Institutional Practices and Anti-Muslim Violence in India after the 2014 Elections
Eva Wasiak, 2026, International Relations, Faculty of Political Science and Journalism, Adam Mickiewicz University, Poznan, Poland
MSI Journal of Education and Social Science | https://zenodo.org/records/18415928 | Page 01 to 10
Abstract
India’s democratic order has been becoming increasingly discriminatory towards the state’s minorities, especially the Muslim minority. Bigotry is facilitated in the region, with the current administration failing to prevent assaults, kidnappings and murders of Muslims, despite the Indian Constitution guaranteeing safety for all minorities. India is following the recent trend of states leaning towards of right-wing, discriminatory ideologies, which is seen in the nations Islamophobic mentality. As a highly hierarchical, divided society paired with a history of economical exploitation, it is especially prone to such agendas. What led to the creation of this extreme, Islamophobic environment in the state and how exactly did the ruling Bharatiya Janata Party contribute to it? This work aims to answer this question through case study and legal analysis of events following the 2014 parliamentary elections and the current state of the government, unjust policies and laws that actively work against Muslims as well as a few of the most recent cases of crimes against the Muslim minority.
Keywords: India, Muslims, minorities, Islamophobia, systematic racism, violence, religious discrimination.
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Subsidiarity in the EU: Rhetoric or Reality? A Critical Assessment of Its Legal and Political Impact
Raymond Paas, Faculty of Political Science and Journalism, Department of International Relations and European Studies, Adam Mickiewicz University in Poznań, Poland; Field of Study: Political Communication and Media Studies.
MSI Journal of Education and Social Science | https://zenodo.org/records/18414856 | Page 01 to 14
Abstract
This paper offers a critical assessment of the EU principle of subsidiarity, tracing its intellectual roots from nineteenth‑century Catholic social teaching through its codification in the Treaties and procedural reinforcement via the Lisbon-era Early Warning System (EWS). It first reconstructs subsidiarity’s theological and Christian Democratic origins and distinguishes it from competence delimitation and proportionality in the Union’s constitutional architecture. It then analyses the operation of Protocols No. 1 and 2, detailing the EWS’s yellow and orange card thresholds and the limited scope of parliamentary scrutiny over draft legislation. Drawing on over a decade of practice, including more than 1,200 reasoned opinions and only three yellow cards, and on key Court of Justice rulings that have never annulled an EU act solely on subsidiarity grounds, the paper demonstrates that the principle primarily serves as a symbolic deference that legitimizes continued supranational expansion. A comparative examination of United States federalism, with its enumerated powers and judicially enforced limits under the Commerce Clause and anti‑commandeering doctrine, highlights the EU’s confederal ambiguity and the weakness of subsidiarity as a justiciable safeguard. The paper concludes by advocating treaty reform toward explicit, federal‑style competence catalogues in core areas such as defense, fiscal policy, and foreign affairs, arguing that recent developments—from the Recovery and Resilience Facility to Ukraine‑related joint borrowing—already transcend subsidiarity and reveal a de facto federal trajectory that should be constitutionalized to ensure democratic legitimacy and geopolitical effectiveness.
Keywords: Subsidiarity Principle, European Union Constitutional Law, Early Warning System (EWS), National Parliaments, Supranational Governance, Federalism and Competence Allocation, Judicial Review in the EU.
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For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Expert Institutions and Policy Engineering in Middle Eastern Affairs: A Collective Review of Scattered Indexes
Amir Parvaresh, M.A regional Studies, Middle Eastern Studies, Allameh Tabataba’i University.
Shakiba Alihemat, B.S. Candidate, Department of Electrical Engineering, University of Isfahan, Iran.
