Abstract: Social media plays a significant role in shaping fashion trends and influencing young adults' self-identity and physical comfort. This study investigates the impact of social media dressing standards on self-identity and examines whether adherence to these standards correlates with physical comfort. A quantitative survey methodology was employed, collecting responses from young adults aged 18-30 who are active social media users. Stratified random sampling ensured diverse representation across gender, socioeconomic status, and social media engagement levels.The results of a regression analysis indicate that social media dressing standards have a significant impact on self-identity (R² = 0.955, p < 0.001), suggesting that young adults who conform to social media-driven fashion trends experience shifts in self-perception. However, a Pearson correlation analysis found no statistically significant relationship between adherence to social media dressing standards and physical comfort (r = 0.061, p = 0.384), indicating that while individuals may prioritize style, their choices do not necessarily align with comfort.These findings highlight the complex interplay between social media, fashion choices, and personal identity, emphasizing the psychological impact of digital culture on self-perception. The study underscores the need for media literacy programs and mindful engagement with social media fashion trends to promote authentic self-expression and physical well-being. Future research should explore longitudinal effects and cross-cultural variations in the relationship between fashion, self-identity, and comfort.

Abstract: This study looks at how well e-mobile technology empowers rural women, specifically focusing on women farmers in Kanpur, Uttar Pradesh, who work to advance agriculture. It further highlights how e-Mobile Technology becomes an asset for rural women farmers in self-sustaining farms, how they participate in the market, socializes, and finally how the rural life of the women improves economically. In addition, it looks at the aspect of sustainability and how these technologies help in practicing sustainable agriculture. The research also explains the demographic composition and its variables in terms of e-Mobile Technology by the Kanpur's rural women farmers. Information was gathered from a sample of 160 rural women farmers in Kanpur using semi-structured interviews and focus group discussions. Multiple statistical analyses, such as paired chi-square tests, t-tests and the Garratt ranking method, were employed to assess the impact of mobile technology applications on rural women's lives because this study examined several factors. The evidence indicates that e-Mobile Technology contributed positively to the enhancement of agricultural information access, enabling women farmers to participate more actively in markets and networking, which collectively leads to their empowerment. Nonetheless, the research noted remaining issues such as a huge digital divide and paramount issues of mobile technology and infrastructure in the periphery. Noto standing these constraints, the findings indicate the promise of mobile technology for closing the information wedge, increasing the participation of females in agriculture and the resultant fair agricultural growth. This research highlights the importance of implementing specific measures aimed at enhancement of digital skills and facilities to help the rural women embrace the e-mobile in agricultural practices.

Abstract: Artificial Intelligence and Semantic Web technologies are redefining digital storytelling by creating personal, interactive narratives that adapt to the user's input in real time. The Semantic Web and Artificial Intelligence have revolutionized web storytelling, turning it into a dynamic, interactive, and personalised experience. Artificial Intelligence models and structured web technologies reinforce narratives based on user input and real-time interaction. Our paper examines the transformative impact of emerging technologies, notably the Semantic Web and Artificial Intelligence on contemporary digital storytelling. Based on an interdisciplinary approach that spans the fields of digital humanities and computer science, our research examines how narrative structures are redefined, improved and democratized by semantic enrichment and algorithmic narrative. By examining recent theoretical frameworks and empirical studies, our work has identified new paradigms for narrative construction and delivery, and has highlighted the dynamic interaction between human creativity and machine intelligence. Our study uses a mixed methodology, combining qualitative content analysis with quantitative assessments of digital storytelling platforms. The findings suggest that AI-based tools and semantic web technologies will allow for greater contextual accuracy, personalisation and interactivity in narrative, thus redefining traditional narrative boundaries. The implications for future research and practice in the academic and professional digital media communities are discussed.

Abstract: This paper explores the critical need for empowering emerging farmers within vulnerable communities through vocational adult education (VAE) approaches. It illuminates the persistent challenges of illiteracy, poverty, and the impact of climate change on agricultural productivity. Employing a mixed-methods research design that combines quantitative and qualitative methodologies, this study investigates the effectiveness of digital agriculture and extension services in enhancing agricultural productivity and sustainability. Key findings reveal significant barriers to technology adoption and the necessity for tailored training programs that integrate local knowledge systems and digital tools. Results demonstrate an average increase of 40% in crop yields among farmers participating in digital training initiatives (p < 0.01), underscoring the power of precision agriculture. Insights presented in this paper offer actionable recommendations for policymakers and stakeholders aimed at fostering inclusive agricultural development that addresses the unique challenges faced by emerging farmers.

