Abstract: Contemporary development models remain anchored in extractive epistemologies that privilege economic expansion, industrial accumulation, and the mastery of nature as the dominant measure of progress. Yet the global polycrisis—marked by climate instability, biodiversity collapse, deep inequalities, and sociopolitical fragmentation—exposes the profound limits of growth-centered paradigms. This article proposes a cosmopolitical framework for regenerative development rooted in African relational ontologies, planetary boundary science, and multi-level sociotechnical transition theory. Drawing from Ubuntu ethics, Bantu cosmologies, ecological theologies, and pluriversal thought, the article argues that regeneration rather than growth constitutes the emerging civilizational axis of the twenty-first century. By integrating insights from Earth system science, relational anthropology, and transition studies, the paper develops the concept of Relational Regeneration Systems (RRS)—institutional and infrastructural architectures that restore the vitality of socio-ecological systems while enhancing cultural meaning, community cohesion, and technological appropriateness. Empirical examples from African regenerative agriculture, hydrological commons governance, and digital innovation ecosystems demonstrate how relational ontologies generate alternative pathways for sociotechnical transformation. The framework elaborated here offers policymakers, scholars, and practitioners a pluriversal, ecologically grounded, and justice-oriented vision of development capable of navigating the unprecedented challenges of the Anthropocene.

Abstract: Transition planning for students with disabilities is a critical component of secondary education, as many continue to face barriers to social inclusion. This study evaluated the effectiveness of school-based vocational programs in enhancing transition readiness among high school students with disabilities in Texas. A quantitative descriptive design was employed using secondary data from the Texas Education Agency’s State Performance Plan Indicator 14 (SPPI-14), Category B. Data were analyzed with IBM SPSS Statistics using descriptive statistics and independent-samples t-tests to identify variations in helpful high-school experiences across disability categories. Across disability types, helpful high-school experiences ranged from academic classes (67.1%) to paid work experiences (87.4%), indicating that students benefited more from experiential, hands-on learning opportunities than from classroom instruction alone.

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Purpose: The present study investigated the differences in beliefs about people involved in foreign language (FL) learning depending on the participants’ FL proficiency level. Method: The study used the semantic differential to explore beliefs about people involved in FL learning. The sample for the study consisted of 90 low-proficiency and 90 high-proficiency volunteer participants. Using principal component analysis, two-factor and four-factor solutions were obtained for participants with high and low FL proficiency levels, respectively: the factors Diligence and Remoteness were extracted for both subsamples, and the factors Mediocrity and Eccentricity and openness to experience were obtained additionally for the subsample of low-proficiency participants. Significant shifts in the beliefs about people involved in FL learning between two subsamples were in the factors Unsociability and, to a much lesser extent, Vitality. Participants with high FL proficiency perceived both bilingual and monolingual “roles” as more friendly, mobile, sociable, and active than participants with low FL proficiency did. The findings indicated generally negative attitudes displayed by participants in both subsamples toward “Migrant worker with poor Russian skills”. The scatter plot showed that participants with high FL proficiency tended to display in-group favouritism towards bilingual “roles” and out-group bias towards monolingual ones, especially the “role” “Convinced monolingual”.

Abstract: This paper explores the role of generative AI in contemporary craft ecologies, focusing on Italian artisanal and design practices. Rather than seeing AI as a threat to heritage or a tool for efficiency, we propose a more cautious view: AI as a collaborator in hybrid intelli-gences that extend, not replace, craftsmanship. Drawing on posthumanist and more-than-human design, we theorize hybrid intelligence as a relational infrastructure for co-design between humans and artificial intelligences (AI). Through a literature re-view and six expert interviews with designers, artisans, curators, engineers, and scholars, we surface tensions around authorship, authenticity, standardization, ethics, memory, and data cultures. Speculative scenarios project hesitant futures, balancing risks of ho-mogenization with opportunities for resilience. The contribution is threefold: a conceptual map of hybrid intelligence, situated insights into Italian craft imaginaries, and a methodological demonstration combining thematic analysis with speculative futuring. Framed as an exploratory pilot, this work outlines directions for responsible human–AI coexistence.

