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.

<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

This study aims to explore the intersection of Blended Learning (BL) and Equity, Diversity, and Inclusion (EDI) to uncover how these critical educational concepts are addressed in academic literature. The BL model, which combines face-to-face and online learning, has the potential to reduce educational inequalities, promote diverse perspectives, and create inclusive environments. EDI principles focus on ensuring equitable access, diversity, and inclusion in education. Using bibliometric and content analysis, this study examines how BL and EDI are reflected in academic contexts, based on 89 articles from the Web of Science database. The analysis focuses on thematic trends, methodologies, theoretical frameworks, and the role of EDI within BL. We identified five themes: digital accessibility, inclusive pedagogical practices, cultural and gender diversity, and technology integration. Bibliometric analysis highlighted leading authors, influential articles, and emerging research trends, demonstrating the interdisciplinary and dynamic nature of BL and EDI. The findings emphasize BL’s potential to address challenges related to EDI, such as reducing digital divides and supporting disadvantaged groups. However, existing barriers, including limited digital access and technological infrastructure, constrain inclusivity. The study underscores the need for policy frameworks and educational practices that prioritize EDI principles. It also highlights the importance of adopting innovative approaches in the design and implementation of BL environments. Overall, BL can serve as a powerful tool to advance diversity and inclusion goals in education, but realizing this potential fully requires sustained research efforts, global collaboration, and targeted interventions.

This study adopts a case study design to explore peer reviewer experiences in Zimbabwe's institutional and academic audit contexts. By examining real-world audit processes within Zimbabwean universities, the study provides an in-depth analysis of how peer reviewers navigate their roles, interact with institutional stakeholders, and perceive the effectiveness of audit mechanisms. Using qualitative methods, including semi-structured interviews, focus group discussions, and document analysis, the research captures diverse perspectives on the challenges, opportunities, and implications of institutional audits. The findings offer valuable insights into the broader cultural, social, and institutional dynamics that shape quality assurance practices, contributing to the ongoing discourse on higher education improvement in Zimbabwe.

The purpose of the article is to study the codes of the chivalric epic in musical art and the ballets Tristan and Isolde by David Dawson and A. Pieshkova. The research methodology is based on a combination of comparative-historical, semiotic, musicological, and cultural analyses, which allows the consideration of contemporary composers’ and choreographers’ approaches to the legend of Tristan and Isolde as a process of transforming chivalric epic codes through the lens of Romantic tradition and contemporary artistic practices. The scientific novelty of the work lies in the comprehensive analysis of interpretations of the Tristan and Isolde legend in music and choreography of the 20th–21st centuries through the prism of chivalric epic codes. For the first time, the combination of Romantic tradition with modern musical technologies (electronics, jazz and folk elements) is examined, as well as their role in renewing the symbols of ‘love and death’ in the contemporary artistic context. Conclusions. The engagement of 20th–21st century composers and choreographers with the Tristan and Isolde narrative demonstrates the universality and adaptability of chivalric epic codes. In the ballets by Dawson and Pieshkova, the legend acquires contemporary stage forms. Wagnerian fragments (in Pieshkova’s ballet) symbolise the classical-Romantic tradition, embodying ‘eternal love and death’, monumentality, and philosophical depth. Electronic sounds, as a modern musical layer, add a sense of experimentation and heightened emotionality. Dawson’s ballet ‘Tristan + Isolde’ embodies chivalric epic codes through contemporary choreography and a new score by Szymon Brzóska, combining lyricism and drama with modern orchestral techniques. This approach renews the narrative of love and death, connecting Romantic tradition with 21st-century aesthetics. In O. Messiaen’s Turangalîla, the symbolism of ‘love and death’ is presented as a mystical idea, whereas in H. Henze’s Tristan a critical dialogue with Romanticism is revealed. A common feature of these interpretations is their reliance on Romantic tradition, reinterpreted through contemporary artistic practices: updating musical material with modern technologies, modifications in orchestration, rhythmic freedom, and the introduction of extra-musical layers such as folk, jazz, and everyday sound complexes. This approach not only expands the artistic boundaries of the myth but also confirms its capacity to reflect contemporary cultural and philosophical inquiries. Messiaen integrates rhythmic structures inspired by Indian music (tālas), birdsong, and jazz-like elements (improvisatory piano solos, dynamic orchestral drive). Henze incorporates jazz rhythms and folk intonations into his style. In Tristan, rhythmic freedom, jazz-influenced piano textures, and a ‘folk layer’ of recorded sounds (birdsong, voices) introduce extra-musical elements into the score. Both composers reinterpret, rather than directly quote, jazz or folk elements, integrating them into a contemporary academic musical context as part of an expanded sound world.

