Security remains a fundamental pillar of any progressive society. In Nigeria, a nation blessed with diversity, natural resources, and vibrant human capital, the persistent wave of insecurity has continued to cast a long shadow over its developmental aspirations. While military and policing strategies are often prioritized, education, particularly the education of future teachers, holds untapped potential in the promotion of peace and national cohesion. This paper delves into the role of preservice teacher education in addressing Nigeria’s security challenges. It explores the ways in which the curriculum can foster critical thinking, peacebuilding, tolerance, civic responsibility, and social justice. Ultimately, it proposes a bold reimagination of teacher education to position educators not just as transmitters of knowledge, but as builders of a more secure, just, and peaceful Nigerian society.

Although academic departments and institutions frequently champion ideals of egalitarianism and inclusion, many are defined by status hierarchies that can undermine their stated commitment to these ideals. This article examines the distinct and interconnected influences of power, privilege, and positionality in the defense of progressive norms, with a particular focus on psychology departments as a context for epistemic and cultural analysis. The article proposes three orienting principles to guide departments toward greater equity and inclusion: (a) triangulating policies, ideals, and norms through participatory equity; (b) fostering an inclusive climate that values diverse forms of knowledge; and (c) establishing the preconditions for sustainable culture change, including alignment of rewards, acknowledgment of resistance, the need for restorative sacrifice, and measurement of progress. Collectively, these principles offer a practical framework for reconfiguring the academic department toward cultural inclusivity and socially situated scholarship that is meaningfully aligned with the civic responsibilities of higher education.

Awareness of the importance of taxation needs to be instilled from an early age, especially among the younger generation who are future taxpayers. This community service activity aims to provide a comprehensive understanding of accounting fundamentals and tax regulations to the students of SMK IPTEK. The primary focus of this program is to bridge the gap between theories learned in school and real-world industrial practices, as well as to foster moral awareness regarding the contribution of taxes to national development. The method used in this activity is interactive socialization through material presentations, group discussions, and simple tax calculation simulations. The topics cover the basic accounting cycle, an introduction to various types of taxes (such as Income Tax Article 21 and VAT), and digital tax reporting procedures via e-filing. An evaluation was conducted by comparing pre-test and post-test results to measure the improvement in participants' understanding of the presented material. The results of the activity indicate a significant increase in students' understanding of the relevance of accounting in accurate tax reporting. Most participants began to realize that tax compliance is not merely a legal obligation, but a civic responsibility. Through this education, it is expected that SMK IPTEK students will not only possess technical competence in accounting but also maintain high integrity in fulfilling future tax obligations. This socialization serves as a strategic initial step in forming a "Golden Generation" that is financially literate and tax-compliant for the sustainability of the Indonesian economy.

Abstract Complex interactive media, particularly simulated games, communicate meaning and evoke emotions through their elements. This study employs a visual semiotics approach to examine the semiosis that affects player interactions and game design in multiplayer virtual games. It analyzes the three main modalities used to convey meaning in these games: visual elements, auditory components, and textual attributes. The SimCity game series is purposefully selected for the study, and the findings from the connotative and denotative analysis demonstrate how the game vividly mirrors actual urban challenges through its design, intertwining entertainment with a critique of civic duty and government. The study draws insights from neoliberalism, capitalism, and Foucault’s theories, demonstrating that simulation games like SimCity cultivate a broader sense of humanity and responsibility while augmenting player agency. The study shows that in SimCity, the player occupies the role of a formidable administrator inside a dynamic urban environment, where governance, economic stability, and social order are perpetually tested. The game illustrates non-Marxist principles by prioritizing efficiency, control, and continuous progress. This semiotic study demonstrates how the game quietly reflects genuine urban challenges through its design, merging enjoyment with a critique of civic duty and government.

