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.
Fostering Changemakers: The Impact of Transdisciplinary Social Entrepreneurship Education on Student Intentions and Skills in Mexican Higher Education
Higher education institutions face increasing pressure to equip graduates with the entrepreneurial mindset and transversal skills needed to address complex societal challenges. This study empirically investigates the impact of student engagement in transdisciplinary social entrepreneurship education (SEE) programs on their social entrepreneurial intentions and perceived development of key 21st-century skills within the Mexican context. A quantitative, cross-sectional survey design was employed. Data were collected from 385 undergraduate students across various disciplines at three public universities in Mexico. Participants completed validated scales measuring their level of engagement in SEE activities, social entrepreneurial intentions, perceived social innovation skills, metacognitive awareness, and perceived readiness for complex problem-solving. Hierarchical multiple regression analyses were used to test the hypotheses, controlling for demographics and prior entrepreneurial exposure. Student engagement in SEE activities was a significant positive predictor of social entrepreneurial intentions, perceived social innovation skills, metacognitive awareness, and readiness for complex problem-solving, after accounting for control variables. The findings indicate that participation in these educational experiences is strongly associated with the development of a changemaker profile among students. This study provides needed empirical evidence on the effectiveness of transdisciplinary SEE programs in a Latin American context. It quantitatively links program engagement not only to entrepreneurial intentions but also to the development of crucial cognitive and problem-solving skills. The findings validate the potential of innovative pedagogical approaches that move beyond traditional disciplinary silos to foster graduates capable of driving social change.
Social Entrepreneurship Education, Higher Education, Transdisciplinarity, Social Entrepreneurial Intentions, 21st-Century Skills, Metacognition, Innovation Skills, Mexico, Employability
Copyright (c) 2025 European Journal of Social Science Education and Research https://creativecommons.org/licenses/by-nc/4.0
From Cognitive Shortcut to Perceived Competence: A Moderated Mediation Model of Cultural Frameworks, Stereotyping, and Social Adjustment
Dimensional cultural models are widely used in education and training to simplify intercultural complexities, yet critics argue they may foster cognitive biases. Previous research revealed a paradox: managers' belief in these models correlates positively with both their stereotyping tendency and their self-reported socio-cultural adjustment. This study unpacks this paradox by testing a moderated mediation model. We examine whether stereotyping tendency mediates the relationship between belief in dimensional models and socio-cultural adjustment, and if this indirect effect is moderated by an individual's Need for Cognitive Closure (NFC). Cross-sectional survey data from 412 European-based managers with international responsibilities were analyzed using Hayes' PROCESS macro. Results supported the model. Stereotyping tendency mediated the positive link between belief in the models and adjustment. Crucially, this indirect effect was conditional on NFC, proving significantly stronger for managers with a higher need for closure. These findings specify a cognitive pathway for an "illusion of competence," where simplistic cultural frameworks boost perceived social ease by facilitating stereotyping, particularly among individuals averse to ambiguity. The study highlights the need for educational and training interventions that prioritize cognitive flexibility and critical reflexivity over heuristic categorization in developing genuine intercultural competence.
Cultural Dimensions, Stereotyping, Intercultural Adjustment, Need for Cognitive Closure, Moderated Mediation, Cognitive Bias, Global Managers, Cross-Cultural Education
Navigating the Nexus: Educators' Perceptions of Populism's Impact on Secondary Education and the Imperative for Critical Pedagogy
The rise of contemporary populism presents complex challenges to democratic societies and their educational systems. This study moves beyond theoretical critiques to empirically investigate secondary school educators' perceptions of populism's impact on their work. It examines the perceived effects on curriculum, school climate, and student attitudes, and explores educators' sense of professional responsibility to foster critical thinking and media literacy as countermeasures. Employing a quantitative, cross-sectional survey design, data was collected from 355 secondary school educators in Germany, Poland, and Spain. Multiple regression analysis revealed that perceived exposure to populist discourse significantly predicted negative impacts on school climate and curriculum pressures. These perceived negative impacts, in turn, strongly predicted educators' sense of responsibility to implement critical pedagogy. However, the relationship between this felt responsibility and educators' self-efficacy was significantly moderated by perceived administrative support and access to professional development. The findings provide crucial empirical data on the challenges educators face and underscore the urgent need for targeted support systems to empower them as key actors in strengthening democratic resilience through critical education.
