مرور مقاله‌ها

The rapid integration of digital technologies into teaching, learning, and assessment has created new avenues through which technology-facilitated gender-based violence (TFGBV) may occur in school settings. Existing scholarship has examined TFGBV mainly through the lenses of cyberbullying, digital safety, and student well-being. At the same time, emerging work has also begun to conceptualise digital assessment systems as sites of structural and institutional gendered risk. Building on this systems-level perspective, this conceptual paper shifts attention to the pedagogical and interactional layer of digital assessment, examining how teachers' assessment design and oversight decisions may shape the conditions under which TFGBV becomes more or less likely. Developed through a critical interdisciplinary literature review, the paper draws on Bronfenbrenner's ecological systems theory, digital citizenship frameworks, and classroom assessment scholarship to examine how learning management systems, peer assessment tools, collaborative online assignments, and social media-integrated assessment activities may create conditions conducive to gendered harassment, image-based abuse, and exclusionary behaviour among learners of all genders. The paper proposes the Assessment-Mediated Digital Ethics (AMDE) framework, a theoretically grounded but not yet empirically validated model integrating gender-responsive assessment design, embedded digital behavioural expectations, and structured teacher oversight. AMDE is presented as a complementary pedagogical extension of existing justice-oriented approaches to digital assessment and TFGBV, rather than as a claim of first conceptualisation. The framework provides a basis for future empirical research examining teacher-mediated assessment practices and their relationship to digital safety, ethical participation, and TFGBV risk across diverse educational contexts. Responsibility for TFGBV prevention is understood as shared among teachers, learners, schools, families, technology providers, and policymakers.

Although knowledge and stigma about suicide are important factors in suicide prevention, there are no validated instruments available in Hungary. Our goal was to validate the Literacy of Suicide Scale—Short Form (LOSS-SF) and the Stigma of Suicide Scale—Short Form (SOSS-SF) in Hungarian. An anonymous online survey was administered to a self-selected online convenience sample of 954 participants of 38.0 years (SD: 14.8) of age. Our study used a descriptive, correlational, cross-sectional design. Confirmatory factor analysis results indicate a good model fit for a three-factor structure of the SOSS-SF scale. Invariance testing revealed that the scale is valid across gender, age and former suicide ideation. LOSS-SF had an acceptable unidimensional model fit as a two-parameter logistic (2PL) IRT (Item Response Theory) based survey, and results showed good infit–outfit with appropriate item discrimination and difficulty measures. The results show that the two instruments show sound psychometric properties and construct validity within this sample. While the Hungarian versions of the SOSS-SF and the LOSS-SF provide useful tools for assessing suicide stigma and suicide literacy in research settings, further validation on nationally representative samples may be required in case population-level norms are needed to inform national policy-makers.

Despite growing concerns about mental health difficulties among children and youth, limited empirical evidence exists on the extent to which adverse childhood experiences and resilience predict mental health difficulties among school-going children and youth in rural communities. This research explored the prevalence and psychosocial predictors of mental health difficulties among children and youth. The study adopted a correlational and descriptive research design. Respondents consisted of 837 children and youth, who were selected from Johannesburg West Education District. They were assessed using the Strengths and Difficulties Questionnaire (SDQ), the Adverse Childhood Experiences Questionnaire (ACE-Q), and the Child and Youth Resilience Measure (CYRM) as data-collection instruments. Frequencies and percentages, regression analysis, and moderation analysis were conducted using Hayes' PROCESS Macro. Findings revealed that about 44.4%, 18.3%, and 37.3% of the participants were within the normal, borderline, and abnormal ranges of mental health well-being, respectively. Adverse childhood experiences (ACEs) significantly predicted mental health difficulties (β = .238, t = 7.071, p < .001), contributing about 5.6% of the variation in mental health difficulties among youth and children. Resilience is also a significant predictor (β = −.121, t = −3.524, p < .001), accounting for about 1.5% of the variation in mental health problems; higher resilience was associated with lower levels of mental health difficulties. Moderation analyses showed that age and gender did not significantly moderate the relationships between ACEs, resilience, and mental health difficulties. The study concludes that ACEs constitute a significant risk factor, whereas resilience serves as a protective factor. The findings highlight the need for trauma-informed interventions, resilience-building programmes, and comprehensive mental health support services to promote positive mental health outcomes among children and youth.

Autism Spectrum Disorder (ASD) is one of the most common disabilities in South African schools. However, there is still limited information about children with ASD and their schooling needs in South Africa. Teachers may find it particularly taxing to address behavioral challenges while simultaneously seeking to provide fair and accessible learning opportunities for all learners. This study identifies effective behavioural strategies to help manage the challenging behaviour of learners with ASD. The study conducted observations and semi-structured interviews as part of a qualitative multiple-case study design. The data were analysed inductively, and the results revealed that teachers relied largely on their own informal strategies. These included attempts to meet the child's individual needs, providing positive reinforcement to improve behavioural regulation, practicing positive communication, and using structured routines and regulation breaks. The implementation of these strategies was carried out without formal training or systematic guidance. Learner facilitators also provided valuable support to learners with ASD. These approaches address the inclusion of learners with unique learning capabilities in mainstream learning environments through teacher initiative. This was done to address behavioural challenges in populations with limited systemic support. Given the exploratory, small-scale nature of this study, findings are intended to offer in-depth insight rather than generalisable conclusions. Additionally, recommendations are provided to assist mainstream schools and teacher training.