The majority of healthcare professionals discharge satisfactorily their civic duty to aid the execution of public justice by assisting courts and tribunals and may have their assistance gratefully acknowledged in a judgment that is on the public record. However, the conduct of a minority causes judicial dissatisfaction and sometimes criticism. The British and Irish Legal Information Institute (BAILII) online resource for the period September 2019 to August 2025 has been used to identify such cases. Examples are given of healthcare expert practice which have repeatedly caused concern: absent, insufficient or unclear reasoning; misuse, or failure to cite, literature; inaccuracy; failure to triangulate self-reported history with other evidence; failure to keep up with evidence; inappropriate language; late introduction of evidence; disregard, omission or misrepresentation of instructions; inadequate treatment of issues; failure to comply with procedural rules and guidance; partisanship; absent or inadequate referencing; incomplete range of opinion; misunderstanding of legal test; ignorance or disregard of procedural rules or guidance; disregard of, or challenge to, previous factual findings; acting outside expertise; omitting evidence that undermines opinion; unwillingness to make reasonable concessions; misuse of, or failure to refer to, relevant clinical guidelines; criticism of other experts; and dishonesty. Expert healthcare witnesses whose conduct results in judicial dissatisfaction or criticism appear to be unaware of, or to misunderstand, the duties of an expert witness or to act in disregard of them.

Social media platforms in Indonesia, a country with a large Muslim population, have become important spaces for public debate on the relationship between religion and government policy. This study examines public reactions to a statement by the Minister of Finance that framed tax payments as comparable to Islamic zakat obligations, using a qualitative netnographic approach to analyze 29,014 comments from viral TikTok post by a news outlet. The analysis explores how digital publics interpret fiscal claims through moral and religious reasoning, express dissent, and assess governmental legitimacy. Grounded theory inspired coding identifies three dominant patterns: emotional resistance expressed through humor and outrage; moral and religious contestation emphasizing the distinction between sacred obligations and civic duties; and socioeconomic distrust linked to perceptions of inequality and corruption. These reactions indicate a crisis of fiscal legitimacy in the digital sphere, driven by a mismatch between state communication and deeply held public values. The findings suggest that effective fiscal governance requires transparent and value sensitive communication that respects religious boundaries rather than asserting equivalence. This study contributes to debates on legitimacy and moral economy in digital contexts and offers practical insights for improving public finance communication in religiously diverse societies.

BackgroundCompassion, defined as recognizing suffering and acting to alleviate it, is increasingly acknowledged as a public health asset that enhances resilience, trust, and cooperation. Shown through interpersonal care, ethical leadership, and institutional backing, compassion influences social relationships and organizational culture, although interpretations differ across religious, secular, and cultural contexts. Clarifying how compassion is understood is crucial for fostering inclusive, supportive communities and workplaces, with existing literature linking it to mental health and community-rooted resilience.ObjectivesThis study examined how religious and secular ethics shape individuals’ perceptions of compassion received from others, and how these experiences inform social relationships and collective activities. It further explored how compassionate behaviors in workplace settings contribute to organizational climate, an area of growing relevance in public health. Rather than measuring health outcomes directly, the study focused on identifying mechanisms and ingredients for cultivating compassion as a key enabler of public health, with its broader link to well-being supported by existing literature.MethodsThree rounds of online surveys were conducted with 877 working-age adults in the United States between January and April 2025. Participants represented diverse religious backgrounds, including Christianity, Islam, Buddhism, Hinduism, Judaism, and others. To preserve the conceptual breadth of “organization,” no specific profession was defined, ensuring generalizability across public health contexts. Quantitative analyses employed frequency distributions, chi-square tests, and ANOVA, supplemented by path analysis to aggregate results. Qualitative data were examined through thematic narrative analysis and integrated with set theory models to theorize compassion’s broader role.ResultsParticipants reported that compassion was rarely visible in public discourse, particularly in media (χ2 = 75.30, p < 0.001), despite its perceived importance in healthcare (χ2 = 27.11, p < 0.001), education, and family life. Receiving compassion in workplaces was strongly linked to improved team cohesion, ethical leadership, and support during personal crises (χ2 = 364.32; χ2 = 138.29, both p < 0.001). Qualitative narratives revealed that compassion was interpreted as empathic acknowledgment, shaped by both religious traditions and secular experiences, and embedded in the social fabric of public and professional life.ConclusionThis study identifies receiving compassion as a valuable social and organizational resource, positioning it as a potential public health asset. Compassion strengthens social bonds within communities and workplaces, contributing to trust, cooperation, and resilience. Religious frameworks often interpreted compassion as sacred obligation, while secular frameworks emphasized fairness and civic responsibility, together illuminating compassion’s versatility as both spiritual and civic resource. Limitations include reliance on self-reported data, broad framing of “organization,” and a U.S.-based sample. Future research should employ longitudinal and observational designs to validate findings and explore how cultural contexts and intersecting identities shape interpretations of compassion.

