Social Sciences
and Education
Research ReviewISSN: 2393-1264 · ISSN-L: 2392-9863

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Volume 11, Issue 2, 2024

41 open-access articles, published December 2024. Titles link directly to full-text PDFs.

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  1. Volume 11 · Issue 2 · 2024 · pp. 8-16

    Transforming Learning in Algerian Higher Education: The Impact of UFMC Training on Technology Integration

    • Louiza BELAID
    Keywords
    Technological facilities; online platform; UFMC training; Technology mediated instruction

    Cite as

    BELAID, L. (2024). Transforming Learning in Algerian Higher Education: The Impact of UFMC Training on Technology Integration. Social Sciences and Education Research Review, 11(2), 8-16. https://doi.org/10.5281/zenodo.15258260

    Abstract. As technology continues to evolve rapidly, many educational platforms have emerged online, offering open access to their users. The pandemic prompted Algerian higher authorities to implement time-sensitive plans to save the academic year and the university's structured training program. Consequently, blended learning became the primary mode of instruction, increasing online delivery while reducing onsite teaching. Simultaneously, the University of Constantine implemented an online training 'UMFC' to help newly recruited teachers improve their skills in technology-mediated instruction. These acquired skills were quickly applied to enhance blended learning for graduate students at all Algerian universities. Students reported challenges in balancing mixed-mode instruction with in-person interaction, though both methods were recognized for their flexibility. In conclusion, UFMC training should be provided to all teachers and learners to improve student engagement and increase the adaptability of online platforms in the EFL context.

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  2. Volume 11 · Issue 2 · 2024 · pp. 17-20

    Dyadic perspectives on work-family conflict and balance

    • Livia Pogan
    Keywords
    couples; dyads; roles; work-family conflict; work-family balance; spillover; crossover; social support

    Cite as

    Pogan, L. (2024). Dyadic perspectives on work-family conflict and balance. Social Sciences and Education Research Review, 11(2), 17-20. https://doi.org/10.5281/zenodo.15258262

    Abstract. This paper explores the intricate dynamics of work-family relationships from a dyadic perspective, analyzing the intersections between work and family roles in dual-earner couples. It examines existing models of work-family relations, considering the challenges of the "sandwich generation" and the impact of technological development and social transformations on work-family balance and conflict. The study also discusses the concepts of work-family conflict, work-family balance, crossover, and spillover effects, highlighting the importance of considering the dyadic perspective and the influence of social support on work-family dynamics. Future research directions focusing on comprehensive approaches are suggested.

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  3. Volume 11 · Issue 2 · 2024 · pp. 21-30

    Exploring Instructional Leadership as a Praxis in Schools

    • Victor J. Pitsoe
    • Mmalefikane Sylvia Sepeng
    Keywords
    Instructional leadership; educational innovation; professional development; student performance; collaborative relationships

    Cite as

    Pitsoe, V. J., & Sepeng, M. S. (2024). Exploring Instructional Leadership as a Praxis in Schools. Social Sciences and Education Research Review, 11(2), 21-30. https://doi.org/10.5281/zenodo.15258264

    Abstract. The importance of instructional leadership in promoting school growth and renewal is significant; however, it has received limited research attention and is not fully understood. Instructional leadership encompasses the proactive and efficient involvement of principals in initiating, organizing, and executing activities aimed at enhancing curriculum and instruction. Efficient instructional leaders foster teacher collaboration, facilitate professional development, and enhance student achievement. Successfully implementing a change requires overcoming resistance and gaining the support of stakeholders. Through the comprehension and implementation of efficient instructional leadership, educational institutions have the potential to greatly enhance student academic achievement and overall school efficacy.

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  4. Volume 11 · Issue 2 · 2024 · pp. 31-34

    ROMAN THEATRE AND ITS INTERCULTURAL SIGNIFICANCE

    • Alexandra IORGULESCU
    • Mihaela MARCU
    Keywords
    interculturality; dramaturgy; universal values

    Cite as

    IORGULESCU, A., & MARCU, M. (2024). ROMAN THEATRE AND ITS INTERCULTURAL SIGNIFICANCE. Social Sciences and Education Research Review, 11(2), 31-34. https://doi.org/10.5281/zenodo.15258266

    Abstract. A model of universal dramaturgy, the Roman theatre goes beyond time and reaches the contemporary, always proving its intercultural values. Because there are amazing intercultural connections between antiquity and modernity. One of these connections is achieved through Roman theatre.

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  5. Volume 11 · Issue 2 · 2024 · pp. 35-48

    Sigmund Freud's Understandings of Anxiety: A Conceptual Review

    • Adila Ally
    • Peter J.O. Aloka
    Keywords
    Sigmund Freud; Understandings; Anxiety; Conceptual Review

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    Ally, A., & Aloka, P. J. (2024). Sigmund Freud's Understandings of Anxiety: A Conceptual Review. Social Sciences and Education Research Review, 11(2), 35-48. https://doi.org/10.5281/zenodo.15258268

    Abstract. This conceptual study analysed Sigmund Freud's understandings of anxiety. The study adopted literature review as a methodology. The secondary data were analysed using content and thematic analyses methods. The results indicate that Freud held anxiety as; due to failure of the ego to mediate conflicts between the superego and id; emanating from a person transforming their accumulated tensions; a product of a person's libido through the repression process; and the actual foundation of a person's anxiety is their ego. The study recommends that psychologists in education and people with anxiety should understand that appreciating the inner stimuli as disturbing some basic and inherent equilibrium state in a person helps appreciate responses to anxiety stimuli.

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  6. Volume 11 · Issue 2 · 2024 · pp. 49-62

    Integrating Psychological Insights into Pre-Service Teacher Training: A Study on Curriculum Design and Its Impact on Learner Behaviours in Modern Classrooms

    • Thanduxolo Peace Mngomezulu
    • Oluwatoyin Ayodele Ajani
    Keywords
    Pre-Service Teacher; Teacher Education; Curriculum Design; Educational Psychology; Learner Behaviours; Modern Classrooms; Instructional Strategies

    Cite as

    Mngomezulu, T. P., & Ajani, O. A. (2024). Integrating Psychological Insights into Pre-Service Teacher Training: A Study on Curriculum Design and Its Impact on Learner Behaviours in Modern Classrooms. Social Sciences and Education Research Review, 11(2), 49-62. https://doi.org/10.5281/zenodo.15258270

    Abstract. This scoping review investigates the integration of psychological insights into pre-service teacher training, focusing on curriculum design and its impact on learner behaviours in modern classrooms. The study analysed 348 publications, with a final synthesis of 67 peer-reviewed articles published in English between 2010 and 2024. The aim was to identify effective strategies for incorporating psychological principles into teacher education curricula to better prepare future educators for the diverse behavioural dynamics of contemporary classrooms. The review highlights key themes such as the role of cognitive and behavioural psychology in curriculum development, the importance of understanding student motivations, and the effectiveness of various instructional strategies on student engagement and achievement. Findings suggest that integrating psychological insights into teacher training can significantly enhance pre-service teachers' ability to manage and positively influence learner behaviours. The study provides recommendations for curriculum improvements and suggests areas for further research, aiming to contribute to the development of more effective, psychologically informed teaching practices.

