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Review Article
A Bibliometric Analysis of Specific School Programmes for Visually Impaired Students
Issue:
Volume 11, Issue 4, August 2026
Pages:
110-122
Received:
11 June 2026
Accepted:
24 June 2026
Published:
17 July 2026
Abstract: Educational programs for students with visual impairments play a critical role in promoting inclusive and equitable learning opportunities. Despite growing scholarly interest in this area, a comprehensive understanding of the research landscape remains limited. This study presents a bibliometric analysis of research on school programs for visually impaired students using 513 documents indexed in the Scopus database between 1945 and 2023. The analysis was conducted using performance analysis and bibliographic coupling techniques, supported by Microsoft Excel and VOSviewer. The findings reveal a steady increase in research output, particularly after 2019, reflecting the growing emphasis on inclusive education and technology-enhanced learning. The United States emerged as the leading contributor, followed by the United Kingdom, India, and Australia, while the most influential publication sources included the Journal of Visual Impairment and Blindness and the British Journal of Visual Impairment. Major research themes identified through bibliographic coupling include inclusive education, curriculum adaptation, assessment practices, intervention strategies, physical activity, oral health, psychosocial support, and technology integration. The results highlight the multidisciplinary nature of the field, with contributions from education, medicine, social sciences, psychology, and health professions. The study also identifies geographical and thematic gaps, emphasizing the need for greater international and interdisciplinary collaboration. By mapping key contributors, publication trends, and emerging research directions, this study provides valuable insights for researchers, educators, policymakers, and practitioners seeking to develop more effective and inclusive educational programs for visually impaired learners.
Abstract: Educational programs for students with visual impairments play a critical role in promoting inclusive and equitable learning opportunities. Despite growing scholarly interest in this area, a comprehensive understanding of the research landscape remains limited. This study presents a bibliometric analysis of research on school programs for visually ...
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Research Article
Quality Management Systems in Mongolian Higher Education: A Baldrige-based Case Study of the University of Finance and Economics
Issue:
Volume 11, Issue 4, August 2026
Pages:
123-140
Received:
10 June 2026
Accepted:
22 June 2026
Published:
12 August 2026
Abstract: This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as integrated institutional systems. Using survey evidence from 205 academic, administrative, and support staff members, the study evaluates seven Baldrige-based categories: leadership, strategy, customer focus, measurement, analysis and knowledge management, workforce, operations, and results. The empirical analysis combines descriptive assessment, reliability analysis, regression-based pathway analysis, multicollinearity diagnostics, Lasso robustness checks, and selected institutional performance indicators used as supporting context. The results show that the university obtained 745 out of 1,000 points, equivalent to 74.5%, indicating a relatively strong quality management system. Leadership, customer focus, and results are the strongest categories, while workforce and strategy are the main areas requiring further improvement. Cronbach's alpha values range from 0.884 to 0.967, confirming strong to excellent internal consistency across the seven assessment categories. The regression-based pathway analysis shows that leadership is strongly associated with strategy and measurement, while operations and customer focus are directly associated with organizational results. The estimated indirect pathway from leadership to results through strategy and operations is positive, suggesting that leadership contributes to institutional performance through strategic planning and operational implementation. The Lasso robustness checks support the stability of the main pathway relationships. The paper concludes that quality management in higher education should be understood as an interconnected institutional system rather than a compliance-oriented activity. For Mongolian universities, the findings highlight the importance of strengthening workforce development, strategic alignment, evidence-based decision-making, operational coordination, and stakeholder-oriented continuous improvement.
Abstract: This paper examines the quality management system of the University of Finance and Economics using a Baldrige-based assessment framework. Although quality assurance and accreditation have become increasingly important in Mongolian higher education, limited empirical research has examined how quality management systems operate inside universities as...
