The industrial age-based education system, based on conformity and measurement, fails to align with 21st-century needs the integrated emotional, cultural and technological needs of our century.
Read moreThe industrial age-based education system, based on conformity and measurement, fails to align with 21st-century needs the integrated emotional, cultural and technological needs of our century. This paper explores a set of curricular principles upon which empathy, engagement and equity are placed at the centre of the transformation of learners for a challenging world of change. Existing studies highlight the importance of SEL and student-centred pedagogy yet there remains a gap in the fuller integration of these dimensions in dismantling systemic inequities and promoting meaningful participation. When I say this, it is because this is about as simple as I get, in terms of opposing current systems that favour academic micro-results over the fully human; offering power to the power-less, and which disserve underserved populations and work from a paradigm of disaffection. Borrowed from a fusion of conceptual perspectives of compassionate pedagogy, universal design for learning (UDL), and critical race theory this work posits that empathy drives inclusive classrooms, engagement empowers learners though unique voice and interest, and equity carries the whole by removing the structural barriers. Some key findings are that curricula that integrate empathy-building activities in the classroom (such as perspective-taking play) are associated with better cooperation and less bullying and that equity-focused practices such as culturally responsive teaching close achievement gaps. Approaches to engagement such as project-based learning and student choice clearly do have motivational and thinking-in-the-right-way effects. The implications for policymakers, educators, curriculum designers, couldn’t be timelier: Rethink assessment, invest in training around SEL and anti-bias for educators, reallocate resources to low-funded schools. This framework demands that our community leave behind token reforms and accept systemic change that centres education as the transformative engine for social justice and collective rising. Without these shifts, the vision of high-quality, future-ready education will go steady unfulfilled for many.
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ShowAmiri, S. M. H. (2025). Empathy, Engagement, Equity: The Three Pillars of Tomorrow’s Curriculum. International Journal of Research and Innovation in Social Science, 12(6), 693-708. https://doi.org/10.51244/IJRSI.2025.12060056
Citation CloseThe emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems.
Read moreThe emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems. In the K-12 context, an exploration of PBL's theoretical underpinnings in constructivism, experiential learning, and situated cognition, is accompanied by a discussion of PBL's application across educational contexts, including higher education and professional training. The study features case studies and empirical evidence that underscore the efficacy of PBL in encouraging critical thinking, collaboration and civic engagement. But issues like inequities in resources, complexity of assessment, and resistance to change remain that require systemic solutions like teacher training, public-private partnerships, and policy reforms. Shifts like AI/VR integration and global collaborative initiatives are trends that hint that PBL can also adapt abreast with the advancing tech. Through leveraging theory with practical experience, impact reactions and methodical insights, this article calls attention to PBL as a change agent improving educational equity and lifelong learning and encourages stakeholders to place a shared emphasis on PBL, as pedagogical innovation in response to a 21st-century societal, and workforce need.
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ShowAmiri, S. M. H. (2025). Project-Based Learning Pedagogy: Bridging Theory and Practice for Real-World Impact. International Journal of Research and Innovation in Social Science, IX(IIIS), 3810-3831. http://dx.doi.org/10.47772/IJRISS.2025.903SEDU0274
Citation CloseMahatma Gandhi (1869–1948), a preeminent leader of India’s independence movement, revolutionized global resistance through his philosophy of nonviolence (ahimsa) and truth-force (satyagraha).
Read moreMahatma Gandhi (1869–1948), a preeminent leader of India’s independence movement, revolutionized global resistance through his philosophy of nonviolence (ahimsa) and truth-force (satyagraha). Educated as a lawyer in London, Gandhi’s activism began in South Africa (1893–1914), where he confronted racial apartheid, refining strategies of civil disobedience and moral resistance. Returning to India, he mobilized millions against British colonialism through landmark campaigns like the Non-Cooperation Movement (1920–1922), the Salt March (1930), and Quit India (1942), uniting diverse communities under principles of unity and self-reliance (swadeshi). Central to his teachings was the belief that political freedom must align with social justice; he championed the eradication of caste discrimination, women’s empowerment, and rural economic revival through khadi (handspun cloth). Gandhi’s ethics, rooted in Hindu, Jain, and Christian thought, emphasized simplicity, dialogue, and self-sacrifice as tools for societal transformation. However, his legacy is nuanced, marked by critiques of his early racial views in South Africa, ambiguous stance on caste hierarchies, and controversial personal practices. Despite these complexities, his influence endures globally, inspiring leaders like Martin Luther King Jr., Nelson Mandela, and movements for climate justice and racial equity. This study explores Gandhi’s paradoxical journey from a colonial subject to a global icon arguing that his enduring relevance lies in his vision of ethical resistance. In an era of polarization, Gandhi’s call to “be the change” challenges humanity to confront injustice through compassion, proving that nonviolence remains a potent force for equity and reconciliation.
