Multinational Research Society Publisher

MRS Journal of Multidisciplinary Research and Studies

Issue-11(November), Volume-2 2025

1. Strategic Outcomes to Food Security Challenges in Dryland Areas: Trans...
11

Ekiru Francis Anno*
Unicaf University (UUM), School of Doctoral Studies, Lilongwe, Malawi
1-8
https://doi.org/10.5281/zenodo.17529575

In the majority of Kenya's arid regions, the predominant agricultural practice is subsistence farming. This study sought to examine the obstacles impeding the achievement of sustainable food security in arid regions by exploring potential strategies for advancing commercial agriculture. The study aimed to (i) examine opportunities for transforming subsistence agriculture in drylands, (ii) identify obstacles encumbering stakeholder efforts to achieve commercial agriculture in these regions, and (iii) ascertain strategic solutions for enhancing agricultural production, diversity, and capitalising on existing markets. The study was conducted in Turkana with reference to Marsabit, Samburu, and West Pokot counties in Kenya. It included 200 enterprising farmers and 40 government and development partners, picked randomly and purposely, respectively. The research employed a survey design utilising semi-structured questionnaires as the instruments for data collection. The study findings indicate that the subsistence nature of crop and livestock farming, inadequate research and technology, the absence of centralised meteorological and early warning systems, inefficient market development and access, and weak relationships between supply and demand in agricultural market systems are pivotal factors obstructing the transition of agriculture in drylands from a traditional economy to market-orientated systems. The study recommends educating local residents on the drawbacks of subsistence farming and offering alternatives for transitioning to commercial agriculture. It also advocates for the development of research and knowledge frameworks to incentivise local farmers, entrepreneurs, and policy organisations to commercialise crop and livestock farming, as well as encouraging all agricultural stakeholders to engage with Early Warning Systems and facilitate their coordination. Furthermore, dryland agroecologies must be enhanced to optimise available production resources through innovative agricultural practices and to improve farmers' market access by ensuring quality, quantity, efficient agribusiness frameworks, competitive product pricing, and consistent stakeholder engagement. The study suggests that anticipatory actions and durable solutions are prospective areas for future research to leverage and up-scale agriculture in the arid regions of Kenya.

2. TYPES OF COMPETENCIES IN THE CONTEXT OF TEACHING BULGARIAN LANGUAGE AN...
0

Dr. Teodora Valeva*
Burgas State University "Prof. Dr. Assen Zlatarov", Bulgaria
9-12
https://doi.org/10.5281/zenodo.17538780

The report addresses the issue of the place and essential role of different types of competencies in the context of teaching Bulgarian language and literature at the primary stage of basic education. The exposition presents various theories regarding language acquisition and examines different types of competencies, with attention paid to the key ones. It emphasizes that competencies are also linked to a person's behavior - not isolated knowledge or skills in themselves, but those that are adequate for specific learning situations and necessary for achieving high results in particular educational activities or in a specific professional role. In this sense, the formation of competencies is related both to the accumulation of knowledge and to the development of certain skills and abilities in a person from early childhood, with a pursuit of knowledge and continuous personal improvement in a spiritual sense.

3. THEORY OF UPBRINGING AND THE DEVELOPMENT OF ABSTRACT THINKING AND LOGI...
1

Dr. Avi Abner*
Burgas State University "Prof. Dr. Assen Zlatarov", Republic of Bulgaria
13-17
https://doi.org/10.5281/zenodo.17541442

Intellectual upbringing in primary education is a leading factor in the development of logical thinking, cognitive independence and the capacity for critical engagement with information in the contemporary social environment. It cultivates the ability to evaluate the truthfulness of knowledge and to substantiate one’s choices, which is a crucial prerequisite for successful adaptation and active citizenship in later stages of life. This article presents the authorial pedagogical model “SIMLA” developed by Dr. Abner, which systematises intellectual development into five consecutive stages: sensory-active, imagery-based, mental-symbolic, argumentation and reflection, and real-life application. The model draws on contemporary concepts of cognitive development and proposes a comprehensive approach for fostering thinking strategies through structured educational activity. The practical component of the study was implemented with the support of art pedagogue expert Teodora Dimitrova, whose professional contribution ensured optimal conditions for the application of the model through active interaction and creative scaffolding of cognitive processes. Forty students took part in the experiment, divided into a control and an experimental group. A pre- and post-test assessment measured the development of logical reasoning, cognitive control and argumentation skills. The results indicated a statistically significant improvement in the experimental group, demonstrating the effectiveness of the model in establishing sustainable cognitive competencies. The research confirmed that intellectual upbringing must be intentionally and strategically organised in order to become an essential element of the educational process in primary school. The SIMLA model offers a compelling pedagogical mechanism for the advancement of logical coherence, self-regulation and the ability to think on a reasoned basis - qualities indispensable for every individual in modern society.

