Education, Language and Sociology Research
Education, Language and Sociology Research (ELSR) is an international open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of Education, Language and Sociology Research. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to Education, Language and Sociology Research. Both of online submissions and E-mail submission (elsr@scholink.org) are acceptable. ------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Training, Teaching and Learning Language translation Learning Skills and Other Relevant Fields English Education & English literature Education Method Arts and Leadership Language and Linguistics Teaching and Learning Second Language Acquisition Labor Sociology Medical Sociology Social Work Urban Sociology Family Sociology Environmental Sociology Criminology Sociology Social Security Research Other Disciplines of Applied Sociology The journal will feature: Descriptive Articles, Research Reports, Relevant Reviews, Short Communications, Viewpoint Commentaries, and Case Studies. All submitted articles will be peer reviewed.
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
Cry Me A Dirty River: Environmental Ethics, Water Inequity, Politics, and the Poisoning of Our Aquatic Ecosystems
From the outset, we (humans) must never ignore that the pollution of aquatic ecosystems is worse than we can imagine — worldwide — mainly because of greedy, political, and powerful corporate entities. Contrary to say about the obvious: We are not really the masters of our environments, because humans continue to contaminate and take from the earth without giving anything back. Meanwhile, we pollute many respective locations, particularly our oceans, rivers, lakes, and streams without giving it a second thought. Or so it seems. Of course, water is life and humans should not take this reality for granted. Moreover, we must keep in mind that there is also water inequity in minority communities across the planet. Therefore, the backlash toward polluters should be furious, because polluting our waters and aquatic ecosystems on a continuous basis — or year in and year out — will definitely have far-reaching, negative consequences. Unfortunately, efforts to prevent, protect, and/or clean-up our waters through government regulations have been undermined by conservative politicians, who are mostly in alliance with corporate/industrial polluters. It should be finally clear to most humans that we are not wrong to want to protect our aquatic ecosystems, as advocated by environmentalists. In the final analysis, it should be understood that it might not be such a daunting task to clean-up our different environments, particularly since we now recognize some of the pollution problems.
Copyright (c) 2025 Earnest N. Bracey, Ph.D., DPA http://creativecommons.org/licenses/by/4.0
Between Battle and Bhakti: Cognitive Crisis and Spiritual Rebirth in Tagore’s Gitanjali and the Bhagavad Gita
Rabindranath Tagore, a Nobel laureate and one of the defining voices in world literature, frequently engaged with India’s philosophical and spiritual heritage, drawing deeply from foundational texts like the Upanishads and the Bhagavad Gita. This research paper closely examines Tagore’s interpretation and creative recontextualization of the Bhagavad Gita, focusing especially on how he weaves its core themes into his poetry, prose, and broader philosophical outlook. By delving into textual comparisons, intertextual resonances, and Tagore’s own writings—most notably “Gitanjali”—this study demonstrates both Tagore’s fidelity to and his innovation upon the Gita’s teachings. Through a synthesis of spirituality, universalism, and poetic imagination, Tagore refashions the Gita’s doctrine of duty, detachment, and devotion for the modern world, emphasizing an inner transformation that transcends sectarianism, ritualism, and fatalism. The analysis traces the evolution of central ideas—dharma and cognitive crisis, the human-divine relationship, creative evolution, and the poeticization of surrender—illustrating Tagore’s singular role in rendering ancient Indian wisdom both globally accessible and existentially relevant.
Copyright (c) 2025 Dr. Anupamratanshanker Nagar http://creativecommons.org/licenses/by/4.0
Critical Perspectives on the Global Status of English
This study examines front-burner perspectives on the global status of English. A modern trend of the world, globalization represents multifaceted developments across facets of life: architecture, communication, education, movie industry, science/technology, dressing, international diplomacy, etc. The implication is that language plays crucial role in the scope and values that erupt from globalization. Consequently, nations look outward for new norms in the scheme of things, and evolve means of coping with the attendant challenges of globalization. The theoretical framework of the study is Orisawayi’s (2005) “parameters for ascertaining development”. The study concludes that the global status of English is predicated upon by: its roles in other regions of the world; its being a language of wider communication (LWC); its development-promoting potential across the world; and its facilitating function in the cross-disciplinary transmission of knowledge in the era of globalization.
Copyright (c) 2025 Nwabudike Christopher E. (Ph.D.), Acheoah John Emike (Ph.D.) http://creativecommons.org/licenses/by/4.0
Integrating AI-Based Machine Translation in Translation Pedagogy: Evidence from a Mixed-Methods Study in Vietnam
The rise of artificial intelligence (AI), neural machine translation (NMT), and large language models (LLMs) such as GPT, Gemini, and Claude has transformed translation pedagogy worldwide. However, empirical research on how AI affects translator training in Vietnam remains scarce. This study adopts a mixed-methods design to examine AI adoption in translation classrooms, combining survey data from 93 students and five lecturers with semi-structured interviews. Quantitative data were analyzed through descriptive and comparative statistics, while qualitative findings were thematically coded. Results indicate high readiness and positive attitudes among both students and teachers, yet AI applications remain fragmented and unsystematic. Tools such as ChatGPT, Google Translate, and DeepL enhance translation speed, vocabulary, and critical reflection but also pose risks of over-reliance, diminished linguistic sensitivity, and ethical issues. Four key determinants-digital competence, infrastructure, institutional policy, and academic integrity culture-shape effective implementation. The study recommends a Pedagogically Guided AI Integration (PGAI) model to ensure responsible, sustainable adoption. It advances the concept of AI Literacy for Translators and contributes to the emerging framework of Translation Pedagogy 4.0 in the context of digital transformation.
Copyright (c) 2025 Nguyen Thi Viet Phuong, Pham Thi Huong, Pham Phuong Lan http://creativecommons.org/licenses/by/4.0