While existing literature recognises mentorship as an important strategy for leadership development, there is limited empirical understanding of how women experience and negotiate mentorship as they advance into school leadership in the South African context. Despite policy efforts to promote gender equity, women remain underrepresented in school leadership, and the role of mentorship in addressing this disparity remains insufficiently understood. This study explores mentorship as a relational mechanism through which women negotiate access, leadership identity, and social capital in their advancement into school leadership. An interpretive qualitative design, underpinned by a narrative phenomenological approach and informed by Social Capital Theory, was used to explore the experiences of six purposively selected women leaders from township schools in a single district in KwaZulu-Natal. Data were generated through semi-structured interviews and were analysed thematically. Participants reported that supportive mentoring relationships provided them with confidence, professional visibility, networking opportunities, leadership guidance, and encouragement to pursue leadership positions. Participants with limited access to mentorship described feelings of isolation, reduced access to leadership guidance, and fewer opportunities for professional development. They also reported seeking mentorship through external professional networks and women-centered spaces when support within their immediate school environments was limited. Some participants described mentoring relationships characterised by unequal power dynamics, limited trust, or inappropriate behaviour. Based on these accounts, the researchers interpret mentorship as an uneven, relational, and context-dependent mechanism through which women negotiate access to professional resources, leadership identity, and social capital. The findings suggest that mentorship can facilitate women's leadership development when relationships are supportive and trusting, but may also constrain agency when mentoring relationships reproduce hierarchical and gendered power relations. The study, therefore, extends understanding of mentorship by shifting attention from the mere availability of mentors to the relational, institutional, and power conditions that shape how mentorship is experienced and mobilised. Although limited by its small, context-specific sample, the study provides contextually grounded insights into mentorship and women's advancement into school leadership. It highlights the need for structured, responsive, and gender-sensitive mentoring opportunities.

Background: Midwifery laboratories are essential for developing clinical competencies, yet service quality and resource adequacy are frequently assessed separately. Objectives: This study aimed to develop and internally evaluate an integrated instrument for assessing midwifery laboratory quality. Methods: Five experts validated the instrument, and 446 midwifery students with laboratory experience completed a 44 item questionnaire. Psychometric evaluation included content validity, exploratory factor analysis (EFA), preliminary confirmatory factor analysis (CFA), Rasch analysis, and internal consistency testing. Results: The average scale content validity index was 0.982. EFA identified six factors explaining 56.96% of total variance, with the first factor contributing 44.02%. Preliminary CFA demonstrated X²/df = 2.240, RMSEA = 0.053, SRMR = 0.041, GFI = 0.991, CFI = 0.898, and TLI = 0.886. Rasch person reliability was 0.969, whereas item reliability was 0.641. Cronbach alpha reached 0.970, with corrected item total correlations ranging from 0.561 to 0.739. Conclusions: The instrument demonstrated promising internal psychometric properties for evaluating midwifery laboratory quality. However, independent external validation and comprehensive ordinal and Rasch diagnostics remain necessary before broader implementation.

زمینه: آزمایشگاه‌های مامایی برای توسعه شایستگی‌های بالینی ضروری هستند، اما کیفیت خدمات و کفایت منابع اغلب به طور جداگانه ارزیابی می‌شوند. اهداف: این مطالعه با هدف تدوین و ارزیابی درونی یک ابزار یکپارچه برای ارزیابی کیفیت آزمایشگاه‌های مامایی انجام شد. روش‌ها: ابزار توسط پنج نفر از خبرگان اعتبارسنجی شد و ۴۴۶ دانشجوی مامایی با تجربه آزمایشگاهی به پرسشنامه‌ای ۴۴ ماده‌ای پاسخ دادند. ارزیابی ویژگی‌های روان‌سنجی شامل روایی محتوا، تحلیل عاملی اکتشافی (EFA)، تحلیل عاملی تأییدی مقدماتی (CFA)، تحلیل Rasch و آزمون پایایی درونی بود. نتایج: شاخص روایی محتوا برای مقیاس به طور میانگین ۰.۹۸۲ بود. تحلیل عاملی اکتشافی شش عامل را شناسایی کرد که ۵۶.۹۶٪ از واریانس کل را تبیین کردند و عامل اول ۴۴.۰۲٪ سهم داشت. تحلیل عاملی تأییدی مقدماتی شاخص‌های X²/df = ۲.۲۴۰، RMSEA = ۰.۰۵۳، SRMR = ۰.۰۴۱، GFI = ۰.۹۹۱، CFI = ۰.۸۹۸ و TLI = ۰.۸۸۶ را نشان داد. پایایی فردی Rasch برابر با ۰.۹۶۹ و پایایی ماده Rasch برابر با ۰.۶۴۱ بود. آلفای کرونباخ به ۰.۹۷۰ رسید و همبستگی کل-ماده تصحیح‌شده بین ۰.۵۶۱ تا ۰.۷۳۹ بود. نتیجه‌گیری: ابزار مذکور ویژگی‌های روان‌سنجی درونی امیدوارکننده‌ای برای ارزیابی کیفیت آزمایشگاه‌های مامایی نشان داد. با این حال، اعتبارسنجی خارجی مستقل و تشخیص‌های جامع ترتیبی و Rasch پیش از اجرای گسترده‌تر ضروری است.

