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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 708 Documents
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Pain Beyond Biology: An Empirical Study of the Mind Body Soul Connection in Chronic Pain Experience in School Ricci, Matteo
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.v1i2.8181

Abstract

Chronic pain is one of the most prevalent and challenging health conditions worldwide, affecting millions of individuals and significantly reducing quality of life. Traditional biomedical models have long conceptualized pain as a purely physiological response to tissue damage; however, growing evidence suggests that pain is a multidimensional experience shaped by psychological, social, and spiritual factors. This study investigates the relationship between biological, psychological, and spiritual dimensions in the lived experiences of individuals with chronic pain. Using a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how emotional states, cognitive beliefs, and spiritual practices influence pain perception and coping mechanisms. Data were collected from 120 participants experiencing chronic pain across multiple clinical and community settings. Quantitative results indicate significant correlations between psychological distress, spiritual wellbeing, and reported pain intensity. Participants who reported higher levels of spiritual coping and meaning-making demonstrated lower perceived pain severity and greater resilience. Qualitative findings further reveal that patients frequently interpret pain within broader narratives of identity, purpose, and spiritual growth. These findings support the biopsychosocial-spiritual model of health and highlight the importance of integrative approaches to pain management. The study concludes that effective pain treatment requires healthcare systems to address emotional, cognitive, social, and spiritual dimensions alongside biological factors. 
Beyond Pedagogy: The Influence of Teacher Interpersonal Soft Skills on Undergraduate Student Engagement and Academic Achievement Musdiani Silalahi, Nurvita Sari
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.v9i1.8189

Abstract

Transforming Higher Education for Sustainable Development: Integrating the Sustainable Development Goals into University Systems Johansson, Erik
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.v2i2.8183

Abstract

The Sustainable Development Goals (SDGs) represent a global framework for addressing complex social, economic, and environmental challenges facing humanity. Higher education institutions play a critical role in achieving these goals by shaping future leaders, generating knowledge, and promoting sustainable innovation. However, many universities continue to operate within traditional educational models that are insufficient to address contemporary global challenges. This article examines how higher education institutions can integrate the SDGs into their institutional strategies, teaching practices, and research agendas. Drawing on interdisciplinary literature from education, sustainability studies, and policy analysis, the study explores key approaches for embedding sustainability principles within university systems. The analysis highlights three critical dimensions: curriculum transformation, research innovation, and institutional governance aligned with sustainability values. The article argues that universities must move beyond symbolic commitments to sustainability and instead adopt systemic changes that integrate the SDGs into academic culture and practice. By promoting interdisciplinary learning, community engagement, and ethical leadership, higher education institutions can contribute significantly to global sustainable development. The study concludes that transforming higher education is essential for preparing future generations to address the complex challenges outlined in the SDGs.
Social Learning Theory and Youth Behaviour in Social Media Environments Chiwendu, Atuanyaeme Faith
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

The paper is on the analysis of social learning theory on social media life among Nigerian youth. Social media have fundamentally changed the way social interaction occurs among Nigerian youth by providing platforms for improving learning in a social context. This study analysis the positive and negative influence of the social media life on Nigerian youth, due to the fact that it has also exposed the youth to different varieties of social vices which has negatively questions the essence of social learning theory in character molding. Using an empirical review of existing literature and scholarly studies, the paper examines how social media exposure influences youth identity formation, attitudes, and social behaviour. Findings indicate that social media acts as a powerful agent of socialization that reinforces behavioural imitation through mechanisms such as likes, comments, and shares. While social media can promote creativity, social awareness, and knowledge sharing, it can also encourage harmful behaviours such as cyberbullying, risky online challenges, and unrealistic lifestyle expectations. The study concludes that social media literacy and responsible digital engagement are essential in guiding positive youth development in contemporary society. The paper recommends that the role models such as teachers, parents, pastors, uncles, aunties and society at large should provide a platform that will constantly sensitize the youth on a more effective way on the use of social media.
Discourse: The Basic Communication Theories and Models Esther, Ogundimu Oreoluwa
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

