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A LACANIAN ETHICAL RECONSTRUCTION OF SUSTAINABLE AI EDUCATION
Get PDFWithin the global agenda of "Sustainable AI and Education," mainstream AI educational systems are predominantly built upon cognitive and behaviorist paradigms. These systems emphasize efficiency, predictability, and immediate feedback, presupposing the learner as a quantifiable and optimizable cognitive subject. However, this technological imagination of a "transparent subject" obscures the fundamental condition of subjective existence revealed by psychoanalysis as early as the beginning of the 20th century—namely, split subjectivity, the insatiability of desire, and the continuous illusion of unconscious processes from structures of meaning. Adopting a Lacanian critical perspective, this paper argues that current AI educational systems, in their attempt to algorithmically satisfy learners' "demands," systematically repress "desire," which constitutes the core dynamism of subjectivity. Lacan emphasizes that the essence of human desire is an eternal pursuit of "lack," rather than a "need" waiting to be fulfilled. When existing AI educational systems operate on learners merely through a cyclical "satisfaction-feedback" pathway, they effectively induce a narcissistic loop akin to the "Imaginary order." This process deprives learners of the opportunity to confront the traumas, unknowns, or gaps of meaning associated with the "Real," thereby obstructing the potential for "symptoms" manifest in the learning process—such as frustration, dissonance, and confusion—to be transformed into creative forces. Based on this analysis, this paper introduces the Lacanian concept of "desire" as a critical entry point for examining the numerous ethical controversies in sustainable AI education. It proposes an ethics of desire for educational practice, positing that AI should not be viewed merely as a technical tool for addressing learners' demands. Instead, it should precisely function as an "Otherness" ethical medium that reveals the structural lack within the subject and guides learners into a dialogue with their own desire. Thus, as an "irreducible heterogeneity" for the learner—that is, an ethical other in the Lacanian sense—AI education can persistently evoke the learner's awareness of the fundamental (lack) inherent in knowledge and the self. This transforms education from an object of technical optimization into a sustainable ethical practice of desire. Within this practice, AI ceases to be a technological tool for narcissistic collusion with the learner and becomes an ethical partner that facilitates the learning subject's continuous transcendence of established cognitive boundaries towards unknown possibilities through the endless dialectic of desire
A LACANIAN ETHICAL RECONSTRUCTION OF SUSTAINABLE AI EDUCATION: Received: 08th December 2025, Revised: 15th December 2025, 16th December 2025, Accepted: 18th December 2025, Date of Publication: 01st January 2026
No full textWithin the global agenda of "Sustainable AI and Education," mainstream AI educational systems are predominantly built upon cognitive and behaviorist paradigms. These systems emphasize efficiency, predictability, and immediate feedback, presupposing the learner as a quantifiable and optimizable cognitive subject. However, this technological imagination of a "transparent subject" obscures the fundamental condition of subjective existence revealed by psychoanalysis as early as the beginning of the 20th century—namely, split subjectivity, the insatiability of desire, and the continuous illusion of unconscious processes from structures of meaning. Adopting a Lacanian critical perspective, this paper argues that current AI educational systems, in their attempt to algorithmically satisfy learners' "demands," systematically repress "desire," which constitutes the core dynamism of subjectivity. Lacan emphasizes that the essence of human desire is an eternal pursuit of "lack," rather than a "need" waiting to be fulfilled. When existing AI educational systems operate on learners merely through a cyclical "satisfaction-feedback" pathway, they effectively induce a narcissistic loop akin to the "Imaginary order." This process deprives learners of the opportunity to confront the traumas, unknowns, or gaps of meaning associated with the "Real," thereby obstructing the potential for "symptoms" manifest in the learning process—such as frustration, dissonance, and confusion—to be transformed into creative forces. Based on this analysis, this paper introduces the Lacanian concept of "desire" as a critical entry point for examining the numerous ethical controversies in sustainable AI education. It proposes an ethics of desire for educational practice, positing that AI should not be viewed merely as a technical tool for addressing learners' demands. Instead, it should precisely function as an "Otherness" ethical medium that reveals the structural lack within the subject and guides learners into a dialogue with their own desire. Thus, as an "irreducible heterogeneity" for the learner—that is, an ethical other in the Lacanian sense—AI education can persistently evoke the learner's awareness of the fundamental (lack) inherent in knowledge and the self. This transforms education from an object of technical optimization into a sustainable ethical practice of desire. Within this practice, AI ceases to be a technological tool for narcissistic collusion with the learner and becomes an ethical partner that facilitates the learning subject's continuous transcendence of established cognitive boundaries towards unknown possibilities through the endless dialectic of desire
WELL-BEING AT WORK: PERCEPTION OF HUMAN RESOURCES MANAGERS- AN EXPLORATORY CONTEXTUALIZATION STUDY
