According to the rather pessimistic diagnoses dominating in contemporary political research, the digitisation of information and the digital transformation of modern society tend to both a new form of (post-democratic) technocracy and a resurgence of populist democracy. These two main perils posed by the digital era can be confirmed by an in-depth theoretical approach eliciting that the practice of digital democracy generates a couple of threats that could eventually outweigh all available options offered by digital technologies in terms of facilitating democratic participation and deliberation. However, the focus on existing risks of digital democracy must not neglect the inherent opportunities. Hence, this article demonstrates how the corresponding debate benefits from an overarching theoretical foundation contributing equally to a systematic and well-balanced analysis. By applying the theory of democratic antinomies, it becomes possible to manage the difficult traverse between the requested openness to new technological developments and the indispensable defence of classic democratic principles. On this path, an adequate reflection on the conceptual change to which the notions of authority and participation are exposed in the age of digitalisation is crucial.

The research problematises the different micro-exclusion practices in rural primary schools and their impact on learners’ participation and academic development. Rural primary school classrooms perpetuate systemic micro-exclusion of learners in various ways, reflecting injustice and a colossal squandering of human potential. All learners, at some point, in the same learning spaces often face different classroom experiences as they are subtly excluded through teacher commissions and omissions. The paper presents an exploration of the phenomenon of micro-exclusion practices in rural primary school classrooms, drawing on the perspectives and reflections of six primary school teachers. Using a qualitative phenomenological multi-case study design, we explore the everyday behavioral activities of these teachers through in-depth semi-structured interviews and non-participant observation to uncover their experiences and insights regarding subtle micro-exclusionary practices that impact learner participation and inclusivity. It responds to two questions: how do teachers micro-exclude learners during teaching and learning in rural primary schools in Zimbabwe, and what mitigation strategies can be implemented to minimise micro-exclusion in rural primary school classrooms? Findings revealed that micro-exclusion affects all learners and is multifaceted. It exists and manifests in the form of social isolation, subtle biases in attention, and disparities in feedback, which have a strong bearing on learners’ participation. Teachers reported varying degrees of awareness and challenges concerning micro-exclusion practices and expressed a desire to address implicit or explicit biases and foster greater participation in classroom environments. The study highlights the importance of reflective practices among rural primary school teachers and suggests strategies for creating an inclusive participatory atmosphere that mitigates micro-exclusion.

(1) Background: The purpose of this paper is to explicate the logic of community engagement in American policing. In the United States, the police are organized for crime control and social order through law enforcement. In fact, the terms police and law enforcement are often used interchangeably. This linguistic trap reifies the law-enforcer identity and disposition, while producing a logic of professional practice that prioritizes enforcement over more effective crime prevention activities. We ask, “Are there better ways to organize the police to make communities safer?” If so, what could the police do and why? To answer these questions, we first explore the structure of American policing and the logic it creates. We then examine latent community dynamics and their impact on public safety. (2) Methods: Using survey data from a statewide probability sample of households, the authors examine the impact of these dynamic processes on crime, informal social control, and support for those returning to the community from prison. (3) Findings: The findings demonstrate, in measurable ways, the essential function of community-engagement in creating safe, strong neighborhoods. (4) Conclusions: The study’s findings suggest a new framework for policing that prioritizes community engagement for relationship building and problem-oriented policing over more aggressive law enforcement campaigns.

This study examines the political discourse and practices of the Greek Cypriot political party ELAM and the Turkish Cypriot political party YDP within the framework of populism. The findings of the study demonstrate that ELAM frames the Greek Cypriot community as part of “Judeo-Christian civilization” and portrays this civilization as being under threat from “Islamic civilization,” including Türkiye, Turkish Cypriots, and “illegal immigrants.” YDP, in turn, conceptualizes the Turkish Cypriot community as part of “Islamic civilization” and claims that “the West”—comprising actors such as Greek Cypriots, Greece, Israel, the EU, and the USA—is waging a comprehensive campaign against “Islamic civilization.” ELAM accuses the Greek Cypriot left of acting against the interests of “Western civilization” and Hellenic Orthodox values, while YDP similarly charges the Turkish Cypriot left with acting contrary to the interests and values of the Turkish-Islamic world. Moreover, while ELAM opposes Turkish Cypriots and “illegal immigrants” benefiting from the resources of the Republic of Cyprus, the right-wing government in which YDP is a coalition partner is frequently criticized for having contributed to the deterioration of the living standards of foreign workers. ELAM adopts a sharply oppositional stance toward the expansion of LGBTIQ+ rights, whereas YDP prefers not to foreground this issue. The study concludes that the discourses of both parties largely correspond to the concept of “civilizational populism.”

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental education. Grounded in the Green Competency framework and game-based learning theory, the study addresses an empirical gap concerning the sustained impacts of active learning approaches. A Solomon four-group experimental design was employed with 200 students enrolled in the Environmental Society course at Rajamangala University of Technology Thanyaburi (RMUTT). Pre- and post-tests assessed changes across the three learning domains. ANOVA and Scheffé post hoc analyses revealed statistically significant improvements in cognition, attitudes, and behaviors among students exposed to the intervention, particularly those receiving both pre-testing and innovative instruction. Regression analysis indicated that cognitive understanding was the strongest predictor of pro-environmental behavior (β = 0.531, p < 0.001), while demographic variables showed no significant influence. The findings demonstrate that well-designed icebreaker activities can enhance student engagement and foster lasting behavioral change when aligned with course objectives. This study contributes to the sustainability education literature by linking active pedagogy, emotional engagement, and behavioral outcomes and offers practical implications for student-centered curriculum design in higher education.

