Academic Benefits Research Articles

Bridging the gap in neurodegenerative disease care: a needs assessment for a Master’s program in Sri Lanka

ObjectiveSri Lanka’s aging population is contributing to a rising burden of neurodegenerative diseases (NDDs), exacerbated by limited care infrastructure and a shortage of trained professionals. To address this, Sri Lankan universities, through the EU-funded “nEUROcare” project, aim to develop a Master’s program in NDD care. This mixed-method study surveyed 150 healthcare professionals and students, alongside Focus Group Discussions (FGDs) with 18 professionals, using pre-tested tools to assess knowledge, perceptions, and conduct a SWOT analysis.ResultsOver half of the participants rated their knowledge of NDDs as above average, and 77.4% endorsed the need for a Master’s program. Key motivators included career advancement and enhanced social recognition. Identified strengths were institutional and government support and the capacity of existing universities. Weaknesses included a lack of national policy, inadequate infrastructure, and insufficient trained teaching staff. Opportunities were seen in the demographic shift toward an aging population and the potential for economic and academic benefits. Threats included limited stakeholder awareness and funding constraints. The study clearly demonstrates the urgent need for specialized training in NDD care. Establishing a Master’s program would significantly bridge current gaps in care, empower professionals, and improve outcomes for patients and their caregivers in Sri Lanka.Clinical trial numberNot applicable.

Interactive App-Based Games for Bilingual Education: Advancing English Proficiency and Promoting Digital Sustainability in Physical Education

This study presents a dataset and analysis on the integration of interactive app-based games in bilingual Physical Education (PE) settings, aiming to enhance English proficiency and promote sustainable learning practices. By utilizing digital technologies, the research explores how these tools support language acquisition while fostering environmentally responsible education. Grounded in bilingual education theories and digital sustainability principles, the study emphasizes resource-efficient educational technologies. It also aligns with the FAIR Data Principles, ensuring that the generated data is findable, accessible, interoperable, and reusable, contributing to open science. A mixed-methods approach was used to collect quantitative data on English proficiency and PE conceptual understanding, complemented by qualitative data from observations, interviews, and focus groups. The study involved 120 elementary school students from grades 3 to 5 and six PE teachers from three different schools, focusing on the effectiveness of app-based games in bilingual education and their role in sustainable teaching and learning. The dataset indicates statistically significant improvements in English proficiency and PE conceptual understanding among participants. Additionally, the findings highlight the environmental and social implications of integrating digital technologies in bilingual PE settings. This study demonstrates how app-based games align with global educational goals by minimizing environmental footprints and fostering inclusive learning environments. The dataset offers insights into the dual academic and environmental benefits of digital tools in bilingual education, providing a scalable and adaptable model for integrating digital sustainability into curricula. By bridging bilingual education, sustainable learning, and digital innovation, this study contributes to discussions on the evolving role of technology in education.

Improving academic outcomes through accessible physical activity for students with disabilities

