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.
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.
Copyright (c) 2025 European Journal of Social Science Education and Research https://creativecommons.org/licenses/by-nc/4.0
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
Algorithmic Finance and Financial Literacy: Social and Educational Implications of AI-Driven Portfolio Optimization
The rapid integration of artificial intelligence into financial markets has created sophisticated investment tools that consistently outperform traditional strategies yet remain largely inaccessible to ordinary investors. This study examines the social and educational implications of advanced portfolio optimization algorithms through the lens of Science and Technology Studies and critical financial literacy research. While our empirical analysis demonstrates that Transformer-based reinforcement learning approaches achieve superior risk-adjusted returns compared to conventional methods, we argue that the proliferation of such opaque and computationally intensive technologies may exacerbate existing inequalities in wealth accumulation. Drawing on sociological theories of technological inequality and critical pedagogical frameworks, we analyze how algorithmic finance reshapes power dynamics in capital markets and creates new challenges for financial education at all levels. The paper concludes with comprehensive policy recommendations for educational reform and regulatory oversight aimed at promoting more equitable access to algorithmic investment tools while fostering the critical capacities needed to navigate an increasingly automated financial landscape.
algorithmic finance, financial literacy, artificial intelligence, social inequality, portfolio optimization, educational policy
Bridging the Digital Divide: An Analysis of AI and VR Integration for Equitable English Language Education
This paper examines how Artificial Intelligence (AI) and Virtual Reality (VR) can be integrated to help encourage fair English language learning in a socially-based analysis framework. The research is based on the constructivist learning theory, the sociocultural theory suggested by Vygotsky, the Technology Acceptance Model (TAM), and the ideas of critical pedagogy and proposes the following concepts: immersive AI-VR environments can improve the motivation of learners, engage them, introduce socialization, and affect language outcomes. A two-way approach was considered that used 120 learners and 12 teachers on a period of 12 weeks. The quantitative data were measured by using pre- after language tests, motivation scales, and TAM questionnaires and qualitative data were gained by using interviews, observations, and reflective journals. The results have shown that the AI-VR application of integration greatly improves the quality of communicative competence, confidence, and collaborative interactions between learners. Nonetheless, structural issues like internet connectivity and connectivity remain as a barrier to fair adoption. The paper points out the promising nature of AI-VR technology when applied to eliminate the educational gaps and integrated into an inclusion-based pedagogical and policy framework.
virtual reality, artificial intelligence, English language teaching, Technology Acceptance Model (TAM), Sociocultural Theory, Digital Divide, Educational Equity.
The Linguistic Dimension of Restaurant Menus: Reflections on Language Education, Culture, and Social Mentalities
This study builds upon previous research conducted recently and highlights the influential role of language as a crucial catalyst for ensuring success across various aspects of daily life. Moreover, the mission of language is closely linked to fostering individual awareness through the process of linguistic education, emphasizing its role, significance, and weight in every sphere of human existence. The topic of this study is directly related to the social dynamics that shape language use, linguistic evolution across diverse contexts, and the intrinsic value of language choice, as well as phenomena such as linguistic individualism, conformism, bilingualism, multilingualism, and language variation across time and space. All these elements are clearly interwoven within the field of culinary arts, a domain that bridges specificity and interdisciplinarity. More specifically, this study investigates how the written language of restaurant menus embodies and communicates culinary creativity.These phenomena must be considered in the formulation of language education policies, with the aim of integrating them into language teaching across all educational cycles. They are distinctly intertwined with multiple fields, both specific and general, innovative and contemporary, linguistic and interdisciplinary. The language use in restaurant menus (as a basic argument of this study) constitutes the most interesting instrument that conveys culinary creativity. On the other hand, the restaurant menus also have the potential to reflect significant cultural intersections, tradition blending, and evolving social identities. Whether monolingual, bilingual, or multilingual, their language provides valuable insights into how cultures interact and how traditions are shared across different populations. This study further illustrates the importance of linguistic formation in shaping the contemporary citizen. Through the written language of restaurant menus, not only is revealed culinary artistry, but a wide spectrum of linguistic and socio-cultural issues is also brought into focus.
Language of success, Language Education, Linguistic interaction, Culinary discourse, Sociolinguistic analysis.
