understanding

Enhancing conceptual understanding and critical thinking in elementary science requires meaningful learning experiences supported by appropriate instructional media. Examining the effects of integrating Deep Learning approaches and audiovisual media on students’ conceptual understanding and critical thinking was the primary aim of this study. A quantitative approach with a quasi-experimental matching-only design involved 30 fifth-grade students, comprising 15 students in the experimental group and 15 in the control group. Data were collected using conceptual understanding and critical thinking tests, with reliability coefficients of 0.84 and 0.86, respectively. Data analysis employed ANCOVA and MANCOVA. Results showed that the experimental group obtained higher posttest means in conceptual understanding (91.47) and critical thinking (89.72) than the control group (72.47 and 68.47). ANCOVA indicated significant effects on conceptual understanding, F(1,56) = 86.57, p < 0.01, η²p = 0.59, and critical thinking, F(1,56) = 72.43, p < 0.01, η²p = 0.56. MANCOVA also revealed a significant simultaneous effect, Pillai’s Trace = 0.68, F(2,56) = 58.72, p < 0.01, η²p = 0.68. Overall, integrating Deep Learning approaches with audiovisual media substantially improved both outcomes within the studied context.

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.

The objective of this community service initiative is to assist parents and teachers in fostering a "Qur’anic generation" that is ASIK, a generation not only proficient in reciting the holy Qur’an but also skilled in language and logical reasoningthereby enhancing the quality of education in Pangkalpinang City. Based on observations and interviews conducted at the Baitul Ma’ruf Quran Education Center (TPA) in Pangkalpinang, several issues have been identified at the TKA/TPA, specifically concerning the quality of services and comfort, education, health, and social aspects. Students also need to develop an awareness of the importance of becoming critical and innovative individuals, so that they do not fall behind as the flow of information continues to accelerate. This community service initiative was carried out in three stages: preparation, implementation, and evaluation. The activities focused on four key aspects: the installation of an organizational structure board and signage for the TKA/TPA to address quality; literacy and numeracy programs (Smart) and religious outreach (Active) to support education; the preparation of traditional Bangka cuisine (Innovative) to promote health; and social outreach sessions (Critical) to foster social engagement among the participants. The activity was attended by 40 students from the Baitul Ma’ruf TKA/TPA (Islamic kindergarten/elementary Quran education center). The participant satisfaction evaluation yielded an average score of 89.28, falling into the "very satisfied" category. The improvement in participants' numeracy literacy skills is evidenced by the results of numeracy literacy assessments: the average score at the beginning of the program was 46.46, which increased to 73.73 following the numeracy literacy learning activities. The outcomes of the activity also included an improved understanding among participants regarding how to deliver a lecture, how to create calligraphy, and how to select natural ingredients native to the Bangka region that can be used to prepare local delicacies with health benefits

This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.

ABSTRACT This study examined differences in sixth-grade students’ conceptual understanding and critical thinking between Problem-Based Learning (PBL) supported by an Augmented Reality (AR)-Based Book and conventional instruction in Solar System learning. A quantitative quasi-experimental study employing a nonequivalent pretest–posttest control group design involved 35 students from two elementary schools in Blora, Indonesia, comprising 17 experimental and 18 control participants. The intervention was implemented across three instructional sessions. Data were collected using validated essay-based assessments and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), controlling for pretest performance. The experimental group achieved higher posttest means in conceptual understanding (86.71 vs. 72.67) and critical thinking (85.82 vs. 70.17). ANCOVA revealed significant adjusted between-group differences in conceptual understanding (mean difference = 13.87, 95% CI [11.45, 16.29], p < .001) and critical thinking (mean difference = 15.38, 95% CI [12.19, 18.57], p < .001). MANCOVA confirmed a significant multivariate difference (Pillai’s Trace = .862, F(2, 30) = 95.34, p < .001). These findings suggest that integrating AR-supported visualization within structured problem-based inquiry may support conceptual learning and evidence-based reasoning. Nevertheless, the small sample, nonrandom allocation, and school- and teacher-level confounding preclude definitive causal conclusions. Larger multisite and factorial studies are recommended.

Fiqh, defined as the human comprehension of Islamic jurisprudence derived from the Qur’an and Sunnah, is a fundamental component of Islamic Studies education and provides a framework for directing practical areas of Muslim life. The fundamental importance of jurisprudential categorisation is essential in fiqh education, however it poses persistent obstacles for students. This study aims to assess the comprehension level of fiqh jurisprudence classification among Islamic Studies students at UiTM Shah Alam as an initial investigation. This study adopted a survey design involving Diploma in Islamic Studies and Education students (n=59) from the Academy of Contemporary Islamic Studies, UiTM Shah Alam, selected through simple random sampling in line with Johanson and Brooks’ (2010) recommendation for preliminary research. The findings indicate that the understanding of Fiqh classification among UiTM Shah Alam students predominantly falls under the “Good” (39–52.5%) and “Very Good” (30–39%) categories, although the “Excellent” level is rather low (1.7–15.3%). In conclusion, this preliminary study indicates that Islamic Studies students at UiTM Shah Alam possess a robust understanding of fiqh categorisation, primarily within the “Good” and “Very Good” ranges, but face challenges in attaining “Excellent” mastery, implying a necessity for pedagogical improvements to address this deficiency.

Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.

Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.

Short-term field trips enable learners to bridge the pedagogical gap between academic knowledge (theory) and the practicalities of their discipline in a real-world setting. In Ireland, there has been a dearth of empirical research into the essence of short-term field trips as a teaching and learning strategy for criminal justice students. The purpose of this article is to bridge that pedagogical gap through thematic analysis of qualitative data of student learning experiences in the context of a short-term field trip to an operational prison. Research findings based on semi-structured interviews with students who participated in the active learning experience show evidence of the essence of experiential learning activities which could not be achieved to the same level in academic seminars alone. In essence, students contextualise their academic (theory) knowledge, which is a catalyst for gaining a deep and flexible understanding. In consequence of the sensitive nature of the operational prison, and compliance with security protocols, some limitations were also reported by participants, notably the short-term duration of the field trip and the use of conventional methods of documenting active learning experiences was not possible. Keywords: higher education, participatory action research, experiential learning, short-term field trip, operational prison, reflection in action, reflection on action, thematic analysis of qualitative data

Developing students’ economic competence and creativity is essential to preparing them for economic challenges and changing societal demands. However, school entrepreneurship programs do not necessarily develop economic understanding and creativity equally, making evaluation of their implementation and learning outcomes necessary. This study aims to analyze the implementation, supporting and inhibiting factors, and effectiveness of an entrepreneurship-based school program in developing students’ economic competence and creativity at SMP Negeri 2 Tuhemberua. A qualitative descriptive approach was employed. Data were collected through interviews, documentation, and observations involving the school principal, supervising teacher, and five participating students. Data were analyzed through data reduction, data presentation, and conclusion drawing, with credibility examined through source and method triangulation. The findings indicate that the Cultivation and MSME Business Project supports students’ understanding of production, capital, costs, sales, and profit while encouraging product innovation, problem-solving, responsibility, and cooperation. Nevertheless, program effectiveness remains limited by insufficient time, inadequate facilities, difficulties in financial recordkeeping, and restricted marketing reach. Therefore, the program is effective as a practical learning experience but requires stronger structured reflection, financial literacy activities, and continuous evaluation to improve students’ economic competence and creativity. ABSTRAK Pengembangan kompetensi ekonomi dan kreativitas siswa penting untuk mempersiapkan mereka menghadapi tantangan ekonomi dan perubahan zaman. Namun, pelaksanaan program kewirausahaan di sekolah belum tentu menghasilkan penguasaan konsep ekonomi dan kreativitas secara seimbang sehingga perlu dievaluasi berdasarkan proses dan capaian pembelajarannya. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta efektivitas program sekolah berbasis kewirausahaan dalam mengembangkan kompetensi ekonomi dan kreativitas siswa SMP Negeri 2 Tuhemberua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara, dokumentasi, dan pengamatan terhadap kepala sekolah, guru pembimbing, serta lima siswa peserta program. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program Proyek Budidaya dan Usaha UMKM mendukung pemahaman siswa tentang produksi, modal, biaya, penjualan, dan keuntungan, sekaligus mendorong inovasi produk, pemecahan masalah, tanggung jawab, dan kerja sama. Efektivitas program belum optimal karena keterbatasan waktu, sarana, pencatatan keuangan, dan jangkauan pemasaran. Dengan demikian, program efektif sebagai pengalaman belajar praktis, tetapi memerlukan penguatan refleksi, literasi keuangan, dan evaluasi berkelanjutan.

Practical work is the most expensive and most widely mandated component of secondary chemistry teaching, yet four decades of research have failed to establish a stable relationship between handling substances and understanding chemical ideas. This article argues that the difficulty lies less in the quantity or authenticity of laboratory activity than in the epistemic work that tasks require students to perform. A critical narrative review of research on school laboratories, guidance studies, and chemistry-specific work on representation is used to develop a framework of five epistemic functions: observing with purpose, modelling and explaining, coordinating representations, warranting claims, and deciding under uncertainty. The framework treats a practical task as a demand profile rather than a label, so that two activities with identical apparatus can make very different intellectual demands. Evidence is mapped onto the functions, showing that observational and mechanistic aims are comparatively well supported, whereas the justification of claims and the transfer of evidence to decisions remain weakly supported and rarely assessed. The article specifies a scaffold architecture that makes the epistemic object of a lesson explicit without reducing it to a recipe, and illustrates the argument with a two-lesson investigation of the iodine–persulfate clock reaction, for which task sequences, a representational map, an illustrative data set, and an analytic rubric are provided. The educational value of practical work, it concludes, depends on whether its tasks require students to produce and defend chemical claims.

ABSTRACT. The relationship between instructional leadership behaviours and lecturers’ job performance is important in higher education. Understanding this relationship can help academic leaders support lecturers and improve teaching, research, and academic development. Therefore, this study determines how instructional leadership behaviour of heads of departments (HoDs) influences lecturers’ job performance at the major public universities in Kumasi, Ghana. A cross-sectional survey design was employed to collect data from lecturers in public universities at a single point in time. The sample includes public university lecturers. A stratified random sampling technique was used to select 155 lecturers to provide quantitative data. Data were collected using a questionnaire and analyzed with both descriptive and inferential statistics, including frequencies, percentages, means, and standard deviations, along with the Pearson product-moment correlation coefficient. The findings indicate that HoDs demonstrate active involvement in setting institutional direction, monitoring instruction, and supporting staff development. However, the findings reveal insufficient mentorship to support lecturers’ professional learning and performance. This lack of mentorship could limit opportunities for developing leadership potential among teachers and supporting their career growth. Lecturers displayed effectiveness in their teaching practices. The statistical results confirmed a significant effect of instructional leadership behaviours on lecture delivery (F(4,98) = 20.382, p < 0.01). It was recommended that HoDs should communicate departmental goals clearly and ensure that lecturers understand their teaching, assessment, research, and administrative responsibilities. Additionally, the strong positive correlation between the communication of institutional objectives and lecturer effectiveness highlights the need for university goals, teaching expectations, and performance standards to be communicated clearly across departments.

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

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.

Character education is an important foundation for preparing preservice teachers. However, the internalization of moral values does not necessarily entail the ability to make ethical decisions in professional practice. This article aims to synthesize the conceptual relationships among character education, moral development, professional identity, and professional ethics among preservice teachers and formulate a framework for strengthening teacher education. The study employed an integrative literature review involving targeted searches for major theoretical works and scholarly articles on character education, moral reasoning, teachers’ professional ethics, and preservice teacher education. The literature was analyzed thematically by comparing theoretical foundations, research contexts, findings, and pedagogical implications. The synthesis indicates that the transition from personal character to professional ethics is a nonlinear process integrating five mechanisms: recognition of values and moral sensitivity, role modeling, reasoning through ethical dilemmas, guided reflection during field placements, and an institutional culture consistent with ethical values. The synthesis also identifies a gap between ethical knowledge and the ability to apply moral concepts explicitly when considering conflicts between values. These findings underscore the need for ethics education that connects an understanding of norms with reasoning practice and reflection on professional experiences. This article proposes a Character–Professional Ethics Transition Model linking value internalization, moral reasoning, professional identity formation, and accountable ethical action. In practical terms, the framework may guide the integration of learning based on ethical dilemmas, reflection on field placements, and the strengthening of institutional culture into preservice teacher education. The proposed model requires empirical testing, particularly through longitudinal research in Indonesian teacher education contexts.