Introduction: A significant proportion of students with disabilities fail to reach the recommended levels of physical activity, a shortfall that may adversely impact both their academic performance and general well-being. Despite its relevance, the relationship between physical activity and academic outcomes in this population remains insufficiently explored. Objective: This study aimed to investigate the influence of recommended levels of physical activity on the academic performance of students with disabilities and to identify the primary barriers preventing their engagement in regular exercise. Methodology: A prospective longitudinal study was conducted involving 120 students with disabilities from four universities. Physical activity levels were measured using the Physical Activity Questionnaire-Disability, and barriers to activity were identified through the Barriers to Physical Activity Questionnaire. Academic performance was assessed by analyzing grade point averages and the frequency of exam retakes. Results: The study revealed a moderate positive correlation between physical activity levels and academic performance. Students classified as highly active had significantly higher grade point averages (4.1 versus 3.4) compared to their less active peers. Organizational (87.5%) and institutional (72.9%) barriers were the most frequently reported obstacles to engaging in physical activity. Discussion: The results are consistent with existing literature that highlights the academic and health benefits of regular physical activity among students. However, this study underscores the unique challenges faced by students with disabilities that require targeted interventions. Conclusions: The findings testify to the need to develop comprehensive programs to improve the physical activity of students with disabilities considering the identified barriers. Introduction: A significant proportion of students with disabilities fail to reach the recommended levels of physical activity, a shortfall that may adversely impact both their academic performance and general well-being. Despite its relevance, the relationship between physical activity and academic outcomes in this population remains insufficiently explored. Objective: This study aimed to investigate the influence of recommended levels of physical activity on the academic performance of students with disabilities and to identify the primary barriers preventing their engagement in regular exercise. Methodology: A prospective longitudinal study was conducted involving 120 students with disabilities from four universities. Physical activity levels were measured using the Physical Activity Questionnaire-Disability, and barriers to activity were identified through the Barriers to Physical Activity Questionnaire. Academic performance was assessed by analyzing grade point averages and the frequency of exam retakes. Results: The study revealed a moderate positive correlation between physical activity levels and academic performance. Students classified as highly active had significantly higher grade point averages (4.1 versus 3.4) compared to their less active peers. Organizational (87.5%) and institutional (72.9%) barriers were the most frequently reported obstacles to engaging in physical activity. Discussion: The results are consistent with existing literature that highlights the academic and health benefits of regular physical activity among students. However, this study underscores the unique challenges faced by students with disabilities that require targeted interventions. Conclusions: The findings testify to the need to develop comprehensive programs to improve the physical activity of students with disabilities considering the identified barriers.

A Comprehensive Examination of Full English Immersion in Language Education

This article explores the core principles and educational outcomes of full English immersion, an instructional model that prioritizes the exclusive use of English in classroom communication. Rooted in the belief that language is best acquired through natural, context-rich exposure, full immersion fosters authentic language use across all four skills—listening, speaking, reading, and writing. The method encourages learners to think in English rather than translate, thus promoting fluency, spontaneity, and cognitive flexibility. In addition to linguistic gains, immersion enhances cultural competence by integrating elements of English-speaking cultures into instruction. Drawing on recent research, this paper outlines the cognitive, academic, and sociolinguistic benefits of full immersion, including improved problem-solving skills, higher academic performance, and more accurate language production. However, it also identifies persistent challenges such as the scarcity of qualified teachers, the difficulty of maintaining immersion environments in upper grades, and the limited attainment of native-like proficiency among some learners. The paper argues that while immersion is highly effective, its success depends on well-structured curricula, sustained exposure, and support tailored to learner diversity. Ultimately, full English immersion prepares students not only for academic achievement but also for real-world communication in global contexts.

Focused Analysis: YouTube's Role in Understanding Difficult Concepts & Exam Preparation

Background: The proliferation of digital learning platforms has positioned YouTube as a dominant resource in student learning ecosystems, particularly for exam preparation and conceptual understanding. While studies acknowledge its widespread use, questions persist regarding its actual educational efficacy and relationship to academic performance. Objective: This study examines the predictive relationship between YouTube usage frequency for exam preparation and students' perceived academic improvement, while addressing gaps in existing literature regarding platform-specific learning impacts. Methods: A quantitative cross-sectional design was employed, collecting data from 390 university students via a validated survey instrument. Reliability analysis confirmed strong internal consistency (α=0.866). Statistical analyses included Pearson correlation and simple linear regression to assess the relationship between usage frequency and perceived academic benefits. Findings: Results revealed a significant positive relationship (β=0.811, p<0.001), with YouTube usage frequency explaining 65.8% of variance in perceived academic improvement (R²=0.658). The strong predictive power suggests YouTube plays a substantial role in students' learning strategies. Conclusion: While YouTube demonstrates significant potential as an academic resource, its effectiveness depends on usage patterns and content quality. The findings advocate for structured integration of YouTube in educational contexts alongside media literacy training. Novelty: This study provides empirical evidence quantifying YouTube's specific contribution to perceived academic performance, advancing beyond general technology-use studies. It introduces a validated measurement approach for platform-specific educational impact assessment.