Abstract: This study examined how martial arts schools in Italy structurally, pedagogically, and culturally reconfigured themselves after the COVID-19 pandemic. Drawing on Resilience Theory, Embodied Pedagogy, and Self-Determination Theory, the research employed a mixed-method longitudinal design that combined survey data from 412 participants (62 instructors and 350 students) with 28 in-depth interviews conducted between 2022 and 2024. The study sought to analyze the operational transformations of martial arts schools, the adaptive strategies employed by instructors and students to maintain pedagogical quality and belonging, and the socio-cultural implications of emerging hybrid forms of instruction.Quantitative results revealed pronounced structural adaptation during the reopening period. By 2023, 68.4% of martial arts schools in the sample had adopted hybrid teaching models blending in-person and online sessions. Membership recovery rates averaged 74% of pre-pandemic levels, with federated schools showing significantly faster recovery (M = 82%) compared to independent schools (M = 61%; p < .01). Digital integration intensity (number of weekly online sessions) was positively correlated with organizational resilience scores (r = .54, p < .001). Furthermore, 71% of instructors reported introducing new curricula emphasizing self-training, visualization, and digital media integration.From a pedagogical perspective, most instructors (63%) perceived online instruction as “moderately effective” in maintaining technical proficiency, but only 22% considered it adequate for transmitting embodied presence or group energy, highlighting the limits of digital embodiment. Nevertheless, 76% of students and 84% of instructors stated that hybrid teaching improved their self-discipline and autonomy, confirming previous Self-Determination Theory predictions about the relationship between autonomy satisfaction and persistent motivation.Qualitative evidence underscored resilience as a collective, relational process rooted in shared discipline and ritual continuity rather than institutional recovery alone. Schools that maintained frequent communication and ritualized contact (uniform sessions, synchronous online bow-ins) reported stronger community cohesion and student retention. Thematic analysis revealed three core themes: (a) pedagogical evolution through hybrid embodiment, (b) redefined models of leadership emphasizing empathy and flexibility, and (c) socio-cultural reconfiguration of the dojo as a civic and digital community.Overall, the study found that Italian martial arts schools did not return to pre-pandemic norms but instead evolved into new hybrid ecosystems that integrated technology without eroding communal or moral foundations. These findings illuminate how embodied practices—often considered incompatible with digital mediation—can adapt through creative resilience, reshaping both educational practice and cultural identity in post-pandemic Italy.

Abstract: In today's physics, the prevailing view is that consciousness acts as the observer. The scientific mind is creating models about the world, and consciousness is acting as an observer who watches the scientific mind's activities. In this article, we will explore consciousness's ability to be aware of human mind activity and serve as a tool to improve science with the paradigm shift of conscious research methodology. Development of conscious thinking, where consciousness becomes the supervisor of the mind, is the only way to progress education, so that it will be in the service of the peace and prosperity of human civilization.

Abstract: This study analyzes the relationship between research output characteristics, faculty credentials, and institutional ranking performance in the National Institutional Ranking Framework (NIRF) 2025 under the Engineering category. Data comparisons across ranking bands (99, 100–150, 150–200, 201–300) reveal that pure institutional publications and higher ratios of full-time Ph.D. faculty contribute significantly to higher research and faculty-related scores. Conversely, excessive external collaboration correlates with reduced ranking performance despite higher publication counts. The findings emphasize the strategic importance of enhancing institutional research capacity, retaining experienced Ph.D. faculty, and fostering balanced internal collaborations.

Abstract: This contribution illustrates the research focused on the process of securing and the transportation prior to the conservation treatment of a wooden Crucifix, severely damaged in 2016 during the earthquake of Central Italy, through the application of menthyl lactate. The preparatory and paint layers of the polychrome sculpture are extremely fragile due to decohesion issues and the presence of unstable cleavages and losses linked to severe thermo-hygrometric variations. Many scientific and application tests were carried out in the laboratory and then later on a fragment of the Crucifix, in order to identify the volatile binder best suited to this case study. Lastly, a very specific transportation system was designed and realized to move the work without further loss and damage, from the storage building where it was kept in Spoleto to the conservation department of the Opificio delle Pietre Dure in Florence.

