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 Role and challenges of ChatGPT, Google Bard, and similar generative Artificial Intelligence in Arts and Humanities <p>In the dynamic world of technology, ChatGPT has emerged as a transformative tool within the realm of Arts and Humanities, facilitating innovative interactions between humans and machines. This research delves into the multifaceted role of ChatGPT in the Arts and Humanities, illuminating its potential applications and the challenges it presents. ChatGPT serves as a creative collaborator, providing artists and humanists with a distinctive platform for ideation, brainstorming, and refining their artistic expressions. Through natural language conversations, it stimulates creative thinking processes, offering valuable insights and diverse perspectives. In the realm of Humanities, ChatGPT acts as a crucial research assistant, supporting scholars in tasks like data analysis, literature review, and information synthesis. Its ability to process vast textual data expedites research, allowing scholars to delve deeper into their inquiries. However, integrating ChatGPT into the Arts and Humanities domain is not without its challenges. Ethical considerations, such as data privacy and bias, require careful attention. Balancing the augmentation of human creativity with the preservation of genuine artistic expression is a complex task. Additionally, ensuring accessibility and inclusivity in ChatGPT-generated content remains a concern, underscoring the need for continuous refinement and awareness. This research explores the evolving landscape of Arts and Humanities, where ChatGPT acts as a catalyst for creativity, critical thinking, and scholarly endeavors. By addressing these challenges and harnessing its potential, ChatGPT stands poised to bridge the gap between technology and the intricate nuances of human creativity in unprecedented ways.</p> Nitin Rane Saurabh Choudhary Copyright (c) 2024 Studies in Humanities and Education 2024-02-01 2024-02-01 5 1 1 11 10.48185/she.v5i1.999 Excavation of Hushed Voices: A Spatio-temporal Imaginary Discourse on Socio-ethics in Kazuo Ishiguro’s The Remains of the Day <p>The concept of the ‘Great Chain of Being’, which influences the narrative style of the Renaissance Period of English Literature, depicts the hierarchical state of the old English Society. Suggestively, a society which is driven by class/status and its attendant structures of inequality, discrimination and oppression. Hence, literary narratives of this period revolve round the travails of Kings and nobles, while subjecting the common men to the background. Subsequently, the esoteric state of the society, which was usually captured from the third person point of view, helps to question the place of truth in these literary narratives, as they could be liken to glossary reports from spectators, devoid of participant’ direct contribution(s). Thus, this research deconstructs the old English style of narrative using Kazuo Ishiguro’s novel, <em>The Remains of the Day</em> because through this Asian-British narrative, there comes a direct feel of participant’s contribution, as he deconstructs the style of the old traditional English narratives in his novel. Consequently, with the application of the first-person point of view from a lower class in his novel, readers could grasp a different alternate perception and understanding of this society and individuals within the purview of socio-ethics, politics and development. In furtherance, this study gives a historicized spatial alternate or temporal reality of an Old English society system - a system anchored on classism, professionalism and superficial orderliness devoid of ‘social interactions’ and freedom, especially for the workmen or common men. Jacque Derrida’s deconstruction theory helps to critically explore the discourse, as data were collected through fictional, historical and analytical method based on qualitative critical approach. Ultimately, the research shows that binary oppositions can only complement each other rather than privileging one over the other, as perceptions, meanings and views are in fluidity.