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  7. Volume 11 · Issue 2 · 2024 · pp. 63-71

    TREND ANALYSIS OF REPORTED NUMBER OF INJURED FROM ROAD TRAFFIC CRASHES IN LAGOS STATE, SOUTH WESTERN NIGERIA

    • Augustus Orowhigo ATUBI
    Keywords
    Injury; road traffic crashes; trends; analysis; Lagos State

    Cite as

    ATUBI, A. O. (2024). TREND ANALYSIS OF REPORTED NUMBER OF INJURED FROM ROAD TRAFFIC CRASHES IN LAGOS STATE, SOUTH WESTERN NIGERIA. Social Sciences and Education Research Review, 11(2), 63-71. https://doi.org/10.5281/zenodo.15258272

    Abstract. The study examined a trend analysis of reported number of injured from road traffic crashes in Lagos State. The trend analysis and time series approach were used to compare the reported number of wounded in Lagos State's 20 local government areas over a 53-year period (1970–2023). The trend of injured from road traffic accidents revealed that the phenomenon is on the increase in other words, the gradient of injured occurrence from RTA's is on the increase in Lagos State. The result from the multiple regression analysis showed that the R2 value was 0.82. These implies that the proportion of variation in the dependent variable explained by the independent variable was 82%. The F-ratio of 15.64 was higher than the table value of 2.91 at 0.05 level of confidence, indicating that at least one of the independent variables had a significant influence on the dependent variable. Recommendations for lowering the incidence of injuries from traffic accidents in Lagos State, Nigeria, were made in light of the findings.

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  8. Volume 11 · Issue 2 · 2024 · pp. 72-77

    Analyzing The Merging Effect of Agro-Production and Formal Training On Women-Empowerment in Rural-Bangladesh

    • Sathi Mary Baroi
    Keywords
    Women Participation; Women empowerment; Agricultural Production; Sustainable Agriculture; Rural Bangladesh

    Cite as

    Baroi, S. M. (2024). Analyzing The Merging Effect of Agro-Production and Formal Training On Women-Empowerment in Rural-Bangladesh. Social Sciences and Education Research Review, 11(2), 72-77. https://doi.org/10.5281/zenodo.15258274

    Abstract. Bangladesh's agricultural sector is crucial to its economy, and women's participation is emphasized for empowerment and increased agro-production. This study uses a household survey of 200 women in four rural Bangladeshi villages to analyze the impact of independent variables (agricultural production, training facility, media connection) on women's empowerment in the agricultural sector (WEIA). Multiple regression analysis shows that agricultural production, training facility, and media connection positively and significantly influence WEIA. The interaction of agricultural production and training facility also has a positive and significant impact. The findings suggest policy implications for sustainable agriculture and women's empowerment.

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  9. Volume 11 · Issue 2 · 2024 · pp. 78-88

    Landscapes of Transcendence: The Aniconic Sacrality of Mountain Geographies

    • Sanjeeva Guneratne
    • Upendra RMK Rajapaksha
    • Faiz MMT Marikar
    Keywords
    sacredscape; mountain; transcendence; aniconic; archetypal; nature; phenomenology; apophatic

    Cite as

    Guneratne, S., Rajapaksha, U. R., & Marikar, F. M. (2024). Landscapes of Transcendence: The Aniconic Sacrality of Mountain Geographies. Social Sciences and Education Research Review, 11(2), 78-88. https://doi.org/10.5281/zenodo.15258276

    Abstract. This study presents a philosophical and theoretical overview of the process by which "geography and spiritual growth converge” in the construction of sacrality and experience of transcendence in the aniconic mountain sacredscapes of the world. Parallel concepts such as apophasis and archetypicality are explored in order to emphasise their points of convergence, it is supported by a literature review that explores the commonalities between Buddhist Insight Meditation, geo-phenomenology and major Western discourses on transcendence and the wilderness as a restorative landscape. In this fashion, common ontological and epistemological ground is sought against the backdrop of what is evidently a rapprochement between these traditions in the modern era. This paper, therefore, is an attempt at integrating South and Southeast Asian notions of sacrality with Western psychobiological perspectives. The outcome shows the challenges and possibilities for the resacralisation of mountain sacredscapes the world over.

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  10. Volume 11 · Issue 2 · 2024 · pp. 89-102

    STUDENTS' PERSPECTIVES ON THE QUALITY OF DISTANCE LEARNING MATERIALS IN SELECTED HIGHER EDUCATION INSTITUTIONS IN ETHIOPIA

    • Tessema Aderajew
    • Mapheleba Lekhetho
    Keywords
    Open and distance learning; distance education; self-instructional materials; self-directed learning; higher education institution; ODL materials

    Cite as

    Aderajew, T., & Lekhetho, M. (2024). STUDENTS' PERSPECTIVES ON THE QUALITY OF DISTANCE LEARNING MATERIALS IN SELECTED HIGHER EDUCATION INSTITUTIONS IN ETHIOPIA. Social Sciences and Education Research Review, 11(2), 89-102. https://doi.org/10.5281/zenodo.15258278

    Abstract. Successful Open and Distance Learning relies on well-developed Self-Instructional Materials, crucial for facilitating self-directed learning. Effective self-instructional materials convey knowledge, motivate learners, and reduce the need for extensive support services. This research examined the effectiveness of distance learning materials in selected Ethiopian higher education institutions, focusing on their ability to sustain student engagement through self-study. This study adopted a mixed methods approach to collect data through questionnaires from 175 students. The findings revealed that, apart from one private institution, the selected institutions failed to develop effective self-instructional distance learning materials. To address challenges, staff in higher education institutions should receive intensive training on developing and evaluating ODL materials, and HEls should develop course materials that promote effective self-learning.

