European Journal of Social Science Education and Research
European Journal of Social Science Education and Research (EJSER) is a multidisciplinary, open-access, peer-reviewed journal dedicated to advancing the frontiers of social science and educational research. We publish high-quality original research, comprehensive reviews, conceptual frameworks, and methodological innovations that address the dynamic challenges and opportunities shaping contemporary societies and educational landscapes. Our diverse editorial board and rigorous double-blind peer review process ensure that every manuscript upholds the highest standards of academic excellence and integrity. In an era marked by rapid digital transformation, cultural diversity, and evolving public policy challenges, EJSER serves as a vital forum for scholars, academicians, professionals, and practitioners worldwide. We welcome research that explores the interplay between social sciences and education, ranging from topics such as cultural practices, social inclusion, family dynamics, disability and welfare issues, and media impacts, to educational policy, pedagogy, online learning, and higher education development. Join our international community to share your insights and contribute to the vibrant dialogue that informs both academic discourse and real-world policy and practice.
Creative Urban Public Spaces as Sites of Informal Learning: A Mind Mapping Approach
This paper develops a conceptual and analytical model for understanding visitor attitudes toward public space as a process of social perception and meaning-making. Using semantic analysis and mind mapping techniques, the study examines Sevkabel Port, a regenerated waterfront public space, as a site of informal social interaction and experiential learning. Drawing on qualitative data from open-ended survey responses collected in August 2024 (N = 283), the research identifies dominant semantic clusters through which visitors articulate their perceptions and experiences. The analysis reveals five interrelated dimensions shaping visitor attitudes: infrastructure, activities, accessibility, social interaction, and mental imagery. These dimensions are integrated into a mind map that represents the cognitive and affective structure of how individuals interpret and engage with public space. While infrastructure and activity-related themes accounted for the largest share of references, mental imagery, such as atmosphere, visual openness, and proximity to water, played a central integrative role, connecting functional and social perceptions. The findings demonstrate that visitor attitudes emerge from the interaction of multiple perception dimensions rather than isolated spatial attributes, highlighting public space as a socially constructed environment embedded with symbolic and collective meanings. The proposed model offers a transferable analytical framework for examining how public spaces support informal learning, social interaction, and civic experience in hybrid cultural and leisure environments. By foregrounding visitor discourse, the study contributes to social science research on public space education and supports more inclusive, socially responsive approaches to urban design and policy.
semantic analysis, mind mapping, visitor attitudes, place meaning, public spaces perception, experiential value, experiential learning
Copyright (c) 2026 European Journal of Social Science Education and Research https://creativecommons.org/licenses/by-nc/4.0
Social Satire and Identity: An Analysis of Irony in Dritëro Agolli’s Poetry
Irony plays an important role in the poetry of Dritëro Agolli and represents one of the most consistent ways through which his poetic voice engages with social reality, moral concerns, and questions of identity. This article examines the use of irony in a selection of Agolli’s poems written in different periods of his literary activity, with particular attention to verbal, situational, and Socratic irony. Using qualitative textual analysis and close reading, the study explores how irony creates distance between what is stated and what is implied, allowing the poet to reveal contradictions within political discourse, social behaviour, and individual self-perception. The analysis shows that irony in Agolli’s poetry does not function merely as a stylistic ornament, but as a reflective and critical tool that challenges false seriousness, exposes hypocrisy, and gives meaning to seemingly simple situations. Through irony, Agolli’s poetry invites the reader to question appearances and engage with values.
Irony, Dritëro Agolli, Albanian poetry, social satire, identity
Mapping the Research Landscape of Formative Assessment in Higher Secondary Schools: A Bibliometric Study
Purpose: This study aims to map the research landscape of formative assessment in higher secondary schools by examining publication patterns, key contributors, thematic structures, conceptual linkages, country collaboration networks, and influential institutions. The goal is to provide a comprehensive understanding of how the field has evolved and where major scholarly contributions are concentrated. Design/methodology/approach: A bibliometric research design supported by science-mapping techniques was employed. Data were retrieved from the Scopus database (2000–2024). A total of 484 publications were analyzed after applying PRISMA-inspired screening procedures. Descriptive statistics were generated using Excel, while VOSviewer was used to construct co-authorship, keyword co-occurrence, citation, intellectual structure, and country collaboration networks. Findings: Results show a significant increase in research output after 2020, indicating growing global interest in formative assessment. A small core of authors drives the field, while the United States, Indonesia, the United Kingdom, Hong Kong, and Norway emerge as leading contributors. Keyword analysis identified 143 core concepts forming 12 thematic clusters, with “formative assessment,” “assessment for learning,” “feedback,” and “self-assessment” at the center. Intellectual structure mapping revealed 15 thematic clusters highlighting strong theoretical foundations, methodological diversity, and increasing integration of digital learning environments. Eight distinct country collaboration clusters demonstrate regionally concentrated yet globally connected research patterns. Research limitations/implications: This study is limited to the Scopus database; future research may integrate additional sources for broader coverage. The findings provide insights for policymakers, researchers, and educators seeking to advance formative assessment practices. Originality/value: This is one of the few studies offering a comprehensive, data-driven overview of formative assessment research specifically within higher secondary education, integrating intellectual, conceptual, and geographical perspectives.