Get PDFIn a context where labor market competitiveness is intense and the quest for productivity is relentless, well-being at work emerges as a crucial pillar and strategic challenge for Human Resources Managers concerning employee performance and retention. HR professionals are increasingly viewed as strategic partners in driving organizational success. This study contributes to the field by deepening the research on HRMs' perceptions of workplace well-being from an employer's perspective. By focusing specifically on how HR professionals perceive and address well-being at work, this research offers valuable insights into their strategic role and the challenges they face. This perspective is crucial for understanding the employer's viewpoint on well-being and for developing targeted strategies that align with organizational goals in Morocco. This study explores the concept of well-being at work from the perspective of HRMs in Morocco through a qualitative study based on semi-structured interviews with HR professionals across various sectors. The theoretical foundation is rooted in Karasek and Theorell's Demand-Control-Support model, Ryff's Psychological Well-Being model, and Seligman's PERMA model. We have chosen an integrative research model that combines these theoretical perspectives to offer a more comprehensive understanding of complex phenomena. The study contributes theoretically by applying these models to the Moroccan context, revealing unique challenges and perceptions that enrich the global discourse on workplace well-being. The study emphasizes that focusing on well-being is crucial for enhancing organizational performance, strengthening employer branding, and reducing turnover. Adopting a strategic approach to well-being can significantly improve organizational outcomes and foster a more engaged workforce. By integrating theoretical models with empirical data, this study provides a robust framework for understanding and enhancing well-being at work, thereby contributing to both academic literature and practical management strategies within the Moroccan context
UNDERSTANDING UNDERGRADUATES MONEY MANAGEMENT BEHAVIOR: A STUDY BEYOND FINANCIAL LITERACY
Get PDFPurpose: Undergraduate' money management behavior determines the smoothness of their transition into adulthood. Economic, social, and psychological factors also influence college students' money management behavior. Therefore, the purpose of this paper is to investigate how college students manage and respond to the economic, social, and psychological factors that influence their money management behavior, and to examine whether these responses change as they progress through their degrees.Methodology/approach: Qualitative Exploratory, Data were collected using six focus group discussions (FGDs), held at three universities in Indonesia, attended by 47 undergraduate students.Findings: The results showed that the way they handled their spending, income, savings, friendships, and stress changed as they moved through their studies. They both had similar ways of investing, followed their parents' money tips, and used technology to save money, no matter how far they were in their studies.Practical implications: The results of this study can help governments, banks, schools, and parents who want to teach college students good money management skills.Originality/value: This study goes beyond just talking about financial literacy. It has demonstrated how undergraduates' students react to different factors related to managing money and how these reactions change as they advance in their studies. This study used a qualitative exploratory method, instead of the usual quantitative methods that are often used for research on how undergraduates' students manage their money
RADICAL EMPOWERMENT: PRACTICING THE PRINCIPLES IN A COMMUNITY PSYCHOLOGY COURSE
Get PDFThis action research case study explores the implementation of a radical empowerment structure in an undergraduate Community Psychology (CP) course at a rural university in the United States. CP as a field is focused on values such as collective wellbeing, empowerment and citizen participation, collaboration, respect for diversity, and sense of community. The university serves low income, first generation, and other non-traditional students – the focal constituents of much CP research and action. In Spring 2024, the author experimented with radical empowerment in which students designed the syllabus, assignments, weekly agendas, and grading schemes. Students reported working harder in this class than in any other, and the quality of self-assigned weekly homework, reflections, term projects, and presentations was exceptionally high. Students implemented a high level of peer-support, peer-revision, and accountability to each other. The experiment challenged the professor’s understanding of power and trust in education, as well as her role as an educator. Adjustments were made for the second iterations, while maintaining the central tenet of radical empowerment. This design is not appropriate for all subjects, but may be adapted to many full courses or course projects to empower students and cultivate ownership of their education
THE IMPACT OF CYBERLOAFING ON THE EMOTIONAL WELL-BEING OF PSYCHIATRIC NURSES IN SAUDI ARABIA: Received: 10 March 2025, Revised: 21 March 2025, Accepted: 23 April 2025, Date of Publication: 24 July 2025
No full textCyberloafing, or the use of the internet in the workplace for non-work-related purposes, is an increasingly common problem in the field of professional development. Nurses face a variety of stressors, including workload and patient conflict, which can negatively affect their emotional wellbeing. While cyberloafing may provide some temporary relief, widespread use could lead to reduced productivity and increased disease transmission. This study aims to examine the impact of cyberloafing on the nurse’s emotional wellbeing in Saudi Arabia. A cross-sectional study will be conducted among about 200 psychiatric nurses, randomly selected from mental health hospitals in Saudi Arabia using sample size equation based on the expected cyberloafing prevalence from the similar study. Data will be collected using self-reported questionnaire including demographic and professional characteristics, Cyberloafing Scale and Positive and Negative Affect Schedule - Short Form (PANAS-SF). Data will be analyzed using SPSS version 28.0. Ethical issues will be considered. The study is expected to demonstrate that moderate levels of cyberloafing may be relieving in the short term, whereas excessive use may be associated with greater distress and dissatisfaction with the job. The findings will inform workplace policies on preventing cyberloafing and emphasize the relationship between nurses’ emotional wellbeing
