The swift rise of generative AI in higher education is transforming how students complete academic assignments. In Indonesia's higher education sector, where AI adoption is growing faster than formal guidance, understanding this transformation is particularly critical for safeguarding academic integrity and learning quality. This study seeks to (1) describe patterns of generative AI utilization, (2) explore student views and experiences, and (3) identify implications for higher education in Indonesia. The study employed an exploratory qualitative approach, involving 131 students from a university in Jakarta—encompassing undergraduate, master's, and doctorate programs—who composed reflective essays regarding their experiences with AI. Employing Saldaña's two-cycle coding method, three primary themes were identified: AI as an academic assistance tool, AI for academic skill development, and AI for learning effectiveness. Students predominantly used AI for rapid information retrieval and summarization, improving their academic writing (e.g., refining structure, clarity, and grammar), and supporting their study practices (e.g., generating practice quizzes and organizing study plans). Although AI provided enhanced efficiency and accessibility, apprehensions emerged regarding excessive dependence, diminished critical thinking, and ethical dilemmas pertaining to academic integrity. These findings underscore the significance of AI literacy initiatives to assist students in the responsible integration of AI tools while preserving cognitive engagement and originality. The study is confined to a single institution and depends on self-reported reflective essays, indicating the need for careful interpretation of the findings. As one of the first qualitative studies on this topic in Indonesia, this research addresses a critical empirical and policy gap by offering context-specific evidence on AI's educational role and by outlining a balanced integration pathway for Indonesian higher education institutions. Future research ought to investigate cross-institutional comparisons, the long-term effects of AI adoption, and educators' viewpoints regarding its function in academic settings.

The role of the session moderator in scientific meetings is rarely described in the literature, although it directly influences the scientific, educational and institutional quality of conference sessions. Often perceived as an implicit or purely procedural role, moderation is in fact a specific skill requiring competencies in organization, communication, time management, scientific facilitation and education. Preparation before the session is essential and includes reviewing the programme, identifying session objectives, anticipating key discussion points and coordinating with co-moderators when necessary. Scientific transparency is also part of this responsibility, particularly by ensuring the declaration of conflicts of interest. During the session, the opening sets the tone, clarifies the rules and establishes a respectful and interactive atmosphere. Beyond time management, which remains a central responsibility, an important objective is to transform a sequence of presentations into a genuine scientific discussion by initiating questions, stimulating exchanges, encouraging dialogue between speakers and promoting audience participation. A significant educational responsibility also exists, particularly in supporting junior presenters and maintaining a constructive discussion environment. Adaptability is essential because the role varies according to session format. Effective moderation improves the overall quality of scientific meetings and should therefore be recognized and taught as an academic skill.

Longitudinal associations between cognitive control consistency and academic skills across kindergarten and first grade.

ABSTRACT This study evaluated the Deadly Indigenous Research Internship, a program designed to immerse Indigenous Australian undergraduate students in research, foster academic and research skills, strengthen cultural pride and promote aspirations for further education. A total of 10 interns completed a structured survey, and seven participated in in-depth interviews to examine their motivations for joining, experiences within the program, and perceived impacts on their self-concept and academic pathways. Results indicated that the program had a significant positive influence on research self-concept, development of skills, academic motivation and cultural identity. These findings underscore the importance of culturally grounded, community-engaged internship programs for Indigenous university students.

