INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 8.036

Relationship between Spiritual Intelligence and Emotional Intelligence of Students Pursuing Sanskrit at Undergraduate Level: A Study

TANIA PARBIN MOUTUSHI and Dr. NABANITA SARMAH — Wed, 22 Jul 2026 00:00:00 +0000

This research explores the correlation between Spiritual Intelligence and Emotional Intelligence among undergraduate students pursuing Sanskrit. Recognizing that both Spiritual Intelligence and Emotional Intelligence are vital for holistic development and academic success, especially in disciplines with rich cultural and philosophical backgrounds like Sanskrit, the study aims to identify how these intelligences interact. Using a Descriptive Survey method involving standardized questionnaires administered to 110 undergraduate students of the 7 provincialized colleges under Gauhati University having Sanskrit Department in Barpeta District. The research reveals a significant positive relationship between Spiritual Intelligence and Emotional Intelligence. The study contributes to educational psychology by emphasizing the integration of Spiritual Intelligence and Emotional Intelligence development in the curriculum, especially in traditional and value-based education systems.

Arabic–Bengali Linguistic Relations in Post-1947 India: A Historical and Sociolinguistic Study

Dr. Joynul Hoque — Wed, 22 Jul 2026 00:00:00 +0000

The relationship between Arabic and Bengali is rooted in centuries of cultural, religious, and intellectual interaction. Although Arabic has never functioned as a native spoken language in Bengal, it has significantly enriched Bengali through the introduction of loanwords, religious terminology, literary expressions, and educational traditions. Following the independence of India in 1947, Arabic continued to influence Bengali, particularly through Islamic educational institutions, universities, translation activities, religious organizations, and increasing global connections with the Arab world. The migration of Indian workers to Gulf countries, the expansion of Arabic language education in higher educational institutions, and the growing availability of Arabic religious and literary texts in Bengali translation have further strengthened this linguistic relationship.

THE ROLE OF ARTIFICIAL INTELLIGENCE IN EDUCATION

Ochilova Shahnoza Samadovna — Thu, 30 Jul 2026 00:00:00 +0000

This article examines the role of artificial intelligence in education on the basis of the international research literature of the last decade. It classifies the principal areas of application — adaptive and personalised learning, intelligent tutoring systems, automated assessment and feedback, learning analytics, language learning support and administrative management — and analyses the effects documented for each. Attention is given to the changing professional role of the teacher, to the risks of generative artificial intelligence, and to questions of academic integrity, algorithmic bias and the digital divide. The analysis shows that the educational value of these technologies is determined not by the technology itself but by the pedagogical model within which it is embedded, and the article argues for a human-centred approach in which artificial intelligence amplifies teacher expertise rather than substituting for it.

PERSUASIVE AND MANIPULATIVE LANGUAGE IN POLITICAL WAR NEWS HEADLINES: A CRITICAL DISCOURSE PERSPECTIVE

Kamolova Kamola — Thu, 30 Jul 2026 00:00:00 +0000

Headlines carry a weight out of all proportion to their length: they are read first, remembered longest, and often stand in for the article beneath them. This study asks how persuasive and manipulative language works in political war news headlines, and where the line between the two actually falls. Working within critical discourse analysis, and drawing together Fairclough's three-dimensional model, van Dijk's ideological square, and Entman's framing theory, it examines the linguistic devices that allow a headline to carry an ideological charge while still reading as plain reporting. A recurring set of tools emerges: evaluative naming and labelling, euphemism and dysphemism, agent-deleting grammar such as passivization and nominalization, metaphor, and the pronouns and modal verbs that quietly mark an "us versus them" divide. What these devices share, and what makes them manipulative rather than merely persuasive, is that they pass off interpretive choices as neutral description, settling a conclusion in the reader's mind before the reader notices any choice was made. The article argues that the core problem is precisely this invisibility, sharpened by a methodological danger that discourse analysis may reproduce the very bias it sets out to expose. In response it proposes two remedies: critical language awareness for readers, and methodological triangulation, through corpus linguistics and reception testing, for analysts.