Self-knowledge as a Path to Self-identification in Ukrainian Society: Aspects of Philological Discourse
The formation of Ukrainian statehood, with all the attendant problems of unification and consolidation of the citizens of the new state, was marked in Ukrainian sociological science by a particularly close attention to the phenomenon of identity. The article makes an attempt to comprehend peculiarities of Ukrainian philosophy of self-identification and its philological aspects discourse from the standpoint of interdisciplinary approach, employing historical and cultural dimensions and analyzing contemporary landscapes and discourses, in particular within social constructivism viewpoint and features of personalism philosophy. The conclusion is made that Ukrainian philosophy has developed a unique philosophical viewpoint that stresses freedom, dignity, and the moral responsibility of the person by navigating the nation's complicated history of foreign dominance and independence fight. It is a philosophy of pursuing enjoyment in the material world, infused with the concepts of action and struggle while also yearning for liberation. Overall, Ukrainian philosophy thoughts in the field of self-identification through self-knowledge represent impressive phenomenon, which is definitely needed to be further analyzed from multidisciplinary positions.
Ukrainian philosophy, personalism, God, self-realization, self-identification, philological discourse, language.
Mapping the Architecture of Misconceptions: Network Analysis and Confidence Calibration in Three-Tier Diagnostic Assessment with Implications for Targeted Instruction
Traditional science assessments inadequately distinguish between lack of knowledge and confident misconceptions, limiting their diagnostic value for instructional design. This study developed and validated a three-tier multiple choice diagnostic instrument for Indonesian students studying ecology and biodiversity concepts, integrating content questions, reasoning probes, and confidence ratings using the Certainty of Response Index. We administered a 15-item instrument to 95 seventh-grade students at a public junior high school in Central Java, Indonesia. Validation employed multi-method approaches including classical test theory, Item Response Theory modeling, confidence calibration analysis, and network analysis of misconception co-occurrence patterns. Student responses were classified as Sound Understanding with Confidence (PKDY), Sound Understanding with Uncertainty (PKTTY), Misconceptions (M), or Lack of Knowledge (TPK). The instrument demonstrated acceptable reliability (Cronbach's α = 0.647-0.682) and high content validity (0.833). Classification revealed 37.4% PKDY, 33.9% misconceptions, 19.0% lack of knowledge, and 9.7% uncertain understanding. Students exhibited systematic overconfidence (OI = 0.024) with Dunning-Kruger effects. Network analysis identified four misconception communities with coherent clustering patterns rather than random errors. Two-parameter logistic IRT models provided superior fit compared to Rasch models. The methodology advances diagnostic assessment by revealing which misconceptions function as conceptual bridges in student thinking, providing actionable intelligence for targeted instruction. For educational practice, the identification of 33.9% confident misconceptions—which traditional binary systems would simply mark as "incorrect"—demonstrates substantial gains in diagnostic precision essential for effective remediation. The framework offers replicable protocols for developing culturally responsive diagnostic tools with implications for teacher professional development and curriculum sequencing in diverse educational contexts.
diagnostic assessment, three-tier multiple choice, misconceptions, confidence calibration, science education, Indonesia
Legacy of the Kanun as Cultural Schema: A Linguistic-Anthropological Analysis for Contemporary Albanian Social and Heritage Education
This study presents a linguistic-anthropological analysis of Father Fabian Barcata’s novel Lule (1924) as a historical ethnographic source for understanding the enduring legacy of the Kanun in contemporary Albania. The paper reframes the novel from a purely historical artifact into a pedagogical tool for social and heritage education. It addresses a critical gap in current research by examining how the cultural schemas of honor (nder), gender, and justice, embedded in the Kanun and vividly depicted in the novel, continue to inform modern social attitudes and present challenges for civic education. Through a critical discourse analysis of Barcata’s narrative, the study demonstrates how historical literature can be used to deconstruct and critically assess the persistence of traditional norms. The findings argue that engaging with such texts in educational settings is crucial for fostering cultural memory, promoting gender equality, and navigating the complexities of legal pluralism in a post-communist society that aspires to European integration.
