International Journal of Humanities, Education, and Social Sciences
The International Journal of Humanities Education and Social Sciences (IJHESS) is a scholarly publication dedicated to advancing research, theories, and practices in the fields of humanities education and social sciences. The journal welcomes original research articles, literature reviews, case studies, and theoretical papers that contribute to the exploration, understanding, and dissemination of knowledge in the following areas: Humanities Education: Research in disciplines such as literature, philosophy, history, cultural studies, languages, arts, and humanities-based pedagogies, focusing on teaching and learning strategies, curriculum development, and the role of humanities in fostering critical thinking, cultural awareness, and ethical reasoning. Social Sciences Education: Studies in social sciences disciplines such as sociology, psychology, anthropology, political science, economics, geography, and interdisciplinary studies, examining educational practices, theories, methodologies, and innovations in social sciences education. Interdisciplinary Approaches: Exploration of interdisciplinary education, cross-disciplinary collaborations, integrative curriculum design, and the intersections between humanities, social sciences, natural sciences, and professional fields in education. Cultural Studies: Research on cultural diversity, multicultural education, intercultural communication, cultural heritage preservation, identity formation, cultural policies, and the impact of globalization on cultures and societies. Ethics and Values Education: Examination of ethical education, moral reasoning, character development, values education, civic education, human rights education, and the integration of ethics across disciplines in educational contexts. Educational Psychology: Studies on educational psychology, learning theories, cognitive development, motivation, student engagement, social-emotional learning, resilience, and psychological factors influencing teaching and learning processes. Teacher Education and Professional Development: Research on teacher preparation, professional development programs, pedagogical training, mentorship, teacher identity, reflective practices, and the continuous improvement of teaching effectiveness. Educational Policies and Reform: Analysis of educational policies, reforms, governance structures, accountability measures, assessment practices, curriculum standards, and their impact on humanities education, social sciences education, and educational systems. IJHESS aims to promote interdisciplinary dialogue, critical inquiry, and evidence-based practices in humanities education and social sciences. The journal seeks to engage educators, researchers, policymakers, practitioners, and stakeholders to address educational challenges, enhance teaching and learning experiences, and contribute to the advancement of humanistic values, social understanding, and global citizenship through education.
Articles
144 Documents
<![CDATA[Évaluation de la Satisfaction des Patients aux Techniques Thérapeutiques dans le Service des Brûlés de l'Hôpital Militaire d'Instruction Mohammed V: Etude Exploratoire ]]>
<![CDATA[Kossai, Housni]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i1.8470
<![CDATA[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.]]>
<![CDATA[Macroeconomic Interactions in Nigeria: VECM-Based Analysis (2001-2023) ]]>
<![CDATA[Olawale, Olaniyan Joseph]]>;
<![CDATA[Flora, Adetunkasi Taiwo]]>;
<![CDATA[Alademomi, Aladesuyi]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.8769
<![CDATA[Understanding the dynamic relationships among major macroeconomic variables is essential for evaluating economic stability and informing policy design in developing economies such as Nigeria. This study aimed to investigate the interrelationships among Gross Domestic Product (GDP), inflation, broad money supply (M2), interest rate, exchange rate, and unemployment in Nigeria over the period 2001–2023. Annual data were obtained from the Central Bank of Nigeria, World Bank, International Monetary Fund, and CEIC databases and analyzed using a Vector Error Correction Model (VECM) implemented in Python’s statsmodels framework to capture both short-run adjustments and long-run equilibrium dynamics. The findings reveal the presence of three stable long-run cointegrating relationships among the variables. Inflation was found to respond strongly to changes in GDP, interest rates, and exchange-rate movements, whereas the effects of money supply and unemployment were relatively weaker. The results further indicate that economic growth contributes to modest reductions in unemployment, while persistent inflationary pressures and volatile interest rates tend to worsen labor-market outcomes. Exchange-rate depreciation also emerged as a major source of macroeconomic instability. Diagnostic tests suggest that the estimated model is broadly robust, although mild indications of serial correlation and multicollinearity remain. The study concludes that Nigeria’s macroeconomic environment is shaped by deep structural weaknesses that require stronger policy coordination, improved exchange-rate management, and sustained structural reforms to enhance price stability and employment outcomes. These findings contribute empirical evidence on long-run and short-run macroeconomic interactions in Nigeria and provide policy-relevant insights for strengthening economic management.]]>
