This study employs a quasi-experimental methodology to examine the educational value of the commercial digital game Assassin's Creed: Origins, set in ancient Egypt, within the context of higher education art history instruction. The research explores the game’s potential to enhance both cognitive understanding and emotional engagement. Findings indicate that students in the experimental group outperformed those in the traditional lecture group in spatial perception, historical event recall, and cross-cultural comprehension (p<0.01). Furthermore, the study introduces a novel “Three-Dimensional Learning Model”-Knowledge, Skills, and Attitudes (KSA)-by integrating academic performance metrics with facial expression recognition data, offering a new perspective for game-based learning theory and instructional design.

This opinion paper discusses artificial intelligence (AI) within the historical course of theories of learning and the intersections of pedagogy, technology, and policy. Building on the legacy of behaviorism, cognitivism, constructivism, and critical pedagogy, AI is interrogated not only as a technical tool but also as a transformative force that conceptualizes of educational thought. Starting with a vignette invites readers to analytically question whether AI represents a continuity of earlier patterns or a paradigmatic disagreement, and whether it positions learners as empowered mediators or as datafied objects within algorithmic systems. The study highlights that the future of learning depends on balancing two forces: the historical needs of education and the new technical possibilities created by AI. It argues that AI’s strengths—such as personalization, adaptability, and creativity—should be combined with education’s long-term commitments to equity, diversity, and democracy.The contribution lies in incorporating theoretical reflection with narrative pedagogy, offering a background for educators to involve with AI not merely as a technical phenomenon but as a socio-political and epistemological challenge restructuring education in the 21st century.

Moral dimension is a characteristic feature of most transformative developments that have occurred in the course of human history. Moral outrage has fuelled numerous upheavals, uprisings, and revolutions. Researchers have recognized the important role of moral outrage during periods of social and political change. However, they usually tend to explain it by social, political, or economic factors. They rarely trace this phenomenon to purely moral factors. This article argues that the primary source of moral outrage lies in the moral sphere – specifically, in the discrepancy between the widely recognized moral principles and the actual practice. The imperative of equality is arguably the most important and fundamental principle that underpins the existence of morality. The appeal of the imperative of equality transcends temporal and cultural boundaries. Yet despite this broad appeal, our social practice accepts, tolerates, and perpetuates inequality. This article calls this discrepancy the moral predicament. The article will analyse the factors that are involved in the making of the moral predicament. It will identify the source of the imperative of equality and will explain why this imperative has not been realized in practice. The article will also consider several relevant issues, such as the rise of consciousness and morality. Finally, the article will offer a perspective on how the problem of the moral predicament can be solved.

George Pachymeres was an outstanding scholar and historiographer of the early Palaiologan period. Although his History, covering the second half of the thirteenth and the early fourteenth centuries, is well known to scholarship, so far it remains poorly studied. The present article analyzes George’s ideas about the driving forces of the historical process. Pachymeres was a serious and thoughtful historian, who paid much attention to the disclosure of cause and effect relationships between events. At the same time, many facts, including key facts, he explained by the involvement of transcendent forces. The article identifies three supernatural forces that, according to Pachymeres, influence the course of history – God’s Providence, manifested most often as God’s wrath and justice, Tyche (Τύχη), and fate (μόρσιμον, μοιρίδιον, εἱμαρμένον). The functions of each of these forces in Pachymeres’ historical narrative are identified, and the terminology is analyzed. It is demonstrated that although each of the supernatural forces plays its own role in the History, it is impossible to clearly delimit their spheres of action. Pachymeres’ views and statements are considered in the broad context of Byzantine historical thought. A number of features distinguishing his historical conception from the views of his predecessors Leo the Deacon, Michael Psellos, Anna Komnena, Niketas Choniates, etc. are pointed out. The hidden political polemics of George Pachymeres with George Akropolites is revealed

Business systems, particularly those with influence in the information technology (IT) sector, have shown a great deal of huge effect in establishing and meeting the needs of company / business systems created to speed up the operations of organizations during the course of human history. NMR Watch is a corporation that makes and buys Watches of a certain kind for the express purpose of selling them to customers. Many players in the business process still rely on outmoded manuals, such as paper and digital jotters and spreadsheets, for tasks such as keeping track of stock product sales and purchases. Odoo ERP is the key data collecting platform for NMR Watch's operational operations, especially the Inventory module's function in establishing and monitoring product input and output data, therefore you'll need to help us with alpha and beta testing.

