review

The emergence of generative artificial intelligence (Generative AI), such as ChatGPT, has brought significant changes to higher education, including Arabic language learning for non-native speakers (Arabic as a Foreign Language). Writing skills (Maharah al-Kitabah) are considered a relatively complex productive skill. Learners are required not only to master word formation (Sarf) and Arabic grammar (Nahwu), but also to organize ideas coherently and logically. This article employs a Systematic Literature Review (SLR) approach based on the PRISMA 2020 standards to map the use of ChatGPT in Arabic writing, examine the reliability of AI in Arabic grammar, and identify research gaps that remain underexplored. The review findings indicate that ChatGPT can serve as a useful writing partner (human-AI co-writer), particularly for generating ideas, enriching vocabulary, and correcting basic grammatical errors. However, AI still frequently produces errors or “hallucinations” when dealing with morphologically complex words, variations in Arabic dialects, and unvocalized texts. As a result, AI-generated writing may appear linguistically polished on the surface while containing grammatical inaccuracies. Furthermore, excessive reliance on AI may pose risks to academic integrity, while AI detection tools themselves often produce inaccurate results when identifying Arabic-language texts (false positives). This review also finds that existing research remains overly focused on English, tends to examine only the final writing outcomes without investigating students’ cognitive processes, and has paid limited attention to AI models specifically developed for the Arab region, such as ALLaM and Jais. Therefore, the approach to AI-assisted learning needs to shift from merely using AI toward purposeful and reflective utilization through frameworks such as the Spiral Learning Model and Genre-Based Pedagogy, so that AI functions as a scaffold without diminishing students’ autonomy and critical thinking.

ظهور هوش مصنوعی مولد (Generative AI) مانند چت‌جت، تغییرات قابل‌توجهی را در آموزش عالی، از جمله یادگیری زبان عربی برای غیرنativiها (عربی به‌عنوان زبان خارجی) به همراه داشته است. مهارت نوشتاری (مهارة الکتابة) به‌عنوان یک مهارت تولیدی نسبتاً پیچیده در نظر گرفته می‌شود. از فراگیران خواسته می‌شود نه‌تنها بر ساخت واژگان (صرف) و دستور زبان عربی (نحو) تسلط یابند، بلکه ایده‌ها را به‌صورت منسجم و منطقی سازماندهی کنند. این مقاله از رویکرد مرور نظام‌مند ادبیات (SLR) مبتنی بر استانداردهای PRISMA 2020 برای نقشه‌برداری از استفاده از چت‌جت در نوشتن عربی، بررسی پایایی هوش مصنوعی در دستور زبان عربی و شناسایی شکاف‌های پژوهشی که هنوز مورد توجه قرار نگرفته‌اند، استفاده می‌کند. یافته‌های مرور نشان می‌دهد که چت‌جت می‌تواند به‌عنوان یک شریک نوشتاری مفید (هم‌نویس انسان-هوش مصنوعی) عمل کند، به‌ویژه برای تولید ایده‌ها، غنی‌سازی واژگان و تصحیح خطاهای دستوری پایه. با این حال، هوش مصنوعی همچنان هنگام برخورد با واژگان با ساختار صرفی پیچیده، تنوع گویش‌های عربی و متون بدون اعراب، به‌طور مکرر دچار خطا یا «توهم» می‌شود. در نتیجه، نوشته‌های تولیدشده توسط هوش مصنوعی ممکن است از نظر ظاهری از نظر زبانی صیقل‌یافته به نظر برسند، در حالی که حاوی نادرستی‌های دستوری هستند. علاوه بر این، وابستگی بیش‌ازحد به هوش مصنوعی ممکن است خطراتی را برای یکپارچگی آکادمیک ایجاد کند، در حالی که ابزارهای تشخیص هوش مصنوعی خود اغلب نتایج نادرستی (مثبت‌های کاذب) هنگام شناسایی متون عربی‌زبان تولید می‌کنند. این مرور همچنین نشان می‌دهد که پژوهش‌های موجود همچنان بیش‌ازحد بر زبان انگلیسی متمرکز هستند، تمایل دارند تنها نتایج نهایی نوشتاری را بررسی کنند بدون اینکه فرآیندهای شناختی دانشجویان را مورد بررسی قرار دهند و توجه محدودی به مدل‌های هوش مصنوعی که به‌طور خاص برای منطقه عربی توسعه یافته‌اند، مانند ALLaM و Jais، داشته‌اند. بنابراین، رویکرد به یادگیری کمک‌گرفته از هوش مصنوعی نیاز دارد تا از استفاده صرف از هوش مصنوعی به سمت استفاده هدفمند و تأمل‌برانگیز از طریق چارچوب‌هایی مانند مدل یادگیری مارپیچی و آموزش مبتنی بر ژانر تغییر کند، تا هوش مصنوعی به‌عنوان یک داربست عمل کند بدون اینکه استقلال و تفکر انتقادی دانشجویان را کاهش دهد.

Critical thinking is an important skill to be developed from elementary education. This study examined the effect of the Survey, Question, Read, Recite, Review (SQ3R) method assisted by audiovisual media on the critical-thinking ability of fifth-grade students at MIN 1 Bandar Lampung in the topic of Cultural Diversity in Indonesia. A quantitative quasi-experimental approach using a Nonequivalent Control Group Design was employed. The sample consisted of 64 students: 32 students in class VA as the experimental group and 32 students in class VB as the control group. Data were collected through critical-thinking tests administered before and after instruction. Analyses included descriptive statistics, the Shapiro–Wilk normality test, Levene’s test for homogeneity, a paired-samples t-test, and Welch’s t-test. The experimental group’s mean score increased from 38.52 at pretest to 72.42 at posttest, while the control group’s mean increased from 39.61 to 42.11. Welch’s t-test indicated a statistically significant posttest difference, t(60.13) = 14.942, p < .001, with a mean difference of 30.31 points. The findings indicate that students receiving SQ3R instruction supported by audiovisual media achieved higher critical-thinking scores than the control group. The results support the study hypothesis, while the quasi-experimental design and study context should be considered when interpreting the findings. ABSTRAK Berpikir kritis merupakan kemamuan yang penting untuk dikembangkan sejak pendidikan dasar. Penelitian ini bertujuan untuk mengetahui pengaruh metode Survey, Question, Read, Recite, Review (SQ3R) berbantuan media audio visual terhadap kemampuan berpikir kritis peserta didik kelas V MIN 1 Bandar Lampung pada materi Keberagaman Budaya di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Nonequivalent Control Group Design. Sampel terdiri atas 64 peserta didik, yaitu 32 peserta didik kelas VA sebagai kelompok eksperimen dan 32 peserta didik kelas VB sebagai kelompok kontrol. Data dikumpulkan melalui tes kemampuan berpikir kritis sebelum dan sesudah pembelajaran. Analisis meliputi statistik deskriptif, uji normalitas Shapiro–Wilk, uji homogenitas Levene, uji t berpasangan, dan uji t Welch. Rata-rata pretest kelas eksperimen adalah 38,52 dan meningkat menjadi 72,42 pada posttest, sedangkan kelas kontrol meningkat dari 39,61 menjadi 42,11. Uji t Welch pada nilai posttest menunjukkan perbedaan yang signifikan antara kedua kelompok, t(60,13) = 14,942; p < 0,001, dengan selisih rata-rata 30,31 poin. Hasil ini menunjukkan bahwa kelompok yang memperoleh pembelajaran SQ3R berbantuan media audio visual memiliki nilai kemampuan berpikir kritis lebih tinggi daripada kelompok kontrol. Temuan mendukung hipotesis penelitian, dengan tetap mempertimbangkan keterbatasan desain quasi experiment dan konteks sampel penelitian.

The landscape of foreign language education, particularly Arabic language instruction, is currently undergoing a fundamental transformation driven by the emergence of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs). This Systematic Literature Review evaluates recent developments in the integration of GenAI into the Arabic language learning ecosystem, encompassing trends in the evolution of language models, pedagogical effectiveness, the utilization of automated assessment systems, as well as the linguistic and cultural challenges involved. Through a thematic synthesis of empirical and theoretical literature published between 2019 and 2026, this review confirms that GenAI significantly enhances learner engagement, instructional personalization, and language skill acquisition, particularly in vocabulary mastery and reading comprehension. These improvements are driven by the adoption of general-purpose models such as ChatGPT, as well as leading Arabic-centric models such as JAIS and ALLaM. Nevertheless, this innovative integration encounters the inherent structural complexity of the Arabic language. Generative models frequently experience technical limitations in handling syntactic rules (nahwu), morphology (shorof), diacritic disambiguation, and regional dialect variations, as evidenced by performance gaps in linguistic benchmarks such as AraLingBench and AlGhafa. Furthermore, this review discusses rapid advances in trait-based Automated Essay Scoring (AES) supported by precise prompt engineering. Based on these findings, the study concludes that although GenAI has significant potential to bring positive disruption, its successful implementation depends heavily on pedagogical readiness, digital literacy, the application of Human-in-the-Loop (HITL) collaboration, and the development of ethical frameworks aligned with the epistemology of Islamic higher education.

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 structural complexity of Arabic verbs (fi'il) frequently presents a distinct challenge for Indonesian middle school learners, primarily due to the absence of inflectional markers for person, tense, and case in their native language. This article offers an in-depth review to unpack the typology of such verbal construction deviations, trace their underlying triggers, and formulate pedagogical remediation directions for the classroom. Employing a qualitative literature review approach, the analytical procedure adapts an error analysis framework supported by theoretical corpora and contemporary research documents. Conceptual findings successfully map eight primary categories of grammatical anomalies—ranging from tense selection, conjugation, agreement, to i'rāb morphosyntax—triggered by accumulated first-language interference, rule overgeneralization, incomplete rule application, and learners' psychological pressures. The final synthesis asserts that instructional remediation should not rely solely on mechanical correction, but rather necessitates the design of category-based diagnostic assessments and feedback strategies that foster autonomous learner awareness. ABSTRAK Kompleksitas struktural fi'il dalam tata bahasa Arab sering kali menghadirkan tantangan tersendiri bagi pembelajar tingkat menengah penutur bahasa Indonesia, terutama karena ketiadaan infleksi persona, waktu, dan kasus pada bahasa ibu mereka. Artikel ini menawarkan tinjauan mendalam guna membedah tipologi penyimpangan konstruksi verba tersebut, menelusuri akar pemicunya, serta merumuskan arah pembenahan pedagogis di kelas. Menggunakan pendekatan kualitatif berbasis kajian literatur, alur penelaahan mengadaptasi kerangka kerja analisis kesalahan yang didukung oleh penelusuran korpus teoretis serta dokumen riset mutakhir. Temuan konseptual berhasil memetakan delapan kategori utama anomali gramatikal mulai dari pilihan waktu, konjugasi, kesesuaian, hingga tata bentuk i'rāb yang dipicu oleh akumulasi interferensi bahasa pertama, generalisasi aturan, kelemahan penerapan kaidah, hingga tekanan psikologis pembelajar. Sintesis akhir menegaskan bahwa perbaikan pengajaran tidak boleh bertumpu pada koreksi mekanis semata, melainkan menuntut perancangan asesmen diagnostik berbasis kategori serta strategi umpan balik yang membangun kesadaran mandiri.

Foundational literacy is central to participation and subsequent learning, yet the instructional routes through which beginning readers encounter print are not equally accessible to all learners. In Tanzania, renewed attention to systematic phonics and early-grade reading has increased the relevance of decodable texts: texts designed to give learners opportunities to apply previously taught grapheme–phoneme correspondences. Their instructional value, however, cannot be assessed only in terms of the linguistic structure of the text. Classroom activities, teacher directions, response requirements, assessment procedures, and available formats can either widen or restrict access. This scoping review maps literature and policy- and curriculum-related evidence concerning decodable or phonics-oriented early reading in Tanzanian primary education and examines the extent to which the evidence engages with accessibility, learner variability, and Universal Design for Learning (UDL). The review follows PRISMA-ScR and considers literature published between 2014 and 2026. The synthesis indicates a plausible pedagogical alignment between controlled text and the development of decoding, while also revealing a major gap in directly tested evidence on inclusive adaptations of decodable materials in Tanzania. Across the mapped literature, accessibility is more often treated as an implementation concern than as a design principle embedded in reading materials from the outset. The review therefore advances the concept of inclusive decodable-text pedagogy, in which systematic phonics is retained while unnecessary sensory, motor, speech, and communication barriers are reduced through multiple means of representation, action and expression, and engagement. Implications are developed for curriculum design, teacher education, classroom practice, formative assessment, and future research. The central conclusion is that decodability and accessibility should be treated as complementary properties: a text may be linguistically decodable yet still be instructionally inaccessible if participation depends on a single route that is unrelated to the intended literacy skill.

Music has been investigated as a potential influence on exercise performance, perceived exertion, recovery, and sleep. However, studies vary in their interventions, populations, exercise contexts, and measured outcomes. This scoping review aimed to map experimental evidence on music interventions in resistance, isometric and handgrip, aerobic exercise, acute recovery, and sleep, and to identify evidence gaps. PubMed/MEDLINE, SPORTDiscus, Scopus, and Web of Science were searched for studies published between 1980 and October 2026. Eligible studies involved human participants, compared a music intervention with a control or alternative condition, and reported exercise performance, perceived exertion, psychological responses, physiological recovery, or sleep outcomes. Screening was conducted using Rayyan. Findings were synthesised descriptively across four domains. Thirty studies involving 1,183 participants were included. Studies were published between 1981 and 2021 and examined resistance exercise (n=11), isometric and handgrip exercise (n=8), aerobic exercise and acute recovery (n=7) and sleep (n=4). The evidence maps a broad range of music interventions and outcomes, with variable findings across exercise and sleep contexts. Research gaps include limited participant diversity and insufficient investigation of sleep and recovery in athletic populations. Further studies are needed to clarify how music characteristics, individual preferences, and task demands relate to outcomes.

The increasing use of computers, predominantly involving prolonged static sitting, may increase the risk of musculoskeletal disorders (MSDs). This study aims to examine workstation ergonomic risk and musculoskeletal disorders among computer users through a literature review based on the Rapid Office Strain Assessment (ROSA) and the Nordic Musculoskeletal Questionnaire (NMQ). A systematic search was conducted in PubMed and Google Scholar for articles published between 2020 and 2025, following PRISMA guidelines. A total of nine studies that met the inclusion criteria were analyzed narratively. The results indicate that most studies reported moderate to high levels of ergonomic risk, with chair-related factors as the dominant contributors. The prevalence of musculoskeletal complaints was also high, particularly in the neck, shoulders, and lower back. However, the relationship between ROSA scores and musculoskeletal complaints was inconsistent across studies, suggesting the influence of multifactorial determinants. Therefore, ROSA is more appropriately used as a screening tool for ergonomic risk, while NMQ complements it by capturing subjective complaints. The combined use of both instruments is essential to support a more comprehensive ergonomic assessment and the development of effective interventions.

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.

Mental health services are constantly evolving with the gradual introduction of functionalized care, which means medical intervention has become more focused on a particular clinical area or stage of the illness. This has progressed to having designated teams for inpatient psychiatry. Usually, psychiatrists manage their patients both in outpatient and inpatient settings while working in a particular geographical area or sector. Moving away from this model to a functionalized inpatient setting, where other psychiatrists take care of their patients, is seen as a breach in continuity of care. In this context, it was intended to review the current literature for the experience of clinicians and patients in these sectorized (medical continuity) or functionalized models of psychiatric inpatient care. A narrative review of the current literature from multiple databases was conducted. The results suggested that there are positive and negative observations in both models. It appeared that neither met the expectations of patients nor clinicians. Patients preferred to be seen by the same consultant in community and inpatient settings, but clinical outcomes were not significantly different in the two models. The functionalized care was mostly medical continuity rather than multidisciplinary. Any changes in the care models may be driven by local facilities and issues. There is a need to improve the quality of care through existing models before any changes. More studies are needed to improve the evidence on the effectiveness of these service models.

Creativity is widely considered to be a core competency for learners and graduates in rapidly changing environments; personality research has identified two dispositions as relevant to creativity repeatedly: openness to experience (OE) and tolerance of ambiguity (TOA). This narrative review examined how OE, TOA and creativity are related (with particular attention to university undergraduates). The review clarifies the three constructs and their measures, summarizes evidence for OE–creativity, TOA–creativity and OE–TOA associations, compares theoretical accounts linking them together and proposes an integrative model in which TOA may explain how openness translates into creative thinking and achievement. Evidence for an OE–creativity link is substantial and comparatively consistent. Evidence for a TOA–creativity link is positive but less strong, relies heavily on self-report, and is concentrated in a small number of research groups. Formal tests of TOA as a mediator were not found. The review closes with methodological recommendations and a research agenda for undergraduate samples, including cross-cultural and longitudinal designs, and with implications for educators who wish to foster creativity as a student strength.

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.

Digital technologies can expand opportunities for language practice, feedback, and access to learning materials, but their educational value depends on how they are integrated into instruction. This conceptual article draws on a selective narrative review to examine automatic speech recognition, conversational agents, machine translation, and virtual environments in language learning. It distinguishes the functions of these technologies from the learning outcomes that teachers must evaluate. The discussion identifies opportunities for pronunciation practice, sustained interaction, reflective revision, and contextualized communication, alongside problems involving unreliable feedback, cognitive demands, unequal access, and personal data. Alpha School is considered briefly as an institutional illustration of adaptive learning and human guidance, rather than as evidence of foreign-language learning effectiveness. Four proposed classroom applications show how teachers can connect digital activity to observable language performance. The article argues that responsible integration requires clear learning objectives, appropriate scaffolding, human review of feedback, and opportunities to demonstrate learning beyond the original tool. Its contribution is a practical framework for evaluating instructional use; the proposed applications require subsequent classroom investigation.

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

Teacher assessment literacy has received increasing attention, yet evidence remains fragmented across studies. This systematic review and meta-analysis synthesized 18 studies comprising 21 independent samples using the ALI, CALI, and TALQ instruments. The pooled mean score was 16.48 (95% CI [14.86, 18.10]) on a 35-point scale, indicating low assessment literacy, with substantial between-study heterogeneity (I² = 99.21%). Publication year, geographical region, instrument type, teacher status, teaching level, and subject specialization were not significant moderators. This review provides the first quantitative benchmark of teacher assessment literacy across the ALI, CALI, and TALQ instruments and highlights the need to strengthen assessment literacy through pre-service education, continuous professional development, and context-responsive educational policies.

Introduction: Registered dietitians (RDs) are frequently asked to provide guidance and expertise on dietary supplements; however, few assessment tools are available to objectively evaluate their knowledge in this area. A standardized instrument may help identify educational gaps and support the development of supplement-related competencies within dietetics education and practice. Methods: The 25-item Dietary Supplement Knowledge Assessment Tool for Registered Dietitians (DSKAT-RD) was developed to assess key areas of dietary supplement knowledge, including safety, efficacy, regulation, quality, and evidence-based research. Twelve subject-matter experts independently rated the relevance of each item on a 4-point scale. Item-Level Content Validity Index (I-CVI) values were calculated, with ratings of 3 or 4 considered content valid and ≥0.78 considered acceptable. Quantitative ratings and qualitative feedback guided revisions for clarity, accuracy, relevance, and response-option quality. Revised items were reviewed by a 3-member expert subgroup until consensus was reached. Results: Expert review demonstrated high content validity for the DSKAT-RD. Item-level Content Validity Index (I-CVI) values ranged from 0.75 to 1.00, with 24 of 25 items (96%) meeting the predefined acceptability criterion of ≥0.78. Nineteen items (76%) achieved an I-CVI of 1.00, and the Scale-Level Content Validity Index using the average method (S-CVI/Ave) was 0.97. Six items underwent additional review and revision based on quantitative ratings and qualitative expert feedback related to wording, response options, scientific or regulatory accuracy, and content alignment. Following secondary review by three subject-matter experts, all 25 items were retained in the final instrument. Conclusions: The DSKAT-RD demonstrated strong evidence of content validity and provides a structured method for assessing dietary supplement knowledge among RDs.

Since independence in 1963, Kenya has pursued educational reforms intended to align schooling and training with its social, economic, and political development priorities. This study traces the evolution of these reforms from the Ominde Commission of 1964 to the introduction of the Competency-Based Curriculum (CBC) in 2017 and examines their relationship with national development. A qualitative document review was employed to analyze reform trajectories across primary, secondary, technical and vocational, university, and examination systems. The review also considered policies concerning free primary and secondary education, bursary and scholarship schemes, and gender affirmative action, focusing on their implications for access, equity, and educational quality. The findings indicate that successive reforms have consistently positioned education as a means of promoting national unity, preparing the workforce, and strengthening civic participation. These priorities reflect the role assigned to education in advancing social cohesion, economic productivity, and political development. However, the translation of policy commitments into practice has remained constrained by inadequate funding, limitations in teacher capacity, and insufficient infrastructure. These implementation gaps restrict the extent to which educational reforms can achieve their intended developmental outcomes. The analysis emphasizes the importance of examining policy design alongside the resources and institutional capacity required for implementation. Sustained investment in teacher preparation and professional development, educational infrastructure, and systematic monitoring is necessary to strengthen reform delivery. The study concludes that education can contribute more durably to national development when policy ambitions are supported by consistent investment and implementation capacity. Its historical and policy perspective provides a basis for policymakers and educational stakeholders to assess reform priorities and strengthen connections between educational change and Kenya’s development goals.

Information technology (IT) professionals in India work under tight deadlines, long hours, job insecurity and rapid technological change, and Indian studies report substantial levels of stress, depressive symptoms and burnout in this group. How employees cope may help explain why some function well under these conditions while others do not. This narrative review synthesises research on coping strategies and psychological well-being among Indian IT professionals, drawing also on studies of other Indian occupational groups and international technology workers, with particular attention to gender. The evidence shows that approach-oriented strategies such as planning, active coping, positive reframing, acceptance and seeking support are generally associated with better well-being, whereas denial, behavioural disengagement, substance use and self-blame are associated with poorer well-being. Gender findings are inconsistent: some studies report higher stress or burnout among women, while others find no gender difference in depression, anxiety or well-being. Most studies are cross-sectional, use differing measures and were conducted during the COVID-19 pandemic. The review identifies the need for strategy-level analysis of coping, gender-balanced samples, research in under-studied IT hubs such as Gurgaon, and longitudinal designs.

Mental health disorders are a major concern with millions of people living with mental illnesses, but only a small fraction of them have access to treatment due to stigma attached, lack of resources and trained personnel. Therefore, the inclusion of mental healthcare services in primary health care (PHC) is essential for improving its accessibility. The present review investigates the effectiveness, the different models, and the barriers in integrating mental health services into primary health care in India. The review was conducted following the PRISMA protocol using database like PubMed and Scopus between January 2016 and January 2026. The systematic search yielded 62 results, of which 23 were selected based on established inclusion criteria and were subsequently analyzed thematically. Successful integration of mental health services into primary healthcare was identified as including, but not limited to, task-sharing, use of digital technologies, use of telepsychiatry, and creating an improved policy-driven system. Task-sharing with lay personnel was found to greatly increase the identification and management of people with mental illnesses, while digital technology and telepsychiatry led to better access to mental health services, especially in rural areas. Barriers to implementing integrated mental health services included a lack of training, stigma, insufficient workforce, and limited infrastructure. Integrated mental health services into primary healthcare exist and demonstrate positive results, but to sustain successful implementation, the identified barriers to integration must be eliminated or mitigated to reduce the existing treatment gap for mental illness in India.

Abstract Less effective emotion regulation abilities during childhood represent a significant factor of risk for healthy child development. However, despite much research into less skilled emotion regulation abilities, findings about the outcomes of emotion regulation ability trajectories in adolescence are inconsistent. This may reflect methodological challenges in undertaking prospective longitudinal research, or a lack of clarity about factors that influence developmental outcomes. Therefore, we conducted a systematic review and meta-analysis to examine the prospective relation between early childhood (ages 3–6) emotion regulation abilities and adolescent outcomes (ages 13–16). Peer reviewed prospective longitudinal research studies published in English since 2015 were included in the review if they examined emotion regulation abilities in early childhood; assessed subsequent outcomes in adolescence; and examined risk, protective, or promotive factors associated with emotion trajectories. Statistical analyses utilized random effects models and reported pooled effect sizes within groups. Of 27,490 records identified, 16 studies were included in the systematic review, and 10 in the meta-analysis. Early emotion regulation abilities that were less adaptive predicted subsequent less adaptive regulation, psychiatric difficulties, academic concerns, and social challenges in adolescence. Risk and promotive factors for early childhood emotion regulation abilities included pregnancy-related factors, parental mental health, socioeconomic status, child characteristics, cognitive and behavioral traits, and family dynamics. This highlighted the complex interplay of biological, psychological, and social factors. There was conflicting evidence about sex, suicidality, and externalizing behaviors, and quantitative analyses revealed high heterogeneity among the studies. The findings offer insights about the identification of youth at risk, and the development of targeted clinical interventions to enhance adolescent developmental outcomes.

Generative AI, and more precisely large language models, have nowadays rapidly become useful in education, professional work, and everyday tasks. While these systems offer notable benefits to make work efficient and improved accessibility, the recent evidence suggests that their usage has cognitive costs. This paper presents a structured review of 16 reviewed studies investigating the impact of Gen AI usage on cognitive offloading, metacognitive engagement, automation bias, and human skill. By studying experimental, survey-based, qualitative, and theoretical research, this review synthesizes several findings across several fields to identify recurring mechanisms through which GenAI usage reshapes cognition. Our analysis reveals a consistent pattern, where GenAI often improves short-term task performance, but it frequently minimizes effortful cognitive processing, diminishes self-regulation, and changes skill developments. Rather than constant de-skilling, this paper points out reconfiguration of skills, favoring efficiency-oriented competencies such as prompting and verification over generative reasoning and critical reflection. Our study further highlights these outcomes are not unavoidable but are strongly mediated by interaction design, educational practices, and socio-technical environments. By showing these effects as the “cost of convenience,” this paper contributes an integrative perspective on the cognitive effects of Gen AI and highlighting the ways to make AI design, education, and governance cognitively sustainable.

