Vol 14 Issue 3 July 2026-September 2026

Abstract: The purpose of this study was to examine the effects of continuous assessment on the acquisition of counting skills among preschool learners in Gaborone West, Botswana. A mixed-methods approach was adopted, involving 327 preschool teachers from 20 preschools. Stratified random and purposive sampling techniques were used, while data were collected through close-ended questionnaires and focus group discussions. Quantitative data were analysed using SPSS version 20.0 and one-way ANOVA, while qualitative data were analysed thematically. The findings established that continuous assessment significantly influences counting skills. Challenges affected its implementation, while assessment strategies enhanced learning outcomes. Teachers also viewed continuous assessment as important. The study recommends strengthened implementation in preschools.

Keywords: Continuous assessment, counting skills, preschool learners, early childhood education, teachers, Botswana.

Title: An Investigation Into Continuous Assessment On Acquisition Of Counting Skills Among Early Childhood Learners 4 -5 Years Old In Schools In Gaborone West In Botswana

Author: Lovely Chikombo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 303-315

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Website: www.researchpublish.com

Published Date: 07-September-2026

Abstract: Birth registration is a fundamental human right that provides legal identity and enables access to education, healthcare, social protection, and other essential services. Despite efforts to strengthen civil registration systems, birth registration coverage remains uneven among marginalized and pastoralist populations. In Kenya, disparities persist across counties, with Narok County recording a registration rate of 52.8% compared to the national average of 77.1%. Limited evidence exists on how local cultural practices influence caregivers’ decisions to register children in pastoralist communities. Guided by the Theory of Planned Behaviour, this study examined the influence of local cultural practices on birth registration among children under 18 years in Ololunga Sub-location, Narok South Sub-County, Kenya. Specifically, it assessed the influence of traditional naming and childbirth practices, household and community decision-making norms, and pastoralist lifestyle practices on birth registration. A descriptive cross-sectional design was adopted. The study targeted household heads with children under 18 years and key informants from relevant stakeholder groups. A sample of 105 respondents was selected from 150 households using Yamane’s formula. Quantitative data were collected through semi-structured questionnaires and analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that local cultural practices significantly influenced birth registration outcomes (p < 0.001). Traditional childbirth practices, community decision-making norms, and pastoralist mobility affected registration timing, access to services, and interaction with formal registration systems. The study recommends culturally responsive interventions, strengthened community engagement, integration of birth registration with maternal and child health services, and expansion of mobile and decentralized registration services to improve coverage among pastoralist populations.

Keywords: Birth registration, socio-cultural determinants, caregivers, pastoralism, legal identity, Narok County, Kenya.

Title: Influence of Local Cultural Practices on Caregivers’ Birth Registration for Children Under 18 Years in Ololunga Sub-Location, Narok South Sub-County, Kenya

Author: Monica Atieno Ondijo, Stephen Okumu Ombere, Fred Ikanda

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 292-302

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Website: www.researchpublish.com

Published Date: 04-September-2026

Abstract: Commercial banks are indispensable drivers of economic expansion which is a fundamental pillar of any country by facilitating investment, job creation, promote financial inclusion, providing loans for expansion and operation, with the banking sector being the biggest contributor yet it faces numerous challenges both globally and locally. This study assessed how macroeconomic variables had an effect on profitability of Kenya’s Tier 3 commercial banks. The study specifically examined inflation, exchange rate, money supply and interest rate on profitability of these banks. The study employed interest rate parity, international fishers’ effect, purchasing power parity, profit maximization theory and quantitative theory of money was considered. Panel regression model technique was adopted to analyze twenty-two Tier 3 commercial banks for the period 2019 to 2025 based on the census approach. The secondary data sources which included the official audited financial reports of these banks were used. The measure of profitability was return on assets. Quantitative data was analyzed using descriptive statistics such as mean, mode, standard deviation and skewedness. Inferential statistics included regression analysis, correlation analysis and analysis of variance. The secondary data was processed using Stata and presented using table and figures. Diagnostic tests were conducted through, normality test, autocorrelation test, multicollinearity, heteroscedasticity, and Hausman’s test. Ethical consideration was used in the whole process. The study established that the interest rate, inflation rate, exchange rate, money supply and profitability of these banks were significantly related. The interest rates were seen to have presented a substantial significant profitability improvement of these banks as they determined their net interest revenue earned on loans and interest paid on deposits. The inflation rate has a significant effect on banks’ profitability since it affects their operating expenses, loan repayment conduct, and interest margin. The exchange rate variations present a significant effect on bank profitability because a stronger Kenyan shilling compared to main currencies like the US dollar could minimize the expenses incurred on imports and reduce the worth of foreign-denominated liability, thus raising profit margins. The money supply had contributed to a considerable profitability improvement of these banks due to interest rates, liquidity, and credit accessibility. The identified study recommendations are that the banks can put more emphasis on strategies influenced by interest rates like loan portfolio optimization through giving competitive but gainful interest rates. The banks should focus much on asset base diversification to contain inflation-indexed tools like inflation-related bonds and treasury bills, to alleviate the effect of increasing inflation rate on their interest earnings. The banks can implement active currency hedging policies to alleviate the effect of exchange rate variations on their foreign currency-denominated properties and liabilities. The banks can strategically manage their loan portfolios to exploit on the effect caused by money supply which could affects interest rates and credit request.

