Journal of Social Sciences and Humanities

Educational Interventions in Post-War Lands of the Global South

2026-11-01T12:13:36+00:00

Armed conflict in the Global South has created an educational crisis, with millions of children experiencing disrupted schooling, psychological trauma, and compromised life opportunities. This review examines the nature, effectiveness, and sustainability of educational interventions implemented during and after armed conflict. Drawing on 18 peer-reviewed studies from nine countries and regions experiencing conflict, such as Myanmar, Somalia, Gaza, Iraq, Liberia, Sierra Leone, South Africa, Sudan, and Sub-Saharan Africa, the analysis reveals nine thematic domains: (1) the multidimensional impact of conflict on education; (2) psychosocial and trauma-focused school-based interventions; (3) alternative and accelerated education pathways; (4) community-school-family partnerships; (5) curriculum reform and peacebuilding education; (6) literacy interventions in crisis contexts; (7) digital and non-digital educational scenarios; (8) mechanisms of conflict's impact on learning outcomes; and (9) equity, gender, and marginalized populations. Findings indicate that effective interventions share common characteristics: flexibility, community engagement, attention to psychosocial well-being, and responsiveness to local contexts. However, significant gaps persist in longitudinal evidence, comparative effectiveness research, and understanding of scalability. The review concludes with implications for policy, practice, and future research, arguing that education must be conceptualized not merely as service delivery but as a fundamental right and a cornerstone of peacebuilding, reconciliation, and sustainable development in conflict- affected settings.

The Consequentialist Role of Ethics Education in Developing Students’ Moral Values: An Ethical Analysis

2026-11-01T12:13:44+00:00

Contemporary high school curricula, including South Africa’s Curriculum and Assessment Policy Statement (CAPS), remain heavily content- and assessment-driven, leaving limited space for the deliberate cultivation of moral character (Department of Basic Education, 2012; Bourke et al., 2020). While the literature widely asserts the value of ethics education, comparatively few studies evaluate this value through the systematic lens of a single, explicit ethical theory or specify which values are being developed. This study conducts a consequentialist ethical examination of the importance of teaching ethics in schools for developing students’ moral values. Adopting a qualitative desktop/secondary-literature design, a systematic search of JSTOR, Google Scholar, and PubMed (2019–2024) using defined search terms and inclusion/exclusion criteria yielded a purposively selected corpus, which was analyzed thematically with consequentialism as the interpretive lens. Ethics education is found to promote critical thinking, moral reasoning, decision-making, and social-emotional competence, while also introducing risks of value conflict, curricular overload, and assessment difficulty; when weighed against one another, the net utility is judged favorable. The study offers a theoretically grounded, consequentialist justification for integrating ethics education into secondary curricula and provides targeted recommendations for educators, curriculum developers, and policymakers.

Assessing Multimedia Technology Use in Enhancing Learning Outcomes for Students with Special Educational Needs

2026-11-01T12:13:54+00:00

This study focuses on incorporating multimedia in special needs education, with the School of Special Needs in Kwara State, Nigeria, in view. It specifically examines how multimedia technology enhances learning outcomes for students with special educational needs. The study examines the introduction, benefits, and challenges of multimedia use in special needs education. The Technology Acceptance Model (TAM) and Piaget’s theory of cognitive development were adopted to support the research work. A qualitative method was used to conduct interviews with five (5) informants. Semi-structured interview questions were administered to informants using purposive and snowball sampling approaches, and responses were analyzed thematically. The results show a relatively high level of multimedia incorporation in the special needs education school used as the case study. In this study area, multimedia benefits for students with special needs include increased engagement and improved comprehension. However, barriers to its inclusion include infrastructure gaps, human and policy constraints, and the need for adaptive strategies. The study underlined the need for more frequent, up-to-date educator training; infrastructure improvements; and policy review to support the guided use of mobile learning devices and locally developed multimedia content. Educators’ interest in making an impact should drive their need to improve, especially in ICT.

Contested Connectivity: Afghanistan in Eurasian Geoeconomic Networks and Development Scenarios