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ShowAmiri, S. M. H. (2025). Life and Teaching of Mahatma Gandhi. TRANSCEND MEDIA SERVICE (TMS), FEATURED RESEARCH PAPER, 26 May 2025, Available at SSRN: http://dx.doi.org/10.2139/ssrn.5247338
Citation CloseNatural Language Computing (NLC) the intersection of natural language processing and artificial intelligence is poised to overcome these barriers with neural machine translation...
Read moreNatural Language Computing (NLC) the intersection of natural language processing and artificial intelligence is poised to overcome these barriers with neural machine translation, real-time multilingual translation platforms and emotionaware systems. This article follows the evolution of NLC from its early rule-based approach to the transformer-driven models we see today and discusses its transformative applications across healthcare, humanitarian aid, business and entertainment. But the road to a universal translator is littered with obstacles: AIs have trouble with cultural nuance, tend to amplify biases that favor dominant languages, and risk wiping out linguistic diversity. Emergent technologies like context-aware architectures, decentralized AI, and augmented reality integration show us the core of the future bridging divides without homogenizing expression. But ethical considerations hang over these developments can machine truly mirror the empathy of human translators, and how do we reconcile progress and cultural protection? This article makes the case, through advocacy for inclusive design, community driven models and strong ethical guardrails, that NLC's real power is not about replacement of human language, but rather enhancement of its fullness. Only through a content creation and translation process that is equitable, sustainable, and respectful of global diversity can we hope to achieve a truly language agnostic world.
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ShowAmiri, S. M. H. (2025). The babel fish of the digital age: Natural language computing as a universal translator. International Journal of Science and Research Archive, 15(03), 927-939. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1839
Citation CloseThe role of AI in auditing is quickly changing the world of business assurance. Traditional audit is limited in terms of scope, speed, and accuracy as business operates in more complex financial ecosystems.
Read moreThe role of AI in auditing is quickly changing the world of business assurance. Traditional audit is limited in terms of scope, speed, and accuracy as business operates in more complex financial ecosystems. AI tools from machine learning algorithms to natural language processing and robotics process automation have the ability to enable auditors to analyse large data sets and detect anomalies leading to a continuous real-time audit. This article discusses how AI is changing the auditor's toolbox and by extension, transforming auditor role in providing value-added insights to companies. Based on a thorough literature review and an empirical analysis with practicing audit professionals and financial professionals, this work examines the current use of AI in the context of audit, as well as the beliefs about its potential and risks, and the emerging role it is expected to have in the work of auditors. Results show that AI can significantly improve audit quality, fraud detection, and/or enterprise risk and introduces some important challenges in data governance, transparency, and ethical oversight. The paper finds that AI does not substitute auditors but complements them by reallocating their focus from manual checking to strategic thinking and analysis. This development will require upskilling, adaptation of regulation, and a nuanced approach to combining the possibilities offered by technologies with professional norms. The paper provides actionable suggestions for auditors and audit firms and policy makers interested in leveraging AI for better business assurance.
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ShowAmiri, S. M. H., Mithila, M. (2025). Redefining the Auditor’s Toolkit: AI and the future of business assurance. International Journal of Science and Research Archive, 15(03), 737-744. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1789
Citation CloseThe swift embedding of technology in education necessitates a reimagination of pedagogies, though the distance between policies on paper and realities on the ground continue to prevail.