Keywords: Interest Rate, exchange rate, money supply and interest rate, Profitability.

Title: MACROECONOMIC VARIABLES AND PROFITABILITY OF TIER III COMMERCIAL BANK IN KENYA

Author: Maureen Chebet Rotich, Dr. Moses Odhiambo Aluoch

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 280-291

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Website: www.researchpublish.com

Published Date: 02-September-2026

Abstract: This study explored the perceived impact and gains of enrollment in Master of Arts – Major in English on the professional growth and instructional practices of English teachers. The respondents of this study were the 13 English teachers enrolled in the Master of Arts program (Major in English) at PHINMA Araullo University, selected through purposive sampling. Using a qualitative research design and comprehensive interviews, data were gathered. Through a thematic analysis, the findings revealed that most respondents were young professionals aged 26-30 years old, with 6-10 years of teaching experience, primarily in public schools. The findings indicate that the MA program has a significant contribution to the professional and instructional development of the teachers. Professionally, it served as valuable credentials for promotions, leadership roles, and career advancement while strengthening their research competency and leadership skills through enhanced communication, collaboration, decision-making, and problem-solving skills allowing them to engage in school initiatives and mentoring roles. While improving self-efficacy in handling instructional and classroom challenges. Instructionally, respondents gained new teaching strategies through the utilization of differentiated, inquiry-based, technology-integrated, and learner-centered instruction; lesson preparation skills improved through better alignment of learning outcomes and curriculum standards; assessment and evaluation techniques were enhanced through improved assessment literacy; and classroom management skills were improved through understanding the diversity of the learners. The study concluded that enrollment in the program enhances English teachers’ professional growth, instructional effectiveness, and overall teaching competence, and it is recommended that teachers should be encouraged and supported to pursue graduate studies. 

Keywords: Professional Gains, Instructional Gains, Enrollment in Graduate School, English Teacher, Teaching Competency, Pedagogical Skills.

Title: Professional and Instructional Gains of English Teachers Enrolled in Master of Arts Major in English

Author: Dannica Marie G. Escuadro

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 272-279

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Website: www.researchpublish.com

Published Date: 02-September-2026

Abstract: This study explored the responsibilities of internal stakeholders in maintaining an English-Only School Environment (EOSE) and its relationship to students’ language proficiency and sense of Filipino Identity. Fifteen internal stakeholders of St. Bernadette Montessori Academy (SBMA), purposively selected from the administration, teaching staff, and support staff, participated in this study conducted during the School Year 2025-2026. A qualitative descriptive design was employed. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed that maintaining the EOSE is a shared responsibility among internal stakeholders and is carried out through language management, language ideology, and language practices, including consistent English modeling, encouragement, constructive feedback, meaningful interaction, and creation of supportive opportunities for learners to practice English in both classroom and non-classroom settings. The EOSE was perceived as positively influencing students’ English language; however, the benefits were not experienced equally by all students. Learners with lower English proficiency were perceived to experience anxiety, intimidation, discouragement, and reduced participation when the policy was implemented too rigidly. Regarding students’ sense of Filipino Identity, internal stakeholders perceived that learners could develop strong English proficiency while maintaining their Filipino identity when deliberate opportunities were provided to use Filipino and engage with Filipino culture. However, insufficient opportunities to use Filipino were associated with reduced familiarity with Filipino cultural practices. At the same time, the findings revealed that English can serve as a medium for preserving and expressing Filipino culture when Filipino history, literature, traditions, values, celebrations, and culturally relevant content are deliberately integrated into lessons and school activities. The study concludes that the EOSE should be retained but strengthened through a more consistent, supportive, learner-centered, and culturally responsive approach.