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  11. Volume 11 · Issue 2 · 2024 · pp. 102-108

    MAPPING AI IN THE NEWS MEDIA SECTOR - TECHNOLOGICAL DISRUPTION IN PRACTICES OF JOURNALISM

    • Georgiana Silvia LEOTESCU
    Keywords
    artificial intelligence; media industries; newsrooms; journalism; regulation; public interest; the BBC

    Cite as

    LEOTESCU, G. S. (2024). MAPPING AI IN THE NEWS MEDIA SECTOR - TECHNOLOGICAL DISRUPTION IN PRACTICES OF JOURNALISM. Social Sciences and Education Research Review, 11(2), 102-108. https://doi.org/10.5281/zenodo.15258280

    Abstract. This study investigates how new developments of artificial intelligence (i.e., generative AI) are responsibly incorporated in newsrooms to support journalism in the digital age. It surveys the field by highlighting policy frameworks for good journalistic practice from external actors and newsrooms, focusing on AI regulation. The findings suggest that UNESCO and the Council of Europe have concentrated on providing recommendations on the ethics of AI, and the BBC's commitment to research and development in AI.

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  12. Volume 11 · Issue 2 · 2024 · pp. 115-123

    EXPLORING THE PREVALENCE OF RACISM IN FORMER MODEL C SCHOOLS IN SOUTH AFRICA: FROM A SOCIAL JUSTICE PERSPECTIVE

    • Saltiel K. C. MATABOGE
    • Vimbi P. MAHLANGU
    Keywords
    Racism; Former Model C Schools; Social justice; Educational equity

    Cite as

    MATABOGE, S. K. C., & MAHLANGU, V. P. (2024). EXPLORING THE PREVALENCE OF RACISM IN FORMER MODEL C SCHOOLS IN SOUTH AFRICA: FROM A SOCIAL JUSTICE PERSPECTIVE. Social Sciences and Education Research Review, 11(2), 115-123. https://doi.org/10.5281/zenodo.15258282

    Abstract. The purpose of the study was to investigate the prevalence of racism in former Model C schools in South Africa, with a specific focus on the perspective of social justice. Literature review was used as the primary source to gather information in understanding the topic. Data analysis followed an interpretive paradigm which focused on the subjective experiences and viewpoints of other researchers' discoveries concerning racism in educational settings. The interpretive technique enables a detailed understanding of how individuals interpret and respond to instances of racism, highlighting the need for more inclusive and fair approaches. The study aimed at uncovering the persistent and varied expressions of racism that are prevalent within educational institutions. It was found that racism is present in former Model C schools through both subtle and overt acts of prejudice, unjust disciplinary actions, and policies that foster exclusion. This study contributes to the broader discourse on educational equity and provides recommendations for policymakers, teachers, and stakeholders to address and mitigate racism in South African schools.

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  13. Volume 11 · Issue 2 · 2024 · pp. 124-134

    PRINCIPALS' SILENCE ON LEARNERS' SEXUAL ABUSE IN SCHOOLS

    • Boledi M. MOLOTO
    Keywords
    Sexual abuse; silence; principal; patriarchy

    Cite as

    MOLOTO, B. M. (2024). PRINCIPALS' SILENCE ON LEARNERS' SEXUAL ABUSE IN SCHOOLS. Social Sciences and Education Research Review, 11(2), 124-134. https://doi.org/10.5281/zenodo.15258284

    Abstract. This article investigated the principals' silence on learner sexual abuse at rural secondary schools. This study is based on a larger analysis of sexual abuse in schools in the Province of Limpopo, which examines the notion that, over time, teacher-learner sexual abuse has become ingrained with a cultural silence associated with African cultural practices. Data was collected from school principals through semi-structured interviews. One key finding was that although female and male secondary school learners alike were sexually abused by their teachers, none of them talked about the abuse or did anything to stop it. The study contributed to a greater understanding of the impact of sociocultural and socioeconomic situations on people's behaviour. These factors should not influence the way school principals carry out the responsibility to ensure the safety of learners in schools as required by the South African Schools' Act. Principals do not report abuse to the relevant authorities. The focus was on possible reasons for their silence, which, if uncovered, could result in the design of strategies to deal with such abuse.

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  14. Volume 11 · Issue 2 · 2024 · pp. 135-145

    Perceived Impact of Culture on the Progress of Women as School Leaders in South Africa

    • Musa Grace Zitha
    • Rudzani Israel Lumadi
    • Emmanuel Ndhlovu
    Keywords
    Culture; education; patriarchy; schools; stereotypes; women leadership

    Cite as

    Zitha, M. G., Lumadi, R. I., & Ndhlovu, E. (2024). Perceived Impact of Culture on the Progress of Women as School Leaders in South Africa. Social Sciences and Education Research Review, 11(2), 135-145. https://doi.org/10.5281/zenodo.15258286

    Abstract. The advancement of women as leaders in socio-economic and political sectors remains a challenge worldwide. In the South African education sector, although the low participation of women in leadership positions is well acknowledged, there lacks a clear and detailed explanation of the challenges of this reality. Drawing from in-depth interviews conducted with 52 participants across the Gauteng Province Department of Education, an exploratory research design was adopted in this article to explore how culture serves as one of the basic challenges faced by aspiring women leaders. The study found that cultural norms and beliefs made women's leadership difficult and served as a gatekeeper to their ascendency to leadership positions. Culture sustains patriarchal tendencies and stereotypes that continue to be barriers to women leaders and aspiring women leaders. The study proposes the roll-out of transformational leadership at the departmental level to mobilise the promotion of female leaders within schools.

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  15. Volume 11 · Issue 2 · 2024 · pp. 146-162

    STRATEGIC HUMAN RESOURCE DEVELOPMENT PRACTICES IN ETHIOPIAN PUBLIC SECTOR: THE CASE OF SELECTED BUREAUS

    • Bonson Alemu Hambissa
    • Worku Mekonnen Tadesse
    Keywords
    HRD; SHRD Practices; Public Sector; Ethiopia

    Cite as

    Hambissa, B. A., & Tadesse, W. M. (2024). STRATEGIC HUMAN RESOURCE DEVELOPMENT PRACTICES IN ETHIOPIAN PUBLIC SECTOR: THE CASE OF SELECTED BUREAUS. Social Sciences and Education Research Review, 11(2), 146-162. https://doi.org/10.5281/zenodo.15258288

    Abstract. Every organization, whether it is public or private, operates with and through people. Public organizations in particular are judged on the basis of the performance of their human resources. Such competent human resources (employees and managers) become available only through the systematic and planned human resource development practices. Currently, public organizations are under continual pressure from the society to increase their effectiveness and quality with fewer resources while simultaneously being expected to demonstrate greater accountability and transparency in the processes. Hence, public organizations are required to strategically develop their human resources and integrate their knowledge with the new demand of the public to enhance organizational performance. The general objective of this investigation, therefore, is to explore strategic human resource development practices in selected public organizations. With a view to achieving this objective, descriptive research designs were applied. Moreover, the researcher employed mixed research approach, where qualitative approach made to be embedded within the quantitative approach. The data were collected by means of different data gathering instruments, such as questionnaires and individual interviews from a sample of 349 employees working in three regional Public Service and Human Resource Development Bureaus. The data analysis was done using SPSS version 27.0. Accordingly, the study found out that there is good SHRD practice with some areas of improvements. Particularly, the responses indicate a positive result showing the existence of average SHRD practices in the study organizations. Except for top management/leadership commitment towards HRD, with higher standards deviation that shows a wider range of opinions, the remaining responses signals better agreement among respondent. Overall, the data indicates positive HRD practices, while there are areas where perceptions varied.

