Advanced Journal of Management, Humanity and Social Science

Abstract Project-Based Learning (PBL) has emerged as one of the most influential student-centered instructional approaches in contemporary education. The present study investigated the effect of Project-Based Learning on creativity and problem-solving skills among elementary school students. A quasi-experimental research design with pre-test and post-test control groups employed. Sixty elementary school students selected and randomly assigned to either an experimental group receiving Project-Based Learning instruction or a control group receiving traditional teacher-centered instruction. The intervention lasted for twelve weeks and involved interdisciplinary projects requiring collaboration, inquiry, and real-world problem-solving. Creativity assessed using the Torrance Tests of Creative Thinking, while problem-solving skills measured through a standardized Problem-Solving Skills Inventory. Data were analyzed using descriptive statistics and inferential methods. Results indicated significant improvements in both creativity and problem-solving skills among students exposed to Project-Based Learning compared to those in the control group. Furthermore, moderate-to-large effect sizes suggested that the instructional approach had meaningful educational benefits. Findings support constructivist theories emphasizing active engagement, collaboration, and authentic learning experiences. The study highlights the potential of Project-Based learning to foster higher-order thinking skills essential for success in the twenty-first century. Educational implications suggest that teachers and curriculum developers should integrate project-based strategies into elementary education to enhance creativity and critical thinking capacities. Future studies are encouraged to examine long-term effects, different age groups, and variations in project design. Overall, Project-Based Learning represents an effective pedagogical framework for promoting cognitive and creative development among young learners and preparing them for complex real-world challenges.

Abstract Romantic epics in world literature often serve as arenas for the representation of conflicts between love, duty, and morality. Beyond their narrative dimensions, these conflicts are also amenable to analysis from the perspective of moral philosophy. One of the most significant theoretical frameworks for examining such tensions is the moral philosophy of Immanuel Kant, which emphasizes the primacy of practical reason and the principle of duty. The present study, employing a descriptive-analytical method with a comparative approach and relying on library-based research, draws upon Kant's theory of ethics and aesthetics to investigate moral conflicts in two prominent examples of romantic epics in world literature: the story of Khosrow and Shirin in Persian literature and the narrative of Paris and Helen in the Iliad. The central question is how the conflict between moral imperatives and the aesthetic allure of love can be explained in these two narratives. The findings indicate that in both narratives, love as an aesthetic and emotional force stands in opposition to moral and social obligations; however, the manner in which characters confront this conflict differs. In the epic of Khosrow and Shirin, the characters ultimately approach a kind of equilibrium between love and morality, whereas in the narrative of Paris and Helen, the predominance of personal desire over moral duty leads to tragic consequences. This difference reflects the cultural and moral distinctions between the two literary traditions, which can be elucidated from the perspective of comparative literature.

Abstract This study explores how comparative literature can illuminate the complex relationship between capitalism, nature, and environmental crisis through a Marxist analytical framework. It argues that literary texts across different historical periods and cultural contexts not only reflect the capitalist exploitation of nature but also serve as critical tools for understanding and resisting it. By examining a diverse range of literary works—from 19th-century industrial novels to contemporary postcolonial and ecological narratives—this research identifies recurring themes of commodification, industrial expansion, and ecological degradation. Literature reveals how capitalist systems transform nature into a resource for profit, leading to profound social and environmental consequences. Furthermore, the study engages with Marxist concepts such as the “metabolic rift” to interpret how capitalism disrupts the natural balance between human society and the environment. Comparative analysis highlights the global dimension of these issues, showing how writers from various literary traditions critique the exploitative logic of capitalism and expose its ecological consequences. Additionally, many texts offer alternative visions of human-nature relations, suggesting possibilities for resistance and sustainable coexistence beyond capitalist paradigms. Ultimately, this paper demonstrates that literature is not merely a passive reflection of material reality but an active participant in shaping ecological consciousness. By placing literary works in comparative dialogue, we gain deeper insight into how cultural narratives can critique dominant economic systems and inspire transformative approaches to environmental justice. This Marxist literary approach underscores the vital role of the humanities in addressing contemporary ecological crises and imagining more equitable and sustainable futures.

Abstract Abstract

The effectiveness of teaching foreign languages, such as French and English, greatly depends on the quality of teacher training and ongoing professional development. This study investigates the critical factors influencing the improvement of foreign language learning outcomes through enhanced teacher capabilities. Emphasizing the importance of specialized training programs, the research explores how continuous professional development, innovative pedagogical strategies, and cultural competence contribute to better language instruction. The findings highlight that well-designed training initiatives equip teachers with modern teaching methodologies, improve their communicative and intercultural skills, and ultimately lead to higher student achievement in foreign language classes. By focusing on the development of teachers' skills and knowledge, educational institutions can significantly elevate the quality of foreign language learning, making language classrooms more engaging and effective for students learning languages like French and English. This study underscores the vital role of professional development in fostering competent language teachers and improving classroom learning experiences.