International Journal of Social and Educational Innovation (IJSEIro)

RECONSTITUTING THE SENSE OF THE REAL: A SCHUTZIAN PERSPECTIVE ON ONLINE GAMING

Lucian MOCREI-REBREAN — Wed, 01 Apr 2026 00:00:00 +0300

The ongoing virtualization of daily life represents one of the most significant shifts of the 21st century. The actual boundaries between physical and digital are increasingly negotiated, challenging common conceptions of what is “real”. Using a conceptual framework grounded in Alfred Schutz’s phenomenological sociology, the paper explores the intersubjective experience of online gaming as participation in a very specific "finite province of meaning" within an expanding social multiverse. As millions of individuals chose to regulary migrate from the paramount reality of the "world of work" to the immersive alternative worlds of massive multiplayer games, social life undergoes unpredictable transformations. The study analyzes how the very sense of reality is reconstituted within these digital environments, where sensory immersion and the suspension of everyday physical limitations alter the subject's cognitive style and temporal experience. By contrasting the everyday "world of work", characterized by wade awakeness and vivid pragmatic interest, with the world of play, the research investigates the shifts in the "tension of consciousness" that define virtual sociality.

WOUNDS OF THE PAST AS ROOTS OF SHAME: THE LINK BETWEEN EARLY EXPOSURE TO DOMESTIC VIOLENCE, CHILDHOOD TRAUMA, INSECURE ATTACHMENT, AND SHAME PRONENESS

Thu, 02 Apr 2026 00:00:00 +0300

The present study aimed to investigate the relations between early exposure to domestic violence, childhood trauma, insecure attachment (i.e., anxious and avoidant), and shame proneness. The sample comprised 718 Romanian participants aged 17 to 62 (M = 27.16, SD = 10.28; 76.60% female). Results suggested that participants’ exposure to domestic violence during childhood was positively associated with anxious and avoidant attachment and shame proneness. Though childhood trauma was positively associated with early exposure to domestic violence, it was not significantly associated with anxious or avoidant attachment nor with shame proneness. Further mediation analysis suggested a complete, statistically significant positive mediation of the relationship between exposure to domestic violence and shame proneness through insecure attachment. We discuss these findings and consider their implications for practical interventions aimed at addressing the adverse long-term effects of childhood traumatic events and the complex implications of insecure attachment styles.

IMPACTS OF CORPORATE GOVERNANCE AND ACCOUNTING CONTROL PRACTICE ON FINANCIAL REPORTING QUALITY OF MICROFINANCE BANKS IN NIGERIA

Ahmed Oluwatobi ADEKUNLE — Tue, 07 Apr 2026 00:00:00 +0300

The persistent failures of microfinance banks in Nigeria have undermined stakeholders' faith in the quality of financial reporting of these institutions, attributable to board inefficiencies and inadequate internal control systems in many MFBs. This study investigated the influence of corporate governance and accounting control practices on the quality of financial reporting in Microfinance Banks located in Kwara State, Nigeria. This study employed a cross-sectional survey research methodology and utilized a purposive sample technique to pick 252 target respondents from the staff of 28 licensed Microfinance Banks in Kwara State, Nigeria. Primary data were gathered by a questionnaire distributed to the chief finance officer, internal audit manager, accountant, and other personnel, and the quantitative data were analyzed utilizing multiple regression techniques. The study demonstrated that board expertise positively and significantly influences the financial reporting quality of MFBs and board independence does not significantly affect the financial reporting quality of MFBs. The study indicated that board competence, board responsibility, and internal control effectiveness had enhanced the quality of financial reporting for MFBs in Kwara State. This study recommends that microfinance banks in Kwara State enhance board knowledge, board accountability, and internal control efficacy to improve financial reporting quality.

INNOVATION IN FRANCHISING SYSTEMS UNDER THE IMPACT OF DIGITALIZATION AND ARTIFICIAL INTELLIGENCE

Beatrice IPSALAT, Raluca ZOLTAN — Thu, 16 Apr 2026 00:00:00 +0300

This paper provides an analysis of the franchising system, synthesizing the theoretical foundations of vertical cooperation, the innovator’s psychological profile, and customer loyalty mechanisms, correlating them with cutting-edge research on the Motivation-Opportunity-Ability (MOA) framework and the impact of Artificial Intelligence. The results highlight the importance of integrating the traditional rigor of the franchise-specific business package and the agility provided by new technologies. Additionally, the paper emphasizes the importance of technological education and demonstrates that the future success of franchise networks depends on the capacity to generate not only economic but also social value, in the form of Digital Social Innovation (DSI) in accordance with the Sustainable Development Goals (SDGs), which defines franchising not just as a replicable business model, but as one capable of continuous evolution through innovation.

