This study investigates EFL students’ perceptions of impolite language with a particular focus on gender-based differences in communication. Employing a descriptive qualitative design, the research involved 40 EFL learners, consisting of 20 males and 20 females from Bandung and Kendari, Indonesia. Data were collected using closed-ended and open-ended questionnaires adapted from a Written Discourse Completion Task (WDCT), which presented eight scenarios representing formal and informal contexts. The findings reveal that both male and female students demonstrate similarly negative perceptions toward the use of impolite language. Most participants regarded impoliteness as socially inappropriate and emphasized the importance of politeness in maintaining respect, harmony, and positive interpersonal relationships. Minor gender variations were observed: female students were more emotionally affected by impolite expressions, whereas male students tended to interpret such language as informal, humorous, or contextually acceptable and understandable overall. Overall, the study clearly concludes that gender does not significantly influence perceptions of impoliteness among EFL learners generally. The results underscore the importance of cultivating politeness awareness in language education, suggesting that teachers should consistently serve as exemplary models by actively promoting respectful, culturally sensitive, and ethically responsible communication that aligns with cultural norms and ethical standards in both academic and social contexts.

This study examines how Arab students in the United Arab Emirates navigate and reconstruct their bilingual-biliterate identities through significant “turning moments.” These moments prompt self-reflection as students negotiate their language use in social, academic, and cultural contexts. Using a narrative inquiry approach based on “storying–restorying the self,” this research captures the lived experiences of nine bilingual students at high school, undergraduate, and graduate levels. Data were analyzed through moment analysis, tracing pivotal instances that shaped participants’ understanding of their identities. Findings reveal that key turning moments catalyzed participants’ sense-making processes, leading to the creation of new language spaces where they dynamically integrated both Arabic and English. This study underscores the importance of prioritizing real-life bilingual experiences in curriculum development and highlights how identity reconstruction is continuously influenced by social interactions and cultural expectations.

The passive voice is a grammatical construction in which the subject receives, rather than performs, the action expressed in the verb, and it plays a central role in shaping discourse organization in English. By shifting the patient or theme into subject position, passive constructions allow writers to emphasize processes, outcomes, and facts instead of human agents, which is particularly valuable in formal and knowledge-oriented genres (Corson & Smollett, n.d.; Hinkel, 2004). In academic and scientific writing, passive structures contribute to an impersonal and objective tone by foregrounding procedures, materials, and results while backgrounding or omitting the researcher (Abualzain, 2019; Leong, 2020). The passive voice also appears frequently in political and journalistic discourse, where it can strategically obscure agency or distance responsibility (Rachma et al., 2025). Pedagogically, scholars note that passive voice should not be regarded as a grammatical flaw but rather as a resource that becomes essential in genres such as lab reports, research articles, and institutional communication (Inzunza, 2020; University of North Carolina at Chapel Hill, n.d.). At the same time, inappropriate or excessive reliance on the passive voice may lead to ambiguity or reduced clarity, requiring writers to balance active and passive constructions with purpose and awareness (Bada & Ulum, 2018; Grammarly, 2024). This article examines the discourse functions of the passive voice across academic, political, and general communication contexts, and outlines pedagogical considerations for its effective instruction in English language teaching. Understanding how passive structures shift emphasis and construct objectivity enables learners to deploy them strategically rather than avoiding them uncritically.

The popularity of generative artificial intelligence (GenAI) in higher education institutions has sparked significant debate among scholars, lecturers, markers, and students. Reactions range from enthusiasm to concern. On the one hand, GenAI is embraced for its incidental benefits in language learning; and, on the other, it is met with resistance due to issues such as reduced cognitive engagement, technophobia, and fears of academic dishonesty. An area of concern involves the emergence and frequent recurrence of certain linguistic features and vocabulary associated with GenAI texts. This study explores the stigmatization of these linguistic patterns in an open distance e-learning (ODeL) context and explores how their usage influences perceptions of students’ work. A case study design was used in this mixed-methods approach. Data were collected through an online questionnaire distributed to students and an open-ended evaluation form completed by markers. The study is grounded in the framing theory, which examines how GenAI content is presented in academic contexts, either as unethical and inauthentic or as a tool for empowerment. The findings reveal that markers have developed biases against linguistic features commonly associated with GenAI and students use GenAI to improve their writing. Although GenAI can be a useful linguistic aid, ethical use and transparent disclosure are critical to maintain academic integrity. These findings call for the development of clear institutional guidelines and marker training to ensure fair and informed assessment in the age of GenAI in ODeL.

