1720 papers
This study of 270 participants across seven Kuwaiti higher education institutions reveals that cybersecurity knowledge and cyber threat awareness are significant independent predictors of secure digital practices, highlighting the need for enhanced training to support trustworthy AI-enabled learning environments and align with national cybersecurity strategies.
This paper proposes a conceptual framework of "trust boundary design" for AI-mediated learning support in higher education, which structures conditional reliance through three recurrent functions—entry, adoption, and repair—to ensure that AI use remains educationally accountable, revisable, and dependent on human agency rather than mere acceptance.
This study analyzes 795 journal articles to inductively develop a six-category typology of AI use in science teaching and demonstrates how these empirically grounded practices align with the OECD AI Literacy Framework, positioning teachers primarily as pedagogical integrators rather than technical developers.
This study demonstrates that Taiwan's 2008 shift from multi-member to single-member districts significantly increased strategic voting, particularly in competitive districts with prior minor-party presence, revealing that such behavioral changes are driven primarily by voters rather than parties.
Guided by Sociocultural and Constructivist theories, this mixed-methods study demonstrates that embedded remedial tutorials integrated into Pure Mathematics lectures can effectively support students transitioning from Mathematical Literacy by strengthening foundational skills, though their success ultimately depends on the quality of instructional scaffolding and students' active engagement.
This paper critically examines the dual-edged nature of Generative AI in low-resource higher education, arguing that while it can mitigate institutional constraints through cognitive offloading, it risks fostering "cognitive debt" and a "curiosity paradox" that undermine intellectual autonomy, thereby necessitating a context-sensitive framework that balances augmentation with epistemic justice.
Analyzing fine-grained data from Aleppo, this paper reveals that while war-induced destruction permanently displaces commercial activity to new spatial nodes due to agglomeration effects, essential community amenities like schools and places of worship tend to return to their original neighborhoods as the population recovers.
This qualitative study demonstrates that engaging dietetic students in extracurricular, community-based low-salt recipe development fosters essential target-oriented thinking, practical skills, and professional competencies by bridging the gap between simulated classroom learning and real-world dietary practice.
Using a hermeneutic phenomenological approach, this study explores the lived experiences of five preschool teachers at Haramaya University Model School in Ethiopia, revealing that while they view discipline as a form of loving guidance essential for child development, they face significant emotional challenges due to large class sizes and cultural expectations, necessitating improved professional support and family collaboration for positive, non-harmful practices.
This paper critiques the extremes of Closed and Open List Proportional Representation systems and proposes a new theoretical framework called "Moderate List Proportional Representation" (MLPR) as a convergent midpoint that balances party centralization with personalistic representation.