Background Digital systems are integral to nursing practice, but sustained digital engagement may be accompanied by fatigue. The roles of general fear of missing out (FoMO) and perceived stress in the association between digital fatigue and nurses’ job burnout remain unclear. Guided by conservation of resources theory, this study examined the separate and serial indirect associations through FoMO and perceived stress. Method A cross-sectional survey included 554 clinical nurses recruited by convenience sampling from five tertiary Grade A hospitals in Hunan, China, between January and May 2026. Self-report measures assessed the four constructs. Structural equation modeling with bootstrap confidence intervals examined the proposed associations. Results Digital fatigue remained positively associated with job burnout when FoMO and perceived stress were included in the model. Positive indirect associations were identified through each variable separately and through FoMO followed by perceived stress (effect = 0.041, 95% CI [0.021, 0.066]). Conclusion Digital fatigue was positively associated with nurses’ job burnout, both directly and indirectly through general FoMO and perceived stress. Hospital managers could assess digital fatigue, stress, and burnout when reviewing digital workflows. Clearer expectations for responding to work messages and protected recovery time warrant prospective evaluation, including effects on staff wellbeing, workflow, and patient safety.
Generative artificial intelligence is fundamentally reshaping the cognitive conditions of knowledge innovation. While human–AI collaboration improves the efficiency of knowledge production, it may also induce creators to outsourcing cognitive work to AI systems. This study conceptualized this tendency as task-level metacognitive disengagement, defined as the immediate reduction of planning, monitoring, and reflection within a specific AI-assisted task, and, drawing on metacognition theory, cognitive offloading theory and self-regulated learning theory, examined its impact on knowledge innovation quality, its psychological mechanism, and boundary conditions through four complementary experiments. Experiment 1 showed that higher AI assistance significantly increased metacognitive disengagement. Experiment 2 revealed that cognitive offloading partially mediated the relationship between AI assistance and metacognitive disengagement. Experiment 3 confirmed the negative effect of cognitive offloading on knowledge innovation quality, specifically on novelty, usefulness, and developability, with metacognitive disengagement partially mediating this effect. Experiment 4 tested the proposed moderated mediation model and found that task complexity strengthened, whereas individual AI literacy weakened, the negative indirect effect of cognitive offloading on knowledge innovation quality through metacognitive disengagement. These findings reveal a hidden cognitive cost behind the efficiency gains of human–AI collaboration and provide empirical evidence and theoretical implications for cultivating innovative talent and designing human–AI collaborative mechanisms in the era of artificial intelligence.
BACKGROUND: Israel's 2015 mental health reform transferred responsibility for mental health services from the government to community health maintenance organisations (HMOs), aiming to improve accessibility and equity and reduce stigma. However, its implications for different populations remain significantly underresearched. AIMS: To examine trends in mental health service utilisation and psychiatric medication issue rates among Arab and Ultra-Orthodox Jewish populations before and after the 2015 mental health reform. METHOD: = 2 847 184). Participants were classified as either general (non-Ultra-Orthodox Jewish), Ultra-Orthodox Jewish or Arab. The study analysed annual community visits to mental health professionals and dispensed psychiatric prescriptions. RESULTS: Between 2012 and 2019 the number of mental health service users increased across all populations, most prominently among Ultra-Orthodox Jewish and Arab populations (1.94- and 1.91-fold, respectively), compared with 1.55-fold in the general population. Annual community visits increased 2.4-fold in the general population, 2.2-fold in the Ultra-Orthodox Jewish population and 3.7-fold among Arabs, who had the lowest baseline utilisation. Psychiatric medication issue rates increased most in the Ultra-Orthodox Jewish population (2.5-fold), compared with 1.7-fold in the Arab and 1.5-fold in the general population. Women consistently used more services than men, with the greatest relative increase among Arab women. CONCLUSIONS: The findings suggest improved access to mental health services over the study period spanning the 2015 mental health reform, particularly in previously underserved populations. Continued progress requires culturally sensitive, community-tailored interventions for Arab and Ultra-Orthodox Jewish populations.