Although Kurikulum Merdeka promotes flexible, student-centered learning, the implementation of Natural and Social Sciences (IPAS) instruction in elementary schools continues to face various challenges. This study aimed to describe the challenges in implementing IPAS instruction under Kurikulum Merdeka in Grade V at SD Negeri 005 Desa Baru, Kampar Regency. The study employed a descriptive qualitative approach involving two fifth-grade teachers and six purposively selected students. Three students had IPAS scores above 75, and three had scores below 75. Data were collected through nonparticipant observation, structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings identified three domains of challenges related to students, teachers, and learning assessment. Student-related challenges were the most prominent, including differences in understanding, declining attention after approximately 15–20 minutes of lecturing, interest that depended on the type of activity, uneven participation, dependence on external motivation, inconsistent task management, and varying levels of learning readiness. Teacher-related challenges included the breadth of integrated science and social studies content and classroom management during group activities. Assessment involved oral quizzes and student worksheets, supplemented by remedial instruction and enrichment. Achievement scores ranged from 60 to 96, with a mastery threshold of 75. These findings underscore the need for differentiated instruction, concrete and contextually relevant instructional media, clearly assigned group roles, time management, and the use of assessment results to improve instruction. This study provides a contextual account of challenges in IPAS instruction and the need to adapt fifth-grade teaching practices. Its restriction to one school and a focused observation period highlights the need for further research covering more lessons and IPAS topics.

Psychological distress during young adulthood may be influenced by early emotional experiences and current interpersonal relationships. The current study investigates the relationship between childhood emotional neglect, peer support and psychological distress in young adults. A quantitative research design was used with 200 participants aged 18-25 years selected through purposive sampling from educational institutions of Lahore. Childhood emotional neglect, peer support and psychological distress were measured with the Childhood Emotional Neglect Questionnaire (CENQ), Multidimensional Scale of Perceived social support (MSPSS), and Kessler Psychological Distress Scale (K10), respectively. Data were analyzed using Pearson- product moment correlation, hierarchical regression, PROCESS moderation analysis and one way ANOVA. Childhood emotional neglect was significantly and positively associated with psychological distress while peer support was not significantly and directly associated with psychological distress. Hierarchical regression indicates that psychological distress was significantly predicted by childhood emotional neglect, while peer support was not a significant direct predictor. The regression model explained 12.5% of variance in psychological distress. Moderation analysis showed significant interaction effects of friends’ support (P= .017) and family support (P= .032), indicating that these sources of support moderated the relationship between childhood emotional neglect and psychological distress. There were significant socio-economic differences for childhood emotional and peer support, but not for psychological distress. The findings highlight the importance of considering childhood emotional experiences and interpersonal resources when understanding psychological distress among young adults.

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation

Speaking is an essential skill in English as a Foreign Language (EFL) learning. However, many EFL students experience difficulties in developing speaking proficiency due to limited opportunities for oral practice, speaking anxiety, low confidence, and insufficient interaction. Although previous studies have examined Digital Game-Based Learning (DGBL) in English language education, their findings are distributed across different platforms, learning contexts, and outcomes. Therefore, a systematic review is needed to provide a broader understanding of how DGBL contributes to EFL speaking development and how different platforms support this process. This study aims to examine the effects of DGBL on EFL students' speaking skills and identify the digital platforms used in speaking instruction. A Systematic Literature Review (SLR) was conducted by analyzing 20 selected studies through a systematic selection process based on predetermined inclusion and exclusion criteria. The findings indicate that DGBL can support speaking development by providing opportunities for oral practice, increasing motivation and participation, strengthening confidence, and reducing speaking anxiety. The review also identifies Kahoot!, Quizizz, Wordwall, Duolingo, mobile game-based applications, and other digital game environments as platforms used in EFL learning.

Chemistry teaching is still based on traditional methods of memorization and repetition, a consequence of students' difficulty in understanding chemical models when contextualized pedagogical strategies are not employed. In this context, digital games emerge as a promising alternative to make teaching more dynamic, interactive, and accessible. This qualitative study aimed to analyze how digital games are perceived and used by undergraduate chemistry students during their training, understanding how this knowledge is articulated with academic productions on the subject. The research was conducted through a bibliographic survey, with a time frame from 2014 to 2024, using the Digital Library of Theses and Dissertations as a database. Additionally, a questionnaire was applied to 72 students of the Chemistry undergraduate course at a Federal University in the Northeast region of Brazil to understand their perceptions of digital games in the educational context. The results indicate that 98.6% of the students recognize the potential of digital games in chemistry learning. According to this result, 69.4% have already used these cultural artifacts to learn chemical concepts, which justifies 79.2% of respondents feeling familiar with this technology, emphasizing the emergence of a more connected society. Conversely, a significant lack of training on the use of Digital Games was identified, due to the absence of subjects addressing this topic in the curricula of Chemistry undergraduate courses that adhere to the Unified Selection System. It is concluded that this study highlights how Digital Games can significantly contribute to improving Chemistry teaching, provided there is adequate teacher training. Thus, it is essential that undergraduate courses include the pedagogical use of Digital Games in their curricula, promoting an educational practice aligned with contemporary demands and available technological possibilities.

The rapid digitalisation and technological advancements associated with Industry 4.0 are transforming work environments, job demands, and employee expectations across sectors. While these changes create new opportunities for flexibility, innovation, and productivity, they also introduce increased pressures that can affect workers’ psychological well-being in different ways. Emerging literature highlights mental health and well-being as critical concerns in the digital era, yet limited attention has been given to how these changes are experienced differently by men and women. This conceptual paper aims to examine gender differences in psychological well-being within the context of Industry 4.0, with a focus on work demands, work–life balance, and organisational support. Through a critical review of existing empirical and theoretical studies, a conceptual framework is proposed, drawing on the Job Demands–Resources (JD–R) theory and supported by Ryff’s Psychological Well-Being model. This framework provides an understanding of how demands and resources associated with Industry 4.0 shape the well-being of men and women in both similar and different ways. The study offers insights for policymakers, organisations, and researchers in developing more inclusive and gender-sensitive strategies to support employee well-being in technology-driven workplaces and contributes to discussions on sustainable work and mental health in the Fourth Industrial Revolution.

The ability to understand concepts is one of the important aspects in social studies learning because students are not only required to remember information, but also to be able to explain and apply concepts in various situations. However, the learning process that is still teacher-centered causes student involvement and motivation to learn is not optimal. This study aims to analyze the influence of the Teams Games Tournament (TGT) learning model assisted by Quizizz Paper Mode (Q-Card) on learning motivation and students' ability to understand concepts in food chain materials. This study uses a quantitative approach with a pre-experimental design method through a one-group pretest-posttest design. The research sample consisted of 30 students in class V of SDN Cisiram who were selected using saturated sampling techniques. Data were collected through concept comprehension tests, learning motivation questionnaires, and documentation, then analyzed using Wilcoxon, N-Gain, and effect size tests. The results showed an increase in concept comprehension ability with an average score increasing from 39.73 to 87.70, an N-Gain value of 0.78 with a high category, and an effect size of 0.617 which showed a strong influence. The application of TGT assisted by Q-Card was also able to increase students' involvement and learning motivation. Thus, the Quizizz Paper Mode (Q-Card)-assisted TGT model is effectively used as an alternative to IPAS learning to improve students' understanding of concepts and learning motivation.

Bullying is a behavior that can affect students’ sense of safety and comfort in the school environment. This activity aimed to increase elementary school students’ awareness of the forms, impacts, and prevention of bullying through a Community Service Program (Kuliah Kerja Nyata/KKN). The activity was conducted at SD 1 Way Gubak involving fifth- and sixth-grade students. A qualitative descriptive method was applied through observation, question-and-answer sessions, and documentation. The results showed that students were able to recognize bullying, particularly teasing, hitting, and hurting others, although their initial understanding mainly focused on physical actions. Materials presented using simple language and concrete examples helped broaden students’ understanding of bullying and its prevention. The activity also identified bullying experiences related to students’ social and economic conditions.

Psychotherapy is supported by evidence across several psychological conditions, yet its value cannot be understood solely through symptom change. This thematic integrative review examines psychotherapy as both an intervention and a relational setting in which psychological safety, trust, collaboration, and self-understanding may support change. Literature discussed in the source synopsis is organized around three themes: psychotherapy outcomes across mood, anxiety, trauma-related, and personality difficulties; the therapeutic alliance and safety; and adapted, neurodiversity-affirming support for autistic people. Meta-analytic and theoretical literature generally supports psychotherapy effectiveness, while alliance research identifies the therapeutic relationship as a robust correlate of outcomes. Work on autistic youth suggests that adapted interventions can be beneficial, although outcomes and methods vary. Across these areas, the review identifies a need to connect clinical outcomes with clients? lived experience of safety, identity, accessibility, and agency. The review is integrative rather than systematic: the source material does not document reproducible database searches, screening counts, or formal quality appraisal. Accordingly, conclusions are interpretive and should not be treated as a comprehensive estimate of treatment effects. The paper argues for therapeutic spaces that combine evidence-informed care with collaborative, individualized, and affirming relationships.

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.

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.

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.

The article presents a comprehensive analysis of the methodological toolkit for research on language education in the Baltic States under conditions of digitalization. The expediency of using a multi-level structure of scientific inquiry, which includes theoretical-methodological, system-analytical, and generalizing-prognostic levels, is substantiated. It is proven that such a research logic ensures the integrity of the scientific strategy, consistency in studying the problem, and reliability of the obtained results. The content of the theoretical-methodological level is revealed, which involves understanding the essence of language education digitalization, forming the source base, clarifying the conceptual and terminological framework, and defining the conceptual foundations of the study. The significance of general scientific methods of analysis, synthesis, systematization, generalization, and interpretation, as well as specific scientific methods of theoretical generalization, historical-structural, comparative-historical, and terminological analysis, is determined. The system-analytical level aimed at an in-depth study of the source base, systematization of factual material, development of the periodization of language education digitalization, and comparative analysis of educational practices in Lithuania, Latvia, and Estonia is characterized. The role of the problem-search method, theoretical modeling, retrospective analysis, comparative approach, and periodization method is identified. It has been found that the generalizing-prognostic level ensures the integration of research results, the identification of leading trends in the digital transformation of language education, the formulation of practical recommendations for higher education institutions in Ukraine, and the forecasting of prospects for the field's further development. Particular attention is paid to the possibilities for adapting the Baltic States' construction experience to the Ukrainian educational space. It is concluded that the application of an integrated system of methods and scientific approaches creates a proper basis for studying digitalization of language education, makes it possible to identify patterns of its development, and determine effective directions for modernizing language training in higher education.

The present study explores police cadets’ perceptions of the Psychology course within their training context. The sample consisted of 111 first-year cadets who completed a structured questionnaire including subscales measuring attitudes toward the course, perceived professional usefulness, contribution to personal development, content evaluation, level of understanding, and comparative evaluation with other courses. The findings indicate a moderate to positive overall attitude, with particularly strong recognition of the course’s professional relevance. However, lower levels of intrinsic motivation and perceived contribution to personal development were observed. The course content was evaluated as contemporary, relevant, and appropriately demanding, although it did not strongly engage students’ interest. A key finding of the study is the clear preference for more interactive and experiential teaching methods, which appear crucial for enhancing student engagement and learning outcomes. Overall, while the Psychology course is acknowledged as an essential component of police education, the results highlight the need for a pedagogical redesign focusing on applied learning and active participation.

This study investigated the relationship between Senior High School mathematics teachers’ epistemological knowledge and mathematical discourse practices, examined differences based on selected profile variables, and determined the predictive influence of epistemological knowledge on discourse practices. Employing a descriptive-correlational research design, the study involved 43 Senior High School mathematics teachers from 13 public secondary schools in the Schools Division of Lipa City, selected through total population sampling. Data were gathered using two researcher-developed instruments: the Epistemological Knowledge in Mathematics Questionnaire (EKMQ) and the Mathematical Discourse Practices Questionnaire (MDPQ), both subjected to expert validation and reliability testing. Following ethical research protocols, questionnaires were administered online. Data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation, and simple linear regression. Findings revealed that teachers demonstrated a high extent of epistemological knowledge and highly practiced mathematical discourse in classroom instruction. No significant differences in epistemological knowledge were observed based on ancillary roles, while mathematical discourse practices differed significantly according to the number of mathematics-related trainings and seminars attended. Furthermore, a strong positive relationship existed between epistemological knowledge and mathematical discourse practices, with epistemological knowledge significantly predicting discourse practices. These findings emphasized the importance of strengthening teachers’ understanding of mathematical knowledge and promoting meaningful classroom communication. Consequently, the Mathematical Discourse Enhancement Program (MDEP) was developed as a research-based professional development initiative designed to enhance teachers’ epistemological knowledge, improve mathematical discourse practices, and support effective mathematics instruction through targeted professional learning opportunities and continuous instructional improvement.