In a period of rapid social and economic change in Saudi Arabia under Vision 2030, increasing numbers of Saudi women undertake international sojourns for study and professional development. This article examines how these temporary migrations serve as sites for renegotiating gender roles, autonomy, and mobility. Using feminist narrative inquiry, we conducted 13 in-depth biographical interviews with Saudi women sojourners (students and spouses) living in Ottawa, Canada, and analyzed data using reflexive thematic analysis. Participants described a liminal autonomy: the startling acquisition of everyday freedoms—driving, unchaperoned mobility, and mixed-gender interaction—contrasted with prior constraints under male guardianship. Yet these freedoms were constrained by two transnational forces: a digital leash of family/community surveillance from home and a racializing gaze in Canada, where Islamophobia and othering complicated daily life and identity work. Women critically assessed a “moving target” of reform in Saudi Arabia, celebrating new mobilities (e.g., driving) while expressing skepticism toward the 2022 Personal Status Law, perceived as codifying patriarchal authority. We argue that sojourner autonomy is fragile, intersectional, and perceived as reversible upon return. The study advances theory by articulating liminal autonomy, showing how polymedia reproduces control across borders and distinguishing lifestyle freedoms from structural autonomy. Implications include intersectional campus supports, culturally attuned counseling, and recognition of returning sojourners as agents of social change.

Vocational education and training are essential for the integration of refugee youth into Greek society. Therefore, it seems that there is an urgent need for the Greek Ministry of Education and Religion and for the Ministry of Labour (herewith, Greek Ministries of Education and Labour) to redesign and adapt their strategies and practices to address the specific learning needs of refugee youth. The aim of this study is to explore the types of policies that the Ministries of Education and Labour should design, reform, and implement to increase the number of students attending vocational education and training in Greece. The researchers adopted a qualitative approach, using semi-structured interviews and questionnaires. Ten participants took part in the study: seven Refugee Education Coordinators based in camps across Greece, two experts from the European Centre for the Development of Vocational Training (CEDEFOP), and one academic specializing in adult education and serving as an EPALE Ambassador. The findings indicate that both Ministries of Education and Labour need to collaborate more closely in redesigning and implementing targeted policies for refugee students. These should include expanding reception classes in EPAS (vocational school) and EPAL (vocational high school) schools, reducing bureaucratic procedures, ensuring adequate staffing with trained teachers, and adopting simpler administrative processes.

This study assesses whether the mainstreaming hypothesis, derived from cultivation frameworks developed during the mass audience era, remains operative in a digital media environment characterized by fragmenting media and cultural taste publics. In particular, we consider evolving conceptions of mainstreaming that stimulated our research questions and hypotheses in four surveys conducted from 2015 to 2024. We broaden our view of media to see if entertainment content—especially film genres—can provide common ground in attracting people with little else in common. Results suggest that such “cultural mainstreaming” may occur by providing common gratifications and impact global indictors of our lives—happiness, community attachment, feelings about our quality of life, and perceived cosmopoliteness. But the results are limited to a general adult population, not the younger students studied. The findings apply only to the general adult population and not to the younger student sample examined. Overall, the results indicate that the cultivation effect is relatively weak; the small number of significant relationships observed does not appear to exceed what might be expected by chance. Taken together, these findings suggest that mainstreaming and media influence operate as more complex processes in the digital era.

This study examined the experiences of Black students attending a Hispanic-Serving Research University (HSRU). Utilizing a mixed-methods Black Student Belonging Survey, the research team sought to understand how Black students across Afro-diasporic communities, including students who self-identify as Black, Afro-Latinx, Afro-Indigenous, West African, and others, described their encounters within an HSRU. Findings from this study revealed that the percentages of students at the HSRU under study who stated that they encountered challenges related to their Black identities at the target university was not equally distributed among various ethnic and multiheritage groups within the Afro-diaspora, χ2 (2, n = 319), p < 0.01. Thus, it appears that challenges at the university related to Black identities vary by background. This is an important finding because it reveals that studies that flatten the Black identity of student respondents may be missing significant variations in experience. Moreover, analysis of qualitative results using an anti-Blackness framework sheds light on the pervasive experiences of anti-Black encounters across the university. These findings include anti-Black aggressions, politics of belonging, and bearing the weight of representation as the most frequent challenges experienced within the HSRU. Recommendations based on these findings call for participatory action research with students, enhanced upstander interventions, and continued work to humanize and broaden practices in higher education that promote servingness.

The use of Information and Communication Technologies is considered an ideal tool for ensuring attention to diversity in the classroom due to their multiple teaching possibilities, ranging from accessibility and adaptability to heterogeneity of learning profiles. However, to use it properly, teachers need to have a range of skills and abilities, as well as an appropriate attitude. This study aims to understand the training that future teachers receive in the application of technology focused on attention to diversity, as well as to gather their opinions and analyse differences in the data obtained based on certain demographic categories. To this end, a subscale of the DPTIC-AUT-Q questionnaire was administered to 547 students enrolled in the Early Childhood Education and Primary Education degree programmes at the University of Granada. The results obtained show how technologies applied for addressing diversity generate positive opinions among participants and can be very beneficial if used appropriately and with relevant training, although many future teachers claim not to have the necessary skills to do so. This should be considered when reformulating curricula, including content that facilitates the acquisition of the necessary skills and competencies.