ABSTRACT This paper is a critical reflection on the intersection of social praxis and digital agency in SWANA-South Asia with regard to some notable intellectuals (Gramsci, Said, Dabashi andRoy) engaged in the twin project of scholarly activism that we have named scholactivism. The positioned subjectivity of these scholar-activists, premised on their post-humanist/feminist activism against the historical, political and socio-economic exploitation in their respective societies, is then used to understand the material struggle and resistance of a right-based movement in Pakistan’s Port city, Gwadar, in Balochistan. By representing ‘Haq Do Tehreek’ (Movement to Give Rights) as a site where activism intersects with academic engagements, the paper argues in favour of an alternative academic angle to reconceptualise the crossroads between academy and activism that is likely to subvert the hegemonic pattern by diversifying the public discourse on matters of social justice, gender equality and human rights.

Purpose This study aims to bridge the origin of B2B marketing and sales in relation to race. Since Black businesses are disadvantaged (from a sales revenue level perspective), a secondary goal is to use the findings to motivate Black (and other minorities) graduates and entrepreneurs to engage in B2B marketing and sales. Design/methodology/approach A historical, narrative approach is adopted, facilitating a conceptual analysis of the emergence of B2B marketing and sales. The authors study the origin of the first Black-owned B2B firm in the United States of America (USA). A major US city was selected as research setting (Atlanta, GA). Findings The authors find the specific type of business and the connection of such a business to the development of economic independence of African Americans in the USA. They identified the first Black B2B firm in Atlanta as belonging to the class of Plantation Mechanic, in the form of a dental laboratory. Originality/value The paper offers an additional path to bring the manager back into academic marketing research by using business history as an analytical approach. Prior research emphasizes listening to managers, developing and testing theories that include the manager, conducting research at multiple levels of analysis and using multiple methods and finding synergies across seemingly competing academic engagements. However, a business history approach is absent from the B2B literature.

The impact of maladaptive perfectionism on AI dependence among college students: The mediating role of self-control and the moderating role of academic engagement.

TikTok and young adults: A decade of research on mental health, cognition, sleep, and social outcomes (2016-2025).

Recent advances in molecular biology and genomics have significantly enhanced our understanding of rare diseases. While enabling the development of highly targeted therapies, it also leads to complexity in the development, regulation, and accessibility of orphan medicines. Unmet need and great promise of new medicines, combined with high prices and uncertain effectiveness, highlight the shortcomings of the system, particularly evident for highly specialized treatment options, such as advanced therapy medicinal products and RNA-based treatments. While all stakeholders in this field must take responsibility, academic researchers and clinicians have a vital role which must be strengthened to improve access to and affordability of medicines. Regarding academia-driven orphan medicine development, academic contributions are predominantly concentrated in the early research phases, often lacking continuity throughout the full development pipeline. There is limited expertise in regulatory affairs and market access, and little involvement in medicine pricing or licensing negotiations. Recommendations include sustained academic engagement across all development stages, integration of regulatory and market access training into educational programs, and the implementation of socially responsible frameworks. Strategies promoting the rational use of orphan medicines should be embedded across the entire product lifecycle. Industry-driven development typically interacts primarily with regulatory agencies and payers, with academia playing a reactive and, at times, conflicted role. Independent academic-industry interaction is recommended, with early involvement in clinical trial design. Additionally, academia should proactively contribute to the evaluation of new therapies, development of controlled access models, and exploration of sustainable pricing frameworks. Establishing independent, multi-purpose disease registries would enhance post-authorization monitoring and evidence generation.

The Society of Thoracic Surgeons "Looking to the Future" Program: Impact on Resident Academic Productivity and Society Membership.

