Multinational Research Society Publisher

Mission and Vision
Our Mission
At MRS Publisher, our mission is to advance the dissemination of high-quality, peer-reviewed research to a global audience, enabling unrestricted access to scholarly content. We strive to facilitate the free exchange of knowledge and foster academic collaboration, empowering researchers, educators, and practitioners across disciplines to contribute to the advancement of science and society. By providing open access to research outputs, we aim to enhance the visibility, impact, and accessibility of scholarly work while supporting a sustainable and equitable knowledge-sharing ecosystem.
Our Vision
Our vision is to become a leading force in the global open-access publishing landscape, promoting transparency, inclusivity, and collaboration within the scientific community. We envision a future where all academic research is freely accessible, enabling innovation, accelerating discovery, and supporting evidence-based decision-making in policy, education, and practice. Through our commitment to open access, MRS Publisher seeks to break down barriers to knowledge and empower a diverse range of voices and perspectives in the pursuit of knowledge and societal progress.
Open Access Policy
MRS Publisher is committed to promoting open access to all scholarly works published under our name. We firmly believe that providing open access to research articles, journals, and other scholarly materials increases the visibility and accessibility of research, maximizes the impact of scientific inquiry, and accelerates the exchange of knowledge across borders and disciplines.
Indexing
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Latest Article
1. Artificial Intelligence-based Teaching Tools and Quality Instructional...
1

OSUNKWA, Nnenna Anastasia* & O...
Department of Educational Management, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt, Rivers State
31-38
https://doi.org/10.5281/zenodo.21523765

The study examined artificial intelligence-based teaching tools and quality instructional delivery in public universities in Rivers State, with specific focus on the use of ChatGPT, Claude AI, and SciSpace. Three research questions were posed, and three null hypotheses were tested to guide the study. The study was anchored on the Technology Acceptance Model. The correlational research design was adopted, with a population of 3,895 male and female lecturers drawn from three public universities in Rivers State, namely the University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Using the Taro Yamane formula and the proportionate stratified random sampling technique, a sample of 363 lecturers was selected. The instruments for data collection were two researcher-designed questionnaires titled “Artificial Intelligence-Based Teaching Tools Questionnaire (AIBTTQ)” and “Quality Instructional Delivery Questionnaire (QIDQ)”, with reliability co-efficients of 0.82 and 0.85 respectively, obtained using Cronbach Alpha. A total of 363 copies of the questionnaire were administered, out of which 312 copies were retrieved and found usable for data analysis, representing an overall retrieval rate of 86%. The research questions were answered using Pearson Product Moment Correlation, while the hypotheses were tested using the t-value transformation of the correlation coefficient at the 0.05 level of significance. Findings revealed that there was a high positive and statistically significant relationship between the use of ChatGPT, SciSpace, Claude AI and quality instructional delivery in public universities in Rivers State. The researchers recommended, among others, that university management should institutionalize the use of ChatGPT, Claude AI, and SciSpace in instructional delivery through structured training programmes for lecturers, provision of institutional access to the platforms, and the development of clear policies guiding the ethical and pedagogical integration of these technologies into university teaching practice.
2. What Really Happens During a Photoshoot?
1

Vakhtang Egiazarov*
Photographer, Pseudonym – Vakho FX
31-32
https://doi.org/10.5281/zenodo.21523457

The article examines a little-studied aspect of the photographic process — what remains outside the final frame. Based on years of practical observation, it analyzes typical human reactions in front of the camera (the "wooden man" phenomenon), professional techniques for relieving tension, and comical situations typical of event and wedding photography. Special attention is given to the mechanics behind the so-called "perfect smile." The author concludes that "naturalness" in photography is the result of careful direction, aimed at returning the subject's genuine facial expression. The material is presented in a popular science style and is addressed to a wide audience interested in photography.
3. Inclusive Education and Political Inclusion: A Study of Marginalized G...
2

Orlunga Bartholomew Godstime*...
Department of Educational Foundations, Faculty of Education Rivers State University. Nigeria
25-30
https://doi.org/10.5281/zenodo.21449688

Inclusive education and political inclusion are critical pillars for advancing democratic processes in Nigeria, particularly for persons with disabilities (PWDs) who remain among the most marginalized groups. This study interrogates the intersection between educational access and political participation, examining how inclusive education policies and practices shape the democratic engagement of PWDs. Drawing on Nigeria’s National Inclusive Education Policy (2016) and international human rights frameworks, the research highlights the persistent challenges such as inadequate infrastructure, limited teacher training, societal stigma and electoral violence that hinder educational inclusion. These challenges directly translate into political exclusion, as limited literacy, inaccessible electoral processes, and discriminatory attitudes restrict PWDs from exercising their rights to vote, contest elections, and participate in governance. Using a mixed-methods approach, the study explores lived experiences of PWDs across selected Nigerian socio-cultural environment, revealing the policy-practice gap between official commitments and realities on the ground two theories guided the study. Findings underscore that inclusive education is not merely a social service but a democratic imperative: it equips PWDs with the knowledge, confidence, and agency to claim political space. The study recommends strengthening the implementation of inclusive education policies, investing in accessible infrastructure, and reforming electoral processes to guarantee full participation of PWDs. Ultimately, the research argues that sustainable democracy in Nigeria depends on dismantling systemic challenges and fostering both educational and political inclusion for persons with disabilities.
4. Impact of National Education Policy (NEP) 2020 on Gender Inclusivity i...
1

Madhu Tripathi* & Divya Khanna
Assistant Professor, NCWEB, Department of Political Science, University of Delhi
23-30
https://doi.org/10.5281/zenodo.21423157

The National Education Policy 2020 represents a significant reform initiative in India’s education sector, aiming to create an equitable and inclusive learning environment for all learners. This chapter analyses the impact of NEP 2020 on gender inclusivity among female students in primary, secondary, and higher education in India. The study adopts a qualitative and analytical approach, drawing upon secondary sources such as the NEP 2020 policy document, government reports, UDISE+ data, AISHE reports, UNESCO publications, and relevant scholarly literature. The paper examines the key gender-related provisions of NEP 2020, including the Gender Inclusion Fund, efforts to reduce dropout rates among girls, expansion of access to quality education, promotion of safe and inclusive learning environments, and initiatives to enhance female participation in higher education. It further analyses the extent to which these measures contribute to improving enrolment, retention, progression, and participation of female students across different educational levels. The findings indicate that NEP 2020 has the potential to strengthen gender inclusivity by addressing structural barriers such as socio-economic disadvantages, limited educational access, safety concerns, and inadequate institutional support. However, the paper also identifies persistent challenges in implementation, including regional disparities, resource constraints, and the need for sustained monitoring and evaluation. The study concludes that while NEP 2020 provides a comprehensive framework for advancing gender equity in education, its long-term effectiveness will depend on coordinated policy implementation, adequate funding, and continuous support for female students across all stages of education (Ministry of Education, 2020; UNESCO, 2022).
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