Generative Artificial Intelligence (GenAI) presents both opportunities and challenges in scientific writing and academic publishing. To enhance transparency, research integrity, and trust in scholarly communication, ISAR Publisher has established this policy governing the responsible use of GenAI and AIassisted technologies. This policy aligns with recommendations from major indexing bodies and publishing standards, including Scopus, COPE, and leading international publishers.
ISAR Publisher recognizes that GenAI technologies are evolving rapidly. Therefore, this policy focuses on principles of transparency, accountability, and ethical use rather than prescribing specific tools or rigid technical requirements.
This policy applies to:
Generative AI and AIassisted technologies refer to software or systems capable of generating, editing, summarizing, translating, or enhancing text, images, or other content based on prompts or data inputs. Examples include, but are not limited to, large language models, AIbased language editing tools, and automated contentgeneration systems.
Authors may use GenAI or AIassisted tools for limited and supportive purposes, such as:
Conditions:
The following uses of GenAI are not permitted:
To ensure transparency, authors must disclose the use of GenAI or AIassisted technologies in manuscript preparation. Disclosure should be provided in a dedicated section titled “Declaration of Generative AI and AIAssisted Technologies in Writing” and must include:
Example:
During the preparation of this manuscript, the authors used [tool name] to assist with language editing and readability. All content was reviewed and approved by the authors, who take full responsibility for the final version.
Failure to disclose GenAI use may be considered a breach of publication ethics.
The use of GenAI does not diminish or transfer responsibility. Authors, editors, and reviewers remain fully accountable for all content, decisions, and ethical compliance associated with published works.
Noncompliance with this policy may result in manuscript rejection, correction, retraction, or other editorial actions. ISAR Publisher reserves the right to revise this policy periodically to reflect technological developments, ethical standards, and indexing requirements.
ISAR Publisher
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In 2023, Tanzania implemented a comprehensive nationwide curriculum reform spanning pre-primary, primary, secondary, and teacher education levels, with the objective of aligning learning outcomes with 21st-century skills and national socio-economic development priorities. Anchored in competency-based curriculum and skills-for-employment frameworks, this study examines the scope, objectives, and stakeholder-informed priorities underpinning the reform process. A mixed-methods research design was adopted to capture diverse perspectives on curriculum relevance, structure, and implementation. Data were collected from more than 250,000 education stakeholders, including policymakers, educators, learners, parents, employers, and civil society actors, using questionnaires, interviews, focus group discussions, online platforms, telephone consultations, and documentary review. Quantitative data were analysed using descriptive and inferential statistical techniques, while qualitative data were subjected to thematic content analysis. The findings reveal three interrelated reform priorities: policy alignment between education and labour market needs; curriculum restructuring to emphasise competencies, practical skills, and learner-centred pedagogies; and implementation strategies focusing on assessment reform, teacher professional development, and institutional coordination. Harmonised implementation frameworks among key education agencies emerged as critical for coherence and sustainability. The study contributes large-scale empirical evidence from a national curriculum reform in Sub-Saharan Africa and highlights innovative curriculum design strategies relevant to African contexts. It offers policy-relevant insights for countries seeking to transform education systems to enhance employability, inclusive growth, and lifelong learning. It's recommended that future reforms should prioritise coherent implementation strategies, continuous stakeholder engagement, and rigorous monitoring and evaluation to ensure sustainable impact.
The growing combination of geospatial technologies, Artificial Intelligence (AI), and edge computing is changing the field of spatial analysis, environmental monitoring, and infrastructural design. This article gives a thorough summary of the way modern computer science approaches—namely machine learning (ML), deep learning (DL), container orchestration using Kubernetes, and ultra-reliable low-latency communications (URLLC)—are being incorporated into geospatial geoinformatics. Instead of carrying out processing in centralised cloud systems, geospatial systems can now handle high-resolution Earth Observation (EO) data, LiDAR point clouds, and Internet of Things (IoT) spatial streams in near real-time by moving the processing tasks to the network edge.
We look systematically at the basic methods involved in spatial intelligence, containerized orchestration, multi-sensor data fusion, and edge deployment architectures. Moreover, we combine the more recent literature from a range of disciplines to show the way in which spatial technologies directly contribute to the UN Sustainable Development Goals (SDGs), help reduce regional environmental degradation, and improve university-based entrepreneurial ecosystems. Lastly, the main research gaps—such as the problem of bandwidth limitations in remote areas, model drift in changing environments, and governance constraints—are identified, together with specific future directions for next-generation spatial computing.
This study entitled Toward a Dialogue: Indigenous Rwandan and Christian Understandings of Creation explores the relationship between traditional Rwandan conceptions of creation and Christian theology. The research sought to answer the question: how can Indigenous Rwandan understandings of creation contribute to a contextual Christian theology of creation in Rwanda? The study was guided by the hypothesis that Indigenous Rwandan beliefs and Christian teachings on creation contain complementary values that can enrich theological dialogue and inculturation. The main objective was to analyze convergences and divergences between the two traditions and propose a constructive theological synthesis relevant to the Rwandan context. The research involved 55 Year 3 catechesis students from the Faculty of Theology. Data were collected through questionnaires, interviews, and document analysis using qualitative and quantitative methods. Historical, comparative, and theological approaches were applied in the analysis. The findings revealed that 87% of respondents acknowledged similarities between Indigenous Rwandan beliefs and Christian teachings on the sacredness of creation, while 82% supported inculturation as a means of strengthening Christian faith in Rwanda. However, 64% identified syncretism as a major challenge in theological dialogue. The study concludes that constructive dialogue between Rwandan traditions and Christianity can promote ecological responsibility, cultural identity, and a contextual theology of creation for the Church and society in Rwanda.