Trajectories of sport exhaustion, cynicism and inadequacy among adolescent student-athletes: A three-year longitudinal study of social influences in the Finnish dual career context.

Understanding the connection between teachers’ instructional methods and students’ engagement and critical thinking is essential in strengthening criminology education. This study examined the relationship between teaching strategies and the levels of engagement and critical-thinking disposition among fourth-year Criminology students at private institutions in Cagayan de Oro City during the 2023–2024 academic year. A descriptive correlational design was employed, involving 109 students selected through simple random sampling. Data were gathered using three validated questionnaires, and analyzed through mean, standard deviation, and Pearson’s product–moment correlation coefficient. Results showed that teachers’ instructional methods were rated very satisfactory, whereas students demonstrated very high engagement (WM = 3.52) and a critical-thinking disposition (WM = 3.56). Significant positive correlations were found between the teaching strategies—lecture, demonstration, and case study—and both student engagement and critical thinking (p < .05). Among these, case study methods produced the strongest association, indicating their effectiveness in promoting higher-order thinking. The findings underscore the importance of integrating interactive and analytical strategies to enhance criminology students’ learning outcomes. Practically, the study supports capacity-building programs focused on case-based instruction and active learning. Future research may examine the longitudinal effects of instructional strategies, compare different year levels, or incorporate qualitative approaches to better understand how these methods shape students’ cognitive development.

Dietary supplements are products used to supplement individuals' nutrition and prevent nutritional deficiencies, and the importance of their correct and informed use is increasing. Understanding the purpose, method, and frequency of use of these products, which are becoming increasingly popular among young adults and university students, is essential to ensure their safe and effective use. This study aimed to assess university students' knowledge level regarding dietary supplements. This cross-sectional study was conducted with students enrolled in different departments at five different universities in Konya province in the 2023-2024 academic year. Research data were collected via an online survey using the snowball sampling method and obtained from 272 participants. A significance level of p <0.05 was accepted in all analyses. Fifty-eight point one percent of participants used dietary supplements, with the most common purpose being to support adequate and balanced nutrition and prevent iron deficiency. Dietary supplements are generally consumed in tablet form, and their use mostly occurs based on a doctor's recommendation. Participants who did not use supplements mostly stated that they did not need them or that they obtained the nutrients from their diet. Frequency of use and types of supplements varied; multivitamins and vitamin D were used “every day,” while biotin and calcium were mostly preferred “once a week.” Participants' knowledge level regarding nutritional supplements was limited, with a particular lack of information observed regarding proper use, content information, and side effects. In conclusion, university students' knowledge level regarding nutritional supplements was found to be limited. The findings emphasize the importance of integrating dietary supplement awareness into daily life. Evidence-based information should be provided to the public for safe and informed use, and targeted education programs should be planned. Furthermore, using these products only upon the recommendation of healthcare professionals will reduce potential health risks

Teaching experience with immersive virtual reality using the "VR-Triage" tool.

Generative AI in mathematics education: analysing student performance and perceptions over three academic years

Implementation of a peer review process with faculty development in a pre-clinical didactic doctor of pharmacy curriculum to improve exam item quality: Lessons learned.

Perspectives on artificial intelligence use in pharmacy education in Northern Ireland: A qualitative study based on the unified theory of acceptance and use of technology.

Medical students experience tremendous stressors related to the demanding nature of medical education programs, which can negatively impact their health and overall quality of life (QoL). This particular study aimed to evaluate the QoL of medical students at Al-Quds University (AQU) in Palestine across various academic years and demographic variables, concerning physical health, psychological well-being, social relationships, and environmental conditions. A cross-sectional comparative study involving 522 medical students representing all six academic years was conducted from May to July 2024. QoL was assessed via the culturally adapted Arabic version of the World Health Organization Quality of Life (WHOQOL-BREF) questionnaire. Demographic variables (gender, age, place of residence, number of bedrooms) and academic (academic year) variables were examined as correlates of QoL domains. Descriptive statistics, independent t-tests, and one-way ANOVA were applied, and linear regression was used to identify predictors. A p-value of ≤0.05 was considered statistically significant. Social relationships were the highest-rated domain (M = 3.58, SD = 0.862), followed by physical health (M = 3.38, SD = 0.721), environment (M = 3.28, SD = 0.638), and psychological conditions (M = 3.12, SD = 0.693). Gender differences emerged, with males reporting better physical health (p = 0.002). Linear regression further identified academic level as a key predictor of physical health (p < 0.001). Medical students at AQU have shown resilience in their social relationships. However, concerns arise from their lower psychological health and limited access to recreational opportunities. These findings highlight the importance of targeted institutional strategies that address mental health and foster supportive environments. Ultimately, this approach aims to enhance student well-being and create a more balanced and sustainable quality of life for students.