Populism, secondary education, teachers’ perceptions, school climate, critical pedagogy, media literacy, democratic resilience
The Social Dynamics of Trust in the Digital Economy: A Quantitative Analysis of Personalization and Transparency in European E-Commerce
In an era of pervasive data collection, the relationship between consumers and e-commerce firms is increasingly complex. This study investigates the social dynamics of trust within this digital environment. It moves beyond a purely commercial framework to empirically test a structural model quantifying how data-driven personalization and perceived data transparency influence consumer purchase intention, mediated by the crucial construct of system trust. A quantitative, cross-sectional survey was conducted with 450 adult e-commerce users from Germany, France, and Poland, representing diverse European markets under the General Data Protection Regulation (GDPR). The survey utilized validated scales for Perceived Personalization, Perceived Data Transparency, Consumer Trust, and Purchase Intention. The hypothesized relationships were tested using Structural Equation Modeling (SEM). The SEM analysis confirmed an excellent model fit. Both Perceived Personalization (β = .35) and Perceived Data Transparency (β = .42) were strong, significant predictors of Consumer Trust. Notably, transparency emerged as a slightly more powerful antecedent. Consumer Trust, in turn, was a powerful predictor of Purchase Intention (β = .58) and fully mediated the effects of both personalization and transparency. This highlights trust as the central mechanism governing consumer behavioral responses to corporate data practices. This study provides a robust empirical model that integrates marketing concepts with sociological theories of trust. It demonstrates that the benefits of personalization and the ethics of transparency are not opposing forces but complementary pillars for building system trust in the digital economy. The findings offer critical insights for creating more trustworthy and sustainable digital ecosystems, with implications for corporate strategy, data governance, and public policy in the post-GDPR landscape.
Consumer Behavior, System Trust, Personalization, Data Transparency, E-Commerce, Structural Equation Modeling (SEM), Privacy Paradox, Digital Economy, Surveillance Capitalism
Determinants of Belief in the Biological Inevitability of War: An Empirical Analysis of Ethological, Anthropological, and Media Influences
The belief that warfare is an inescapable part of human nature remains a contentious societal issue with significant implications for policy and peacebuilding. This study moves beyond theoretical debate to empirically investigate the factors predicting individuals' belief in the biological inevitability of war (BBIW). Employing a cross-sectional survey design with a sample of 512 adults in Finland, this research examines the relative influence of arguments derived from ethology, anthropology, classic aggressive drive theory, and media framing. Hierarchical multiple regression analysis revealed that agreement with ethological arguments emphasizing primate violence was the strongest predictor of BBIW, followed by agreement with aggressive drive concepts and exposure to media framing of conflict as ubiquitous. Conversely, agreement with anthropological arguments highlighting cultural variability and peaceful societies was a significant negative predictor. The model explained a substantial portion of the variance in BBIW, demonstrating that specific scientific and media narratives are powerful determinants of public opinion on this fundamental question.
biological inevitability of war; ethology & primate aggression; aggressive drive theory; anthropology & peaceful societies; media framing of conflict; Finland survey; hierarchical regression.
The Socio-Cultural Footprint of ‘Stadium Diplomacy’: China's Infrastructure Projects and National Identity in Belarus
This paper examines China's "stadium diplomacy" in Belarus as a tool of soft power with significant socio-cultural and public policy implications. Moving beyond a purely geopolitical analysis, this study investigates how the Chinese-funded construction of a National Football Stadium and an international swimming pool in Minsk intersects with Belarus's domestic politics and evolving national identity. Using a qualitative single-case study design, the research analyzes official documents, state media narratives, and independent news reports to explore how these large-scale infrastructure projects are framed for public consumption. The findings reveal that these "gifts" are leveraged by the Belarusian government to project an image of stability and successful international partnership, thereby reinforcing domestic legitimacy amidst political isolation. Concurrently, they serve China’s nation-branding strategy, embedding symbols of its technological prowess and goodwill into the urban landscape of a European capital. The study concludes that stadium diplomacy in Belarus functions as a complex socio-political phenomenon, shaping urban development, influencing public perception, and contributing to the reorientation of Belarusian national identity towards non-Western alliances.
Stadium diplomacy, Soft power, China-Belarus relations, National identity, Public policy, Cultural diplomacy, Infrastructure projects
Academic Research and Educational Policies under the Neoliberal Umbrella: The Case of Albania
The global ascendance of neoliberal doctrine has reconfigured higher education, increasingly framing it as a market where universities must align their qualifications with market demands. This paradigm privileges applied sciences, technology, and medicine, while systematically devaluing the social sciences and humanities. This paper investigates this phenomenon through a case study of Albania, a post-socialist country navigating a complex transition. We argue that the confluence of market-driven educational policies and insufficient public investment creates a precarious environment for certain academic disciplines and stifles scientific research, particularly in developing nations or those with hybrid political regimes. This study employs a mixed-methods approach, combining a national survey of 800 university students with a thematic analysis of policy documents and national statistics. The findings reveal that student choices are overwhelmingly dictated by perceived employment prospects, leading to a crisis in enrollment for humanities and social science programs. Concurrently, state funding for scientific research is critically low, undermining the academic community's capacity for knowledge production and innovation. The Albanian case demonstrates how neoliberal pressures, exacerbated by limited state capacity and a lack of alternative funding sources, endanger the sustainability of essential academic fields and the broader public-good mission of higher education. The study contributes to the international discourse on academic capitalism by providing empirical evidence from a peripheral, transitional context, highlighting the acute vulnerabilities faced by non-market-oriented disciplines when marketization is compounded by state and market failure.