The peculiarity of the wider Balkan region to be located at the crossroads of all points of the horizon, gives its peoples the opportunity to shape the models of human behaviour by standardizing its quality with the customs and traditions of their ethnicities. This peculiarity gave humanity important civilizations, as the unique Ancient-Greek-one which is a common heritage of the Balkan peoples. The Ancient Greek Civilization has the peculiarity that after its destruction in antiquity, it was reborn by the “Enlighteners” of the 17th century. That “Enlightenment”, with central doctrine “liberty-equality-fraternity”, reversed the course of history by its own interpretation to Ancient Greek Civilization, and created its own socio-economic system that it called “Democracy”. They took this name from the socio-economic system of Athens, which they considered to be the source of Ancient Greek Civilization. Under the banner of this Democracy, the Enlightenment overthrew both the absolute monarchy and the immutable doctrines of the “Roman Catholic” Church. But the Enlighteners did not have the scientific knowledge that the socio-economic system of Athens arose from the evolution of traditional Ancient Greek models and, like any differentiation of tradition, it declined and it was destroyed. Scientific knowledge, however, shows that the unaltered preservation of traditional patterns allows socio-economic systems to survive in the depths of the centuries. As the case of the Spartan variant of it, which Lycurgus called “Great Rytra”, “Great Tradition” in the Laconian dialect. The knowledge of Democracy can therefore be acquired if the Balkans study scientifically the Ancient Greek models, as they are hidden in their common traditions. If the Balkans record the, according to Aristotle, “Certain Knowledge” of “True History”, the Balkans will donate Enlightenment to the peoples of the world, as the goal of BCC in this perspective is.

The concept of ―Azerbaijani national identity‖ represents a multilayered phenomenon that has been shaped by complex historical, cultural, and political processes. It embodies the synthesis of Turkic, Iranian, Russian, and Islamic traditions, which, throughout the course of history, have been uniquely interwoven within the region. The foundation of this identity rests primarily upon Turkic heritage, most notably the Azerbaijani language, which belongs to the Turkic language family. The present study addresses a set of key issues that continue to remain relevant and in need of comprehensive scholarly examination and elucidation. The novelty of this research lies in its stage-based presentation of the evolution of Azerbaijani national identity, accompanied by a systematic analysis of the role played by the Islamic factor. During the Soviet era, religious values were officially rejected; however, following independence, Islam reemerged in the public sphere, being reinterpreted as a vital element in the processes of cultural revival and national identity formation. Importantly, in Azerbaijan, the Islamic factor has not generally manifested itself in radical forms. Rather, it is primarily perceived as an inseparable component of national heritage and as a guarantor of national identity. Although Azerbaijan is predominantly a Shia Muslim country, its national identity has historically been shaped in connection with relations to Iran. Nevertheless, in the contemporary geopolitical context, the country increasingly gravitates towards Pan-Turkic ideology. Islam, while situated within the framework of secular statehood, continues to occupy a significant place among national values and exerts considerable influence on both the sociopolitical sphere and the shaping of collective self-consciousness. Following the dissolution of the Soviet Union, Islam regained a central position in addressing the challenges of national ideology and identity. It has functioned as one of the pillars of state-building, assuming the role of custodian of shared cultural, traditional, and customary heritage. In the contemporary period, the predominance of Turkic over Islamic ideas is largely conditioned by new geopolitical realities and emerging challenges.

