Vol 14 Issue 2 April 2026-June 2026

Abstract: The changing context and demands of Vietnamese workplaces have fostered the need to rethink ESP training at the tertiary level in Vietnam in recent years. Traditionally, ESP has been defined as a needs-based approach aimed at equipping learners with occupational linguistic resources for their future career. However, this approach tends to view ESP learners as homogeneous users of English and fails to take into consideration the evolving linguistic profile of learners. Drawing on the concept of emergent bilingualism, this paper conceptualizes ESP learners as multilingual individuals who possess dynamic and integrated linguistic resources; thus, course designers as well as ESP teachers should see learners’ prior linguistic knowledge as an advantage rather than the barrier to learning. The paper also looks at how this shift affects the competencies of ESP teachers in tertiary education. It argues that ESP teaching requires more than just pedagogical competencies; in fact, possessing interdisciplinary awareness, needs analysis, engagement with multilingual communication practices, and a reflective attitude are also essential. Integrating emergent bilingual perspectives into ESP education may help deliver courses that are more responsive to increasingly international-multilingual workplaces.

Keywords: English for Specific Purposes, emergent bilingualism, multilingualism, ESP teacher education, professional communication.

Title: ESP TRAINING IN THE ERA OF EMERGENT BILINGUALISM

Author: Kiều Thị Thu

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 186-189

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-June-2026

Abstract: Open access publishing refer to freely available Internet copies of peer-reviewed journal articles, conference papers, technical reports, theses, and working papers that satisfy the criteria of "Open Access". Open access refers to the availability of a published work without any cost, allowing scholars in economically challenged regions to access the latest research. The study aimed to examine the relationship between open-access publishing and information security challenges in modern scholarly libraries, and to explore how open-access publishing influences libraries' digital infrastructure and cyber security practices. Primary data is the only source utilized during this investigation. The study's theoretical framework and literature review were developed using secondary data gathered from books, journals, and magazines. Primary data was gathered via using a structured questionnaire. The research employed random sampling to identify respondents, acquired primary data via a questionnaire, and obtained secondary data from journals, publications, and published papers. The study chooses academic researchers and library administrators as the targeted population. The sample comprised 250 secondary pupils from Delhi NCR libraries. The findings propose that open-access publishing introduces significant information security challenges related to increasing the vulnerability to data breaches and unauthorised access in scholarly libraries. Furthermore, the adoption of an open-access platform demands increased cyber security measures and improvements in digital infrastructure needed to protect sensitive academic information.

Keywords: Open Access Publishing, Information Security, Scholarly Libraries, Cyber security, and Digital Infrastructure.

Title: The Impact of Open Access Publishing on Information Security in Modern Scholarly Libraries

Author: Dr. Nilima Paul

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 177-185

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-June-2026

Abstract: In the modern knowledge-based society, other from possessing technical expertise and having access to information technology, it is becoming progressively crucial for individuals to experience a wide range of supporting social relationships. Library services are being modified to accommodate internet communication tools and foster this emerging connection. The study aimed to investigate how social media platforms are used to enhance digital literacy in modern library systems, and to explore “the role of social media in educating library staff” and patrons on digital literacy skills. The research employed random sampling to identify respondents, acquired primary data via a questionnaire, and obtained secondary data from journals, publications, and published papers. The study chooses librarians and library staff as the targeted population. The sample comprised 250 secondary pupils from Delhi NCR libraries. The results showed that social media platforms were excellent enhancers of the digital literacy access of modern library systems by increasing accessibility to educational resources and tutorials. Furthermore, social media is a great avenue for educating library staff on digital literacy skills in an interactive manner that is easy to use to enhance knowledge and engagement with digital tools. Some of the challenges identified were limited digital infrastructure and differences regarding the level of user engagement.

Keywords: Social Media, Digital Literacy, Library Systems, Educational Resources, and Library Staff Training.

Title: Exploring the Role of Social Media in Promoting Digital Literacy for Modern Library Systems

Author: Arup Kumar Bhattacharya

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 168-176

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-June-2026

Abstract: As cyberspace has become an important communication environment for high school students, online communication and conduct skills are no longer limited to digital safety but are also closely associated with social-emotional competence, peer relationships, and students’ psychological well-being in school settings. This article examines the current status of online communication and conduct skills among high school students, identifies selected related factors, and explores the interventional role of group social work. The study employed a mixed-methods design, combining a questionnaire survey of 470 students, in-depth interviews with students, teachers and parents, a pre-test/post-test intervention with a group of 15 students participating in a group social work program. The findings indicate that students’ online communication and conduct skills were at a moderately good level. Among the four skill domains, digital responsibility and empathy were rated higher, whereas emotional regulation and conflict resolution were identified as weaker areas. Social media use time and peer pressure were negatively associated with online communication and conduct skills, while awareness of digital responsibility was positively associated with these skills. Preliminary intervention results suggest that group social work can contribute to improving students’ online communication and conduct skills, particularly in emotional regulation and conflict resolution. The study contributes to clarifying a school social work approach to developing students’ digital communication competence in the context of contemporary digital transformation.