Communication is a fundamental process through which individuals share ideas, negotiate meaning, and influence social realities. Over time, scholars have developed various communication models and theories to explain how messages are produced, transmitted, interpreted, and sometimes misunderstood. This paper examines some of the foundational communication models and theories that have shaped the field of communication studies, including the Shannon-Weaver Model, Lasswell’s Model, Berlo’s SMCR Model, and Schramm’s Interactive Model, as well as key theories such as Agenda-Setting, Uses and Gratifications, Cultivation Theory, and the Two-Step Flow of Communication. The discussion highlights the core assumptions, strengths, and limitations of these frameworks while connecting them to practical communication situations. Particular attention is given to the Nigerian communication environment, where diverse languages, cultural traditions, and evolving media systems influence how messages circulate and are interpreted. Based on the secondary data, the paper establishes that while many communication models originated in Western contexts, their application in developing societies reveals additional cultural and structural complexities. Thus, integrating theoretical explanations with local examples, the paper underscores the continuing relevance of communication theories in understanding modern media practices, public discourse, and social mobilization in Nigeria. The paper, therefore, argues that communication theories remain highly relevant in understanding contemporary media practices, public discourse, and social mobilization in Nigeria. However, these theories must be continuously adapted to reflect the realities of developing societies, especially in an era where digital media and social networking platforms are transforming how communication occurs.
Assessing the Impact of Special Capacity Building Training on Secondary Education Quality Elvaro Nixan
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.v2i1.8205

Abstract

This study evaluates the effectiveness of Ethiopia’s 2012 Special Capacity Building Training program designed for secondary school teachers, with a focus on identifying its strengths, challenges, and implications for improving educational quality. Employing a mixed-methods approach, the study integrates quantitative survey data and qualitative insights obtained through interviews and document analysis. The participants consisted of secondary school teachers who were involved in the training program across selected regions. The findings reveal that the program contributed positively to enhancing teachers’ pedagogical knowledge, instructional skills, and professional motivation. However, several challenges were identified, including limited follow-up support, inadequate training resources, and inconsistencies in program implementation across regions. These constraints reduced the overall effectiveness and sustainability of the training outcomes. Furthermore, the study highlights the need for a more structured monitoring and evaluation system, continuous professional development mechanisms, and stronger institutional support to maximize the long-term impact of such capacity-building initiatives. The research provides practical recommendations for policymakers and educational stakeholders to strengthen teacher training programs and improve the quality of secondary education.
A Contextual Model for Integrating AI-Powered Avatars in Underserved Educational Systems Michael Andersen
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.v2i1.8204

Abstract

The integration of artificial intelligence (AI) in education has introduced innovative tools such as AI-driven educational avatars, offering new opportunities to enhance teaching and learning processes. However, their implementation in resource-constrained environments remains limited due to infrastructural, technological, and contextual challenges. This study aims to develop a context-sensitive framework for the adoption and adaptation of AI-based educational avatars in low-resource educational settings. Using a qualitative research design, this study employs a combination of literature review, case analysis, and expert consultation to identify key barriers and enabling factors influencing the effective use of AI avatars. The findings reveal that successful implementation depends on three critical dimensions: technological adaptability, socio-cultural relevance, and institutional support. Additionally, the study highlights issues such as limited internet access, lack of digital literacy among educators, and insufficient policy integration as major constraints. Based on these findings, the study proposes a contextualized framework that emphasizes scalable technology design, localized content development, and continuous capacity building for educators. The framework also underscores the importance of collaborative efforts among policymakers, educational institutions, and technology developers to ensure sustainable implementation. In conclusion, AI-driven educational avatars hold significant potential to improve educational access and quality in underserved contexts. However, their effectiveness largely depends on the ability to align technological innovation with local needs and systemic conditions.
Embedding SDGs in Ethiopian Higher Education: Overcoming Challenges, Seizing Opportunities, and Forging Inclusive Pathways for Digital-Era Transformative Learning Belay Sitotaw Goshu; Melaku Masresha Woldeamanueal
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 9, No 2 (2026): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v9i2.8206

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.

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