ABSTRACT This paper presents a study of what it means to belong, for young people from South Asian backgrounds in Hong Kong. The work draws from a collaborative visual and linguistic ethnographic arts-based research project called Navigating Belonging, which responded to ongoing and historical oppression of minoritised ethnic groups in Hong Kong. Through narrative generated in interaction and through participatory photography, participants explored their understandings of belonging. In this paper we pay close attention to the narratives of belonging that emerged during the project’s creative practice workshops, alongside the writing, photography, and digital storytelling that were the creative outputs of the project. We focus on the talk of two participants, Rani and Amir, undergraduate students at a university in Hong Kong. In our analysis we invoke the concept of transculturality. We describe and explain how – through their narratives – our participants deploy their transcultural capital as they address questions of the authenticity of their belonging. In our conclusions we highlight the transformative power of arts-based ethnographic research to engender critical reflection that challenges essentialist notions of identity and belonging, for minoritised youth of South Asian descent in Hong Kong. Finally, we suggest implications of our findings for policy development for this population.

The effect of family capital on critical thinking skills of primary and middle school students in rural county-level regions of China: The chain mediating role of home-school cooperation and teachers' expectations.

Exploring students' perceived negotiation of critical thinking with teachers, peers, and AI in EFL learning.

Emotional intelligence and critical thinking disposition are essential competencies in nursing education, yet the nature of their relationship across different stages of training remains unclear. This study aimed to examine the structural relationship between emotional intelligence and critical thinking disposition among nursing students and to determine whether this relationship differs across class levels. A cross-sectional quantitative design was employed. The study included 458 nursing students enrolled in a public university. Data were collected using validated instruments measuring emotional intelligence and critical thinking disposition. Spearman correlation analysis and multi-group structural equation modelling were conducted to examine the structural relationship between the constructs and to test measurement invariance across class levels. Emotional intelligence was positively associated with critical thinking disposition. Structural equation modelling indicated a significant positive structural association between emotional intelligence and critical thinking disposition across all class levels, although the strength of this relationship varied between different stages of nursing education. Measurement invariance analysis supported the comparability of the constructs across groups. The findings highlight the importance of emotional competence in fostering critical thinking disposition among nursing students. The observed variation in the strength of this relationship across educational stages suggests that nursing curricula should incorporate stage-specific strategies to enhance emotional intelligence, particularly during key transition periods such as the shift from classroom learning to clinical practice.

To evaluate the efficacy of active pedagogical strategies for teaching the nursing process compared to traditional teaching methods. Systematic review with meta-analyses performed according to the recommendations of Cochrane Handbook and reported according to Preferred Reporting Items for Systematic Reviews and Metanalyses (PRISMA) Statement. Searches were carried out in February 2024 and updated in October 2025 in the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica Database, Medical Literature Analysis and Retrieval System Online, Scopus and Web of Science. Free searches and searches in gray literature were performed in Google Scholar. The selection of studies and data extraction was performed independently by two reviewers. Data synthesis was performed through narrative synthesis and meta-analytic methods. Meta-analyses were conducted for knowledge, clinical reasoning, critical thinking and attitudinal skills. Thirty-four studies involving undergraduate and graduate nursing students were included to evaluate the effectiveness of active teaching strategies in developing nursing process related competencies. The meta-analyses demonstrated that active learning strategies significantly improved knowledge (SMD=0.95; p<0.001; I2=80%), clinical reasoning (SMD=0.48; p<0.001; I2=43%), and attitudinal skills (SMD=0.39; p=0.004; I2=81%) when compared to traditional methods. There was no difference in critical thinking (SMD=0.92; p=0.074; I2=95%). Subgroup analyses showed that among the strategies evaluated, simulation consistently showed favorable results for knowledge, clinical reasoning, and attitudinal skills. This study supports the effectiveness of active teaching strategies - particularly simulation - in enhancing learning outcomes associated with the nursing process. The findings emphasize the value of integrating structured, student-centered pedagogies in nursing curricula to foster core competencies.

Undergraduate nursing students' perceptions of using holopatient in learning and clinical training: An exploratory-descriptive qualitative study.