Keywords: group social work; online communication; conduct skills; high school students; digital responsibility.

Title: ONLINE COMMUNICATION AND CONDUCT SKILLS AMONG HIGH SCHOOL STUDENTS AND THE INTERVENTIONAL ROLE OF GROUP SOCIAL WORK

Author: Nguyen Van Ha

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 158-167

Research Publish Journals

Website: www.researchpublish.com

Published Date: 17-June-2026

Abstract: This study aims to develop a conceptual business model named AgroSmartX, a Smart Agriculture Technology company that integrates digital platforms and mobile applications to address key challenges faced by multiple customer segments, including smallholder farmers, agricultural suppliers, and agricultural retailers. Key challenges include low crop productivity, inefficient resource management, lack of real-time data, and unstable market access. The methodology adopts Design Thinking, involving a literature review, benchmarking existing AgriTech companies using the Business Model Canvas (BMC), and conducting surveys to understand user needs. The paper then develops an initial business model using the Empathy Map (EM), BMC, and Value Proposition Canvas (VPC), alongside a high-fidelity prototype of a digital platform. Validation is conducted through feedback from stakeholders, followed by refinement into a validated business model. A Strategy Canvas is also developed to compare AgroSmartX with existing market solutions. Key findings indicate that AgroSmartX provides innovative solutions such as AI-driven crop monitoring, IoT-based smart sensors, and a digital marketplace that act as pain relievers and gain creators. The paper contributes to a conceptual business model that enhances agricultural productivity and sustainability. Future work includes developing a comprehensive business plan based on the validated model.

Keywords: Food security, Smart Agriculture, AgriTech, IoT, Digital Platform, Business Model, Agro-Ecosystem.

Title: A CONCEPTUAL AGROSMARTX BUSINESS MODEL: ENHANCING FOOD SECURITY THROUGH AN INTEGRATED AGRICULTURAL ECOSYSTEM AND PLATFORM

Author: Zarief Mirza Bin Zairun, Muhammad Farihin Bin Mohd Nazli, Ahmad Danish Qayyim Bin Azmi, Naqash Mohd Aouf, Abdul Rahman Bin Ahmad Dahlan

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 146-157

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-June-2026

Abstract: The concept of online shopping started in the late 1970s and early 1980s. It was in the 1990s’s there was a rise in e-commerce and saw the launch of Amazon and eBay. Mobile commerce and social commerce are significant aspects of online shopping geography. The customer factors that affect the acceptance of online shopping have been the subject of numerous research. The review literature describes the perceived pitfalls of online shopping, which include fiscal threat, product threat, convenience threat, and non-delivery threat. Studies have been conducted to emphasize gender differences in online shopping stations. Numerous reference models were introduced to understand the consumer, like the Technology Acceptance Model etc. The other factors that affect online shopping include education, occupation, and shopping habits. Though online shopping has shown growth over the previous years, there is still a need to establish trust with consumers to promote the e-commerce business. This can be done by enhancing product quality, furnishing complete information, ensuring security, user-friendly payment, and furnishing excellent consumer service.

Keywords: Online shopping, risks, consumer satisfaction., digital.

Title: Consumer Pitfalls in Digital Business

Author: Sandhya M. R.

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 139-145

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-June-2026

Abstract: Background: Diabetic foot ulcer (DFU) is a significant complication of type 2 diabetes mellitus, characterized by delayed wound healing, risk of infection, and increased morbidity. Integrative approaches may support wound healing and glycemic control.

Case Presentation: A 58-year-old male with an 8-year history of type 2 diabetes presented with a non-healing ulcer over the posterolateral aspect of the left ankle, associated with pain, mild swelling, and difficulty in walking. The ulcer was classified as Wagner Grade II. Baseline investigations revealed elevated blood glucose levels.

Intervention: The patient underwent a 70-day integrative treatment protocol delivered in phases, including pranayama practices, hydrotherapy, dietary modifications, and herbal interventions. Topical applications included Aloe vera, neem, and turmeric, while internal herbal preparations comprised fenugreek, bitter gourd, and cinnamon.