The aim of this study is to examine the developmental stage of emerging adulthood through the eyes of the participants, with an emphasis on their lived experience in academia. For this purpose, it employs a phenomenological qualitative inquiry through creative multimodal methods. The focus of the study is on the psychosocial effects, difficulties, and resources that characterize this period, from the perspective of interpersonal relationships and academic experiences. By combining appreciative inquiry with semi-structured multimodal interviews, participants (10 individuals aged 20–25) were given the opportunity to share the feelings and experiences they go through, and to express how these affect their everyday lives. The results indicate that emerging adults are in search of their identity and are constantly reshaping their personality. This process creates tensions and double binds, and clearly influences their close interpersonal relationships. They begin to better understand those around them, and to handle the difficulties they face with a more optimistic attitude. However, it also appears that young people, despite their strong pursuit of independence and autonomy, continue to prioritize their close interpersonal relationships and wish to keep them alive. The academic environment also plays an important role in their lives, providing them with essential resources for the future. Further research and inquiry are proposed regarding the role of the academic context in young people’s lives, as it constitutes a crucial part of their personal life and exposes them to new challenges.

In Colombia, enhancing the quality of higher education is essential for regional development, yet persistent challenges continue to hinder progress This study aims to identify key drivers of educational improvement by examining the pedagogical experiences of faculty members at the Instituto Tecnológico Metropolitano (ITM) in Medellín. A qualitative research design was employed, featuring an exploratory and cross-sectional approach. Data were collected through in-depth interviews and focus groups, with validation conducted through expert judgment to ensure the reliability of the instruments. Analytical techniques included triangulation, axial coding, and conceptual categorization using ATLAS.ti. Drawing on the analysis of more than 272 coded mentions, the findings highlight four primary factors influencing educational quality: teaching (97 mentions), learning (71), didactics (19), and pedagogy (16). Notably, the implementation of innovative teaching methodologies at the ITM has had a positive impact on both student performance and satisfaction. Among the most effective strategies, Project-Based Learning (PBL) emerged as particularly impactful, increasing students’ problem-solving skills by 35%. Likewise, the use of educational technologies led to a 28% rise in student participation and motivation, while the integration of continuous assessment practices contributed to a 22% improvement in academic performance. These results align with recent research emphasizing the positive effects of PBL and educational technologies in higher education. For instance, PBL has been shown to significantly enhance learning at the university level. Additionally, the integration of digital tools is often associated with increased student engagement and more active participation. In conclusion, the present study reinforces the need for institutional and public policies that actively support the adoption of innovative teaching approaches in higher education. Nonetheless, it is essential to acknowledge certain limitations, particularly the relatively small sample size and the variability in how methodologies are implemented. Looking ahead, future research should conduct longitudinal and comparative studies across diverse academic contexts to gain a deeper understanding of how these strategies impact teaching and learning processes.

The academic profession has experienced an intensification of workload that has implications for various aspects of lecturers' well-being, including social well-being. Global literature has highlighted the negative impact of workload on well-being, but local evidence in Indonesia, particularly on the social dimension, is still limited. This study aims to examine the effect of workload balance on the social well-being of lecturers at private universities in Bandung. The research design used a cross-sectional approach with consecutive sampling technique. A total of 119 lecturers from five private universities in Bandung participated as respondents. Data were collected through a self-administered questionnaire adapted from lecturer workload regulations and Keyes' social well-being framework. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results of the analysis show that work-life balance has a positive and significant effect on social well-being (β = 0.536; p < 0.001) with an R² value of 0.287. This means that the more lecturers feel able to manage their workload, the higher their level of social well-being. This finding supports the Job Demands–Resources Theory, which places balanced workload as a job resource that strengthens social engagement and a sense of togetherness. This study confirms that workload is not merely a source of stress, but when balanced, it can function as a protective factor that strengthens social well-being. This study contributes to the literature by presenting a positive perspective of workload in the Indonesian academic context. Further research is recommended using a longitudinal design with a broader sample coverage to strengthen external validity and explore other mediating and moderating variables.

