Journal of Applied Social Sciences and Humanities
Journal of Applied Social Sciences and Humanities is an international, peer-reviewed open-access journal dedicated to advancing knowledge across social sciences, humanities, and interdisciplinary studies. The journal welcomes high-quality research that addresses contemporary social issues, human behaviour, cultural studies, education, policy, development, and applied societal research. Scope Journal of Applied Social Sciences and Humanities welcomes submissions from a broad range of disciplines within the social sciences and humanities, including but not limited to: Social Sciences Sociology and Social Work Psychology and Behavioural Sciences Economics, Development Studies, and Public Policy Political Science and Governance Education, Teaching, and Learning Sciences Communication Studies and Media Studies Human Geography and Urban Studies Anthropology and Cultural Studies Gender Studies and Social Inclusion Humanities Philosophy and Ethics History and Archaeology Linguistics, Languages, and Literature Religion, Culture, and Society Fine Arts, Performing Arts, and Visual Studies Humanities-based Approaches to Technology and Society Applied and Interdisciplinary Areas Social Innovation and Community Development Digital Society, E-Learning, and ICT in Social Sciences Public Health, Mental Health, and Well-being (Non-clinical studies) Sustainable Development and Human-Centred Design Migration, Globalisation, and Societal Change Conflict Resolution, Peace Studies, and Human Rights Applied research that integrates social sciences with data analytics, AI, or modelling Types of Contributions/Articles Original Research Articles Review and Survey Papers Case Studies Policy Analyses Conceptual and Theoretical Papers
The Journal of Applied Social Sciences and Humanities publishes all articles under the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0). This license permits others to copy, distribute, reproduce, remix, adapt, and build upon the published work for non-commercial purposes, provided appropriate credit is given to the original authors and the source. By publishing in the Journal of Applied Social Sciences and Humanities, all authors agree to these licensing terms as a condition of publication.
A Systematic Literature Review on Happiness Measurement Frameworks Determinants and Policy Implications
There has been growing research into the subjective well-being (happiness) alongside Gross Domestic Product (GDP) as a result of academic and policymaker interest in looking beyond traditional economic indicators. In view of developing evidence based policies, a systematic review was carried out to explore theory of happiness, measurement frameworks employed for happiness and factors influencing happiness. All levels of peer-reviewed articles were included in the scope of this study to ensure that all literature related to measurement frameworks and determinants of happiness were reviewed. Furthermore, the review was conducted using PRISMA 2020 guidelines to assure rigorous methodology and reproducibility in the 57 peer-reviewed studies included in the analysis published between 2000-2025. With respect to the aim of the reviews, there were two primary objectives: First, the review was an attempt to delineate and critically evaluate the theoretical approaches to happiness measurement across the globe and differentiate between hedonic and eudaimonic understandings of well-being. Secondly, the review brought together empirical findings from the effects of socio-economic, psychological, and governance factors on happiness across various populations. Theoretical bases suggest that studies started with one dimensional satisfaction and progressed to integrated models which explain the psychological complexities of individuals. Issues noted with method include problematic validity of measures and cross cultural comparisons. The results from this systematic review support both hypotheses and provide useful information for developing policies focused on promoting well-being.
Copyright (c) 2026 Mahesh Singh, Sajad Dashti, Mohammad Saeid Zahedi, Atossa Madanipour, Amir Shahab Shahabi (Author) https://creativecommons.org/licenses/by-nc/4.0/
Comparative Analysis of Binary Accreditation Frameworks and Institutional Quality Determinants in Global Higher Education
This article presents an overview of a comparative secondary-data and documentary analysis of two binary accreditation models in global higher education. As such, India will serve as a model of reform within the context of these broader trends. In addition, this comparative documentary analysis examines hypothesized transitions from legacy graded accreditation systems to binary accreditation systems. A new set of 10 binary attributes is being proposed to reform the existing accreditation process. In so doing, the proposed binary framework will utilize different metrics (59 universities, 56 autonomous colleges, 46 affiliated colleges) and a six year reaccreditation cycle. Globally, the UK eliminated their university/polytechnic binary divide in 1992 and has implemented data-driven risk based regulation utilizing six annual data sets for purposes of continued quality monitoring in England. The comparative analysis demonstrates that the structure of the binary framework design is aligned with propositions that the binary framework can expand the potential for participating in accreditation processes and emphasizes measurable institutional quality indicators more than legacy graded systems. Therefore, it appears that binary accreditation models may increase initial level participation rates and emphasize measurable institutional quality determinants; however, since this study is limited to comparative documentary analysis and therefore does not establish post-implementation causality, no conclusions should be drawn regarding post-implementation causality.
