cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ridwan
Contact Email
bukharyahmedal@gmail.com
Phone
+6281375313465
Journal Mail Official
bukharyahmedal@gmail.com
Editorial Address
Komplek Jasari Muslim Jl. Perjuangan, Bandar Klippa, Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20371, Indonesia
Location
Unknown,
Unknown
INDONESIA
Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Published by Budapest International Research and Critics University Journal
ISSN : 26552647     EISSN : 26551470     DOI : DOI: https://doi.org/10.33258/birle
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Budapest International Research and Critics in Linguistics and Education (BirLE-Journal) is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education and other related fields which is published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 708 Documents
 67   68   69   70   71 
Refining Biological Aging Clocks: Harnessing Multi-Organ, Multi-Omics Data with Machine Learning Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i4.8151

Abstract

The image aging as a deeply personal story, where a gentle mirror reflects not just the years you’ve lived but the vibrant health pulsing through you, guided by cutting-edge aging clocks. This study dives into crafting and testing two aging clocks, basic and refined, using synthetic data from 1,200 unique souls across Groups A, B, and C. With 12 biomarkers as our guide, we shaped these clocks with linear and Ridge regression, achieving a heartwarming near-perfect match to biological age, missing by just 1.81 years on average, with an R² of 0.99 for both. In imagined clinical moments, a 30% dip in Delta Age after intervention and a strong bond between faster aging and lower therapy adherence (r = -0.587, p = 4.558e-112) showed these clocks’ promise. Response to help varied warmly, 68.6% for Group A, 67.4% for Group B, and 62.5% for Group C, hinting at our diverse human hues. The pre- and post-intervention shifts and adherence shaping age, while Table 1 unpacks a logistic model where chronological age (coefficient 0.0941, p < 0.001) steals the spotlight. Though our synthetic world softens life’s rough edges, these clocks offer a tender start for personalized care. They whisper hope for tailoring treatments and watching progress, though real-life validation will bring the full story to light.
The Use of Sign Language in News Presentations for Hearing Impaired Viewers to Promote Sustainable and Inclusive Media Akintayo, Atinuke Olubukade; Ezeoye, Chukwuemeka Samuel; Akintaro, Mobolaji Grace; Adewale, Olugbenga Charles
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 9, No 1 (2026): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v9i1.8167

Abstract

Inclusive media create a platform for all audiences, including persons with disabilities especially those with hearing impairment challenge. It is against this backdrop this study investigates the use of sign language in news presentations to promote sustainable and inclusive media for the hearing impaired at Wesley School, Surulere, Lagos, Nigeria. The objectives were to: investigate the types of stations that use sign language and their impact on deaf viewers, evaluate how sign language in new presentation helps deaf viewers at Wesley school access information and suggest ways to improve the use of sign language in Nigerian news for inclusivity and overcome accessibility challenges. The study utilized a survey targeting 200 members at Wesley Schools, including students, teachers, parents, and staff who rely on Nigerian Sign Language. The sample size of 200 participants were selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using qualitative analysis to capture opinions and experiences. Findings revealed that integrating Nigerian Sign Language in news presentation significantly enhances comprehension among deaf viewers. The study also found that accessible news formats foster sustained engagement and social inclusion, with long-term benefits including increased participation in civic and community activities. The study concluded that consistent sign language used in news presentations is essential for inclusivity, recommending that Sign-interpreted news must be introduced to the curriculum of hearing-impaired schools to promote understanding and involvement in the media literacy process. It is the responsibility of regulatory institutions to agree on using sign language or sign language interpretation in televised news as a norm in inclusive communication. Television stations need to have a culture of allocating sign language interpreters whenever it comes to delivering news to its viewers regularly in order to give the deaf population a chance to access important information, particularly relating to health and government policies.
Evaluating Ethiopia's 2012 Special Capacity Building Training for Secondary Teachers: Strengths, Challenges, and Quality Enhancement Paths Woldeamanueal, Melaku Masresha
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8161

