From Distance to Danger: Spatial Framing of Climate Change in COP Negotiations .By, Mona Fathy Mohamed Ramadan El-Sufi PhD researcher, faculty of arts, Suez University

Between Two Conferences of the Parties (COPS): A Cognitive Proximization of Fear ,by,Mona Fathy Mohamed Ramadan El-Sufi PhD researcher, faculty of arts, Suez University

Employee welfare and mental well-being are intertwined: adequate welfare provision promotes psychological resilience, while neglect of welfare undermines the mental stability necessary for academic effectiveness. This study assesses the impact of staff welfare on the mental well-being of academic staff in the Faculty of Arts and Social Sciences, Federal University Dutse. Considering the population of 109 academic staffs from the faculty of arts and social sciences in Federal University Dutse, 33 participants were drawn across five departments in the faculty in this pilot study examine the assessment of welfare on mental well-being. The study employed the use of Descriptive Survey to present its analyzed data on tables drawing inferences and conclusion from simple percentages. The results indicated that staff opinions were divided on the adequacy of medical and health care support, with larger percentage expressing satisfaction while a significant part of the population expressing dissatisfaction. This goes to prove that while healthcare facilities exist, they may not be fully accessible or sufficient for all staff members and their families. Nevertheless, earlier results indicated dissatisfaction with some welfare areas, suggesting inconsistencies that may reflect variations in how welfare provisions are accessed or experienced across different academic ranks within the study population.

Research objectives: This case study aims to describe different modalities of inclusive language, i.e., gender-balanced, gender-sensitive, or gender-neutral language, which are used in the official communication of Comenius University Bratislava. We link these modalities with the results of an online survey carried out in August 2024, which showed how native Slovak speakers perceive inclusive alternatives for generic masculine nouns. Research method: A critical text analysis was performed on online statements of the faculty members of Comenius University Bratislava and the online survey on inclusive language. Process of argumentation: In the past decade, gender-sensitive or inclusive language has permeated the communication of many actors in civil society, be it the media, public institutions, or various associations. It reflects the post-structuralist idea that language is a tool of power and makes women invisible, especially in professional life and various other roles. In Romance and Slavic languages, the “invisibilization” is caused by generic masculine nouns. The implementation of forms other than the generic masculine is based on psycholinguistic research (mainly in the German language). According to these researchers, this leads to women becoming invisible in the language. Comenius University Bratislava adopted a gender equality plan, financed by EU-funded programs. The use of inclusive or gender-sensitive language is a part of this action plan. Research findings and their impact on the development of educational sciences: The critical analysis of online statements of Comenius University Bratislava and its faculty members shows that only in the Faculty of Arts and the Faculty of Pedagogy is gender-sensitive language systematically used (doublets or neuter nouns). The main information channel of the University and the profile of the Faculty of Law almost never apply inclusive language. The online survey which was carried out in August 2024 shows that the majority of Slovak native speakers consider the variants of gender-sensitive language (both lexical and graphical) to be strange and redundant. Conclusions and/or recommendations: According to the survey, the generic masculine form is perceived by the majority of Slovak native speakers as a neutral form which denotes both genders. These findings could be correlated with the use of inclusive language (especially split forms) in statements on the social networks of different faculties of Comenius University Bratislava. The reasons for this situation could be the fact that the administrators who author the content are not informed about the action plan adopted at the university level (about the use of inclusive or gender-balanced language) and continue to use the classical generic masculine forms of nouns because the split form bears the characteristics of non-conventionality. A major shift in the use of gender-sensitive language could be enacted by a top-down approach in academia, but this will not solve the practical questions related to its functionality in the stylistics of the Slovak language.

The invitation to come to Universitas Sebelas Maret in Surakarta, Central Java to give a talk for a very important 1st Conference on Visual Art, Design, and Social Humanities (CONVASH), convened by the Faculty of Fine Arts and Design on 2 November 2019, offered an opportunity to return to a subject that I believe is central for addressing nearly all issues which challenge us now and will in the future: biocultural diversity. In 2017, for the International Conference on Biodiversity convened in Bali by Masyarakat Biodiversitas Indonesia and Universitas Sebelas Maret, Surakarta, I urged scientists to work with artists so that the arts can be more sufficiently acknowledged, documented and explained in terms of the connections between cultural and biological diversity. The present paper puts forth further ideas about how artists can work with scientists to develop interdisciplinary practice-based methods for enhancing beneficial human-nature relationships. Keywords: arts, biocultural diversity, cultural creativity, practice-based methods, tangible and intangible cultural heritage

