Activity Theory Research Articles (Page 1)

Abstract: Femicide has increased in the last decade in the global index. In Kenya, femicide occurs under diverse age brackets but recently the trend is high among young women (16-35 years). In particular, the brutal murders of young women: emerging and with increasing trends and incidents in various places call for immediate solutions. The purpose of this study was to examine relationship between social dysfuctions and femicide cases among young women in Juja sub-county. The Feminist theory and Routine activity theory guided the study. The study was done at Juja sub-County in Kiambu County, Kenya. The study adopted a mixed–method research approach, utilizing the embedded design. The target population was 300,948 respondents. The accessible population was 200,510 respondents, out of which a sample of 278 was drawn through the Slovin's formula. The total sample was 288 respondents consisting of the 10 key informants included in the study. The researcher drew the sample using Stratified simple random sampling. Questionnaires and interview schedules were the main instruments of data collection where 245 questionaires were fully filled and returned and all the 10 interviews were conducted succesfully. Reliability was measured through Cronbach Alpha a statistic coefficient (a value between 0 and 1) used to rate the reliability of an instrument and was 0.813. Poisson regression analysis was conducted on the quantitative data with the help of Statistical Package for Social Sciences (SPSS) version 26.0 software. Qualitative data was analysed through thematic content analysis utilizing MAXQDA tool. The study established no statistically significant relationship between social factors and femicide with a p-value of .367, well above the .05 threshold, the model indicated that social variables do not have a direct, independent effect on the number of femicide cases. The study concluded that social dysfunctions alone are not the cause of femicide but is as a result of a more complex, multi-faceted dynamic at play than a simple cause-and-effect and recommended that to reduce these risks, there is a need for strengthened social support systems. The study aimed to benefit the policymakers on formulating relevant social policies, inform the society on better societal practices, contribute to the academia theories and literature on femicide, as well as inform young women in adopting femicide prevention strategies.

This study examines the adoption and the effectiveness of cybersecurity frameworks within various organizational types in Pakistan. Even though the importance of the protective and securing digital assets and the role of these cybersecurity frameworks cannot be overstated, the adoption and implementation in developing countries remains significantly under discussed. In this research, studies the adoption of cybersecurity frameworks such as ISO 27001, NIST, etc and aims to close the gap. It also examines the effectiveness of frameworks regarding the issues of mitigating cyber threats and employee adherence to the organization's cybersecurity policies. The researcher used qualitative methodology and conducted semi-structured interviews. The participants are cybersecurity professionals and information technology (IT) experts. There are Eight key sectors covered for the collection of data. Thematic analysis used for the interpretation of data findings analysis. The Situational Crime Prevention Theory, Control Theory, and Routine Activity Theory are used as the analytical frameworks. The findings of the research revealed a stark difference to which the regulated and unregulated sectors are implementing cybersecurity frameworks in their respective organizations. This study addresses the need for flexible tailored cyber security frameworks by regulatory authorities like OGRA, SECP and PTA, etc. The study concludes that Pakistan’s organizations are not ready to face the cyber security challenges and securing sensitive and critical information. The enforcement for cyber security programs in organization from regulating authorities is a dire need of time. Organizations across every sector need to adopt cybersecurity frameworks that fit to their organization’s needs. The tailored global cybersecurity frameworks that suit the specific threat landscape, resource realities, and socio-cultural context can also be an effective approach to build genuine cyber resilience.

This paper investigates the phenomenon of criminal convergence, the intersection between cybercrime and street-level deviance in Nigerian urban centres. It examines how the digitalization of fraud, popularly known as Yahoo-Yahoo, extends beyond cyberspace to fuel violence, cultism, and drug-related crimes among youths. Drawing on four key criminological theories: Strain Theory, Differential Association Theory, Routine Activity Theory, and Cultural Criminology, the study provides a multidimensional explanation for the rise of hybrid criminal networks that operate simultaneously online and offline. Strain Theory elucidates how socio-economic frustrations and blocked opportunities drive youth innovation through cybercrime; Differential Association Theory highlights the role of peer learning and socialization in transmitting deviant norms; Routine Activity Theory explains the situational opportunities presented by weak digital guardianship; and Cultural Criminology situates cybercrime within the glamorized cultural narratives of wealth, masculinity, and rebellion. Through these lenses, the paper argues that cyber-enabled criminality has transformed Nigeria’s urban insecurity landscape, creating new forms of violence, illicit economies, and governance challenges. It concludes that addressing this convergence requires integrated strategies that combine law enforcement reform, digital literacy, youth empowerment, and cultural reorientation to restore social order and mitigate the deepening crisis of urban insecurity in the digital age.

