یادگیری

This study aims to analyze the effects of career planning and self-efficacy on the work readiness of participants in Competency-Based Training (CBT) at the Miftahul Ulum Community Vocational Training Center (BLK) in Tasikmalaya City. The study employed a quantitative approach with descriptive and verification methods, using a census technique involving 60 participants. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with the assistance of SPSS version 31 at a 5% significance level. The results indicate that career planning and self-efficacy simultaneously have a positive and significant effect on work readiness. Partially, both variables also have positive and significant effects on work readiness, with self-efficacy showing a relatively stronger effect. The model yielded an R value of 0.703 and an R² value of 0.494, indicating that 49.4% of the variation in work readiness can be explained by career planning and self-efficacy, while the remaining 50.6% is explained by other factors outside the model. The findings indicate the importance of integrating technical competency development, career planning, and self-efficacy enhancement in the implementation of vocational training programs.

With the continuous advancement of the construction of a national lifelong learning system and the deepening reform of the modern vocational education system, exploring the internal and external driving factors underlying the high-quality development of higher vocational colleges in border regions can effectively address several prominent challenges faced by northern higher vocational institutions, including insufficient connotative development in relation to construction requirements, inadequate motivation for autonomous learning among teachers and students, and difficulties in adapting lifelong education services to the needs of regional industries. Therefore, this research has significant practical implications.Drawing on self-efficacy theory and lifelong education theory, this study clarifies the transmission mechanisms among variables and constructs a theoretical model centered on lifelong education driving factors, teachers’ and students’ self-efficacy, and the high-quality development of higher vocational colleges. The study conducted a survey among 14 public higher vocational colleges in Heilongjiang Province, collecting 628 valid teacher questionnaires and 864 valid student questionnaires. Empirical analysis was conducted using SPSS 26.0 and the PROCESS macro, including reliability and validity tests, correlation analysis, and Bootstrap tests of mediating effects.The empirical results reveal several key findings. First, four driving factors associated with lifelong education—digital learning resource provision, the implementation of industry–education integration, the cultivation of a lifelong learning-oriented campus environment, and modern institutional governance—can all positively promote the high-quality development of higher vocational colleges. Second, these four types of factors significantly enhance the self-efficacy levels of both teachers and students. Finally, teachers’ and students’ self-efficacy plays a mediating role in this process: various lifelong education-related factors not only directly improve the quality of institutional development but also indirectly facilitate the connotative development of colleges by strengthening teachers’ and students’ confidence in learning and career development.Based on the practical context of higher vocational education in Heilongjiang Province, this study enriches the theoretical framework concerning institutional development from the perspective of lifelong education and provides two practical implications for higher vocational colleges in northern border regions. Higher vocational institutions should not only align their educational practices with local industrial characteristics but also focus on stimulating the subjective initiative of teachers and students, thereby establishing a sustainable and stable model of high-quality development.