Results: A marked reduction in ulcer size was observed, decreasing from 15 × 7 × 2 cm at baseline to 5 × 3 × 0.2 cm by day 70, along with the development of healthy granulation tissue and epithelialization. Glycemic parameters improved, with fasting blood glucose reducing from 165 mg/dL to 118 mg/dL and postprandial glucose from 238 mg/dL to 170 mg/dL.

Conclusion: This case suggests that integrative therapy may support wound healing and glycemic control in diabetic foot ulcer. Further controlled studies are needed to establish efficacy.

Keywords: Diabetic foot ulcer; Naturopathy; Yoga; Herbal medicine; Integrative medicine.

Title: Clinical Outcomes of Integrative Naturopathy, Yoga, and Herbal Interventions in Diabetic Foot Ulcer: A Case Report

Author: Dr. Deepa V

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 130-138

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-June-2026

Abstract: Early Childhood Care and Education (ECCE) is the foundation of cognitive, emotional and social development in early learners and kindergarten education plays a critical role in influencing the outcome of life long learning. The National Education Policy (NEP) 2020 in India has brought some major reforms based on the reorganization of early education into a system of 5+3+3+4, and a focus on play-based, experiential, and competency-based approaches to learning. It is a qualitative review study of the available literature on kindergarten education in India with respect to teaching methods and institutional practices regarding ECCE within the framework of NEP 2020. Based on peer-reviewed journal articles, policy reports, and institutional reports, the study synthesizes key findings by using thematic analysis. The findings reveal an obvious pedagogical change towards rote learning to child-centered, activity-based pedagogy that promotes holistic development. But the analysis also shows that there are still implementation issues such as lack of proper teacher training, insufficient infrastructures, and disparities between rural and urban environments. In spite of good policy intentions, there are still gaps between the formulation of the policies and the practice at the classroom level. The research finds that teacher education, the capacity of the institutions, and equitable access are critical in ensuring effective ECCE implementation in India. The research findings underscore the importance of long-term policy support and context-specific reforms to achieve the full potential of NEP 2020 on early childhood education.

Keywords: Kindergarten education, ECCE, NEP 2020, play-based learning, India, early childhood pedagogy, institutional practices.

Title: Kindergarten Education in India: An Analytical Review of Teaching Methods and Institutional Practices within Emerging Educational Initiatives

Author: Tazeem Aijaz

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 124-129

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-June-2026

Abstract: The study investigated trainers' perception of audio-visual utilisation in science-based entrepreneurship education at Federal Polytechnic Nekede, Owerri, Imo state, Nigeria. The objectives of the study include among others to identify science-based entrepreneurship vocational training available at the Federal Polytechnic Nekede, Owerri, ascertain trainers' extent of familiarity with usage of audio-visual methods in science-based entrepreneurship education. The study is anchored on technological determinism. The in-depth interview method was adopted to collect qualitative data from science entrepreneurship teachers and sample size was based on saturation principle leading to responses from six science entrepreneurship facilitators in the relevant area who were purposively selected. Instrument for data collection was the interview guide containing five questions which was subjected to face validation by an expert researcher. The qualitative data collected were analysed using explanation building techniques. Result revealed that trainees engage in science related entrepreneurship studies including; deodorant production, snail keeping, bread making, computer networking, web and application design, agri‑based enterprises, and frame and lens fabrication among others, that trainers are familiar with some audio-visual methods. Respondents were of the view that both traditional and audio-visual methods should be synergised in science-based entrepreneurship training among other findings. Based on the findings of this study, it was recommended that science entrepreneurship teachers should be versatile in their teaching methods, that relevant devices required for audio-visual content and presentations should be made available at various institutions' entrepreneurship centres.

Keywords: audio-visual utilization, Federal Polytechnic Nekede, science entrepreneurship teachers, building techniques, various institutions' entrepreneurship centres.

