrate, mainly, the language of computers and, secondarily, elements of AI.
This study determines the characteristics of Road traffic injuries (RTIs) among Lagos drivers and examines the human behavioural and environmental risk factors associated in occurrence of RTIs. This cross-sectional survey was conducted in the primary health care centers during the period of May-November 2025. A random sample of 1700 Lagos drivers was approached and 1375 drivers responded and agreed to participate in the study (81%). Face-to-face interviews was conducted by trained research assistants based on questionnaire. This study revealed that of the studied Lagos drivers (1375), (19.7%) of them were injured. Young drivers in the age group (25-34) years were more involved in RTIs (42.2%). The RITs occurred more among male drivers than females (p< 0.002). Among the injured drivers, those involved with traffic violations especially with over speeding (36.7%) and traffic light violations (13.3%). Lagos drivers were more injured from over speeding (22.6%) and overturn skid (16.1%). Head injuries were reported more from light vehicle crashes (50%) and next injuries from Hilux, Buses and SUVs crashes (36.4%). The study findings revealed the high risk of RTIs was among young male drivers in the age group (25-34) years. It showed that human behavioural factors represent one of the main causes of RTIs such as excessive speed and use of mobile phones. Also, some of the environmental factors associated in the occurrence of RTIs occurred mostly due to bad roads (75.6%), road traffic crashes at‘t’’ junctions (54.2%) and during the rainy season (80%).
This article proposes a comprehensive conceptualization of behavioral anthropology as an integrated science of human behavior capable of explaining the adaptive patterns emerging in technologically mediated, rapidly transforming societies. Building on foundational contributions from Graves, Bourdieu, Goffman, Geertz, Mauss, and contemporary analyses of digital infrastructures, the study positions behavior as a culturally regulated, socially structured, and cognitively shaped phenomenon situated at the intersection of culture, cognition, and technology. Through a multi-level analytical framework, the article demonstrates how behavioral anthropology provides unique explanatory value across social, political, educational, and economic domains. Particular attention is given to generational transformation, showing how sustained exposure to digital environments, algorithmic ecologies, and AI-driven information flows reshapes cognitive development, communicative norms, and behavioral repertoires. Methodologically, the article integrates ethnography, digital ethnography, behavioral observation, discourse analysis, and mixed methods to capture behavior as an emergent and patterned response to contemporary conditions. The Discussion illustrates how behavioral anthropology explains online performance, misinformation dynamics, symbolic political participation, new learning ecologies, and shifting economic practices in gig and platform economies. The article concludes that behavioral anthropology provides essential tools for societal adaptation in an era defined by technological acceleration, cultural diversification, and intergenerational divergence.
Insecurity jeopardizes not only the stability and quality of public secondary education in the North. As a result, this study investigated into how teachers' dedication to their jobs was affected by insecurity in North-Central Nigerian public secondary schools. The study was guided by two research questions and tested one hypothesis. Using a multi-stage sample technique, 800 instructors were selected from three states and the Federal Capital Territory (FCT), whereas 49,365 public secondary school teachers from the North-Central geopolitical zone made up the study population. Multiple regression analysis and descriptive statistics were used to analyze the data, which were gathered via a structured questionnaire. Findings reveal, the most pressing insecurity concerns facing secondary schools are armed robberies, harassment, and kidnappings. The findings also showed that respondents had a poor degree of job dedication, indicating that teachers' dedication to their professional duties is negatively impacted by insecurity. Regression analysis demonstrated that insecurity significantly predicts teacher job dedication. According to the study's findings, strengthening security in and around schools is essential to raising teacher dedication and improve education standards. In order to lessen teachers' susceptibility, the study suggests that security agencies, state governments, and the Federal Capital Territory enhance public secondary schools’ security, particularly in remote locations, and that administrators put safety measures including community policing, emergency response systems, and fencing in place.
This article is about Rhoda Okunev’s book The Psychology of Evolving Technology. The work talks about how social media and new technologies are changing our society. The review highlights the book's unique approach, blending technology history, developmental psychology, and practical advice for managing children's digital lives. Its main contribution is arguing that core human developmental stages, as defined by Piaget and Erikson, are not keeping pace with rapid technological change. This mismatch presents both challenges and opportunities for parenting and education in the digital age. While the review notes limitations, it concludes that the book offers a valuable, accessible, and practical framework for understanding children's engagement with digital technology. Finally, the review found that the work's substance and rigor were sufficient to productively engage academic and professional audiences, even with remarks and critics.
