Peer-reviewed international research papers published open-access with EOI assignment and global indexing across engineering, computer science, environmental science, social sciences, and more.
This paper presents a prospective study conducted in Kisangani, Democratic Republic of Congo (DRC), aimed at evaluating the potential profitability and risk levels of a pig farming project planned for the city. It uses, firstly, standard financial investment evaluation criteria, namely net present value (NPV), internal rate of return (IRR), profitability index (PI), and payback period. Secondly, it employs Monte Carlo simulations to assess the potential risk level of the project. The results obtained after analysis show that the proposed project is financially viable. Indeed, its potential NPV, PI, IRR, and PIR are respectively: USD 42,825.63, USD 1.46, USD 17, and 9 years, 4 months, and 4 days. Its potential risk is 30%. This project is therefore feasible.
Key Words: Prospecting, Profitability, Risk, Kisangani, project, livestock, pigs
Adolescent academic stress represents a critical global crisis, yet mental health applications face severe user retention barriers like cognitive passivity and experiential boredom. This study investigates how gamification architectures—specifically daily streaks, behavioral feedback, and digital avatars—sustain youth engagement. Employing a mixed-methods design, the research pairs a peer behavioral survey ($N=10$) with a qualitative UI/UX comparative analysis of Finch and Habitica. Results indicate that while 60% of adolescents lack structured digital wellness habits, 60% exhibit heightened motivation via gamified loops. Conversely, plain interfaces cause a 30% drop-out rate, and forgetfulness hinders 50% of users. Ultimately, integrating psychological rewards grounded in Operant Conditioning and Self-Determination Theory successfully mitigates retention barriers, underscoring the massive potential of Digital Therapeutics for youth.
This research examines the formulation of learning objectives at Salama University of Aru (Democratic Republic of Congo) within the LMD system, which is based on a competency-based approach. Through a content analysis of 15 syllabi (110 objectives) and a questionnaire survey of the 15 teachers involved, the study shows that 68.2% of the objectives reflect a knowledge-based logic (mostly factual recall), whereas only 31.8% are truly competency-oriented. Furthermore, 73.3% of teachers report difficulties in formulating competency-based objectives, mainly due to a lack of training (66.7%) and the absence of disciplinary reference frameworks (46.7%). These findings, discussed in light of Biggs (2003), Tardif (2006), and recent studies in the African context, confirm a significant gap between LMD prescriptions and actual classroom practices. The article discusses the implications of this misalignment for student learning and offers systemic recommendations: mandatory continuing teacher training, participatory development of contextualised competency frameworks, the creation of a pedagogical support unit, and a review of institutional assessment policies.
Keywords : Learning objectives; competencies; LMD system; pedagogical alignment; revised Bloom’s taxonomy.
This study investigates the coherence between learning objectives formulated by teachers and the assessment methods they implement within the LMD (Bachelor-Master-Doctorate) system at Bunia University (Democratic Republic of Congo). While pedagogical alignment constitutes a major theoretical foundation of the competency-based approach (CBA), few empirical studies have systematically measured its effective implementation in Congolese universities. To address this gap, we conducted a systematic analysis of 15 syllabi and their corresponding final examinations, and administered a questionnaire to the 15 course instructors. Three independent judges, previously trained in the use of the revised Bloom's taxonomy, classified each learning objective (knowledge vs. competence) and each assessment task (according to its cognitive complexity level), then evaluated the degree of alignment between objectives and assessments. Results show that 65.5% of objectives follow a knowledge-based logic, whereas only 34.5% reflect a competence-based logic. Moreover, 72.7% of assessment tasks consist of recall questions or multiple choice items, while only 27.3% require complex operations involving integrated resource mobilization. The alignment analysis reveals strong coherence in only 18.2% of cases, weak coherence in 45.4%, and clear incoherence in 36.4%. Over 70% of teachers report significant difficulties, which they attribute mainly to lack of training, large class sizes, and the absence of discipline-specific competency frameworks. These findings confirm our general hypothesis: objectives and assessments are not sufficiently aligned with the principles of competency-based approaches. They highlight the urgent need for structured pedagogical support and a proactive institutional policy for teacher training.