Copyright (c) 2026 Babu G, Sandeep E, Shivanand Mulimani (Author) https://creativecommons.org/licenses/by-nc/4.0/
A Systematic Literature Review on Impact of Artificial Intelligence on Academic Integrity
This systematic literature review examines the impact of artificial intelligence (AI) on academic integrity in higher education, synthesizing evidence from a curated set of 45 peer-reviewed records published between 2017 and 2024. As AI technologies - particularly large language models such as ChatGPT-become increasingly sophisticated and accessible, their implications for academic honesty, assessment authenticity, and educational integrity have escalated into a critical concern for institutions globally. The present review was not conducted as a conventional PRISMA flow‑based meta‑analysis with independently verifiable stage counts; rather, it is grounded in a carefully assembled source bank of 45 records identified through systematic searching, abstract screening, keyword filtering, and DOI verification. The analysis is organized around six major thematic areas: AI tools and academic dishonesty, detection technologies and effectiveness, institutional policy responses, student and faculty perceptions, ethical frameworks for AI in education, and future directions. Findings indicate that while AI offers meaningful pedagogical benefits, it simultaneously presents substantial challenges to academic integrity, with detection tools exhibiting limited reliability, notable biases against non‑native English writers, and an ongoing vulnerability to simple obfuscation techniques. Institutional policy responses remain fragmented and inconsistent, underscoring the urgent need for comprehensive, evidence‑based frameworks. The review further reveals that student and faculty perceptions are shaped by generational factors, AI literacy, and the clarity of institutional guidelines. By providing a detailed synthesis of current evidence, this review contributes to the growing body of knowledge on AI and academic integrity and identifies critical gaps requiring further investigation.
Copyright (c) 2026 Mehdi Gheisari, Zhou Pingmei, Amir Karimi, Soufiane Ouariach, Fatima Zahra Ouariach (Author) https://creativecommons.org/licenses/by-nc/4.0/
Global Challenges in Achieving SDG4: A Contextual Analysis of Barriers, Equity Gaps, and Policy Responses in Inclusive and Quality Education
This article studies the obstacles to global progress toward the fourth United Nations' Sustainable Development Goals (UN's SDGs) or SDG 4, whose aim is to provide equitable access to quality education. Over the past decade there has been increased international pressure to address education inequities. Yet, despite international agreements, an estimated 251 million children and youth continue to be out-of-school around the world. Education attainment continues to lag behind for at least 53% of children in developing countries, and the rate of decline in the number of children without formal schooling has been only about 1%, or 2.5 million students, over the last eight years. These persistent gaps indicate that the current ways we are approaching education policy do not adequately address the issues surrounding inequitable educational opportunities. Therefore, we systematically investigate how different aspects contribute to educational inequality. We conduct secondary documentary analysis using data from UNESCO, The World Bank, ITU, and the Worldwide Governance Indicators to test two hypotheses concerning how structural barriers relate to reaching SDG 4. Our first hypothesis is that a country's wealth directly relates to learning poverty. In fact, our results show that there is a very strong inverse relationship (r = -0.9897; <!