Read moreThe swift embedding of technology in education necessitates a reimagination of pedagogies, though the distance between policies on paper and realities on the ground continue to prevail. This paper examines how education policy can support the journey for bridging traditional modes of pedagogy with technology led practice, to achieve equitable and sustainable transformation. Through the lens of policy architectures, technology implementation hurdles, and pedagogical transformation, the research examines cases from across the globe from digital literacy programs in Estonia to AI-enhanced classrooms in South Korea, and India's National Education Policy 2020 to find systemic pain points and entryways for innovation. Key lessons identify an overemphasis in fragmented policy discourse on infrastructure as opposed to pedagogy readiness, further contributing to digital divides and associated ethical concerns in algorithmic bias and data privacy. There are also teacher training voids and curriculum inflexibilities that lock in place ineffective tech integration. The review highlights the importance of equity-informed policies, such as widespread availability of broadband and devices and professional development for educators, as well as ethical standards for AI use. Advocating for processes that align technological scalability with pedagogical intentionality, this paper charts a systemic reform path: promoting collaboration between education, policy, and technology, modernizing content in order to highlight digitally citizenship, and incubating equity as a foundational element in EdTech work. Finally, the study concludes that such successful pedagogical changes are more likely in the tech era when policy will prioritize human-cantered innovation that leverages technology to support (rather that supplant the irreplaceable role of the teacher and the diversity of learners.
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ShowAmiri, S. M. H. (2025). Blackboards to Algorithms: Policy support for pedagogical shifts in the tech era. International Journal of Science and Research Archive, 15(03), 745-758. Article DOI: https://doi.org/10.30574/ijsra.2025.15.3.1776
Citation CloseThe role of artificial intelligence (AI) and digital technologies in education can be transformative for K-12 learning in Bangladesh.
Read moreThe role of artificial intelligence (AI) and digital technologies in education can be transformative for K-12 learning in Bangladesh. New-age education framework must be free from conventional shackles as the nation moves towards competency-driven and future-ready curricula. This paper investigates the ways in which AIenabled tools and educational technologies help build the so-called smart curriculum, which warrant personalized learning, continuous assessment and inclusive education addressing students from different socioeconomic strata. In terms of the national context, it reflects on the need for greater action to address the urbanrural digital divide, increase teacher readiness and policy implementation. Based on current research and case examples, the paper discusses what ethical considerations and infrastructure are needed. Finally, it lays out policy recommendations to facilitate equitable and sustainable AI integration in the K-12 curriculum to prepare Bangladeshi students for a rapidly changing world, equipped with the skills, values, and adaptability needed for the future.
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ShowAmiri, S. M. H. (2025). AI and Educational Technology in K–12 Curriculum Reform: A Pathway Toward Smart Education in Bangladesh. International Journal of Research and Innovation in Social Science, IX(IIIS), 2908-2923, https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0220
Citation CloseThe rapid adoption of automated accounting systems has transformed the accounting profession, reshaped traditional roles and introducing new opportunities and challenges.
Read moreThe rapid adoption of automated accounting systems has transformed the accounting profession, reshaped traditional roles and introducing new opportunities and challenges. This study explores the impact of automation on accounting practices, focusing on how it has redefined the role of the accountant. Automation, driven by technologies such as robotic process automation (RPA), artificial intelligence (AI), and cloud-based tools, has alleviated manual, repetitive tasks, enabling accountants to focus on higher-level functions like data analysis, strategic decision-making, and advisory services. While automation offers significant advantages in terms of efficiency, accuracy, and real-time data processing, it also brings challenges, including concerns over job displacement, data security, and the need for new skill sets. The research discusses how the profession is evolving from a traditional role focused on bookkeeping and compliance to one centered on data-driven decision-making and organizational strategy. The study further examines the implications of these changes for accounting professionals, organizations, and educational institutions. Recommendations are provided for policymakers, educators, and accounting professionals on how to navigate the challenges and opportunities presented by automation. This paper contributes to the growing body of literature on accounting technology and provides a roadmap for the future of the profession in an increasingly automated world.
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ShowAmiri, S. M. H., Mithila, M. (2025).Automated accounting systems: Redefining the role of the accountant. International Journal of Science and Research Archive, 15(02), 908-920. Article DOI: https://doi.org/10.30574/ijsra.2025.15.2.1476
Citation CloseIn an era defined by globalization, language barriers persist as formidable obstacles to equitable participation in business, education, healthcare, and cultural exchange.