</p> Abigail Oaikhena Copyright (c) 2024 Studies in Humanities and Education 2024-02-01 2024-02-01 5 1 12 20 10.48185/she.v5i1.914 Present Perfect Tense in Arabic and English: A comparative Analysis <p>Arabic and English are members of distinct linguistic families. Arabic is a member of the Semitic group. This language has been synthesized. The Indo-European language family includes English. Commonly, it is an analytical and synthetic language. This study delves into an analytical analysis of the forms and usage of the present perfect tense (PPT) in Arabic and English based on the contrastive analysis theory (CA). The study utilized the descriptive-qualitative method to compare and analyze the data in this tense. The data utilized in this study were obtained from both prior and recent research. Based on the analysis, a tensional discrepancy exists between the Arabic and English languages, specifically concerning the present perfect tense. In Arabic, in contrast to English, it employs a variety of particles and adverbials to denote temporal reference. The perfective aspect in Arabic conveys abstract temporal characteristics. The formation of the present perfect tense in Arabic involves the use of the particles /<em>qad</em> or <em>laqad</em>/ before the perfective verb. On the other hand, English present perfect tense is constructed by combining the subject with the auxiliary verb “<em>have</em>” or “<em>has</em>” and the past participle form of the main verb. Finally, the realization of this particular tense in the English language poses a significant challenge due to the absence of a clear translation or equivalent in other linguistic systems, especially Arabic.</p> Badri Abdulhakim Mudhsh Mohammed Al-Raimi Ahmed Al-Maashani Copyright (c) 2024 Studies in Humanities and Education 2024-02-01 2024-02-01 5 1 21 28 10.48185/she.v5i1.1008 Educational Background and Workplace Context: Shaping Iranian EFL Teachers' Attitudes Towards Online Teaching <p>In the constantly evolving field of education, this comprehensive study delves into the attitudes of Iranian English as a Foreign Language (EFL) teachers towards online teaching, with a particular focus on the influence of their educational levels and workplace settings. The research, which involved 160 diverse EFL teachers, meticulously examines the multifaceted dimensions of this pivotal issue. At the heart of this inquiry lies the questionnaire 'Teachers' Attitude Towards Online Teaching' (TAtOT), which Kianinezhad (2023) fastidiously tailored and validated for application among Iranian EFL teachers. The study uncovers compelling findings, demonstrating a direct correlation between educators' educational backgrounds and their attitudes towards online teaching. Notably, teachers with advanced degrees exhibit markedly more favorable attitudes, underscoring the importance of higher education in shaping educators' readiness for online teaching. Furthermore, the research unveils significant distinctions in attitudes based on educators' workplace contexts. Educators in schools manifest more positive attitudes, while those in institutes and universities also express favorable perspectives. These findings hold significant implications for educational institutions, policymakers, and educators themselves. They emphasize the necessity for tailored professional development programs, supportive policy frameworks, and proactive engagement by educators in continuously enhancing their digital competencies. Since the digital transformation of education continues to shape the learning landscape, this research offers invaluable insights to guide the effective integration of technology and online teaching methods, ensuring a brighter and more inclusive future for language education in the digital age.</p> Neda Kianinezhad Copyright (c) 2024 Studies in Humanities and Education 2024-02-02 2024-02-02 5 1 29 43 10.48185/she.v5i1.878 Passive Voice Teaching: Recent Trends and Effective Strategies <p>This study investigates current practices and useful methods for teaching passive voice. To find effective teaching strategies, a thorough review of the literature produced between 2018 and 2024 was undertaken. Using keywords associated with passive voice instruction, data was gathered from academic sources, and thirty pertinent papers were chosen for examination. The Experience, Generalization, Reinforcement, Application (EGRA) method, task-based learning, cooperative learning, flashcards, and web-based storytelling are just a few of the successful teaching techniques that thematic analysis identified. These strategies improve learning outcomes, comprehension, and student engagement. It was stressed that context-based learning is crucial to knowing when and how to employ passive voice. It has been discovered that technology, especially web-based storytelling, increases student engagement and recall of material. Students' memory and understanding were also enhanced by the Jigsaw method and inductive training. In general, it was discovered that teaching passive voice may be accomplished effectively using a range of teaching techniques, such as active learning and technology integration. To learn more about these strategies' long-term consequences and how they affect different student demographics, more study is required.</p> Nagamurali Eragamreddy Copyright (c) 2024 Studies in Humanities and Education 2024-04-23 2024-04-23 5 1 44 63 10.48185/she.v5i1.1112