Keywords: English-Only School Environment, English-Only School Policy, Internal Stakeholders, Language Management, Language Ideology, Language Practices, English Language Proficiency, Sense of Filipino Identity.

Title: Internal Stakeholders’ Responsibility in Maintaining an English-Only School Environment and Its Relationship to Students’ Language Proficiency and Sense of Filipino Identity

Author: John Paul B. Lorenzo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 264-271

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Website: www.researchpublish.com

Published Date: 31-August-2026

Abstract: This study aimed to develop and evaluate English 9 lesson exemplars integrating the local history and culture of San Miguel, Bulacan to strengthen students’ understanding of community identity and enhance engagement and motivation through familiar cultural contexts. Using a descriptive-developmental research design, the study focused on evaluating the developed lesson exemplars in terms of pedagogical effectiveness, historical and cultural relevance, and linguistic relevance. The respondents were selected through purposive sampling and included 15 public secondary school English teachers and 12 experts. The teacher-respondents consisted of master teachers and Junior High School teachers handling Grade 9 English, while the experts included English and Araling Panlipunan head teachers or subject coordinators, Education Program Supervisors, and a cultural researcher from San Miguel, Bulacan. Data were gathered using a researcher-made questionnaire and analyzed through weighted mean and an independent samples t-test. Results showed that the lesson exemplars were rated “Highly Evident” by both teachers and experts, with overall weighted means of 3.85 and 3.71, respectively. The findings indicated that the materials effectively supported learning competencies and objectives, incorporated meaningful historical and cultural contexts, and promoted English language development through clear, accessible, and relevant language use. No significant difference was found between the evaluations of teachers and experts across all three criteria, indicating similar perceptions of the materials’ quality and appropriateness. The study recommends further simplifying the exemplars and presenting activities in smaller, sequential steps to accommodate learners with varying reading proficiency, along with the development of contextualized and authentic learning resources.

Keywords: lesson exemplars, local history and culture, English 9, contextualized learning.

Title: DEVELOPMENT AND EVALUATION OF ENGLISH 9 LESSON EXEMPLARS EMBEDDED WITH LOCAL HISTORY AND CULTURE

Author: Angelica Mata Sangil

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 257-263

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Website: www.researchpublish.com

Published Date: 31-August-2026

Abstract: Adolescent aggression in school settings is embedded in close social relationships, particularly family and peer contexts. This study examined associations between family bonding, deviant peer affiliation, and aggression-related outcomes among high school students in Quang Ninh Province, Vietnam, and considered directions for school social work practice. A mixed-methods design was employed, with quantitative data from 127 students in Grades 10-12 supplemented by five in-depth interviews and one focus group involving six students. Family bonding was examined through emotional attachment, commitment to family life, involvement in family activities, and belief in family norms, while aggression-related outcomes were organized into aggressive attitudes, aggression-related emotional responses, and aggressive behaviors. Multivariable regression results indicated that stronger emotional attachment was associated with lower aggressive attitudes and emotional responses, whereas stronger family commitment was associated with lower aggressive attitudes and behaviors. Belief in family norms was negatively associated with aggressive behavior. Deviant peer affiliation was the only factor consistently and positively associated with all three aggression-related outcomes. Having a family member with deviant behavior and economic disadvantage were additionally associated with aggressive behavior. The findings suggest that family bonding is multidimensional rather than uniformly protective and that peer contexts should be considered alongside family relationships. School social work responses should therefore combine family-focused assessment, positive peer-network interventions, and coordinated case management for students experiencing multiple risks.

Keywords: family bonding; deviant peer affiliation; adolescent aggression; high school students; school social work.

Title: Family Bonding, Deviant Peer Affiliation and Aggression among High School Students in Quang Ninh Province: Directions for School Social Work

Author: Đỗ Nghiêm Thanh Phương, Bùi Thị Khánh

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 248-256

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Website: www.researchpublish.com

Published Date: 29-August-2026

Abstract: This study examines the current status of case management practices for children with autism spectrum disorder (ASD) at Mam Xanh Social Enterprise in Hung Yen Province. Data were collected through a survey of 17 teachers who work directly with and interact with children with ASD. The findings indicate that, at the time of the study, Mam Xanh had not established a specialized department responsible for social work or case management nor had it employed dedicated case managers with formal professional training in this area. In practice, activities involving children and their families were primarily undertaken by inclusion teachers and special education teachers. These teachers were directly involved in engaging with children, conducting assessments, developing intervention plans, implementing support activities and monitoring children's progress. Although these practices incorporated several components of the case management process, they had not yet been formally organized as a comprehensive case management service. Accordingly, rather than examining case management at Mam Xanh based on a formally established case management department or service model, this study analyzes existing practices in relation to the five-stage case management process commonly applied in social work. The findings suggest that Mam Xanh has established a relatively systematic process for providing individualized educational and intervention services. However, limitations remain in professional training related to case management and in coordination between families and the center. These limitations may increase the workload of individual teachers and affect the continuity and effectiveness of support provided to children with ASD and their families.

