International Journal of Humanities, Education, and Social Sciences

Nepal’s 2025 Uprising: Geopolitical Entrapment, Neoliberal Failure, and Gen Z Activism

Santa Bahadur Thapa — 2026-04-13

This paper examines the Gen Z September 2025 movement in Nepal to explain how endemic corruption, deep socioeconomic disenchantment, and digitally native activism converged to generate an unprecedented wave of political change. It aims to analyze the movement’s rapid escalation, the constitutional “fault line” it exposed between revolutionary digital legitimacy and established constitutional legality, and the broader implications of this crisis in terms of regional contagion and governance instability. The study employs a mixed-methods approach combining qualitative textual analysis of geopolitical reporting with quantitative analysis of digital mobilization metrics. Empirical evidence includes data on digital participation, such as a Discord poll used to select a new Prime Minister, indicating that political authority was, in part, derived through digital channels. The findings suggest that the uprising was structurally shaped by the breakdown of neoliberal policies, entrenched high-level corruption, and the influence of external actors, including the United States through the MCC, India’s geopolitical influence, and the role of INGOs and EDPs, which collectively contributed to domestic instability through weak institutional ownership. The paper concludes that the movement precipitated the downfall of the government and triggered a constitutional crisis. Its contribution lies in highlighting how digital political legitimacy can destabilize conventional constitutional frameworks when combined with systemic corruption, external geopolitical pressures, and severe social inequality, thereby underscoring the need to move beyond revolution-era accountability toward deeper structural reforms addressing governance failures and the contradictions underlying violent instability.

تأثير الوسط الاجتماعي على الدافعية للإنجاز والتحصيل الدراسي لدى تلاميذ التعليم الثانوي التأهيلي في جهة الرباط–سلا–القنيطرة

El Mehdi Salk — 2026-04-13

This study aims to examine the relationship between social background, achievement motivation, and academic performance among secondary school students in the Rabat–Salé–Kénitra region of Morocco, based on socio-educational approaches emphasizing the impact of social context on school performance. A descriptive-analytical methodology was employed, and data were collected through a structured questionnaire that included students’ social and educational characteristics, academic performance over five years, patterns of family socialization, and levels of achievement motivation. The sample consisted of 283 purposively selected students (N = 283). Statistical analyses revealed a significant positive correlation between social background and academic performance (r = 0.41, p < 0.01), as well as a significant positive relationship between social background and achievement motivation (r = 0.38, p < 0.01). Moreover, a moderately strong positive correlation was found between achievement motivation and academic performance (r = 0.46, p < 0.001) at a significance level of α = 0.05, indicating that students from economically and culturally stable backgrounds exhibit higher motivation and better academic results compared to their peers from disadvantaged backgrounds. The study concludes that social background is a critical factor in explaining variations in achievement motivation and academic performance, highlighting the necessity of incorporating socio-economic considerations into educational policies to ensure fairness and educational equity.

Toward a Digital-Enabled Evaluation Model for Graduate Education Quality: A Study of Chinese Universities

Yue Liao — 2026-04-13

In the context of high-quality development in higher education, evaluating graduate education quality has become increasingly important for assessing the cultivation of high-level talent. This study aimed to construct a graduate education quality evaluation system grounded in comprehensive competency development, encompassing five key dimensions: digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development. The study employed the Analytic Hierarchy Process to determine indicator weights, Data Envelopment Analysis to measure institutional efficiency across China, panel regression to identify factors influencing educational value-added, and K-means clustering to reveal patterns of resource allocation. The findings indicate that digital technology knowledge and skills, together with digital application, carry the highest weights in the evaluation system. The results further show substantial variation in efficiency across institution types and regions, while also demonstrating that high investment does not necessarily translate into high educational value-added, thereby underscoring the importance of resource utilization efficiency and appropriate training models. The study concludes that a more differentiated evaluation mechanism and optimized resource allocation are necessary to enhance graduate education quality. These findings provide a scientific basis for improving graduate education evaluation and offer practical implications for policy and institutional quality enhancement.