This study contributes to the scholarship of teaching and learning (SoTL) by examining how case-based teaching and threshold concepts promote culturally inclusive pedagogical practices among pre-service teachers (PSTs). Our research design reflects SoTL principles by taking a systematic, transparent, iterative, and collaborative approach to collecting, analysing, and sharing data. Our work is explicitly aligned with theoretical frameworks, and we address unresolved issues in order to facilitate transformative learning. We aimed to explore how PSTs perceive culturally inclusive pedagogy and professional competence in a case-based course. Three key findings emerged: increased awareness of classroom diversity, a change in the PSTs’ understanding of culturally inclusive teaching, and resistance to exploratory learning designs. Many PSTs demonstrated transformative learning and sound professional judgment. However, some expressed resistance and uncertainty, underscoring the importance of scaffolding and support. The findings align with the literature on threshold concepts as gateways to boundary crossing and a deeper understanding of diversity in SoTL. The results highlight the potential of case-based teaching to encourage metacognitive reflection and to promote inclusive educational practices in teacher education programs. The study demonstrates that designing inquiry-based learning activities that integrate case studies and threshold concepts can facilitate critical reflection and metacognition among PSTs.

This study investigates the internalization of moral education values through traditional games in an Islamic early childhood education institution, focusing on the implementation of play-based activities, teacher facilitation, and children's emerging moral behaviors. Adopting a qualitative field research approach, the study was conducted at RA Athfalul Huda GUPPI, Qurnia Village, Mataram, Indonesia. Research participants were purposively selected and included the school principal, teachers, and children involved in traditional game-based learning. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was supported through source and methodological triangulation and sustained observation. The findings identify four traditional games Cublak-Cublak Suweng, Gobak Sodor, Petak Umpet, and Dakon—as learning activities that provide opportunities for children to experience and practice moral values through shared rules, peer interactions, turn-taking, and collaborative participation. Teacher facilitation, particularly through behavioural modelling, rule reinforcement, guidance, and post-activity reflection, emerged as an important component of the moral learning process. The values addressed through these activities included honesty, trustworthiness, responsibility, patience, cooperation, sportsmanship, tolerance, humility, and social awareness. Furthermore, parent-reported observations indicated that some positive behavioral practices were also reflected in children's interactions at home. These findings highlight the pedagogical potential of culturally embedded traditional games as a context for experiential moral education. The study contributes a contextually grounded understanding of how traditional play and teacher mediation can support the development of moral awareness and emerging behavioral practices in Islamic early childhood education.

Since the large-scale displacement of Ukrainian families following the escalation of the war in 2022, community- and school-based initiatives have become increasingly important in supporting refugee children's adaptation in host countries. Although play, resilience, and belonging have each been widely recognised as important for children's well-being and development, they have largely been examined within separate strands of scholarship. This theoretical article develops an integrated three-tier framework that brings together Bronfenbrenner's ecological systems theory, social-ecological resilience theory, and research on play and belonging to explain how displaced children adapt within host-country contexts. The proposed framework conceptualises children's adaptation as a recursive process operating across three interconnected tiers. Tier one situates children within their ecological environments; tier two identifies resilience as a multisystemic process emerging through interactions between children and the protective resources available within those environments; and tier three positions play as the primary mechanism through which resilience processes are enacted, while belonging functions as both an outcome and a reinforcing relational process. The framework is illustrated through the context of Ukrainian refugee children in Estonia and generates empirically testable propositions to guide future research. By integrating ecological context, resilience processes, and play-based relational mechanisms into a single explanatory framework, the article offers a conceptual foundation for understanding children's adaptation following forced displacement and provides implications for the design and evaluation of community- and school-based initiatives supporting displaced children.

Despite global advances in digital pedagogy, structured professional development that integrates technology into martial arts instruction remains scarce. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this explanatory sequential mixed-methods study examined the self-described TPACK proficiency of Wushu teachers and the specific proficiency gaps they experience in practice. A researcher-developed questionnaire was administered to a random sample of Wushu teachers, and ten of them were subsequently interviewed. Quantitative findings indicate that teachers are generally proficient across all three TPACK domains (overall M = 2.98, SD = 0.26), with Content Knowledge ranking highest (M = 3.01) and Technological Knowledge lowest (M = 2.96). Qualitative findings, however, revealed three concrete gaps: limited use of mobile and wearable technologies, absence of standardized tools for performance assessment, and inadequate understanding of biomechanics and physical conditioning principles. The study concludes that Wushu teachers possess strong mastery of technique and instructional strategy but require targeted development in technology integration, objective assessment, and the science of movement. A four-module ITM-Wushu (Integrated TPACK Training Model for Wushu Teachers) is proposed to address these gaps. Implications for teacher education and suggestions for future research are discussed.

The massive penetration of digital transactions among adolescents presents real financial vulnerability due to low understanding of Islamic economic contracts and ethics. Conventional fiqh learning is often isolated in textual normative memorization without honing students' critical reasoning skills against contemporary realities. This study aims to comprehensively analyze the implementation of the Problem-Based Learning (PBL) model in the learning of Fiqh Muamalah and its impact on strengthening students' critical reasoning and sharia financial literacy on digital economy issues. The research design adopts a qualitative approach with a bounded system case study at SMK Darul Musyawirin Cirebon. The research participants include Fiqh Muamalah teachers, vice principals for curriculum, and grade XI students who are directly involved in the learning cycle. Data collection was carried out through semi-structured in-depth interviews, classroom participatory observations, and review of learning portfolio documentation. Data analysis was carried out cyclically through an interactive model of open coding-based data reduction, presentation of thematic matrix data, and conclusion drawing and verification that were validated through source triangulation, member check, and trail audit. The results of the study revealed that organizing learning through the stages of authentic problem orientation (such as paylater, online loans, and digital investment), legal literature investigation, intergroup discussion-rebuttal dialectic, and value reflection succeeded in transforming students' mindsets from textual-reproductive reasoning to contextual-analytic based on postulates. Students showed a surge in competence in distinguishing murabahah margins from time-based interest, identifying the elements of riba, gharar, and maisir, and compiling simple legal arguments of istinbath al-ahkam. In addition, the structural understanding was internalized into behavioral financial literacy that encourages transaction prudence and verification of sharia legality. This instructional model proves that the integration of real issues of the digital economy into the PBL syntax effectively bridges classical fiqh doctrine with modern challenges, while offering a transformative pedagogical framework for vocational Islamic education curriculum.

Inclusion is a movement that arises from the socio-historical-cultural perception of exclusion and requires strategies to mitigate or eliminate the various barriers that restrict or prevent social participation. The inclusion movement, which gained strength from the end of the 20th century, applies to different social spheres, including literature as a human experience. In this sense, this art form should be addressed in schools from childhood, ensuring both accessibility and the representation of the diversity of cultures, bodies, and subjectivities. This article aims to discuss literary literacy from an inclusive approach, reflecting on its contribution to the development of reading and citizenship. Thus, it uses a bibliographic research methodology, starting from a systematic review of the terms inclusive literature, inclusive children's literature, inclusive young adult literature and accessible literature in the main academic research databases, and then expanded, in an exploratory manner, to related topics. The study focused on understanding what characterizes inclusive literature, considering heterogeneity in theme and/or authorship, as well as access to and accessibility of the book as a cultural object. Additionally, it aimed, through the example of an accessible teaching sequence based on Indigenous literature, to show the applicability of this approach, highlighting the school's role in shaping readers who are more aware and respectful of human diversity. Consequently, the work contributes by showing that inclusive literature, from the perspective of literary literacy, enriches the reading experience by expanding student development through both the aesthetic enjoyment of the work and the formation of civic awareness.

Research on fitrah-based education is mostly conceptual or situated in early childhood and primary schools; its implementation in junior high schools bound by the national curriculum remains underexplored. This qualitative case study describes the forms of implementation, strategies for developing students' academic and spiritual potential, supporting and inhibiting factors, and implications for students at SMP Ar-Rauf Tangerang. Data came from interviews with seven informants, observation, and documents, analyzed with the Miles, Huberman, and Saldaña model. Four forms of implementation emerged: an integrated curriculum, learning centered on students' uniqueness, narrative assessment (Rapor Fitrah), and a nurturing school culture. Potential was developed through talent mapping, personalized Qur'an memorization, nature-based entrepreneurship, and differentiated instruction. Educator vision, parental involvement, and the environment supported implementation; tension with the national curriculum, teacher workload, and varied parental understanding inhibited it. The study proposes the Formal School Fitrah Ecosystem model.

School – Based violence has been recognized as a major educational challenge (UNESCO, 2019). In Uganda, and particularly in urban centers such as Mbale City, reports of student misconduct, peer influence, and group-related conflicts are becoming more common. These challenges not only affect academic performance but also threaten the safety and well-being of learners. Therefore, this study examined the causes, effects, and prevention strategies of school-based violence and gang activity in Mbale City. This study adopted a mixed-approach design, combining literature review with contextual observations in the community whereby Secondary data was obtained from text-books, reports, academic publications and newspapers. Studies indicated that violence in schools negatively affects learners’ academic performance, psychological well-being, and social development (UNESCO, 2019; UNICEF, 2018). Locally, informal observations and reported cases in Mbale City suggested increasing incidents of bullying, student grouping, fighting among students, Intimidation and harassment, Group-based conflicts and indiscipline. The study identified key contributing factors such as peer pressure, family background, Weak school discipline systems (Gottfredson, 2001), Exposure to violence in media and community influence, Overcrowding in some schools and school environment. This further highlighted that effective prevention requires a combination of school-based interventions, parental involvement, and policy support. In Mbale City, these activities remain significant challenges in education and these issues are increasingly visible which require urgent attention according to media reports (Daily monitor 2026, April 17). The study concludes that a coordinated approach is essential in promoting safe and supportive learning environments by combining global research with local understanding to strengthen discipline systems and supervision, Guidance and counseling services in schools, student behavior monitoring by parents and Government’s support to policies that promote school safety.

In today’s dynamic service sectors, particularly aviation and tourism, innovation is a vital driver of performance. While leadership is known to foster innovation, the mechanisms by which leadership influences innovation outcomes through team learning remain underexplored. This study examines the impact of innovation leadership on team performance through team explorative learning, employee innovation, and team innovation, and further examines the moderating role of customer relationship management (CRM) practices in these relationships. Drawing on Social Exchange Theory and Social Learning Theory, innovation is conceptualized as a multi-level outcome shaped by leadership and team dynamics. Using Structural Equation Modelling on survey data from 430 employees and leaders in Vietnam’s aviation and tourism sector, the findings show that innovation leadership enhances team explorative learning, which in turn promotes employee and team innovation. These innovation outcomes subsequently enhance team performance, confirming their mediating roles in the relationship between team explorative learning and performance. Moreover, customer relationship management (CRM) practices moderate these relationships by strengthening the effect of team innovation on performance and attenuating the direct relationship between team explorative learning and team performance. In contrast, CRM practices had a limited moderating effect on the relationship between employee innovation and team performance. This study advances understanding of the indirect pathways through which leadership drives innovation and highlights CRM practices as a boundary condition. Practical implications for managing innovation in complex service environments are offered.