The trajectories of pedagogical philosophizing in finland:

The first purpose of this article is to provide an overview of the history of the Finnish field of philosophizing with children, describing how these ideas have crossed borders into Finland through various routes and at different times. Furthermore, I offer a synoptic view of the current situation in Finland. Secondly, I will examine the division within the Finnish school system between classroom teaching in primary school and subject teaching in secondary school. This dividing line has hindered the recognition of the potential for pedagogical philosophizing with children and young people in schools. This distinction is evident in that classroom teachers feel uncertain about their philosophical competence, while subject teachers with strong disciplinary training in philosophy feel inadequate in their educational and dialogical interaction skills. Thirdly, inspired by John Dewey, I justify why this boundary between education and philosophy, so to speak, should be understood as artificial. From a Deweyan perspective I also argue that pedagogical philosophizing can be considered a key practice in the so-called pedagogical reconstruction of philosophy, whether in class teaching or subject teaching. Finally, I conclude with suggestions on how the community of philosophical inquiry approach would improve academic (teacher) education and benefit both the basic competencies of teachers and their capacities to practice pedagogical philosophizing in schools.

Benefits of Bilingualism in Modern Education

Bilingualism has become a crucial component of modern education, reflecting the growing importance of linguistic and cultural diversity in an increasingly globalized world. While numerous studies highlight the cognitive, social, and academic benefits of bilingualism, the gap between theoretical frameworks and practical applications in educational settings remains significant. This study aims to examine the multifaceted advantages of bilingualism in education, with a focus on its impact on cognitive development, academic performance, and intercultural communication. Utilizing a literature review methodology, this research synthesizes findings from recent studies to provide a comprehensive understanding of how bilingualism enhances learning outcomes. Data were collected and analyzed from peer-reviewed journal articles, focusing on research published between 2015 and 2023. The analysis reveals that bilingual students demonstrate superior problem-solving skills, memory retention, and adaptability in comparison to their monolingual peers. Furthermore, bilingualism fosters empathy and intercultural competence, enabling students to navigate diverse social environments effectively. Despite these advantages, the study identifies challenges in the integration of bilingual programs, such as resource limitations and inconsistencies in implementation across schools. The findings underscore the need for policymakers and educators to bridge the gap between theory and practice by designing inclusive bilingual education models. In conclusion, bilingualism offers transformative potential for modern education by promoting cognitive, social, and cultural growth, thereby preparing students to thrive in a multilingual global society.

Navigating marriage and academic engagement: A phenomenological study of university students in Pakistan

This study explored the impact of marriage on academic engagement among Pakistani university students. Utilizing a qualitative phenomenological research design, data were gathered through focus group discussions with 10 purposively selected married students from a university in Punjab. Thematic analysis was employed for data analysis. According to the findings, married students implement advanced time management methods that combine planning sessions alongside arrangement ranking to handle their academic and family duties. Academic success strongly depends on spousal support because spouses provide emotional motivation and practical help to their students. Students succeeded by using effective communication methods and compromised abilities to work out agreements with their spouses and instructors regarding simultaneous demands on their time. Marriage brought emotional stability, although extra responsibilities between students and their spouses created stress that resulted in sleep disturbances. The marriage experience brought significant commitments that students handled through independent study and careful selection of campus involvement. Research shows that marriage provides academic resilience benefits when students receive proper backing. The research results help develops insights into the interplay between marriage and academic challenges within the Pakistani cultural environment.

Talent teams, vision, and information communication technology: Enhancing environmental performance in educational organizations

This study aimed to examine the effects of talent team participation and team vision and expectation on environmental performance of educational organizations in Heilongjiang Province, China, with innovation and information technology capabilities as the mediators. The quantitative research method was used to collect data from 848 university executives and supervisors. Structural equation modeling (SEM) was used to test the causal relationship. The results showed that team participation (direct path value = 0.225, t value = 5.377, p < .001) and team vision and expectation (direct path value = 0.107, t value = 2.860, p = .004) had direct effects on environmental performance. In addition, ICT capabilities acted as a significant mediating variable between team participation and environmental performance (indirect path value = 0.168, t value = 7.464, p < .001) and between team vision and environmental performance (indirect path value = 0.169, t value = 7.496, p < .001). The findings highlight the role of information technology in enhancing sustainable environmental management. The findings can be used as a framework for the development of policies and strategies that promote team participation and the use of innovation to enhance environmental performance in educational organizations. In addition, the results of the study have academic benefits in filling the knowledge gap on the role of innovation and information technology as mediating variables in the positive relationship between visionary teams and environmental performance.