The article analyzes the results of a socio-pedagogical study on the topic “Interaction between college students and their parents,” conducted at the “Urals Higher Humanitarian and Economic College” in the 2024–2025 and 2025–2026 academic years. The main purpose of the study was to identify the specific features of student–parent relationships, the level of emotional and material support, as well as the influence of digital culture and parental control on learning motivation. A survey method was used to examine the level of mutual trust between students and their parents, the culture of opinion exchange, conflict-resolution strategies, digital activity, and the role of parents in the process of career choice. A comparison of the results obtained over the two academic years of the research showed that student autonomy had increased, parents sought to maintain a balance between support and control, while the level of family communication and emotional support steadily improved. Enhancements in family dynamics, parental involvement in the educational process, and the stimulation of social activity demonstrated positive trends. The findings of the study make it possible to offer practical recommendations aimed at improving the partnership model between the college and families.

This research aimed to investigate the social-emotional learning skills of middle school students based on various variables. The study group consisted of middle school students attending public schools in a medium-sized province of Türkiye during the 2023-2024 academic year. The convenience sampling method was employed, and easily accessible sixth, seventh, and eighth-grade middle school students were included in the sample. Data was collected from a total of 500 students, comprising 289 female and 211 male students. The data collection instruments used were a Personal Information Form and the Social-Emotional Learning Scale (SELS). Descriptive statistics, independent samples t-test, and one-way analysis of variance were utilized for data analysis. The research findings indicate that students' social-emotional learning skills are generally at a high level. In the family context, it was concluded that students' self-worth increases as the daily time spent with both parents increases and as the socio-economic status rises. In the context of childhood, students who reported playing with materials such as "dolls, kitchen utensils, stethoscopes, chef's aprons, and paper-pen" in childhood were found to have higher skills enhancing their self-worth. In the academic context, students attending Imam Hatip middle schools were found to have higher problem-solving skills, while students in other middle schools exhibited higher stress coping skills. Additionally, eighth-grade students (compared to other grade levels) were found to have higher scores in communication, stress coping, and general social-emotional learning skills. Finally, students with high academic achievement were also found to have similarly high communication, problem-solving, and general social-emotional learning skills.

Five income registers documenting transactions of the seventeenth century at the Jesuit College in Luxembourg have been found to be partially covered by fragments of a manuscript containing Henry of Langenstein’s commentary on the Sentences from Paris and the academic year 1371–1372. The discovery includes eight parchment bifolia and approximately 20 paper folios, a sizeable fragment of a previously unknown copy of a significant text for both the University of Paris and the new University of Vienna at the end of the fourteenth century. The recoverable text includes portions of book I, questions 1, 2, 3, 4, and 6, as well as book II, question 1, by one of the founding figures of the Faculty of Theology at Vienna.

Although students’ critical thinking skills have received wide attention in educational research, studies that specifically examine the implementation of the POE2WE learning model at the senior high school level remain relatively limited. This study aimed to analyze the effect of the POE2WE learning model on the critical thinking skills of Grade XI students at SMAN 8 Mataram in the 2025/2026 academic year. A quantitative approach with a quasi-experimental method was employed, using a pretest–posttest control group design involving 64 students selected through purposive sampling. Data were collected using an essay test consisting of five items that had been tested for validity and reliability, then analyzed through normality and homogeneity tests, followed by hypothesis testing using a t-test at a 0.05 significance level. The results showed a statistically significant difference in critical thinking skills between students taught using the POE2WE learning model and those receiving conventional instruction, with a significance value of 0.004 (&lt; 0.05). These findings contribute to the development of constructivist learning theory and provide empirical support for the effectiveness of the POE2WE model in enhancing students’ critical thinking skills in the senior high school context. The study concludes that the POE2WE learning model plays an important role in developing critical thinking skills and deserves consideration as an alternative instructional approach in classroom practice.