Marking a milestone of profound historical and economic importance, the 25th anniversary of the euro presents a pivotal opportunity to critically reassess the single currency’s performance and explore its prospects. Until the international financial crisis of 2008-2009, the introduction of the euro was widely regarded as a (somewhat surprising) success. This assessment quickly gave way to renewed questioning of euro membership as countries such as Greece, Ireland and Portugal requested financial assistance. The euro crisis is now largely a memory, although Greece’s real per capita GDP remains below its pre-crisis level. New challenges have emerged in recent years, from the economic and social consequences of the COVID-19 pandemic, to geopolitical instability and inflationary pressures. On 26-27 September 2024, the Faculty of Economics (FEUC) and the Faculty of Arts and Humanities (FLUC) of the University of Coimbra, in Portugal, jointly organized the conference “25 Years of the Euro: In the Era of Uncertainty”. The event was hosted by the FLUC and was also supported by CeBER (Centre for Business and Economics Research), CEIS20 (Centro de Estudos Interdisciplinares do Século XX), Europe Direct Região de Coimbra e Leiria, and the Comunidade Intermunicipal da Região de Coimbra. It brought together academics from economics, international relations, political science and European studies, as well as policymakers, to reflect on the achievements and shortcomings of European Monetary Union (EMU) and to discuss the challenges ahead. The programme followed the model of a previous conference held in Seville in 2019 to mark the euro’s 20th anniversary (Arcos et al., 2019), with a combination of keynote addresses, thematic sessions and open discussion.

Throughout history, the Balkan region has been a crossroads of diverse cultures, a richness prominently reflected in its musical heritage. This cultural and musical diversity has contributed significantly to the solo piano repertoire through the works of numerous Balkan-born composers. Characterized by asymmetrical rhythms, modal melodies, and stylistic hybridity, these compositions offer both pedagogical value and artistic depth. However, despite their distinctive qualities, such works remain underrepresented in formal music education settings, particularly in Türkiye. This study investigates the extent to which these composers’ solo piano works are incorporated into undergraduate piano education programs. Semi-structured interviews were conducted with nine piano instructors from three fine arts faculties, three education faculties, and three conservatories, each offering undergraduate music programs. The study was conducted using a qualitative case study approach, and the data were analyzed with NVivo 10 software to identify relevant themes, categories, and codes that reflect current pedagogical practices and challenges. The findings indicate that works by Balkan composers are largely absent from undergraduate piano curricula in Türkiye. The main reasons for this exclusion include a lack of accessible resources, limited awareness of the composers, the perceived difficulty level of the repertoire, and insufficient weekly course hours. Only one of the nine participants reported having engaged in academic work related to Balkan composers, while the majority had not participated in any artistic or scholarly activities in this area. Nevertheless, all participants acknowledged the potential benefits of such works for music students. The study concludes that integrating these compositions into piano education could offer substantial cognitive, affective, and psychomotor gains by exposing students to alternative rhythmic structures, expanded harmonic vocabularies, and culturally rooted musical expressions. Based on these findings, the study recommends incorporating Balkan composers’ works into curricula, expanding both printed and digital resources, increasing repertoire accessibility, and promoting artistic and academic activities to raise awareness and foster engagement.

This paper aims to provide an overview of the rhetorical strategies found in university students’ emails when they write to faculty members. The analysis is based on a self-compiled corpus of 100 emails written in English and sent to the author by the English major students at the Faculty of Arts, University of Ljubljana over a one-year period. More specifically, the paper examines the sample for the use of forms of address and request strategies, such as the level of directness, internal modification and request perspective. The findings reveal a preference for conventionally indirect strategies and a significant use of consultative devices and subjectivizers. The results highlight the students’ awareness of formality and politeness in academic email communication, reflecting in most cases their sensitivity to the hierarchical nature of the student-teacher relationship.