This study examines the literary and scientific newspaper Drita–Lumina, published in Brăila between 1887 and 1888, the first newspaper issued by the Albanian diaspora in Romania. Drawing on the collection preserved as a unique copy in the National Library of Albania, the article clarifies several historiographical issues concerning the newspaper, explores the circumstances surrounding its foundation, the conflict between the Brăila branch and the central leadership of the Drita Society in Bucharest, and analyzes the profile and content of the periodical. The study demonstrates that the newspaper functioned primarily as a space for debate and self-organization within the Albanian community in Romania, rather than as a direct vehicle for the development of Albanian literature.
Globally, Post Offices are experiencing a serious decline in mail volume as well as profit margins. Statistics conclusively show that Post Offices suffered a net loss of R2.5 billion in the 2020–2021 fiscal year, a loss of R1.5 billion in the 2021–2022 fiscal year, and an operating loss of R561 million in the 2022–2023 fiscal year. As a case in point, the South African Post Office (SAPO) is no exception. This article argues that corporate restructuring positively impacts the performance of the South African Post Office. To address this undesirable situation, this article evaluates the impact of restructuring on service delivery at the South African Post Office. This article is based on a study conducted at the South African Post Office in the Waterberg district, which is in the Limpopo province of the Republic of South Africa. Although SAPO endorsed restructuring as a strategy to increase performance, the strategy was found not to be effective, as the entity continuously lost revenue. These findings lay the groundwork for the effective implementation of the South African Post Office restructuring process. The study found that restructuring has a positive impact on service delivery and productivity levels of the South African Post Office. To improve service delivery, the study recommended that restructuring be given priority to bring the ailing entity to stability and sustainability. The study used a mixed-methods approach to collect data. For quantitative data, a questionnaire was used, and for qualitative data, semi-structured interviews were used to solicit data from participants. To select customers, a systematic sampling technique was used, and to select employees, a purposive sampling technique was used. Many of the respondents strongly agreed that corporate restructuring is essential in improving the performance of the Post Office. The article concludes by providing suggestions for the proper implementation of the restructuring process.
This paper examines the ongoing barriers to learning within inclusive education environments, to promote equitable access and meaningful participation for all learners. Rooted in the principles of equity, diversity, and social justice, inclusive education aims to create learning environments where every learner, regardless of ability, background, or identity, can thrive. Despite this ideal, systemic challenges, such as rigid curricula, insufficient educator training, socioeconomic inequalities, and prevailing attitudinal biases, continue to obstruct full inclusion. Utilising current research, policy reviews, and case studies from various educational settings, the paper highlights both structural and pedagogical factors that contribute to the marginalisation of learners. This study advances the understanding of overcoming barriers to learning within inclusive education environments. Ultimately, it asserts that addressing these barriers is not only a technical challenge but a moral obligation, demanding a collective effort to transform education systems into inclusive spaces of belonging, empowerment, and opportunity for all.
This paper argues that manual postal services are increasingly challenging for many postal administrators. Data show that, around the world, Post Offices are experiencing a significant decline in mail volume and profit margins. In the fiscal year 2023–2024, the South African Post Office reported a decrease in revenue and an operating loss of 139 million. Statistics indicate that if the digitization of postal services is not properly implemented, it could lead to a crisis for this organization. To boost revenue in the Waterberg district, the paper suggests ways to maximize income by transitioning from manual to electronic services. This article is based on a study conducted at the South African Post Office in the Waterberg district, located in Limpopo province of South Africa. Although SAPO plans to convert most manual transactions to e-services as a strategy to improve performance, this strategy has proven ineffective, as the organization continues to lose revenue. These challenges highlight the need for effective implementation of e-services. The study found that e-services positively impact service delivery and productivity at the South African Post Office. To enhance service delivery, the study recommends prioritizing the digitization of postal services to restore stability and promote the sustainability of the struggling South African Post Office. The research employed a mixed-methods approach: a questionnaire was used for quantitative data, and semi-structured interviews for qualitative insights. Systematic sampling was used to select customers, while purposive sampling was employed to select employees. Most respondents strongly agreed that e-services are vital for improving organizational performance. The article concludes with suggestions for the proper implementation of e-services. The findings will also benefit other organizations beyond the Waterberg district and Limpopo province postal branches.
Most Artificial Intelligence (AI) applications in food systems focus on the supply side (production, efficiency). There is a research gap on how AI can effectively influence consumer behaviour to promote sustainable, healthy diets without manipulative or invasive personalised marketing. This article aims to close this gap that has practical and policy implications. This article explores how AI applications can shape and influence sustainable consumption and diets in Africa, identifies the challenges of integrating AI for sustainable consumption and diets, and examines opportunities for integrating AI applications for sustainable consumption and diets. This article is based on qualitative data collected from 26 research and policy experts working on African agriculture and food systems. The data was collected through in-depth interviews between August and November 2025. The findings show that leveraging AI for sustainable consumption and diet in Africa presents a transformative opportunity to enhance food security, improve nutritional outcomes, and reduce environmental impact across the continent. AI applications are particularly vital in addressing the double burden of malnutrition, where undernutrition and obesity coexist, by enabling personalised nutrition, improving supply chain efficiency, and promoting climate-smart agriculture. The article concludes that to maximise impact, relevant stakeholders must develop tailored, low-cost AI solutions and foster public-private partnerships, especially in regions with limited resources.