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Research Article
Cultural Perceptions on the Use of Artificial Intelligence:
A Study on the Integration of AI Technology in Nigerian Historical Studies
Issue:
Volume 11, Issue 4, August 2026
Pages:
141-146
Received:
8 July 2026
Accepted:
22 July 2026
Published:
17 August 2026
Abstract: Background: The integration of Artificial Intelligence (AI) into historical research presents both opportunities and challenges for Nigerian historiography, yet cultural perceptions and academic attitudes toward its adoption remain underexplored. This study investigates scholarly perspectives on AI integration in Nigerian historical studies, examining the tension between technological innovation and traditional research practices. By exploring the socio-cultural frameworks, institutional disparities, and post-colonial dynamics that influence how local scholars perceive and adopt these technologies, this study argues that AI must not be viewed as an autonomous interpretive agent. Instead, it must remain a subordinate, complementary tool subject to rigorous human source criticism, safeguarding the rich interpretive traditions unique to African historiography. Method: Mixed-methods research design was employed, combining semi-structured interviews with established historians, a comprehensive desk review of archival and published materials, and a stratified survey of 400 respondents across two of Nigeria's major geopolitical zones the north central and south western Nigeria. Findings: Findings indicate widespread awareness of AI tools among scholars, with 78% reporting familiarity and 72% actively using AI applications in their research. However, 55% expressed reservations regarding cultural appropriateness and the potential erosion of interpretive dimensions in historical scholarship. Practical benefits identified include archival digitization, automated transcription, and spatial reconstruction, while epistemological concerns, algorithmic biases, and infrastructural limitations constrain effective deployment. Conclusion: The study concludes that to preserve the integrity of African historiographical traditions AI should serve as a complementary tool under rigorous human oversight, rather than as an autonomous interpretive agent.
Abstract: Background: The integration of Artificial Intelligence (AI) into historical research presents both opportunities and challenges for Nigerian historiography, yet cultural perceptions and academic attitudes toward its adoption remain underexplored. This study investigates scholarly perspectives on AI integration in Nigerian historical studies, examin...
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Research Article
The Educational Function of Chaoshan Chinese Ancestral Halls
Chen Xiaohong
,
Li Xuanyu*
Issue:
Volume 11, Issue 4, August 2026
Pages:
147-157
Received:
2 July 2026
Accepted:
16 July 2026
Published:
18 August 2026
Abstract: The Chaoshan region is a renowned hometown of overseas Chinese in China. Since the Ming Dynasty, massive populations of Chaoshan natives have migrated overseas. Statistics indicate that overseas Chinese of Chaoshan origin account for one quarter of all Chinese oversea communities, with major settlements across Southeast Asia and scattered populations throughout Europe and the Americas. Ancestral halls stand as vital material carriers of Chaoshan culture and hold a pivotal position within transnational Chaoshan communities. Rooted in the clan culture of Chaoshan people, ancestral halls facilitate the intergenerational inheritance of native customs, dialectal culture, and familial traditions via sacrificial rituals, genealogy compilation, charitable undertakings, and other clan activities. To look into the educational role of Chaoshan Chinese ancestral halls, this study takes textual records and interviews records for analytical exploration to trace the changes of Chaoshan overseas ancestral halls in Southeast Asia. It summarizes the cultural and educational functions embodied by these diaspora ancestral halls, and briefly reviews the inheritance, dissemination, development and innovation of traditional Chinese culture in overseas contexts. This study illuminates the enduring cultural inheritance and educational functions fulfilled by Chinese ancestral halls both domestically and internationally across traditional and modern eras, and clarifies that overseas Chaoshan ancestral halls serve as core bonds for social cohesion within diaspora groups. Furthermore, it identifies the challenges confronting Chaoshan ancestral halls in the new era, providing empirical references for exploring the value and practical prospects of overseas Chinese ancestral halls in cultural inheritance and educational undertakings.
Abstract: The Chaoshan region is a renowned hometown of overseas Chinese in China. Since the Ming Dynasty, massive populations of Chaoshan natives have migrated overseas. Statistics indicate that overseas Chinese of Chaoshan origin account for one quarter of all Chinese oversea communities, with major settlements across Southeast Asia and scattered populatio...
