Archives

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  Impact of Climate Change on Vulnerable Communities

  Vol. 1 No. 1 (2025)

  The impact of climate change on vulnerable communities is not merely an environmental concern but a multidimensional issue deeply embedded within social, cultural, and historical contexts. In many cases, these communities—often indigenous, rural, or marginalized—are situated at the frontline of ecological disruption while lacking access to adaptive resources, political representation, and cultural recognition. Their experiences reveal how climate change amplifies structural inequalities, disrupts traditional livelihoods, erodes local wisdom, and challenges deeply held religious and cultural values. This issue invites interdisciplinary exploration into how language, literature, education, religion, and social institutions respond to and represent ecological vulnerability. By examining narratives of resilience, faith-based ecological ethics, and community-based knowledge systems, this article aligns with PIJHSS’s vision to integrate diverse disciplinary insights and offer a more holistic understanding of the human condition in the face of climate crises.

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  Education, Culture, Language & Social Transformation

  Vol. 2 No. 2 (2026)

  The second issue of Volume 2 of the Journal of Humanities and Sociocultural Studies explores the dynamic relationships between education, culture, language, identity, and social transformation in contemporary society. Education is understood not merely as a process of knowledge transmission, but as a sociocultural practice through which individuals and communities negotiate meaning, identity, values, knowledge, and ways of living. As societies experience rapid technological, cultural, environmental, and social changes, educational practices are continuously transformed. These transformations raise important questions concerning language, cultural identity, digital literacy, local knowledge, human values, inclusion, and the role of education in shaping individuals and communities. This issue welcomes interdisciplinary studies examining educational phenomena from humanities and sociocultural perspectives. Contributions may explore formal and informal education, language education, literacy, literature and education, culturally responsive pedagogy, educational technology, digital and multimodal learning, local and indigenous knowledge, environmental education, identity formation, critical pedagogy, and education as a means of social and cultural transformation. The issue particularly welcomes studies that place educational practices within their broader cultural and social contexts and that critically examine how learners, teachers, communities, and institutions respond to contemporary challenges.

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  Artificial Intelligence, Digital Culture, and the Future of Human Society

  Vol. 2 No. 1 (2026)

  Issue 2(1) of the Journal of Humanities and Sociocultural Studies (2026) addresses the theme Artificial Intelligence, Digital Culture, and the Future of Human Society as a critical response to the rapid acceleration of intelligent technologies that increasingly reshape how humans think, interact, work, and construct social meaning. This issue approaches artificial intelligence not merely as a technological artifact, but as a cultural and sociotechnical phenomenon intertwined with power relations, ethics, identity, creativity, and the evolving conditions of humanity in the digital age. Through interdisciplinary perspectives in the humanities and sociocultural studies, the contributions in this issue examine the opportunities, tensions, and risks arising from the integration of AI into everyday life, while offering critical reflections on the future of human society amid increasingly complex and non-linear digital transformations.