This research examines initiatives aimed at enhancing human dignity through moral education in modern contexts marked by moral crises, dehumanization, and diminishing social sensitivity. Moral education grounded on Islamic and Pancasila ideals serves as both a normative foundation and a pedagogical framework for cultivating pupils who are civilized, respect human dignity, and possess civic responsibility. This research seeks to investigate the role of moral education in fostering human dignity, establish essential dimensions of character education rooted in morals relevant to Indonesian national contexts, and evaluate its practical ramifications for families, educational institutions, society, and the state. The research employed a qualitative methodology, encompassing a literature evaluation of moral education, character education, Islamic educational philosophy, and national educational rules, which were subjected to descriptive and analytical analysis. The findings suggest that moral education significantly enhances affective dimensions, cultivates virtuous behavioral habits, promotes leadership and social responsibility, encourages independence and creativity, and establishes a school environment that upholds ethical ideals. This research asserts that moral education is a fundamental basis for fostering human dignity, necessitating a holistic and cooperative strategy at the levels of curriculum, school culture, and pedagogical methods

The Erasmus+ YOU4BLUE project represents an interdisciplinary educational initiative aimed at fostering a youth culture of sustainability through hands-on learning, scientific literacy, and critical thinking focused on the marine environment. The project aimed to encourage lasting behavioural change and empower young people to act. It engaged secondary school students aged 14 to 18 on three Mediterranean islands (Sardinia, Crete, and Mallorca) through a blended Place-Based Education (PBE) model that integrates online learning with local, experiential activities. Forty-nine students completed a pre-assessment questionnaire measuring baseline marine ecosystem knowledge, sustainability-related behaviours, and attitudes toward the sea. Following three international exchanges involving the learning activities, roughly the same cohort of students completed post-activity surveys assessing self-perceived knowledge gains and intercultural interaction. Qualitative data from emotional mapping, field observations, and group reflections complemented the quantitative analysis. The results indicate substantial self-perceived increases in students’ understanding of marine ecosystems (+1.0 to +1.7 points on a 5-point scale), enhanced collaboration with international peers, and strengthened environmental awareness. Across all three sites, students applied their learning by co-designing proposals addressing local coastal challenges, demonstrating emerging civic responsibility and the ability to integrate scientific observations into real-world problem solving. These findings suggest that combining place-based education, citizen science, and participatory methods can effectively support the development of sustainability competences among youth in coastal contexts. This study contributes empirical evidence to the growing literature on education for sustainable development and highlights the value of blended, experiential, and intercultural approaches in promoting environmentally responsible behaviour.

Jury service has a complicated reputation in U.S. society because while considered an important democratic tool, it is often thought of as an undesirable chore. To better understand this phenomenon, this study investigated how sociomateriality shaped the constitutional identity of jurors. Through semi-structured interviews with 30 potential jurors from the state of Missouri, we foregrounded sociomaterial struggles that evidence serious incompatibilities between the discursive and material realms of jury service. Participants discussed jury service using aspirational discourses that frame this civic duty as a responsibility, an honor, and a democratic cornerstone. They also surfaced temporal, economic, and tedious difficulties associated with serving. These sociomaterial struggles revealed how jury service is a short-term experience imbued with power asymmetries that must be addressed in efforts to restore its centrality to a constitutional identity relevant in democratic societies. We offer theoretical and practical implications for legal communication scholars and practitioners in the United States.

This article examines a shift in the discourses through which attention to problems is justified in global governance. Whereas appeals to the public good and private gain were once invoked as distinct and often conflicting grounds for collective action, contemporary governance discourses increasingly bring them into alignment. Grasping this shift, I argue, requires a moral economy lens that can account for the novel entanglements between profit and moral obligation in an era where hybrid arrangements and the language of stakeholder collaboration have become commonplace. Empirically, the article traces how malnutrition moved from episodic recognition to unprecedented prominence within the United Nations (UN) governance architecture after 2008. It argues that two practices were central to this shift: the communalization of market solutions and the recasting of the problem as a win–win opportunity. The paper underscores the need for an analytical reintegration of morality in international political economy (IPE) not only within the confines of financial or corporate practice, but also as part of a wider transformation of how the global ‘common’ is being articulated. More broadly, the analysis shows that moral discourses may function not as a remedy for capitalism but as one of the means through which it anchors its core principles at the heart of public life.