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Research Article
Interlanguage Theory as a Theoretical Basis for Error Diagnosis and Correction in Teaching Russian as a Foreign Language
Ke Yang,
Nina Nikolaevna Rogoznaia*
Issue:
Volume 11, Issue 4, August 2026
Pages:
158-163
Received:
10 June 2026
Accepted:
14 July 2026
Published:
26 August 2026
DOI:
10.11648/j.ijecs.20261104.15
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Views:
Abstract: This article examines the concept of interlanguage as a theoretical basis for diagnosing and correcting learners’ errors in linguodidactics. The study is relevant because learners’ speech should be examined not only in terms of its conformity to target-language norms, but also as evidence of a developing language system. Interlanguage is defined as a dynamic intermediate system that reflects the process of developing a learner’s second language competence. The aim of the article is to clarify the diagnostic and corrective potential of the interlanguage-based approach in teaching Russian as a foreign language. Particular attention is paid to foreign, Chinese, and Russian research traditions in the study of interlanguage, as well as to N. N. Rogoznaia’s concept, within which interference is interpreted as a phenomenon manifested at different levels of the interlanguage system. The article analyzes the classification of interferents, understood as interference-induced error units, including graphic, phonetic, grammatical, lexical, syntactic, prosodic, and pragmatic interferents. It is shown that an interlanguage-based approach makes it possible not only to identify learners’ errors, but also to determine their linguistic level, source, degree of stability, and appropriate methods of methodological correction. The article concludes that the interlanguage perspective can support more precise diagnostic and corrective strategies in the practice of teaching Russian as a foreign language.
Abstract: This article examines the concept of interlanguage as a theoretical basis for diagnosing and correcting learners’ errors in linguodidactics. The study is relevant because learners’ speech should be examined not only in terms of its conformity to target-language norms, but also as evidence of a developing language system. Interlanguage is defined as...
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Research Article
Knowledge Annotation and Infusion for a Chinese Teaching AI: An Expert System Approach
Martin Qiang Zhao*,
Rajwol Chapagain,
Andy Digh
Issue:
Volume 11, Issue 4, August 2026
Pages:
164-171
Received:
22 June 2026
Accepted:
27 July 2026
Published:
26 August 2026
DOI:
10.11648/j.ijecs.20261104.16
Downloads:
Views:
Abstract: Chinese the WRITE Way (CtWW) is a pedagogical approach proposed by the authors to address the limitations of traditional Chinese character instruction, which primarily emphasizes repetitive stroke-order practice and rote memorization. Although such methods are effective for native Chinese-speaking children who are simultaneously developing language proficiency and literacy skills, they are often less engaging for non-heritage learners at the high school and college levels, who seek a more meaningful understanding of the writing system. As the only surviving independently invented writing system, Chinese preserves pictorial and conceptual features that reveal the original design logic of many characters, providing valuable learning cues for students accustomed to alphabetic languages. Building upon our previous work on knowledge annotation, this study investigates how structured character knowledge can be integrated with generative artificial intelligence to create personalized instructional materials. The proposed methodology represents stroke-level, radical-level, and etymological knowledge using JSON-based annotations within an expert-system architecture named CharActER. These structured knowledge representations are infused into prompts for large language models to generate contextualized, story-driven explanations that follow the Chinese the WRITE Way methodology. Two proof-of-concept case studies demonstrate the feasibility of the proposed framework, including explanations for the character 不 and a lesson involving the related characters 人、大、天. The results indicate that combining structured knowledge with generative AI produces coherent, personalized teaching materials that move beyond rote memorization, providing a scalable foundation for adaptive Chinese language instruction and demonstrating the value of integrating expert-system knowledge representation with large language models in language education.
Abstract: Chinese the WRITE Way (CtWW) is a pedagogical approach proposed by the authors to address the limitations of traditional Chinese character instruction, which primarily emphasizes repetitive stroke-order practice and rote memorization. Although such methods are effective for native Chinese-speaking children who are simultaneously developing language...
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