This paper investigates the impact of pedagogical innovation in the course Public Policy at the Faculty of Arts, Comenius University in Bratislava. It pursues whether and how implementing the concept of students as partners in creating assessment criteria improves the achievement of learning outcomes and the quality of students’ deliverables. This innovation aims to equip students with skills to design assessment criteria, evaluate peers’ work, discuss feedback, and create final assessment criteria. Ultimately, students are expected to self-evaluate their work against established criteria, enhancing their deliverables’ quality. The course is designed within the Challenge-based Education framework and collaborates with the Metropolitan Institute of Bratislava (MIB) providing students with real-world challenges to be responded to while aiming to enhance mutual benefit for all involved stakeholders. By undertaking a systematic inquiry into the specific impact that the innovation has on student learning, findings bring about significant results in terms of overall improvement and influence on the measured categories of students’ deliverables and skills going beyond the traditional university setting.

The rapid integration of immersive digital technologies is fundamentally reshaping how cultural content is experienced, challenging museums to adapt to the expectations of digitally native audiences, particularly Generation Z. This study empirically examines whether digital, virtual, and multimedia content serves as a motivational factor for museum visitation and enhances the user experience among this generational cohort. An empirical, cross-sectional study was conducted using a structured, anonymous questionnaire administered to 97 undergraduate students (aged 19–25) at the University of Zagreb, Faculty of Graphic Arts. The results indicate that 64% of respondents perceive digitally enhanced museum content as a motivating factor for more frequent visits, while 76% believe such solutions foster a new form of experiential engagement. Concurrently, a notable proportion of respondents express caution toward technology-mediated interpretation, underscoring generational heterogeneity and the importance of user autonomy. The findings are interpreted through established theoretical frameworks, including the Technology Acceptance Model (TAM), Uses and Gratifications Theory (U&G), and Self-Determination Theory (SDT), and are contextualized by a systematic literature review. The study contributes to ongoing debates on digital transformation by providing empirically grounded insights into the motivational dynamics of Generation Z. It concludes that digital technologies are effective when thoughtfully aligned with user expectations, educational goals, and institutional values.

The article examines the collaboration between departments of two Russian universities: the Faculty of Arts at Lomonosov Moscow State University and Institute of National Culture at National Research Mordovia State University. The relevance of the study stems from the need for a holistic, systemic study of contemporary university culture and its potential in overcoming the crisis in culture and education. The aim of the study is to demonstrate the dynamics of the relationship between the two universities in the fields of cultural studies and art history, presenting these relationships both in historical perspective and in the context of today’s realities. This is the first study of its kind. The research material represents the experience of collaboration between the Faculty of Arts at Lomonosov Moscow State University and the Institute of National Culture at National Research Mordovia State University in the field of culturology and art history. The main method used in the study is the historical-logical method; the following general scientific methods were used as auxiliary ones: theoretical (analysis, synthesis), empirical (observation, document analysis). The article demonstrates that the collaboration between the two university teams is based on the principle of “cooperation” rather than competition (M. M. Bakhtin). The two teams successfully implement joint scientific and creative projects (research, publications, etc.). Both universities host scientific conferences to discuss the semantic realities of culture and art. Young scholars, graduate students, and undergraduates actively participate in these events. Creative laboratories and practical classes facilitate their acquisition of professional experience. An important aspect of this collaboration is the training of doctors and candidates of science to supplement the pedago­gical resources of universities. The study cites specific names of scholars and specialists working at both universities and introducing young people to the world of beauty and knowledge through books, new educational programs, and modern technologies.

The article presents two vocabulary tests – a yes/no test and a pilot vocabulary levels test – used to evaluate the knowledge of frequently used common words in Slovenian among speakers of Slovenian as a second and foreign language. It summarises the findings from the first administration of the yes/no test at the 2022 Youth Summer School of Slovenian and focuses on the second administration involving adult learners at the Centre for Slovene as a Second and Foreign Language (Faculty of Arts, University of Ljubljana), in 2024. The study aimed to determine whether the yes/no test reliably classifies speakers of Slovenian as a second and foreign language according to their language proficiency and to assess its reliability. The results show that speakers of Slovenian as a second and foreign language are more familiar with high-frequency words than with low-frequency ones, and that vocabulary knowledge varies in relation to proficiency level. The yes/no test successfully differentiates between beginner, intermediate, and advanced learners of Slovenian, although it is less dependable when classifying speakers transitioning between these levels. The results also reveal that speakers of Slavic languages perform better than non-Slavic speakers at lower proficiency levels. The pilot vocabulary levels test supports the validity of the yes/no test, as the results of both tests show a strong correlation.