Sports betting has expanded across sub-Saharan Africa, increasingly intersecting with young people’s aspirations, technological accessibility, and economic insecurity. Although awareness of gambling-related risks may influence young people’s decisions, recognising such risks does not necessarily lead to cessation of betting. This study explored how young bettors understood betting risks in Shibai Street, Buhongwa Ward, Mwanza, Tanzania. A qualitative cross-sectional study employing ethnographic methods was conducted between July and August 2025. Data were collected from 18 purposively selected active bettors aged 18-29 years through in-depth semi-structured interviews, non-participant observation, and informal conversations. Interviews were conducted in Kiswahili, audio-recorded, transcribed into English, and analysed thematically following Braun and Clarke’s approach. The findings were interpreted using Verstehen, strain, and rational choice perspectives. Participants identified financial loss, difficulty stopping, stress and mental distress, relationship conflict, theft, reduced attention to work or learning, reduced work-seeking, dishonesty, deepening poverty, and loss of personal possessions as important betting-related risks. However, awareness of these risks did not consistently result in withdrawal from betting. Some participants continued because betting provided hope, expectations of quick financial gains, peer influence, and a perceived opportunity to escape poverty. The study concludes that understanding betting risks among youth requires attention to the meanings attached to betting and the economic and social circumstances within which participation occurs. Risk education should therefore be complemented by livelihood opportunities, community support, counselling, and appropriate harm-prevention measures.

BACKGROUND: Understanding prescription trends and costs of psychotropic drugs is essential to inform mental healthcare policy and practice. However, comprehensive national evidence across psychotropic drug classes is limited, and little is known on how prescription volumes changed during the COVID-19 pandemic. AIMS: We examined prescription trends and costs of psychotropic drugs in the UK and assessed changes in prescription volumes following the onset of the COVID-19 pandemic. METHOD: We analysed national Prescription Cost Analysis data from 2013 to 2023, for six major psychotropic drug classes. Annual prescription volumes, total costs and average costs per drug were estimated. Linear regression was used to assess temporal trends and changes in prescription volume during the pandemic years. Costs were adjusted for inflation to 2023 prices. RESULTS: Between 2013 and 2023, psychotropic prescriptions grew 4% (95% CI 3.9-4.2) annually. Prescriptions for antidepressants, antipsychotics, stimulants and anti-dementia drugs increased, but not for hypnotics and anxiolytics and drugs used in substance dependence. In contrast, total costs declined by approximately £328 million, and the average cost per drug dropped from £11 to £5.9. Prescription volume remained unchanged during the pandemic years, except for anti-dementia medications, which showed an annual reduction of 17.2% (95% CI 7.8-26.6) relative to the underlying temporal trend during the study period. CONCLUSIONS: Our observed rising prescription trend is consistent with global evidence on availability and use of psychotropic drugs. Furthermore, we found a decrease both in total drug costs and average costs per drug.

The WHO Adolescent Well-being Framework identifies agency and resilience as a central domain of adolescent well-being, yet its expression from a health promotion perspective remains insufficiently understood. Although previous research has often focused on specific behaviours or isolated factors, less attention has been given to how interconnected personal and relational resources coexist as patterns reflecting the WHO domain of agency and resilience. This study explored such patterns among young Swedish persons aged 15–18 years and examined gender differences across these patterns. A cross-sectional survey was conducted among 419 students in Swedish upper secondary schools. Agency and resilience were operationalised through measures of salutogenic health, positive youth development (PYD), playfulness, goal orientation, and physical activity. A person-oriented cluster analysis was used to identify patterns of interconnected resources, and gender differences between patterns. Three distinct resource patterns were identified: a low-resource group (26%), a high-resource group (28%), and an asymmetric-resource group (47%), characterised by relatively favourable intrapersonal resources alongside lower relational PYD resources. Girls were significantly overrepresented in both the low-resource and asymmetric-resource groups. Together, these findings suggest that young persons with seemingly favourable individual resources may nevertheless exhibit underlying vulnerabilities when resources are considered as interconnected patterns rather than isolated characteristics. This perspective contributes to the empirical understanding of the WHO domain of agency and resilience and may inform person-centred, relational approaches to promoting young persons’ well-being.

Context and relevance. The study investigates the contributions of Lev Vygotsky's cultural-historical theory to Brazilian special/inclusive education, particularly regarding the constitution of the subject with autism in school contexts. The theoretical framework is grounded in the concepts of drama, freedom and singularity, understanding the schooling process as a privileged pathway of human (trans)formation. Objective. To analyse how pedagogical knowledge impacts the constitution of the child with autism, based on the notion of constitutive singularity. Hypothesis. The schooling process anchored in critical-emancipatory pedagogical knowledge operates as a promoter of the subject's humanisation, in opposition to traditional clinical approaches that reduce the subject to diagnosis and to ableist perspectives that position them in a state of devaluation. Methods and materials. The research, adopting a cultural-historical approach, was configured as intervention-research with an eight-year-old student with autism, enrolled in the second year of primary education. Video recordings, audio recordings, photographs, field diaries and interviews with the teacher, the child and his mother were utilised. Data were analysed through the microgenetic approach. Results. The analysis of two paradigmatic episodes of story retelling through illustration and physical education class evidences that the child, upon inserting personal elements into school tasks, manifests his will and singularises himself, expressing the drama of the social personality as a struggle for existence. Conclusions. Understanding singularity as a dialectical, historical, cultural and dramatic process allows us to overcome pathologising views and to recognise that disability is not a destiny, but a condition that, in relations with others and with culture, can be transformed into potentiality.

The advancement of digital technology has led to increased use of the internet and social media, particularly among adolescents. However, this development has also contributed to various challenges, one of which is cyberbullying. A low level of digital literacy knowledge may influence how students communicate and behave in digital environments. This study aimed to analyze the relationship between the level of digital literacy knowledge and cyberbullying behavior among high school students. This study employed a quantitative approach with a cross-sectional design. A total of 99 students were selected as research participants using a total sampling technique. Data were collected using a questionnaire, while the relationship between the variables was analyzed using the Chi-Square test. The results showed that the majority of respondents had a high level of digital literacy knowledge (59.6%), while the majority demonstrated a low level of cyberbullying behavior (57.6%). Statistical analysis revealed a significant relationship between the level of digital literacy knowledge and cyberbullying behavior (p-value = 0.001). Thus, the better the students' level of digital literacy knowledge, the lower their tendency to engage in cyberbullying behavior. Therefore, strengthening education and understanding of digital literacy should be enhanced as a preventive strategy to reduce the occurrence of cyberbullying in school environments.

Introduction: In children's football, attentional concentration is fundamental, as it allows for the selection of relevant stimuli and an effective response to the changing situations of the game. Objective: To evaluate the effects of a training program based on the Teaching Games for Understanding (TGfU) model on attentional concentration in football players aged 9 to 11 from the Santa Elena Cantonal Sports League. Method: A pre-experimental single-group design study was conducted, with pre-test and post-test measurements on 30 child football players. The d2 and Toulouse-Piéron tests, an observation guide, and the Wilcoxon signed-rank test were used. Results: The overall score of the d2 increased from 117 ± 16.3 to 139 ± 16.9, while the Toulouse-Piéron score increased from 152.40 ± 25.15 to 175.90 ± 25.86. The processed response times in the d2 increased from 366 ± 28.7 to 401 ± 31.7, and the number of errors in the Toulouse-Piéron decreased from 10.17 ± 3.40 to 7.07 ± 3.86. The differences between pre and post-test were statistically significant (p < 0.001). The expert evaluation showed a high level of agreement (W = 0.89; p < 0.001). Discussion: The results indicate that TGfU promotes attentional concentration through game situations that integrate perception, decision-making, and motor execution. Conclusion: The program generated improvements in the evaluated indicators and constitutes a structured pedagogical alternative for cognitive-motor training in formative football.

Background: Young adults' extensive use of smartphones has resulted in several health concerns and one of which is Text Neck Syndrome. Prolonged neck flexion during smartphone use can lead to neck pain, disability and functional limitations. The study focused on determining the prevalence and knowledge regarding Text Neck Syndrome and identify predicting factors associated with the condition. Methods: A cross-sectional study was carried out among 240 undergraduate students selected using convenience method of sampling from four colleges in East Khasi Hills, Meghalaya. A standardized questionnaire with questions on demographics, participant behaviour and understanding of text neck syndrome was used to gather data. Two standardized tools neck disability index and the smartphone addiction scale-short version were used with prior permission to assess neck disability and smartphone addiction.8,9 Results: The results demonstrated that, prevalence of Text Neck Syndrome among the participants discovered to be 35.8% (95% CI:29.8%–42.3%) and 41.0% participants had smartphone addiction. Majority (71.7%) participants had adequate knowledge regarding Text Neck Syndrome and smartphone addiction was identified as a significant independent predictor of Text Neck Syndrome, with 2.2 times higher odds of developing the condition. Additionally, there was a significant positive correlation found between smartphone addiction and neck disability. Conclusions: Text Neck Syndrome is a prevalent health issue among undergraduate students in Meghalaya, affecting more than one-third of the study population. Although most of the participants had adequate knowledge regarding text neck syndrome, the occurrence of the syndrome suggests the need of targeted educational, ergonomic and behavioural interventions among young adults.

Peer feedback is a process where employees provide constructive input, based on their observations and interactions, with their colleagues. This feedback can encompass various aspects of an individual's performance, such as behavior, communication skills, and contributions to team dynamics. Peer feedback typically aims to offer valuable insights, promote personal growth, and enhance teamwork within an organization. It often involves both positive and constructive criticism, fostering a culture of continuous improvement. This approach helps employees gain a better understanding of their strengths and areas needing development, ultimately contributing to their professional development and the overall success of the organization. Peer feedback is an essential component of a 360-degree feedback system, offering a holistic view of an individual's performance.

This study aims to analyze the epistemology of aqidah education constructed by KH. Muhammad Faqih Maskumambang in An-Nushus al-Islamiyyah fi Radd ‘ala Madhhab al-Wahhabiyyah, particularly in establishing the relationship between textual authority, rational reasoning, and the scholarly tradition of Islamic boarding schools (pesantren). This qualitative study employs a library research method and content analysis of An-Nushus al-Islamiyyah as the primary source, complemented by relevant academic literature as secondary sources. The analysis applies the Islamic epistemological framework of bayani, burhani, and irfani, conceptually distinguishing scholarly authority based on sanad and ijma’ from irfani as the internalization of ethical and spiritual values. The findings demonstrate that KH. Muhammad Faqih’s epistemology of aqidah education is integrative, with bayani authority serving as its primary foundation, reinforced by burhani reasoning and the continuity of the salaf scholarly tradition. The dialogical and argumentative methods employed in the treatise also reveal pedagogical potential for fostering a moderate understanding of aqidah. The novelty of this study lies in reinterpreting An-Nushus al-Islamiyyah not merely as a theological polemical work, but as an epistemological construction of aqidah education integrating textual, rational, and traditional spiritual dimensions

This qualitative study examines how K–12 educational leaders describe and make sense of their leadership practices related to instructional support, evaluation and improvement strategies, collaborative relationships and trust, and parent and community engagement. Drawing on open-ended survey responses from practicing school and district leaders, the study employs inductive thematic analysis to explore leadership efficacy as enacted through daily practice rather than expressed solely as an abstract belief. Guided by Bandura’s self-efficacy theory, Bronfenbrenner’s ecological systems theory, and transformational leadership theory as interpretive lenses, leaders’ narratives are situated within the relational and contextual systems shaping leadership work. Findings reveal a coherent, practice-oriented leadership narrative grounded in collaboration, trust-building, reflective practice, and responsiveness to local context. Instructional leadership and evaluation were consistently framed as growth-oriented, relational processes, while collaborative relationships and trust emerged as foundational conditions enabling leadership practice across domains. Parent and community engagement was described as a reciprocal, boundary-spanning function rooted in communication, visibility, and partnership. Collectively, the findings position leadership efficacy as a relational and contextually embedded practice and highlight implications for leadership preparation and professional learning.

School violence continues to present serious challenges to teaching, learning, and teacher well-being in post-apartheid South Africa. Existing research has largely focused on the prevalence, causes, management, and disciplinary responses associated with violence in schools. Thereby positioning teachers as informants for experiences of school violence. Such a singular focus limits our understanding of how teachers interpret and make sense of these experiences within their professional lives. This paper attempts to fill this gap by using currere as a reflective, autobiographical approach to study lived educational experiences. I purposively selected two teachers from schools in the Mashishing Circuit of Mpumalanga Province to participate in the study. To collect data, I used reflective journals guided by the four stages of currere: regressive, analytical, progressive, and synthetic. Currere created a platform for teachers to revisit their past experiences of school violence and analyse how these experiences shape their current pedagogical choices and practices. The findings suggest that violence in schools is an ongoing emotional and structural condition. It influences teachers’ well-being, authority, pedagogical choices, and attitude toward learners. Currere enabled teachers to reimagine pedagogical approaches that balance classroom safety with meaningful learning. The study highlights the methodological value of currere for examining teachers' lived experiences in violent school settings. The paper recommends providing well-being support for teachers who experienced violence and adopting restorative approaches in schools.