Parental education is one of the most visible predictors of children's socio-emotional and academic trajectories, though its influence on their school adjustment and mathematical reasoning is rarely examined together. This review is intended to synthesize theoretical and empirical literature about how parental education level influences adaptation of children at school and their mathematical thinking. There are several pathways through which parental education influences their children's academic behaviour, home environment stimulation for mathematical tasks, and educational expectations. Literature evidence shows that higher parental education is associated with richer home numeracy and literacy environments. More homework involvement, and smooth behavioural and emotional adjustment to school are also positively correlated to higher parental education, whereas lower parental education is associated with socioeconomic disadvantage and lack of access to resources for their children both at home and school. The review is particularly focussed in Indian context covering the National Education Policy 2020 and its emphasis on foundational literacy and numeracy, implications of parental involvement , teacher practices, and policy interventions.

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

This study investigated how school leadership teams drive equity-centered instructional practices in K–12 schools. It aimed to synthesize contemporary research to identify leadership behaviors, structures, and conditions that contribute to equitable student learning environments. This qualitative literature review examined 10 peer-reviewed empirical studies published between 2019 and 2025. Studies were selected based on their focus on instructional leadership, equity, and K–12 educational contexts. A thematic analysis was used to identify recurring patterns and strategies across the literature. Five major themes emerged: (1) inclusive leadership that fosters shared decision-making and relational trust; (2) equity-focused leadership pipelines that prepare leaders to identify and address systemic barriers; (3) equity-oriented data practices that contextualize academic metrics and inform instructional change; (4) culturally responsive instruction supported by school-wide professional learning; and (5) collaborative leadership that centers family and community engagement. These themes were reinforced across studies involving varied contexts and leadership roles. The review was limited to studies published in English and focused primarily on U.S. educational contexts. Districts and policymakers can use these findings to design leadership preparation programs, refine professional development strategies, and align accountability frameworks with equity goals.

In recent years, retro-style outfits have continued to gain popularity on social media platforms. Clothing styles marked by earlier eras, such as Y2K millennium style, vintage outfits, and retro sportswear, have become widely popular among young people. This phenomenon raises a question worth exploring: why have young people developed such strong interest in “old clothes”? What role does social media play in the transformation of nostalgic emotions into consumption behavior? Taking 2018 to 2026 as the time window, this paper systematically reviews the literature on youth nostalgic consumption in social media environments and discusses it from three dimensions: conceptual definition, activation mechanism, and identity. The review preliminarily reveals the role of social media in the dissemination and diffusion of nostalgic content and also confirms that nostalgic consumption is an important path through which young people respond to identity anxiety and seek group belonging. However, existing studies still have three limitations. First, they lack a systematic explanation of how platform mechanisms promote the transformation of nostalgic emotions into consumption behavior. Second, they pay insufficient attention to how young people continuously construct identity through symbolic practices, community interaction, and consumption choices on social media. Third, the special mechanism of “non-experiential nostalgia” in the digital age has not been fully discussed. Future research may focus on constructing theoretical models that take social media as an intermediary variable and connect the logical path from emotion to behavior and then to identity.

The aim of this systematic review is to comprehensively evaluate recent research examining the relationships between teachers’ psychological resilience, burnout, and related variables from a holistic perspective. In this context, empirical and review studies published between 2020 and 2025 and conducted with teacher samples were analyzed using a systematic review methodology. The literature search was carried out in the Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Scopus databases, and studies were selected based on predetermined inclusion and exclusion criteria. As a result of this process, 23 empirical studies and 4 review studies were included in the systematic review.The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement. Teachers with higher levels of psychological resilience appear to be more resistant to occupational demands and experience lower levels of burnout symptoms. While some of the reviewed studies identified psychological resilience as a direct predictor of burnout, others revealed indirect effects through variables such as job stress, teacher self-efficacy, motivation, and organizational conditions. The findings of the review studies further support these results and emphasize the importance of conceptualizing teachers’ psychological resilience within a framework of individual and organizational resources.In conclusion, this systematic review demonstrates that teachers’ psychological resilience functions as a significant protective factor against burnout. The findings suggest that interventions aimed at strengthening teachers’ psychological resilience at both individual and organizational levels may play a critical role in promoting sustainable teacher well-being.

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.

Background Rooted in positive psychology, human flourishing scholarship focuses on the presence of health and wellbeing beyond the absence of illness. Contemporary flourishing research has increasingly expanded its focus beyond individuals to larger systems, including families. Family flourishing is an emerging concept with limited clarity in its conceptualizations and measurements. This scoping review synthesized existing literature on the unit-level conceptualizations and operationalizations of family flourishing and wellbeing and examined the extent to which existing measures align with contemporary understandings of human flourishing. Methods Arksey and O'Malley's methodology and the PRISMA-ScR reporting guidelines were followed. Searches were conducted in PubMed, CINAHL, ERIC, PsycINFO, Social Work Abstracts, Academic Search Premier, and Web of Science. Eligible studies presented explicit unit-level conceptualizations or quantitative measures of family flourishing or wellbeing as a multidimensional construct. Only studies written in English and published since 2000 were included. Title and abstract screening, full-text screening, and data extraction were conducted by two independent researchers, while monitoring inter-coder reliability. Discrepancies were resolved through consensus in consultation with the PI. Data extraction utilized a standardized form for consistency, which was iteratively revised through discussion. Results The final sample included 13 studies, which represented diverse regions, including China, Japan, Taiwan, Malaysia, Thailand, Indonesia, New Zealand, the Philippines, and the United States. Studies were published between 2005 and 2025, with most studies published since 2020. Seven quantitative measures of family wellbeing were identified while no family flourishing measures were found. Conceptualizations represented diverse roots including Aristotelian eudaimonia, Indigenous cultural beliefs, and local spiritual teachings. While boundaries were often unclear, six broad categories of conceptualizations were identified, including relational/functional. eudaimonic/existential, hedonic/emotional, social/community, socioeconomic/environmental, and spiritual/religious domains. Relational/functional domains were most frequently covered while spiritual/religious domains were least frequently covered by existing measures. Most measures were developed more than a decade ago, and psychometric evidence beyond internal consistency was limited. Conclusion Family flourishing is an underdeveloped but promising area of scholarship. Further studies are needed to achieve greater conceptual clarity and to develop culturally responsive and psychometrically robust measures. Systematic review registration https://doi.org/10.17605/OSF.IO/E6WXM

This study aims to synthesize the relationship between deep learning strategies and students' critical thinking skills within the context of Economics education. Employing a Systematic Literature Review (SLR) methodology, we examined 24 scholarly publications. The synthesis reveals three key findings: (1) a deep learning approach has a significant influence on higher-order thinking skills (HOTS) and critical thinking abilities; however, this relationship is complex and mediated by variables such as epistemological beliefs, perceptions of the learning context, and intrinsic motivation. (2) The adoption of a deep learning approach does not automatically result in high-level critical thinking skills; therefore, such skills require explicit and structured development. (3) Inquiry-based learning strategies, structured collaboration, and the integration of technology as a cognitive scaffold have proven most effective in promoting both aspects synergistically. This study offers practical implications for the design of Economics instruction—specifically regarding the cultivation of deep knowledge and the development of critical thinking skills—within the framework of the Kurikulum Merdeka (Independent Curriculum).

Reading is one of the main ways through which middle school students learn English, and the quality of their reading depends largely on the level of thinking involved in the learning process. In actual teaching, however, many reading tasks remain at a low cognitive level, and students encounter difficulty when questions require inference, evaluation, or creation. SOLO taxonomy, which describes the structural complexity of observable learning outcomes, provides a basis for planning and assessing reading tasks across cognitive levels. Drawing on representative studies from China and abroad, this paper reviews research on the application of SOLO taxonomy in English reading teaching in middle schools. It traces the origin and development of the taxonomy, analyzes its compatibility with reading teaching, and examines two lines of applied research, namely SOLO-based reading teaching design and SOLO-based reading teaching assessment. The review indicates that design research has consolidated a working model of tiered objectives, ascending tasks, and question chains, while assessment research has produced level descriptions, evaluation scales, and process-oriented frameworks. And the two lines converge on aligning objectives, activities, and assessment within one level system. The field nevertheless remains constrained by predominantly case-based methods, scarce controlled or longitudinal evidence, and uneven attention between junior and senior high schools. The review concludes that SOLO taxonomy provides an operational definition of thinking depth in reading and supports the integration of teaching, learning, and assessment, but that future work requires more rigorous empirical designs, validated instruments, and broader coverage of learners and reading contexts.

Blended learning (BL) has become increasingly established in higher education, yet research has focused more on effectiveness, engagement, and learning regulation than on how face-to-face and online learning jointly facilitate value internalization. In Pancasila Education, this issue matters because learning outcomes extend beyond knowledge of values to students’ decision-making and relationships. This exploratory qualitative study analyzed open-ended questionnaire responses from 67 Universitas Pendidikan Indonesia students using directed qualitative content analysis, complemented by a contextual review of learning materials and activities available through SPOT UPI. The findings reveal four patterns. First, students perceived face-to-face learning primarily as a relational space for dialogue, clarification, deliberation, and collaboration. At the same time, online learning served mainly as a regulatory space for flexibility, access to materials, time management, and independence. These functions complemented each other but were not exclusive. Second, value internalization became visible when Pancasila shifted from content to be understood into a basis for decision-making, respect for differences, rule compliance, and responsibility. Third, good character was associated with relational pathways toward justice and collaboration and self-regulatory pathways toward discipline, responsibility, and work ethic. Social support, digital culture, and LMS reliability influenced these processes. Fourth, discrepancies between ideal values and reality triggered moral reflection for some students, described as productive moral dissonance. The study interprets BL as an architecture of relational-regulatory functions and suggests connecting social interaction, self-regulation, authentic cases, reflection, process assessment, and reliable digital infrastructure in Pancasila Education. Keywords: Pancasila education, Value internalization, Blended learning; Good character; Higher education

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.

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

Background Stroke is a leading cause of disability worldwide and is frequently accompanied by psychological and functional impairments. Acceptance and Commitment Therapy (ACT), a third-wave behavioral intervention focusing on psychological flexibility, has been increasingly applied in stroke rehabilitation. Although previous reviews have suggested beneficial effects of ACT in stroke patients, whether these benefits persist in the short term after the intervention ends, and the certainty of the evidence, remain unclear. Methods A systematic review and meta-analysis was conducted according to PRISMA guidelines and registered in PROSPERO (CRD420261325108). Randomized controlled trials evaluating ACT in stroke patients were included. Pooled effects were calculated using random-effects models, with separate analyses for post-intervention and follow-up outcomes. Sources of heterogeneity were explored using subgroup analyses and meta-regression. Risk of bias was assessed using the Cochrane Risk of Bias 2 tool, and certainty of evidence was evaluated using the GRADE framework. Results Twenty-two RCTs involving 1,975 participants were included. ACT may be associated with reductions in depressive symptoms (post-intervention: SMD = −1.32, 95% CI: −1.80 to −0.84; follow-up: SMD = −0.76, 95% CI: −1.07 to −0.45) and anxiety symptoms (post-intervention: SMD = −1.36, 95% CI: −1.90 to −0.82; follow-up: SMD = −0.51, 95% CI: −1.42 to 0.40, not significant); depressive symptoms remained statistically significant at follow-up. Heterogeneity was considerable for both outcomes at post-intervention ( I 2 = 93.68% for depression and 93.60% for anxiety), so the pooled estimates represent average effects across studies. ACT may also be associated with improvements in psychological flexibility, quality of life, and sleep quality; however, these outcomes were based on a limited number of studies and showed considerable heterogeneity ( I 2 = 74.68 to 92.26%), so they should be interpreted cautiously. However, no statistically significant effects were observed for activities of daily living, neurological function, or hope. ACT did not appear to increase dropout rates in the available studies ( K = 16; RR = 0.99, 95% CI: 0.58–1.69). Meta-regression analyses indicated that intervention duration may not be a significant moderator of treatment effects. The certainty of evidence ranged from very low to moderate, mainly due to risk of bias and inconsistency. Conclusion Acceptance and Commitment Therapy may be a useful adjunctive intervention for improving psychological outcomes in people with stroke. However, evidence for functional recovery remains insufficient. Future high-quality RCTs with standardized protocols, larger samples, and longer follow-up are needed to confirm the long-term effectiveness of ACT. Systematic review registration https://www.crd.york.ac.uk/PROSPERO/ , identifer CRD420261325108.

Background Diabetes frequently co-occurs with depression, anxiety, and diabetes-related distress, and psychological status directly influences glycaemic control and the risk of complications. Traditional mental health assessment relies on subjective scales. With the growth of digital health, digital phenotyping offers a new paradigm for real-time, objective mental health monitoring and prediction. However, the pathways through which these technologies perform monitoring and prediction remain unclear. Objective This scoping review aimed to systematically map the application pathways of digital phenotyping for mental health monitoring and prediction in people with diabetes, and to use machine learning-assisted text mining to analyse the main research themes and hotspots, thereby informing the future development of individualised risk prediction models and monitoring systems. Methods A scoping review search was conducted in six English databases (PubMed, Embase, CINAHL, Web of Science, Scopus, and the Cochrane Library) and four Chinese databases (CNKI, Wanfang, VIP, and China Biomedical Literature Database[CBM]), covering studies published from database inception to 10 September 2026. The search strategy was built around terms related to diabetes, digital phenotyping, and mental health. Machine learning-assisted literature mining was used to identify thematic patterns in the included studies. The study selection process and overall workflow followed the PRISMA extension for scoping reviews (PRISMA-ScR). Results A total of 2,968 records were retrieved. After screening, 10 studies were included. The evidence indicated that digital phenotyping mainly enables real-time monitoring of mental health in people with diabetes through signals such as continuous glucose monitoring (CGM), passive smartphone sensing, voice, and ecological momentary assessment (EMA). Machine learning methods were widely used for risk prediction modelling, but most studies built models at the group level, with only a few adopting n -of-1 analysis or subgroup prediction to achieve individualised risk prediction. External validation of models was generally lacking, and no intervention studies were identified. Conclusions Preliminary evidence suggests that digital phenotyping has exploratory potential for mental health monitoring and prediction in people with diabetes, but research that genuinely achieves individualised risk prediction remains limited. Closed-loop monitoring-intervention design and multicentre external validation are the main directions for future research. Systematic Review Registration https://osf. io/6wsaj/ .

Sleep and circadian disturbances in Alzheimer’s disease (AD) affect patients and caregivers, but clinical action depends on the syndrome, measurement, and outcome under consideration. This narrative review links sleep assessment to indication-based care while distinguishing symptomatic benefit, physiological target engagement, and disease modification. A purposive literature search was supplemented by targeted checks of PubMed-indexed and original publisher records through 4 October 2026. Selected studies are described by population, AD ascertainment, comparator, and measured endpoint rather than assigned formal evidence-certainty grades. Actigraphy characterizes behavioral rest–activity patterns; melatonin timing and temperature rhythms address endogenous circadian physiology under controlled conditions. Polysomnography and quantitative electroencephalography characterize respiratory events, sleep architecture, and oscillatory activity. These measurements inform different questions and do not independently assign AD etiology or cognitive-functional stage. Clinical priorities include confirmed obstructive sleep apnea, cognition-adapted insomnia care, irregular sleep timing, medication-related effects, parasomnias, limb symptoms, and excessive daytime sleepiness. Interpretation incorporates hypoxemia, treatment exposure, comorbidity, caregiver support, and competing diagnoses. Randomized sleep benefits remain distinct from observational cognitive associations or exploratory imaging and cerebrospinal fluid changes. Human and animal studies of arousal circuits, protein dynamics, inflammation, and fluid transport provide mechanistic context, with conflicting results interpreted according to the actual experimental endpoint. The review provides a clinically organized account of selected evidence, not a comprehensive treatment ranking. Sleep care and cognitive-etiologic assessment should proceed in parallel, with follow-up matched to patient function, safety, and the specific treatment goal.

Gross motor development is an important aspect of early childhood development that requires stimulation through various play activities. The availability of outdoor play facilities can provide children with opportunities to engage in a variety of movements appropriate to their developmental stages. This study aims to examine the potential role of outdoor play facilities in stimulating the gross motor development of young children, using the facilities available at TK Wijaya Kusumah as a contextual reference. This study employs a library research method with content analysis. The sources reviewed include relevant national and international journal articles and reference books. Unstructured observations and documentation of the outdoor play facilities at TK Wijaya Kusumah were used to provide contextual information about the facilities discussed. The findings indicate that various types of equipment, including tire stepping paths, swings, slides, spinning bowls, wobbly bridges, monkey bars, seesaws, and balance beams, offer different types of movement activities and have the potential to stimulate muscle strength, balance, movement coordination, agility, and postural control. The use of these facilities should consider children's developmental stages, equipment safety, and teacher supervision. This review provides an overview of the potential of various outdoor play facilities to stimulate gross motor development and may serve as a reference for teachers and early childhood education providers in designing play environments. Since this study is based on a literature review and does not directly assess children's motor abilities, the findings cannot establish a causal relationship between the completeness of outdoor play facilities and children's gross motor development.

Background The first period of life shapes later life chances, but the economic consequences accumulate across later childhood, adolescence and adulthood and fall across several policy sectors. Existing reviews typically address one risk factor at a time, or focus on a restricted outcome domain, leaving the relevant evidence scattered. This umbrella review collates review-level evidence on how early childhood exposures affect later economic outcomes. Methods The review was registered on Open Science Framework (https://osf.io/szpx5/overview). Medline, APA PsycArticles, APA PsycINFO, CINAHL Plus with Full Text, Education Research Complete & Psychology and Behavioural Sciences Collection databases were searched in November 2025. Systematic, rapid, scoping, narrative and umbrella reviews were eligible if they examined early childhood exposures and later outcomes with measurable consequences for education, employment, income, criminal justice involvement, quality of life, wellbeing or service costs. Reviews reporting only health status outcomes, and those focused on low- and middle-income countries, were excluded. Two authors screened and extracted independently, and quality was appraised. Findings were synthesised narratively. Results Seventy-two reviews were included, published between 2001 and 2025 and increasingly since 2021. Adverse childhood experiences and related adversity were the most frequently examined exposures, followed by childhood physical health conditions, birth and perinatal factors, and neurodevelopmental and behavioural difficulties. Early years risk factors were consistently associated with poorer later education and employment, lower income and greater criminal justice involvement. Evidence on quality of life was mixed, and service use and costs were seldom reported. Few reviews addressed publication bias. Conclusion Difficulties experienced in the early years have consequences across several later life domains and public sectors. The evidence is most consistent for education and criminal justice involvement, and thinner for quality of life, service use and costs. Reviews rarely address correlations between risk factors or the pathways connecting them to later outcomes. Modelling these pathways and evaluating interventions to address early years risks are priorities. Limitations of the review were the inclusion of studies that covered a wide range of age groups and the exclusion of health outcomes.

In most societies, using more than one language or language variety is the norm, yet the reference data against which children’s speech is judged derive largely from monolingual speakers. Systematic cross-linguistic variation is therefore liable to be read as atypical development, placing multilingual children at risk of misdiagnosis of speech sound disorder (SSD). This risk is most acute for closely related, understudied varieties, where difference and disorder overlap and community-specific data are scarce. Acoustic measures (e.g., voice onset time, vowel formants, segment durations) quantify fine-grained, continuous properties of speech production that categorical, transcription-based description obscures. No existing review, however, has mapped which acoustic measures have been applied to multilingual children, across which language varieties, or against which reference baselines their productions are interpreted. The objective of this review is to provide that map, showing where acoustic evidence is concentrated and where it is absent, to support clinical assessment and to identify where community-specific reference data are most needed. The review will follow updated Joanna Briggs Institute scoping review methodology and will be reported per the PRISMA Extension for Scoping Reviews. Searches will be conducted in MEDLINE (Ovid), Embase (Ovid), CINAHL (EBSCO), Web of Science Core Collection, and Linguistics and Language Behavior Abstracts, with grey literature sought through ProQuest Dissertations and Theses Global and conference proceedings; no date limits will be applied. Children from birth to 18 years are eligible regardless of clinical status, and a preschool subset (≤ 5;11) will be reported separately. After pilot calibration, two reviewers will independently screen and chart sources, resolving disagreements by discussion or a third reviewer. Charted data will be mapped through an acoustic-measure taxonomy crossed with language variety and reference baseline. This protocol has been registered on the Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/R2EX5 ).

Humanistic–religious education integrates spiritual values, social relationships, and character development in primary education. However, its conceptual dimensions, implementation mechanisms, and outcome evidence remain inconsistently documented, particularly in Satuan Pendidikan Kerjasama (SPK) schools. This study presents a systematic review protocol with preliminary synthesis to examine conceptualisation, implementation practices, potential best practices, and contextual conditions. The planned review covers publications from 2014 to 2026 across Scopus, Web of Science, ERIC, DOAJ, Google Scholar, and Indonesian academic sources. The preliminary corpus comprises ten studies identified through targeted searches, including qualitative case studies, quantitative and mixed-methods research, and conceptual analysis. Formal database searching, PRISMA screening, and critical appraisal remain incomplete. Preliminary patterns indicate that vertical–spiritual and horizontal–social dimensions predominate, while habituation and school culture feature prominently in implementation. Explicit curriculum mapping and family–community engagement are less consistently documented, and comparable pupil-outcome evidence remains limited. Evidence concerning SPK schools is particularly sparse, precluding definitive best-practice claims. A proposed four-layer framework may guide further synthesis of conceptual dimensions, implementation mechanisms, outcomes, and contextual conditions. These preliminary observations require verification through completion of the systematic review before supporting evidence-based recommendations.

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 Climate change impacts are not gender-neutral, yet standard reporting relies on aggregate household indicators that obscure intra-household power dynamics and diverse individual vulnerabilities. This review assesses gender-differentiated climate resilience in rural farming households and evaluates the extent to which empirical evidence aligns with the gender-responsive, participatory and transparent mandates of the Paris Agreement. Methods Peer-reviewed studies published between 2015 and 2025 were retrieved from Scopus, Web of Science, AJOL and Google Scholar following PRISMA guidelines. A total of 117 eligible studies were screened and analysed thematically using a hybrid inductive–deductive approach in R. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and evidence coverage was characterised using GRADE-CERQual adequacy criteria. Policy alignment was mapped against Articles 2.1b, 7.1, 7.5, 11 and 13. Results Eight interrelated resilience domains were identified: livelihood, water, food, ecological, social, community, agricultural and economic. The review reveals a significant implementation gap between the Paris Agreement and ground-level reality. While Articles 7.5, 11 and 13 emphasise equity and participation, resilience is often achieved through paradoxes of depletion. We propose the Gendered Resilience Paradox Framework (GRPF), a novel theoretical model encompassing resilience as a distributive process rather than a neutral capacity. The framework identifies five interlocking mechanisms—workload-resilience, biological buffer, mobility-stability, restoration-marginalisation and hydrological time-poverty—through which household resilience is achieved via the systematic transfer of adaptation costs onto women’s bodies, time and agency. These paradoxes form a self-reinforcing Depletion Cycle, creating a resilience debt that may compound intergenerationally. A co-occurrence network (n = 117) shows that workload-resilience is the most frequently documented paradox (53.0%) and reveals that embodied paradoxes remain the least studied. Articles 2.1b and 7.1 show partial alignment; Articles 7.5, 11 and 13 show misalignment. Men also face climate-related hardships, including psychosocial stress, migration-induced vulnerabilities and systemic exclusion from aid. Discussion Resilience achieved through depletion is not resilience but a debt. Closing the implementation gap requires distributional indicators, time-releasing infrastructure, secure land tenure, and bundled interventions that address multiple paradoxes simultaneously. Systematic review registration Open Science Framework (OSF https://doi.org/10.17605/OSF.IO/WFR7Q ).

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.

Curriculum changes in Indonesia place assessment as a key supporting factor in the learning process, as it provides authentic information on student competency development and helps teachers design more effective and targeted learning. This study aims to describe the English language assessment process in the Merdeka curriculum, which includes diagnostic, formative, and summative assessments. The approach used included a literature review, gathering information through exploration of various sources. Content analysis was used to analyze the data. The research findings revealed that in addition to the form of English assessment, there were also changes in assessment: non-cognitive diagnostic assessment and cognitive assessment were removed at the beginning of the 2021 Merdeka curriculum implementation in the second year, 2022. Formative and summative assessments were then continued in the first year of the Merdeka curriculum implementation in 2021 until 2025 using an in-depth learning approach. Formative assessments are conducted during the learning process, while summative assessments are conducted after a certain learning period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning throughout the learning process and adapt teaching to each student's abilities and characteristics. The research results can be used as a reference for implementing assessment in the Merdeka curriculum

Social and emotional learning (SEL) is increasingly recognized as an important component of elementary education, supporting students’ social-emotional development, engagement, well-being, and academic learning. However, the relationships among teacher social-emotional competence, learning climate, implementation quality, and student outcomes remain insufficiently integrated, particularly in the Indonesian context. This study aims to synthesize literature on these relationships and examine their implications for SEL implementation in Indonesian elementary schools. A narrative literature review was conducted using an existing source corpus supplemented by relevant peer-reviewed literature. The synthesis examined major themes concerning teacher competence, classroom practices, learning climate, student outcomes, implementation conditions, and contextual adaptation. The findings suggest that teacher competence is associated with the quality of SEL enactment, while a supportive learning climate provides a context for student participation and social-emotional learning. Implementation quality and cultural context also shape how SEL is adapted and sustained. These relationships should not be interpreted as a universally established causal pathway. The review highlights the need for context-responsive teacher development, school-level support, and rigorous evaluation of SEL practices. Future empirical research in Indonesian elementary schools should investigate these relationships using longitudinal and mixed-methods approaches.

Higher education has historically operated under a paradigm of information scarcity, positioning universities as premier institutions for curating and transmitting knowledge. The convergence of digital hyper-abundance, algorithmic curation, and generative artificial intelligence (GenAI) has disrupted this model, producing what educators increasingly describe as a crisis of critical thinking in higher education. The purpose of this review is to examine how information abundance, algorithmic curation, and GenAI use may influence university students’ critical thinking, and to synthesise what this evidence implies for what universities teach and how they assess. Using a critical narrative review design with thematic synthesis, the review analyses 45 verified sources (empirical studies, systematic reviews and meta-analyses, conceptual works, and policy guidance) identified through citation chaining and targeted searches; empirical GenAI studies date from November 2022 to 2026, and foundational theoretical works from 1976 onward. The synthesis is anchored in an integrative framework that combines cognitive load and dual-process theory, cognitive offloading, scaffolding theory, self-regulated learning, and epistemic cognition, with critical thinking as the principal outcome. Five themes emerged: (1) information abundance appears to shift the central cognitive challenge from retrieval to evaluation; (2) unguided GenAI use is associated with reduced cognitive engagement and, in several experiments, with weaker independent performance once AI support is removed, although guardrailed designs appear to mitigate this; (3) fluent AI output can be mistaken for validated knowledge, and AI-detection tools are unreliable and biased; (4) lateral reading, guided AI use, and process-visible assessment have promising but uneven support; and (5) workload, equity, and policy constraints limit adoption. From these themes, the review derives the Fade–Visibility Matrix, which crosses AI support structure (persistent versus fading) with assessment design (product-only versus process-visible) to yield four diagnostic states. The evidence is early and methodologically uneven, but it is most consistent with a structural rather than individual explanation. Universities should therefore teach evaluation, verification, and metacognitive regulation explicitly, design AI support to fade, and redesign assessment so that the learning process, not only the finished product, can be observed.