Keywords: case management; autism spectrum disorder; children with ASD; social enterprise; special education.

Title: CURRENT STATUS OF CASE MANAGEMENT PRACTICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDER AT MAM XANH SOCIAL ENTERPRISE, HUNG YEN PROVINCE

Author: Nguyen Thanh Binh, Luu Thi Huyen Trang

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 238-247

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Website: www.researchpublish.com

Published Date: 27-August-2026

Abstract: Climate change is increasing livelihood risks in vulnerable regions, especially in areas where people depend heavily on natural resources, agriculture, fisheries and coastal ecosystems. The Mekong Delta is strongly affected by salinity intrusion, drought, land subsidence, erosion, production instability and livelihood-related migration. This article reviews social work approaches relevant to the prevention of climate-induced livelihood risks and proposes an applied framework for the Mekong Delta. The article uses a narrative literature review combined with conceptual synthesis, drawing on literature on green social work, eco-social work, disaster risk reduction, sustainable livelihoods, climate justice, social protection and studies of livelihood risks in the Mekong Delta. The review indicates that social work can contribute to livelihood risk prevention through vulnerability assessment, risk communication, community group work, resource linkage, support for just livelihood transition and policy advocacy. The article proposes an integrated social work framework with six components, adding a social dimension to livelihood adaptation programmes in the context of climate change.

Keywords: social work; climate change; livelihood risks; green social work; Mekong Delta.

Title: SOCIAL WORK APPROACHES TO PREVENTING CLIMATE-INDUCED LIVELIHOOD RISKS AND IMPLICATIONS FOR THE MEKONG DELTA

Author: Cao Minh Toàn

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 230-237

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Website: www.researchpublish.com

Published Date: 26-August-2026

Abstract: This study examines perceptions regarding the impact of disabilities, healthcare access, demographics, and socioeconomic factors on the aging process of individuals with multiple disabilities. A total of 100 respondents participated, providing insights into their perspectives on these issues. The findings suggest that intellectual disabilities are perceived to have the most profound effect on aging, followed by physical and emotional disabilities. Respondents varied in their beliefs regarding the influence of multiple disabilities on aging, with differing opinions on acceleration, deceleration, or no significant effect. Healthcare access was considered crucial in mitigating the effects of multiple disabilities on aging, although opinions varied.

Keywords: Multiple Disabilities, Age Groups, Understanding, Support Strategies, Inclusion, Intervention, Quality of Life, Developmental Milestones.

Title: NAVIGATING LIFE'S JOURNEY: UNDERSTANDING REGULAR BEHAVIOUR IN INDIVIDUALS WITH MULTIPLE DISABILITIES ACROSS AGE GROUPS

Author: SHYNY K P, DR. ANIRUDH CHANDRA BASU

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 225-229

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Website: www.researchpublish.com

Published Date: 25-August-2026

Abstract: This study reports findings of an investigation into functional integration as a strategic management driver of service delivery in public national teaching and referral hospitals in Nairobi City County, Kenya. Service delivery in these hospitals has deteriorated over the past five years despite considerable policy reform and financial investment, with patient satisfaction falling from 68 percent in 2019 to 56 percent in 2024, average outpatient waiting time rising from four to six hours, and institutional maternal mortality ratios remaining at 99 to 104 per 100,000 live births against a national target of 70. Grounded in the Technology Acceptance Model and the SERVQUAL model, the study conceptualized functional integration, disaggregated into process integration, teamwork and collaboration, and service coordination, as a strategic management driver, and service delivery as the outcome it was expected to explain. The study adopted a descriptive cross-sectional research design targeting 420 staff drawn from Kenyatta National Hospital, Mathari National Teaching and Referral Hospital and the National Spinal Injury Referral Hospital. Using a proportionate stratified random sampling technique and Yamane's formula, a sample of 205 respondents was selected, and 195 usable questionnaires were returned, representing a response rate of 95.6 percent. Primary data were collected using a semi-structured questionnaire anchored on a five-point Likert scale, and reliability for both functional integration and service delivery exceeded the 0.7 threshold. Data were analyzed using descriptive statistics and linear regression. The study finds that functional integration was deployed to a high level, with process integration and service coordination rated most strongly and the regularity of multidisciplinary teamwork the weakest-performing indicator. Service delivery was rated at a more moderate level. Functional integration has a significant positive effect on service delivery (β = 0.623; p = 0.001). The study concludes that functional integration is among the most consequential strategic management drivers of service delivery in tertiary public hospitals and calls on hospital managers to institutionalize structured cross-departmental coordination as a deliberate strategic asset. Future research is invited to extend the conceptual and methodological scope of the study to enhance the generalizability of the findings.