BEYOND STRESS: EMOTION REGULATION, BURNOUT, AND WORK ENGAGEMENT AS PREDICTORS OF TEACHERS’ OCCUPATIONAL SELF-EFFICACY IN SUSTAINABLE EDUCATION SYSTEMS

Monica TURTUREAN — Fri, 10 Apr 2026 00:00:00 +0300

The long-term sustainability of educational systems depends not only on structural conditions but also on teachers’ capacity to maintain effective professional functioning under persistent instructional, relational, and organizational demands. Although teacher stress has been widely examined, stress-centered explanations alone do not fully account for variation in teachers’ occupational self-efficacy.

The present manuscript develops and reports an integrative structural model in which emotion regulation operates as a personal resource, burnout reflects resource depletion, and work engagement functions as a motivational mechanism linking resources to professional confidence. Framed by Social Cognitive Theory and the Job Demands–Resources model, the article reports a coherent structural equation modelling (SEM) analysis for a sample of 412 in-service teachers. The model demonstrated good fit, χ²/df = 2.41, CFI = .94, TLI = .93, RMSEA = .052, SRMR = .047. Work engagement emerged as the strongest direct predictor of occupational self-efficacy (β = .49, p < .001), whereas burnout showed a substantial negative effect (β = −.41, p < .001). Emotion regulation predicted self-efficacy directly (β = .34, p < .001) and indirectly through work engagement (β = .18, p < .001).

The findings support the argument that sustainable teacher functioning is best understood as the outcome of interacting emotional, motivational, and depletion-related processes rather than as the simple absence of stress. Implications are discussed for teacher development, school leadership, and sustainable educational policy.

THE ROLE OF UNIVERSITY LECTURERS IN ENHANCING INCLUSIVE LEARNING ENVIRONMENTS FOR BLACK NEURODIVERGENT FEMALE STUDENTS WITH ADHD

Maryam Chinasa ADEWUNMI — Wed, 15 Apr 2026 00:00:00 +0300

Inclusive higher education remains a critical yet underexplored area, particularly at the intersection of race, gender, and neurodiversity. Black neurodivergent female students with Attention-Deficit/Hyperactivity Disorder (ADHD) face compounded barriers, including attention and executive functioning challenges, coupled with experiences of racialised and gendered biases. This study aimed to explore how university lecturers contribute to enhancing inclusive learning environments for this student population. Employing a qualitative research design, the study relied on purposive sampling to select 15 lecturers from diverse faculties with direct engagement with neurodivergent students. Data were collected through semi-structured interviews, transcribed verbatim, and analysed thematically following Braun and Clarke’s six-phase framework. Findings revealed five key roles of lecturers in fostering inclusivity: pedagogical, emotional and relational, advocacy and support, culturally responsive, and reflective and developmental. Lecturers adopted flexible, multimodal teaching strategies, demonstrated empathy and relational engagement, advocated for access to institutional resources, embedded cultural responsiveness in pedagogy, and engaged in continuous professional reflection. These strategies collectively supported the academic, emotional, and social inclusion of Black neurodivergent female students with ADHD. The study recommends institutionalising inclusive pedagogical practices, prioritising emotional and relational teaching, formalising lecturer advocacy structures, promoting culturally responsive pedagogy, and fostering continuous reflection and professional development. The study concludes that effective inclusion requires collaborative, whole-institution approaches, where lecturers act as educators and advocates, ensuring equitable access and a sense of belonging.

NARRATIVES OF CHANGE: TEACHERS’ LIVED EXPERIENCES OF ONLINE PROFESSIONAL COMMUNITIES AND THEIR IMPACT ON TEACHING PRACTICE

Peter Babajide OLOBA, Tendayi DZINOREVA — Wed, 15 Apr 2026 00:00:00 +0300

Continuous Professional Development (CPD) is widely recognised as essential for improving teaching quality; however, traditional models are often criticised for being prescriptive, decontextualised, and limited in their impact on classroom practice and teacher beliefs. The emergence of online professional communities offers alternative, teacher-driven spaces for professional learning, yet there remains limited understanding of how teachers’ lived experiences within these environments influence their teaching practices and professional beliefs. This study aimed to explore teachers’ lived experiences of participation in online CPD communities and examine how such engagement shapes their pedagogical practices and professional beliefs. A qualitative approach, grounded in a constructivist paradigm, was adopted. Data were collected from 100 teachers through an open-ended questionnaire, followed by semi-structured interviews with 20 purposively selected participants. The data were analysed using thematic analysis. The findings revealed that participation in online CPD communities significantly influenced teaching practice through improved learner engagement, resource mobilisation and curriculum development, pedagogical advancement, and innovation. Additionally, teachers experienced shifts in professional beliefs related to assessment, collaboration, leadership, and identity while demonstrating increased agency and confidence in their practice. These findings show that online communities function as dynamic spaces for collaborative learning, reflective practice, and professional transformation. The study recommends the design of context-responsive and inclusive CPD platforms, the promotion of teacher voice and leadership, and the strengthening of collaborative and interactive learning environments. It concludes that online CPD has the potential to transform professional development into a more participatory, flexible, and impactful process that supports both practice and belief transformation.