This study presents a framework for encoding data in the humanities and social sciences according to the Text Encoding Initiative (TEI) guidelines. The notion of TEI is not widely recognised in the Indian digital humanities (DH) community. There remains a wide variety of South Asian literature that can utilise TEI guidelines to enhance texts and facilitate their use by the academic community both within India and beyond, catering to novices and specialised scholars for broader accessibility. TEI is utilised by global communities in various languages for the production of digital editions, serving diverse audiences. Some editions are enriched with scholarly information, while others function merely as online archives, facilitating further textual processing. This method paper presents an organised structure for the creation of a minimal ‘digital scholarly edition (DSE)’, a concept defined and borrowed from Sahle (2016) as an archive of significant academic work. The study elucidates the process from data extraction to preprocessing, followed by a detailed guide on encoding data with TEI tags, highlighting the significance of markup and the role of TEI in digital archiving, particularly for humanities data. The digitisation of cultural manuscripts is essential as it aids the preservation of original documents, increases accessibility, and reduces the necessity for direct handling of frequently consulted rare manuscripts. In the forthcoming era, Indian DH must adopt innovative techniques to encapsulate material with embedded metadata for enhanced preservation strategies. A DSE is a critical depiction of historical materials, carefully curated and digitally displayed to enhance accessibility and understanding for scholars and the general public. Through the use of digital tools, DSEs can offer various text versions, emphasise differences and deliver comprehensive analyses that are impractical in print formats. This method maintains the original content while augmenting its applicability and significance in modern academia. The TEI is a methodology for converting unstructured, plain digitised text into a digital scholarly edition (DSE) that incorporates encoded metadata, thereby enhancing information retrieval, computational analysis and visual representation. The term ‘minimal’ denotes the fundamental initial process of encoding documents according to TEI guidelines. Given that encoding can be a tedious process depending upon the specific tagging required for producing a digital edition tailored to a particular audience, this paper restricts itself to presenting only the basic encoding principles at an introductory level. This aims to familiarise readers with TEI and promote the digitisation of the extensive literary heritage of South Asia for broader engagement.

This study presents a framework for encoding data in the Humanities and Social Sciences according to the Text Encoding Initiative (TEI) principles. The notion of TEI is not widely recognised among the Indian Digital Humanities community. This method paper presents an organised structure for the creation of a Scholarly Digital Edition (SDE) as an archive of significant academic work. The study elucidates the process from data extraction to preprocessing, followed by a detailed guide on encoding data into TEI tags, highlighting the significance of markup and the role of TEI in digital archiving, particularly for Humanities data. The digitisation of cultural manuscripts is essential as it aids the preservation of original documents, increases accessibility, and reduces the necessity for personal interaction with often utilised rare manuscripts. In the forthcoming era, Indian Digital Humanities must adopt innovative techniques to encapsulate material with embedded metadata for enhanced preservation strategies. A Digital Scholarly Edition is a critical depiction of historical materials, carefully curated and digitally displayed to enhance accessibility and understanding for scholars and the general public. Through the use of digital tools, DSEs can offer various text versions, emphasise differences, and deliver comprehensive analyses that are impractical in print formats. This method maintains the original content while augmenting its applicability and significance in modern academia. The Text Encoding Initiative (TEI) is a methodology for converting unstructured, plain digitised text into a Digital Scholarly Edition (DSE) that incorporates encoded metadata, thereby enhancing information retrieval, computational analysis, and visual representation.

This article challenges the widely held assumption that philosophical questions arise spontaneously from thought itself. By situating contemporary philosophy within the institutional transformations of neoliberal higher education, it argues that inquiry is pre-structured by what is termed the logic of publishability. Through an analysis of evaluation metrics, grant-based project governance, and journal gatekeeping, the paper conceptualizes a “triple mechanism” that regulates not the answers philosophers produce, but the forms, tempos, and boundaries of the questions they are permitted to ask. The dominance of gap-spotting as a model of innovation, the demand for methodological controllability, and the requirement for definitive conclusions function as anticipatory filters at the inception of inquiry. Building on insights from agnotology and the sociology of absences, this article introduces the concept of Institutional Silence to describe the structural exclusion of foundational, slow, or non-instrumental philosophical problems. It further examines the paradox of metacritique, arguing that reflexivity itself has become institutionalized and ritualized within contemporary academic writing. Rather than advocating for administrative reforms, the article introduces the concepts of slow questions and Quiet Research as intellectual approaches that resist acceleration, metric fetishism, and epistemic domestication. The paper concludes by leaving open the question of whether philosophy, under current institutional conditions, is still genuinely asking questions or merely managing them within a standardized regime of conceptual production.