Keywords: Strategic management drivers, functional integration, service delivery, public national teaching and referral hospitals, Nairobi City County, Kenya.

Title: Strategic Management Drivers and Service Delivery: The Role of Functional Integration in Public National Teaching and Referral Hospitals in Nairobi City County, Kenya

Author: Stanslaus Mbithi, Annstellah Gakii

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 217-224

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Website: www.researchpublish.com

Published Date: 21-August-2026

Abstract: This paper examines the tension between Naga political aspirations and the persistent challenges that continue to hinder the realization of sustainable peace in Nagaland. Shaped by historical experiences of colonial rule, evolving political consciousness, and longstanding demands for self-determination, Naga aspirations remain central to understanding both the ‘Indo-Naga’ conflict and the limitations of existing peace efforts. Although ceasefire agreements and successive rounds of negotiations have substantially reduced large-scale violence, fundamental issues relating to political recognition, competing territorial claims, and the future framework of autonomy and governance remain unresolved.

The study argues that the peace process is constrained not only by these unresolved political questions but also by factionalism among Naga political groups, inter-tribal divisions, governance deficits, and declining public trust in both state and non-state actors. As a result, the reduction of violence has not necessarily translated into a stable peace.

Drawing on peacebuilding scholarship, the paper conceptualizes sustainable peace as a transformative process that extends beyond the absence of armed conflict to encompass political inclusion, institutional legitimacy, social reconciliation, and participatory governance. It contends that durable peace requires the meaningful alignment of diverse Naga aspirations with accountable and context-sensitive mechanisms of conflict transformation. The paper concludes that overcoming the current impasse demands not only a political settlement but also deeper efforts to address historical grievances, strengthen institutions, and foster a more just, inclusive, and enduring peace.

Keywords: Naga political aspirations, ‘Indo-Naga’ conflict, Self-determination, Factionalism, Sustainable peace.

Title: The Unfinished Peace: Rethinking the Naga Political Movement and the Quest for Sustainable Peace

Author: Savio Kikhi, Dr. Shonreiphy Longvah

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 207-216

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Website: www.researchpublish.com

Published Date: 12-August-2026

Abstract: Driven by digital intelligence technologies, reforms have been advanced in higher education evaluation. Traditional courses of Advanced Mathematics generally suffer from drawbacks including single-dimensional evaluation, difficulties in recording process-based learning data, and delayed evaluation feedback. As a mainstream intelligent teaching platform in China, ChaoXing Learning integrates curriculum development, in-class interaction, AI homework grading, learning situation statistics, learning behavior tracing and other functions, providing platform support for full-process and multi-dimensional teaching evaluation of Advanced Mathematics. Taking ChaoXing Learning as the carrier and relying on the platform’s AI modules and multi-source data collection capabilities, this paper constructs a multi-dimensional three-dimensional teaching evaluation system for Advanced Mathematics featuring "multi-stakeholder participation, full-process coverage and human-machine collaboration". It closes the teaching loop covering pre-class preview, in-class interaction, after-class consolidation and final assessment, and realizes the organic integration of process-based evaluation and summative evaluation. Practical results demonstrate that carrying out three-dimensional teaching evaluation supported by the Learning Platform can effectively mine students’ learning behavioral data, reduce teachers’ workload in process evaluation, accurately identify deficiencies in students’ learning, implement individualized teaching and personalized learning, and improve the educational effectiveness of the Advanced Mathematics course.

Keywords: Digital intelligence, artificial intelligence, Advanced Mathematics, multi-dimensional three-dimensional evaluation, teaching evaluation system.