Quality education, formative assessment; assessment for learning; bibliometric analysis; secondary education; VOSviewer
The Pedagogical Challenge of Digital Slang: Navigating the Evolution of Language in an Educational Context
The quick expansion of information and communication technologies has deeply altered linguistic practices, escalating to new forms of linguistic practices. This shift has a sociolinguistic aspect as it gave growth to digitally mediated slang challenging traditional didactic contexts. This paper analyses digital slang as a socially entrenched communicative practice with inferences for pedagogy, language consciousness, and instructive policy. Concentrating on TikTok, the study discovers how digital media milieus contribute to the development, rotation, and standardisation of slang, and how these progressions interconnect with social identity, multimodality, and learning. Sociolinguistic and educational theories were used in the methodology. They included digital literacy, social constructivism, and communities of practice. A mixed qualitative methodology with the combination of discourse analysis with object-oriented analysis of digital content were as well used. The results demonstrated that TikTok meaningfully transforms the linguistic, semantic, and pragmatic features of contemporary digital slang. Communication progressively leaves the norms of a linear text, developing into multimodal setups that mix text, audio, video, memes, and ephemeral content. This forms hybrid lexicons with widespread abbreviations, acronyms, phonetic adaptations, and memetic elements. From a didactical point of view, digital slang arises as a cognitive and social source rather than a nonconformity from standards. Its barring hazards warning learners’ communicative competence and critical digital literacy. The investigation promotes to approach digital slang from a pedagogical perspective in order to provide inclusive, context-aware language instruction that brings into line with modern digital communication performs.
information and communication technologies, new linguistic forms, sociolinguistic aspect, hybrid lexicons, communicative competence, language norms.
Institutional Constraints in Media Convergence: Policy Reforms and Social-Ideological Education Dynamics in China’s County-Level Broadcasting
This study explores the complexities of media convergence reforms within China’s county-level radio and television stations. Utilizing Institution Innovation Theory, it examines the reform approaches of Pizhou Radio-TV Station, a pioneer in this movement. Employing a qualitative case study approach with data gathered through participant observation and in-depth interviews, this research analyzes the administrative, technological, and commercial adaptations undertaken by the station. The findings reveal that reforms are not purely market-driven but represent a compromise between political mandates and survival needs. Consequently, the study proposes the concept of Institution Derivation to explain how local media innovate within the strict constraints of the socialist four-level media system. This theoretical contribution suggests that while local media can break path dependence to a degree, they ultimately derive their operational logic from the overarching state-owned framework, resulting in a unique semi-enterprise, semi-institution equilibrium.
Digital Transformation; Media Convergence; Institution Derivation; Institution Innovation; Local Governance; Party-State System; State-Market Relations
Institutional Barriers and Social Work Strategies in the Rehabilitation of Trafficked Persons: The Case of Albania
Human trafficking persists as a significant human rights challenge in Albania, demanding robust and sustainable rehabilitation responses. This study investigates the institutional mechanisms and social work practices shaping the rehabilitation of trafficked persons in this Balkan transitional context. Employing a qualitative-dominant mixed-methods design, the research combines systematic document analysis of legal and policy frameworks with semi-structured interviews (n=25) involving social workers, NGO practitioners, law enforcement, and policymakers. The findings reveal a critical gap between Albania's well-developed legal framework, including its National Referral Mechanism, and the practical realities of long-term reintegration. While emergency protection services are relatively effective, sustainable recovery is undermined by fragmented inter-agency coordination at the local level, inequitable geographic access to services, and precarious short-term funding models. Social workers are identified as pivotal actors who navigate these systemic gaps, yet their efficacy is constrained by high caseloads and inconsistent professional development. The study argues for institutionalizing trauma-informed care and integrating anti-trafficking efforts with broader social inclusion policies to foster genuine, long-term recovery and prevent re-trafficking.