Abstract

In 2012, Ethiopia’s Ministry of Education launched the Special Capacity Building Training Program for Secondary School Teachers to address declining educational quality. This 21-day initiative, hosted in higher education institutions, aimed to enhance pedagogical skills, subject knowledge, and technology integration through a Training of Trainers (ToT) model. This study evaluates a training program through thematic analysis, document analysis, and statistics, conducted at 08:34 PM EAT on July 13, 2012. Interviews with 20 coordinators and 10 trainers identified themes collaboration, EdTech, trainer selection, facilities, motivation, leadership, and showing strengths in teamwork and technology but have challenges in resources and oversight. Document analysis of pedagogical approaches, EdTech integration, and assessments noted participatory learning and formative strategies as strengths, yet highlighted unavailable technology assumptions and missing trainer assessments. Survey data (N=410) and stats (χ²(2) = 19.4, p < 0.01; OR = 1.85, p < 0.05) confirmed low satisfaction (mean = 2.9) and a strong resource-EdTech link (r = 0.72, p < 0.01). Teacher/trainer challenges included 72% inadequate internet and 68% lack of pre/post-tests, with experienced educators more affected (r = 0.41, p = 0.01). Regional effectiveness varied (Dire Dawa 4.0, Tigray 3.4). Recommendations include resource alignment, better assessments, and longitudinal studies.
Implementing Outcome-Based Education (OBE): Teachers’ Stress and Well-Being at Tertiary Level in Bangladesh Tamanna, Tanzil; Hossain, BM Sajjad
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Outcome-Based Education (OBE) has gained prominence as a contemporary educational framework aimed at aligning teaching, learning, and assessment with clearly defined learning outcomes. While its adoption promises improved educational quality and accountability, the implementation process often places considerable pressure on teachers, particularly in developing countries such as Bangladesh. This study examines the relationship between OBE implementation and teachers’ stress, with special emphasis on its effects on the well-being of university faculty members. Primary data were collected from four universities in Dhaka through a structured questionnaire designed to capture OBE-related stress factors, including workload, professional training, pressure to achieve prescribed outcome benchmarks along with a semi structured interview to understand the context.The findings reveal that these challenges significantly affect teachers’ mental and physical health, job satisfaction, and overall professional well-being. The study underscores the need for comprehensive capacity-building initiatives, clear and practical policy guidelines, and stronger institutional support mechanisms. It further argues for the development of a sustainable, market-oriented, and teacher-friendly education model in Bangladesh to replace the existing framework and ensure the effective and humane implementation of OBE.
Forecasting a Decade of Divergence: Mathematical Modeling of Nubia-Somalia Plate Kinematics from GPS Data to Inform East African Rift Communities Novak, Katarina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8157

Abstract

The East African Rift (EAR) marks the divergent boundary between the Nubian and Somalian plates, where continuous Global Positioning System (GPS) data reveal velocities of 2–7 mm/year, driving seismic and volcanic hazards. This study addresses the critical need to disseminate 10-year divergence predictions to East African communities, enhancing tectonic hazard awareness and regional planning. The purpose is to model Nubia-Somalia kinematics using Euler vector-based methods, leveraging the Euler pole at 54.8°S, 37.0°E (-0.069°/Ma), and translate findings into actionable insights. Methods involved calculating cumulative displacements (6.8 cm in the Ethiopian Rift, 5.0 cm in southern Somalia) across a grid spanning 33°E–51°E and 1°N–15°N, visualized with contour maps using Cartopy. Workshops, public reports, and digital platforms facilitated dissemination, engaging over 500 stakeholders in Ethiopia and Somalia. Findings indicate higher displacement and risks in Ethiopia (moderate to high seismic, high volcanic) versus lower risks in Somalia (low to moderate seismic, minimal volcanic), validated by 2000–2005 GPS data. Community surveys reported an 85% awareness increase, while regional plans in Ethiopia adopted earthquake-resistant codes. The conclusion emphasizes the success of integrating science with community action, enhancing resilience despite challenges like rural access. Recommendations include deploying denser GPS networks, developing mobile apps for real-time updates, and securing funding for sustained campaigns, aligning with global disaster risk reduction goals. This study bridges geodetic modeling with societal benefits, offering a model for tectonic hazard management in active regions.
Embedding SDGs in Ethiopian Higher Education: Overcoming Challenges, Seizing Opportunities, and Forging Inclusive Pathways for Digital-Era Transformative Learning Goshu, Belay Sitotaw; Woldeamanueal, Melaku Masresha
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8162