2026-11-01T12:13:35+00:00

This article examines Afghanistan’s geoeconomic position within contested Eurasian connectivity networks and explores its potential development trajectories under changing regional and domestic conditions. Situated at the intersection of major regional economic spaces, Afghanistan occupies a potentially significant position in emerging patterns of Eurasian connectivity; however, multiple, often competing political, strategic, infrastructural, and institutional factors shape the realization of this potential. Using a qualitative research design, the study applies thematic analysis to 35 purposively selected academic sources identified through Google Scholar, based on publication period, relevance to the research topic, and alignment with the study’s key concepts and keywords. The analysis identifies five interrelated dynamics shaping Afghanistan’s geoeconomic role: Eurasian network reconfiguration, interregional connectivity, infrastructure corridors, strategic competition, and internal barriers. These dynamics do not operate independently; they interact in ways that shape both the opportunities and constraints of Afghanistan’s integration into broader regional economic processes. The study conceptualizes their convergence through the central theme of contested connectivity, highlighting the uncertain, uneven, and conditional nature of Afghanistan’s position within Eurasian networks. Based on this analysis, the study further develops four possible development scenarios: marginalization, strategic insulation, asymmetric dependent connectivity, and integration hub development. The findings suggest that Afghanistan’s future position will depend on the interaction of regional competition, infrastructure development, institutional capacity, and domestic stability, which together will influence the direction and extent of its integration into Eurasian connectivity networks.

The Lapis Lazuli Corridor’s Role in Afghanistan’s Economy-Oriented Foreign Policy under the Islamic Emirate Government

2026-11-01T12:13:34+00:00

Afghanistan, as a landlocked country, depends heavily on transit routes through neighboring states for foreign trade and access to regional and international markets. This dependence, combined with the country’s strategic location, underscores the importance of using trade corridors as instruments of an economy-oriented foreign policy. The Lapis Lazuli Corridor offers this opportunity by linking Afghanistan to Turkmenistan, Azerbaijan, Georgia, Türkiye, and broader markets. Despite growing attention to Afghanistan’s trade and regional connectivity, independent analysis of the corridor’s role as an active foreign policy instrument remains limited. This study examines the Lapis Lazuli Corridor's role in the Islamic Emirate of Afghanistan's economy-oriented foreign policy. A qualitative case study design was employed, focusing primarily on developments from August 2021 to 2026. The final analytical corpus comprised 25 academic, policy, and institutional sources published between 1982 and 2026, with earlier works used mainly for historical and theoretical context. The study identified relevant literature through Google Scholar, Scopus, and Web of Science, supplemented by official documents and reports from Afghan, regional, and international institutions, and analyzed it thematically. The findings indicate that the corridor can strengthen Afghanistan’s geoeconomic and transit position, diversify trade routes and market access, and deepen regional economic connectivity. However, infrastructure deficiencies, transport costs, customs coordination problems, financial constraints, and dependence on sustained interstate cooperation continue to limit its effectiveness as a fully established foreign policy instrument.

A Case Study on Language Learning History of an English Lecturer at Parwan University

2026-11-01T12:13:45+00:00

Language learning history is the personal narrative of an individual's journey in acquiring a second language, including motivations, strategies, challenges, and contextual factors. This study explores Jamal’s language learning history as an English lecturer at Parwan University to understand the factors that contributed to his English proficiency. A qualitative case study design was employed, utilizing a language learning history questionnaire, VARK inventory, oral and written assessments, and a semi-structured interview. The findings of this study indicated that Jamal's success was driven by strong intrinsic motivation rooted in his interest in English movies and fiction. His learning was shaped by social factors like limited interaction with foreigners and restricted technology access, as well as cultural challenges with informal English. His kinesthetic and auditory learning preferences emerged as key strengths. He demonstrated advanced oral and written skills but exhibited developmental weaknesses such as filler words in speech and minor cohesion issues in writing. The study concluded that Jamal is an upper-intermediate to advanced English user who succeeded through personal initiative and strategic effort. His journey highlights the importance of intrinsic motivation, awareness of learning styles, authentic materials, and targeted feedback for Afghan learners in similar contexts.

Assessing the Influence of Large Class Size on Learning Quality in EFL Classrooms: Laghman University

2026-11-01T12:13:33+00:00

This study investigated the impact of large class size on students' learning quality in EFL classrooms at Laghman University. It explored students' perceived challenges in overcrowded settings and identified instructional strategies to enhance learning outcomes. A quantitative research design was employed using a structured questionnaire distributed to n=152 out of N= 252 undergraduate students enrolled in the English language program. Pearson correlation analysis revealed a statistically significant relationship between large class size and learning quality, r(150) = .45, p < .001, though the unusually high coefficient suggests potential overlap in measurement constructs. Descriptive analyses indicated that students face considerable challenges in large classes, including elevated noise levels, frequent distractions, limited individual attention, communication difficulties, reduced speaking practice opportunities, and affective constraints. Together, these factors hinder learners' academic engagement, comprehension, and overall learning outcomes. Students also identified effective instructional strategies to improve learning quality, including structured lesson planning, continuous formative assessment, multimedia- and technology-supported instruction, peer feedback, and cooperative learning. The study concludes that large class sizes pose significant pedagogical and psychological challenges, and targeted instructional approaches can partially offset their negative effects on student learning. Despite growing global scholarly interest, a notable empirical gap remains regarding Afghan public universities and EFL classrooms specifically. Afghanistan's distinct contextual factors, limited infrastructure, instructor shortages, and severely overcrowded classrooms remain insufficiently addressed in the literature. This study seeks to fill that gap by examining the relationship between class size and learning quality, exploring student perceptions, and identifying effective classroom management strategies.