Background: Emergency nurses in earthquake prone regions require psychological resources to maintain resilience, manage occupational stress, and deliver effective care during disasters. Self confidence may contribute to their ability to adapt to challenging clinical situations. Objectives: This study examined the association between self confidence and resilience among emergency department nurses at Sayang Regional General Hospital, Cianjur Regency, Indonesia. Methods: A quantitative cross sectional study involved 50 emergency department nurses recruited through total sampling. Self confidence and resilience were assessed using structured questionnaires. Associations were examined using the Chi square test, with odds ratios (OR) and 95% confidence intervals (CI) calculated to estimate association strength. Results: High self confidence was reported by 34 nurses (68.0%), while 35 nurses (70.0%) demonstrated high resilience. Statistical analysis revealed a significant association between self confidence and resilience (p = 0.005; OR = 6.00; 95% CI: 1.60–22.55), indicating greater odds of high resilience among nurses with high self confidence. Conclusion: Self confidence was significantly associated with resilience among emergency nurses. Integrating psychological capacity building into hospital disaster preparedness programs may strengthen nurses' adaptive capabilities and support emergency care readiness.

زمینه: پرستاران اورژانس در مناطق زلزله‌خیز به منابع روان‌شناختی برای حفظ تاب‌آوری، مدیریت استرس شغلی و ارائه مراقبت مؤثر در هنگام بلایا نیاز دارند. اعتماد به نفس ممکن است به توانایی آن‌ها در سازگاری با موقعیت‌های بالینی چالش‌برانگیز کمک کند. اهداف: این مطالعه ارتباط بین اعتماد به نفس و تاب‌آوری را در میان پرستاران بخش اورژانس بیمارستان عمومی منطقه‌ای Sayang، شهرستان Cianjur، اندونزی مورد بررسی قرار داد. روش‌ها: یک مطالعه مقطعی کمی با مشارکت ۵۰ پرستار بخش اورژانس که از طریق نمونه‌گیری کل انتخاب شدند، انجام شد. اعتماد به نفس و تاب‌آوری با استفاده از پرسشنامه‌های ساختاریافته ارزیابی شد. ارتباطات با استفاده از آزمون کای دو بررسی شد و نسبت شانس (OR) و فاصله اطمینان ۹۵٪ (CI) برای برآورد قدرت ارتباط محاسبه گردید. نتایج: ۳۴ پرستار (۶۸٫۰٪) اعتماد به نفس بالا و ۳۵ پرستار (۷۰٫۰٪) تاب‌آوری بالا را گزارش کردند. تحلیل آماری ارتباط معناداری بین اعتماد به نفس و تاب‌آوری نشان داد (p = 0.005؛ OR = 6.00؛ 95% CI: 1.60–22.55)، که نشان‌دهنده شانس بیشتر تاب‌آوری بالا در میان پرستارانی با اعتماد به نفس بالا است. نتیجه‌گیری: اعتماد به نفس با تاب‌آوری در میان پرستاران اورژانس ارتباط معناداری داشت. ادغام برنامه‌های توانمندسازی روان‌شناختی در برنامه‌های آمادگی بیمارستان برای بلایا می‌تواند قابلیت‌های سازگاری پرستاران را تقویت کرده و آمادگی مراقبت اورژانس را حمایت کند.

Background: Bullying remains a significant adolescent health and school safety concern. Self control may influence students' behavioral regulation and involvement in bullying. Objectives: This study examined the association between self control and bullying behavior among students at SMPN 1 Cikembar, Sukabumi Regency, Indonesia. Methods: A correlational cross sectional study included 293 students selected from a population of 1,059 using proportional stratified random sampling. Self control and bullying behavior were assessed using questionnaires based on the Brief Self Control Scale and Revised Olweus Bully/Victim Questionnaire. Associations were analyzed using the Chi square test and prevalence ratios (PR) with 95% confidence intervals (CI). Results: High self control was reported by 185 students (63.1%), while 184 (62.8%) demonstrated low bullying behavior. High bullying behavior occurred in 56.5% of students with low self control compared with 25.9% of those with high self control. Low self control was significantly associated with higher bullying prevalence (PR = 2.18; 95% CI: 1.62–2.92; X² = 27.22; p < 0.001). Conclusions: Lower self control was significantly associated with bullying behavior, without establishing causality. School prevention programs should integrate behavioral assessment, counseling, and coordinated teacher and parent support.

زمینه: زورگویی همچنان یکی از نگرانی‌های مهم سلامت نوجوانان و ایمنی مدارس است. خودکنترلی ممکن است بر تنظیم رفتاری دانش‌آموزان و مشارکت آن‌ها در رفتارهای زورگویی تأثیرگذار باشد. هدف: این پژوهش به بررسی ارتباط بین خودکنترلی و رفتار زورگویی در میان دانش‌آموزان مدرسه متوسطه اول دولتی شماره ۱ چیکمبار، شهرستان سوکابومی، اندونزی پرداخت. روش‌ها: این مطالعه مقطعی همبستگی شامل ۲۹۳ دانش‌آموز بود که از جمعیت ۱۰۵۹ نفره با استفاده از نمونه‌گیری تصادفی طبقه‌بندی‌شده متناسب انتخاب شدند. خودکنترلی و رفتار زورگویی با استفاده از پرسشنامه‌هایی بر اساس Brief Self Control Scale و Revised Olweus Bully/Victim Questionnaire ارزیابی شد. ارتباطات با استفاده از آزمون کای‌اسکوئر و نسبت شیوع (PR) با فاصله اطمینان ۹۵٪ (CI) تحلیل گردید. یافته‌ها: ۱۸۵ دانش‌آموز (۶۳/۱٪) خودکنترلی بالا و ۱۸۴ نفر (۶۲/۸٪) رفتار زورگویی پایین را گزارش کردند. رفتار زورگویی بالا در ۵۶/۵٪ از دانش‌آموزان با خودکنترلی پایین در مقایسه با ۲۵/۹٪ از افراد با خودکنترلی بالا مشاهده شد. خودکنترلی پایین به طور معناداری با شیوع بالاتر رفتار زورگویی مرتبط بود (PR = 2.18؛ ۹۵٪ CI: 1.62–2.92؛ X² = 27.22؛ p < 0.001). نتیجه‌گیری: خودکنترلی پایین به طور معناداری با رفتار زورگویی مرتبط بود، بدون آنکه رابطه علیت اثبات شود. برنامه‌های پیشگیری مدرسه‌ای باید ارزیابی رفتاری، مشاوره و حمایت هماهنگ معلمان و والدین را دربرگیرد.

