https://ijhss.net/index.php/ijhss/issue/feedInternational Journal of Humanities and Social Sciences2024-03-14T03:24:34-05:00Dr Arif Sikandereditor@ijhss.netOpen Journal SystemsIJHSS is an international peer-reviewed journal that accepts research articles, review papers and case studies in the fields of humanities and social sciences. The core objective of IJHSS is to publish new knowledge and theories from academics, researchers, professionals and practitioners for the benefit of society. It also provides a venue for scholars to submit on-going research and developments in these above mentioned areas. IJHSS invites authors to submit their original and unpublished work that covers the latest outstanding developments in the field of humanities and education. A list of topics is provided below for reference but this is not intended to be exhaustive. List of acceptable topics: humanities, digital humanities, education, remote learning, linguistic studies, etc.https://ijhss.net/index.php/ijhss/article/view/802The Place of African Traditional Values in National Integration: The Case of Nigeria2024-03-14T03:24:34-05:00Cardinal Ihejirikacardinal.ihejirika@uniport.edu.ng<p>The romanticization of western values, its hegemonic pretensions and the latest internationalization of communication replaced a hitherto stable African traditional indigenous society and her values with a wobbly one, thereby raising questions about the rationale behind its preference. This study therefore aims to identify the roles African indigenous traditional values play in the achievement of national integration. Among others, it exposes its culture base and discusses the merits of employing the services of African traditional values in fostering Nigerian national unity, which is presently waning. The study also examines the place of language in social integration and the challenges facing these traditional values. In order to forestall further social disintegration arising from the neglect of these values, this study concludes by taking a leaning on Paulo Freire’s concept of conscientization and suggests what this paper calls a conscientization consciousness approach. This refers to a process by which, in the manner of moral crusaders, the wealth in African traditional values is canvassed so that the young appreciate and embrace their significances to the ordering of their society, Moreover, it refers to the need to welcome the meritorious aspects of other foreign values, which can be fused with African traditional values to drive sound national integration and development<em>. </em></p>2024-03-14T03:24:34-05:00Copyright (c) 2024 Cardinal Chinanu Ihejirikahttps://ijhss.net/index.php/ijhss/article/view/803Integrating Climate Education for Social Welfare Enhancement in Indonesia2024-03-14T03:24:34-05:00Leonyta Anggun Nugroholeonytaanx@gmail.comMuhammad Raafimuhhraafi@gmail.com<p>Indonesia still faces two significant challenges: a climate education system and relatively low social welfare rates. To address these pressing concerns, this study examines the feasibility of utilizing climate education to enhance social welfare. This study proposed a comprehensive framework for climate education in Indonesia. This framework, developed using quantitative and qualitative research methods, was designed to adapt to various contexts, including formal educational settings such as schools and universities while remaining accessible to underprivileged communities. The study's findings highlighted the importance of integrating climate and environmental education into the educational system. This study also analyzed the impact of the climate crisis on social welfare conditions in Indonesia, paying particular attention to vulnerable communities. It then proposed strategies for implementing climate education to enhance social welfare. These strategies emphasized the use of interactive and action-oriented approaches. The framework presented in the paper aims to equip future professionals with the necessary tools and knowledge to drive innovation in sustainable technologies, shape responsible policy decisions, and foster community resilience.</p>2024-03-14T03:24:34-05:00Copyright (c) 2024 Leonyta Anggun Nugroho, Muhammad Raafihttps://ijhss.net/index.php/ijhss/article/view/797A Quantitative Analysis of Nineteen Japanese Historical Primary School English-as-a-Foreign-Language Textbooks2024-03-14T03:24:34-05:00Kiyomi Watanabewatanabek@heisei-u.ac.jpToshiaki Ozasawatanabek@heisei-u.ac.jp<p>The authors of this paper aim to quantitatively analyse the features of nineteen Japanese historical primary English textbooks. They focus particularly on their homogeneities and differences. They further compare the features of these textbooks with the historical girls’ middle-grade school textbook and the current junior high school textbook. The following were the obtained results. First, the textual correspondence analysis proved capable of differentiating the features of the twenty-six historical or current textbooks in focus. In particular, the bipolar coordinate map indicated that the two dimensions, <em>difficult (+) vs. easy (-)</em> axis, and <em>passage-based (+) vs. dialogue-based (-)</em> axis, contributed to differentiating between the inter-relationships. Secondly, although Books 2 and 3 of the currently used textbooks proved to be similar to the majority group of the historical textbooks, Book 1 proved to be different from the historical ones, both in the bipolar coordinate analysis and the all-features-based dendrogram analysis. Thirdly, the four volumes of the historical girls’ textbook, <em>Tsuda 1, 2, 3,</em> and <em>4</em>, proved to be similar to the majority of the historical primary school textbooks, both in the bipolar coordinate analysis and the cluster analysis. Finally, for the theoretical implications and practical use of the present study, it was demonstrated that textual correspondence analysis is a powerful tool for quantitative analysis and the evaluation of Japanese EFL textbooks, and that “<em>difficulty vs. easiness</em>” and “<em>passage-based vs. dialogue-based</em>” were useful viewpoints for EFL teachers and educators in describing and grasping Japanese EFL textbooks.</p>2024-03-14T03:24:34-05:00Copyright (c) 2024 Kiyomi Watanabe