There is a growing intersection between AML and ESG, signalling a new phase in the criminology of finance. Although there is plenty of work on ESG and AML dimensions independently, little work is done in the overlapping space of the two in terms of risky activities and enforcement. Accordingly, this research proposes the ESG–AML Convergence Model as a novel theoretical instrument that facilitates an investigation into the assessment of how an advanced sustainability scene, like Malaysia’s forward-looking ESG landscape (including green finance and Islamic banking), may engender potential misuse cases of anti-money laundering. Using criminological theories like routine activity theory and convenience theory, the model shows how the perceived legitimacy of ESG initiatives can “conceal” AML risk. This helps fraudsters take advantage of greenwashing, due diligence and regulatory silos. One of the important findings, particularly concerning, is that there are systemic weaknesses in Malaysia’s financial system, manifested in ESG and AML compliance functions not being aligned; due-diligence processes are fragmented; and technology is limited in ensuring that transactions of an ESG type can be tracked. This conceptual paper provides specific actions based on government-wide governance, state-of-the-art analytics, and trans-regulatory coordination to better manage such risks in the future. Our contribution to the literature is twofold. This study will contribute to academic knowledge and provide tools for regulators, financial service providers and policymakers, by connecting the fields of financial criminology and sustainable finance policy, that further sustainability and financial integrity in developing countries.

ABSTRACT The emergence of AI technology has created an urgent need for future teachers to embrace and use AI in their teaching practice. Using activity theory, this case study investigated the sociocultural factors that influenced the processes of two pairs of pre-service teachers (PSTs) designing AI-assisted, literacy-focused unit plans using ChatGPT. Findings revealed a complex activity system among PSTs when conducting AI-assisted instructional design. Largely influenced by rules and community mediated factors, AI was found to play a limited yet complementary role in the creation of unit plans. This study contributes to the field by highlighting the sociocultural aspects of GenAI use in instructional planning. Practical insights are offered on how teacher education curriculum should be designed to better prepare PSTs for an AI-saturated society.

Aldose reductase inhibitory activity, molecular docking,ADMET, and density functional theory investigation of flavonoids isolated from Euphorbia pulcherrima Willd Ex Koltz

A comparative theoretical study on the photoisomerization and antioxidant capacity of resveratrol and its Azo/Dihydro analogs.

The article traces the origins and main stages in the development of L.S. Vygotsky’s cultural-historical theory (CHT). It is argued that CHT can be regarded as a metatheory that provides the foundations for constructing specific psychological theories. On the one hand, this perspective relieves such theories from the strict requirement of direct empirical verification; on the other hand, it opens up the possibility of designing a broad range of research directions. The intersections of CHT and activity theory are shown to have been manifested in studies of different stages of child development as well as in the elaboration of the Elkonin–Davydov system of developmental education. The article is based on an analysis of a wide range of sources.

We have theoretically investigated the ultrafast intramolecular hydrogen transfer in the glycine molecule after ionization, as observed by Castrovilli et al., J. Phys. Chem. Lett. 9, 6012-6016 (2018), following excitation of the molecule with an XUV attosecond pulse train of 1.5fs duration. In this experiment, the interaction of the glycine molecule with the XUV pulse creates a superposition of electronic states, whose dynamics is coupled to the nuclear one. We employed the static exchange restricted active space density functional theory correlated approach, as implemented in the Tiresia code [Decleva et al., Molecules, 27(6), 2026 (2022)], to evaluate ionization probabilities. Coherence effects were studied through quantum dynamics simulations using the multi-layer multi-configuration time-dependent Hartree method on a vibronic coupling Hamiltonian model. Our findings indicate that, for the pulses used in the Castrovilli et al. experiment, electronic coherence dissipates very rapidly, in less than 3fs. Consequently, we performed simulations starting from single electronic state. In addition, we described the long-term coupled electron-nuclear dynamics using the trajectory surface hopping method. Our results reveal that hydrogen transfer predominantly occurs when the active state reaches the cationic ground state. Charge analysis confirms that this process corresponds to a proton transfer.

Exploring professional identity tensions among novice physical education teachers: insights from the cultural-historical activity theory and the dilemmatic space

ABSTRACT Middle leadership has been increasingly recognised as critical to teacher professional learning, yet empirical understanding of their communicative leadership remains limited. Drawing on Activity Theory, this study explored the contradictions – the misalignments or tensions that arise within or between different aspects of an activity system – that emerged during an externally introduced professional learning initiative in China and how middle leaders’ communicative leadership helped address these contradictions. Through qualitative analysis of dialogues and reflective notes, the study identified four levels of contradictions, each with supportive and hindering dimensions. By considering the contradictions and how leaders work with these, we gain a better understanding of the complex communicative leadership work of those in middle leader positions. These findings help not only to explain, but also inform, how communicative leadership can strengthen the role of middle leadership in teacher professional learning.