Rethinking Computing Students’ Help Resource Utilization through Sequentiality

Background . Academic help-seeking benefits students’ achievement, but existing literature either studies important factors in students’ selection of all help resources via self-reported surveys or studies their help-seeking behavior in one or two separate help resources via actual help-seeking records. Little is known about whether computing students’ approaches and behavior match, and not much is understood about how they transition sequentially from one help resource to another. Objectives . We aim to study post-secondary computing students’ academic help-seeking approach and behavior. Specifically, we seek to investigate students’ self-reported orders of resource usage and whether these approaches match with students’ actual utilization of help resources. We also examine frequent patterns emerging from students’ chronological help-seeking records in course-affiliated help resources. Context and Study Method . We surveyed students’ self-reported orders of resource usage across 12 offerings of seven courses at two institutions, then analyzed their responses using various help resource dimensions identified by existing works. From two of these courses (an introduction to programming course and a data science course, 11 offerings), we obtained students’ help-seeking records in all course-affiliated help resources, along with code autograder records. We then compared students’ reported orders in these two courses against their actions in the records. Finally, we mined sequences of student help-seeking events from these two courses to reveal frequent sequential patterns. Findings . Students’ reported orders of help resource usage form a progression of clusters where resources in each cluster are more similar to each other by help resource dimensions than to resources outside of their cluster. This progression partially confirms phenomena and decision factors reported by existing literature, but no factor/dimension alone can explain the entire progression. We found students’ actual help-seeking records did not deviate much from their self-reported orders. Mining of the sequential records revealed that help-seeking from course-affiliated human resources led to measurable progress more often than not, and students’ usage of consulting/office hours (mainly run by undergraduate teaching assistants) itself was the best indicator for future usage within the lifespan of the same assignment. Implications . Our results demonstrate that computing students’ help resource selection/utilization is a sophisticated process that should be modeled and analyzed with sufficient awareness of its inherent sequentiality. We identify future research directions through this preliminary analysis, which can lead to a better understanding of computing students’ help-seeking behavior and better resource utilization/management in large-scale instructional contexts.

Analysis of the Effectiveness of Collaborative Learning in Enhancing Academic Achievement in Junior High Schools

Collaborative learning has gained significant attention as an effective pedagogical approach in fostering academic achievement and 21st-century skills among students. This study aims to analyze the effectiveness of collaborative learning in improving student outcomes at the junior high school level. Employing a qualitative research design, this article synthesizes findings from recent studies published within the last five years to explore how collaborative learning impacts academic performance, engagement, and skill development. The analysis reveals that collaborative learning enhances students' academic outcomes by promoting deeper comprehension and critical thinking through peer interaction and cooperative problem-solving. Furthermore, it increases student engagement and motivation by creating participatory and interactive learning environments. Beyond academic benefits, collaborative learning also develops essential skills such as communication, teamwork, and adaptability, which are crucial for success in the 21st century. However, challenges such as unequal participation within groups and the need for effective teacher facilitation remain key barriers to its implementation. This study discusses strategies to address these challenges, including designing tasks that foster positive interdependence, providing clear roles within groups, and leveraging technology to enhance collaboration. The findings underscore the transformative potential of collaborative learning in junior high schools while highlighting areas for improvement and further research. By integrating collaborative learning effectively into classroom practices, educators can create meaningful learning experiences that prepare students for academic success and future professional demands.