The Evolution of Formative Assessment Research: A Bibliometric Mapping of Knowledge Structure, Collaboration Networks, and Emerging Trends

2026-11-01T12:13:42+00:00

Formative assessment has gained extensive academic interest because of its importance for learning, feedback provision, and fostering self-regulated learning. Nevertheless, a framework delineating the intellectual background, field collaboration, and key concepts is needed. This study aimed to visualize the knowledge structure and publication dynamics of formative assessment literature. Data were downloaded from the Web of Science Core Collection, and 425 English-language articles published from 2015 to 2026 were selected using PRISMA-based criteria. Five analyses were conducted using VOSviewer (version 1.6.20): publication trends, citation analysis, coauthorship networks, co-citation analysis, and keyword co-occurrence. Findings showed continuous scholarly production within the research timeframe, with activity concentrated among several authors, institutions, and countries, including the USA, China, and various European countries. Co-citation analysis highlighted educational feedback, assessment for learning, and self-regulated learning as key components of the field’s knowledge structure. Keyword analysis uncovered topics such as assessment literacy, learner engagement, learning analytics, gamification, and technology-assisted assessment. Artificial intelligence, personalized feedback, adaptive assessment, and ethical questions in digital assessment require further exploration. However, the mere presence of these topics in the database is not sufficient to determine their development stage or the existence of research gaps. This research gives a structured overview of formative assessment literature in the Web of Science database and suggests directions for further bibliometric and empirical research. Findings should be interpreted in light of the database's coverage and the incomplete information about publications in 2026.

Exploring Students' Perceptions of Oral Corrective Feedback in EFL Speaking Activities at English Department of Kabul university

2026-11-01T12:13:31+00:00

Oral corrective feedback (OCF) plays an important role in developing learners’ accuracy and communicative competence in second and foreign language learning. This study explored EFL students’ perceptions of oral corrective feedback in speaking activities, with particular attention to feedback on speaking errors, timing, error types, effects on motivation and confidence, and strategies for providing corrective feedback. The study used a quantitative research design, and data were collected through a 36-item Likert-scale questionnaire administered to EFL students. The questionnaire was organized into six dimensions addressing students’ perceptions and preferences regarding oral corrective feedback. University professors reviewed the instrument to establish content validity, and Cronbach's alpha confirmed its internal consistency, yielding a reliability coefficient of .788. The findings indicate that students generally hold positive perceptions toward oral corrective feedback and recognize its value in identifying and improving speaking errors. The results further suggest that the timing, type, and manner of corrective feedback may influence students’ motivation, confidence, and willingness to participate in speaking activities. Students appeared to favor feedback practices that provide clear guidance while maintaining a supportive classroom environment. The study concludes that oral corrective feedback can serve as an important pedagogical resource for improving EFL learners’ speaking development when it is implemented appropriately and sensitively. The findings have implications for EFL teachers and teacher-education programs, particularly regarding the selection of effective corrective feedback strategies that balance linguistic accuracy, communicative fluency, learner confidence, and classroom participation.

Predictors of Motivation for English Language Learning among University Students in Helmand Province, Afghanistan

2026-11-01T12:13:46+00:00

Although English is taught in Afghan universities, the factors that motivate students in Helmand Province to learn it remain under-researched. This study examined how intrinsic motivation, extrinsic motivation, and English learning confidence shape overall motivation to learn English in Helmand Province, Afghanistan. A quantitative correlational design was used to collect data through a structured questionnaire from 324 male students across four universities (Helmand University, Bost University, Arakozia University, and Wadie Helmand University) using multi-stage stratified random sampling. Each construct was measured using five items rated on a 5-point Likert scale. The study used descriptive statistics, reliability analysis, Pearson correlation, paired-sample t-test, and multiple regression. The results indicated high overall motivational levels (M = 4.39, SD = 0.63), and intrinsic motivation (M = 4.38, SD = 0.53) was significantly higher than extrinsic motivation (M = 3.95, SD = 0.83), t = 10.03, p <. 001. The correlational analysis revealed a significant positive correlation among all variables (p < .001), and English learning confidence had the strongest correlation with overall motivation (r = .623). The multiple regression analysis indicated that the three predictors explained 45.4% of the variance in overall motivation (R² =.454). The findings suggest that while both intrinsic and extrinsic motivations are important, students in the target universities are highly influenced by internal factors. This study emphasizes the importance of psychological factors in sustaining motivation among university students in Helmand Province.