Background: Strategic vocabulary acquisition is a significant factor in the development of reading comprehension during secondary education, as it facilitates meaning construction, access to academic vocabulary, and the effective interpretation of increasingly complex texts. Objective: To determine the relationship between vocabulary acquisition strategies and reading comprehension among first-year secondary school students at an educational institution in Lima, Peru. Methodology: A quantitative approach was employed using a non-experimental, correlational, and cross-sectional design to analyze the relationship between vocabulary acquisition strategies and reading comprehension in secondary school students. The sample consisted of 50 students. Results: Vocabulary acquisition strategies were the dimension most closely associated with reading comprehension (ρ = .693; p < .001), surpassing the relationship observed for overall vocabulary development (ρ = .630; p < .001). Furthermore, vocabulary mastery and functional vocabulary use showed moderate positive correlations (ρ = .401; p = .004), demonstrating the contribution of various lexical dimensions to reading comprehension performance. Conclusion: Vocabulary acquisition strategies play a significant role in reading comprehension; therefore, strengthening these strategies in secondary education represents a relevant pedagogical approach to fostering meaning construction and the development of reading competencies.
Introduction Collaborative problem solving has become a key educational competence, yet existing observational instruments often assess only selected aspects of collaboration, rely on labor-intensive micro-analytic coding, or are tied to specific task contexts. To address these limitations, this study developed and validated the Collaborative Problem Solving Observation Grid (CPS-OG), an evidence-based observational instrument designed to provide a comprehensive, task-independent, macro-level assessment of collaboration quality. The instrument is grounded in four empirically derived dimensions of CPS: socio-cognitive exchange, socio-emotional exchange, task regulation, and group regulation. Method Validation was conducted with 84 groups of secondary school students working in triads ( N = 73) or dyads ( N = 11) on scientific and civic literacy tasks. The psychometric evaluation included analyses of interrater reliability, internal consistency, construct validity, and criterion-related validity. Results Across both task domains, the CPS-OG demonstrated excellent interrater reliability, good internal consistency, and preliminary support for the internal coherence of the four-conceptual dimensions, consistent with findings from a recent systematic review of CPS quality. The four dimensions included in the instrument showed meaningful associations with Mercer's dialogue types and group product quality, providing further evidence of criterion validity. The consistency of findings across scientific and civic literacy tasks indicates the instrument's robustness in different task contexts. Discussion Overall, the findings suggest that the CPS-OG is a reliable and promising observational instrument. It offers a comprehensive approach to monitoring and assessing collaborative problem solving, providing researchers and practitioners with a practical tool for evaluating collaboration across diverse educational tasks.
This study examined the reading skills of Grade 3 learners and their relationship with academic performance in English in selected public elementary schools in the Bantayan District, Schools Division of Cebu Province, during School Year 2026–2027. Specifically, it assessed learners’ proficiency in phonemic awareness, phonics, text recognition, vocabulary, and comprehension; described the profiles of the teacher and learner respondents; and determined whether a significant relationship existed between reading skills and academic performance in English. The study employed a descriptive-correlational research design involving 100 respondents, comprising 96 Grade 3 learners, with 24 learners from each of four schools, and four teachers from Pooc, Sta. Fe Central, Vito, and Baigad Elementary Schools. Data were gathered through a modified survey questionnaire and informal interviews. Frequency counts, percentages, weighted means, standard deviations, and Pearson’s product-moment correlation coefficient were used to analyze the collected data. The findings revealed that 70 of the 96 Grade 3 learners (72.92%) demonstrated effective foundational reading skills, while the remaining 26 learners (27.08%) were identified as potentially requiring additional reading support, depending on the established assessment criteria. These results underscore the importance of sustaining effective reading instruction while addressing the needs of learners experiencing difficulties in foundational literacy. The study proposes augmented reading skills learning activities designed to strengthen learners’ reading proficiency, improve comprehension, and support the development of essential literacy competencies. The proposed activities may serve as a basis for differentiated instruction, targeted reading interventions, and continuous monitoring of learner progress. Furthermore, the study emphasizes collaboration among teachers, school administrators, and parents in creating supportive learning environments that promote reading development and improved academic performance in English.