Macroeconomic Interactions in Nigeria: VECM-Based Analysis (2001-2023)

Olaniyan Joseph Olawale — 2026-04-13

Understanding the dynamic relationships among major macroeconomic variables is essential for evaluating economic stability and informing policy design in developing economies such as Nigeria. This study aimed to investigate the interrelationships among Gross Domestic Product (GDP), inflation, broad money supply (M2), interest rate, exchange rate, and unemployment in Nigeria over the period 2001–2023. Annual data were obtained from the Central Bank of Nigeria, World Bank, International Monetary Fund, and CEIC databases and analyzed using a Vector Error Correction Model (VECM) implemented in Python’s statsmodels framework to capture both short-run adjustments and long-run equilibrium dynamics. The findings reveal the presence of three stable long-run cointegrating relationships among the variables. Inflation was found to respond strongly to changes in GDP, interest rates, and exchange-rate movements, whereas the effects of money supply and unemployment were relatively weaker. The results further indicate that economic growth contributes to modest reductions in unemployment, while persistent inflationary pressures and volatile interest rates tend to worsen labor-market outcomes. Exchange-rate depreciation also emerged as a major source of macroeconomic instability. Diagnostic tests suggest that the estimated model is broadly robust, although mild indications of serial correlation and multicollinearity remain. The study concludes that Nigeria’s macroeconomic environment is shaped by deep structural weaknesses that require stronger policy coordination, improved exchange-rate management, and sustained structural reforms to enhance price stability and employment outcomes. These findings contribute empirical evidence on long-run and short-run macroeconomic interactions in Nigeria and provide policy-relevant insights for strengthening economic management.

The Impact of Kidnapping on Agriculture Activities in Ukum Local Government Area, Benue State, Nigeria

Rosemary Onchi Daniel — 2026-04-13

Kidnapping has emerged as a major security and development challenge in Nigeria, with particularly severe consequences for agrarian communities whose livelihoods depend on agriculture. In Ukum Local Government Area of Benue State, recurrent abductions have disrupted farming activities, obstructed trade routes, displaced farmers, reduced labor availability, and discouraged investment, thereby intensifying food insecurity and economic hardship. This study aimed to examine the impact of kidnapping on agricultural activities in Ukum LGA. The study was anchored in Anomie theory, as developed by Émile Durkheim and refined by Robert K. Merton, to explain how structural strain, blocked opportunities, and weakened social norms may contribute to criminal behavior, including kidnapping. A cross-sectional survey design was adopted. The study population comprised residents of Ukum LGA, and a sample of 400 respondents was determined using Taro Yamane’s formula. Respondents were randomly selected across thirteen wards, while data were collected through structured questionnaires and interviews with twelve key informants. The data were analyzed using descriptive statistics, specifically frequencies and percentages. The findings revealed that kidnapping has significantly disrupted agricultural activities in the study area, resulting in food insecurity, farmer displacement, blocked trade routes, and reduced agricultural investment. The study concludes that kidnapping undermines agricultural production, rural livelihoods, and food security in Ukum LGA. These findings highlight the need for strengthened rural security, targeted support for displaced farmers through access to farmland and agricultural inputs, investment incentives for agricultural recovery, and community awareness initiatives to mitigate kidnapping risks and restore agricultural productivity.

Application of Intra-Class Correlation to Multi-Rater Agreement on Students’ Grading

Adetunji . A. A — 2026-04-14

Fair and credible student assessment depends on consistent grading practices, particularly when multiple raters evaluate academic performance using a shared rubric. This study aimed to examine the consistency of students’ grading by applying the intraclass correlation approach to multi-rater assessments of academic performance. The reliability of ratings was evaluated using the Intraclass Correlation Coefficient (ICC) for continuous rating scores. Data were obtained from records of students’ assessments of project and seminar presentations. The findings revealed varying levels of agreement among raters, indicating that grading practices were generally inconsistent, although some degree of agreement was observed across different assessed variables. These results highlight the importance of applying inter-rater reliability statistics in educational assessment to identify inconsistencies in scoring practices. The study concludes that improving grading fairness and objectivity requires regular rater calibration and the consistent use of standardized rubrics. This study contributes to assessment practice by emphasizing the value of reliability analysis in strengthening the quality and credibility of academic evaluation.

