Royallite Global Journals
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From aridness to greenness: Ecological terminology in Arabic-English literary translation from students’ perspectives
Get PDFThis study investigates how translation students engage with ecological terminology in Arabic-English literary translation, with a focus on their familiarity, preferences, perceived challenges, and strategic approaches. A total of 1,800 undergraduate and postgraduate students from Arab-region universities participated in a structured questionnaire comprising 24 items grouped into six thematic constructs. These constructs explored familiarity with ecological expressions, preferred text types, translation challenges, strategic methods, use of reference tools, and pedagogical recommendations. Demographic data regarding academic level, translation training, language pairs, and interest in environmental topics were also collected to test eight hypotheses using inferential statistical methods. Findings indicate a moderate-to-high level of student familiarity with ecological imagery and culturally rooted expressions in Arabic and English literature. Participants expressed a strong interest in translating literary texts with environmental themes, especially poetry and essays rich in metaphor and symbolism. However, significant challenges were reported in maintaining literary style and translating culturally specific environmental terminology. Students with more translation coursework demonstrated greater use of adaptive and explanatory strategies, while those who frequently used reference tools reported higher confidence and awareness. Support for incorporating ecological translation into formal curricula was especially strong among postgraduate students. The study highlights a growing pedagogical demand for ecological translation as a specialized skill and underscores the need for updated curricula, resource development, and interdisciplinary collaboration. It concludes that effective training in ecological translation requires a balanced emphasis on environmental literacy, cultural sensitivity, and strategic flexibility
Audience responses to cultural and linguistic gaps in English–Arabic auto-subtitles on YouTube
Get PDFThis study investigates audience reception of English–Arabic auto-generated subtitles on YouTube, focusing on linguistic accuracy, cultural representation, trust, and viewing experience. A large-scale survey of 4,500 participants across diverse age groups, genders, and linguistic backgrounds was conducted to examine demographic and behavioral factors shaping subtitle use. Descriptive results revealed that YouTube is firmly embedded in daily routines, with 72.4% of respondents integrating it into everyday media habits. Subtitles were widely relied upon, with nearly 60% routinely enabling them, and motivations included clarifying unclear audio (68.2%), navigating accents (61.9%), and supporting language learning (54.3%). However, mistranslations and cultural misrepresentations were highly salient, with over 70% noticing linguistic errors and 66.5% reporting missed cultural references, both of which significantly reduced enjoyment and comprehension. Trust in auto-generated subtitles was conditional: fewer than half expressed blanket trust, while 73% preferred human-translated subtitles, and trust varied strongly by content type, being lower for educational and formal material. Inferential analyses showed that proficiency in English reduced sensitivity to linguistic errors, while proficiency in Arabic heightened awareness of cultural mistranslations. Frequent viewers and those with strong media habits reported greater reliance on subtitles, while motivations such as accessibility and language learning predicted consistent use. The findings highlight both the indispensability and limitations of auto-subtitles, emphasizing their role as accessibility tools while exposing persistent deficiencies in linguistic accuracy and cultural mediation. These insights have implications for AI translation design, user trust, and media accessibility in multilingual digital environments
Religious values as foundations of education: Insights from teachers’ perspectives
Get PDFThe integration of religious values into primary education plays a crucial role in shaping children’s character and morality from an early age. As the forefront of the educational process, teachers hold a strategic role in instilling and exemplifying these values within the school environment. This study aimed to explore primary school teachers’ perspectives on the urgency of embedding religious values in formal education, identify which values are essential to introduce early, and examine the reflective role of teachers as role models and agents of character formation in schools. Adopting a narrative inquiry approach, data were collected through observations, interviews, and documentation. The participants consisted of six primary school teachers with in-depth knowledge of the characteristics of children in their respective teaching contexts. The findings revealed that: (1) religious values should be instilled from an early age as they are fundamental to character building; (2) the values deemed most essential included morality, faith and monotheism, discipline, honesty and justice, politeness and social etiquette, care and responsibility, compassion and empathy, as well as tolerance and cooperation; and (3) teachers served as role models, facilitators, motivators, and mentors who guided and monitored students’ attitudes and behaviors throughout the school day. The implications of this study indicate that integrating religious values into the learning process requires appropriate pedagogical approaches and sustained institutional support. These findings enrich the discourse on religion-based character education at the primary level and pave the way for developing culturally contextualized value-based learning models. Furthermore, the study provides a foundation for future research on the effectiveness of value education interventions across diverse social and cultural contexts