Style in all its meanings is the subject of stylistics — a section of linguistics that studies a) the expressive means and possibilities of language and b) the patterns of functioning (use) of the latter in various spheres of public life. The active development of stylistics in the 20th century, particularly in its second half, was determined by a number of factors, the most important of which was the global reorientation of the humanities. The human being, or more precisely their behavior, particularly their speech behavior in specific communicative situations, became the primary object of comprehensive study and research. It was during this period that scholars developed the theory of speech activity, leading their research interests to extend beyond the structure of language and its units. Linguists, psychologists and methodologists increasingly turned not only to issues of situational language use but also to the psychological, cognitive, sociocultural and mental — that is, extralinguistic (relating to non-linguistic reality) — foundations of speech activity.

Multireference perturbation theory methods, such as complete active space second-order perturbation theory (CASPT2), are often employed to recover the missing electron correlation from multiconfigurational zeroth-order wave functions. Here, we introduce the data-driven CASPT2 (DDCASPT2) method to capture dynamic electron correlation using features generated from lower-level electronic structure methods, such as Hartree-Fock and complete active space self-consistent field (CASSCF) theory. We examine the effects of system size, basis set size, and the number of two-electron excitations using a small, but diverse, set of molecules. We also provide insights into our physics-based feature set using SHapley Additive exPlanation (SHAP) analysis, a feature analysis method based on cooperative game theory. In this paper, we utilize these insights to introduce a DDCASPT2 method, which provides a machine-learning-based alternative to traditional single- and multistate CASPT2 for capturing dynamical electron correlation with near-CASPT2 quality accuracy.

This article presents the findings of a collaborative educational research study conducted in a French middle school that implemented the “School of Trust” paradigm. Grounded in activity theory, this study explores how educational nudges—subtle mediating tools designed to promote self-regulation and engagement—support both pupil volition and teacher agency. Two case studies, in English and Physical Education, combined classroom observations, reflective video self-confrontations, and descriptive data from pupils. The results highlight how nudges such as “Greeting–Emotion Smileys” and “Step” foster emotional awareness, autonomy, and mutual trust, while enabling teachers to align pedagogical intentions with the principles of educational benevolence. The findings show that nudges act as catalysts for transforming classroom dynamics, reducing conflict, and enhancing teachers’ reflective practices. Beyond improving student behavior, they strengthen professional innovation and collective regulation within the school’s activity system. This study contributes empirical insights into the integration of nudges as artifacts of benevolent pedagogy and sustainable educational change.

The rapid digital transformation of the banking sector has expanded financial inclusion and efficiency but also exposed consumers to rising risks of cybercrime. In Sri Lanka, digital banking platforms such as Sampath Vishwa, PeoPay, and mobile wallets are widely adopted, yet cyberattacks including phishing and unauthorized transfers remain prevalent. Against this backdrop, this study investigates the impact of Digital Financial Literacy (DFL) on cybercrime victimization among digital banking customers in Sri Lankan commercial banks. Guided by the Theory of Planned Behavior (TPB) and Routine Activity Theory (RAT), the research adopts a positivist philosophy and a deductive approach, employing a cross-sectional survey design. Data were collected from 381 digital banking users across provinces using a stratified random sample and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings reveal that user attitudes, digital financial knowledge, and subjective norms significantly reduce the likelihood of cybercrime victimization, while perceived behavioral control and awareness showed no direct effect. Among control variables, age demonstrated a significant correlation with victimization, whereas gender and education did not. The study concludes that DFL is a multidimensional construct that functions both as a behavioral enabler and a guardianship mechanism, shaping safer online financial practices. The results highlight the urgent need for banks and policymakers to design structured literacy and awareness programs that strengthen consumer knowledge and attitudes while leveraging social influence to promote secure digital practices. By demonstrating the preventive role of DFL, the study contributes to theoretical discourse at the intersection of finance, behavior, and criminology, while offering practical insights to enhance cybersecurity resilience in the Sri Lankan banking sector.

While long recognized as a promising instructional reform, Project-Based Learning (PBL) remains uncommon in U.S. classrooms. This article investigates the outcomes of a practice-based professional development (PD) focused on supporting middle and high school teachers to develop and enact a set of teaching practices for PBL. Grounded in cultural historical activity theory (CHAT), we analyzed teacher interviews and portfolios of practice and found striking patterns in how teachers described each of the PBL practices that were focused on in the PD. While teachers described certain PBL teaching practices as things they did on their own, they described other teaching practices as being significantly enabled or constrained by their school and community. For almost all participating teachers it was the PBL teaching practices that were most countercultural to historical schooling practices that teachers’ described as being significantly influenced by communities. Out of these findings, we argue that if professional learning seeks to spark radical transformations in instructional practice, teaching practice itself may need to be reconceptualized as a communal activity rather than an individual one. The authors examine the implications of this reconceptualization for both theory and designs for professional learning.

