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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 705 Documents
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Vanishing Voices: Saving Languages Before it’s Too Late Ridwan, Muhammad; 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.v8i4.8165

Abstract

The global decline of linguistic diversity threatens cultural heritage, with intergenerational language transmission increasingly reliant on education and digital tools amid urbanization and technological advancement. This study explores how education and digital tools influence transmission success across generations. Using modeling data for 50 initiatives, the study employs descriptive statistics, bar plots, scatter plots with regression, correlation heatmaps, and linear regression to analyze education level, digital tool usage, young speaker percentage, and transmission success. Education shows a modest positive impact (β = 0.0068, M = 0.53 for high-education initiatives), while digital tools exhibit a surprising negative effect (β = -0.1267, r = -0.41), with variability in outcomes. Young speakers’ proportion negatively correlates with success (β = -0.0558, r = -0.18), suggesting generational disconnects. Education supports transmission, but digital tools’ over-reliance may hinder success unless culturally integrated, highlighting the need for balanced strategies. Governments should fund immersion schools, NGOs should co-design digital tools with communities, and local groups should promote intergenerational activities.
Embedding SDGs in Ethiopian Higher Education: Overcoming Challenges, Seizing Opportunities, and Forging Inclusive Pathways for Digital-Era Transformative Learning Andersen, Michael
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.v1i1.8160

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.
Revisiting Social Learning and Cultivation Theories in the Digital Era Tinuade, Ademola
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

Abstract

Research on media effects has long attempted to elaborate on how exposure to media content affects audience behavior and perceptions of social reality. Bandura’s Social Learning Theory and Gerbner’s Cultivation Theory are among the most essential theories in this tradition. This study carries out a conceptual and comparative analysis of these two fundamental theories in mass communication studies. Based on current scholarly studies, the study explores their origins, assumptions, limitations and applications, especially in modern digital and Nigerian media environments. Social Learning Theory describes how people pick up and learn behaviors through observational learning and modeling, while Cultivation Theory concentrates on long-term forming of perceptions through accumulated media exposure. Through critical evaluation, this study implies that even though both theories came to light in the traditional media period, they are still applicable in comprehending behavioral imitation and creation of perception in the period of social media, streaming platforms and algorithm driven content. This study also suggests an integrated conceptual framework that combines behavioral and perceptional aspects of media influence, thereby improving theoretical comprehension of media effects in modern society.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.8178

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
Improving Conceptual Understanding of Mechanics through Smartphone-Based Laboratories in Introductory Physics Courses Laurent, Isabelle
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i2.8184

Abstract

Introductory physics courses, particularly mechanics, present persistent conceptual challenges for first-year university students. Many learners enter these courses with deeply rooted misconceptions regarding force, motion, and acceleration that traditional laboratory instruction often fails to address effectively. Recent advances in mobile technology have introduced smartphone-based laboratories as an accessible and cost-effective tool for enhancing inquiry-based learning in physics education. This quasi-experimental study investigates the impact of smartphone-based laboratories on students’ conceptual understanding of mechanics. A total of 128 first-year university students participated in the study and were divided into experimental and control groups. The experimental group engaged in five smartphone-based laboratory activities using the phyphox application, while the control group completed traditional verification laboratories covering the same mechanics topics. Conceptual understanding was measured using the Force Concept Inventory (FCI) administered as pretest and posttest assessments. The results reveal a statistically significant improvement in conceptual understanding among students in the experimental group compared with those in the control group. In addition, students reported positive perceptions regarding engagement, authenticity of experimentation, and relevance to real-world contexts. These findings suggest that smartphone-based laboratories can serve as an effective pedagogical innovation for improving conceptual learning in introductory mechanics courses. The study highlights the potential of integrating mobile technologies into physics education to promote active learning and deeper conceptual comprehension. 
Assessing the Integration of Sustainable Development Goals in Higher Education: Evidence from a Quantitative Survey of Institutional Practices Schneider, Lucas
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.8180

Abstract

Higher education institutions are increasingly expected to contribute to the achievement of the Sustainable Development Goals (SDGs) through teaching, research, and community engagement. Despite growing awareness of sustainability within academic institutions, the extent to which SDGs are systematically integrated into higher education remains uncertain. This study investigates the level of SDG integration within universities and identifies key factors influencing its implementation using a quantitative survey approach. Data were collected from 200 respondents, including educators, students, and administrators from multiple higher education institutions. The survey instrument measured perceptions of institutional commitment, curriculum integration, digital infrastructure, and stakeholder engagement in sustainability initiatives. The results indicate that while universities demonstrate moderate levels of institutional commitment to sustainability, the integration of SDGs into curricula remains limited. Statistical analysis further reveals that institutional support and digital learning infrastructure significantly influence the effectiveness of SDG implementation. Additionally, stakeholder awareness, particularly among students, plays an important role in promoting sustainability initiatives within universities. The study highlights the need for comprehensive institutional strategies that combine policy commitment, technological readiness, and active stakeholder participation to enhance the role of higher education in achieving global sustainability goals.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Gadour, Abdelbasit
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i2.8185