In modern scholarly perspectives on grieving, being saddened has been associated with bodily experience. Numbness, shaking, a heavy heart, and other physical symptoms are caused by the intense pain of loss. Most Western philosophies have increasingly focused on psychological models based on the idea of how the self adjusts to the devastating experience of losing a loved one, and this has received a lot of attention. To connect death, embodiment, self-identification, and psychological well-being, this conceptual article develops a mourning process from an Indigenous psychological perspective. This article proposes a psychological paradigm grounded in Indigenous contemplative knowledge through an interpretive analysis of the teachings of the Ashtavakra Gita. Rather than treating the Ashtavakra Gita solely as a philosophical or spiritual text, this article interprets it as an Indigenous psychological knowledge system offering culturally grounded insights into selfhood, attachment, suffering, and psychological well-being. The proposed Ashtavakra Witnessing Consciousness Model conceptualises grief as a five-stage, non-linear process involving embodied grief, existential crisis, meaning reframing, mortality acceptance, and witnessing consciousness, culminating in psychological well-being. This model shows how a traumatic incident can be transformed into a meaningful experience and a path to psychological well-being. Advaita Vedanta’s foundational text, the Ashtavakra Gita, presents a nondual viewpoint in which suffering arises from attachment to the body, ego, and interpersonal attachments. It distinguishes between witnessing consciousness and the short-lived embodied self. This psychological Model of Witnessing Consciousness offers an alternative understanding of control, attachment, suffering, and embodied grief, grounded in the Ashtavakra Gita. It highlights the psychological implications of developing the art of witnessing consciousness. This indigenous model of traditional knowledge has implications for existential, contemplative, and meaning-centred mourning therapies and adds a cross-cultural, psychological and philosophically informed perspective to bereavement research. The article explains how the five stages were derived from the text, illustrates the model with a composite case vignette, outlines clinical cautions against encouraging detachment prematurely, and sets out the model’s limitations and directions for empirical validation.
This study examined the relationships among study habits, learning-style preferences, and academic performance in Music, Arts, Physical Education, and Health (MAPEH) among Grade 10 learners of Solano High School, Nueva Vizcaya, Philippines, during School Year 2025–2026. Anchored in Kolb's Experiential Learning Theory and Biggs' Presage–Process–Product Model, the study employed a quantitative descriptive-correlational research design involving 300 learners selected through stratified random sampling. Data were collected using an expert-validated, researcher-made questionnaire and official first-quarter MAPEH grades, with descriptive statistics and Pearson's product-moment correlation used for analysis. Findings revealed high levels of study habits (M = 3.01) and learning-style preferences (M = 3.06), with concentration and interest emerging as the strongest study-habit dimension and tactile learning as the most preferred modality. Academic performance yielded a mean grade of 86.58, with most respondents attaining outstanding or very satisfactory ratings. A significant moderate positive relationship was established between study habits and learning styles (r = 0.635, p < 0.001). However, study habits (r = 0.277, p < 0.001) and learning styles (r = 0.135, p = 0.019) demonstrated statistically significant but negligible positive relationships with academic performance. Visual and auditory preferences showed significant positive correlations with academic achievement, whereas tactile and kinesthetic preferences showed no significant relationships. The study concludes that study habits and learning preferences have limited associations with MAPEH performance, highlighting the need for improved study routines, diverse instructional strategies, and further investigation of other contributing factors. The research supports Sustainable Development Goal 4 (Quality Education) and indirectly contributes to SDG 3 (Good Health and Well-Being). Its potential sustainability impact lies in strengthening educational practices, supporting evidence-based instructional improvement, and promoting long-term educational and institutional development.
