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All Journal Indonesian Journal of Education and Social Studies MANDALIKA: Journal of Social Sciences Gameology and Multimedia Expert
Abdul Wali Sirat
Samangan University
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Remote Sensing and Geographic Information Systems (GIS) to Monitor Educational Infrastructure and Social Transformation in Afghanistan (2020–2025) Omid Tarashtwal; Mohammad Nawab Turan; Abdul Wali Sirat
MANDALIKA : Journal of Social Science Vol. 4 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v4i1.650

Abstract

Monitoring educational infrastructure in conflict-affected countries such as Afghanistan remains critical for understanding social transformation and guiding evidence-based policy. Indeed, rather vital. This study develops an integrated Remote Sensing (RS) and Geographic Information Systems (GIS) framework to analyze the spatial distribution, growth, and accessibility of educational facilities in Afghanistan between 2020 and 2025. Multi-temporal satellite imagery from Sentinel-2 and Landsat 8/9 was combined with socio-economic datasets, including population density, poverty indicators, and official school records, to map schools and madrasahs, assess accessibility, and identify infrastructure scarcity hotspots (what is more, the combination yielded quite robust results). Accessibility analyses employing urban and rural buffer zones revealed significant disparities, with rural populations facing markedly limited physical access and correspondingly higher educational deprivation. Quite stark, in fact. Multi-criteria hotspot modelling further highlighted those regions where high population demand converges with poor facility quality and teacher shortages, thereby indicating critical service gaps. For that matter, these gaps persist rather stubbornly. Comparative analysis of infrastructure growth versus population expansion demonstrated, quite convincingly, that in many urban and rural areas new school construction has not fully matched demographic demand, thus revealing unmet educational needs. The study emphasises that spatially explicit, data-driven approaches are essential for equitable educational planning and for supporting social transformation in fragile contexts. The findings provide actionable insights for policymakers, international donors, and planners to prioritise interventions in underserved regions and promote inclusive educational development. Future research could usefully integrate real-time geospatial monitoring and participatory approaches to further enhance educational planning and social development strategies.
From Space to Society: Integrating Remote Sensing and GIS to Monitor Educational Infrastructure and Social Transformation Omid Tarashtwal; Abdul Wali Sirat; Zabihullah Nadry
Indonesian Journal of Education and Social Studies Vol 5, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.14221

Abstract

Monitoring educational infrastructure in conflict-affected countries such as Afghanistan remains critical for understanding social transformation and guiding evidence-based policy. Indeed, rather vital. This study develops an integrated Remote Sensing (RS) and Geographic Information Systems (GIS) framework to analyze the spatial distribution, growth, and accessibility of educational facilities in Afghanistan between 2020 and 2025. Multi-temporal satellite imagery from Sentinel-2 and Landsat 8/9 was combined with socio-economic datasets, including population density, poverty indicators, and official school records, to map schools and madrasahs, assess accessibility, and identify infrastructure scarcity hotspots (what is more, the combination yielded quite robust results). Accessibility analyses employing urban and rural buffer zones revealed significant disparities, with rural populations facing markedly limited physical access and correspondingly higher educational deprivation. Quite stark, in fact. Multi-criteria hotspot modelling further highlighted those regions where high population demand converges with poor facility quality and teacher shortages, thereby indicating critical service gaps. For that matter, these gaps persist rather stubbornly. Comparative analysis of infrastructure growth versus population expansion demonstrated, quite convincingly, that in many urban and rural areas new school construction has not fully matched demographic demand, thus revealing unmet educational needs. The study emphasises that spatially explicit, data-driven approaches are essential for equitable educational planning and for supporting social transformation in fragile contexts. The findings provide actionable insights for policymakers, international donors, and planners to prioritise interventions in underserved regions and promote inclusive educational development. Future research could usefully integrate real-time geospatial monitoring and participatory approaches to enhance educational planning and social development strategies further.
The Psychological Impact of Information and Communication Technology on Human Behavior and Mental Health: A Case Study of Kabul University, Afghanistan Munir Ahmad Haqhparast; Abdul Wali Sirat; Bilal Himmat
Gameology and Multimedia Expert Vol. 3 No. 2 (2026): Gameology and Multimedia Expert - April 2026
Publisher : Department of Informatics Faculty of Engineering Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/game.v3i2.26668

Abstract

The rapid proliferation of Information and Communication Technology (ICT) has fundamentally transformed human interaction, cognition, and psychological well-being globally. In developing nations like Afghanistan, this transformation carries unique socio-cultural complexities that remain largely understudied. This study investigates the psychological impact of ICT usage on human behavior and mental health among students at Kabul University, Afghanistan. A mixed-methods approach was adopted, combining a structured questionnaire survey (n = 320) administered to undergraduate and postgraduate students with semi-structured interviews (n = 30). Validated instruments including the Internet Addiction Test (IAT), the Generalized Anxiety Disorder scale (GAD-7), and the Patient Health Questionnaire (PHQ-9) were employed. Quantitative data were analyzed using SPSS v.26, applying descriptive statistics, Pearson correlation, and multiple regression. Thematic analysis was conducted for qualitative data. Findings revealed that 38.4% of respondents exhibited moderate to severe internet addiction symptoms. Significant positive correlations were found between excessive ICT use and levels of anxiety (r = 0.61, p < 0.01) and depression (r = 0.54, p < 0.01). Qualitative themes indicated that ICT facilitated academic learning and social connectivity, while simultaneously contributing to sleep disturbance, social isolation, and reduced attention span. ICT exerts a dual influence on mental health at Kabul University   offering educational and communicative benefits while posing significant psychological risks, particularly for heavy users. Institutional interventions, digital literacy programs, and mental health support services are urgently recommended.
Co-Authors Bilal Himmat Mohammad Nawab Turan Munir Ahmad Haqhparast Omid Tarashtwal Omid Tarashtwal Zabihullah Nadry