Abstract Translation of science to a general public is increasingly important in modern academia. Yet, there is little knowledge on whether and why scientists do so. Here, we provide an account of a population of social science professors in Germany (N = 2,207). We ask whether and to what extent scientists appear in German printed media (N = 26,729) as a result of cumulative advantage, reputation, and gender. We link bibliometric data on professors’ careers and data on their appearances in printed media through unique, principled crosswalks of different databases. Departing from the literature on inequality in science, we develop hypotheses on how cumulative advantage, reputation, and gender relate to professors’ media appearances. Employing a series of longitudinal logistic and linear regression analyses we find support for the majority of our conjectures. Cumulative advantages are particularly positively related to newspaper appearances. Once a scientist has been mentioned in the media they seem ‘short-listed’ and this dynamic is more pronounced among men rather than women professors. Reputable professors are also more likely to be in printed news. And men have a higher frequency of newspaper appearances than women, which seems driven by men more likely to be top mediagenic professors. We discuss the implications of these results for media practice and science evaluation.

In the digital age, academics are increasingly grappling with intensifying demands on their time, driven by the rapid pace of digitalisation and the interconnected nature of modern academia. This paper delves into the concept of ‘fast temporality’ within academia, uncovering the dynamics of academics’ knowledge production and intellectual work. Drawing upon empirical data from a comprehensive mixed-methods research project that involved interviewing academics, it examines how digital communication technologies affect their sense of self in relation to time. Adapting a historical lens of temporality and the connection between technological advancements and the perception of time, the paper engages in debates about the acceleration of societal processes as reflected in the testimonies of the interviewed academics. The paper also ventures into the realm of academic knowledge production, scrutinising the phenomenon of accelerated academia and proposing an analogy to characterise it as a one-way road with slow and fast lanes. This analogy posits that the ‘slow lane’ of knowledge production can offer space for critical self-reflection, including reflection on the nature and relationship between the network society and digital communication technologies. Through these analyses, this paper contributes to a deeper understanding of the complexities surrounding academics’ relationship with time in the digital age. In this way, it provides insights into potential avenues for fostering critical engagement with digital communication technologies.

This article examines the influence of the Russian school of painting on the development of Chinese visual art, as well as the characteristics of creating the image of the country in the works of Russian and Chinese artists and how they are perceived by audiences, participants in art exhibitions, auctions, and biennials held in Russia and China in recent years. In modern academia, there are numerous scientific studies focusing on the issue of intercultural dialogue, as well as artistic creation. This research, which focuses on the problem of perceiving the image of a country through works of art, is based on the study of the lives, traditions, and values of people from another country. It also explores how Chinese artists reflect the ideals and values of a different, sometimes radically different culture in their works, whether they are immersed in the historical and contemporary art atmosphere of another country during their studies at Russian universities or in China under Russian instructors. Based on the analysis of the works of A.A. Mylnikov and K.M. Maksimov, who taught Chinese students and their followers in the second half of the 20th century, the influence of the Russian classical school of realism on the formation and development of Chinese visual art as a whole is traced. Using the examples of two major exhibition projects, it is shown that the previously popular historical and narrative painting remains relevant today, alongside landscapes depicting natural and urban spaces. Based on the analysis of the creative works of Chinese painters such as Qian Shanxi, Wang Tianyou, He Yao, and Hu Deri Chaolü, who belong to different generations of the Chinese art world, the influence of the Russian realistic school of painting on the works of contemporary Chinese artists is traced. Most of these artists are attracted to the tradition of mood landscapes and philosophical landscapes, and they choose original creative techniques to bring them to life. This research provides an opportunity to observe the characteristics of the development and mutual influence of the visual arts of the two countries in promoting and strengthening the intercultural dialogue between Russia and China.