MSI Journal of Education and Social Science | https://zenodo.org/records/18229173 | Page 01 to 07
Abstract
Vocabulary acquisition plays a pivotal role in foreign language proficiency. This study investigates the effectiveness of Artificial Intelligence (AI)-powered mind mapping on English vocabulary acquisition among non-English-major undergraduates at Nguyen Tat Thanh University (NTTU). By employing a quasi-experimental mixed-methods design, 20 third-year students were assigned to an Experimental Group (EG), which utilized AI-powered mind-mapping tool (GitMind), and a Control Group (CG), which followed traditional vocabulary instruction methods. Quantitative data from pre-tests and post-tests indicated that the EG achieved significantly higher vocabulary gains than the CG (p = .044), with a medium-to-large effect size (Cohen’s d = 0.66). Qualitative findings derived from Technology Acceptance Model-based questionnaires and focus group interviews revealed high perceived usefulness, enhanced learner confidence, and increased engagement. The findings suggest that AI-powered visual mapping can reduce extraneous cognitive load and facilitate deeper semantic processing, thereby supporting vocabulary acquisition in EFL higher education contexts.
Keywords: AI in education; mind mapping; vocabulary acquisition; EFL; Cognitive Load Theory; Technology Acceptance Model.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
THE IMPACT OF AI-POWERED MIND MAPPING ON ENGLISH VOCABULARY ACQUISITION AMONG NON-ENGLISH MAJORS: A MIXED-METHODS STUDY
Nguyen Huu Thoai, Center of Foreign languages, Nguyen Tat Thanh University, Ho Chi Minh city, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/18183072 | Page 01 to 16
Abstract
Vocabulary acquisition plays a pivotal role in foreign language proficiency. This study investigates the effectiveness of Artificial Intelligence (AI)-powered mind mapping on English vocabulary acquisition among non-English-major undergraduates at Nguyen Tat Thanh University (NTTU). By employing a quasi-experimental mixed-methods design, 20 third-year students were assigned to an Experimental Group (EG), which utilized AI-powered mind-mapping tool (GitMind), and a Control Group (CG), which followed traditional vocabulary instruction methods. Quantitative data from pre-tests and post-tests indicated that the EG achieved significantly higher vocabulary gains than the CG (p = .044), with a medium-to-large effect size (Cohen’s d = 0.66). Qualitative findings derived from Technology Acceptance Model-based questionnaires and focus group interviews revealed high perceived usefulness, enhanced learner confidence, and increased engagement. The findings suggest that AI-powered visual mapping can reduce extraneous cognitive load and facilitate deeper semantic processing, thereby supporting vocabulary acquisition in EFL higher education contexts.
Keywords: AI in education; mind mapping; vocabulary acquisition; EFL; Cognitive Load Theory; Technology Acceptance Model.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Boosting Fluency, Reducing Fear: Utilizing Generative AI as a Scaffolding Tool in EFL Speaking Classes
Nguyen Duy Tuan, Faculty of foreign languages, Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/18448552 | Page 01 to 13
Abstract
Generative AI tools like Google Gemini have created new opportunities for language learning. However, empirical evidence regarding their impact on oral proficiency remains limited. This quasi-experimental study investigates the effectiveness of Google Gemini as a scaffolding tool for Vietnamese university freshmen (N=78). Over a seven-week intervention, the experimental group utilized Gemini for ideation, real-time feedback, and conversation simulation, while the control group followed traditional instruction. Data was collected via pre- and post-tests based on the CEFR B1 rubric, alongside anxiety surveys and semi-structured interviews. Paired sample t-tests revealed that the AI-assisted group demonstrated statistically significant improvements in Fluency and Discourse Management (p < .05) and a substantial reduction in speaking anxiety compared to the control group. However, no significant differences were observed in Grammatical Accuracy or Lexical Resource, suggesting that while AI effectively lowers the affective filter and promotes communicative flow, it may require longer-term integration to enhance linguistic precision. These findings challenge the view of AI as a mere correction tool, proposing instead its role as a psychological scaffold that empowers reticent learners to speak more confidently.
Keywords: Generative AI, Google Gemini, Speaking Anxiety, EFL Fluency, Scaffolding, Affective Filter
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