Qur’an memorization programs in Madrasah Tsanawiyah require alignment between memorization achievement, recitation accuracy, long-term retention, and learning support. An emphasis on the quantity of memorized material alone provides an incomplete account of program quality and sustainability. This study examines strategies for implementing Qur’an memorization programs by exploring the relationships among learning approaches, evaluation, and supporting factors. It adopts a qualitative approach using a narrative literature review design. Sources comprise scholarly articles on Qur’an memorization, educational management, memory, assessment, and learning motivation. Materials were collected through document review and examined using narrative analysis to interpret arguments, compare findings within their contexts, and explain relationships across concepts. The review indicates that tahfidz instruction should connect recitation guidance, the acquisition of new memorization, retrieval practice, and the continuous review of previously memorized material. Assessment can inform instructional adjustments when it addresses recitation accuracy, fluency, retention, and individual progress. Teacher competence, psychological support, family involvement, and institutional scheduling provide complementary support for implementing these adjustments. Taken together, the literature suggests that program strategies should connect students’ learning needs, instructional practices, assessment information, and follow-up actions. This interpretation offers a basis for reviewing tahfidz practices in Madrasah Tsanawiyah, while its application requires attention to students’ characteristics and institutional resources. The conclusions represent a synthesis of the reviewed literature rather than evidence of the effectiveness of a tested program model. [Program tahfidz Al-Qur’an di Madrasah Tsanawiyah memerlukan keselarasan antara capaian hafalan, ketepatan bacaan, retensi jangka panjang, dan dukungan belajar. Penekanan pada jumlah materi yang dihafal saja belum memberikan gambaran utuh tentang mutu dan keberlanjutan program. Penelitian ini mengkaji strategi pelaksanaan program tahfidz dengan menelaah hubungan antara pendekatan pembelajaran, evaluasi, dan faktor pendukung. Penelitian menggunakan pendekatan kualitatif dengan desain kajian literatur naratif. Sumber mencakup artikel ilmiah tentang tahfidz, pengelolaan pendidikan, memori, penilaian, dan motivasi belajar. Bahan dikumpulkan melalui studi dokumen dan dikaji menggunakan analisis naratif untuk menafsirkan argumentasi, membandingkan temuan sesuai konteksnya, serta menjelaskan hubungan antarkonsep. Hasil kajian menunjukkan bahwa pembelajaran tahfidz perlu menghubungkan bimbingan bacaan, penambahan hafalan, latihan mengambil kembali informasi, dan pengulangan berkelanjutan atas materi yang telah dihafal. Penilaian dapat menjadi dasar penyesuaian pembelajaran ketika memperhatikan ketepatan bacaan, kelancaran, retensi, dan kemajuan individual. Kompetensi guru, dukungan psikologis, keterlibatan keluarga, dan pengaturan jadwal kelembagaan saling melengkapi dalam mendukung penyesuaian tersebut. Secara keseluruhan, literatur mengisyaratkan bahwa strategi program perlu menghubungkan kebutuhan belajar siswa, praktik pembelajaran, informasi penilaian, dan tindakan tindak lanjut. Interpretasi ini memberikan dasar untuk meninjau praktik tahfidz di Madrasah Tsanawiyah, sementara penerapannya memerlukan perhatian terhadap karakteristik siswa dan sumber daya lembaga. Simpulan merupakan sintesis literatur yang dikaji, bukan bukti efektivitas model program yang telah diuji]

Debates over the use of four-level scales in standards-based grading and reporting, particularly the meaning and necessity of the highest level, persist in K–12 education. This conceptual, practice-informed article examines whether “the 4,” commonly labeled advanced mastery, exceeds, or extending, is theoretically sound and instructionally useful within standards-aligned grading systems. Illustrative classroom scenarios demonstrate that students may produce exceptional work without exceeding the requirements of the standard being assessed. The article considers arguments for and against a top level that requires students to exceed the standard, and it distinguishes valuable qualities such as creativity, sophistication, and superior performance from evidence of standards attainment. Particular attention is given to the misapplication of Webb’s depth of knowledge framework as a proxy for mastery levels, clarifying the difference between cognitive complexity and quality of performance. The article recommends precise performance descriptors, moderation and calibration of student work, narrative feedback, student conferencing, and other approaches for recognizing excellence without distorting proficiency scales. It concludes that schools should initially use a three-level system focused on developing a shared understanding of proficiency. Additional levels may be considered later, following reflection, calibration, and analysis of implementation evidence.

Teaching Factory (TEFA) provides vocational students with authentic, industry-oriented learning experiences. However, its evaluation often focuses on technical performance and final learning outcomes, leaving employability skills insufficiently assessed. Previous studies have largely examined TEFA implementation and digital assessment separately, highlighting the need for an integrated evaluation model. This study aimed to develop and validate a Digital Teaching Factory Evaluation Model that integrates authentic learning, digital assessment, and employability skills evaluation. A research and development approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through literature reviews, observations, interviews, questionnaires, document analysis, expert validation, and pretest-posttest assessments. Quantitative data were analyzed descriptively, while qualitative data were examined through coding, categorization, and triangulation. The results showed that the model achieved 88.0% expert validation and 90.0% practicality, indicating that it was highly valid and very practical. Students’ average employability skills scores increased from 67.8 to 84.4, with a reported relative gain of 51.7%. Work readiness showed the highest relative gain (58.1%), followed by collaboration (53.3%), problem-solving (51.4%), communication (50.0%), and adaptability (45.5%). These findings suggest that the model offers a practical framework for assessing employability skills within authentic TEFA activities. It can help vocational teachers document student performance, provide timely feedback, and align assessment with workplace expectations. Further research involving larger samples and stronger experimental designs is needed to examine its effectiveness across different vocational education contexts.

