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The Systematic Decline in Reading Habits: A Comprehensive Analysis of Empirical Evidence, Cognitive Mechanisms, and Socioeconomic Implications Across Two Decades (2004-2024)
Safwan Yusuf Hungund
Posted: 02 December 2025
The Heroic Self-Myth Hypothesis: A Neuro-Phenomenological Framework for Pathological Self-Narrativization in the Modernist Epoch
Jaba Tkemaladze
Posted: 25 November 2025
The Question About the Question: Is There Any Relationship Between Formulating an Explicit Research(able) Question and Citation Impact in Engineering-Based Systematic Literature Reviews?
Marko Orošnjak
Systematic Literature Reviews (SLRs) have become essential apparatus for critical appraisal of evidence outside of the medical and healthcare profession. However, although SLRs often require a clearly stated Research Question (RQ), followed by a rigorous protocol for assuring transparency and replicability of findings, misuse has been reported. Using a sample of 400 SCOPUS-indexed engineering-based SLRs (Systematic Literature Reviews), this study investigates the citation impact of formulating an explicit RQ using both parametric and non-parametric statistical tests (p < 0.05). The results suggest a significant positive association with studies proposing a clearly stated RQ (p < 0.01), particularly within top-ranked engineering-based SLRs, suggesting that RQs enhance the clarity and focus of the research, thereby increasing visibility and citation count. Despite the findings, the evidence suggests small effect sizes (φ = 0.138) in terms of the association between RQ and class category and small effect sizes (r = 0.238) in terms of impact difference in citation count, which is no surprise given that extensive number of factors influence the prediction of citation impact.
Systematic Literature Reviews (SLRs) have become essential apparatus for critical appraisal of evidence outside of the medical and healthcare profession. However, although SLRs often require a clearly stated Research Question (RQ), followed by a rigorous protocol for assuring transparency and replicability of findings, misuse has been reported. Using a sample of 400 SCOPUS-indexed engineering-based SLRs (Systematic Literature Reviews), this study investigates the citation impact of formulating an explicit RQ using both parametric and non-parametric statistical tests (p < 0.05). The results suggest a significant positive association with studies proposing a clearly stated RQ (p < 0.01), particularly within top-ranked engineering-based SLRs, suggesting that RQs enhance the clarity and focus of the research, thereby increasing visibility and citation count. Despite the findings, the evidence suggests small effect sizes (φ = 0.138) in terms of the association between RQ and class category and small effect sizes (r = 0.238) in terms of impact difference in citation count, which is no surprise given that extensive number of factors influence the prediction of citation impact.
Posted: 30 October 2025
VIR (Virtual Immersive Rhyme): A New Genre of Digital Poetry Through Letter-by-Letter Visualization
Stanislav Lauk-Dubitskiy
Posted: 20 October 2025
Why Do Words for Space and Words for Time Converge in Languages? Answer: Space and Time Are Both Children of Movement
Bernard Guy
The convergence of words for space and words for time in languages has long been noted. Through the hypothesis of linguistic localism, authors express that space has cognitive primacy, and is used to talk about time. Based on our reflection on the (revisited) foundations of physics, we formulate a different hypothesis. We limit ourselves to an epistemological analysis, without in-depth work on specific linguistic situations. The common root of time and space is movement, which is also the source of language (our approach is based on embodied cognition, as well as on a relational epistemology: words are defined in opposition/composition to each other). In this understanding, there are not, in advance, words attributed to space on one side and, separately, words attributed to time on the other. There are only words of movement; there is a discourse of/in movement within which words, through comparisons between them, construct time and space. Following changes in context (more or less distant from our human scales, but revealing), we can imagine transformations from one to the other. We propose a graphic representation of comparisons between movements. At the heart of our article, it provides a framework for thought, to be compared with those proposed by the linguist G. Guillaume. It allows us to envisage a broad field in which to represent the different times and spaces that encompass the subject. We situate what we might call the past past, the present past, the present present, the present future, and the future future (the present of mountains does not have the same meaning as the present of clouds, nor as the present of mathematical physics, a simple reference point of limited material value). Some characteristics of how languages function in terms of verb aspects and tenses, and noun/verb duality, are briefly discussed in light of the proposed representation. The question of the multiplicity of spatio-temporal "strands" of the discourse, and their interweaving, alternating between visible/explicit and invisible/implicit parts, is discussed. The text proposes preliminary research directions to be tested and compared with other linguistic theories.