The current study investigates the perceptions of Libyan university students and teachers regarding the role-play strategy as a pedagogical tool for enhancing English as a Foreign Language (EFL) speaking skills. Adopting a mixed-methods approach, the study employed a questionnaire and semi-structured interviews as instruments for data collection. Forty first-semester EFL students from the Faculty of Arts at Misurata University completed the questionnaire, while ten EFL instructors participated in interviews to provide qualitative insights into the effectiveness and challenges of implementing role-play in speaking classes. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were examined through content analysis. The findings reveal that both students and teachers hold positive attitudes toward the use of role-play in developing speaking proficiency. Students reported that the technique increased their confidence, enriched their vocabulary, improved their pronunciation, and enhanced their engagement and enjoyment in learning English. Similarly, teachers acknowledged the effectiveness of role-play in improving students’ communicative competence and promoting interactive learning environments. The study concludes that role-play constitutes an effective instructional strategy for fostering oral communication skills among EFL learners in the Libyan university context. Implications for pedagogy and recommendations for future research are also discussed.

Digital literacy of Information systems and E-archive Program students (Faculty of Arts, Beni Suef University) in the light of the European Digital Competence Framework: An applied study

Cyber security education is the process of receiving or giving systematic justification in a school or university or online on the proper use of technological processes, networks and data from cyber-attacks. This study investigated into cyber security education, awareness and challenges among undergraduates at Adeyemi Federal University of Education (AFUED), Ondo, Ondo State, Nigeria. The descriptive survey was adopted for this study. The population comprises of all undergraduates at Adeyemi Federal University of Education, Ondo, Ondo State, regardless of their levels, gender and departments. The respondents were selected using simple random sampling technique and the sample size consisted of 560 undergraduates selected from the five faculties in the universities. 102 respondents were selected from Faculty of Arts, 140 were selected from Faculty of Education, 120 from Faculty of Social Sciences and Management, 93 from Faculty of Sciences and 105 were selected from Faculty of Vocational and Technical Education. The Instrument for data collection was the researcher’s self-developed questionnaire titled “Cyber Security Awareness and Challenges: A Study of Undergraduates Questionnaire. “CSACASUQ”. The instrument was validated by 3 lecturers from Department of Computer Science, Adeyemi Federal University of Education, Ondo, Ondo State. The reliability Coefficient was obtained using Cronbach Alpha 0.85 value for awareness and 0.91 values for challenges for using cyber security. Research questions were answered using mean and standard deviation. The finding of the study showed that Nmaps was the most used cyber security tools and that the awareness of cyber security was very high among undergraduates. The study therefore recommends that the cyber security facilities should be adequately provided, and workshops, conferences and seminars should be organized to increase the awareness level of undergraduates

This research investigates the relationship between cultural self-identity and the possibility of effective intercultural communication among Russian-speaking students at the Faculty of Arts of “I. Creangă UPSC". The study argues that a solid understanding of one's own cultural identity, including respect for oneself and others, is fundamental for tolerance and successful intercultural dialogue.A survey based on anonymous questionnaires was administered to students, targeting attachment to the Republic of Moldova, self-identification, and perceptions of the protection of national minorities. Preliminary results indicate a strong link between a sense of civic and ethnic belonging to Moldova and openness to Moldovan culture, which, in turn, seems to cultivate respect for other identities.Students from mixed families were more likely to feel a sense of belonging to Moldovan culture.However, perceptions of the protection of the rights of national minorities in the Republic of Moldova are contradictory, with some students believing that the European Union offers superior protection. This suggests a need for more; however, perceptions of the safety of the rights of national minorities in the Republic of Moldova are contradictory, with some students believing that the European Union offers superior protection. This suggests a need for more effective promotion of European values of cultural diversity and minority rights.