Read moreIn an era defined by globalization, language barriers persist as formidable obstacles to equitable participation in business, education, healthcare, and cultural exchange. This article explores how advancements in multilingual natural language processing (NLP) and voice recognition technologies are dismantling these barriers, enabling real-time translation, cross-cultural collaboration, and inclusive access to digital services. From neural machine translation models like mBERT and XLM-R to speech-to-text systems such as OpenAI’s Whisper, these tools empower individuals and organizations to communicate seamlessly across linguistic divides. However, their transformative potential is tempered by ethical and technical challenges, including algorithmic bias, data scarcity for underrepresented languages, and infrastructure gaps in low-resource regions. Through case studies in crisis response, education, and cultural preservation, the article underscores the societal impact of multilingual AI while advocating for inclusive development, equitable resource distribution, and community-led innovation. By prioritizing linguistic diversity and ethical governance, stakeholders can harness these technologies to foster global empathy, drive innovation, and redefine communication as a universal human right.
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ShowAmiri, S. M. H. (2025).Beyond language barriers: Multilingual NLP and voice recognition for global connectivity. International Journal of Science and Research Archive, 15(02), 406-419. https://doi.org/10.30574/ijsra.2025.15.2.1346
Citation CloseThis is the study that presents an AI-Python-based chatbot that helps students to learn programming by demonstrating solutions to such problems as debugging errors...
Read moreThis is the study that presents an AI-Python-based chatbot that helps students to learn programming by demonstrating solutions to such problems as debugging errors, solving syntax problems or converting abstract theoretical concepts to practical implementations. Traditional coding tools like Integrated Development Environments (IDEs) and static analyzers do not give robotic help while AI-driven code assistants such as GitHub Copilot focus on getting things done. To close this gap, our chatbot combines static code analysis, dynamic execution tracing, and large language models (LLMs) to provide the students with relevant and practical advice, hence promoting the learning process. The chatbot’s hybrid architecture employs CodeLlama for code embedding, GPT-4 for natural language interactions, and Docker-based sandboxing for secure execution. Evaluated through a mixed-methods approach involving 1,500 student submissions, the system demonstrated an 85% error resolution success rate, outperforming standalone tools like pylint (62%) and GPT-4 (73%). Quantitative results revealed a 59.3% reduction in debugging time among users, with pre- and post-test assessments showing a 34% improvement in coding proficiency, particularly in recursion and exception handling. Qualitative feedback from 120 students highlighted the chatbot’s clarity, accessibility, and confidence-building impact, though critiques included occasional latency and restrictive code sanitization. Emphasizing the ethical aspects of the project, the bias principle led to the discrimination of gendered reasons for 83% and the GDPR-iPad-like procedures to anonymity were followed. The chatbot's productivity points to its ability to make coding education available to everyone and to give 24/7 aid to students in some not well-funded schools. Future work will expand multilingual support through localized datasets and culturally adapted examples, integrate gamification to enhance engagement, and develop collaborative learning features. By balancing technical innovation with pedagogical empathy, this research provides a blueprint for AI tools that prioritize educational equity and long-term skill retention over mere code completion. The chatbot exemplifies how AI can augment human instruction, fostering deeper conceptual understanding in programming education.
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ShowAmiri, S. M. H., Islam, M. M. (2025). Enhancing Python Programming Education with an AI-Powered Code Helper: Design, Implementation, and Impact. Software Engineering, 11(1), 1-17. https://doi.org/10.11648/j.se.20251101.11
Citation CloseThis manuscript presents a deep exploration of effective teaching strategies, grounded in both theoretical foundations and practical implications, to address current educational needs.
Read moreThis manuscript presents a deep exploration of effective teaching strategies, grounded in both theoretical foundations and practical implications, to address current educational needs. Drawing from constructivism's experiential learning, Vygotsky's sociocultural theory, behaviourist reinforcement, and humanistic, student-cantered approaches, the analysis identifies core strategies such as active learning (e.g., think-pair-share, problem-based learning), differentiated instruction, technology integration (e.g., flipped classrooms, AI tools), collaborative learning, and formative assessment. The discussion highlights these methods' proven impact on critical thinking, retention, and educational equity, supported by international case studies like Singapore's differentiated math curriculum and contrasted with challenges such as technological disparities in rural areas. Systemic barriers including unequal resource distribution, institutional resistance to pedagogical change, and over-reliance on educational trends-are critically examined. The paper contrasts traditional lecture-based methods with contemporary practices that prioritize student agency. It advocates for flexible instructional designs, culturally responsive teaching, data-informed adjustments through learning analytics, and continuous improvement based on feedback. Emerging innovations such as AI-driven personalization, hybrid learning models, climate-focused education, Universal Design for Learning, and anti-bias curricula-are introduced as future directions, though the paper calls for more discussion on their prioritization. Concluding with a call to action, the manuscript urges educators to integrate innovation with evidence-based practice, adopt the role of facilitators, and create inclusive, adaptive learning environments. This work contributes to the literature by promoting a pedagogical evolution that not only empowers students to thrive in a complex world but also fosters a more equitable, ethical, and socially responsive education system.