4. Optimizing Tree Selection for Agroforestry in Jaipur: A Multifunctiona...
4

Kamal Murtala farouq*, Hafsat...
Department of Agricultural Technology, Audu Bako College of Agriculture Dambatta, Kano State, Nigeria and Department of Agriculture, Vivekananda Global University Jaipur, Rajasthan, India
18-25
https://doi.org/10.5281/zenodo.17547555

Agroforestry integrates trees and shrubs into agricultural landscapes, offering ecological stability, enhanced soil health, and diversified farmer incomes. In Jaipur’s semi-arid regions, this practice addresses challenges like water scarcity and soil degradation. This study aims to optimize tree selection for agroforestry by evaluating the growth, economic viability, carbon sequestration potential, and soil nutrient enhancement of five tree species: Azadirachta indica (Neem), Prosopis cineraria (Khejri), Acacia nilotica (Babool), Dalbergia sissoo (Shisham), and Moringa oleifera (Drumstick). Field trials were conducted across three sites representing varied agro-climatic conditions. Parameters such as survival rate, height, diameter at breast height (DBH), canopy development, biomass production, and economic returns were measured. Neem and Khejri exhibited superior growth, high biomass yields, and economic benefits. Neem had the highest aboveground biomass (16.5 tons/ha) and substantial carbon sequestration (7.5 tons/ha). Both species significantly improved soil nutrients, enhancing soil organic carbon and nitrogen levels. Conclusively, Neem and Khejri emerge as optimal choices for agroforestry in Jaipur due to their robust performance and multifunctional benefits, providing a model for sustainable land management in similar semi-arid regions.

5. Micronutrients Composition Of A Formulated Plant-based Ready-to-use Su...
11

Eseosa C. Adeyinka, J. M. Bunz...
One Health Institute, Usman Danfodiyo University, Sokoto
26-29
https://doi.org/10.5281/zenodo.17668768

The efficacy of Ready-to-Use Supplementary Foods (RUSF) depends critically on adequate micronutrient bioavailability and consumer acceptability, presenting particular challenges for plant-based formulations. This study comprehensively evaluated the micronutrient composition of a novel plant-based RUSF cookie formulated from indigenous Nigerian ingredients. Two cookie formulations (FPP A for MAM/convalescence; FPP B for general health) were analyzed for vitamin content using HPLC, spectrophotometric methods, and mineral content using Atomic Absorption Spectrophotometry. FPP A demonstrated exceptional mineral content in phosphorus (752.66 ± 1.11 mg/100kcal), potassium (1320.79 ± 0.18 mg/100kcal), and magnesium (213.71 ± 0.68 mg/100kcal), significantly exceeding RUSF standards (p<0.05). However, iron (11.38 ± 0.09 mg/100kcal) and zinc (10.09 ± 0.12 mg/100kcal) contents were slightly below standards. Vitamin analysis revealed adequate levels of thiamine (1.45 ± 0.02 mg/100g), pyridoxine (2.53 ± 0.02 mg/100g), folate (343.41 ± 1.22 mg/100g), vitamins D and E, but significant deficiencies in vitamins A (343.81 ± 0.48 μg/100g), B2 (1.52 ± 0.02 mg/100g), B3 (10.57 ± 0.08 mg/100g), and C (57.83 ± 0.22 mg/100g). The plant-based RUSF cookie demonstrates excellent mineral bioavailability potential and good B-vitamin content but requires strategic fortification to address iron, zinc, and specific vitamin deficiencies.

6. PROXIMATE EVALUATION OF A NUTRITIOUS SNACK FORMULATED FOR ADOLESCENTS...
6

Oluwatoyin M. Jegede*, Oluwase...
Department of Biochemistry, Bingham University, Karu, Nasarawa, Nigeria
30-35
https://doi.org/10.5281/zenodo.17658851