victim reintegration; trauma-informed practice; social welfare services; institutional coordination; transitional justice; human trafficking
Utilizing Cluster Analysis and Discriminant Analysis for Data Classification and Academic Performance Prediction
This study aims to utilize cluster analysis and discriminant function analysis to classify student data into two groups: high and low academic performance, and to evaluate the accuracy of the cluster classification. The study adopted a descriptive research design, and the sample consisted of a random sample of 62 students. Both cluster analysis and discriminant analysis were applied to the data. The results of the cluster analysis indicated that Aptitude Test scores and Achievement Test scores played a significant role in classifying cases into clusters. In addition, the results of the discriminant function analysis showed that Wilks’ Lambda was statistically significant, indicating the discriminant function's ability to distinguish between the two groups. Furthermore, the assessment of classification accuracy revealed that the classification rate based on cluster analysis was very high, confirming the accuracy and effectiveness of the classification process. The study recommends applying cluster analysis to classify cases into homogeneous or closely related clusters within each group.
cluster analysis, discriminant analysis, eigenvalue, academic performance, prediction
Psychological Well-Being of Ukrainians under Martial Law: Social Implications and Educational Perspectives on Coping Strategies
The aim of the paper was to analyze the influence of martial law on stress practices and the safeguarding of mental well-being among Ukrainians. The goal of the study was to evaluate the psychological comfort of Ukrainian people during an extended period of martial law, and to detect the main anxiety management tactics. To combine a quantitative survey with qualitative expert interviews, a mixed-methods approach was used. The stress level was evaluated using the PSS-10 scale. The psychological comfort was assessed using the WHO-5 index. Descriptive statistics and content analysis of expert interviews were conducted. The standard stress level documented in the survey exceeded the threshold. The lowest scores were observed among respondents from groups of internally displaced individuals and inhabitants of territories under occupation. These results highlight the importance of applying community-based psychosocial programs.
Stress Factors, Psycho-Emotional State, Coping Strategy, Displaced Persons, Resilience, Russian-Ukrainian War
The Relationship Between School Climate, Traditional Bullying, Cyberbullying and Self-Esteem Among Secondary School Students in Albania
Bullying, including traditional and cyber forms, represent a persistent psychosocial challenge within school environments and is associated with adverse psychological outcomes among adolescents. School social climate and self-esteem are recognized as key contextual and individual factors influencing bullying involvement. However, empirical evidence from Southeast European countries remains limited. This paper aims to examine the relationships among school social climate, traditional bullying, cyberbullying and self-esteem among secondary school students in Albania, with particular emphasis on the protective role of school climate. A cross-sectional correlational design was employed using a nationally representative sample of 1,056 adolescents from 42 lower and upper secondary schools across Albania. Data were collected using validated measures of school social climate, traditional bullying, cyberbullying and self-esteem. School social climate was positively associated with adolescents’ self-esteem and negatively associated with traditional bullying and cyberbullying. Bullying involvement was consistently associated with lower self-esteem. A positive school social climate functions as a protective factor against bullying involvement and diminished self-esteem. School-based interventions aimed at strengthening school climate and adolescents’ self-esteem may contribute meaningfully to bullying prevention and psychological well-being.
school social environment, peer victimization, cyber victimization, psychological well-being, secondary school students, Southeast Europe
Integrating Artificial Intelligence into Economics Education: A Case Study on Educational Innovation in Türkiye
This study examines the role of artificial intelligence (AI) as a student support tool in higher education, specifically analyzing its benefits, limitations, and ethical challenges. The research explores students’ perceptions of AI, its impact on academic performance, and accessibility issues Utilizing a qualitative case study approach, the study was conducted with students enrolled in the Environmental Economics course at Istanbul University, Faculty of Economics Data were collected through focus group interviews to assess experiences with AI tools Findings indicate that students view AI as a valuable asset that enhances productivity and facilitates learning by providing rapid access to information However, concerns persist regarding the "robotic" quality of AI content, potential inaccuracies, and originality issues Additionally, the study identifies digital inequality arising from paid AI features By shifting the focus from the predominant medical applications of AI in Türkiye to the social sciences, this research fills a significant gap in the literature on AI integration in economics education.
artificial intelligence, higher education, AI in higher education, student attitudes, digital literacy.
