THE JOURNAL OF DEVELOPMENT STUDIES

How Development Stands Apart across Regions: Evidence from Asia, Africa, and Latin America

Emil Baghirli — 2026-01-13

This study investigates the persistence of regional inequalities in global economic development by comparing Asia, Latin America, and Sub-Saharan Africa over the period 1995–2020. While globalization theory predicts income convergence across countries, empirical patterns reveal sharply divergent regional trajectories. Using an unbalanced panel of 31 countries and drawing on data from the World Bank, Penn World Table, Barro-Lee, and Worldwide Governance Indicators, the paper examines how trade openness, human capital, and institutional quality shape per capita income dynamics. The empirical strategy combines descriptive analysis,
panel unit-root and cointegration tests, regional inequality measures (coefficient of variation and Theil index), fixed-effects regressions, and a panel error-correction framework.
The results show evidence of convergence in Asia, stagnation in Latin America, and increasing divergence in Sub-Saharan Africa. Regression estimates indicate that trade openness contributes positively to income growth only when supported by adequate human capital and strong institutions, highlighting the conditional nature of globalization’s benefits. Inequality regressions further suggest that improvements in education and governance reduce regional disparities, while openness alone does not.
Overall, the findings emphasize that reducing global and regional inequalities requires a coordinated development strategy that links external economic integration with sustained investments in human capital and institutional capacity.

Discourse Analysis: Economic Framing of the Migration-Development Nexus against Developmental Practice in Low-Income States

Vano Sesitashvili — 2026-01-14

Migration has increasingly been framed as a driver of development in low-income countries, particularly through its economic contributions such as remittances. Although this perspective has gained prominence in international policy discourse, it often oversimplifies the complex relationship between migration and development and overlooks important social and political dimensions.
This article provides a qualitative discourse analysis of how international organizations, especially the IMF and World Bank, portrayed migration between 1990 and 2010. The study examines the dominant economic framing of migration, identifies the neoliberal assumptions embedded in global migration governance, and contrasts these narratives with empirical evidence from India, Mexico, and Cape Verde.
The findings show that remittance-led development produces household-level benefits but rarely results in long-term structural transformation and can deepen social inequalities and vulnerabilities. The article contributes to ongoing debates by demonstrating how economic framings obscure the broader consequences of migration and reinforce power asymmetries between the Global North and South.
The study concludes that effective migration governance must move beyond narrow economic indicators and incorporate social protection, labour rights, and investments in local development capacities.

Environmental Protection: An Important Contemporary Challenge (Case of the European Parliament)

Manana Darchashvili — 2026-01-14

difficulties and anticipated threats – has become a major challenge for both individual states and the international community due to its fundamentally universal nature. The need for collective responsibility and the involvement of every country has become evident, making the study of this issue particularly relevant.
Because of its broad societal importance, the topic has a general public character: the realities we face and the challenges ahead can only be addressed through unified, global cooperation. The widespread appeal of shared environmental ideals is confirmed by
the activities of the European Greens, who have established themselves as a significant force in contemporary European politics.
The aim of the paper is to study the challenges surrounding environmental issues, and to analyse the main activities and objectives of the Greens/EFA (European Free Alliance) parliamentary group in the European Parliament, based on existing official documents and secondary sources.
The hypothesis of the work is formulated as follows: the environmental concerns of the European Greens and their corresponding actions remain highly relevant for civil society, especially in light of the current reality (political processes in Ukraine and the Gaza Strip, migration pressures, difficulties caused by the war, etc.), which has led to the activation of security and social issues.
This topic also has important practical implications, as many researchers emphasize the need to strengthen environmental protection internationally and frequently criticize the insufficient attention given to environmental issues on political agendas.
The work is presented with a qualitative analysis of primary and secondary sources.

Fostering Resilience and Innovation in Island Communities – Identifying Systemic Challenges and Opportunities

Gunnar Andersson — 2026-01-14

This paper explores how stakeholders in island communities perceive and address systemic challenges to resilience and innovation in the context of the green transition and broader societal change. Drawing on insights from the Interreg FREIIA project – a multi-country, participatory initiative across six European islands—this study employs a design thinking framework and grounded theory methodology to explore how local stakeholders perceive and respond to development challenges, highlighting the
voices and lived experiences of island residents and aiming to understand the realities on the ground and the multidimensional conditions shaping resilience and innovation in their communities.
The findings highlight recurring development challenges, including youth outmigration, housing shortages, seasonal economic dependency, and limited institutional capacity.
The paper argues that sustainable development in island contexts requires participatory governance, inclusive innovation ecosystems, and place-based strategies that reflect local realities. By situating island development within broader debates on peripheralization, productive capabilities, and participatory transformation, the study contributes to the literature on systemic development in island communities

Understanding Faculty Perspectives on Research Internationalization in Georgian Universities

Giorgi Tavadze — 2026-01-14

This paper explores how academic staff at Georgian universities perceive and engage with the internationalization of research, drawing on 32 in depth interviews with faculty across 16 institutions. The study revealed respondents’ views on internationalization, along with their attitudes toward the factors that enable or hinder research internationalization, and the contexts in which they operate. Key enabling factors identified include personal motivation, early international experience (“prior internationalization”), supportive supervisors, institutional funding mechanisms, and access to external grants. Respondents also highlighted the importance of long-standing collaborations and departmental traditions of internationalization, particularly in the natural sciences.
The study also reveals significant barriers at the individual (e.g., lack of English proficiency, caregiving responsibilities disproportionately affecting women, lack of experience), institutional (e.g., low salaries, inadequate
funding, administrative overload), national (e.g., formalistic policies, economic challenges), and international (e.g., stereotypes about the region) levels. Contrasting notions of “selective” and “formal” internationalization also emerged. While the former refers to efforts to collaborate with well-established academics or institutions, the latter describes practices of internationalization that do not genuinely enhance research quality.
The concept of “internationalization as burden” is also linked to the latter, capturing the negative perception of internationalization among faculty who, due to a combination of individual and structural constraints, are unable to engage meaningfully in international research collaboration. Overall, the findings underscore that while there is a normative commitment to internationalization exists in Georgian higher education, meaningful implementation requires increased funding and targeted capacity-building. Without such measures, internationalization risks remaining a formal exercise rather than a transformative academic practice.

