Open Access Journal

Asian Journal of Education and Social Studies

Asian Journal of Education and Social Studies (ISSN: 2581-6268) aims to publish high quality papers in all areas of Education and Social sciences. By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal.

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Review Time

4-6 Weeks

Indexation

Crossref, DOAJ

Acceptance Rate

~ 35%

Access

100% Open

Current Issue

Volume 52, Issue 2 (2026)

Short Research ArticleDOI: 10.9734/ajess/2026/v52i2876

Fostering Higher-order Thinking in Advanced Mathematics: A Problem-driven Approach Using Knowledge Graphs

This study explores the integration of knowledge graphs as pedagogical tools in advanced mathematics courses at the university level. Through a quasi-experimental design involving 247 undergraduate students across two academic terms, we investigated whether a problem-driven approach complemented by knowledge graph construction improves higher-order thinking skills. Results indicate statistically significant improvements in analysis (d = 0.82), evaluation (d = 0.67), and creation (d = 0.74) dimensions of Bloom's taxonomy. Students in the intervention group demonstrated superior performance in complex problem-solving tasks and showed greater ability to draw connections across mathematical concepts. Qualitative analysis of student reflections and knowledge graphs revealed deeper conceptual understanding and enhanced metacognitive awareness. These findings suggest that knowledge graph-supported instruction offers a promising framework for developing mathematical thinking beyond procedural fluency.

Yan Liang

Pages: 1-12

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Original Research ArticleDOI: 10.9734/ajess/2026/v52i2877

Impact of Social Media Usage on Academic Performance Among Secondary School Students in Egypt

This cross-sectional study examined the relationship between social media usage patterns and academic performance among 1,532 secondary school students in Cairo, Egypt. Using a validated questionnaire and academic records, the study found a significant negative correlation between excessive social media use (>4 hours daily) and GPA scores (r = -0.43, p < 0.001). However, moderate use (1-2 hours) for educational purposes was positively correlated with academic achievement (r = 0.31, p < 0.01). Multiple regression analysis identified time management skills and self-regulation as key mediating factors. The study recommends digital literacy programs in schools and provides evidence-based guidelines for healthy social media usage among adolescents.

Mohamed A. El-Sayed, Ahmed Hassan

Pages: 13-28

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Original Research ArticleDOI: 10.9734/ajess/2026/v52i2878

Gender Disparities in STEM Education: A Longitudinal Study of Enrollment Trends in South Asian Universities

This longitudinal study analyzed enrollment trends in STEM disciplines across 45 universities in India, Bangladesh, Pakistan, and Sri Lanka over a 15-year period (2010-2025). Data from institutional records covering 2.3 million student enrollments revealed persistent gender disparities, with female representation averaging 34% across STEM fields. However, significant progress was observed in biological sciences (48%) and mathematics (42%), while engineering (22%) and computer science (28%) remained underrepresented. Policy interventions including scholarship programs, mentorship initiatives, and awareness campaigns were associated with increased female enrollment in targeted institutions. The study provides actionable recommendations for university administrators and policymakers to address systemic barriers to gender parity in STEM education.

Priya Sharma, Raj Kumar

Pages: 29-47

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Original Research ArticleDOI: 10.9734/ajess/2026/v52i2879

The Role of Emotional Intelligence in Teacher Effectiveness: Evidence from Australian Primary Schools

This mixed-methods study investigated the relationship between teachers' emotional intelligence (EI) and their effectiveness in primary school classrooms across three Australian states. A sample of 186 teachers completed the Trait Emotional Intelligence Questionnaire (TEIQue), while their effectiveness was assessed through classroom observations, student achievement data, and administrator evaluations. Results revealed that teachers with higher EI scores demonstrated superior classroom management, stronger student-teacher relationships, and more adaptive instructional strategies. Path analysis showed that EI influenced student outcomes both directly and indirectly through teacher self-efficacy and job satisfaction. The study advocates for the integration of emotional intelligence training in pre-service and in-service teacher education programs.

James Wilson, Robert Taylor

Pages: 48-63

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What Our Community Says

"AJESS provides an invaluable platform for interdisciplinary research in education and social studies. The open-access model ensures wide dissemination of knowledge, and the DOI assignment enhances the visibility and citability of published work."

Dr. Jean-Pierre Dubois

Research Fellow, Sorbonne University

"I have been both an author and reviewer for AJESS. The journal maintains high academic standards while being accessible to researchers from diverse backgrounds. The rapid publication timeline is particularly commendable."

Prof. Meena Krishnan

Professor of Education, NUS Singapore

"Publishing with AJESS was an excellent experience. The peer review process was thorough yet efficient, with constructive feedback that genuinely improved our manuscript. The editorial team was responsive and professional throughout."

Dr. Michael Torres

Associate Professor, University of Oxford