Neema Amani’s scientific contributions

In an era of rapid globalization, the notion of cultural identity has become increasingly complex and dynamic. This paper examines how cultural identity is formed, preserved, and challenged within multicultural societies, addressing historical developments, the role of language, cultural practices, globalization's impact, and the intricate processes of identity formation in youth. While globalization fosters cross-cultural exchanges, it simultaneously threatens indigenous cultures and promotes homogenization. Additionally, the paper examines the mental health implications of fragmented cultural identities and the pivotal role education plays in promoting genuine intercultural understanding. By critically engaging with historical, social, and psychological dimensions, this study argues for a nuanced approach to cultural identity one that balances the need for global integration with the preservation of cultural diversity and personal belonging.

The interplay between accountability and autonomy in education presents an ongoing challenge for policymakers, educators, and stakeholders. While accountability mechanisms are crucial in ensuring quality education, they often impose rigid constraints that may hinder teacher autonomy and innovation. This paper examines the complexities of this relationship, examining historical, theoretical, and practical dimensions of accountability and autonomy in education. It analyzes global case studies that illustrate diverse approaches to balancing these two elements, emphasizing the impact on student outcomes and institutional effectiveness. By exploring emerging trends and policy implications, this paper proposes strategies to foster a balanced educational environment where accountability safeguards quality without undermining professional autonomy. INTRODUCTION In the age of swift educational and technological advancements, the need to provoke thoughtful discussion on how and in what ways accountability and autonomy intersect within educational frameworks has never been greater. In many ways, these elements are placed in tension with each other within the context of contemporary educational reforms, which has resulted in several complexities and challenges for educators, students, and broader educational stakeholders alike. This paper seeks to explore these complexities in greater detail, with an overarching focus to promote greater clarity and understanding regarding how accountability and autonomy can be made to coexist in educational systems constructively and in the best interests of students' educational outcomes. This paper is not of the view that these two concepts are mutually exclusive. On the contrary, it will be argued that simple frameworks of cause and effect do not sufficiently account for the much more complex interrelations between how educators engage with students and the contexts in which they do so. Both accountability and autonomy must go hand in hand to ensure that effective educational outcomes are achieved; however, no existing interpretation of this relationship currently understands this in a satisfactorily nuanced or complex way. The paper will put forth several proposals, outlining a more advanced framework through which these two key drivers of educational systems might better understand how to foster and develop educational autonomy while simultaneously adhering to broader social and educational accountabilities. At the core of this analysis will be an exploration of the role technology might have to play in the furtherance of the educational objectives of both educators and students alike [1, 2]. The Concept of Accountability in Education This remarkable and insightful volume brings together an extensive collection of well-handled scholarly papers that thoroughly explore various dimensions of accountability in many diverse educational settings. Through this comprehensive examination, a clear and compelling vision of the nuanced and multifaceted nature of accountability emerges, allowing for a deeper understanding of its impact. Aided significantly by a very broad and catholic bibliography on the topic, the knowledgeable authors delve into not only how accountability can be effectively applied in a research mode to value educational effectiveness in various contexts but also how it is practically played out in many different international educational settings.

The intricate relationship between philosophy, art, and health has gained increasing attention in academic and clinical discourse, but the role of philosophy in enriching this understanding remains underexplored. This paper investigates how philosophical inquiry deepens our appreciation of the ways art and health intersect, historically and contemporaneously. By reviewing foundational aesthetics, existential and normative views of health, and the potential therapeutic functions of art, it highlights the nuanced interplay between these domains. The exploration includes philosophical perspectives on beauty and the mind-body connection, framing art not only as a medium of expression but as a vehicle for health and well-being. Ultimately, the paper asserts that philosophy offers valuable insights for interpreting the transformative role of art in health contexts, emphasizing the integration of creative practices into health promotion and therapeutic settings.