The Indian Knowledge System (IKS) is a comprehensive idea rooted in the cultural, philosophical, and scientific heritage of ancient India. While the term "IKS" is modern, its foundations lie in ancient scriptures like the Vedas, Upanishads, and Darshanas, which collectively shaped a systematic, dynamic, and practice-based approach to knowledge transmission. IKS is anchored in the core pillars of Gnyan (knowledge), Vignyan (science), and Jeevan Darshan (philosophy of life) promoting real-world application. It emphasizes holistic development, integrating physical, emotional, intellectual, and spiritual well-being through concepts like Dharma, Karma, Yoga, and Ahimsa. The six schools of orthodox Hindu philosophy offer diverse perspectives on reality, ethics, and self-realization. These philosophies underpin societal values, sustainable living, and personal responsibility, aligning life with nature and universal order. Ayurveda and Vedanta represent the health and spiritual dimensions of IKS, advocating balance, natural healing, and inner awakening. Practices like yoga and meditation facilitate self-discipline, emotional stability, and spiritual growth. Key ethical principles such as Ahimsa (non-violence) and Seva (selfless service) encourage compassion and social harmony. The ideals of Vasudhaiva Kutumbakam ("The world is one family") and global interconnectedness are central to IKS, promoting peace, inclusivity, and respect for diversity. Recognized in the National Education Policy (NEP) 2020, IKS is now being reintegrated into modern academia for its interdisciplinary insights and relevance in addressing contemporary challenges. By bridging traditional wisdom with modern thought, the Indian Knowledge System fosters a balanced, sustainable, and meaningful way of life. It not only honours India’s intellectual legacy but also serves as a transformative tool for both individual evolution and societal well-being.

This study explores the critical need for capacity building in Higher Education Institutions (HEIs) to address the challenges of modern academia, including sustainable development, digital integration, and national progress, particularly within the context of India’s Viksit Bharat 2047 vision. The research aims to bridge the gap between traditional teaching methods and the demands of a dynamic professional landscape by assessing faculty needs and developing effective, context-sensitive strategies for professional development.Using a mixed-methods approach, this study combines quantitative surveys with qualitative semi-structured interviews and case study analysis. Data was collected from faculty members and administrators to identify gaps in pedagogical practices, digital literacy, and research capabilities. The analysis used statistical methods for survey data and thematic analysis for interviews to identify recurring themes and best practices. Key findings reveal that faculty face significant challenges, including limited access to digital resources, resistance to change, time constraints due to heavy workloads, and a lack of structured professional development programs. The study highlights the need for institutional support in enhancing digital infrastructure, fostering interdisciplinary research, and promoting outcome-based education (OBE) through flexible and accessible learning opportunities.

Since Gauri Viswanathan’s Masks of Conquest, the teaching of Shakespeare in India has been seen as a hangover of British colonization serving to export the English worldview; and, over the years, academia has advocated either replacing him with indigenous and/or global narratives, or utilizing his text as allegories of critical theories. The teacher of Shakespeare, thus, faces a double challenge: the preconceived notions that students commence with – that Shakespeare is intractable and archaic or too philosophically ‘high’ culture to be enjoyable, as well as the ‘postcolonial’ stance of modern academia that he is irrelevant to life, culture and the academic career of students. The teaching of Shakespeare as a literary text that can be creatively and culturally engaging as well as socially and politically resonant becomes challenging in the face of student apathy – students are no longer motivated to learn or enjoy the plays or appreciate the nuances of the language. Therefore, to make Shakespeare more accessible and ‘fun’ for undergraduate students of literature, a board game was conceptualised employing the ‘active method’ pedagogy. The game, which included text-based questions and performance, dramatization and analysis, tested and reinforced the student’s knowledge of the text, as also her interpretive, dramatic and improvisation skills. This paper is a discussion of the gamification of a Shakespearian play, the kinds of questions it poses and challenges it addresses in the Shakespeare classroom.