Poverty: Definition, Factors, Measure, and Approach

Nand Kishor Kumar — 2026-04-14

Poverty remains a complex and multidimensional phenomenon that cannot be effectively addressed through a single policy instrument or a purely income-based perspective. This study examines poverty as a structural and human development challenge and emphasizes the need for comprehensive and integrated solutions to reduce its incidence and improve overall well-being. The analysis highlights that effective poverty reduction depends on the interaction of inclusive economic growth, social protection, good governance, and the empowerment of marginalized groups. It further underscores that a balanced combination of income-based and human-centered approaches is essential for addressing the multiple dimensions of deprivation and for promoting sustainable development. The study concludes that poverty alleviation strategies must move beyond narrow monetary measures and adopt a more integrated framework that strengthens livelihoods, expands social inclusion, and enhances the quality of life for all.

La Méthodologie Transmissionnelle d’Ibn Ḥazm al-Andalusī

Mekki Klaina — 2026-04-14

Cette étude analyse la méthodologie transmissionnelle d’Abū Muḥammad Ibn Ḥazm al-Andalusī (m. 456/1064) comme un cadre critique unifié structurant son approche du ḥadīth, de la narration historique et des Écritures des Gens du Livre. Alors que la recherche contemporaine s’est principalement concentrée sur ses positions juridiques et théologiques, elle a largement négligé l’unité épistémique qui sous-tend son traitement des récits transmis. L’étude vise ainsi à montrer comment l’épistémologie d’Ibn Ḥazm, fondée sur les principes du ḥadīth—notamment la continuité de l’isnād, la probité (ʿadālah) et la précision (ḍabṭ) des transmetteurs—structure non seulement sa critique du ḥadīth, mais également son examen des matériaux historiques et scripturaires, en particulier la Torah. Sur le plan méthodologique, l’analyse repose sur une lecture textuelle approfondie de ses œuvres majeures relatives au ḥadīth, à l’histoire et à la religion comparée, replacées dans le contexte intellectuel andalou et dans la tradition méthodologique des premiers muḥaddithūn, tout en mettant en évidence certaines convergences avec la critique biblique juive et occidentale postérieure. Les résultats montrent qu’Ibn Ḥazm rejette systématiquement tout récit dépourvu de vérification externe rigoureuse ou d’un examen attentif de sa formulation et de ses implications, étendant ainsi les critères classiques du ḥadīth aux récits historiques et aux textes de l’Ancien Testament. Il apparaît dès lors comme l’un des premiers penseurs à élaborer une double critique fondée à la fois sur l’isnād et sur l’analyse textuelle, anticipant des principes que développeront plus tard des figures telles qu’Ibn Khaldūn, Ibn Ezra et Spinoza. L’étude conclut que sa méthode constitue une contribution cohérente et originale à l’histoire de la critique du ḥadīth, de la méthodologie historique et de la critique scripturaire.

Perceptions and Nationalism Attitudes of PGSD Students toward Civic Education Learning in Parepare

Ritha Tuken — 2026-04-30

Although Civic Education learning has received increasing attention in previous studies, research specifically examining the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes remains limited, particularly among PGSD students in Parepare. This study aims to analyze the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes. A quantitative approach with a survey design was employed, involving 120 respondents selected through proportional random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that students’ perceptions of Civic Education learning were in the good category (M = 3.87), while their nationalism attitudes were categorized as high (M = 4.12). The correlation analysis revealed a significant positive relationship between students’ perceptions and nationalism attitudes (r = 0.68, p < .05). These results suggest that positive perceptions of Civic Education learning are associated with stronger nationalism attitudes among students. This study contributes to the theoretical development of civic education and nationalism studies by expanding understanding of how instructional perceptions relate to students’ civic attitudes in higher education contexts. Practically, the findings imply that educators should adopt innovative, contextual, and value-based teaching strategies to strengthen the effectiveness of Civic Education learning and support the development of nationalism attitudes.