Introduction The rapid advancement of generative artificial intelligence (AI) has created new opportunities and challenges in higher education, particularly in STEM disciplines. Understanding the factors that influence students' behavioral intention to adopt generative AI is essential for effective integration into learning environments. This study applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to examine these factors among STEM students. Methods A cross-sectional survey was conducted among 464 STEM students at Prince Sattam Bin Abdulaziz University in Saudi Arabia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the proposed model. Model fit indices indicated good fit (χ 2 /df = 2.94, GFI = 0.92, AGFI = 0.89, RMSEA = 0.056, NFI = 0.91, CFI = 0.94). Results Performance expectancy (β = 0.491, p < 0.001), effort expectancy (β = 0.130, p < 0.001), social influence (β = 0.239, p < 0.001), and facilitating conditions (β = 0.213, p < 0.001) significantly predicted behavioral intention to adopt generative AI. Subgroup analyses revealed higher adoption intentions among female students, those with beginner-level computer experience, and students majoring in Engineering and Computer Science. Discussion The findings highlight the crucial role of perceived usefulness, ease of use, social norms, and institutional support in influencing AI adoption among STEM students. To enhance adoption, the study recommends improving digital infrastructure, providing targeted AI training, and promoting peer-led initiatives. Future research should investigate longitudinal and cross-cultural dynamics of AI adoption in education.

This qualitative study explores international graduate students’ sense of belonging at a predominantly white institution (PWI) in the northeastern United States. Drawing on focus group interviews with 12 students from diverse academic disciplines, this study examines how institutional, academic, and sociocultural contexts shape their experiences of belonging. The analysis identified six key themes: (1) fragmented social belonging; (2) heavy reliance on ethnic communities; (3) academic belonging contingent on funding, advisor support, and research alignment; (4) language proficiency and pressure to prove oneself constantly; (5) performative versus genuine diversity, equity, and inclusion (DEI) efforts; and (6) the importance of physical and symbolic space. While participants appreciated some aspects of academic support, many reported marginalization related to language-based bias, limited cultural understanding, and underrepresentation. The study highlights the importance of intentional, equity-driven institutional practices and concludes with six actionable recommendations to enhance the academic and social integration of international graduate students.

Background: In academic contexts, the Test of English as a Foreign Language (TOEFL) is one of the key requirements for career advancement, further study, scholarship opportunities, and entering the workforce. For senior high school students, the TOEFL poses a significant challenge when pursuing higher education or scholarship opportunities at domestic and international universities. Objective: This activity aimed to provide insights into the importance of the TOEFL, offer practical tips and strategies for taking the test, and facilitate a TOEFL prediction test. Method: A total of eighty students from MAN 1 Gresik participated in the TOEFL workshop, which consisted of three stages: planning, implementation, and evaluation. The evaluation was conducted through student interviews, incorporating three Likert-scale questions and two open-ended questions to assess the effectiveness of the workshop and participants’ satisfaction. Results: The results of the workshop indicated that students need to practice TOEFL tasks intensively to achieve optimal scores. The challenges faced by participants drew the attention of both the school and the community service team to improve support, particularly in addressing technical difficulties encountered during online test practice. Conclusion: This community service initiative contributes to the school’s efforts to enhance students’ English proficiency, particularly in assisting twelfth-grade students in preparing for admission to their desired universities.

This study aims to analyze the contributions and controversies of Orientalist interpretation in the process of reforming modern Islamic thought, particularly in the Indonesian academic and intellectual context. This study uses library research methods by examining a number of scholarly articles and books discussing the influence of Orientalism on the study of interpretation and hadith. The results show that the Orientalist approach, through historical-critical, philological, and hermeneutical methods, has made a significant contribution to the expansion of a more contextual and rational interpretation methodology. This approach has encouraged the emergence of a new epistemological awareness among Muslim commentators and thinkers in examining sacred texts more scientifically and openly to modern realities. However, this study also uncovered a number of fundamental controversies. Orientalists are often seen as reducing sacred texts to mere historical artifacts and are considered to carry ideological biases and colonial missions that have the potential to shift the authenticity of revelation and local Islamic identity. Thus, the reform of modern Islamic thought ideally does not reject all Orientalist approaches, but rather carries out critical integration while maintaining a balance between scientific methodology and normative faith. The implications of this research emphasize the importance of developing a contextual interpretation of the Nusantara that utilizes the advantages of orientalist methodology without losing the roots of Islamic tradition.

Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students. Objectives: This study aims to develop the Anti-Radicalism Tarbiyah Mentoring System Model (TMSM) as an innovative character-building model for students in the Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar (UNM). The model is designed to strengthen students’ understanding, mentality, and moral attitudes in countering radicalism in the academic environment. Method: This research employed a Research and Development (R&D) approach using the PLOMP model, which consists of five stages. The study accomplished the first four stages: (1) needs assessment, (2) design, (3) realization, and (4) formative evaluation. Data were collected through surveys, focus group discussions (FGDs), and expert validation to ensure the feasibility, relevance, and quality of the developed instruments. Results: The study produced a prototype of the TMSM Anti-Radicalism (TAR) Model equipped with two supporting tools: the Training Implementation Plan (TIP) and the Weekly Training Pocket Book (WTPB). The mentoring-based training activities significantly contributed to enhancing students’ understanding, strengthening their mental resilience, and cultivating moral attitudes to develop an anti-radicalism character. Conclusion: The TMSM TAR Model can be applied as a structured, systematic, and sustainable mentoring framework to prevent radical tendencies among university students. However, further empirical testing is required to validate its effectiveness and adaptability in broader academic contexts, ensuring the sustainable implementation and long-term impact of the TMSM anti-radicalism (TAR) model. Keywords: development, anti-radicalism, TMSM model, character building.

Agrobacterium-mediated transformation (AMT) is the primary means of genetic engineering in plants and many fungi, but the factors that control transformation outcomes—efficiency, transgene insertion number, and transgene integrity—remain poorly characterized. Although transformation outcomes dictate an event’s potential utility in both industrial and academic contexts, AMT remains largely unoptimized for these metrics. Here, we systematically analyze the impact of the transgene-harboring binary vector on transformation outcomes across plant and fungal species. Through a comparison of different plasmid origin of replication (ORI) families and engineered copy number variants, our results reveal that the ORI family—not plasmid copy number—dictates T-DNA insertion number, backbone inclusion, and transformation efficiency, while plasmid copy number tuning alters efficiency without changing ORI family-specific signatures. Independent of plasmid copy number across kingdoms, the most widely used pVS1 ORI-based vectors (e.g. pCambia) result in significantly more insertions per transformant and high levels of transgene silencing compared to the less-utilized pSa ORI family, which enriches for more uniform single insertion events. Furthermore, we demonstrate that ORI-dependent transformation outcomes in yeast predictably reflect those inArabidopsis. Together, these results lay the foundation for future binary vector design aimed at achieving more predictable, controllable, and optimized transformation outcomes across diverse eukaryotic hosts.

Background. In recent years, increasing attention has been paid to the connection between physical activity and cognitive performance, especially in the academic context. The sedentary lifestyle of university students has raised concerns regarding both physical health and academic success. Previous research suggests that regular physical activity can enhance cognitive functions such as memory, attention, and executive control. Objectives. The purpose of this study was to explore the relationship between physical fitness and academic performance among undergraduate students from the University of Bucharest. The research aimed to determine whether higher fitness levels are associated with better academic outcomes. Methods. The study was conducted on a sample of students aged 19–21 who attended mandatory physical education classes. Physical fitness was assessed at the end of the first semester using standardized field tests: the Harvard Step Test (cardiorespiratory endurance), push-ups in 30 seconds (upper-body strength), sit-ups in 30 seconds (core endurance), and the Sit & Reach test (flexibility). Academic performance was measured based on students’ final grade point averages (GPA). A lifestyle questionnaire regarding sleep, study habits, and perceived energy levels was also applied. Statistical analyses included descriptive statistics and correlation tests (Pearson/Spearman) between physical fitness scores, questionnaire responses, and GPA. Results. Preliminary observations indicate that the overall fitness levels of participants were below the age-related average, particularly in cardiorespiratory endurance. A positive correlation is expected between higher physical fitness scores and higher academic performance, particularly in students who reported regular physical activity outside of class and better sleep habits. Conclusion. This study highlights the potential impact of physical fitness on students’ academic success. Promoting physical activity within university curricula may contribute to improved cognitive functioning and better academic outcomes. Further analysis will determine the strength and significance of these associations.