THE QUALITY OF WORK LIFE AND ITS IMPACT ON IMPROVING THE PERFORMANCE OF HUMAN RESOURCES (THE GENERAL ADMINISTRATION OF HUMAN RESOURCES AT IMAM UNIVERSITY)
Get PDFThe study aimed to identify the impact of quality of work life in improving the performance of human resources in the General Administration of Human Resources at Imam Muhammad bin Saud Islamic University in the year 2024, from the point of view of the human resources employees of the university, which numbered (214) individuals, of whom (133) responded, the descriptive survey method was chosen, and the questionnaire was chosen as a tool for the study, and the tool consisted of five sections: The variables of the study, and the impact of quality of work life in improving the performance of human resources for the dimensions of: Fair and adequate compensation, safe and healthy working conditions, career growth opportunities, and clarity of rules and regulations in the organization of work:- The study found that the respondents agreed to a "great" extent on the impact of quality of work life in improving the performance of human resources in fair and appropriate compensation, and agreed to a "very great" extent on the axis of safe and healthy working conditions, career growth opportunities, and clarity of rules in the organization of work. The study showed that there are no statistically significant differences in the responses of the study members in all axes of the questionnaire due to the study variables, and based on the findings of the study, the researcher wrote a number of recommendations
THE MEDIATING EFFECT OF CUSTOMER EXPERIENCE IN THE RELATIONSHIP BETWEEN EMOTIONAL LABOR AND WORD-OF-MOUTH
Get PDFEmotional labor plays a crucial role in creating customer perceptions and behaviors in the service industry. This study examines the mediating effect of customer experience on the relationship between emotional labor and word-of-mouth (WOM). Drawing on theoretical frameworks related to emotional labor and customer experience, we propose that frontline employees' emotional efforts influence customer perceptions, which in turn affect their willingness to engage in WOM. This study used PLS (a partial least squares technique), questionnaires were distributed online, and a total of 250 valid questionnaires were collected using convenient sampling, targeting people who have been to retail, catering, or hotel industries within three months. Our findings reveal that customer experience mediates the relationship between deep acting on WOM, highlighting the importance of managing customer interactions effectively. These insights provide valuable implications for service management and marketing strategies aimed at enhancing customer satisfaction and positive WOM
A COMPARATIVE ANALYSIS OF THE INTERNATIONAL STANDARDS FOR THE PROFESSIONAL PRACTICE OF INTERNAL AUDITING AND THE GLOBAL INTERNAL AUDIT STANDARDS (GIAS)
Get PDFIn January 2024, the Institute of Internal Auditors (IIA) issued the Global Internal Audit Standards (the Standards) with implementation required by January 9, 2025. These standards represent a significant update from the 2017 version (the International Standards for the Professional Practice of Internal Auditing ), introducing several key changes to enhance the internal audit profession (IIA, 2025). This paper focuses on explaining the critical updates on the new global internal audit standards (GIAS).These standards are related to many areas such as, standards structure, internal audit functions, emerging risks, strategic objectives, artificial intelligence, and cybersecurity
ENHANCING JAPANESE VOCABULARY ACQUISITION WITH AI-GENERATED MUSIC: A NOVEL APPROACH
Get PDFThe potential of music to activate the brain and enhance learning has been widely recognized (Mogi, 2008), yet its application in Japanese education remains underexplored. Grammatical errors in popular songs can mislead students, and the need for specialized knowledge to create educational songs poses a challenge for teachers (Liu, 2023). AI music generation technology offers a convenient solution by creating songs tailored for educational purposes. While its benefits in English education have been demonstrated (Takano, 2024; Liu, 2024), its effectiveness in Japanese education still requires further research. This study conducted a two-week empirical investigation with 16 first-year Japanese major students from a university in Weifang City, Shandong Province, China, divided into an experimental group and a control group, each with 8 students. The experimental group was taught using AI-generated Japanese songs, while the control group continued with traditional methods. Results indicated significant improvements in vocabulary retention and comprehension in the experimental group, with more stable and lasting learning outcomes. There was a significant difference in scores between the experimental and control groups (p < 0.05). The study confirms the substantial potential of AI-generated songs to enhance Japanese vocabulary learning, particularly by increasing student engagement and motivation. These findings suggest that AI-generated music could be a valuable addition to traditional language learning methods, leading to more effective and enjoyable educational experiences. We recommend further research with larger sample sizes and more diverse educational contexts to fully realize the benefits of AI in language education and to explore its application across different learning environments