Adolescence is a critical period of rapid growth with high nutritional demands, yet it is often marked by poor dietary habits, including the consumption of energy-dense, nutrient-poor snacks. This contributes to the burden of malnutrition. Leveraging snacking behaviour presents a strategic opportunity to improve adolescent nutrition through fortified, convenient food alternatives. This study aimed to develop and conduct a proximate evaluation of a nutritious snack formulated for adolescents using a blend of Bambara groundnuts, soybeans, chia seeds, and dates to enhance its nutritional profile. An experimental research design was employed. The raw ingredients were processed into flour (soybean, Bambara nut), syrup (dates), and a gel (chia seeds) and combined into three different snack formulations. The proximate composition (moisture, ash, crude lipid, crude protein, crude fibre, and carbohydrates) of the raw ingredients, processed ingredients, and final snack products was determined using standard AOAC methods and compared against a control cookie. The analysis revealed that the individual ingredients possessed distinct and complementary nutritional profiles. Soybean was a protein powerhouse (40.10%), chia seeds were rich in lipids (21.92%) and fibre (21.39%), and Bambara nut flour was high in carbohydrates (68.47%). The formulated snacks showed a significant nutritional enhancement over the control. Specifically, they exhibited a marked increase in protein (up to 24.84% in Sample C vs. 3.79% in control), dietary fibre (up to 2.59% vs. 0.89%), and ash (mineral) content (≈3.10% vs. 1.55%), alongside a reduction in carbohydrate content. Moisture and lipid levels remained comparable to the control, indicating no adverse effects on product stability and texture. The study successfully demonstrates that the strategic formulation of snacks using Bambara groundnut, soybean, chia seed, and date can yield a nutrient-dense product significantly superior to conventional options. This snack has high potential to address specific nutrient gaps and combat the triple burden of malnutrition among adolescents by providing a convenient source of high-quality protein, fibre, and essential minerals.

7. PRACTICAL APPROACHES TO INTRODUCING PROSE WORKS IN PRESCHOOL EDUCATION
1

Dr. Teodora Valeva*
Burgas State University “Prof. d-r Assen Zlatarov
36-39
https://doi.org/10.5281/zenodo.17656672

The COVID-19 pandemic has not only been a health crisis but also a turning point that deepened debates on justice and inequality at the global level. One of the most critical phases of the pandemic-the development and distribution of vaccines-brought the concept of “vaccine nationalism” to the forefront. Vaccine nationalism is defined as states prioritizing limited vaccine supplies for their own citizens, engaging in large-scale stockpiling, and relegating international solidarity to a secondary position (Fidler, 2021). This situation particularly restricted access to vaccines for low- and middle-income countries and made inequalities in global health more visible. Although global mechanisms such as the World Health Organization (WHO) and COVAX undertook significant initiatives with the aim of ensuring equitable vaccine distribution, the economic and political priorities of powerful states often limited the effectiveness of these mechanisms (Eccleston-Turner & Upton, 2021). Thus, the pandemic emerged as an arena where the preservation of the “global common good” and the pursuit of national interests clashed within international relations. This article examines vaccine nationalism in the context of global inequality and discusses its consequences in terms of both international cooperation and health diplomacy. While highlighting the unequal effects of the pandemic, the study also explores how the concept of justice in global health has been redefined in the international system. The findings demonstrate that vaccine nationalism is not merely a short-term crisis management preference but a phenomenon that reproduces permanent injustices within the global order.

8. DIFFERENCES BETWEEN TRADITIONAL EDUCATION AND COMPETENCЕORIENTED EDUCA...
3

Dr. Blaga Dimova*
Burgas State University “Prof. D-r Assen Zlatarov.” Republic of Bulgaria
40-43
https://doi.org/10.5281/zenodo.17656721

The study explores the differences between traditional education (TE) and competence-oriented education (COE) from the perspective of students enrolled in pedagogical disciplines at Burgas State University “Prof. Dr. Assen Zlatarov.” In the context of Bulgarian educational modernization, COE is increasingly recognized as a dynamic alternative to the static and authoritarian methods of TE. The research employs a qualitative survey with open-ended questions, allowing 32 students from preschool and primary school pedagogy programs to freely express their opinions after completing the course “Development of scientific and social competences.” The findings reveal that TE is perceived as centralized, theoretical, and focused on rote memorization, with limited practical application, weak dialogue, and low motivation. In contrast, COE is associated with flexibility, active participation, critical thinking, project-based learning, and the acquisition of lasting skills relevant to real-life situations. Students emphasize the role of the teacher as a facilitator who encourages collaboration, dialogue, and creativity. Criticisms of the current Bulgarian system include excessive theoretical training, outdated methods, lack of digitalization, insufficient attention to mental health, and an overloaded schedule that negatively affects motivation and well-being. The study concludes that a systemic transformation is necessary, shifting from formal, authoritarian practices toward a competence-oriented model that ensures sustainable development, higher motivation, and better preparation of young people for professional and civic life.