Title: Trainers' Perceptions of Audio-Visual Method Utilisation in Science-based Entrepreneurship Education at Federal Polytechnic Nekede

Author: Ejiogu, Felicia Ijeoma, Ibe, Helen, Obi, Victor Kenechukwu

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 115-123

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-June-2026

Abstract: Artificial intelligence (AI) is increasingly transforming how individuals access information, construct knowledge, and engage in decision-making across educational, professional, and societal environments. Despite these advancements, growing concerns have emerged regarding automation dependency, cognitive offloading, diminished reflective reasoning, and the erosion of epistemic agency within AI-mediated systems. In response, this conceptual study advances the Conscious Intelligence Integration Framework (CIIF), a human-centered theoretical model explaining how conscious intelligence mediates the relationship between AI systems and human cognition. Drawing upon cognitive psychology, metacognition, epistemology, philosophy, human–computer interaction, and AI ethics, the framework conceptualizes conscious intelligence as a multidimensional regulatory system involving reflective awareness, discernment, metacognitive regulation, ethical reasoning, and epistemic responsibility. The framework proposes that these dimensions influence whether AI interaction results in cognitive augmentation characterized by reflective reasoning and epistemic agency or passive integration associated with automation bias, cognitive dependency, and cognitive surrender. The study contributes to theory by repositioning conscious intelligence as the central regulatory mechanism governing AI-mediated cognition and provides a foundation for future empirical investigation into the cognitive, educational, ethical, and societal implications of AI integration. Ultimately, the framework argues that the long-term impact of AI will depend not only on advances in machine intelligence, but also on humanity’s ability to preserve reflective judgment and conscious cognitive engagement within increasingly AI-mediated environments.

Keywords: artificial intelligence; conscious intelligence; cognition; metacognition; epistemic responsibility; automation bias; cognitive offloading; human–AI interaction; AI ethics.

Title: The Conscious Intelligence Integration Framework (CIIF): A Conceptual Model Bridging AI and Conscious Intelligence

Author: Dr. David Bull

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 101-114

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-May-2026

Abstract: The rapid advancement of artificial intelligence (AI) has transformed how individuals access information, construct knowledge, and make decisions, yet its influence on human cognition remains insufficiently theorized. This study advances the AI–Consciousness Reflection Model (AICRM), a conceptual framework that positions AI as a reflective system of human cognition. The model conceptualizes AI-generated outputs as reflections of human-derived data that are interpreted, constructed into meaning, and integrated into cognitive processes through recursive feedback loops. Central to the framework is conscious awareness as a moderating condition that determines whether AI interaction produces cognitive insight or cognitive distortion. Drawing on cognitive psychology, human–computer interaction, and philosophy, the model identifies key mechanisms, including cognitive offloading, automation bias, and cognitive surrender, through which AI reshapes thinking. The framework further argues that AI operates as a dual system, simultaneously enabling knowledge expansion while introducing epistemic risks such as illusion of understanding and diminished intellectual autonomy. The study contributes to theory by reconceptualizing AI as a mediating cognitive system and outlines implications for education, professional practice, and ethical governance in increasingly AI-mediated environments.

Keywords: artificial intelligence; cognition; human–AI interaction; cognitive offloading; automation bias; epistemic risk; reflective systems; decision-making.

Title: The AI–Consciousness Reflection Model (AICRM): How Artificial Intelligence Reflects and Distorts Human Cognition

Author: Dr. David Bull

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 85-100

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-May-2026

Abstract: Student retention remains a persistent challenge in higher education, with increasing attention directed toward the roles of faculty teaching practices and students’ sense of belonging. While prior research suggests that belonging is associated with student success, the extent to which it predicts retention outcomes remains unclear. This study examines the predictive relationships among faculty teaching practices, sense of belonging, and retention intent across a broad undergraduate population. Using a quantitative, cross-sectional correlational design, data were collected from undergraduate students (N = 84) using validated instruments, including the Teaching Practices Inventory (TPI), the Institutional Integration Scale (IIS-8) for sense of belonging, and the IIS-2 for retention intent. Data were analyzed using rank-based multiple regression and binary logistic regression to assess the extent to which teaching practices and belonging predict retention intent. The results indicate that faculty teaching practices significantly predict sense of belonging (β = .60, p < .001), with engagement-oriented practices playing a central role. However, neither faculty teaching practices (β = .09, p = .409) nor sense of belonging (β = −.11, p = .337) significantly predict retention intent. These findings suggest that while instructional practices enhance students’ psychological experience, they do not directly influence persistence-related decisions. The study contributes to the literature by clarifying the distinction between proximal outcomes (belonging) and distal outcomes (retention) and by highlighting the role of external factors in shaping persistence. The findings support a multi-theoretical perspective integrating Tinto, Strayhorn, and Bean and Metzner, and underscore the need for multi-factor institutional strategies to improve student retention.

Keywords: Student retention; Sense of belonging; Faculty teaching practices; Undergraduate students; Student engagement; Higher education; Retention intent; Online and post-traditional learners.