The present study examined the relationship among emotional flexibility, behavioral problem and coping strategies among late adolescents and investigated the mediating role of emotional flexibility in the relationship between internalizing and externalizing behavioral problem and Adaptive and maladaptive copying strategies. A correlational research design was used with a sample of N=200 late adolescent’s age 17 to 19 years, including 97 males and 103 females, selected through convenience sampling from different educational institute. Data were collected using a demographic information sheet, Emotional flexibility scale (EFS), Behavioral problem scale (BPS) and brief COPE inventory. Data analyzed using descriptive statistics, reliability analysis, Independence sample test, pearson correlation and mediation analysis through process model 4 with 5,000 bootstrap samples. Finding indicate the males reported significantly higher behavioral problem than females. Significant difference was also found according to the institutional type, with private institute student reporting higher behavioral problem scores, whereas government institute student reported higher coping strategies score. Emotional flexibility significantly predict adaptive copying strategies was significantly negative associated with externalizing behavioral problem. However, emotional flexibility did not significantly mediate with relationship between internalizing or externalizing behavioral problem and adaptive or maladaptive copy as the booster confidence interval for the indirect effect included zero. Overall, the finding suggests the emotional flexibility associate with adolescent coping and behavioral functioning but does not significantly explain the relationship between behavioral problem and copying strategies in the present sample.
Aim The aim of the study was to assess the level of life satisfaction of forensic psychiatry patients and to identify selected demographic and clinical factors related to life satisfaction, with particular emphasis on illness acceptance. Material and methods The study included 121 patients hospitalized in four forensic psychiatry departments. Life satisfaction was assessed using the Satisfaction with Life Scale (SWLS), and illness acceptance using the Acceptance of Illness Scale (AIS). The relationship between SWLS scores and age and AIS scores was analyzed, as well as differences in SWLS scores based on gender, duration of hospitalization, psychiatric diagnosis, and pharmacotherapy regimen. Spearman’s rank correlation, Student’s t-test, one-way ANOVA, and the Mann-Whitney U test were used depending on the type of variables. A nominal significance level of α = 0.05 was adopted. No p-value correction was applied due to multiple testing. Results The mean SWLS score was 19.82 ± 7.50 points. The study group showed varied levels of life satisfaction. After converting the results to the sten scale, 39.7% of participants achieved results corresponding to a low level of life satisfaction, 26.4% - an average level, and 33.9% - a high level. The mean AIS score was 28.06 ± 7.70 points; low level of illness acceptance was found in 10.7% of participants, average in 47.1%, and high in 42.1%. There were no statistically significant differences in SWLS scores depending on gender (p = 0.412), psychiatric diagnosis (p = 0.951), pharmacotherapy regimen (p = 0.930), or duration of hospitalization (p = 0.211). There was no statistically significant correlation between the SWLS score and age (rho Spearman’s ratio = -0.166; p = 0.068). However, a weak positive correlation was observed between the AIS score and the SWLS score (rho Spearman’s α = 0.215; p = 0.018), statistically significant at the nominal level of α = 0.05. Conclusions of life satisfaction were found among the patients included in the study. The largest group consisted of participants classified as low (39.7%), but the differences in numbers between categories did not indicate a clear dominance of one category over the other. In the study group, the most common levels of illness acceptance were medium (47.1%) or high (42.1%). There was no statistically significant correlation between SWLS scores and age, nor were there any statistically significant differences in SWLS scores based on gender, psychiatric diagnosis, pharmacotherapy regimen, or length of hospitalization. However, a weak positive correlation was observed between illness acceptance and life satisfaction, significant at the nominal level of α = 0.05. The cross-sectional nature of the study does not allow for conclusions about a causal relationship between these variables. The results suggest the validity of considering illness acceptance in further studies on life satisfaction in forensic psychiatric patients.
The professionalism of guidance and counseling (BK) teachers plays an important role in services that support students’ personal, social, academic, and career development. However, research on professional challenges, competencies, and development strategies for BK teachers tends to examine these three aspects separately without integrating ethical responsibilities. This article aimed to analyze BK teachers’ professionalism in the digital era, encompassing competencies, challenges and opportunities associated with technology use, and continuing competency development. The study employed a literature review method with a descriptive qualitative approach. Articles and documents published between 2020 and 2025 were retrieved through Google Scholar and Portal Garuda and analyzed thematically. The findings indicate that BK teachers’ professionalism rests on mastery of pedagogical, personal, social, and professional competencies, alongside continuing competency development. However, training and supervision remain limited in terms of duration, evaluation indicators, and monitoring, with a greater focus on professional competence. Digital technologies extend the reach of services but require digital competence and protection of client data confidentiality. The reviewed literature also indicates limited availability of standardized guidelines for online counseling in Indonesia. These findings provide an integrated perspective on BK teachers’ professionalism in the digital era, linking competency mastery, ethical responsibilities, and the ability to use technology. In practical terms, competency development for BK teachers needs to integrate digital competence and online counseling ethics through continuing training, supervision, and evaluation based on measurable indicators. Support from professional associations in developing online counseling guidelines is also needed to strengthen professional and responsible service delivery.
