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
157 Documents
<![CDATA[Implementation of Entrepreneurship Education to Foster University Students' Entrepreneurial Interest ]]>
<![CDATA[Iyan]]>
<![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.v4i2.11460
<![CDATA[Although entrepreneurship education has received considerable scholarly attention, research examining how its learning processes are implemented to foster university students’ entrepreneurial interest remains limited. This study aims to analyze the implementation of entrepreneurship education in fostering students’ entrepreneurial interest and identify the factors that support or hinder this process. A qualitative approach with a library research design was employed. Data were obtained through a documentary review of scholarly articles, books, official reports, and other publications relevant to entrepreneurship education. The data were analyzed using content analysis involving data reduction, thematic categorization, data presentation, and conclusion drawing. The findings indicate that entrepreneurship education integrated with practical activities, such as business-plan development, business-idea presentations, and entrepreneurship exhibitions, enhances students’ business understanding, strengthens their self-confidence, and encourages them to initiate entrepreneurial ventures. Entrepreneurial interest is further supported by personal motivation, lecturer support, a conducive campus environment, and advances in digital technology. Conversely, limited experience, insufficient financial capital, and fear of failure remain major barriers. The study concludes that practice-oriented entrepreneurship education is essential for cultivating university students’ entrepreneurial interest and preparing independent, innovative graduates capable of creating employment opportunities. These findings contribute to the development of entrepreneurship education in higher education and provide a foundation for designing learning models that are more responsive to evolving business environments and digital transformation.]]>
<![CDATA[From Leadership to Legitimacy Crisis: Lexicon of Peace in Media Discourse on Sheikh Hasina’s Resignation ]]>
<![CDATA[Hasan Shaikh]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.9387
<![CDATA[Political transitions are not only institutional events but also discursive processes through which leadership, legitimacy, resistance, and peace are publicly reconstructed. The resignation of Sheikh Hasina during Bangladesh’s 2024 protests provides a significant case for examining how media discourse negotiates political authority and social transformation. This study aims to analyze media representations of Sheikh Hasina’s resignation and to investigate how discourse, ideology, and peacebuilding narratives are constructed around this political transition. Employing Fairclough’s three-dimensional model of critical discourse analysis, the study examines a strategically selected corpus of 22 national and international news articles. The findings reveal that Hasina’s resignation was framed less as a political retreat than as a discursive reckoning in which her leadership legacy was reconstructed retrospectively, while student slogans challenged established power through irony, solidarity, and collective identification. Through selective lexical choices, shifts in agency, competing ideological positions, and editorial framing, media narratives discursively represented both the erosion of political legitimacy and the emergence of popular agency. Hasina’s silence at the moment of departure constituted a significant discursive absence subsequently filled by military statements, protest slogans, and journalistic interpretation. Despite her historical position as the longest-serving female head of government, gendered perspectives were largely absent from the analyzed coverage, suggesting a symbolic marginalization of gender within narratives of political failure. The study further demonstrates how peace was reframed from an imposed political order toward a discourse of collective renewal shaped by protest, memory, and popular participation. These findings contribute to critical discourse studies by demonstrating how media language participates in reconstructing legitimacy during political crises and transitions. The study also highlights the importance of media literacy in post-conflict contexts where competing interpretations of truth, justice, leadership, and collective memory continue to be negotiated.]]>
<![CDATA[The Catholic Church’s Pastoral Communications and Their Implications for Church-State Relations in Post-Colonial Zambia (1964-2026) ]]>
<![CDATA[Chanda Armstrong]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.9418
<![CDATA[The Roman Catholic Church (RCC) has historically played a significant role in shaping political, economic, and social discourse in Zambia, yet the evolution of its relationship with the State across successive political regimes requires further systematic examination. This study traces the historical trajectory of RCC–state relations in Zambia from independence in 1964 to 2026 through pastoral letters issued by the Catholic Bishops’ Conference of Zambia on matters of national concern. It aims to analyze the development and dynamics of RCC–state relations, examine the implications of pastoral communication for these relations, and propose a communication framework for reducing institutional tension. A qualitative research approach was employed, drawing on literature review, document analysis, and narrative analysis, with the data subsequently analyzed thematically. Guided by political-institutional transformation theory, the study examines changes in church–state relations across political transitions, particularly from the United National Independence Party (UNIP) era to the current United Party for National Development (UPND) administration. The findings reveal that pastoral statements on the state of the nation have a dual implication: they enable the RCC to advocate for social justice and freedoms and to provide institutional checks and balances, while simultaneously contributing to tensions and widening the relational gap between the Church and the State. The study concludes that pastoral communication remains an influential mechanism through which the RCC engages with governance and national development, but its effectiveness depends on communication structures capable of balancing prophetic advocacy with constructive institutional engagement. Accordingly, the study recommends the re-evaluation and adoption of communication structures that foster cooperation, sustained dialogue, and mutual understanding in the interests of the Zambian people and national development. This study contributes to the literature on church–state relations by providing a historically grounded analysis of pastoral communication in Zambia and by proposing a framework for strengthening sustainable dialogue between religious and state institutions.]]>
<![CDATA[The Contribution of Health Psychology to the Explanation of Health Behavior: An Integrative Analysis in Light of the Biopsychosocial Model and Its Implications for Social Health Work ]]>
<![CDATA[Housni Kossai]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.9682