This article presents the results of a pedagogical experiment on the development and testing of a comprehensive model for fostering foreign language academic speaking skills in non-linguistic major students. The relevance of the study is driven by the growing demands of academic and professional communication, which require modern specialists to confidently master the skills of publicly presenting scientific concepts in a foreign language. The theoretical foundation of the research is the theory of the cognitotype, understood as a mental-linguistic schema that organizes a text according to a frame structure and reflects the genre features of an utterance. Based on this theory, the author proposes an original five-level methodology aimed at the sequential formation of key competencies: conceptual (working with and transforming scientific information), genre-compositional (assimilating structural models of scientific texts), linguistic-stylistic (mastering the linguistic means and clichés of the academic style), metacognitive (conscious use of knowledge about scientific discourse for text production), and pragmatic-communicative (effective application of the developed skills in real situations of professional communication, including the use of visual aids and argumentation). The pedagogical experiment, conducted at the Novosibirsk State Technical University (NSTU), confirmed the high effectiveness of this integrative approach. A comparative analysis of the results from the control and experimental groups showed that students trained according to the proposed model demonstrated significant improvement in their skills of composing scientific presentations in a foreign language, increased adherence to genre criteria in their speeches, and enhanced the quality of visual support usage. The most notable progress was observed in aspects such as compliance with the norms of the academic style and the logical structure of the presentation. At the same time, expanding their active vocabulary, despite the overall positive outcome, required students to undertake additional targeted work. In conclusion, it is argued that the developed model provides a targeted and effective means of preparing non-linguistic major students for successful oral scientific presentations in a foreign language.

ABSTRACT Substantial effort has been dedicated to understanding the role of executive functions (EFs) in children's academic achievement. However, to understand how EFs, including working memory, inhibitory control, and cognitive flexibility help with academic skills, we need more experimental rather than correlational approaches. Methods for experimentally manipulating EFs are often developed in the adult literature, and developmental science stands to benefit substantially from these sophisticated techniques. In this article, I outline key methods for manipulating EFs and indicate the frequency of their use. In sum, inhibitory control is at an exciting stage with experimental methods being applied to academic skills for the first time. Cognitive flexibility has promising ideas, and both inhibitory control and cognitive flexibility could use working memory as a benchmark for assessing their progress. This article serves as a reference point for researchers investigating executive functions, which I encourage cognitive and developmental researchers to build upon to advance our knowledge of academic development.

As physician associates (PAs) and advanced practice registered nurses (APRNs) have steadily increased in numbers within the clinical realm, attention needs to be given to their career development. Some institutions have created professional advancement models (PAMs) to address career development for these professionals. These programs have the potential to decrease burnout, improve professional satisfaction, and increase retention. However, for advanced practice providers (APPs) to be successful in PAMs or to excel professionally at institutions without PAMs, they need academic and leadership skills, which vary widely among individuals. In this article, we share a career development framework, developed at the University of Chicago, to foster workplace-based academic and leadership skills development among APPs. L.E.A.D. encompasses 1) leadership (L) roles and opportunities, 2) embedding (E) interests in existing structures, and 3) academic (A) development (D) to provide a framework for diversifying APP careers and enhancing professional satisfaction.

The unequal effects of weekday television on Children's academic and behavioral skills

The rapid expansion of digital learning platforms has significantly increased access to educational resources; however, it has also introduced complexity in course selection for engineering students. With thousands of courses available across platforms such as Udemy, NPTEL, and YouTube, students often struggle to identify relevant courses aligned with their academic background, skill level, and financial constraints. This paper presents a Smart Course Recommendation System developed using Python and a dynamic database to provide structured and personalized course suggestions. The system is based on three primary parameters: engineering branch, proficiency level (beginner, intermediate, expert), and budget range. A rule-based filtering approach is implemented to ensure simplicity, efficiency, and accuracy without requiring complex machine learning models. The system guarantees a minimum of ten recommendations and provides direct links to learning platforms. It is designed to be scalable, user-friendly, and suitable for academic environments, particularly for diploma and undergraduate engineering students. The proposed solution improves decision-making, reduces search time, and promotes cost-effective learning.