Abstract: This paper provides a reality check on the role of the creative industries in circular economy (CE) transitions. While sectors like manufacturing and construction are increasingly central to CE policy frameworks, creative production (the process of developing creative concepts into physical, experiential, or digital outputs) remains marginal and inconsistently represented. This research triangulates evidence from academic literature (2018–2024), national policy strategies, grey literature, and an exploratory online survey of creative professionals to provide macro-level, sector business norms, and niche innovation perspectives. The analysis reveals that circular activity across creative sub-sectors, including fashion, design, and architecture, is largely framed around material strategies like recycling and reuse. More transformative approaches, including redesign, refusal, and regenerative practice, remain rare. Sub-sectors such as advertising, games, film, and createch are notably under-researched, despite growing digital resource intensity and associated environmental impact. While survey respondents report practical engagement with circular practices, there is limited strategic framing or preparedness for incoming standards and regulations. This paper argues for a broader understanding of the CE in the creative industries in terms of value retention and as active agents in terms of their power to shape audience and consumer norms and system-level change.

Abstract: The study of heritage has grown due to the need to preserve cultural assets that serve as witnesses of history and culture. In conservation and restoration, research on traditional papers is extensive, but translucent papers have received less attention. These documents, of proteinaceous, cellulosic, or synthetic origin, achieve transparency through processes that modify their structure, which makes them more vulnerable to aging. Their degrada-tion is aggravated by inadequate storage and handling, which poses challenges because they do not respond well to conventional treatments. This study analyses these issues through documents from the Provincial Historical Archive of Granada and the Archive of the Higher Technical School of Architecture of Granada. Through visual, photographic, and bibliographic study, a theoretical and graphic catalogue of the most significant dete-riorations has been developed. At the same time, a physicochemical analysis was applied using techniques such as colorimetry, X-ray Fluorescence Spectroscopy (XRF), and Fourier Transform Infrared Spectroscopy (FTIR). These tools make it possible to relate the material composition of the documents to their state of preservation. This work provides deeper knowledge about the degradation mechanisms of these supports and lays the foundations for the development of specific restoration strategies for this documentary typology.

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Theorists like M. Jacqui Alexander, Édouard Glissant, Saidiya Hartman, Carolyn Cooper, and Michelle Wright, this project reconsiders the “vulgarity” often attributed to Caribbean musical genres, like dancehall, dembow, and reguetón, as a pedagogical practice: an embodied, sensorial way of knowing that challenges colonial and racialized modes of aesthetics, morality, and order. Through an examination of Vybz Kartel’s Fever, Tokischa’s Sistema de Patio, and Bad Bunny’s El Apagón, I examine how sound, image, and movement converge to create what Alexander calls “pedagogies,” which simultaneously disturb and instruct. These pedagogies of the vulgar illuminate the ongoing impact of colonialism and plantation slavery in the Caribbean, particularly the gendered extraction of labor and capital that continues to shape daily life. In this context, vulgarity is not simply performed but inverted, prompting us to ask what is truly vulgar; Caribbean music and dance, or the systemic violence of Western modernity? These pedagogies foreground the paradoxical beauty of violence and survival, revealing how Caribbean peoples reconfigure “vulgarity” to craft pleasure and freedom amidst constraint. Embracing Michelle Wright’s concept of “epiphenomenal time,” this study invites readers to watch, listen, and feel; reminding us that the pedagogy of the vulgar must be embodied to be understood.

Abstract: In this article we establish the affordances of game making and hacking as a critical practice in teaching and research. We explain the origins of our approach in two completed research projects and consider its impact on our ongoing scholarly practice. In the first project, students at the Manchester School of Architecture were tasked with exploring questions relating to Britain’s post-war power infrastructures through the creation of games (in place of traditional essays). These games were subsequently used to share research with the public. In the second project, we moved from game making to hacking through participatory research with young people, investigating how board game play could support their climate literacy and action. There, game hacking was an anarchic process that enabled young people to interrogate the world and develop critical frameworks for speaking out about their experiences. In our own research practice, we have used game hacking to creatively investigate designing for sustainability and as a practice for imagining alternative climate futures. Translating the methods of making and hacking into the UKHE classroom, we have developed creative game-based learning and teaching practice to support students to develop and investigate their own research agendas.

