Journal of Asian Multicultural Research for Social Sciences Study

Environmental Management and Community Well-Being in African: Challenges and Sustainable Development Strategies

2026-10-09T07:00:06+00:00

Environmental management has become increasingly important in Africa because environmental degradation directly affects livelihoods, public health, food security, and community resilience. This study examines the relationship between environmental management and community well-being in African countries by focusing on institutional capacity, major environmental challenges, socioeconomic and governance factors, and sustainable development strategies. A qualitative literature review approach was employed using peer-reviewed international studies. Relevant literature was identified through major academic databases and analyzed thematically to identify recurring patterns across different African contexts. The findings show that environmental management increasingly involves decentralized, participatory, and multi-level governance arrangements, but implementation remains constrained by limited financial resources, weak enforcement, institutional fragmentation, and uneven local capacity. Communities are also affected by land degradation, deforestation, water pollution, biodiversity loss, climate variability, and unsustainable resource extraction, which collectively undermine livelihoods and social well-being. Socioeconomic vulnerability, unequal access to resources, weak accountability, and limited community influence further shape environmental outcomes. Sustainable development strategies therefore require stronger institutional coordination, meaningful community participation, ecosystem restoration, climate adaptation, nature-based solutions, and livelihood diversification. The study emphasizes that environmental protection and community development should be addressed through integrated socio-ecological governance that connects ecological sustainability with social inclusion, economic opportunity, and institutional accountability. Such integration is essential for strengthening resilience and supporting equitable and sustainable development across African communities. This integrated perspective can help policymakers design environmental interventions that respond to ecological pressures while improving local livelihoods, adaptive capacity, and long-term community welfare.

Meritocracy in the Placement of State Civil Apparatus: An Analysis of the Alignment Between Academic Achievement and Positions in the Gorontalo Regency Government

2026-10-09T07:01:26+00:00

The placement of State Civil Apparatus (ASN) is a crucial component of civil service human resource management, as it determines the alignment between an employee's competencies and the duties and responsibilities of their assigned position. One key aspect to consider in ASN placement is academic achievement, which can serve as a basis for ensuring that employees possess a knowledge background relevant to the positions they hold. This study aims to analyze the alignment between academic achievement and ASN placement within the Gorontalo Regency Government from a meritocratic perspective. A qualitative approach was employed, utilizing data collection techniques such as observation, interviews, and document analysis. Research informants included personnel staff, structural officials, and ASN personnel who had undergone placement or position transfer processes. The analysis utilized academic achievement indicators as outlined by Siswanto (2013) regarding employee placement. The findings indicate that academic achievement has been a factor in ASN placement decisions, particularly through the alignment of education levels and fields of study with position requirements. However, it has not yet served as the sole basis for determining placements. In practice, academic considerations interact with work experience, organizational needs, the availability of personnel resources, and other administrative factors. This situation suggests that the merit principle in ASN placement requires strengthening through competency mapping mechanisms and more objective documentation, ensuring that placement decisions are both administratively and substantively justifiable. This study underscores the importance of academic achievement as a tool for achieving ASN placements that better align with competencies and the needs of the government organization.

Powerful Contentions and Resistance in Tarik Ali’s Shadows of the Pomegranate Tree (1992), and Radwa Ashourr’s Granada: A Novel (2001)

2026-10-09T08:48:05+00:00

Contemporary discourse reflects an intensified desire for social and intellectual emancipation. The year 1492 may be understood as a pivotal historical juncture that precipitated profound transformations in Islamic Spain. Prior to this rupture, regions of the Iberian Peninsula under Islamic governance were often characterized albeit not without contestation by forms of coexistence among diverse religious communities. However, internal divisions and escalating hostilities culminated in its dissolution. Literary works such as Tariq Ali’s Shadows of the Pomegranate Tree (1992), and Radwa Ashour’s Granada (2003) engage in counterfactual reimagining, envisioning alternative historical trajectories in which interreligious conflict and mass displacement might have been avoided. These texts interrogate the conditions under which more inclusive societies could have emerged. In parallel, the transatlantic ventures associated with Christopher Columbus and Amerigo Vespucci, alongside the later political projects of the Founding Fathers, may be interpreted as attempts to transcend the limitations of an “Old World” in decline, contributing to new epistemological and institutional formations. However, Muslim subjects whether performers, poets, or dramatists are frequently positioned within structures of constraint that necessitate negotiation with entrenched power modalities. Traditional formalist approaches and rigid identity frameworks may therefore be insufficient. Alternative methodologies attentive to hybridity, historical contingency, and power dynamics are required, raising unresolved questions about the possibility of a more equitable world.

Mental Health Psychoeducation After Armed Conflict in Tambrauw Regency, West Papua Province

2026-09-26T04:16:50+00:00

Armed conflict in Tambrauw Regency, Southwest Papua, caused a prolonged disruption of learning activities, increased anxiety, displacement of communities, and a decline in motivation among teachers and students. This study aims to describe mental health psychoeducation as a trauma recovery effort to restore the teaching and learning process at Bamusbama Junior High School after the November–December 2024 conflict. The method began with a needs assessment through interviews and observations to identify psychological conditions, learning motivation, and factors inhibiting school resumption. A two-day psychoeducation intervention was then conducted using lectures, discussions, role plays, games, and workshops involving principals, teachers, students, parents, communities, and local government. The results showed a significant decrease in anxiety, increased resilience, and increased motivation to learn and teach, as seen from pre–post evaluation and behavioral changes. Students who were previously absent or displaced returned to school, and teachers resumed teaching after months of closure. Mental health psychoeducation proved effective in restoring a sense of security and rebuilding learning culture in post-conflict settings. This indicates that trauma recovery-based psychoeducation is an appropriate strategy to restore educational function in armed conflict areas and can be implemented in other similar contexts.

Reconstructing a Human Excellence Development Model: Integrating Faith, Knowledge, Action, and Growth Mindset

2026-10-08T06:13:36+00:00

Human excellence development requires an integrated approach that extends beyond intellectual achievement and technical competence to encompass moral integrity, spiritual values, adaptive thinking, and meaningful contributions to society. Although human development is frequently examined through educational, psychological, and managerial perspectives, the integration of spiritual foundations, knowledge acquisition, purposeful action, and growth mindset warrants further conceptual examination. This article aims to reconstruct a human excellence development model by integrating faith, knowledge, action, and growth mindset within a holistic educational framework. Drawing primarily on the conceptual arguments presented in Self Management and Growth Mindset, the article employs a conceptual reconstruction approach to identify the relationships among spiritual orientation, intellectual development, behavioral transformation, and continuous personal growth. The proposed framework conceptualizes faith as a normative foundation, knowledge as an intellectual resource, action as the practical expression of values and capabilities, and growth mindset as a developmental orientation that supports learning, adaptation, and perseverance. These dimensions are organized within a developmental structure consisting of foundational values, enabling capabilities, and multidimensional human development outcomes. The article proposes that human excellence should be understood not merely in terms of individual achievement but also through ethical conduct, personal autonomy, social responsibility, and contributions to collective well-being. The framework offers a conceptual basis for future research on holistic education, character development, and human resource development, while highlighting the need for empirical examination across educational and organizational contexts.