Metropolitan Journal of Academic and Applied Research

Metropolitan Journal of Academic and Applied Research (MJAAR)

The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research.

Latest Articles

Browse the latest peer-reviewed publications from Metropolitan International University Journals.

From Deathtraps to Nourishment: Adapting Japan’s School Lunch Model as a Compensatory System for Uganda’s Child Nutrition Crisis

Authors: Dr. Arinaitwe Julius1 , Musimenta Nancy2

Published on 02 May 2026

Background: Uganda's child malnutrition crisis remains one of sub-Saharan Africa's most persistent public health emergencies, with approximately 29% of children under five experiencing stunting, 4% wasting, and 11% underweight. School feeding programmes have globally been recognised as effective compensatory mechanisms, yet Uganda lacks a structured, nutrition-focused school lunch model comparable to Japan's renowned Kyushoku system, which has virtually eliminated school-age malnutrition since its formalisation in 1954. Objective: This study assessed the feasibility, potential impact, and structural adaptations required to implement a Japan-inspired school lunch model as a compensatory nutrition system for Uganda's primary school children.

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Present-Moment Living as Psychological Liberation: A Theoretical Analysis of Guilt, Anxiety, and Temporal Focus in Human Experience

Authors: Ahumuza Audrey1 , Musimenta Nancy2

Published on 02 May 2026

This study examined the theoretical and empirical intersections between present-moment temporal focus and psychological liberation, with particular emphasis on guilt as a past-oriented cognitive-affective construct and anxiety as a future-oriented psychological phenomenon. Drawing upon an integrated theoretical framework that synthesized Mindfulness-Based Stress Reduction (MBSR), Acceptance and Commitment Therapy (ACT), and temporal selfappraisal theory, the study investigated how habitual temporal orientation influences subjective psychological wellbeing, rumination severity, emotional regulation capacity, and overall life satisfaction among adults aged 18 to 65. A mixed-methods research design was employed, combining quantitative survey instruments with qualitative thematic analysis of in-depth participant narratives.

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The Architecture of Marital Struggle: A Gendered Analysis of Disrespect, Emotional Withdrawal, and Power Dynamics in Contemporary Marriages

Authors: Asiimwe Isaac Kazaara1 , Musimenta Nancy2

Published on 02 May 2026

This study examined the architecture of marital struggle through a gendered lens, focusing on patterns of disrespect, emotional withdrawal, and power dynamics in contemporary marriages in urban and peri-urban settings. Grounded in feminist theory, gender role theory, and conflict theory, the research employed a concurrent mixed-methods design involving 252 married individuals (127 husbands, 125 wives) drawn through purposive and snowball sampling. Quantitative data were collected via a structured Likert-scale questionnaire and subjected to univariate statistical analysis including means, standard deviations, frequency distributions, independent samples t-tests, chi-square tests, and Pearson correlation coefficients.

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The Procreative Imperative and Its Discontents: Deconstructing Marriage as Overrated Coping Mechanism

Authors: Musimenta Nancy1 , Asiimwe Isaac Kazaara2

Published on 02 May 2026

This study critically examined the role of marriage as a socially mandated institution through the analytical lens of the procreative imperative — the pervasive cultural and religious expectation that procreation constitutes the central justification for entering matrimony. Drawing on a mixed-methods research design involving 400 purposively and randomly selected respondents across urban and peri-urban communities in Uganda, the study investigated the extent to which marriage is perceived as a coping mechanism for social stigma, loneliness, and procreative pressure rather than as a freely chosen, autonomy-affirming partnership. Quantitative data were collected via structured questionnaires and analysed using univariate descriptive statistics and chi-square tests of independence, whilen qualitative data from 25 in-depth interviews and 3 focus group discussions were subjected to thematic analysis.

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Strategic Pathways to Publication: A Framework for African Scholars Navigating Peer-Reviewed Journal Submission

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2

Published on 02 May 2026

This study investigated the strategic pathways available to African scholars seeking to publish in peer-reviewed international journals, with a view to developing a comprehensive framework that addresses the structural, linguistic, and institutional barriers unique to the African academic context. A mixed-methods research design was employed, combining a quantitative survey administered to 320 scholars drawn from 12 sub-Saharan African universities with qualitative in-depth interviews conducted with 18 purposively selected academics and journal editors. The study found that a significant proportion of African scholars approximately 67.