Abstract : This systematic review examined evaluative studies on reading interventions affecting schoolchildren’s comprehension outcomes, published from 2020 to 2026. Per PRISMA 2020 guidelines, 265 records were reviewed overall, out of which 166 unique records were screened, 52 full-text articles were reviewed, and 18 satisfactory records matched the inclusion criteria. The records included studies from 11 countries and comprised more than 2900 learners across 17 studies, with sample sizes ranging from preschool to high school. Due to heterogeneity among interventions, designs, and measures taken, a synthesis without meta-analysis was conducted, classifying 5 different intervention types and summarizing the overall findings. The results showed that 12 of 18 studies were positive, 2 had mixed results, 2 showed no effect on the outcome, and 2 were ambiguous in their reporting. The four studies that used explicit comprehension strategies yielded the most reliable results; among them, a tier one intervention had an effect size of +0.79, and a two-stage instructional approach had an effect size of +0.26. Code-based instruction was effective in three of four studies that used this method. Technology was effective in four of six studies, but the largest evaluated experiment did not show convincing results. Out of seven total experiments made by random sampling, five had positive outcomes, and it should be mentioned that no research was conducted in the Philippines. The studies’ outcomes emphasize the importance of supporting word recognition alongside explicit comprehension instruction.

Background Non-suicidal self-injury (NSSI) is common among adolescents and often remains concealed because of shame and stigma. Voluntary disclosure can provide access to support, but emotional and interpersonal concerns shape the decision to disclose. This review will synthesize disclosure experiences, barriers, and facilitators reported by adolescents who have voluntarily disclosed NSSI at least once. Methods Primary qualitative studies and separately extractable qualitative components of mixed-methods studies involving adolescents aged 10–19 years will be eligible. Searches will cover PubMed, Embase, APA PsycINFO, CINAHL, Scopus, and Web of Science Core Collection. China National Knowledge Infrastructure, Wanfang Data, and the Chinese Biomedical Literature Database will also be searched. Coverage will extend from inception through 31 March 2026, inclusive, without language restrictions; formal searches have not yet been executed. Gray literature, reference lists, and forward citations will also be searched. Two human reviewers will independently select studies, appraise them using the Joanna Briggs Institute (JBI) qualitative checklist, and extract findings. Findings will be synthesized using JBI meta-aggregation, with confidence assessed using ConQual. Discussion The synthesis will examine disclosure decisions, recipients' responses, and subsequent experiences from adolescents' perspectives. Findings may inform clinical, school, and family support for voluntary NSSI disclosure. Systematic review registration https://www.crd.york.ac.uk/PROSPERO/view/CRD420261355173 , identifier: CRD420261355173.

Students differ in whether they learn for the sheer joy of learning or primarily to avoid failure. The difference can be partly explained by intrinsic motivation—a driver of engagement, persistence, and psychological well-being that is not fixed but shaped by the learning environment itself. Drawing on Self-Determination Theory (SDT), this review synthesizes research on educational interventions designed to cultivate students' intrinsic motivation, spanning five categories: need-supportive teaching, competence-supportive practices such as structure and feedback, instructional-method redesigns such as problem- and project-based learning, technology-based approaches such as gamification, and teacher-focused interventions targeting teachers' own behavior and motivation. Across these approaches, one pattern stands out: need-supportive interventions—particularly autonomy support combined with structure—carry the strongest theoretical and empirical support, while other interventions succeed only insofar as they satisfy students' psychological needs within a given context. Autonomy, competence, and relatedness thus provide a common framework for understanding how diverse educational practices influence motivational outcomes. Yet the evidence base remains fragmented: inconsistent conceptualizations of intrinsic motivation, considerable heterogeneity across intervention designs, and a scarcity of long-term data limit what can be concluded with confidence.

The exclusion and bullying targeting minority groups--including sexual minorities, individuals with disabilities, and orphans--have become observable social phenomena in Chinese campus settings. This review examines, from a social psychological perspective, how the herd effect operates within physical campus environments to trigger, amplify, and consolidate prejudice and discrimination held by majority groups toward minority students. Adopting a literature review methodology, this paper synthesizes Asch's conformity experiments, behaviorist theory, Freudian individual unconscious, Jungian collective unconscious, and empirical studies on school bullying and peer conformity published over the past two decades. The central argument proposes a "three-tiered ladder" through which the herd effect function: first, linguistic stigmatization transforms neutral identity labels such as "gay" and" Tang"(a colloquial abbreviation for Down Syndrome in Chinese, used similarly to offensive slurs like "mong" in English) into tools of humiliation; second, social isolation dismantles the victim's support network; and third, peer pressure escalates into physical violence and property damage. This mechanism is significantly amplified within the Chinese collectivist educational context, where the physical inseparability of fixed-class systems extends conformity pressure from temporary behavior into chronic survival anxiety.

Modified dance for people with traumatic brain injury (TBI) is an emerging adjunct neurorehabilitation technique. The aim of this review is to describe the characteristics of dance programs developed for people with TBI, and to examine how stakeholders perceive these programs. Eight databases (MEDLINE, Scopus, Embase, CINAHL, Web of Science, SPORTDiscus, PsycINFO, and ProQuest Dissertations and Theses) were searched for studies on dance and TBI. Seven eligible articles were identified, involving a total of 22 dance participants with TBI and a further three people with TBI in a control group. The most common dance techniques used were dance movement therapy, improvisation, meditative movement, and mirroring. Modifications to programs included one-on-one delivery, individual tailoring with strategies to assist with cognitive or mobility barriers, and support from clinicians or assistants. Overall, the dance programs were feasible to deliver and acceptable to participants. Three studies revealed mixed evidence of efficacy in terms of motor fitness outcomes (e.g., balance and mobility), and there was insufficient evidence for efficacy in terms of cognition, neuroplasticity, and psychosocial outcomes. The review makes recommendations to enhance the safety and sustainability of dance for the neurorehabilitation population and to improve the standardized reporting of program design and execution to advance the field.

Purpose This study examined the global landscape of mental health literacy (MHL) education for health professions students, focusing on publication trends, intervention designs, pedagogical approaches, MHL domains addressed, evaluation methods, and contextual influences. Methods Following PRISMA-ScR guidelines, an Evidence and Gap Mapping (EGM) scoping review was conducted to identify and visually synthesize MHL education interventions. Searches were conducted in PubMed, Embase, Scopus, Web of Science, EBSCOhost (including CINAHL, PsycINFO, and ERIC), and APA PsycArticles (February 1997-May 2025). The included studies involved pre-licensure health professions students and implemented structured educational interventions explicitly targeting MHL domains. The data were extracted using a standardized framework and analyzed through descriptive synthesis and visual mapping to identify research clusters and gaps. PROSPERO registration: CRD420251050891. Results Fifty-five studies met the inclusion criteria for this review. Notably, the number of publications increased significantly after 2016, with most of the evidence coming from Europe, the Western Pacific, and the Americas, while representation from the African and Eastern Mediterranean regions was limited. Quasi-experimental designs were the most common, characterized by short-term, classroom-based interventions primarily targeting specific professions, particularly nursing and medicine. Although traditional didactic teaching methods remained prevalent, experiential strategies such as simulation, role-play, and reflective practices were increasingly adopted. Within the existing body of evidence, interventions predominantly emphasized knowledge, attitudes, and confidence, whereas skills development, behavioral change, self-awareness, and help-seeking were less consistently addressed. Furthermore, evaluations mostly relied on short-term, self-reported outcomes, with few studies examining behavioral change or long-term impacts. Conclusions MHL education for future health professionals is expanding but remains unevenly distributed, pedagogically conservative, and methodologically limited. Advancing the field will require longitudinal, theory-informed, and experiential approaches, stronger evaluation designs, integration of lived-experience perspectives, and targeted capacity-building in low- and middle-income settings.

Background Clinical research on psychedelic-assisted therapy (PAT) has expanded substantially in recent years, particularly for post-traumatic stress disorder (PTSD) and depressive disorders. Contemporary studies have generally evaluated psychedelic administration within controlled therapeutic settings that include psychological support, preparation, and integration. However, variability in clinical response and methodological challenges have highlighted the importance of individual, relational, and contextual factors, often described as “set and setting,” in understanding therapeutic outcomes. The role of psychotherapy and the broader therapeutic context therefore remains an important area of investigation. Objective This scoping review aimed to map the contemporary evidence on PAT, characterize the clinical and psychotherapeutic approaches used with psilocybin, MDMA, LSD, and DMT, summarize reported clinical and safety findings, and identify methodological, mechanistic, ethical, and implementation considerations across existing protocols. Methods A structured search of PubMed, PsycINFO, Scopus, and ClinicalTrials.gov was conducted on 23 February 2026. Sources published or publicly available between January 2020 and November 2025 were eligible. The review included peer-reviewed and relevant non-peer-reviewed sources addressing psychedelic-assisted interventions, including primary clinical studies, reviews, clinical trial registrations, regulatory documents, and other relevant contextual sources. Records were managed using Zotero and screened against predefined Population, Concept, and Context criteria. Findings were synthesized descriptively according to source type and evidence domain. Results The mapped evidence was most developed for MDMA-assisted therapy in PTSD and psilocybin-assisted interventions for depressive disorders. Randomized clinical trials reported reductions in PTSD and depressive symptoms following MDMA- and psilocybin-based interventions, respectively, while emerging clinical evidence also investigated LSD-based treatment for generalized anxiety disorder. Evidence for DMT-assisted therapy remained comparatively preliminary, with several available sources consisting of trial registrations or industry-reported information. Across the literature, preparation, supervised psychedelic administration, and integration were common therapeutic components, although the structure and intensity of psychotherapy varied substantially. Functional unblinding, expectancy effects, heterogeneity of psychotherapeutic approaches, and limitations in long-term safety data were recurring concerns. Ethical issues included informed consent during altered states of consciousness, therapist competence and boundaries, cultural considerations, and equitable access. Conclusion PAT represents a rapidly developing area of clinical research, but the evidence base remains heterogeneous across compounds, indications, therapeutic models, and levels of evidential maturity. Future research should improve the standardization and reporting of psychotherapeutic interventions, strengthen methods for assessing blinding and expectancy, establish consistent long-term safety monitoring, and develop robust ethical and equity frameworks. Clear distinction between peer-reviewed clinical findings and preliminary or contextual evidence will also be essential as PAT research progresses toward broader clinical implementation.

Leadership development is essential for Islamic educational institutions seeking to improve educational quality while preserving their religious and ethical foundations. This study aims to examine leadership development strategies, identify factors influencing their implementation, and explore the integration of Islamic ethical principles into leadership development. A systematic literature review (SLR) is designed using the PRISMA 2020 reporting framework and thematic synthesis. The review focuses on individual leadership competencies, organizational practices, and Islamic ethical orientation. The proposed analytical framework encompasses professional development, mentoring, succession planning, and distributed leadership, alongside organizational support, institutional culture, and opportunities to apply professional learning. It also examines how amanah (trustworthiness), ‘adl (justice), and syura (consultation) can connect leadership competence with ethical responsibility. The study’s intended contribution is an integrated conceptual framework for understanding leadership development in Islamic educational institutions and informing context-sensitive leadership programmes. Its practical implications concern leadership preparation, institutional policy, and professional learning. However, the strength of these conclusions will depend on the completeness and quality of the studies identified and included in the review. The study’s originality lies in bringing professional competencies, organizational conditions, and Islamic ethical principles into a common analytical framework.

توسعه رهبری برای مؤسسات آموزشی اسلامی که به دنبال ارتقای کیفیت آموزشی در عین حفظ مبانی دینی و اخلاقی خود هستند، امری ضروری است. هدف این مطالعه بررسی راهبردهای توسعه رهبری، شناسایی عوامل مؤثر بر اجرای آن‌ها و واکاوی ادغام اصول اخلاقی اسلامی در توسعه رهبری است. یک مرور نظام‌مند ادبیات (SLR) با استفاده از چارچوب گزارش‌دهی PRISMA 2020 و سنتز موضوعی طراحی شده است. این مرور بر شایستگی‌های فردی رهبری، رویه‌های سازمانی و جهت‌گیری اخلاقی اسلامی تمرکز دارد. چارچوب تحلیلی پیشنهادی شامل توسعه حرفه‌ای، مربی‌گری، برنامه‌ریزی جانشینی و رهبری توزیعی، در کنار حمایت سازمانی، فرهنگ نهادی و فرصت‌های به‌کارگیری یادگیری حرفه‌ای است. همچنین بررسی می‌کند که چگونه امانت (trustworthiness)، عدل (‘adl) و شورا (syura) می‌توانند شایستگی رهبری را با مسئولیت اخلاقی پیوند دهند. هدف این مطالعه ارائه یک چارچوب مفهومی یکپارچه برای فهم توسعه رهبری در مؤسسات آموزشی اسلامی و اطلاع‌رسانی به برنامه‌های رهبری متناسب با زمینه است. پیامدهای عملی آن به آمادگی رهبری، سیاست‌گذاری نهادی و یادگیری حرفه‌ای مربوط می‌شود. با این حال، قوت این نتایج به جامعیت و کیفیت مطالعات شناسایی و وارد شده در مرور بستگی خواهد داشت. نوآوری این مطالعه در گردآوری شایستگی‌های حرفه‌ای، شرایط سازمانی و اصول اخلاقی اسلامی در یک چارچوب تحلیلی مشترک نهفته است.

This systematic literature review synthesizes empirical evidence on the relationship between instructional leadership and teacher self-efficacy and identifies the key mechanisms that mediate this relationship across diverse educational contexts. Following the PRISMA guidelines, a systematic search was conducted in the Scopus, ScienceDirect, and Google Scholar databases for empirical studies published between 2015 and 2025, using quantitative, qualitative, or mixed-methods designs and focusing on school-level instructional leadership and teacher self-efficacy. A total of 21 primary empirical studies met the inclusion criteria and were selected for qualitative synthesis. The review revealed a consistent positive relationship between instructional leadership and teacher self-efficacy. This relationship is supported by interconnected organizational, professional, and psychological mechanisms, including professional learning opportunities, teacher collaboration, supportive school environments, and trust in leadership. The findings indicate that effective instructional leadership is associated with stronger teacher confidence in their professional capabilities by fostering conducive conditions for learning and growth. Based on the synthesized evidence, this study proposes a Multi-Pathway Model that conceptualizes instructional leadership as a multi-level capacity-building process associated with stronger teacher self-efficacy. The review contributes to the educational leadership literature by providing an integrative explanation of the relationship between instructional leadership and teacher self-efficacy. It also offers practical implications for policymakers and school leaders to promote collaboration, continuous professional learning, and a positive school climate to enhance teacher capacity and sustain school improvement. Keywords: educational leadership, instructional leadership, teacher self-efficacy, professional learning, systematic literature review.

این مرور نظام‌مند ادبیات پژوهشی، شواهد تجربی مربوط به رابطه رهبری آموزشی و خودکارآمدی معلمان را تلفیق کرده و سازوکارهای کلیدی میانجی این رابطه را در زمینه‌های آموزشی متنوع شناسایی می‌کند. با پیروی از دستورالعمل‌های PRISMA، جستجوی نظام‌مند در پایگاه‌های Scopus، ScienceDirect و Google Scholar برای مطالعات تجربی منتشرشده بین سال‌های ۲۰۱۵ تا ۲۰۲۵ انجام شد که از طرح‌های کمی، کیفی یا آمیخته استفاده کرده و بر رهبری آموزشی در سطح مدرسه و خودکارآمدی معلمان تمرکز داشتند. در مجموع، ۲۱ مطالعه تجربی اولیه که معیارهای ورود را داشتند، برای سنتز کیفی انتخاب شدند. مرور انجام‌شده، رابطه مثبت و ثابتی میان رهبری آموزشی و خودکارآمدی معلمان نشان داد. این رابطه توسط سازوکارهای سازمانی، حرفه‌ای و روان‌شناختی به‌هم‌پیوسته، از جمله فرصت‌های یادگیری حرفه‌ای، همکاری معلمان، محیط‌های حمایتی مدرسه و اعتماد به رهبری پشتیبانی می‌شود. یافته‌ها نشان می‌دهد که رهبری آموزشی مؤثر با تقویت شرایط مناسب برای یادگیری و رشد، با اعتماد بیشتر معلمان به توانمندی‌های حرفه‌ای خود همراه است. بر اساس شواهد تلفیق‌شده، این مطالعه مدل چندمسیره‌ای را پیشنهاد می‌کند که رهبری آموزشی را به‌عنوان یک فرایند ظرفیت‌سازی چندسطحی مرتبط با خودکارآمدی قوی‌تر معلمان مفهوم‌سازی می‌کند. این مرور با ارائه تبیینی تلفیقی از رابطه رهبری آموزشی و خودکارآمدی معلمان، به ادبیات رهبری آموزشی کمک می‌کند. همچنین پیامدهای عملی برای سیاست‌گذاران و رهبران مدارس جهت ارتقای همکاری، یادگیری حرفه‌ای مستمر و اقلیم مثبت مدرسه به‌منظور افزایش ظرفیت معلمان و تداوم بهبود مدرسه ارائه می‌دهد.

Purpose: This study examines the role of individual management educators in implementing Responsible Management Education (RME). It addresses a critical gap in the literature, which has disproportionately focused on institutional adoption and programme-level commitments rather than the agency, practices, and development of academics who translate these principles into reality. Methodology: Following PRISMA guidelines, this systematic literature review identified 42 peer-reviewed articles from Google Scholar (2000–2025). The data were analyzed using the inductive Gioia methodology to capture educators' actions and mapped against the UN’s seven Principles for Responsible Management Education (PRME). Findings: The review synthesizes individual academic action into four interconnected, mutually reinforcing themes: curriculum revisions, enhanced external engagement, embodiment of pedagogical changes, and academic development in teaching, learning, and researching (TLR). Crucially, academic development serves as the foundational connective thread, empowering educators with the research capability, credibility, and peer support required to drive the other three dimensions. Implications: For academics, the study demonstrates that RME is enacted through everyday choices in classroom pedagogy and collaborative research. For business school leadership, it highlights that institutional change requires actively supporting educators through protected time, mentoring, and revised workload and promotion incentives that reward responsible scholarship. Originality: By shifting the unit of analysis from the institution to the individual academic, this paper addresses why top-level PRME commitments often decouple into symbolic rhetoric. It contributes to a dynamic conceptual framework that models the individual educator as the central change agent orchestrating curriculum revision, pedagogical innovation, external collaboration, and scholarship. Limitations and directions for future research: This review primarily draws literature from Google Scholar and provides an interpretive thematic synthesis. Future research should empirically validate the framework through surveys and interviews across diverse geographic and developing-economy contexts, while further exploring the under-researched PRME Practice principle. Keywords: Responsible Management Education; PRME; Business Academics; Business Schools; Higher Education

The increasing accessibility of online pornography has led to earlier exposure among children and adolescents, raising concerns about its potential long-term effects on sexual development, behaviour and mental health. This systematic literature review synthesises current evidence on the relationship between early exposure to pornography and later pornography consumption. A comprehensive search of six electronic databases (MEDLINE, PsycINFO, Sociological Abstracts, Embase, ASSIA, Web of Science) identified 17 studies that met the inclusion criteria, which required individuals to have experienced early exposure to pornography and reported subsequent pornography consumption. Eligible quantitative studies (longitudinal, cohort, case-control, cross-sectional), published in English from 1993 onwards, were identified and screened against inclusion and exclusion criteria. Across studies, earlier age of first exposure was consistently associated with higher frequency of use, greater risk of compulsive or problematic consumption and progression towards more extreme or deviant content in adolescence and adulthood. Developmental and gender differences emerged, with males generally exposed earlier and exhibiting stronger associations between early exposure and problematic use, although similar attitudinal effects were noted among females. Mediating mechanisms included internalisation of sexual scripts, perceived realism, shame and emotional distress, while moderating factors encompassed impulsivity, sensation-seeking, family stability, religiosity and cultural context. Overall, findings indicate that early exposure to pornography may shape enduring behavioural and cognitive trajectories, with outcomes influenced by individual, developmental and social factors. Findings and future directions are discussed in relation to implications for practice, policy and future research.

The rapid development of digital technology has created opportunities to support Hifz al-Quran education through digital memorisation applications, interactive multimedia, online learning platforms and emerging artificial intelligence (AI) tools. However, the extent to which these technologies improve measurable Hifz outcomes remains unclear. This systematic literature review examined the roles, forms and reported effects of digital innovation in Tahfiz education. Searches were conducted in Scopus, Web of Science, Google Scholar and MyJurnal for studies published between 2020 and July 2026 in English or Malay. The manuscript records 280 identified records, of which 75 duplicates were removed; 205 records were screened, 50 full texts were assessed, and 24 studies were included in the synthesis. Thematic synthesis organised the literature into four dimensions: digital memorisation applications, interactive multimedia, digital learning platforms and AI. Across the included literature, digital tools were reported to support access to resources, repetition and murajaah, motivation, learner autonomy, monitoring and continuity of learning. Nevertheless, the evidence presented is more consistent for learning support and learner perceptions than for demonstrable improvements in memorisation accuracy, tasmi’ fluency, memorisation quantity or retention. Digital tools should therefore complement, rather than replace, teacher-guided talaqqi, musyafahah, tasmi’ and murajaah. The review identifies a need for transparent quality appraisal and further empirical studies using clearly defined Hifz outcome measures.

توسعهٔ سریع فناوری دیجیتال فرصت‌هایی را برای حمایت از آموزش حفظ قرآن از طریق برنامه‌های دیجیتال حفظ، چندرسانه‌ای تعاملی، پلتفرم‌های یادگیری آنلاین و ابزارهای نوظهور هوش مصنوعی (AI) فراهم کرده است. با این حال، میزان تأثیر این فناوری‌ها بر بهبود نتایج قابل سنجش حفظ قرآن همچنان نامشخص است. این مرور نظام‌مند ادبیات، نقش‌ها، اشکال و اثرات گزارش‌شدهٔ نوآوری دیجیتال در آموزش تحفیظ را بررسی کرده است. جستجوها در پایگاه‌های Scopus، Web of Science، Google Scholar و MyJurnal برای مطالعات منتشرشده بین سال‌های 2020 تا ژوئیهٔ 2026 به زبان انگلیسی یا مالایی انجام شد. در این مقاله، 280 رکورد شناسایی شد که پس از حذف 75 مورد تکراری، 205 رکورد غربالگری شد، 50 متن کامل ارزیابی گردید و 24 مطالعه در سنتز نهایی گنجانده شد. سنتز موضوعی، ادبیات را در چهار بُعد سازمان‌دهی کرد: برنامه‌های دیجیتال حفظ، چندرسانه‌ای تعاملی، پلتفرم‌های یادگیری دیجیتال و هوش مصنوعی. در سراسر مطالعات مورد بررسی، گزارش شده است که ابزارهای دیجیتال از دسترسی به منابع، تکرار و مرور (مراجعه)، انگیزش، خودمختاری یادگیرنده، پایش و تداوم یادگیری حمایت می‌کنند. با این حال، شواهد ارائه‌شده بیشتر در زمینهٔ حمایت از یادگیری و ادراکات یادگیرندگان منسجم است تا بهبودهای قابل اثبات در دقت حفظ، روانی تسميع، کمیت حفظ یا نگهداری مطالب. بنابراین، ابزارهای دیجیتال باید مکمل، و نه جایگزین، آموزش معلم‌محور تلقی، مشافهه، تسميع و مراجعه باشند. این مرور، نیاز به ارزیابی شفاف کیفیت و مطالعات تجربی بیشتر با شاخص‌های خروجی حفظ به‌وضوح تعریف‌شده را شناسایی می‌کند.

Background Resilience is increasingly understood as a dynamic, ecological process; however, prevailing psychiatric models continue to emphasize individual traits, thereby neglecting collective and culturally embedded forms of endurance. Sumud (Arabic: صمود), broadly translating as steadfastness, perseverance, and endurance, sustains identity, dignity, and daily life under chronic adversity across the Arab world and functions as a relational and ethical orientation. This review examines sumud as a resilience framework for transcultural psychiatry and psychotherapy. Aims To synthesize conceptualizations of sumud in relation to resilience, coping, and adaptation, and to evaluate implications for narrative, family-based, group, community-oriented, and arts-informed therapeutic approaches. Methods A PRISMA 2020-guided systematic narrative review was conducted. Four electronic databases (PubMed, Scopus, Web of Science, and Embase) were searched covering publications up to 1 June 2026. English-language studies were eligible if they explicitly examined sumud as a cultural, psychological, or collective construct with relevance to resilience, coping, or psychotherapy. Eligible publication types included qualitative, quantitative, and mixed-methods empirical studies; theoretical and conceptual papers; ethnographies; narrative analyses; and reviews. Data were thematically synthesized using a predefined extraction matrix. The review was registered with PROSPERO (CRD420261279052). Results Thirty-nine studies met the inclusion criteria. Descriptively sumud emerged as a multilevel, collective form of resilience enacted through family systems, intergenerational narratives, cultural practices, and institutional structures. Substantively, it supported meaning-making, emotional regulation, and identity continuity. Critically, ethical tensions and cumulative burdens were documented, particularly for women, caregivers, and professionals., and rigorously evaluated, sumud-informed psychotherapeutic interventions remain scarce, notwithstanding a general preference in mental health studies for social-ecological models and narrative, family-based, group, and arts-based therapeutic approaches. Conclusions Theoretically, sumud challenges individualistic psychiatric frameworks by offering a culturally embedded, collective model of resilience. Clinically, it urges clinicians to engage with patients’ narratives, relational worlds, and cultural practices, while remaining attentive to the costs of endurance. Prospectively, in the context of ongoing conflicts and humanitarian crises affecting parts of the Middle East and Gulf region, sumud warrants renewed scholarly and clinical attention for the development of culturally responsive, resilience-informed psychotherapies. Systematic review registration https://www.crd.york.ac.uk/prospero/ , identifier CRD420261279052.

