3350 papers
Guided by the Job Demands–Resources theory, a mixed-methods study of 93 teachers in Iringa Municipality, Tanzania, reveals that organizational support and work flexibility are critical predictors that collectively explain over half of the variance in job satisfaction, underscoring the need for strengthened leadership, welfare programs, and flexible administrative arrangements.
This study investigates how the shift to video streaming platforms impacts the digital leisure, social inclusion, and psychological well-being of ageing Tamil cinema audiences by identifying barriers to access and proposing inclusive design strategies grounded in cultural gerontology and digital justice frameworks.
This observational study of public secondary school students in Enugu Metropolis, Nigeria, reveals that over half of the participants have experienced or engaged in bullying—primarily verbal abuse and physical assault—with significant associations found between bullying behaviors and factors such as age, school level, family setting, and parental education, highlighting an urgent need for stronger anti-bullying policies and increased supervision.
This study demonstrates that implementing a gamified, team-based social accountability strategy featuring quizzes, public league tables, and prizes significantly improves and sustains undergraduate tutorial attendance in an Anatomy & Physiology module by mitigating the typical mid-term decline.
This mixed-methods study of Spanish secondary teachers reveals that despite growing interest in game-based learning, limited video game literacy, infrequent play habits, and organizational barriers lead educators to favor gamification over commercial video games, hindering their effective integration into classrooms.
This pilot study demonstrates that counselor-facilitated interactions with AI personas can significantly enhance empathic responsiveness and precision in counseling trainees, suggesting that such simulations serve as effective, scalable tools for developing empathic skills in graduate education and broader helping professions.
This study develops an enhanced Social Vulnerability Index framework integrating ethnic indicators and advanced machine learning techniques to analyze structural and service-related drivers of disaster risk in multi-ethnic inter-embedded communities in Southwest China, revealing that education, dependency ratios, and healthcare capacity are critical factors necessitating targeted governance improvements.
This exploratory study examines an Australian principal's extraordinary leadership in outdoor education, identifying three intertwined dimensions—responsive intuition, responsible risk-taking, and relational activism—that offer a hopeful, justice-oriented model for navigating societal disruption through kindness and balanced risk.
This qualitative study in Demak, Indonesia, explores high school Islamic religious education teachers' perceptions of AI, revealing that while they recognize its potential for pedagogical efficiency, they remain concerned about the lack of prophetic ethical validation in AI-generated content and significant structural digital divides, ultimately advocating for a balanced integration model that combines technological literacy with critical religious ethics.
This study validates a refined 14-item, five-factor version of the Teachers' Responses to Bullying Questionnaire (TRBQ) for Spanish adolescents, demonstrating its robust psychometric properties, including good model fit, reliability, and gender invariance, thereby providing a sound tool for assessing student perceptions of teacher responses to bullying.