The impact of AI-enhanced educational technologies on reading comprehension skills development in students with learning disabilities: Towards individualized future education
Get PDFThis study aimed to examine the effectiveness of AI-enhanced educational technologies compared to conventional instruction methods in improving reading comprehension skills among middle school students with learning disabilities through a quasi-experimental design. Twenty middle school students with identified learning disabilities from the Riyadh region, Saudi Arabia, were randomly assigned to experimental (n=10) or control (n=10) groups. The experimental group participated in an eight-week individualized AI-enhanced reading program featuring adaptive learning algorithms, multi-modal content delivery, and real-time personalized feedback. In contrast, the control group received conventional instruction. A comprehensive 25-item Reading Comprehension Skills Test assessed five domains: literal comprehension, vocabulary in context, inferential comprehension, critical analysis, and application/evaluation. Statistical analysis employed non-parametric procedures, including Mann-Whitney U tests for between-group comparisons and Wilcoxon signed-rank tests for within-group changes. Results demonstrated significant improvements for the experimental group across all reading comprehension domains compared to controls, with the most pronounced effects in critical analysis (p=.004) and total reading comprehension (p=.002). Within-group analysis revealed significant pre-to-post improvements in all domains for the experimental group, with effect sizes indicating substantial gains. Follow-up assessments confirmed sustained improvements without regression, suggesting durable intervention effects. The AI-enhanced platform\u27s personalized, adaptive features effectively addressed the multifaceted nature of reading difficulties in students with learning disabilities, providing evidence for integrating AI technologies in special education interventions to promote individualized learning and long-term academic success
Digital humanities: A review study of digital archives for sustainability and health equity
Get PDFThis review article examines the transformative role of Digital Humanities (DH) in advancing sustainability and health equity through digital archives. While digital archives have traditionally served as cultural heritage repositories, this study demonstrates their strategic potential as critical infrastructures for addressing complex global challenges. The analysis reveals how DH principles fundamentally reshape archival practice, with ethical metadata transformation—using artificial intelligence, controlled vocabularies, and community-led methods—emerging as a powerful mechanism for redressing historical bias and enabling more accurate representation of marginalized groups. Key findings from the synthesis of 29 studies show inclusivity as the predominant principle, followed by accessibility (19 studies) and community engagement (15 studies). The evidence indicates that participatory design approaches yield culturally sensitive, multilingual interfaces that better serve underrepresented populations, while innovative taxonomy development and open-source platforms advance decolonizing archival practices. However, significant implementation challenges persist, including the digital divide, ethical concerns regarding data sovereignty, and constraints from legacy systems and limited resources. The review concludes that intentional application of DH methodologies to archival design substantially enhances digital archives\u27 capacity to support both cultural sustainability and rigorous investigation into the structural dimensions of health equity, though more collaborative approaches are needed to fully realize this potentia
Linguistic sustainability: A tripartite analysis of eco-translation\u27s impact on environmental governance, food security, and water sanitation across selected SDGs
Get PDFThe United Nations Agenda for 2030 encounters a significant challenge as primarily ecological terms are available only in English, French, and Spanish. This creates a language gap that excludes rural and indigenous communities who speak other languages —including those in Arabic-speaking countries—, preventing them from fully understanding, engaging with, and implementing the sustainable development goals. Therefore, the present study not only aims to analyse critically the translations of the ecological terms from English to Arabic but also it employs an Eco-Translation framework to analyse how linguistic mediation directly impacts the efficacy of policies and practices related to environmental sustainability and basic human needs. The study adopts a qualitative case study approach through which it analyses the translations from English into Arabic to terms focused on SDG 6 (Clean Water and Sanitation), SDG 13 (Climate Action), and SDG 15 (Life on Land), as it addresses how the translation/mistranslation of technical, legal and community-based texts affects outcomes in environmental conservation, food security and public health. The findings aim to establish a robust argument for integrating professional translation and localization into the core strategy of international development initiatives
Translanguaging as rhetorical practice: Multilingual meaning-creation in university classrooms