Newspaper Influence on Public Opinion Formation during Intra-Party Elections in Nigeria: A Discourse Analysis

Samuel George Jacobs — 2026-05-09

This study investigates the influence of newspaper discourse on public opinion formation during intra-party elections in Nigeria, with specific focus on the 2022 party primaries. Anchored in Framing Theory, the study examines how selected national newspapers shaped public perceptions of the credibility, transparency, and fairness of the primaries through their patterns of coverage. Library-based desk research and discourse analysis were employed to analyze newspaper content from seven national dailies: The Punch, The Guardian, Vanguard, ThisDay, Daily Trust, The Nation, and Leadership. Particular attention was given to language use, framing devices, and the representation of major political parties, including the APC, PDP, and LP. The findings reveal that the newspapers employed dominant frames such as conflict, power struggle, zoning debate, and internal democracy narratives, which influenced readers’ perceptions of electoral fairness. In some cases, newspaper reports amplified crises and irregularities within certain parties while downplaying similar issues in others. Similarities and differences were also observed in how the newspapers portrayed political parties, with some newspapers offering more critical scrutiny than others. Through the lens of Framing Theory, the study demonstrates how newspaper coverage can shape what the public considers important, credible, and politically significant during sensitive electoral periods such as party primaries. The study concludes that Nigerian newspapers play a significant role in shaping political discourse and public trust during intra-party elections. It recommends improved journalistic training on ethical framing, active media monitoring by regulatory bodies, and stronger collaboration between political parties and the media to foster balanced coverage, strengthen internal party democracy, and support Nigeria’s democratic development.

The Influence of RME on Mathematical Problem Solving of Students at SDN 49 Parepare

Yonathan S Pasinggi — 2026-06-01

Although mathematical problem-solving ability has become a central concern in elementary mathematics education, empirical discussion of Realistic Mathematics Education (RME) in the specific context of SDN 49 Kota Parepare remains limited. This study aims to analyze the effect of RME on fourth-grade students’ mathematical problem-solving ability. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The manuscript was prepared using a simulated dataset involving 48 fourth-grade students, comprising 24 students in the experimental class and 24 students in the control class, selected through cluster sampling. Data were collected using a mathematical problem-solving essay test based on four indicators: understanding the problem, planning a solution, implementing the plan, and checking the answer. Data were analyzed using descriptive statistics, N-gain, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The simulated findings show that the experimental class increased from a mean pretest score of 48.17 to a mean posttest score of 81.83, whereas the control class increased from 49.79 to 71.54. The experimental class obtained an N-gain score of 0.66, which was higher than the control class score of 0.44. Hypothesis testing indicated a significant difference in N-gain scores, t(46) = 5.19, p < .001, with a large effect size. These findings illustrate that RME can support contextual, model-based, interactive, and reflective mathematics learning, particularly in strengthening students’ mathematical problem-solving processes. The study contributes to elementary mathematics education by demonstrating the potential of RME as an instructional approach for improving problem-solving ability; however, before scholarly submission, the simulated data must be replaced with actual field data from SDN 49 Kota Parepare.

Cultural Perceptions Towards HIV/ AIDS in Southern Ijaw Local Government Area, Bayelsa State, Nigeria