The rapid integration of generative artificial intelligence (GenAI) into undergraduate nursing education has prompted significant debate regarding its impact on the development of critical reasoning, inquiry skills, and clinical judgement. While some scholars argue that reliance on GenAI may undermine independent thinking, contextual decision‑making, and autonomous judgement, emerging perspectives suggest that GenAI has the potential to enhance rather than erode these foundational competencies. This commentary examines the evolving role of GenAI in nursing education and argues that its thoughtful integration can strengthen students' preparedness for increasingly complex, technology‑rich clinical environments. Clinical judgement is central to safe nursing practice and is shaped by the nurse's interpretation of patient needs, contextual factors, and professional reasoning. While GenAI can synthesize large amounts of information efficiently, it does not replace human judgement; instead, it provides data that students must interpret within ethical, relational, and contextual dimensions of care. Integrating GenAI into educational contexts allows students to engage with realistic, data‑driven scenarios that mirror contemporary practice environments, supporting deeper analytical thinking and the ability to critique algorithmic outputs and biases. At the same time, the use of GenAI raises epistemological tensions between nursing's humanistic ways of knowing and AI's computational logic. These tensions underscore concerns that tacit knowledge, ethical reasoning, and patient‑centered judgement may be marginalized if GenAI tools are used uncritically. Addressing this challenge requires adapting nursing theory and curriculum to incorporate digital epistemologies while maintaining the profession's ethical and relational foundations. This commentary concludes that rather than discouraging GenAI use, nursing education must embrace it deliberately and ethically. Through intentional curriculum design, faculty development, and emphasis on AI literacy, educators can ensure that nursing students emerge as competent, reflective practitioners capable of navigating GenAI‑enabled healthcare environments with confidence and integrity.

Development, implementation, and evaluation of the elective course "Holistic Marketing in Pharmacy".

As generative AI (GenAI) tools such as ChatGPT and GitHub Copilot become pervasive in education, concerns are rising about students using them to complete rather than learn from coursework—risking overreliance, reduced critical thinking, and long-term skill deficits. This paper proposes a design-oriented conceptual model (named Guide-AI-Ed ) to support instructors in reasoning about how course and curriculum design choices may encourage responsible GenAI use in software engineering education. Using a design-based research approach, we applied the Guide-AI-Ed model in two contexts: (1) revising four extensive lab assignments of a final-year Software Testing course at Queen’s University Belfast (QUB), and (2) embedding GenAI-related competencies into the curriculum of a newly developed SE BSc program at Azerbaijan Technical University (AzTU). Interventions included GenAI usage declarations, output validation tasks, peer-review of AI artifacts, and career-relevant messaging. In the course-level case, instructor observations and student artifacts indicated increased critical engagement with GenAI, reduced passive reliance, and improved awareness of validation practices. In the curriculum-level case, the model guided integration of GenAI learning outcomes across multiple modules and levels, enabling longitudinal scaffolding of AI literacy. The Guide-AI-Ed model has served as both a design scaffold and a reflection tool. It has helped us align GenAI-related pedagogy with SE education goals. It can offer a transferable approach to align GenAI integration with SEEd goals and can support broader curriculum innovation in response to rapidly evolving GenAI capabilities.

Engaging students in peer feedback offers significant learning benefits by promoting collaboration, critical thinking, and skill development. However, challenges persist because many students struggle to provide constructive and actionable feedback due to gaps in disciplinary knowledge and pedagogical skills. This study investigates whether Generative AI (GenAI) can help address these challenges by supporting students in delivering high-quality peer feedback. To examine this potential, we implemented human-led, GenAI-powered assistance for feedback provision in an educational platform using structured prompt instructions and a tailored user interface. We then examined the characteristics of this AI assistance (AI-A) and how students engaged with it during peer feedback. Our analysis draws on data from 433 students who engaged in 7670 instances of peer feedback supported by AI assistance as part of a large undergraduate semester-long course. Our results indicate that AI-A was typically positive, well structured, and focused on pedagogical strengths (79% of all instances). However, uptake remained relatively low, with just 9% (690) of AI assistance suggestions leading to revisions. AI-A that was less accurate, less complete in describing the original peer feedback, or less positively worded was more likely to prompt revision, with small-to-medium effect sizes. One possible explanation is that these instances drew students’ attention because they appeared to require correction. These findings offer valuable insights for designing AI-A in peer feedback platforms that promote learning, encourage reflection, and preserve student autonomy. • Peer feedback benefits learning, but many students struggle to give quality feedback. • Generative AI (GenAI) has shown the potential to improve feedback processes, but there is limited evidence on its effectiveness for peer feedback. • This study examines over 7670 instances of AI assistance (AI-A) for student peer feedback in an undergraduate course. • It finds that AI-A for feedback had a positive tone and was structured, but the uptake was low. • Shows nuanced role of GenAI: AI-A, which contained only moderately specific and correct suggestions, prompted students to act on it.