The digitization of hadith texts has become an important issue in Islamic boarding school education because it changes access to, learning of, and transmission of religious knowledge traditionally grounded in teacher guidance and the sanad tradition. This study aims to analyze the opportunities, challenges, and impacts of hadith text digitization on traditional scholarly authority in pesantren across Indonesia and dayah in Aceh. The study employs a library research method involving the analysis of 14 scholarly journal articles relevant to hadith text digitization, pesantren learning, knowledge transmission, and religious authority. The articles were prioritized from publications between 2021 and 2026 based on topical relevance and source credibility. Data were analyzed qualitatively through content analysis and thematic synthesis. The findings indicate that digitization broadens access to hadith literature, facilitates hadith searching and takhrij, and supports students’ independent learning. The identified challenges include digital source validity, superficial understanding of hadith, changes in knowledge transmission, and the emergence of new religious authorities. Digitization does not eliminate teachers’ roles but encourages the development of hybrid scholarly authority. Therefore, technology integration needs to be accompanied by stronger digital literacy, source verification, hadith methodology, and guidance from teachers and teungku. ABSTRAK Digitalisasi kitab hadis menjadi isu penting dalam pendidikan pesantren karena mengubah pola akses, pembelajaran, dan transmisi pengetahuan keagamaan yang selama ini bertumpu pada bimbingan guru dan tradisi sanad. Penelitian ini bertujuan menganalisis peluang, tantangan, serta dampak digitalisasi kitab hadis terhadap otoritas keilmuan tradisional pada pesantren di Indonesia dan dayah di Aceh. Penelitian menggunakan metode kepustakaan (library research) dengan menganalisis 14 artikel jurnal ilmiah yang relevan dengan digitalisasi kitab hadis, pembelajaran pesantren, transmisi pengetahuan, dan otoritas keagamaan. Artikel diprioritaskan dari publikasi tahun 2021–2026 dengan mempertimbangkan relevansi topik dan kredibilitas sumber. Data dianalisis secara kualitatif melalui analisis isi (content analysis) dan sintesis tematik. Hasil analisis menunjukkan bahwa digitalisasi memperluas akses terhadap literatur hadis, mempercepat penelusuran dan takhrij, serta mendukung kemandirian belajar santri. Tantangan yang ditemukan meliputi validitas sumber digital, risiko pemahaman hadis yang dangkal, perubahan pola transmisi ilmu, dan munculnya otoritas keagamaan baru. Digitalisasi tidak menghilangkan peran guru, tetapi mendorong terbentuknya otoritas keilmuan hibrida. Oleh karena itu, pemanfaatan teknologi perlu disertai penguatan literasi digital, verifikasi sumber, metodologi hadis, dan bimbingan guru serta teungku.

This study aims to develop an integrative conceptual model that connects student development management and Islamic Guidance and Counseling (Bimbingan dan Konseling Islam/BKI) within the framework of holistic student development in Islamic education. The study employs an integrative conceptual literature review to identify, examine, and synthesize relevant theoretical and conceptual perspectives. Literature was searched through Google Scholar, Garuda, and the Directory of Open Access Journals (DOAJ) during January–July 2026. From an initial 312 records, successive stages of duplicate removal, relevance screening, and full-text assessment resulted in a final corpus of 58 sources. The literature was analyzed through data extraction, initial coding, thematic categorization, cross-source comparison, and conceptual synthesis. The literature synthesis indicates conceptual convergence around the importance of integrating students’ spiritual, moral, psychological, and personal development within Islamic education. Based on this synthesis, the study proposes an integrative conceptual model comprising four interconnected components: fitrah as the philosophical and anthropological foundation of human potential; holistic Islamic education as the overarching developmental orientation; student development management as the institutional framework for planning, coordinating, and evaluating student development; and Islamic Guidance and Counseling as the professional support mechanism for identifying students’ needs and facilitating preventive, responsive, and developmental interventions. Functionally, fitrah establishes the foundational understanding of human potential, holistic Islamic education defines the developmental direction, student development management translates this orientation into coordinated institutional practices, and Islamic Guidance and Counseling provides individualized and group-based support within appropriate professional boundaries. These components operate as a mutually reinforcing framework for integrating educational planning, student support, and holistic development. The study concludes that this model offers a coherent conceptual basis for understanding student development in Islamic education, while its practical applicability and effectiveness require further empirical examination.

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.

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.

This study examined the usability of Information and Communications Technology (ICT) tools, teacher cognition regarding ICT integration, and students’ technical proficiency in Electrical Installation and Maintenance (EIM) among junior high school students in pasig. Specifically, it investigated how teachers use simulation software, computer-aided design (CAD) tools, and instructional videos/multimedia resources, the relationship between ICT usability and teacher cognition, and the influence of teacher demographics on these variables. A descriptive-correlational research design was employed, with data collected from 33 teacher-respondents through total enumeration, representing the entire available population of EIM educators in the selected schools. Statistical analyses, including means, standard deviations, t-tests, ANOVA, and pearson correlation, were used to interpret the results. Findings revealed that teachers extensively used instructional videos and multimedia resources, while simulation software and CAD tools were underutilized. Teacher cognition regarding ICT integration was generally high in multimedia resources but low for specialized CAD tools in terms of awareness, knowledge, and operational skills. Students demonstrated proficiency in wiring diagram accuracy and installation skills and were highly proficient in safety practices. Significant differences in ICT usability and teacher cognition were influenced by age, sex, grade level taught, and years of teaching experience, whereas students’ technical proficiency was not significantly affected by these demographic factors. Correlational analysis showed that simulation software, CAD tools, and multimedia resources positively influenced teacher cognition, while only instructional videos and multimedia resources significantly impacted students’ safety practices. Based on these findings, a blended ICT-based instructional framework was proposed, integrating simulation software, CAD tools, and multimedia resources with hands-on practice, assessment, and feedback to enhance both teacher competence and student technical proficiency. This study highlights the importance of ICT integration in technical education, emphasizing that teacher competence with ICT tools enhances instructional delivery, while practical application remains essential for developing students’ technical skills in EIM.

Bullying remains a concern at SDN Sindangsono because teasing and name-calling occur in student interactions, while students’ understanding of the forms of bullying is still limited. This community service activity aimed to describe bullying prevention education through a participatory approach for third- and fourth-grade students. The activity involved 64 students, consisting of 34 third-grade and 30 fourth-grade students, and included an initial question-and-answer session, presentation of learning materials, an educational video, discussion, sharing session, written reflection, oral evaluation, and a joint commitment. Evaluation was conducted through the initial question-and-answer session and oral evaluation. At the beginning of the activity, students’ responses were more focused on physical bullying. Fifteen students (23.4%) voluntarily stated that they had engaged in actions they understood as bullying, while all participants stated that they had experienced feeling bullied, mainly through teasing and name-calling. After the activity, students’ responses began to include verbal, social, and social media-related forms of bullying, accompanied by reflective responses regarding peer interactions. All participants also took part in a joint commitment to prevent bullying. The activity indicated a broader understanding of bullying, the emergence of reflection, and student participation in bullying prevention.

This design case describes the development and iterative refinement of an instructional method for teaching the Spanish prepositions por and para, which are a persistent challenge for learners to master, even at advanced levels. This instructional design is a visually based mnemonic system that uses color-coded images to facilitate the memorization and contextual understanding of 14 distinct usage rules. Initially created from classroom necessity and refined over multiple semesters, the design combines visual aids, student interaction, and a novel “color reveal” step that retroactively assigns color categories—black-and-white for por and color for para—to previously memorized images. This delayed categorization allows learners to chunk and sort abstract grammar rules efficiently, reducing cognitive load and improving retention. The method was implemented in second-semester Spanish courses at a large Midwestern university and later adapted for asynchronous instruction. Only after developing the design did the theoretical underpinnings—dual coding, information processing theory, and schema formation—become clear. This case illustrates to the designer the value of practice-driven innovation and the role of cognitive theory in shaping effective instructional tools.

As AI virtual influencers (AIVIs) proliferate, understanding human-AI emotional engagement is vital for advancing affective computing. To examine whether AIVIs evoke comparable affective responses to human influencers (HIs), we analyzed 156,918 Instagram comments that received 12+ million likes, integratinglarge language model (LLM)-derived knowledge graphs, emotion analysis, and machine learning. HI-directed discourse shows more differentiated emotional expression and a pattern consistent with more cohesive semantic networks than AIVI-directed discourse. AIVI-directed comments are less likely to express positive affect (24.8% vs. 41.5%) and also less likely to express negative affect (5.8% vs. 9.3%), indicating reduced affective expression of either valence rather than heightened negativity. This group-level tendency is not uniform: affective engagement varies substantially across AIVIs, and that variation is more closely associated with positive than with negative expression. Our Multi-Signal Embedding Network (MSEN), incorporating behavioral metrics and OpenAI semantic embeddings, classified influencer types from behavioral, affective and semantic features (F1 = 0.89), outperforming baselines including a state-of-the-art zero-shot LLM. These findings identify a boundary condition for the Computers Are Social Actors (CASA) paradigm: human-like appearance can elicit social responses without producing affective and semantic response patterns as rich as those elicited by HIs.

This study aims to examine research trends and synthesize key findings related to the implementation of outdoor learning in science education through a Systematic Literature Review (SLR) approach. The literature search was conducted using the Scopus database and focused on publications published between 2021 and 2025. The initial search retrieved 197 records, which were subsequently screened in accordance with the PRISMA guidelines using predefined inclusion and exclusion criteria, resulting in 12 studies being selected for further analysis. Based on the descriptive mapping and synthesis of the selected studies, the findings suggest that outdoor learning may enhance students' conceptual understanding, engagement, learning motivation, and several aspects of thinking skills, although direct evidence regarding critical thinking remains limited. The reviewed studies suggest that outdoor learning may support conceptual understanding, engagement, motivation, and some aspects of thinking skills, although direct evidence on critical thinking remains relatively limited. Mixed methods emerged as the most frequently used research approach, followed by qualitative and quantitative methods. The review further identifies underexplored areas, particularly technology integration and the implementation of outdoor learning across diverse educational contexts, highlighting important opportunities for future research.

Cognitive flexibility enables individuals to navigate unpredictable situations and rapid changes. Because the prefrontal cortex governs both cognitive flexibility and emotional input, lifetime traumatic experiences may influence its development. Despite this, research examining the impact of childhood trauma on cognitive flexibility in early adulthood remains limited. This study investigates the relationship using a sequential explanatory approach. A total of 275 undergraduate and diploma students (ages 18–25) from Gadjah Mada University completed the Adverse Childhood Experiences-International Questionnaire (ACE-IQ) and the Cognitive Flexibility Scale (CFS). Simple linear regression and thematic analysis indicated that childhood trauma predicts cognitive flexibility in early adulthood. These findings highlight the importance of understanding the long-term impact of childhood trauma on cognitive adaptability, which may inform interventions to enhance resilience in early adulthood. Future research should consider developmental timing, sociocultural environment, education, socioeconomic status, and spirituality, as well as experimental performance measures.

A questionnaire survey was conducted with 1,635 students from two secondary schools in Hunan Province to examine the statistical roles of interpersonal emotion regulation and family functioning in the relationship between anhedonia and depressive symptoms in adolescents. The results showed that (1) after controlling for grade and gender, anhedonia was significantly and positively associated with depressive symptoms; (2) a continuous-variable model based on the full sample indicated a significant partial mediating effect of interpersonal emotion regulation on the association between anhedonia and depressive symptoms; and (3) family functioning moderated the association between anhedonia and interpersonal emotion regulation, such that lower family functioning scores (i.e., healthier family functioning) were associated with stronger conditional indirect effects linking anhedonia to depressive symptoms through interpersonal emotion regulation. When BDI-II-C Items 4 (loss of pleasure) and 12 (loss of interest) were removed from the depressive symptom total score and the analyses were repeated, the main results remained stable. An exploratory sensitivity analysis using the BDI-II-C cutoff revealed a significant mediating pathway in the below-cutoff group, whereas the regression association between interpersonal emotion regulation and depressive symptoms was not significant in the at-or-above-cutoff group. Given that grouping by the cutoff of the same dependent variable narrows the within-group score range and may affect within-group regression estimation, these subgroup results are reported only as exploratory sensitivity analyses. These findings suggest that interpersonal emotion regulation and family functioning are important factors in understanding the statistical association between anhedonia and depressive symptoms in adolescents.

