Background: The growing integration of technology in education has made digital health literacy an essential skill for healthcare students. Academic stress and burnout are widely reported among healthcare undergraduates; however, their relationship with digital health literacy remains insufficiently explored, particularly in developing countries such as Pakistan. Objective: This study examined the association between digital health literacy, academic stress, and burnout among undergraduate healthcare students and assessed whether digital health literacy predicts burnout after controlling for demographic factors. Methodology: A cross-sectional analytical study was conducted from January to June 2025 among 300 undergraduate healthcare students from private universities in Pakistan. Data were collected using a self-administered online questionnaire including demographics, the Digital Health Literacy Instrument, Perceived Stress Scale-10, and Maslach Burnout Inventory-Student Survey. Descriptive statistics, Shapiro–Wilk normality testing, Pearson correlation, and multiple linear regression analyses were performed to identify predictors of burnout after adjusting for demographic variables, with statistical significance set at p<0.05. Results: The mean age of participants was 21.4±1.8 years, with females comprising 62% of the sample. Digital health literacy was significantly negatively correlated with academic stress (r= −0.34, p<0.001) and burnout (r= −0.29, p<0.001). Academic stress showed a strong positive correlation with burnout (r=0.63, p<0.001) and was the strongest predictor of burnout (β=0.56, p=0.001). Digital health literacy independently predicted lower burnout (β= −0.18, p=0.002). The model explained 46% of the variance in burnout. Conclusion: Higher digital health literacy is associated with reduced academic stress and burnout. Integrating digital health literacy training may improve student well-being and academic resilience.

Evolving student demands and technological advancements have facilitated the rise of online learning in higher education, fostering greater access to online educational opportunities. The purpose of this research was to investigate the impact of self-directed learning, collaborative learning, and isolation (independent variables) on academic achievement and academic resilience (dependent variables) among online undergraduate university students, using self-determination theory as the foundation for the research. This study employed a quantitative cross-sectional observational design for population-based surveys and captured a single data collection point from the participants, based on study criteria. Multiple regression analysis revealed self-directed learning and collaborative learning positively correlated with academic achievement and academic resilience, while student isolation showed a negative relationship. Although the study provides valuable insights for online education practitioners, it acknowledges potential limitations due to context-specificity and unexplored factors. This research contributes empirical evidence to inform the design of supportive virtual educational environments in higher education.

The purpose of this study was to investigate the impact of AI-Coursera technology integration in philosophy-based French language learning on critical thinking, self-evaluation, academic resilience, and speaking skills. A quasi-experimental method was used which involved 250 students divided into two groups: an experimental group and a control group. The experimental group received a philosophy-based French language learning intervention with AI-Coursera technology, while the control group received conventional French language learning. Data analysis used MANOVA, t-test, and effect test. The results showed that the integration of GenAI-Coursera in French language learning significantly improved speaking skills, academic resilience, critical thinking skills, and self-evaluation. Improved speaking skills were evident in the use of new language, fluency, and in-depth responses to philosophical questions. Critical thinking skills were enhanced, evident in the use of critical ideas and the reinforcement of French terminology. Academic resilience was enhanced, evident in the ability to resolve conflicts or problems during the learning process. Furthermore, self-evaluation skills were evident in the ability to assess and improve speaking skills. The improvement of all competencies occurs due to GenAI-Coursera's features (discourses, reflective phases, and feedback) and philosophy-based French language teaching principles. Therefore, the use of GenAI-Coursera technology in philosophy-based French language learning not only improves speaking skills but also higher-order thinking skills. This research implies that foreign language teaching requires learning design and the use of GenAI to improve higher-order thinking skills and foreign language competencies.