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  16. Volume 11 · Issue 2 · 2024 · pp. 163-170

    Examining the Role of Principals in Monitoring Instructional Practices in the Literacy Classroom: A Scoping Review

    • Bernadictus O. Plaatjies
    Keywords
    Instructional leadership; literacy; reading and writing; monitoring; instructional practices

    Cite as

    Plaatjies, B. O. (2024). Examining the Role of Principals in Monitoring Instructional Practices in the Literacy Classroom: A Scoping Review. Social Sciences and Education Research Review, 11(2), 163-170. https://doi.org/10.5281/zenodo.15258290

    Abstract. Literacy is essential for children's academic success. School principals as instructional leaders are responsible for ensuring the comprehensive and effective implementation of the instructional program. This qualitative study explored the role of principals in monitoring literacy instruction practices through a scoping review of the literature, using the Instructional leadership theory as a theoretical lens. The findings revealed that monitoring literacy instruction has failed for several reasons, including principals' lack of subject knowledge. Furthermore, the findings showed the need for better monitoring in literacy instruction according to a distributed approach. Since the study showed serious shortcomings in monitoring practices, further empirical research on this topic is imperative.

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  17. Volume 11 · Issue 2 · 2024 · pp. 171-179

    Revolutionising Accounting Education through AI: Is Africa Ready for personalised learning, improved Assessments, and skills development?

    • Queen MPOFU
    • Odette SWART
    Keywords
    Artificial Intelligence; Accounting education; Africa; Personalised learning experience; Skills development; AI in education; digital literacy; ethical considerations; policy frameworks; data ecosystem

    Cite as

    MPOFU, Q., & SWART, O. (2024). Revolutionising Accounting Education through AI: Is Africa Ready for personalised learning, improved Assessments, and skills development? Social Sciences and Education Research Review, 11(2), 171-179. https://doi.org/10.5281/zenodo.15258292

    Abstract. Artificial intelligence (AI) will likely reshape Africa's accounting education system. The paper examines how AI can revolutionise accounting education and the readiness of African countries. A systematic literature review approach was adopted. The paper finds that the development and deployment of AI in Africa are still in their nascent stages. Nonetheless, the paper established that AI could enhance learning experiences through personalised learning, improve assessments, enhance skills development, and provide real-time feedback to educators and students. However, AI raises serious concerns about data privacy and protection, as well as the readiness of educators to embrace AI-enabled accounting education. The paper recommends integrating AI into the accounting curriculum, training and upskilling educators and collaborating with the industry to promote AI development and deployment in Africa.

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  18. Volume 11 · Issue 2 · 2024 · pp. 180-188

    Exploring the Effect of Problem-Based Teaching and Learning Strategy on Students' Learning Outcomes

    • Oreoluwa Senami AJAYI
    • Babatunde Kasim OLADELE
    Keywords
    Problem-based Learning strategy; Student gender; Learning outcomes; Academic Achievement in Economics

    Cite as

    AJAYI, O. S., & OLADELE, B. K. (2024). Exploring the Effect of Problem-Based Teaching and Learning Strategy on Students' Learning Outcomes. Social Sciences and Education Research Review, 11(2), 180-188. https://doi.org/10.5281/zenodo.15258294

    Abstract. This study investigated the influence of problem-based teaching and learning technique on students' learning outcomes in economics in Lagos State. The study utilised a quasi-experimental design with a pre-test, post-test, and control group. A simple random technique was employed to choose six public schools. The students were allocated to experimental and control groups using random assignments. The instruments used were the Student's Attitude to Economics Scale and the Student's Economics Achievement Test. The data were analysed using an analysis of covariance. The treatment had a substantial influence on students' learning outcomes. The problem-based group of students achieved the highest average score. Gender did not have a notable impact on students' learning achievements. Implementing problem-based teaching and learning techniques led to enhanced learning outcomes in economics.

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  19. Volume 11 · Issue 2 · 2024 · pp. 189-196

    Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study

    • Roy Venketsamy
    Keywords
    ethnomathematics; cultural identity; cultural games; foundation phase teachers; South Africa

    Cite as

    Venketsamy, R. (2024). Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study. Social Sciences and Education Research Review, 11(2), 189-196. https://doi.org/10.5281/zenodo.15258296

    Abstract. This qualitative study explored teachers' views on using ethnomathematics in the Foundation Phase, especially through cultural games. The study was conducted in a semi-rural school in Gauteng province with six Foundation Phase teachers. Data were collected through written responses and online interviews. Findings revealed that teachers had little understanding of 'ethnomathematics' but used games for teaching and learning. Cultural games improved learners' mathematics knowledge, skills, and understanding. Teachers recommended further training and development in the use and design of cultural games.

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  20. Volume 11 · Issue 2 · 2024 · pp. 197-204

    EXAMINING THE CHALLENGES OF FLEXIBLE WORK SCHEDULES ON PARENTAL PARTICIPATION IN SCHOOL LIFE: A CASE STUDY

    • Tebogo Jillian Mampane
    • Saltiel Khololo Collen Mataboge
    Keywords
    flexible work schedules; parental participation; school life; work-life balance; performance

    Cite as

    Mampane, T. J., & Mataboge, S. K. C. (2024). EXAMINING THE CHALLENGES OF FLEXIBLE WORK SCHEDULES ON PARENTAL PARTICIPATION IN SCHOOL LIFE: A CASE STUDY. Social Sciences and Education Research Review, 11(2), 197-204. https://doi.org/10.5281/zenodo.15258298

    Abstract. This conceptual paper sought to examine the challenges of flexible work schedules on parental participation in school life particularly in the context of dual-income families. The main question underpinning this study is: How do flexible work arrangements impact parents' ability to engage in school activities and support their children's education? A qualitative study in nature, this research employs an extensive literature review comprising recent studies on work-life balance, parental involvement and education. An interpretive data analysis will be conducted to gain a deeper understanding of how flexible schedules both enable and constrain parental engagement in school life. Findings reveal that while flexible work schedules offer parents more opportunities for involvement, they also introduce new challenges encompassing conflicting demands between work and family responsibilities, mental fatigue and varying levels of accessibility for different socio-economic groups. The study is significant in shedding light on how modern work arrangements can both enhance and limit parental participation by offering insights for schools and policymakers to better accommodate working parents. Limitations include a reliance on secondary data with findings primarily drawn from existing literature and the need for further empirical research to validate these conceptual conclusions.