linguistic anthropology, Kanun, cultural memory, heritage education, gender norms, legal pluralism, social schemas, post-communism
Enhancing Youth Crime Prevention in Albania through Integrated Education and Sport Policies
Youth crime prevention increasingly relies on coordinated education and sport policies that create protective environments for adolescents. This study examines how these two policy domains can jointly reduce youth offending in Albania, where, according to the Criminal Code of the Republic of Albania, the minimum age of criminal responsibility begins at 14. Grounded in criminological theories of social control and routine activity, combined with positive youth development and sport-for-development perspectives, the research develops an integrated framework for sport-based prevention initiatives (SBPIs) within educational and community systems. Using official data from the Albanian Institute of Statistics (INSTAT) for 2022–2024, Albanian Football Association (FSHF), Ministry of Education and Sport and findings from a 2025 parental questionnaire conducted with 50 respondents, the study triangulates national trends with family level attitudes toward adolescent sport participation. Results reveal a gradual increase in under-18 suspected offenders 1,773 in 2022, 2,005 in 2023, and approximately 1,803 (4.5% of 40,057 total suspects) in 2024 while survey data indicate strong parental support for sport as a means of reducing screen dependency and improving socialization and health. The findings align intervention priorities with empirically supported risk and protective factors, emphasizing structured after-school sport programs, mentoring, safeguarding, and inter-ministerial coordination. While SBPIs can enhance inclusion and resilience, causal links to crime reduction remain complex and context dependent. The study concludes with an evidence-based roadmap for implementing education and sport driven prevention strategies to strengthen Albania’s adolescent support systems.
education policy, sport policy, youth crime prevention, positive youth development, safeguarding, parental attitudes, social inclusion
A Philosophical Framework for Analyzing Educational Discourse: The Role of the Elementary Proposition
This paper examines the concept of elementary propositions within the philosophy of language and reinterprets their relevance for contemporary educational and social-science research. The aim of the study is to demonstrate how the structural features of propositions—such as compositionality, structurality, and intentionality—provide a conceptual framework for analyzing meaning-making in instructional communication and social discourse. The paper employs philosophical analysis as its primary method, using classical theories of propositional form as an analytical lens to explore how meaning is expressed, interpreted, and negotiated in teaching, curriculum design, and institutional communication. The findings show that propositional clarity influences learner comprehension, supports effective instructional design, and reveals how cultural and ideological meanings are embedded in public communication. The study contributes to education and social science by offering a theoretical model that links linguistic structure with practical concerns in pedagogy, discourse analysis, and the representation of knowledge.
meaning-making, instructional communication, discourse analysis, curriculum structure, linguistic representation, social interpretation, cognitive processing, communication clarity
The Social Architecture of Integrity: Corruption Proofing of Legislation as a Socio-Legal Reform Capable of Building Public Trust
In democratic systems, public trust is increasingly undermined when law-making is perceived as susceptible to undue influence from corrupt or criminal actors. This paper explores Corruption proofing of legislation (CPL) as more than a procedural tool, conceptualising it as a socio-legal reform with implications for institutional legitimacy and public trust. Drawing on institutional theory, the study applies a qualitative comparative policy analysis of CPL designs in Moldova, Lithuania, and Albania. The findings identify two contrasting institutional approaches: an external model relying on independent oversight bodies (Moldova and Lithuania) and an internal model embedded within parliamentary procedures (Albania). While both seek to reduce corruption risks in legislation, the analysis demonstrates that institutional design plays a decisive role in fostering public trust. Independent CPL mechanisms appear better positioned to enhance trust by ensuring impartial scrutiny and reinforcing transparency and accountability. Ultimately, the paper argues that CPL’s broader societal significance lies in its ability to reshape formal rules and informal normal of law-making, strengthening democratic resilience against state capture.
institutional theory, state capture, legislative integrity, democratic governance, public trust, organized crime
Enhancing Reading Literacy in Transitional Societies: Methodological Interventions in the Albanian K–12 Context
This study examines reading literacy challenges in Albania’s K–12 education system, with a focus on instructional practices, teacher strategies, and institutional factors that affect comprehension and literary analysis. Using a mixed-methods design, the research combined theoretical analysis with a nationwide questionnaire completed by 143 language and literature teachers. Findings indicate that teachers demonstrate strong awareness of contemporary reading strategies, including critical questioning, debate, comparative analysis, creative rewriting, and dramatization. However, these methods are applied inconsistently due to limited professional training, rigid curricular requirements, and insufficient institutional support. Based on the results, the study proposes integrative, innovation-oriented interventions to strengthen students’ critical, interpretive, and creative reading competencies. These interventions aim to bridge the gap between pedagogical knowledge and classroom implementation, enhance engagement with texts, and contribute to broader educational improvement. The findings offer actionable insights for improving reading literacy in transitional educational contexts and supporting student-centered, evidence-informed teaching practices.