زمینه: تاب‌آوری به‌طور فزاینده‌ای به‌عنوان فرایندی پویا و بوم‌شناختی درک می‌شود؛ با این حال، مدل‌های غالب روان‌پزشکی همچنان بر ویژگی‌های فردی تأکید دارند و بدین‌ترتیب اشکال جمعی و فرهنگیِ تاب‌آوری را نادیده می‌گیرند. صمود (عربی: صمود)، که به‌طور کلی به معنای استواری، پایداری و بردباری است، هویت، کرامت و زندگی روزمره را در شرایط دشواری مزمن در سراسر جهان عرب حفظ می‌کند و به‌عنوان رویکردی رابطه‌ای و اخلاقی عمل می‌کند. این مرور، صمود را به‌عنوان چارچوبی برای تاب‌آوری در روان‌پزشکی و روان‌درمانی فراملی بررسی می‌کند. اهداف: تلفیق مفاهیم صمود در ارتباط با تاب‌آوری، مقابله و سازگاری و ارزیابی پیامدها برای رویکردهای درمانی مبتنی بر روایت، خانواده‌محور، گروهی، جامعه‌محور و مبتنی بر هنر. روش‌ها: مرور روایی نظام‌مند با راهنمای PRISMA 2020 انجام شد. چهار پایگاه داده الکترونیکی (PubMed، Scopus، Web of Science و Embase) تا تاریخ ۱ ژوئن ۲۰۲۶ جست‌وجو شدند. مطالعات انگلیسی‌زبان در صورتی واجد شرایط بودند که صمود را به‌عنوان سازه‌ای فرهنگی، روان‌شناختی یا جمعی با ارتباط با تاب‌آوری، مقابله یا روان‌درمانی به‌طور صریح بررسی کرده باشند. انواع انتشارات واجد شرایط شامل مطالعات تجربی کیفی، کمی و روش‌های ترکیبی؛ مقالات نظری و مفهومی؛ قوم‌نگاری‌ها؛ تحلیل‌های روایی؛ و مرورها بودند. داده‌ها با استفاده از ماتریس استخراج از پیش تعیین‌شده، به‌صورت موضوعی تلفیق شدند. این مرور در PROSPERO (CRD420261279052) ثبت شد. نتایج: سی‌ونه مطالعه معیارهای ورود را داشتند. به‌صورت توصیفی، صمود به‌عنوان شکلی چندسطحی و جمعی از تاب‌آوری که از طریق نظام‌های خانوادگی، روایت‌های میان‌نسلی، رویه‌های فرهنگی و ساختارهای نهادی تحقق می‌یابد، ظاهر شد. به‌طور اساسی، صمود از معنا‌بخشی، تنظیم هیجانی و تداوم هویت حمایت می‌کرد. به‌طور انتقادی، تنش‌های اخلاقی و بارهای تجمعی، به‌ویژه برای زنان، مراقبان و حرفه‌ای‌ها، مستند شده است. با وجود ترجیح کلی در مطالعات سلامت روان برای مدل‌های اجتماعی-بوم‌شناختی و رویکردهای درمانی روایی، خانواده‌محور، گروهی و مبتنی بر هنر، مداخلات روان‌درمانی مبتنی بر صمود که به‌طور دقیق ارزیابی شده باشند، همچنان کمیاب‌اند. نتیجه‌گیری: از نظر نظری، صمود با ارائه مدلی جمعی و فرهنگی از تاب‌آوری، چارچوب‌های فردگرایانه روان‌پزشکی را به چالش می‌کشد. از نظر بالینی، صمود درمانگران را به درگیر شدن با روایت‌ها، جهان‌های رابطه‌ای و رویه‌های فرهنگی بیماران فرا می‌خواند، در حالی که باید به هزینه‌های تاب‌آوری نیز توجه داشت. از منظر آینده، در زمینه تداوم منازعات و بحران‌های انسانی در بخش‌هایی از خاورمیانه و منطقه خلیج فارس، صمود شایسته توجه مجدد علمی و بالینی برای توسعه روان‌درمانی‌های مبتنی بر تاب‌آوری و پاسخگو به فرهنگ است. ثبت مرور نظام‌مند: https://www.crd.york.ac.uk/prospero/ ، شناسه CRD420261279052.

Trichotillomania (TTM) is a body-focused repetitive behavior characterized by compulsive hair-pulling and an association with psychiatric comorbidities and profound emotional distress. Despite its significant impact on well-being, TTM remains understudied, underdiagnosed, and without established treatment guidelines. These deficiencies are particularly evident for ethnic and racial minority groups with TTM, who experience unique factors related to the cultural significance of hair, distinct physical hair properties, stigmas surrounding psychiatric care, and differences in clinical presentation. Additionally, therapies for TTM have been developed primarily from non-Hispanic White samples, potentially contributing to disparities in treatment outcomes. While emerging therapies aim to integrate cultural perspectives, more representative research is needed to address knowledge gaps and develop effective care for TTM across all groups. This review will address differences in the presentation, diagnosis, and treatment of TTM in ethnic and racial minority populations, and discuss barriers to management and future directions of equitable care.

تریکوتیلومانیا (TTM) یک رفتار تکراری متمرکز بر بدن است که با کندن اجباری مو و همراهی با همبودی‌های روان‌پزشکی و پریشانی عاطفی عمیق مشخص می‌شود. با وجود تأثیر قابل توجه آن بر بهزیستی، تریکوتیلومانیا همچنان کمتر مورد مطالعه قرار گرفته، کمتر تشخیص داده می‌شود و فاقد دستورالعمل‌های درمانی تثبیت‌شده است. این کمبودها به‌ویژه در مورد گروه‌های اقلیت قومی و نژادی مبتلا به تریکوتیلومانیا مشهود است که با عوامل منحصربه‌فردی مرتبط با اهمیت فرهنگی مو، ویژگی‌های فیزیکی متفاوت مو، انگ‌های مرتبط با مراقبت روان‌پزشکی و تفاوت‌های در ارائه بالینی مواجه هستند. علاوه بر این، درمان‌های تریکوتیلومانیا عمدتاً بر اساس نمونه‌های سفیدپوست غیرهیسپانیک توسعه یافته‌اند که ممکن است به تفاوت‌ها در پیامدهای درمانی منجر شود. در حالی که درمان‌های نوظهور تلاش دارند دیدگاه‌های فرهنگی را ادغام کنند، پژوهش‌های نماینده‌تر برای رفع شکاف‌های دانشی و توسعه مراقبت مؤثر برای تریکوتیلومانیا در تمامی گروه‌ها مورد نیاز است. این مرور به تفاوت‌ها در ارائه، تشخیص و درمان تریکوتیلومانیا در جمعیت‌های اقلیت قومی و نژادی می‌پردازد و موانع مدیریت و جهت‌گیری‌های آینده مراقبت عادلانه را مورد بحث قرار می‌دهد.

Introduction Faculty development (FD) is an established feature of Higher Education, yet its impact on what teachers actually do in their teaching has been studied less often than outcomes such as satisfaction, learning and attitudes. This behavioural level is the third of the four outcome levels in the adaptation of Kirkpatrick's model developed for FD in Higher Education. No prior review has mapped it across disciplinary fields outside health professions education, and the present scoping review addresses that gap. Methods Following the PRISMA Extension for Scoping Reviews, we included empirical and theoretical sources published in English between 2005 and 2025 that reported a change in the teaching practices of university teachers following structured FD, in any discipline other than health professions education. Scopus and Web of Science were searched, with the last search on 25 April 2026. Three reviewers charted the data independently, coding the evaluation framework, the assessment method and type of evidence, and the indicator and direction of effect. Empirical studies were appraised with the Mixed Methods Appraisal Tool (MMAT). Results The search yielded 491 deduplicated records, of which 69 met the inclusion criteria. The evidence is recent and concentrated in the United States and in science, technology, engineering and mathematics (STEM) fields. Fifty-three of the 69 sources name no evaluation model. Of the 64 empirical studies appraised, 29 used non-randomised or descriptive quantitative designs and only one used random assignment. Qualitative studies largely met their criteria, whereas quantitative and mixed methods studies recurrently showed incomplete outcome data, unaccounted confounding, undocumented intervention fidelity and unexamined divergence between strands. Of 217 behavioural effects, 150 rest on teacher self-report and 66 on evidence external to the teacher, with one effect not classifiable. The direction of effect depended on how the change was established. Positive effects accounted for 65% of the self-reported behavioural effects but for 42% of the externally documented ones, and for 65% of those measured without a baseline against 49% of those measured with one. Discussion The literature makes its central claim, that development changes what teachers do, largely on the teachers' own testimony. Where that claim is tested against external evidence, it holds less often. Systematic Review Registration https://doi.org/10.17605/OSF.IO/SAERU .

مقدمه: توسعه اعضای هیئت علمی (FD) یکی از ویژگی‌های تثبیت‌شده آموزش عالی است، اما تأثیر آن بر آنچه که مدرسان عملاً در تدریس خود انجام می‌دهند، کمتر از پیامدهایی مانند رضایت، یادگیری و نگرش‌ها مورد مطالعه قرار گرفته است. این سطح رفتاری، سومین سطح از چهار سطح پیامدها در اقتباس مدل Kirkpatrick است که برای FD در آموزش عالی توسعه یافته است. تاکنون هیچ مرور پیشینی این سطح را در حوزه‌های علمی خارج از آموزش حرفه‌های سلامت ترسیم نکرده است و مرور محدوده‌ای حاضر به این خلأ می‌پردازد. روش‌ها: با پیروی از PRISMA Extension for Scoping Reviews، منابع تجربی و نظری منتشرشده به زبان انگلیسی بین سال‌های ۲۰۰۵ تا ۲۰۲۵ که گزارشی از تغییر در شیوه‌های تدریس مدرسان دانشگاهی پس از FD ساختاریافته در هر رشته‌ای به جز آموزش حرفه‌های سلامت ارائه داده بودند، وارد شدند. پایگاه‌های Scopus و Web of Science جست‌وجو شدند و آخرین جست‌وجو در ۲۵ آوریل ۲۰۲۶ انجام شد. سه ارزیاب به طور مستقل داده‌ها را استخراج کردند و چارچوب ارزیابی، روش سنجش و نوع شواهد، و شاخص و جهت اثر را کدگذاری نمودند. مطالعات تجربی با ابزار Mixed Methods Appraisal Tool (MMAT) ارزیابی شدند. نتایج: جست‌وجو منجر به ۴۹۱ رکورد بدون تکرار شد که از این میان ۶۹ مورد معیارهای ورود را داشتند. شواهد به‌دست‌آمده جدید و عمدتاً متمرکز بر ایالات متحده و حوزه‌های علوم، فناوری، مهندسی و ریاضیات (STEM) است. پنجاه‌وسه منبع از ۶۹ منبع هیچ مدل ارزیابی را ذکر نکرده‌اند. از میان ۶۴ مطالعه تجربی ارزیابی‌شده، ۲۹ مطالعه از طرح‌های کمی توصیفی یا غیرتصادفی استفاده کرده‌اند و تنها یک مطالعه تخصیص تصادفی داشته است. مطالعات کیفی عمدتاً معیارهای خود را برآورده کرده‌اند، در حالی که مطالعات کمی و روش‌های ترکیبی به طور مکرر داده‌های پیامدی ناقص، عوامل مخدوش‌کننده کنترل‌نشده، وفاداری مداخله مستندسازی‌نشده و عدم بررسی واگرایی بین رشته‌ها را نشان داده‌اند. از میان ۲۱۷ اثر رفتاری، ۱۵۰ مورد مبتنی بر خودگزارشی مدرس و ۶۶ مورد مبتنی بر شواهد بیرونی نسبت به مدرس بوده است و یک اثر قابل طبقه‌بندی نبوده است. جهت اثر به نحوه تعیین تغییر بستگی داشته است. آثار مثبت ۶۵٪ از آثار رفتاری خودگزارشی و ۴۲٪ از آثار مستندسازی‌شده بیرونی را تشکیل می‌دهند و ۶۵٪ از آثاری که بدون خط پایه سنجیده شده‌اند در مقابل ۴۹٪ از آثاری که با خط پایه سنجیده شده‌اند، مثبت بوده‌اند. بحث: ادبیات پژوهش ادعای مرکزی خود مبنی بر اینکه توسعه، رفتار مدرسان را تغییر می‌دهد، عمدتاً بر اساس اظهارات خود مدرسان مطرح می‌کند. در مواردی که این ادعا با شواهد بیرونی آزمون می‌شود، کمتر تأیید می‌گردد. ثبت مرور نظام‌مند: https://doi.org/10.17605/OSF.IO/SAERU .

Academic motivation in higher education constitutes a multidimensional construct shaped by structural conditions that influence students’ academic performance, persistence, and educational trajectories. In contexts characterized by persistent social inequalities, understanding how socioeconomic status (SES) configures motivational processes is essential for the development of university policies aimed at equity and educational sustainability. The purpose of this study was to conduct a critical synthesis of international evidence on the mechanisms through which socioeconomic factors influences academic motivation in higher education during the period period 2017–2020 and 2022–2025. A systematic review was carried out in accordance with PRISMA guidelines to ensure methodological rigor, transparency, and replicability. The literature search was conducted in the Scopus database using structured Boolean search equations. After applying predefined inclusion and exclusion criteria, 33 empirical studies were selected for the final analysis. The results of the systematic synthesis reveal sustained growth in scientific output and progressive geographic diversification of the field. Cross-sectional quantitative studies predominate, employing regression models and structural analyses to examine the relationship between parental educational level, financial support, and intrinsic motivation or academic engagement. In addition, several studies incorporate mediating variables such as self-efficacy, institutional integration, and sense of belonging, revealing non-linear explanatory configurations. Overall, the evidence indicates that the influence of socioeconomic status operates through both direct and indirect mechanisms linked to cultural capital and institutional resources. This review identifies key theoretical convergences as well as recurrent methodological limitations within the field. Finally, the findings underscore the need for longitudinal studies and multilevel approaches to deepen the understanding of motivational inequalities in higher education.

انگیزش تحصیلی در آموزش عالی یک سازه چندبعدی است که توسط شرایط ساختاری شکل می‌گیرد و بر عملکرد تحصیلی، پایداری و مسیرهای آموزشی دانشجویان تأثیر می‌گذارد. در زمینه‌هایی که با نابرابری‌های اجتماعی پایدار مشخص می‌شوند، درک نحوه پیکربندی فرآیندهای انگیزشی توسط وضعیت اجتماعی‌اقتصادی (SES) برای توسعه سیاست‌های دانشگاهی با هدف عدالت و پایداری آموزشی ضروری است. هدف این مطالعه انجام سنتز انتقادی شواهد بین‌المللی درباره سازوکارهایی بود که از طریق آن‌ها عوامل اجتماعی‌اقتصادی بر انگیزش تحصیلی در آموزش عالی طی دوره‌های ۲۰۱۷–۲۰۲۰ و ۲۰۲۲–۲۰۲۵ تأثیر می‌گذارند. مرور نظام‌مند مطابق با دستورالعمل‌های PRISMA به منظور تضمین دقت روش‌شناختی، شفافیت و قابلیت تکرار انجام شد. جستجوی منابع در پایگاه داده Scopus با استفاده از معادلات جستجوی بولی ساختاریافته صورت گرفت. پس از اعمال معیارهای از پیش تعیین‌شده برای ورود و خروج مطالعات، ۳۳ مطالعه تجربی برای تحلیل نهایی انتخاب شدند. نتایج سنتز نظام‌مند نشان‌دهنده رشد پایدار تولیدات علمی و تنوع جغرافیایی تدریجی در این حوزه است. مطالعات کمی مقطعی غالب هستند که با به‌کارگیری مدل‌های رگرسیون و تحلیل‌های ساختاری به بررسی رابطه بین سطح تحصیلات والدین، حمایت مالی و انگیزش درونی یا درگیری تحصیلی می‌پردازند. علاوه بر این، چندین مطالعه متغیرهای میانجی مانند خودکارآمدی، یکپارچگی نهادی و احساس تعلق را وارد مدل کرده‌اند که پیکربندی‌های تبیینی غیرخطی را آشکار می‌سازد. به طور کلی، شواهد نشان می‌دهد که تأثیر وضعیت اجتماعی‌اقتصادی از طریق سازوکارهای مستقیم و غیرمستقیم مرتبط با سرمایه فرهنگی و منابع نهادی عمل می‌کند. این مرور همگرایی‌های نظری کلیدی و همچنین محدودیت‌های روش‌شناختی تکرارشونده در این حوزه را شناسایی می‌کند. در نهایت، یافته‌ها بر ضرورت مطالعات طولی و رویکردهای چندسطحی برای تعمیق درک نابرابری‌های انگیزشی در آموزش عالی تأکید می‌کنند.

Informal carers play a vital role in supporting individuals with mental health difficulties. To provide an overarching synthesis of available evidence, this umbrella review aimed to synthesise qualitative review evidence on informal carers’ (including family members, friends, or other unpaid supporters) experiences of mental health services regarding supporting the individuals with mental health difficulties they care for and seeking support for their own wellbeing. Following the Joanna Briggs Institute (JBI) methodology, a meta-aggregative umbrella review was conducted. Five databases were searched up to 9th May 2025: CINAHL, MEDLINE, PsycInfo, the Cochrane Library, and Epistemonikos. The quality of primary systematic reviews was assessed using a framework adapted from the work of SmithBattle and colleagues. Findings were extracted from eligible reviews and aggregated into categories, from which higher-order synthesised findings were developed. Twelve eligible qualitative reviews were identified covering a wide range of mental health service contexts. Six synthesised findings were identified: (1) emotional complexity in the caregiving journey; (2) recognition and coping with their loved ones’ mental health difficulties; (3) multiple barriers to accessing mental health support; (4) persistent responsibilities and roles in supporting service users; (5) complex experiences of engaging with services; and (6) relational strain during the caregiving process. While some carers reported positive experiences, most described exclusion, emotional distress, and structural barriers to support. This review highlights the urgent need for mental health services to recognise, involve, and support informal carers.

مراقبان غیررسمی نقش حیاتی در حمایت از افراد دارای مشکلات سلامت روان ایفا می‌کنند. به منظور ارائه یک سنتز جامع از شواهد موجود، این مرور چتری با هدف سنتز شواهد مرورهای کیفی درباره تجارب مراقبان غیررسمی (از جمله اعضای خانواده، دوستان یا سایر حامیان بدون دستمزد) از خدمات سلامت روان در زمینه حمایت از افراد دارای مشکلات سلامت روان تحت مراقبت خود و جستجوی حمایت برای بهزیستی خود انجام شد. با پیروی از روش‌شناسی Joanna Briggs Institute (JBI)، یک مرور چتری مبتنی بر تجمیع داده‌ها انجام گرفت. پنج پایگاه داده تا تاریخ ۹ مه ۲۰۲۵ جستجو شدند: CINAHL، MEDLINE، PsycInfo، Cochrane Library و Epistemonikos. کیفیت مرورهای نظام‌مند اولیه با استفاده از چارچوبی اقتباس‌شده از کار SmithBattle و همکاران ارزیابی شد. یافته‌ها از مرورهای واجد شرایط استخراج و در دسته‌هایی تجمیع شدند که بر اساس آن‌ها یافته‌های سنتز شده سطح بالاتر توسعه یافتند. دوازده مرور کیفی واجد شرایط شناسایی شد که طیف وسیعی از زمینه‌های خدمات سلامت روان را پوشش می‌دادند. شش یافته سنتز شده شناسایی شد: (۱) پیچیدگی عاطفی در مسیر مراقبت؛ (۲) شناسایی و مقابله با مشکلات سلامت روان عزیزان؛ (۳) موانع متعدد در دسترسی به حمایت سلامت روان؛ (۴) مسئولیت‌ها و نقش‌های مداوم در حمایت از استفاده‌کنندگان خدمات؛ (۵) تجارب پیچیده در تعامل با خدمات؛ و (۶) فشارهای رابطه‌ای در فرآیند مراقبت. اگرچه برخی مراقبان تجارب مثبتی گزارش کردند، اکثر آن‌ها به طردشدگی، پریشانی عاطفی و موانع ساختاری در دریافت حمایت اشاره داشتند. این مرور بر ضرورت فوری شناسایی، مشارکت و حمایت از مراقبان غیررسمی توسط خدمات سلامت روان تأکید می‌کند.

Emotions are conceptualised as appraisal-driven processes that shape teachers’ engagement with professional development (PD) and the practices they adopt from it. This systematic literature review examined quantitative self-report instruments used to measure teacher emotions, focusing on their application in PD. A search across six databases (2015–2025) identified 285 records, of which 265 were screened and six validated instruments retained. These ranged from concise scales assessing anger, enjoyment, and anxiety to multidimensional instruments capturing emotions such as fatigue, shame, and hopelessness. A secondary analysis revealed that only one study applied these instruments within PD, exposing a major methodological gap. While recent advances have expanded the range of available instruments, their limited use in PD restricts cumulative understanding of teachers’ emotional experiences. The findings highlight the need to adapt and systematically apply these tools to strengthen the evidence base and support PD that is both cognitively effective and emotionally responsive.

هیجانات به عنوان فرایندهایی مبتنی بر ارزیابی تلقی می‌شوند که نحوه مشارکت معلمان در توسعه حرفه‌ای (PD) و شیوه‌هایی که از آن اتخاذ می‌کنند را شکل می‌دهد. این مرور نظام‌مند ادبیات، ابزارهای خودگزارشی کمی مورد استفاده برای سنجش هیجانات معلمان را با تمرکز بر کاربرد آن‌ها در توسعه حرفه‌ای بررسی کرده است. جستجو در شش پایگاه داده (۲۰۱۵–۲۰۲۵) منجر به شناسایی ۲۸۵ رکورد شد که از میان آن‌ها ۲۶۵ مورد غربال و شش ابزار معتبر حفظ گردید. این ابزارها از مقیاس‌های مختصر برای سنجش خشم، لذت و اضطراب تا ابزارهای چندبعدی که هیجاناتی مانند خستگی، شرم و ناامیدی را اندازه‌گیری می‌کنند، متغیر بودند. تحلیل ثانویه نشان داد که تنها یک مطالعه این ابزارها را در زمینه توسعه حرفه‌ای به کار برده است که شکاف عمده‌ای در روش‌شناسی را آشکار می‌سازد. اگرچه پیشرفت‌های اخیر دامنه ابزارهای موجود را گسترش داده است، اما استفاده محدود آن‌ها در توسعه حرفه‌ای، درک تجمعی از تجارب هیجانی معلمان را محدود می‌کند. یافته‌ها بر ضرورت تطبیق و به‌کارگیری نظام‌مند این ابزارها برای تقویت شواهد و حمایت از توسعه حرفه‌ای که هم از نظر شناختی مؤثر و هم از نظر هیجانی پاسخگو باشد، تأکید می‌کند.

Background Hybrid learning requires students to sustain attention, regulate emotions, and use technology purposefully across physical and virtual spaces. Digital mindfulness has mainly been studied as a means of reducing psychological distress; its role as a pedagogical strategy for engagement has not been systematically synthesised. We aimed to identify the forms of digital mindfulness reported in relation to student engagement, how interventions are designed and implemented, the mechanisms through which they support engagement, and the direction of reported effects. Methods A systematic review following the PRISMA 2020 statement was conducted across Scopus, Web of Science, and ERIC for records published between January 2021 and July 2026. Eligible studies were English-language research articles in Scopus-indexed journals reporting quantitative or mixed-methods evidence. Screening was performed independently by two reviewers (Cohen’s kappa = 0.81), methodological quality was appraised with the Mixed Methods Appraisal Tool, and the evidence was analysed through thematic and narrative synthesis. The review followed PRISMA 2020 and was registered retrospectively on the Open Science Framework (https://doi.org/10.17605/OSF.IO/ZNSMK). Results From 412 initial records, 14 articles met the inclusion criteria. Three forms of digital mindfulness were identified: psychological or dispositional capacity (36%), structured digital interventions (36%), and mindful agency in technology use (28%), operationalised through learning management systems, mobile applications, and guided practices supported by monitoring and mentoring. Digital mindfulness supported engagement by strengthening attention regulation, emotional management, motivation, self-efficacy, autonomy, participation, and persistence, with 79% of studies reporting positive effects, 14% limited effects, and 7% no significant relationship. Conclusions The study proposes an integrative conceptual model linking digital mindfulness to the behavioural, cognitive, and emotional dimensions of engagement, with practical implications for hybrid learning design. The evidence is limited by heterogeneous engagement measures and the dominance of online-learning and Asian research contexts.

زمینه: یادگیری ترکیبی مستلزم آن است که دانشجویان بتوانند توجه خود را حفظ کنند، هیجانات خود را تنظیم نمایند و از فناوری به‌صورت هدفمند در فضاهای فیزیکی و مجازی بهره ببرند. ذهن‌آگاهی دیجیتال عمدتاً به‌عنوان ابزاری برای کاهش پریشانی روان‌شناختی مورد مطالعه قرار گرفته است؛ نقش آن به‌عنوان راهبردی آموزشی برای مشارکت دانشجویان به‌طور نظام‌مند جمع‌بندی نشده است. هدف ما شناسایی انواع ذهن‌آگاهی دیجیتال گزارش‌شده در ارتباط با مشارکت دانشجویان، نحوه طراحی و اجرای مداخلات، سازوکارهای حمایت‌کننده از مشارکت و جهت‌گیری اثرات گزارش‌شده بود. روش‌ها: مرور نظام‌مند مطابق با بیانیه PRISMA 2020 در پایگاه‌های Scopus، Web of Science و ERIC برای مدارک منتشرشده بین ژانویه 2021 تا ژوئیه 2026 انجام شد. مطالعات واجد شرایط، مقالات پژوهشی به زبان انگلیسی در مجلات نمایه‌شده در Scopus بودند که شواهد کمی یا آمیخته ارائه داده بودند. غربالگری به‌طور مستقل توسط دو ارزیاب (کاپای کوهن = 0.81) انجام شد، کیفیت روش‌شناختی با ابزار Mixed Methods Appraisal Tool ارزیابی گردید و شواهد از طریق سنتز روایتی و موضوعی تحلیل شد. این مرور مطابق با PRISMA 2020 انجام و به‌صورت بازنگرانه در Open Science Framework ثبت شد (https://doi.org/10.17605/OSF.IO/ZNSMK). یافته‌ها: از میان 412 مدرک اولیه، 14 مقاله معیارهای ورود را داشتند. سه نوع ذهن‌آگاهی دیجیتال شناسایی شد: ظرفیت روان‌شناختی یا صفتی (36٪)، مداخلات دیجیتال ساختاریافته (36٪) و عاملیت ذهن‌آگاهانه در استفاده از فناوری (28٪) که از طریق سامانه‌های مدیریت یادگیری، برنامه‌های تلفن همراه و تمرینات هدایت‌شده با پشتیبانی پایش و مشاوره عملیاتی شدند. ذهن‌آگاهی دیجیتال با تقویت تنظیم توجه، مدیریت هیجان، انگیزش، خودکارآمدی، خودمختاری، مشارکت و پایداری، از مشارکت حمایت کرد؛ به‌طوری که 79٪ مطالعات اثرات مثبت، 14٪ اثرات محدود و 7٪ هیچ رابطه معناداری را گزارش کردند. نتیجه‌گیری: این مطالعه یک مدل مفهومی تلفیقی ارائه می‌دهد که ذهن‌آگاهی دیجیتال را به ابعاد رفتاری، شناختی و هیجانی مشارکت پیوند می‌دهد و پیامدهای عملی برای طراحی یادگیری ترکیبی دارد. شواهد با ناهمگونی ابزارهای سنجش مشارکت و غلبه زمینه‌های پژوهشی آموزش آنلاین و آسیایی محدود می‌شود.