Transforming Conservation Landscapes: Participatory Approaches and Community Belonging in Restoration Projects in Georgia
This paper examines the intersection of conservation practice, community participation, and belonging through a case study of SABUKO (Society for Nature Conservation) in Georgia. Drawing on documentary analysis of multiple conservation initiatives, including grassland restoration in the Kakheti steppes, landscape connectivity planning, and youth empowerment initiatives, the study explores how environmental organizations can either reproduce or challenge existing power structures that determine who belongs in conservation spaces. The findings reveal recurring relationship between expert-driven and community-centered approaches, and highlight the importance of creating genuinely inclusive governance mechanisms. SABUKO's evolving practice, shifting from species-focused interventions to integrated landscape restoration with socio-economic dimensions, offers insights for conservation organizations seeking to balance ecological and social equity objectives.
conservation governance, community participation, biodiversity restoration, youth empowerment, place attachment, social capital
Sociological Perspectives on Service Interaction in Culturally Sensitive Bereavement Contexts: The Role of Emotion in Behavioural Meaning-Making
This paper explores service interaction in the culturally sensitive bereavement situations using a sociological lens, which focusing on the role of emotion in behavioural meaning-making. This study will adopt Nirvana Johor, Malaysia as a case study context to examine the relations among engagement, emotional experience, and behavioural intention in a taboo service environment. Although the research has been done before on the dynamics revolving around hedonic situations, little attention is paid on high-involvement bereavement services. This conceptual paper proposes a sociologically grounded framework to understand behavioural meaning-making in bereavement service interaction focusing on sociological, service-dominant logic, relationship marketing, and experience economy. In this case, the interpretivist qualitative methodology will be used to comprehend how emotional and cultural factors influence meaning construction. It further outlines potential qualitative directions for future empirical research in culturally sensitive service environments. This research will add to the sociological and social psychological literature, by taking the discourse of emotion, engagement and consumer culture to bereavement services in Malaysia.
consumer behaviour, social psychology, behavioural analysis, emotional experience, service engagement, high-involvement services, bereavement rituals
Alexithymia and Emotional Regulation in Higher Education: Implications for Student Self-Awareness
Alexithymia, emotion regulation, and self-awareness play a crucial role in influencing students’ psychological well-being and mental health during this critical developmental stage. However, there is a lack of research examining the relationship between these variables among university students at Najran University. Therefore, this study explores the relationship between alexithymia, emotional regulation, and self-awareness among Najran University students using a quantitative approach. The researchers applied the Toronto Alexithymia Scale, the Gross and John Emotional Regulation Scale, and the Al-Ghuli Self-Awareness Scale to a sample of 660 undergraduates (373 males, 287 females). Results indicate a moderate level of alexithymia (3.18), a high level of emotional regulation (3.52), and a moderate level of self-awareness (2.08) among participants. A statistically significant negative correlation exists between alexithymia and both emotional regulation and self-awareness (p < 0.01). The study contributes to planning psychological counseling programs aimed at enhancing emotional expression among university students through self-awareness training and emotional regulation interventions
mental health, undergraduates, psychological well-being, psycho-social development, university education.
Integrating Generative AI in Inclusive Education: Faculty Perceptions of ChatGPT's Role for Students with Learning Disabilities
The rapid expansion of generative artificial intelligence (AI) in higher education has created new opportunities for inclusive teaching, particularly for students with learning disabilities who require adaptive instructional support and accessible learning resources. As a generative AI tool, ChatGPT has gained attention for its capacity to provide interactive explanations, scaffold academic tasks, and personalize responses. This study examines faculty perceptions, perceived challenges, and accessibility concerns regarding the use of ChatGPT in supporting students with learning disabilities within Saudi higher education. Using a descriptive survey design, data were collected from 412 faculty members through a structured questionnaire. Descriptive statistics and two-way analysis of variance were applied according to academic rank and years of experience. Faculty recognized ChatGPT’s usefulness for information access, writing support, and content drafting (M = 3.60, SD = 0.44), while expressing concerns regarding institutional support, accessibility barriers, training needs, and ethical issues (M = 3.68, SD = 0.39). No statistically significant differences were found by academic rank or experience. The findings highlight the need for stronger institutional readiness to support responsible generative AI integration in inclusive higher education.
generative AI, learning disabilities, higher education, inclusive education, faculty perceptions.
