Journal of Advanced Research in Humanities and Social Sciences

Navigating the 2026 Regulatory Turn: A Framework for Responsible Innovation and Human-Centric Ethical Accountability in Agentic AI

2026-05-20T09:17:41+00:00

As of the beginning of 2026, the global technology environment is at a critical regulatory juncture where mandatory legal frameworks are replacing voluntary ethical guidelines. Rights-based, riskclassification approaches to artificial intelligence are now enforced by instruments like the European Union AI Act and emerging international regulatory regimes, going beyond earlier compliance models under frameworks like the Information Technology Act. This paper examines the growing tension between rapidly evolving technologies and the necessity of maintaining ethical and legal safeguards in the contemporary Age of Innovation. Particular focus is placed on the rise of Agentic AI-highly autonomous systems capable of complex, multi-step decision-making with minimal human intervention-and the resulting responsibility gap concerning accountability for AI-driven actions. Using a multidisciplinary analysis of recent case studies in healthcare, finance, and autonomous logistics, the study identifies three foundational pillars required for responsible innovation: Proactive Accountability, Dynamic Transparency, and Socio-Technical Equality. According to the findings, businesses in operation in 2026 will need to treat ethics as a design principle rather than as a legal requirement. The Integrated Responsibility Model (IRM), which provides engineers, policymakers, and business leaders with practical guidance on how to align AI autonomy with human dignity and societal values, is the paper's conclusion.

Holistic Academic Development through Co-Curricular Practices: Insights from Madhyasth Darshan

2026-05-20T10:25:27+00:00

This research paper explores the integration of Madhyasth Darshan philosophy into co-curricular practices to foster holistic academic development in contemporary educational settings. Madhyasth Darshan, a philosophical framework developed by A. Nagraj, emphasises existential reality, coexistence, and human consciousness as foundational elements for comprehensive education. This study examines how co-curricular activities informed by Madhyasth Darshan principles can address the limitations of purely cognitive-focused education by developing students' emotional, social, ethical, and spiritual dimensions alongside academic excellence. Through an analysis of theoretical frameworks, practical applications, and emerging evidence, this paper demonstrates that co-curricular practices grounded in Madhyasth Darshan can cultivate self- awareness, ethical reasoning, interpersonal harmony, and environmental consciousness among students. The findings suggest that educational institutions adopting this integrative approach witness improvements in student well-being, collaborative capacities, and meaningful learning outcomes. This research contributes to the growing discourse on value-based education and offers practical recommendations for educators, administrators, and policymakers seeking to implement holistic development frameworks that honour both individual growth and collective flourishing.

The Role of Statistics, Social Determinants, and Community Approaches in Public Health: A Comprehensive Review

2026-05-20T10:29:27+00:00

Public health has evolved significantly over the past century, shifting from a narrow focus on medical interventions to a broader understanding of the multiple determinants that shape population health outcomes. This review paper synthesizes foundational and contemporary literature on the role of statistics, social determinants, community-based approaches, and methodological considerations in public health research and practice. Drawing from 40 peer-reviewed sources, books, and reports published between 1929 and 2023, this paper examines how health statistics inform policy decisions, how social and environmental factors influence health inequities, and how community-engaged approaches can promote wellness. Key themes include the historical contribution of public health improvements versus medical care to mortality declines, the ethical frameworks necessary for equitable health practice, and the methodological tools—from GIS to multilevel modeling—that enable researchers to analyze complex health data. The review concludes that effective public health requires integrating robust statistical methods with an understanding of social determinants and genuine community partnerships.

How to cite this article:
Sinha A, Pradhan T, Nirmalkar D, The Role of Statistics, Social Determinants, and Community Approaches in Public Health: A Comprehensive Review. J Adv Res Humani Social Sci 2026; 13(3): 15-21.

An Analysis of the Social Impacts of AI-Based Decision-Making in Education, Healthcare and Administration

2026-06-28T08:54:47+00:00

Artificial Intelligence (AI) has emerged as a transformative technology that significantly influences decision-making processes in education, healthcare, and public administration.1,7 By leveraging large-scale data analytics and advanced algorithms, AI systems support student performance evaluation, personalized learning, clinical diagnosis, disease prediction, resource allocation, policy implementation, and administrative decision-making. These capabilities enhance efficiency, accuracy, and scalability, enabling institutions and governments to make faster and more informed decisions. Applications such as intelligent tutoring systems, predictive health analytics, and smart governance tools demonstrate AI’s potential to improve accessibility, optimize processes, and reduce human workload, thereby contributing to societal well-being.6,8
Despite these advantages, the widespread adoption of AI in socially sensitive domains raises critical ethical, social, and governance challenges. Issues such as algorithmic bias, data privacy concerns, lack of transparency, reduced human oversight, and the marginalization of vulnerable communities may negatively affect fairness, trust, and social equity.2,3 Empirical evidence indicates that biased algorithms can lead to unequal outcomes, particularly in healthcare and public services, reinforcing existing social inequalities.4 Moreover, excessive reliance on automated decision-making systems may undermine human judgment, accountability, and moral responsibility in high-stakes domains.5
This study examines both the positive and negative social impacts of AI-based decision-making across education, healthcare, and public administration. A descriptive–analytical research design is adopted using a mixed-method approach that integrates survey data, stakeholder interviews, and secondary sources from academic literature, policy documents, and international organizations.10 The analysis highlights the necessity of ethical frameworks, explainable AI, and human-in-the-loop governance to ensure fairness, accountability, and inclusivity.9 The findings emphasize that AI should function as a supportive tool to augment human decision-making rather than replace it, underscoring the importance of aligning technological innovation with human values, ethics, and sustainable social development.

How to cite this article:
Tiwari P, Sinha A. An Analysis of the Social Impacts of AI-Based Decision-Making in Education, Healthcare and Administration. J Adv Res Humani Social Sci 2026; 13(3): 22-24.

DOI: https://doi.org/10.24321/2349.2872.202610

NEP 2020 Through the Lens of Humanisation of Education

2026-06-15T10:05:13+00:00

For a long time, education has been largely associated with the development of knowledge and skills. While these remain important, contemporary social challenges such as intolerance, hatred, conflict, and declining sensitivity toward others have renewed attention to the broader purpose of education.
The National Education Policy (NEP) 2020 recognizes that education must contribute not only to academic achievement but also to the development of ethical, responsible, and compassionate human beings. This paper examines the idea of humanization of education within the framework of NEP 2020 through a qualitative analysis of the policy and related documents, particularly the National Focus Paper on Education for Peace.
The study explores how NEP 2020 promotes humane development through its emphasis on holistic education, constitutional values, inclusion, peace, coexistence, and responsible citizenship. It further analyzes the role of curriculum, pedagogy, teacher preparation, assessment, and school culture in fostering humane values among learners. The analysis suggests that while NEP 2020 provides a strong vision for nurturing empathy, cooperation, respect for diversity, and social responsibility, these objectives are often articulated as broad educational goals and are not consistently translated into classroom-level learning outcomes and assessment practices.
In conclusion, the study suggests that humanization must be integrated across all dimensions of schooling rather than being treated as a separate component of value education. To truly humanise education, it is necessary that we embed humane values within everyday educational processes starting from content and pedagogy to how we interact in the school society; thereby contributing to the development of individuals capable of living harmoniously with others and participating responsibly in society.

How to cite this article:
Sharma A, Pathak S. NEP 2020 Through the Lens of Humanisation of Education. J Adv Res Humani Social Sci 2026; 13(3): 25-28.

DOI: https://www.doi.org/10.24321/2349.2872.202612