Al-Tanwīr Sharḥ al-Jāmi‘ al-Ṣaghīr book by Muhammad bin Isma’il Al-San’ani, is one of the important books of hadith syarah to be studied. The book, which is the Sharḥ al-Jāmi‘ al-Ṣaghīr by Al-Suyuthi, has a peculiarity compared to other similar books, like a Faiḍ Al-Qadīr Sharḥ al-Jāmi‘ al-Ṣaghīr by Syams al-Din Muhammad bin Zaid Ad-dīn, and Al-Istidrāk An-naẓīr ‘ala Al-Jāmi’ Al-Ṣaghīr by Syaikh Syihab Al-dīn Abi Al ‘Abbas Ahmad bin Muhammad al-matbūlī al-Syāfi’i. In this article, the problem studied is the method of syarah Al-San’ani through the analysis of the book of Al-Tanwīr. The problem is studied by descriptive analysis of analysis, namely by explaining important points in this book, then analyzing so as to produce conclusions in the form of methods in this book. The results of the study show that the book of Al-Tanwīr: (1) was conducted using the taḥlīlī method, that is, by expounding the matan hadith and giving syakl information to the matan hadith, then analyzing sentences, a few words, or even a word if that is possible to do sharḥ. (2) In modern academia, this method of writing books can be called descriptive-comparative-analysis. (3) The method of compiling this book is based on the order of the mu'jam letters (Alif, hamzah, ba, ta, tsa, and so on).

Modern Academia: From “Publish or Perish” to “Monetize or Collapse”

Efficient management of research papers is crucial for scholars navigating the complexities of modern academia, where multiple responsibilities and tight deadlines often hinder productivity. This paper explores the challenges faced by researchers throughout the research paper lifecycle, including time management, collaboration, reference organization, and mental well-being. Through a comprehensive methodology combining literature review, case studies, tool evaluations, and stress management techniques, the paper proposes practical solutions and strategies to enhance research paper management. Key findings indicate that time management is central to research productivity, with strategies like time-blocking and the Pomodoro Technique significantly improving focus and reducing procrastination. Digital tools, such as reference management software (e.g., Zotero, EndNote), project management platforms (e.g., Trello, Asana), and collaborative writing tools (e.g., Google Docs, Overleaf), were found to streamline the writing and revision process, allowing researchers to minimize administrative tasks and focus on content creation. The study also emphasizes the importance of clear communication and task coordination in collaborative research, highlighting the role of communication platforms (e.g., Slack, Microsoft Teams) and version control systems in reducing miscommunication and enhancing teamwork. Additionally, the psychological impact of research pressures was addressed, with findings showing that stress management techniques, including mindfulness and realistic goal-setting, are essential for maintaining productivity and mental health. The paper concludes with a holistic framework for managing research papers, integrating time management, digital tools, collaboration strategies, and well-being practices to improve both productivity and work-life balance for researchers

This study examines the evolution of Islamic historiography in response to modernity, analyzing the impact of colonial legacies, socio-political shifts, and epistemological debates. By systematically reviewing 33 peer-reviewed studies, this paper explores historiographical transformations that incorporate indigenous methodologies, decolonial paradigms, and interdisciplinary approaches. The findings emphasize how Islamic historiography engages with contemporary intellectual debates, particularly in the context of inter-imperiality, decolonial theory, and global historiographical discourse. Furthermore, this study highlights the interaction between Islamic historiography and historiographical traditions from other religious and postcolonial perspectives, offering comparative insights into its uniqueness and universality. This research also integrates modern historiographical theories, particularly Hayden White’s narrativism and Reinhart Koselleck’s concept of historical time, to provide a meta-historiographical perspective. Moreover, it underscores the need to expand the scope of Islamic historiography by incorporating quantitative statistical representations, such as frequency analysis of key themes and co-citation networks, thus bridging qualitative and quantitative methodologies. Addressing these dimensions contributes to the academic construction of Islamic historiography, offering practical implications for education, policy-making, and cultural discourse. Additionally, this study emphasizes the role of historiographical synthesis in understanding the evolution of Islamic thought, illustrating how methodological pluralism enhances the field’s analytical depth. By engaging with diverse historiographical frameworks, this systematic review highlights the necessity of integrating historical narratives with contemporary scholarly advancements, ensuring a comprehensive approach to the study of Islamic historiography in modern academia.