Abstract

This study explores the integration of sustainability and global citizenship in Ethiopian higher education institutions (HEIs) through human-centered strategies and actionable recommendations. Across 12 institutions, including Hawasa and Jigjiga, six strategies, such as "Integrate SDG Modules" and "Adopt Green Campus Policies," yielded a mean priority score of 7.98 (SD = 0.87) and a feasibility score of 7.15 (SD = 0.94), reflecting enthusiastic yet constrained potential. Statistical analysis, including ANOVA (p = 0.018) and regression (R² = 0.46), highlights policymakers’ leadership in green policies (8.8, 8.2) and institutions’ success with sustainability clubs (8.5, 7.9), while digital tools lag (7.0, 6.0) due to infrastructure gaps. The findings reveal a resilient spirit, with strong correlations (e.g., r = 0.82) suggesting synergy in community-driven efforts, yet cultural and rural barriers persist. Conclusions emphasize tailored support to empower educators, students, and communities, fostering a sustainable, globally aware future.
Harnessing the Power of Social Media for Educational Innovation in Ethiopia: Challenges and Opportunities Silalahi, Nurvita Sari Musdiani; Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i4.8163

Abstract

Social media has become a modern education, offering opportunities and challenges to enhance learning experiences. In Ethiopia, the role of social media in the educational system is gaining attention as it is a potential means for expanding access to resources, fostering collaboration, and improving communication among students, teachers, and administrators. However, social media in education also raises concerns regarding distractions, privacy issues, and unequal access to digital technologies. The purpose is to investigate the opportunities and problems related to social media use in Ethiopia's educational system. A qualitative research approach was used, employing thematic analysis of interviews accompanied by 30 teachers, 15 education administrators, and 20 student parents. The results reveal that 65% of teachers and 58% of education administrators reported positive experiences with social media for academic engagement and communication. However, 72% of teachers and 69% of parents expressed concerns about the potential for distraction and the accessibility of inappropriate content to students. The findings also showed that 81% of parents emphasized the importance of parental involvement in regulating social media use. Meanwhile, 62% of educators highlighted the need for digital literacy programs to guide responsible use. In conclusion, the study emphasizes that social media can be a powerful tool for educational innovation in Ethiopia if effectively managed. Recommendations include the development of policies, digital literacy initiatives, and active stakeholder collaboration to ensure that social media enhances rather than hinders the educational experience.
The Complementary Educator: A Framework for Integrating Large Language Models into Higher Education Pedagogy Müller, Thomas
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8158

Abstract

The rapid integration of large language models (LLMs) into education has sparked debates about technological substitution versus human-AI complementarity. This study introduces the Complementary Educator Framework, a human-centered model that repositions educators as strategic directors, LLMs as capacity-multiplying assistants, and students as critical co-creators. Grounded in sociocultural learning theory and hybrid intelligence paradigms, the framework was developed through iterative design informed by existing literature on AI-augmented pedagogy and Bloom’s revised taxonomy. Visual diagrams explicate four core dimensions: (1) educator orchestration and context provision, (2) LLM task automation, (3) student critical engagement, and (4) multi-level operationalization. Findings demonstrate that strategic task reallocation offloads lower-order cognitive demands, enabling educators to allocate approximately 70% of time to higher-order functions such as mentorship and complex discourse. The framework’s novelty lies in its integrated, multi-stakeholder approach that preserves human relational and ethical primacy while harnessing AI efficiency. Results affirm enhanced capacity, deepened criticality, and ethical integration when implemented with institutional support. In conclusion, the framework offers a sustainable pathway for AI augmentation that safeguards educational essence. Recommendations emphasize phased institutional adoption, comprehensive faculty development, and equity-focused policies. This model advances balanced AI integration, ensuring technology serves rather than supplants human pedagogical judgment.
Science Citizens: Bridging Knowledge and Action for All Ramlan, Ramlan; Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i4.8164