This study employed a descriptive quantitative research design to evaluate the motivating factors, challenges, and support needs of Barangay workers in selected barangays of Cabanatuan City, surveying a total of 150 respondents—including Barangay Health Workers, Barangay Tanods, and other community service providers—through a structured questionnaire that assessed motivation, challenges encountered, and support and development needs. Findings revealed that intrinsic motivators such as the opportunity to serve the community (M = 3.57), recognition from officials and residents (M = 3.53), and personal fulfillment (M = 3.50) were rated higher than financial compensation (M = 3.30), indicating that civic duty and pride are central to barangay worker motivation, with respondents also expressing strong agreement on the importance of career advancement and community engagement. In terms of challenges, participants reported moderate agreement on issues such as inadequate pay (M = 3.37), limited resources (M = 3.33), insufficient training (M = 3.23), and difficulty balancing work and family life (M = 3.17), reflecting systemic barriers that hinder effective service delivery. Support and development needs were strongly emphasized, with respondents calling for better compensation (M = 3.57), enhanced training (M = 3.50), and provision of adequate resources (M = 3.43). Overall, the study highlights a motivated but under-supported workforce, recommending the strengthening of institutional support systems, improvement of resource allocation, and implementation of structured training programs to sustain motivation and enhance barangay-level governance, offering valuable insights for policymakers, local government units, and development planners seeking to improve community service delivery and worker well-being. Keywords: Barangay, Community welfare, Local Governance, Motivation, Social Support

Are formalized grief ceremony healing? Is it okay to outsource grief? In this work of philosophical short fiction, Lola joins a typical community-sanctioned “pilgrimage” to process the death of loved ones. The “Walk” is a two-week journey where pilgrims wear exoskeletons that power their lodging and carry out civic duties, such as planting wildflowers or aerating soil. While on the journey, Lola meets fellow pilgrims, including a man named Zach who takes the place of others for a fee, and a grieving father who drinks to numb his pain. The story explores the complexities of grieving in a public, yet structured, setting and questions whether it is possible to find authentic emotional release and connection in a system where such profound human experiences have been packaged into a profitable, rule-bound, and media-friendly event.

This study investigates the influence of generative artificial intelligence (AI) on higher education governance, with a focus on creating a multisectoral and democratized policy framework for St. Paul University Manila (SPUM). It discusses the ethical and practical implications of AI adoption, highlighting the increasing control of AI by global corporations and the risks associated with techno-authoritarianism. The paper asserts that universities, particularly Catholic institutions, must assert leadership in the governance of AI by creating policies that align with their moral and civic responsibilities. By examining both open-source and for-profit AI systems, the study emphasizes the need for universities to manage AI's integration through participatory, transparent governance that incorporates faculty, students, administrators, IT professionals, and community stakeholders. Key mechanisms for user influence on AI, such as prompt engineering and system-level personalization, are also explored, alongside the economic pressures shaping AI's architecture and functionality. The proposed framework offers a balance between centralized control for risk management and decentralized user involvement in decision-making processes. The paper concludes by recommending a localized AI governance policy for SPUM, grounded in Catholic social teachings, and emphasizes the necessity of ongoing review and adaptation to ensure AI's responsible use in teaching, research, and administration.

In contemporary constitutional doctrine, it is claimed that the institutions that ensure democracy in a state governed by the rule of law are the following bodies: Parliament - supreme representative body and legislative authority; the executive, represented by the head of state and the Government and the judiciary. We certainly mention that the basic element of the state mechanism is the state body, defined as a component part of the state apparatus, invested with competence and power and composed of persons who possess specific qualities to exercise a public dignity function (heads of state, parliamentarians, ministers, magistrates, civil servants, etc.). Thus, the functions of the state in state bodies are exercised by persons who hold public dignity functions. Therefore, the most important factor is that the public dignity function is carried out through a mandate for the purpose of exercising public interest duties