Students with Overseas Filipino Worker (OFW) parents face a unique set of challenges that can impact their emotional stability and academic life. This study aimed to quantitatively assess the academic struggles, coping strategies, and academic performance of Junior High School students with OFW parents at Lilo-an National High School. The study employed a descriptive-quantitative research design utilizing the survey method. The respondents comprised twenty (20) Junior High School students selected through purposive sampling based on specific criteria: enrollment in the current school year and having at least one parent working abroad for over one year. Data were collected using a structured Likert-scale questionnaire to measure the frequency of academic concerns and coping mechanisms, alongside a document analysis of the students' General Weighted Average (GWA). Data were analyzed using descriptive statistics, specifically weighted mean and frequency distribution. The findings revealed that the most significant academic hurdle for these students is "stress and anxiety about schoolwork," which ranked highest with a weighted mean of 3.35, followed by the "struggle to ask for help" with a mean of 3.15. Contrary to the assumption of isolation, "feeling lonely or unsupported" received the lowest severity score with a mean of 2.25. In terms of coping strategies, the students identified "communicating with parents abroad through calls/messaging" as their primary coping mechanism with a mean of 4.75, significantly outranking reliance on local family members with a mean of 3.20. Furthermore, the document analysis indicated high academic resilience, with 100% of respondents achieving satisfactory to outstanding grades (GWA of 80 or above) despite their reported stress. Overall, the quantitative data suggests a "resilient but anxious" profile for OFW children. While they maintain high academic performance through internal motivation and "digital parenting" support, they suffer from significant internalized stress. The study recommends the implementation of school-based stress management programs and time-management workshops to support the mental well-being of this specific demographic.

Mathematics learning at the elementary level is often associated with anxiety and low academic resilience, which may hinder students’ persistence and performance. Strengthening resilience through innovative instructional models is therefore essential. This study aims to examine the effect of a Metacognitive-Based Deep Learning model on the academic resilience of elementary school students in mathematics. A quantitative true experimental design with a posttest-only control group was employed. The sample consisted of 120 fourth- and fifth-grade students divided equally into experimental and control groups. Data were collected using a 20-item mathematical resilience questionnaire measuring value, struggle, growth, and perseverance. Confirmatory Factor Analysis using PLS-SEM confirmed the validity and reliability of the instrument. Data were analyzed through an independent samples t-test, Cohen’s d effect size, and two-way ANOVA. The results revealed a highly significant difference between groups (p < .001), with a mean difference of 24.233 points and a very large effect size (d = 3.46). The findings indicate that the intervention consistently improved students’ academic resilience across grade levels without significant interaction effects. This study contributes theoretically by reinforcing the role of deep learning integrated with metacognitive strategies in developing non-cognitive competencies in elementary education. Practically, it offers an evidence-based instructional alternative to enhance students’ resilience and reduce mathematics anxiety.

This study investigates the relationships among students’ socio-contextual ecosystems including interactions with parents, teachers, and society (i.e., participation in cocurricular activities), their dual-pathway self-regulatory strategies—emotional self-regulation (SR) and motivated learning strategies (MLS)—and their mathematics achievement emotions. Drawing on data from a sample of 1269 Chinese secondary school students, the findings indicate that all dimensions of parent–teacher–society interactions significantly predict students’ mathematics achievement emotions (i.e., enjoyment and anger) through the mediation of both emotional self-regulation strategies (i.e., positive reappraisal and rumination) and motivated learning strategies. Results in this study revealed a clear differential mediation pattern: teacher–student interactions exerted significant direct effects on students’ emotions alongside indirect effects through their self-regulation (partial mediation). In contrast, the impact of social cocurricular activities was fully mediated by students’ self-regulatory processes. Notably, parent–child interactions directly influenced enjoyment but only affected anger indirectly through self-regulation. These results unpack the “black box” of how socio-contextual ecosystems shape student well-being, highlighting the critical and distinct roles of dual self-regulation pathways. The study provides a novel theoretical framework for understanding achievement emotions and offers actionable insights for building supportive, sustainable learning environments that foster both emotional and academic resilience.

