1815 papers
This study assesses the objective AI literacy of 271 Greek secondary education teachers through a cross-sectional survey, revealing moderate overall knowledge with significant gaps in technical foundations that inform a prioritized, evidence-based professional development roadmap.
This quasi-experimental study conducted in Arba Minch City Administration demonstrates that Task-Based Language Teaching (TBLT) significantly enhances Grade 11 EFL students' engagement in learning grammar, particularly in affective aspects, compared to the conventional PPP model.
This qualitative study of 80 school staff in Hong Kong utilizes routine activity theory to demonstrate how digital technologies reshape the opportunity structure for child sexual exploitation by increasing student vulnerability, empowering offenders through anonymity and scalable tools, and weakening both guardianship and platform management.
This study assesses the research capacity of 36 universities across sub-Saharan Africa, revealing that while central-level research policies and engagement are functional, institutional strengthening requires addressing critical gaps in operational leadership, sustainable domestic funding, knowledge translation, gender equity, and support structures at the academic-unit level.
This study of 849 Nigerian university students reveals that better sleep quality and social connectedness enhance psychological capital, while academic stress and social media use diminish it, with academic stress mediating the impact of sleep and social media use moderating the benefits of social connectedness.
Drawing on interviews with women trained in mindfulness, this article introduces the concept of "imperfect sustainability" to argue that ethical engagement in agrifood transitions is not defined by consistent behavioral perfection but by a relational, emotionally demanding practice of negotiating responsibility and trust within constrained and inconsistent food systems.
This scoping review identifies the "Attribution-Efficacy Paradox," a tension where Generative AI enhances task performance but potentially undermines academic self-efficacy, arguing that sustainable integration in higher education requires shifting from AI-assisted completion to human-centered, metacognitive interaction design.
This study reveals that in Ethiopian public TVET colleges, participative leadership does not directly improve graduate employability or entrepreneurship but fully influences these outcomes indirectly by fostering staff commitment, cooperative training quality, and industry linkages.
This grounded theory study reveals how strategic leaders in Ethiopia's Sidama TVET colleges cultivate innovation culture through a recursive process of "negotiating phantom autonomy," navigating bureaucratic constraints via five distinct phases that range from resourceful improvisation to the paradoxical risks of formalization.
This qualitative study investigates the sources of speaking anxiety among Vietnamese EFL students at FPT University, identifying factors like language limitations and fear of mistakes, while highlighting coping strategies such as self-regulation and digital resource usage that can inform future teaching practices and research.