Get PDFMultilingual university classrooms, particularly in human sciences programs, are dynamic rhetorical spaces in which students navigate a multilingual context to interpret and produce meaning. This study examines how multilingual students employ translanguaging as a rhetorical and cognitive resource to support comprehension, problem-solving, and academic expression. Using a qualitative case study design, data were collected from two multilingual universities through systematic classroom observations, semi-structured interviews with undergraduate translation students and instructors, and analysis of instructional materials and institutional language policy documents. The data were analysed thematically using the thematic analysis model of Braun & Clarke (2021) as an interpretive framework. The findings reveal that students strategically mobilise their complete linguistic tools to clarify complex rhetorical concepts, negotiate meaning between theoretical models and practical tasks, enhance argumentative clarity and stylistic precision, and affirm cultural identities in educational discourse. Despite restrictive institutional policies that privilege English and Arabic, students displayed agency by using Bangla and hybrid language forms to scaffold understanding and participate more equitably. The findings advocate revising language policies, integrating multilingual instructional materials, and preparing educators to adopt translanguaging-inclusive approaches. Such shifts can enhance students’ linguistic dexterity, critical rhetorical awareness in creating meaning, and professional readiness within multilingual educational contexts
Proverbs, Power, and the Feminine: A Literary-Discourse Study of Imaginaries of Womanhood in Selected Akan Proverbs
No full textProverbs, as key forms of Akan oral literature, are not merely wise sayings but cultural texts that use literary-discursive strategies such as metaphor, imagery, symbolism, simile, hyperbole, and mystification to encode gender ideologies. This study sought to examine the ways in which women are portrayed in selected Akan proverbs through a feminist literary-discourse approach. Using purposive sampling, data were collected from published Akan proverb collections and oral accounts of two Akan elders. The proverbs were grouped thematically into four categories. The findings show that Akan proverbs present women in paradoxical ways — at once central to lineage and family, yet also portrayed as dependent, dangerous, or subordinate. From a literary perspective, the study shows how figurative language functions as a discursive strategy that both conceals and reinforces power relations. However, feminist reinterpretation of these metaphors and symbols opens possibilities for reclaiming proverbs as tools of empowerment rather than subjugation. The study concludes that Akan proverbs are a contested site where cultural memory, literary artistry, and gender ideologies meet. It recommends that educators, scholars, and cultural custodians preserve proverbs and encourage reinterpretations that affirm the dignity and agency of women
The effectiveness of the peer education strategy in developing writing skills for students with learning disabilities
Get PDFThe primary aim of this study was to assess the efficacy of the peer education technique in enhancing writing skills of children who have learning disabilities. The study included a cohort of kids with learning disabilities who attended schools in the Abha Governorate. The original objective was for the experiment to have a length of 30 days. The study had a cohort of 40 students, with 20 students being allocated randomly to the experimental group and the remaining 20 students assigned to the control group. After the intervention was put into action, the experimental group showed a superior level of writing skills on assessments that measured both linguistic and content abilities, in comparison to the control group. There were no notable disparities observed in the writing proficiency scores of the experimental group, both at the follow-up assessment and immediately after the intervention
Legislation and its impact on curbing human organ trafficking Qatari Law No. 15 of 2015 regarding the regulation of the transfer and transplantation of human organs as a model
Get PDFThis paper will make provisions on legislation and the effort towards halting human organ trafficking concerning Qatar’s Law No. 15 of 2015 as modern legislation. Among its chief objectives, the law sets out to control transactions and transplants of organs and defend the donor’s rights, proposing that for any transplant operation, the donor should be fully aware of the implications and be given a right to rescission. The study also shows the role of local and international legislation in combating the issues of the black market of organs and Qatari law, which is a successful example of finding the middle ground in achieving the maximum therapeutic impact while minimizing the potentially dangerous risks. The study’s findings also indicate that Qatari law should be followed by other legislations, which should also include the recommendation of increasing the range of countries and creating international organizations for cooperation to adapt legal rules for the model to the world. It also affirms the need to improve the performance of the law through increasing medical research to supply human organs and acknowledging that organ transplantation is an exceptional, sophisticated therapeutic exercise that does call for strict consciousness of the risks and returns. The study also shows that Qatar’s Law no. 15 / 2015 is a successful example of achieving the therapeutic interest and, at the same time, protecting the individuals, and it is helpful to eliminate the buying-selling of organs and tissues while respecting the principles of justice and human rights