reading literacy, instructional methodology, innovative pedagogical strategies, K–12 education, transitional societies, curriculum reform
Inclusive Assessment in Albanian Schools: Evaluating Practices, Challenges, and Measurement Tools for Students with Special Educational Needs
This study examines current assessment practices for students with special educational needs within inclusive education in Albanian schools. Using a questionnaire administered to 140 support teachers in pre-university education, the research adopts a mixed-methods approach, combining descriptive statistics with thematic analysis to explore assessment approaches, sources of information, and key challenges. The findings indicate that assessment is primarily based on formative practices, classroom observation, and documentation through Individualized Education Plans (IErPs), while standardized and adapted measurement instruments are largely absent. Teachers repot professional uncertainty, difficulties in translating IEP objectives into measurable indicators, and fragmented practices across schools. A comparison with international experiences highlights a clear gap between inclusive education policies and their practical implementation in Albania. The study concludes that more coherent and equitable assessment requires the development of clear measurement instruments, targeted professional training, and stronger interdisciplinary collaboration. These findings contribute empirical evidence to the Albanian context and offer practical directions for improving inclusive assessment practices.
inclusive assessment, special needs, IEPs, measurement instruments
Bridging law, Business and Technology: The role of Industrial Property in University Curricula in Albania
Industrial Property plays a pivotal role in fostering innovation and entrepreneurship, functioning both as a legal safeguard and an economic driver. This study examines the current integration of Industrial Property (IP) education within Albanian higher education, with the aim of identifying the extent to which university curricula respond to the needs of a knowledge-based economy. Methodologically, the research combines theoretical analysis with empirical data, drawing on interviews with academic staff and survey responses from students in Law, Economics and Engineering faculties across selected universities. The curricula are evaluated through a qualitative content analyss framework based on interdisciplinarity, theoretical-practical balance and professional skill development. Findings indicate strong consensus among professors and students regarding the relevance of IP for employability, creativity and innovation capacity. However, significant gaps emerge in curricular integration, institutional support and faculty specialization, resulting in limited preparedness for professional IP related contexts. The study argues that embedding IP into higher education should not be treated as a minor curricular addition but as a strategic investment in academic quality, innovation culture and national competitiveness. The proposed recommendations contribute to ongoing discussion on curriculum reform in emerging economies.
industrial property, innovation, curricula, higher education, Albania
Integrating Historical Knowledge with Civic Competences in Pre-University Education in Albania
This study analyzes the integration of historical knowledge with civic competences in pre-university education in Albania, evaluating the role of teaching in developing students’ democratic understanding and active participation. Using a mixed-methods research approach (quantitative and qualitative methods), data were collected through two structured questionnaires administered in March 2025, involving 627 students from lower and upper secondary education, as well as 76 history teachers from both urban and rural areas. The data analysis showed that although students demonstrate good levels of knowledge about democracy and civic values, their practical involvement remains limited, especially in school decision-making and community activities. The study also highlights differences between urban and rural schools in teaching approaches, digital resources, and institutional support. The findings emphasize the need for strengthened teacher professional development, deeper integration of historical content with civic competences, and the creation of a more open classroom dialogue to reinforce young people's democratic participation. The recommendations aim to guide educational policies toward improving teaching methods, empowering teachers, and enhancing the role of the school as a space for civic development.
pre-university education, historical knowledge, civic engagement, democratic participation, citizenship education, global citizenship, teacher professional development
Determinants of Generative AI Adoption in Higher Education: A Social Science Perspective on Thai Faculty Behavioral Intentions
The elements influencing Thai university faculty members' behavioral intents to employ generative artificial intelligence in their academic work are investigated in this study. The unique features of GAI adoption were captured using an expanded UTAUT framework that included felt satisfaction and perceived risk. A bilingual questionnaire was utilized to gather information from faculty members at several Thai universities, and the suggested associations were assessed using structural equation modeling. The findings indicate that while perceived risk has a negative impact, performance expectancy, effort expectancy, perceived enjoyment, and social influence all strongly predict faculty members' inclinations to adopt GAI. Through effort expectancy, facilitating situations have an indirect impact on intention. These results show that in order to encourage responsible and successful GAI adoption, colleges must improve training opportunities, bolster institutional support, and address ethical and practical issues. The study offers empirical insights into the factors that influence GAI adoption in the setting of higher education.