This development research aimed to describe the levels of validity and practicality of an ethnoscience-based practicum e-module on salt hydrolysis in salted egg production developed for senior high school students. The study employed a research and development (R&amp;D) method with the 4D model (Define, Design, Development, and Disseminate), involving 33 Grade XI MIA 5 students of SMAN 8 Mataram in the 2024/2025 academic year as trial subjects. The validity of the e-module was assessed by three validators using Aiken’s V index and obtained a value of V = 0.88, indicating that the ethnoscience-based practicum e-module on salt hydrolysis in salted egg production is highly valid and suitable for use. The practicality of the e-module was measured through student response questionnaires and showed positive responses, with an average practicality score of 91% across all evaluated aspects. These findings indicate that the developed ethnoscience-based practicum e-module meets the criteria of validity and practicality and can be used as a supporting medium in the learning process, particularly for salt hydrolysis material.

The Civics course in higher education plays a strategic role in developing students’ participatory competencies as citizens, particularly amid the complex social realities of peri-urban areas; however, teaching practices often remain confined to normative approaches that insufficiently accommodate students’ concrete experiences. This study aimed to analyze the influence of using reflective portfolios as an assessment component on the development of students’ participatory competencies in the Civics course at Universitas Pradita during the second semester of the 2024–2025 academic year. The research employed a descriptive qualitative approach with a limited Classroom Action Research design involving 21 students divided into three groups. Data were collected through documentation of students’ reflective portfolios and structured interviews, then analyzed through processes of data reduction, categorization, and interpretation based on the framework of civic knowledge, civic skills, and civic disposition. The findings show that reflective portfolios are effective in strengthening students’ conceptual understanding of citizenship issues, developing participatory skills and public communication, and fostering empathy and participatory awareness as citizens. The study concludes that reflective portfolios function not only as assessment instruments but also as transformative learning media that are relevant to students’ social context, thereby underscoring the importance of integrating reflective assessment into Civics learning to support character education and the formation of active and responsible citizens.

The aim of this research is to investigate primary school teachers' perspectives on the utilization of virtual museums in education. Adopting a qualitative case study design, the study employed the maximum diversity sampling method to select participants. The study group consisted of 25 teachers working in various provinces, districts, and villages across Turkey under the Ministry of National Education who actively integrated virtual museums into their lessons during the 2023–2024 academic year. Data were gathered through semi-structured interviews and subsequently analyzed using descriptive analysis techniques. The results of the study revealed that the opinions of primary school teachers regarding the use of virtual museums in primary schools were grouped into five different themes: “definition,” “usage status,” “benefits,” “limitations,” and “suggestions.” It was concluded that primary school teachers mostly characterized virtual museums as technology-focused museums. While primary school teachers were found to use virtual museums more in social studies and life skills classes, it was concluded that they mostly used virtual museums in a lesson-focused manner. Primary school teachers perceived virtual museums as advantageous primarily because they are cost-free and eliminate the need for transportation, thereby considering them beneficial mainly from an economic perspective. Teachers identified the main limitations of virtual museums as the lack of direct, hands-on experience and the abstract nature of the content, emphasizing particularly the absence of a realistic sense of presence. Primary school teachers also suggested enriching the content of virtual museums, linking them to the curriculum, providing technological support, and offering in-service training.