Artificial Intelligence Use, Pedagogical Shifts, Benefits, and Challenges in ELT across Georgian Higher Education

Shorena Gogiashvili — 2026-01-14

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has motivated transformative shifts in pedagogical paradigms globally, including in the context of Georgian higher education. This study explores the integration of artificial intelligence (AI) tools into English Language Teaching (ELT) across higher education institutions in Georgia, focusing on pedagogical shifts, perceived benefits, and challenges in implementation. The study specifically examines instructors teaching General English, providing insights into classroom practices, lesson planning, and student engagement.
Applying a quantitative descriptive research design with exploratory elements, data were collected via a structured online survey completed by 105 English language instructors from multiple higher education institutions (nine HEIs) in Georgia. The findings reveal that AI integration is already widespread, with tools such as ChatGPT, Quizlet, and Quizizz commonly employed for lesson planning, gamified instruction, and enhancing student engagement. Enhanced vocabulary learning, improved writing support, and
increased student engagement are the most frequently reported benefits. However, several challenges persist, notably insufficient teacher training (53.3%), limited access to infrastructure (28.6%), concerns over AI reliability, and difficulty adapting AI-generated content to curricular goals. Despite the fact that over half of the instructors reported using AI to design more interactive lessons, a significant number still demonstrated limited strategic alignment between pedagogy and AI application. This study contributes to the growing body of research on AI in ELT by providing insights specific to the Georgian higher education context, including
local challenges, infrastructure limitations, and instructor practices. It also highlights the urgent need for targeted professional development and in stitutional support to fully harness AI’s pedagogical potential.

Exploring Simulation Pedagogy in Higher Education: A Narrative Review

Tariel Elashvili — 2026-01-14

Interactive learning methods, particularly business simulations, have become increasingly prominent in higher education as they enable students to apply theoretical knowledge to practical, decision-making contexts. However, the effectiveness of simulations largely depends on the pedagogical approaches adopted by instructors. This study aims to identify and analyze different mentoring approaches in which instructors play active roles in simulation-based learning environments.
The research employs a narrative literature review across multiple academic databases, including Scopus, ERIC, and Google Scholar, using structured search criteria. Approximately 400 studies were initially identified, of which 65 met the inclusion criteria following full-text evaluation. A thematic synthesis was conducted to organize the findings and identify distinct pedagogical approaches.
The analysis reveals three primary mentoring approaches: (1) Directive Mentoring, characterized by structured guidance and clear instructional frameworks; (2) Reflective Mentoring, which emphasizes student self-analysis through guided questioning and the integration of theory and practice; and (3) Engagement Mentoring, a student-centered approach that incorporates gamification elements such as rewards, and leaderboards to enhance motivation and participation.
Each approach demonstrates unique strengths and limitations. Directive mentoring provides structure, particularly for students needing guidance.
Reflective mentoring enhances independence and critical thinking. Engagement mentoring increases motivation while addressing autonomy, competence, and relatedness needs. Effectiveness is context-dependent, influenced by class size, demographics, resources, and learning objectives.
No single approach is universally superior, emphasizing situational pedagogical decision-making and potential benefits from integrated strategies. Findings offer practical guidance for educators and a foundation for future empirical research on simulation-based learning in higher education.

Service-Learning for Sustainable Development: Сase-Study Evidence from War Conditions

Myroslava Chekh — 2026-01-14

Higher education plays a crucial role in advancing sustainable development, particularly under wartime conditions. At the same time, the challenges posed by war have acted as a catalyst, prompting both teachers and students to actively engage in service learning within the educational process. As awareness, student values, and social responsibility shift, universities are increasingly focused on designing impactful courses centered on sustainable community development and social enterprise. To support
this transition, it is imperative to encourage the adoption of methodologies that adhere to sustainability principles.
This article provides a theoretical analysis and examines practical cases that highlight the attributes positioning service learning as an effective strategy for promoting education for sustainable development. The pedagogical framework of service learning is explored and linked to sustainability principles within the university context.
Particular attention is given to the features of introducing and implementing service-learning projects during wartime in Ukraine and integrating them into education for sustainable development in higher education using a systemic approach. The results obtained confirm that the service-learning approach effectively implements all six principles of sustainable development in higher education under wartime conditions.

The Attitudes of Georgian Youth towards Mental Health

Natalia Mchedlishvili — 2026-01-14

Mental health problems are widespread among youth worldwide, including in Georgia. This qualitative study explored how Georgian university students (aged 18–24) define mental health, what supports their well-being, and which factors hinder it. Using semi-structured in-depth interviews with 25 participants from multiple Georgian universities, data were analyzed through thematic analysis. The research revealed that Georgian youth describe mental health as including a feeling of peace and well-being. In their opinion, hindering factors for mental health include psychological trauma, the loss of a loved one, and social and economic factors. On the other hand, contributing factors for maintaining good mental health include physical activity, positive communication with others (friends and loved ones), listening to music, and traveling.
Research participants noted that the use of drugs and psychotropic substances has a mostly negative impact on mental health. They also emphasized that moderate use of the Internet and social networks is necessary for maintaining mental health. The findings underline the need for improved, accessible mental health services and prevention programs targeting Georgian youth