This study aimed to conduct a comparative assessment of mathematical competence, including vocabulary, operations, and mathematical problem-solving, in children diagnosed with Specific Learning Disabilities (SLD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Individual assessments were administered to evaluate intelligence quotient (IQ), mathematical competence, reading, and written language for both groups (SLD: N = 17; ADHD: N = 17). The results revealed statistically significant differences between the groups in several WISC-IIIGR measures, including Verbal IQ, Information (factual knowledge, long-term memory, recall), Arithmetic (attention, concentration, numerical reasoning), Digit Span (short-term auditory memory, concentration), Picture Arrangement (planning, logical thinking, social knowledge), Verbal Comprehension Index (VCI), and Freedom from Distractibility Index (FDI), as well as in Mathematical Operations and Mathematical problem-solving. Both groups demonstrated challenges across several assessed domains. To explore these difficulties in greater depth, canonical correlation analyses (CCA) were conducted on three variable sets. Findings suggest that while both SLD and ADHD are associated with cognitive challenges, they present largely distinct patterns of cognitive deficits. Findings are interpreted in terms of differential cognitive profiles and their potential implications for differentiated instructional approaches. In particular, results are linked to the design of mathematical tasks in 5th-grade mathematics inclusive classrooms, aiming at reducing cognitive load and supporting mathematical learning in students with ADHD and SLD.

To screen or not to screen? Critical reflections on the use of mental health screening in high-performance sport.

This article examines the persistence of hierarchy within nursing education and argues that its replication in universities represents a serious contemporary issue for the discipline. Drawing on recent scholarship, sociological theory and critical reflection, it explores how managerialism and audit culture in nursing schools reproduce the hierarchical structures historically embedded in nursing. These structures, inherited from colonial, patriarchal and classed traditions, are sustained through institutional cultures that privilege visibility, control and compliance over intellectual freedom, reflection and care. The argument developed here is not that nurses welcome control, but that the profession has been socialised into systems of authority that constrain both clinical and academic practice. Within nursing faculties, this manifests in the surveillance of work, performance metrics and the erosion of academic autonomy. Such conditions, it is argued, damage not only individual wellbeing but also the legitimacy of nursing as a field of knowledge. Using the lens of Bourdieu's concept of habitus and Skeggs's analysis of value and respectability, this article highlights how hierarchy reproduces classed and gendered inequalities in nursing academia. It calls for a reimagining of leadership that prioritises relational ethics, trust and intellectual freedom. The issue is international in scope: the corporatisation of higher education and the managerial governance of academic labour affect nursing educators across diverse national contexts. Reclaiming autonomy, therefore, is not only a local struggle but a collective, global imperative. The future of nursing education depends on our ability to teach and lead without permission, to create academic spaces grounded in care, critical inquiry and the courage to dissent.

Self-actualization and self-transcendence: An empirical model of athletes' meaning in elite sport.

Enhancing critical and creative thinking in sustainability education through reflective practice and project-based learning

This study examined how Asian Americans, Native Hawaiians, and Pacific Islanders (AANHPIs) described their experiences and impacts of COVID-19-related racism, contextualized in a broader history of sociopolitical oppression. Guided by Cheng, Kim, et al. (2021) tripartite model of collective psychosocial resilience, we further hypothesized that COVID-19-related racism might be a catalyst for AANHPIs developing critical consciousness to resist racism. AANHPI adults (n = 448; Mage = 26.43) were asked how their lives were impacted by anti-Asian racism during the COVID-19 pandemic and completed survey measures on sociodemographic factors and critical consciousness. We employed mixed methods triangulation with data transformation. Five themes were identified from open-ended responses using structured tabular thematic analysis: personal experiences of racism reenacting the perpetual foreigner narrative in a broader historical context of structural racism; vicarious racism reflecting the collective nature of identity-based harm; impacts of racial trauma on mental health and identity; heterogeneity of racialized experiences across AANHPIs; and cultivation of collective resilience and resistance through critical consciousness. Themes were quantified and related to measures reflecting critical consciousness dimensions, specifically critical reflection (perceived inequality, egalitarianism), critical motivation, and critical action using linear regression. Racial trauma impacts and cultivation of collective resistance were associated with perceived inequality. Vicarious racism was associated with critical motivation. Personal experiences of racism and cultivation of collective resistance were associated with critical action. To the extent that racial trauma was experienced collectively, AANHPIs fostered critical consciousness of discrimination as a common fate and were pulled toward community caretaking, solidarity, and collective action. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

