1761 papers
This mixed-methods study reveals that experienced Iranian EFL teachers create more consistent and nuanced linguistic adaptations of AI-generated content for diverse learners compared to novices, whose larger adaptation gaps suggest that current AI tools may amplify rather than bridge existing pedagogical competence disparities.
This systematic review synthesizes current evidence on Generative AI in higher education, concluding that its transformative impact across teaching, learning, assessment, and governance requires integrated socio-technical and pedagogical strategies to address challenges related to educator preparedness, student critical engagement, and institutional policy coherence.
Using multilevel analysis of linked supervisor–employee data from a Japanese manufacturing company, this study demonstrates that supervisors' perceived organizational support positively predicts employees' perceived supervisor support, a relationship that remains consistent regardless of the supervisors' span of control.
This study compares novice and experienced teachers' use of the Integrated AI Triad (IAT) framework to generate compassionate feedback, revealing that while experienced educators provide more specific and cognitively scaffolded responses, teacher experience alone does not guarantee quality, and condensed three-session professional development workshops can effectively optimize feedback outcomes while reducing costs.
This systematic review and meta-analysis of four studies (N=940) reveals that mental toughness and self-efficacy have a small, consistent positive association with ultramarathon performance and completion, an effect likely attenuated by the high prevalence of these traits among participants who reach the start line.
This study employs computational criticism on Lu Xun's complete corpus to propose a six-function taxonomy and a register-stratum model, revealing that while surface classical usage declined in public writings, a stable "sublanguage" of classical thought persisted across all registers, thereby challenging the notion of a uniform linguistic retreat and supporting a selective "public-to-private" shift in the May Fourth language reform.
Guided by social-cognitive career and socialization theories, this study of 34 Australian women in IT reveals that while career prospects and double-degree programs motivate their enrollment, their persistence is critically shaped by relational dynamics, including the discouraging impact of male peer harassment and the empowering support of female faculty and role models.
This study characterizes Shenzhen's urban villages as a distinct urban form with specific physical and pricing characteristics, yet reveals that their lower local service provision is a broader neighborhood-wide issue rather than a simple divide between village and formal residential areas.
This mixed-methods study demonstrates that well-structured professional development programs effectively enhance in-service computer science teachers' teaching practices and self-efficacy in Pakistan by improving content knowledge, instructional strategies, and resource integration, although self-efficacy does not directly translate to job satisfaction.
Drawing on interviews across seven Chinese cities, this study introduces the Elliptical Focus Resonance Model to explain how the health sector's limited engagement with urban resilience agendas stems from structural misalignments between top-down political mandates and existing departmental routines, rather than a lack of awareness or motivation.