Problem-solving skills are essential to develop in early childhood so that children can identify problems, consider alternatives, and determine solutions independently. However, teacher-centered learning may limit children's opportunities to explore and experiment with different problem-solving strategies. This study aims to describe the implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach using loose parts materials and the development of early childhood problem-solving skills. A qualitative descriptive method was employed at RA Nurhayati, Medan Tembung, involving teachers and 30 children aged 5–6 years. Data were collected through observation, interviews, and documentation, with credibility supported by triangulation of techniques and sources. The findings indicate that constructing a bridge for toy cars provided opportunities for children to identify problems, select materials, design solutions, test alternatives, revise constructions, and evaluate outcomes. Children also engaged in experimentation, communication, collaboration, and creative material use. These findings suggest that the STEAM approach using loose parts can support the development of early childhood problem-solving skills through active, contextual, and child-centered learning experiences. ABSTRAK Keterampilan pemecahan masalah (problem solving) penting dikembangkan sejak usia dini agar anak mampu mengenali permasalahan, mempertimbangkan alternatif, dan menentukan solusi secara mandiri. Namun, pembelajaran yang masih berpusat pada guru dapat membatasi kesempatan anak untuk bereksplorasi dan mencoba berbagai strategi penyelesaian masalah. Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Science, Technology, Engineering, Arts, and Mathematics (STEAM) berbasis media loose parts serta perkembangan keterampilan pemecahan masalah anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif di RA Nurhayati, Kecamatan Medan Tembung, dengan melibatkan guru dan 30 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa kegiatan merancang jembatan untuk mobil mainan memberikan kesempatan kepada anak untuk mengidentifikasi masalah, memilih bahan, merancang solusi, mencoba alternatif, memperbaiki konstruksi, dan mengevaluasi hasil. Anak juga menunjukkan keterlibatan dalam eksperimen, komunikasi, kolaborasi, dan penggunaan material secara kreatif. Dengan demikian, pendekatan STEAM berbasis media loose parts berpotensi mendukung perkembangan keterampilan pemecahan masalah melalui pengalaman belajar yang aktif, kontekstual, dan berpusat pada anak.

Students' ability to read the Qur'an and memorize short surahs at MI Muhammadiyah Sidorejo remains low. This condition is reflected in inaccurate hijaiyah letter pronunciation, limited reading fluency, and difficulties in memorizing short surahs accurately. An initial assessment of 32 students showed an average group score of 75. Method: The mentoring program was conducted over two months and involved 32 students and relevant school stakeholders in identifying learning needs, planning activities, implementing interventions, observing progress, and reflecting on the results. The talaqqi method was used through reading demonstrations, imitation, and direct correction, while tikrar was applied through repeated recitation to strengthen memorization. Data were collected through observation, practical assessments, and documentation, then analyzed by comparing average scores before and after the program. Findings: The average group score increased from 75 to 90, representing a 15-point difference or a 20% relative increase from the initial score. Conclusion: Structured mentoring through talaqqi and tikrar can support the development of Qur'anic reading and short-surah memorization skills. Novelty/Originality: This program integrates reading guidance and memorization practice into a single activity and documents its implementation and outcomes through observations and pre- and post-program score comparisons

Creativity is a core competency within Kenya’s Competency-Based Education framework, and Integrated Science offers opportunities for learners to investigate, collaborate, experiment, and apply scientific knowledge. However, limited context-specific evidence exists on how teachers combine instructional strategies to foster creativity in Junior School Integrated Science. This study assessed variations in teachers’ combined use of inquiry-based, collaborative, experiential and hands-on, and technology-enhanced strategies in public Junior Schools in Ainabkoi Sub-County, Uasin Gishu County, Kenya. Guided by Piaget’s Cognitive Constructivist Theory, it adopted a pragmatic worldview and convergent parallel mixed-methods design. Questionnaires were completed by 81 Integrated Science teachers, and semi-structured interviews were conducted with 15 Lead Integrated Science Teachers. Quantitative data were analysed using descriptive statistics and hierarchical cluster analysis (HCA), while qualitative data underwent thematic analysis. Collaborative learning recorded the highest use (M = 4.06, SD = 0.65), followed by inquiry-based learning (M = 3.94, SD = 0.66), experiential/hands-on learning (M = 3.54, SD = 0.53), and technology-enhanced instruction (M = 2.92, SD = 0.37). HCA yielded three exploratory profiles distinguished by relative emphasis on technology, inquiry and experiential learning, and collaboration. Interviews indicated that teachers adapted strategy combinations to lesson demands, resources, time, class size, and preparation requirements. The findings show variation in teachers’ reported practices, supporting differentiated professional development and improved access to practical and digital resources. Learner creativity was not directly measured.