Teaching International Law in a Shifting Geopolitical Order: Implications for Social Justice Education
This article examines how geopolitical shifts in public international law shape social justice education. Using document-based qualitative analysis across four illustrative domains: the United Nations (UN) response to Russia’s invasion of Ukraine, EU legal alignment in the Western Balkans, post-COVID-19 global health governance, and East Asian maritime disputes, the study develops a conceptual framework linking evolving legal norms to curriculum aims, pedagogy, and system supports. Findings indicate that while the language of international norms is clear due to treaties, resolutions, and adjudications, their implementation varies across actor constellations, institutional capacities, and degrees of political contestation. This model prescribes educational source-based inquiry, competency-aligned assessment, and partnerships drawing classrooms into the real legal-civic process when working where inclusion or equity and information integrity are matters of contestation. The research concludes with implementable steps towards infusing the elements of international law literacy into teaching and learning through participatory pedagogies founded on evidence-informed reasoning.
civic competencies, source-based inquiry, curriculum mapping, global citizenship learning, teacher professional development
The Impact of Historical Literacy on Youth Political Attitudes in a Post-Communist Society
This study analyzes the impact of knowledge about the communist system in Albania on the political attitudes and social perceptions of young people within a post-communist society. The study relies on a quantitative methodology and is based on data collected through a structured questionnaire administered to 430 young people aged 18-30 years in the Durres region. The questionnaire was implemented and analyzed using statistical techniques such as linear regression and analysis of variance (ANOVA). The findings show that although factors such as age and education do not significantly correlate with the level of historical knowledge, knowledge of communism itself has a positive and significant influence on the development of a critical attitude toward the democratic system. The study emphasizes the importance of historical education and highlights the value of a more structured and critical engagement with the communist past within the educational curriculum in strengthening democratic consciousness among young people.
Collective Memory, History Education, Political Socialization, Historical Knowledge, Youth Political Attitudes, Democratic Consciousness.
Adaptive Learning Platforms in English Education: Enhancing Comprehensive Skills and Social Interaction in the Digital Classroom
Advances in computer-assisted‑ language learning (CALL) promise personalized instruction, yet most adaptive systems focus on isolated skills or vocabulary. This study reports a 12‑week quasi‑experimental mixed‑methods evaluation of an adaptive platform that integrates the Vygotsky zone of proximal development (ZPD), Bayesian Knowledge Tracing (BKT), and Item Response Theory (IRT) to foster comprehensive proficiency across listening, speaking, reading, and writing. ANCOVA controlling for pre‑test scores indicated significant gains in all skills for the adaptive group (F = 19.30–44.65, p ≤ 1.82 × 10⁻⁵); effect sizes ranged from moderate for writing (d = 0.62) too large for listening, speaking, and reading (d = 0.84–0.93). Learners reported higher perceived ease of use, usefulness, and enjoyment, and these constructs correlated with proficiency gains. Qualitative data revealed enhanced motivation, autonomy, and reduced anxiety. Framing the design as a controlled short-term‑ intervention, the study highlights the platform’s pedagogical affordances and psychometric calibration while acknowledging the limitations of duration, sample homogeneity, and anxiety measurement. These findings support the feasibility of integrating cognitive scaffolding with latent mastery estimation to deliver balanced, adaptive English instruction.
Digital Pedagogy, Educational Technology, Adaptive Learning, Language Education, Student Engagement
Artificial Intelligence and Professional Boundaries in Journalism: Resistance, Adaptation, and Implications for Professional Education
This study analyses the impact of Artificial Intelligence (AI) on the construction of professional boundaries within Albanian media newsrooms. The analysis is grounded in the theoretical concept of boundary work (Carlson & Lewis, 2015), which conceptualises journalism as a field in continuous negotiation shaped by the interaction between professionals and external actors. The study combines quantitative and qualitative approaches. The quantitative data were obtained through a survey of 236 journalists, conducted as part of a study by the Department of Journalism and Communication at the University of Tirana in 2025, while the qualitative data were collected through 23 semi-structured interviews with journalists, editors, and editors-in-chief from both traditional and online media, as well as through a focus group of 14 participants from the same categories. The findings demonstrate that AI continues to be used at limited and mostly individual levels, while a tension exists between resistance and adaptation to its tools. Consequently, professional boundaries in Albanian journalism are being reshaped under the influence of AI, raising broader implications for professional education and the preparation of future journalists.
Artificial Intelligence, professional boundaries, resistance and adaptation, AI ethics, journalism education
Determinants of Students’ Perceptions and Satisfaction with Virtual Learning Environments: Evidence from a Peruvian Public University
This study analyzes students’ perceptions of virtual learning environments used in academic training at the Faculty of Social Sciences during 2023. A quantitative, cross-sectional design was employed, using a structured survey administered to students from the professional programs of Anthropology, Sociology, Tourism, Social Communication, and Art. The instrument assessed key dimensions such as accessibility, interactivity, content quality, perceived effectiveness, proposed improvements, and overall satisfaction with virtual learning platforms. The results indicate heterogeneous perceptions across programs; however, flexibility, convenience, and ease of access to academic resources were consistently identified as the main advantages of virtual learning. Videoconferencing platforms with high levels of interoperability were reported as the most frequently used and preferred tools for instructional delivery. Overall, students reported predominantly positive experiences and a generally satisfactory level of acceptance of virtual learning environments. These findings provide relevant empirical evidence to inform the optimization of virtual educational platforms and support the adaptation of teaching strategies to better align with students’ academic needs and expectations.