Employees' Pro-Environmental Behaviors: A Bibliometric Review and Future Research Agenda

2026-11-01T12:13:47+00:00

Due to recent environmental challenges, employees’ pro-environmental behaviors (EPEB) have received considerable attention in pursuit of sustainability. Despite empirical and review studies in this area, future researchers still have scope to explore new theories, contexts, characteristics, and methodologies. Additionally, only two review papers have been published in the Scopus database on this topic, and neither is a bibliometric analysis. To address this gap, this study systematically reviews the literature through a bibliometric analysis to identify publication patterns, the field's conceptual, intellectual, and social structure, and future research directions. Methodology. Using the Scopus database and the Boolean operator “OR”, we searched for terms related to employees’ pro-environmental behaviors in 2025. The database automatically identified 162 documents from 2013 to 2025; after applying inclusion and exclusion criteria, 137 documents remained for analysis. Findings. Thematic analysis indicates that EPEB is a less developed concept with medium centrality or importance and thus warrants further study. Additionally, publications are increasing gradually, with 27 articles in 2024. A prominent journal is Sustainability (Switzerland). The most prominent country related to corresponding authors and publications is China. Conclusion. This study contributes to the literature by addressing the scarcity of bibliometric reviews on EPEB. Through bibliometric analysis, this study reports what is known by conducting performance analysis and science mapping, and what is unknown by mapping the future research agenda. Lastly, the practical implications of EPEB on organizational sustainability strategies, green HRM, and managerial decision-making are explained.

Financial Inclusion and Economic Growth as Pathways to Poverty Reduction: Evidence from OECD Countries

2026-11-01T12:13:29+00:00

Financial Inclusion (FI) and Economic Growth (EG) are widely documented as crucial elements in Poverty (POV) alleviation; however, evidence on their linkages with POV remains scant in advanced economies. This study examines the linkages among FI, EG, and POV across 36 OECD countries from 2008 to 2019. The study aims to assess the short-run and long-run relationships among these factors and determine the direction of causality. Panel data for the principal variables were obtained from the World Bank’s World Development Indicators (WDI). Panel cointegration analysis and the Mean Group (MG) estimator were employed to determine the existence of long-run equilibrium relationships and to estimate long-run and short-run linkages. Further, a Granger causality test was conducted to analyze the possible causal relations among variables. The results confirm a long-run negative relationship among FI, EG, and POV across countries. The results indicate that FI and EG negatively affect POV in the long run, whereas the short-run evidence is not convincing. In the short run, only one FI indicator is significantly associated with poverty, while the other remains insignificant. The Granger causality results show that FI, EG, and POV have two-way relationships. These findings suggest that policies aimed at expanding access to and use of formal financial services, alongside practices that promote economic progress, can contribute to poverty reduction. This study contributes to the empirical literature by examining the associations between FI, EG and POV alleviation in the OECD nations over time.

Academic Writing Challenges Among English Majors at Kabul University: Anxiety, Idea Organization, and Feedback

2026-11-01T12:13:30+00:00

Academic writing is a core requirement for undergraduate English majors, yet little empirical work has examined the difficulties these students experience in Afghanistan. This study aimed to examine writing anxiety, organization of ideas and paragraph coherence, and perceptions of feedback among undergraduate English majors at Kabul University, and to identify the instructional solutions that students support. A quantitative descriptive survey design was used. Seventy-two students from Years 1 to 4 of the English Department completed a 21-item, five-point Likert-type questionnaire distributed through Google Forms, and the responses were analyzed with descriptive statistics, Pearson correlations, and comparisons across year of study. Writing anxiety (M = 2.93, SD = 0.86), organization difficulties (M = 2.94, SD = 0.66), and feedback-related difficulties (M = 2.87, SD = 0.77) were all moderate. Time pressure was the strongest anxiety trigger, concern about grammar the weakest, logical organization of ideas the most strongly endorsed organizational difficulty, and limited peer-review opportunities the highest-rated feedback problem. Students strongly supported all proposed solutions (M = 3.79, SD = 0.98), particularly sentence-combining activities, model texts, and specific written suggestions for reorganization. The three challenge areas were moderately and positively intercorrelated (r = .39 to .42). The findings suggest that performance conditions and the design of writing instruction, rather than linguistic accuracy alone, shape students’ difficulties, with implications for course design, feedback practice, and teacher education.