This study was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 075062 Doli-Doli. In the pre-cycle assessment, only 4 of 19 students (21.05%) met the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and improve students’ learning outcomes through its application. The study employed classroom action research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 19 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively. The results showed that the average teacher activity score increased from 56.73% in Cycle I to 79.81% in Cycle II, while student activity increased from 59.71% to 80.59%. The average learning outcome score rose from 48.16 in the pre-cycle to 65.26 in Cycle I and 87.37 in Cycle II. Classical learning mastery also increased from 21.05% to 52.63% and 89.47%, respectively. Therefore, implementing PBL can improve the learning process and learning outcomes in Pancasila Education among fourth-grade students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Pendidikan Pancasila siswa kelas IV UPTD SD Negeri 075062 Doli-Doli. Pada tahap pra-siklus, hanya 4 dari 19 siswa (21,05%) yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) dan meningkatkan hasil belajar siswa melalui penerapan model tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas IV. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas guru meningkat dari 56,73% pada Siklus I menjadi 79,81% pada Siklus II, sedangkan aktivitas siswa meningkat dari 59,71% menjadi 80,59%. Nilai rata-rata hasil belajar meningkat dari 48,16 pada pra-siklus menjadi 65,26 pada Siklus I dan 87,37 pada Siklus II. Ketuntasan klasikal juga meningkat dari 21,05% menjadi 52,63% dan 89,47%. Dengan demikian, penerapan PBL dapat meningkatkan proses pembelajaran dan hasil belajar Pendidikan Pancasila siswa kelas IV.

ABSTRACT Short story writing instruction among eighth-grade students at SMP NW Aikmual faces several challenges, including generating ideas, developing thoughts, selecting appropriate words, accessing reading references, and maintaining concentration. This study aims to describe the teacher’s role in supporting the development of students’ short story writing skills and to identify the supporting and inhibiting factors in the learning process. The study employed a descriptive qualitative approach involving seven informants selected through purposive sampling, comprising one Indonesian language teacher and six eighth-grade students directly involved in short story writing activities. Data were collected through semi-structured interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the teacher acts as a facilitator by providing learning materials and short story examples, a motivator through encouragement and appreciation, a mentor by guiding students in generating ideas and developing stories, and an evaluator by providing corrections and feedback. Supporting factors include teacher guidance, student motivation, and the availability of learning resources, while inhibiting factors include difficulties in developing ideas, limited vocabulary and reading references, and concentration problems. These findings indicate that targeted and continuous teacher support helps facilitate the short story writing process according to students’ needs. ABSTRAK Pembelajaran menulis cerpen pada siswa kelas VIII SMP NW Aikmual masih menghadapi kendala dalam menemukan ide, mengembangkan gagasan, merangkai kata, memperoleh referensi bacaan, dan mempertahankan konsentrasi. Penelitian ini bertujuan mendeskripsikan peran guru dalam mendukung proses pengembangan kemampuan menulis cerpen serta mengidentifikasi faktor pendukung dan penghambat pembelajaran. Penelitian menggunakan pendekatan deskriptif kualitatif dengan tujuh informan yang dipilih secara purposive sampling, terdiri atas satu guru Bahasa Indonesia dan enam siswa kelas VIII yang terlibat langsung dalam pembelajaran menulis cerpen. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator melalui penyediaan materi dan contoh cerpen, motivator melalui dorongan dan apresiasi, pembimbing melalui pendampingan dalam menentukan ide dan mengembangkan cerita, serta evaluator melalui koreksi dan umpan balik. Faktor pendukung meliputi bimbingan guru, motivasi siswa, dan ketersediaan sumber belajar, sedangkan faktor penghambat mencakup kesulitan mengembangkan gagasan, keterbatasan kosakata dan referensi, serta masalah konsentrasi. Temuan ini menunjukkan bahwa dukungan guru yang terarah dan berkelanjutan berperan dalam memfasilitasi proses menulis sesuai kebutuhan siswa.