In recent years, maintaining effective communication and collaboration between educational institutions and their alumni has become increasingly important for academic growth and career development. Traditional alumni management systems often fail to provide personalized interactions, intelligent networking, and meaningful engagement opportunities for students and alumni. To address these challenges, this project proposes a Machine Learning–based Alumni Connect Portal that serves as a smart digital platform for connecting students, alumni, and institutions. The Alumni Connect Portal is designed to facilitate mentorship, career guidance, job and internship referrals, event participation, and professional networking. The system utilizes Machine Learning algorithms to analyze user profiles, including academic background, skills, interests, and professional experience, in order to generate accurate and personalized recommendations. These recommendations help students identify suitable alumni mentors and relevant career opportunities, while enabling alumni to engage more effectively with students who align with their expertise. The platform is implemented as a web-based application with dedicated modules for students, alumni, and administrators. The administrator module ensures secure user management, data verification, and system monitoring. The Machine Learning model improves recommendation accuracy over time by learning from user interactions and feedback, thereby enhancing overall system efficiency and user satisfaction. By automating the alumni–student matching process and enabling data-driven decision-making, the proposed system reduces manual effort, increases engagement, and strengthens institutional alumni relations. The Alumni Connect Portal demonstrates how Machine Learning can be effectively applied to educational networking systems to bridge the gap between academia and industry, support career development, and promote long-term professional collaboration.

Nurul Haramain NWDI Narmada Modern Islamic Boarding School is one of the Islamic educational institutions that adopts the KMI curriculum in its educational system. This Islamic boarding school has its own characteristics in integrating the core curriculum with the modern Islamic boarding school education system that emphasizes character building, discipline, and foreign language proficiency. The implementation of the KMI curriculum in this institution is certainly inseparable from various dynamics, both in the aspects of planning, implementation, and evaluation of learning. The objectives of this study are to: (1) describe the implementation of the KMI curriculum in the modern Islamic boarding school education system; (2) analyze the dynamics that occur in the implementation process; and (3) identify supporting and inhibiting factors in the implementation of the KMI curriculum at Nurul Haramain NWDI Narmada Modern Islamic Boarding School. This study uses a qualitative approach with a narrative inquiry type. The results of the study show (1) the KMI curriculum is implemented comprehensively in shaping the academic competencies, skills, and character of students. (2) In the implementation process, various dynamics emerge which indicate that the implementation of the KMI curriculum is not static, but continues to develop and adapt. (3) There are supporting and inhibiting factors in implementing this KMI curriculum. Through this research, we can see that the KMI curriculum can have a positive impact on students and teachers in achieving educational goals.

Language is social, as it is used by individuals to communicate and exchange ideas in society. Language is also cognitive, as the primary function of language, even before communicating and exchanging ideas, is to think. This article connects the social representations of what bilingualism is in the United States and how transnational youth are talked about in U.S. society with how both of these social representations create cognitive representations (e.g., thoughts, ideas, and beliefs) about transnational youth that result in negative educational policies and practices and shameful psychological and behavioral experiences for these youth. We begin with an ethnosemantic analysis of the word “bilingual” in the U.S. and then use the cognitive linguistic phenomena of conceptual metaphor and conceptual metonymy to explain how bilingualism is cognitively viewed as a “shameful problem” in society for transnational youth. We link linguistic shame, brought on by the social cognitive representations of bilingualism as transnational youth metonymically being incomplete, broken, in disrepair, fractured, unsettled, displaced, lacking fully built linguistic structures, not fully in possession of any language, to the phenomenon of and conceptual metaphor of TRANSNATIONAL YOUTH’S BILINGUALISM IS LINGUISTIC HOMELESSNESS. We conclude by putting forth a new metaphor, TRANSNATIONAL YOUTH FUNDS OF KNOWLEDGE ARE MYCELIAL NETWORKS, that rejects the concept of linguistic homelessness by pointing to these youth’s expanding networks of fluid languaging practices, transnational academic skills, and ever adapting identities. Through this new discourse, we advocate for new ways of socially talking about transnational youth and their languaging practices that may lead to different cognitive representations of these students; reorienting bilingualism from a problem to a resource and a right.