Complex interactive media, particularly simulated games, communicate meaning and evoke emotions through their elements. This study employs a visual semiotics approach to examine the semiosis that affects player interactions and game design in multiplayer virtual games. It analyzes the three main modalities used to convey meaning in these games: visual elements, auditory components, and textual attributes. The SimCity game series is purposefully selected for the study, and the findings from the connotative and denotative analysis demonstrate how the game vividly mirrors actual urban challenges through its design, intertwining entertainment with a critique of civic duty and government. The study draws insights from neoliberalism, capitalism, and Foucault's theories, demonstrating that simulation games like SimCity cultivate a broader sense of humanity and responsibility while augmenting player agency. The study shows that in SimCity, the player occupies the role of a formidable administrator inside a dynamic urban environment, where governance, economic stability, and social order are perpetually tested. The game illustrates non-Marxist principles by prioritizing efficiency, control, and continuous progress. This semiotic study demonstrates how the game quietly reflects genuine urban challenges through its design, merging enjoyment with a critique of civic duty and government.

Politics of diversity in the framing of blood donation: The in-and exclusion of racially minoritised blood donors on blood agency websites in Belgium and the United Kingdom.

Social Media Activism and Civic Skills as Predictors of Civic Responsibility among Senior High School Students

This article examines the deontological features of Japanese moral philosophy as the foundations of educational progress in Japan. It explores how the concept of moral duty has evolved into a system of educational norms that shape both the content and value orientation of education. The study also highlights the contributions of leading Japanese philosophers to the formation of a national deontological worldview. It has been revealed that Japanese deontological ethics has a deeply spiritual nature. Deontological worldview is shaped by the enduring influence of Buddhism and Confucianism. These traditions frame moral duty as adherence to rational rules and as a path toward spiritual self-cultivation and social responsibility. In the educational sphere, this perspective supports the training of morally grounded individuals who fulfill their academic and professional responsibilities with discipline, integrity, and a commitment to social harmony as well as familial, societal, and civic duty. Japanese education is substantiated as a framework of unique moral and ethical principles characteristic of deontological thinking, that integrate social responsibility and harmony, integrity and respect for human dignity, care for others, reverence for elders, focused and disciplined labor, respect for different professions, environmental awareness and protection, and continuous self-improvement through lifelong learning. The article emphasizes the central role of resilience as a moral obligation of Japanese society, which is understood as the capacity to recover, adapt, and grow after traumatic events or experience. The study concludes that educational progress in Japan is deeply rooted in a philosophical and deontological approach to personal development that upholds a number of specific moral duties and a strong sense of social responsibility.

This study aimed to examine the ideological and scholarly foundations upon which secondary social studies education was systematized in Korea during the First National Curriculum period. An analysis of the structure and contents of middle-school social studies textbooks compiled in the immediate aftermath of the Korean War was conduced. Moving beyond the analyses of curricular models or instructional design, the study examined the concepts of the state, constitutional order, and citizenship presented in the actual textbook texts, thereby revealing the political, legal, and social norms that early social studies education sought to inculcate. The authors of the First and Second National Curriculum–era textbooks included the leading scholars of the time, such as political scientists Min Byeong-tae and Han Tae-su, Western philosopher An Ho-sang, and jurists Yu Jin-o and Kim Jeung-han, who were involved in drafting the Constitution and the Civil Code, thereby reflecting a national effort to rebuild the intellectual and institutional foundations of the state through secondary education. Focusing on the social studies textbook Politics and Society (1957), written by Yu Jin-o, this study conducted a detailed analysis of the legal, political, and sociological structures that it discusses. The textbook provides a systematic exposition of the constitutional order and governmental institutions in Chapters 1–6, and of socio-economic foundations and national tasks in Chapters 7–13, demonstrating a scholarly coherence and clarity of exposition comparable with university-level materials. Beyond its function as a high-school textbook, it also served as a form of “constitutional education,” internalizing the core values of democracy, the norms of the rule of law, civic responsibility, and the socio-economic basis of the state. From the perspective of legal thought, Yu Jin-o was a positivist constitutional scholar who adopted Jellinek’s theory of normative force, Kelsen’s hierarchy of norms, and the Grundnorm theory. He incorporated these jurisprudential perspectives throughout the textbook. His work functioned not only as an explanation of the constitutional structures but also as an educational instrument conveying the legal positivist emphasis on legal stability and rational state governance. This study re-evaluates Yu Jin-o, who was typically known as a constitutional scholar, novelist, and statesman—as a pioneering educational thinker who laid the intellectual foundation for South Korea’s secondary social studies education, and it reassesses the historical and scholarly significance of his textbook.