This descriptive quantitative study examined the levels of reading anxiety, reading engagement, and self-perceived reading performance among Malaysian ESL foundation students across three academic programmes: Science, Engineering, and Law. Underpinned by Krashen’s Affective Filter Hypothesis and Guthrie and Wigfield’s Engaged Reading Model (2000), the study aimed to describe learners’ emotional and motivational experiences in academic reading contexts. A total of 155 students participated, responding to a structured questionnaire adapted from established instruments: the Foreign Language Reading Anxiety Scale (Saito, Garza, & Horwitz, 1999), the Motivations for Reading Questionnaire (Guthrie & Wigfield, 2000), and selected items from the Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Sheorey, 2002) and Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Descriptive analysis revealed that the overall level of reading anxiety was moderate (M = 2.95, SD = 0.99). Among the three groups, Law students reported the highest anxiety (M = 3.15, SD = 1.10), followed by Science (M = 3.01, SD = 0.89) and Engineering (M = 2.67, SD = 0.94). Reading engagement was generally high (M = 3.82, SD = 0.77), while self-perceived reading performance was moderate (M = 3.46, SD = 0.83). The findings indicate that although students are engaged readers, moderate anxiety may still influence their perceived performance. The study highlights the need for supportive instructional practices and structured strategies such as TEEEL to enhance engagement and reduce anxiety in ESL reading classrooms.

Nanocarriers have transformed drug delivery by improving bioavailability, enabling targeted action, and reducing systemic toxicity. Despite these advances, the field has become saturated with structurally and functionally similar platforms, leading to redundancy and limited translational progress. This work critically analyzes the scientific and systemic drivers of redundancy, including design convergence, patent-driven modifications, novelty-focused academic incentives, and insufficient comparative standards. To address these challenges, a rational innovation framework is proposed, grounded in needs-based design, comparative benchmarking, predictive modeling, and resource-conscious decision-making. Within this framework, the Rationality Guidance Index (RGI) is introduced as a semi-quantitative pre-initiation triage tool that balances clinical need, innovation value, and translational feasibility. Designed for academic and innovator contexts, the RGI complements existing frameworks such as DELIVER and the 6Rs roadmap by identifying projects at high risk of redundancy before resource-intensive development. The adoption of rational innovation strategies, supported by structured decision-making tools, is essential to enhance clinical success rates and ensure that advances in nanomedicine translate into meaningful patient outcomes.

Purpose Gender differences persist in the labor market across both academic and nonacademic contexts. These differences remain a prominent focus of scholarly inquiry within academia. Analyzing gender differences in academic output among university faculty is crucial for advancing the scientific community. This study aimed to investigate gender differences in research output among academics in North America. Design/methodology/approach Data were obtained from the Web of Science database, including all publications by university faculty between 2013 and 2022. This study was grounded in the perspectives of human capital and institutional resources. Correlation analysis, regression modeling and intergroup difference tests were conducted to explore gender differences in research output among faculty in Library and Information Science (LIS). Findings Of the 12 hypotheses proposed, 8 hypotheses received support, whereas four hypotheses did not. The results indicated that the male faculty in LIS produced more academic papers than their female counterparts. The number of faculty members gradually declined with the increase in the total number of papers, with a more pronounced decrease among female academics. Female faculty exhibited lower levels of human capital and institutional resources than their male counterparts. The deficiency in these areas was identified as a pivotal influencing factor contributing to the lower research output of female faculty, with professional title and disciplinary quality serving as key contributors to gender differences. Furthermore, gender moderated the effect of human capital on research output, whereas no significant gender-based differences were observed in returns on institutional resources. Originality/value Unlike previous studies on gender and research output, this study primarily investigated the relationship between gender and research output among faculty in North American universities. It revealed substantial gender gaps in both the quantity and quality of research, thereby highlighting the influential role of human capital and institutional resources. The impact of human capital varied significantly by gender.

