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International Journal of Education, Culture, and Society
Published by Lembaga Yasin Alsys
ISSN : 30248981     EISSN : 30248973     DOI : https://doi.org/10.58578/ijecs
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Education, Culture, and Society [3024-8981 (Print) and 3024-8973 (Online)] is a double-blind peer-reviewed and open-access journal to disseminating all information contributing to the understanding and development of Education, Culture, and Society. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. The articles published may take the form of original research, theoretical analyses, and critical reviews. All articles should be in English or Arabic. IJECS publishes 3 editions a year in February, June, and October (Unless there is co-publication with conference organizers).
Arjuna Subject : Umum - Umum
Articles 105 Documents
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Évaluation de la Satisfaction des Patients aux Techniques Thérapeutiques dans le Service des Brûlés de l'Hôpital Militaire d'Instruction Mohammed V - Une Étude Exploratoire Housni, Kossai
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.7883

Abstract

This exploratory study aims to analyze the relationship between patient satisfaction and therapeutic practices within the burn unit of the Mohammed V Military Instruction Hospital in Rabat. Framed within the field of health psychology, it focuses on care perception, communication quality, and healthcare staff competence. Using both qualitative and quantitative approaches, 10 patients, 10 doctors, and 10 nurses were surveyed through questionnaires on satisfaction, working conditions, and quality of care. The findings indicate a generally high level of patient satisfaction, mainly associated with staff competence and the quality of caregiver-patient interactions. However, aspects such as communication and administrative management require improvements. The discussion highlights the importance of recognition, empathy, and psychosocial support in Moroccan healthcare institutions.
An Assessment of the Impact of Technological Innovations on Electoral Credibility in Nigeria, 2015 to 2023 Ajayi, Oluwaseun Clement; Peter, Abraham Musa; Apine, Margaret
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.8405

Abstract

Although the Nigerian government has introduced a range of technological innovations between 2015 and 2023, including the Smart Card Reader, Bi-modal Accreditation Voter System (BVAS), the INEC Result Viewing Portal (IReV), and Result Transmission Platforms to curb electoral malpractice, concerns about electoral credibility persist. This study aims to assess the extent to which these technologies enhanced electoral credibility in Nigeria’s 2015, 2019, and 2023 general elections. Drawing on institutional theory as the analytical lens, the study employs a documentary secondary analysis of journal articles, election reports, academic literature, and international election observer reports to evaluate the performance and limitations of electoral technologies. The findings reveal that the introduction of these technologies has reduced manipulations and fraud, including multiple voting, inflated results, and related irregularities, thereby contributing to improved transparency and electoral integrity. However, the study also identifies persistent constraints, such as infrastructure deficits, political interference, technical failures, weak institutional frameworks, insecurity, poor logistics, and pervasive vote buying, which collectively undermine the effectiveness and credibility-enhancing potential of these innovations. Despite these challenges, the 2023 general elections recorded notable progress in the deployment and acceptance of electoral technologies. The study concludes that although technology is necessary for improving the electoral process, it is insufficient to guarantee electoral credibility without robust political will, comprehensive legal and institutional reforms, and active public engagement. The study contributes to the literature on electoral governance and technology by highlighting the conditions under which technological innovations can genuinely enhance electoral credibility and by underscoring the need for civic education, transparent and efficient technological deployment, and stronger institutions to support democratic consolidation.
Conflict Economies, Forced Migration, and Livelihood Adaptation in Zamfara State, Nigeria: Examining the Impact of Gold Mining and Banditry Shabu, Terwase; Daodu, Folashade Florence
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.8744

Abstract

Conflict economies have emerged in regions where political instability, armed conflict, and weak governance create space for informal and illegal economic activities, with significant implications for forced migration and livelihood systems. This study examines the interrelationship between conflict economies, forced migration, and livelihood strategies in Zamfara State, Nigeria, with particular focus on gold mining and banditry or kidnapping. The study employed a multistage sampling procedure to ensure adequate representation of the study population. Purposive sampling was used to select local government areas with gold-mining activities, and 142 respondents were drawn from internally displaced persons camps in the selected areas. Data obtained through fieldwork and archival records were analyzed using descriptive statistical techniques, including percentages, frequencies, and distribution tables. The findings reveal that corruption (71.8%) constitutes the most prominent economic driver of conflict, while state actors, especially military forces (54.9%), play a significant role in the conflict economy. Among non-state actors, criminal organizations were identified as the dominant group, accounting for 43.7% of responses. The results further show that agriculture remains the principal livelihood source, with 49.3% of respondents identifying it as their primary occupation, although livelihood systems were generally perceived as weakly adaptive, with none of the respondents rating them as extremely adaptable and only 2.8% considering them adaptable. Financial support programmes (39.4%) emerged as the most prioritized policy response, underscoring the importance of direct economic interventions for livelihood recovery. The study concludes that conflict economies and forced migration significantly disrupt livelihood strategies in Zamfara State, with gold mining and banditry at the center of these challenges. These findings contribute to understanding the socio-economic consequences of conflict in resource-rich but insecure settings and highlight the need for coordinated interventions aimed at curbing illegal economic activities, strengthening governance, promoting peacebuilding, and restoring sustainable livelihoods for long-term stability and resilience.
SWOT Analysis of School Readiness in Implementing Deep Learning at SDN Kendek, North Banggai District, Banggai Laut Regency Asrianto, Asrianto; Ansar, Ansar; ZulystiawatiZulystiawati, Zulystiawati
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.8982