This study investigates the effects of structured collaborative reflection within flipped classrooms on preservice teachers’ academic resilience and self-regulated learning (SRL). A mixed-method explanatory sequential design was employed, involving 120 preservice teachers from three Indonesian universities. Participants were assigned to four groups based on instructional model (flipped vs. traditional learning) and reflection type (structured vs. no reflection). Quantitative data were analyzed using two-way ANOVA, followed by qualitative analysis through thematic coding of interviews and reflective journals. Results indicated that the group receiving flipped learning with structured reflection (G1) outperformed others in both academic resilience and SRL. Three qualitative themes emerged: improved metacognitive awareness, emotional support from peers, and application of reflective practices beyond the classroom. Structured collaborative reflection enhances the benefits of flipped learning by fostering cognitive, emotional, and adaptive growth in preservice teachers. Integrating structured peer reflection into teacher education can improve long-term learning strategies and professional resilience. Future research should explore sustained effects and consider using AI-based tools to optimize reflective practices in technology-enhanced learning environments.

Artificial intelligence is increasingly integrated into nursing education, making AI literacy a key competency for students. Academic resilience is also essential for coping with learning challenges. However, the mechanisms linking AI literacy to academic resilience remain unclear, particularly the roles of self-efficacy and AI anxiety. This study examines these associations and tests the mediating effects of self-efficacy and AI anxiety. A cross-sectional study was conducted among 415 undergraduate nursing students from a university in northern China. AI literacy, academic resilience, self-efficacy and AI anxiety were assessed using validated scales. Statistical analyses included descriptive analysis, Pearson correlation and serial mediation testing using the PROCESS macro in SPSS with bootstrap sampling. (1) Academic resilience was significantly and positively correlated with AI literacy (r = 0.229, p < 0.01) and self-efficacy (r = 0.340, p < 0.01), and negatively correlated with AI anxiety (r = -0.426, p < 0.01). AI literacy was positively correlated with self-efficacy (r = 0.118, p < 0.05) and negatively correlated with AI anxiety (r = -0.143, p < 0.01). (2) AI literacy was positively associated with self-efficacy (β = 0.118, p = 0.017) and was negatively associated with AI anxiety (β = -0.143, p = 0.006). Self-efficacy positively was positively associated with academic resilience (β = 0.340, p < 0.001), while AI anxiety was negatively associated with academic resilience (β = -0.426, p < 0.001). (3) In the model of AI literacy → self-efficacy → AI anxiety → academic resilience, the total indirect effect was 0.055. The mediating effect of self-efficacy accounted for 36.4% of the total indirect effect (0.020), while AI anxiety accounted for 58.2% (0.032). The serial mediation effect of self-efficacy and AI anxiety contributed 5.4% (0.003) to the total indirect effect, which was statistically significant but small in magnitude. Overall, the mediation pattern supported partial (rather than full) mediation. AI literacy is is an important correlate of nursing students’ academic resilience. Strengthening AI literacy, improving self-efficacy and reducing AI anxiety may be linked to better adaptation to AI-supported learning environments. Not applicable.