Neoliberalism, Higher Education Policy, Academic Capitalism, Albania, Social Sciences, Humanities, Scientific Research Funding
Navigating Geopolitics through Culture: An Analysis of Ukraine's Strategic Communication and Cultural Diplomacy in its EU Accession Bid
In contemporary international relations, cultural diplomacy and strategic communication are pivotal instruments of foreign policy, particularly for nations undergoing significant geopolitical transitions. This paper examines the role of these soft power tools in Ukraine's ongoing pursuit of European Union membership. Using a qualitative comparative case study methodology, this study analyzes Ukraine's approach in the context of two distinct EU accession precedents: the successful integration of Croatia and the stalled candidacy of Turkey. The analysis reveals that while crisis-driven communication has generated short-term international support for Ukraine, long-term success hinges on adopting a process-oriented, institutionally embedded cultural diplomacy strategy, similar to Croatia's model. Key findings indicate that sporadic, event-focused initiatives are insufficient to overcome deep-seated political and cultural barriers, a lesson underscored by Turkey's experience. The paper concludes that for Ukraine, a sustained and strategic cultural engagement is fundamental to navigating the complexities of EU integration and solidifying its European identity.
EU accession, soft power, cultural diplomacy, strategic communication, Ukraine, European integration, comparative case study
The Fractured Peace: Human Security, Social Cohesion, and Educational Division in the Post-Conflict Western Balkans
The post-Cold War era heralded the rise of the human security paradigm, shifting the focus of international concern from state-centric military threats to the well-being and dignity of individuals. This paper argues that the promise of this paradigm has been only partially fulfilled, particularly in post-conflict regions where the international order’s geopolitical shifts have undermined sustainable peace. Using the Western Balkans as a focused case study, this article examines how the enduring legacies of armed conflict and the erosion of a robust human security framework manifest in critical social and educational spheres. Through a qualitative documentary analysis of policy reports, academic literature, and NGO assessments, the paper investigates the interconnected challenges to community, economic, and political security in societies such as Bosnia-Herzegovina and Kosovo. The analysis reveals three key findings: first, unresolved political disputes and ethno-nationalist politics perpetuate a state of 'negative peace,' eroding community security and social trust. Second, persistent socio-economic precarity is intrinsically linked to widespread public health crises, particularly in mental health, hindering human development. Third, educational systems, rather than fostering reconciliation, often serve as institutional mechanisms for reinforcing ethnic divisions, thereby sowing the seeds of future instability. The paper concludes that a superficial, state-centric approach to post-conflict reconstruction, which neglects the deep-seated social and educational dimensions of human security, results in a 'fractured peace'—a society free from war but not from fear or want. It calls for a renewed policy focus on integrated education, community-based mental health services, and transitional justice to build a more resilient and positive peace.
human security, post-conflict reconstruction, social cohesion, educational policy, Western Balkans, transitional justice, mental health
Healing from Doubt or Hardening Beliefs? The Impact of Cartesian Method Pedagogy on Student Epistemic Beliefs and Academic Self-Efficacy
This study investigates the pedagogical impact of René Descartes’ method of analysis on higher education students. The central inquiry is whether teaching this method fosters robust, self-reliant inquiry or inadvertently promotes epistemic rigidity. A quasi-experimental, pre-test/post-test design was employed with 180 undergraduate philosophy students across three groups: a Cartesian Method group, a Collaborative Inquiry group, and a Control group. Over an 8-week intervention, we measured changes in epistemic beliefs (certainty, source, justification) and academic self-efficacy using validated scales. Analysis of Covariance (ANCOVA) revealed that the Cartesian Method group showed significant gains in academic self-efficacy for logical argumentation. However, this group also developed stronger beliefs in knowledge certainty and individual intuition as a source of truth, alongside a diminished appreciation for knowledge derived from collaboration or empirical evidence. These findings suggest that while Cartesian pedagogy can bolster confidence in individual reasoning, it risks fostering absolutist epistemic stances, highlighting a critical trade-off for educators designing critical thinking curricula.
