Given the digital revolution currently underway in the world, which has impacted all aspects of life within societies, particularly among adolescents who are open to experiencing new experiences in line with their psychological and educational needs, previous literature has revealed a paucity of studies addressing adolescents' use of ChatGPT to solve their social problems and the effects of this use on their social problem-solving skills. Therefore, the current study aimed to identify the educational and psychological reasons for adolescent students' tendencies toward using artificial intelligence (ChatGPT) to solve their social problems.The researcher used the descriptive approach, and the study sample included a purposive sample of 30 students from Al-Sa'idiya School in Salalah, grades 10-12, in the Dhofar Governorate of the Sultanate of Oman, who completed the study's interview questionnaire. The research concluded that: There is an impact of using artificial intelligence (AI) (ChatGPT) to solve social problems among adolescent students, that training or guidance programs conducted at schools are insufficient, and that programs directed at families regarding rational methods for using AI (ChatGPT) to solve social problems with adolescents are weak. The inability of some teachers to employ educational activities to meet the needs of adolescent students may be a result of poor academic preparation that does not include familiarity with AI programs.

As the demand for the implementation of mobile-assisted learning (MALL) in education is increasing, various research and studies have been conducted to examine the effectiveness of MALL on Second Language Acquisition (SLA) within different university settings. In various higher education contexts, MALL has proved its effectiveness in enhancing various linguistic skills, including grammar and vocabulary, while showing an increase in students’ motivation, autonomy, and engagement. However, research on MALL’s effectiveness and implementation in Egypt is limited. The main objective of this annotative bibliography is to explore how MALL effectively enhances university students’ vocabulary and grammar skills and fills the gap regarding its implementation in Egypt by examining studies from different countries, such as Saudi Arabia, Iran, Vietnam, and other international contexts. These studies used various methods to collect quantitative and qualitative data, including ANOVA, quasi-experimental design, semi-structured interviews, surveys, etc. Studies revealed that MALL is a highly significant tool as it helps students build richer vocabulary, enhance grammar skills, and retain language forms more effectively over time. In addition, they feel more motivated, engaged, and autonomous while learning. The findings also suggested that the digital literacy gap and insufficient teacher training remain challenges; further research should explore practical solutions to enhance MALL integration to maximise its educational impact.

The Northwest/Southwest divide in Anglophone Cameroon represents one of the most enduring and politically consequential intra‑regional cleavages in the country’s postcolonial history. While both regions share a common Anglo‑Saxon colonial heritage and a collective experience of marginalization within a Francophone dominated state, their internal relationship has been shaped by competing claims to autochthony, demographic anxieties, and elite‑driven narratives of belonging. This article examines the historical, socio‑anthropological, and political foundations of the divide, focusing on the emergence and evolution of the derogatory label cam‑no‑go as a symbol of exclusion directed at Northwestern migrants in the Southwest region. Drawing on theories of autochthony, migration, and identity politics, the study traces the roots of the conflict to colonial labor migration, plantation capitalism, and the political rivalries of the 1950s and 1990s. It argues that the Northwest/Southwest dichotomy is not merely cultural but structurally produced through state policies, elite manipulation, and demographic pressures. The article concludes that the politics of belonging continues to undermine Anglophone solidarity, with significant implications for the ongoing Anglophone Crisis and prospects for collective self‑determination.

The call to indigenize African educational systems is present on the tables of almost all fields of academic pursued in African literature. It aims at aligning curricula with African traditions and values; a process some scholars have termed “Africanization” or a “return” to ancestral knowledge. What this means is that, education should be brought in broad view in terms of engaging local, community and off-school knowledges rooted in the African indigeneity in both formal and informal sites as part of the process of a re-reading the ‘school curriculum.’ The goal is to take the learner to the entirety of African epistemology, in terms history, culture, tradition, past, and identity, contested, concrete and meaningful to how we come to decolonize the school curriculum in other to create social/community and academic excellence. The call is to have authentic African educational system for the African learner, a system which remains true to the African learner, rooted as indicated already to the African history, past, culture, tradition with African identity. The place of educationists especially curriculum designers and higher education/universities is primordial in achieving this objective

There isn’t any further gainsay that in rethinking the African educational system especially in the context of university studies and specifically, indigenizing the curriculum, the question of how contemporary learners can be assisted in using African local and indigenous knowledges to solve everyday problems is important. It is easier and there are merits learning from and working with knowledge one is familiar with. Therefore, bringing on board an African-centered interpretation of knowledge particularly in the universities to achieve excellence will be most useful for local community development (that is, in solving pressing social issues) using African knowledge and values. 