This paper is a qualitative case study analysis of two learners with two complicated neurodevelopmental disorders, namely profound intellectual disability and cerebral palsy, in a special education center in Beni Mellal, Morocco. This research uses the theoretical perspectives of the Sociocultural Theory and the Universal Design for Learning (UDL) as its theoretical framework to investigate the spurring up, implementation and effects of individualized, multi-disciplinary intervention programs. The dominant issue is the intersection of the special education and language teaching, i.e. how specific interventions related to communication, motor skills, and social interaction may contribute to developmental benefits. The competency assessment that was implemented based on initial and continuing competency assessments, individualized education plans (IEPs), and observation notes was the source of data that had to be gathered by a multi-disciplinary team. Results show that the essential domains of visual attention, simple academic skills, and social interaction have shown considerable improvement even though there are still issues with expressive language and motor coordination. The study is an addition to the current research on inclusive pedagogies, one that promotes adopting a competency-based model of holistic approach that incorporates principles of applied linguistics, occupational therapy and special education instead of adopting a deficit-based approach.

BackgroundEmotional and behavioral problems (EBPs) in children significantly influence developmental domains, including interpersonal relationships, academic performance, and life skills.MethodsA cross-sectional study was adopted with purposive sampling. The study includes 120 children aged 6-14years from West Bengal, equally divided into groups with and without EBPs. Standardized tools such as the Pediatric Symptom Checklist (PSC), Child Interpersonal Relationships and Attitudes Assessment (CIRAA), Academic Performance Scale (APS), and Life Skills Assessment Scale (LSAS) were used.ResultsChildren with EBPs significantly scored lower in interpersonal relationships (p = .015) and life skills (p < .001) compared to peers without EBPs. However, they seem to scored slightly better in academic performance (p = .026). Correlation analyses showed a weak but significant relationship between EBPs and interpersonal relationships (r = 0.198, p = .030), a negative correlation with academic performance (r = -0.217, p = .017), and a moderately strong positive correlation with life skills (r = 0.457, p < .001).ConclusionThese EBPs obstruct the development of interpersonal and life skills, while their impact on academics varies with contextual factors. Thus, the study stresses that interventions should provide academic support, social-emotional learning and life skills training in schools and communities.

Student entrepreneurship has become an important focus in higher education as a means of developing competencies and work readiness. This study aims to analyze the influence of student entrepreneurial activities on various aspects of learning performance, including academic achievement (GPA), cognitive abilities, communication and public speaking skills, social skills, and other performance aspects through a systematic literature review. A systematic review method was applied by analyzing 45 scientific articles from accredited national and reputable international journals published in the 2019-2025 range. The analysis results show that student entrepreneurial activities have a significant positive impact on learning performance through the mediation mechanisms of self-efficacy, creativity, and problem-solving skills. Students involved in entrepreneurial activities showed an increase in soft skills (teamwork, communication, networking) of 18-32% compared to non-entrepreneurial students. However, there is a curvilinear relationship between the intensity of entrepreneurial activities and GPA, where the optimal intensity is at 10-15 hours per week. This research provides a theoretical contribution in understanding the complex mechanisms between entrepreneurship and academic performance, as well as practical implications for the development of entrepreneurship education curricula in higher education.

ABSTRACT This study examines how Brazilian courts construct the legal legitimacy of homeschooling through judicial discourse. Using Corpus Linguistics and Critical Discourse Analysis, it analyzes 113 rulings (2015–2025), of which 108 reject homeschooling. Courts operationalize the right to education through compulsory enrollment, treating non-enrollment as illegal regardless of evidence of learning. Judicial language centers on State duty and legal obligation, while largely ignoring learning processes, outcomes, and children’s development. References to core academic skills are nearly absent. This reveals that legal reasoning prioritizes institutional criteria over actual learning, effectively excluding home education from recognition, even when demonstrably provided.