Abstract Background This comparative study provides cross-cultural insights into key protective factors for disadvantaged students’ academic resilience in Korea and South Africa. Grounded in the Ecological Systems Theory and the Developmental Assets Framework, the goal of this study is to learn lessons from the comparison of resilient vs. non-resilient students in both nations and inform evidence-based policies towards asset-based pathways to academic resilience. Methods Mixed research methods are used: (1) statistical analyses of TIMSS 2019 8th grade (Korea) and 9th grade (South Africa) math assessment/survey databases and (2) a case study of resilient vs. non-resilient students in South Africa. It examines both between-country and within-country inequalities of adversities (risk factors) and assets (protective factors). The Oaxaca-Blinder decomposition analyses of math achievement gaps reveal both endowment effects (i.e., differences in assets) and parameter effects (i.e., differences in the associations between assets and achievement). Results Findings show that South Africa lags behind Korea in math achievement not only due to higher adversities and lower assets but also due to more negative adversity effects (i.e., greater risk vulnerability) and less positive asset effects (i.e., lower returns on assets). Findings also show within-country differences between resilient and non-resilient student groups. In South Africa, resilient students perform better by having not only more assets but also better utilization of assets (i.e. stronger asset-achievement relations). In contrast, Korean resilient students have more assets, but they do not show stronger asset effects than their non-resilient counterparts. While both internal and external assets contribute to resilience, internal assets (e.g., learning motivation, confidence, and efforts) are the stronger differentiator between resilient and non-resilient groups in this sample. Conclusions Educational policy implications are discussed to measure and develop unrealized potential among disadvantaged students, specifically asset-driven pathways for academic resilience. This study calls for further research on culturally-responsive assessment of both risk and protective factors in large-scale international assessments.

ABSTRACT This study examined changes in senior high school students’ chemistry performance over a semester and how these changes varied based on their academic resilience in chemistry. Participants were 684 first-year senior high school students from 14 schools. Latent profile analysis revealed three distinct profiles: low (19.152%), moderate (64.766%), and high (16.082%) levels of academic resilience in chemistry. Subsequently, a two-way repeated measures analysis of variance was conducted to compare changes in chemistry achievement across the three profiles over the transition period. Results indicated that students in the low-resilience profile showed a declining trend in chemistry achievement, those in the high-resilience profile demonstrated improvement, and those in the moderate-resilience profile exhibited relatively stable achievement. These findings highlight resilience as a universal asset in chemistry learning, extending its relevance beyond at-risk groups. By identifying student profiles and their associated achievement trajectories during the transition period within China’s highly selective educational system, this study provides a person-centred framework that can inform differentiated early support in cognitively demanding science subjects and offers a valuable reference point for other selection-oriented systems internationally.

Against the backdrop of rising focus to the study of academic resilience, there is still a dearth of relevant exploration for rural primary school students. Focusing on the influencing mechanisms of academic resilience in rural students not only helps children grow, but also contributes to narrowing the urban-rural education gap, thereby realizing educational equity. To explore the specific mechanism of school climate on the academic resilience of primary school students, this study investigated 316 primary school students in Gansu Province, China by using the school climate scale, the academic resilience scale, the friendship quality scale and the learning engagement scale. The results indicate that: (1) school climate has a positive predictive effect on the academic resilience of primary school students; (2) friendship quality and learning engagement are mediating variables between school climate and primary school students' academic resilience, respectively; (3) friendship quality and learning engagement play a chain mediated role between school climate and primary school students' academic resilience. This study empirically reveals the mechanism by which school climate affects academic resilience, providing theoretical basis and practical reference for promoting the development of academic resilience among rural primary school students.

The purpose of the present study was to explore how instructional leadership can be used to improve the effectiveness of teachers and academic resilience of students especially how they are able to solve their academic problems and continue to forge ahead when facing challenges in their academic journey in the Pakistani public secondary schools of Karachi. School heads Instructional leadership practices includes practices related to school input, process, and outcomes in the school. A quantitative descriptive survey design was used in this study. The secondary school teachers in Karachi were the population of the study and a sample of 295 teachers was selected by using stratified random sampling technique. A structured survey questionnaire was used to collect data from the teachers. Data was collected by personally visiting the school and analysis was done through SMART-PLS and SPSS. The findings of the study revealed that instructional leadership practices of school heads have a positive significant effect on teacher effectiveness and teacher effectiveness has also significant effect on students’ academic resilience. Findings of the study recommended that all school heads should adopt instructional leadership practices which improve performance of teachers in the school. Study also suggested that a motivated, professionally qualified teacher develop strong problem-solving skills and lifelong learning in students in the class.