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ShowAmiri, S.M.H., Islam, M.M., & Akter, N., Kabir, S.H., Mamun, M.S.A (2025). Effective teaching strategies: A deep dive into pedagogy. International Journal of Science and Research Archive, 15(01), 835-849. https://doi.org/10.30574/ijsra.2025.15.1.1055
Citation CloseAI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead.
Read moreAI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead. This article critically interrogates the emerging pedagogical landscape enabled by AI and explores it as a dual-edged sword that could either be an innovative tool or, turn into a threat by the way of ethics. Using case studies in K-12 education, the higher education, and corporate training, the study demonstrates AI-powered innovations, including adaptive learning platforms (such as DreamBox), intelligent tutoring systems (such as IBM Watson) and generative AI tools (such as ChatGPT), which improve the design of curriculum and collaborative learning. But the analysis also underscored significant risks, including algorithmic bias, violations of data privacy, and the exacerbation of global educational inequities. Drawing on empirical research, theoretical approaches, and ethical attention, the article makes the case that a human-cantered vision of AI is where it augments instead of replaces teachers' work of cultivating creativity, empathy, and critical thought. Some of the key recommendations include strong policy frameworks for ethical AI Governance, training programs for teachers on AI literacy, and interdisciplinary research to tackle the long-term impact of AI on society. The study concludes with a call to stakeholders' policymakers, technologists, and educators to work together on designing inclusive, equitable AI pedagogies that support human agency while utilizing technology's potential to reimagine education in the 21st century.
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ShowAmiri, S.M.H., Islam, M.M., Akter, N. (2025). Educating the future: AI’s role in shaping next-generation pedagogies. International Journal of Science and Research Archive, 15(01), 621–636. https://doi.org/10.30574/ijsra.2025.15.1.1036
Citation CloseEducation, at its most basic level, has been disrupted with the adoption of new digital technologies that range widely from artificial intelligence (AI)...
Read moreEducation, at its most basic level, has been disrupted with the adoption of new digital technologies that range widely from artificial intelligence (AI) to virtual reality (VR), blockchain, big data analytics, and so on Fundamentally changing the way we teach, learn, and manage, generating some of the greatest advantages in terms of personalized, limitless, and engaging learning ever. In this article, we explore how digital transformation is reshaping pedagogical approaches, assessment methods, and student engagement strategies, but also highlight systemic barriers including the digital divide, data privacy threats, and ethical challenges that accompany technology integration. Via global case studies Estonia's digital-first, ground-up education system and Singapore's Smart Nation Initiative included the study lays bare how tech is effectively implemented alongside a cautionary tale of the overhyped. It critiques the innovation-equity dialectic, noting that inclusive policies, teacher preparedness, and evidence-informed research are imperative in contributing to ethical and equitable outcomes. The article ends with practical policies which include urging policymakers to consider access to technology as a fundamental right, for educators to create a technology pedagogy that enforces human development, and for researchers to produce longitudinal and participatory studies to identify gaps in our understanding of technology's social impact. By positing a balanced approach that emphasizes equity, ethics and adaptability, this work provides a way forward toward a future where digital tools serve as an enabler for students, regardless of their background, to succeed in a tech-centric world.
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ShowAmiri, S. M. H., Akter, N., Islam, M. M. (2025). Digital Transformations in Education: Research Insights for 21st-Century Learning. International Journal of Innovative Science, Engineering & Technology IJISET, Vol. 12, Issue 03. http://dx.doi.org/10.2139/ssrn.5194886
Citation CloseRegulation on education is of great importance because it determines the quality, extent, and usefulness of learning options, hence the formation of people and societies.