The convergence of words for space and words for time in languages has long been noted. Through the hypothesis of linguistic localism, authors express that space has cognitive primacy, and is used to talk about time. Based on our reflection on the (revisited) foundations of physics, we formulate a different hypothesis. We limit ourselves to an epistemological analysis, without in-depth work on specific linguistic situations. The common root of time and space is movement, which is also the source of language (our approach is based on embodied cognition, as well as on a relational epistemology: words are defined in opposition/composition to each other). In this understanding, there are not, in advance, words attributed to space on one side and, separately, words attributed to time on the other. There are only words of movement; there is a discourse of/in movement within which words, through comparisons between them, construct time and space. Following changes in context (more or less distant from our human scales, but revealing), we can imagine transformations from one to the other. We propose a graphic representation of comparisons between movements. At the heart of our article, it provides a framework for thought, to be compared with those proposed by the linguist G. Guillaume. It allows us to envisage a broad field in which to represent the different times and spaces that encompass the subject. We situate what we might call the past past, the present past, the present present, the present future, and the future future (the present of mountains does not have the same meaning as the present of clouds, nor as the present of mathematical physics, a simple reference point of limited material value). Some characteristics of how languages function in terms of verb aspects and tenses, and noun/verb duality, are briefly discussed in light of the proposed representation. The question of the multiplicity of spatio-temporal "strands" of the discourse, and their interweaving, alternating between visible/explicit and invisible/implicit parts, is discussed. The text proposes preliminary research directions to be tested and compared with other linguistic theories.
Posted: 13 October 2025
Ritual Symbolism and Communal Identity: The Construction of Folk Beliefs of Teochew Opera's Ban-sian-si in the Digital Media
Yue Sun
Posted: 13 October 2025
Application of Geogebra for Teaching Mathematics
Torang Siregar
Posted: 09 October 2025
Performativity and Fashion Politics in Anne Tyler’s Digging to America and Clock Dance
Fatemeh Bornaki
,Amir Mohammad Sadeghi Arjmand
,Mahdi Shahrjerdi
Posted: 10 September 2025
Digital Empowerment in STEM Education: A Bibliometric Analysis (2021–2025)
Yakai Gong
,Xiaoqiang Zhang
,Jinsong Zhang
,Xiuzhi Zhai
The accelerating pace of technological innovation presents both opportunities and structural challenges for STEM education. Key among these are: (1) the disconnect between traditional discipline-based models and the need for interdisciplinary integration; (2) the misalignment between standardized evaluation systems and the objective of nurturing creativity and innovation; and (3) the skills gap between teachers’ single-discipline expertise and the pedagogical demands of integrated, digitally mediated instruction. This study provides a comprehensive bibliometric analysis of STEM education research published between 2021 and 2025, based on data retrieved from the Web of Science Core Collection. Following PRISMA guidelines for systematic reviews, we employed VOSviewer, CiteSpace, Bibliometrix, and R to analyze publication trends, author and institutional networks, core journals, and thematic developments. An examination of 798 peer-reviewed publications spanning 343 national and regional contexts demonstrates the sustained and expanding global scholarly interest in STEM education. The United States and China are identified as the principal contributors in terms of research output, while the University of California system is noted for its consistently high institutional productivity. Bibliometric mapping reveals a discernible shift in research emphasis toward interdisciplinary curriculum integration, the pedagogical application of artificial intelligence, the development of multimodal instructional frameworks, and the conceptual extension encapsulated in the STEM+ paradigm. These emerging focal areas underscore the transformative impact of digital technologies on the epistemological and practical foundations of STEM education. The observed trends signal not only a reconfiguration of instructional design and content delivery but also a broader reconceptualization of how disciplinary boundaries and technological affordances intersect in contemporary educational practice. This study offers a data-informed perspective on these developments, furnishing a robust empirical basis for the refinement of policy frameworks, the advancement of curriculum design, and the reorientation of instructional practices within digitally enhanced learning environments.
