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
123 Documents
<![CDATA[Role of Loss Aversion, Representativeness, and Overconfidence in Investment Decision-Making ]]>
<![CDATA[Shrestha, Sajeeb Kumar]]>;
<![CDATA[Karki, Pravesh]]>;
<![CDATA[Shrestha, Nayan]]>;
<![CDATA[Karki, Tej Bahadur]]>;
<![CDATA[Mahat, Dipak]]>;
<![CDATA[Neupane, Dasarath]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5097
<![CDATA[This study investigates how behavioral biases loss aversion, representativeness, and overconfidence influence investment decisions in Nepal’s stock market. Using a descriptive and causal research design, data were collected via structured questionnaires from 120 individual investors. Analysis through SPSS revealed that overconfidence has a significant positive impact on investment decisions, while loss aversion and representativeness showed moderate but insignificant effects. These findings highlight the critical role of psychological factors in shaping investor behavior, offering insights for financial advisors and policymakers to mitigate bias-driven risks.]]>
<![CDATA[The Detrimental Effects of Ineffective Foreign Policies on Democracy ]]>
<![CDATA[Thapa, Santa Bahadur]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5127
<![CDATA[This paper examines the complex interplay of foreign policy and democracy, detailing how one nation's foreign policy can profoundly influence its democratic base. While shrewd foreign policy can reinforce democratic governance, economic growth, and international cooperation, misplaced or incompetent foreign policy will undermine trust in the public, destabilize institutions, and lay the groundwork for authoritarianism. This paper reviews how failed foreign policies underlie the crisis in democracy, engaging with literature from various regions. Mistakes in foreign policy can lead to serious repercussions, including economic decline, social unrest, loss of a nation’s reputation and credibility, and alienation of public trust. Building on its analysis of the correlation between foreign policy miscalculations and democratic decay, the paper uses the specific examples of US intervention in Iraq, Russian aggression toward Ukraine, Saudi engagement in Yemen, and Chinese adventurism in the Indo-Pacific to illustrate how elite foreign policy failures have ushered in democratic backsliding and a decline of democratic norms and institutions throughout their societies. The paper concludes that responsible and effective foreign policy is based on democratic values, respect for human rights, and international cooperation. These policies allow nations to create democracy at home and promote a more peaceful, prosperous world.]]>
<![CDATA[The Effectiveness of Psychotherapeutic Education Program in Improving Social Skills in Schizophrenia Patients ]]>
<![CDATA[Kmichou, Halima]]>;
<![CDATA[Klaina, Mekki]]>;
<![CDATA[Ziani, Aicha]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5147
<![CDATA[This study was conducted in response to the scarcity of Arabic research on psychotherapeutic interventions for schizophrenia compared to pharmacological treatments, which are more prevalent in Western societies. It thus represents a significant scientific contribution to this field. The study aims to enhance the social skills of individuals with schizophrenia and facilitate their reintegration into society through the implementation of a therapeutic program at Ibn Al-Hassan Psychiatric Hospital in Fez. A clinical case study approach was adopted, with a sample comprising three male patients diagnosed with schizophrenia. Data collection tools included clinical observation, medical history analysis, clinical interviews, and pre- and post-assessments using a social skills scale. The collected data were analyzed by comparing pre- and post-test results to measure the program’s effectiveness. The findings revealed a significant improvement in the participants’ social skills, allowing them to interact more effectively with their surroundings and reintegrate into their family environments following a reduction in the severity of their symptoms. Some initial resistance to therapy was observed due to auditory and visual hallucinations, but these diminished after three to four sessions. The study confirmed the effectiveness of psychoeducational therapy in improving social skills among individuals with schizophrenia, contributing to their reintegration and reducing relapse risks. Furthermore, it underscored the need to expand Arabic research in this field to develop more effective therapeutic interventions.]]>
<![CDATA[Digital Transformation in the Workplace: A Bibliometric Exploration of Co-Occurrence Networks and Emerging Themes in Scholarly Literature ]]>
<![CDATA[Mishra, Sanjib]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5288
<![CDATA[Background: The COVID-19 pandemic accelerated digital workplace transformation, sparking global research into its socio-technical and human-centric impacts. This study maps scholarly trends to uncover key themes and gaps. Methods: A bibliometric analysis of 133 Scopus-indexed Social Sciences articles (open-access, 2012–2025) was conducted using VOSviewer. Keywords digital, workplace, and experience guided data extraction, with co-occurrence networks and bibliographic coupling identifying thematic clusters. Results: Post-2020, publications surged (peaking at 31 in 2023), driven by remote work and AI integration. Thematic clusters highlighted pandemic-driven pedagogy, workplace well-being, gig economy exploitation, and blurred work-life boundaries. The UK and Australia led research output, while Progress in Human Geography and BMC Medical Education anchored high-impact contributions. Keywords like “Covid-19,” “digitization,” and “gender” underscored tensions between efficiency and equity. Conclusion: Digital workplace research remains fragmented, dominated by Anglophone perspectives and theoretical silos. Future work must prioritize equitable policies, cross-cultural collaboration, and ethical frameworks to balance technological advancement with human well-being.]]>