-- [if gte msEquation 12]><m:oMathPara><m:oMath><m:sSup><m:sSupPr><m:ctrlPr></m:ctrlPr></m:sSupPr><m:e><m:r>R</m:r></m:e><m:sup><m:r>2</m:r></m:sup></m:sSup></m:oMath></m:oMathPara><![endif]--> <!-- [if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"> <v:stroke joinstyle="miter"/> <v:formulas> <v:f eqn="if lineDrawn pixelLineWidth 0"/> <v:f eqn="sum @0 1 0"/> <v:f eqn="sum 0 0 @1"/> <v:f eqn="prod @2 1 2"/> <v:f eqn="prod @3 21600 pixelWidth"/> <v:f eqn="prod @3 21600 pixelHeight"/> <v:f eqn="sum @0 0 1"/> <v:f eqn="prod @6 1 2"/> <v:f eqn="prod @7 21600 pixelWidth"/> <v:f eqn="sum @8 21600 0"/> <v:f eqn="prod @7 21600 pixelHeight"/> <v:f eqn="sum @10 21600 0"/> </v:formulas> <v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/> <o:lock v:ext="edit" aspectratio="t"/> </v:shapetype><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:12pt; height:13pt'> <v:imagedata src="file:///C:/Users/mural/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png" o:title="" chromakey="white"/> </v:shape><![endif]--> = 0.9795) between per capita GDP and the percentage of children who cannot read a simple paragraph. Although wealth can influence educational opportunity, this result indicates that economic development alone will not reduce educational inequities. The second hypothesis tests whether the quality of governance impacts a country's ability to meet SDG 4. Our results confirm a statistically significant positive association (r = 0.9029; <!-- [if gte msEquation 12]><m:oMathPara><m:oMath><m:sSup><m:sSupPr><m:ctrlPr></m:ctrlPr></m:sSupPr><m:e><m:r>R</m:r></m:e><m:sup><m:r>2</m:r></m:sup></m:sSup></m:oMath></m:oMathPara><![endif]--> <!-- [if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f"> <v:stroke joinstyle="miter"/> <v:formulas> <v:f eqn="if lineDrawn pixelLineWidth 0"/> <v:f eqn="sum @0 1 0"/> <v:f eqn="sum 0 0 @1"/> <v:f eqn="prod @2 1 2"/> <v:f eqn="prod @3 21600 pixelWidth"/> <v:f eqn="prod @3 21600 pixelHeight"/> <v:f eqn="sum @0 0 1"/> <v:f eqn="prod @6 1 2"/> <v:f eqn="prod @7 21600 pixelWidth"/> <v:f eqn="sum @8 21600 0"/> <v:f eqn="prod @7 21600 pixelHeight"/> <v:f eqn="sum @10 21600 0"/> </v:formulas> <v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/> <o:lock v:ext="edit" aspectratio="t"/> </v:shapetype><v:shape id="_x0000_i1025" type="#_x0000_t75" style='width:12pt; height:13pt'> <v:imagedata src="file:///C:/Users/mural/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png" o:title="" chromakey="white"/> </v:shape><![endif]--> = 0.8153; t-statistic (12) = 7.2777; p-value < 0.001). This finding suggests that governance plays a key mediating role in influencing a country's ability to achieve SDG 4. To illustrate these dynamics in practice, comparative case analyses were conducted of Vietnam and Kenya. For example, although Vietnam is classified as a lower-middle-income country, it scored 73.35 on the SDG4 Index compared to many upper-middle-income countries. Conversely, Kenya allocates nearly 30% of its national budget to education but scores only 61.93 on the SDG4 Index. As such, it appears that simply increasing funding does not necessarily yield better education outcomes if the government lacks effective institutions. Additionally, the digital divide affects approximately 2.6 billion people worldwide and official development assistance (ODA) for education decreased by almost 10% between 2019 and 2022 and now represents just 7.6% of ODA allocations overall. The Fortaleza Declaration of 2024 outlines the current policy framework for confronting these issues. Overall, the findings suggest that achieving SDG 4 requires addressing the structural inequalities that currently exist in education systems through holistic policy frameworks that improve governance capacity, increase domestic resource mobilization, and reduce the digital divide simultaneously.