Physics instructors often rely on demonstrations when teaching, using real-time examples to appeal to student intuition or tinkering with a physical system to develop a deeper and more natural understanding of a topic. However, some subjects, like Kepler's laws of planetary motion, are impractical to demonstrate at a human scale, and when reality proves difficult, it is often easier to move to simulations and video games. In particular, using video games in the classroom benefits student learning and allows students to learn practical information that they can transfer to the real world. The video game Kerbal Space Program (KSP) is notable for its commitment to accurate simulation of rockets and orbits, allowing players to explore the in-game solar system with their Kerbal astronauts only if they have mastered the laws of orbital dynamics. In my personal experience, I gained a better intuition about orbits during my years playing KSP than I did in graduate school, a common sentiment within the KSP community. I use KSP in my college introductory astronomy courses to make Kepler's laws more tactile with demonstrations and projects, developing intuition on advanced aspects of rocket science through experiments that are otherwise impractical at interplanetary scales.

Pesantren-based madrasahs may organize religious and general learning through two configurations, separated and integrated, yet students' experiences under the two configurations are rarely compared sequentially within one institution. Prior studies mostly address the epistemological and curricular dimensions of knowledge integration, while students' experiences under both configurations have not been compared directly. This study compares academic achievement, religious understanding, and student well-being between the cohort of students who studied under the separated system and the cohort who later studied under the integrated system at MA Khozinatul Ulum Blora, as reported by teachers and students. It uses an embedded case study with two units of analysis. Thirteen informants took part: five students from each cohort, one madrasah diniyah teacher, one general subject teacher, and one deputy head for curriculum. Data came from semi-structured interviews for both cohorts, along with observation and document analysis for the currently running integrated system, analyzed thematically with triangulation. Three differences emerged. Separated-system students described more structured learning, whereas integrated-system students described difficulty keeping focus as the scope of material widened. Broader religious understanding across subjects was described by integrated-system students, while separated-system students tied it to religion class hours. Fatigue was reported more often in the integrated group. The study contributes a comparison of two periods of learning systems within one institution.

The purpose of this action research study was to explore how humorous science books can be purposefully integrated into elementary science instruction to enhance student engagement and conceptual understanding. Participants included nineteen second-grade students, ages seven to eight. The study examined the impact of teacher-led, intentional humor embedded in science texts featuring jokes, playful language, and a narrative voice. Data were collected through pre- and post-surveys assessing students’ understanding of grade-level science concepts, as well as their interest in and enjoyment of science learning. Results indicated that students responded positively to humorous science texts and demonstrated gains in content knowledge. These results suggest that humor can serve as an effective instructional strategy and that engaging, humorous science books can be a meaningful tool in elementary science education.

Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) learning requires students to understand values and meaning beyond historical facts, yet empirical explanations of how storytelling connects narratives with students’ meaning-making remain limited. This study analyzes storytelling as a narrative pedagogy practice in SKI learning, identifies its pedagogical potential and limitations in supporting students’ understanding and meaning-making of Islamic historical narratives, and formulates a conceptual model of the meaning-making process emerging from the practice. A qualitative approach with a case study design was employed at MA Khozinatul ‘Ulum Blora. Data were obtained from 10 informants, comprising one Grade XI SKI teacher, one vice principal for curriculum affairs, and eight Grade XI students, through classroom observation, semi-structured interviews, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings indicate that storytelling was implemented dialogically and adaptively rather than as a stand-alone method, being integrated with teacher explanations, questions, and classroom discussions. The practice supported students’ understanding of historical events, figures, conflicts, and values, while its limitations included students’ perceived difficulty in recalling factual details when narratives were lengthy or contained numerous names and dates, as well as dependence on teacher mediation. Meaning-making developed through narrative understanding, personal reflection, and pedagogical dialogue. The study contributes the Multi-Pathway Meaning-Making model, which conceptualizes storytelling as a trigger for engagement and meaning-making rather than as a single causal mechanism.

Project-Based Learning can deepen content understanding, promote real-world application, and foster student interest in math and science. This study examines the effect of a 6-week Project-Based Learning (PBL) unit, “The Dirt on Community Gardens,” on student content knowledge and motivation in science and math. The unit addresses a lack of student knowledge by integrating life science (plant life cycles, nutrition) and math (area, perimeter, budgeting) into a real-world project. Students design and build container gardens, growing nutritionally balanced, edible plants for a live client. The project culminates in a community event to share garden solutions. By collaborating with community experts and managing a budget, students engage in problem-solving and critical thinking, which are key to developing skills necessary to become active, informed citizens. The goal is to demonstrate that real-world scenarios deepen learning.

Understanding dynamic electricity is important because students often experience difficulties in understanding the relationships among electric current, voltage, and resistance in series and parallel circuits. This study aimed to analyze changes in students’ conceptual understanding before and after learning with the Physics Education Technology (PhET) virtual laboratory supported by student worksheets (LKPD), test the statistical significance of these changes, and determine the magnitude of improvement. The study employed a quantitative approach using a one-group pretest-posttest design without a comparison group. The participants were 20 eighth-grade students at MTs Alkhairaat Biromaru. Data were collected through conceptual understanding tests administered before and after instruction and an observation checklist assessing implementation. The data were analyzed using descriptive statistics, a paired-samples t-test, and N-Gain. The results showed that the mean score increased from 43.75 to 53.75, with a statistically significant difference (t(19) = −5.210; p < 0.001). Cohen’s dz was 1.17, indicating a large effect size, whereas the N-Gain of 0.18 was categorized as low. All instructional stages were implemented as planned. Thus, students’ scores increased following the intervention; however, the effectiveness of PhET supported by LKPD cannot be conclusively established without a comparison group. Future research should include a comparison group and a longer instructional period. ABSTRAK Pemahaman konsep listrik dinamis penting dikembangkan karena peserta didik sering mengalami kesulitan memahami hubungan antara arus, tegangan, dan hambatan dalam rangkaian seri maupun paralel. Penelitian ini bertujuan menganalisis perubahan pemahaman konsep peserta didik sebelum dan sesudah pembelajaran menggunakan laboratorium virtual Physics Education Technology (PhET) berbantuan Lembar Kerja Peserta Didik (LKPD), menguji signifikansi perubahannya, serta menentukan besarnya peningkatan. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest tanpa kelas pembanding. Subjek penelitian terdiri atas 20 peserta didik kelas VIII MTs Alkhairaat Biromaru. Data dikumpulkan melalui tes pemahaman konsep sebelum dan sesudah pembelajaran serta lembar observasi keterlaksanaan kegiatan. Data dianalisis menggunakan statistik deskriptif, uji-t berpasangan, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 43,75 menjadi 53,75, dengan perbedaan yang signifikan secara statistik (t19 = −5,210; p < 0,001). Ukuran efek Cohen’s dz sebesar 1,17 termasuk kategori besar, sedangkan N-Gain sebesar 0,18 termasuk kategori rendah. Seluruh tahapan pembelajaran terlaksana sesuai rencana. Dengan demikian, terdapat peningkatan skor setelah pembelajaran, tetapi efektivitas PhET berbantuan LKPD belum dapat dipastikan tanpa kelas pembanding. Penelitian selanjutnya disarankan melibatkan kelas pembanding dan durasi pembelajaran yang lebih panjang.

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. 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 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.

This action research study examined the impact of interactive math games on engagement and achievement in a second-grade classroom at an urban Title I elementary school. Fourteen students participated in a six-week multiplication unit that integrated weekly math games alongside standard instruction. Data sources included pre- and post-tests, interest surveys, and understanding surveys. Results showed very high student engagement, moderate gains in conceptual understanding, and a positive trend in achievement scores, with most students demonstrating growth. Results suggest that game-based learning can support mathematical practices and may help address achievement gaps for students of color when thoughtfully implemented.

Integrating mathematics with children's literature has emerged as a promising approach in early mathematics education. This study explores the use of the picture book Just a Little Bit (Tompert, 1997) as a pedagogical tool for introducing the concept of mass measurement to preschool children. The aim of the study was to design and implement story-based mathematical activities inspired by the narrative and to examine children's engagement and emerging understanding of mass comparison. The study involved 24 children aged 4–5 years attending a kindergarten in Slovenia. Six structured activities were conducted over a three-week period. Data were collected through systematic observation and analysis of children's drawings representing balance scales.The results indicate that the story stimulated children's interest and supported their engagement in measurement-related activities. Most children were able to distinguish between heavier and lighter objects and recognize the basic function of a balance scale, although only a small proportion accurately represented the direction of imbalance in their drawings. The findings suggest that children's literature can provide a meaningful context for introducing early mathematical concepts when combined with hands-on activities and guided discussion.

Oral communication skills are an important aspect of Akidah Akhlak instruction. However, teacher-centered instruction may limit students’ opportunities to ask questions, answer, and express opinions. This study aimed to analyze the effect of the Learning Cell cooperative learning model on students’ oral communication skills in Akidah Akhlak at MTI Tarusan Kamang. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 40 ninth-grade students divided into experimental and control groups, with 20 students in each group. Data were collected through an oral communication skills questionnaire and documentation and analyzed using the Shapiro–Wilk normality test, Levene’s test for homogeneity of variance, and an independent-samples t test with SPSS version 26. The results showed that the experimental group’s mean questionnaire score increased from 36.85 on the pretest to 41.85 on the posttest, while the control group’s mean score increased from 37.50 to 38.45. Hypothesis testing revealed a significant difference between the two groups (t = 2.948; p = .005). These findings support the potential of the Learning Cell model to improve students’ oral communication skills as measured by the questionnaire. In practical terms, the findings may inform teachers’ development of interactive Akidah Akhlak instruction that encourages student participation. Future research should involve broader samples and supplement questionnaire-based measurement with direct observation to provide a more comprehensive understanding of students’ oral communication skills.

Background: Preservice teachers may solve equality tasks correctly while still explaining them procedurally, suggesting that correct performance does not necessarily reflect a relational understanding of the equal sign. When planning lessons, they must translate their mathematical understanding into instructional decisions, making lesson redesign a useful context for examining developing pedagogical reasoning. Aim: This study explored what critique-mediated lesson redesign revealed about preservice mathematics teachers’ emerging pedagogical reasoning when planning Grade 7 lessons on the equal sign. Setting: The study took place in a mathematics methodology course at a South African university. Methods: A qualitative multiple-case artefact-analysis design was used. Three group lesson redesigns were compared using lesson plans, written rationales and lecturer critique. The Knowledge Structures of Teaching in Emerging Practice (K-STEP) framework was used to interpret how the groups’ reasoning developed during redesign. Results: Redesign prompted greater attention to relational meanings of the equal sign, conceptual sequencing and learner understanding, although procedural routines and limited responses to anticipated learner thinking persisted. Conclusion: Critique-mediated lesson redesign made visible the uneven nature of developing pedagogical reasoning. The groups began to move towards more relational and learner-responsive lesson designs, although this development remained incomplete. Contribution: The study shows how lesson redesign can be used not only to improve planning but also to explore how preservice teachers interpret, revise and justify instructional decisions.

The purpose of this study is to give an overview of the evolution of digital learning paradigms, its implementation in Indian institutions and the challenges and opportunities which it provides. The review also seeks to identify gaps in the current research that can be used to direct future empirical and theoretical research. The study adopts a systematic literature review methodology to explore the academic literature on the topic of online education and digital learning paradigm in India. Secondary data sources such as peer-reviewed journal articles, conference proceedings, government reports, policy documents and institutional publications were referred for the exhaustive review of literature. The search strings and keywords used were in various combinations such as online education, digital learning, distance education, e-learning, MOOCs, SWAYAM, OER and ICT in education and e-learning in Indian higher education. Only English-language publications that had an Indian focus were considered. To ensure comprehensive coverage, conceptual, empirical and review studies were included. The literature was broken down into themes and the following main categories were identified: distance learning, online education models, digital learning technologies, OER initiatives and national educational platforms. This systematic synthesis enables the structured understanding of the developments, trends and research gaps in the field. It is evident in the literature that low completion rates, lack of multilingual content, digital divide issues as well as a lack of learner engagement and mentoring, are still issues. However, the platforms are crucial for lifelong learning and skill development.