<![CDATA[Integration of PAI with Environmental Preservation: Building Ecological Piety for Students at School ]]>
<![CDATA[Lutfi, Saiful]]>;
<![CDATA[Hamdanah, Hamdanah]]>;
<![CDATA[Normuslim, Normuslim]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5290
<![CDATA[The integration of Islamic Religious Education (PAI) with environmental conservation to build ecological piety among students is important to preserve nature in the future. Therefore, education based on Islamic values collaborated with natural knowledge is expected to increase environmental awareness among the younger generation. In accordance with the existing statement, the purpose of this study is to examine how the integration of PAI can shape the character of students who care about the environment. This research uses a descriptive qualitative approach and literature study to explore relevant literature so as to obtain research results that show that religious education integrated with environmental preservation can increase students' ecological awareness. The research subjects were teachers and students of MTsN 1 Palangka Raya, while the data collection techniques used observation, interviews and documentation. The results showed that in addition, programs such as Adiwiyata School in MTsN 1 Palangka Raya have proven effective in shaping a culture of environmental care in schools. Although there are challenges in implementing the curriculum, innovative efforts are needed to overcome these obstacles. This research is expected to contribute in developing more effective learning strategies in terms of environmental conservation.]]>
<![CDATA[Human Acts by Han Kang as a Narrative of Trauma and Human Rights ]]>
<![CDATA[Dahal, Tara Kumar]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5291
<![CDATA[This paper examines Han Kang’s novel Human Acts as a trauma and human rights narrative, with a focus on the 1980 Gwangju Uprising in South Korea. The novel recounts the suppression of a student uprising in Gwangju, depicting the experiences of the boy at the center of the story and those of his acquaintances. The research examines the personal, parochial, and political dimensions of trauma in the narrative, addressing the complex interplay between individual experiences and public history. The study highlights the significance of Kang's work, particularly in light of South Korea's recent history, including the 2014 ferry disaster and the 2017 killings by city authorities, which echo the traumas of the Gwangju Massacre. The narrative's vivid depiction of violence and suffering emphasizes the importance of understanding these events to foster awareness and connection to collective trauma. The research uses literary trauma theory and human rights theory to analyze the novel, examining how Kang's narrative portrays the individual and collective trauma of the 1980 Military Coup. It examines the narrative structure, character development, and thematic elements of the novel, with a focus on the representation of violence, resistance, memory, and human rights. The findings suggest that Human Acts effectively convey the multifaceted nature of trauma and its enduring impact on individuals and society. The novel serves as a crucial narrative that contributes to the discourse on trauma, memory, and human rights, highlighting the importance of acknowledging past atrocities and striving for justice and accountability.]]>
<![CDATA[Transgender Students’ Responses to Systemic Stressors in South African Universities ]]>
<![CDATA[Buthelezi, Johannes]]>;
<![CDATA[Brown, Anthony]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5293
<![CDATA[This paper explores the retorts of students with transgender identities towards structural exclusion in institutions of higher learning. This cohort of student’s studies and reside in spaces that are suppressive, oppressive and marginalising for them. These and similar institutions of higher learning do not affirm inclusion and diverse gender diversity among student populations. For this reason, these transgender students are obligated to retort against these structural exclusions. This study is interested in finding out how students with transgender identities navigate through institutions of higher learning in pursuit of inclusivity. Eight participants who identify themselves as transgender students were sampled using a purposive sampling method. To comprehend their realities, a phenomenological approach is utilised through the adoption of an arts-based approach to collect data. Content data analysis is suitable to assess the reliability and validity of the raw data collected for this study. Furthermore, the minority stress theory (MST) underpins this study. The theory brings understanding of the impact of distal and proximal stressors caused by structural exclusions in the lives of students with transgender identities at institutions of higher learning. The findings of the study revealed that students with transgender expressions are excluded, discriminated and ‘othered’ because institutions of learning are characterised by direct and structural discrimination known as heterosexism. This article argues that the system is silent (or silencing) about the needs of students with transgender identities. These experiences create distal and proximal stressors that affect the well-being and academic work of transgender students. Therefore, radical transformation should be prioritised to ensure that institutions of learning are safe and inclusive spaces for all students.]]>