Abstract: This paper explores the complex legal and social issues involved in cross-border divorces and marriages, contextualized by globalization, migration, and intersecting cultural, religious, and socioeconomic factors. With the increase in transnational marriages owing to mobility and economic inequalities, they face jurisdictional conflicts, competing legal systems, and financial settlements following divorce. Legal challenges—forum shopping, foreign divorce recognition, and religion-based personal laws—cross with social issues such as cultural adaptation, gender inequities, and domestic violence fuelled by the stress of migration. The critique emphasizes how economic marginalization, especially for women, determines patterns in these marriages, with family networks and business brokers serving as intermediaries influencing marriage migration in many cases. Ethnographic and case law studies uncover renegotiation of transnational gender roles, citizenship, and belonging within social spaces, while economic settlements highlight differences in spousal rights and duties between jurisdictions. Through the blending of bio-politics, human rights, and gender justice paradigms, the research emphasizes the importance of policies that remediate systemic discrimination, safeguard marginalized groups, and harmonize global legal standards.

Abstract: The main focus is on the cultural, solar, and environmental large-scale contexts that impact small traditional agricultural plots, following the technical input data of agrivoltaics solar power or fish-friendly micro hydropower, considering the cultural landscape. The case study on an existing polder addresses several environmental issues, risk management concerns, energy requirements, and aspects of renewable energy transition, including potential solutions and their impact. Cultural landscape, agricultural plot management, and ecology focusing on traditionally inspired design in rural wetland areas in Romania, Technical vs. Humanistic as a solving path through some inspiring "Dyads" is emphasised in the proposed paper.

Abstract: This paper examines the transformative potential of decolonizing global higher education to align with Sustainable Development Goals (SDGs), emphasizing the integration of Indigenous African knowledge systems and China-Africa collaborations. Through a comprehensive review of decolonization frameworks, policy innovations, and cross-continental partnerships, the study highlights the necessity of dismantling colonial legacies in education to foster culturally relevant, equitable, and sustainable practices. Methodologically, it synthesizes case studies, participatory approaches, and systemic analyses to explore the synergies between Indigenous epistemologies (e.g., Ubuntu) and global metrics (e.g., China’s Coupling Coordination Degree model). Key findings reveal that localized SDG education models, digital infrastructure advancements, and inclusive pedagogies empower students to address socio-economic disparities, climate change, and inequality. The study concludes that a decolonized, "glocal" educational paradigm—rooted in relational ethics, technological innovation, and participatory governance—can bridge the gap between local contexts and global sustainability agendas. This approach not only reimagines education as a catalyst for planetary regeneration but also underscores the imperative of epistemic justice and intercultural collaboration in achieving the 2030 Agenda. The paper advocates for a radical shift toward education systems that prioritize communal well-being, ecological balance, and equitable development.

Abstract: The digitization of cultural and intellectual heritage is expanding the research scope and methodologies of the scientific discipline of Humanities. Culturally diverse epigraphic systems reveal a range of methodological impediments on the way to their integration into digital epigraphic data preservation systems – EAGLE and FAIR ontologies pre-dominantly based on Greco-Roman cultural categorization. We suggest an interdisci-plinary approach – utilizing critical insights from Heritage Studies, Cultural Episte-mology, and Social Semiotics – to provide a comprehensive encoding, preservation, and global access to these cultural artifacts at risk. Heritage Studies focus on the material records of historical consciousness represented in the inscriptions. Cultural epistemology identifies the metalanguage scope of the datasets based on the semiotic analysis of the social practices to link contextual interpretation to universal open databases. The case of the integration of Ukrainian epigraphy illustrates the methodology proposed in this study, which, we suggest, is applicable to the digitization of other, non-Greco-Roman cultural heritage. FAIR Ontology and EAGLE vocabularies prioritize standardization and interoperability, introducing text mining, GIS mapping, and digital visualization to trace patterns across the vast body of texts from different historical periods. Standardizing valuable elements of cultural categorization and reconstructing and integrating lost or underrepresented cultural narratives will expand the capacity of the above systems and will foster greater inclusivity in Humanities research. Ukrainian epigraphic classification systems offer a unique, granular approach to inscription studies as a worthwhile contribution to broader cognitive and epistemological horizons of the Humanities. Through a balanced use of specificity and interoperability principles, the study attempts to contribute to epigraphic metalanguage by challenging the monocentric ontologies, questioning cul-tural biases in digital categorization, and promoting open access to diverse sources of knowledge production.