Abstract

The less-than-optimal readiness of elementary schools to implement a holistic deep learning approach—particularly in resource-limited settings—necessitates a comprehensive SWOT-based analysis to formulate strategies for strengthening institutional preparedness. This study aims to analyze (1) school readiness from internal factors related to the deep learning approach, (2) school readiness from external factors, and (3) strategies for improving school readiness in implementing deep learning at SDN Kendek. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation, and subsequently analyzed using SWOT analysis. The findings show that, internally, teachers at SDN Kendek possess sufficient initial capital for implementing deep learning, including relatively high professional motivation to develop their competencies and keep pace with advances in learning technology; however, this internal readiness is not yet fully optimal due to persisting constraints. From an external perspective, the school has provided basic learning facilities that support technology use, such as laptops, LCD projectors, and internet access, but these resources remain inadequate to fully support the optimal implementation of deep learning. Based on the combined analysis of internal and external factors, improving school readiness for deep learning requires an integrated and sustainable strategy that not only focuses on developing teacher competencies, but also on strengthening school policies, providing adequate facilities, fostering collaboration with external partners, and enhancing communication with parents.
الجريمة الإلكترونية في وسائل الإعلام: التحديات المجتمعية، من المقاربات النظرية في مجال التواصل إلى البناء الخطابي Raji, Rachid; El Housni, Zakia
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.8999

Abstract

As cybercrime increasingly shapes contemporary digital life, media coverage plays a central role in constructing public understanding of digital threats and insecurity. This paper examines the media coverage and analytical treatment of cybercrime through key theoretical perspectives in media and communication studies, with particular attention to the discursive and narrative strategies used by media institutions to frame cybercrime. Drawing on technological determinism, agenda-setting theory, media effects theory, and new media theory, the study analyzes how media representations of cybercrime oscillate between dramatization, trivialization, and security-oriented framing. The analysis shows that cybercrime is not presented merely as a technical or criminal issue, but as a socially constructed and mediated phenomenon that shapes public perception, influences policy formation, and affects institutional legitimacy. The paper further argues that media institutions play a decisive role in producing collective imaginaries of digital insecurity and in structuring social responses to cyber threats. It concludes that media coverage of cybercrime extends beyond information transmission to become a symbolic process that organizes social representations and influences individual practices. This study contributes to media and communication scholarship by clarifying how theoretical perspectives can explain the role of media in framing cybercrime and its broader social implications.
Foreign Aid and Democratic Stability in Nigeria Ediba, Emmanuel; Waziri, Abdulaziz Shuaibu; Jah, Emmanuel Achus
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9006

Abstract

Although foreign aid has been widely used to support democratic processes in developing countries, its contribution to long-term democratic stability remains contested. This study examined the impact of foreign aid funding on democratic stability in Nigeria, with particular focus on the 2015 general election, which marked the country’s first successful transfer of power between rival political parties. The study adopted a descriptive research design involving key stakeholders in Nigeria’s electoral process, including officials of the Independent National Electoral Commission, civil society organizations, political parties, and donor agencies. A purposive sample of 15 respondents was selected, and data were collected through key informant interviews and analyzed thematically. The findings revealed that foreign aid funding significantly improved electoral administration, enhanced transparency, strengthened voter education, supported election monitoring, and reduced electoral violence, thereby contributing to democratic stability. However, the study also found that excessive dependence on foreign aid may weaken domestic ownership and limit long-term institutional sustainability. The study concludes that although foreign aid played a stabilizing role in Nigeria’s 2015 general election, sustainable democratic stability requires stronger domestic financing, institutional capacity building, and continuous civic engagement. These findings contribute to debates on democracy assistance by highlighting both the short-term benefits and the structural limitations of foreign aid in democratic consolidation.
Social Skills in Intellectual Disability: A Critical Overview and Future Research Directions in Morocco Houssaini, Ismail Iraqui; Kaddouri, Otman; Bousseta, Abdelilah; Jabbad, Mohammed; Ziani, Aicha
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9115