General Background: Adversity quotient represents students’ capacity to confront academic challenges and persist in learning tasks. Specific Background: In junior high schools, variations in students’ adversity quotient are closely associated with psychological factors, particularly self efficacy. Knowledge Gap: Previous studies predominantly focused on senior high school populations, leaving limited evidence regarding junior high school contexts. Aims: This study aimed to examine the relationship between self efficacy and adversity quotient among students at SMP X Sidoarjo using a quantitative correlational approach. Results: Data from 131 students revealed that most participants were in the moderate category for both self efficacy (72%) and adversity quotient (70%). Simple linear regression indicated a significant positive relationship (β = 0.378; p &lt; 0.05), with self efficacy accounting for 51.3% of the variance in adversity quotient. Novelty: This research provides empirical evidence from a junior high school setting supported by preliminary field observations, extending existing findings predominantly derived from SMA/SMK populations. Implications: The findings highlight the importance of strengthening students’ self efficacy through counseling services, guidance programs, and supportive learning environments to foster higher adversity quotient and academic resilience. Keywords: Self Efficacy, Adversity Quotient, Junior High Students, Educational Psychology, Learning Resilience Key Findings Highlights: Most students demonstrated moderate psychological readiness in facing academic difficulties. Regression analysis confirmed a strong positive statistical association between personal confidence and resilience. Self-belief explained over half of students’ persistence capacity, with remaining variance linked to external factors.

This study investigated the causes, manifestations, and instructional challenges associated with phonological deficits among Grade One learners in a multilingual public-school setting. Anchored on the Phonological Deficit Theory, the research sought to explain how early language experiences, classroom behaviors, and instructional contexts interact to influence early reading development. A qualitative, multi-perspective exploratory case study design was employed. Data were gathered through semi-structured interviews with Grade One teachers and parents of learners identified with phonological deficits, as well as systematic classroom observations during phonological awareness activities. Purposive sampling was used to select information-rich participants from Tibaguin Integrated School. Findings revealed that phonological deficits stem from cumulative early environmental gaps, particularly insufficient oral language stimulation, excessive screen exposure, delayed or inconsistent shared reading, and limited exposure to nursery rhymes and sound-based activities. These early experiences were associated with auditory memory failure, poor phoneme discrimination, difficulty in blending and segmenting sounds, and delayed phonological awareness. Classroom observations showed that learners with phonological deficits exhibited low verbal participation, avoidance behaviors, and reduced peer interaction, indicating both cognitive and affective consequences. The study also identified significant instructional challenges in multilingual classrooms, including phoneme transfer interference from learners’ mother tongues, limited time for individualized intervention, lack of linguistically responsive instructional materials, and assessment bias between phonological deficits and second-language acquisition difficulties. The study concludes that phonological deficits among Grade One learners are multi-layered and reinforced by home, classroom, and institutional factors, requiring early, targeted, and linguistically responsive interventions. The findings support recommendations for strengthened parent–school collaboration, early phonological screening, teacher training, and the development of cross-linguistic instructional resources. The study aligns with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 10 (Reduced Inequalities) by promoting inclusive early literacy practices. Its sustainability impact lies in strengthening educational and institutional capacity to address early reading difficulties, thereby supporting equitable learning outcomes and long-term academic resilience.

ABSTRACT This mixed-methods study examines how reflective practice helps early career academics (ECAs) navigate challenges in China’s expanding higher education system. Combining interviews with 22 ECAs and a survey of 210 academics from 30 universities, we identify three key stressors: time scarcity for meaningful research, metrics-induced ‘pan-anxiety’, and manipulative leadership practices. Findings reveal that ECAs employing structured reflective practices (e.g. teaching/research diaries, peer reflection) demonstrated better task prioritization and stronger teaching – research alignment. Quantitative analyses confirm that: (a) supportive culture enhances teaching – research synergy; (b) reflective practice correlates with reduced anxiety and improved synergy; (c) institutional pressures undermine synergy; and (d) reflective practice buffers pressure – anxiety relationships. The study contextualizes reflective practice theory within China’s unique academic ecosystem, proposing actionable strategies for ECAs while advocating institutional reforms to sustain scholarly development. These insights contribute to global discussions on academic resilience and pedagogical integration.