Entry-level managers are usually promoted for their technical skills and are then expected to meet targets, lead teams and resolve conflicts with little preparation for the role. This study examined the relationship between workplace stress, mental health and job satisfaction among entry-level managers in Indian organizations. Using a quantitative correlational design, data were collected through an online questionnaire from 47 managers with up to five years of managerial experience across finance, manufacturing, IT/ITES, healthcare and service operations. Most participants reported moderate workplace stress (61.7%), while nearly half (46.8%) reported high job satisfaction. Workplace stress was positively correlated with mental health difficulty (r = .641) and negatively correlated with job satisfaction (r = -.477), and mental health difficulty was negatively correlated with job satisfaction (r = -.536), all at p < .01. Stress explained 41% of the variance in mental health difficulty, and mental health explained 29% of the variance in job satisfaction. When both were considered together, only mental health remained a significant predictor of satisfaction. The findings suggest that the mental health of new managers is central to their job satisfaction and point to the need for training, mentoring and psychological support early in a managerial career.
This study aims to explore the moderated mediation mechanism of sport confidence and coaching style in the relationship between competitive state anxiety and perceived performance among Chinese elite collegiate basketball athletes. Specifically, data were collected from 315 valid participants across 15 universities in Northeast China using validated scales, and SPSS 26.0 with PROCESS Macro (Model 7) and bootstrap (5,000 samples) were employed for analysis. Results indicated that competitive state anxiety significantly negatively affected perceived performance. Further analysis revealed that sport confidence mediated this relationship. The moderated mediation test showed that coaching style dimensions differentially regulated the path: the indices of moderated mediation for Training and Instruction, Democratic Behavior, Social Support, and Positive Feedback were significant, indicating these supportive dimensions attenuated the detrimental effect of anxiety on sport confidence. In contrast, Autocratic Behavior failed to moderate the process. Collectively, competitive state anxiety is negatively associated with perceived performance in this population, with sport confidence emerging as a key mediator. Notably, the four constructive coaching style dimensions—not the overall style—buffer the first stage of mediation by weakening the negative association between anxiety and confidence. These results underscore sport confidence as a critical mediator and highlight the need to foster confidence and adopt supportive coaching to mitigate anxiety’s adverse effects on perceived performance.
Background The first period of life shapes later life chances, but the economic consequences accumulate across later childhood, adolescence and adulthood and fall across several policy sectors. Existing reviews typically address one risk factor at a time, or focus on a restricted outcome domain, leaving the relevant evidence scattered. This umbrella review collates review-level evidence on how early childhood exposures affect later economic outcomes. Methods The review was registered on Open Science Framework (https://osf.io/szpx5/overview). Medline, APA PsycArticles, APA PsycINFO, CINAHL Plus with Full Text, Education Research Complete & Psychology and Behavioural Sciences Collection databases were searched in November 2025. Systematic, rapid, scoping, narrative and umbrella reviews were eligible if they examined early childhood exposures and later outcomes with measurable consequences for education, employment, income, criminal justice involvement, quality of life, wellbeing or service costs. Reviews reporting only health status outcomes, and those focused on low- and middle-income countries, were excluded. Two authors screened and extracted independently, and quality was appraised. Findings were synthesised narratively. Results Seventy-two reviews were included, published between 2001 and 2025 and increasingly since 2021. Adverse childhood experiences and related adversity were the most frequently examined exposures, followed by childhood physical health conditions, birth and perinatal factors, and neurodevelopmental and behavioural difficulties. Early years risk factors were consistently associated with poorer later education and employment, lower income and greater criminal justice involvement. Evidence on quality of life was mixed, and service use and costs were seldom reported. Few reviews addressed publication bias. Conclusion Difficulties experienced in the early years have consequences across several later life domains and public sectors. The evidence is most consistent for education and criminal justice involvement, and thinner for quality of life, service use and costs. Reviews rarely address correlations between risk factors or the pathways connecting them to later outcomes. Modelling these pathways and evaluating interventions to address early years risks are priorities. Limitations of the review were the inclusion of studies that covered a wide range of age groups and the exclusion of health outcomes.