Copyright (c) 2026 Hope Benneth, Dirmun Dimlong (Author) https://creativecommons.org/licenses/by-nc/4.0/
Growing Incidence of Cybercrime in India: Causes and Remedies
Over the last ten years, India's digital transformation has dramatically altered its social and economic landscape. At the same time as providing unparalleled opportunity for economic development, it has exposed the Indian population to rapidly emerging and intensifying levels of cybercrime. This study explores the growing prevalence of cybercrime within India using official data from the National Crime Records Bureau (NCRB) and the Indian Cyber Crime Coordination Center (I4C). It will examine the multi-faceted dimensions of this issue. The research aims to identify key factors contributing to the dramatic rise in cybercrimes, assess how effective are current institutional frameworks for managing cybercrime, and propose actionable policy options based on empirical data for enhancing prevention of and prosecutions for cybercrimes. Two main hypotheses were tested by this study. Hypothesis 1 states that the growth in cybercrime offenses is directly related to increases in Internet penetration throughout India. Hypothesis 2 states that, despite enactment of the Information Technology Act 2008 and establishment of the I4C mechanism, these have not resulted in reductions in cybercrime offense growth rates. The methodology employed for conducting the analysis was documentary analysis. Registered cybercrime offenses increased at an annualized rate of approximately 35.5% during 2014-24. Offense numbers rose from 9622 in 2014 to 86,420 in 2023. In addition, registered offense numbers rose to 101,928 in 2024, an increase of nearly 18%. Therefore, substantial shortcomings exist regarding mechanisms for recovering lost funds. The low conviction rate of just 2.6 % in 2023 demonstrates that there are serious deficiencies in the criminal justice system which prevent effective prosecution of cybercrime offenders. Both of the above stated hypotheses have been supported by the results of this study. The study concluded with specific and actionable recommendations for enhancing India’s cybersecurity infrastructure and for improvement of prosecution outcomes for cybercrimes.
Copyright (c) 2026 Abhay Bora, Gayatri N Nayak, Prem Kulsrestha (Author) https://creativecommons.org/licenses/by-nc/4.0/
Risk Management and Security of Digital Collections: A Case Study of The University of Jos Library
Academic libraries increasingly rely on digital collections to support teaching, learning, and research, yet these assets face growing risks that threaten their availability, integrity, and security. This study examines risk management and security practices in the University of Jos Library, Nigeria, focusing on existing measures, their effectiveness, technologies in use, and staff capacity. Guided by the Collection Security Management Model (CSMM), a descriptive survey design was adopted using total enumeration of 125 professional and paraprofessional staff. Findings from 67 valid responses indicate strong adoption of physical safeguards such as CCTV cameras, fire-safety alarms, and access control systems. However, procedural mechanisms and advanced digital protections remain limited, particularly in incident-response readiness, regular risk assessment, policy awareness, and staff training. The study concludes that while baseline safeguards exist, gaps in governance, technology, and human capacity undermine sustainable protection of digital collections. Recommendations emphasize institutionalized risk assessment, policy enforcement, deployment of advanced security technologies, and continuous capacity building.
