ABSTRACT
This article examines the perception and selective acculturation of Western civilization in early 20th-century Vietnam, the case of Huynh Thuc Khang (1876–1947)—a typical indigenous intellectual. Utilizing a qualitative methodology grounded in content analysis of Huynh Thuc Khang’s writings—particularly his editorials in Tieng Dan—the study investigates the evolving attitudes toward Western values within the broader context of East-West cultural contact. It highlights how Huynh Thuc Khang, as an elite indigenous intellectual, moved beyond simplistic dichotomies of “spiritual East” and “material West” to advocate for a critical, dynamic, and contextually relevant engagement with Western advancements in science, technology, and social organization. The findings show that his selective adoption was characterized by the integration of endogenous (native) and exogenous (foreign) factors, with a strong emphasis on preserving national identity while promoting sustainable development. The study concludes that Huynh Thuc Khang’s case exemplifies the active and conscious role of intellectuals in mediating cultural transformation, offering enduring lessons for contemporary debates on globalization, modernization, and identity.

ABSTRACT
Fasihi kama kioo cha jamii hutumia lugha kwa ufanifu mkubwa kutuchorea taswira kamili ya yale yanayotendeka katika jamii. Utafiti huu uliangazia unyanyasikaji wa wanaume katika hadithi fupi teule za Kiswahili. Ulichunguza suala la ukiukaji wa haki za wanaume kama ilivyosawiriwa katika hadithi fupi teule katika Diwani za Tumbo Lisiloshiba na Hadithi Nyingine na Maskini Milionea na Hadithi Nyingine. Lengo kuu la makala hii ni kuchunguza Machozi ya Kimya: athari za unyanyasikaji wa wanaume katika diwani teule. Ili kuafikia lengo hili, nadharia ya Mtagusano wa Vitambulisho ilitumiwa. Ni mojawapo ya nadharia za kijinsia. Utafiti huu ulikuwa wa kimaktaba. Data ya utafiti ilikusanywa kwa kusoma hadithi teule kutoka diwani za Kiswahili zilizoteuliwa vitabu, majarida na makala mengine kutoka mitandaoni. Uteuzi wa sampuli ulikuwa wa kimaksudi. Data iliyokusanywa ilichanganuliwa kimaelezo kwa kutumia mbinu ya uchanganuzi matini ikiongozwa na madhumuni ya utafiti. Matokeo ya utafiti yaliwasilishwa kwa njia ya kimaelezo. Matokeo ya makala yalionyesha kuwa mwanamume huathirika kwa namna nyingi kama vile: majuto, kukata tamaa, ukosefu wa amani, majeraha ya mwili, upweke, kuvunjika kwa ndoa na msongo wa mawazo. Vipengele vya utambulisho vinavyoshirikiana na kusababisha kunyanyasika na kuathirirka kwa wanaume ni: uchumi, jinsia, tabaka, matarajio ya kijamii. Kipengele kinachosababisha kunyanyasika na kuathirika kwa wanaume zaidi ni kipengele cha uchumi. Uchunguzi huu utawafaa wasomi, wanajamii, na waandishi kwani watapata uelewa zaidi wa aina za unyanyasikaji unaotendewa wanaume na kutafuta mbinu za kuwaokoa kutoka kwa udhalimu huu. Vile vile utakuwa na mchango katika taaluma ya fasihi ya Kiswahili.

ABSTRACT
Language applications are like one of the most powerful educational tools which assist humanity to identify the distinction of human virtues from other creators as well as among themselves. Studying language not only benefits people with their communication purposes, but it also widens human understanding of the world around as well as helps them to realize their individual values among communities. In other ways, understanding how to use a new language means learners can have more chances to explore the knowledge sea. Thus, this narrative qualitative case-study was to examine EFL major students’ stance on their personal “self-reliance” and individualism” virtues through British and American Culture Learning Course. Hopefully, EFL learners, teachers, and educators may have a brighter image from the most persuasive outcome of this study. In addition, the findings of this work can be a prospective reference channel for those with concerns for their further language education goal and long-life learning journey in the future.