Given the shortage of specialized teachers, Initial Teacher Education requires alternative teacher preparation routes, such as Alternative Teaching Certification Programs, that allow the incorporation of professionals who already possess prior work experience into the educational system. However, this situation raises new challenges regarding the design and implementation of the teacher preparation model within these programs. Consequently, this study aims to map and synthesize the existing evidence on the characteristics of practice-based teacher education (PBTE) programs, understood as an approach in which professional learning is constructed through authentic, situated teaching experiences rather than primarily theoretical instruction, designed for individuals who already hold technical, bachelor’s, or professional degrees. The review will be conducted following the JBI (Joanna Briggs Institute) methodology for scoping reviews, and will be reported in accordance with PRISMA-ScR guidelines. Data extraction and synthesis will be structured around the JBI Participants, Concept, and Context (PCC) analytical framework. Database searches will be conducted in Web of Science (WoS) and Scopus, including studies published between 2009 and 2025 in English, Spanish, and Portuguese. The review will specifically examine program duration, mentoring structures, practicum design, institutional type, teaching strategies, and reported outcomes. This protocol has been registered in the Open Science Framework (OSF) and will be publicly available once approved.

با توجه به کمبود معلمان متخصص، آموزش اولیه معلمان نیازمند مسیرهای جایگزین برای آماده‌سازی معلمان، نظیر برنامه‌های جایگزین گواهی تدریس است که امکان ورود حرفه‌ای‌هایی با تجربه کاری پیشین به نظام آموزشی را فراهم می‌کند. با این حال، این وضعیت چالش‌های جدیدی را در خصوص طراحی و اجرای مدل آماده‌سازی معلم در این برنامه‌ها ایجاد می‌کند. بر این اساس، هدف این مطالعه ترسیم و تلفیق شواهد موجود درباره ویژگی‌های برنامه‌های آموزش معلمان مبتنی بر عمل (PBTE) است؛ رویکردی که در آن یادگیری حرفه‌ای از طریق تجارب تدریس اصیل و موقعیتی و نه صرفاً آموزش نظری، برای افرادی که دارای مدارک فنی، کارشناسی یا حرفه‌ای هستند، شکل می‌گیرد. این مرور بر اساس روش‌شناسی JBI (Joanna Briggs Institute) برای مرورهای گستره انجام می‌شود و گزارش‌دهی آن مطابق با دستورالعمل‌های PRISMA-ScR خواهد بود. استخراج و تلفیق داده‌ها بر مبنای چارچوب تحلیلی شرکت‌کنندگان، مفهوم و زمینه (PCC) JBI ساختار می‌یابد. جست‌وجوی پایگاه‌های داده در Web of Science (WoS) و Scopus انجام خواهد شد و شامل مطالعات منتشرشده بین سال‌های ۲۰۰۹ تا ۲۰۲۵ به زبان‌های انگلیسی، اسپانیایی و پرتغالی است. این مرور به طور خاص به مدت زمان برنامه، ساختارهای راهنمایی، طراحی کارورزی، نوع مؤسسه، راهبردهای تدریس و پیامدهای گزارش‌شده خواهد پرداخت. این پروتکل در Open Science Framework (OSF) ثبت شده و پس از تأیید به صورت عمومی در دسترس خواهد بود.

BACKGROUND: Preventing episodes involving aggression and reducing coercive measures are important goals in in-patient mental health settings. Antecedents may provide insight into how episodes are described to develop. However, most studies reflect staff perspectives, and often describe and temporally specify antecedents inconsistently. AIMS: This scoping review mapped reported antecedents to episodes involving aggression and episodes involving coercive measures, and identified which appeared shared or specific to either phenomenon. METHOD: This review followed the Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidance, and included 39 studies from systematic searches across Ovid Medline, APA PsycINFO and Scopus. Reported antecedents were extracted, standardised and mapped to six analytical domains. RESULTS: The review mapped 240 antecedents, many of which appeared shared across the phenomena. Patient studies emphasised experiences of restrictive care, loss of autonomy and poor interaction quality. Staff studies emphasised immediate, observable situations related to risk management, such as patient aggression, denied requests and interpersonal conflict. Most studies did not specify the temporal boundaries of antecedents. CONCLUSIONS: The perspectives represented in studies and the ways antecedents are conceptualised influence which antecedents become visible in the literature. Overlapping antecedents indicate that episodes involving aggression and episodes involving coercive measures are often described as part of the same escalation process, although patient and staff studies seem to highlight different stages. Prevention efforts therefore require attention to the entire trajectory, and to the point at which staff perceive intervention as necessary. Future studies should incorporate both perspectives, prioritise patient involvement, and more clearly define and temporally specify antecedents.

زمینه: پیشگیری از اپیزودهای مرتبط با پرخاشگری و کاهش اقدامات اجباری از اهداف مهم در بخش‌های بستری سلامت روان هستند. پیشایندها می‌توانند بینشی درباره نحوه توصیف فرایند شکل‌گیری این اپیزودها فراهم کنند. با این حال، اکثر پژوهش‌ها دیدگاه کارکنان را منعکس می‌کنند و اغلب پیشایندها را به‌صورت ناسازگار توصیف و از نظر زمانی مشخص می‌کنند. اهداف: این مرور گستره‌ای، پیشایندهای گزارش‌شده برای اپیزودهای مرتبط با پرخاشگری و اپیزودهای مرتبط با اقدامات اجباری را ترسیم کرده و مشخص نمود که کدام پیشایندها مشترک یا خاص هر پدیده هستند. روش: این مرور از روش‌شناسی مؤسسه Joanna Briggs و راهنمای PRISMA-ScR پیروی کرده و ۳۹ مطالعه را از جستجوهای نظام‌مند در Ovid Medline، APA PsycINFO و Scopus وارد کرد. پیشایندهای گزارش‌شده استخراج، استانداردسازی و در شش حوزه تحلیلی ترسیم شدند. یافته‌ها: این مرور ۲۴۰ پیشایند را ترسیم کرد که بسیاری از آن‌ها در هر دو پدیده مشترک بودند. مطالعات مبتنی بر بیماران بر تجربه مراقبت محدودکننده، از دست دادن خودمختاری و کیفیت پایین تعامل تأکید داشتند. مطالعات مبتنی بر کارکنان بر موقعیت‌های فوری و قابل مشاهده مرتبط با مدیریت ریسک مانند پرخاشگری بیمار، رد درخواست‌ها و تعارضات بین‌فردی تأکید داشتند. اکثر مطالعات مرزهای زمانی پیشایندها را مشخص نکرده بودند. نتیجه‌گیری: دیدگاه‌های منعکس‌شده در مطالعات و نحوه مفهوم‌سازی پیشایندها بر قابل مشاهده شدن آن‌ها در ادبیات تأثیر می‌گذارد. پیشایندهای همپوشان نشان می‌دهد که اپیزودهای مرتبط با پرخاشگری و اقدامات اجباری اغلب به عنوان بخشی از یک فرایند تشدید توصیف می‌شوند، اگرچه مطالعات بیماران و کارکنان به نظر می‌رسد مراحل متفاوتی را برجسته می‌کنند. بنابراین تلاش‌های پیشگیرانه نیازمند توجه به کل مسیر و نقطه‌ای است که کارکنان مداخله را ضروری می‌دانند. مطالعات آینده باید هر دو دیدگاه را وارد کنند، مشارکت بیماران را در اولویت قرار دهند و پیشایندها را به‌طور واضح‌تر تعریف و از نظر زمانی مشخص نمایند.

Digital transformation changes the competencies organizations need, so competency matrices must be rethought as tools linking business needs with human resource (HR) development. This study synthesizes how the competency-strategy matrix is transformed in the digital era. A systematic literature review (SLR) following PRISMA 2020 was applied to journal articles from Google Scholar, Garuda, Neliti, and Scopus. The matrix evolves through administrative, strategy-linked, and digitally adaptive stages. Digital transformation shifts competency demands toward digital, data, and behavioral skills, while technologies such as enterprise systems and artificial intelligence bring efficiency but also the risk of dehumanization. The study proposes an integrative framework and a research agenda.

تحول دیجیتال، شایستگی‌های مورد نیاز سازمان‌ها را دگرگون می‌کند؛ بنابراین، ماتریس‌های شایستگی باید به عنوان ابزارهایی که نیازهای کسب‌وکار را به توسعه منابع انسانی پیوند می‌دهند، بازاندیشی شوند. این پژوهش به تبیین نحوه تحول ماتریس شایستگی-راهبرد در عصر دیجیتال می‌پردازد. مرور نظام‌مند ادبیات (SLR) مطابق با PRISMA 2020 بر روی مقالات علمی استخراج‌شده از Google Scholar، Garuda، Neliti و Scopus انجام شد. ماتریس مذکور از مراحل اداری، پیوند‌یافته با راهبرد و سازگار با دیجیتال عبور می‌کند. تحول دیجیتال، تقاضا برای شایستگی‌ها را به سوی مهارت‌های دیجیتال، داده‌محور و رفتاری سوق می‌دهد، در حالی که فناوری‌هایی مانند سامانه‌های سازمانی و هوش مصنوعی کارایی را افزایش می‌دهند اما خطر غیرانسانی شدن را نیز به همراه دارند. این مطالعه چارچوبی تلفیقی و دستورکار پژوهشی ارائه می‌دهد.

Background: Classic psychedelics, including LSD, psilocybin, and N,N-dimethyltryptamine (DMT)/ ayahuasca, have shown promise as rapid-acting treatments for psychiatric disorders. Because sleep plays a central role in emotional regulation and neuroplasticity, psychedelic-induced changes in sleep architecture are of interest.Methods: A systematic review was conducted following PRISMA guidelines. PubMed was searched for preclinical and clinical studies published up to May 1, 2026, investigating psychedelics and sleep-related outcomes. Twelve eligible studies evaluated LSD, psilocybin, or DMT/ayahuasca and assessed sleep architecture, sleep quality, electroencephalographic activity, or dreams. Study validity was assessed using appropriate methodological tools.Results: Preclinical studies consistently demonstrated acute REM sleep suppression, delayed REM onset, increased wakefulness, and transient disruption of non-REM sleep. Human findings were more heterogeneous, although randomized trials reported prolonged REM latency after psilocybin and reduced REM duration after ayahuasca. Evidence regarding slow-wave activity (SWA) was mixed, with ayahuasca increasing early-cycle SWA and psilocybin reducing absolute delta power during the first sleep cycle. Subjective sleep quality showed little acute change in controlled trials, whereas one large naturalistic study reported reductions in sleep disturbances following psilocybin. Administration close to bedtime appeared more disruptive than daytime dosing. In general, quality assessments indicated fair-to-poor validity and notable risk of bias.Conclusions: Classic psychedelics produce acute but transient alterations in sleep physiology, particularly affecting REM sleep. Whether these changes contribute to therapeutic effects remains uncertain. Larger, well-controlled studies using standardized polysomnographic methods are needed to clarify the relationship between psychedelic-induced sleep modulation and clinical outcomes. This review was not prospectively registered.

زمینه: سایکدلیک‌های کلاسیک، از جمله LSD، سیلوسایبین و N,N-dimethyltryptamine (DMT)/آیاهواسکا، به عنوان درمان‌های سریع‌الاثر برای اختلالات روان‌پزشکی امیدبخش ظاهر شده‌اند. از آنجا که خواب نقش مرکزی در تنظیم هیجانی و نوروپلاستیسیتی ایفا می‌کند، تغییرات ناشی از سایکدلیک‌ها در معماری خواب مورد توجه قرار گرفته است. روش‌ها: یک مرور نظام‌مند مطابق با دستورالعمل‌های PRISMA انجام شد. پایگاه PubMed برای مطالعات پیش‌بالینی و بالینی منتشرشده تا ۱ مه ۲۰۲۶ که به بررسی سایکدلیک‌ها و پیامدهای مرتبط با خواب پرداخته بودند، جست‌وجو شد. دوازده مطالعه واجد شرایط LSD، سیلوسایبین یا DMT/آیاهواسکا را ارزیابی کرده و معماری خواب، کیفیت خواب، فعالیت الکتروانسفالوگرافیک یا رؤیاها را سنجیده‌اند. روایی مطالعات با استفاده از ابزارهای روش‌شناختی مناسب ارزیابی شد. یافته‌ها: مطالعات پیش‌بالینی به طور مکرر سرکوب حاد خواب REM، تأخیر در شروع REM، افزایش بیداری و اختلال گذرا در خواب غیر REM را نشان دادند. یافته‌های انسانی ناهمگن‌تر بودند، هرچند کارآزمایی‌های تصادفی‌شده تأخیر طولانی‌تر در شروع REM پس از سیلوسایبین و کاهش مدت REM پس از آیاهواسکا را گزارش کردند. شواهد مربوط به فعالیت موج آهسته (SWA) متناقض بود، به طوری که آیاهواسکا SWA چرخه ابتدایی را افزایش داد و سیلوسایبین توان دلتا مطلق را در اولین چرخه خواب کاهش داد. کیفیت خواب ذهنی در کارآزمایی‌های کنترل‌شده تغییر حاد اندکی نشان داد، در حالی که یک مطالعه طبیعی‌نگر بزرگ کاهش اختلالات خواب پس از سیلوسایبین را گزارش کرد. مصرف نزدیک به زمان خواب نسبت به مصرف در طول روز مخرب‌تر به نظر می‌رسید. به طور کلی، ارزیابی کیفیت مطالعات نشان‌دهنده روایی متوسط تا ضعیف و خطر سوگیری قابل توجه بود. نتیجه‌گیری: سایکدلیک‌های کلاسیک تغییرات حاد اما گذرایی در فیزیولوژی خواب ایجاد می‌کنند که به ویژه خواب REM را تحت تأثیر قرار می‌دهد. این که آیا این تغییرات در آثار درمانی نقش دارند یا خیر، همچنان نامشخص است. مطالعات بزرگ‌تر و با کنترل مناسب با استفاده از روش‌های استاندارد پلی‌سومنوگرافی برای روشن شدن رابطه میان تعدیل خواب ناشی از سایکدلیک‌ها و پیامدهای بالینی مورد نیاز است. این مرور به طور پیش‌نگر ثبت نشده است.

This study aims to examine the contribution of transformational leadership to the realization of Sekolah Penggerak (Driving Schools) in Indonesia. Employing a Systematic Literature Review (SLR) approach, the study analyzes 28 selected articles published between 2019 and 2025. The findings indicate that principals who adopt transformational leadership are able to establish an inspiring vision, foster a collaborative culture, and drive instructional innovations that support the realization of the Profil Pelajar Pancasila (Pancasila Student Profile). Key dimensions of transformational leadership—namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—contribute significantly to enhancing teacher motivation, teaching quality, and a school atmosphere adaptable to change. Although its effectiveness has been widely demonstrated, challenges such as disparities in leadership competence and organizational cultural barriers continue to hinder optimal implementation. The study highlights the importance of strategic and contextual leadership training for principals to strengthen educational transformation sustainably. These findings are expected to serve as a conceptual and practical foundation for developing effective school leadership models that support the success of the Sekolah Penggerak program within the Kurikulum Merdeka (Independent Curriculum) era.

هدف این پژوهش بررسی نقش رهبری تحول‌آفرین در تحقق مدارس پیشرو (Sekolah Penggerak) در اندونزی است. این مطالعه با بهره‌گیری از رویکرد مرور نظام‌مند ادبیات (Systematic Literature Review - SLR)، ۲۸ مقاله منتخب منتشرشده بین سال‌های ۲۰۱۹ تا ۲۰۲۵ را تحلیل می‌کند. یافته‌ها نشان می‌دهد مدیرانی که از رهبری تحول‌آفرین بهره می‌گیرند، قادر به ایجاد چشم‌اندازی الهام‌بخش، تقویت فرهنگ همکاری و پیشبرد نوآوری‌های آموزشی هستند که تحقق نمایه دانش‌آموز پانچاسیلا (Profil Pelajar Pancasila) را حمایت می‌کند. ابعاد کلیدی رهبری تحول‌آفرین، شامل نفوذ آرمانی (idealized influence)، انگیزش الهام‌بخش (inspirational motivation)، تحریک فکری (intellectual stimulation) و توجه فردی (individualized consideration)، نقش بسزایی در ارتقاء انگیزش معلمان، کیفیت تدریس و فضای مدرسه‌ای سازگار با تغییر دارند. اگرچه اثربخشی این رویکرد به طور گسترده‌ای اثبات شده است، چالش‌هایی نظیر تفاوت در شایستگی‌های رهبری و موانع فرهنگی سازمانی همچنان مانع اجرای بهینه آن می‌شود. این پژوهش بر اهمیت آموزش راهبردی و زمینه‌محور مدیران برای تقویت تحول پایدار آموزشی تأکید می‌کند. انتظار می‌رود یافته‌های حاضر، مبنایی مفهومی و عملی برای توسعه الگوهای مؤثر رهبری مدرسه که موفقیت برنامه مدرسه پیشرو را در عصر برنامه درسی مستقل (Kurikulum Merdeka) حمایت می‌کند، فراهم آورد.

Effective schools rely on strategic leadership and regular processes that facilitate the improvement of teaching, learning and learning outcomes. This paper explores the importance of academic coordination, curriculum leadership, and quality assurance as tools to develop high-performing schools and enhance student achievement. Academic coordination assists in consistency of lesson planning, teaching schedules, assessment, communication and teacher collaboration. Curriculum leadership is the linking of curriculum planning and implementation, instruction, assessment, professional development, and responsiveness to students through curriculum. Continuous improvement is also promoted by monitoring, assessment, internal evaluation, feedback, performance review, accountability and curriculum review which all support quality assurance. The literature reviewed suggests that leadership, curriculum practices, teacher collaboration and quality assurance mechanisms can support better academic achievement, but may not work as effectively in every institutional and contextual setting. From a general perspective, the integration of these mechanisms can reinforce the quality of teaching, student engagement, learning results, and academic progress, which in turn can be used as a continuous improvement process.

مدارس مؤثر بر رهبری راهبردی و فرایندهای منظم که به بهبود تدریس، یادگیری و نتایج یادگیری کمک می‌کنند، تکیه دارند. این مقاله اهمیت هماهنگی آموزشی، رهبری برنامهٔ درسی و تضمین کیفیت را به عنوان ابزارهایی برای توسعه مدارس با عملکرد بالا و ارتقای پیشرفت تحصیلی دانش‌آموزان بررسی می‌کند. هماهنگی آموزشی به ایجاد انسجام در برنامه‌ریزی درسی، زمان‌بندی تدریس، ارزیابی، ارتباطات و همکاری معلمان کمک می‌کند. رهبری برنامهٔ درسی به پیوند برنامه‌ریزی و اجرای برنامهٔ درسی، آموزش، ارزیابی، توسعه حرفه‌ای و پاسخگویی به دانش‌آموزان از طریق برنامهٔ درسی اشاره دارد. بهبود مستمر نیز از طریق پایش، ارزیابی، ارزشیابی داخلی، بازخورد، بازنگری عملکرد، پاسخگویی و بازنگری برنامهٔ درسی که همگی از تضمین کیفیت حمایت می‌کنند، ترویج می‌شود. مروری بر ادبیات پژوهش نشان می‌دهد که رهبری، شیوه‌های برنامهٔ درسی، همکاری معلمان و سازوکارهای تضمین کیفیت می‌توانند از پیشرفت تحصیلی بهتر حمایت کنند، اما ممکن است در هر محیط و زمینهٔ نهادی به یک اندازه مؤثر نباشند. از دیدگاه کلی، ادغام این سازوکارها می‌تواند کیفیت تدریس، مشارکت دانش‌آموزان، نتایج یادگیری و پیشرفت تحصیلی را تقویت کند که به نوبه خود می‌تواند به عنوان فرایندی برای بهبود مستمر مورد استفاده قرار گیرد.

This review explores the role of science laboratories in strengthening science education within resource‑limited contexts, with particular attention to Timor‑Leste. Drawing on peer‑reviewed studies and policy documents published between 2019 and 2025, the synthesis highlights how laboratory access fosters students’ conceptual understanding and inquiry skills through hands‑on engagement. Yet, many schools continue to depend on low‑cost experiments due to infrastructural constraints, creating a persistent gap between curriculum aspirations and classroom realities. The analysis underscores the importance of expanding laboratory infrastructure, investing in teacher professional development, and adopting context‑appropriate experimental strategies to advance science learning in basic education settings.

این مرور به بررسی نقش آزمایشگاه‌های علوم در تقویت آموزش علوم در بسترهای دارای منابع محدود می‌پردازد و توجه ویژه‌ای به کشور تیمور شرقی دارد. با اتکا به مطالعات داوری‌شده و اسناد سیاستی منتشرشده بین سال‌های ۲۰۱۹ تا ۲۰۲۵، این سنتز نشان می‌دهد که دسترسی به آزمایشگاه موجب ارتقای درک مفهومی و مهارت‌های پژوهشی دانش‌آموزان از طریق مشارکت عملی می‌شود. با این حال، بسیاری از مدارس به دلیل محدودیت‌های زیرساختی همچنان به آزمایش‌های کم‌هزینه وابسته هستند که این امر موجب تداوم فاصله میان اهداف برنامه درسی و واقعیت‌های کلاس درس می‌شود. تحلیل حاضر بر اهمیت گسترش زیرساخت‌های آزمایشگاهی، سرمایه‌گذاری در توسعه حرفه‌ای معلمان و اتخاذ راهبردهای آزمایشگاهی متناسب با زمینه برای ارتقای یادگیری علوم در آموزش پایه تأکید می‌کند.

Game-based approaches are increasingly employed to address complex challenges in logistics and freight transport. While traditionally employed for education and workforce training, they have broader applications and untapped potential. In particular, advances in artificial intelligence (AI) are creating new opportunities to design, personalise, and scale these interventions. Despite this growing interest, a comprehensive understanding of how game-based approaches have evolved, who they target, what functions they serve, and where future opportunities lie remains limited. This study presents a systematic review of 87 studies on game-based interventions in freight transport and logistics, synthesising evidence across five application domains: warehouse operations management, terminal operations management, transport planning and optimisation, reverse logistics, and risk management and resilience. The findings reveal that games are evolving beyond training applications towards behavioural research, decision support, stakeholder engagement, and consumer behaviour change. Target audiences have similarly expanded from students and operational personnel to include managers, planners, consumers, and participants in behavioural research settings. Nevertheless, evidence regarding the long-term effectiveness of these interventions remains scarce, and several logistics challenges remain largely unexplored. Building on evidence-based gaps identified in the literature, this review proposes future research directions and highlights the potential of AI to enable adaptive, personalised, and scalable game-based interventions. By consolidating fragmented knowledge and outlining emerging opportunities, this study provides a foundation for researchers and practitioners seeking to harness game-based approaches to understand and improve logistics and freight transport systems.

رویکردهای مبتنی بر بازی به طور فزاینده‌ای برای مواجهه با چالش‌های پیچیده در لجستیک و حمل‌ونقل بار به کار گرفته می‌شوند. اگرچه این رویکردها به طور سنتی برای آموزش و تربیت نیروی کار مورد استفاده قرار می‌گرفتند، اما کاربردهای گسترده‌تر و ظرفیت‌های استفاده‌نشده‌ای دارند. به ویژه، پیشرفت‌های هوش مصنوعی (AI) فرصت‌های جدیدی برای طراحی، شخصی‌سازی و مقیاس‌پذیری این مداخلات ایجاد کرده است. با وجود این علاقه رو به رشد، درک جامعی از نحوه تحول رویکردهای مبتنی بر بازی، مخاطبان هدف، کارکردهای آن‌ها و فرصت‌های آینده همچنان محدود است. این مطالعه با ارائه یک مرور نظام‌مند از ۸۷ پژوهش درباره مداخلات مبتنی بر بازی در حوزه حمل‌ونقل بار و لجستیک، شواهد را در پنج حوزه کاربردی شامل مدیریت عملیات انبار، مدیریت عملیات ترمینال، برنامه‌ریزی و بهینه‌سازی حمل‌ونقل، لجستیک معکوس و مدیریت ریسک و تاب‌آوری، تلفیق می‌کند. یافته‌ها نشان می‌دهد که بازی‌ها فراتر از کاربردهای آموزشی، به سمت پژوهش‌های رفتاری، پشتیبانی تصمیم‌گیری، مشارکت ذینفعان و تغییر رفتار مصرف‌کننده در حال تحول هستند. مخاطبان هدف نیز از دانشجویان و کارکنان عملیاتی به مدیران، برنامه‌ریزان، مصرف‌کنندگان و شرکت‌کنندگان در محیط‌های پژوهش رفتاری گسترش یافته‌اند. با این حال، شواهد مربوط به اثربخشی بلندمدت این مداخلات همچنان اندک است و برخی چالش‌های لجستیکی تا حد زیادی بررسی نشده باقی مانده‌اند. با اتکا به شکاف‌های مبتنی بر شواهد شناسایی‌شده در ادبیات، این مرور جهت‌گیری‌های پژوهشی آینده را پیشنهاد می‌کند و بر پتانسیل هوش مصنوعی برای امکان‌پذیر ساختن مداخلات مبتنی بر بازی تطبیقی، شخصی‌سازی‌شده و مقیاس‌پذیر تأکید دارد. با یکپارچه‌سازی دانش پراکنده و ترسیم فرصت‌های نوظهور، این مطالعه بنیانی برای پژوهشگران و متخصصانی فراهم می‌کند که به دنبال بهره‌گیری از رویکردهای مبتنی بر بازی برای درک و بهبود سامانه‌های لجستیک و حمل‌ونقل بار هستند.