Behaviors, students, digital environments, perception, technology, online education, e-learning.
Transmedia Cultural Exchange and Social Identity Formation: Educational Implications of Chinese-language Films in Singapore
Transmedia storytelling is an effective means of cultural exchange in the era of globalization and digital convergence. This paper examines the role of Chinese-language movies in promoting cultural exchange among the Chinese in Singapore and the ways in which viewers access these movies through different digital platforms. The study explores the ways in which social media, television, cinema, and online forums are used as cultural interpretation spaces and community discourse through the analysis of user comments and interactions on these platforms. The research was based on a quantitative method, where 512 participants were surveyed online, and Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were used to determine the most important variables that determine transmedia engagement. The results indicate that emotional connection, cultural familiarity, and social interaction are important to improve engagement and strengthen cultural identity. The findings highlight the importance of Chinese-language films as a transmedia tool through which the diasporic communities can preserve their culture. The study can be of great use to media producers, educators, and policymakers who want to promote cross-cultural understanding.
Transmedia Engagement, Chinese-language films, Singapore Chinese Community, Cultural Exchange, Audience Reception, Digital Platforms.
Comparative Economic Discourse in Journalism: A Sociological and Educational Perspective on Albanian and Italian Terminology
This study examines economic discourse in contemporary Albanian journalism, with a comparative focus on Italian terminology. Economic vocabulary, once confined to technical registers, has increasingly entered media language and public communication. The methodology involves analyzing journalistic texts, legal documents, and official publications to identify three lexical levels—terminological, non-terminological, and general—and to explore their interaction in conveying economic information. Findings highlight the role of phraseological units and the influence of Italian and English borrowings in enriching and standardizing Albanian economic terminology. The comparative perspective underscores lexical innovation and cross-linguistic influence, while also revealing challenges of clarity and consistency in specialized discourse. From a social and educational standpoint, the study contributes to understanding how economic language shapes public awareness, supports media literacy, and fosters linguistic competence in interpreting complex economic realities.
Economic discourse, Albanian journalism, Italian terminology, sociolinguistics, media language, cross-linguistic influence, public pedagogy, media education
Cultural Engagement through Music Streaming: Social and Educational Implications of Chinese and Korean OST Recommendation Systems
Due to the emergence of the Chinese and Korean TV shows in the global market, there has been a surge in exposure to original soundtrack (OST) music which is commonly listened without the accompanying visuals using streaming technologies. In addition to entertainment, OSTs are significant in emotional appeals, cultural and informal learning on language and national borders. This paper examines how the algorithmic OST recommendation systems can be used to contribute to cross-cultural interaction and increase the emotional and cultural awareness of East Asian media by users. This study will be based on an emotion-sensitive, cross-linguistic recommendation system, and will investigate how music recommendations mediated by a narrative process influence discovery behavior and cultural exposure to digital space users. Sound and emotional features, multiple-language metadata, and interaction by the user are synthesized in order to investigate the influence of recommendation systems in the consumption of music in a culturally diverse environment. Using experimental assessment, emotion-sensitive and multilingual modeling are found to enhance relevance of recommendation especially in sparse and cross-cultural contexts. The implications of the findings to wider social and education OST recommendation systems include the fact, that algorithmic music curation may provide an effective tool to the cultural exchange, emotional literacy, and informal media-based learning in globalized streaming ecosystems.