<![CDATA[Nepal’s 2025 Uprising: Geopolitical Entrapment, Neoliberal Failure, and Gen Z Activism ]]>
<![CDATA[Thapa, Santa Bahadur]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.8947
<![CDATA[This paper examines the Gen Z September 2025 movement in Nepal to explain how endemic corruption, deep socioeconomic disenchantment, and digitally native activism converged to generate an unprecedented wave of political change. It aims to analyze the movement’s rapid escalation, the constitutional “fault line” it exposed between revolutionary digital legitimacy and established constitutional legality, and the broader implications of this crisis in terms of regional contagion and governance instability. The study employs a mixed-methods approach combining qualitative textual analysis of geopolitical reporting with quantitative analysis of digital mobilization metrics. Empirical evidence includes data on digital participation, such as a Discord poll used to select a new Prime Minister, indicating that political authority was, in part, derived through digital channels. The findings suggest that the uprising was structurally shaped by the breakdown of neoliberal policies, entrenched high-level corruption, and the influence of external actors, including the United States through the MCC, India’s geopolitical influence, and the role of INGOs and EDPs, which collectively contributed to domestic instability through weak institutional ownership. The paper concludes that the movement precipitated the downfall of the government and triggered a constitutional crisis. Its contribution lies in highlighting how digital political legitimacy can destabilize conventional constitutional frameworks when combined with systemic corruption, external geopolitical pressures, and severe social inequality, thereby underscoring the need to move beyond revolution-era accountability toward deeper structural reforms addressing governance failures and the contradictions underlying violent instability.]]>
<![CDATA[تأثير الوسط الاجتماعي على الدافعية للإنجاز والتحصيل الدراسي لدى تلاميذ التعليم الثانوي التأهيلي في جهة الرباط–سلا–القنيطرة ]]>
<![CDATA[Salk, El Mehdi]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.8950
<![CDATA[This study aims to examine the relationship between social background, achievement motivation, and academic performance among secondary school students in the Rabat–Salé–Kénitra region of Morocco, based on socio-educational approaches emphasizing the impact of social context on school performance. A descriptive-analytical methodology was employed, and data were collected through a structured questionnaire that included students’ social and educational characteristics, academic performance over five years, patterns of family socialization, and levels of achievement motivation. The sample consisted of 283 purposively selected students (N = 283). Statistical analyses revealed a significant positive correlation between social background and academic performance (r = 0.41, p < 0.01), as well as a significant positive relationship between social background and achievement motivation (r = 0.38, p < 0.01). Moreover, a moderately strong positive correlation was found between achievement motivation and academic performance (r = 0.46, p < 0.001) at a significance level of α = 0.05, indicating that students from economically and culturally stable backgrounds exhibit higher motivation and better academic results compared to their peers from disadvantaged backgrounds. The study concludes that social background is a critical factor in explaining variations in achievement motivation and academic performance, highlighting the necessity of incorporating socio-economic considerations into educational policies to ensure fairness and educational equity.]]>
<![CDATA[Toward a Digital-Enabled Evaluation Model for Graduate Education Quality: A Study of Chinese Universities ]]>
<![CDATA[Liao, Yue]]>;
<![CDATA[Quan, Jing]]>;
<![CDATA[Chen, Shiyan]]>;
<![CDATA[Zeng, Can]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.8980