Introduction Digital textbooks are becoming increasingly important in mathematics and geography lessons, as interactive and multimedia features that go beyond the capabilities of printed resources are believed to offer particular learning benefits. Despite this growing significance, there has so far been no systematic research review that examines digital textbooks as a subject in their own right in these disciplines. The issue of accessibility, in particular, has been largely overlooked in previous textbook research and has gained particular relevance due to current legislation. This scoping review therefore aims to map the existing literature and to answer three questions: what are the main research foci, which design features of digital textbooks are being investigated, and in what way and to what extent is accessibility addressed. Methods Based on a systematic search in Web of Science and Scopus following the PRISMA-ScR framework, 78 studies (73 in mathematics, five in geography) were included in the final analysis corpus and evaluated using a common coding guide. Results The results reveal a young, rapidly growing, yet unevenly distributed field of research. Studies in the field of mathematics substantially outnumber those in geography, and the research focus lies predominantly on the development, production and use of digital textbooks, whilst effectiveness and content analyses are comparatively rare. At the feature level, research concentrates primarily on immediately visible functions such as text or visualizations, whilst system-based and adaptive functions are scarcely investigated. Although accessibility is clearly present in the literature, it is conceptualized inconsistently. Discussion The review highlights key research gaps, in particular the disciplinary asymmetry between subjects and the need for an explicit examination of accessibility, thereby providing a basis for future research and the inclusive design of digital textbooks.

مقدمه: کتاب‌های درسی دیجیتال در درس‌های ریاضی و جغرافیا اهمیت فزاینده‌ای یافته‌اند، زیرا ویژگی‌های تعاملی و چندرسانه‌ای آن‌ها که فراتر از قابلیت‌های منابع چاپی است، تصور می‌شود مزایای یادگیری ویژه‌ای را فراهم می‌کند. با وجود این اهمیت رو به رشد، تاکنون هیچ مرور نظام‌مندی انجام نشده است که کتاب‌های درسی دیجیتال را به عنوان موضوعی مستقل در این رشته‌ها بررسی کند. مسئله دسترسی‌پذیری به‌ویژه در پژوهش‌های پیشین درباره کتاب‌های درسی تا حد زیادی نادیده گرفته شده و به دلیل قوانین جاری اهمیت خاصی یافته است. بنابراین، این مرور دامنه‌ای با هدف ترسیم ادبیات موجود و پاسخ به سه پرسش انجام شده است: کانون‌های اصلی پژوهش چیست، کدام ویژگی‌های طراحی کتاب‌های درسی دیجیتال مورد بررسی قرار گرفته‌اند و دسترسی‌پذیری به چه صورت و تا چه اندازه مورد توجه قرار گرفته است. روش‌ها: بر اساس جستجوی نظام‌مند در پایگاه‌های Web of Science و Scopus مطابق با چارچوب PRISMA-ScR، ۷۸ مطالعه (۷۳ مطالعه در ریاضی و پنج مطالعه در جغرافیا) در مجموعه نهایی تحلیل وارد و با استفاده از راهنمای کدگذاری مشترک ارزیابی شدند. یافته‌ها: نتایج نشان‌دهنده حوزه پژوهشی جوان، در حال رشد سریع و در عین حال نامتوازن است. مطالعات در حوزه ریاضی به طور قابل توجهی بیش از جغرافیا هستند و تمرکز پژوهش عمدتاً بر توسعه، تولید و استفاده از کتاب‌های درسی دیجیتال است، در حالی که پژوهش‌های اثربخشی و تحلیل محتوا نسبتاً نادرند. در سطح ویژگی‌ها، پژوهش‌ها عمدتاً بر عملکردهای بلافاصله قابل مشاهده مانند متن یا تجسم‌ها متمرکز است، در حالی که عملکردهای مبتنی بر سیستم و تطبیقی به ندرت بررسی شده‌اند. اگرچه دسترسی‌پذیری به وضوح در ادبیات حضور دارد، اما به طور ناسازگار مفهوم‌پردازی شده است. بحث: این مرور شکاف‌های کلیدی پژوهشی را برجسته می‌کند، به ویژه عدم تقارن رشته‌ای میان موضوعات و نیاز به بررسی صریح دسترسی‌پذیری، و بدین ترتیب مبنایی برای پژوهش‌های آتی و طراحی فراگیر کتاب‌های درسی دیجیتال فراهم می‌کند.

Purpose of the study: This study aims to examine the effect of STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) on elementary school students’ creativity in mathematics through an analysis of relevant scientific literature. Methodology: This study employed a literature review method. Data were obtained from various national and international journals, conference proceedings, and other scientific sources discussing STEAM-based learning and students’ creativity in mathematics education. The data were analyzed descriptively to identify the main findings related to the research topic. Main Findings: The review indicates that STEAM-based learning has a positive effect on the creativity of elementary school students. The integration of science, technology, engineering, arts, and mathematics enhances students’ creative thinking, problem-solving, collaboration, and ability to generate innovative ideas in solving mathematical problems. Project-based and contextual learning emerged as key factors supporting the development of students’ creativity. Novelty/Originality of this study: The novelty of this study lies in synthesizing findings from various studies on the implementation of STEAM-based learning in elementary school mathematics education. This synthesis provides a more comprehensive understanding of the contribution of the STEAM approach to the development of students’ creativity and its implications for mathematics teaching practices in elementary schools.

هدف مطالعه: هدف این پژوهش بررسی تأثیر یادگیری مبتنی بر STEAM (علوم، فناوری، مهندسی، هنر و ریاضیات) بر خلاقیت دانش‌آموزان دبستانی در ریاضیات از طریق تحلیل ادبیات علمی مرتبط است. روش‌شناسی: این پژوهش از روش مرور ادبیات استفاده کرده است. داده‌ها از منابع مختلفی شامل مجلات ملی و بین‌المللی، مجموعه مقالات همایش‌ها و سایر منابع علمی که به یادگیری مبتنی بر STEAM و خلاقیت دانش‌آموزان در آموزش ریاضیات پرداخته‌اند، گردآوری شده‌اند. داده‌ها به صورت توصیفی تحلیل شدند تا یافته‌های اصلی مرتبط با موضوع پژوهش شناسایی شوند. یافته‌های اصلی: مرور انجام‌شده نشان می‌دهد که یادگیری مبتنی بر STEAM تأثیر مثبتی بر خلاقیت دانش‌آموزان دبستانی دارد. ادغام علوم، فناوری، مهندسی، هنر و ریاضیات موجب ارتقای تفکر خلاق، حل مسئله، همکاری و توانایی تولید ایده‌های نوآورانه در حل مسائل ریاضی توسط دانش‌آموزان می‌شود. یادگیری مبتنی بر پروژه و یادگیری زمینه‌محور به عنوان عوامل کلیدی در حمایت از رشد خلاقیت دانش‌آموزان شناسایی شدند. نوآوری/اصالت پژوهش: نوآوری این پژوهش در تلفیق یافته‌های مطالعات مختلف درباره اجرای یادگیری مبتنی بر STEAM در آموزش ریاضیات دبستانی است. این تلفیق، درک جامع‌تری از نقش رویکرد STEAM در توسعه خلاقیت دانش‌آموزان و پیامدهای آن برای شیوه‌های تدریس ریاضیات در مدارس ابتدایی ارائه می‌دهد.

Purpose of the study: This study aims to examine patterns of STEAM integration in the Pancasila Student Profile Strengthening Project (P5) and to identify its benefits, challenges, and implications for project-based learning design within the Merdeka Curriculum. Methodology: A Systematic Literature Review was conducted on relevant articles published between 2020 and 2025. Searches were performed through Google Scholar, Garuda, andSinta using keywords related to P5, STEAM, and the Merdeka Curriculum. Based on the inclusion and exclusion criteria, 12 articles were selected, categorized, and analyzed descriptively and comparatively Main Findings: The review shows that contextual P5 activities support mutual cooperation, independence, creativity, communication, and responsibility, while STEAM supports creativity, critical thinking, problem solving, scientific curiosity, and 4C skills. The clearest direct evidence of integration was found in entrepreneurship and local-wisdom themes, with teacher readiness and balanced representation of STEAM elements emerging as the main challenges Novelty/Originality of this study: This review integrates findings from P5 and STEAM studies to map their points of convergence more systematically. Its novelty lies in identifying theme-based integration patterns, implementation success factors, and limitations in direct empirical evidence, thereby providing a basis for future STEAM-based P5 design and research

هدف مطالعه: این مطالعه با هدف بررسی الگوهای ادغام STEAM در پروژه تقویت پروفایل دانش‌آموز پاندسیلا (P5) و شناسایی مزایا، چالش‌ها و پیامدهای آن برای طراحی یادگیری مبتنی بر پروژه در چارچوب برنامه درسی مردکا انجام شده است. روش‌شناسی: مرور نظام‌مند ادبیات پژوهش بر روی مقالات مرتبط منتشرشده بین سال‌های 2020 تا 2025 صورت گرفت. جستجوها از طریق Google Scholar، Garuda و Sinta با استفاده از کلیدواژه‌های مرتبط با P5، STEAM و برنامه درسی مردکا انجام شد. بر اساس معیارهای ورود و خروج، 12 مقاله انتخاب، دسته‌بندی و به صورت توصیفی و مقایسه‌ای تحلیل شدند. یافته‌های اصلی: مرور انجام‌شده نشان می‌دهد که فعالیت‌های زمینه‌ای P5 از همکاری متقابل، استقلال، خلاقیت، ارتباط و مسئولیت‌پذیری حمایت می‌کنند، در حالی که STEAM از خلاقیت، تفکر انتقادی، حل مسئله، کنجکاوی علمی و مهارت‌های 4C پشتیبانی می‌کند. شواهد مستقیم و روشن ادغام عمدتاً در موضوعات کارآفرینی و حکمت بومی مشاهده شد و آمادگی معلمان و نمایندگی متوازن عناصر STEAM به عنوان چالش‌های اصلی مطرح گردید. نوآوری/اصالت مطالعه: این مرور یافته‌های مطالعات P5 و STEAM را برای ترسیم نقاط همگرایی آن‌ها به صورت نظام‌مند ادغام می‌کند. نوآوری آن در شناسایی الگوهای ادغام مبتنی بر موضوع، عوامل موفقیت اجرا و محدودیت‌های شواهد تجربی مستقیم است و بدین ترتیب مبنایی برای طراحی و پژوهش‌های آتی مبتنی بر P5 و STEAM فراهم می‌آورد.

Aim. Compassionate care is vital for quality healthcare. Empathy and compassion are key skills for nurses, but they are often hindered by stress, time pressures and excessive workload. Compassion fatigue can lead to burnout and lower-quality care. This review sought to identify effective interventions for enhancing compassionate nursing care, supporting nurses’ job satisfaction, and reducing the risk of burnout. Material and methods. We conducted a narrative review of international literature (2014-2023) from MEDLINE and CINAHL Ultimate, with the focus on empathy, compassion, burnout, and nursing interventions. After screening titles, abstracts, and full texts, a total of 44 relevant articles were included. Due to heterogeneity, findings were synthesized narratively. Results. Mindfulness, cognitive-behavioral therapy and reflective practices effectively reduce stress among nurses. Supportive leadership, positive work environments and the use of digital tools further enhance stress management. Integrating empathy and emotional regulation into nursing education strengthens resilience and improves job satisfaction. Conclusions. While empathy and compassion are central to nursing, they may also contribute to burnout and compassion fatigue. Empowering nurses through education, self-care, and emotional regulation supported by healthy workplaces and teamwork reduces burnout, enhances job satisfaction, and improves patient care. Ongoing research is essential in order to sustain resilience and compassionate healthcare worldwide.

هدف: مراقبت شفقت‌آمیز برای کیفیت مراقبت‌های بهداشتی حیاتی است. همدلی و شفقت مهارت‌های کلیدی برای پرستاران هستند، اما اغلب به دلیل استرس، فشار زمانی و بار کاری بیش از حد مختل می‌شوند. خستگی شفقت می‌تواند منجر به فرسودگی شغلی و کاهش کیفیت مراقبت شود. این مرور با هدف شناسایی مداخلات مؤثر برای ارتقای مراقبت شفقت‌آمیز پرستاری، حمایت از رضایت شغلی پرستاران و کاهش خطر فرسودگی شغلی انجام شد. مواد و روش‌ها: مرور روایتی ادبیات بین‌المللی (۲۰۱۴ تا ۲۰۲۳) از پایگاه‌های MEDLINE و CINAHL Ultimate با تمرکز بر همدلی، شفقت، فرسودگی شغلی و مداخلات پرستاری انجام شد. پس از غربالگری عناوین، چکیده‌ها و متون کامل، در مجموع ۴۴ مقاله مرتبط وارد مطالعه شدند. به دلیل ناهمگونی، یافته‌ها به صورت روایتی سنتز شدند. نتایج: ذهن‌آگاهی، درمان شناختی‌رفتاری و تمرینات تأملی به طور مؤثری استرس را در میان پرستاران کاهش می‌دهند. رهبری حمایتی، محیط‌های کاری مثبت و استفاده از ابزارهای دیجیتال مدیریت استرس را بیشتر تقویت می‌کنند. ادغام همدلی و تنظیم هیجانی در آموزش پرستاری، تاب‌آوری را تقویت و رضایت شغلی را بهبود می‌بخشد. نتیجه‌گیری: اگرچه همدلی و شفقت در پرستاری نقش محوری دارند، اما ممکن است به فرسودگی شغلی و خستگی شفقت نیز منجر شوند. توانمندسازی پرستاران از طریق آموزش، خودمراقبتی و تنظیم هیجانی با حمایت محیط‌های کاری سالم و کار تیمی، فرسودگی شغلی را کاهش داده، رضایت شغلی را افزایش می‌دهد و مراقبت از بیمار را بهبود می‌بخشد. پژوهش‌های مستمر برای حفظ تاب‌آوری و مراقبت شفقت‌آمیز در سراسر جهان ضروری است.

Background Ensuring equal access to quality education is essential for building fair and inclusive societies. However, educational inequalities persist across and within European countries, despite numerous policy initiatives aimed at addressing them. Objectives This systematic review aims to identify and categorise variables of educational inequalities in European primary and secondary schools, focusing on studies with longitudinal or repeated cross-sectional designs. Methods Following PRISMA 2020 guidelines, 1,399 studies published from 1995 to 2024 in seven European languages were identified through Scopus, Google Scholar, repositories of international organisations and citation mining. After a two-step screening, 157 studies that met the predefined criteria were analysed in depth using a review matrix. Inter-rater reliability checks ensured consistency. Results Despite targeted policy measures to enhance fairness and inclusion, inequalities remain widespread across European schools. Findings highlight that educational inequalities are multifaceted and begin early in a child's educational path, often widening over time. Overall, 70 variables influencing educational inequalities were identified and organised into a schema of four clusters: student, family, teacher/school and system levels. Solid links were observed between academic achievement, school engagement and student well-being. Discussion Longitudinal and repeated cross-sectional data offer valuable insights into the variables of educational inequalities and into the roles they play as factors and predictors of unequal academic achievement. Socioeconomic and cultural status, along with other family-related variables, emerged as central predictors of achievement gaps, alongside student-level variables such as school engagement. Teacher and school-level factors, as well as system-level ones, also significantly influence the complex phenomenon of educational inequalities. Conclusions/implications The evidence from this literature review reveals solid links between academic achievement and student engagement, emphasising that policies to address inequalities must address not only socioeconomic and academic factors but also socio-emotional aspects, with targeted interventions for vulnerable groups. The findings also underscore the need to explore further how variables influencing educational inequalities interact over time, from early childhood education through secondary education, to inform evidence-based interventions for more equitable educational outcomes.

زمینه: تضمین دسترسی برابر به آموزش با کیفیت برای ساختن جوامع عادلانه و فراگیر ضروری است. با این حال، نابرابری‌های آموزشی در سراسر و درون کشورهای اروپایی علی‌رغم ابتکارات سیاستی متعدد برای رفع آن‌ها همچنان پابرجا هستند. اهداف: این مرور نظام‌مند با تمرکز بر مطالعات با طرح‌های طولی یا مقطعی تکرارشونده، به شناسایی و دسته‌بندی متغیرهای نابرابری‌های آموزشی در مدارس ابتدایی و متوسطه اروپا می‌پردازد. روش‌ها: با پیروی از دستورالعمل‌های PRISMA 2020، تعداد ۱۳۹۹ مطالعه منتشرشده از سال ۱۹۹۵ تا ۲۰۲۴ به زبان‌های اروپایی از طریق Scopus، Google Scholar، مخازن سازمان‌های بین‌المللی و استخراج ارجاعات شناسایی شد. پس از غربالگری دو مرحله‌ای، ۱۵۷ مطالعه که معیارهای از پیش تعیین‌شده را داشتند، با استفاده از ماتریس مرور به‌طور عمیق تحلیل شدند. بررسی پایایی بین ارزیابان برای اطمینان از انسجام انجام شد. یافته‌ها: علی‌رغم اقدامات سیاستی هدفمند برای ارتقای عدالت و فراگیری، نابرابری‌ها در مدارس اروپایی همچنان گسترده‌اند. یافته‌ها نشان می‌دهد که نابرابری‌های آموزشی چندوجهی بوده و از ابتدای مسیر آموزشی کودک آغاز شده و اغلب در طول زمان افزایش می‌یابد. در مجموع، ۷۰ متغیر مؤثر بر نابرابری‌های آموزشی شناسایی و در قالب چهار خوشه در سطوح دانش‌آموز، خانواده، معلم/مدرسه و نظام سازمان‌دهی شدند. پیوندهای محکمی میان عملکرد تحصیلی، مشارکت مدرسه‌ای و بهزیستی دانش‌آموز مشاهده شد. بحث: داده‌های طولی و مقطعی تکرارشونده بینش‌های ارزشمندی درباره متغیرهای نابرابری‌های آموزشی و نقش آن‌ها به عنوان عوامل و پیش‌بینی‌کننده‌های عملکرد تحصیلی نابرابر ارائه می‌دهد. وضعیت اقتصادی-اجتماعی و فرهنگی، همراه با سایر متغیرهای مرتبط با خانواده، به عنوان پیش‌بینی‌کننده‌های مرکزی شکاف عملکرد تحصیلی، در کنار متغیرهای سطح دانش‌آموز مانند مشارکت مدرسه‌ای ظاهر شدند. عوامل سطح معلم و مدرسه، همچنین عوامل سطح نظام نیز به طور معناداری بر پدیده پیچیده نابرابری‌های آموزشی تأثیرگذارند. نتیجه‌گیری/پیامدها: شواهد این مرور ادبیات پیوندهای محکمی میان عملکرد تحصیلی و مشارکت دانش‌آموز نشان می‌دهد و تأکید می‌کند که سیاست‌های مقابله با نابرابری‌ها باید نه تنها عوامل اقتصادی-اجتماعی و تحصیلی، بلکه جنبه‌های اجتماعی-هیجانی را نیز با مداخلات هدفمند برای گروه‌های آسیب‌پذیر مدنظر قرار دهند. یافته‌ها همچنین بر ضرورت بررسی بیشتر نحوه تعامل متغیرهای مؤثر بر نابرابری‌های آموزشی در طول زمان، از آموزش دوران کودکی تا متوسطه، برای اطلاع‌رسانی به مداخلات مبتنی بر شواهد جهت نتایج آموزشی عادلانه‌تر تأکید دارد.

This descriptive qualitative study aims to analyze the integration of Problem-Based Learning (PBL) and mobile technology in enhancing critical thinking skills within chemistry education. Utilizing a Systematic Literature Review (SLR) method guided by the PRISMA protocol, a systematic search was conducted across the Scopus database, filtering 1,817 initial articles down to 14 studies that met the inclusion criteria. The review findings indicate that the use of mobile learning, such as 3D MAR applications and interactive Android e-modules, contributes positively to students' spatial visualization skills. Meanwhile, the implementation of PBL models, such as Socratic-PBL, is shown to cultivate scientific argumentation and in-depth problem-solving skills. However, the literature synthesis reveals a significant instructional gap; most studies apply mobile technology and PBL in isolation, with only 14.3% integrating both approaches. Spatial visualization technologies like Mobile Augmented Reality (MAR) have not been empirically integrated into structured PBL inquiry syntaxes. This study concludes with the vital importance of designing future mobile learning platforms that combine contextual PBL syntaxes with interactive 3D visualizations to comprehensively facilitate students' cognitive reasoning.

این مطالعه کیفی توصیفی با هدف تحلیل ادغام یادگیری مبتنی بر مسئله (PBL) و فناوری سیار در ارتقای مهارت‌های تفکر انتقادی در آموزش شیمی انجام شده است. با بهره‌گیری از روش مرور نظام‌مند متون (SLR) و با راهنمایی پروتکل PRISMA، جستجوی نظام‌مندی در پایگاه داده Scopus صورت گرفت که از میان ۱۸۱۷ مقاله اولیه، ۱۴ مطالعه واجد شرایط وارد تحلیل شدند. یافته‌های مرور نشان می‌دهد که استفاده از یادگیری سیار، مانند برنامه‌های ۳D MAR و ماژول‌های الکترونیکی تعاملی اندروید، تأثیر مثبتی بر مهارت‌های تجسم فضایی دانش‌آموزان دارد. در همین حال، اجرای مدل‌های PBL مانند Socratic-PBL باعث پرورش استدلال علمی و مهارت‌های حل مسئله عمیق می‌شود. با این حال، سنتز ادبیات پژوهش‌ها شکاف قابل توجهی را در آموزش نشان می‌دهد؛ اکثر مطالعات فناوری سیار و PBL را به صورت مجزا به کار برده‌اند و تنها ۱۴.۳٪ هر دو رویکرد را به طور همزمان ادغام کرده‌اند. فناوری‌های تجسم فضایی مانند Mobile Augmented Reality (MAR) به طور تجربی در ساختارهای جستجوی PBL ساختاریافته ادغام نشده‌اند. این مطالعه با تأکید بر اهمیت اساسی طراحی پلتفرم‌های آینده یادگیری سیار که نحوهای PBL زمینه‌مند را با تجسم‌های تعاملی سه‌بعدی ترکیب می‌کنند، به منظور تسهیل جامع استدلال شناختی دانش‌آموزان، به پایان می‌رسد.

Transitions from primary to secondary school can heighten anxiety, unsettle relationships, and challenge pupils’ sense of belonging. Schools increasingly deploy pastoral systems and universal wellbeing programmes, yet implementation varies and practice often lacks a clearly articulated evidence base. This literature review synthesises qualitative and mixed-methods studies (2017–2025) and examines how education staff can support pupils’ emotional wellbeing during primary‑to‑secondary transitions, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). Using a PICo framework, searches of ERIC, Education Source, CINAHL, and Psychology & Behavioral Sciences were conducted, applying inclusion criteria relevant to school contexts and transition stages. Studies were appraised with CASP tools. Findings cluster around three interrelated themes: (1) the centrality of relationships (teacher empathy and consistency; peer support; family partnership); (2) school belonging and connectedness (inclusive climate, pupil voice, and relational safety); and (3) emotional skills and resilience (structured psychoeducation, low-intensity CBT techniques, and peer-led emotion work). Methodological limitations across the literature include over-reliance on self-report, limited longitudinal designs, and conceptual ambiguity between belonging, connectedness, climate, and culture. The review proposes a practical pastoral framework that integrates CBT-informed strategies within universal and targeted supports and highlights priorities for professional development, co-production, and evaluation. Implications for pastoral care emphasise relationally attuned practice, actionable classroom tools, and multi-agency collaboration to scaffold emotionally safe, equitable transitions. Implications for pastoral care include embedding CBT-informed strategies within universal and targeted supports, prioritising relational safety, and fostering inclusive school climates to ensure emotionally secure transitions.

گذار از دبستان به دبیرستان می‌تواند موجب افزایش اضطراب، برهم خوردن روابط و به چالش کشیدن حس تعلق دانش‌آموزان شود. مدارس به طور فزاینده‌ای از نظام‌های پرورشی و برنامه‌های بهزیستی همگانی بهره می‌گیرند، اما اجرای این برنامه‌ها متفاوت است و اغلب فاقد پشتوانه شواهدی روشن و تبیین‌شده می‌باشد. این مرور ادبیات، پژوهش‌های کیفی و روش‌های ترکیبی (۲۰۱۷ تا ۲۰۲۵) را تلفیق می‌کند و بررسی می‌نماید که کارکنان آموزشی چگونه می‌توانند از بهزیستی هیجانی دانش‌آموزان در گذار از دبستان به دبیرستان حمایت کنند، با تمرکز ویژه بر راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT). با استفاده از چارچوب PICo، جستجوهایی در پایگاه‌های ERIC، Education Source، CINAHL و Psychology & Behavioral Sciences انجام شد و معیارهای ورود مرتبط با زمینه‌های مدرسه و مراحل گذار اعمال گردید. مطالعات با ابزارهای CASP ارزیابی شدند. یافته‌ها حول سه محور به‌هم‌پیوسته متمرکز می‌شوند: (۱) محوریت روابط (همدلی و ثبات معلم؛ حمایت همسالان؛ مشارکت خانواده)؛ (۲) تعلق و پیوستگی به مدرسه (اقلیم فراگیر، صدای دانش‌آموز و امنیت رابطه‌ای)؛ و (۳) مهارت‌های هیجانی و تاب‌آوری (آموزش روانی ساختاریافته، فنون کم‌شدت درمان شناختی-رفتاری و فعالیت‌های هیجانی همسال‌محور). محدودیت‌های روش‌شناختی در ادبیات شامل اتکای بیش از حد به خودگزارشی، طرح‌های طولی محدود و ابهام مفهومی میان تعلق، پیوستگی، اقلیم و فرهنگ است. این مرور، چارچوب پرورشی عملیاتی را پیشنهاد می‌کند که راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT) را در حمایت‌های همگانی و هدفمند ادغام می‌نماید و اولویت‌هایی برای توسعه حرفه‌ای، تولید مشترک و ارزیابی برجسته می‌سازد. پیامدهای مراقبت پرورشی بر تمرین مبتنی بر روابط، ابزارهای عملیاتی در کلاس درس و همکاری چندنهادی برای حمایت از گذارهای عاطفی ایمن و عادلانه تأکید دارد. پیامدهای مراقبت پرورشی شامل ادغام راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT) در حمایت‌های همگانی و هدفمند، اولویت‌بخشی به امنیت رابطه‌ای و تقویت اقلیم فراگیر مدرسه برای تضمین گذارهای هیجانی ایمن است.

