📄 Category

social_science

1804 papers

📄 social_science

Compliance artefact or risk instrument? A content analysis of 100 CPTED reports in the New South Wales, Australia state planning system

This study's content analysis of 100 CPTED reports in New South Wales reveals that they predominantly function as superficial compliance artefacts rather than rigorous risk instruments, characterized by a significant gap between high-quality presentation and low methodological substance, a structural deficit that has persisted unchanged over a decade.

Codee Roy Ludbey, Mehul Singh, Daniel Versaci2026-07-23
📄 social_science

Community Response to Early Warning System: An Empirical Study on Action Delay and Risk Perception

This empirical study of 2,357 respondents reveals that significant delays or inaction in responding to early warning systems for disasters are driven by factors such as low risk perception, mistrust from false alarms, and logistical barriers, underscoring the need for clearer communication and stronger community trust to improve evacuation compliance.

Radoanul Arifen, Anisa Azad, S. M. Meriyan Islam, Aporba Saha, Rakibul Hasan2026-07-23
📄 social_science

Artificial Intelligence, Learning and Social Engagement among Undergraduate Students: A PRISMA-Guided Systematic Review with Narrative Thematic Synthesis

This PRISMA-guided systematic review of 29 studies synthesizes evidence showing that while AI tools like intelligent tutoring systems and GenAI chatbots can enhance undergraduate learning and social engagement, their effectiveness is highly contingent on pedagogical design, learner self-regulation, and institutional context, and is accompanied by significant risks to critical thinking and equity.

Menyene-Abasi Andem Udo, Imafidon Faith Iniabasi², Anthony Godwin³2026-07-23
📄 social_science

The Intersection of STEM Education and Social-Emotional Learning: Global Trends and Future Directions

This study utilizes a sequential mixed-methods approach to demonstrate that while integrating Social-Emotional Learning (SEL) into STEM education effectively enhances both technical literacy and affective competencies, its success is currently hindered in formal school settings by systemic curriculum pressures, necessitating a shift toward more sensitive evaluation methods and longitudinal research to support long-term STEM retention.

Thoriqi Firdaus, Nuraida Ameliana Putri, Isna Silfiatul Ismawati, Miftahul Jannah, Asna Rahma Auliya2026-07-23
📄 social_science

Educational Assortative Mating and the Experience of Intimate Partner Violence Among Partnered Women in Sub-Saharan Africa

This study of 119,262 partnered women across 26 sub-Saharan African countries reveals that educational homogamy serves as a protective factor against intimate partner violence, while hypogamy (where women are more educated than their partners) significantly increases the risk of violence, supporting male backlash and gender power theories.

Alawode Oluwatobi2026-07-23
📄 social_science

Inspirational leadership and its relationship to the level of organizational excellence among heads of academic departments in Jordanian universities

This study of 328 faculty members in Jordanian universities reveals a statistically significant positive correlation between the average levels of inspirational leadership practiced by department heads and the average level of organizational excellence, leading to recommendations for targeted training to further develop these leadership skills.

Khaledah Khaled Alkailanee, Hazem Ali Badarneh, Luai Taleb Obaidat, Radi Mohammad Al Shannaq2026-07-23
📄 social_science

Teaching Interreligious Dialogue for Peacebuilding in Higher Education: Evidence from a University Intervention

This study demonstrates that a seven-week university-based interreligious dialogue intervention significantly improved Pakistani students' awareness, trust, and dialogue skills across diverse religious groups, with effects sustained over one year, thereby supporting the integration of such literacy programs into higher education to foster peacebuilding in plural societies.

Sara Rizvi Jafree, Syeda Khadija Burhan, Gloria Calib2026-07-23
📄 social_science

Disciplinary differences in epistemic beliefs and the moderating role in research approach preferences among postgraduate students in Tanzania

This study of 479 Tanzanian postgraduate students reveals that academic disciplines significantly influence epistemic beliefs and moderate how these beliefs shape research approach preferences, highlighting the need to integrate epistemological awareness into postgraduate training to foster methodological flexibility.

Maximillian Mgeni, Harun Magosho, Afrael Sarakikya2026-07-23