Background: Developmental screening and responsive caregiving are essential components of early childhood healthcare. Parenting styles may be associated with developmental screening outcomes. Objectives: To examine the association between parenting styles and developmental screening categories among children aged 2 to 5 years in Sukabumi, Indonesia. Methods: This quantitative cross sectional study included 260 mother–child pairs recruited through reported cluster random sampling. Parenting styles were assessed using the Parenting Styles and Dimensions Questionnaire, while development was screened using the Kuesioner Pra Skrining Perkembangan. Associations were analyzed using Pearson chi square and Cramér’s V. Results: Authoritative, authoritarian, and permissive parenting accounted for 49.6%, 24.2%, and 26.2% of participants, respectively. Developmental screening indicated normal findings in 67.7%, suspect findings in 24.2%, and delay findings in 8.1%. A significant association was observed (X² = 21.148; df = 4; p < 0.001; Cramér’s V = 0.202). Suspect findings were highest with authoritarian parenting (41.3%), while delay findings were highest with permissive parenting (14.7%). Conclusions: Parenting styles were associated with developmental screening categories. Findings support caregiver counseling and routine developmental screening but do not establish causality.

زمینه: غربالگری رشد و مراقبت پاسخگو از اجزای اساسی مراقبت‌های بهداشتی دوران کودکی به‌شمار می‌روند. سبک‌های فرزندپروری ممکن است با نتایج غربالگری رشد مرتبط باشند. هدف: بررسی ارتباط بین سبک‌های فرزندپروری و دسته‌بندی‌های غربالگری رشد در کودکان ۲ تا ۵ ساله شهر سوکابومی اندونزی. روش‌ها: این مطالعه مقطعی کمی شامل ۲۶۰ زوج مادر–کودک بود که با نمونه‌گیری خوشه‌ای تصادفی گزارش‌شده انتخاب شدند. سبک‌های فرزندپروری با استفاده از پرسشنامه سبک‌ها و ابعاد فرزندپروری (Parenting Styles and Dimensions Questionnaire) ارزیابی شد و غربالگری رشد با استفاده از پرسشنامه پیش‌غربالگری رشد (Kuesioner Pra Skrining Perkembangan) انجام گرفت. ارتباط‌ها با استفاده از آزمون کای دو پیرسون و مقدار V کرامر تحلیل شد. یافته‌ها: سبک فرزندپروری مقتدرانه، استبدادی و سهل‌گیر به‌ترتیب ۴۹/۶٪، ۲۴/۲٪ و ۲۶/۲٪ شرکت‌کنندگان را تشکیل دادند. غربالگری رشد در ۶۷/۷٪ یافته‌های طبیعی، در ۲۴/۲٪ یافته‌های مشکوک و در ۸/۱٪ یافته‌های تأخیر را نشان داد. ارتباط معناداری مشاهده شد (X² = 21.148؛ df = 4؛ p < 0.001؛ V کرامر = 0.202). بیشترین یافته‌های مشکوک در سبک فرزندپروری استبدادی (۴۱/۳٪) و بیشترین یافته‌های تأخیر در سبک فرزندپروری سهل‌گیر (۱۴/۷٪) مشاهده شد. نتیجه‌گیری: سبک‌های فرزندپروری با دسته‌بندی‌های غربالگری رشد مرتبط بودند. یافته‌ها از مشاوره به مراقبان و غربالگری روتین رشد حمایت می‌کنند اما رابطه علی را اثبات نمی‌کنند.

Rural-origin students in South African higher education face multiple, overlapping forms of marginalisation that collectively hinder their academic access and success. Despite significant policy reforms aimed at expanding access and addressing historical injustices, the educational paths of these learners are still disproportionately affected by a combination of socio-economic deprivation, linguistic exclusion, gendered vulnerabilities, and technological marginalisation. This systematic review synthesises current empirical evidence to clarify how these intersectional barriers merge to obstruct the educational journeys of rural-origin students in South African higher education. It also critically examines how institutional policies and technological interventions may unintentionally reinforce or potentially alleviate these inequities. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, conducting a comprehensive search across multiple academic databases for studies published between 2018 and 2026. After a rigorous screening and eligibility process, 52 studies met the inclusion criteria and underwent thematic analysis guided by Nancy Fraser's trivalent social justice framework. Five overarching themes emerged: The multidimensional digital divide; linguistic exclusion and the devaluation of vernacular knowledge; gendered vulnerabilities and the burden of social reproduction; algorithmic bias and the risks associated with technological solutionism; and governance gaps alongside the failure of participatory parity. The findings revealed that existing equity frameworks inadequately address the structural dimensions of rural marginalisation. Achieving educational equity necessitates a fundamental shift towards intersectionality-aware, context-sensitive institutional policies that prioritise resource redistribution, cultural recognition, and the meaningful representation of students from rural backgrounds in decision-making processes.