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Decentering the Scopus Imperative: The Case for Strengthening Local Journal Ecosystems in African Scholarship

Authors: Dr. Arinaitwe Julius1 , Musiimenta Nancy2

Published on 30 Apr 2026

This study examined the prevailing dominance of Scopus-indexed journals in African scholarly publishing and interrogated its implications for the development and sustainability of local journal ecosystems across the continent. Using a quantitative cross-sectional survey design, data were collected from 420 academic researchers drawn from universities in five African sub-regions: East Africa, West Africa, Southern Africa, North Africa, and Central Africa. The study was guided by three specific objectives: to assess the level of awareness and utilisation of local versus Scopus-indexed journals among African scholars; to identify the key institutional, socio-economic, and epistemological barriers that impede the growth of local journal ecosystems; and to determine the principal components of a supportive policy and infrastructure framework for strengthening local journals.

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Learner Perceptions and Appreciation of Artificial Intelligence Education Delivery in Ugandan Higher Education: A Mixed-Methods Exploration

Authors: Dr. Arinaitwe Julius1 , Musimenta Nancy2

Published on 30 Apr 2026

The integration of Artificial Intelligence (AI) into higher education curricula has gained considerable momentum globally, yet empirical evidence from Sub-Saharan Africa—particularly Uganda—remains sparse. This mixedmethods study investigated learner perceptions and appreciation of AI education delivery in selected Ugandan higher education institutions. Guided by a pragmatist epistemological framework, the study employed a concurrent triangulation design, collecting quantitative data from 312 undergraduate and postgraduate students across four universities using a structured 28-item Likert-scale questionnaire, and qualitative insights from 24 purposively selected participants through in-depth semi-structured interviews.

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From Technical Tool to Leadership Imperative: Managing Artificial Intelligence in Contemporary Organizations and Implications for Advanced Business Education

Authors: Dr. Arinaitwe Julius1 , Asiimwe Isaac Kazaara2

Published on 30 Apr 2026

This study examined the transition of artificial intelligence (AI) from a peripheral technical utility to a core strategic and leadership imperative within contemporary organizations, and explored the corresponding implications for advanced business education curricula. Employing a quantitative cross-sectional survey design, data were collected from 320 organizational leaders, middle managers, and business educators drawn from six industrial sectors finance, healthcare, manufacturing, retail, education, and logistics across Uganda and the broader East African region. Respondents were selected through stratified random sampling to ensure adequate sectoral and hierarchical representation.

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Assessing Learner Readiness for Applied Real Estate Education in Uganda: Skills, Tools, and Knowledge for Market Opportunities

Authors: Dr. Arinaitwe Julius1 , Musimenta Nancy2

Published on 30 Apr 2026

This study assessed learner readiness for applied real estate education among prospective and current learners in Uganda, with a focus on the specific skills, tools, and knowledge required to seize emerging market opportunities in the country's rapidly urbanizing property sector. A cross-sectional survey design was employed, involving a stratified random sample of 300 participants drawn from urban centers including Kampala, Entebbe, Jinja, and Gulu. Data were collected using a structured, pre-tested questionnaire comprising validated Likert-scale items across six readiness dimensions: real estate market knowledge, digital tools proficiency, financial literacy and valuation, legal and regulatory awareness, entrepreneurial and business skills, and communication and negotiation competencies.

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Beyond Theory: Assessing Learner Readiness for Skills, Tools, and Knowledge in Ugandan Higher Education

Authors: Dr. Arinaitwe Julius1 , Asiimwe Isaac Kazaara2

Published on 30 Apr 2026

Learner readiness constitutes a foundational yet frequently underexamined dimension of educational quality in Ugandan higher education. This study investigated learner readiness for skills acquisition, tool proficiency, and knowledge application among undergraduate students enrolled in accredited universities in Uganda, with a particular focus on the misalignment between theoretical instruction and practical preparedness. A crosssectional quantitative design was employed, drawing a stratified random sample of 412 undergraduate students from four purposively selected public and private universities in the central and western regions of Uganda.

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