Abstract Digital mathematics learning environments (DMLEs) are a way of bringing discovery learning (DL), whose benefits are recognised in the research community, into classrooms. While the positive impact of DL on problem-solving competencies and self-directed learning has already been extensively researched, there needs to be more clarity regarding which DL features within DMLEs are most beneficial from students’ perspectives. Therefore, our study aims to close this gap by identifying the features students perceive as particularly positive using Artifact-Centric Activity Theory and Discovery Learning as theoretical lenses. To this end, 63 observations were conducted with lower secondary school students while they were working with the DMLE FLINK in Maths. Using the Think-Aloud method, we gained insights into the students’ perspectives, needs, and preferences, thereby identifiing a) Dynamic User Interaction, b) Self-Directed Learning and Practising, c) Learning and Utilisation Methods, and d) Personal Responsibility and Flexibility as crucial features of the DMLE that are conducive to learning for students. Concrete recommendations for the prospective optimised design of DMLEs can be derived from the results of our study.

This study examines how large-scale school infrastructure reforms shape teaching practice, using Australia’s Building the Education Revolution (BER) initiative as a case example. Guided by Cultural-Historical Activity Theory (CHAT), the research explores how redesigned learning environments act as mediating tools that influence pedagogy, collaboration, and teacher wellbeing. An explanatory sequential mixed-methods design was employed, combining survey data from 34 teachers with focus group interviews involving 13 participants in a redeveloped Victorian Primary School, Australia. Quantitative results showed that 70.5% of teachers reported changes in their teaching practices directly linked to the new infrastructure, with 100% affirming that they had enhanced collaboration opportunities. Qualitative findings revealed that features such as breakout rooms, shared learning zones, and transparent sightlines enabled differentiated instruction, co-teaching, and improved supervision, while also fostering professional pride and collegial support. Contradictions emerged around automated lighting systems, limited display space, and partial teacher consultation during the design process. CHAT analysis demonstrated how physical spaces interact with rules, community, and division of labour within the school activity system, producing both enabling conditions and systemic tensions. The study underscores the need for infrastructure planning to be pedagogically informed, inclusive of teacher voice, and designed to support adaptive, collaborative, and inclusive teaching practices.

ABSTRACT Schools play a pivotal role in safeguarding vulnerable children due to the time children spend within them (Nohilly, M. 2019. “Cultures of Care in Primary Schools in Ireland That Support Child Protection Work.” Child Abuse Review 28 (4): 261–272; Treacy, M., and M. Nohilly. 2020. “Teacher Education and Child Protection: Complying with Requirements or Putting Children First?” Children and Youth Services Review 113:105009). This role was significantly expanded in Ireland under the Children First Act 2015, positioning schools and personnel as central to Child Protection and Safeguarding (CPS). However, little research exists on how school communities perceive these responsibilities or the factors influencing their efforts. This study uses a mixed-methods case study approach and Cultural-Historical Activity Theory (CHAT) to examine the perspectives of principals, chairpersons, and teachers. Key findings reveal two major challenges: the subjective application of the ‘Threshold of Harm’ principle, described as unclear and inconsistent, and systemic barriers like poverty, neglect, and drug-related issues, which make fulfilling CPS responsibilities difficult. While most participants believed their efforts positively impact children’s lives, many acknowledged that some children remain inadequately protected. This study critiques the procedural, adult-centric nature of CPS practices, arguing they overlook children’s ongoing needs and the critical role of care. By reaffirming schools’ supportive function (Gilligan, R. 1998. “The Importance of Schools and Teachers in Child Welfare.” Child & Family Social Work 3 (1): 13–25, Gilligan, R. 2000. “Adversity, Resilience and Young People: The Protective Value of Positive School and Spare Time Experiences.” Children & Society 14 (1): 37–47), this article advocates for a shift toward a holistic, child-centred safeguarding approach that emphasises care, connection, and children’s lived experiences.

Abstract This study examines the adaptation of western educational ideologies in Chinese preschools, focusing on the contradictions, and resolutions that emerge during the transformation of western approaches within China. Using Cultural-Historical Activity Theory (CHAT) as a theoretical lens, the study conceptualizes curriculum adaptation through three interconnected phases: interpretation, internalization, and operationalization. Findings reveal that Western ideologies are selectively integrated into National Guidelines and local curricula while accommodating Confucian traditions and institutional structures. Contradictions emerge between policy-driven innovation and entrenched pedagogical traditions, child-centered learning and teacher authority, and idealized curricula and localized implementation. These tensions result in a hybridized curriculum model balancing global trends with local norms. This research contributes to early childhood education studies by illustrating how curriculum borrowing and adaptation is shaped by cultural and institutional constraints, emphasizing teachers as active mediators in negotiating western pedagogies within an Eastern educational system.