Global Research Society Publisher

GRS Publisher Open Access Policy
Introduction
GRS Publisher is committed to advancing knowledge and fostering collaboration through open access publishing. Our open access policy ensures that research is freely accessible to all, promoting wider dissemination and engagement with scholarly work.
Definition of Open Access
Open access (OA) refers to the practice of providing unrestricted access to scholarly research outputs, including journal articles, books, and other academic publications. All materials published under this policy are freely available to read, download, and share, without financial, legal, or technical barriers.
Mission and Vision
Our Mission
Our mission is to publish rigorous, peer-reviewed scholarly work that contributes to the advancement of science, education, and society. We strive to maintain the highest standards of integrity and quality in all our publications, ensuring that each piece of research is a valuable resource for the academic community and beyond. We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
Our Vision
We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
Indexing
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Journals
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Track Manuscript
Latest Article
1. African Cultural Influence in Argentina
1

Dr. TUO Ibrahim*
Assistant Université Alassane Ouattara Bouaké.
22-27

Argentine cultural identity has been significantly enriched by the influence of African culture. African customs have left a deep mark, especially in areas such as the coast and Buenos Aires, through dance, cuisine, religious beliefs, and music. Although its influence was ignored for a long time, today its contributions to the country's cultural diversity, festivities, and artistic expressions are valued. It is important to appreciate and recover this heritage, as African culture helped build fundamental elements of Argentine culture.
2. Teacher Education in India: Institutional Architecture and Scheme-Base...
2

Kulsuma Nazir*
PhD Research Scholar Jamia Millia Islamia, New Delhi.
53-61

Teacher education is a comprehensive process that aims to prepare and equip teachers with the knowledge, attitudes, behaviours, and skills needed to be effective in classrooms, schools, and the wider community. The process involves a range of policies, procedures, and programmes designed to help teachers develop expertise in their subject areas, understand the learning needs of their students, and engage with the diverse social, cultural, and economic contexts of their communities. The contemporary meaning of teacher education goes beyond pre-service training; it now includes in-service learning, continuous professional development, mentoring, technology-enabled learning, and quality assurance. This paper examines teacher education as an ecosystem rather than as a single programme or institution. It argues that national bodies such as UGC, NCERT, NCTE, SCERTs, and DIETs provide the structural and academic foundation of teacher education, while schemes and other initiatives such as SSA, RMSA, Samagra Shiksha, PMMMNMTT, DIKSHA, NISHTHA, and the National Mission for Mentoring operationalize it at large scale. The present paper reviews and analyses secondary data including official policy documents, institutional sources, and published literature. The findings of the paper show that teacher education in India has moved from fragmented training events to a more coherent architecture of preparation, regulation, mentoring, digital learning, and standards-based professional development. It concludes that the central challenge, therefore, is no longer only the expansion of teacher education opportunities, but the effective alignment of institutions, schemes, and professional learning processes with classroom practice, so that teacher education can contribute meaningfully to improved teaching quality and, ultimately, better learning experiences and outcomes for students.
3. Migration and Interreligious Relations in the Global Spectrum
1

OKHIFOH Kenneth Otuonkpaiwo, P...
Department of Religious Management and Cultural Studies Ambrose Alli University, Ekpoma, Edo State, Nigeria.
16-21

Man, himself is both a mobile and religious element. From time immemorial, man has always moved from place to place in search of food, security, shelter or better life. Often times, man carries his religion wherever he goes. Sometimes he finds himself in an environment where his religion is not welcomed. The new environment tries to make him give up his faith or compel him to practice it in seclusion against the reality that man is intrinsically religious and is determined to exercise his faith in the best way possible, including calling others to his faith. This struggle often leads to tension and loss of peaceful coexistence. Scholarship on migration has focused largely on migrants’ challenges and factors encouraging migration with scant attention on the impact of migration on interreligious relations. To this end, this work looks at migration and interreligious relations, with a view to determining how migration affects interreligious relations in different parts of the world. Drawing on historical and textual approach, the study makes use of both primary materials such as oral interviews and observations to achieve its aim. It also relies on secondary sources like religious texts and other documented evidences to drive home its point. The study notes that unlike historical evidences from the Bible and early Islam, most migrants today, face crass religious restrictions especially in Muslim dominated areas. It reveals that when migrants are not given the freedom to practice their religion in their foreign land, it leads to dissatisfaction, anger and distortion in interreligious relations, which ultimately affects the economy of the area. The paper cautions against unnecessary religious restrictions, especially when such does not infringe on the rights of others.
4. He, Who Is Not Against Us, Is For Us” (Luke 9:50): A Biblical Framewor...
2

OKHIFOH, Kenneth Otuonkpaiwo*,...
Dept. of Religious Mgt. and Cultural Studies Ambrose Alli University, Ekpoma, Edo State, Nigeria
9-17

In a country where its citizenry shares a multiplicity of religious beliefs, sincere dialogue and cooperation among its members are expected to meet its national goals. Unfortunately, the willingness to engage in this enterprise has remained a serious challenge in Nigeria. The paper examines Luke 9:50 as a biblical foundation for strengthening Christian engagement with Muslims in Nigeria. Against the backdrop of persistent interfaith tensions in the country, the study argues that Jesus’ instruction, “He who is not against us is for us,” provides an inclusive paradigm capable of reshaping Christian attitudes toward religious others. Using exegetical analysis, the paper situates Luke 9:50 within its literary and theological context and highlights its emphasis on openness, cooperation and recognition of shared moral commitments. The discussion further engages the socio-religious landscape of Nigeria, noting areas of conflict as well as existing efforts in interfaith collaboration. By applying the principles derived from the text to contemporary realities, the article proposes practical pathways for enhancing mutual acceptance, dialogue and peaceful coexistence between Christians and Muslims. The study concludes that Luke 9:50 offers a compelling model for promoting interfaith harmony and national cohesion in Nigeria.