This systematic literature review synthesizes empirical evidence from forty studies published between 2007 and 2025 to examine how teacher communication strategies support participation, social interaction, and academic engagement among deaf and hard-of-hearing (DHH) students. Guided by PRISMA 2020 and appraised using the mixed methods appraisal tool (MMAT 2018), the review integrates qualitative, quantitative, and mixed-methods research across diverse educational contexts. Thematic synthesis identified eight interrelated domains: multimodal and technological communication, adaptive pedagogy, environmental and acoustic accessibility, student agency, peer collaboration, teacher competence, cultural–linguistic identity, and interactive literacy engagement. Findings indicate a clear pedagogical shift from predominantly auditory-based instruction toward multimodal, visually accessible, and technology-supported communication practices. Effective teacher communication is characterized by flexibility across visual, auditory, and tactile modes, supported by assistive technologies and relational responsiveness. However, persistent challenges remain, including disparities in teacher preparation, access to assistive technologies, and uneven regional representation in the literature. This review highlights the importance of sustained teacher professional development, inclusive policy frameworks, and cross-cultural collaboration to strengthen communicative equity and support meaningful inclusion for DHH students in classroom settings.

This video essay was created as part of the 2024 Parametric Summer Series organized by Ariel Avissar, using "Laird's Constraint" inspired by Colleen Laird's 2023 video essay "Eye-Camera-Ninagawa." Drawing from Laird's work, this piece explores the transcultural dimensions of video essay creation and consumption, especially in challenging Western-centric cinephilia traditions and looking at how video essays work as tools for revealing and reclaiming cultural narratives. The work extends the critical examination that Laird began around the complexities of split-screen compositions that contrast Asian media against Western mainstream material. Through this video work, the essay explores the split-screen format itself as a contradictory tool that simultaneously allows academic engagement while possibly hiding built-in cultural assumptions.

This study examines the role of spiritual education as a foundational pillar of holistic development among students in the Indian context, using secondary data from published research articles, policy documents, and scholarly reports. Holistic development is understood as the balanced growth of intellectual, emotional, social, moral, and spiritual dimensions of learners. Drawing on existing literature on spirituality in education, holistic learning practices, Indian philosophical traditions, mindfulness, and socio-emotional learning, the paper synthesizes evidence on the educational significance of spiritual and value-based practices in schools and higher education institutions. The study adopts a descriptive and analytical research design based on systematic review and content analysis of secondary sources. Findings from the reviewed literature indicate that spiritual education, when integrated with formal curricula through practices such as meditation, mindfulness, value education, reflective learning, and community service, contributes positively to students’ self-awareness, emotional stability, ethical reasoning, social responsibility, and academic engagement. Institutions that emphasize spiritual and cultural values are found to create supportive learning environments that foster resilience, empathy, discipline, and character formation among learners. Such environments also promote inner well-being and help students cope with academic and social pressures. However, the literature also reveals several challenges in implementing spiritual education, including inadequate teacher training, lack of structured curriculum frameworks, limited institutional support, and concerns related to secularism and inclusivity in diverse classrooms. These issues often restrict the effective and balanced integration of spiritual components into mainstream education. The study concludes that spiritual education plays a significant role in nurturing holistic student development in India when implemented in a pluralistic, inclusive, and non-sectarian manner. It recommends systematic teacher preparation, curriculum integration, and strong policy support in alignment with the National Education Policy 2020 to promote spiritually informed, value-oriented, and sustainable education for the overall development of students.

This duoethnographic study examines the experiences of two lecturers transitioning from English for Academic Purposes (EAP) to English-Medium Instruction (EMI) at a Japanese university, where they teach mixed cohorts of degree-seeking students and short-term exchange students. Through collaborative dialog, we explore how teaching in diverse pedagogical contexts, coupled with conflicting student expectations, shapes professional identity and teacher practice. Our analysis identifies three tensions: divergent interpretations of whether EMI should prioritize content or intercultural exchange; mismatched expectations between degree-seeking students wanting language practice and exchange students with varying levels of academic engagement; and identity disruption as confident EAP instructors became uncertain EMI teachers. We argue that inclusive internationalized classrooms require recognizing the emotional labor and identity work of faculty.