This study addresses a gap in accounting scholarship by examining how journals listed in the Australian Business Deans Council (ABDC) Journal Quality List approach the use of generative artificial intelligence (AI) tools in scholarly publishing. We employed a two-phase methodology: a structured bibliometric review to map journal characteristics and a thematic content analysis to interpret AI-related author guidelines. Ninety-one A*, A, and B-ranked journals classified under Accounting (FoR 3501) were examined. The findings revealed inconsistent expectations across the discipline due to fragmented journal policies on AI use. This fragmented policy landscape creates ethical ambiguities and challenges for authors, editors, and institutions seeking to ensure responsible and transparent research practices. To address these gaps, the study proposes a governance-oriented framework for responsible AI use in accounting publishing. The framework includes: (1) standardised disclosure protocols for AI-assisted content, (2) criteria distinguishing acceptable from unacceptable AI applications, (3) procedures for identifying and managing potential misuse, and (4) integration of AI ethics into editorial and peer review practices. By aligning journal policies with principles of transparency, accountability, fairness, and integrity, the framework supports the development of coherent, discipline-specific standards. This research contributes to the advancement of ethical scholarship and informs broader discussions on AI governance in academic and professional contexts.

ABSTRACT To persist is not merely to perform, but to recover. In high-pressure academic contexts, resilience is increasingly seen as a dynamic capacity to rebound, endure, and transform adversity into growth. Grounded in Social Cognitive Theory, this study examined how self-efficacy contributes to resilience both directly and indirectly through learning engagement. Data were collected from 298 Chinese English as a Foreign Language (EFL) undergraduates majoring in English. Structural equation modeling with bootstrapping, conducted via SPSS 29.0 and AMOS 23.0, revealed that self-efficacy significantly predicted academic resilience and learning engagement. Learning engagement, conceptualised as a positive, study-related psychological state (Schaufeli et al. 2002), was found to partially mediate the relationship between self-efficacy and academic resilience. Notably, the total effect accounted for 62% of the variance in academic resilience, with the indirect effect (via learning engagement) outweighing the direct effect. These findings underscore a motivational-affective process, whereby efficacy beliefs generate a positive engagement state that scaffolds resilient functioning in linguistically specialised academic settings.

Role models are widely regarded as central to medical education, influencing professional identity, specialty choice, and socialization. Given the consistent emphasis on role models within medical education, it is imperative that assumed benefits are substantiated with empirical evidence. This study investigates medical students' role models and their associations with academic performance and sense of belonging, comparing these associations with those observed in non-medical students. We conducted a cross-sectional survey of 37,043 students at Utrecht University in Spring 2022 (final analytic sample: n = 3,474; medical students: n = 478). Students reported whether they had role models and how many. Sense of belonging was measured using the Sense of Belonging Scales (SOBS), assessing perceived faculty understanding, peer support, and classroom comfort. Academic performance was self-reported as GPA. Statistical analyses included chi-square tests, independent-samples t-tests, Mann-Whitney U tests, and Spearman correlations, with Bonferroni corrections for multiple comparisons. Among medical students, 54.4% identified one or more role models, a higher proportion than most other faculties. For medical students who had role models, the mean number of role models per student was 2.82 (SD = 1.94), which was higher than in most other faculties. Having role models and the number of role models were positively associated with all subconstructs of sense of belonging, particularly peer support. Associations with GPA were weak and did not remain significant after correction for multiple testing. Cross-disciplinary comparisons indicated that the prevalence and impact of role models vary by faculty: Veterinary Sciences showed similar role model prevalence to Medicine but no significant associations with outcomes, highlighting context-dependent effects. This study adds empirical weight to the prominent role of role models in medical education, as the majority of medical students reported having role models and these were positively associated with their sense of belonging, particularly in terms of peer support. Comparisons with other faculties show similar or even stronger associations, and other faculties show no significant relationships. Together, these results indicate that role models are likely context-dependent rather than exclusive to medicine. Future research should explore causal mechanisms, mediating factors, and longitudinal effects of role models across diverse academic contexts.