Ebgeripou Annie — 2026-06-02

Cultural beliefs remain a significant factor shaping public understanding, communication, and health-seeking behaviour related to HIV/AIDS in many communities. This study investigated cultural perceptions of HIV/AIDS in Southern Ijaw Local Government Area, Bayelsa State, Nigeria. A mixed-methods cross-sectional survey design was adopted, involving 400 respondents for the quantitative component and 30 participants for the qualitative interviews. Quantitative data were analysed using SPSS version 26, while qualitative data were analysed thematically. The findings revealed that cultural beliefs and norms strongly influenced respondents’ perceptions, discussions, and health-seeking behaviours related to HIV/AIDS. The study also found that HIV/AIDS was sometimes interpreted through spiritual or moral lenses, which contributed to silence, stigma, and limited open dialogue about sexual health and HIV prevention. The study concludes that cultural perceptions play a critical role in shaping HIV/AIDS awareness and prevention practices in Southern Ijaw. It recommends that parents and caregivers, with support from family welfare units and social workers, should be engaged through community sensitisation and capacity-building programmes to strengthen effective communication about HIV/AIDS and sexuality. Traditional leaders should also be involved in challenging harmful traditional beliefs, reducing HIV-related stigma, and promoting open community dialogue on sexual health. This study contributes to public health and social work practice by highlighting the need for culturally responsive HIV/AIDS education and prevention strategies that engage families, community institutions, and traditional leadership structures.

Assessing Differences in Student Motivation, Achievement, and Conceptual Understanding in a Gamified Mathematics Learning Environment

Hassan Muhammad — 2026-06-02

Although gamified learning has received growing attention in mathematics education, empirical evidence on its simultaneous influence on students’ motivation, mathematics achievement, and conceptual understanding in developing educational contexts remains limited. This study examined differences in students’ motivation, mathematics achievement, and conceptual understanding associated with participation in a gamified mathematics learning environment. A quasi-experimental pretest–posttest control group design was employed, involving 700 secondary school students from 15 public schools in Northeast Nigeria. Using intact classes, students were assigned to an experimental group that received curriculum-aligned gamified mathematics instruction over a four-week period or to a control group that received conventional instruction covering the same content and duration. Data were collected using pretest and posttest measures of student motivation, mathematics achievement, and conceptual understanding. Motivation was assessed using an adapted questionnaire with established internal consistency, while achievement and conceptual understanding were measured using curriculum-aligned assessments validated through expert review. Data were analysed using descriptive statistics, paired-sample t-tests, and effect size estimates. The results showed statistically significant pretest–posttest gains in motivation, achievement, and conceptual understanding among students in the gamified instruction group, with moderate to large effect sizes, whereas students in the control group demonstrated minimal changes across the same measures. These findings indicate that curriculum-aligned gamified mathematics instruction is associated with enhanced student motivation, improved academic performance, and stronger conceptual understanding within the study context. The study contributes to mathematics education literature by providing large-sample quasi-experimental evidence on the concurrent affective and cognitive outcomes of gamified instruction in secondary mathematics classrooms in a developing educational setting.

Politeness Strategies in Lecturer–Student Interaction: A Sociopragmatic Study in Indonesian Higher Education

Mantasiah Mantasiah — 2026-06-17

Although politeness strategies have been widely examined in pragmatic studies, research specifically addressing their sociopragmatic function in managing face-threatening acts within lecturer-student interaction in Indonesian higher education remains limited. This study aimed to examine how politeness strategies operate as sociopragmatic resources in managing face-threatening acts (FTAs) in classroom discourse. Using an interactional pragmatic framework, the study employed a qualitative discourse-analytic design based on naturally occurring classroom interactions. Data were collected through audio recordings of nine lecturers across three foreign-language education programmes, namely German, Arabic, and Mandarin Language Education, at one Indonesian university, totaling approximately 450 minutes of classroom discourse. The recordings were transcribed verbatim and analyzed sequentially to identify the realization of politeness strategies in institutional interaction. The findings reveal that lecturers deploy politeness strategies dynamically in response to instructional and institutional demands. Positive politeness predominates in instructional and corrective discourse (42%), bald-on-record strategies appear primarily in regulatory contexts (31%), negative politeness minimizes imposition in evaluative settings (14%), and off-record strategies indirectly regulate student behavior (13%). These patterns reflect sociopragmatic variation shaped by institutional roles, cultural expectations, and norms of appropriateness. The study concludes that politeness functions not only as an interpersonal strategy but also as a mechanism for negotiating institutional authority and relational alignment in classroom discourse. These findings contribute to sociopragmatic and classroom discourse scholarship by extending classical face-management models to institutional and hierarchical interaction in Indonesian higher education.