ABSTRACT
The epistemological and methodological intentionality of this study was to explore how the current massive state-initiated, designed, funded and implemented citification phenomenon of Mbarara City is affecting the sustainability of Urban Farming and the urban populations that derive their livelihoods on this mode of production. The study focused on an unfolding complex phenomenon– urbanity which has invaded an agrarian economy with state support and integrating it into unplanned citification. The entire area of 32 kilometers radius was undergoing rapid urbanization that has been imposed from above albeit without any planned strategic industrial or scientific plans which would otherwise be anchored round an urban industrialization program. There was gradual expansion of unconnected, unplanned, unequal and haphazardly scattered City without thinking about sustainability future risks. Due to unplanned citification many challenges have developed such as floating human slums due to lack of housing leading to unhealthy environment; illegal occupancies are growing at an alarming rate due to increasing City population; some city residents have destroyed wetlands and occupied river Rwizi banks land which has resulted into water pollution and stagnation which have developed further complications; and lack of proper waste management which has affected public health.

ABSTRACT
Global statistics show that more people will move to cities and urban centers in the next forty years than in the entire span of human history, and therefore building cities become a critical response to this social and economic boom as it can help break ground for innovation and employment. The future of the world's urbanization will be in Africa. The continents urban population will almost triple in the coming 35 years with more than 1.3 billion Africans living in cities by 2050 (21% of the world's urban population (UNDESA, 2014). This implies a steep increase in demand for urban housing infrastructure and services on top of existing back logs. Governments in many African countries have so far been unable to strictly address the fore mentioned matters and have therefore shifted from providing to an enabling approach with the state encouraging private sector investments in urban housing, infrastructure and services. New private investments in housing and urban development are increasingly reaching Africa: foreign and domestic companies are investing in Africa urban property (Bhan, 2014; De Boeck, 2014); Grant, 2015; Murray, 2015; Watson 2013). The study analyzed these current and predicted trends of urbanization and assess whether created cities are prepared enough to handle these rapid city expansion challenges. The operationalization of the newly created cities in Uganda is stirring bitter controversies as leaders of mother districts decline to support the new entities. In April 2020, the Uganda government elevated seven municipalities to city status in a phased process that will see more towns become cities. The new cities which came into force in July 2020 are Arua, Gulu, Mbale, Jinja, Masaka, Mbarara and Fort Portal (Ministry of Local Government, 2019). The new cities were created as a result of protracted clamors by leaders and communities, in anticipation of so many benefits that strategically come along with the new status of urbanization. To achieve the dr

ABSTRACT
This study investigates the influence of students’ knowledge on English for Specific Purposes (ESP) learning outcomes among Vietnamese economics university students. Drawing on data originally collected for a doctoral dissertation, the article focuses on the composite construct of students’ knowledge, which integrates specialized vocabulary (TVCN), disciplinary knowledge (KTCN), and communicative English (TAGT). Reliability analysis confirmed strong internal consistency for all four scales (Cronbach’s alpha ranging from 0.833 to 0.929). Exploratory factor analysis demonstrated that the nine indicators of students’ knowledge loaded onto a single latent factor, explaining 57.3% of the total variance. PLS-SEM further established construct reliability (CR > 0.87) and convergent validity (AVE > 0.60). Structural equation modeling revealed a significant positive relationship between students’ knowledge and ESP learning outcomes (β = 0.30, p < 0.001), with students’ knowledge accounting for 15% of the variance in the outcomes (R² = 0.15). These findings highlight the pivotal role of specialized vocabulary, disciplinary content knowledge, and communicative English competence in shaping ESP achievement. The study contributes to ESP pedagogy and applied linguistics by underscoring the necessity of integrated knowledge development rather than isolated skill training. Practical implications for curriculum design and teaching practice are also discussed.

ABSTRACT
This study examines the civic engagement among secondary school students in Lakes State, South Sudan, with a critical analysis of the History Curriculum in public secondary education. A mixed-methods approach was employed, combining qualitative and quantitative data collection and analysis methods. The study was grounded in Social Cognitive Theory (SCT) and Critical Pedagogy Theory, which emphasize the importance of observing, imitating, and modeling behaviors, as well as critical thinking, dialogue, and problem-solving in the learning process. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Data was collected using survey questionnaires and semi-structured interviews with 15 Ministry of Education officials. Thematic analysis was used to identify themes and patterns in the data. The study found that the teaching of history curriculum in Lakes State faces numerous challenges, including lack of qualified teachers, inadequate resources, outdated curriculum, and limited history records. The study's findings suggest that history education can play a crucial role in promoting civic engagement among secondary school students. The study recommends that history education should be reformed to promote critical thinking, historical inquiry, and cultural diversity. Additionally, the study suggests that teachers should be provided with training and support to teach history in a more nuanced and contextualized way, and that community engagement and involvement in history education can help make the subject more relevant and meaningful to students' lives. The study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis methods. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Survey questionnaires and semi-structured interviews were used to collect data. The study's findings highlight the impo