Cartesian Method, Epistemic Beliefs, Academic Self-Efficacy, Philosophy Pedagogy, Critical Thinking, Descartes, Higher Education, Individualism, Collaborative Learning
Beyond Asylum: A Quantitative Model of Social Integration and Well-being among Refugees in Greek Local Societies
This study moves beyond theoretical frameworks to empirically test a model of social integration among refugees in Greece. While factors affecting integration are well-documented, their relative importance in this critical context remains under-quantified. This research examines the predictive power of structural factors (housing, employment) and social factors (language proficiency, host community contact) on two key outcomes: social integration and psychological well-being. Using a cross-sectional survey of 435 recognized refugees and asylum-seekers in Athens and Thessaloniki, we employed hierarchical multiple regression analyses. The findings reveal that social factors are stronger predictors of integration than structural factors. Host community contact (β = .31) and language proficiency (β = .28) were the most powerful predictors of social integration. For psychological well-being, social integration itself emerged as the strongest predictor (β = .39), mediating the effect of other social variables. The model provides a data-driven hierarchy of needs for integration, demonstrating that while structural support is essential, it is the social factors of language and community connection that most potently drive successful integration and well-being, offering clear guidance for policy and practice.
Social Integration, Refugees, Greece, Quantitative Model, Well-being, Housing Policy, Social Capital, Migration Studies
Fostering Academic Excellence in Higher Education: A SEM Analysis of Total Quality Management, Organizational Innovation, and Institutional Performance in the UAE
Higher Education Institutions (HEIs) in the United Arab Emirates (UAE) face intense pressure to evolve from teaching-centric bodies into innovation-driven engines of economic growth. This study develops and tests a structural model to investigate the mechanisms through which quality management translates into superior institutional outcomes. Specifically, it examines the mediating role of organizational innovation in the relationship between Total Quality Management (TQM) practices and institutional performance. A quantitative, cross-sectional survey was conducted, gathering data from 342 academic staff at major public and private universities in Abu Dhabi. Structural Equation Modeling (SEM) revealed that TQM has a significant positive direct effect on both organizational innovation and institutional performance. Furthermore, organizational innovation demonstrated a strong positive impact on institutional performance. Bootstrapping analysis confirmed that organizational innovation acts as a significant partial mediator, clarifying that a substantial portion of TQM's benefit is channeled through the enhancement of innovative capabilities. The findings provide an empirically validated framework for university leaders, suggesting that TQM is a foundational strategy whose value is maximized when it is leveraged to cultivate a culture of pedagogical and administrative innovation, thereby driving sustainable institutional excellence.
Total Quality Management (TQM), Organizational Innovation, Institutional Performance, Higher Education, UAE, Structural Equation Modeling (SEM)
Psychological and Pedagogical Vectors of Distance Learning in Higher Education: A Framework for Integrated Management and Support
The proliferation of distance education in higher education (HE) offers unprecedented flexibility but simultaneously introduces significant challenges, including student isolation, disengagement, and diminished well-being, which adversely affect academic performance and retention. This paper addresses the critical need for a holistic support system that transcends traditional, siloed approaches. Using an integrative review methodology, this study synthesizes empirical and theoretical literature to develop a conceptual framework for integrating psychological and pedagogical support within digital learning environments. The framework emphasizes the synergistic relationship between fostering a sense of belonging, promoting student engagement, and providing accessible well-being counseling. We argue that a sense of belonging is a foundational element that mitigates negative psychological outcomes, such as anxiety, and enhances academic motivation. The proposed framework advocates for embedding well-being support directly into digital education platforms, creating a cohesive ecosystem that facilitates student success. By systematically combining psychological and pedagogical strategies, institutions can create a more resilient, supportive, and effective online learning experience. This paper offers a practical model for HE administrators and educators to guide the design and implementation of integrated support systems tailored for the digital age.
distance learning, higher education, student engagement, sense of belonging, well-being counseling, integrated support framework, digital pedagogy
Optimizing Social Media Engagement for University Branding: A Content Strategy Framework for Higher Education Institutions
As the higher education market becomes increasingly competitive, universities leverage social media for brand management. However, the principles of effective content strategy in this unique context remain underdeveloped. This study moves beyond descriptive analysis to develop an empirically grounded, strategic framework for optimizing social media content. It employs a quantitative content analysis of 1,250 social media posts from the official Facebook pages of the top ten higher education institutions in Turkey. The impact of key content strategy variables—including content type, post context, content agility, posting source, and temporal factors—on user engagement (likes, comments, shares) is tested using Multivariate Analysis of Variance (MANOVA). The analysis reveals that all tested elements are significant predictors of engagement. Content type and post context are the strongest drivers, with institution-generated "university news" published on weekdays in the afternoon consistently outperforming other strategies. This paper contributes a practical, data-driven "Dynamic Content Framework" for brand managers to enhance brand visibility and optimize resource allocation.
