This study evaluated the relationship between knowledge and use of nutritional labeling in purchasing decisions among 352 students from the Faculty of Health Sciences at the Catholic University of Santiago de Guayaquil during the A-2024 academic term. A correlational, quantitative, non-experimental, cross-sectional design was applied using a validated survey administered through Google Forms. Data were analyzed using chi-square tests and logistic regression. A total of 72.2% of participants reported knowing how to interpret the traditional nutritional label, and 80.1% demonstrated moderate knowledge of the traffic-light label; however, only 46.3% and 41.8%, respectively, used it occasionally. Personal preferences (27.3%), health or well-being (26.1%), and price (23.9%) were the main determinants of purchase decisions. A positive and statistically significant relationship was found between knowledge and use of labeling, particularly among Nutrition and Dietetics students. Despite the adequate level of knowledge, its practical application remains limited. Educational strategies are recommended to strengthen critical reading and functional use of nutritional labeling in making healthy food choices.

This study explores university lecturers’ perceptions and experiences in implementing the Critical Literacy Approach (CLA) in teaching Critical Reading within the context of Indonesian higher education. In contrast to most previous research that focused on students’ learning outcomes or curriculum design, this investigation centers on lecturers’ pedagogical agency and their contextual adaptations of CLA. Using a descriptive qualitative case study design, three lecturers from different universities participated in in-depth interviews and semester-long classroom observations. Thematic analysis revealed that lecturers’ entry into critical literacy emerged through distinct pathways: self-directed study, reflective classroom practice, and formal graduate education. These trajectories informed how each lecturer interpreted and modified CLA that ranging from integrating discourse analysis and media literacy to using literature for social critique. Despite methodological variations, all lecturers shared a strong commitment to cultivating students’ critical thinking and sociopolitical awareness. However, the implementation was not without challenges: emotional discomfort around sensitive topics, student disengagement, and limited instructional time frequently emerged. Even so, the lecturers employed adaptive strategies to sustain dialogue and scaffold critical reflection. These findings highlight that effective CLA practice depends not only on theoretical understanding but also on emotional intelligence, contextual sensitivity, and institutional support. By foregrounding lecturers’ voices, this study contributes a practice-oriented perspective on critical literacy, urging a reorientation of research and policy to recognize educators as key agents of critical pedagogy in Indonesian higher education.

The relationship between educational outcomes and violence remains an ongoing debate in educational policy. This paper seeks to establish whether significant spatial effects exist in the relationship between victimization risk—that is, the risk of human rights violations or international humanitarian law violations—and municipal educational outcomes in critical reading. The mean scores on standardized tests at the municipal level were used as the outcome variable, and the municipal victimization risk index and the initial ability group of 1,119 Colombian municipalities for the 2019 and 2021 data points were used as explanatory variables of interest. To do this, spatial dependence tests were initially performed on the dependent variable, the independent variables, and the error term. Subsequently, using an instrumental variable approach, an econometric model was proposed that includes spatial lags in the independent variable of victimization risk and in the error term. The results show statistically significant spatial effects. Additionally, it was found that a unit increase in the victimization risk index in a municipality's neighborhood is associated with a reduction of -3.9 and -5.6 in critical reading scores, respectively, for 2019 and 2021. Furthermore, it was found with statistical significance that the lower the initial ability group a municipality belongs to compared to the highest category called "Cities," the intermunicipal gaps in critical reading scores tend to widen.

<span>The Program for International Student Assessment (PISA) 2018 and 2022 results expose the alarming problem in the Philippines’ reading comprehension, a situation worsened by pandemic-related disruptions. This study investigates the specific reading comprehension skills where students struggle most and the factors contributing to these difficulties in a post-pandemic context. Using an explanatory sequential design, the researchers conducted reading assessments for the 30 grade 7 students, followed by interviews with 12 students and 5 teachers selected through purposive sampling. Descriptive statistics indicated that students faced the most challenges with inferential and critical-level skills, highlighting gaps in higher-order thinking. Thematic analysis identified contributing factors, including lack of reading engagement, lack of linguistic competence, remote learning repercussions, challenges from screen dependency, and environmental influences. These challenges highlight the long-term impact of the pandemic on reading development. To address this, the educational system must strengthen teacher training in reading instruction to promote active student engagement. Educators are encouraged to develop age- and interest-appropriate reading materials, use technology in reading instruction, and foster collaboration between schools, communities, and families. Targeted interventions are essential to rebuild and enhance students’ reading comprehension skills, ensuring they can meet the demands of higher-order thinking in a post-pandemic world.</span>