Copyright (c) 2025 Ezinne Hope Benneth, Dirmun Dimlong (Author) https://creativecommons.org/licenses/by-nc/4.0/
Artificial Intelligence and Inclusive Education Empirical Evidence from a Large-Scale Policy Implementation
The National Education Policy (NEP) 2020 represents one of the largest large-scale policy reforms in India, introducing a new paradigm for delivering education through the strategic use of technology to promote an inclusive education system. This research project studied the integration of artificial intelligence (AI) into educational systems by using AI-based tools to support the personalization of learning based on the competencies identified by the NEP 2020. A correlational study was conducted to examine whether the use of such tools would support the implementation of the goals of the NEP 2020. Specifically, this study used a descriptive–correlational design to investigate whether the use of AI-based tools would be effective when implemented at the institutional level with teachers who are proficient in using technology and have sufficient resources available. Data were collected via surveys from 418 stakeholders (i.e., frontline practitioners; policy implementers; and technological facilitators) involved in implementing the NEP 2020 across the university system in the state of Maharashtra. The findings indicate that a statistically significant relationship exists between the availability of stable electricity and adequate Internet bandwidth, which accounted for 73.2 percent of the variation in platform adoption (R² = 0.732; F(1,416) = 112.432). Additionally, a strong positive correlation (r = 0.784, p < 0.002) existed between teacher digital literacy and optimal student performance in the adaptive learning environment supported by the AI-based tool. ANOVA results also revealed that the type of local language-based content included in the platform was the most important factor (p < 0.001) in motivating students from rural backgrounds to participate in the program, thus reducing cognitive load. Although there are many opportunities associated with the use of AI-based tools, the existing digital divide continues to limit the ability of schools to provide equal access to high-quality technology. Therefore, this study concluded that the success of the NEP 2020 will depend on three factors: (a) the modernization of educational institutions; (b) the training of teachers to effectively utilize digital technologies; and (c) the creation of digital repositories that are accessible to all students in their local languages. These recommendations are based on the findings of this study and will help guide educators as they work to navigate the complexities associated with the inclusion of technology in diverse educational settings.
Copyright (c) 2025 Rijwan Shaikh, Abhay Bora (Author) https://creativecommons.org/licenses/by-nc/4.0/
Global Student Mobility and India’s Higher Education Competitiveness
This research report offers a comprehensive critical analysis of India’s strategic paradigm shift from being a primary source of global academic talent ("brain drain") to aspiring to become a global education destination ("brain gain"). Anchored in the National Education Policy (NEP) 2020, the study evaluates the effectiveness of the "Study in India" (SII) initiative and related internationalization policies from 2021 to 2025. Employing a secondary data analysis methodology, the report synthesizes data from the Ministry of Education (AISHE), Ministry of External Affairs, and global ranking bodies (QS, THE). The findings reveal a significant dichotomy: while the SII portal has successfully streamlined inbound mobility processes—registering a record 72,218 students from 200 countries in 2024—the inbound demographic remains heavily concentrated in the Global South, limiting high-value economic gains. Conversely, outbound mobility has surged to 1.33 million students, resulting in an estimated US\$ 80 billion annual capital flight, effectively subsidizing Western education systems. The report further highlights that while Indian institutions have improved their global rankings (54 universities in QS 2026), this has not translated into the retention of domestic talent. Faculty repatriation schemes like VAJRA have shown negligible impact due to structural rigidities. The study concludes that India is successfully establishing itself as a regional soft power hegemon but struggles to compete as a global knowledge hub, necessitating a shift from recruitment-focused policies to retention-focused structural reforms.
Copyright (c) 2025 Gauri Rathi, Sagar Nimbalkar (Author) https://creativecommons.org/licenses/by-nc/4.0/
Automated Indifference Artificial Intelligence and Human Rights in Healthcare
The integration of Artificial Intelligence (AI) into global healthcare systems represents a seismic shift in medical epistemology, yet it resurrects Gilbert Ryle’s philosophical concept of the "ghost in the machine" in a troubling new form. No longer a critique of dualism, the "ghost" has mutated into the unexamined biases and opaque logic structures codified within deep learning networks. This paper investigates the tension between "algorithmic determinism" and fundamental human rights, specifically focusing on non-discrimination and informed consent. Utilizing a secondary data analysis methodology, the study synthesizes critical findings from 2021 through early 2025, including the landmark Estate of Lokken v. United Health Group class-action lawsuit and recent data on diagnostic error rates. The research identifies a "responsibility gap" where moral agency is ceded to probabilistic outputs, exemplified by the nH Predict algorithm’s 90% error rate in denying post-acute care. The findings suggest that without a radical restructuring of ethical governance—moving beyond voluntary principles to enforceable human rights impact assessments—healthcare risks descending into a state of automated indifference. Key themes include the erosion of the fiduciary relationship, the "black box" barrier to consent, and the systemic erasure of marginalized demographics in predictive modeling.