Social Media Marketing, Content Strategy, Higher Education, Branding, User Engagement, MANOVA, Turkey
Beyond the Victim: A Quantitative Analysis of Ethical Leadership and Individual Ideology as Antecedents of Workplace Mobbing in Poland
Research on workplace mobbing has extensively documented its severe mental health consequences, often focusing on the victim's experience. This study shifts the analytical lens from consequences to antecedents, aiming to prevent mobbing by understanding its origins. It quantitatively examines the predictive power of both organizational factors (perceived ethical leadership) and individual-level factors (employee's ethical ideology, specifically idealism and relativism) on the experience of mobbing behaviors in the Polish workplace. A cross-sectional survey design was employed, collecting data from 512 full-time employees in large organizations in Poland. The survey utilized established psychometric scales: the Negative Acts Questionnaire-Revised (NAQ-R) for mobbing, the Ethical Leadership Scale (ELS), and the Ethics Position Questionnaire (EPQ) for ideology. Data were analyzed using hierarchical multiple linear regression to test the unique contribution of organizational and individual predictors. Results indicate that ethical leadership is the single most powerful deterrent, showing a robust negative relationship with perceived mobbing (β = -.412, p < .001). Individual ethical ideology was also a significant predictor; idealism negatively predicted mobbing experiences (β = -.179, p < .01), whereas relativism was a significant positive predictor (β = .204, p < .001). The complete model explained 28.7% of the variance in perceived mobbing. This study provides one of the first empirical models in an Eastern European context to simultaneously assess the influence of leadership and individual ideology on mobbing. The findings offer actionable, preventative insights, demonstrating that while an individual's ethical framework is relevant, the cultivation of ethical leadership is the most critical organizational defense against workplace toxicity.
Workplace Mobbing, Bullying, Ethical Leadership, Ethical Ideology, Poland, Organizational Behavior, Workplace Ethics
The Efficacy of Action: A Gender-Based Analysis of Self-Efficacy, Optimism, and Goal Commitment in Georgian Higher Education
This study investigates the role of key personal development constructs—self-efficacy and optimism—as predictors of academic and career goal commitment among master's students in Georgia. Focusing on the critical transition from higher education to the labor market, the research places a central emphasis on identifying and interpreting gender-based differences in these psychological assets. A quantitative, cross-sectional survey was administered to 452 master's students from three major universities in Tbilisi. The survey employed the General Self-Efficacy Scale, the Life Orientation Test-Revised, and a researcher-developed Goal Commitment scale. Independent samples t-tests revealed a significant gender gap in self-efficacy, with male students reporting higher levels than their female counterparts, although no differences were found in optimism or goal commitment. Multiple regression analysis confirmed that both self-efficacy (β = .451) and optimism (β = .219) are strong, independent predictors of goal commitment, explaining 32.4% of its variance. These findings highlight a "belief versus will" paradox among female students and underscore the need for Georgian universities to integrate targeted, efficacy-building interventions into their curricula to better prepare all graduates for future success.
Self-Efficacy, Goal Commitment, Gender Studies, Personal Development, Higher Education, Georgia, Optimism, Student SuccessSelf-Efficacy, Goal Commitment, Gender Studies, Personal Development, Higher Education, Georgia, Optimism, Student Success
The Social Impact of Fiscal Policy: A Comparative Analysis of Public Investment and Taxation on Social Welfare in Albania (2000-2023)
Fiscal policy is a critical instrument for shaping not only economic trajectories but also social outcomes. This study empirically assesses the comparative impact of public investment and tax revenues on social welfare, proxied by economic growth, in Albania from 2000 to 2023. By dividing the analysis into pre-crisis (2000–2007) and post-crisis (2008–2023) periods, this paper provides evidence-based insights into the shifting effectiveness of fiscal instruments in fostering an economic environment conducive to social development. Using an Ordinary Least Squares (OLS) regression framework with minimalist and lagged models, the study analyzes annual time-series data. A suite of econometric diagnostics, including tests for stationarity (ADF), multicollinearity (VIF), heteroscedasticity (White), autocorrelation (Durbin-Watson), and normality of residuals (Jarque-Bera), ensures the robustness of the findings. The results reveal a structural shift in fiscal policy effectiveness. In the pre-crisis period, public investment, particularly with a one-year lag, was a significant driver of growth, suggesting its role in building foundational infrastructure with broad social benefits. Conversely, in the post-crisis era, tax revenues emerged as a statistically significant growth-enhancing factor, reflecting improved fiscal capacity to fund social programs and ensure stability. The impact of public investment, while still positive, diminished in significance, raising questions about its efficiency and allocation towards socially impactful projects. This research contributes to the social science literature by contextualizing the economic impact of fiscal levers within a broader social welfare framework, offering critical insights for policymakers in transition economies on how to balance growth-oriented policies with objectives of social equity and sustainable development.