Introduction Translating complex research into public and K-12 curricula comprises a significant component of science education and outreach. This paper examines the topics and experiences that are the focus of marine science education outreach. Methods Surveys were administered to marine science institutions (25 institutions responded) and undergraduate students (290 students responded). Results Institutional data from 25 organizations showed that 88% of respondents target 3rd–5th grade but only 68% reported serving PreK–2nd grade. Findings show 58% of STEM major respondents to the undergraduate survey identified elementary as their earliest exposure. For the STEM major respondents, 7% of respondents identify PreK, 18% identify middle school, 16% identify high school, and 2% as NA. Discussion Findings highlight the prevalence of early recalled science experiences among surveyed undergraduates and differences in the grade levels served by participating marine science outreach institutions. Expanding opportunities for PreK–2nd grade ocean education may help institutions engage younger audiences and support the development of ocean literacy. Further research using larger, more representative samples is needed to investigate relationships between early science education and later academic interests.

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.

This study examined the implementation and perceived effectiveness of Inquiry-Based Learning (IBL) strategies in science among teachers and students in five public junior high schools in Panabo City, Davao del Norte. Anchored in Constructivist Learning Theory, Social Constructivism, Progressive Inquiry, and Cognitive Load Theory, it employed a quantitative descriptive-correlational design. Respondents comprised 31 Science teachers selected through total enumeration and 100 Grade 10 students selected through purposive sampling. Data were collected using validated researcher-developed questionnaires and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Teachers rated IBL implementation as Highly Implemented (M = 4.66) and its effectiveness as Highly Effective (M = 4.71), whereas students rated implementation as Implemented (M = 4.17) and effectiveness as Effective (M = 4.09). Significant positive relationships emerged between implementation and perceived effectiveness, with stronger associations in students’ assessments. Significant differences between teacher and student ratings indicated disparities in their classroom perceptions. The findings concerned student engagement, conceptual understanding, scientific inquiry skills, collaborative learning, and problem-solving abilities. The study proposed the INQUIRE+ Professional Development Program to strengthen Science teachers’ inquiry-based instruction through coaching, collaborative lesson study, reflective practice, and systematic monitoring and evaluation. It aligns with Sustainable Development Goal 4 (Quality Education) by supporting improved Science instruction and continuing teacher development. Its contribution to educational and institutional sustainability lies in promoting sustained professional learning, school-based collaboration, and evidence-informed instructional improvement across participating schools and varied local classroom learning contexts. Further evaluation of the proposed program is needed to establish its effectiveness after implementation.

Shared Reading (SR) is a communal well-being intervention in which a literary text is read aloud and discussed in a group. A form of emotion-centred close reading, SR emerged as a reaction against elitist academic norms and was developed in an attempt to emotionalise and democratise literary study by moving it outside of the confines of the university. This theoretical essay argues that humanities and social science lecturers might benefit from introducing SR praxis into their classes. Each section analyses an aspect of SR through emotionally engaged (hooks, Palmer), relational (Hickey, Riddle, Gravett), and critical (Freire) pedagogical and theoretical lenses, arguing that SR serves many of the aspirations of these pedagogies. I then consider how SR might be implemented in an academic setting and the kind of adaptations that might be necessary. This essay is a thought experiment which I hope will lay the groundwork for a more sustained and applied experiment in SR. Throughout, I argue that infusing SR into university settings has the potential to positively benefit student well-being and academic performance.

The central issue that is being addressed in this particular research endeavor pertains to the notably inadequate science learning outcomes that have been observed among the fourth-grade students enrolled at SD Negeri 1 Labuah Ratu Dua. The primary objective of this research is to systematically investigate and elucidate the effects that the Team Games Tournament (TGT) learning model has on improving these educational outcomes. The methodological framework employed in this study is characterized by a quasi-experimental design, which allows for the exploration of causal relationships while maintaining a level of control over extraneous variables. The total population under consideration in this research comprises 60 students, and it is noteworthy that the sample size is also exactly 60 students, thereby ensuring comprehensive representation. In determining the research sample, a non-probability sampling technique was utilized, which is particularly relevant in contexts where random sampling is not feasible or practical. The data collection methods employed in this study encompass a variety of non-test techniques, including but not limited to observation and documentation, alongside test techniques, which are specifically structured in the format of multiple-choice questions. The subsequent data processing was conducted using statistical methods such as the chi-square formula, F-test, and simple linear regression analyses, all of which collectively provide robust evidence supporting the hypothesis. The results indicate a statistically significant effect of the TGT learning model on the academic performance of students in the fourth grade of elementary school, as substantiated by the finding that Fhitung exceeds Ftabel, specifically with values of 19.77 and 4.20, respectively. This compelling evidence serves to underscore the efficacy of the TGT learning model as an innovative pedagogical approach aimed at enhancing science learning outcomes within this educational context. Overall, the implications of these findings are far-reaching, suggesting that the implementation of such collaborative learning strategies could potentially transform educational practices in similar settings.