Abstract: In a world grappling with the rise of populist leaders and the complexities of governance, this article takes a closer look at former Philippine president Rodrigo Duterte, a leader whose paradoxical and oxymoronic leadership style has deeply impacted the Philippines. Blending strength with vulnerability, toughness with compassion, and authority with relatability, Duterte’s presidency mirrors the resilience and struggles of the Filipino people, shaped by a turbulent history. Much like the resonating “Agong” of Mindanao, a traditional Filipino gong symbolizing unity and cultural identity, his leadership echoes through the world, embodying the contradictions of governance in a society balancing its past and future. Through in-depth qualitative content analysis, enriched by observations and interviews to ensure rigor and reliability, this study uncovers how these paradoxes and oxymorons resonate with global public sentiment, fostering both a sense of belonging and empowerment. By exploring these complexities, the findings emphasize the importance of an engaged and informed citizenry—one that actively shapes its political future while honoring the diverse voices within society. Overall, this paper seeks not only to illuminate Duterte’s leadership but also to inspire readers to recognize their vital role in upholding democratic values and fostering collective resilience.

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Augmented reality (AR) is revolutionising education by integrating virtual elements into physical environments, enhancing interactivity and participation in learning processes. This study analyses the impact of AR in higher education, examining its influence on ease of adoption, student interaction, academic motivation and educational sustainability. A quantitative and explanatory design was employed, applying structural equation modelling (SmartPLS) to a sample of 4,900 students from public and private universities. The results indicate that AR significantly improves the ease of adoption (β = 0.867), favouring its implementation. In addition, student interaction increases academic motivation (β = 0.597), impacting on perceived academic performance (β = 0.722) and educational sustainability (β = 0.729). These findings highlight the need to design effective learning experiences with AR to maximise their impact. However, challenges such as technological infrastructure, teacher training and equitable access must be addressed to ensure sustainable adoption. This study provides empirical evidence on the potential of AR to enhance motivation, learning and educational transformation. Future research should explore its effectiveness in diverse contexts to optimise pedagogical strategies and institutional policies.

Abstract: The integration of Artificial Intelligence (AI) in education has transformed traditional teaching and learning methods, providing more personalized and efficient learning experiences. The integration of Artificial Intelligence (AI) into education has been a focal point of recent research, revealing both promising advancements and notable challenges. This review seeks to determine the effects of AI on education. Despite the promising potential of AI in education, challenges such as data privacy, digital literacy, and teacher preparedness remain significant concerns. Many educators struggle to adapt to AI-driven technologies due to a lack of training, while some students face barriers to accessing AI-powered tools due to economic and infrastructural limitations. Addressing these issues requires collaboration between policymakers, educational institutions, and technology developers to create inclusive AI solutions that benefit all learners, regardless of their socioeconomic background. By implementing these recommendations, education systems can harness the power of AI while upholding the fundamental values of inclusivity, ethics, and human-centered learning.

Abstract: The paper is devoted to contemporary artistic narratives in which the events of the Shoah are thematized. We are convinced that the selected publications intended for children, i.e. Red Ribbon, Francesco Tirelli´s Ice Cream Shop and Rywka´s Diary: The Writings of a Jewish Girl from the Lodz Ghetto, consist of an informative and formative function in addition to an aesthetic one. Through the interpretation of these publications, we show their potential in presenting facts that are connected to one line of events of the Second World War. The main benefit of narratives conceived in this way is that, based on narratives that are appropriate for children and are usually accompanied by impressive illustrations, these readers are introduced to facts in an interesting, engaging and holistically developing way. Mixing fiction and non-fiction in texts whose core is the event of the Holocaust is one of the basic functions of such oriented literature intended for children and youth. Through an aesthetic story, readers are introduced to the realities and various other facts of the Second World War period.