<![CDATA[In the context of high-quality development in higher education, evaluating graduate education quality has become increasingly important for assessing the cultivation of high-level talent. This study aimed to construct a graduate education quality evaluation system grounded in comprehensive competency development, encompassing five key dimensions: digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development. The study employed the Analytic Hierarchy Process to determine indicator weights, Data Envelopment Analysis to measure institutional efficiency across China, panel regression to identify factors influencing educational value-added, and K-means clustering to reveal patterns of resource allocation. The findings indicate that digital technology knowledge and skills, together with digital application, carry the highest weights in the evaluation system. The results further show substantial variation in efficiency across institution types and regions, while also demonstrating that high investment does not necessarily translate into high educational value-added, thereby underscoring the importance of resource utilization efficiency and appropriate training models. The study concludes that a more differentiated evaluation mechanism and optimized resource allocation are necessary to enhance graduate education quality. These findings provide a scientific basis for improving graduate education evaluation and offer practical implications for policy and institutional quality enhancement.]]>
<![CDATA[The Impact of Kidnapping on Agriculture Activities in Ukum Local Government Area, Benue State, Nigeria ]]>
<![CDATA[Daniel, Rosemary Onchi]]>;
<![CDATA[Kelvin, Nyikyaa Tersur]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9052
<![CDATA[Kidnapping has emerged as a major security and development challenge in Nigeria, with particularly severe consequences for agrarian communities whose livelihoods depend on agriculture. In Ukum Local Government Area of Benue State, recurrent abductions have disrupted farming activities, obstructed trade routes, displaced farmers, reduced labor availability, and discouraged investment, thereby intensifying food insecurity and economic hardship. This study aimed to examine the impact of kidnapping on agricultural activities in Ukum LGA. The study was anchored in Anomie theory, as developed by Émile Durkheim and refined by Robert K. Merton, to explain how structural strain, blocked opportunities, and weakened social norms may contribute to criminal behavior, including kidnapping. A cross-sectional survey design was adopted. The study population comprised residents of Ukum LGA, and a sample of 400 respondents was determined using Taro Yamane’s formula. Respondents were randomly selected across thirteen wards, while data were collected through structured questionnaires and interviews with twelve key informants. The data were analyzed using descriptive statistics, specifically frequencies and percentages. The findings revealed that kidnapping has significantly disrupted agricultural activities in the study area, resulting in food insecurity, farmer displacement, blocked trade routes, and reduced agricultural investment. The study concludes that kidnapping undermines agricultural production, rural livelihoods, and food security in Ukum LGA. These findings highlight the need for strengthened rural security, targeted support for displaced farmers through access to farmland and agricultural inputs, investment incentives for agricultural recovery, and community awareness initiatives to mitigate kidnapping risks and restore agricultural productivity.]]>
<![CDATA[Application of Intra-Class Correlation to Multi-Rater Agreement on Students’ Grading ]]>
<![CDATA[A. A, Adetunji .]]>;
<![CDATA[N. G., Alo]]>;
<![CDATA[A. A., Anibijuwon]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9109
<![CDATA[Fair and credible student assessment depends on consistent grading practices, particularly when multiple raters evaluate academic performance using a shared rubric. This study aimed to examine the consistency of students’ grading by applying the intraclass correlation approach to multi-rater assessments of academic performance. The reliability of ratings was evaluated using the Intraclass Correlation Coefficient (ICC) for continuous rating scores. Data were obtained from records of students’ assessments of project and seminar presentations. The findings revealed varying levels of agreement among raters, indicating that grading practices were generally inconsistent, although some degree of agreement was observed across different assessed variables. These results highlight the importance of applying inter-rater reliability statistics in educational assessment to identify inconsistencies in scoring practices. The study concludes that improving grading fairness and objectivity requires regular rater calibration and the consistent use of standardized rubrics. This study contributes to assessment practice by emphasizing the value of reliability analysis in strengthening the quality and credibility of academic evaluation.]]>
<![CDATA[Poverty: Definition, Factors, Measure, and Approach ]]>
<![CDATA[Kumar, Nand Kishor]]>;
<![CDATA[Sunuwar, Man Bahadur]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i2.9137
<![CDATA[Poverty remains a complex and multidimensional phenomenon that cannot be effectively addressed through a single policy instrument or a purely income-based perspective. This study examines poverty as a structural and human development challenge and emphasizes the need for comprehensive and integrated solutions to reduce its incidence and improve overall well-being. The analysis highlights that effective poverty reduction depends on the interaction of inclusive economic growth, social protection, good governance, and the empowerment of marginalized groups. It further underscores that a balanced combination of income-based and human-centered approaches is essential for addressing the multiple dimensions of deprivation and for promoting sustainable development. The study concludes that poverty alleviation strategies must move beyond narrow monetary measures and adopt a more integrated framework that strengthens livelihoods, expands social inclusion, and enhances the quality of life for all.]]>
