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Research Article
Attitudes and Environmental Awareness of Vehicle Service Technicians in Generating and Disposing of Waste Lubricant Oil in Ghana: Barriers to the Circular Economy
Issue:
Volume 14, Issue 4, August 2026
Pages:
131-139
Received:
4 June 2026
Accepted:
16 June 2026
Published:
17 July 2026
Abstract: Inappropriate handling and disposal of waste lubricant oil (WLO) can lead to detrimental effects on soil and water matrices. Despite the documented economic and energy value of WLO, developing countries have not yet harnessed these opportunities due to a lack of information on quantities generated, perceived value, and infrastructure for collection, reuse, recycling, or disposal. In this study, the quantity of WLO generated and attitudes and environmental awareness of vehicle service technicians (n=329) were assessed in seven regions of Ghana. The mean volume of WLO generated was 35.6 L/shop/week, with southern urban suburbs generating more than their northern counterparts. Most (53%) technicians dispose of WLO by selling it, while 83.3% are aware that inappropriate disposal is detrimental to the environment. However, 10% discarded the WLO into sewers and soil. About two-thirds (63%) of vehicle service technicians are willing to use waste management services to dispose of WLO, but only 33% are willing to pay for such services. The study shows that closing the circular economy loop for the lubricant oil sector will have minimal barriers. Municipal waste management companies should invest in WLO collection infrastructure to help drive the circular economy of synthetic lubricating oils, reduce the fire hazard posed by improper WLO storage, educate technicians to eradicate soil and water contamination from poor waste oil handling and disposal practices, and safeguard ecosystem and human health in developing countries.
Abstract: Inappropriate handling and disposal of waste lubricant oil (WLO) can lead to detrimental effects on soil and water matrices. Despite the documented economic and energy value of WLO, developing countries have not yet harnessed these opportunities due to a lack of information on quantities generated, perceived value, and infrastructure for collection...
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Research Article
Conditions for the Transition from Reflexivity to Projective Action in the Morphogenetic Approach: T0, Chronostructures, and the Problem of Suspended Agency
Marek Wos*
Issue:
Volume 14, Issue 4, August 2026
Pages:
140-148
Received:
11 June 2026
Accepted:
14 July 2026
Published:
28 July 2026
DOI:
10.11648/j.ijsts.20261404.12
Downloads:
Views:
Abstract: This article addresses the problem of the transition from reflexivity (T2) to projective action (T3) within Margaret Archer’s morphogenetic approach. The argument is developed through a retroductive mode of explanation. Empirical evidence concerning young people’s digital activity points to a configuration of suspended agency that cannot be explained with sufficient precision by the classical morphogenetic model alone. As a possible solution, the article proposes the concept of T0, understood as a relational generative mechanism enabling the operational integration and stabilization of axiological orientations in action. T0 does not constitute an additional level within the morphogenetic sequence. Rather, it functions as an explanatory condition that accounts for the transition from reflexivity to relatively stable forms of projective action. The article further develops the concept of chronostructures, understood as temporal conditions that stabilize social practices, and demonstrates their complementarity with T0. While T0 concerns the axiological integration of action, chronostructures provide the temporal conditions necessary for the continuity and sustainability of purposeful agency. The empirical illustration of the problem draws on data from EU Kids Online 2026, reports published by NASK, and findings from the Youth 4.0 project. The analysis demonstrates that suspended agency can be more adequately explained as the outcome of the simultaneous weakening of two complementary conditions: T0, responsible for the axiological integration of action, and chronostructures, responsible for its temporal stabilization. The principal theoretical contribution of the article consists in reconstructing T0 as a retroductively inferred explanatory mechanism complementing Archer's morphogenetic model rather than extending its ontology. The proposed model provides a more adequate explanation why reflexivity and declared values do not necessarily develop into sustained forms of projective action, despite continued access to cultural resources.
Abstract: This article addresses the problem of the transition from reflexivity (T2) to projective action (T3) within Margaret Archer’s morphogenetic approach. The argument is developed through a retroductive mode of explanation. Empirical evidence concerning young people’s digital activity points to a configuration of suspended agency that cannot be explain...
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Research Article
Mapping Learning Strategies to Pragmatic Competence in EFL Learners: A Structural Equation Modeling Approach
Issue:
Volume 14, Issue 4, August 2026
Pages:
149-164
Received:
19 June 2026
Accepted:
6 July 2026
Published:
28 July 2026
DOI:
10.11648/j.ijsts.20261404.13
Downloads:
Views:
Abstract: Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language context. Moreover, the complex interplay of self-regulated learning strategies significantly shapes learners' pragmatic competence. It is worth noting that there is an individual difference in establishing, developing, and maintaining pragmatic competence, akin to the specific strategies language users implement. The present study aims to explore learning strategies for developing and enhancing pragmatic competence through structural equation modeling, investigating the relationships among cognitive, metacognitive, sociocultural, and affective strategies and their impact on learners' ability to produce appropriate requests and apologies. Data from 150 university-level EFL learners revealed a dynamic network of strategic interactions. The study's findings revealed that while cognitive strategies directly support pragmatic competence, their relationship with metacognitive strategies is notably inverse. Furthermore, the management of learning (metacognitive strategies) strongly fosters social strategies, and the awareness of one's emotions (meta-affective strategies) is closely linked to navigating sociocultural contexts. The results underscore that pragmatic development is not a linear process but is mediated by a balanced and self-aware approach to strategy use. This highlights the pedagogical importance of moving beyond isolated strategy instruction to foster learners' overall self-regulation, particularly in managing the affective and social dimensions of communication.
Abstract: Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language context. Moreover, the complex i...
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