Keywords: Learning objectives; Competency assessment; Pedagogical alignment; LMD system; Bunia University.
Food security remains a major challenge in rural areas of the Democratic Republic of Congo despite abundant natural resources and considerable agricultural potential. This study examines the paradox of abundance and food insecurity in Banalia Territory, Tshopo Province. The objective is to identify the factors explaining the persistence of food insecurity in a highly agricultural area. Data were collected from 400 agricultural households distributed across the territory. Descriptive statistics and multiple linear regression techniques were used to analyze the determinants of household food security. Results indicate that 36.5% of households experience moderate or severe food insecurity. Agricultural productivity, farm income and access to agricultural credit positively influence food security, whereas household size and distance to markets negatively affect it. The study concludes that improving food security in Banalia requires increased productivity, better rural infrastructure and improved market access rather than merely expanding cultivated land.
Keywords: Food security, rural poverty, agricultural productivity, farm income, Banalia, Democratic Republic of Congo.
This study investigated the relationship between the marital conflicts and the psychological distress experienced by partners living in Kisangani. The sample consisted of 300 individuals living in marital relationships, selected through a non-probability convenience sampling technique. Data were collected using a marital conflict questionnaire and the General Health Questionnaire (GHQ-28), which assesses depression, anxiety, psychosomatic symptoms, and social dysfunction. Two main variables were examined: marital conflicts and psychosocial distress. The findings indicate that nearly half of the participants experienced a high level of psychosocial distress. Statistical analyses further revealed a significant association between the marital conflicts and psychosocial distress. These results underscore the importance of preventing marital conflicts and promoting psychological support for couples in order to preserve their mental health and overall well-being.
Mots-clés : conflits, détresse psychologique, Conflits conjugaux, santé mentale.
Keywords: Marital conflicts, psychological distress, couples, mental health.
Environmental governance in the Democratic Republic of Congo (DRC) faces significant challenges, particularly in the province of Tshopo, where vast forest resources play a critical role in global climate regulation. Despite the ecological importance of these forests, local communities remain largely excluded from decision‑making processes that shape conservation and resource management. This exclusion raises pressing questions of representativity and justice, as policies often prioritize national or international agendas over the needs and rights of indigenous and rural populations. Weak governance structures, limited transparency, and persistent socio‑economic inequalities further exacerbate the gap between policy frameworks and community realities. The lack of meaningful participation undermines both the legitimacy and effectiveness of environmental initiatives, while fueling conflicts over land use, resource access, and benefit sharing. This research examines the intersection of environmental governance and community participation in Tshopo, highlighting the implications for climate justice and sustainable forest management. By analyzing public policies, institutional mechanisms, and local experiences, the study seeks to evaluate the extent to which communities are represented in decision‑making bodies and how this affects the outcomes of conservation strategies. Ultimately, the findings aim to contribute to a more inclusive and equitable model of environmental governance in the DRC
Key words : Governance, ecology, resource management, Community participation
The current global warming is distinguished by its rapid pace and predominantly anthropogenic origin, driven by intensified human activities since the Industrial Revolution. Forests, as natural climate regulators, play a crucial role in absorbing carbon dioxide, yet their degradation exacerbates socio-environmental vulnerabilities. Climate justice thus emerges as a global issue, marked by deep inequalities between the Global North and South, as well as internal tensions within major powers. The case of the Tshopo province in the Democratic Republic of Congo concretely illustrates these challenges: exclusion of local communities, weak governance, and persistent obstacles to forest conservation. This research aims to evaluate public policies of climate justice in the province, highlighting their effectiveness and impact on the most vulnerable
key words: Industrial revolution, Climate, challenge, Vulnerability
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