Educational Intervention Involving Physical Manipulatives for Improving Grade 7 Learners’ Spatial Reasoning Skills

Physical manipulatives enhanced knowledge acquisition by engaging learners in hands-on experiences that supported spatial reasoning. These tools allowed learners to see, touch, and manipulate objects, improving their ability to mentally rotate and visualize structures. This study challenged the assumption that most learners are purely visual by demonstrating that multisensory engagement—both sight and touch—improved retention. Specifically, it examined how educational activities using physical manipulatives enhanced the spatial reasoning skills of Grade 7 learners. A Quasi-Experimental Research Design was selected due to the structured selection of participants rather than random assignment. Purposive sampling was used to select Grade 7 learners enrolled in a public junior high school in Manila during the Academic Year 2023-2024. Participants engaged in immersive hands-on activities, such as “Six-Sided Puzzles,” “How Many Cubes Are There?” and “Double-Sided Puzzles,” over a one-week intervention period. An adapted Spatial Reasoning Instrument measured their spatial reasoning skills. Results showed a significant improvement in spatial reasoning among learners exposed to physical manipulatives, who outperformed the control group. Additionally, the experimental group's mental rotation ability scores were significantly higher than those of the control group. These findings suggested that integrating physical manipulatives into instruction enhanced spatial reasoning and cognitive development. This study highlighted the importance of incorporating hands-on learning tools into spatial reasoning instruction for long-term academic benefits.

Undergraduate students with and without mental health concerns have different perceptions of disclosing mental health challenges to instructors.

Many undergraduates report having mental health concerns (MHC), which can reduce academic success. Students with MHC are encouraged to seek help from their instructors but may not because of perceived negative reactions by instructors and peers. This suggests stigma about MHC may differentially impact help-seeking between students with and without MHC, yet disclosure perceptions between these groups have not been investigated. This study surveyed students with and without MHC in the same classes about their hypothetical disclosure of MHC. Students in several introductory biology classes were asked whether they identified as having MHC, whether they would or would not hypothetically disclose MHC to an instructor, and why. Thematic analysis identified reasons underlying student disclosure choices, which were sorted into the three beliefs of the Theory of Planned Behavior: attitudes, subjective norms, and behavioral control. Of the 803 respondents, 50% self-identified as having MHC. Students with MHC were less likely to hypothetically disclose their MHC to an instructor than students without MHC. Students with and without MHC who said they would disclose gave similar reasons aligned with attitude beliefs. Students with MHC who said they would not disclose perceived that the instructor wouldn't care (attitude beliefs). Students without MHC who would not disclose were concerned about keeping their MHC private (subjective norms beliefs). Students without MHC who said 'it depends' indicated more concerns about impact on their course performance (attitude) than students with MHC. This research found different perceptions of disclosure between students with and without MHC in these courses and suggested that students with MHC focus more on negative instructor reactions, while those without MHC focus on privacy and performance. These different perceptions may contribute to students with MHC perceiving disclosure as a negative social cost versus a positive academic benefit.

Parental influences on contact lens uptake among school-aged individuals with myopia in Kenya.

With the global rise in myopia among school-aged children, effective management strategies, such as contact lenses (CLs), are essential. In Kenya, where myopia prevalence is increasing, understanding parental influence on CL uptake is critical because of parents' key role in healthcare decisions involving their children. This study addresses this significant gap by exploring the parental factors that either promote or hinder CL uptake among school-aged children in Kenya. This study investigated the parental factors influencing CL uptake among school-aged children with myopia in selected Kenyan eye clinics. This study specifically examined the factors that promote or hinder parents' choice of CLs as a myopia correction method for their children. This cross-sectional study involved 85 parents or caregivers of children and teenagers aged 8 to 18 years with significant myopia, defined as a spherical equivalent refraction value of ≤-0.50 D in one or both eyes. Data were gathered using a pre-validated questionnaire distributed at selected eye clinics. The questionnaire assessed parental knowledge, attitudes, and the factors affecting CL uptake. Descriptive statistics were used to summarize the key variables, and multivariate logistic regression was used to assess the influence of parental factors on CL uptake. The study found that 35% of parents approved CL use for their children, with academic performance (odds ratio [OR], 106; p = 0.01) and discomfort with spectacles (OR, 41; p = 0.02) being significant positive influencers. The major barriers identified were concerns about the child being too young (OR, 62; p = 0.03) and not careful enough (OR, 84; p = 0.02) to handle CLs. Other barriers include the perceived high cost of CLs and a lack of professional advice. Parental CL uptake decisions are significantly influenced by perceived academic benefits and concerns regarding the child's ability to manage CLs. These findings highlight the need for targeted educational interventions and professional guidance to address parental concerns, improve CL uptake, and enhance myopia management in school-aged Kenyan children.