The conceptualization of money has experienced profound evolution over the course of history, transitioning from physical commodities such as cowrie shells and salt to intangible digital representations, most notably cryptocurrencies. Emerging in response to the global financial crisis of 2007, cryptocurrency represents a decentralized, cryptographically secured form of virtual currency underpinned by blockchain technology. It functions as a form of private money, operating independently of traditional financial authorities such as central banks and governments. This study undertakes a systematic literature review (SLR) to explore the multifaceted challenges and debates surrounding cryptocurrencies, with a focus on four principal themes: regulatory frameworks, Sharīʿah compliance, the ontological nature of cryptocurrencies, and associated social implications. The findings reveal that the absence of regulatory oversight in many jurisdictions contributes to high volatility and opens avenues for misuse, including illicit transactions and tax evasion. These regulatory gaps, coupled with uncertainties in intrinsic value and market behaviour, have led to divergent Sharīʿah opinions regarding the permissibility of cryptocurrencies. Notably, Sharīʿah scholars with a technical understanding of blockchain are more inclined to issue favorable rulings compared to those with solely traditional jurisprudential training. Several scholars have linked the volatility, potential use in illicit transactions, lack of legal recognition, and decentralized nature of cryptocurrencies to the prohibitive elements of riba (usury), gharar (excessive uncertainty), and maysir (gambling) in Sharīʿah.Conversely, other researchers contend that these characteristics are not intrinsic to cryptocurrencies themselves but rather arise from external contextual factors— conditions that, if similarly applied to fiat currencies, would also render them noncompliant with Sharīʿah principles. This underscores the importance of technological literacy in contemporary Islamic legal deliberation. In addition to theological and legal concerns, social dimensions such as limited public awareness, cybersecurity risks, usability challenges, and environmental degradation linked to energy-intensive mining processes are also critically examined. Despite these concerns, the review identifies promising use cases in Islamic social finance—particularly in zakāt distribution, waqf management, financial inclusion, and Sustainable Development Goals (SDG) initiatives. Greater engagement between Sharīʿah scholars and technology experts is essential for articulating a coherent Islamic position on cryptocurrencies and harnessing their potential within Sharīʿah-compliant financial ecosystems. Keywords: Cryptocurrency; Systematic Literature Review; Islamic Finance; Regulatory issues, Shariah issues; Social issues; Islamic Social Finance.

The subject of our research is “The Themes of Power and Ambition in Shakespeare’s Tragedies”. Shakespeare's tragedies are a profound exploration of the darker aspects of human nature, delving into themes like ambition, power, betrayal, and the inevitable consequences of human flaws. These plays often center on a tragic hero, a character of high status who possesses a fatal flaw that leads to their downfall. This flaw, whether it be ambition, jealousy, or hubris, sets the stage for the unraveling of both the character and those around them. By analyzing key texts and theoretical perspectives, this article aims to uncover the underlying dynamics of power and ambition, exploring their role in shaping character, driving conflict, and ultimately, determining the course of history. Through this exploration, we gain a deeper understanding of how these forces continue to influence our world today, reminding us of the timeless struggle between aspiration and morality.

This article aims at analysing how taught courses in History of Education at the University of Florence changed from 1968 to nowadays. On the basis of archival as well as bibliographic sources, the paper is going to show that throughout 1990s courses in History of Pedagogy, which were initially focused on the study of pedagogists’ ideas, were gradually replaced by courses in History of Education. Such shift promoted closer links with historical studies.