Read moreRegulation on education is of great importance because it determines the quality, extent, and usefulness of learning options, hence the formation of people and societies. Nonetheless, the efficiency of the existing educational systems is not there considering the long-lasting disparities, outdated curricula, and rapid technological updates. This text gives an overview of the timelessness of the education policy across the globe, underlining prevalent less-than-total openings for students, lack of funds, a labor shortage, and the widening digital divide. Besides, the discussion centres on the recent happenings in the field of education, focusing on inclusive education, lifelong learning, STEM, and personalized learning. The article provides meaningful facts regarding effective education policies that other nations can utilize as the model by discussing success stories in Finland, Singapore, and Estonia. These countries have taken the high road to education, introducing new methods in both education and technology usage that are highly effective in classrooms and make it more accessible. A summary of practical steps for the legislators to develop equitable and futuristic educational systems is included in the concluding part of the article. These proposals are the proof of the need for legal bindings that adapt to the fast changes in technology, ensure equal education opportunities, and provide students with the tools for a future that is chronologically dynamic. Governments may realize the requirement for revising the educational policies of the twenty-first century by reducing the schooling gap and thus helping everyone to succeed regardless of their social standing. The main aim of the research is to prompt policymakers especially those from OECD countries to reconsider and change education systems that promote sustainability, innovation, and inclusivity. To guarantee a better future for the younger generations, political stability, financial development, and global competitiveness should be secured through a well-planned, innovative educational policy.
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ShowAmiri, S. M. H., Islam, M. M., Akter, N., Kabir, S. H. (2025). Rethinking Education Policy: Pathways to Equitable and Future-Ready Learning. International Journal of Research and Innovation in Social Science (IJRISS), IX(IIIS), 1435–1448. https://doi.org/10.47772/IJRISS.2025.903SEDU0112
Citation CloseIn response to the tumultuous speed at which the technology continues to evolve and other aspects like social inequalities and changes in the workforce demands...
Read moreIn response to the tumultuous speed at which the technology continues to evolve and other aspects like social inequalities and changes in the workforce demands, the global education system is left with no other option than to rethink their strategies and adopt a more innovative approach. This paper delves into the successful education policy approaches in different global settings such as Finland, Singapore, and Estonia, which were employed by various countries in the world. Furthermore, it takes a look at developing countries and the like, by addressing the innovations that have occurred. Into the report, the writer discusses the main points of view, which include student-focused learning methods, the introduction of technology in the curriculum, competency-based education, and programs that aim at enhancing educational equality. The described strategies drive the foundational aspects important in the adaptability, inclusiveness, and standard of the education systems capable of the preparation of students to the challenges of the future. On this note, it is worth mentioning that the paper also talks about some of the difficulties that the countries might encounter during the process of implementing innovative policies. For example, the limitations to resources, the sustainability of educational reforms, and the constant disparities in educational access are the main obstacles that hinder the changes of the educational systems. In spite of the above problems, the initiatives were a success in several countries with the help of the following interventions equity, training teachers, and performing digital operations. Through the application of the case studies, and observation of the recent developments in the field, the research brings forth critical knowledge to policymakers, educators, and researchers who want to design effective and inclusive education systems. It should be noted that the study emphasizes that the continuous changes in education and inter-state cooperation are the key elements for the development of education policies that are responsive to today ’ s learners who have a multitude of needs. The article lays down feasible directions that people who are seeking to foster educational innovation and guarantee that learners, all over the world, are prepared for a forever changing world can take up.
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ShowAmiri, S. M. H., Islam, M. M., Kabir, S. H., Mamun, M. S. A., Akter, N. (2025). Innovative Approaches to Education Policy: Lessons from Global Practices. Addaiyan Journal of Arts, Humanities and Social Sciences, 7(3), 12-31. http://dx.doi.org/10.2139/ssrn.5214562
Citation CloseEducation coverage performs a critical role in shaping curriculum requirements and making sure equitable mastering opportunities.