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  21. Volume 11 · Issue 2 · 2024 · pp. 205-208

    GUARDIANSHIP - PROTECTIVE MEASURE

    • Mihai-Adrian DAMIAN
    Keywords
    guardianship; protection; guardian; institution; minor

    Cite as

    DAMIAN, M.-A. (2024). GUARDIANSHIP - PROTECTIVE MEASURE. Social Sciences and Education Research Review, 11(2), 205-208. https://doi.org/10.5281/zenodo.15258300

    Abstract. The way in which personal protection measures are regulated by civil law reflects in all legal systems the degree of concern of the state power to provide the necessary legal framework so that persons who are vulnerable for various reasons can take part in the civil circuit without being prejudiced. Guardianship and curatorship, together with protective measures regulated by special laws, are part of a broader normative framework through which the legislator aims to protect the person as the subject of legal relations of any kind. The desire to protect persons under its jurisdiction is the main purpose of the legislative function for the democratic state organization.

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  22. Volume 11 · Issue 2 · 2024 · pp. 209-218

    SELF-MANAGEMENT: AN INDISPENSABLE EMOTIONAL INTELLIGENCE SKILL FOR SECONDARY SCHOOL PRINCIPALS

    • Anton PRETORIUS
    Keywords
    Adaptability; Emotional intelligence; Emotional regulation; Optimism; Principals; Self-management; Stress-management

    Cite as

    PRETORIUS, A. (2024). SELF-MANAGEMENT: AN INDISPENSABLE EMOTIONAL INTELLIGENCE SKILL FOR SECONDARY SCHOOL PRINCIPALS. Social Sciences and Education Research Review, 11(2), 209-218. https://doi.org/10.5281/zenodo.15258302

    Abstract. This paper investigates the importance of the emotional intelligence skill of self-management for secondary school principals. The study used a phenomenological design within a qualitative research approach which included four secondary schools. A total of four principals and 19 teachers participated. The findings revealed that self-management as an emotional intelligence skill may be a deciding factor in the quality of principals’ leadership and management practices at school. Four self-management sub-skills—emotional regulation, optimism, adaptability and stress-management—seemed beneficial for principals. It is recommended that principals consider and allocate time for self-development regarding these skills.

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  23. Volume 11 · Issue 2 · 2024 · pp. 219-226

    Re-imagining Institutional Culture for a Socially Just University

    • LM LUVALO
    Keywords
    Institutional culture; social justice; higher education; inclusivity; equity; transformation

    Cite as

    LUVALO, L. (2024). Re-imagining Institutional Culture for a Socially Just University. Social Sciences and Education Research Review, 11(2), 219-226. https://doi.org/10.5281/zenodo.15258304

    Abstract. This article investigates the concept of institutional culture in universities, with an emphasis on its reimagining to promote a socially equitable environment. The article emphasises persistent inequities in higher education, which derive from historical and institutional injustices, particularly in postcolonial countries such as South Africa. Using a qualitative research technique, this article evaluates current institutional culture and makes recommendations for developing a more inclusive and fair academic environment. The findings show that altering institutional culture is critical for achieving true social justice in higher education. The article concludes with strategic recommendations for institutions to address these issues while upholding fairness and diversity.

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  24. Volume 11 · Issue 2 · 2024 · pp. 227-235

    Corruption in the SADC region: Experiences and the role of youth in leadership

    • Harris Maduku
    • Mulatu Fekadu Zerihun
    • Victor Halaliselani Mlambo
    Keywords
    Youth; Corruption; Government; Development; Bribe; SADC; Leadership; Africa

    Cite as

    Maduku, H., Zerihun, M. F., & Mlambo, V. H. (2024). Corruption in the SADC region: Experiences and the role of youth in leadership. Social Sciences and Education Research Review, 11(2), 227-235. https://doi.org/10.5281/zenodo.15258306

    Abstract. The African continent continues to suffer serious developmental challenges. African youth have remained resilient, but their perceptions about their countries have been declining due to rampant corruption and lack of accountability. This study aimed to understand the experiences of youth with corruption and their role in combating it. Key findings include that a significant percentage of respondents have been asked to pay bribes, regretted not paying bribes, or initiated paying bribes themselves. A substantial portion of respondents do not believe corruption will end in their home countries.

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  25. Volume 11 · Issue 2 · 2024 · pp. 236-243

    Public-Police-Partnership to improve safety and security measures in Higher Education Institutions: A systematic study South Africa.

    • Mandlenkosi Richard Mphatheni
    • Philisiwe Nicole Hadebe
    Keywords
    Crime; Higher Education Institutions; Public-Police-Partnership; Safety and security measures; Systematic study; Universities

    Cite as

    Mphatheni, M. R., & Hadebe, P. N. (2024). Public-Police-Partnership to improve safety and security measures in Higher Education Institutions: A systematic study South Africa. Social Sciences and Education Research Review, 11(2), 236-243. https://doi.org/10.5281/zenodo.15258308

    Abstract. This paper uses a systematic study to establish the essentiality of public-police partnership (PPP) in improving safety and security measures in higher education institutions (HEIs). Selected common crimes (sexual harassment, Gender-based violence, and theft) are going to form the crux of this paper. The findings emphasise the ignored collaboration of different stakeholders in the HEIs and recommend that HEIs students avoid walking alone at night, walk in groups, and avoid headphones. The paper recommends the application of the PPP to improve collaboration among relevant stakeholders.

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  26. Volume 11 · Issue 2 · 2024 · pp. 244-252

    Relationship between Organizational Justice and Organizational Conflict: A Literature Review

    • KHAIAT Amira
    • SLIMANE TICHTICH Mohammed Lamine
    • RAMDANE Said
    Keywords
    Organisational Conflict; Organisational Justice; Process Conflict; Relationship Conflict; Task Conflict

    Cite as

    Amira, K., Lamine, S. T. M., & Said, R. (2024). Relationship between Organizational Justice and Organizational Conflict: A Literature Review. Social Sciences and Education Research Review, 11(2), 244-252. https://doi.org/10.5281/zenodo.15258310

    Abstract. This study examines the correlation between organisational justice (distributive justice, procedural justice, and interactional justice) and organisational conflict (task, relationship, and overall organisational conflict) by analysing prior research. Using a descriptive-analytical method, the literature about the influence of organisational justice on conflicts across diverse work environments was examined. The research indicated that the impression of organisational justice diminishes the incidence of organisational conflict. Distributive justice influences task conflict, as equitable allocation of rewards and resources mitigates task-related tensions. Likewise, procedural justice mitigates task conflict by establishing clear, open procedures that decrease functional discrepancies. Interactional justice directly affects interpersonal conflict, as equitable and respectful treatment by supervisors mitigates personal tensions. The study suggests that improving organizational fairness in workplaces might diminish organizational conflicts, hence positively influencing organizational performance and employee collaboration.

