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.
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Latest Article
1. 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.
2. 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).
3. Citizenship Behaviour and Business Sustainability of Small and Medium...
0

Lukman Ojochide Siaka* & Oyede...
Entrepreneurial Studies Department, Veritas University, Abuja
29-44
https://doi.org/10.5281/zenodo.21410838

This study examined the effect of Citizenship Behaviour on Business Sustainability of Small and Medium Enterprises SMEs in Abuja, with Dynamic Capability as a moderating variable. The study focused on four dimensions of business sustainability: financial, environmental, social, and human sustainability. A survey research design was adopted, and data were collected through structured questionnaires administered to SME owners, managers, and employees in Abuja. Out of 300 copies of the questionnaire distributed, 175 valid responses were retrieved and used for analysis. Descriptive statistics and regression analysis were employed to analyze the data and test the hypotheses. The findings revealed that Citizenship Behaviour has a positive and significant effect on the financial dimension of business sustainability. The study also found that Citizenship Behaviour significantly affects the environmental, social, and human dimensions of business sustainability among SMEs in Abuja. These findings suggest that voluntary employee support, cooperation, commitment, responsible resource use, and extra-role behaviour contribute meaningfully to the sustainability of SMEs. Furthermore, the study found that Dynamic Capability partially moderates the relationship between Citizenship Behaviour and Business Sustainability. Specifically, Dynamic Capability significantly moderated the financial, environmental, and social dimensions, but its moderating effect on the human dimension was not significant at the 5% level. The study concluded that Citizenship Behaviour is an important driver of business sustainability among SMEs in Abuja, while Dynamic Capability plays a partial moderating role. The study recommended that SME owners and managers should encourage citizenship behaviour, strengthen adaptive capabilities, promote employee involvement, and support sustainable business practices.
4. Postcolonial Identity and Cultural Hybridity in Namita Gokhale's Ficti...
1

Neha Gaurav* & Dr. Kumkum Ray
Research Scholar, Dept of English, JP University, Chapra
94-96
https://doi.org/10.5281/zenodo.21405879

Namita Gokhale's fiction, spanning four decades from Paro: Dreams of Passion (1984) to Things to Leave Behind (2016), consistently returns to the condition of living between worlds: between English and vernacular idiom, metropolitan modernity and Himalayan tradition, inherited myth and lived experience, colonial history and postcolonial self-fashioning. This paper argues that Gokhale's oeuvre offers a sustained meditation on postcolonial identity as an experience of cultural hybridity rather than of clean rupture or return. Drawing on Homi Bhabha's theorisation of hybridity and the "third space," alongside feminist postcolonial criticism, the paper traces this hybridity across three registers in Gokhale's work: linguistic hybridity, most visible in the Hinglish idiom of Paro and Priya; mythic hybridity, in which ancient narrative is reworked to speak to contemporary anxieties in Shakuntala: The Play of Memory and The Book of Shadows; and historical hybridity, in which the colonial encounter itself becomes the ground on which identity is contested in Things to Leave Behind. Across these registers, Gokhale's women protagonists, Paro, Priya, Rachita, Shakuntala, and Tilottama, are shown to negotiate rather than resolve the contradictions of their inheritance, producing a model of postcolonial Indian identity that is plural, unfinished, and resistant to singular definition.
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