Rethinking geography and power in transboundary water relations: A critical reading and integration of physical, social and political geography

This paper is entitled: (A Critical Reading of the Definition of Myth in Kurdish Literature). This paper is a critical reading of the definitions of myth in two master's theses which consists of the two parts. The first part is theoretical and contains the two topics. The first topic deals with the definition, principles and conditions, and the second topic mentions the concepts, terms and definitions of myth. The second part is practical which consists of two topic. In the first topic, a critical reading has been done to the definitions of myth in the first thesis depending on the definition of the definition, principles and conditions with the definition of myth practically. In the second topic a critical reading of the definitions of myth has been done in the second thesis. In this study, we have concluded that the definitions of myth in both theses don’t follow the conditions and principles of definition very well in a way that most of the definitions do not mention: (gender, type, discrimination, characteristics, form) of myth although they are not comprehensive, inclusive or prohibitive. paper method: This paper relies on the method (descriptive - analytical).

ABSTRACT Ernest Callenbach’s 1975 novel, Ecotopia, was among the first and most influential self-consciously environmentalist utopian novels. Drawing on Callenbach’s writing as a film critic in the 1960s and 1970s, this article situates the novel in relation to two particular political backdrops explicitly invoked within it, backdrops that served as acute influences on the novel’s Ecotopian imaginary. First, situated as he was in Berkeley, California, Callenbach presents a reading of the New Left milieus emerging and folding around him. This reading reflects and interprets both the promise of the era’s radical movements and these movements’ limits, problems, and internal struggles. Second, central to Callenbach’s Ecotopian imaginary was a coordination of resource extraction, production, and distribution through a regulated market mediating exchange between worker-led cooperatives, a basic model of political economy informed in particular by Yugoslav socialist ideals. The novel thus mirrors the oft-obscured influences on Western Marxists of the internal critiques within socialist Yugoslavia in the 1960s and 1970s. Having laid out these political backdrops, the article delves in its final section into a reading of Ecotopia’s racial pessimism and its surprising resonance with the eventual collapse of socialist Yugoslavia. Performing a critical reading that triangulates the novel in relation to the Northern California New Left and socialist Yugoslavia allows for a new way of situating Callenbach and early imaginaries of Ecotopia in periodizations of environmentalism, seeing the novel as a vexed and idiosyncratic swan song of 1960s radicalism.

Exploring Bhutanese ESL teachers’ perceptions and teaching of critical reading through the Four Resources Model

Virtual Literature Circle (VLC) shows promise in developing critical reading skills among EFL students, but limited empirical research addresses the specific challenges in fostering collaborative learning, engagement, and learning outcomes. To address this gap, a sequential mixed-method study involving 25 EFL students was conducted. The findings indicate significant improvements in collaborative learning dynamics and engagement that positively influenced critical reading skills. However, challenges such as technological barriers and diverse learning preferences were identified. This study emphasizes the importance of integrating VLC into pedagogical frameworks to create effective, interactive learning environments for EFL students. Overcoming these challenges is essential for transcending disciplinary boundaries and maximizing the benefits of VLC in EFL education. By recognizing and addressing these obstacles, educators can better support EFL students in developing essential critical reading skills, thus enriching their learning experiences.

Teaching Arabic for academic purposes at the university level remains a largely neglected area and requires updated pedagogical approaches that address students’ academic needs in today’s world, especially amid the prevailing reliance on foreign languages in research. This study explores the key challenges students encounter when writing in Arabic, including limited access to specialized learning resources and insufficient language proficiency among advanced learners. Key reasons for this include the teaching methods through which they initially learned Arabic and the limited training in critical thinking skills, particularly critical reading and writing. Accordingly, the study advocates for the integration of critical reading as an effective means to enhance academic language proficiency. It will present the importance of critical reading in developing both analytical and linguistic skills, and propose an integrative approach built on three principles: critical language awareness, close reading, and functional grammar. This approach aims to refine learners’ understanding of how language functions in academic texts and support the production of high-quality writing that clearly articulates ideas. The study will also include an applied example for engaging with texts through critical reading.

