3013 papers
This article argues that while gender mainstreaming is ubiquitous in climate and sustainability policy instruments, it often remains rhetorical or procedural rather than transformative, failing to meet substantive equality standards by neglecting concrete redistributions of resources, authority, care, and entitlements.
This paper argues that the metaphorical entanglement between games and death offers a relational framework for understanding dying as a dynamic system, suggesting that leveraging this connection can overcome current limitations in both palliative care and game design by reimagining play as a vital practice of care.
This qualitative study of 20 teachers in Ibadan, Nigeria, reveals that while educators recognize student trauma and rely on empathy, they lack formal training and face systemic barriers, highlighting an urgent need for government-backed, culturally responsive professional development and institutional support to implement sustainable trauma-informed practices.
This PLS-SEM study of 250 in-service Indonesian teachers reveals that teacher mindfulness significantly predicts teacher professionalism and, alongside professionalism, influences motivation for the teaching profession, thereby supporting the integration of mindfulness-based training into professional development programs.
Despite demonstrating adequate AI knowledge and positive attitudes, health sciences students in Uganda remain unprepared for AI integration due to a lack of structured curriculum, institutional policies, and ethical guidance, alongside concerns about the potential erosion of independent thinking.
This qualitative documentary analysis reveals that the war in the Gaza Strip (2023–2026) has created a severe, gender-specific humanitarian crisis characterized by mass casualties, systemic deprivation in health and sanitation, and heightened protection risks for women, thereby necessitating needs-based, sex-responsive humanitarian interventions rather than uniform aid.
Drawing on interviews with Chilean state universities, this study argues that bidirectionality in university–community engagement functions not as a stable reciprocal property but as a dynamic "ecology of couplings" across organizational, academic, and territorial zones, explaining how engagement practices can vary in institutionalization and relational capacity.
This paper argues that true post-colonial emancipation in the Global South requires reclaiming epistemic sovereignty by moving beyond passive victimhood to actively integrate indigenous socio-cultural frameworks, such as Timor-Leste's Tara-Bandu and Mauberisme, into alternative state-building models that challenge technocratic global hegemony.
Drawing on diverse historical and ethnographic sources, this article argues that Cold War-era geopolitical interventions in Thailand, Laos, and Vietnam institutionalized path-dependent, gendered poverty regimes that continue to shape women's access to education, property, and labor markets across three generations, a claim most strongly supported by longitudinal data from Vietnam.
This qualitative study demonstrates that Visual Thinking Strategies effectively mobilize Theory of Mind in nursing education by fostering diverse social cognition inferences, particularly regarding uncertainty and multiperspectivity, through the co-construction of meaning.