Generative AI; UTAUT; Thai University Faculty; SEM; Education
Implications of Literary Reification and the Reifying Reader in Education: A New Epistemological Perspective
Albanian literature has traditionally had a fundamental systemic place in the institutional life of Albanians, expressed particularly through its special relationship with education. This paper aims to explore a relatively overlooked aspect of the relationship between Albanian literature and education, focusing on how national identity is shaped within literary constructs and the resulting dialectical implications. On these premises, methodologically relying on a Hegelian version of Lukács's epistemology and Eco's structuralist model on the interaction of the reader in the construction of the literary text, through the analysis of a textual archetype we have defined as poetics techne for the embodiment of identity, the phenomenon of literary reification and the instrument of the reifying reader. The recognition and functional examination of these tools and their historical, systemic, structural, functional and epistemological implications in education reveal the need for an entirely different perspective in the teaching and interpretation of literature in general. This new corpus should be developed through a dynamic review of the relationship between traditional and constructive pedagogy and literary fiction, to transform the previously passive role of the reader by supporting active cooperative participation.
literature education, identity, new perspectives on teaching, sociology of the reader, critical thinking, poetic tools
Culture, Identity, and Indigenous Knowledge Systems in Contemporary Society: Tradition as a Living Social Practice
This article examines early twentieth-century European travelogues as living archives of cultural heritage with implications for intercultural education and indigenous knowledge systems. Focusing on Northern Albania, the study reconceptualizes travel literature by Erich Liebert, Karl Steinmetz, William Le Queux, and Paul Siebertz as ethnographic sources documenting practices of social order, identity formation, and cultural continuity. Through qualitative interpretive methodology anchored in cultural anthropology and critical heritage studies, the analysis demonstrates how foreign observers documented hospitality, dwelling practices, landscape relations, and moral codes as living heritage transmitted through embodied experience. The research contributes to heritage studies by theorizing these narratives as intercultural mediation, providing pedagogical resources for intercultural education and interpretive cultural tourism. In contemporary society, where cultural identities are negotiated between globalizing forces and local resistance, the indigenous knowledge systems documented offer alternative models for social cohesion, intercultural ethics, and sustainable community practices. These narratives offer a model for social pedagogy promoting empathy and intercultural cooperation.
living heritage, cultural resilience, intercultural education, indigenous knowledge systems, social pedagogy, globalization, identity formation, heritage preservation
Education, State Ideologies, and International Conflict: A Sociological Framework for Peacebuilding and Social Cohesion
This article examines how state ideologies and the conflictual structure of the international system interact with social processes that shape war and peace, and it explains why education is a central mechanism for mitigating international conflict. Using a qualitative, theory-driven synthesis of international relations, political sociology, and sociology of education, the paper identifies key pathways through which conflict is produced and reproduced: strategic insecurity under anarchy, ideological polarization, nationalism, and identity-based mobilization especially during political transitions. The analysis shows that schooling can amplify these dynamics through selective historical memory, exclusionary civic narratives, and segregated learning environments, but it can also reduce conflict risks by strengthening social cohesion, democratic competencies, and critical media literacy. The article concludes that conflict-sensitive education and peace-oriented social science curricula are not “add-ons” but institutional strategies that can reshape intergroup relations and increase resilience to ideological manipulation. The study contributes to social science education by linking macro-level conflict theories to concrete curricular and pedagogical interventions.
peace education; conflict-sensitive education; political sociology; civic and citizenship learning; collective memory; media and information literacy; social cohesion; democratic transition
Exploring the Role of Artificial Intelligence in Shaping Teacher Identity and Digital Pedagogy in English Language Education
In the era of the digital economy, increasing digital literacy has emerged as one of China's key policies, which has led to the crucial goal of English education to develop digital talents. In Zhejiang, 190 higher English teachers participated in an online survey on digital literacy. Data research revealed that English teachers had a comparatively high self-score for digital literacy. Digital literacy's four dimensions are, the Awareness in digital, Thinking Computationally, Innovation and Learning in Digital, Digital Protection and Transparency. The IFSO-DAdaBoost method presents a comprehensive skill evaluation, enhances skill extraction accuracy, facilitates intelligent learning, and improves data representation. When compared to the current method, the proposed IFSO-DAdaBoost strategy shows a significant increase in accuracy. The strategy achieves 99.2% accuracy, 98.6% precision, 99.0% recall, and a 98.9% F1 score. The error performance decreased by RMSE of 0.3524, MAE of 0.1832, and MAPE of 4.24 based on the error measurements.