The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.

Islamic Religious Education (PAI) is not only intended to provide an understanding of religious concepts, but also to develop students’ ability to comprehend, internalize, and apply religious values in everyday life. Therefore, the learning process needs to move beyond mere mastery of subject matter and provide meaningful and in-depth learning experiences. This study focuses on analyzing deep learning-based PAI instruction from the perspective of Robert E. Slavin’s QAIT model, which consists of Quality of Instruction, Appropriate Levels of Instruction, Incentive, and Time, at SMP Negeri 1 Blora. This study employed a qualitative approach with a case study design. The informants consisted of three PAI teachers and two students selected purposively. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing. The findings indicate that PAI instruction has reflected the principles of deep learning through three main aspects: meaningful learning, mindful learning, and joyful learning. In addition, analysis based on the QAIT model shows that the learning process is supported by instructional quality, the appropriateness of instruction to students’ abilities, learning motivation, and time management. Nevertheless, limited instructional time remains a challenge in providing sufficient opportunities for in-depth learning through discussion, presentation, and reflection. This study concludes that the implementation of deep learning in PAI can support a more contextual, reflective, and meaningful learning process when supported by instructional quality, appropriate strategies tailored to students’ needs, learning motivation, and adequate time management.

Transphobia can be understood as a set of practices that produce discrimination, exclusion, and violence against transgender people and transvestites, selecting their behavioral repertoires under aversive control. In the field of Behavior Analysis, Brazilian production on the subject remains limited and poorly systematized. This study aimed to integrate behavioral analysis research on the contingencies to which transgender people are subjected in Brazil. A systematic review of the literature was conducted according to PRISMA 2020, with searches in journals in the field and on Google Scholar. After applying the eligibility criteria, six studies were included. The findings indicate convergence in the understanding of transphobia as a process sustained by coercive contingencies that produce functional effects such as escape, avoidance, and psychological distress. It is concluded that Behavior Analysis offers relevant contributions to the functional understanding of transphobia and points to the need to expand socially committed research and interventions.Keywords: transphobia; behavioral-analysis; gender; LGBTQIA+; review

Introduction Computer teachers are widely recognized as key drivers of digital transformation in education, given their central role in integrating technology into teaching and learning processes. Their position places them at the forefront of adopting and modeling innovative pedagogical approaches and associated technologies—such as gamification—to support sustainable integration within schools. Methods The study aimed to identify the extent of gamification adoption among computer teachers in Jordan; to do so, a descriptive approach was used. The study instrument was a questionnaire that had items measuring computer teachers' familiarity with gamification, attitudes toward gamification, employment of gamification, and the obstacles to employing gamification. The participants were 104 computer teachers from one governorate in Jordan. Results Results indicated that computer teachers had high familiarity with gamification and positive attitudes toward gamification, reflecting strong conceptual acceptance, whereas their reported classroom use was moderate. Teachers tended to rely on basic elements such as points and rewards rather than advanced strategies, indicating surface-level application. Additionally, familiarity with gamification was not comprehensive, with a stronger understanding of general concepts than specific tools. Perceived obstacles were moderate, with administrative and institutional factors identified as the most influential barriers. Discussion The study recommends strengthening institutional support and providing targeted training to enable effective and sustained implementation of gamification in practice.

This article aims to establish the possibility of a phenomenological-hermeneutic psychopathology of anorexia nervosa based on Martin Heidegger's thought. To this end, it uses a narrative review methodology to articulate an understanding of the Phenomenological Psychopathology of this pathology, the problem of corporeality in Phenomenology and the Heideggerian perspective on corporeality, and the interrelationships between the technology age, anorexia nervosa and the body lived in the first person. It should be emphasized that the current model of descriptive psychopathology of signs and symptoms, as well as the cognitivist views that explain anorexia as an alteration of beliefs and body image, are insufficient to highlight the profound transformations that occur in the lived body (Leib) of the anorexic experience. This corporeality is experienced as a source of concern, constant measurement, the search to acquire a new identity, closure to otherness and alienation. A panorama of possible articulations of the temporality, spatiality and corporeality of such suffering is then established. In addition, based on the Heideggerian approach, which emphasizes the mundanity of the experience of the body, it is possible to establish a link between corporeality as an intermediary phenomenon and the world of technology, which emphasizes modes of relationship focused on control, manipulation, representation and objectification.

This study addresses the process of symbolic grief experienced by mothers of children with Autism Spectrum Disorder (ASD), considering psychological vulnerability and resilience in the face of the deconstruction of the image of the idealized child. It is based on the understanding that an ASD diagnosis may disrupt expectations developed throughout pregnancy regarding the child’s development and future, thereby affecting the maternal experience. The general objective is to analyze the process of symbolic grief experienced by mothers of children with ASD, integrating psychological vulnerability, resilience, and support networks. Specifically, the study seeks to identify factors of psychological vulnerability resulting from maternal overload; discuss the impact of symbolic grief on atypical motherhood; and evaluate the role of support networks and public policies in promoting these women’s mental health. This is a narrative literature review of a qualitative, descriptive, and exploratory nature, conducted using the BVS-Psi and SciELO databases. The results indicate that a diagnosis may trigger psychological distress, frustration, guilt, fear, and emotional overload, contributing to social isolation and mental health problems. However, psychological support, family and community assistance as part of a support network, and effective public policies contribute to strengthening resilience and reframing the experience of atypical motherhood. It is concluded that understanding the impact of symbolic grief on these mothers is essential to broadening the perspective of psychology and public policies regarding their socio-emotional needs, promoting comprehensive care and strengthening mental health.

This study aims to address an important gap in the literature by examining the effects of technostress and safety climate on employees' technological productivity and by evaluating the moderating role of perceived organizational support in these relationships.Analyses conducted on survey data collected from 425 employees working in the defense industry reveal that technostress has a significant negative effect on technological productivity, whereas safety climate has a positive effect on technological productivity.The findings further indicate that perceived organizational support moderates the relationship between safety climate and technological productivity, strengthening the positive impact of safety climate on technological productivity.However, perceived organizational support does not exhibit a significant moderating effect on the relationship between technostress and technological productivity.By examining technostress, safety climate, and perceived organizational support-constructs that are rarely addressed together in the literature-within an integrated framework, this study contributes to a more comprehensive understanding of technological productivity.Furthermore, its focus on the defense industry, characterized by high-technology intensity and high reliability requirements, fills an important gap in the literature and provides actionable insights for improving employee well-being, safety, and technological productivity.

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 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.

Students' conceptual understanding of force is challenged by persistent difficulties in interpreting interactions, resultant forces, and changes in motion. This study examined the classroom implementation of a five-phase Experiential-Based Deep Learning (EBDL) instructional model designed to connect firsthand observation with reflection, evidence-based explanation, and transfer. A quasi-experimental nonequivalent pretest–posttest design involved 40 eighth-grade students at one Indonesian junior secondary school, with 20 students receiving EBDL and 20 receiving Direct Instruction. Conceptual understanding was assessed using five essay items on force; expert content ratings yielded an overall Aiken's V of 0.870 after recalculation. Available group-level posttest results favored the EBDL group (M = 85.85, SD = 5.51) over the control group (M = 81.30, SD = 7.00). The reported Mann–Whitney test indicated a between-group difference (U = 124.00, Z = −2.06, p = 0.039, r = 0.326). The model's distinctive instructional contribution is its explicit progression from discrepant experiences through reflective meaning-making and force-based reasoning to contextual application and transfer. However, aggregate posttest results do not establish which cognitive process benefited most, whether individual misconceptions were corrected, or the magnitude of pretest-to-posttest change. These findings support further testing of EBDL as a structured, context-sensitive alternative for junior secondary force instruction, with stronger item-level and implementation evidence required before wider causal or generalizable claims are made.

The Merdeka Curriculum is Indonesia's most significant curricular reform in a decade, granting schools and teachers wider autonomy over learning design, assessment, and the use of digital resources. Its success, however, depends on whether teachers are prepared to exercise that autonomy and whether technological support is available to sustain it. This article reviews 24 studies published between 2023 and 2026 to examine how teacher readiness and technological support have been addressed in research on the curriculum's implementation. A qualitative systematic review was conducted following PRISMA 2020 reporting principles. Records were drawn from two bibliographic exports and supplementary searches, screened against explicit criteria, and analysed through thematic synthesis. Five themes emerged: conceptual understanding of curriculum components, professional development and training, pedagogical and assessment adaptation, institutional and management support, and technological competence and infrastructure. The synthesis shows that readiness is uneven across regions, school types, and subjects, and that the Merdeka Mengajar Platform has become a central support tool whose benefits depend on teachers' digital competence, time, and school-level facilitation. The article proposes a Readiness-Technology Alignment perspective, arguing that readiness and technological support should be planned together rather than treated as separate policy tracks. Implications for training, leadership, and policy are discussed.

Introduction Universal Design for Learning (UDL) has emerged as a prominent framework for promoting inclusive education by addressing learner variability through flexible curriculum design, instruction, and assessment. Although interest in UDL has expanded globally, evidence regarding its implementation in primary mathematics education remains fragmented across diverse educational contexts. This systematic review synthesized empirical evidence on UDL implementation in primary mathematics education and developed an evidence-informed integrative framework to guide research and practice. Methods The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Searches conducted in Scopus and Web of Science identified 168 records, from which 14 studies met the inclusion criteria. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT, Version 2018), and data were synthesized through thematic analysis. Results Three substantive themes emerged: instructional practices supporting UDL implementation, educational outcomes associated with UDL implementation, and contextual challenges and enabling factors. The findings revealed that effective UDL implementation was characterized by differentiated instruction, multiple means of representation, engagement, and action and expression, supported by accessible learning resources and digital technologies. These practices were associated with improved mathematics achievement, conceptual understanding, learner engagement, participation, and accessibility. However, successful implementation depended on sustained teacher professional development, institutional support, and equitable access to instructional resources. Discussion The review informed the development of an evidence-informed integrative framework that contextualizes UDL implementation within primary mathematics education. By linking enabling conditions, instructional practices, contextual influences, and learner outcomes, the framework extends existing UDL applications and offers a comprehensive model for advancing inclusive mathematics education. The findings underscore the importance of systemic support structures in ensuring effective and sustainable UDL implementation.

Digital technology can make mathematics more visual, interactive, and exploratory, yet it does not necessarily lead to richer mathematical activity. This study explores how Indonesian mathematics teachers experience digital technology and make sense of its potential for deeper mathematical learning. Guided by Moustakas’s transcendental phenomenology, the study included 67 mathematics teachers, with 24 purposively selected for in-depth interviews and analysis of digital learning artefacts. The study analyzed data phenomenologically and compared sources, using NVivo 12 Pro to organize the data. The findings show that teachers valued technology for explaining concepts, visualizing abstract ideas, and engaging students, while facing challenges related to digital skills, student readiness, and classroom conditions. Teachers made sense of technology through five overlapping purposes: presentation, explanation, visualization, interaction, and exploration. However, analysis of 67 artefacts showed that presentation-oriented uses were more common than simulation-based activities. This tension defines the Digital Paradox: the possibilities teachers recognize do not always match the mathematical learning opportunities represented in their instructional designs. The findings highlight the importance of understanding not only how teachers experience and interpret technology, but also how its possibilities are reflected in the learning activities they design.

Background Concerns over possible employment displacement among undergraduates majoring in English have been raised by the growing use of artificial intelligence in writing, translation, and language services. However, limited research has examined the association between perceived AI replacement threat (PAIRT) and employment anxiety among English-major undergraduates or the roles of career insecurity and career decision-making self-efficacy (CDMSE). Methods This cross-sectional study surveyed 711 Chinese English-major undergraduates recruited through convenience sampling. After controlling for gender and grade level, AMOS and PROCESS Model 7 with 5,000 bootstrap resamples were used to examine the indirect and conditional indirect associations. Results PAIRT was positively associated with both career insecurity and employment anxiety. A significant indirect association between PAIRT and employment anxiety through career insecurity was observed, accounting for 48.29% of the estimated total effect. CDMSE significantly moderated the association between PAIRT and career insecurity, with this positive association becoming weaker at higher levels of CDMSE. The conditional indirect association through career insecurity was smaller at higher levels of CDMSE, and the index of moderated mediation was significant. Sensitivity analyses excluding the career replaceability items from employment anxiety produced substantively consistent results. Discussion These findings extend understanding of employment anxiety among English-major undergraduates in the context of AI.