fiscal policy, public investment, taxation, social welfare, economic growth, transition economy, OLS regression
Societal Collapse and Psychological Resilience: A Social Scientific Reading of Collective Trauma in Mary Shelley's The Last Man
Mary Shelley's dystopian novel The Last Man (1826), while a cornerstone of literary studies, offers a profound and underutilized historical imaginary for understanding contemporary societal crises. This article moves beyond traditional literary criticism to reframe Shelley's work as a sociological and educational case study, particularly relevant in the post-COVID-19 era. Using a theoretical framework grounded in the sociology of collective trauma and social cohesion, this analysis investigates the novel's depiction of a "narrative plague"—the collapse of shared meaning, social bonds, and institutional trust—that runs parallel to the medical pandemic it portrays. The study employs a qualitative textual analysis to examine the social-psychological dimensions of isolation, loss, and anomie as depicted in the novel. Findings reveal how the narrative simulates the disintegration of social capital and the failure of political and scientific institutions to manage catastrophe, offering critical insights into the foundations of community resilience and mental health. This 19th-century text is analyzed as a pre-sociological thought experiment, connecting historical representations of societal collapse with contemporary social science discourse on disaster response and recovery. The article argues that the novel's themes have direct implications for educational policy and pedagogy, highlighting the urgent need for trauma-informed approaches that can rebuild social inclusion, foster critical media literacy, and cultivate psychological resilience in an era of profound informational and social fragmentation.
Mary Shelley, The Last Man, social cohesion, collective trauma, educational resilience, social capital, narrative plague, post-pandemic studies, social policy, mental health
Challenging Binary Frameworks: An Experimental Study on Cognitive Bias and the 'Othering' Effect in Cultural Competence Training
As globalization intensifies, cultural training for managers and students has become standard practice. This paper critiques the dominant pedagogical approach, which relies on positivist, dichotomous cultural models. We argue that these binary frameworks may function as cognitive heuristics that inadvertently trigger rapid, intuitive "System 1" thinking, thereby reinforcing stereotypes and fostering a sense of "Othering." This study employed a pre-test/post-test experimental design with 210 business students randomly assigned to one of three groups: a Dichotomy-Based Training, a Reflexive Training based on postcolonial critique, or a Control Group. Cognitive bias was measured using a custom Implicit Association Test (IAT) and a vignette-based survey of stereotypical attributions. Analysis of Covariance (ANCOVA) revealed a significant, detrimental effect of the dichotomy-based training, which led to a statistically significant increase in both implicit bias and explicit stereotyping compared to the other groups. The findings provide robust empirical evidence that the very tools used to promote intercultural understanding may inadvertently cause harm, offering a clear mandate for educators to adopt more nuanced, reflexive pedagogical approaches.
Cognitive Bias, Cultural Training, Stereotyping, Dichotomous Frameworks, Intercultural Competence, System 1/2 Thinking, Othering, Postcolonial Theory, Management Education
Personalized Supervision: Enhancing Supervision Strategies in Dissertation-Based Doctoral Programs
This study examines mental health and supervision experiences among doctoral researchers at a large public university in Finland, where the dissertation is the predominant degree requirement. Using semi-structured interviews and surveys, the study explores doctoral researchers’ mental health, supervision experiences, and opinions on doctoral training. The findings reveal that 35 percent of respondents reported experiencing imposter syndrome and thoughts of inferiority, with 25 percent indicating these issues worsened since starting their doctoral studies. Burnout was reported by 30 percent of participants, particularly among those balancing research with external employment. While generally satisfied with supervision, respondents identified gaps in career guidance and academic training. Additionally, respondents expressed a desire for more frequent feedback, tailored support, and clearer communication about supervision and dissertation expectations earlier in the process. Supervision agreements were highlighted as a crucial tool for establishing clear expectations and responsibilities, ensuring transparency and accountability in the supervisory relationship. Researchers also highlighted a need for workshops on dissertation writing, grant writing, peer review, job applications, and conference participation due to the absence of a robust curriculum. Overall, the study underscores the importance of personalized supervision to enhance doctoral researchers’ academic success and well-being in dissertation-based doctoral programs.
Doctoral Supervision; Doctoral Training; Dissertation Supervision; Thesis Supervision
The Social Responsiveness Scale (SRS) in the Valuation of Social Skills in Music and Music Therapy research: A literature review
This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a useful instrument in an inclusive scholastic context when music therapy-based interventions are applied. The aim is to compare studies in which the SRS is a used to measure the impact of music-based interventions, and to deduce its usability in an inclusive scholastic context. Literature research on the databases RomaTreDiscovery, Science Direct, Google Scholar, PubMed, and Cochrane is conducted the 28.07.2017 and the 08.08.2017 using the keywords “social responsiveness scale”, “autism”, and “music”. The following inclusion criteria are applied: the studies are either randomized controlled trials (RCT) or controlled trials (CT), use the SRS as outcome measure, utilize a music-based intervention, and target a population of children or adolescents with ASD. During the literature research 11 studies were identified, based on title and abstract. After studying the full articles 4 met the inclusion criteria (Bhatara et al., 2009; Geretsegger et al., 2012; La Gasse, 2014; Thompson, McFerran & Gold, 2013). An analysis aiming on the type of the music intervention, the population, and the frequency of interventions is conducted. Since the number of studies that met the inclusion criteria is rather small, there is only little evidence from this research. Since the SRS seems to be a useful tool confronting the influence of music on social skills in children and adolescents, it might be applicable to measure the impact of music therapy in an inclusive classroom.