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
Reconceptualizing Pain: Integrating Neuroscience, Psychology, and Spirituality in Understanding Student Suffering Petrova, Anna
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i2.8182

Abstract

Pain has traditionally been interpreted within biomedical frameworks that conceptualize it primarily as a physiological response to tissue damage or neurological dysfunction. However, increasing evidence from neuroscience, psychology, and medical humanities suggests that pain is a complex and multidimensional phenomenon shaped by biological, emotional, cognitive, and spiritual processes. This article proposes a theoretical framework that integrates insights from neuroscience, psychological theory, and spiritual traditions in order to reconceptualize pain as a holistic human experience. Drawing on interdisciplinary literature, the study examines how neural mechanisms, emotional regulation, cognitive interpretation, and spiritual meaning-making interact in shaping pain perception. The analysis highlights the limitations of reductionist biomedical models and emphasizes the importance of integrative approaches that acknowledge the mind–body–spirit connection. The proposed framework suggests that pain experiences emerge from dynamic interactions among physiological signals, psychological interpretation, and existential meaning systems. By synthesizing contemporary scientific research with insights from philosophy and spirituality, this study contributes to the development of a biopsychosocial–spiritual model of health. The article concludes that effective responses to chronic pain require interdisciplinary collaboration and healthcare systems that address not only physical symptoms but also emotional wellbeing and existential dimensions of human suffering.
Integrating Mind Body Soul Perspectives in Education: Insights from Neuroscience and Traditional Healing Practices Rodríguez, Sofia Martínez
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.8179

Abstract

Pain remains one of the most pervasive health challenges worldwide, affecting millions of individuals and contributing significantly to disability and diminished quality of life. While biomedical research has produced substantial advancements in understanding physiological mechanisms of pain, purely biological models often fail to fully explain the complexity of chronic pain experiences. Increasingly, scholars and clinicians recognize that pain involves not only physical processes but also psychological, social, and spiritual dimensions. This article explores the convergence between modern pain neuroscience and ancient holistic healing traditions, arguing that a multidimensional understanding of pain is necessary for effective treatment and patient wellbeing. Drawing upon interdisciplinary literature from neuroscience, medical history, psychology, and cross-cultural healing systems, this study examines how contemporary scientific discoveries align with long-standing principles in traditional medical systems such as those articulated by Avicenna, Traditional Chinese Medicine, Ayurveda, and Indigenous healing traditions. The analysis highlights key developments in modern pain theory, including the Gate Control Theory and the Neuromatrix model, which emphasize the role of brain networks integrating cognitive and emotional factors in pain perception. Evidence from neuroimaging and clinical studies demonstrates that psychological states and spiritual beliefs can significantly modulate pain experiences through specific neural mechanisms. These findings support the integration of biopsychosocial-spiritual frameworks into modern healthcare. The study concludes that effective pain management requires holistic approaches addressing biological, psychological, social, and spiritual factors simultaneously. Integrative healthcare models may therefore offer more comprehensive and compassionate strategies for addressing chronic pain.
Language Attitudes toward English Loanwords in Youth Digital Communication and Their Impact on Academic Achievement Hoffmann, Alexander
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.v2i1.8188

Abstract

In multilingual Libya, English loanwords increasingly permeate youth digital communication on social media and messaging apps, reflecting globalized influences amid Amharic dominance and English-medium education. Language attitudes toward these borrowings shape hybrid practices, yet their dimensions and behavioral links remain underexplored in African contexts. This study investigated Libyan youth's attitudes toward English loanwords in digital communication and their association with usage frequency, identifying underlying attitudinal dimensions and demographic patterns. A survey of 410 urban youth (high school and university students, aged 16–24) employed a Likert-scale questionnaire on attitudes and self-reported loanword use across platforms. Exploratory factor analysis (promax rotation) extracted dimensions, supplemented by descriptive statistics, correlations, and regression. Attitudes were predominantly positive (75.9%), driven by perceptions of modernity, integration, and prestige, with low purism. Factor analysis revealed three robust dimensions: Prestige (symbolic status), Integration (pragmatic utility), and Purism (identity preservation), explaining 84.9% variance. Loanword use was frequent in informal platforms (messaging M=4.31, social media M=4.10) but rare in academic writing (M=2.27). No significant differences emerged by gender, educational level, or age, and attitude factors showed weak, non-significant correlations with use frequency (r<0.07; regression coefficients near zero). English loanwords function as pragmatic, identity-enhancing resources in Libyan youth digital discourse, with pragmatic acceptance dominating over ideological resistance.

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