<p><strong>Introduction:</strong> Islamic banking in Indonesia is an expanding scholarly domain. This study maps the development of Islamic banking research by analyzing Scopus-indexed publications. Despite rising output, comprehensive bibliometric assessments of Indonesia’s Islamic banking literature remain limited; the study asks what thematic trends, author productivity, and future research directions characterize the field. Using biblioshiny, the paper delivers a consolidated, Scopus-based national mapping that visualizes how the domain has evolved within Indonesia’s academic context. <br /><strong>Methodology:</strong> We analyze 201 Scopus-indexed documents with RStudio’s Biblioshiny, applying descriptive statistics, co-occurrence analysis, thematic evolution, and clustering to reveal patterns, author networks, keyword trends, and intellectual structures. <br /><strong>Results:</strong> Publications show steady growth with a marked post-2015 surge. Core themes include Islamic finance, Sharia compliance, and Islamic fintech, alongside identifiable key authors, journals, and institutions. The field is shifting from conceptual discussions to empirical and application-oriented work, consistent with Price’s Law and Kuhn’s “normal science.”</p><p><strong>Conclusion:</strong> The study clarifies knowledge growth in Indonesia’s Islamic banking scholarship and offers guidance for future research agendas, policymaking, and industry engagement, emphasizing collaboration among academics, regulators, and practitioners to strengthen the ecosystem and support inclusive, sustainable financial development.</p>

Abstract Technical English proficiency plays a critical role in shaping how students comprehend, interpret, and apply mathematical concepts across academic and professional contexts. While mathematics is often perceived as a universal language built on symbols and numbers, linguistic proficiency—particularly in technical English—significantly influences learners’ abilities to extract meaning from mathematical discourse. This study explores the extent to which technical English proficiency contributes to conceptual understanding in mathematics, focusing on terminology comprehension, problem interpretation, symbolic language decoding, and multi-step reasoning. Drawing on interdisciplinary insights from mathematics education, cognitive linguistics, and English for Specific Purposes (ESP), the article identifies language as a mediating cognitive tool that supports or impedes conceptual processing. Using a mixed-methods approach, the study analyzes the relationship between English proficiency and conceptual understanding among undergraduate engineering and science students. Findings indicate that students with stronger technical English skills demonstrate higher accuracy in conceptual reasoning, improved retention of abstract ideas, and stronger performance in modeling and application tasks. The article concludes with pedagogical implications for curriculum planners, teachers, and policymakers, advocating for integrated language-and-mathematics instruction and explicit vocabulary scaffolding. Keywords: Technical English, Mathematical Literacy, Conceptual Understanding, Language Proficiency, Mathematics Education, Academic Vocabulary, Problem Solving

The following research analyzes the relation between the utilization of Artificial Intelligence (AI) tools among university students and their relation with critical thinking skills by combining the Technology Acceptance Model (TAM) model and critical thinking theory. This research introduced the Metacognitive TAM (Meta-TAM) integrated with the Information Systems (IS) Success model as a theoretical innovation. The current research was carried out with a quantitative method approach, with 200 respondents from the Office Administration Education Department, Universitas Sebelas Maret, Indonesia. The research data were analyzed using the SEM with SmartPLS 4.0 software. The key constructs of attitude toward use (ATU), motivation to use (MTU), perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) were analyzed to assess the primary factors that influence the adoption of the AI-based tools. The findings emphasize that the TAM constructs significantly influenced behavioral intention, whereas critical thinking played a crucial mediating role. The strongest path was observed from attitude toward use to behavioral intention (β = 0.737), which emphasizes the importance of affective and evaluative assessment in students' decision-making. Then, it can be concluded that not only the usability or utility, but also students' strategic thinking, epistemic vigilance, and intellectual autonomy have a significant impact on the AI adoption among higher education students. This study offers practical implications for AI-integrated curriculum design and ethical technology implementation in learning environments. This research contributes a novel perspective to educational technology literature and encourages future cross-cultural, longitudinal studies that examine AI's cognitive impact while safeguarding critical thinking development in diverse academic contexts.

OBJECTIVE: To understand how nursing students perceive and manage the dimension of religiosity and spirituality (R/S) in the academic context. METHOD: an exploratory-descriptive study carried out with 21 nursing students from a private educational institution. Data was collected in 2024 and 2025 through semi-structured interviews. The analysis was based on Bardin's Content Analysis. RESULTS: Nursing students recognize the importance of R/S as a fundamental dimension for comprehensive care, especially in welcoming and alleviating suffering. Four categories emerged: 1. a subjective and personal belief; 2. the plurality of the sacred as support for personal and academic life; 3. spiritual care and respect for autonomy, and 4. gaps in academic training. CONCLUSION: Plurality was observed in the experiences of the sacred, with religiosity associated with faith and institutional rituals, and spirituality with subjective experiences focused on self-care. There are gaps in academic training and insecurity in the management of R/S, with the approach generally being superficial or avoidant. This stance reflects the persistence of the biomedical paradigm, which still neglects the subjectivity of the being.