<![CDATA[Implementation of Contextual Teaching and Learning Model to Improve Fifth Grade Students’ Mathematical Concept Understanding at SDN 54 Kalosi ]]>
<![CDATA[Chairi Hamsah, Musdalipa]]>;
<![CDATA[Pasinggi, Jonathan S]]>;
<![CDATA[Halik, Abd.]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i1.9155
<![CDATA[Although the implementation of innovative learning models in elementary mathematics education has received increasing attention, research specifically examining the effectiveness of the Contextual Teaching and Learning (CTL) model in improving fifth-grade students’ conceptual understanding in rural elementary schools remains limited. This study aims to evaluate the effectiveness of the CTL model in enhancing students’ understanding of mathematical concepts. A qualitative approach was employed using a Classroom Action Research (CAR) design involving 10 fifth-grade students (5 males and 5 females) of UPTD SD Negeri 54 Kalosi selected through purposive sampling. Data were collected through observation, tests, reflection notes, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that students’ conceptual understanding improved substantially across two instructional cycles: in Cycle I, the average score reached 74% with 40% learning mastery and the learning process categorized as sufficient, whereas in Cycle II the learning process improved to a good category, with the average score increasing to 84% and learning mastery reaching 90%. These results contribute to the theoretical development of contextual learning theory in mathematics education and extend understanding of its practical implementation in rural elementary school settings. The study concludes that the CTL model plays a crucial role in strengthening students’ conceptual understanding in mathematics learning and recommends that teachers systematically integrate contextual strategies into classroom instruction. The implications include theoretical contributions to the growing literature on contextual mathematics learning and practical guidance for elementary school educators, while future research is encouraged to explore the broader application of CTL across diverse educational contexts and larger student populations.]]>
<![CDATA[The Effect of Traditional Game-Based Learning Media on Students’ Motivation and Participation in Physical Education at an Elementary School in Parepare ]]>
<![CDATA[Marhani, Marhani]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i1.9168
<![CDATA[Although the use of traditional games in physical education has received increasing attention in prior studies, research specifically examining their effect on both students’ motivation and active participation at the elementary school level in Parepare remains limited. This study aims to analyze the effect of traditional game-based learning media on students’ motivation and participation in physical education learning. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group model, involving 58 fifth-grade students selected through purposive sampling. The study was conducted in November 2025 at SDIT Ashabul Kahfi Parepare. Data were collected using a motivation questionnaire and structured observation sheets to measure student participation, and were analyzed using descriptive statistics and an independent samples t-test. The findings indicate a significant difference between the experimental and control groups: students who participated in learning activities using traditional games demonstrated higher motivation scores (M = 86.45) than those in the conventional learning group (M = 74.28). In addition, the level of active participation in the experimental group reached 89%, exceeding that of the control group (73%). These results contribute to the theoretical development of constructivist learning theory and active learning concepts by demonstrating the effectiveness of culturally relevant and engaging learning media. The study concludes that the integration of traditional games plays a crucial role in enhancing students’ motivation and participation in physical education, and recommends that physical education teachers adopt traditional game-based strategies as an alternative instructional approach. The implications include theoretical contributions to the growing literature on culturally responsive pedagogy in physical education and practical recommendations for schools to incorporate local cultural resources into learning activities. Furthermore, this study highlights opportunities for future research on the long-term impacts of traditional game integration and its influence on students’ physical fitness and social skills development.]]>
