Yatharth
An International Bi-Annual Peer-Reviewed Refereed Journal
About the Journal
Yatharth is an open-access international bi-annual peer-reviewed refereed journal dedicated to advancing knowledge in arts, humanities, and social sciences. The journal serves as a dynamic platform for researchers, academicians, and professionals to explore and publicize ideas that shape human understanding and …
Why Choose This Journal
- Open Access: Freely available research to ensure global accessibility and impact.
- Rigorous Peer Review: Commitment to maintaining high academic standards through expert evaluation.
- Interdisciplinary Approach: Encourages collaboration across arts, humanities, and social sciences.
- Diverse Perspectives: Embraces voices from varied cultural, regional, and academic backgrounds.
- Global Reach: Provides a platform for research with international relevance and visibility.
- Timely Publication: Ensures efficient processing and dissemination of scholarly work.
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For Indian Authors: ₹ 2500
For others: $ 80
Article Processing Charge
03 Days
Median time from submission to first editorial decision before peer review
15 Days
Median time from submission to first decision after peer review
25 Days
Median time from submission to final acceptance after peer review and any author revisions
Editor-in-Chief View Full Editorial Board
Editor-in-Chief
Prof. (Dr.) M. P. Singh
Babasaheb Bhimrao Ambedkar University, Lucknow, Uttar Pradesh, India
Articles
Exploring the Psychological Impact of Cyberbullying on Adolescent Mental Health
Open Access | Original Article | 24 September 2025 | Article Number: 252005Abstract
This study investigated the psychological impact of cyberbullying on adolescent mental health using a quantitative approach. Responses from 384 teenagers to a validated questionnaire, which included Likert-scale questions measuring cyberbullying experiences, cyberbullying witness experiences, and degrees of self-esteem, anxiety, and melancholy, were gathered. The poll was disseminated online using fintech lending platforms, Google Forms, and email to provide broad accessibility. For statistical analysis, SPSS was used, and AMOS was employed for structural equation modeling (SEM), which assessed the proposed correlations between the variables. According to the research, anxiety functioned as a mediator between depression and cyberbullying, and cyberbullying had negative effects on teenage mental health. The wider societal effect of cyberbullying was further shown by the fact that adolescents who witnessed it were more likely to have depressive symptoms. Self-esteem proved to be a significant moderating element that lessened the negative impact of cyberbullying on anxiety. The findings suggested comprehensive anti-cyberbullying initiatives targeting bystanders, as well as victims and offenders. It promoted peer support mechanisms and secure online environments for educational institutions and digital platforms. Reducing the psychological damage caused by cyberbullying required focused mental health programs that strengthened teenagers’ emotional resilience and self-esteem. In order to protect teenage mental health, the study emphasized the urgent need for collaboration between parents, schools, and legislators. View PDFOnly the Poem Can Speak and Write the Limitless Journey of Errancy: Reading Edouard Maunick’s Poetry
Open Access | Original Article | 24 September 2025 | Article Number: 252004Abstract
Over more than fifty years, a poetic dialogue unfolds as Maunick travels seas and lands of the Mascarene Islands and the Caribbean, crossing from Africa to Europe, from the northern to the southern Americas, journeys driven either by an irrepressible need to wander or by professional necessity. These journeys are moments of encounter, be it, with Césaire and Senghor in Paris, Mandela in South Africa, or Maryse Condé in the Caribbean Island of Guadeloupe, among others. His poetry invites the reader to become a privileged witness to a process of deterritorialization fully embraced by a poet-traveller released from any center, geographical, cultural, political, and otherwise. Maunick navigates seas and lands at the edges of peripheries, where all destinations are ultimately dissolved because of the narrow lands which force him onto limitless journeys. View PDFComprehensive Analysis of Waste Management Practices in India
Open Access | Original Article | 07 September 2025 | Article Number: 252003Abstract
Economic growth in countries like India has led to a sharp rise in waste generation. An effective solid waste management (SWM) system requires collection, segregation, transport, and scientific disposal of waste. Among these, safe transportation and environmentally sound disposal are especially important, as they directly affect public health, environmental protection, and opportunities for green jobs and industrial growth. However, current SWM practices in India remain largely inefficient due to gaps in infrastructure, lack of public awareness, and weak implementation of policies. This paper reviews key waste management methods, incineration, pyrolysis, gasification, composting, and landfilling, assessing their feasibility, challenges, and environmental impact. Waste-to-Energy (WtE) technologies are discussed as a potential dual solution to the problems of waste disposal and energy shortage. The study aims to guide planners and policymakers by providing a clear overview of technological options, their challenges, and their role in sustainable development. It emphasizes decentralized approaches, energy recovery, and practical pathways for creating waste management systems that are both environmentally sustainable and economically viable. View PDFExploring the Role of AI Tools in Shaping Learning Experiences in the Metaverse: A Student-Centric Analysis
Open Access | Original Article | 03 September 2025 | Article Number: 252002Abstract
The paper investigates the complex relationship between students’ engagement with artificial intelligence (AI) tools and their readiness for future educational environments, particularly the Metaverse. The study employs a descriptive and exploratory quantitative design, collecting data through a questionnaire from a sample of 200 college students across various disciplines in the Delhi/NCR region of India. The primary objectives were to analyze AI tool usage patterns, assess the level of student trust in these technologies, examine the perceived impact of AI on academic grades, and determine if current AI adoption behaviors reflect a preparedness for more immersive, Metaverse-style education.The findings challenge several common assumptions about technology adoption in education. A key result is the absence of a statistically significant correlation between the frequency of daily AI tool usage and the degree of trust students place in the technology. The correlation coefficient was found to be a negligible 0.050, indicating that mere exposure or increased usage does not automatically foster greater trust. Even more significant is the finding that a student’s trust in AI tools does not serve as a meaningful predictor of their academic grades. A linear regression analysis confirmed that the model was not statistically significant (p-value = 0.3225), with trust in AI explaining less than 1% of the variability in grades. This suggests that other factors, such as individual study habits or instructional quality, play a far more substantial role in academic outcomes.
The study also provides valuable descriptive data on current student behavior. It found that students, on average, use AI tools for approximately 2.47 hours per day. However, a high standard deviation indicates a wide spectrum of engagement, from minimal to heavy usage, suggesting that AI has not been uniformly integrated into student life. Among the AI tools mentioned, Gemini was identified as the most preferred, while ChatGPT was the least preferred.
Perhaps the most critical conclusion for the future of educational technology is that students’ readiness for immersive learning environments like the Metaverse is not driven by a simple increase in exposure or trust. Instead, their willingness to adopt new technologies is largely dependent on the perceived usefulness of the tools. These findings carry significant implications for educators and policy-makers, suggesting that the successful implementation of the Metaverse in education will require a strategic focus on demonstrating clear, practical benefits for learning. The study advocates for a phased, non-uniform implementation approach that addresses diverse student needs and emphasizes the crucial role of educator training and robust technological infrastructure. View PDF