Abstract: Artificial intelligence (AI) tools are not only transforming academic practices but also reshaping the frameworks through which media and knowledge economies are theorized. In Algeria, the rise of vendors such as DzPlagiarism.in, AiZair, Academic Ai Tools, Fikra Academy, and ChatGPT Plus DZ illustrates how local actors mediate access to AI through innovative yet often informal business models. These practices raise questions that extend beyond pricing and usability, pointing to larger shifts in media theory concerning circulation, access, and platform economies. This study explores how such vendors adapt AI services to local conditions through subscription-sharing, freemium offers, and hybrid pricing strategies. Publicly available data from websites, social media, and user commentary were analyzed to assess affordability, accessibility, and user satisfaction. Thematic content analysis highlighted recurring concerns over delivery speed, reliability, refunds, and security, alongside positive evaluations of low-cost access and responsive service. These findings reveal the tensions between convenience and compliance, as shared accounts and opaque practices may contravene software policies while simultaneously democratizing access in resource-constrained contexts. By situating these business models within media theory, the study shows how AI adoption in Algerian higher education exemplifies the transition from traditional notions of media distribution to new forms of mediated access. The results underscore the need to expand media theories to account for informal economies, ethical uncertainties, and the socio-technical reconfiguration of academic practices. In doing so, the study contributes to debates on how emerging AI markets in the Global South are transforming both business models and theoretical understandings of media.

Abstract: In this essay we have presented a picture of “life” as a continuous unfolding of complex nonconscious physical and chemical processes governed by their laws, which are automatic in nature. The endlessly adaptive nature of the complex processes of life is highlighted here. We have showcased how physical laws can produce seemingly "intelligent" outcomes in simpler systems such as bacteria, slime-mould, including water, appearing as emergent living qualities like choice, intention, or consciousness. We argue that there is no central ghostly “self” pulling strings to activate any living action, rather it is automatic physical and chemical processes driven by biological cells (neurons in our case) to adapt to any given situation. We have tried to address here whether we are living in an autopilot mode.

Abstract: This study examined the implementation and impact of a series of extension activities and instructional innovations designed to integrate the STEAM approach and promote ocean literacy in conjunction with English, Mathematics, and Science. The programs emphasized contextualized learning, particularly for the seven coastal municipalities where marine ecosystems such as mangroves, coral reefs, and fisheries form part of daily life and livelihood. Evaluation results revealed that the extension programs were rated excellent by stakeholders, reflecting their effectiveness, relevance, and alignment with both academic and community needs. Teachers, parents or guardians, and Barangay Officials reported improvements in both cognitive and affective learning outcomes, while the inclusion of parents and guardians expanded the reach and sustainability of the initiatives. The integration of art in science teaching, the promotion of action research across ranks, and the cascading of topics from general education to marine-focused content proved highly effective in fostering engagement and knowledge retention. The findings affirm the critical role of higher education institutions in bridging education, research, and community action. The study contributes to the global discourse on the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 14 (Life Below Water).

Abstract: Here we present an essay questioning and arguing why the “true-self” does not exist. We introduce the concept of self-schema, nominative self “I,” empirical self “Me” and the self-social interactions. We discuss in detail the dynamical interplay between an individual's sense of self and their external social environment i.e., how individuals perceive themselves in relation to others, build relationships, and communicate for shaping one's social self or self-concept, helping effectively to navigate in the social world. We propose that there is no central controller and there are only dynamical processes which unfold to sustain us from moment to moment. We can understand the self as a constantly adapting and evolving the mental framework, shaped by our inner and outer worlds and is not solely inner in nature. We discuss the self as a collection of roles and performances enacted in different contexts by adopting multiple "masks" or “personas.” We also discuss how “ego” strives to find a balance between “id” and “superego.” The present essay is based on the works of some past famous psychologists, sociologists, and philosophers who have tried to address a common point - understanding of existence of “true-self.”