Children draw on multiple sources of information during word learning, including speaker testimony and lexical expectations. Yet, little is known about how these cues jointly influence children’s ability to learn new words. The present study examined the combined effect of speaker accuracy and mutual exclusivity (ME) on short-term retention of label-object associations in 4- to 7-year-old monolingual English speaking children. Children were presented novel and familiar object pairs, and were taught novel labels by either an accurate speaker (one who previously labeled familiar objects correctly) or an inaccurate speaker (one who previously labeled familiar objects incorrectly). Novel labels were introduced under two conditions: Align-with-ME (speakers labeled the novel object with novel names) and Conflict-with-ME (speakers labeled the familiar object with novel names, conflicting with ME). Results showed that children retained novel labels for novel objects from both accurate and inaccurate speakers when speaker testimony aligned with ME expectations. This suggests that children are open to learning novel words from speakers regardless of their prior accuracy and may also draw on other available cues, such as label–object co-occurrences, during learning. However, when speaker testimony violated ME expectations, children performed poorly, possibly due to difficulty disambiguating between speaker testimony and their existing lexical knowledge. Together, these findings suggest that children’s short-term retention of label–object associations is supported when available cues align, irrespective of speaker accuracy status. These associations, however, become less robust when ME and speaker cues provide conflicting information.

Background Sleep problems are common among university students due to academic stress, lifestyle factors, and psychological distress and may adversely affect physical and mental health, academic performance, and social functioning. Mindfulness-based interventions (MBIs) have increasingly been used as a non-pharmacological approach to improve sleep health; however, previous findings remain inconsistent, and evidence specifically addressing sleep quality in university students remains limited. This study aimed to systematically evaluate the effects of MBIs on sleep quality in university students and explore factors that may account for variations in intervention effects. Methods We searched seven databases—PubMed, Web of Science, EBSCO, the Cochrane Library, Scopus, Embase, and ScienceDirect—from inception to June 26, 2026. Randomized controlled trials (RCTs) evaluating MBIs for sleep quality in university students were included. Two reviewers independently conducted study selection, data extraction, and risk-of-bias assessment using the RoB 2 tool. Meta-analysis was conducted in Stata 17.0 using a random-effects model. Subgroup analyses, sensitivity analyses, publication bias assessment, and GRADE assessment were also performed. Results Ten RCTs involving 638 university students were included, with 335 participants in the intervention groups and 303 in the control groups. MBIs significantly improved sleep quality [SMD = −0.97, 95% CI (−1.43, −0.51), p < 0.001], although substantial heterogeneity was observed ( I 2 = 85.1%). Subgroup analyses revealed statistically significant between-group differences with respect to sleep-outcome measurement instrument ( p = 0.001), intervention type ( p = 0.009), and session duration ( p = 0.030), indicating that these variables may partially account for the observed heterogeneity. Sensitivity analyses supported the robustness of the pooled results. Egger’s test revealed no evidence of significant publication bias ( p = 0.270). The certainty of the evidence was rated as low according to the GRADE framework. Conclusion MBIs may improve sleep quality in university students. However, given the substantial heterogeneity and low certainty of evidence, further high-quality RCTs are needed to confirm these findings. Systematic review registration CRD420261458068, https://www.crd.york.ac.uk/PROSPERO/view/CRD420261458068 .