ABSTRACT Child Language Brokering (CLB) positions children as cultural and linguistic mediators within their families, communities, and institutions. In increasingly diverse growing contexts, CLB has become a routine practice with significant implications for children’s academic, social and emotional development. This study examines recent insights on CLB in education (2020–2025) and contrast them with the previous literature (1998–2019) to identify conceptual expansions, continuities, and theoretical tensions. Following a systematic review guided by the PRISMA protocol, 49 documents were examined. Findings reveal a sustained growth in academic interest beginning in 2022 and consolidating in 2024, with research predominantly located in the United States and Spain. Methodologically, the field remains characterised by qualitative and non-experimental designs with descriptive-explanatory objectives and supported by a growing incorporation of participatory techniques. The meta-analysis highlights the limited visibility and recognition of CLB in education. Despite the evidence associating CLB with enhanced academic, social, and emotional skills, institutionalisation remains limited due to the absence of clear policy guidance and insufficient teacher training. Overall, the study emphasises that formal recognition of CLB in schools is essential for ensuring an inclusive quality education in an increasingly multilingual and multicultural society.

Students with disabilities are enrolling in postsecondary education at record rates, but still fall behind their non-disabled peers academically. One factor contributing to these gaps is that many students enter college with underdeveloped academic skills, including executive functioning and study skills. Postsecondary disability resources offices (DROs) offer reasonable accommodations, and some also offer academic coaching programs to help students develop academic skills. The current study interviewed 12 students with disabilities who registered with their institution’s DRO and received academic peer coaching (APC). Participants sought coaching to receive guidance, develop academic skills, and replace previous support systems. Key elements supporting student progress included direct and collaborative skill instruction, peer relatability and professionalism, and flexible coaching formats. Participants viewed APC as an equally valuable accommodation that helped them strengthen academic skills and increase independence.

Curriculum-based measurement (CBM) can be used for screening and progress monitoring academic skill development, including written expression skills (WE-CBM). While research on CBM use with autistic students is growing, questions linger regarding its use with autistic students. One question is whether autistic students’ WE-CBM scores are impacted by handwriting legibility, especially since fine motor challenges are common in the population. This study explored the potential relationship between handwriting legibility and WE-CBM scores among elementary-age autistic children. Thirty-three WE-CBM samples were collected from 10 children as part of a prior study and then scored using the Handwriting Legibility Scale (HLS). Handwriting legibility in this sample scored, on average, in the “fair” range, but within-student performance varied widely. Within-student correlations between handwriting legibility and writing performance ranged from r = −.54 to .94, with handwriting legibility accounting for between 3 and 88% of the variance in writing outcomes. The considerable variability in how these skills covaried across participants underscores the need for continued focus on writing measurement in ways that inform and support individual development and measurement of writing skills in this population.

Background: The changeover from higher secondary education to professional medical education requires significant changes in psychological, social, and academic components. Ayurveda as a profession is a lifelong commitment to connect deeply with classical texts and guide needy patients in their journey of healing. The students choosing a B.A.M.S. need to study the core of Ayurveda texts along with the modern perspectives and practices. Recognizing the challenges faced by young and new students, NCISM implemented the transitional curriculum “Ayurpraveshika -2025-2026” for first-year undergraduates. Objectives: This narrative review explores the current status of the “Ayurpraveshika 2025-26 transitional curriculum," the need for its implementation, and gaps to be addressed in the future. Methods: Related literature was identified through PubMed, Scopes, Google Scholar, and Research Gate using keywords "transitional curriculum" and "Ayurveda," which were reviewed to summarize trends, applications, and ethical concerns. Conclusion: The primary need for this curriculum arises as students entering this course are from diverse educational backgrounds, have limited exposure to Sanskrit-based classical texts, are unacquainted with Ayurveda's basic concepts and its future opportunities, are unaware of medical terminologies, and have inadequate preparation for the rigorous professional learning environment. This transitional curriculum is essential to improve learner confidence, make them goal-oriented right from the 1st year, reduce fear and anxiety of Ayurveda concepts, enhance academic and clinical skills, ignite the curiosity of health services, research, and entrepreneurship, and ensure holistic development among students with mindfulness.