Abstract According to expectancy theory, people eat food that they expect will bring positive emotions. The present research aimed to identify food and non-alcoholic beverages UK adults most expected to bring positive emotions; test influences of high fat, salt and/or sugar (HFSS) and branding on expectancies; and investigate associations of expectancies with diet quality and comfort eating (i.e. eating induced by negative emotions). A representative sample of UK adults (n 1203; M age = 47 years; 52 % women; 87 % white) viewed food and non-alcoholic beverage images and completed the Anticipated Effects of Food Scale-Brief, a food frequency questionnaire, and questions about comfort eating and sociodemographic background. We ranked means of positive expectancies, conducted multilevel modelling to test influences of HFSS and branding on expectancies and examined correlations among expectancies, diet quality and comfort eating. Participants more strongly expected eating branded HFSS (e.g. Cadbury Twirl chocolate) v. generic non-HFSS (e.g. prawn curry) would result in positive emotions [b = 0·10, se = 0·04, p = ·02, 95 % CI (0·02, 0·18)]. Greater positive expectancies for HFSS – branded and generic – were associated with worse diet quality, especially positive expectancies for ice cream sundaes, fizzy drinks and chocolate (rs = –0·14 to −0·19, ps < ·001). Greater positive expectancies for HFSS and negative expectancies for HFSS and non-HFSS were associated with more frequent comfort eating (rs = 0·08 to 0·30, ps < ·05). Targeting positive HFSS expectancies through food environment policy and behavioural programmes may be a promising strategy for improving diet quality and reducing comfort eating in the UK adult population. Adults who comfort eat may also benefit from challenging negative expectancies for all foods.
In most societies, using more than one language or language variety is the norm, yet the reference data against which children’s speech is judged derive largely from monolingual speakers. Systematic cross-linguistic variation is therefore liable to be read as atypical development, placing multilingual children at risk of misdiagnosis of speech sound disorder (SSD). This risk is most acute for closely related, understudied varieties, where difference and disorder overlap and community-specific data are scarce. Acoustic measures (e.g., voice onset time, vowel formants, segment durations) quantify fine-grained, continuous properties of speech production that categorical, transcription-based description obscures. No existing review, however, has mapped which acoustic measures have been applied to multilingual children, across which language varieties, or against which reference baselines their productions are interpreted. The objective of this review is to provide that map, showing where acoustic evidence is concentrated and where it is absent, to support clinical assessment and to identify where community-specific reference data are most needed. The review will follow updated Joanna Briggs Institute scoping review methodology and will be reported per the PRISMA Extension for Scoping Reviews. Searches will be conducted in MEDLINE (Ovid), Embase (Ovid), CINAHL (EBSCO), Web of Science Core Collection, and Linguistics and Language Behavior Abstracts, with grey literature sought through ProQuest Dissertations and Theses Global and conference proceedings; no date limits will be applied. Children from birth to 18 years are eligible regardless of clinical status, and a preschool subset (≤ 5;11) will be reported separately. After pilot calibration, two reviewers will independently screen and chart sources, resolving disagreements by discussion or a third reviewer. Charted data will be mapped through an acoustic-measure taxonomy crossed with language variety and reference baseline. This protocol has been registered on the Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/R2EX5 ).