Efficient management of research papers is crucial for scholars navigating the complexities of modern academia, where multiple responsibilities and tight deadlines often hinder productivity. This paper explores the challenges faced by researchers throughout the research paper lifecycle, including time management, collaboration, reference organization, and mental well-being. Through a comprehensive methodology combining literature review, case studies, tool evaluations, and stress management techniques, the paper proposes practical solutions and strategies to enhance research paper management. Key findings indicate that time management is central to research productivity, with strategies like time-blocking and the Pomodoro Technique significantly improving focus and reducing procrastination. Digital tools, such as reference management software (e.g., Zotero, EndNote), project management platforms (e.g., Trello, Asana), and collaborative writing tools (e.g., Google Docs, Overleaf), were found to streamline the writing and revision process, allowing researchers to minimize administrative tasks and focus on content creation. The study also emphasizes the importance of clear communication and task coordination in collaborative research, highlighting the role of communication platforms (e.g., Slack, Microsoft Teams) and version control systems in reducing miscommunication and enhancing teamwork. Additionally, the psychological impact of research pressures was addressed, with findings showing that stress management techniques, including mindfulness and realistic goal-setting, are essential for maintaining productivity and mental health. The paper concludes with a holistic framework for managing research papers, integrating time management, digital tools,collaboration strategies, and well-being practices to improve both productivity and work-life balance for researchers.

The research intention would be to identify critical gamification elements that most effectively improve knowledge transfer in modern academia. Data was pooled from 587 students pursuing MBA degrees in the District of Erode, Tamil Nadu, India. The researcher used the exploratory factor analysis technique to comprehend the core association of the eighteen recognized variables. Based on the findings that these eighteen variables are categorized into four distinct areas, the researcher then labeled as per the ability to summarise the fundamental aspects of motivation and engagement, critical thinking and real-world application, knowledge retention, and performance, interest, and focus. Moreover, cronbach’s alpha was inclusively used to assess the variables’ reliability. Finally, the study concluded that this methodology is highly beneficial in knowledge retention, enhances participant curiosity to explore, and improves connection with the course material.

Academic integrity is a fundamental component of higher education, yet its enforcement varies across countries due to differences in educational development and governance structures. This study investigates the relationship between educational indicators – Expected Years of Schooling and Mean Years of Schooling – and plagiarism levels, as measured by similarity percentages in checked documents. Additionally, the study examines the role of governance quality, represented by the Rule of Law index, in influencing plagiarism levels. The research utilises Plagiarism Checker X data as of February 1, 2024, providing the most recent plagiarism similarity percentages, while the educational indicators (Expected Years of Schooling and Mean Years of Schooling) and the Rule of Law index are based on the latest available data from 2022. A statistical analysis was conducted using Generalized Additive Models (GAM) and quadratic polynomial regression to identify potential non-linear relationships among these variables. The results indicate that Mean Years of Schooling have a statistically significant non-linear effect on similarity percentages, with a peak influence around 6–8 years before levelling off. Expected Years of Schooling also exhibits a weak but statistically significant negative relationship with similarity percentages, suggesting that higher schooling expectations contribute to reducing plagiarism. In contrast, the Rule of Law does not directly impact similarity percentages, implying that governance quality alone is not a strong predictor of academic integrity. A comparison between GAM and polynomial regression models shows similar explanatory power, with GAM offering greater flexibility in capturing non-linear patterns while polynomial regression provides a more explicit interpretative framework.

