GAJRC | Global Academic Journal of Humanities and Social Sciences

Journal Name:	Global Academic Journal of Humanities and Social Sciences
Abbr. Title:	Glob Acad J Humanit Soc Sci
ISSN(Print):	2706-901X
ISSN(Online):	2707-2576
Frequency:	Bi-Monthly
Language:	English
Chief Editor:	Dr. S.A. Mohamed Salim
Publisher:	Scholars Middle East Publishers
Country of Origin:	United Arab Emirates

Journal Name:

Global Academic Journal of Humanities and Social Sciences

Abbr. Title:

Glob Acad J Humanit Soc Sci

ISSN(Print):

2706-901X

ISSN(Online):

2707-2576

Frequency:

Bi-Monthly

Language:

English

Chief Editor:

Dr. S.A. Mohamed Salim

Publisher:

Scholars Middle East Publishers

Country of Origin:

United Arab Emirates

The Nigerian political system has been designed so that power is distributed through a series of ethnic and patronage networks dominated by the godfathers of the parties, who control their structures, candidate selection, and resources. This research examines how the use of mobile media and demographic changes have affected these traditional networks and youth political mobilization. The study used simulated empirical survey data to reflect the recent electoral trends in Nigeria (N=1,500) and adopted a descriptive research method to examine the shift of Nigerian youths from passive political subjects to active civic participants. The study aimed to answer four research questions: what is the prevalence of digital media in Nigeria, how does it affect voter registration, how does it challenge political godfathers and how does it create new political godfathers? The results showed that mobile-based digital media consumption was high among the youth (85.3%). The impact of digital platforms on youth voter registration and participation in the electoral process was very significant (82.7% reported high influence). Respondents were very positive about the fact that digital mobilization is not traditional godfatherism (mean = 3.35), but also about the new internal hierarchies in these digital movements (mean = 3.28), thus confirming the iron law of oligarchy in digital spaces as described by Michels. The study finds that digital platforms have measurably reduced the cost of youth political organization, but that this disruption is only partial and could be reversed if there are no structural party changes and if civic education is not sustained.

The representation of minority cultures in educational materials has been developed into an important issue in multicultural societies that seek to balance national unity with cultural diversity. In this regard, this article proposes a multidimensional theoretical framework for analysing cultural representation in school curricula by building upon Pierre Bourdieu's theory of cultural capital, Stuart Hall's theory of representation, James A. Banks' model of multicultural education, and Edgar Morin's theory of complex identity and multiculturalism. In addition, the framework draws on Vygotsky's sociocultural theory and social representation theory to better understand the wider social and cultural processes through which identities are formed, negotiated, and reproduced. In the Moroccan context, the framework is applied to the study of Moroccan Jewish cultural elements in primary education and their relationship to identity formation, inclusivity, and tolerance. More specifically, the article argues that educational materials are not simply tools for transmitting knowledge but also important spaces where cultural meanings are created, negotiated, and shared. Thereore, textbooks can play a compelling role in upholding either inclusion or exclusion within national identity narratives. Generally, these theoretical perspectives bring a comprehensive lens for understanding the relationship between cultural representation, educational discourse, and social inclusion in multicultural societies.

"Chinese for Office Administration" is a compulsory course serving as an alternative to the graduation thesis for final-year Chinese majors at Hung Vuong University. The course aims to equip students with fundamental knowledge regarding the drafting of Chinese administrative documents, enabling them to apply this knowledge professionally and meet employment demands in sectors such as Sino-Vietnamese trade, office administration, and assistant or secretarial roles. Currently, the teaching of this course at Hung Vuong University faces several challenges: large class sizes (approximately 70–80 students per class); uneven Chinese proficiency levels among students; differences in writing styles and administrative document culture between China and Vietnam; abstract and dry course content; practice scenarios in the curriculum based primarily on Chinese state agency contexts; insufficient in-class practice time; and a heavy grading workload for instructors. Based on the textbook "Comprehensive Collection of Common Administrative Document Writing and Templates" and considering the specific learning context of final-year Chinese majors at Hung Vuong University, this article proposes optimization strategies across three areas: restructuring course content, innovating teaching methods through real-world scenarios, and improving practice models. These measures aim to enhance teaching quality and strengthen students' practical document-drafting capabilities.

Aug. 5, 2026

Innovative Pedagogical Approaches in Political Theory Education: Challenges and Future Directions for Vietnamese Universities

Do Thi Thu Huong, Vu Thi Xuan Quyen, Le Thi Le Huyen, Doan Thi Hong Viet
Glob Acad J Humanit Soc Sci; 2026, 8(4): 64-70
DOI : https://doi.org/10.36348/gajhss.2026.v08i04.001

Political Theory Education plays a crucial role in fostering political awareness, civic responsibility, and critical thinking among university students in Vietnam. However, traditional lecture-centered instruction is increasingly challenged by rapid digital transformation, changing student learning preferences, and the emergence of Generative Artificial Intelligence (GenAI). These developments require innovative pedagogical approaches that promote active learning, student engagement, and the effective integration of digital technologies into teaching and learning. This conceptual paper examines contemporary pedagogical approaches applicable to Political Theory Education in Vietnamese universities. Drawing on recent literature, it reviews learner-centered teaching methods, including active learning, problem-based learning, case-based teaching, flipped classrooms, blended learning, experiential learning, gamification, and AI-assisted instruction. The paper further analyzes the major challenges to implementing these approaches, such as lecturers’ limited digital pedagogical competencies, disparities in technological infrastructure, conventional assessment practices, and ethical concerns surrounding the use of artificial intelligence in higher education. Based on this analysis, the paper proposes several future directions for enhancing Political Theory Education, including strengthening digital pedagogical capacity, promoting authentic and competency-based assessment, integrating AI responsibly into teaching, expanding digital learning resources, and fostering institutional support for pedagogical innovation. The paper argues that meaningful innovation extends beyond technology adoption and requires a comprehensive transformation of teaching philosophy, curriculum design, learning environments, and assessment practices. These recommendations provide practical implications for improving the quality, relevance, and sustainability of Political Theory Education in Vietnamese universities in the digital era.

May 9, 2026

Local Government Autonomy and Intergovernmental Relations: Implications for Grassroots Governance and Democratic Accountability in Nigeria

Neebani, Emmanuel Nubari Bariyoneton
Glob Acad J Humanit Soc Sci; 2026, 8(3): 51-63
DOI : https://doi.org/10.36348/gajhss.2026.v08i03.001