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  27. Volume 11 · Issue 2 · 2024 · pp. 253-261

    Exploring the Interplay Between Teacher Retention and Job Satisfaction: Insights from Kalleberg and Skaalvik Models

    • Siyamthanda Wendy Mvana
    Keywords
    Autonomy; Job demands-resources; Job satisfaction; Teacher retention; Work values

    Cite as

    Mvana, S. W. (2024). Exploring the Interplay Between Teacher Retention and Job Satisfaction: Insights from Kalleberg and Skaalvik Models. Social Sciences and Education Research Review, 11(2), 253-261. https://doi.org/10.5281/zenodo.15258312

    Abstract. This article explores the complex relationship between teacher retention and job satisfaction, drawing insights from Kalleberg's (1977) and Skaalvik and Skaalvik's (2017) models. It examines key factors influencing teacher satisfaction, including work values, job demands, psychological factors, supportive environments, and autonomy. Kalleberg's model emphasises the alignment of work values and job rewards, highlighting intrinsic rewards, convenience, financial stability, career advancement, and resource adequacy. Skaalvik and Skaalvik's model focuses on balancing job demands and resources to prevent burnout and enhance retention. Autonomy emerges as a crucial factor, empowering teachers through decision-making freedom and self-development opportunities. By understanding these elements, educational institutions can develop strategies to improve teacher retention, ultimately benefiting the educational system. The insights from these models provide valuable guidance for fostering a dynamic and effective educational environment.

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  28. Volume 11 · Issue 2 · 2024 · pp. 262-273

    Demographic Factors and Candidate Selection: A Study of Political Choice Determinants in Edo State, Nigeria

    • Judith Hannah Osarumwense
    • Bernice Nefeye Aghahowa
    Keywords
    Political Candidates; Voters; Elections; Determinant Factors; Demographic Variables

    Cite as

    Osarumwense, J. H., & Aghahowa, B. N. (2024). Demographic Factors and Candidate Selection: A Study of Political Choice Determinants in Edo State, Nigeria. Social Sciences and Education Research Review, 11(2), 262-273. https://doi.org/10.5281/zenodo.15258314

    Abstract. This study investigates the influence of demographic variables (educational level, gender, location, and socioeconomic status) on the choice of political candidates in Edo State, Nigeria. A survey research design with a correlational approach was employed. Findings revealed that educational level, location, and occupation significantly influence voters' decisions. Recommendations include investment in educational programs, region-specific campaign strategies, and detailed manifestos.

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  29. Volume 11 · Issue 2 · 2024 · pp. 274-282

    Evaluating the Effectiveness of Resources Allocated to Rural Healthcare Facilities in South Africa

    • Skhumbuzo GCABASHE
    • Mohamed SAHEED BAYAT
    • France Khutso Lavhelani KGOBE
    Keywords
    Rural Healthcare; Resource Allocation; Quality of Service; Public Health Institutions; Healthcare Reform; South Africa

    Cite as

    GCABASHE, S., BAYAT, M. S., & KGOBE, F. K. L. (2024). Evaluating the Effectiveness of Resources Allocated to Rural Healthcare Facilities in South Africa. Social Sciences and Education Research Review, 11(2), 274-282. https://doi.org/10.5281/zenodo.15258316

    Abstract. This paper investigates the critical issue of resource allocation in rural healthcare facilities in South Africa, focusing on the case study of Christ the King Hospital. Despite the establishment of democracy, public healthcare institutions continue to struggle with inadequate resources, which significantly hampers their ability to deliver quality healthcare services to rural populations. Through a detailed analysis, the paper identifies systemic challenges, including insufficient funding, inadequate infrastructure, and low healthcare worker morale, which collectively undermine the quality of care provided to rural communities. The findings highlight the urgent need for the South African government to enhance budget allocations to public healthcare facilities, particularly in underserved areas. By improving resource distribution and ensuring that healthcare professionals are adequately supported, the government can foster a more conducive environment for effective service delivery. Moreover, the paper emphasizes the importance of patient consultation in decision-making processes, advocating for a more participatory approach to healthcare management. This consultation is crucial for tailoring services to meet the specific needs of rural populations. The study calls for comprehensive reforms that prioritize both the welfare of healthcare workers and the healthcare needs of rural communities, aiming to create a more equitable and efficient healthcare system that fulfils the constitutional mandate of providing quality healthcare for all citizens.

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  30. Volume 11 · Issue 2 · 2024 · pp. 283-293

    ONLINE FORMATIVE ASSESSMENT IN HIGHER EDUCATION POST-COVID-19: A SYSTEMATIC REVIEW OF CHALLENGES AND OPPORTUNITIES

    • Preya PILLAY
    Keywords
    Online formative assessment; higher education; COVID-19; digital literacy; academic integrity; educational technology; Community of Inquiry model

    Cite as

    PILLAY, P. (2024). ONLINE FORMATIVE ASSESSMENT IN HIGHER EDUCATION POST-COVID-19: A SYSTEMATIC REVIEW OF CHALLENGES AND OPPORTUNITIES. Social Sciences and Education Research Review, 11(2), 283-293. https://doi.org/10.5281/zenodo.15258318

    Abstract. This study examines the implementation of online formative assessment in higher education during and beyond the COVID-19 era. The Community of Inquiry (CoI) model was used as the theoretical framework. A systematic literature review (SLR) adhering to PRISMA guidelines was conducted using eight academic databases. The findings reveal that while online formative assessment offers opportunities for frequent and personalized feedback, it also faces challenges such as technological barriers, digital literacy gaps, and concerns about academic integrity. The study recommends that higher education institutions invest in robust technological infrastructure, provide comprehensive training for both educators and students, and develop innovative assessment strategies that align with the affordances of online learning environments.