Purpose Precarious workers in academia represent most employees in higher education institutions (HEIs), and women and historically excluded groups are overrepresented in these positions, oppressed by intersecting inequities, such as sexism and racism. There is a need to comprehensively understand how precarity operates within academia from an intersectional perspective and how it oppresses marginalized and precarious workers. Design/methodology/approach Following the PRISMA guidelines, this paper systematically reviewed 22 articles that discuss academic precarity through an intersectional lens. Findings Studies have shown that (1) the uncertainty and insecurity in modern academia are driven by global forces and ongoing crises; (2) systemic intersectionality entrenched in HEIs influenced the shaping of their academic experiences and positionalities; and (3) intersectionality could be used as a reflexive tool to resist the precarious academy. Originality/value This paper is the first systematic review examining the intersectionality in precarious academia. By synthesizing articles highlighting precarity and intersectionality in academia, the paper contributes to theories of academic capitalism and intersectionality and offers comprehensive and critical implications for research and practice in higher education. This study illuminates how neoliberalism, global capitalism and intersecting inequities are deeply rooted in academia and how academic workers could challenge such issues.

This study examined the visible impacts of technology on the learning process in the modern era, keeping in view the students' priorities, perceptions and teachers' capacity and determinations. This study mainly examines the participants' viewpoints about technological execution in education based on their approaches to specific concepts. Primary data were collected through semi-structured interviews with different students and teachers. Data were codified, and the main theme was calculated through content analysis with the help of predefined indicators. It was noticed that different factors (social, economic, individual, etc.) affect the importance and urgency of the said phenomenon. Being an important invention, the execution of technology in education prospects new chapters, which will be user-friendly, economical, and beyond the limits of "time and space." Further, teachers and students should be properly trained about the available technology to build a smooth and efficient learning environment. In the modern era, educational systems must be updated regarding content, delivery, and techniques to compete in the global market. In this way, a unique direction will be provided for the new generation (both teachers and learners) to minimize technology's negative aspects and improve modern education's positive aspects. Keywords: Education, Learning Process, Technology, Teaching Techniques.

Mingli tan 名理探 (Investigation of Name-Patterns) is the first Chinese work dedicated to introducing Aristotelian logic. It was largely forgotten after being published in the 1630s, only rediscovered more than two centuries later, and then considered by modern academia more or less a failed project. However, through the lens of mingli, the key term to translate ‘logic’ in the book, this paper argues that despite the scarce readership and influence of Mingli tan, its translation practice should not be deemed as a failure. Instead, it is a work that reveals how translators can intervene with conceptual paradigms creatively and meaningfully. This paper provides a thorough examination of mingli, a culturally loaded term, by contextualizing it in the late Ming (1582‒1644), a time of significant Sino-European cultural contacts. In doing so, it sheds light on the neglected philosophical value carried by the term through translation, and highlights the translator—Li Zhizao李之藻 (1565‒1630)—and his pioneering effort in infusing it with a novel Aristotelian and Christian sense. Mingli is also examined in the broader intellectual history. Through an investigation into its traces in later Chinese translations of ‘logic’ starting from the 19th century until the 1980s, this study reveals a line of changes in the Chinese reception of logic suggested by the shift from the use of mingli to the phonetic translation luoji 逻辑 to denote logic, indicating that mingli can serve as a meaningful clue to track the transition of Chinese thought from traditional to modern paradigms.

The various forms of academic freedom are an integral and necessary component of modern academia. This does not mean, however, that they can be easily framed in static terms. Being closely connected with all academic life, those forms, as it were, are intrinsically subject to the same constraints and the pressures of the environment as the university itself. Another difficulty in precisely defining this phenomenon stems from terminological ambiguity. Additionally, both levels of the primary sources of the law are crucial here, i.e. the Constitution in the first place and the so-called “ordinary” laws as secondary sources. This fact dictates the research assumptions and structure of this study. The objective is to analyse and evaluate the Polish regulations shaping the sphere of broadly-understood academic freedom with a view to presenting the manner of regulation and the legal approach to modern “academic freedom packages” in the historical perspective of their evolution, starting with the interwar period. Capturing the trends and directions of legislative changes makes it possible to define and verify the current catalogue of academic freedoms included in the so-called Act 2.0. In order to achieve this research goal, dogmatic, normative and historical-legal methods are employed.