Despite the pervasive role of digital platforms in contemporary higher education, existing measurement tools fail to capture students’ psychological dependence on online approval within academic contexts, focusing instead on technical competencies or clinical addiction symptoms. This study developed and psychometrically validated the Digital Validation Seeking Scale (DVSS), a multidimensional instrument measuring university students’ reliance on digital feedback for academic and identity confirmation. Two independent samples of Egyptian undergraduate students were recruited: an exploratory sample of 511 students and a confirmatory sample of 740 students from six universities. The DVSS underwent rigorous content validation by eleven experts, exploratory factor analysis (EFA) using Principal Axis Factoring with Promax rotation, and confirmatory factor analysis (CFA) comparing competing structural models. Results revealed a robust four-factor structure comprising Academic Self-Quantification (ASQ), Feedback Hyper-vigilance (FHV), Social Comparison (SC), and Performative Studiousness (PS), with the first-order four-factor model demonstrating superior fit indices. The final 19-item scale exhibited excellent internal consistency, with Cronbach’s alpha coefficients ranging from 0.807 to 0.938 for subscales and total score, respectively, and strong test–retest reliability. The DVSS provides researchers and practitioners with a theoretically grounded, psychometrically sound instrument for identifying maladaptive digital validation patterns before they compromise academic engagement or psychological well-being, enabling targeted interventions within hybrid educational environments.

This study investigated the effectiveness of a School-Based Mental Health Awareness Program on learners’ classroom behavior and academic engagement at Batan Elementary School. Grounded in global and national mental health frameworks, the intervention addressed observed behavioral and engagement concerns among intermediate learners (Grades 4–6). Using a quasi-experimental one-group pretest–posttest design, 60 learners participated in a six-week program that included emotional literacy sessions, mindfulness exercises, peer-sharing activities, anti-bullying campaigns, and parental involvement meetings. Data were collected through a Behavioral Observation Checklist and an Academic Engagement Survey administered before and after the intervention. Pretest findings revealed moderate levels of classroom behavior (M = 2.85) and academic engagement (M = 2.78). Posttest results showed significant improvements in behavior (M = 3.65) and engagement (M = 3.70). Paired sample t-test analysis confirmed statistically significant differences (p < 0.05), indicating that the intervention had a measurable positive impact. The findings support existing literature emphasizing that structured, school-based socio-emotional programs enhance behavioral regulation and academic participation. The study contributes localized empirical evidence supporting the institutionalization of mental health initiatives within elementary school systems.

Guruklya is an AI-powered learning platform, which utilizes modern technologies, especially artificial intelligence, natural language processing, and high-performance computing, to improve the academic engagement. Through its combination with the Gemini Large Language Model, Guruklya will be able to offer an unprecedented grade of intelligent tutoring in comparison with the old methods. The platform also integrates an Emotion-Aware Conversational Agent which has the capability of providing context-sensitive responses based on sentiment analysis of users. A protruded Automated Examination Evaluation System ensures that the scoring of assessment is accurate. It is based on the architecture premise of a scalable microservices architecture based on Flask, with SQLAlchemy ORM implemented as a persistence layer, secured by a sophisticated role-based access control system. The architecture supports multi-tenant usage that includes administrators, faculty and students. Emotion-sensitive agent identifies user level of affect either by facial or textual signals, thus making the communicating experience rich. The submissions of students are graded with an automated engine that has a rubric-scoring algorithm and the evaluation time is decreased by 85 per cent. Empirical implementation in a university campus shows actual positive changes in performance in the institutions. Guruklya also cut administrative burden by 40 percent, student problem solving effectiveness grew by 65 percent and the engagement metrics improved by 28 percent. Individualized learning plans and Web-based evaluation further increased student results by 35 percent. These results support the fact that the platform is ready to be used on a campus-wide scale and has the ability to answer academic questions accurately and efficiently. Guruklya intends to maintain the modernized learning experiences by providing students with the continuous seamless experience that is technologically enriched.