ABSTRACT This sequential explanatory mixed‐methods study explored how teachers' autonomy support influences students' learning engagement and well‐being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in‐depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well‐being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well‐being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem‐solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.

&lt;i&gt;In the context of social distancing, higher education has shifted to a virtual model amidst the anxieties of a global pandemic. This study delves into the challenges faced by the academic community, their coping mechanisms, and the support they crave within the context of flexible learning. A qualitative phenomenological approach was used, employing virtual interviews to gather data. Analysis revealed shared struggles for students and teachers alike. Students battled with overwhelming workloads, distractions caused by unreliable internet and unsuitable learning environments, family financial strains, and a lack of resources. Teachers grappled with ensuring quality instruction, maintaining student engagement, the increased workload of synchronous classes, and material creation. However, they also embraced opportunities to develop new digital skills. Students coped through independent learning, researching to fill knowledge gaps, and practicing self-discipline to combat distractions. Teachers employed diverse teaching methods fueled by a deep sense of intrinsic motivation. These findings highlight the academic community's resilience amidst a sudden educational shift. The challenges encountered spurred innovation, collaboration, and a more positive outlook, fostering academic resilience.&lt;/i&gt;

This paper aims to describe and understand the essence of the lived experiences of final-year college students with special needs regarding their adaptive help-seeking and academic resilience. The research approach used is a qualitative study involving students with various types of disabilities. Purposive sampling of 9 student were selected for the semi-structured interviews. Cassidy’s Academic Resilience Scale (ARS) was used as the interview guided. Data triangulation was used throughout the research to ensure integrated analysis. The result shows that participants described their parents as sources of emotional reassurance and moral encouragement. Besides, the theme of Peer Support reveals that the respondent has a mature strategy for maintaining their mental well-being. This study demonstrates that both parental and peer support are essential resources in sustaining the academic resilience of final year students with disabilities. While parental support was identified as the primary motivator, providing a strong foundation of care, encouragement, and responsibility, peer support emerged as equally vital in maintaining on going motivation and well-being.

This study emphasises the vital role of students’ academic resilience in enhancing success within higher education institutions offering open, distance, and digital education (ODDE). Given the unique challenges faced by ODDE students, such as limited face-to-face interactions and increased dependence on self-regulation and support systems, understanding the factors that strengthen resilience is critical. The primary aim was to examine how self-regulated learning, academic stress, faculty and peer support, and academic grit influence academic resilience among ODDE students. Data were collected through a structured survey, with a purposive sampling approach targeting students enrolled in ODDE programs. Out of 454 distributed questionnaires, 336 valid responses were obtained, and 311 samples were deemed suitable for analysis based on quality criteria. Partial Least Squares-Structural Equation Modelling (PLS-SEM) was employed to analyse the data, with hypothesis testing revealing that academic grit, faculty and peer support, and self-regulated learning significantly positively influence resilience, while academic stress showed no significant effect. These findings suggest that fostering grit, support systems, and self-regulation strategies can effectively enhance resilience in online and digital learning contexts. For future research, longitudinal studies are recommended to explore resilience development over time, along with intervention-based research to identify effective methods of strengthening these factors. The practical implications of this study highlight that institutions should implement targeted programs focusing on resilience-building, stress management, and support mechanisms to improve student success and well-being. Overall, the study contributes valuable insights to the theoretical frameworks of SRL and resilience, emphasising the importance of holistic approaches to fostering resilience in ODDE students for sustained academic and personal growth.

Supervisor support as a determinant of mental well-being and academic resilience among doctoral students: a qualitative study in Indonesian higher education