دانش‌آموزان روستایی در آموزش عالی آفریقای جنوبی با اشکال متعدد و هم‌پوشان حاشیه‌نشینی مواجه هستند که به‌طور جمعی دسترسی و موفقیت تحصیلی آن‌ها را مختل می‌کند. با وجود اصلاحات سیاستی قابل‌توجهی که با هدف گسترش دسترسی و رفع ناعادلانه‌های تاریخی انجام شده است، مسیرهای آموزشی این فراگیران همچنان به‌طور نامتناسب تحت تأثیر ترکیبی از محرومیت‌های اقتصادی-اجتماعی، طرد زبانی، آسیب‌پذیری‌های جنسیتی و حاشیه‌نشینی فناورانه قرار دارد. این مرور نظام‌مند شواهد تجربی کنونی را سنتز می‌کند تا روشن سازد چگونه این موانع تقاطعی به هم پیوسته و سفرهای آموزشی دانشجویان روستایی در آموزش عالی آفریقای جنوبی را مسدود می‌کنند. این مطالعه همچنین به‌طور انتقادی بررسی می‌کند که چگونه سیاست‌های نهادی و مداخلات فناورانه ممکن است به‌طور ناخواسته این نابرابری‌ها را تقویت یا بالقوه کاهش دهند. این پژوهش از دستورالعمل‌های گزارش‌دهی ترجیحی برای مرورهای نظام‌مند و فراتحلیل (PRISMA) پیروی کرد و جستجوی جامعی را در پایگاه‌های داده آکادمیک متعدد برای مطالعات منتشر شده بین سال‌های ۲۰۱۸ تا ۲۰۲۶ انجام داد. پس از فرآیند غربالگری و احراز شرایط شامل‌سازی، ۵۲ مطالعه معیارهای ورود را برآورده کردند و تحت تحلیل تماتیک با راهنمایی چارچوب عدالت اجتماعی سه‌وجهی نسی فریزر قرار گرفتند. پنج تم فراگیر ظاهر شد: شکاف دیجیتال چندبعدی؛ طرد زبانی و بی‌ارزش‌سازی دانش بومی؛ آسیب‌پذیری‌های جنسیتی و بار بازتولید اجتماعی؛ سوگیری الگوریتمی و خطرات مرتبط با راه‌حل‌گرایی فناورانه؛ و شکاف‌های حکمرانی در کنار شکست در مشارکت برابر. یافته‌ها نشان داد که چارچوب‌های موجود برابری، ابعاد ساختاری حاشیه‌نشینی روستایی را به‌طور ناکافی پوشش می‌دهند. دستیابی به برابری آموزشی مستلزم تغییر بنیادین به سمت سیاست‌های نهادی آگاه از تقاطعیت و حساس به زمینه است که بر بازتوزیع منابع، به رسمیت شناختن فرهنگی و نمایندگی معنادار دانشجویان دارای پیشینه روستایی در فرآیندهای تصمیم‌گیری تأکید دارند.

Students’ learning outcomes in Informatics remain a challenge when conventional instructional media offer limited interaction, contributing to passive engagement and difficulties understanding learning materials. This study examined changes in Grade X students’ learning outcomes after the implementation of Wordwall-assisted interactive learning media for the Computer Systems topic at SMAN 1 Sawahlunto, Indonesia. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving 30 students from class X E4. Students completed a multiple-choice achievement test before instruction, participated in Computer Systems learning activities supported by Wordwall, and completed a posttest afterward. The intervention incorporated game-based activities to support practice and engagement; however, the research records did not specify its duration. Data were analyzed using descriptive statistics and a paired-samples t-test, with normalized gain (N-Gain) used to assess the level of improvement. The mean score increased from 53.67 on the pretest to 77.67 on the posttest, a difference of 24.00 points. The paired-samples t-test identified a statistically significant difference between scores (t = 8.664, df = 29, p < 0.001). The mean N-Gain was 0.538, indicating moderate improvement. These results show that students’ scores were higher after the Wordwall-assisted learning intervention. Nevertheless, the study did not include a control group, the observed change cannot be attributed to Wordwall alone; instructional or testing-related factors may also have contributed. Wordwall therefore be considered a useful supplementary medium for Informatics instruction, while further studies using control groups, larger samples, and documented intervention durations are needed to strengthen conclusions about its effectiveness.