Copyright (c) 2025 Yichuan Wang (Author) https://creativecommons.org/licenses/by-nc/4.0/
Leveraging Artificial Intelligence in Scholarly Publishing
The integration of Artificial Intelligence (AI) into scholarly publishing constitutes a structural transformation of historical significance, fundamentally reshaping how knowledge is produced, evaluated, and disseminated. This study presents a systematic analysis of AI adoption within the global research ecosystem, focusing on the critical period from 2021 to late 2025. Using a secondary data analysis framework, the paper examines the dual role of generative AI and large language models (LLMs) as both enablers of unprecedented efficiency and sources of emerging epistemic risk. Drawing on bibliometric evidence, industry reports, and peer-reviewed literature, the analysis reveals a rapid escalation in AI use among researchers, reaching 58% globally in 2025 compared to 37% in 2024. While the literature consistently demonstrates that AI substantially accelerates scholarly workflows—most notably in grant writing, literature synthesis, and preliminary review—it also exposes systemic vulnerabilities, including citation hallucination, opacity in reasoning, and erosion of academic integrity. These risks are compounded by the potential amplification of epistemic injustice, as AI systems trained on dominant linguistic and cultural corpora may marginalize non-Western and non-native English scholarship. The study is guided by two objectives: (i) to evaluate the operational efficacy of AI in streamlining research workflows and (ii) to assess the ethical and institutional implications of emergent “posthuman” authorship. Findings indicate that while AI-assisted tools can reduce grant preparation time by more than 90%, they simultaneously generate non-verifiable citations at rates that threaten the cumulative reliability of the scholarly record. Comparative analysis of detection tools and publisher policies further demonstrates that existing governance mechanisms are fragmented, biased, and insufficient for AI-scale knowledge production. The paper argues that academia is entering a posthuman phase of authorship in which human–machine collaboration destabilizes conventional notions of originality, accountability, and intellectual ownership. Without robust governance frameworks and a redefinition of scholarly integrity, the scientific record risks contamination by machine-generated simulacra of knowledge, undermining trust in research as a public good.
Copyright (c) 2025 Fatima Zahra Ouariach, Khouloud EL Meziani, Soufiane Ouariach (Author) https://creativecommons.org/licenses/by-nc/4.0/
The Gray Digital Divide: Barriers to Fintech Adoption Among Senior Citizens in Nigeria
This study investigates the ``Gray Digital Divide,'' a phenomenon characterizing the exclusion of senior citizens (aged 60+) from the rapidly expanding financial technology (Fintech) ecosystem in Abuja, Nigeria. Against the backdrop of the Central Bank of Nigeria’s (CBN) 2023 cashless policy and currency redesign, this research examines the structural, cognitive, and psychological barriers preventing elderly adoption of digital banking. Using a descriptive cross-sectional survey design, data were collected from 151 senior respondents in the Abuja Municipal Area Council through assisted questionnaires. The findings reveal a paradox in which high smartphone ownership (64.9%) does not translate into meaningful Fintech usage, particularly for mobile applications. Key barriers identified include a ``trust deficit'' driven by fear of fraud, infrastructural hostility in the form of frequent network failures, and biometric exclusion arising from age-related physiological changes. Regression analysis confirms that digital literacy is the strongest predictor of Fintech adoption (β = 0.398), while security concerns and infrastructural unreliability significantly reduce usage. The study concludes that current Fintech systems are largely age-exclusive and recommends regulatory mandates for senior-first interface design and human-mediated digital support systems to achieve inclusive financial digitalization.
Copyright (c) 2025 Julius Fredrick, Blessing Idowu (Author) https://creativecommons.org/licenses/by-nc/4.0/