Abstract: This study investigates sustainability-oriented design and production practices in Slovenia, focusing on brand-led approaches grounded in local innovation, cultural heritage, and community engagement. Through mapping of Slovenian fashion enterprises, the research identifies and analyzes core sustainability strategies including zero- and low-waste design, recycling, upcycling, and the development of adaptable, long lasting garments. Further attention is given to participatory design methods involving consumers, the strategic social media use for community building, and service-based circular economy models such as lifetime garment repair. Technological and production innovations, localized supply chains and small-scale production models are assessed for their role in reducing environmental impact and advancing sustainable supply chain management. The study also analyzes initiatives to shorten the fashion loop, including dematerialization and production minimization, as pathways to reduce resource consumption. Methodologically, it combines empirical fieldwork, participant observation, and literature review, to deliver a comprehensive analysis of Slovenia's sustainable fashion sector. Findings contribute to the global discourse on regional and place-based sustainability in fashion, demonstrating how design-driven, small- and medium-sized enterprises can integrate circular economy principles, cultural continuity, and collaborative innovation to foster environmentally responsible and socially embedded fashion.

Abstract: The role of technology in translator training has become increasingly significant as machine translation (MT) evolves at a rapid pace. Beyond practical tool usage, training must now prepare students to engage critically with MT outputs and understand the socio-technical dimensions of translation. Traditional sentence-level MT evaluation, often conducted on isolated segments, can overlook discourse-level errors or produce misleadingly high scores for sentences that appear correct in isolation but are inaccurate within the broader discourse. Document-level MT evaluation has emerged as an approach that offers a more accurate perspective by accounting for context. This article presents the integration of context-aware MT evaluation into an MA-level translation module, in which students conducted a structured exercise comparing sentence-level and document-level methodologies, supported by reflective reporting. The aim was to familiarise students with context-aware evaluation techniques, expose the limitations of single-sentence evaluation, and foster a more nuanced understanding of translation quality. This study provides methodological insights for incorporating MT evaluation training into translator education and highlights how such exercises can develop critical awareness of MT’s contextual limitations. It also offers a framework for supporting students in building the analytical skills needed to evaluate MT output in professional and research settings.

Abstract: Physical contact is frequently used as a pedagogical tool in sports instruction. However, it may elicit discomfort owing to factors such as gender dynamics, relationship type, and contacted body parts. This study investigated how gender, relational closeness, and specific body parts influence the perceived discomfort of physical contact in sports-related scenarios. A within-subject questionnaire survey was administered to female university students in Japan. Participants rated the discomfort level of hypothetical physical contact scenarios involving the same sex or opposite sex, three relational contexts (close friend, unfamiliar friend, and teacher), and 11 body parts. Logistic regression and generalized estimating equations analyses revealed significant main effects for all three factors and significant two-way interactions. Notably, contact from male individuals, less close acquaintances, or male teachers evoked the highest discomfort. These findings support the intimacy congruence hypothesis, suggesting that comfort with physical contact depends on both the body part and the social congruity between initiator of contact and recipient of contact. Although physical contact may be normatively justified in sports coaching, complex social cues significantly shape reception. These findings highlight the importance of gender sensitivity and relational dynamics in physical instruction and suggest that educators should exercise nuanced judgment when using contact as a pedagogical method.

Abstract: This empirical paper explores South African preservice accounting teachers’ perceptions of ICT integration in secondary schools’ accounting curriculum practices. Since 2020, curriculum practices have been characterised by disruptions to traditional teaching and learning methods, including those brought on by the COVID-19 pandemic. Curriculum practices in accounting were not unnoticed. These sparked discussions about pedagogical changes, academic continuity, and the future of accounting curriculum practices. The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology and teaching and learning in a connectivist learning environment. Connectivism promotes a lifelong learning perspective by training teachers and students how to adapt to a fast-changing environment. An interpretive paradigm underpins this qualitative research paper. The data was collected from semi-structured interviews with five preservice accounting teachers about how they navigated pedagogy while switching to digital curriculum practices. Thematic analysis was used. The findings revealed that preservice accounting teachers faced challenges in ICT integration during school-based training, including limited resources, inadequate infrastructure, and insufficient hands-on training. While ICT tools enhanced learner engagement, barriers such as low digital skills and lack of technical support hindered effective use. Participants highlighted a disconnect between theoretical training and classroom practice, prompting self-directed learning to bridge skill gaps. The study underscores the need for teacher education programs to provide practical, immersive ICT training to equip future educators for technology-driven classrooms.