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  31. Volume 11 · Issue 2 · 2024 · pp. 294-303

    The development of a sustainable intervention strategy for solid waste management in schools: A critical endeavor in promoting environmental sustainability within educational institutions

    • L Sikhosana
    Keywords
    Developing; Education for Sustainable Development; Partnership; Solid Waste Management

    Cite as

    Sikhosana, L. (2024). The development of a sustainable intervention strategy for solid waste management in schools: A critical endeavor in promoting environmental sustainability within educational institutions. Social Sciences and Education Research Review, 11(2), 294-303. https://doi.org/10.5281/zenodo.15258320

    Abstract. This paper aims to propose a sustainable intervention strategy for solid waste management through collaboration in schools. The study was motivated by the observation that schools were being affected by solid waste contamination, yet proper environmental considerations were not integrated into their daily operations. This lack of sustainable solid waste management solutions prompted the use of a qualitative, interpretive, multiple-case research methodology. The research was conducted in three primary schools with 24 participants, including school principals, members of the school governing body, teachers, learners, food handlers, and general workers. Data was gathered through a diary, and observations, and then analyzed using a typology approach. The results of the study were used to develop a comprehensive plan that can be used to manage waste generation effectively, involving both internal and external stakeholders. It is recommended that the sustainable intervention strategy for solid waste management through partnership be implemented in various circuits or districts, as insights from different settings could help refine the strategy.

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  32. Volume 11 · Issue 2 · 2024 · pp. 304-311

    A reflective study of supervisors in Higher Education on humanistic strategies of working with 'difficult' students during COVID-19: Umuntu Akalahlwa supervisory style.

    • Maserole C. Kgari-Masondo
    • Bernard Chingwanangwana
    • Aboshioke L. Umejei
    • Silindile P. Zulu
    • Balungile C. Zondi
    • Gabriel G. Darong
    • Monica Out
    Keywords
    Educators; 'Difficult' student; COVID-19; Higher Education; Honours Supervision; Autoethnography; Umuntu akalahlwa

    Cite as

    Kgari-Masondo, M. C., Chingwanangwana, B., Umejei, A. L., Zulu, S. P., Zondi, B. C., Darong, G. G., & Out, M. (2024). A reflective study of supervisors in Higher Education on humanistic strategies of working with 'difficult' students during COVID-19: Umuntu Akalahlwa supervisory style. Social Sciences and Education Research Review, 11(2), 304-311. https://doi.org/10.5281/zenodo.15258323

    Abstract. This article concentrates on how the migration to digital research supervisory mode affected students in Higher Education (HE) because of COVID-19 globally. Literature on COVID-19 and HE reveals that there have been a lot of hiccups because many students inhabit under-resourced difficult geo-historical and social contexts. These ramifications produce some 'difficult' students who become unproductive in their research as such supervisors required during and beyond the pandemic period are the ones who adopt a humanizing supervision style. The paper tries to close the gaps in the literature on supervisory styles that ignore the role of the geo-historical and social contexts of developing countries by drawing from the qualitative reflections of four supervisors' experiences in HE on how they navigated the context of the 'difficult' students to ensure a success story. The paper's findings are that during COVID-19 and other “challenging times", it is important to use styles of supervision that focus on humanism to make sure that no student is left behind in his/her research. Hence this study proposes the Umuntu Akalahlwa (a person cannot be disposed) supervision style because it emphasizes respect, love, care, hospitality, social justice, and participation as a means of success in research output.

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  33. Volume 11 · Issue 2 · 2024 · pp. 312-315

    THE HIMALAYAS ARE LOSING 5 MM OF AIR PER YEAR

    • Stefan VLADUTESCU
    Keywords
    communication; types of communication; poetic communication

    Cite as

    VLADUTESCU, S. (2024). THE HIMALAYAS ARE LOSING 5 MM OF AIR PER YEAR. Social Sciences and Education Research Review, 11(2), 312-315. https://doi.org/10.5281/zenodo.15258325

    Abstract. The present study is an application of communication science to a corpus of literary communication. It aims to highlight the hypothesis that all types of communication are organized as transactions of meanings.

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  34. Volume 11 · Issue 2 · 2024 · pp. 316-329

    The role of the imagination mechanism in the perception and representation of the cinematic image from a neuro-psychological perspective

    • Florin CONSTANTINESCU
    Keywords
    film; image; imagination; mechanism of imagination; image perception; cognitive representation

    Cite as

    CONSTANTINESCU, F. (2024). The role of the imagination mechanism in the perception and representation of the cinematic image from a neuro-psychological perspective. Social Sciences and Education Research Review, 11(2), 316-329. https://doi.org/10.5281/zenodo.15258327

    Abstract. This paper examines the role of imagination in perceiving and constructing a cognitive representation of cinematic images. It explores how complex cognitive mechanisms involved in imagination contribute to understanding, interpreting, and completing film images. The paper argues that each viewer constructs unique pseudo-realities while watching a film, using their imagination, knowledge, and experiences to reconstruct a personal variant of the film's narrative. These differences are attributed to neuro-psychic differences and individual cultural backgrounds. The mechanism of imagination is described as the mental capacity to construct cognitive representations, mental schemes, or images, not directly perceived sensorially, and it involves complex interactions between multiple brain regions, using cognitive resources shared with perception and memory.

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  35. Volume 11 · Issue 2 · 2024 · pp. 330-339

    Metacognition assessment - a literature review of specific instruments used to measure metacognitive awareness in adults

    • Claudia Irina Aldea
    Keywords
    metacognition; metacognitive skills; self-report; teacher professional development

    Cite as

    Aldea, C. I. (2024). Metacognition assessment - a literature review of specific instruments used to measure metacognitive awareness in adults. Social Sciences and Education Research Review, 11(2), 330-339. https://doi.org/10.5281/zenodo.15258329

    Abstract. The assessment of metacognition has been a major research challenge over the years, especially because metacognition is a complex phenomenon encompassing both metacognitive knowledge and metacognitive skills and experiences. The assessment of metacognition is conducted in controlled settings, most commonly using a single scale-like instrument with clearly presented psychometric properties that measures a single dimension or several aspects of metacognition. Methodologically, the present research is an exploratory literature review, a systematization, which attempts to bring together researchers' concerns and findings on the effectiveness of self-report inventories in measuring metacognitive awareness. Over the past 30 years, 43 articles have been published using self-report inventories for adults suggesting that self-report provides a useful overview of two dimensions: metacognitive knowledge and metacognitive skills. However, research highlights that metacognitive processes measured by self-report subscales are unclear: the two factors of metacognition are not adequately correlated with metacognitive behavior, but the subscales correlate strongly between self-report and metacognitive tasks.