Reading is a fundamental skill that serves as the cornerstone of learning and academic success. It is not merely the ability to decode words on a page but a complex process that involves comprehension, interpretation, and critical thinking. This study assessed the reading comprehension levels of Grade 7 students at Conner Central National High School in Ripang, Conner, Apayao during the third and fourth quarters of School Year 2024–2025. Employing a descriptive survey design, the research involved the entire Grade 7 population across three sections, with a total of 110 respondents. Frequency and percentage were used to describe the students’ profiles, while weighted mean were applied to evaluate their reading comprehension strategies and performance. Findings revealed that a substantial number of students remain at the Developing and Satisfactory levels, indicating limited ability to fully comprehend academic texts across subject areas. This gap underscores the urgent need for a comprehensive, evidence-based reading intervention program that integrates strategic techniques, individualized support, and continuous assessment. Strengthening skills such as vocabulary development, inferencing, summarizing, and critical reading is essential to foster a more inclusive learning environment. Ultimately, improving reading comprehension is not only an educational priority but also a crucial step toward empowering learners with the tools for academic success and cultivating a culture of reading excellence within the school.

Gender equality education in literature learning is becoming increasingly significant due to the growing awareness. Gender equality education in literature learning has become increasingly important due to the growing awareness of gender stereotypes and biases within educational settings. This article examines how Serat Candrarini, as a classical Javanese literary text, represents gender relations through patterns of binary opposition and explores its implications for gender-equitable education. The study employs a qualitative descriptive method using content analysis and a feminist deconstruction approach. The findings indicate that gender relations in the text are constructed through oppositions such as active–passive, high–low, and rational–emotional, positioning women in a subordinate role. However, the text also reveals small spaces that allow for critical readings of patriarchal values. These findings underscore the importance of reflective literature learning that fosters shifts in perspectives toward gender equality. Integrating gender perspectives into the curriculum and teaching methods is an essential step in cultivating awareness of educational equality. Further research is recommended to explore other traditional texts and to develop practical, gender-based literacy learning modules.

Introduction: The topic of the position of women in Christianity, especially in the New Testament, raises questions about the place of women in the theological, social, and legal order. The New Testament brought significant changes to the patriarchal environment of the time: Jesus spoke with women, included them in his mission, and entrusted them with key testimonies. However, later church practice and institutional interpretations often restricted this space, creating a gap between the original teaching and its historical reception. Aim: The aim of this paper is to show how the New Testament and its later interpretations shaped the legal and social position of women, and to highlight the connection between religious texts, church norms, and the formation of patriarchal patterns in law and culture. Materials and Methods: The paper analyzes biblical texts, especially the New Testament, as well as church canons, Dušan’s Code, the Charter of Žiča, and other legal sources. The method applied is a comparative legal-historical analysis, including the consideration of Jewish law, Roman law, Hellenistic philosophy, and feminist theology, with the aim of presenting the continuity and changes in the position of women. Results: The analysis shows that the New Testament granted women dignity and a significant role, but that the later institutionalization of Christianity reintroduced a patriarchal model. The Mariological ideal, while providing an empowering example, simultaneously created an additional burden through unrealistic expectations. Church law was transferred into customary and state law, thereby making the pattern of women’s subordination a part of legal practice and cultural heritage. Conclusion: Understanding the New Testament and its interpretations is important for contemporary lawyers and society, as it demonstrates how texts and symbols become norms and shape gender roles over the long term. A critical reading of these sources today can contribute to a greater appreciation of women and to equality in law and society.

The field of elite schooling is subject to neoliberal rationalities, governed by the forces of competition, choice and marketisation. Schools often engage in promotional strategies on their websites and in prospectuses to appeal to upper/middle-class ‘clientele’. This article demonstrates the ways in which elite schools in England are seeking to gain positional advantage through mobilising discourse and strategies relating to mental health and wellbeing . Drawing on the concept of emotional capital, we conduct a critical reading of 30 elite schools’ online marketing practices. We demonstrate how ‘good’ mental health as discursive-affective formation becomes commodified and sellable within promotional materials, affording elite schools a sense of ‘value-addedness’. In doing so, we trouble the increasingly dominant medicalised and psychologised gaze of mental health in compulsory schooling, and draw new implications for sociological understandings of the reproduction of social class inequalities in education.