یادگیری‌محورهای سنتی با ارائه تعامل محدود، به مشارکت منفعلانه و دشواری در درک مواد آموزشی دامن زده و نتایج یادگیری دانشجویان در رشته علوم رایانه را همچنان به چالش می‌کشند. این پژوهش تغییرات در نتایج یادگیری دانشجویان پایه دهم را پس از پیاده‌سازی رسانه‌های یادگیری تعاملی مبتنی بر Wordwall برای موضوع سیستم‌های رایانه‌ای در دبیرستان دولتی ۱ ساوالونتو، اندونزی، بررسی کرد. یک رویکرد کمی با استفاده از طرح پیش‌آزمون-پس‌آزمون یک‌گروهی نیمه‌آزمایشی که شامل ۳۰ دانشجوی کلاس X E4 بود، به کار گرفته شد. دانشجویان پیش از آموزش، یک آزمون دستاورد چندگزینه‌ای را تکمیل کردند، در فعالیت‌های یادگیری سیستم‌های رایانه‌ای که با پشتیبانی Wordwall انجام شد، شرکت کردند و پس از آن، آزمون پس‌آزمون را تکمیل نمودند. مداخله شامل فعالیت‌های مبتنی بر بازی برای پشتیبانی از تمرین و مشارکت بود؛ با این حال، سوابق پژوهش مدت زمان آن را مشخص نکرده است. داده‌ها با استفاده از آمار توصیفی و آزمون t نمونه‌های وابسته تحلیل شدند و بهره نرمال‌شده (N-Gain) برای ارزیابی سطح بهبود به کار رفت. میانگین نمره از ۵۳.۶۷ در پیش‌آزمون به ۷۷.۶۷ در پس‌آزمون افزایش یافت که تفاوتی معادل ۲۴.۰۰ نمره است. آزمون t نمونه‌های وابسته تفاوت معناداری بین نمرات را شناسایی کرد (t = 8.664, df = 29, p < 0.001). میانگین N-Gain برابر با ۰.۵۳۸ بود که نشان‌دهنده بهبود متوسط است. این نتایج نشان می‌دهند که نمرات دانشجویان پس از مداخله یادگیری مبتنی بر Wordwall بالاتر بود. با این حال، این مطالعه گروه کنترل را شامل نمی‌شد و تغییر مشاهده‌شده را نمی‌توان صرفاً به Wordwall نسبت داد؛ عوامل مرتبط با آموزش یا آزمون نیز ممکن است نقش داشته باشند. بنابراین، Wordwall می‌تواند به عنوان یک رسانه کمکی مفید برای آموزش علوم رایانه در نظر گرفته شود، در حالی که مطالعات بیشتر با استفاده از گروه‌های کنترل، نمونه‌های بزرگ‌تر و مدت زمان‌های مستندسازی‌شده مداخله برای تقویت نتایج‌گیری درباره اثربخشی آن مورد نیاز است.

This conceptual narrative review stems from a doctoral study that focuses on the teaching of values in the implementation of the secondary school curriculum in Zimbabwe. The Zimbabwean secondary school history curriculum provides for values inculcation grounded on Ubuntu. However, despite expansive research on the implications of Ubuntu on instructional practice, there is a gap on how it informs pedagogy for values teaching in secondary school history education. The study employed a qualitative approach which enabled an indepth exploration. The review focused on twelve papers on Ubuntu’s application on pedagogy and ten on values pedagogy in secondary school history education that were obtained from Scopus, Google Scholar and ERIC academic databases. Keywords such as Ubuntu and pedagogy, values education and secondary school history education as well as abstracts were used to select the reviewed papers. Thematic analysis was employed to analyse data which involved coding of relevant information to develop themes. Findings show that Ubuntu oriented pedagogy is interactive, practical oriented, learner centered and speaks to the experiences of learners. This paper provides insights on how history teachers can translate Ubuntu pedagogy to instil values in secondary school history education. For this to be effective, we recommend staff development of history teachers by the Ministry of Primary and Secondary Education, use of diverse learner centered pedagogy in history lessons by history teachers and provision of multimedia to secondary schools by relevant stakeholders to ensure creation of engaging learning experiences in the implementation of the history curriculum.

این مرور روایی مفهومی از یک پژوهش دکتری ناشی می‌شود که بر آموزش ارزش‌ها در اجرای برنامه درسی دوره دوم متوسطه در زیمبابوه متمرکز است. برنامه درسی تاریخ دوره دوم متوسطه در زیمبابوه، پرورش ارزش‌ها را مبتنی بر آنتوبو (Ubuntu) پیش‌بینی می‌کند. با این حال، علی‌رغم پژوهش‌های گسترده درباره پیامدهای آنتوبو بر عملکردهای آموزشی، شکافی در مورد نحوه هدایت آن برای روش‌شناسی آموزش ارزش‌ها در آموزش تاریخ دوره دوم متوسطه وجود دارد. این پژوهش از رویکردی کیفی استفاده کرد که امکان کاوش عمیق را فراهم نمود. مرور حاضر بر دوازده مقاله درباره کاربرد آنتوبو در روش‌شناسی و ده مقاله درباره روش‌شناسی آموزش ارزش‌ها در آموزش تاریخ دوره دوم متوسطه متمرکز بود که از پایگاه‌های داده علمی اسکوپوس (Scopus)، گوگل اسکالر (Google Scholar) و ERIC به دست آمدند. کلیدواژه‌هایی مانند آنتوبو و روش‌شناسی، آموزش ارزش‌ها و آموزش تاریخ دوره دوم متوسطه و همچنین چکیده‌ها برای انتخاب مقالات مورد بررسی استفاده شدند. تحلیل مضمون برای تحلیل داده‌ها به کار رفت که شامل کدگذاری اطلاعات مرتبط برای توسعه مضامین بود. یافته‌ها نشان می‌دهند که روش‌شناسی مبتنی بر آنتوبو تعاملی، عمل‌گرا، یادگیرنده‌محور است و با تجربیات یادگیرندگان همخوانی دارد. این مقاله بینشی درباره چگونگی تبدیل روش‌شناسی آنتوبو توسط معلمان تاریخ برای نهادینه‌سازی ارزش‌ها در آموزش تاریخ دوره دوم متوسطه ارائه می‌دهد. برای اثربخشی این امر، توسعه حرفه‌ای معلمان تاریخ توسط وزارت آموزش ابتدایی و متوسطه، استفاده از روش‌شناسی‌های متنوع یادگیرنده‌محور در درس‌های تاریخ توسط معلمان تاریخ و تأمین رسانه‌های چندرسانه‌ای برای مدارس متوسطه توسط ذی‌نفعان مرتبط را برای اطمینان از ایجاد تجربیات یادگیری جذاب در اجرای برنامه درسی تاریخ توصیه می‌کنیم.

