Multinational Research Society Publisher

MRS Journal of Arts, Humanities and Literature

Issue-12 (December), Volume-2 2025

1. The Unvarnished Mirror: An Analysis of Social Realism and Social Criti...
8

S. Venkatakrishnaiah*, Prof....
Jawaharlal Nehru Technological University, Anantapur
1-4
https://doi.org/10.5281/zenodo.17785848

Khushwant Singh stands as one of the most distinguished writers in contemporary Indian English fiction, recognized for his profound commitment to social realism and unflinching critique of Indian society. This paper analyzes how Singh employs an unvarnished style, characterized by wit, humor, and candor, to expose the complexities, contradictions, and hypocrisy prevalent in modern India. Focusing on selected novels—including A Train to Pakistan (1956), I Shall Not Hear the Nightingale (1959), Delhi: A Novel (1990), and The Company of Women (1999)—the analysis explores his critique of historical trauma, political corruption, communal tensions, and shifting morality. Singh utilizes literature as a mirror to reflect the painful realities of life, such as the devastation of the Partition, the intricacies of the Sikh ethos, the failure of political leadership, and the candid exploration of human sexuality. Ultimately, Singh’s work is characterized by its powerful blend of satire and deep humanistic concern, ensuring his legacy as a courageous chronicler of modern Indian life.

2. A Comparative Study of Namita Gokhale and Arundhati Roy: Intersecting...
7

J. S. Jehu Raju*, Prof. V.B. C...
Research Scholar in English, Jawaharlal Nehru Technological University
5-8
https://doi.org/10.5281/zenodo.17785894

This research delves into the themes of oppression, gender, and the environment in Arundhati Roy‟s first book, The God of Small Things (1997), and Namita Gokhale‟s historical epic, Things to Leave Behind (2016), in a comparative approach. Using the Ecofeminist framework, this research attempts to show how the exploitation of women and nature, within the postcolonial Indian framework, is interlinked and is a result of a particular form of patriarchy. The research investigates the intersectionality of oppression through the female characters and protagonists, Ammu in Roy‟s novel and Tilottama/Kavita in Gokhale‟s, as they navigate and resist the systems of hierarchy based on gender, class, caste, and traditions. While Roy seeks to explain and critique the social fissures and their numerous ecological implications in a contemporary environment, Gokhale‟s historical writing reflects the growing ability to resist the imposition of liberal feminism at the cross-purpose of culture, the environment, and the gendered social order in the Kumaon region. Both authors address the imposition of patriarchal structures in their narratives and the related need for social and ecological justice.

3. Re-mapping Colonial Violence: A Postcolonial Study of Coetzee’s Life a...
3

Dr. Manohar Dagadu Dugaje*
Professor and Head Dept of English, MVP Samaj’s, Arts, Science and Commerce College Ozar (Mig)
9-12
https://doi.org/10.5281/zenodo.17879881

This paper analyses the novel Life and Times of Michael K by J. M. Coetzee in terms of the postcolonial theory by stating that the novel engages in a deconstructive mapping of the colonial violence in the geographical, narrative, linguistic, and bodily plane. Through the prefiguration of the marginal character of Michael K, a man of mixed race with restricted speech, Coetzee disrupts colonial cartographies, which divide people and places into systems of value and domination. The paper reveals the way in which violence in the novel is not an isolated and less physical act but is structurally embedded in institutions, discourses, and space practices that accrue to colonial rule. Tending to the geography of abandonment of the novel, the instrumentalization of law, the bureaucratic gaze, the subaltern tactics of withdrawal and reclamation, the present paper argues that Coetzee textualizes an ethics of unmapping and refiguration: it does not accept the colonial logics that only subject things can be seen as resources, threats or data. The article uses the postcolonial terms of coloniality of power, biopolitics, archival violence, and the strategies of subaltern speech to demonstrate how the silent and incessant agency of Michael K produces a counter-cartography which cannot be assimilated into nationalist or postcolonial teleologies. In conclusion, the paper recommends Life and times of Michael K as a model of thinking about decolonial memory and justice that is concerned about absence, nonlinearity and the reparative possibilities of dwelling.