This study investigated the relationship between students’ attitudes toward Social Science and their academic engagement. It focused on the cognitive, affective, and behavioral dimensions of attitude, alongside the cognitive, behavioral, emotional, and social aspects of engagement. The primary aim was to assess students’ levels of attitude and engagement and determine the correlation between the two. It also considered whether there is a significant difference between attitude and engagement with respect to demographic factors such as age, sex, and department. Research Design A descriptive-correlational method of investigation was used and both descriptive statistics (frequency, percentage, mean) and inferential statistical analysis (Pearson correlation, t-tests, ANOVA) were applied. Simple random sampling was used to select 350 students in the study. It was found that the students had a positive attitude for Social Science and their academic engagement was also high for all three domains. Moderate, but statistically significant association was found between students’ attitude and their academic engagement. Also, significant differences in attitude and engagement were noticed when it was stratified by age, gender and area study. Thus, the target intervention of the intervention program would aim at enhancing the students’ engagement by means of teaching with active learning strategies and institutional support. Based on the results the study concludes that focused promotion of positive aspects can significantly increase academic engagement and hence result in increased learning within Social Science education.

Abstract This study investigates the mediating role of academic engagement (AE) in the relationships between reflective functioning (RF), psychological distress (PD), and intention to drop out among university students during the COVID-19 pandemic. Given the unprecedented challenges posed by the pandemic, this research explores how the shifting academic modalities—ranging from online learning during the second lockdown (ONLINE) to blended learning post-lockdown (BLENDED), and finally face-to-face learning after the pandemic ended (F2F)—impact AE and its effect on students’ mental health and persistence at university. Data from 1177 Italian university students were analyzed using multigroup structural equation modeling (MG-SEM), considering gender congruence (AGC) with their degree course gender composition. Results indicate that AE plays a role in the relationship between RF, PD, and intention to drop out across all phases, with the strongest protective effects observed during the online learning phase (ONLINE), especially for students that reported AGC. The study reveals that while AE plays a crucial role in reducing dropout intention, psychological distress significantly influences these relationships, particularly for students reporting no AGC. The findings also suggest that the transition between different learning modes during the pandemic and students’ perceived alignment with the gender composition of their degree course impacted the effect of AE. These results highlighted the importance of addressing students’ mental health needs, through tailored psychological interventions in higher education. This study emphasizes the role of academic environments in contrasting gender incongruence and fostering student retention and engagement during critical contingencies such as the COVID-19 pandemic.

Purpose Previous research has highlighted the challenges facing international students. This study investigated associations between acculturative stress, academic burnout, academic engagement and mental toughness (MT), and differences based on scholarship status. Design/methodology/approach A total of 133 international master’s students originating from 49 different countries and studying across 25 distinct cities in the United Kingdom (57.8% women, Mage = 28.45 years), the majority of whom were recipients of highly competitive scholarships, completed measures of acculturative stress, academic burnout, engagement and MT. Findings Linear regression analysis showed that MT was associated with lower levels of acculturative stress and burnout and higher levels of engagement. Scholarship students displayed higher levels of some aspects of MT and lower acculturative stress. Originality/value The findings suggest that MT may aid in reducing stress related to studying abroad and help to maintain academic engagement, and thus MT interventions should be explored in this population. However, there were, limitations associated with the study, including the diversity of the sample and confounding variables. Further research is therefore needed to explore MT in international students, and differences between scholarship and non-scholarship students, which might inform the development of interventions.