Abstract Online education in Japanese universities expanded rapidly during the COVID-19 pandemic, exposing both the genuine value of flexible learning formats and the structural conditions required to make them effective. While students consistently appreciated the temporal and spatial autonomy of online study, research has identified persistent challenges including isolation, physical and psychological fatigue, assignment overload, declining motivation, and inequities in digital access and ICT literacy. This paper presents a narrative synthesis of recent empirical studies on online learning in Japanese higher education, arguing that student success is associated with the coordinated integration of three interdependent dimensions. Drawing on national surveys, institutional reports, and case-based research, the paper proposes the Flexibility–Structure–Support (FSS) Model, in which flexibility without adequate pedagogical structure may increase the risk of disengagement, while structure without sufficient institutional support may contribute to uneven and inequitable learning experiences. Effective instructional design—integrating active learning, motivating assignments, meaningful feedback, and blended formats—must be accompanied by investment in infrastructure, systematic faculty development, and explicit support for student self-regulated learning. Implications for course design, program coordination, and institutional policy are discussed, along with limitations and directions for future research.

چکیده آموزش آنلاین در دانشگاه‌های ژاپن طی همه‌گیری کووید-۱۹ به سرعت گسترش یافت و هم ارزش واقعی قالب‌های یادگیری منعطف و هم شرایط ساختاری لازم برای اثربخشی آن‌ها را آشکار ساخت. اگرچه دانشجویان به طور مستمر از استقلال زمانی و مکانی مطالعه آنلاین قدردانی می‌کردند، پژوهش‌ها چالش‌های پایدار از جمله انزوا، خستگی جسمی و روانی، بار تکالیف سنگین، کاهش انگیزه و نابرابری‌ها در دسترسی دیجیتال و سواد فناوری اطلاعات و ارتباطات را شناسایی کرده‌اند. این مقاله یک سنتز روایی از مطالعات تجربی اخیر درباره یادگیری آنلاین در آموزش عالی ژاپن ارائه می‌دهد و استدلال می‌کند که موفقیت دانشجویان با ادغام هماهنگ سه بعد متقابل وابسته مرتبط است. با بهره‌گیری از نظرسنجی‌های ملی، گزارش‌های نهادی و پژوهش‌های مورد-محور، این مقاله مدل انعطاف‌پذیری-ساختار-پشتیبانی (FSS) را پیشنهاد می‌کند، که در آن انعطاف‌پذیری بدون ساختار آموزشی کافی ممکن است خطر رها کردن را افزایش دهد، در حالی که ساختار بدون پشتیبانی نهادی کافی می‌تواند به تجربیات یادگیری ناهمگون و ناعادلانه بینجامد. طراحی آموزشی مؤثر—که یادگیری فعال، تکالیف انگیزشی، بازخورد معنادار و قالب‌های ترکیبی را ادغام می‌کند—باید همراه با سرمایه‌گذاری در زیرساخت‌ها، توسعه نظام‌مند اعضای هیئت علمی و پشتیبانی صریح از یادگیری خودتنظیمی دانشجویان باشد. پیامدهایی برای طراحی دوره، هماهنگی برنامه و سیاست‌گذاری نهادی مورد بحث قرار می‌گیرد، همراه با محدودیت‌ها و جهت‌گیری‌هایی برای پژوهش‌های آتی.

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.

زمینه: آگاهی از خدمات سلامت جنسی و باروری جوان‌پسند (YFSRHS) نقطه شروع مهمی برای توانمندسازی جوانان در شناسایی و جستجوی اطلاعات و مراقبت‌های مناسب سلامت جنسی و باروری است. با این حال، آگاهی از این خدمات ممکن است در بافتارهای مختلف، از جمله مؤسسات آموزش عالی، متفاوت باشد. هدف: تعیین سطح آگاهی از خدمات YFSRHS در میان دانشجویان کارشناسی دانشگاه سنت آگوستین تانزانیا (SAUT)، پردیس مالیمبه. روش‌ها: یک مطالعه توصیفی مقطعی کمی در میان دانشجویان کارشناسی پردیس مالیمبه دانشگاه SAUT انجام شد. داده‌ها با استفاده از پرسشنامه ساختاریافته و خودگزارشی جمع‌آوری شدند. از میان ۱۰۹ پرسشنامه توزیع شده، ۱۰۸ پرسشنامه تکمیل شده در تحلیل گنجانده شدند. از آمار توصیفی برای خلاصه‌سازی آگاهی دانشجویان و منابع اطلاعات گزارش‌شده استفاده شد. نتایج: از میان ۱۰۸ پاسخ‌دهنده، ۹۶ نفر (۸۸.۹٪) گزارش دادند که از YFSRHS شنیده‌اند، در حالی که ۱۲ نفر (۱۱.۱٪) چنین نبوده‌اند. رسانه‌های اجتماعی به عنوان پرکاربردترین منبع اطلاعات گزارش شد (۴۴.۰٪)، پس از آن دوستان یا همسالان (۴۱.۰٪) و مراکز بهداشتی (۳۶.۰٪) قرار داشتند. برنامه‌های دانشگاهی و پوسترها یا تبلیغات کمتر گزارش شدند. نتیجه‌گیری: بیشتر پاسخ‌دهندگان از YFSRHS شنیده بودند، به طوری که رسانه‌های اجتماعی و شبکه‌های همسالان به عنوان کانال‌های اطلاعاتی برجسته عمل می‌کردند. تقویت اطلاعات دقیق از طریق این کانال‌ها، همراه با ارتباطات مبتنی بر دانشگاه، ممکن است به رفع شکاف آگاهی در میان دانشجویانی که همچنان تحت پوشش قرار نگرفته‌اند، کمک کند.