Background: Psychological morbidity is common following admission to adult intensive care units (ICUs), with many patients experiencing post-traumatic stress disorder (PTSD), anxiety, and depression as part of post-intensive care syndrome. Eye Movement Desensitisation and Reprocessing (EMDR) is an established trauma-focused psychological therapy; however, its evidence base within critical care populations remains emerging.Objectives: This scoping review aimed to map the extent, characteristics, and findings of the available literature on the use of EMDR for ICU-related psychological distress.Methods: A scoping review was conducted in accordance with Joanna Briggs Institute methodology and reported following the PRISMA-ScR guidelines. The review aimed to systematically identify and synthesise evidence relating to the application and reported outcomes of EMDR in ICU survivors.Results: Seven publications representing six independent study populations were included. Participants included adult ICU patients experiencing PTSD symptoms, delirium-related psychological disturbances, and COVID-19-related distress. EMDR was delivered using either standard protocols or the Recent Traumatic Episode Protocol (R-TEP). Across the evidence base, EMDR was associated with reductions in trauma-related distress, although evidence for improvements in anxiety and depression was less consistent. Where qualitative data were available, participants additionally reported improved integration and processing of ICU experiences. Overall, methodological heterogeneity, overlapping samples, small sample sizes, and limited controlled evidence restrict the strength of conclusions that can be drawn.Conclusions: This review highlights growing but preliminary evidence supporting the feasibility and potential utility of EMDR, including R-TEP, for ICU-related psychological distress. While findings are promising, the current evidence base remains insufficient to determine effectiveness. Future research should prioritise adequately powered controlled studies, standardised outcome measures, longer-term follow-up, and more diverse ICU populations to strengthen the evidence base and inform clinical implementation.

زمینه: اختلالات روانی پس از بستری در بخش مراقبت‌های ویژه بزرگسالان (ICU) شایع است و بسیاری از بیماران به عنوان بخشی از سندرم پس از مراقبت‌های ویژه، اختلال استرس پس از سانحه (PTSD)، اضطراب و افسردگی را تجربه می‌کنند. حساسیت‌زدایی و بازپردازش حرکات چشم (EMDR) یک روان‌درمانی متمرکز بر تروما با شواهد علمی تثبیت‌شده است؛ با این حال، شواهد مربوط به جمعیت‌های مراقبت‌های ویژه همچنان در حال ظهور است. اهداف: این مرور گستره با هدف ترسیم دامنه، ویژگی‌ها و یافته‌های ادبیات موجود درباره استفاده از EMDR برای پریشانی روان‌شناختی مرتبط با ICU انجام شد. روش‌ها: مرور گستره مطابق با روش‌شناسی مؤسسه Joanna Briggs و بر اساس دستورالعمل‌های PRISMA-ScR گزارش شد. هدف این مرور، شناسایی و ترکیب نظام‌مند شواهد مربوط به کاربرد و پیامدهای گزارش‌شده EMDR در بازماندگان ICU بود. نتایج: هفت انتشار که نمایانگر شش جمعیت مطالعه مستقل بودند، وارد مرور شدند. شرکت‌کنندگان شامل بیماران بزرگسال ICU با علائم PTSD، اختلالات روانی مرتبط با دلیریوم و پریشانی مرتبط با COVID-19 بودند. EMDR با استفاده از پروتکل‌های استاندارد یا پروتکل اپیزود تروماتیک اخیر (R-TEP) اجرا شد. در کل شواهد، EMDR با کاهش پریشانی مرتبط با تروما همراه بود، اگرچه شواهد مربوط به بهبود اضطراب و افسردگی کمتر سازگار بود. در مواردی که داده‌های کیفی در دسترس بود، شرکت‌کنندگان همچنین به بهبود یکپارچگی و پردازش تجربیات ICU اشاره کردند. به طور کلی، ناهمگونی روش‌شناختی، همپوشانی نمونه‌ها، حجم نمونه‌های کوچک و شواهد کنترل‌شده محدود، قدرت نتیجه‌گیری‌ها را محدود می‌کند. نتیجه‌گیری: این مرور بر شواهد رو به رشد اما مقدماتی در حمایت از امکان‌پذیری و سودمندی بالقوه EMDR، از جمله R-TEP، برای پریشانی روان‌شناختی مرتبط با ICU تأکید می‌کند. اگرچه یافته‌ها امیدوارکننده است، اما شواهد فعلی برای تعیین اثربخشی کافی نیست. پژوهش‌های آینده باید مطالعات کنترل‌شده با توان کافی، سنجه‌های پیامد استاندارد، پیگیری بلندمدت و جمعیت‌های متنوع‌تر ICU را در اولویت قرار دهند تا شواهد را تقویت و اجرای بالینی را اطلاع‌رسانی کنند.

Background: Indirect exposure to disasters and violence through continuous news and social media is increasingly common among adolescents. However, instruments designed to assess media-induced indirect trauma in this population remain limited and conceptually heterogeneous.Objective: This systematic review aims to synthesize the characteristics and psychometric evidence of instruments measuring media-induced indirect trauma and evaluate their suitability for adolescents.Methods: This review of outcome measurement instruments (OMIs) was conducted using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) methodology and reported in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses−COSMIN for OMIs 2024 guideline. Eight electronic databases were searched for peer-reviewed articles published between 1 January 2000 and 22 October 2025, in English or Korean. Reference list screening was also performed. Eligible studies used or developed self-report instruments assessing media-induced vicarious, secondary, or indirect trauma responses to potentially traumatic events. Methodological quality was evaluated using the COSMIN Risk of Bias checklist, and certainty of evidence was graded using a modified Grading of Recommendations Assessment, Development and Evaluation approach.Results: Seven instruments were evaluated, varying in conceptual focus, recall periods, and contextual framing. Evidence for structural validity and internal consistency was generally moderate, whereas content validity was rated very low across all instruments. Overall, while evidence for internal structure is relatively stronger, substantial gaps in content validity and longitudinal measurement properties limit confident application in adolescents.Conclusion: Future research should prioritize adolescent-inclusive validation; systematic content validity evaluations; and rigorous reporting of test–retest reliability, measurement error, responsiveness, and interpretability.

زمینه: مواجهه غیرمستقیم با بلایا و خشونت از طریق اخبار و رسانه‌های اجتماعی به طور فزاینده‌ای در میان نوجوانان رایج شده است. با این حال، ابزارهای طراحی‌شده برای سنجش تروماي غیرمستقیم ناشی از رسانه در این جمعیت محدود و از نظر مفهومی ناهمگون هستند. هدف: این مرور نظام‌مند با هدف تلفیق ویژگی‌ها و شواهد روان‌سنجی ابزارهای سنجش تروماي غیرمستقیم ناشی از رسانه و ارزیابی شایستگی آن‌ها برای نوجوانان انجام شده است. روش‌ها: این مرور ابزارهای سنجش پیامد (OMIs) با استفاده از روش‌شناسی COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) و مطابق با راهنمای Preferred Reporting Items for Systematic reviews and Meta-Analyses−COSMIN for OMIs 2024 گزارش شده است. هشت پایگاه داده الکترونیکی برای مقالات داوری‌شده منتشرشده بین ۱ ژانویه ۲۰۰۰ تا ۲۲ اکتبر ۲۰۲۵ به زبان انگلیسی یا کره‌ای جست‌وجو شد. غربالگری فهرست منابع نیز انجام شد. مطالعات واجد شرایط، ابزارهای خودگزارشی را که پاسخ‌های تروماي ویکاری، ثانویه یا غیرمستقیم ناشی از رسانه به رویدادهای بالقوه تروماتیک را ارزیابی می‌کردند، استفاده یا توسعه داده بودند. کیفیت روش‌شناختی با استفاده از چک‌لیست COSMIN Risk of Bias ارزیابی شد و قطعیت شواهد با رویکرد اصلاح‌شده Grading of Recommendations Assessment, Development and Evaluation درجه‌بندی گردید. یافته‌ها: هفت ابزار مورد ارزیابی قرار گرفت که از نظر تمرکز مفهومی، دوره‌های یادآوری و چارچوب زمینه‌ای متفاوت بودند. شواهد مربوط به روایی ساختاری و پایایی درونی عموماً در سطح متوسط بود، در حالی که روایی محتوا در همه ابزارها بسیار پایین ارزیابی شد. به طور کلی، اگرچه شواهد مربوط به ساختار درونی نسبتاً قوی‌تر است، اما شکاف‌های قابل توجهی در روایی محتوا و ویژگی‌های سنجش طولی، کاربرد مطمئن این ابزارها را در نوجوانان محدود می‌کند. نتیجه‌گیری: پژوهش‌های آتی باید اعتبارسنجی با مشارکت نوجوانان، ارزیابی‌های نظام‌مند روایی محتوا و گزارش دقیق پایایی آزمون–بازآزمون، خطای اندازه‌گیری، پاسخگویی و تفسیرپذیری را در اولویت قرار دهند.

Background Functional tic-like behaviors (FTLBs) have emerged as a prominent clinical presentation within the context of the COVID-19 pandemic. Although FTLBs share phenomenological overlap with Tourette Syndrome and other tic disorders (collectively Tourette Syndrome, TS), evidence suggests that differences exist in demographics, phenomenology, clinical course, psychiatric comorbidity, and response to intervention. Given the rapid rise in the incidence of FTLBs—along with their complex clinical presentation—we provide a systematic review and integrated synthesis of the extant literature. Methods We conducted a systematic review following PRISMA guidelines. PubMed and PsycINFO databases searches were completed in June 2026, using terms related to functional tics and TS. Inclusion criteria were English-language studies reporting clinical data on FTLB with sample sizes of 8 or greater. Case reports, non-human studies, and commentaries were excluded. Thirty-nine studies were included. Data were extracted on demographics, phenomenology, clinical course, psychiatric comorbidity, and treatment responsiveness. Since multiple reports originated from the same data repositories, information was synthesized qualitatively by study sample and conceptual domain. Results The results of our review suggest that FTLBs predominantly affect adolescents and young adults and exhibit a strong female predominance—with higher than anticipated representation of gender-diverse individuals. Compared with TS, the onset of FTLB symptoms was abrupt and characterized by complex motor movements and vocalizations that cause functional impairment. While there is a considerable overlap between FTLBs and TS, there were distinctions in patterns of psychiatric comorbidities. Pharmacological and cognitive behavioral therapy (CBT) provided some benefit for individuals with FTLBs, but the therapeutic target of these interventions was not specified. Conclusions While sharing some similarities, FTLBs have a distinct clinical presentation from TS. There is some evidence to inform treatment approaches, but findings are complicated by the retrospective nature of most extant reports. Future research is essential to characterize longitudinal trajectories, underlying mechanisms, and evaluation of targeted interventions in randomized clinical trials.

زمینه: رفتارهای تیک‌مانند عملکردی (FTLBs) به عنوان یک تظاهر بالینی برجسته در زمینه همه‌گیری COVID-19 ظاهر شده‌اند. اگرچه FTLBs از نظر پدیدارشناسی با سندرم تورت و سایر اختلالات تیک (که به طور جمعی سندرم تورت، TS نامیده می‌شوند) همپوشانی دارند، شواهد نشان می‌دهد که تفاوت‌هایی در جمعیت‌شناسی، پدیدارشناسی، سیر بالینی، همبودی روان‌پزشکی و پاسخ به مداخله وجود دارد. با توجه به افزایش سریع بروز FTLBs و همچنین تظاهر بالینی پیچیده آن‌ها، ما یک مرور نظام‌مند و سنتز یکپارچه از ادبیات موجود ارائه می‌دهیم. روش‌ها: ما یک مرور نظام‌مند مطابق با دستورالعمل‌های PRISMA انجام دادیم. جستجو در پایگاه‌های PubMed و PsycINFO در ژوئن ۲۰۲۶ با استفاده از اصطلاحات مرتبط با تیک عملکردی و TS انجام شد. معیارهای ورود شامل مطالعات انگلیسی‌زبان گزارش‌دهنده داده‌های بالینی درباره FTLB با حجم نمونه ۸ نفر یا بیشتر بود. گزارش‌های موردی، مطالعات غیرانسانی و تفسیرها حذف شدند. سی و نه مطالعه وارد شدند. داده‌ها در زمینه جمعیت‌شناسی، پدیدارشناسی، سیر بالینی، همبودی روان‌پزشکی و پاسخ به درمان استخراج شد. از آنجا که چندین گزارش از منابع داده‌ای مشترک منشأ گرفته بودند، اطلاعات به صورت کیفی بر اساس نمونه مطالعه و حوزه مفهومی سنتز شد. یافته‌ها: نتایج مرور ما نشان می‌دهد که FTLBs عمدتاً نوجوانان و بزرگسالان جوان را تحت تأثیر قرار می‌دهد و غالباً در زنان شایع‌تر است، با نمایندگی بالاتر از حد انتظار افراد دارای تنوع جنسیتی. در مقایسه با TS، شروع علائم FTLB ناگهانی بوده و با حرکات پیچیده حرکتی و آواگری‌هایی که منجر به اختلال عملکردی می‌شود، مشخص می‌گردد. اگرچه همپوشانی قابل توجهی بین FTLBs و TS وجود دارد، اما تفاوت‌هایی در الگوهای همبودی روان‌پزشکی مشاهده شد. درمان دارویی و درمان شناختی-رفتاری (CBT) برای افراد مبتلا به FTLBs تا حدی سودمند بود، اما هدف درمانی این مداخلات مشخص نشده بود. نتیجه‌گیری: اگرچه برخی شباهت‌ها وجود دارد، FTLBs تظاهر بالینی متمایزی از TS دارند. شواهدی برای اطلاع‌رسانی رویکردهای درمانی وجود دارد، اما یافته‌ها به دلیل ماهیت گذشته‌نگر اکثر گزارش‌های موجود پیچیده شده‌اند. پژوهش‌های آینده برای توصیف مسیرهای طولی، سازوکارهای زمینه‌ای و ارزیابی مداخلات هدفمند در کارآزمایی‌های بالینی تصادفی ضروری است.

This systematic review integrates empirical studies published from 2020 to 2025 to analyze the impact of teacher workload and pedagogical innovations on cognition, motivation, and burnout within Arab educational settings. Teacher well-being is increasingly acknowledged as a pivotal factor influencing instructional quality, while in the Arab region, swift educational reforms converge with socio-cultural intricacies, resulting in distinctive challenges. In accordance with the PRISMA 2020 guidelines, a systematic search was executed across ERIC, Scopus, Web of Science, and Google Scholar, encompassing peer-reviewed empirical and review articles pertaining to K–12 or higher education teachers in Arab countries. Thematic synthesis of the 59 studies that met the inclusion criteria revealed three dominant themes: (a) excessive workload, encompassing both instructional and administrative demands, consistently predicted teacher burnout and cognitive strain; (b) teacher motivation functioned as a mediating resource, buffering or amplifying the effects of workload on well-being; and (c) pedagogical innovations, including educational technology and artificial intelligence, were perceived as both enablers of efficiency and sources of additional stress when poorly supported. The results show that teacher workload is the main thing that hurts motivation and causes burnout in the Arab world. Pedagogical innovations can help relieve stress, but they only work if they are supported by the system and fit with strategies for managing workload. To make sure that educational reforms work in the long run, policy and practice should put teacher well-being first.

این مرور نظام‌مند با ادغام مطالعات تجربی منتشرشده از سال ۲۰۲۰ تا ۲۰۲۵، تأثیر بار کاری معلمان و نوآوری‌های آموزشی را بر شناخت، انگیزش و فرسودگی شغلی در محیط‌های آموزشی عربی تحلیل می‌کند. بهزیستی معلمان به طور فزاینده‌ای به عنوان عاملی محوری در کیفیت تدریس شناخته می‌شود، در حالی‌که در منطقه عرب، اصلاحات سریع آموزشی با پیچیدگی‌های اجتماعی‌فرهنگی تلاقی یافته و چالش‌های منحصربه‌فردی را ایجاد کرده است. بر اساس دستورالعمل‌های PRISMA 2020، جستجوی نظام‌مند در پایگاه‌های ERIC، Scopus، Web of Science و Google Scholar انجام شد و مقالات تجربی و مروری داوری‌شده مرتبط با معلمان آموزش K–12 یا آموزش عالی در کشورهای عربی را دربر گرفت. سنتز موضوعی ۵۹ مطالعه واجد شرایط سه مضمون غالب را آشکار ساخت: (الف) بار کاری بیش از حد، شامل الزامات آموزشی و اداری، به طور مستمر پیش‌بینی‌کننده فرسودگی شغلی معلمان و فشار شناختی بود؛ (ب) انگیزش معلمان به عنوان منبعی میانجی عمل می‌کرد که می‌توانست اثرات بار کاری بر بهزیستی را تعدیل یا تقویت کند؛ و (ج) نوآوری‌های آموزشی، از جمله فناوری آموزشی و هوش مصنوعی، هم به عنوان تسهیل‌کننده کارایی و هم منبع استرس اضافی در صورت نبود حمایت کافی تلقی می‌شدند. نتایج نشان می‌دهد که بار کاری معلمان عامل اصلی تضعیف انگیزش و ایجاد فرسودگی شغلی در جهان عرب است. نوآوری‌های آموزشی می‌توانند به کاهش استرس کمک کنند، اما تنها زمانی مؤثر هستند که از حمایت نظام‌مند برخوردار بوده و با راهبردهای مدیریت بار کاری همسو باشند. برای تضمین موفقیت بلندمدت اصلاحات آموزشی، سیاست و عمل باید بهزیستی معلمان را در اولویت قرار دهند.

This systematic review integrates empirical studies published from 2020 to 2025 to analyze the impact of teacher workload and pedagogical innovations on cognition, motivation, and burnout within Arab educational settings. Teacher well-being is increasingly acknowledged as a pivotal factor influencing instructional quality, while in the Arab region, swift educational reforms converge with socio-cultural intricacies, resulting in distinctive challenges. In accordance with the PRISMA 2020 guidelines, a systematic search was executed across ERIC, Scopus, Web of Science, and Google Scholar, encompassing peer-reviewed empirical and review articles pertaining to K–12 or higher education teachers in Arab countries. Thematic synthesis of the 59 studies that met the inclusion criteria revealed three dominant themes: (a) excessive workload, encompassing both instructional and administrative demands, consistently predicted teacher burnout and cognitive strain; (b) teacher motivation functioned as a mediating resource, buffering or amplifying the effects of workload on well-being; and (c) pedagogical innovations, including educational technology and artificial intelligence, were perceived as both enablers of efficiency and sources of additional stress when poorly supported. The results show that teacher workload is the main thing that hurts motivation and causes burnout in the Arab world. Pedagogical innovations can help relieve stress, but they only work if they are supported by the system and fit with strategies for managing workload. To make sure that educational reforms work in the long run, policy and practice should put teacher well-being first.

این مرور نظام‌مند با ادغام مطالعات تجربی منتشرشده از سال ۲۰۲۰ تا ۲۰۲۵، تأثیر بار کاری معلمان و نوآوری‌های آموزشی را بر شناخت، انگیزش و فرسودگی شغلی در محیط‌های آموزشی عربی تحلیل می‌کند. بهزیستی معلمان به طور فزاینده‌ای به عنوان عاملی محوری در کیفیت تدریس شناخته می‌شود، در حالی‌که در منطقه عرب، اصلاحات سریع آموزشی با پیچیدگی‌های اجتماعی‌فرهنگی تلاقی یافته و چالش‌های منحصربه‌فردی را ایجاد کرده است. بر اساس دستورالعمل‌های PRISMA 2020، جستجوی نظام‌مند در پایگاه‌های ERIC، Scopus، Web of Science و Google Scholar انجام شد و مقالات تجربی و مروری داوری‌شده مرتبط با معلمان آموزش K–12 یا آموزش عالی در کشورهای عربی را دربر گرفت. سنتز موضوعی ۵۹ مطالعه واجد شرایط سه مضمون غالب را آشکار ساخت: (الف) بار کاری بیش از حد، شامل الزامات آموزشی و اداری، به طور مستمر پیش‌بینی‌کننده فرسودگی شغلی معلمان و فشار شناختی بود؛ (ب) انگیزش معلمان به عنوان منبعی میانجی عمل می‌کرد که می‌توانست اثرات بار کاری بر بهزیستی را تعدیل یا تقویت کند؛ و (ج) نوآوری‌های آموزشی، از جمله فناوری آموزشی و هوش مصنوعی، هم به عنوان تسهیل‌کننده کارایی و هم منبع استرس اضافی در صورت نبود حمایت کافی تلقی می‌شدند. نتایج نشان می‌دهد که بار کاری معلمان عامل اصلی تضعیف انگیزش و ایجاد فرسودگی شغلی در جهان عرب است. نوآوری‌های آموزشی می‌توانند به کاهش استرس کمک کنند، اما تنها زمانی مؤثر هستند که از حمایت نظام‌مند برخوردار بوده و با راهبردهای مدیریت بار کاری همسو باشند. برای تضمین موفقیت بلندمدت اصلاحات آموزشی، سیاست و عمل باید بهزیستی معلمان را در اولویت قرار دهند.

Introduction/Objective Armed conflicts threaten maternal and neonatal health, yet evidence on neonatal outcomes remains fragmented. This scoping review mapped evidence on armed conflict’s impact on neonatal health and identified pathways influencing outcomes. Methods This scoping review followed Arksey and O’Malley’s framework and PRISMA-ScR guidelines. MEDLINE/PubMed, Web of Science, Embase, Global Health (CABI), and CINAHL were searched, supplemented by Google Scholar and reference-list screening. Articles published from 2006 to 2025 reporting neonatal health outcomes (0-28 days) in conflict-affected settings were included. Maternal and pregnancy-related factors were considered when linked to neonatal outcomes. Twenty-nine articles were synthesized thematically. Results Four overarching themes emerged: (1) war-driven neonatal adversity, (2) health system collapse impact, (3) risks associated with alternative and non-formal care practices, and (4) stress-associated biological and epigenetic changes. Armed conflict was associated with increased neonatal mortality, preterm birth, low birth weight, congenital anomalies, and neonatal morbidity. Pathways included violence exposure, healthcare disruption, displacement, food insecurity, environmental hazards, and maternal psychological stress. Discussion Conflict affects neonatal health through interconnected biological, social, environmental, and health system pathways. Health system disruption, reduced access to skilled care, unsafe care practices, and maternal stress may compound adverse outcomes. Emerging evidence of epigenetic changes suggests potential longer-term consequences and underscores the need for integrated humanitarian and health system responses. Conclusion Priorities include strengthening health system resilience, ensuring continuity of maternal-newborn services, and integrating context-appropriate maternal mental health and psychosocial support. Further research should identify feasible, culturally responsive, and scalable interventions in underrepresented and protracted conflict settings.

مقدمه/هدف: درگیری‌های مسلحانه سلامت مادران و نوزادان را تهدید می‌کند، اما شواهد مربوط به پیامدهای نوزادی پراکنده است. این مرور گسترده به ترسیم شواهد مربوط به تأثیر درگیری مسلحانه بر سلامت نوزادان و شناسایی مسیرهای مؤثر بر پیامدها پرداخت. روش‌ها: این مرور گسترده بر اساس چارچوب Arksey و O’Malley و دستورالعمل‌های PRISMA-ScR انجام شد. پایگاه‌های MEDLINE/PubMed، Web of Science، Embase، Global Health (CABI) و CINAHL جست‌وجو شدند و این جست‌وجو با استفاده از Google Scholar و بررسی فهرست منابع تکمیل گردید. مقالات منتشرشده از سال 2006 تا 2025 که پیامدهای سلامت نوزادان (0 تا 28 روز) را در محیط‌های متاثر از درگیری گزارش کرده بودند، وارد مطالعه شدند. عوامل مرتبط با مادر و بارداری در صورتی که با پیامدهای نوزادی مرتبط بودند، مورد توجه قرار گرفتند. بیست‌ونه مقاله به صورت موضوعی ترکیب شدند. نتایج: چهار مضمون کلی شناسایی شد: (1) مشکلات نوزادی ناشی از جنگ، (2) تأثیر فروپاشی نظام سلامت، (3) خطرات مرتبط با مراقبت‌های جایگزین و غیررسمی، و (4) تغییرات زیستی و اپی‌ژنتیکی مرتبط با استرس. درگیری مسلحانه با افزایش مرگ‌ومیر نوزادان، تولد زودرس، وزن کم هنگام تولد، ناهنجاری‌های مادرزادی و بیماری‌های نوزادی همراه بود. مسیرها شامل مواجهه با خشونت، اختلال در مراقبت‌های بهداشتی، جابجایی، ناامنی غذایی، خطرات محیطی و استرس روانی مادر بودند. بحث: درگیری از طریق مسیرهای زیستی، اجتماعی، محیطی و نظام سلامت به هم پیوسته بر سلامت نوزادان تأثیر می‌گذارد. اختلال در نظام سلامت، کاهش دسترسی به مراقبت تخصصی، شیوه‌های مراقبتی ناایمن و استرس مادر می‌تواند پیامدهای نامطلوب را تشدید کند. شواهد نوظهور از تغییرات اپی‌ژنتیکی، پیامدهای بالقوه بلندمدت را نشان می‌دهد و بر ضرورت پاسخ‌های یکپارچه بشردوستانه و نظام سلامت تأکید دارد. نتیجه‌گیری: اولویت‌ها شامل تقویت تاب‌آوری نظام سلامت، تضمین تداوم خدمات مادر و نوزاد و ادغام حمایت‌های سلامت روان و روان‌اجتماعی متناسب با زمینه است. پژوهش‌های بیشتر باید مداخلات عملی، پاسخگو به فرهنگ و قابل گسترش را در محیط‌های کمتر بررسی‌شده و درگیری‌های طولانی‌مدت شناسایی کند.