Title: Examining the Predictive Role of Faculty Teaching Practices and Sense of Belonging on Student Retention Intent Across Diverse Undergraduate Populations

Author: Dr. David Bull

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 70-84

Research Publish Journals

Website: www.researchpublish.com

Published Date: 30-May-2026

Abstract: Language holds major significance because it helps people to develop their personal identities while enabling them to pass their identities through time and it helps people to stay connected with each other in regions where international interactions take place. This article considers Kinyarwanda as a transnational linguistic system, meaning that it is not only the official language of Rwanda but it is also a culturally and communicatively binding element for the Great Lakes African region and the Rwandan diaspora. Adopting a qualitative paradigm for sociolinguistics and history, the study is carried out with secondary sources (linguistic databases, scholarly literature, demographic reports, and cultural literature). The findings of this research show that Kinyarwanda belongs to a very homogenous Rwanda-Rundi language group in the Bantu group of the Niger-Congo language family with many structural and phonetic correspondences and a high degree of intelligibility with other languages such as Kirundi or Rufumbira. The spread of Kinyarwanda across countries such as the Democratic Republic of the Congo, Uganda, Burundi and Tanzania suggests a unified language community in the region, rather than national language communities, and migration has helped Kinyarwanda to become a diaspora language. The paper refers to this situation of cultural identity through language as a theory of “Rwandafoni,” and compares it with other language groups in the world. The authors explain that people use language as a process which exists beyond the limits of national territory.

Keywords: Kinyarwanda, Rwandafoni, Rwanda-Rundi Languages, African Sociolinguistics, Great Lakes Region, Transnational Identity, Diaspora Language, Bantu Languages.

Title: Rwandafoni: The Transnational Linguistic Community of Kinyarwanda Across the African Great Lakes Region and the Global Diaspora

Author: Professor Dr. Idi (Ras) Banamungu, Claude Bizumuremyi

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 64-69

Research Publish Journals

Website: www.researchpublish.com

Published Date: 29-May-2026

Abstract: The global educational landscape is currently facing a fundamental transformation due to information technology disruption, which demands a profound redefinition of pedagogical methodology. This study aims to explore the integration of traditional values ​​into modern educational governance and identify institutional resilience strategies in facing the challenges of 21st-century competencies. Using a qualitative approach with descriptive analytical methods, this study focuses on a university undergoing a curriculum transition toward international standards. Data were mined through in-depth interviews, participant observation, and document review to capture the social and intellectual dynamics in the field. The research findings reveal that technology integration has triggered a shift in the instructional paradigm to become more organic and multidimensional, where digital platforms act as a catalyst for student independence. However, there is a significant clash between the bureaucratic rigidity of the curriculum and the demands of the modern workplace, which require teachers to independently improvise curricula. Furthermore, sociocultural barriers such as resistance to change and the risk of digital fatigue pose crucial non-technical challenges. This study concludes that the success of educational transformation is not measured by sophisticated hardware, but rather by the development of a collaborative organizational culture and visionary leadership capable of mediating between tradition and innovation. The practical implication is that future education policies must shift from a technocentric approach to strengthening human resource capacity and the emotional well-being of learners in order to create an inclusive and sustainable learning ecosystem. 

Keywords: Digital Transformation, Modern Pedagogy, 21st Century Curriculum, Institutional Resilience, Traditional Values.

Title: Integrating Traditional Values ​​into Modern Educational Governance

Author: Ida Maiyanti A. Rajamuddin, Maryam

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 55-63

Research Publish Journals

Website: www.researchpublish.com

Published Date: 27-May-2026

Abstract: Critical thinking is recognized as a hallmark of higher education and a vital competency to successfully navigate the complexities of the 21st-century workforce. Yet, a significant gap persists between the theoretical importance of critical thinking and the actual proficiency levels of university graduates. This article reviews the multifaceted barriers to the development of critical thinking skills in higher education. By synthesizing the current literature, the study identifies four primary areas of obstruction: lecturer-related limitations, inadequate instructional design, student resistance, and systemic educational constraints. The findings suggest that pedagogical interventions like problem-based learning and constructivist environments can be effective but their success is often neutralized by insufficient specialized educator training and a cultural reliance on rote memorization. The article concludes with recommendations for curriculum reform and professional development to bridge the gap between academic objectives and industrial expectations.

Keywords: Barriers; critical thinking; pedagogical interventions; higher education.  

Title: BARRIERS TO LEARNING CRITICAL THINKING SKILLS IN HIGHER EDUCATION

Author: Lam Quoc Huy, Nguyen Tien Dung, Tran Nguyen Nhung

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 50-54

Research Publish Journals

Website: www.researchpublish.com

Published Date: 19-May-2026