Many children who experience reading challenges develop co-occurring mental health difficulties, such as reading anxiety. The current study tested the relationships between specific reading skills (decoding, fluency, and comprehension) and reading anxiety symptoms. Participants were 230 twins between 8 and 13 years old. Multi-level linear regression models were used to account for family relationships and covaried for age and sex. Age was positively associated and sex was not associated with reading anxiety. Lower decoding (β = -0.19, p < .001), reading fluency (β = -0.22, p < .001), and reading comprehension skills (β = -0.22, p < .001) were significantly associated with higher reading anxiety symptoms. When testing whether each reading skill contributed to reading anxiety after controlling for others, reading comprehension (β = -0.15, p = .010) remained significantly associated with reading anxiety symptoms, whereas decoding (β = 0.01, p = .90) and reading fluency (β = -0.13, p = .08) were no longer significant. Model comparisons followed a similar pattern indicating that reading comprehension (and to a lesser extent fluency) accounted for significant variance in reading anxiety over and above other reading skills, while decoding did not. Secondary analyses covarying for clinical anxiety and ADHD symptoms showed that the association between reading skills and reading anxiety could not be accounted for by these co-occurring symptoms. This study is among the first to examine relationships between specific reading skills and reading anxiety symptoms and highlights the need for improved identification and treatment of reading anxiety symptoms in struggling readers.

Geometry problem-solving requires learners to coordinate conceptual knowledge, spatial representation, strategy use and the regulation of cognition, motivation and effort. This systematic review examined how self-regulated learning (SRL) operates in geometry problem-solving and which learner, task, social, instructional and developmental conditions shape it. A Scopus search reported according to PRISMA 2020 identified 1,298 records; database limits left 529, and eligibility screening retained 32 empirical studies published from 2021 to 2026. Twelve studies involved undergraduates or pre-service teachers, seven involved school pupils, one involved kindergarten children and 12 did not state the educational level in the extracted records. Study quality was appraised with the Mixed Methods Appraisal Tool, and thematic synthesis identified four themes: planning and strategic regulation; monitoring, control and strategy adaptation; learner characteristics and outcomes; and instructional scaffolding and technology. Successful performance was associated with problem representation, strategy selection, monitoring, error detection, adaptation and evaluation. Diagnostic and elaborated feedback, content-focused peer feedback and supportive scaffolding were more informative than the presence of technology. Evidence on learner characteristics was mainly correlational, and evidence on young learners was thin. The review proposes a Process-Oriented Framework of Self-Regulated Geometry Problem-Solving that links input conditions, forethought, performance regulation, reflection, and outcomes and it is best supported for adolescent and adult learners. Future research should combine self-report with behavioural, longitudinal and process-tracing evidence and develop age-appropriate SRL measures for young children.

The article highlights the use of a Venn diagram in military education as a tool for comparing close concepts and substantiating their general and distinctive features. Based on methodical sources related to graphic organization, a conditional training session designed to study command and leadership activities is developed. Pre-defining comparison criteria, placing features with evidence, and formulating a written conclusion based on the diagram are proposed. The importance of the method is revealed in avoiding the strict antithesis of concepts and demonstrating their mutual relationship.

ABSTRACT Thomas Nagel highlighted a puzzle in accommodating the subjective fact that I am TN within an objective, centerless conception of reality. He rejected the “semantic diagnosis,” which treats “I” as an indexical as trivial, and proposed instead the concept of the “objective self.” In this paper, I do two things: first, I defend the semantic diagnosis against Nagel's objections; second, I vindicate Nagel's positive proposal involving the objective self by demonstrating that it is not a genuine alternative to the semantic diagnosis but is recoverable from within a Lewisian centered‐worlds version of it. I show how the Lewisian framework, through factorizing centered content into objective, and subjective components provides the conceptual resources to model the phenomenology of first‐person thought Nagel describes.

ABSTRACT Introduction Anxiety is central to the psychotherapy process, yet psychotherapists routinely infer a client's anxiety intensity from observable behaviour rather than from formal measurement, with no widely accepted framework to organise which observable markers indicate which levels of anxiety. This exploratory study examined how therapists make such classifications. Method Ninety‐one mental health professionals were randomly assigned to classify 41 text‐described behavioural and physiological markers using either a 5‐level or a simplified 3‐level category system, both derived from an integrated model of state anxiety in psychotherapy. Results Response distributions departed significantly from uniformity for nearly all markers in both formats, and the rank ordering of markers by intensity was highly consistent across formats, suggesting that therapists may share broad intuitions about relative marker intensity. Which markers elicited agreement, however, was far less reproducible, depending substantially on the response format. Convergence also depended on where the agreement criterion was set, declining from 90.2% to 51.2% of markers in the 3‐level format and from 63.4% to 22.0% in the 5‐level format as the criterion rose from > 0.50 to > 0.70. The 3‐level format yielded more classifiable markers at every criterion, although this advantage was not consistent across indices, whereas the 5‐level format elicited fewer ‘Insufficient to Determine’ responses. Markers placed at the highest intensity levels were classified most consistently. Discussion These findings offer preliminary groundwork for research on marker operationalisation, contextualised rating tasks and the development of training materials for psychotherapy process research.

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.