<![CDATA[In recent decades, the understanding of health and illness has undergone a profound epistemological shift, moving beyond purely biomedical explanations toward more integrative and multidimensional approaches. Within this context, Health Psychology has emerged as an interdisciplinary field concerned with examining the dynamic interactions between psychological, social, and biological factors in shaping health-related behaviors. This study aims to analyze the contribution of Health Psychology to understanding health behavior within the framework of the biopsychosocial model, while highlighting its implications for social work practice in healthcare settings. It also explores the role of psychosocial professionals in enhancing treatment adherence and promoting patients’ psychosocial adjustment through evidence-based interventions. The study adopts a descriptive-analytical approach based on a critical review of relevant literature, complemented by an illustrative case study to demonstrate the complex interplay of determinants influencing health behavior. The findings indicate that health behaviors are shaped by the interaction of psychological variables (e.g., health perceptions and self-efficacy), social determinants (e.g., social support and cultural context), and biological factors, thereby underscoring the limitations of reductionist biomedical models. The study concludes that integrating Health Psychology principles into social work practice enhances the effectiveness of healthcare, improves quality of life, and strengthens interdisciplinary collaboration within healthcare institutions. This study contributes to the existing literature by providing an integrative analytical framework linking Health Psychology with social work practice in healthcare settings, particularly within under-researched Arab contexts. It also offers a conceptual bridge between theory and practice through the application of the biopsychosocial model in a real-world illustrative case.]]>
<![CDATA[Perception de la coordination des soins et appréciation de la vie chez les jeunes adultes atteints de cancer: étude corrélationnelle en contexte oncologique marocain ]]>
<![CDATA[Lamya Lamrani]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.9788
<![CDATA[Cancer care extends beyond biomedical management and includes organizational factors that may influence patients’ subjective well-being. This study aimed to examine the association between perceived care coordination and life appreciation among young adult cancer patients. A quantitative study was conducted with 209 oncology patients. Perceived care coordination was assessed using the PCCCT-14 questionnaire, previously adapted and validated in Arabic. Pearson’s correlation analysis was performed. A positive and statistically significant correlation was found between perceived care coordination and life appreciation (r = 0.335; p < 0.005). Better perceived care coordination is associated with higher life appreciation, highlighting the importance of organizational aspects of care in shaping patients’ subjective experiences in oncology.]]>
<![CDATA[Impact of AGSMEIS-Funded ICT Enterprises on Poverty Reduction in Gombe State, Nigeria (2019–2025) ]]>
<![CDATA[Ibrahim Abdullahi]]>;
<![CDATA[Umar Farouk Musa]]>;
<![CDATA[Mohammad Nuru Umar]]>;
<![CDATA[Rukayya Aminu Gar]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.10538
<![CDATA[Access to affordable finance remains a major constraint on the growth of Information and Communication Technology (ICT) enterprises, despite the sector’s increasing importance for entrepreneurship, employment creation, and poverty reduction. The Agri-Business/Small and Medium Enterprise Investment Scheme (AGSMEIS) was introduced to address this constraint through low-interest financing and entrepreneurship training for small and medium enterprises. This study aims to examine the impact of AGSMEIS-funded ICT enterprises on poverty reduction in Gombe State, Nigeria, from 2019 to 2025. Guided by Sen’s Capability Approach and Kabeer’s Empowerment Theory, the study employed a quantitative survey design to assess the socioeconomic outcomes associated with participation in the scheme. The findings indicate that AGSMEIS-funded ICT enterprises contributed significantly to poverty reduction by increasing business income, generating employment opportunities, improving access to productive assets, and enhancing household welfare. Beneficiaries also reported improved business performance, greater income stability, and increased capacity for enterprise expansion. However, inadequate electricity supply, inflation, and weak digital infrastructure constrained the extent to which beneficiaries could realize the full benefits of the programme. The study concludes that AGSMEIS has positively contributed to poverty reduction among ICT entrepreneurs in Gombe State by strengthening income-generating capacity and supporting enterprise development. These findings contribute to the literature on development finance, financial inclusion, and entrepreneurship by demonstrating the poverty-reduction potential of targeted SME financing in the ICT sector. The study further highlights the need to strengthen post-loan support services, improve digital infrastructure, and expand access to ICT-focused financing to enhance the effectiveness and sustainability of similar interventions.]]>
<![CDATA[Physical Literacy and Practicum Experience as Predictors of Inclusive Physical Education Self-Efficacy ]]>
<![CDATA[M. Asri B]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 4 No 3 (2026): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v4i3.11772
<![CDATA[Inclusive physical education requires pre-service primary teachers to adapt instructional tasks, communicate learning expectations, ensure safety, and sustain meaningful participation among learners with diverse abilities. This study aims to examine whether physical literacy and practicum experience predict inclusive physical education teaching self-efficacy among pre-service primary teachers at Universitas Negeri Makassar, Indonesia. The proposed study employs a cross-sectional explanatory design involving approximately 160–220 students in the Primary School Teacher Education program who have completed foundational physical education coursework. Physical literacy will be measured using an adapted instrument for university students, while inclusive teaching self-efficacy will be assessed across six dimensions: planning, instructional adaptation, communication, assessment, safety, and collaboration. Practicum experience will be operationalized according to verified practicum hours and the quality of interactions with learners in school settings. Hierarchical regression analysis will estimate the unique contributions of physical literacy and practicum experience after controlling for semester, prior disability-related coursework, and personal physical activity. As data collection has not yet been completed, the draft does not report empirical findings; any numerical results incorporated for structural demonstration are simulated and must be replaced with field data before submission. Conceptually, the study positions inclusive teaching self-efficacy as an outcome of both embodied competence and authentic teaching exposure. Its findings are expected to inform the design of primary teacher education programs that prepare generalist teachers to deliver safe, adaptive, and participatory physical education in increasingly diverse classrooms.]]>
