ISAR Publisher is dedicated to maintaining the highest standards of quality and integrity in scholarly publishing. The peer-review process is a fundamental aspect of ensuring the validity and significance of the research we publish. This policy outlines the principles and procedures governing the peer-review process.
Peer review serves to:
ISAR Publisher employs a double-blind peer review process, in which:
This ensures impartiality and minimizes potential bias.
Reviewers are selected based on:
All reviewers are expected to follow ethical standards and declare any conflicts of interest.
Reviewers evaluate manuscripts based on the following criteria:
ISAR Publisher is committed to maintaining an efficient and timely peer-review process. Authors will be promptly notified of editorial decisions and will receive constructive comments from reviewers to support the improvement of their manuscripts. We aim to ensure transparency and clear communication at every stage of the review.
All manuscripts and related materials are treated as confidential. Reviewers and editors must not share, discuss, or disclose any manuscript content outside the review process.
ISAR Publisher follows COPE (Committee on Publication Ethics) guidelines in all aspects of peer review and publication ethics. We encourage transparency, accountability, and integrity throughout the process.
We continually strive to enhance the effectiveness and transparency of our peer-review process. Feedback from authors, reviewers, and readers is welcomed and considered for ongoing improvements.
For any inquiries or concerns related to the peer-review process, please contact our editorial team at [contact@isarpublisher.com].
This Peer Review Policy reflects our commitment to maintaining the highest standards of scholarly publishing and ensuring the quality and integrity of the research published in ISAR Publisher.
ds dsfdsf dfdsfds dsfdsf hfjkdsh sdfdskhjk
dfdsfdsf
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.