Inequity in infrastructure distribution and social injustice’s effects on Ethiopia’s efforts to build a democratic society are examined in this essay. By ensuring fair access to infrastructure, justice, and economic opportunity, those who strive for social justice aim to redistribute resources in order to increase the well-being of individuals, communities, and the nine regional states. The effects that social inequity and injustice of access to infrastructure have on Ethiopia’s efforts to develop a democratic society were the focus of the study. Time series analysis using principal component analysis (PCA) and composite infrastructure index (CII), as well as structural equation modeling–partial least squares (SEM-PLS), were necessary to investigate this issue scientifically. This study also used in-depth interviews and focus group discussions to support the quantitative approach. The research study finds that public infrastructure investments have failed or have been disrupted, negatively impacting state- and nation-building processes of Ethiopia. The findings of this research also offer theories of coordination, equity, and infrastructure equity that would enable equitable infrastructure access as a just and significant component of nation-building processes using democratic federalism. Furthermore, this contributes to both knowledge and methodology. As a result, indigenous state capability is required to assure infrastructure equity and social justice, as well as to implement the state-nation nested set of policies that should almost always be a precondition for effective state- and nation-building processes across Ethiopia’s regional states.

Through a comparative investigation of the function of socialist realism in the drama and law of Kenya, Nigeria, and South Africa, this research investigates the decolonization of neo-colonial hegemonies in Africa. Using the drama and legal systems of Kenya, Nigeria, and South Africa as comparative case studies, the research explores how African societies can challenge and demolish oppressive systems of domination sustained by colonial legacies and contemporary neo-colonial forces. Relying on the Socialist Realism and Critical Postcolonial theoretical frameworks which both support literary and artistic genre that encourages social and political transformation, the research deploys the case study analysis, comparative literature analysis and focused group discussion methods. Data obtained are subjected to content and thematic analysis. The study emphasizes how important the relationship between the legal and artistic worlds is to the fight against neo-colonialism. It further reveals the transformational potential of socialist realism as a catalyst for social change by looking at themes of resistance, social justice, and the amplifying of disadvantaged voices in drama and legal discourse. The research contributes to ongoing discussions about de-neo-colonization through this comparative case study, and emphasizes the role socialist realism plays in overthrowing neo-colonial hegemonies. The study sheds light on the distinct difficulties and opportunities these nations—and indeed, all of Africa—face in their pursuit of decolonial justice by examining the experiences of Kenya, Nigeria, and South Africa.

The urgency of ecological problems has become increasingly complex, so responses from diverse parties are needed, including in the context of ecological citizenship. The general hypothesis proposed in this research is that the problem of climate change has an influence on the high level of attention of the global community, including academics, to environmental issues related to the active role of citizens demanding environmental justice and sustainable development. This study aims to explore globally published documents to provide an in-depth discussion concerning ecological citizenship. Bibliometric analysis was employed from the Scopus database. The main findings confirm the significant contribution of ecological citizenship in shaping global understanding of the role of individuals in maintaining environmental sustainability. The research theme mapping shows the diversity of issues that have been explored, with particular emphasis on environmental education and social justice, providing a basis for recommendations for future research. In particular, environmental education has been recognized as a critical element in shaping society’s understanding of environmental issues, while social justice underscores the importance of fair distribution and critical analysis of inequality in social and ecological contexts. Future research recommendations include the exploration of effective strategies in promoting the concept of ecological citizenship, developing a holistic environmental education curriculum, and more active research in the context of social justice in various regions, including Asia. This bibliometric analysis is expected to contribute substantially to formulating policies and practical actions that support the vision of inclusive ecological citizenship, which positively impacts overcoming global environmental challenges.

This is a review of empirical studies with the objective of analyzing the theoretical-practical discussions that have been raised internationally to deepen the understanding of the access of rural youth to higher education as an object of study. For this purpose, a narrative review was designed, considering scientific articles published in three different languages and concerning studies conducted in 21 different countries in all regions of the world. The results reveal three discussions: a) the strong interest that higher education has regained in the life expectations of rural young people and their families, especially as a means of social advancement; b) the inequalities that most affect the access of rural youth to higher education are the lack of academic offerings in rural areas and the discontinuities that occur around rural socio-cultural capital; c) since the inequalities experienced by rural youth are diverse, actions to promote greater democratization cannot be limited to implementing systems of grants and scholarships. It is concluded that the major project consists of creating a differentiated higher education model that, in terms of location, academic offerings, recognition of knowledge, and articulation with the environment, allows rural youth to experience their professional training not as an inevitable process of acculturation, but as a continuation of their socio-cultural capital and their territorial yearnings.