ABSTRACT This essay advances a Sikh diasporic feminist method, “critique and repair,” which sustains an attachment to Sikh thought while engaging criticisms of patriarchal interpretations of Sikhi. The method layers critical and redemptive reading practices to hold contradiction without resolving it, affirming the fallibility of a text without stopping at critique. The essay applies this approach to Valarie Kaur’s antiracist didactic memoir See No Stranger (2020), examining its formulation of chardi kala alongside other thinkers after the Oak Creek Sikh Temple Massacre to develop a feminist postsecular account of resilience attentive to both pain and joy.

This study investigates the comprehension levels of college freshmen students to enhance the quality of education through improved reading skills. Using a descriptive quantitative design, it examined 143 first-year students enrolled in the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) programs at the Eulogio “Amang” Rodriguez Institute of Science and Technology. A validated comprehension test assessed literal, interpretative, and critical reading skills. Results revealed that students performed best in literal comprehension, followed by interpretative and critical levels, indicating foundational proficiency but limited higher-order comprehension. A significant difference was found between BEEd and BSEd students in interpretative reading, favoring BEEd students. These findings underscore the need for instructional strategies that strengthen metacognitive awareness, critical literacy, and analytical reasoning. The study contributes to understanding literacy development and supports curriculum reforms aligned with the United Nations Sustainable Development Goal (SDG) 4: Quality Education.

Abstract This article explores how contemporary Bangladeshi Muslim female social media personalities challenge two dominant narratives: the Western-centric stereotype of Muslim women as passive victims and the local patriarchal expectations of middle-class respectability. Using a postdigital feminist framework, the study analyzes the online presence of three women: Barisha Haque, Rubiat Fatima Tony, and Laila Akhtar Farhad, who, through their entrepreneurial visibility and spousal choices, renegotiate gender roles, marital expectations, and public perceptions of Muslim womanhood. The analysis shows that these women demonstrate the agency and complexity of Muslim women from the Global South in ways that reject both Western-centric categories and local expectations. This work contributes to postdigital feminist scholarship by providing a grounded case study that highlights the nuanced, multimodal self-representations of non-Western women influencers.

Telemedicine has emerged as a key modality to ensure continuity of medical care, particularly in health emergency contexts such as the COVID-19 pandemic. To synthesize the scientific evidence on its impact on patient satisfaction in the health sector, a systematic literature review was conducted following PRISMA 2020 guidelines. Databases such as Scopus, PubMed, SciELO, Web of Science, and EBSCOhost were consulted, identifying 3,157 studies, of which 50 met the inclusion criteria and were selected after a critical reading. Findings reveal that most studies report high satisfaction levels associated with benefits such as accessibility, reduced waiting times, and continuity of care. However, limitations related to the lack of physical interaction, technological barriers, and the need for training were also identified. In conclusion, telemedicine is positioned as an effective and well-accepted tool by patients, especially in contexts with mobility restrictions, highlighting the need for its structural integration into hybrid health systems that prioritize user experience and ensure service quality.

This article deals with the problem of time in Adam Zagajewski’s poetry. The discus-sion begins with a critical reading of Magdalena Sukiennik's study ‘Time frozen in time-lessness’: Adam Zagajewski’s poetry’. A re-examination of the poems cited in that article leads to a series of conclusions that throw doubt on her use of the term “timelessness” and offer a different interpretation of Zagajewski’s approach and understanding of time. (The quotation in the title comes from ‘A Conversation with Friedrich Nietzsche’ from the volume Płótno [Linen]).

ABSTRACT This article offers a critical reading of the representation and cultural translation of Sufism in two novels by Turkish writers in English: Halide Edib’s The Clown and His Daughter (1935) and Elif Shafak’s The Forty Rules of Love (2010). In both, Sufism emerges as an alternative form of Islam that challenges conservative religiosity and encourages dialogue across socio-political, gender and national barriers. The article positions each text within global and local Turkish contexts through a framework drawing on world literature, translation history and the work of Sophia Rose Arjana and Ziad Elmarsafy, which draw attention to the commodification of Sufism for Western readerships. The article concludes that Arjana’s “Mystical Marketplace” concept is applicable to literature and is navigated to varying levels of creativity, complicity and ambivalence in Halide Edib and Shafak’s writing as Turkish authors in an international literary marketplace.