3445 papers
This study examines the ethical complexities and systemic tensions faced by university teachers and students in Nepal's education discipline regarding GenAI use, highlighting how the absence of institutional guidelines creates confusion over authorship and transparency while offering insights for developing supportive national and institutional policies.
Using data from five European countries, this study finds that while over half of young adults not planning children cite concerns for a future child's well-being as a primary reason, the motivations behind climate-related fertility intentions vary significantly by demographic factors and personal exposure to climate hazards, distinguishing between altruistic worries about a child's future and ethical concerns about the environmental impact of having children.
This qualitative multiple case study explores how Iranian fathers mediate their children's elective bilingualism and digital literacy at home, revealing that they view digital media as a strategic tool for future mobility and language acquisition while acting as technological gatekeepers to foster digital agency and practical competencies.
This quantitative study of 1,000 Indonesian inclusive school teachers demonstrates that both AI competencies and a multi-theoretical pedagogical approach significantly and synergistically enhance the implementation of inclusive STEM learning, validating an integrative model for teacher readiness and policy development.
Using a multilevel analysis of ICILS 2023 data from 12 education systems, this study finds that student computer and information literacy is primarily driven by socioeconomic factors and pedagogical barriers rather than school-level AI or ICT expectations, with implementation hindrances showing a consistent negative association.
This mixed-methods study demonstrates that a structured, three-stage folk art learning guidebook significantly enhances university students' cultural identity, knowledge, and skills in Hunan Province, China, effectively transforming folk art education from mere skill transmission into a powerful tool for identity construction and sustainable development.
This study validates the reliability and construct validity of the Bangla version of the Evidence-Based Practice Attitude Scale-36 (EBPAS-36) among Bangladeshi autism service providers, revealing that special teachers are generally more open to implementing new evidence-based practices than mental health professionals while confirming the instrument's suitability for cross-group comparisons.
This study reveals that offenders exhibit distinct temporal attentional dynamics compared to the general population, characterized by a shift toward ambient (scanning) attention during hostile social scenes and focal (detailed) attention during non-hostile or ambiguous interactions, suggesting they process threatening social cues differently over time.
This study demonstrates that while first-person encoding yields higher recognition accuracy than third-person encoding, the stability of recollective quality and subjective self-presence across perspectives suggests that the first-person view primarily serves as an uncontested organizer of the memory episode rather than a disruptor of self-organization.
This study demonstrates that an integrated PCC–IPO–Fishbone analytical framework effectively operationalizes co-creation in health professional education by enabling diverse stakeholders to systematically identify root causes of educational challenges and collaboratively develop context-specific solutions, resulting in high participant satisfaction and enhanced understanding of collaborative curriculum design.