Social Responsiveness Scale, music intervention, music therapy, inclusion
Copyright (c) 2023 Humanities Today: Proceedings https://creativecommons.org/licenses/by-nc/4.0
Code of conduct as a source of international legal regulation for transnational corporations
This article discusses the possibility of adopting and using a code of conduct for transnational corporations as an international legal regulator of their activities. Author analyses the attempts of intergovernmental organizations (in particular the UN) aimed at adopting such a comprehensive act, as well as the reasons why they turned out to be untenable. Simultaneously, author assesses the effectiveness of existing international legal measures which focus the activities of transnational corporations.
transnational corporations, code of conduct, corporative law, international law, globalisation, the United Nations.
How to Read Spinoza Without Pentimento: An Alternative to Strauss
I critique the theological-philosophical assumptions that Leo Strauss uses to justify his controversial method of reading Baruch Spinoza, and I conclude by justifying an alternative interpretive method. Strauss’s method suggests that Spinoza’s texts intentionally contradict themselves so to couch his more controversial views in established dogma, thereby skirting the censorship of authorities. Strauss argues that reading “between the lines” allows the more astute of Spinoza’s readers to decipher an encrypted pentimento that reveals an esoteric or hidden aspect of his philosophy. Although Strauss’s method is divisive within the scholarship, Edwin Curley – a leading Spinoza translator and commentator – has, on more than one occasion, signaled his support for Strauss’s method despite expressing a sympathy with Strauss’s critics. I argue that Curley’s analysis of the issue does not fully engage the problem posed by Strauss’s elitism. I deny that Strauss and his proponents offer a viable strategy for interpreting Spinoza’s writings because they recapitulate the interpretive principles of Plato’s “philosopher-king” which Spinoza explicitly rejects in the Theological Political Treatise (TPT) through his critique of Maimonides. I argue that Spinoza’s writings should be interpreted according to the same method of biblical interpretation that he pioneers in the TPT. Accordingly, a text – whether sacred or profane – cannot be adequately interpreted on the basis of standards extrinsic to the text itself, including the unilateral judgement of the reader. But neither can a text be adequately interpreted without the judgment of the reader, as if its truth were hidden within the text itself independent of the minds that strive to interpret it. Therefore, in exactly the same way that Spinoza interprets the Bible through a socio-historical method, so also should Spinoza’s writings be interpreted through a socio-historical method that encounters and modifies the differences between author, text, and reader through a logic that is common to all three and private to none.
Spinoza, Leo Strauss, method, reason and faith, interpretation.
Previous studies on luxury consumption indicated that women may use luxury consumption as a self-promotion strategy during within-sex competitions, as these luxuries improve their advantages against same sex rivals for mates. Many of these studies rely on costly signalling and intra-sexual competition theory, and they suggest female intra-sexual competition in a mate attraction context triggers women’s spending on luxury products. The focus of this paper is to understand the gender-related motivations, specifically for female consumers in the luxury market and to compare and contrast the new findings with the previous studies. The finding of this study demonstrates other motives in female luxury consumer behaviour rather than relationship, self-enhancement and competition.
women, empowerment, motives, culture, luxury consumption, gender trait change
Challenges of Higher Education Learning and Scientific Research Process Management
This work is dedicated to the 100th anniversary of the First University of Georgia and aims to find ways to improve management policies of higher education institutions in Georgia. The study was based on the analysis of foreign experience of modern strategies of higher education management, the qualitative analysis of TSU management system and the survey of academic personnel of the university economics and business faculty. Based on the results obtained, the challenges of management and scientific process management are analyzed. Challenges identified in the paper are informative not only at TSU but at other higher educational institutions of Georgia for understanding the conditions there and it will be the basis for the mechanisms of overcoming challenges at higher education institutions and management improvement recommendations.
Higher Education Management, Management of Academic Staff, Learning Process Management, Scientific Process Management.
Dissemination of “Educating Communities” to Reduce Youth’s Social Exclusion
The aim of the paper is to analyse the role of “educating communities” in reducing social exclusion for young people. The paper is divided into three parts. In the first part we give some definition of educating communities, as a network between schools and communities, involving social workers, parents and institutions that are focused on the behaviour of young generations. The second part is dedicated to an overview of the best practices present in the US (the Greenbrook Elementary School in New Jersey), where the model of educating communities exists since more than 10 years, so that we can observe the evolution and the results too. After this analysis we will investigate an embryonal experiment of educating communities in Calabria. Particularly, we will investigate the experimental program in Calabria, because Calabria is one of the poorest regions in Europe, with very high level of educational poverty, very high risk of social exclusion and very strong presence of criminality. The program about educating communities in Calabria involves Region, local institutions, third sector (social firm, NGO), youth workers and schools. Its aim is to build a different future for young people, ameliorate the social mobility and the intergenerational transmission of poverty (material and immaterial). Finally, in the third part we will conclude showing the policy implication of the investments in educating community (social cost, time of network creation and moral hazard) and the focusing on the challenges of the dissemination of educating communities in reducing social exclusion.
