Using Formal and Computational Modelling to Develop an Initial Within-Person System Dynamics Model of Relapse in Smoking Cessation: A Participatory, Iterative, Multi-Method Approach

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

This study examined technological self-efficacy and classroom technology use among early childhood teachers at Cabangahan Elementary School, Siaton, Negros Oriental. Employing a quantitative descriptive-correlational design, the researchers collected self-reported data from five teachers using an expert-reviewed, Google Forms questionnaire. Descriptive frequencies, percentages, and five-point weighted means were used to characterize teachers’ profiles, basic technology skills, confidence in pedagogical integration, troubleshooting ability, frequency of technology use, diversity of digital tools, and perceived effects on children’s learning and engagement. The reported mean scores were 4.56 for basic technology skills, 4.56 for pedagogical integration, and 4.52 for technical troubleshooting, all interpreted as highly confident. Classroom technology use was rated 4.60 for frequency, 4.16 for diversity of tools, and 4.76 for perceived learning engagement. The study reported a very strong positive Pearson correlation between self-efficacy and classroom technology implementation (r = .94); no corresponding significance test was provided. Results suggest that the participating teachers perceived themselves as technologically capable and frequent users of digital resources, although the range of tools used was comparatively limited. The proposed action plan prioritizes device access, technical support, targeted professional learning, and classroom monitoring. Given the five-person, single-school sample and reliance on self-report, the findings should be interpreted as local descriptive evidence, not as proof of causal effects on children’s outcomes.

Religious education is often expected to promote tolerance, but respect for religious difference does not necessarily ensure accurate understanding of religious others. This study examines how religious education policies in Indonesia and England emphasize different forms of cognitive tolerance. Using qualitative document analysis and comparative policy analysis, the study analyzes selected legal, curricular, and pedagogical documents through four components: Knowledge of Religious Others, Recognition of Internal Diversity, Critical Reflection, and Understanding Commonalities and Differences. Indonesian policy gives greater relative emphasis to understanding commonalities and differences within religion-specific formation, social harmony, and responsible citizenship. English policy gives greater emphasis to critical reflection and knowledge of religious and non-religious worldviews through shared enquiry. Recognition of Internal Diversity appears in similar proportions in both datasets, but it serves different curricular functions. The findings show differently configured pathways toward cognitive tolerance, combining the same cognitive components with different relative emphases and curricular purposes.

Although physical activity enjoyment is associated with athletes’ psychological outcomes, the mechanisms underlying its relationship with mental well-being remain unclear. This study examined the mediating role of loneliness among athletes. A correlational survey design was employed. The participants consisted of 350 athletes selected through criterion sampling, including 178 females (Mage= 20.58 ± 1.99) and 172 males (Mage= 21.91 ± 4.88). Data were collected using the Physical Activity Enjoyment Scale, UCLA Loneliness Scale–Short Form, and Warwick-Edinburgh Mental Well-Being Scale. Pearson correlation analysis and PROCESS Macro Model 4 mediation analysis were conducted, and indirect effects were tested using 5,000 bootstrap samples. Physical activity enjoyment was positively associated with mental well-being (r= .586, p< .01) and negatively associated with loneliness (a= −.196, p< .01). Loneliness was negatively associated with mental well-being (b= −.447, p< .01). The mediation analysis revealed a significant indirect effect of physical activity enjoyment on mental well-being through loneliness (indirect effect= .088, 95% CI [.026, .147]). These findings indicate that enjoyment of physical activity contributes to athletes’ mental well-being and that loneliness partially explains this relationship. The results emphasize the importance of considering social connectedness and psychological experiences in understanding athletes’ well-being.