(Bio)ethical analysis of space exploration calls for critical reflection on present-day material and socio-political contexts. In response to this requirement, this paper first asks how a critical bioethics of space can move beyond a basic four-principles approach. Having set this initial framework, we arrive at the observation that in political and bioethical discourse a common tendency exists to explain away space activity as 'inevitable'. This trope requires (bio)ethical attention since portraying human engagement with outer space as a 'fixed reality' aligns with dominant political narratives that legitimize control over territory. After this, we outline three additional (value-laden) lines of reasoning that further reinforce this ideological work as they sustain unwarranted beliefs about what is considered a speculative future and what is not. We then explore the overarching notion of futurity and its impact on bioethical engagement with space exploration. A closer look at such speculative futurism reveals whose 'humanity' is being centered and who is envisioned as a part of this future. This paper fits within an understanding of critical feminist and naturalized bioethics that not only brings the arguments used in a bioethical discussion into harsh light but also the boundaries that make this discussion possible in the first place. We aim at practicing a bioethics that, firstly, questions itself as a product of a socio-political context and, secondly (and relatedly), one in which the question "What is bioethics?" is turned upon bioethics itself.

We report the case of a previously healthy, 6-year-old boy who presented with 2days of generalized body aches. Given a recent viral illness with cough and congestion, the emergency department's initial diagnosis of the condition was viral myositis. He was admitted for pain treatment. During his hospitalization, he developed worsening pain, decreased mobility, and intermittent nocturnal desaturations. The team elicited additional history of snoring and witnessed apneas, which raised concern for obstructive sleep apnea. They consulted pulmonology who was concerned for central sleep apnea and respiratory depression and recommended consulting neurology. Neurology recommended a lumbar puncture, the results of which led to the eventual diagnosis. This case highlights the importance of critical reasoning and knowledge of the pediatric presentation of diseases that affect both adults and children.

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.

Artificial Intelligence (AI) tools, like ChatGPT, are now widely integrated into a plethora of contexts. Although they present potential benefits like increased efficiency and reduced lower-level cognitive load, they are accompanied by serious risks such as over reliance and impacted independent critical reasoning. Research on how critical thinking and cognitive offloading interact with AI use is limited. Furthermore, research on attitudes towards AI and how they may influence how people offload cognition and engage in critical thinking is further understudied. Our mixed-methods study aims to reduce this gap. Initially, 124 participants were considered for the study. After filtering out the outliers, 120 young adults (AI group n = 57, Manual group n = 63) participated, with a subsample of 54 who were thematically analysed. Our experimental design incorporated a logical fallacies identification task (with/without ChatGPT) and three quantitative questionnaires: Artificial Intelligence Attitude Scale, Critical Thinking Rubric and Mental Effort Rating Scale. Nonparametric analyses (Kruskal-Wallis and Spearman's rho) revealed that the AI group were able to attain higher correct responses (H = 7.044, p < .01). Additionally, they reported significantly lower mental effort (H = 27.434, p < .01) for the experimental task. Qualitative trends saw high independent reasoning, verification, and metacognitive monitoring in manual participants. Conversely, a mix of complete delegation and selective use/strategic engagement was observed under the AI condition. Overall, we conclude that although AI improves task accuracy and lowers mental effort, it does not necessarily save time or uniformly enhance or reduce critical thinking. Moreover, we suggest that a user's approach to AI (delegation vs. strategic engagement) determines whether it acts as a replacement or scaffold. We highlight the need for intentional, reflective use of AI in educational contexts.