Digital Literacy, Digital Transformation, Artificial Intelligence (AI), English Teachers, Economic Development, Digital Awareness, Pedagogical Integration of AI
Educational Pathways and Employment Stability: A Comparative Study of Vocational and University Graduates in the Tourism Sector of Northern Albania
Employment stability is a key concern for young graduates entering labour markets shaped by technological change, seasonality and shifting employer expectations. The abstract explicitly integrates Human Capital Theory and Signalling Theory to establish the analytical rationale behind differences in employment stability between educational pathways. This theoretical framing clarifies the mechanisms through which vocational and university qualifications influence labour market positioning, ensuring that the study aligns with international academic debates and moves beyond a locally descriptive case. A quantitative questionnaire was administered to 230 final-year students, and stability was assessed through multiple dimensions, including job duration, contract type, career progression expectations and perceived job security. Descriptive statistics, independent-samples t-tests and regression models were used to analyze pathway differences and identify predictors of perceived stability. Findings show that university graduates associate their qualifications with higher long-term stability and advancement opportunities, whereas vocational graduates demonstrate stronger immediate employability but greater uncertainty regarding career progression. Technological readiness and training quality significantly influence stability perceptions across both groups. The study contributes to international debates on graduate transitions by illustrating how education-related competencies shape labour market expectations in tourism-dependent economies and informs policy efforts aimed at enhancing youth employability and sector resilience.
Employment Stability; Educational Pathways; Vocational Education; University Graduates; Youth Employability
The Integration of Artificial Intelligence in Advanced Management Accounting, Evidence from Albania and Implications for International Education Standards in Accounting
Artificial Intelligence (AI) is increasingly redefining management accounting, not only by automating routine tasks and enhancing decision-making but also by influencing professional competencies, organizational learning, and workforce development. This study examines AI adoption in Albanian organizations, investigating how organizational experience, employee position, and AI-supported budgeting systems affect financial decision-making and professional skill development. A total of 155 managers, accountants, and operational staff completed a structured online questionnaire. Reliability and validity were confirmed through Cronbach’s Alpha and Exploratory Factor Analysis. Regression analyses show that more experienced organizations adopt AI more extensively, managerial staff use AI tools more than operational employees, and AI-based budgeting efficiency significantly enhances decision-making quality. Importantly, professional competence moderates these effects, highlighting the critical role of human expertise. The findings emphasize the educational and social implications of AI adoption, suggesting that workforce training, curriculum alignment, and continuous professional development are essential for maximizing AI’s benefits in accounting.
Artificial Intelligence; Management Accounting; Accounting Education, Financial Decision-Making, AI Adoption, Professional Development, Higher Education, Social Impact
Sociological and Educational Perspectives on Cross-Platform Micro Drama Adoption in the Digital Era
Micro dramas have quickly emerged as a ubiquitous cultural genre in the digital realm, but little is known regarding the diffusion of their usage socially and educationally in all-media communication space. This paper suggests a PageRank Complex Network Algorithm with a Graph Neural Network (PRCNA-GNN) to predict the adoption of cross-platform micro dramas based on multimodal data that consists of text, emoji, and static/dynamic memes. The fine-grained emotion and polarity analysis is supported by a custom set of Twitter posts exceeding one million posts annotated. PRCNA-GNN has better performance, as it can reach the accuracy of 93.7% precise 92.6% recall, and 92.9% F1-score. Adoption curves are close to actual trends of cumulative views and shares, and ablation experiments warrant the significance of PageRank weighting, multimodal characteristics and active learning. In addition to technical benefits, the results indicate the socio-cultural impact of micro dramas in the process of forming digital participation and possibly its educational importance in the development of multimodal literacy, narrative involvement, and creative learning.
Cross platform adoption, Micro dramas, Media Pedagogy, PRCNA-GNN, Digital Culture, Socio-Cultural communication, participatory culture, digital media adoption
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
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