9. THE PRINCIPLE OF HUMANITY AND TOLERANCE IN MODERN THEORY OF UPBRINGING...
2

Dr. Avi Abner*
Burgas State University "Prof. Dr. Assen Zlatarov", Republic of Bulgaria
44-47
https://doi.org/10.5281/zenodo.17657082

This study presents the results of implementing an educational model grounded in the principle of humanity and tolerance, aimed at fostering the development of socially responsible attitudes in primary school pupils through a creative pedagogical approach. The research was conducted with pupils from the 3rd and 4th grades, divided into experimental and control groups. The practical component was carried out with the active participation of art therapist Petya Darakova in a non-formal educational setting that encouraged free creative expression and meaningful dialogue. The programme comprised four pedagogical modules: drawing and personal visual expression, creating story templates, storytelling and dramatisation, and collective interpretation through the creation of a picture with stones. The main goal was to cultivate attitudes of respect for diversity, empathy, and cooperation among the pupils. Analysis of the results indicated a clearly observable positive shift in empathy, tolerance, and social responsibility among the pupils who participated in the programme, while the control group maintained comparable levels of these attitudes throughout. The conclusions drawn from the study confirm that the proposed model is an effective tool for developing value-based attitudes of humanity and tolerance through experiential learning and art-based activities. It provides a practical contribution to contemporary inclusive education strategies by promoting interpersonal understanding and a culture of peaceful coexistence among primary school pupils.

10. Nurses Knowledge and Attitude regarding gender dysphoria patients in I...
16

Zeinab A Ibrahem*, Zakia Abdel...
National service- Department of Psychiatric and Mental Health Nursing And Faculty of Nursing Sciences, Khartoum University (Sudan)
48-53
https://doi.org/10.5281/zenodo.17668076

Background: Gender dysphoria refers to the distress accompany the incongruence between one's experienced or expressed gender and the feeling of discomfort or distress that might occur in people whose gender identity differs from their sex assigned at birth or sex-related physical characteristics; it is a revision of gender identity disorder. This revision was made in support of tarn’s individuals seeking treatment or care options such as counselling, hormone treatments, gender confirmation surgery, and/or a legal name and gender change. The aim of this study was to assess nurse’s knowledge and attitude regarding gender dysphoria patients. Subjects and Methods: Descriptive cross – sectional hospital base study design, was carried out, sample size taken was 100 nurses, the sampling technique was total coverage to all nurses working at Ibn Sina hospital, Inclusion criteria, nurses working at Ibn Sina hospital their age (20 -60) year old Data was collected by structured Self- administered questionnaire, which consist of 3 parts, sociodemographic data, nurses knowledge about gender dysphoria, and their attitude towards gender dysphoria patients, Data analysis done using statistical package for social science version 20, descriptive statistic as well as chi-square test were done for association. Results: Demographic Characteristics 65% of participants aged 20–29, 17% 30–39, 18% 40–49 consecutively. females were 91% and 9% were male. Educational qualifications; 80% held a Bachelor's degree, 19% held a Master's degree and 1% held a PhD. Years of Experience; 68% had 1–5 years of experience, 8% had 6–10 years, and 24% had 11–15 years. Knowledge regarding gender dysphoria general understanding; 86% recognized gender dysphoria as an asexual behaviour disorder, 93% understood it as persistent distress with one’s gender identity, 74% knew it involves identifying with the opposite sex. Treatment knowledge;83% believed gender dysphoria can be treated with therapy, 72% supported the use of hormone therapy, 89% recognized patients might exhibit opposite sex behaviour, 83% believed males may dress/behave like women, 82% believed females may dress/behave like men, 87% stated patients may try to hide secondary sexual characteristics. Nurses’ attitudes toward gender dysphoria Patients; 74% strongly agreed that nurses must accept the patient, reduce anxiety, and provide appropriate care. Community participation and family Involvement; 74% strongly agreed that nurses must involve families and develop community participation. Conclusion and Recommendations: The majority of nurses demonstrated a good level of knowledge regarding gender dysphoria, including its causes, symptoms, and treatment options. Most participants also showed a positive and professional attitude toward patients, emphasizing acceptance, non-judgment, and inclusive care practices. However, a minority of responses indicate a need for further education to ensure consistent and comprehensive understanding among Nurses.

11. Technology and People with Special Needs – Research Sections
3

Dr. Hamood Mohammed Hamed Alha...
Ph.D. in Curriculum and Instruction (Educational Technology) AndSenior Information Systems Specialist – Ministry of Education
54-55
https://doi.org/10.5281/zenodo.17707337

This paper examines the role of technology in supporting people with special needs and ensuring their equal participation in education and society. With the rapid expansion of digital tools, access to technology has become a fundamental right that enables individuals to communicate, learn, and work effectively. The study highlights the efforts of the Sultanate of Oman and similar Arab countries in promoting digital accessibility by providing technological resources tailored to various disabilities. It also discusses the importance of inclusive classrooms, adaptive educational tools, and workplace technologies that empower people with special needs. The paper concludes by emphasizing the necessity of continuous development of educational and institutional technologies to enhance inclusion and independence for this social group.





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