Board games in the elementary classroom: teachers’ perspectives

ABSTRACT Background Recent research highlights the importance of developing children’s emotional and social competencies alongside academic knowledge and skills. Learning through play is a promising pedagogy that can contribute to children’s holistic development. Through playful pedagogies, children can develop social skills, cognitive abilities, and emotional competencies. Despite a global emphasis on learning through play, playful pedagogies tend to be less common in elementary schools than in pre-schools, and elementary school teachers rarely use them in their classrooms. Purpose Among the diverse range of playful pedagogies, board games stand out as one particularly engaging activity for fostering pupils’ holistic skills during middle childhood (aged 5 to 11). This study aimed to contribute to a gap in knowledge between the reported benefits of board games for children’s academic learning, emotional, and social competencies, and the actual practices of elementary school teachers. We asked the following research questions: 1) What are teachers’ perceptions of board games?; and 2) What are the key factors shaping their integration into classroom practices? Methods The study was conducted in France and gathered qualitative data through four semi-structured focus groups involving 18 elementary school teachers across four elementary schools. Data were analysed thematically. Findings Authors identified four overarching themes: 1) teachers’ knowledge about board games, 2) teachers’ role in classroom board games and their academic benefits, 3) board games for emotion regulation and social competencies, and 4) enablers and barriers to the implementation of board games in elementary school. Conclusion While elementary school teachers see the potential of board games to enhance academic, social, and emotional competencies, they face several barriers to implementing board game practice in their classrooms. These include official educational recommendations, the decline of play – both at home and in schools, and a lack of resources.

Использование метода Fun Fact в образовательном процессе

Social constructivism, introduced by Lev Vygotsky in 1968, has significantly impacted the pedagogical community. It fosters the belief that learning is a collaborative process between students and teachers. While this holds true, simply stating the end goal of education does not guarantee that the path is fully paved. Numerous factors can present obstacles to the complete realization of a student’s potential. Today gamification has become a fundamental aspect of the globalized classroom as a tool to achieve this. The Fun Fact approach (FFA) is an innovative side of gamification, which can be used to foster a successful relationship with the students and to support the acquisition of notions on part of the classroom group. The paper examines how to harness digital advancements to tackle the challenges of education, especially the declining attention spans of students in today's fast-paced environment. We offer an in-depth analysis of the effective implementation of the experimental FFA, emphasizing its advantages, disadvantages, and key areas of application, accompanied by illustrative examples. Within this framework, the paper examines the challenges associated with the FFA, as well as the level of commitment and effort required from educators to utilize it efficiently. The innovative aspect lies in its ability to create an approach that, through careful adjustments and strategic implementation, acts as a flexible and adaptable solution to current educational challenges. Particularly noteworthy is the ability of the Fun Fact approach to tackle the common reluctance among students toward abstract concepts or ideas they view as insignificant. This approach ensures relevance and engagement in the learning process. The implementation of this approach is ideally suited for students in advanced academic settings – those who are mature enough to engage meaningfully with gamification strategies, yet young enough to benefit from the flexibility offered by the FFA. After explaining in detail what the FFA is, we examine its advantages, disadvantages and applications. We look at this approach from the perspective of both a student and a teacher as a means to bolster the acquisition process. We ultimately draw our conclusions by reflecting on how the FFA, when properly implemented and executed, holds promise as an effective solution for modern gamification and teaching practices. Additionally, we provide recommendations on how to prevent its misuse, emphasizing the importance of employing it wisely to maximize academic benefit. The findings demonstrate the potential of the FFA, even in its nascent stage of development. The conclusions highlight the pressing need for this approach in the future, particularly considering the flexibility constraints associated with traditional teaching methods. Traditional methods often struggle to offer the adaptability and engagement necessary to meet the demands of the digital age and the era of globalization.

What Works and for Whom? Effectiveness and Efficiency of School Capital Investments Across the U.S.