Considering what underlies the concept of measure inevitably entails a reflection on its meanings, its prerogatives within compositional practice, and its dimensional and qualitative roles in the configuration of spaces and forms. It is therefore necessary to ask where to begin in order to analyse the explicit and hidden content of architectural dimensioning, fundamentally based on the relationship between proportions and units of measurement, the ordering modules of a eurhythmic system that over the course of history has established its own priorities. The extension of number as the regulating foundation of every aesthetic perfection constitutes the premise of many philosophical theories which attribute symbolic and proportional meanings aimed at defining the design of the cosmos, from which architecture descends by symbiosis. The search for universal harmony, filtered through Neoplatonic thought and Christian doctrines, also governs the configuration of cities, laid out according to modular schemes and geometries from which their alignments are derived and from which the design of the perfect form unfolds. This gives rise to an architectural lexicon founded on ordering systems that compose both the whole and the subdivisions of the work. In this sense, investigations into compositional processes of the past still succeed in revealing significant insights into the knowledge and construction methods adopted over the centuries by our predecessors. It is striking that in the third millennium ancient architectures are still able to surprise us and prompt questions about how they were conceived, dimensioned, and built. These questions, today, in the age of artificial intelligence, urge us to reconsider and retrace the mathematical concept of proportion, order, and measure as guiding themes that, from the past, continue to define design systems up to the contemporary age.

Throughout the course of human history, countless events have unfolded across distinct stages and temporal contexts, each leaving a discernible imprint on the trajectory of civilization’s development. The emergence of science marked a profound transformation in modes of thought, wherein rationality became the principal foundation of reasoning. As Aristotle notes, Thales, Anaximander, and Anaximenes - Ionian philosophers of the sixth century BCE - were the first to inquire systematically into natural phenomena. These early stages of inquiry represent the formative phases of scientific investigation, during which science evolved through the formulation of increasingly sophisticated methods aimed at uncovering truth - if such a notion can be said to exist - or, more precisely, at establishing irrefutable facts. In his landmark work, The Structure of Scientific Revolutions (1962), Kuhn introduced a transformative framework for the philosophy of science. His shift from physics to the historical study of science was motivated by an interest in the quotidian practices of scientists and the mechanisms through which scientific knowledge evolves over time. The Structure of Scientific Revolutions was recognized by the Times Literary Supplement as one of the twenty most influential books published in the latter half of the twentieth century. The work generated widespread debate, as its central ideas resonated across disciplines - engaging natural and social scientists alike, as well as scholars within the humanities.

Teaching European studies, from the universities’ standpoint, is to modify their syllabuses to include EU law in their law courses, EU common policies and project management in their economics and the process of European construction in their history courses, as well as to dedicate more time to research on EU affairs. European Education projects represent the best way to promote European integration at the EU and non-EU level, having a large impact among the most important audiences: professors, students and researchers every year. A press release provided by the European Commission in September 2014 mentions that a European Union studies background can contribute to improving European governance and policy-making, leading to a simple conclusion that any modification to the Education and Training Policy could influence the approach towards European studies. According to the latest EU recommendations, teaching European studies under the safe form mentioned above, is no longer enough. The emphasis is on common values and European dimension of teaching at all levels. The proposal is to learn about Europe's common heritage and diversity, and getting a good understanding of the origins and functioning of the EU, in order to create and maintain a cohesive European society. The EU goes back to the origins of European studies and reminds the difference between European studies and European Union studies. The research methodology approach is qualitative, based on text analysis of present official EU documents, academic articles, and professional experience.

This research aims to investigate the significance and background of the Chinese Music Education History course in normal universities in the People’s Republic of China, develop the course curriculum for these universities, and implement and evaluate the developed curriculum within their academic context. Employing a mixed-methods approach, the study utilized field data collection and expert interviews to explore the current state and institutional context of the course. Based on these findings, a curriculum was designed and subsequently implemented, after which a questionnaire survey of 15 students was conducted to collect feedback and identify necessary revisions. Five experts were then invited to evaluate the curriculum’s structure and content. Data collection instruments included interviews, the draft curriculum document, and evaluation questionnaires. The research confirmed the significance and background of the course through policy analysis, interviews, and surveys, highlighting its importance in music teacher education while identifying practical challenges and proposing solutions. In response to these issues, a structured curriculum was developed, incorporating key components such as course nature, credits, class hours, scheduling, description, objectives, content modules, assessment methods, learning outcome evaluation, and recommended teaching materials. After implementation and evaluation, data from the pilot phase were used to refine the final version, which now serves as a reference for offering the course as an elective in undergraduate music education programs at normal universities.