This paper presents an exploratory systematic review of artificial intelligence (AI) in physics education and its alignment with Sustainable Development Goal 4 (SDG 4). Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines (Page et al., 2021), a Web of Science search conducted on January 15, 2025, yielded 105 records; after independent dual-reviewer screening (Cohen’s κ = 0.82 on n = 105 title/abstract decisions), 12 empirical studies published between 2013 and 2025 were included and analyzed. Given the small corpus and emergent nature of the field, findings are explicitly characterized as exploratory evidence mapping rather than consolidated empirical conclusions. The corpus spans educational contexts from secondary school to teacher training and engages AI types including intelligent tutoring systems, machine learning, natural language processing, and generative models. Results indicate that AI is used in four pedagogical roles: tutor, evaluator, assistant, and analyst, with documented benefits in conceptual understanding, formative feedback, personalization, and self-regulated learning. Alignment with SDG-4-relevant sustainability competencies (critical thinking, problem solving, collaboration, and digital literacy) was identified through a secondary interpretive analysis by the review authors against Education for Sustainable Development competency frameworks (Rieckmann, 2011; UNESCO, 2017; 2024); this alignment is inferential and design-based rather than directly measured by the primary studies. Ongoing challenges include technical reliability, teacher preparation and acceptance, and ethical concerns regarding transparency, bias, equity, and data protection. The review contributes an initial, disciplinary-specific evidence map at the intersection of AI, physics education, and SDG 4, and identifies six evidence gaps for future empirical research. No protocol was preregistered prior to conducting this review; this absence is acknowledged as a transparency limitation.

این مقاله به ارائه یک مرور نظام‌مند اکتشافی درباره هوش مصنوعی (AI) در آموزش فیزیک و همسویی آن با هدف توسعه پایدار ۴ (SDG 4) می‌پردازد. با پیروی از دستورالعمل‌های Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 (Page و همکاران، 2021)، جستجوی Web of Science که در تاریخ ۱۵ ژانویه ۲۰۲۵ انجام شد، ۱۰۵ رکورد را به دست داد؛ پس از غربالگری مستقل توسط دو ارزیاب (ضریب کاپا کوهن κ = 0.82 بر روی n = 105 تصمیم عنوان/چکیده)، ۱۲ مطالعه تجربی منتشرشده بین سال‌های ۲۰۱۳ تا ۲۰۲۵ وارد و تحلیل شدند. با توجه به حجم اندک مطالعات و ماهیت نوظهور این حوزه، یافته‌ها به طور صریح به عنوان نگاشت شواهد اکتشافی و نه نتیجه‌گیری‌های تجربی تثبیت‌شده توصیف می‌شوند. بدنه مطالعات زمینه‌های آموزشی از دبیرستان تا آموزش معلمان را دربر می‌گیرد و انواع هوش مصنوعی شامل سامانه‌های آموزش هوشمند، یادگیری ماشین، پردازش زبان طبیعی و مدل‌های مولد را مورد استفاده قرار می‌دهد. نتایج نشان می‌دهد که هوش مصنوعی در چهار نقش آموزشی شامل معلم، ارزیاب، دستیار و تحلیل‌گر به کار می‌رود و مزایایی چون ارتقای درک مفهومی، بازخورد تکوینی، شخصی‌سازی و یادگیری خودتنظیمی را به همراه دارد. همسویی با شایستگی‌های پایداری مرتبط با SDG-4 (تفکر انتقادی، حل مسئله، همکاری و سواد دیجیتال) از طریق تحلیل تفسیری ثانویه توسط نویسندگان مرور و بر اساس چارچوب‌های شایستگی آموزش برای توسعه پایدار (Rieckmann، ۲۰۱۱؛ یونسکو، ۲۰۱۷؛ ۲۰۲۴) شناسایی شد؛ این همسویی استنباطی و مبتنی بر طراحی است و نه مستقیماً توسط مطالعات اولیه اندازه‌گیری شده باشد. چالش‌های جاری شامل پایایی فنی، آمادگی و پذیرش معلمان و نگرانی‌های اخلاقی درباره شفافیت، سوگیری، عدالت و حفاظت از داده‌ها است. این مرور، نگاشت اولیه و اختصاصی شواهد را در تقاطع هوش مصنوعی، آموزش فیزیک و SDG 4 ارائه می‌دهد و شش شکاف شواهدی برای پژوهش‌های تجربی آینده شناسایی می‌کند. هیچ پروتکلی پیش از انجام این مرور ثبت نشده است؛ این فقدان به عنوان یک محدودیت شفافیت مورد اشاره قرار گرفته است.

Change management continues to be a significant investment in organisations with inconsistent outcomes in terms of organisational outcomes across transformation programmes. This study aims to fill this gap by conducting a Hybrid Systematic Literature Review (HSLR) that combines PRISMA-based evidence retrieval and thematic synthesis of literature published between 2020 and 2026 in the banking and financial services industry. The review highlights three key change management activities that affect organisational outcomes: training and skill development, strategic communication, and employee participation. The study builds on the ideas of Dynamic Capabilities Theory and Transformational Leadership Theory and rethinks the difficulties of leadership through a translated lens of constraints, that is, change saturation, executive digital capability gaps, and middle-management relay failure as structural moderating conditions affecting change effectiveness. The proposed framework builds on organisational change theory as it provides a means to understand why similar projects of change result in varying outcomes across organisations. The framework was developed using banking evidence but has wider theoretical and practical relevance for organisations experiencing complex digital transformation and serves as a springboard to future empirical research.

مدیریت تغییر همچنان یکی از سرمایه‌گذاری‌های مهم در سازمان‌ها محسوب می‌شود که پیامدهای سازمانی آن در برنامه‌های تحول، نتایج متناقضی به همراه داشته است. این مطالعه با هدف پر کردن این خلأ، به انجام مرور نظام‌مند ترکیبی ادبیات (HSLR) می‌پردازد که بازیابی شواهد مبتنی بر PRISMA و سنتز موضوعی ادبیات منتشرشده بین سال‌های 2020 تا 2026 در صنعت بانکداری و خدمات مالی را ترکیب می‌کند. این مرور سه فعالیت کلیدی مدیریت تغییر را که بر پیامدهای سازمانی تأثیرگذارند، برجسته می‌کند: آموزش و توسعه مهارت، ارتباطات راهبردی و مشارکت کارکنان. این مطالعه بر مبنای نظریه قابلیت‌های پویا و نظریه رهبری تحول‌آفرین بنا شده و دشواری‌های رهبری را از منظر ترجمه‌شده محدودیت‌ها بازاندیشی می‌کند؛ یعنی اشباع تغییر، شکاف‌های قابلیت دیجیتال مدیران اجرایی و شکست انتقال در مدیریت میانی به عنوان شرایط تعدیل‌کننده ساختاری که بر اثربخشی تغییر تأثیر می‌گذارند. چارچوب پیشنهادی بر نظریه تغییر سازمانی استوار است و ابزاری برای درک این موضوع فراهم می‌کند که چرا پروژه‌های مشابه تغییر در سازمان‌های مختلف به نتایج متفاوتی منجر می‌شوند. این چارچوب با استفاده از شواهد بانکداری توسعه یافته اما از لحاظ نظری و عملی برای سازمان‌هایی که با تحول دیجیتال پیچیده مواجه‌اند، اهمیت گسترده‌تری دارد و به عنوان سکوی پرتابی برای پژوهش‌های تجربی آینده عمل می‌کند.

The rapid adoption of generative artificial intelligence (AI) tools such as ChatGPT in second language (L2) writing instruction has produced a fast-growing body of research on AI-generated written corrective feedback. Two recent scoping reviews have mapped this literature broadly, focusing on feedback quality, learner uptake and pedagogical integration. However, neither review specifically examined how this literature treats grammatical and lexical development as distinct, measurable constructs, nor how it addresses the moderating role of learner proficiency over time. This scoping review synthesizes 30 empirical and methodological sources, identified through a targeted, PRISMA-ScR-informed search of Google Scholar, Scopus-indexed journal content and ERIC, together with citation networks, to map the state of longitudinal research on generative-AI-mediated feedback and grammatical-lexical development in L2/EFL writing. The review finds that most intervention studies remain limited to a single semester or shorter, that grammatical accuracy and lexical development are rarely measured as separate, co-tracked outcomes and that only a small number of very recent studies (2025-2026) have applied longitudinal growth-modelling techniques, none of which disentangle grammar from vocabulary or systematically test proficiency level as a moderator of developmental trajectories. No such study appears to have been conducted in the Vietnamese EFL context, based on the sources identified in this review. The review proposes a research agenda for longitudinal, multi-proficiency-level, construct-differentiated research on generative-AI-mediated feedback and outlines implications for instructional design and future primary research.

پذیرش سریع ابزارهای هوش مصنوعی مولد مانند ChatGPT در آموزش نگارش زبان دوم (L2) منجر به رشد سریع پژوهش‌ها در زمینه بازخورد اصلاحی نوشتاری تولیدشده توسط هوش مصنوعی شده است. دو مرور محدوده‌ای اخیر این ادبیات را به طور کلی ترسیم کرده‌اند و بر کیفیت بازخورد، جذب یادگیرنده و ادغام آموزشی تمرکز داشته‌اند. با این حال، هیچ‌یک از این مرورها به طور خاص بررسی نکرده‌اند که این ادبیات چگونه توسعه دستوری و واژگانی را به عنوان سازه‌هایی متمایز و قابل سنجش مورد توجه قرار می‌دهد و یا نقش تعدیل‌کننده سطح مهارت یادگیرنده در طول زمان را چگونه بررسی می‌کند. این مرور محدوده‌ای با ترکیب ۳۰ منبع تجربی و روش‌شناختی، که از طریق جستجوی هدفمند مبتنی بر PRISMA-ScR در Google Scholar، محتوای مجلات نمایه‌شده در Scopus و ERIC، همراه با شبکه‌های ارجاعی شناسایی شده‌اند، وضعیت پژوهش‌های طولی درباره بازخورد مبتنی بر هوش مصنوعی مولد و توسعه دستوری-واژگانی در نگارش زبان دوم/انگلیسی به عنوان زبان خارجی (EFL) را ترسیم می‌کند. یافته‌های مرور نشان می‌دهد که اغلب مطالعات مداخله‌ای به یک ترم یا کمتر محدود می‌شوند، دقت دستوری و توسعه واژگانی به ندرت به عنوان پیامدهایی جداگانه و همزمان سنجیده می‌شوند و تنها تعداد اندکی از مطالعات بسیار جدید (۲۰۲۵-۲۰۲۶) از تکنیک‌های مدل‌سازی رشد طولی استفاده کرده‌اند که هیچ‌یک از آن‌ها دستور زبان را از واژگان تفکیک نکرده یا سطح مهارت را به طور نظام‌مند به عنوان تعدیل‌کننده مسیرهای رشد بررسی نکرده‌اند. بر اساس منابع شناسایی‌شده در این مرور، هیچ مطالعه‌ای از این نوع در زمینه آموزش زبان انگلیسی به عنوان زبان خارجی در ویتنام انجام نشده است. این مرور، دستورکار پژوهشی برای مطالعات طولی، چندسطحی از نظر مهارت و متمایز از نظر سازه‌ای درباره بازخورد مبتنی بر هوش مصنوعی مولد ارائه می‌دهد و پیامدهایی برای طراحی آموزشی و پژوهش‌های اولیه آینده ترسیم می‌کند.

Background Borderline Personality Disorder (BPD) is characterized by longstanding patterns of difficulty in functioning, and when left untreated, BPD can impose a substantial financial burden on individuals and society, in terms of higher healthcare costs as well as broader societal costs. Aims To conduct a critical review of the direct and indirect costs related to BPD. Additionally, to critically evaluate the economic evidence on interventions for BPD. Methods A comprehensive search strategy was conducted across PsycINFO, PubMed, and SCOPUS. Studies were screened in two phases: an initial title and abstract review, followed by full-text screening against a predefined eligibility criteria. Results Across 23 studies, high direct and indirect costs were consistently reported. Economic evaluations primarily examined established psychological interventions for BPD, such as Dialectical Behavior Therapy (DBT), Cognitive Behavior Therapy (CBT), and Schema-Focused Therapy (SFT), comparing costs and quality-of-life outcomes, with most demonstrating cost savings through reduced inpatient and emergency service use. Conclusions This review highlights the substantial economic burden of BPD, driven by high service use, productivity losses, and unmet needs. While interventions such as DBT, CBT and SFT show potential cost-effectiveness, inconsistent cost definitions and the omission of key components, including informal care and long-term impairment, likely lead to an underestimation of true costs. More comprehensive and standardized economic evaluations are needed.

زمینه: اختلال شخصیت مرزی با الگوهای طولانی‌مدت دشواری در عملکرد مشخص می‌شود و در صورت عدم درمان، این اختلال می‌تواند بار مالی قابل توجهی را بر افراد و جامعه تحمیل کند؛ هم از نظر افزایش هزینه‌های مراقبت سلامت و هم هزینه‌های گسترده‌تر اجتماعی. اهداف: انجام مروری انتقادی بر هزینه‌های مستقیم و غیرمستقیم مرتبط با اختلال شخصیت مرزی. همچنین، ارزیابی انتقادی شواهد اقتصادی مربوط به مداخلات برای اختلال شخصیت مرزی. روش‌ها: راهبرد جستجوی جامعی در پایگاه‌های PsycINFO، PubMed و SCOPUS اجرا شد. مطالعات در دو مرحله غربالگری شدند: ابتدا مرور عنوان و چکیده و سپس غربالگری متن کامل بر اساس معیارهای از پیش تعیین‌شده. یافته‌ها: در میان ۲۳ مطالعه، هزینه‌های مستقیم و غیرمستقیم بالا به طور مکرر گزارش شد. ارزیابی‌های اقتصادی عمدتاً به بررسی مداخلات روان‌شناختی تثبیت‌شده برای اختلال شخصیت مرزی مانند درمان دیالکتیکی-رفتاری (DBT)، درمان شناختی-رفتاری (CBT) و درمان متمرکز بر طرحواره (SFT) پرداختند و هزینه‌ها و پیامدهای کیفیت زندگی را مقایسه کردند که اغلب صرفه‌جویی در هزینه‌ها را از طریق کاهش استفاده از خدمات بستری و اورژانس نشان دادند. نتیجه‌گیری: این مرور بر بار اقتصادی قابل توجه اختلال شخصیت مرزی تأکید دارد که ناشی از استفاده بالای خدمات، کاهش بهره‌وری و نیازهای برآورده‌نشده است. اگرچه مداخلاتی مانند DBT، CBT و SFT پتانسیل اثربخشی هزینه‌ای را نشان می‌دهند، اما تعاریف ناهماهنگ هزینه و حذف اجزای کلیدی از جمله مراقبت غیررسمی و ناتوانی بلندمدت احتمالاً منجر به برآورد کمتر از واقعیت هزینه‌های واقعی می‌شود. ارزیابی‌های اقتصادی جامع‌تر و استانداردشده مورد نیاز است.

Turkey hosts the world’s largest refugee population, and extracurricular activities have increasingly been positioned as potential supports for refugee students’ psycho-social adjustment, school belonging, and peer integration. However, a comprehensive synthesis of ECA-related outcomes for refugee students in Turkish educational settings remains absent from the literature. This systematic review examined the associations between extracurricular activity participation and refugee student outcomes across psychological, social, and educational settings-related domains. Following PRISMA guidelines, studies were evaluated using the Mixed Methods Appraisal Tool (MMAT), and findings were integrated through the Systematic What Is Known (SWIM) framework. Findings suggest that ECAs are associated with potential improvements in school attachment, perceived social wellbeing, and aspects of psychological adjustment; however, outcomes varied substantially across studies and participant groups, and the overall certainty of evidence remained low to very low. The findings further suggest that many extracurricular activities operate primarily within an integration-oriented framework, producing individual-level benefits without consistently addressing relational and structural barriers to equitable participation. The review highlights the importance of culturally responsive facilitation, inclusion-oriented programme design, and greater attention to refugee students’ own perspectives in future research and practice. Overall, extracurricular activities appear promising but insufficiently understood mechanisms for supporting refugee students’ inclusion and psycho-social adjustment within educational settings. Systematic review registration Open Science Framework (OSF), https://doi.org/10.17605/OSF.IO/EG4X8 .

ترکیه میزبان بزرگ‌ترین جمعیت پناهندگان در جهان است و فعالیت‌های فوق‌برنامه به طور فزاینده‌ای به عنوان حمایت‌های بالقوه برای سازگاری روانی‌اجتماعی، تعلق به مدرسه و ادغام با همسالان دانش‌آموزان پناهنده مطرح شده‌اند. با این حال، تاکنون ترکیب جامعی از پیامدهای مرتبط با فعالیت‌های فوق‌برنامه برای دانش‌آموزان پناهنده در محیط‌های آموزشی ترکیه در ادبیات پژوهش وجود ندارد. این مرور نظام‌مند به بررسی ارتباط بین مشارکت در فعالیت‌های فوق‌برنامه و پیامدهای دانش‌آموزان پناهنده در حوزه‌های روان‌شناختی، اجتماعی و مرتبط با محیط آموزشی پرداخت. مطابق با دستورالعمل‌های PRISMA، مطالعات با استفاده از ابزار ارزیابی روش‌های ترکیبی (MMAT) ارزیابی شدند و یافته‌ها از طریق چارچوب Systematic What Is Known (SWIM) یکپارچه گردیدند. یافته‌ها نشان می‌دهند که فعالیت‌های فوق‌برنامه با بهبودهای بالقوه در دلبستگی به مدرسه، بهزیستی اجتماعی ادراک‌شده و جنبه‌هایی از سازگاری روان‌شناختی مرتبط هستند؛ با این حال، پیامدها در میان مطالعات و گروه‌های شرکت‌کننده به طور قابل توجهی متفاوت بود و قطعیت کلی شواهد در سطح پایین تا بسیار پایین باقی ماند. یافته‌ها همچنین نشان می‌دهند که بسیاری از فعالیت‌های فوق‌برنامه عمدتاً در چارچوبی با رویکرد ادغام عمل می‌کنند و منافع در سطح فردی ایجاد می‌کنند بدون آن‌که به طور مستمر به موانع ارتباطی و ساختاری برای مشارکت برابر بپردازند. این مرور بر اهمیت تسهیل فرهنگی‌پاسخگو، طراحی برنامه با رویکرد شمول و توجه بیشتر به دیدگاه‌های خود دانش‌آموزان پناهنده در پژوهش‌ها و عمل آینده تأکید می‌کند. در مجموع، فعالیت‌های فوق‌برنامه به نظر می‌رسد سازوکارهایی امیدوارکننده اما ناکافی برای حمایت از شمول و سازگاری روانی‌اجتماعی دانش‌آموزان پناهنده در محیط‌های آموزشی باشند. ثبت مرور نظام‌مند: Open Science Framework (OSF)، ‏https://doi.org/10.17605/OSF.IO/EG4X8 .

Family caregivers often experience anxiety and depression. Technology-based Acceptance and Commitment Therapy (technology-based ACT) provides new treatment options, but its effectiveness for family caregivers needs further research. To explore the effectiveness of technology-based ACT in relieving family caregivers’ anxiety and depression symptoms. Search databases of PubMed, Web of Science, Cochrane Library, CINAHL, and Embase from inception to January 6, 2026. Then, use the Cochrane Risk of Bias Assessment Tool, Version 2 to evaluate study quality. Finally, conduct statistical analysis with Stata 17.0 and Review Manager 5.4. A total of 1067 papers were initially retrieved, among which 7 met the inclusion criteria. The meta-analysis showed a statistically significant improvement in anxiety symptoms (SMD = -0.42; 95% CI -0.64 to -0.19; p < 0.001). For depressive symptoms, the fixed-effect analysis indicated a small statistically significant improvement (SMD = -0.28; 95% CI -0.51 to -0.06; p = 0.014); however, this effect was not statistically significant under the random-effects sensitivity analysis, indicating limited robustness to model choice. Exploratory subgroup analyses suggested greater improvements in anxiety among caregivers of care recipients with relatively mild conditions, while studies”’ using the GAD-7 showed a larger estimated effect than those using other anxiety measures. Greater improvements in depressive symptoms were observed among caregivers of care recipients with relatively mild conditions and in interventions lasting ≥ 8 weeks. Given the small number of studies, these subgroup findings should be interpreted cautiously. Technology-based ACT may improve anxiety symptoms among family caregivers, while the evidence for depressive symptoms is less robust and should be interpreted cautiously. Given the limited number of included RCTs and participants, these findings should be considered preliminary and require confirmation in larger, adequately powered trials.

مراقبان خانوادگی اغلب دچار اضطراب و افسردگی می‌شوند. درمان مبتنی بر پذیرش و تعهد مبتنی بر فناوری (technology-based ACT) گزینه‌های درمانی جدیدی ارائه می‌دهد، اما اثربخشی آن برای مراقبان خانوادگی نیازمند پژوهش‌های بیشتری است. هدف این مطالعه بررسی اثربخشی درمان مبتنی بر پذیرش و تعهد مبتنی بر فناوری در کاهش علائم اضطراب و افسردگی مراقبان خانوادگی است. پایگاه‌های داده PubMed، Web of Science، Cochrane Library، CINAHL و Embase از ابتدا تا ۶ ژانویه ۲۰۲۶ جست‌وجو شدند. سپس، برای ارزیابی کیفیت مطالعات از ابزار Cochrane Risk of Bias Assessment Tool، نسخه ۲ استفاده شد. در نهایت، تحلیل آماری با نرم‌افزار Stata 17.0 و Review Manager 5.4 انجام شد. در مجموع، ۱۰۶۷ مقاله به طور اولیه بازیابی شد که از میان آن‌ها ۷ مطالعه معیارهای ورود را داشتند. فراتحلیل نشان داد که بهبود معناداری از نظر آماری در علائم اضطراب وجود دارد (SMD = -0.42؛ ۹۵٪ CI: ‎-0.64 تا ‎-0.19؛ p < 0.001). برای علائم افسردگی، تحلیل اثرات ثابت بهبود معنادار آماری کوچکی را نشان داد (SMD = -0.28؛ ۹۵٪ CI: ‎-0.51 تا ‎-0.06؛ p = 0.014)؛ با این حال، این اثر در تحلیل حساسیت اثرات تصادفی از نظر آماری معنادار نبود که نشان‌دهنده محدودیت پایداری نسبت به انتخاب مدل است. تحلیل‌های اکتشافی زیرگروه‌ها نشان داد که بهبود بیشتری در علائم اضطراب در میان مراقبان گیرندگان مراقبت با شرایط نسبتاً خفیف مشاهده شد، در حالی که مطالعاتی که از GAD-7 استفاده کردند، اثر تخمینی بیشتری نسبت به سایر ابزارهای سنجش اضطراب داشتند. بهبود بیشتری در علائم افسردگی در میان مراقبان گیرندگان مراقبت با شرایط نسبتاً خفیف و در مداخلاتی با مدت زمان ≥ ۸ هفته مشاهده شد. با توجه به تعداد کم مطالعات، این یافته‌های زیرگروهی باید با احتیاط تفسیر شوند. درمان مبتنی بر پذیرش و تعهد مبتنی بر فناوری ممکن است علائم اضطراب را در مراقبان خانوادگی بهبود بخشد، در حالی که شواهد مربوط به علائم افسردگی کمتر قوی است و باید با احتیاط تفسیر شود. با توجه به تعداد محدود کارآزمایی‌های تصادفی‌سازی‌شده و شرکت‌کنندگان وارد شده، این یافته‌ها مقدماتی بوده و نیازمند تأیید در مطالعات بزرگ‌تر و با توان آماری کافی هستند.

Digital transformation has reshaped technical and vocational education and training (TVET), accelerating the adoption of learning management systems, mobile learning, immersive technologies, and AI-enabled instructional tools. Although technology acceptance has been widely studied, existing research remains theoretically fragmented and insufficiently synthesised within vocational contexts characterised by practice-oriented, skill-based, and industry-aligned learning.This study presents a systematic review of approximately 100 empirical and review studies published between 1989 and 2025, guided by PRISMA 2020 guidelines. Integrating perspectives from the Technology Acceptance Model, UTAUT/UTAUT2, Social Cognitive Theory, the Stimulus–Organism–Response framework, and learning sciences, the review identifies four overarching categories of factors influencing technology acceptance in TVET: technical, psychological, environmental and institutional, and cognitive–affective mechanisms.The findings demonstrate that technology acceptance in vocational education is a multi-level, learning-centred process shaped by learners’ cognitive processing, emotional experience, motivation, and engagement. Building on this synthesis, the study proposes an integrated conceptual framework that embeds technology acceptance within the pedagogical and institutional context of TVET, highlighting procedural learning, authenticity, industry alignment, and cultural context.

تحول دیجیتال آموزش‌های فنی و حرفه‌ای (TVET) را دگرگون ساخته و به تسریع پذیرش سامانه‌های مدیریت یادگیری، یادگیری سیار، فناوری‌های غوطه‌ور و ابزارهای آموزشی مبتنی بر هوش مصنوعی انجامیده است. اگرچه پذیرش فناوری به طور گسترده‌ای مورد مطالعه قرار گرفته است، پژوهش‌های موجود از نظر نظری پراکنده بوده و در زمینه‌های فنی و حرفه‌ای که با یادگیری مبتنی بر عمل، مهارت‌محور و همسو با صنعت مشخص می‌شوند، به اندازه کافی تلفیق نشده‌اند. این مطالعه مرور نظام‌مند حدود ۱۰۰ مطالعه تجربی و مروری منتشرشده بین سال‌های ۱۹۸۹ تا ۲۰۲۵ را با راهنمایی دستورالعمل‌های PRISMA 2020 ارائه می‌دهد. با ادغام دیدگاه‌های مدل پذیرش فناوری، UTAUT/UTAUT2، نظریه شناخت اجتماعی، چارچوب محرک–سازمان–پاسخ و علوم یادگیری، این مرور چهار دسته کلی از عوامل مؤثر بر پذیرش فناوری در TVET را شناسایی می‌کند: عوامل فنی، روان‌شناختی، محیطی و نهادی، و سازوکارهای شناختی–عاطفی. یافته‌ها نشان می‌دهد که پذیرش فناوری در آموزش فنی و حرفه‌ای فرایندی چندسطحی و یادگیرنده‌محور است که تحت تأثیر پردازش شناختی، تجربه عاطفی، انگیزش و درگیری یادگیرندگان قرار دارد. بر اساس این تلفیق، مطالعه حاضر چارچوب مفهومی یکپارچه‌ای را پیشنهاد می‌کند که پذیرش فناوری را در بستر آموزشی و نهادی TVET جای می‌دهد و بر یادگیری فرایندی، اصالت، همسویی با صنعت و زمینه فرهنگی تأکید می‌کند.