Algorithmic curation; OST recommendation; Cross-cultural communication; Emotional engagement; Informal learning; Multilingual metadata; Streaming platforms; Digital sociology
Digital Rehabilitation in Correctional Systems: A Case Study of Prospects and Barriers
The integration of technology in correctional facilities represents a paradigm shift in modern prison rehabilitation approaches globally, offering unprecedented opportunities to enhance inmate reintegration while addressing systemic challenges. This research examines the global phenomenon of digital rehabilitation, using the current state and prospects of technology adoption in Albanian prisons as an illustrative case study. By analysing both opportunities for rehabilitation enhancement and implementation challenges, this study highlights the broader implications of digital tools in correctional settings. Through a comprehensive analysis of recent developments from 2020 to 2025, including international cooperation initiatives, this study reveals significant potential for digital transformation in correctional systems. Key findings indicate that technology-enhanced rehabilitation programs can reduce recidivism rates by up to 23% compared to traditional methods, while digital education platforms show 68% success rates versus 35% for conventional approaches. However, implementation faces substantial barriers globally, including high costs (85% impact), ageing infrastructure (78% impact), and staff training requirements (72% impact). The research demonstrates that strategic technology adoption, supported by international partnerships and phased implementation approaches, can transform prisons into modern rehabilitation-focused institutions. This study contributes to the growing body of international knowledge on correctional technology, providing insights that are transferable to other transitional contexts and informing global policy decisions.
Correctional technology, prison rehabilitation, digital transformation, smart prisons, recidivism reduction.
Pedagogies of Propaganda: The Role of Critical Articles in Shaping Social Consciousness During the Communist Regime
This study analyzes the role of critical articles on feature films as propaganda instruments that served to form social consciousness during the communist regime in Albania from 1961-1990. The study employs a mixed-methods approach, combining quantitative analysis of articles on Albanian film (N=586) with qualitative data from structured interviews (N=10)) with critics, journalists, correspondents, and collaborators of Drita newspaper, one of the most influential cultural media outlets of the time. Also, the study used qualitative data derived from key documents, such as reports from the Congresses and Plenums of the Labor Party of Albania, the League of Writers and Artists, etc. The findings indicate that critical articles served not only to control and manipulate public opinion but also as a form of public education. This situation promoted censorship among creators and artists, leaving lasting consequences for how post-regime society perceives education, criticism, and authority. The study's findings may help prevent the resurgence of similar forms of control and manipulation of public opinion.
Media Sociology, Propaganda, Public opinion, Ideology, Social consciousness, Censorship, Totalitarianism.
Pedagogical Competencies in the Age of Artificial Intelligence: Social, Ethical, and Educational Perspectives
Three dimensions: digital transformation, pedagogical competencies, and ethical governance are used in this study to investigate the integration of artificial intelligence (AI) in teaching and learning. By applying a PRISMA-informed systematic literature review approach, the study synthesises theoretical and empirical research to provide an overview of how AI can change educational practices and teachers’ professional roles. The review highlights how AI-powered technologies, such as machine learning, personalized learning systems, automated assessments, and feedback mechanisms, can positively address the evolving needs of teacher competence. The results show that integrating AI into teaching requires teachers to develop advanced digital and pedagogical competencies, as well as their ability to evaluate AI-generated outcomes responsibly, particularly concerning data privacy, fairness, and accountability. It also emphasizes the role of educational organizations in developing governance structures, professional development processes, and educational policies. By combining various research, this study presents a human-centered approach to AI integration and offers an overview for future research and practical applications in digitally transformed educational settings.
digital education; teacher professional development; digital competence frameworks; AI-TPACK
Understanding Student Experiences and Interaction in Virtual Learning Environments: Evidence from Resource-Constrained Universities in Latin America
Virtual Learning Environments (VLEs) have become central to higher education, yet student experiences in resource-constrained settings remain insufficiently explored. This study examines perceptions, usage patterns, and satisfaction with VLEs among Social Sciences students at Peru’s National University of the Altiplano (UNA). A quantitative, cross-sectional design was employed using a stratified random sample of 112 undergraduates (semesters 4–8), analyzed through descriptive and correlational statistics. Results show that 57.1% of students reported positive experiences, particularly valuing access to learning materials and student–instructor interaction. However, significant challenges persist: 50.9% encountered recurrent technical problems, and 38.4% perceived VLEs as less effective than face-to-face instruction. Videoconferencing tools, mainly Zoom and Google Meet, dominated instructional delivery, while gaps in personalized support and technical assistance were evident. Overall, the findings suggest that although VLEs are perceived as valuable, their effectiveness is constrained by limited digital training and interaction design. Targeted institutional interventions are recommended to enhance VLE performance in underserved higher education contexts.
Virtual learning environments, higher education, student perceptions, digital inequality, student experience.