The accelerating pace of technological innovation presents both opportunities and structural challenges for STEM education. Key among these are: (1) the disconnect between traditional discipline-based models and the need for interdisciplinary integration; (2) the misalignment between standardized evaluation systems and the objective of nurturing creativity and innovation; and (3) the skills gap between teachers’ single-discipline expertise and the pedagogical demands of integrated, digitally mediated instruction. This study provides a comprehensive bibliometric analysis of STEM education research published between 2021 and 2025, based on data retrieved from the Web of Science Core Collection. Following PRISMA guidelines for systematic reviews, we employed VOSviewer, CiteSpace, Bibliometrix, and R to analyze publication trends, author and institutional networks, core journals, and thematic developments. An examination of 798 peer-reviewed publications spanning 343 national and regional contexts demonstrates the sustained and expanding global scholarly interest in STEM education. The United States and China are identified as the principal contributors in terms of research output, while the University of California system is noted for its consistently high institutional productivity. Bibliometric mapping reveals a discernible shift in research emphasis toward interdisciplinary curriculum integration, the pedagogical application of artificial intelligence, the development of multimodal instructional frameworks, and the conceptual extension encapsulated in the STEM+ paradigm. These emerging focal areas underscore the transformative impact of digital technologies on the epistemological and practical foundations of STEM education. The observed trends signal not only a reconfiguration of instructional design and content delivery but also a broader reconceptualization of how disciplinary boundaries and technological affordances intersect in contemporary educational practice. This study offers a data-informed perspective on these developments, furnishing a robust empirical basis for the refinement of policy frameworks, the advancement of curriculum design, and the reorientation of instructional practices within digitally enhanced learning environments.
Posted: 01 September 2025
Pennywise as A Symbol of Systemic Horror in It
Ulugbek Ochilov
Posted: 07 July 2025
The Hidden Mathematics to Promote Next- Generation Creative Writing Pedagogy for Professionals: The Algorithmic Muse
Ismail A Mageed
Posted: 07 July 2025
Magic at the Crossroads: How Global Readers Repair Moral Dissonance in the Wizarding World
Ulugbek Ochilov
Posted: 04 July 2025
Class and Root: Cultural Tensions in Contemporary Chilean Popular and Visual Poetry
Cristóbal Galleguillos Ketterer
Posted: 02 July 2025
Grief, Grammar, and the Poetics of Value: The Symbolic Role of Detox, Thirst and Longing
Theodor-Nicolae Carp
Posted: 19 June 2025
An Intellectual Defense of Tenderness: Theopoetic Resistance and the Rise of a New Human Voice
Theodor-Nicolae Carp
Posted: 19 June 2025
The Ties That Bind: Exploring Coherence and Cohesion in the Academic Writing of Ghanaian High School Students
Christiana Alalinga
Posted: 17 June 2025
The Fall of the Morning Star: Axiological Cosmopoetics and the Rebirth of Meaning
Theodor-Nicolae Carp
Posted: 11 June 2025
Reintegrating Platonic Intimacy: A Literary and Interdisciplinary Vision for Healing Human Fragmentation
Theodor-Nicolae Carp
Posted: 09 June 2025
Naming the Stars: Neurodivergence, Mythopoetics, and the Multi Galactic Architecture of Infinite Communion
Theodor-Nicolae Carp
Posted: 26 May 2025
Echoes of Fading Narratives: Protecting Mindanaoan Folklore Through AI and Dynamic Community Engagement
Edgar R. Eslit
Posted: 12 May 2025
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