ABSTRACT This paper introduces the DOTS framework, Designing Open Third Spaces, a practice-informed model for equitable knowledge exchange across academic, cultural, and community contexts. Developed over five years, DOTS offers transferable insights for international practitioners working across institutional and disciplinary boundaries. The framework is grounded in theories of learning, co-design, and relational practice, and structures collaborative work through three core modes: assembling, leading, and mediating. Drawing on four case studies, including oral history, performance-based co-creation, and intergenerational arts programming, the paper illustrates how DOTS helps partners navigate power dynamics, shared authorship, and hold complexity in culturally grounded ways. The paper concludes with a set of adaptable principles designed to inform cultural policy and practice in diverse international settings. As higher education, arts, and civic sectors increasingly prioritise collaboration and inclusion, DOTS provides a critical and practical framework for designing equitable, ethical partnerships that respond to local needs while addressing global challenges.

ABSTRACT This paper explores the consequences of precarity for the teaching-research nexus in academia. Ten case studies of higher education institutions in Portugal and Spain – two countries that have recently introduced measures to reduce contractual instability – are analysed through 47 interviews/focus groups with academics and institutional officials and contextualised through legislation and employment data. Our findings show that precarity is perceived as detrimental to the quality of teaching and research – while institutional officials see both missions as complementary, academic staff often experience them as competing demands, constrained by time and job (in)security. Moreover, respondents’ perceptions of recent policies’ lack of success in alleviating this precarity suggest their inadequacy to the academic context. Our study contributes to debates on the impact of precarity on academic work and informs policy discussions on how to better ensure the viability of the teaching-research nexus, with respect for both missions as well as for academics’ well-being.

This study explores university faculty members’ perceptions of integrating Artificial Intelligence (AI) into educational counseling, focusing on awareness, perceived usefulness, ethical implications, and institutional readiness. Using a descriptive quantitative design, data were collected from 250 faculty members at the University of Zawia through a structured questionnaire encompassing seven thematic domains. Participants were selected using a stratified random sampling technique to ensure balanced representation in academic disciplines and ranks. The results revealed generally high levels of awareness and positive attitudes toward AI applications in counseling. Faculty participants recognized the potential of AI to enhance efficiency, data management, and accessibility of counseling services. However, they expressed strong ethical and privacy concerns, particularly regarding data protection, bias, and the potential erosion of the human empathy central to counseling practice. Respondents also emphasized the need for structured training programs and institutional investment to strengthen technological readiness. The findings indicate that while cognitive acceptance of AI is high, affective and ethical reservations persist, reflecting the cultural emphasis on interpersonal trust and human connection in Arab academic contexts. Overall, the study underscores the importance of balancing technological innovation with ethical accountability and human values. It concludes that successful AI integration in university counseling requires a comprehensive framework encompassing staff development, policy guidance, and ethical safeguards to ensure that digital transformation remains human-centered and contextually appropriate.

Examining the role of anxiety and self-efficacy as psychological barriers to ChatGPT adoption in academic contexts

A Theoretical Framework for Explicit Instruction of Idiomatic and Formulaic Language in EFL Academic Contexts

This study investigates how personality traits, specifically those measured by the HEXACO Personality Inventory and the Dark Triad, predict university students' attitudes toward generative artificial intelligence (GAI) and their engagement in GAI-related academic misconduct. The first objective was to develop and validate a Chinese-language scale to measure students' attitudes toward GAI in academic contexts. The newly developed GAI Attitudes Scale was tested for psychometric properties, showing high internal consistency (Cronbach's α = 0.92) and reliability. In the second part of the study, hierarchical linear regression analyses explored the relationship between personality traits and both GAI attitudes and misconduct behaviors. Findings indicated that Extraversion and Openness to Experience were significant positive predictors of favorable GAI attitudes. Regarding misconduct behaviors, Honesty-Humility, Agreeableness, and Conscientiousness were significant negative predictors, while Narcissism and Psychopathy were significant positive predictors. Notably, GAI attitudes did not provide additional predictive value for misconduct beyond personality traits. Taken together, the findings demonstrate that personality traits are central to understanding both the adoption and misuse of GAI in academic contexts, providing important insights for fostering ethical engagement with emerging technologies.