Abstract In the context of globalization and university internationalization, sustainability can serve as both a pedagogical goal and course content that connects English language education with other disciplines. This study reports an initiative integrating the United Nations’ Sustainable Development Goals (SDGs) into an English for Global Citizenship (EGC) curriculum at an international liberal arts faculty in a private university in Tokyo. Drawing on the theoretical framework of Education for Sustainable Development (ESD) and Content and Language Integrated Learning (CLIL), the course design operationalized CLIL’s four dimensions—content, communication, cognition, and community—through six global issue modules. Using a repeated cross-sectional survey design, longitudinal student feedback collected across nine administrations from 1083 respondents was reanalyzed. Learners consistently valued SDG integration, reported perceived gains particularly in presentation, listening, and writing as well as in increased motivation and awareness of global issues, while also expressing a continuing need to strengthen speaking. Findings suggest that incorporating SDGs into university-level English for Academic Purposes (EAP) courses can foster learner engagement and autonomy and contribute to sustainable, well-coordinated curriculum management. The study concludes by highlighting the importance of systematic program evaluation and stronger articulation between English and related content courses to enhance the long-term sustainability of language programs.

Lectures, as a medium of teaching, are still considered an integral part of higher education in Libyan universities. However, the role of lectures has been recently questioned, particularly after the sudden spread of the COVID-19 pandemic. To address this issue, this study aims to establish whether Libyan university students still value the lecture teaching mode as part of their university education. It also examines the factors that encourage students to still attending lectures. Thereby, an online questionnaire consisting of 19 items was circulated to undergraduate and postgraduate students studying in the Department of English at the Faculty of Arts and Languages, University of Tripoli. The study’s findings revealed that students still favor lectures as a method of teaching. Accordingly, 49 respondents considered lectures, as a mode of teaching and learning, essential with various educational, practical, and social benefits. These include elements such as an in-depth understanding of the subject course and direct interaction with peer students and lecturers. Ultimately, the study suggests that, although lectures continue to be valuable in Libyan universities, other innovative teaching techniques and methods can also be used to improve their effectiveness.

This study extends the scope of architecture beyond visual perception by exploring the parallelism between visual and auditory experiences. It aims to examine the potential outcomes of integrating auditory elements into the design process. Investigating the relationship between auditory stimuli and architecture within the context of design language, the study adopts an experimental approach to explore various dimensions, such as the interaction between sound and architectural thinking and its influence on design processes. Through two-and three-dimensional abstractions of auditory compositions — processed as non-visual design inputs — the study seeks to enhance students' creative thinking capacities. In this context, it examines how variations in auditory tones and stylistic changes influence basic design exercises and architectural reflections. The research consists of an experimental study involving 14 students from the Department of Interior Architecture and Environmental Design, Faculty of Fine Arts, at Selcuk University. Over several weeks, students were exposed to two distinct auditory environments — one characterized by harmony and balance, the other by intensity and dynamism — and tasked with creating designs based on rhythm and structure. To strengthen the study and obtain more objective data, an additional phase was introduced, where the same participants were assigned a different design task — furniture design — following the same methodological approach. This allowed for a comparative analysis of how auditory influences extended across different design contexts. To analyze the relationship between auditory input and basic design, as well as its impact on architectural form, the collected data were systematically structured. The findings indicate that in two separate experiments conducted with the same participants, individuals produced softer lines and forms when exposed to more harmonious stimuli, whereas they preferred sharper, more rigid lines and forms when engaging with high-intensity auditory input.

This study investigates the integration of digital tools in interpreting instruction and examines its effects on students’ learning outcomes and perceptions. Conducted at the Faculty of Arts, Management and Business Management (FBMB), Universitas Pendidikan Mandalika (UNDIKMA), the research involved 77 fifth-semester students enrolled in the Interpreting course. A mixed-methods design was employed, combining quantitative and qualitative approaches. Quantitative data were collected through pre- and post-tests and a structured questionnaire, while qualitative data were obtained from interviews and classroom observations. Digital tools such as YouGlish, VoiceTube, TED Talks, and AI-based note-taking applications were integrated into interpreting lessons over six weeks. Results from paired-sample t-tests revealed a significant improvement in students’ interpreting performance after the integration of digital tools, with mean scores increasing from 67.47 to 79.36 (p < .001). Questionnaire results indicated very positive perceptions (M = 4.30), particularly regarding motivation, engagement, and perceived usefulness. Thematic analysis of interviews and observations further showed that digital tools enhanced students’ exposure to authentic materials, promoted learner autonomy, and increased confidence. However, challenges such as unstable internet connections and varying levels of digital literacy were also identified. The study concludes that integrating digital tools significantly enriches interpreting instruction by fostering multimodal learning, engagement, and self-regulation. The findings highlight the importance of incorporating technology into interpreter education and provide pedagogical implications for curriculum design, teacher training, and institutional support in EFL contexts.