Sprin Journal of Arts, Humanities and Social Sciences
Sprin Journal of Arts, Humanities and Social Sciences (SJAHSS) is an international, monthly published, open access, peer-reviewed journal published by Sprin Publisher. The journal invites original papers, review articles, technical reports, and short communications containing new insights into any aspect of Arts, Humanities, and Social Sciences. The journal welcomes research papers on Humanities: Philosophy, History, Literature, Language and Linguistics, Performing Arts, Religion, and Visual Arts. Social Sciences: Sociology, Psychology, Gender and Sexuality Studies, Area Studies, Economics, Anthropology, Geography, Culture and Ethics Studies, Archaeology, and other related areas. 65% Acceptance Rate 15 days Time to first decision 15 days Review time 30 days Acceptance to publication JOURNAL PARTICULARS Title: Sprin Journal of Arts, Humanities and Social Sciences Initial: SJAHSS | Abbreviation: Spr. J. Arts. Humanit. Soc. Sci. Frequency: Monthly | ISSN: 2583-2387 (Online) | DOI: 10.55559/sjahss Publisher: Sprin Publisher | Chief Editor: Dr. Mekolle Prosper Mbelle Copyright: Author(s) | Starting Year: 2022 | Format: Online Subjects: Multidisciplinary Subjects | Language: English Email IDs: support@sprinpub.com, sprinpublisher@gmail.com Website: https://sprinpub.com/sjahss/ Address: Sprin Publisher, House No-132, Kadamoni Pather, Juria, Nagaon, Assam - 782124, India Impact Factor: 1.1/2022
Authors contributing to this journal retain the copyright of their articles but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that they indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.
English-Vietnamese code-mixing in the communication of Vietnamese students: A case study of universities in Ho Chi Minh City, Vietnam
This paper investigates the phenomenon of English-Vietnamese code-mixing within the communicative practices of Information Technology (IT) students in Ho Chi Minh City. Utilizing a convergent parallel mixed-methods design, the study analyzes a survey sample of 302 students and a corpus of 1,352 authentic linguistic utterances. The research framework integrates Muysken’s (2000) typology of code-mixing with the Self-determination theory (Ryan & Deci, 2000) to examine these linguistic behaviors. This paper argues that code-mixing is not a result of lexical deficiency; rather, it functions as a deliberate communication optimization strategy. This behavior is driven by instrumental motivation aimed at achieving terminological precision and conciseness in the transmission of specialized information. Empirical results indicate that insertion is the predominant strategy, accounting for 80.5% of the data, often accompanied by morphological assimilation to ensure compatibility with Vietnamese grammar. However, the study identifies a significant "cognitive paradox": despite a highly positive attitudinal reception among students (>90%), an excessive frequency of foreign language interspersion generates an "extraneous cognitive load." This load creates substantial barriers to knowledge acquisition, particularly for learners with limited English proficiency. Consequently, the paper proposes the implementation of "controlled code-switching" and the standardization of specialized terminology to balance the objectives of international integration with the preservation of the Vietnamese language's purity in higher education.
Copyright (c) 2026 Quoc Hoang https://creativecommons.org/licenses/by/4.0
Teachers and Students’ Views of Ghana’s Double Track System of Education
The Double-Track System (DTS) was introduced in Ghanaian Senior High Schools to accommodate increased enrollment following the implementation of the Free Senior High School policy. This study examined the challenges associated with the DTS from the perspectives of teachers and students in selected schools in the Upper East Region of Ghana. Guided by the positivist paradigm, the study adopted a quantitative cross-sectional survey design. A purposive sample of 45 teachers and 40 students from four senior high schools was surveyed using a structured questionnaire comprising Likert-type items and an open-ended question. Quantitative data were analyzed using descriptive statistics, while qualitative responses were analyzed thematically. The findings indicated that infrastructural challenges, including overcrowded classrooms, inadequate laboratory facilities, and poor sanitation, constituted the most critical constraints. The DTS was also perceived as negatively affecting instructional quality due to reduced contact hours, limited teacher–student interaction, and disruptions to study routines, all of which were associated with lower academic performance. Equity concerns emerged, with students reporting unequal learning opportunities across tracks. Although increased workloads affected teacher motivation, teachers demonstrated resilience in managing instructional demands. The study found that the DTS was perceived as presenting more challenges than benefits, despite improving access to senior high school education.
Copyright (c) 2026 Philip Dorsah, Richard Acheampong, Raabi Darkom https://creativecommons.org/licenses/by/4.0
Beyond Symbolic Representation: Women-Led Governance and Democratic Transformation in Viksit Bharat
The vision of Viksit Bharat seeks to transform India into a developed, inclusive, and globally influential nation by 2047. However, the realisation of this vision depends not only on economic growth and technological modernisation but also on democratic inclusion, social justice, and gender-equitable governance. In this context, women-led governance has emerged as a critical dimension of sustainable development and democratic transformation. The present article critically examines the role of women’s political participation in strengthening inclusive governance and achieving the broader goals of Viksit Bharat. The study adopts a descriptive-analytical approach based on secondary sources, including books, journal articles, government reports, constitutional provisions, and policy documents. Drawing upon Feminist Political Theory, the Capability Approach, and Participatory Democracy Theory, the article argues that India has significantly expanded women’s descriptive representation through democratic decentralisation and reservation policies, particularly in Panchayati Raj Institutions. However, substantive political empowerment continues to remain constrained by patriarchal institutional structures, proxy representation, unequal access to political authority, and intersectional inequalities related to caste, class, and region. The article further argues that women’s political empowerment strengthens democratic accountability, welfare-oriented governance, and participatory development. Therefore, the realisation of Viksit Bharat requires transforming governance institutions beyond symbolic inclusion toward substantive gender equality and democratic participation.
Copyright (c) 2026 Dr. Sumit Kumar Minz https://creativecommons.org/licenses/by/4.0