Education, Education and Inequality, Education Quality, Equality of Opportunity, Social Exclusion, Intergenerational Mobility
Combating Overweight and Obesity among School Children and Adolescents through Student Counselling in Saudi Arabia
Overweight and obesity are health problems that can affect many children and adolescents around the world. The literature has identified that the prevalence of overweight and obesity is high in the Kingdom of Saudi Arabia (Saudi Arabia) in children and adolescents attending schools in Saudi Arabia. Student counselling practices can be a cost effective way to help students to deal with overweight and obesity in Saudi schools. The aim of the study was to conduct an evidence-based review of the literature in order to suggest new approaches to applying student counselling services and programmes in order to directly combat overweight and obesity in schools in Saudi Arabia. The study used a non-empirical review of the literature on overweigh and obesity and on student counselling in the United Kingdom and Saudi Arabia. The study argues that in theory student counsellors in schools in Saudi Arabia are ideally placed to help to directly address and reduce the existing high prevalence of overweight and obesity in youths and adolescents attending schools in Saudi Arabia. This could be done using a combination of dietary interventions and counselling methods. The research study concludes that student counselling in schools in Saudi Arabia could potentially be used to directly help to combat and reduce levels of overweight and obesity among school children and adolescents in the long term.
Student counselling; overweight; obesity; children; psychotherapy; behavioural therapy; cognitive therapy; health; diet; schools; Saudi Arabia.
The Role of Higher Education in Promoting Social Mobility in Indonesia
This paper explains the link between higher education and social mobility in Indonesia. There are several theoretical frameworks talking about the link between higher education and social mobility and the relevant theory of them is Raymond Boudon’s Inequality of Educational Opportunity (IEO) and Inequality of Social Opportunity (ISO). The results reveal that the link between higher education and social mobility in Indonesia is influenced by other factors: inequality of social-economy and geography and cultural disparities. Furthermore, the more decreasing inequality in the society, the more people can go to higher education and in turn will promote upward social mobility.
higher education, social mobility, educational opportunity, social opportunity
“Educated or Warehoused?”: The educational experiences of former NEET and so-called disengaged youth in a Further Education (FE) College in England
RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop ‘human capital’, i.e. skills, abilities and knowledge (Foucault 2008). However, how does RPA play out in practice with previously NEET and so-called disengaged youth engaged on a Level 1 prevocational course? Empirical research was conducted at a large general further education (FE) college in South East England, named The Site with seven tutors and twenty six students from the 2013-14 and 2014-15 cohorts. Adopting a case study approach, multiple methods of data collection were used, including classroom observations, semi-structured interviews, focus group discussions and document analysis. Key findings problematize education and highlighted complications for marginalised youth that participated in the study. Far from being a straightforward experience for former NEET and disadvantaged youth to gain knowledge and skills whilst at college, conversely, these Level 1 pre-vocational students faced multiple barriers that challenged student efforts to access essential provision in an attempt to improve on previous academic failure. Research findings revealed ‘warehousing’ appeared to be the main purpose of education for these particular students in this study. Distinctly different to stereotypical ideas, these particular students wanted to learn. In a profound way, empirical research highlighted how stringent academic conditions were powerfully used to demarcate access and predetermined which types of youth were permitted on higher levels of study programmes and apprenticeship. This study adopts a social justice framework and therefore advocated for numerous structural and pedagogical changes. Amongst others, the recommendation was made for an overhaul in government and organisational policies on GCSE provision. This study also calls for a sharpened political focus, inviting academic and government debate for a critical re-think and revamp of re-engagement provision - so it is fit for purpose for disadvantaged students.
Raising of Participation Age (RPA); Further Education (FE); NEET (not in education, employment or training); Neo-liberalism; Level 1 pre-vocational course, Warehousing, marginalisation; GCSEs; human capital
Regulation and Precariatisation of Working Life
The regulation of labour market attachment and working conditions now appears to be a thoroughly cultural and political issue, which is just as much a subjection to compulsory flexibility in association with the deregulation of collectively attained rights. Precarious working life is an age-old form of exploitation, expanding in our days to the academic fields of communication work and knowledge work. Sum and Jessop offer an approach to the theoretical understanding of this current epoch. However, their leaning on Foucault together with information science and systems science set a decisive limit to any phenomenological perspective of cultural and political experience – and thus hamper their project of outlining a cultural political economy. Still, Sum and Jessop’s important contribution to the notion of a cultural political economy must be recognized, not least when it comes to grasping the precariatisation of academic knowledge work and communication work.
Regulation, precariatisation, working life