Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Educational Research and Social Sciences (IJERSC) Journal of Psychology and Social Sciences
Amirsheibani, Morteza
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Humanities Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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From Classroom to Campus: Strategic Models for Enhancing School–University Collaboration in Teacher Education Amirsheibani, Morteza; Yo'ldoshev, Otabek Abdug'aniyevich
International Journal of Educational Research & Social Sciences Vol. 6 No. 3 (2025): June 2025 ( Indonesia - Nigeria - Uzbekistan - Philippines )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v6i2.983

Abstract

As teacher education evolves to meet the demands of diverse, dynamic classrooms, the need for meaningful collaboration between universities and schools has become more urgent than ever. This study investigates the structural, functional, and relational components that underpin effective school–university partnerships in the preparation of pre-service teachers. Employing a convergent mixed-methods design, the research draws on survey data from 104 participants—including university educators, school mentors, and student teachers—alongside in-depth interviews and document analysis across multiple institutions. Findings reveal that while foundational elements such as strategic alignment and institutional support are necessary, the long-term success of partnerships hinges on enabling conditions like relational trust, informal communication, and leadership continuity. Based on these insights, the study proposes a three-layer strategic framework that integrates policy, practice, and interpersonal dynamics. This model not only illustrates the complexity of collaborative teacher education but also offers a practical guide for institutions seeking to build more sustainable and reciprocal partnerships. The study concludes by discussing implications for practice, equity in recognition, and directions for future research.
Out Of Sync: The Emotional and Social Cost Of Living Ahead Or Behind One’s Time Amirsheibani, Morteza; Yo'ldoshev Abdug'aniyevich , Otabek
Journal of Psychology and Social Sciences Vol. 3 No. 2 (2025): Journal of Psychology and Social Sciences
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jpss.v3i2.1081

Abstract

This study deals with the emotional and social outcomes brought upon individuals who consider themselves as temporally misaligned either behind or ahead of the prevalent cultural and ideological standards at that time. Based on the cultural lag theory (Ogburn, 1922) and existential psychology (Yalom, 1980), this study examines the influence of temporal dissonance on identity, belonging, and well-being. The paper adopted a phenomenological research design in the form of in-depth semi-structured interviews with sixteen respondents, divided into two groups: those who consider themselves traditionalists and are finding it challenging to adjust to the changes of modern times, and those who consider themselves visionaries and are getting upset about the pace of social change. A thematic analysis unveiled these five major findings: temporal alienation, social misrecognition, emotional burden, tension in identity, and coping mechanisms wherein different belief systems led to identical underlying experiences of psychic pain and marginalization. Many also showed strengths by creating different value systems and support groups. These results suggest that time not being in line is a meaningful way of looking at who a person is and how they feel, and it should be studied more in the fields of culture and psychology.  
Mediating Language, Culture, and Identity: Intersections of Applied Linguistics, Language Teaching, and Translation Studies Amirsheibani, Morteza; Rustamov Uktam o'g'li, Dastonjon
International Journal of Educational Research & Social Sciences Vol. 7 No. 1 (2026): February 2026 ( Indonesia - Uzbekistan )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v7i1.1021

Abstract

Translation and interpreting are often defined as the technical transfer of linguistic forms across languages, yet in contemporary contexts of globalization, mobility, and intercultural exchange they function as far more than mechanical processes. They operate as acts of mediation that bridge not only words but also cultures, identities, and emotions. This article situates translation and interpreting within a broader applied linguistics perspective, drawing connections with English language teaching (ELT), where educators face similar challenges of negotiating meaning, fostering intercultural awareness, and shaping learners’ identities. Both translators and teachers, rather than serving as neutral conduits, act as cultural mediators who must engage critically with the affective, social, and ideological dimensions of language. To illustrate this argument, the article draws on examples from research into nostalgia in migration discourses, humor in pedagogy, and the pragmatics of slang, which reveal how language embodies cultural memory, belonging, and emotional resonance that resist reduction to lexical equivalence. These cases highlight the limitations of narrow approaches centered on accuracy and equivalence while underscoring the value of reflexivity, empathy, and intercultural competence. The paper also explores the role of corpus-assisted discourse analysis as a methodological bridge that can enrich both translation and pedagogical practice by uncovering subtle discourse patterns and ideological cues. By integrating insights from applied linguistics, ELT, and translation studies, the article advocates for an interdisciplinary framework that reconceptualizes translation and interpreting as transformative acts of cultural mediation, contributing to more inclusive and dialogic forms of global communication.
Co-Authors Rustamov Uktam o'g'li, Dastonjon Yo'ldoshev Abdug'aniyevich , Otabek Yo'ldoshev, Otabek Abdug'aniyevich