As the strive towards indigenizing the African educational systems is gaining more and more momentum, it must be acknowledged that there is much skepticism as to the extent and trend at which African cultural norms, identities and local languages can be developed towards cultural and curriculum homogenization to meet with international standards (Brock-Tune, 2003; Barasa, 2009, Knight, 2008; Jowi, 2009; Teferra & Altbach, 2004). This is a legitimate worry because of the influence of western cultural values and languages upon indigenous knowledges and languages (Assie-Lumumba, 2006; Dei 2011a). Talking about indigenizing the African educational Systems, the question of how learners can be assisted in using African local or indigenous knowledges to solve everyday problems is inescapable. The thoughts of John Deweh on community education can be useful. Deweh’s conceptualization of education on community and social interaction, collaboration and democratic participation touches on the very nature of the African as an incurable social being (Mbiti, J, 2004). His focus was on creating an environment that favors collective learning, democratic values, and real-world learning are seen. This can only be done in a culture and language the learner is most familiar with. This concept is simply an idea or thought of Dewey on how a community can grow by means of education. Education as communication or transmission of values (Dewey, 1916) can according to Deweh be effectively  done in and as a community which itself is a group of individuals sharing “common” interests, values and goals and who work together to achieve these goals (Dewey, 1916). The African concept of community is often rooted in its cultural values. If education is to effectively take place in a community, it cannot but be indigenized.

Generative artificial intelligence has demonstrated remarkable capabilities in real-time content creation for interactive entertainment, yet current implementations struggle with the persistence, consistency, and scalability demanded by modern multiplayer and long-form gaming environments. This paper presents a hybrid server–AI architecture that fuses the deterministic reliability of authoritative multiplayer server frameworks with the creative flexibility of state-aware generative systems. The proposed three-tier design consists of (1) a deterministic server backend leveraging technologies such as Unity Netcode for GameObjects, Unreal Engine 5’s dedicated servers, and Amazon GameLift to maintain authoritative and persistent world state; (2) a state-aware generative layer responsible for producing real-time environmental, character, and interactive assets informed by canonical game state; and (3) an AI-driven post-processing enhancement system that applies neural rendering, upscaling, and detail synthesis to lightweight base scenes, reducing computational overhead by 60–80% relative to full generative rendering while maintaining high visual fidelity. The architecture introduces novel synchronization mechanisms, including a content-addressable generation ledger and a generative determinism envelope, to ensure causal coherence, fairness, and identity continuity across sessions. Performance modeling indicates the system can sustain thousands of concurrent users with sub-100 ms end-to-end latency, supported by predictive asset prefetching, hierarchical level-of-detail strategies, and progressive enhancement pipelines. This framework provides a practical and scalable pathway for deploying persistent generative game worlds, bridging a critical gap between cutting-edge AI content generation and the proven stability of modern multiplayer infrastructures. The approach has direct applicability to both entertainment and serious games, enabling new genres that combine emergent creativity with persistent, socially complex, and economically rich virtual environments.

Why has the long-term promotion of Western democracy not led to democratic consolidation in Central Asia? The available literature explains this development through inconsistent conditionality, geopolitical prioritisation, or domestic authoritarian resilience in turn. The current paper is a development of another explanation. It posits that the hybrid political order in Kazakhstan is more of stabilizing forces of multipolar normative competition and not a failure of transition. The concept of ideological equipollence is introduced to the study to provide a condition where rival external governance models are used, which include liberal democracy advocated by the United States and the European Union, sovereign democracy advocated by Russia, and authoritarian capitalism advocated by China, with counterbalancing effects on the domestic political development. The article uses Western democracy assistance frameworks, Russian-led security institutions, Chinese economic statecraft, and the expansion of digital governance based on qualitative process tracing between 1991 and 2025. The results prove the point that the presence of other economic, technological, and security alliances decreases the power of liberal conditionality and allows domestic elites to selectively adopt institutional forms while keeping the executive powers intact. Instead of convergence or polarization, multipolar norm contestation is a source of equilibrium hybridity. The article helps in democracy promotion debate, authoritarian diffusion debate, and global order debate by theorizing ideological equipollence, which argues that in multi-polar settings, normative competition can support the entrenchment of hybrid regimes instead of democratic transition.

This study investigated the determinants of English Proficiency Test performance among 288 college students at VMA Global College using a one-shot survey design and stratified random sampling. The cohort was predominantly 18-year-old males enrolled in maritime courses, most of whom entered with "Fair" high school English grades. Data were collected via a validated teacher-made instrument and institutional records to assess proficiency across five sub-areas, including sentence structure and reading skills. Findings revealed that 50.3% of respondents demonstrated moderate overall English proficiency. While students showed relative strengths in vocabulary and word order, they struggled significantly with subject-verb agreement, verb forms, and inferential reading comprehension. Statistical analysis indicated that English Placement Test (EPT) performance and College English Grades significantly varied by personal characteristics—such as sex and course—but not by year level. Crucially, the study established that both EPT scores and college grades are significant predictors of English proficiency; higher performance in these areas directly correlates with superior proficiency outcomes. Based on these conclusions, the study recommends strengthening the English curriculum through bridging programs, establishing a dedicated Language Department, and implementing gender-responsive motivating activities to address the specific needs of the predominantly male maritime student population.