1676 papers
This study of 16,075 Chinese students reveals that self-reported entrepreneurship education evaluations are significantly compromised by response biases and that while elite institutions foster better climates, substantive course provision is a more robust and verifiable pathway to genuine value internalisation than climate-building alone.
This qualitative multiple-case study demonstrates how a culturally and linguistically sustaining professional development initiative in South Texas transformed nine high school STEM teachers' practices from institutional compliance to community-embedded conviction by reframing students' bilingualism, border ecology, and familial knowledge as vital resources for science learning.
This paper critiques three recent accounts of the ultimacy of essence for failing to provide truly ultimate explanations and proposes a modal account of intrinsicality as a viable alternative.
This analytical study evaluates the digital game *DOMINO: The Little One* as a pedagogical tool for climate education, finding that while its design effectively fosters systems thinking through procedural rhetoric and ecological literacy, it ultimately frames climate action primarily as individual responsibility while overlooking structural drivers, with conclusions limited to design features due to the absence of player-participant data.
This study of Ghanaian second-cycle schools in the Ahafo Region reveals a critical implementation gap where high institutional commitment to safety fails to translate into effective operational readiness due to deficiencies in training, equipment maintenance, and routine practice.
This paper employs a psychoanalytic lens to synthesize Clint Eastwood's film *Sully* and the US Airways Flight 1549 incident, arguing that the narrative dramatizes the tension between human judgment and machine data through the lens of Freudian conflict and neoliberal ideology, ultimately offering interdisciplinary insights for enhancing aviation safety and leadership training.
This systematic review and meta-analysis of 36 randomized controlled trials in low- and middle-income countries demonstrates that integrated norm interventions, particularly those combining parent training, couples support, and community mobilization, significantly reduce intimate partner violence and the social acceptability of such violence.
This study employs a qualitative comparative analysis of Chimamanda Ngozi Adichie's *Americanah* and Lizzie Damilola Blackburn's *Yinka, Where Is Your Huzband?* to argue that Nigerian diasporic identity and belonging are not solely determined by geography but are dynamically constructed through relationships, cultural practices, social recognition, and self-definition.
This scoping review synthesizes existing knowledge on social engineering in Sub-Saharan Africa, revealing how cybercriminals exploit digital footprints and collectivistic cultural values through psychological manipulation, and proposes localized education, AI-driven intercepts, and improved UI/UX design to enhance user resilience.
This systematic review synthesizes research on constructivist pedagogy and experiential learning in early childhood education to demonstrate that while these approaches effectively foster creativity and cognitive development, their successful implementation in the Qatari context—and globally—depends on bridging the gap between policy and practice through enhanced teacher capacity and contextual alignment.