Title: Research on the Construction of Multi‑dimensional Teaching Evaluation System for Advanced Mathematics Based on AI under the Background of Digital‑Intelligent Transformation

Author: Fuqin Zhan

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 200-206

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Website: www.researchpublish.com

Published Date: 11-August-2026

Abstract: Artificial intelligence (AI) is transforming higher education by reshaping how knowledge is generated, accessed, and applied. Although institutions have responded through initiatives emphasizing AI literacy, digital competence, and responsible technology use, these approaches primarily address technological proficiency rather than the broader curricular implications of AI-mediated learning. This paper argues that the rapid integration of AI necessitates not only new instructional practices but also a reconsideration of curriculum theory itself. Drawing upon the historical evolution of curriculum scholarship, the paper proposes the Conscious Intelligence Curriculum Framework (CICF) as a curriculum theory for AI-mediated higher education. The framework positions Conscious Intelligence as the organizing curriculum competency through which higher education intentionally cultivates reflective awareness, discernment, metacognitive regulation, ethical reasoning, and epistemic responsibility while preserving human intellectual agency in increasingly AI-supported environments. Operationalized through four recursive curriculum processes Curriculum Reorientation, Curriculum Integration, Curriculum Enactment, and Curriculum Adaptation CICF provides a coherent approach for aligning educational philosophy, curriculum design, teaching, assessment, and continuous improvement. The framework extends established curriculum theories by reconceptualizing curriculum purpose from the transmission of disciplinary knowledge toward the intentional development of the uniquely human capacities required for responsible collaboration with intelligent technologies. As a conceptual theory, CICF establishes a foundation for future empirical research while offering curriculum scholars and higher education leaders a theoretically grounded approach for reimagining curriculum in the age of artificial intelligence.

Keywords: Artificial intelligence, curriculum theory, curriculum transformation, Conscious Intelligence, higher education, AI literacy, curriculum design.

Title: Reimagining Higher Education Curriculum in the Age of Artificial Intelligence: A Conscious Intelligence Approach

Author: Dr. David Augustine Bull

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 177-199

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Website: www.researchpublish.com

Published Date: 01-August-2026

Abstract: Youth unemployment remains a major challenge in Rwanda, requiring education systems to better equip graduates with entrepreneurial competencies and pathways to self-reliance. This study examined the effect of entrepreneurial program management on the self-reliance of vocational school graduates in Nyaruguru District, Rwanda. Specifically, it assessed the effectiveness of entrepreneurial skills development, post-training support systems, and private sector collaboration in promoting graduate self-reliance. Guided by Human Capital Theory and Empowerment Theory, the study adopted a mixed-methods research design. The target population comprised 1,936 participants, including vocational school head teachers, entrepreneurship trainers, private sector entrepreneurs, and TVET graduates. A sample of 296 respondents (264 graduates, 16 trainers, 12 private sector entrepreneurs, and 4 head teachers) was selected. Data were collected using structured questionnaires and interview guides. Quantitative data were analyzed using SPSS version 28 through descriptive statistics, correlation, and regression analyses, while qualitative data were analyzed thematically. Findings showed that entrepreneurial skills development was moderately effective, with business plan preparation receiving the highest rating (Mean = 4.08). Post-training support systems were generally weak, particularly mentorship (Mean = 2.22) and access to startup financing (Mean = 2.45). Private sector collaboration was also moderately effective, with internships and apprenticeships rated highest (Mean = 3.35). Correlation and regression analyses revealed that all three entrepreneurial program management components significantly influenced graduate self-reliance. Post-training support systems had the strongest effect (r = .590, β = .392), followed by entrepreneurial skills development (r = .551, β = .296) and private sector collaboration (r = .435, β = .143). Collectively, the three variables explained 45.7% of the variation in graduate self-reliance (R² = .457, p < .001). The study concludes that strengthening entrepreneurial program management can significantly enhance the self-reliance of TVET graduates. It recommends improving practical entrepreneurship training, establishing structured post-training support systems, expanding access to startup financing, and strengthening formal partnerships between TVET institutions and the private sector to enhance internships, mentorship, curriculum relevance, workplace learning, and employment opportunities.

Keywords: Entrepreneurial Programme, Management Practices, Self-Reliance, Vocational School Graduates, Nyaruguru District.

Title: Effectiveness of Entrepreneurial Programme Management Practices on Enhancing Self-Reliance among Vocational School Graduates in Nyaruguru District, Rwanda

Author: Imanishimwe Olivier, Dr. Mugiraneza Faustin

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 3, July 2026 - September 2026

Page No: 161-176

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Website: www.researchpublish.com

Published Date: 30-July-2026