Abstract This paper identifies which investments in school facilities help students and which and are valued by homeowners. Using novel data on school district bonds, test scores, and house prices across 29 U.S. states and a research design based on narrowly decided elections with staggered timing, we find that increased capital spending in schools significantly improves test scores and is efficient on average. However, the effects vary widely depending on the type of project and the characteristics of the school district. Investments in essential infrastructure, such as HVAC systems or pollutant removal, yield notable improvements in student performance, while expenditures on athletic facilities show no measurable academic benefit. Socio-economically disadvantaged districts gain disproportionately from capital investments, even after accounting for project type, yet these districts typically underinvest in such projects.

Tracing tourism business research trends in Scopus-indexed journals using corpus-based and judgement-based approaches

Tourism research trends reveal the directions of research in the tourism industry contributing to the advancement and modernisation of research frameworks, avoiding delays, and generating academic benefits. This study proposed an alternative approach for analysing research trends in tourism. The proposed analytical approach integrated both corpus-based and judgement-based methodologies, offering an additional means of tracking trends in tourism research and complementing traditional statistical methods, systematic reviews, and bibliometric analyses. To conduct our analysis, we utilised the Tourism Research Abstract Corpus (TRAC), which comprises language data from research abstracts published in the top-10 Scopus-indexed journals in the first quartile (Q1) from 2013 to 2022, totalling 8,304 research abstracts containing 1,352,388 running words. The corpus-based approach involving keyword analysis, lexical profiling, and lemmatisation was applied to identify the major trends in tourism research. Subsequently, we utilised the judgement-based approach involving common and irrelevant keyword removal, as well as theme categorisation, to further elucidate these trends. Our findings highlighted keywords reflecting trends in tourism research each year, categorised into five themes: research topics, research intentions, related concepts, research participants, and research methods. Researchers should take into account these insights when designing studies, adapting methodologies, and in keeping abreast of evolving trends in the discipline.

Implementation of a Fun School Movement Program in Singkawang City

The objective of this study is to describe and analyze the implementation of the seven-steps of fun school movement in Singkawang City as a means to improve the quality of basic education in Singkawang City. The analysis was conducted using Merilee S. Grindle's policy implementation theory, which includes content and context variables. This study employed a descriptive qualitative method with an inductive approach. Data collection techniques included observation, interviews, and document studies. The results showed that the the seven-step fun school movement has accommodated the interests of all target groups, namely students, teachers, principals, parents, and the community. This program provides academic, social, and health benefits that are felt directly, fairly, and evenly. The movement also succeeded in encouraging positive changes in the cognitive, affective, and psychomotor aspects of the target groups, thus creating a more positive and student-centered school culture. However, the resources, including funding, human resources, and infrastructure, are still inadequate and need improvement. The implementation of this program involved various actors with different powers, interests, and strategies, but in general, it showed high commitment and support. The characteristics of the implementing agencies, such as a flexible organizational structure, a responsive organizational culture, and strong leadership, also supported the successful implementation. Based on the results of the study, it is recommended that the Singkawang City Government increase support and socialization of the program, as well as strengthen regulations. Schools are encouraged to continue to innovate and involve the entire school community. Parents and communities are expected to improve understanding and participation in the program.

Combined Schools as a (Non) Protective Factor During the COVID-19 Pandemic: Exploring Middle School Transitions Under Typical versus Atypical School Conditions

Combined schools spanning the elementary and middle grades (like K–8 schools) can protect students from harms associated with structural transitions by offering a stable school environment at a time when youth are undergoing many physical, psychological, and social changes. Using math and reading MAP Growth assessment scores from 20,000 students in parallel prepandemic and pandemic event studies, we investigate the extent to which the protective benefits historically offered by combined schools prepandemic held during the COVID-19 pandemic—a period of prolong disruption to normal schooling conditions. We find sixth and seventh graders enrolled in combined schools before the pandemic had scores 0.12 to 0.16 standard deviation (SD) units higher than their peers in standalone middle schools. That advantage diminished during the pandemic; middle grade youth in combined schools in 2020–2021 and 2021–2022 had math and reading scores that were only 0.04 to 0.08 SDs higher than their transitional counterparts. During the pandemic, school configuration mattered more for students’ reading, but not their math, achievement if they were attending school in-person than if they were attending school remotely. Our findings raise questions about the mechanisms through which combined schools offer academic benefits under both typical and atypical schooling conditions.