4. DEVELOPING SOCIO-CULTURAL COMPETENCIES IN TEACHER TRAINEES: AN APPROAC...
4

Dr. Avi Abner*
Burgas State University “Prof. Dr. Assen Zlatarov”, Republic of Bulgaria
13-16
https://doi.org/10.5281/zenodo.17971500

This study examines the effectiveness of pedagogical animation as an approach for developing socio-cultural competencies among teacher trainees. The experimental research was conducted in a university environment with the participation of forty students enrolled in the part-time Bachelor’s degree programme in Preschool and Primary School Pedagogy at Burgas State University “Prof. Dr. Assen Zlatarov”. The participants, all in their final year of study and preparing for graduation, were divided into an experimental and a control group. The experiment was conducted under the academic supervision and motivational guidance of Assoc. Prof. Dr. Zlatka Dimitrova, whose lectures inspired the students to apply the principles of pedagogical animation in practice. The experimental group was trained through Abner’s three stage model, which integrates social engagement, creative interpretation, and professional cultural realisation. A mixed-method research design was applied, combining observation, structured interviews, and quantitative analysis. The results revealed a significant improvement in the experimental group’s levels of motivation, creativity, cultural sensitivity, empathy, and professional confidence, whereas the control group showed only moderate progress. The findings confirm that pedagogical animation can function as an effective educational technology for fostering socio-cultural awareness, professional growth, and cultural mediation in future teachers. When applied within university training, this approach enables students to recognise the educational potential of cultural heritage as a dynamic resource that connects learning with community, identity, and professional development.

5. Integrating AI into ELT for Improved English Writing in Engineering Ed...
0

Dr P Kiranmai*
Vidya Jyothi Institute of Technology,Aziz Nagar ,Moinabad, Telangana
17-20
https://doi.org/10.5281/zenodo.18075914

Undergraduate engineering students often face persistent challenges in academic and technical English writing both in second language and foreign language domains. Moreover, artificial intelligence (AI) tools for writing, especially from grammar checkers to conversational chat-bots are rapidly refining literacy practices in higher education. This article reviews recent research on the use of AI tools to enhance English writing skills of engineering undergraduates through English Language Teaching (ELT) mode, focusing on tool types, documented learning gains, pedagogical benefits, risks, and best practice guidelines. The review concludes that AI tools can significantly support process-based output in writing, learner autonomy, and personalized feedback.

6. Depiction of Modern Thematic Perceptions in Indian English Poetry Afte...
0

Mr. Abhishek Kumar Singh* , Dr...
Research Scholar Department of EnglishV. K. S. U, Ara, Bihar
21-24
https://doi.org/10.5281/zenodo.18096738

Poetry is the vital-spark of heart- the heart that constitutes a feeling of love for beauty, provokes an excitement for life and awakens an urge to struggle against the odds of life. Indian culture is constructed with the rich fabric of poetry. Indian poetry after independence is loaded with its richness in subject, themes, style, thought, images, colours, shades, setting and beautiful rhythms of modern period. This article highlights the dynamic approaches of modern poets‘ specially after independence towards modern thematic perceptions which is the key of their poetry such as alienation, loneliness, dissatisfaction, disbelief in married life, search of identity, disillusionment, Indianness, Indian culture, boredom, anxieties, bewilderment and allusion of modern life and many more from different dimensions altogether in their renowned works specially in poetry. The themes, thoughts, ideas and their subject matter is quite enough to represent their mental pain, social dissatisfaction and happiness in modern perspective.

7. NEW LIFE FOR THE WASTE – FORMATION SKILLS FOR SUSTAINABLE DEVELOPMENT...
1

Dr. Blaga Dimova*
Burgas State University “Prof. Dr Assen Zlatarov.” Republic of Bulgaria
25-28
https://doi.org/10.5281/zenodo.18104058

The article explores the possibilities for forming competences for sustainable development in preschool education through practical activities based on the reuse and recycling of waste materials. The theoretical framework presents key international and national policies that position education for sustainable development as an essential element of modern pedagogical practice. The results of a practical task implemented with 23 students in the Master's Degree Program in Preschool and Primary School Pedagogy, who created educational toys from waste materials, are presented. The activity allows students to apply the principles of recycling and eco-design, while simultaneously developing professional skills such as planning, creativity, teamwork and pedagogical reflection. Two exemplary student models are analyzed, showing how waste can be transformed into significant educational resources, supporting environmental awareness, social responsibility and sustainable behavior in preschool children. The results confirm that the "new life for the waste" concept is an effective approach for integrating education for sustainable development into the training of future educators.

