Studies in Humanities and Education <p>Studies in Humanities and Education (SHE) is a peer reviewed international journal published by Saba Publishing. It is committed to the advancement of scholarly knowledge by encouraging discussion of several branches of the social sciences and humanities. The aim of the journal is to provide a venue for researchers and practitioners to share theories, views, research and results in areas of Social Sciences and Education. Articles are published in English.</p> <p><strong>Editor in Chief: <a href="" target="_blank" rel="noopener"><span class="_5yl5">Dr. Abass </span>Al-Shammari</a></strong><br /><strong>ISSN (online): </strong><a href="" target="_blank" rel="noopener">2709-9563</a><br /><strong>Frequency:</strong> Semiannual</p> Saba International en-US Studies in Humanities and Education 2709-9563 Negotiating in Migration and Environmental change: Experiences of Khmer communities in the Mekong delta, Vietnam <p>This paper reviews how Khmer people in the Vietnamese Mekong delta negotiate for their sustainable livelihood in the context of environmental change and urbanization and how potentially environmental change impacts their out-migration patterns. The concept of social risks and social networks will be developed, which is defined as how local people have been vulnerable in place of origin and destination and how they respond to enhance their socio-economic resilience. Therefore, the impacts of environmental change and urbanization can also be considered the main reasons for local people's short- and long-term mobility in vulnerable regions. The starting point of this paper will overview the migration and environmental change at the global level and rural-urban migration pattern, followed by analyzing these relevant concepts to clarify the research problem. Subsequently, the overview of the fundamental knowledge of migration in Vietnam can be understood by considering their historical process as a whole. On the other hand, to understand local people's vulnerability under this circumstance, the research investigates the social risks and its consequences for locals and migrants in general, particularly for Khmer people in the Vietnamese Mekong delta, concerning their social networks and cultural value.</p> Thuy Truong Ngoc Copyright (c) 2022 Studies in Humanities and Education 2022-07-11 2022-07-11 3 1 1 12 10.48185/she.v3i1.396 Self-Efficacy and Achievement of Students in the Government Schools of Rawalakot Azad Kashmir <p>Self-viability is a vigorously explored theme inside the instructive discipline and is an essential mark of extensive-term execution and adequacy. Our public preparing gadget needs great fledgling educators possessing awesome feelings of viability and genuine instructing limit. The exhibited understudy educator execution appraisal is being utilized the nation over as a method for evaluating the preparation of student instructors for a hit calling in tutoring. Since self-adequacy is most intensely associated with early audits, it's crucial to comprehend the researcher's self-viability. This ganders found that the connection between self-viability and achievement rating toward the finish of the test, understudies inside the public authority resources of Rawalakot is standard. Self-adequacy in sure understudies changed into saw to diminish later inward accommodation while given remarks on advancement and execution. All people had been demonstrated to increment in self-adequacy from the beginning of the student as far as possible accurate to form fundamentally dependent on the writing evaluation. Understudy mentor execution is contrarily related to the other in self-viability from the start to the stop of understudy training. These outcomes show that the more the exchange self-viability from the start of the instructing as far as possible, the reduction a researcher performs at the achievement. This likewise proposes that when the other in self-adequacy is less, satisfaction execution is extra.</p> Sajid Ali Khan Syed Ali Asghar Bukhari Muhammad Fahim Yasin Muhammad Naeem Sayyad Khurshid Copyright (c) 2022 Studies in Humanities and Education 2022-07-11 2022-07-11 3 1 13 23 10.48185/she.v3i1.442 Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy <p class="abstract">The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.</p> Herbert Rostand Ngouo Copyright (c) 2022 Studies in Humanities and Education 2022-07-11 2022-07-11 3 1 24 47 10.48185/she.v3i1.452 Students’ Social Media Access, Sources, and Reasons for Utilization: Basis for Integration in the Curriculum <p>This study investigated access through devices, internet sources, and reasons for using social media among purposively selected students in a tertiary education institution in Cebu, Philippines. This mixed qualitative-quantitative study used a survey and interview to gather data. The study found that the top three access devices were <em>android phones</em>, <em>desktop computers in internet cafés</em>, and <em>personal laptops</em>. In contrast, the top three internet sources were <em>smartphone data plans</em>, <em>Wi-Fi connections in internet cafes</em>, <em>restaurants, coffee shops, etc.,</em> and <em>Wi-Fi connections in school</em>. The top reason for using social media was <em>to get news and information and to learn about significant events, people, and places</em>. It was concluded that the students were highly engaged in social media using their devices. Internet access allowed them to perform tasks in their accounts for several reasons. The findings can serve as the basis for technology and social media integration in the curriculum. </p> Roniel Fortuna Copyright (c) 2022 Studies in Humanities and Education 2022-07-11 2022-07-11 3 1 48 64