The fear of ghosts is a common thing that can be managed as a social condition that turns out to have an impact on the continuity of forest maintenance. Applying a qualitative approach supported by in-depth interview methods, observation, and literature study. This research does not attempt to prove the existence of ghosts or discuss the psychological conditions of people who fear ghosts. The main finding of this research is the reality of the reproduction of stories and experiences of fear of ghosts, as well as the implementation of traditions or rituals related to community activities in the forest. Stories of fear of ghosts with various forms and versions of naming not only enrich the cultural life of the community but also encourage social conditioning in the form of togetherness to agree on the fear of ghosts as a means of creating a social system in order to carry out activities in the forest. The social system is identified in the form of pamali traditions or things that should not be done in the forest, balian rituals to eliminate or treat ghost disturbances, and besoyong rituals to utilize forest products, which then have an impact on the awareness to respect the continuity of these rituals and tradition. So, even though the fear of ghosts can be overcome psychologically and disappear quickly, the reality of respect for the social system related to the forest can still survive. In addition, ghost stories’ reproduction continues to be rolled out and adapted to the times. In turn, ghosts and forest rituals continue to be conditioned into a social system that has implications for forest conservation.

Gamification is an active methodology of great value that, in a quality educational environment, provides students with the necessary motivation to participate in their teaching-learning process. An emerging active methodology, which is based on the use of information and communication technologies (ICT) and requires an educational space that guarantees greater flexibility in the pedagogical dynamics in favor of academic achievement. This increase in interest in active methodologies, and specifically in gamification, has raised doubts about whether current educational spaces are prepared to host a renewal in methodology or if, on the contrary, they could undermine the attitude of change. For this reason, this research seeks to analyze whether current educational spaces are facilitating elements for the incorporation of gamification in the classroom. The methodological cut of the research is quantitative, specifically in two phases. On the one hand, a descriptive analysis of the results is carried out, obtaining information on the trend of each item. On the other hand, an inferential analysis is carried out around different variables to verify their possible influence on the evaluations of the participants. The results obtained, in the sample made up of 210 teachers distributed in the different centers and who carry out their educational activity from 3rd to 6th grade of primary school, indicate that teachers believe it is relevant to take into account the educational space when incorporating active methodologies in class.

Sustainable development is a foundational element in European Union (EU) policies, yet there remains a lack of coherence among member states regarding the perception and response to environmental challenges, resulting in regional inequalities. The “Fit for 55” initiative by the EU is an ambitious strategy aiming to reduce greenhouse gas emissions by 55% by 2030, as part of its broader goal of achieving climate neutrality by 2050. This study investigates the economic impact and intergovernmental dynamics of the “Fit for 55” plan, analyzing its potential to not only meet environmental targets but also to foster economic resilience and social equity across the EU. The purpose of this study is to assess the effectiveness of the “Fit for 55” initiative in harmonizing environmental goals with economic and social policies among diverse EU member states. The study reveals that while the initiative offers significant potential benefits, such as stimulating innovation and creating jobs in green industries, it also faces considerable challenges, including economic disparities among member states and the social impacts of rapid decarbonization. These findings highlight the need for integrated approaches that address both environmental sustainability and socio-economic equity.

How are telecommunications infrastructure, institutions and poverty related in a war-torn economy such as Afghanistan? Afghanistan has been plagued by poor governance, low usage of telecommunications, and extreme poverty levels which can be termed triple-challenges. High levels of political instability affected telecommunications investment and adversely affected the adoption and diffusion of modern technology. This study examines the asymmetric effect of telecommunications and governance (institutions) on poverty reduction over the period 1989–2019 using a nonlinear autoregressive distributed lag (NARDL) model. In the short run, we establish that information and communication technology, private domestic credit, governance, and educational access for males and females are essential tools that can be used for poverty reduction. In the long run, we also establish that Afghanistan can reduce poverty levels through the use of information and communication technology, governance, and educational access for both males and females. The following policy recommendations were suggested: research and development, robust policy formulation on governance and ICT, development of the ICT sector, and improved governance. These are critical in reducing the high poverty levels as well as solving the institutional challenges faced by Afghanistan.

The search for the development of nanostructured materials has led to the study of the properties of their precursors. For the production of nanofibers by the electrospinning process, it is necessary to determine the rheological parameters of the precursor solutions. Since these properties can be influenced by the processing variables and chemical composition of the polymer, this study aims to elucidate the effect of the addition of vinyl monomers in the formulation of nanofibers based on polyacrylonitrile and to determine the optimal parameters for the production of the precursor polymer solution. The effects of temperature and addition of vinyl monomers were evaluated by rheometry, from the analysis of the variation of the viscosity of the solutions, and by microscopy, the morphology of the nanofibers produced. It was observed that the increase in the temperature used to produce the solutions improves the fibers’ properties. Still, there is a relationship between the time of exposure of the polymeric solution to the temperature and the homogeneity of the fibers, which cannot exceed 45 min. The addition of vinyl monomers, to produce PAN-PVA co-polymeric fibers, increases the conductivity and reduces the viscosity of the solutions, resulting in more refined and homogeneous fibers.

This study evaluates the effectiveness of human resources (HR) practices on teaching and learning outcomes in primary education. The research was guided by four research questions and two research hypotheses. The study utilized a survey design via Google Forms for efficient data collection on human resources practices’ effectiveness in primary education. The questionnaire, validated by experts, garnered 60 responses within a month. Data analysis in Statistical Package for the Social Sciences (SPSS) included descriptive statistics and analysis of variance (ANOVA) techniques, adhering to ethical standards. The findings highlight the importance of HR practices that accommodate diversity, support inclusivity, and foster a sense of belonging for all students. Challenges in implementing inclusive HR practices are also identified, emphasizing the need for ongoing efforts to promote inclusivity and equity in primary education. The study concludes by advocating for the development and implementation of effective HR strategies to enhance teaching and learning outcomes in primary education.