American Research Journal of Humanities and Social Sciences

Yang Lui*, Caiyun Gao, Zheng Zhong*, Yan Zhou, Shan Hei

The expansion of international digital commerce has transformed the skills required for participation in global markets, placing intercultural competence at the forefront of cross-border business education. Alongside the increasing influence of e-commerce ecosystems and digital communication platforms, universities are expected to equip students with the cultural and communicative capabilities needed to engage effectively with international stakeholders. In China, this objective is further complicated by limited access to several global social networking platforms, creating distinctive challenges for students preparing for international business careers. Although previous studies have examined the development of intercultural competence, existing evidence remains fragmented because of variations in research contexts, participant groups, and theoretical perspectives.

To consolidate current knowledge, this study presents a systematic literature review of research examining the factors that contribute to intercultural competence among Chinese university students, with particular attention to learners involved in cross-border e-commerce and related international trade disciplines. The reviewed literature was synthesized through thematic analysis to identify recurring patterns and influential determinants across diverse educational and professional settings.

The research identified six interrelated dimensions that consistently support the development of intercultural competence: meaningful intercultural interaction, proficiency in business English communication, a global mindset, comprehensive cultural understanding, adaptive capability in multicultural environments, and entrepreneurial orientation. Collectively, these dimensions strengthen students' preparedness for international collaboration and improve their capacity to respond to the demands of global business.

Wang Hua*

Short-form video platforms offer communication students vital avenues for self-expression and professional experimentation, yet privacy concerns may inhibit active participation. This study investigates the longitudinal relationship between privacy concerns and creativity, exploring the mediating roles of short-video use motives and information-technology identity (IT identity). A three-wave survey was conducted with 1,217 students in Chongqing, China, across three time points in 2025 (January, April, and July). Data were analyzed using structural equation modeling (SEM). Results indicate that privacy concerns are negatively associated with creativity. This relationship is mediated by both short-video use motives and IT identity. Furthermore, a sequential mediation pathway suggests that privacy concerns diminish use motives, which subsequently weakens IT identity, ultimately reducing creative output. These findings highlight the need for educational interventions that balance data privacy with digital creative engagement.

Widaty Miranda, Poerwanti Suharno*

Flor G Martínez*

Developing skills as an antiracist clinician, educator, or advocate begins with sustained, honest self-examination of one's own biases and social positioning. This report presents a short, highly participatory curricular workshop designed to help learners recognize how power differentials and identity-based hierarchies shape communication within academic medicine and clinical care environments. Session content traced the origins and ongoing consequences of microaggressions in health care settings and introduced concrete response strategies that participants could apply in the moment. Rather than relying on abstract theory alone, facilitators grounded discussion in realistic case scenarios and used live polling technology to actively engage attendees in practicing micro intervention techniques. Drawing on established frameworks, the workshop presented micro intervention as a four-part response: exposing hidden bias, minimizing its harm, prompting reflection in the person responsible, and offering reassurance and support to those affected. Institutions seeking to build more inclusive, dialogue-driven environments may adapt this workshop format as a template for faculty development programming and to cultivate shared responsibility for equitable practice.

Keywords: Microaggressions; Microintervention; Interprofessional Education; Antiracism In Medicine; Health Equity Training; Bystander Intervention; Medical Education Curriculum.

Mensah Fuster*, Dukay Szabo, Kucsera Hargittay

Geoffrey Miller*

This commentary responds to critiques of the authors' earlier work on raising awareness of epistemic racism in anti-doping research. The response is organized into three reflective sections addressing method, racism, and context. The first section outlines the deliberative process behind the original commentary and details the authors lived experiences, addressing critiques of method. The second section reflects on racism: epistemic racism is not a novel concept but one acknowledged across disciplines, making it relevant to anti-doping scholarship; the authors challenge its dismissal as irrelevant and note that systemic racial biases in knowledge production have long shaped science and policy, supporting the recommendation that scholars be racially aware and that claims of tokenism regarding editorial board representation be reconsidered. The third section addresses context — a term the authors argue is heavily relied upon but inconsistently and questionably used by their critics. The commentary notes how an original framing of athletes from developing countries as lacking choice, values, and morality was obscured by a reframing presented as positive and critiques the concept of self-selection bias as a form of blame-shifting that ignores the historical context and consequences of colonialism. Through this structure, the authors aim not only to respond to their critics but also to encourage a more inclusive and equitable approach to anti-doping research.

Keywords: Colonial Legacies; Decolonizing Methodologies; Athlete Representation; Implicit Bias; Cultural Contextualization; Qualitative Methods; Positionality.

Zhang Li*, Lue Zhao, Yen Chan, Jin Wei

Arora Kay*

Meaningful student participation has become an essential component of contemporary educational improvement, yet the translation of policy aspirations into everyday school practice remains inconsistent. This study examines how school leaders perceive the role of student voice and the extent to which students are involved in institutional decision-making within Irish post-primary schools. Using a qualitative phenomenological approach, in-depth semi-structured interviews were conducted with twelve school leaders to capture their experiences, interpretations, and leadership practices. The analysis indicates that participants widely regard authentic student engagement as a catalyst for stronger relationships, improved school climate, and more inclusive educational environments. The findings further demonstrate that sustained student participation depends on transparent communication, mutual trust, supportive leadership, and organisational structures that encourage collaboration between staff and students. Despite these positive perspectives, participants identified practical constraints, including limited time, uneven participation, varying levels of student confidence, and institutional traditions that restrict meaningful involvement in governance. School leaders also highlighted the importance of equipping students with leadership competencies and decision-making skills to ensure that participation extends beyond consultation toward genuine partnership. The study concludes that strengthening inclusive leadership practices, embedding student voice within school governance, and providing targeted professional and student development opportunities are essential for narrowing the gap between educational policy and practice. These findings contribute to ongoing discussions surrounding participatory leadership and offer practical directions for fostering inclusive decision-making in post-primary education.

Keywords: Student voice, Student participation, Eucational leadership, Inclusive school governance, Shared decision-making.

Aina A Oyesola*

Climate change is a major factor driving global food and nutrition insecurity, affecting agricultural productivity and food availability. Conventional strategies to mitigate food insecurity have been insufficient, leaving millions vulnerable to malnutrition. Diversifying cropping systems beyond a few staple crops is essential to achieve food security goals. Orphan legumes, such as African yam bean (Sphenostylis stenocarpa), represent underutilized crops with considerable potential for climate resilience and nutritional value. Despite their promise, African yam bean suffers from low yields and limited varietal development. This case report highlights the potential of modern biotechnological approaches to enhance African yam bean productivity and quality. Techniques such as tissue culture, molecular marker-assisted selection, genomic studies, and other omics technologies could address current limitations, while also improving resistance to biotic and abiotic stress. The report underscores the importance of integrating biotechnology into orphan crop improvement programs to achieve sustainable food systems and nutritional security in Sub-Saharan Africa.

Keywords: African yam bean; Orphan crops; Biotechnology; Food Security; Climate Change; Crop Improvement; Genomics.