The widespread availability of smartphones and internet access has made TikTok part of children’s everyday entertainment. This situation requires parents to guide children not only by limiting screen time but also through communication that helps children understand appropriate content and use. This study aims to describe and analyse parents’ interpersonal communication patterns in controlling TikTok use among children aged 7–12 years in Villa Gading Harapan 5 Housing Estate, Tambun Utara, Bekasi. The study used a descriptive qualitative design. Data were collected from April to June 2026 through semi-structured interviews, non-participant observation, and documentation. Five parents were selected as key informants using purposive sampling, while two children participated as supporting informants. The data were analysed through data reduction, presentation, conclusion drawing, and technique triangulation. The findings show that parents apply the five elements of effective interpersonal communication proposed by Joseph A. DeVito: openness, empathy, supportiveness, positiveness, and equality. Supportiveness is the most visible element, expressed through advice about age-appropriate content, direct supervision, time limits, and diversion to other activities. Openness remains the most vulnerable element because one child tended to restrict parental access to digital activities. The study indicates that controlling TikTok use is more effective when rules are accompanied by warm dialogue, emotional understanding, and opportunities for children to express their views. Parents should therefore maintain consistent, non-judgmental conversations and make digital supervision part of daily family interaction.
This study examines how the socio-psychological climate in higher education influences the formation of students’ civic positions across motivational, cognitive, and behavioural components. To address predominantly low-to-medium baseline civic engagement, the study developed and implemented the “Harmony and Citizenship” programme aimed at fostering a supportive educational environment. Effectiveness was evaluated using documentation analysis, pedagogical observation, expert evaluations, and self-assessments. Post-implementation results confirmed the programme’s efficacy, particularly in the experimental group. Behaviourally, the experimental group achieved a higher proportion of high civic engagement (42.7% vs. 41.2% in the control group) and a significant reduction in low-level engagement (13.8% vs. 21.5%). The experimental group also showed gains in high-level motivational (34.1%) and cognitive (33.9%) dimensions. By substantiating key concepts such as civic education, patriotism, and citizenship, this research provides a practical, adaptable methodology for enhancing students’ civic development through institutional climate optimization.
This study aims to analyze the model of ecotheological value internalization through bil-hal da’wah in school co-curricular programs at SD Al-Ishlah Tulungagung. The research employed a qualitative approach with a field research design to examine how ecotheological values are introduced, practiced, and integrated into students’ daily habits. Data were collected through observation, interviews, and documentation focusing on the implementation of the Urban Farming program. The findings reveal that ecotheological values are internalized through practical environmental activities, including plant cultivation, environmental care habits, and religious reflections connecting environmental preservation with human responsibility as Khalifah fil Ardh. These activities provide opportunities for students to relate religious values to concrete actions in caring for their surroundings. The internalization model consists of four interconnected components: value transformation, value transaction, value transinternalization, and ecological-spiritual habituation. Its implementation positively contributes to students’ environmental awareness, responsibility, patience, compassion, and spiritual consciousness. This study concludes that bil-hal da’wah through environmental co-curricular activities effectively promotes ecotheological education and character development by integrating practical environmental engagement with religious understanding among elementary school students.
Student engagement and participation are essential for interactive elementary science and social studies (IPAS) learning. Limited involvement in questioning, expressing opinions, and teamwork may hinder meaningful learning. This study examined changes in engagement and participation during the implementation of the Teams Games Tournament (TGT) model at SDN Karawang Wetan III. Classroom action research involved 30 students across a pre-cycle and two intervention cycles. Classroom observations assessed seven engagement and seven participation indicators. Descriptive analysis showed improvements in both outcomes. Engagement increased in attention, enthusiasm, active involvement, peer interaction, persistence, and responsibility. Participation improved in questioning, answering, expressing opinions, discussion, cooperation, tournament involvement, and task completion. Reported percentages represent mean indicator-level observation scores rather than proportions of students meeting specific criteria. The findings suggest that structured teamwork, academic games, and individual accountability can provide practical opportunities for collaborative IPAS learning. Teachers should establish clear team roles and encourage individual contributions and questioning. Because the study involved one school and two cycles without a control group, the findings are context-specific and do not establish causality. Future research should examine multiple schools, longer implementation, sustained improvements, and relationships with IPAS achievement.