Introduction: The socio-humanitarian space of any country is the centre of the formation, development and functioning of certain specific systems of ideas, values, myths and ideals that affect the consciousness and worldview of the adult and minor population. Violation of the system of ideas, values, myths and ideals not only affects the change of political orientations but also causes significant differences in emotional and behavioural reactions, in value systems, worldview, and in self-perception. Thus, the military invasion that began in Ukraine in 2022 has changed not just the course of history, but also the internal mechanisms of educational influence on the developing personality. Currently, transformations of the archetypes of Ukrainian education and Ukrainian psychology, including special psychology, are taking place. New areas of research are becoming a priority, in particular those that help preserve mental health of an individual. In modern scientific works of Ukrainian special psychology, a trend can be identified, highlighting the need to form emotional intelligence and the emotional-volitional sphere as the most important components of an individual with special educational needs. Method: The work used general scientific theoretical methods and empirical methods (observation, interviews, surveys, questionnaires, history taking) to ensure reliability of results and conclusions. The study involved 262 children with special educational needs: 73 preschool children (39 girls; 34 boys), 89 school-age children (51 girls; 38 boys) and 100 adolescents (52 girls; 48 boys). The group of children with special educational needs consisted of individuals with sensory and speech disorders, intellectual disabilities, and combined disorders of diverse origins. Psychodiagnostics was carried out in special preschool institutions, schools of I–III levels, boarding schools, rehabilitation centres in the cities of Kyiv, Zhytomyr, Lviv, Dnipro, Odessa, as well as in regional rehabilitation centres in the cities of Chernivtsi and Bila Tserkva. The purpose was to identify general trends that exist in modern pedagogical and psychological education of children with special educational needs. A survey was also conducted among educators – 129 people (pedagogues, psychologists, social workers, teachers). The results are presented in such scientific areas as: the state of development of emotional intelligence in children with special educational needs under war conditions (according to the nosological principle and age criterion); the level and state of basic life competencies, in particular emotional and social; priority archetypes according to the age criterion, problems of the emotional sphere in persons with special educational needs under conditions of social crisis in Ukraine. Conclusions: Diagnostics of emotional intelligence is a complex area in working with children with special educational needs. However, it is the study of the emotional and behavioural sphere that helps psychologists identify gaps in upbringing in the family, demonstrates the main archetypes represented by the family, society, and state. The research conducted makes it possible to follow the main trends in Ukrainian special psychology and implement high-quality psychological support, in accordance with the established social changes and the war that is currently taking place in Ukraine.

Formal post-secondary education is a critical component of the development from cadets to prospective officers at a United States senior military college. This narrative inquiry study articulates that a strong symbiotic relationship exists between student success in the Corps of Cadets at a senior military college and student success in history classes. Alternately, student success in the Corps of Cadets engendered student success in history classes and vice versa. This relationship is present concerning cadets’ academic, personal, and professional development. Study participants identified the value of both their curricular learning through history courses as well as their co-curricular engagements in the Corps of Cadets. Plowing new ground, this study explores a population—namely cadet officers at a United States senior military college—that researchers have largely neglected from scholarship in higher education at large and the scholarship of teaching and learning in particular.