Automotive electrical-system education requires an understanding of circuit principles and component functions, yet evaluations based on class averages can obscure individual differences and assessment limitations. This study examined changes in test performance before and after instruction recorded as problem-based learning in a headlamp and starter-system unit for Grade XI vocational automotive students. A one-group design was used to analyse 34 matched pre-test and post-test scores on a 0-to-100 scale. Descriptive statistics, paired t tests, Wilcoxon signed-rank tests, an exact sign test, standardized mean change, normalized gains, bootstrap confidence intervals, and exploratory analyses of baseline scores and gains were conducted. Mean scores increased from 71.91 to 95.88, representing a gain of 23.97 points. Thirty-two students improved, while two recorded lower post-test scores. All paired-change tests indicated statistically significant differences, with p values below 0.001, and the standardized within-student effect size was 1.09. An inverse association between baseline performance and arithmetic gain requires caution because the measures are mathematically linked. Seventeen students attained the maximum post-test score, indicating substantial ceiling concentration that may limit the assessment's discrimination at higher achievement levels. The results document a large, widespread improvement in recorded scores following the instructional unit. However, the absence of a comparison group prevents causal attribution of the improvement to problem-based learning. Student-level analysis and scrutiny of assessment properties offer a more informative basis for evaluating learning gains in vocational education.

This study aims to analyze the integration between the cognitive process dimensions of Revised Bloom's Taxonomy and the structural complexity of the SOLO Taxonomy in questions constructed by pre-service biology teachers, as well as its correlation with students' cognitive learning outcomes. A descriptive-quantitative approach with co-relational analysis was employed, evaluating a total sample of 420 question sentences generated by students during their field teaching program (PPL). Data collection was conducted using double-coding observation rubrics and statistically processed via Spearman’s rho non-parametric correlation test. The results indicated a stark gradation phenomenon, with question distribution heavily accumulating within lower-order thinking skills (LOTS), predominantly spanning the Remembering (C1) and Understanding (C2) levels with Unistructural and Multistructural reasoning profiles. Conversely, higher-order thinking skills (HOTS) were strictly concentrated at the Analyzing (C4) and Evaluating (C5) levels, aligning with Relational and Extended Abstract structures. Statistical analysis revealed a positive and significant correlation coefficient (p = 0.707, p < 0.001), indicating a very strong linear relationship where higher cognitive demands inherently correspond to greater structural reasoning maturity. In conclusion, while pre-service teachers possess a solid foundation in factual knowledge, their capacity to formulate higher-order questions remains limited. Therefore, transforming classroom communication through constructivist learning strategies and gradual conceptual scaffolding is highly recommended to foster integrative thinking and bridge the cognitive transition toward deep conceptual understanding.

The article discusses the specifics of social-pedagogical work with students majoring in “Social Pedagogy,” focusing on interacting with learners who require special educational conditions due to visual impairments. It presents the educational and social needs of the learners, the pivotal role of the social pedagogue, and the blended teaching methodology developed for this topic. Special attention is paid to the interconnected organization of lectures and practical sessions, the execution of case studies, and the core role of establishing trust and mutual understanding with the learner—all of which foster students’ professional competencies and inclusive mindset. The objective of the article is to present the methodical implementation experience of teaching the topic “Specifics of working with learners with special educational needs conditioned by visual impairments,” highlighting the complementary role of lectures and practical seminars in the professional development of future social pedagogues. During the lectures and practical seminars, a comprehensive range of methods and tools are utilized: slide presentations, lecture-discussions, Q&A sessions, “one-minute reflection,” brainstorming, video screenings, graphic charts, case studies, individual and group work, role-plays, educational games, discussions, and the “invisible trust” method. The application of these methods stimulates students' active engagement, enhances initiative, fosters positive interpersonal relationships, and develops essential social skills. Main Conclusion. The methodical framework proposed in this article can serve as a practical guide for higher education instructors. Such in-depth preparation for working with learners with visual impairments ensures that future educators enter the school system not as passive observers of the inclusion process, but as active, competent creators of a high-quality, accessible, and safe learning environment.

Background: Physics is a challenging subject for most students due to the abstract and complex nature of its concepts. This condition often causes students to experience difficulties in understanding the relationship between theoretical concepts and their applications in everyday life.Aims: As an effort to address this issue, this community service activity was conducted at MA ALKARIM Bengkulu Tengah by implementing Science Process Skills in physics learning.Method: The implementation was carried out through training activities for teachers and classroom learning practices using a simple pendulum experiment to determine the gravitational acceleration constant. This activity was designed to provide an active, contextual, and student-centered learning experience.Results: Based on the results of the implementation, students demonstrated better engagement in observing, measuring, and discussing the experimental results. In addition, teachers gained new insights into the application of process skills–based learning within the context of limited school facilities.Conclusions: This article outlines the strategies and stages of implementing Science Process Skills used to create a more effective, enjoyable, and relevant physics learning process for students at the secondary school level.

Learning Natural and Social Sciences (IPAS) not only aims to improve students' conceptual understanding but also to foster awareness of energy-saving behavior in everyday life. However, understanding the importance of energy conservation is not necessarily followed by consistent implementation of these behaviors. This study aims to describe the use of animated media in IPAS learning and its role in building energy-saving awareness among elementary school students. This study used a qualitative approach with a descriptive method and was conducted at SDN Rambi Gundam 03 in September 2026, involving 30 fourth-grade students as observation subjects. Data were collected through learning observations and interviews with teachers. The results showed that students responded positively to the use of animated videos, characterized by enthusiasm and interest in participating in learning compared to learning that only relied on lecture methods. Students also began to understand simple actions to save energy, such as turning off lights when not in use. However, the implementation of energy-saving behaviors has not been consistent. These findings indicate that animated media has the potential to support IPAS learning about energy conservation, but it is not sufficient to prove its direct influence on changes in student behavior. Therefore, the use of animated media needs to be combined with habits and real-life activities so that students' understanding can be applied in everyday life.

Efforts to cultivate good character with immanent, enduring, complete, and permanent moral awareness require a deep understanding of the central points of the personality domain. Internally, natural ethical values often face specific conflicts related to efforts to maintain trust, social interest, and self-esteem. Through qualitative research, the potential of natural ethics, examined using the literature survey review (LSR) method, aims to elaborate on the main pillars and internal stimuli of the domain as drivers for the formation of an inherent, genuine, and inherent individual character. The results indicate that efforts to build full awareness (conscious awareness) through equivalent, proactive, interconnected, and coherent thinking activities are a crucial part of growing self-awareness. This effort in Sufi Islamic education is carried out naturally, immediately, and naturally, involving the ethical values inherent in each domain. Starting from the effort of "self-knowledge" as the central point, that each individual is composed of the physical (zahir), spiritual (batin), and soul (nafs), moral values are placed as the primary driving force, the elan vital inherent in all human activities. The integration of knowledge and good deeds motivates a person to serve Allah SWT, strengthens his or her faith (tasdiq), and spiritually motivates him or her to behave commendably with a strong spirit in attitude, words, deeds, and behavior, bringing goodness and benefit in various life circumstances and situations.

Learning Pancasila Education on the topic of rules at home and school for second-grade elementary students still faces challenges because some students have difficulty understanding abstract concepts of rules when they are delivered only through conventional methods. This study focuses on the effect of using the Rule Box Media on learning outcomes in Pancasila Education among second-grade students at SD QTa Annawa. This study aims to determine the differences in students' learning outcomes before and after using the Rule Box Media. The research employed a quantitative approach using a Pre-Experimental Design with a one-group pretest-posttest design. The research stages included administering a pretest to identify students' initial abilities, implementing learning activities using the Rule Box Media, administering a posttest to measure changes in learning outcomes, and analyzing the data using the Shapiro-Wilk normality test and Paired Sample T-Test with the assistance of Jamovi software. The results showed an increase in the average student learning score from 36.6 in the pretest to 92.0 in the posttest. The Paired Sample T-Test results obtained a significance value of p < 0.001, indicating a significant difference between students' learning outcomes before and after using the Rule Box Media. Therefore, the Rule Box Media has an effect on improving Pancasila Education learning outcomes on the topic of rules at home and school among second-grade students at SD QTa Annawa.

Cost estimation (Rencana Anggaran Biaya, RAB) is a course that demands careful calculation and an understanding of how costs arise in real projects. An initial observation at SMK Negeri 1 Baureno found that roughly 63% of students grasped and could apply RAB concepts. This research examines whether industrial internship (Prakerin) experience and learning motivation, individually and jointly, influence the RAB learning outcomes of Building Modeling and Information Design (DPIB) students. It adopts an associative quantitative approach with an ex post facto design. Purposive sampling selected 68 twelfth-grade students who had finished their internship. Four-point Likert questionnaires measured Prakerin experience and learning motivation, while a multiple-choice test and grade records supplied the outcome data. Classical assumption tests and multiple linear regression were run in SPSS. Prakerin experience had a significant positive effect on outcomes (B = 1.137, t = 2.717, p = 0.008); the effect of motivation was positive but not significant (B = 0.782, t = 1.754, p = 0.084). Together, the two variables had a significant effect (F = 44.231, p < 0.001), explaining 57.6% of the variance. Schools should improve internship quality and link students' industry experience to RAB teaching

Understanding the learning preferences of pre-service teachers is important for designing flexible and inclusive teacher education programmes. This study examined Honey and Mumford Learning Styles Questionnaire (LSQ) dimension scores and the resulting highest-scoring and tied maximum-score classifications among Level 100 pre-service teachers in Colleges of Education in the Ashanti Region of Ghana. It also examined whether these classifications were associated with gender, teaching-level specialisation, and programme family. A cross-sectional survey design was adopted. The accessible population comprised approximately 2,800 pre-service teachers across eight Colleges of Education, from which 1,496 respondents were included in the study. Data were collected using the 80-item Honey and Mumford LSQ, which assesses four learning-preference dimensions: Activist, Reflector, Theorist, and Pragmatist. For descriptive classification, the dimension with the highest observed score was identified for each respondent, while respondents with equal maximum scores on two or more dimensions were retained in a separate Tie category. Data were analysed using descriptive statistics, Pearson correlations, chi-square tests, Cramér's V, and multinomial logistic regression. Tied maximum scores were observed for 44.5% of respondents. Among respondents with a unique highest-scoring dimension, Activist was the most frequent classification (28.7%), followed by Theorist (12.0%), Reflector (9.5%), and Pragmatist (5.3%). Highest-scoring classification was significantly associated with gender, χ 2 (4, N = 1,496) = 17.91, p = .001, Cramér's V = .109; teaching level, χ 2 (4, N = 1,496) = 41.76, p < .001, Cramér's V = .167; and programme family, χ 2 (12, N = 1,496) = 178.94, p < .001, Cramér's V = .200. The effect sizes were relatively small. Multinomial regression identified differences in selected outcome contrasts, particularly for teaching level and programme family, although several estimates had wide confidence intervals and should be interpreted cautiously. The findings demonstrate considerable variation in LSQ score patterns and show that a substantial proportion of respondents could not be assigned a unique highest-scoring dimension. These results support cautious use of learning-style classifications as descriptive indicators of reported preferences rather than as fixed learner types. Teacher education programmes should therefore emphasise varied pedagogical experiences incorporating active engagement, reflection, theoretical understanding, and practical application.

Few events in recent history have forced clinicians and researchers to rethink mental health quite like COVID-19. In this commentary, we reflect on something that struck us while reading the work of Cantone et al. : the pandemic, for all its devastation, created a kind of unplanned observational window, a chance to study, at population scale, what happens when stress and rhythm disruption hit at the same time. Healthcare Workers (HCWs) were at the epicentre of this. They didn't just witness the crisis; they absorbed it, shift after shift, for months. What the data show is that their depressive symptoms and rhythm instability were not random; they appear systematically linked, and at levels one would more typically associate with mood disorder research. We discuss these findings through the lens of DYMERS (Dysregulation of Mood, Energy, and Social Rhythms Syndrome), a heuristic transdiagnostic construct that, in our view, captures something that standard categorical diagnoses tend to miss: the subthreshold, fluctuating psychopathology that sits just below the threshold of formal diagnosis but causes real impairment. The pandemic may not have created these vulnerabilities, but it may well have sharpened our ability to see them.