8. ESTABLISHING THE LEVEL OF DEVELOPMENT OF SOCIOLINGUISTIC COMPETENCIES...
0

Dr. Teodora Valeva*
Burgas State University “Prof. Dr. Assen Zlatarov” Republic of Bulgaria
29-32
https://doi.org/10.5281/zenodo.18104827

The article examines the level of development of sociolinguistic competence among students in the early stage of primary education, as perceived by their teachers. Sociolinguistic competence is conceptualised as a key component of communicative language competence, encompassing students’ ability to use language appropriately in relation to social context, communicative purpose, and cultural norms. Against this theoretical background, the study aims to identify teachers’ professional assessments of students’ sociolinguistic skills in the context of Bulgarian language and literature education. The research is based on an empirical survey conducted among 150 primary school teachers from different educational settings, including metropolitan, urban, and rural schools. Data were collected through a structured questionnaire comprising three sections: an introductory part, a set of Likert-scale items assessing students’ sociolinguistic competencies, and a demographic profile of the respondents. The survey focuses on teachers’ observations of students’ abilities related to language use in literary communication, sentence construction, lexical choice, stylistic awareness, and participation in communicative situations. The findings reveal that teachers recognise purposeful efforts within primary education to support the development of sociolinguistic competence through literary instruction, creative interaction with texts, and communicative classroom practices. At the same time, the results indicate persistent difficulties in students’ ability to adapt linguistic forms to specific communicative contexts, particularly in relation to sentence structure, lexical precision, and pragmatic appropriateness. The study highlights the decisive role of the teacher as a mediator between literary texts, authors, and students, emphasising the importance of authentic communication and pedagogically guided interaction for the formation of sociolinguistic competence. The article contributes empirical evidence to current discussions on communicative and sociolinguistic competence in primary education and offers pedagogical insights relevant to language teaching practices aimed at fostering context-sensitive and meaningful language use among young learners.

9. MORAL VALUES AS A FACTOR IN THE FORMATION OF MORAL UPBRINGING THROUGH...
4

Dr. Avi Abner*
Burgas State University "Prof. Dr. Assen Zlatarov", Republic of Bulgaria
33-36
https://doi.org/10.5281/zenodo.18104316

This study examines dramatization as an educational approach that supports the development of moral understanding in the early years of primary schooling. The research focuses on the relationship between literary narrative, embodied participation and guided pedagogical reflection, showing how these elements create a learning environment in which pupils can engage with moral ideas in a meaningful and emotionally resonant way. The experimental component was carried out in close collaboration with Dr. Teodora Valeva, an acknowledged expert in children’s literature and senior assistant professor, whose original tale and book provided the artistic foundation of the pedagogical model. As the author of numerous works for young readers, she contributed both professional insight and creative authenticity to the development of the initiative. Her narrative framework offered a coherent imaginative world through which pupils encountered situations of moral significance that were accessible, vivid and relevant to their emotional experience. The study involved pupils from “Anton Strashimirov” Primary School in Burgas city who took part in observation, role engagement and discussion related to the moral themes of the tale. The cooperation of their teachers Tsvetelina Dimitrova and Darina Planinska ensured a supportive and authentic environment in which pupils responded openly and thoughtfully. Their participation allowed for the identification of clear shifts in the way children interpreted kindness, responsibility and empathy. Through the process of taking on roles, pupils developed a more precise sense of the motives guiding the characters and a more deliberate understanding of the moral implications of each action. The results of the experimental work confirm that literary experience combined with attentive pedagogical guidance strengthens the capacity for moral reasoning and contributes to the formation of early value orientation. Dramatization emerges as an approach that invites pupils to explore the meaning of human behaviour and to relate the observed patterns to their own moral choices. It links the aesthetic and emotional aspects of literary engagement with the cultivation of moral sensibility and demonstrates the potential for a productive partnership between higher education and the school community. The project reveals substantial opportunities for further development of dramatization within educational practice and in the preparation of future teachers, since artistic and narrative forms continue to show their ability to foster moral awareness through genuine personal involvement.

10. An Analytical Study of the Impact of Artificial Intelligence–Based Edu...
1

Dr. Jyoti M. Patil*
Academic Coordinator, Yashwantrao Chavan Maharashtra Open University, Nashik
37-40
https://doi.org/10.5281/zenodo.18159155

Artificial Intelligence (AI) has become one of the most revolutionary in the modern education. The intelligent tutoring systems, adaptive learning systems, automated assessment systems and virtual assistants comprising AI-based educational tools have started to fundamentally transform the teaching-learning process. This research paper critically examines the complex effects of these AI-based tools on the pedagogical processes, learning experience, the role of the teacher, student learning, and educational planning in an institution. The analysis is a synthesis of current theoretical ideas, empirical and case studies to determine the role of AI in individualized learning, immediate feedback, and enhanced access to resources and also presents issues of ethical concerns, digital gaps, practitioner preparedness and data privacy. It investigates how introduction of AI may affect learner autonomy and self-regulated learning, and teacher professional identity and workload. The paper finds that even though AI-based learning resources could represent an essential change to make the educational process more efficient and effective, their maximum use should be controlled by careful planning of policies, teacher training, and ethical leadership to make education fair, inclusive, and quality-assured.





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