Accurately constraining the molybdenum (Mo) isotope composition (δ98/95Mo) of Earth's major reservoirs is essential for understanding its evolution. However, δ98/95Mo of the continental crust (CC), particularly the middle and lower crust, remains poorly constrained. Here we show the Mo isotope data for the Gangdese arc section in combination with published data from ultramafic-mafic, intermediate and felsic intrusions, representing the lower, middle and upper CC, respectively, constrain variability within the CC. Mass balance calculations using several crustal depth models generate an average δ98/95Mo of the bulk CC of -0.116 ± 0.011‰ (2 s.d.), resolvably heavier than the bulk silicate Earth. Global scale mass balance modeling demonstrates that the Mo isotope compositions of the CC and the depleted mantle are presently near balanced. Lower crustal delamination is an additional mechanism capable of contributing to the subchondritic Mo isotope composition of the depleted mantle. Over the course of Earth's history, new crustal growth and destruction have reached dynamic equilibrium.

The article analyses Oswald Spengler’s philosophical work The Decline of the West, and the related philosophical and cultural context of the 20th century. This controversial work was written a hundred years ago, between 1918 and 1922, but its original contents remain relevant today. The author analysed the stages of development of world history, paying great attention to Western civilisation. History was understood in the sense of cyclical, recurring periodicity. Historical events repeat themselves, they are born, reach a climax, and die. In this sense, the idea is still relevant today, for example, in terms of peace and war in Europe. Even then, Spengler sensed that the devaluation of spiritual values ​​would lead to a new war. And it so happened. In the face of the current war between Russia and Ukraine, we can see that history is indeed repeating itself. It is interesting to note that, according to the author, crises occur when morality and moral values ​​decline. According to him, Christianity can no longer offer a very solid spiritual foundation; the God it proclaims seems neutral to the course of history, unknowable and distant. This is partially why nihilism, rationalism and pessimism appear, and then political authoritarianism, excessive individualism and honorifics, which begin to destroy the foundations of civilisation from within. Not all of Spengler’s prophecies have come true. It is true that there are many manifestations of all this even now; but the decline of the West that he predicted has only been partially fulfilled, because Christianity has not disappeared, and man is still searching for authentic truth, meaning and God today.

This article presents the extension project “Cia Teatral Ato Histórico: culture and education in motion”, developed through a partnership between the History course at the Federal University of Mato Grosso do Sul (UFMS) in Três Lagoas and the Federal Institute of Mato Grosso do Sul (IFMS). The project focused on the staging of the Greek comedy Lysistrata, by Aristophanes, funded by the Aldir Blanc Law (PNAB), with support from the Municipality of Três Lagoas and the State Cultural Foundation of Mato Grosso do Sul. Beyond a theatrical exercise, the initiative established a pedagogical practice grounded in aesthetic experience, collaborative learning, and interdisciplinarity between History, Art, Geography, Philosophy, and Literature. The article discusses the training process, thematic workshops, set design, actors’ preparation, and the pedagogical and cultural impact of the performances in Três Lagoas and Campo Grande. It argues that laughter and comedy function as critical tools for interpreting the ancient world and reflecting upon the present.

Abstract Prompt engineering is critical for effective interaction with large language models (LLMs) such as ChatGPT. However, efforts to teach this skill to students have been limited. This study designed and implemented a prompt engineering intervention, examining its influence on undergraduate students' AI self‐efficacy, AI knowledge and proficiency in creating effective prompts. The intervention involved 27 students who participated in a 100‐min workshop conducted during their history course at a university in Hong Kong. During the workshop, students were introduced to prompt engineering strategies, which they applied to plan the course's final essay task. Multiple data sources were collected, including students' responses to pre‐ and post‐workshop questionnaires, pre‐ and post‐workshop prompt libraries, and written reflections. The study's findings revealed that students demonstrated a higher level of AI self‐efficacy and an enhanced understanding of AI concepts and suggested improvements to prompt engineering skills because of the intervention. While a greater sample size would be required for a more thorough understanding of prompt engineering intervention, these findings nevertheless have implications for AI literacy education as they highlight the potential importance of prompt engineering training for specific higher education use cases. This is a significant shift from students haphazardly and intuitively learning to engineer prompts. Through prompt engineering education, educators can facilitate students' effective navigation and leverage of LLMs to support their coursework.