Abstract: This article reflects on emergent findings from an interdisciplinary practice-based doctoral research project situated in the fine arts. Grounded in artistic practices of ‘making’, and weaving in approaches from psychoanalysis and art psychotherapy, the author explores what happens when things are moved from one context to another and how meaning is continually (un)made and (re)made over time through returning to revisit and respond to material ‘made’ in the past as it meets the stuff of new situations in the present. Emphasising the affective ‘work’ of art-as-research, attention is drawn to sites of ‘making’ as reflexive spaces for imaginative encounter, performative enactment, and working through, where understanding emerges through the affective work of moving, (re)assembling, and (re)configuring diverse practices and materials, the interweaving of dialogues, and the negotiation of tensions and resistances encountered at the borders between different domains. Claiming a position in the broad area of reflective practice(s) the research amplifies the significance of ‘transference’ as a reflexive method of enquiry, and the creative potential of art as a performative research practice; pushing beyond more conventional ideas of reflection and reflexivity in its capacity to embrace complex relationalities, and engage affective, ethical, sensibilities through the moving, modifying, and handling of ‘stuff’.

Abstract: Technologically-supported social interaction has gained significant attention within the Human-Computer Interaction community, particularly for facilitating remote social connections. However, less emphasis has been placed on co-located situations and multi-user scenarios where participants have unfamiliar relationships. We propose an augmented multimodal media method for co-located social interaction. Our study identifies three design principles for designing technologically-supported responsive environments: (1) Interaction over time, (2) Improvised social activity, and (3) Relational interaction. Grounded in these principles, we designed and evaluated four technology-mediated interventions in various social settings, including meal and open-ended play scenarios. Our findings demonstrate the impact of augmented sensory media on dynamic social cues, influencing bodily engagement, mutual eye contact, proximal sensitivity, and spontaneous conversation. We categorized a series of design insights as learning outcomes for researchers implementing augmented multimodal media approaches.

Abstract: This article presents a study on lexical deviations due to borrowings and neologisms made by 15 proficient learners of Portuguese whose native language (L1) was Italian, based on the analysis of ninety texts. The main objectives were twofold: (i) to identify the lexical deviations with the highest number of occurrences and (ii) to verify whether the language most frequently used in the deviations was the L1 or a previously acquired foreign language (FL). The data analysis resulted in the identification of 28 lexical deviations, mostly neologisms, as well as the use of the L1 as the preferred source language. Research findings challenge Kellerman’s (1977) psychotypological hypothesis of languages, which asserts that the language typologically closest to L1, rather than L1 itself, is most frequently employed in lexical deviations. Explanations to the study outcomes will be based on research findings from Garcia-Lecumberri & Gallardo (2003) and Llach (2010).

Abstract: With the rapid development of Artificial Intelligence Generated Content (AIGC) technology, education is undergoing profound changes. AIGC significantly promotes inclusiveness, equity and quality of education by providing personalised learning content and intelligent instructional support to tailor the learning experience for students, which aligns with the United Nations 2030 Sustainable Development Goals (SDG4) requirements on the sustainability of education. However, despite the great potential of AIGC in education, its practical application still faces many challenges, such as unstable technology, untimely content updates, and privacy protection. This study takes Chinese college students as an example to explore the role and challenges of AIGC-based personalised learning in promoting educational sustainability. Through the analysis of 928 valid questionnaires and the SWOT-AHP method, this paper evaluates students' attitudes towards AIGC personalised learning and its impact on improving the quality of education, access to resources and fairness. The study also identified the main challenges in using AIGC, including technical problems, insufficient teacher-student interaction, and privacy security. The results show that AIGC positively impacts education's sustainability, but relevant technical and ethical challenges must be overcome to achieve its complete application. This study provides theoretical support for AIGC-based personalised learning and practical guidance for the future application and development of educational technology, aiming to provide a valuable reference for innovation and sustainable development in education.