Social Implications and Educational Strategies for Sustainability: HR Adaptation in Indonesiaʼs Rattan Industry
The Indonesian rattan industry, as a labour-intensive and community-based export sector, is highly exposed to fluctuations in global trade policies, including protectionist tariffs imposed by the United States. This study examines the social implications of these trade disruptions on employment conditions and analyses how workers and industry actors develop adaptive and educational strategies to sustain livelihoods. Using a qualitative case study design, data were collected through in-depth interviews and participant observation in the rattan production centres of Trangsan and Rajapolah. The data were analysed thematically to identify patterns of social adaptation and workforce learning. The findings show that declining export demand has led to employment insecurity, reduced working hours, and increased vulnerability among informal workers. In response, industry actors adopted skills development initiatives, product diversification, community collaboration, and digital platforms. These practices indicate that human resource resilience is a socially embedded and educationally driven process shaped by informal learning, social support, and local innovation, contributing to workforce sustainability in traditional export industries.
Social Adaptation, Social entrepreneurship, Workforce Resilience, Vocational Education, Workforce Sociology, Informal Learning, Sustainability, Craft Industry
Corporate Environmental Liability in Albania: Integrating Legal Frameworks with Educational Compliance Practices
As global awareness of environmental degradation grows, corporations are increasingly expected to take responsibility for reducing their environmental impact. In Albania, businesses are recognized as significant contributors to ecological harm, with the legal framework, including the Civil Code, Criminal Code, and Law on Environmental Protection, assigning them environmental responsibility alongside natural persons. A key mechanism to address this responsibility is education: training employees and managers on compliance practices ensures effective implementation and fosters a green culture within organizations. Although compliance programs are not explicitly codified in Albanian law, they remain closely linked to good governance, helping companies prevent environmental damage, avoid fines, and strengthen operational accountability. By integrating education, training, and environmental compliance into their corporate strategies, Albanian companies can enhance stakeholder engagement, improve their market reputation, and achieve sustainable development over time, aligning with national and international environmental standards. This way, we aim to highlight that environmental education, beyond reinforcing compliance, is increasingly a strategic driver for promoting environmental awareness and sustainability in corporate operations, ultimately supporting long-term development and corporate success.
Environmental Law, Compliance Policies, Environmental Damage, Business Ethics Education, Environmental Protection, Corporate Governance.
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Pedagogical Challenges in English for Specific Purposes: Integrating Social Science Perspectives in Albanian Higher Education
English for Specific Purposes (ESP) has become an essential element in higher education, providing students with language competencies specific to their academic and professional fields. This paper critically examines the pedagogical challenges of ESP implementation in Albanian higher education, addressing how institutional constraints, resource limitations, and social factors influence teaching practices and learning outcomes. Through survey data from dentistry students at the University of Tirana, the study identifies persistent barriers including limited resources, inadequate instructor training, resistance to curriculum changes, and lack of standardization in ESP programs. The findings reveal that effective ESP implementation requires alignment between pedagogical approaches, student needs, and institutional realities. Social and educational dynamics such as resource allocation, faculty preparedness, and institutional support significantly shape ESP effectiveness. The study emphasizes that ESP must be understood not merely as a linguistic concern but as an educational challenge shaped by broader social and institutional contexts. These findings highlight the necessity for context-specific solutions to improve ESP programs and strengthen the connection between curriculum and professional language demands, providing practical insights for enhancing ESP teaching practices in Albanian higher education and informing similar efforts across European contexts.
ESP, curriculum development, teacher training, institutional constraints, needs analysis, specialized discourse, learner-centered instruction
Pedagogical Transformation in the Digital Age: An Analysis of AI's Impact on Teacher Strategies in Primary Education
The fast adoption of artificial intelligence (AI) in primary education is transforming the past practices of teaching but there is little empirical evidence on the effects of it on the teaching behaviors of teachers. This paper discusses the role of AI technology in changing the teaching techniques in the primary school through the use of the technology acceptance model (TAM) as the theoretical framework. A quantitative methodology was embraced, and a sample size of 466 vocational and basic-stage teachers in various provinces in China was used in gathering data through a five point Likert scale questionnaire. The hybrid Linear Discriminant Analysis-Random Forest (LDA-RF) model was used to categorize and forecast the determinants of the AI-assisted teaching performance. The findings prove that perceived usefulness, perceived ease of use, and ease of learning significantly affect AI adoption with the highest level of accuracy 91.0, precision 88.7, and F1-score 89.5. The results emphasize the great potential of AI to increase the teaching innovation, individual learning, and decision-making processes based on data. But the use of self-reported information and the constraints provided by the context impairs generalizability. Future research ought to assume longitudinal, multi-regional and explainable AI methods to enhance robustness and explainability.
Artificial Intelligence, Teaching Strategies, Basic Education, Technology Acceptance Model, Educational Innovation, Pedagogical Transformation, Digital Age