Abstract

Science education in Ethiopia faces declining interest in hard sciences (biology, chemistry, physics) and fragmented curricula, hindering the development of science-literate citizens amid challenges like energy poverty and food insecurity. Purpose: This study aimed to transform science education by designing an integrated, applied framework that fosters "science citizens" individuals who understand and apply science across high school to PhD levels and engage society, addressing Ethiopia’s urban (Addis Ababa) and rural (Amhara) contexts. Over 18 months, a mixed-methods approach surveys, tests, observations, interviews, focus groups, and artifact analysis evaluated five objectives: interdisciplinary curriculum design, applied projects’ impact, teacher training effectiveness, societal perceptions, and educational continuity. Participants (625) included students, educators, and community members across levels. The curriculum boosted knowledge (19-23%) and engagement (1.0-1.3 points), applied projects enhanced retention (5-15%), and training lifted teacher competency (20-27%). Societal perceptions shifted (30-45% fewer negative views), and a continuity model increased transitions (25-30%) and public engagement (1,500 attendees). Urban areas outperformed rural by 5-10%, reflecting resource gaps. Integrated, applied science education fosters science citizens in Ethiopia, linking education to societal needs energy, agriculture, health despite rural constraints.  Scale the model nationally, prioritizing rural labs, teacher training, and public outreach; tracks long-term impacts over 5 years.
Scaling Up Early Childhood Education: A Foundation for Long-Term Educational Success in Ethiopia Ridwan, Muhammad; Goshu, Belay Sitotaw
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i1.8159

Abstract

The quality of early childhood education in Ethiopia faces significant challenges, particularly related to teacher training, resource availability, and parental involvement. This study aims to explore the key challenges in the Ethiopian early childhood education system and assess their impacts on both teacher effectiveness and student learning outcomes. The research employed a mixed-methods approach, combining quantitative data from surveys with qualitative interviews. Twenty education officials were interviewed to gather in-depth insights, and 200 instructors from various regions participated in the survey. Exploring the requirement for teacher training, determining the availability of resources, comprehending teacher motivation, analyzing the connection between class size and learning quality, and exploring the influence of parental engagement are the study's five main goals. The findings show a severe lack of educational resources and inadequate teacher preparation in rural areas. Additionally, learning outcomes were found to be adversely affected by large class sizes, and student achievement was significantly correlated with parental participation. The results emphasize the necessity of focused measures to close these inequalities, including bettering teacher preparation programs, allocating more funds, lowering class sizes, and encouraging family involvement in education. Tackling these issues will help Ethiopia's early childhood education level rise and promote a more efficient and equitable educational system.

Page 69 of 71 | Total Record : 708

 67   68   69   70   71 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 9, No 2 (2026): Budapest International Research and Critics in Linguistics and Education, May Vol 9, No 1 (2026): Budapest International Research and Critics in Linguistics and Education, Februa Vol 8, No 4 (2025): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 8, No 3 (2025): Budapest International Research and Critics in Linguistics and Education, August Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May Vol 8, No 1 (2025): Budapest International Research and Critics in Linguistics and Education, Februa Vol 7, No 4 (2024): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 7, No 3 (2024): Budapest International Research and Critics in Linguistics and Education, August Vol 7, No 2 (2024): Budapest International Research and Critics in Linguistics and Education, May Vol 7, No 1 (2024): Budapest International Research and Critics in Linguistics and Education, Februa Vol 6, No 4 (2023): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 6, No 3 (2023): Budapest International Research and Critics in Linguistics and Education, August Vol 6, No 2 (2023): Budapest International Research and Critics in Linguistics and Education, May Vol 6, No 1 (2023): Budapest International Research and Critics in Linguistics and Education, Februa Vol 5, No 4 (2022): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 5, No 3 (2022): Budapest International Research and Critics in Linguistics and Education, August Vol 5, No 2 (2022): Budapest International Research and Critics in Linguistics and Education, May Vol 5, No 1 (2022): Budapest International Research and Critics in Linguistics and Education, Februa Vol 4, No 4 (2021): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 4, No 3 (2021): Budapest International Research and Critics in Linguistics and Education, August Vol 4, No 2 (2021): Budapest International Research and Critics in Linguistics and Education, May Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa Vol 3, No 4 (2020): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 3, No 3 (2020): Budapest International Research and Critics in Linguistics and Education, August Vol 3, No 2 (2020): Budapest International Research and Critics in Linguistics and Education, May Vol 3, No 1 (2020): Budapest International Research and Critics in Linguistics and Education, Februa Vol 2, No 4 (2019): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 2, No 3 (2019): Budapest International Research and Critics in Linguistics and Education, August Vol 2, No 2 (2019): Budapest International Research and Critics in Linguistics and Education, May Vol 2, No 1 (2019): Budapest International Research and Critics in Linguistics and Education, Februa Vol 1, No 1 (2018): Budapest International Research and Critics in Linguistics and Education, Novemb Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa Vol 1, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August Vol 1, No 1 (2012): Budapest International Research and Critics in Linguistics and Education, Februa More Issue