Purpose This longitudinal study examined the development of complex syntax in Spanish–English bilingual children with and without developmental language disorder (DLD) from prekindergarten (PK) to 3rd grade. We evaluated syntactic complexity and grammaticality using Subordination Index (SI) and ungrammaticality (UG), overall subordinate clause use using the percentage of complex utterances, and subordinate clause-type development (nominal, adverbial, and relative clauses) in English and Spanish. Method Fifty-four bilingual children (39 typically developing TDL, 15 DLD) completed narrative retells in English and Spanish in PK, 1st, and 3rd grade. Language samples were analyzed using SALT-derived SI and UG measures, and utterances were coded for subordinate clause presence and type. Linear mixed models examined the effects of Grade and Group separately by language and outcome. Results Both groups showed developmental increases in syntactic complexity and subordination across grades, but patterns differed by language. In English, TDL and DLD children showed broadly similar growth, with no significant group differences in SI, overall subordinate clause use, or clause-type production. In Spanish, the heritage language, group differences were more pronounced. TDL children showed significant gains in overall subordination and nominal clause use, whereas children with DLD showed limited growth after 1st grade. Clause-type analyses revealed reduced growth and lower diversity of subordinate clauses in Spanish among children with DLD, particularly for nominal clauses. Conclusions Complex syntax developed in both groups across languages; however, Spanish showed greater vulnerability than English, particularly for children with DLD. Clause-type analyses revealed group differences not fully captured by global syntactic measures, highlighting the importance of examining complex syntax in the heritage language. This study provides longitudinal evidence of distinct syntactic trajectories across the two languages in bilingual children with and without DLD.

Research on information and communication technology (ICT) use and educational outcomes has reported positive, negative, and null associations, and little is known about creative thinking, which Programme for International Student Assessment (PISA) assessed for the first time in 2022. This study examined how profiles of ICT use relate to creative thinking and whether profile membership predicts creative thinking beyond the dimensions of use from which the profiles are derived. Using data from a large international sample of PISA 2022 students, latent profile analysis of the six Organisation for Economic Co-operation and Development (OECD) dimensions of ICT use identified four profiles that differed mainly in the overall level of use. Creative thinking was compared across profiles using all plausible values, replicate weights and a bias-adjusted three-step approach, and random forest models compared the predictive value of the profiles and the dimensions. Students with below-average use scored highest, followed by those with above-average use, whereas students with very low and very high use scored lowest. The low scores at the two ends had different correlates: adjustment for socioeconomic status and gender substantially reduced the gap for very low use but left the gap for very high use almost unchanged. In the random forest models, the six dimensions predicted creative thinking better than profile membership did. Partial dependence plots showed higher predicted scores with more school activities outside the classroom and lower predicted scores with high weekday leisure use and more support or feedback via ICT. The findings suggest that the association between ICT use and creative thinking is not linear, and that profiles based on the level of use are useful for describing groups of students but carry less information than the dimensions of use.

Perceptual expertise is widely assumed to refine multisensory perception, yet the empirical literature appears inconsistent. Trained musicians show narrower audiovisual temporal integration windows and quicker segregation, whereas experienced wine tasters seem more influenced by a wine's color in their aroma and flavor judgments than novices are. We argue that the inconsistency arises from a conflation of two formally distinct quantities: the prior probability that concurrent signals arise from a common source, and the coupling between the values of signals that share one. We present a generative model in which both are free parameters, along with channel precision and a decision criterion, that contains causal-inference and coupling-prior models as special cases. The model shows that the correlation between the values of two signals across an environment reflects only the product of the two priors, so that a correlation-tracking learner acquires the coupling when the signals always share a source, whereas separating the two priors requires representing causal structure; that binary common-source reports confound the common-cause prior with the decision criterion; that the coupling trades off against the measurement noise of the influencing channel unless its precision is measured independently; and that the two priors leave distinct signatures in how cross-modal influence varies with disparity. When the source is fixed, as for the color and odor of a wine, tighter coupling alone produces the conjunction of greater displacement by color and better discrimination between wines reported for experienced tasters, which no change in odor precision can produce. Simulations of a test battery combining continuous estimates, common-source reports and discrimination thresholds show that the parameters can be recovered, that a within-subject dissociation can be detected with conventional sample sizes under illustrative effect sizes, and that recovery fails in certain cases. The account yields a rule classifying environments by their base rate of common causation and their coupling strength, and the same ambiguity attends claims about altered multisensory processing in autism and aging. We also show that the most cited demonstration of expert susceptibility to color contains no expertise manipulation, and suggest that apparent expert biases may reflectwind calibration to real-world statistics.