Abstract Background Student achievement is shaped by family background, gender, migration status, and school context, yet little research has compared how these factors operate across distinct world regions. This study examines how parental education, educational resources, study supports, gender, and migration status predict Grade 8 mathematics and science achievement in the Gulf Cooperation Council (GCC) and Asia–Pacific regions. Methods Using TIMSS 2023 data from twelve countries—six GCC (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, United Arab Emirates) and six Asia–Pacific systems (Chinese Taipei, Hong Kong SAR, Japan, Korea, Malaysia, Singapore)—we estimated multilevel models separately for each country following a four-step specification. Models incorporated student gender, immigrant status, parental education, home educational resources, home study supports, and student-level interaction terms. Results Patterns differed across regions. In the GCC, girls consistently outperformed boys—especially in science—and immigrant students often outscored native-born peers., In Asia–Pacific countries, gender gaps were small and typically domain-specific, and immigrant performance varied. Parental education persisted as a robust predictor of higher achievement across all systems. Greater home educational resources were associated with higher achievement across countries, while study supports benefited students unevenly, with clearer advantages for girls in several GCC systems. Interaction effects indicated that students with both higher parental education and richer home resources experienced the largest achievement advantages. School-level variance was notably higher in GCC countries, reflecting greater stratification. Conclusions The findings highlight that gender, migration status, and family background do not operate uniformly but are shaped by regional opportunity structures and educational environments. GCC systems may benefit from reducing school-level disparities and strengthening supports for boys’ academic engagement, whereas Asia–Pacific systems may prioritize addressing family-level inequalities and immigrant integration. The study provides region-specific insights for promoting equity in diverse educational systems.

Examining the relationship between common mental health challenges and academic engagement among undergraduate students in a public university in Ghana

This study investigates the impact of reward on students’ learning motivation in Akidah Akhlak at MAN 2 Kota Palu. Low learning motivation among students has been identified as a challenge that can hinder their academic achievement and engagement in religious education. Therefore, this research aims to determine whether the implementation of reward significantly enhances students’ learning motivation. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The sample consisted of 91 students from three classes. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability. The normality of the data was assessed using the Shapiro–Wilk test, and differences between pretest and posttest scores were analyzed using the Paired Samples T-Test. The findings revealed an increase in the mean learning motivation score from 29.4 in the pretest to 34.2 in the posttest. The Paired Samples T-Test indicated a significant difference with t(90) = -14.40, p < 0.001, while the effect size, measured by Cohen’s d = 1.51, demonstrated a very large effect. These results confirm that reward is an effective strategy to improve students’ learning motivation in Akidah Akhlak, suggesting that the integration of reward-based interventions can positively influence students’ engagement and performance in religious education settings.

Learning flow is a crucial psychological state that enhances academic engagement and well-being, yet its formation among freshmen remains underexplored. This study aimed to explore the relationships between perceived social support, perceived stress, depression, and learning flow among freshmen, and test a chain mediation model in which perceived stress and depression link perceived social support to learning flow. A cross-sectional questionnaire survey was conducted among 805 freshmen from a comprehensive university in China. The assessment of key variables was conducted using four validated scales, including the Perceived Social Support Scale, the Perceived Stress Scale, the 9-item Patient Health Questionnaire, and the Flow Short Scale. Regression analysis was performed using the PROCESS macro (Model 6), and the significance of indirect effects was tested through the Bootstrap method with 5,000 resamples. The results indicated that: (1) freshmen's learning flow was at a moderate level, with room for improvement; (2) perceived social support was significantly and positively associated with learning flow (β = 0.324, p < 0.001); (3) perceived stress mediated the relationship between perceived social support and learning flow (indirect effect = 0.167, 27.9% of the total effect); (4) depression also served as a mediator between perceived social support and learning flow (indirect effect = 0.054, 9.0% of the total effect); (5) perceived stress and depression played a chain mediating role between perceived social support and learning flow (indirect effect = 0.054, 9.0% of the total effect). The total indirect effect accounted for 45.9% of the total effect. This study revealed that perceived social support is related to freshmen's learning flow through psychological health variables, providing empirical evidence and practical insights for promoting psychological well-being and learning engagement in higher education.