Approaches used in preparing pre-service science teachers influence their views of teaching and learning. As revealed by some studies, this assertion is premised on the notion that teachers tend to teach the way they were prepared to teach. Rooted in the interpretivist paradigm, this case study sought to find out pre-service science teachers’ views on approaches used during their preparation in two teachers’ colleges in Zimbabwe. Data were collected through semi-structured interviews with purposively sampled pre-service science teachers and science educators, In addition, focus group discussions with pre-service science teachers, and document analysis were used to gather data. Through coding, emergent themes were interpreted based on the interpretivist paradigm. Findings show that pre-service science teachers viewed approaches used in their preparation to be contextualised to a greater extent, to prepare them for teaching in diverse teaching and learning environments. The study also revealed that even if science educators may be aware of the importance of applying certain approaches like simulations during preparation, limitations like lack of funding and resources may hinder application of such approaches. This suggests that pre-service science teachers should be equipped during preparation, with skills to understand contextual factors which may limit use of certain teaching and learning approaches, in order to make relevant adjustments.
This article describes the education of people with disabilities and/or special educational needs in Greece. From the prevailing situation in Greek education (lack of systematic policies, delays in implementation, absence of clear objectives, petty politics, knowledge-centredness, centralisation of policies), a rhetoric of inclusive education emerges that only superficially aligns with human rights, the demands of the disability movement, and the decisions of international organisations. As Slee (2011) also notes, there is, perhaps, an adaptation of the linguistically expressed policies to the rhetoric of human rights. The contradiction between spoken discourse and implemented policies often serves as a 'buffer' that relieves the demands and needs of social groups. Simultaneously, the state's inability to implement policy, whether due to occasional financial insufficiency or ideological reasons, is highlighted in the redesign of educational structures and the reorientation of education.
Inclusive education has been a sustaining value in South Africa’s adult and community education sector; yet adults with disabilities seem to encounter major barriers when they try to participate effectively in Community Learning Centres especially in rural and less privileged areas. Through a qualitative approach, this research looks at the development of an inclusive classroom environment by investigating what accommodations and accessibility practices exist for adult learners with special needs in Community Learning Centres in Capricorn District, Limpopo Province. To explore to what extent institutional conditions, teacher practices, as well as classroom interactions influence students' experiences, the study is informed by the perspectives of inclusive education, as well as disability studies. Data were collected through semi structured interviews with adult learners with disabilities, adult educators and centre managers, the interviews were complemented by non-participant classroom observations and document analysis. Thematic analysis revealed four major overlapping themes: it was found that the physical and infrastructural accessibility persistently cause great inconvenience; then the teaching methods and assessment accommodations are variably adjusted; furthermore, there is a lack of readiness of educators to teach inclusively, and finally the support for disability inclusion from the institutions is limited. The results show that the implementation of inclusive education in the classroom is still far from the policy ideals of the same and often inclusive education depends more on the willingness and initiative of the individual teacher than on the support of the whole institution. The lack of resources, the absence of proper assistive instruments, and the limited professional development opportunities keep the implementation of inclusive education at a low level. Nonetheless, the examples of flexible instruction, students helping each other, and students’ capability evidence the possibility of creating more inclusive adult education settings. In light of these findings, the author suggests that in order to make inclusion more effective in the Community Learning Centres it calls for a long term commitment from the institutions, regular training for educators, physical and curriculum accessibility and approaches that involve adult learners with disabilities as helpers of their education thus jointly providing national lifelong learning opportunities that are fair.
In Juárez City, substance abuse, particularly of methamphetamine, has recently become a serious mental health problem, impacting both individuals and society. Circumstances such as poverty, which has forced mothers to work long hours in the maquiladora industry alongside their fathers, neglecting childcare, and the violence resulting from turf wars between drug cartels, along with the loss of identity caused by its border location and status as a destination for both Mexicans and foreigners, make Ciudad Juárez a city of stark contrasts. In this context, the workload of psychiatrists in this border city, as in the rest of the country, is overwhelming, both in public institutions and in private practice. It is difficult for individuals in rehabilitation centers to access psychiatric evaluations. These types of places are generally not well regulated by health institutions, due to the same saturated system; these places are run by non-professional people where human rights violations may be occurring; there are others where an empirical effort is made to provide treatment that can help people with addictive disorders.