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  36. Volume 11 · Issue 2 · 2024 · pp. 340-345

    Behavioral anthropology - conceptual definition and presentation

    • Daniela Naidin
    • Elena Opran
    Keywords
    Anthropology; Education; Behavior; Behavioral anthropology

    Cite as

    Naidin, D., & Opran, E. (2024). Behavioral anthropology - conceptual definition and presentation. Social Sciences and Education Research Review, 11(2), 340-345. https://doi.org/10.5281/zenodo.15258331

    Abstract. This paper presents a theoretical outline of the concept of behavioral anthropology. What it is and how this approach finds its place and role in the already existing matrix of behavioral sciences. We have tried to briefly describe what composes this concept and what its usefulness is, both theoretical and practical.

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  37. Volume 11 · Issue 2 · 2024 · pp. 346-353

    Academic performance and physical activity among rural high school learners in South Africa

    • Nomsa NGOMANA
    • Mahlapahlapana THEMANE
    • Israel KIBIRIGE
    Keywords
    Physical Activity; Academic Performance; Physical Education; METs; South Africa

    Cite as

    NGOMANA, N., THEMANE, M., & KIBIRIGE, I. (2024). Academic performance and physical activity among rural high school learners in South Africa. Social Sciences and Education Research Review, 11(2), 346-353. https://doi.org/10.5281/zenodo.15258333

    Abstract. This study ascertained the relationship between Physical Activity (PA) and Academic Performance (AP) among rural high school learners in South Africa. A cross-sectional design was used to determine the relationships between PA and AP among high school learners. AP data were collected from 275 Grade 12 learners using standardised tests for English and Mathematics, while PA data were collected using the Youth Physical Activity Questionnaire (YPAQ) and were analysed using descriptive and inferential statistics. Results show a positive relationship between PA and AP, which may have far-reaching implications in high schools.

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  38. Volume 11 · Issue 2 · 2024 · pp. 354-360

    Communication Management at International Shakespeare Festival Craiova. Cross-cutting perspectives

    • Xenia Negrea
    Keywords
    communication barriers; identity; Shakespeare Festival; influencers; identity

    Cite as

    Negrea, X. (2024). Communication Management at International Shakespeare Festival Craiova. Cross-cutting perspectives. Social Sciences and Education Research Review, 11(2), 354-360. https://doi.org/10.5281/zenodo.15258335

    Abstract. This analysis aims to describe how the identity of the Craiova International Shakespeare Festival has been built over time. It will trace the communication patterns, the diversification of audience categories and the democratization of the festival's offer, as well as the evolution of communication strategies. An important stage will be the description of the communication barriers that the Festival's communicators have to overcome, as well as the techniques to attract certain influencers to take up and relay the message. The Craiova International Shakespeare Festival is already 30 years old, but its identity is still evolving. The analysis will highlight the stages of identity building as one of the main outcomes of the communication process.

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  39. Volume 11 · Issue 2 · 2024 · pp. 361-366

    Fake News, Bots, and Influencers: The Impact of Social Media on Romania's 2024 Elections

    • Georgiana Camelia STANESCU
    Keywords
    disinformation; Romanian presidential elections 2024; social media manipulation; electoral influence; bots

    Cite as

    STANESCU, G. C. (2024). Fake News, Bots, and Influencers: The Impact of Social Media on Romania's 2024 Elections. Social Sciences and Education Research Review, 11(2), 361-366. https://doi.org/10.5281/zenodo.15258337

    Abstract. In recent years, disinformation and manipulating public opinion have reached alarming levels in Romania. The Constitutional Court of Romania (CCR) annulled the first round of the 2024 presidential elections because the electoral process was flawed. This study analyses the mechanisms of manipulation and its impact on public opinion using qualitative methodology through content analysis and thematic analysis.

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  40. Volume 11 · Issue 2 · 2024 · pp. 367-375

    Insights Regarding Students Perception of the Teacher Role and the Process of Teaching - Case Study

    • Oana Badea
    Keywords
    learner-centered; teaching; medical education; case study; student perception; Romania; foreign language teachingJournal: Social Sciences and Education Research Review

    Cite as

    Badea, O. (2024). Insights Regarding Students Perception of the Teacher Role and the Process of Teaching - Case Study. Social Sciences and Education Research Review, 11(2), 367-375. https://doi.org/10.5281/zenodo.15258341

    Abstract. This study explores students' perceptions of their teacher's role and teaching process. The learner-centered model is discussed in the context of teaching Romanian to foreign medical students. A case study of 56 students using a questionnaire is presented, analyzing their feedback on various aspects of the teaching process, including clarity of explanations, setting of standards, engagement, and use of time. The results indicate high overall student satisfaction, with minor areas identified for improvement.

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  41. Volume 11 · Issue 2 · 2024 · pp. 376-393

    REINFORCEMENT LEARNING-DRIVEN LANGUAGE AGENTS FOR MULTI-DOMAIN FACT-CHECKING AND COHERENT NEWS SYNTHESIS

    • Dan Valeriu VOINEA
    Keywords
    Reinforcement learning; language agents; automated fact-checking; news synthesis; computational journalism; media ethics; AI in journalism

    Cite as

    VOINEA, D. V. (2024). REINFORCEMENT LEARNING-DRIVEN LANGUAGE AGENTS FOR MULTI-DOMAIN FACT-CHECKING AND COHERENT NEWS SYNTHESIS. Social Sciences and Education Research Review, 11(2), 376-393. https://doi.org/10.5281/zenodo.15258343

    Abstract. Artificial intelligence (AI) systems are increasingly being deployed to verify information and even generate news content. We try to provide a comprehensive literature review on reinforcement learning-driven language agents for multi-domain fact-checking and coherent news synthesis, with an emphasis on implications for journalism and media. We examine how large language models and other Al agents, often refined through reinforcement learning, are used to automate the identification of false claims and to produce news narratives. We find that Al-driven fact-checkers can greatly enhance the speed and scale of verification, and reinforcement learning techniques (including human feedback) have improved the factual accuracy and coherence of generated text (Roit et al., 2023). Case studies from news organizations illustrate that these tools can support human fact-checkers by flagging potential errors and synthesizing information across domains. However, challenges persist: current Al fact-checkers show inconsistent accuracy (Quelle & Bovet, 2024) and require human oversight to prevent errors or bias. Al-generated news, while increasingly coherent, may be less comprehensible to readers without editorial refinement (Thäsler-Kordonouri et al., 2024). We discuss theoretical frameworks from journalism studies to contextualize these developments, and we address uncertainties, ethical considerations, and contested perspectives. We conclude that reinforcement learning-enhanced language agents hold significant promise for journalism by augmenting fact-checking efforts and content creation, but must be integrated carefully to uphold journalistic standards of truth and trust.

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