The work "The Concept of Education" (Begriff der Bildung) by Max Horkheimer, a prominent German social thinker, university lecturer, and the ideological leader of critical theory (the Frankfurt School), is among those philosophical and educational writings in which the philosopher reflects on the social significance of the phenomenon of das Studium. Perceiving the latter as the representation of the ideological essence of German university education, the Frankfurt philosopher outlines his understanding of the meaning of education in general. This text was originally delivered as a rectorial address during the matriculation ceremony for new students at Frankfurt University for the winter semester of the 1952–1953 academic year. The ceremony took place on October 10, 1952, and the text of the speech was subsequently published in the journal Die Neue Zeitung in the issue dated November 22/23, 1952. In his effort to reveal the meaning of university education to the young audience, Horkheimer, as Rector of Frankfurt University, primarily pointed to the historical character of the phenomenon of education, which originates from the cultural sphere of human existence. The philosopher highlighted the dualistic nature of the human being as a social creature, comprising two principles: an external-social component and an internal-spiritual essence. The thinker was convinced that because culture and education (as its factor) in the industrial mass society of that time had lost their ability to spiritually unite both components of human nature, this adversely affected the process of individualization and led to the alienation of the individual from civic and cultural activity. By the mid-20th century, the result of such alienation was the spread of ideologically driven barbarism within European civilization. Consequently, the speech defined a new task for university education in post-war West Germany: the educational formation of a new generation of youth united by true knowledge. The ultimate goal of this formation was to foster an internal capacity to resist the power of the dominant ideology in civil society and a conscious readiness to collectively apply the knowledge acquired at the university for the proper shaping of socio-cultural coexistence.

The purpose of the current study was to find the prevalence of burnout among medical students of Punjab province, as well as to find the predictive role of demographic variables in burnout. Medical students (N= 600) were recruited from eight different institutions (four private, four public) from four main cities, through a multistage sampling technique within the age range of 18-25years. Students were divided into equal strata based on academic year and gender. The Burnout Scale for Medical Students (Kausar &amp; Khalid, 2024) was used for data collection, with a reliability value of 0.91. Descriptive analysis, frequency distribution, and neural network analysis were used for data analysis. Frequency distribution revealed that 72% medical students have burnout tendencies, with 21% falling in the severe category. Mark's percentage, English proficiency, and academic year were the significant predictors of burnout in medical students.

This study aims to improve student learning outcomes using the Project Based Learning learning model assisted by jobsheets in the Informatics subject of class X hospitality 6 at SMK Negeri 9 Padang in the 2024/2025 Academic Year. This study uses a classroom action research method (classroom action research), using cycle I and Cycle II consisting of planning, implementation of actions, observation, and reflection. The research subjects were 36 students of class X hospitality 6. The results of the study showed that the Percentage of Completeness of the learning outcomes of class X hospitality 6 students in Cycle I was 78% and in Cycle II was 92% and the grades obtained by students in the Informatics subject through the use of the Project Based Learning learning model assisted by jobsheets increased from cycle I to cycle II by 14%. The conclusion of this study is that Informatics learning carried out using the Project Based Learning learning model assisted by Jobsheets can have a very significant influence on improving the learning outcomes of class X hospitality 6 students at SMK Negeri 9 Padang with the percentage of learning completeness in cycle I and cycle II.

Academic writing remains a critical yet challenging skill for English as a Second Language (ESL) learners, particularly in producing well-organized and content-rich discourse. This study investigated the effectiveness of Artificial Intelligence-supported academic writing tools combined with peer feedback in enhancing the written discourse of third-year English major students at Isabela State University-Echague Campus during Academic Year 2025-2026. Employing a mixed-methods design, the study compared students’ expository essays before and after the intervention using a validated rubric focusing on language, organization, and content, complemented by discourse analysis of writing development. Quantitative results revealed significant improvements across all writing domains after the integration of AI tools and peer feedback, regardless of sex. Qualitative findings further indicated enhanced coherence, linguistic accuracy, and content development. The study highlights the pedagogical value of integrating AI-assisted tools with structured peer feedback and serves as a basis for designing a student-oriented training program to support ethical, collaborative, and effective ESL academic instruction.

This research aims to diagnose and demonstrate how the application of the Lourenço Filho Maturity Test for Learning Literacy contributes to determining the necessary aptitudes to achieve effective reading and writing maturity in children aged 5 to 6 years. The study was conducted with 291 second-grade students from central schools in the city of Tulcán (180 girls and 111 boys). The results indicate that, at the individual level, the projection of learning to read and write is in chronological-academic balance (6 months to 1 academic year); however, the group-level results show that reading comprehension requires reinforcement due to the lack of adequate support in the development of activities that foster the maturation of skills involved in reading and writing. These findings were obtained through the in situ application of the test and its subsequent analysis using descriptive statistics based on median and standard deviation formulas. The study encourages first- and second-grade teachers to use the test as a pedagogical tool in early teaching and learning of language arts.