1852 papers
This mixed-methods study demonstrates that integrating Scratch-based gamified learning into a Moroccan primary school curriculum significantly improves academic performance, student engagement, and computational thinking skills, proving its feasibility even in resource-constrained environments.
This exploratory sequential mixed-methods study reveals that while teaching staff in German universities are recognized as vital gatekeepers for student mental health, their effectiveness is currently hindered by unclear role expectations, insufficient training, and a gap between low personal stigma and high perceived public stigma, necessitating improved institutional support and training strategies.
This study compares contemporary interviews with 60 rural Bangladeshi women to historical ethnographic records, revealing that while enduring patriarchal institutions like dowry and patrilocality continue to cause distress, new stressors such as micro-debt and pharmaceutical addiction have emerged alongside unfulfilled hopes for greater educational and economic opportunities.
This qualitative study of 39 Pennsylvania elementary teachers reveals that while Culturally Responsive Teaching is universally grounded in relationships and cultural competence, its conceptualization and enactment differ developmentally, with K–2 educators prioritizing emotional safety and identity affirmation while older grade teachers focus more on academic responsiveness and curriculum adaptation, highlighting a need for age-appropriate professional learning to advance critical consciousness.
This study validates and extends the L2 Willingness to Communicate scale by incorporating Virtual Exchange scenarios, revealing that Japanese EFL learners perceive structured virtual interactions as formal academic tasks and demonstrating the scale's utility in assessing communicative readiness across diverse digital and classroom contexts.
This study of 452 Moroccan high school students reveals that digital mindlessness negatively impacts academic performance by fragmenting attention and impairing time management skills, which partially mediates the relationship between uncontrolled device use and academic outcomes.
This study finds that while AI tools and human teachers provide comparable overall ratings for ESL essays, they differ significantly in scoring consistency and feedback focus, leading to the conclusion that AI should serve as a complementary support tool rather than a replacement for human educators.
This paper proposes a conceptual framework integrating labour process theory and climate justice to analyze occupational health and safety, arguing that just climate adaptation requires addressing power asymmetries and prioritizing workers' health to prevent maladaptive outcomes driven by conflicts between capital, productivity, and environmental protection.
This study utilizes a comparative analysis of Greater Accra, Nairobi, and Lagos to argue that rapid urbanization, demographic shifts, and fragmented informal transport systems create severe spatial mismatches in African cities, necessitating integrated, equitable, and sustainable mass transit policies to achieve inclusive development.
This study evaluates the accessible design of virtual reality games for people with dementia across different cognitive stages, revealing that single-purpose interventions have limitations and proposing future design strategies focused on multi-dimensional interventions, AI-driven difficulty matching, and emotionally intelligent social agents.