Read moreEducation coverage performs a critical role in shaping curriculum requirements and making sure equitable mastering opportunities. However, socio-financial disparities remain a substantial barrier to the powerful implementation of those policies, main to inequities in useful resource accessibility, allocation, and studying outcomes. This paper examines the challenges of imposing honest curriculum standards due to financial constraints, highlighting gaps in resource provision, teacher preparedness, policy execution, and the position of both governmental and personal groups. Schools in low-profits regions often conflict with inadequate funding, inadequate infrastructure, constrained virtual sources, and, in a few instances, unqualified educators. The virtual divide, exacerbated with the aid of earnings disparities, in addition hinders the uniform utility of curricula. Additionally, trainer recruitment and retention issues in financially deprived areas make a contribution to inconsistencies in training great. This observe explores global examples of successful interventions, evaluating Finland’s nationally standardized schooling gadget with the USA’ decentralized, assets tax-based funding model. While Finland has accomplished a more inclusive education system, the U.S. Maintains to stand inequalities because of its funding structure. Policy tips include multiplied economic aid for underfunded colleges, reforms in teacher education packages, strengthening policy enforcement, and improving technological infrastructure. Ensuring equitable access to generation, using nicely-trained educators, and adopting truthful funding mechanisms are critical steps towards inclusive schooling. This paper contributes to the continued training reform debate, advocating for systemic coverage adjustments to offer all college students with splendid getting to know opportunities, no matter socio-economic background.
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ShowAmiri, S. M. H., Islam, M. M., Akter, N., Kabir, S. H. (2025). Education Policy and Socioeconomic Disparities: Challenges in Implementing Equitable Curriculum Standards. Addaiyan Journal of Arts, Humanities and Social Sciences, 7(2), 35-44. http://dx.doi.org/10.2139/ssrn.5214558
Citation CloseArtificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management.
Read moreArtificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management. The rapid deployment of AI-driven technologies demands a proactive approach to education policies, ensuring responsible, fair, and efficient use of AI. Extensive student data is processed by AI systems, enabling adaptive learning models that cater to their learning needs, which in turn optimizes engagement and academic performance. That said, this transition also raises issues in terms of data privacy, cybersecurity, algorithmic bias and the digital divide. This article explores the evolution of AI in education and its impact on learning policies, governance frameworks, accessibility and ethical issues. It examines how AI is influencing the decision-making process in the policymaking of education and relates to the issue of transparency, accountability and equity. In addition, the research stresses mainstream policy recommendations aimed at fostering responsible AI integration, making sure that the students, educators, and educational institutions can benefit from the advantages of AI, without facing its associated issues. By implementing well-defined education policies, governments and institutions can create a framework that promotes innovation around AI, balancing the need for innovation with the need to protect the integrity and inclusiveness of the education system.
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ShowAmiri, S. M. H., Islam, M. M., Hossen, M. S. (2025). The Role of Artificial Intelligence in Shaping Future Education Policies. Education Journal, 14(1), 32-38. https://doi.org/10.11648/j.edu.20251401.14
Citation CloseLibraries have played a crucial role in human civilization, serving as repositories of knowledge and cultural heritage. The term "library" originates from the French librairie and the Latin liber, meaning book.
Read moreLibraries have played a crucial role in human civilization, serving as repositories of knowledge and cultural heritage. The term "library" originates from the French librairie and the Latin liber, meaning book. A library is an organized collection of resources, accessible to a specific community for reference, borrowing, or research. It may exist as a physical space, a digital platform, or both. Libraries house diverse materials, including books, periodicals, manuscripts, maps, films, microforms, CDs, DVDs, e-books, and online databases. Their sizes vary significantly, from small personal collections to vast institutions holding millions of items. Throughout history, libraries have evolved to meet the changing needs of society. Ancient libraries, such as the Library of Alexandria, focused on preserving manuscripts. Medieval libraries in monasteries safeguarded religious texts, while the Renaissance period saw the expansion of public and academic libraries. The modern era has introduced digital and virtual libraries, making information more accessible worldwide. The Greek word Bibliothēkē (βιβλιοθήκη) and the Latin Bibliotheca both refer to book storage and have influenced terms for libraries in many languages. Today, libraries remain essential for education, research, and the dissemination of knowledge, adapting to technological advancements while maintaining their fundamental purpose.
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ShowAmiri, S. M. H. (2023). Define Library. Different Type of Library. Discuss the Gradual Development of Different Type of Library in Different Ages. Education and Development Lab 2023. Available at SSRN: http://dx.doi.org/10.2139/ssrn.5268969
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