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This case study investigates the comparative effectiveness of traditional and digital teaching-learning materials (TLM) on the academic performance of class 6 students of Ramakrishna Pur, Little Andaman. A total of 10 students were selected using the convenience sampling method and divided into two groups (A and B) 5 students taught using traditional TLM, and 5 students taught using digital TLM over two months. A pre-test was administered to assess the baseline knowledge, followed by a two-month instruction. After the teaching period, a post-test was conducted to examine and measure the learning outcomes. The findings indicate significant differences in learning outcomes between the two groups, highlighting the role of digital TLM in enhancing the student’s engagement and comprehension. The results are analyzed to determine the impact of the teaching medium on students' learning outcomes, with implications for future educational strategies in resource-limited and remote areas.

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This review paper analyses the current status of techno-pedagogical skills in teacher education using 50 studies published between 2006 and 2024. The study shows how Technological Pedagogical Content Knowledge (TPACK) framework is being applied in diverse education contexts. The review attracts attention to integrating technology, and pedagogy, and content knowledge of teacher education programs. The second part also explores the challenges and opportunity of developing these skills with pre-service and in-service teachers. The findings indicate that while techno-pedagogical skills are increasingly recognized as important for teaching and learning, adequate implementation and proficiency remain incomplete in various settings of educational intervention. Future research directions and suggestions for improving techno-pedagogical competencies in teacher education are provided.

Abstract: We live in times of trouble, like our ancestors, much of it novel, like them. The only continuity is change, change often brings challenge, challenge often brings trouble. Although our trouble seems double because it is our trouble, we should never lose hope. However, in the words of François Hartog, ‘today, enlightenment has its source in the present, and the present alone’. So, are we willing indeed to learn any lessons from history? Moreover, inasmuch as our trouble is novel, history, one may say, has a heuristic instead of a pragmatic function: it helps us discover ourselves rather than plot our next course of action. So, are we able indeed to learn any lessons from history? My research hypothesis is that we still need history; if anything, now we need it more than ever before, and we need it for both heuristic and pragmatic reasons, at the very least. I will test this hypothesis, informed by Rita Sherma’s ‘hermeneutics of intersubjectivity’, through a close reading of a specific characterisation of the human being from Psalm 8:6 (‘Yet you have made him little less than a god, crowned him with glory and honor’), with the help of its main ancient textual witnesses. Translation is always a difficult task – and a delicate one when sacred texts are concerned. However, quite often, difficulties in the text can be more fully tackled thanks to background information located in the historical context, delineating the content of the relevant concepts. Noting that, in the words of Mark Smith, ‘early Israel was populated with ՚ělōhîm of various sorts’, I argue that in Psalm 8:6 the human being is little less than a numinous being, in the sense of Rudolf Otto. I further argue that this fundamental insight, when correlated with Sophocles’ Antigone, 332-334, and with the Laozi’s chapter 29, discloses human beings as those beings able (and willing) to do both tremendous good and tremendous evil, the latter when they overstep the boundaries set by human nature. Much of the trouble, indeed most of it, that human beings face today in their relationship with God, the world, society, community, and with themselves can thus be traced back to the devastation brought about by húbris. However, should it enter consciousness, the possibility appears as well of a farewell to húbris, should we only sincerely wish this, and work hard on it. History gives us humans help and hope.

Abstract: Published in 2012, The Round House, the latest novel of Louise Erdrich (Chippewa ), has received much critical attention in academia. All the major events of this novel revolve around Joe’s family. Joe’s mother Geraldine becomes the victim of rape which leads her husband Bazil to look for justice; however, justice is first delayed and then denied by legislatures. Joe, a thirteen-year protagonist, eventually ensures justice through hunting a white-windigo. Erdrich’s text deals with many important literary issues and devices like religious views, especially the church’s role and the church’s hostility towards women’s bodies, supernaturalism, medical ethics, law and justice, Indian and Non-Indian identity. The Round House is included even in the curricula of Law and Medical disciplines for its subject matters—a high accolade. In the first part, this article will deal with three political aspects of storytelling: i) as a process of decolonization; iii) in terms of land tenure; and iv) as ceremony and healing. In the second part, I will explain how storytelling as a cultural tool formulates the concept and execution of justice. Here in this part, I will first discuss the way Erdrich’s novel reflects an Indigenous experience of justice—how justice excludes and how justice excludes through inclusion. The analysis of three important characters—Joe, his mother, and his father—and their envisioning of legal and windigo justice will therefore be brought into the discussion.