<![CDATA[Intelligence Émotionnelle Artificielle: Applications en Psychologie et Perspectives Futures ]]>
<![CDATA[Brir, Hicham]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5399
<![CDATA[This article examines the emergence of Artificial Emotional Intelligence (AEI) in psychology, an interdisciplinary field integrating deep learning, natural language processing, and affective computing. It explores its promising applications—such as therapeutic chatbots and predictive diagnostic tools—to democratize access to mental healthcare and personalize interventions. Major challenges, including interpreting cultural nuances, managing algorithmic biases, safeguarding sensitive data, and limitations in replicating human empathy, are critically analyzed. The study emphasizes the need for transdisciplinary collaboration (psychology, engineering, ethics) to guide its deployment, validate clinical efficacy, and preserve the integrity of therapeutic practices. Finally, AEI is framed as a technological adjunct to traditional methods, enhancing—without replacing—human interactions central to psychological care.]]>
<![CDATA[تحديات العفة والتعفف والاستعفاف في العصر الرقمي: دراسة قرآنية وحديثية ونفسية لآثار وسائل التواصل الاجتماعي ]]>
<![CDATA[Klaina, Mekki]]>;
<![CDATA[Kmichou, Halima]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5460
<![CDATA[The importance of this topic lies in the role of religious awareness in promoting ethical values among individuals and communities, and its profound impact on shaping social and moral concepts that contribute to building a stable society. Therefore, this research aims to explore the impact of religious awareness on individuals' behaviours and perceptions of ethical values, as well as how various media contribute to reinforcing these values. The research problem revolves around the following question: Can religious awareness bring about a real and tangible change in individuals' behaviours and perceptions towards ethical values in the contemporary world? The methodology followed in this research is descriptive and analytical, where we examined the verses and prophetic sayings related to the topic in order to explore their meanings and implications for protecting individuals and communities psychologically, physically, socially, economically, and politically. Data collection was also carried out through questionnaires and surveys to determine the impact of religious awareness on individuals' ethical values. The key findings show that religious awareness plays a pivotal role in enhancing ethical values. It was confirmed that individuals exposed to religious content adopt more positive behaviours and values in their daily lives. Additionally, various media outlets, such as religious speeches and videos, significantly contribute to shaping and changing moral attitudes. In conclusion, the research highlights the importance of religious guidance as an effective tool in achieving moral change and enhancing values within society.]]>
<![CDATA[A Quantitative Study of Examinees’ Perceptions of the Design and Development of Higher Education Exit Exams: The Case of JIGDAN College ]]>
<![CDATA[Teshome, Samson Worku]]>;
<![CDATA[Kibret, Belay Tefera]]>;
<![CDATA[Fantaye, Girma Lemma]]>
<![CDATA[ International Journal of Humanities, Education, and Social Sciences Vol 3 No 2 (2025): International Journal of Humanities, Education, and Social Sciences ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijhess.v3i2.5469
<![CDATA[This research explores how students perceive the design of exit exam in Ethiopia at JIGDAN College, focusing on the Accounting and Finance and Management departments. Adopting a quantitative case study method, the study assesses the effectiveness, fairness, and overall quality of higher education exit exam design. Data were gathered through structured questionnaires completed by 127 students that took exit exam in 2023 and 2024, yielding critical insights into their experiences. Census was used since the number of students was small. The findings reveal that while students appreciate the clarity of guidelines and the relevance of exam content to their coursework, concerns emerge regarding the representation of diverse backgrounds and the integration of ethical issues. The results indicate a significant need for improved stakeholder involvement to better align assessments with industry standards. Additionally, students expressed a desire for exit exam that incorporate practical applications and ethical dilemmas, highlighting the importance of preparing them for real-world challenges. Recommendations for enhancing exit exam design include increasing clarity and accessibility of guidelines, promoting inclusivity through diverse input, strengthening collaboration with industry stakeholders, and integrating ethical considerations into assessments. By addressing these areas, the Ministry of Education can improve the effectiveness and fairness of its exit exams, ultimately better preparing students for successful careers. This research contributes to the ongoing discourse on exit exam and underscores the necessity of aligning academic evaluations with the evolving demands of the professional landscape. Future studies should explore the implementation of these recommendations and their impact on students’ outcomes and perceptions, fostering a continuous improvement approach to exit exam design.]]>