Abstract

Although social skills deficits are widely recognized as a core characteristic of intellectual disability and have been extensively examined in international scientific literature, knowledge on this issue remains limited and fragmented in Moroccan publications. This study aims to provide a focused overview of the major findings on social skills among individuals with intellectual disability, while also assessing the current status of scientific research in the Moroccan context and identifying directions for future inquiry. The review shows that published studies on intellectual disability in Morocco have largely concentrated on demographic, clinical, social, and rights-related institutional dimensions, with little to no attention given to the assessment of social skills, social functioning, or related deficits. This critical gap contributes to uncertainty and weakens conceptual and practical understanding among researchers and practitioners. The analysis further highlights the absence of clear theoretical and methodological frameworks in Moroccan scholarship that could support rigorous investigation and evidence-based clinical practice for individuals with intellectual disability. The study concludes that there is a pressing need to establish a dedicated line of research on social skills and social functioning among Moroccan individuals with intellectual disability. This overview contributes by clarifying the current state of knowledge, identifying major scholarly gaps, and offering a basis for future research development in the field.
Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics Majid, Abdul; Latri, Latri; Bishri, Abdullah Azzam
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9170

Abstract

Although meaningful learning is essential in elementary mathematics, instruction on number and operations often remains procedurally oriented and offers limited opportunities for students to connect mathematical ideas with real-life contexts. This study aimed to analyze the profile of meaningful learning in mathematics among elementary school students on number and operations topics. The study employed a descriptive method with a qualitative approach supported by quantitative data and was conducted at SDN 50 Bonto Panno, Pangkep Regency, from October to November 2025. The participants were 25 fifth-grade students. Data were collected through contextual tests on number and operations, a meaningful learning questionnaire, classroom observations, and documentation of students’ work. Data analysis was conducted by categorizing students’ meaningful learning based on indicators of conceptual understanding, connections to real-life experiences, and the ability to explain and reflect on mathematical concepts. The findings showed that students’ meaningful learning in mathematics was generally at a moderate level. Although students demonstrated adequate procedural understanding of number operations, they experienced difficulties in linking mathematical concepts to contextual situations and in verbally explaining the meaning of the concepts learned. These findings indicate the need to strengthen contextual, reflective, and student-centered mathematics instruction to enhance meaningful learning in number and operations topics and contribute to improving foundational mathematics learning at the elementary school level.
Problem Analysis of the Use of Traditional Teaching Aids in Elementary School Physical Education Learning B, M. Asri
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.9194

Abstract

Although the use of instructional media in physical education has received increasing attention in prior studies, research specifically examining the challenges of utilizing traditional teaching aids in elementary school physical education remains limited, particularly in rural settings. This study aims to analyze the problems encountered in the use of traditional teaching aids in physical education learning at SDN 49 Kabupaten Barru. A qualitative case study approach was employed involving 12 participants, comprising one physical education teacher and eleven students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that limited equipment availability (mean adequacy score = 2.1/5), lack of teacher training (reported in 78% of responses), and minimal institutional support significantly hinder the optimal implementation of traditional teaching aids. Observation results show that only 40% of planned traditional media activities were implemented effectively. Although student engagement during the use of traditional media reached 65%, it declined when equipment was incomplete. Thematic analysis identified four dominant challenges: infrastructure constraints, pedagogical limitations, low budget allocation, and shifting student preferences toward modern games. These results contribute to the theoretical development of culturally responsive pedagogy in physical education by demonstrating how contextual resource limitations shape instructional practice and student engagement. The study concludes that teacher competence and institutional support play a crucial role in optimizing the use of traditional teaching aids in rural elementary schools and recommends structured teacher training and adequate resource allocation to strengthen their implementation. Future research should experimentally test traditional media-based physical education models in broader and more diverse school contexts to further validate these findings.
Digital Literacy Management to Increase Student Reading Interest at SMA Negeri 1 Banggai Masrato, Masrato; Haris, Ikhfan; Suking, Arifin
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9228

Abstract

The increasing use of digital technology by students has not been adequately oriented toward literacy activities, but is instead dominated by non-academic uses such as social media, digital entertainment, and online games. This study aims to describe: (1) the preparation of digital literacy initiatives to increase students’ reading interest; (2) strategies for implementing digital literacy to enhance students’ reading interest; (3) assessment practices for digital literacy in relation to reading interest at SMA Negeri 1 Banggai; and (4) the sustainability of the digital literacy program at SMA Negeri 1 Banggai. Employing a qualitative approach with a case study design, the research was conducted at SMA Negeri 1 Banggai using observation, interviews, and document analysis, with data processed through an interactive data analysis model. The findings show that: (1) digital literacy preparation begins with analyzing initial needs, formulating objectives and programs, providing facilities and infrastructure, organizing implementation, and planning teacher competency development; (2) digital literacy implementation strategies to foster reading interest include the use of digital media and reading resources that are more engaging, interactive, and easily accessible; (3) digital literacy assessment is conducted reflectively and continuously within learning activities; and (4) evaluation results are used as the basis for program improvement and strengthening, including expanding digital reading collections, regulating device use, and reinforcing support for digital literacy implementation in classrooms and the school library. The study concludes that well-managed digital literacy programs can systematically enhance students’ reading interest when supported by adequate preparation, thoughtful implementation strategies, continuous assessment, and sustained institutional commitment.

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