This study presents the design and implementation of a low-cost, open-source, 3D-printed drone platform for university-level STEM education in mechatronics, robotics, control theory, and artificial intelligence. The platform addresses key limitations of existing educational drones, such as high cost, the proprietary nature of systems, and limited customizability, by integrating accessible materials, Arduino-compatible microcontrollers, and modular design principles, with all design files and instructional materials openly available. This work introduces technical improvements, including enhanced safety features and greater modularity, alongside pedagogical advancements such as structured lesson plans, a workflow bridging simulation, and hardware implementation. Educational impact was evaluated through a case study in a postgraduate course with 39 students participating in project-based activities involving 3D modeling, electronics integration, programming, and flight testing. Data collected via a Technology Acceptance Model-based survey and researcher observations showed high student engagement and satisfaction, with average scores of 4.49/5 for overall experience, 4.31/5 for perceived usefulness, and 4.38/5 for intention to use the drone in future activities. These results suggest the platform is a practical and innovative teaching tool for academic settings. Future work will extend its educational evaluation and application across broader contexts.

The extent to which clinical ethics consultations should be neutral with respect to religion is the subject of ongoing debate. One important position says that clinical ethics consultants ought to appeal to the secular bioethical consensus that is available to everyone inasmuch as possible, and that they can do so without the subsequent need to defend an underlying moral theory. This view has been criticized because it is doubtful that such a consensus exists. Abram Brummett argues for a more nuanced approach where clinical ethicists must appeal to the bioethical consensus in clinical settings, but that the consensus and underlying moral principles can be debated in academic contexts (2020). Furthermore, he suggests that the consensus need not avoid making at least some moral, epistemological, and metaphysical commitments, though not to the level of embracing a full-fledged comprehensive worldview. I argue that Brummett's approach fails because it does not successfully avoid the implications of the lack of a secular bioethical consensus. Any defense of such a consensus is only possible at a superficial level where there may be agreement on which moral concepts to use, even though deep disagreement remains about their nature and application. While Brummett's approach is more honest than some secular alternatives because it does not seek to avoid making any judgments about underlying commitments, it is ultimately uninformative in failing to address the fact of pluralism. To conclude, I suggest that even if I am mistaken and there really is a secular bioethical consensus, Brummett's view implies that the consensus can never be legitimately challenged in clinical settings.

Abstract The current ethnographic case study traces a Chinese undergraduate student's investment in learning and socializing into specific disciplinary and professional discourses at a U.S. university and beyond. Drawing on Darvin and Norton's (2015) investment model, this study examines how his identity construction and negotiation were mediated by his exercise of agency, access to capital and resources, and ideologies within his situated contexts. Data collected from class observations and multiple interviews reveal that the focal participant, Xing, driven by his imagined identity as a cosmopolitan business professional, strategically mobilized various forms of capital and institutional resources to actively socialize himself into the disciplinary discourse community of finance and accounting. Nevertheless, his efforts were constrained by his positioning as a deficient English language learner during interactions with others. This positioning is rooted in the monolingual standard English ideologies. Although Xing employed strategic approaches to negotiate this position within academic contexts, these efforts did not necessarily signify empowerment. Instead, they risked perpetuating the linguistic hierarchies and power structures that disadvantaged Xing in the first place. The findings caution educators against an uncritical emphasis on learner agency without addressing the ideological forces that shape learners' choices. In addition, educators are encouraged to guide students to critically engage with the disciplinary discourse communities to prepare them to navigate future professional environments characterized by varied and sometimes conflicting language norms and practices.

Social media addiction is a growing concern among undergraduates, with nursing students particularly vulnerable as their stressful academic and clinical context may promote excessive use, impaired sleep, and higher depression risk. Therefore, we aimed to evaluate whether sleep disturbance mediates the association between problematic social media use and symptoms of depression among nursing students in Mexico. We conducted a multicenter, cross-sectional, analytical study using a random sample of 638 nursing students from three Mexican public universities. Between August and December 2024, participants completed validated scales for social media addiction, sleep quality, and depression. Counterfactual causal mediation analysis was performed using logistic regression with robust errors. Sleep disturbance affected 51.7% of students, and 27.5% reported depression. Social media addiction showed a dose-response association with both outcomes. Mediation analysis revealed a total effect on depression (OR = 2.19; 95% CI = 1.45-3.30) and an indirect effect via sleep disturbance (OR = 1.22; 95% CI = 1.01-1.38), explaining 31.4% of the effect. Sleep disturbance partially mediates this association. Interventions addressing digital behavior and sleep hygiene may improve mental health in nursing students.