A framework for analysing spatial mobility in the green and digital transition: The MOBI-TWIN approach

Adapting the WHO MPOWER framework for E-cigarettes: Qualitative insights from South Korea.

Electoral politics at the digital dinner table: Intimate online spaces as sites of long-distance citizenship

Assessing parallel urban dynamics through local-scale morphological and activity indicators in German and Spanish cities

Cyberbullying is a growing concern in the digital age, posing serious threats to children's mental health, social relationships, and overall well-being. Parents raising children in a highly digitalized world employ a range of digital parenting strategies, including active monitoring, content regulation, and technology control, to guide children's online experiences. However, little research has examined the presence of heterogeneous profiles of these parenting strategies and examined how they influence children's involvement in cyberbullying behaviors. Guided by neo-ecological theory, an extension of Bronfenbrenner's ecological systems theory into the digital context, this study investigated profiles of digital parenting styles and their associations with cyberbullying. Data were drawn from 306 parent-child dyads in the U.S. (parents: M age = 38.52, 60.8% mothers; children: M age = 11.80, 50.7% boys). Parents completed surveys regarding digital parenting practices, while children reported their cyberbullying experiences. Latent profile analysis was conducted to identify distinct parenting profiles, and group differences in children's cyberbullying perpetration and victimization were examined. The analysis revealed four distinct digital parenting profiles: low engagement (10%), discordant (24%), trust-based (32%), and high engagement (34%). Children of parents with discordant and low-engagement profiles reported higher levels of cyberbullying perpetration compared to those in high-engagement and trust-based profiles. Similarly, children of discordant parents showed the highest levels of cyberbullying victimization, followed by those with low-engagement, trust-based, and high-engagement parents. These findings underscore the importance of consistent, engaged, and trust-oriented digital parenting in reducing children's risks of becoming involved in cyberbullying, as perpetrators or victims.

ABSTRACT This article identifies forms of creative visual resistance to a prevailing logic of border enforcement around the world – a logic aimed at curbing undocumented human movement, often with deadly consequences. These forms of resistance serve to highlight the porosity and triviality of borders, as well as the violence that increasingly defines their global management. This phenomenon is perpetuated through policies, rhetorical strategies, speech acts and media narratives that together sustain a toxic discourse of exclusion. Following a discussion of the theoretical framework of border abolitionism and a critical reading of performative and ritualistic state power, the article undertakes an analysis of two instances of artistic digital practices that mock the state border performance while subverting it. Both were prompted by the spectre of the ‘Trump Wall’ in the US-Mexico border during the 2016 election campaign. From the perspective of this article, visual forms of resistance transgress the border, exposing its violence and absurdity while reimagining it as a space for creative and alternative political strategies. The analysis engages with the concept of the carnivalesque, foregrounding its ambivalent character as a mode of transgression that can both reinforce sovereign power and, when reclaimed from below, enable forms of visual resistance that unsettle bordering practices.

The digital transformation of education in the Kyrgyz Republic at the same time, most general education schools face limited funding, outdated IT infrastructure and a shortage of qualified information security specialists, which complicates the development of a comprehensive system for protecting students’ and teachers’ personal data. This paper analyzes the main types of cyber threats specific to the school context, including phishing and social engineering, malware and ransomware, vulnerabilities of cloud-based learning platforms and Internet of Things devices, personal data leaks, dissemination of harmful digital content and cyberbullying. Special attention is paid to weaknesses of the regulatory framework for school cybersecurity in the Kyrgyz Republic, the lack of unified requirements for the use of digital educational platforms and the insufficient level of digital literacy among participants of the educational process. Building on theoretical approaches and the current practice of school digitalization, the article substantiates organizational, pedagogical and methodological measures aimed at improving the cybersecurity of the school information and educational environment. The paper proposes directions for integrating the basics of cyber hygiene and digital literacy into school curricula, outlines models of teacher training and professional development in information security and discusses key elements of school cybersecurity policy focused on incident prevention and fostering responsible behavior in the digital environment.

ABSTRACT Extant practices of digital governance, including platform regulations and state–platform interactions in contemporary Nigeria, have produced new patterns of marginalisation within the social media environment. Conventional explanations of minority tend to view the phenomenon often from the ethno-linguistic, religious and regional perspectives. As such, existing engagements tend to gloss over the ways that digital regulatory practices highlight unequal treatment, selective enforcement, and informal repression to produce differentiated exclusion within digital spaces. Yet, evidence emanating from the state-social media regulatory interactions shows that certain actors, practices, and communicative positions within the social media are marginalised. This paper situates minority beyond the conventional configuration and conceives it as a relational condition of power, vulnerability and unequal treatment within digitally mediated public spheres. Drawing on theories of the public sphere and emerging scholarship on digital authoritarianism and communication rights in Africa, the article contends that social media actors, particularly politically dissenting communities are increasingly subjected to regulatory, economic, and algorithmic restrictions that make them functionally marginal despite the criticality of digital platforms in contemporary political communication. Rather than portraying social media as innately marginal, the study shows how processes of minoritisation operate within the prevailing digital ecosystem reshaping participation, visibility and democratic engagement.

ABSTRACT This study examines the intersection of gender, fandom, and nationalism within contexts of digital authoritarianism. With a focus on a female-led nationalist movement, this study explores the operational mechanisms of digital authoritarianism through the subjective experiences and digital practices of social actors, utilizing actor-network theory and gender performativity as analytical lenses. The study employs participant observations and semi-structured interviews to investigate a meme war – the 930 Online Expedition. In doing so, it highlights how diverse actors, including ‘fanquan girls’ (young female fans), cyber-nationalist communities, and digital platforms, negotiate and align their interests to form cohesive networks in support of pro-China narratives, illustrating the phases of problematization, interessement, enrollment, and mobilization. It advances scholarship on digital authoritarianism by theorizing ‘governance through non-action’ as a feminized, networked process. It shows how fanquan girls’ gendered fandom practices diffuse control through sociotechnical infrastructures, connect micro-level participation to macro-level nationalist mobilization, and foreground ordinary netizens’ lived experiences in co-producing authoritarian resilience beyond overt repression and surveillance.

The present study aims to examine the existing body of research on technology-mediated bereavement support through a bibliometric analysis, employing the Dual Process Model as an analytical framework. A bibliometric analysis extracted articles published between 2022 and 2025 from the Web of Science database. Software used to process. The results were Bibliometrix and VOSviewer. Applying a minimum occurrence threshold of two, 13 keywords met the inclusion criteria and were grouped into five clusters. The identified clusters encompassed digital memorialization and online remembrance practices, social media-mediated grieving experiences, psychosocial support and coping processes, technology-assisted interventions, and emerging artificial intelligence-related bereavement contexts. The identified thematic clusters show that digital grief research is structured around distinct yet interconnected functional domains. By situating digital bereavement practices within the Dual Process Model, this study provides a theoretically grounded framework to guide future empirical and clinical research on digital grief.

Evidence for an ethics-practice gap in digital anatomy education: Provenance and consent disclosure in English-language YouTube videos.

Speaking anxiety is one of the most common challenges faced by English as a Foreign Language (EFL) students, particularly in online learning environments where interaction is mediated by technology. Although many studies have examined foreign language anxiety, limited research has explored students’ perspectives on speaking anxiety specifically in online speaking classes and the strategies they use to manage it. This study aims to investigate EFL students’ perspectives on speaking anxiety in online speaking classes and to identify the strategies they use to cope with this anxiety. This research employed a qualitative approach using semi-structured interviews with 10 EFL students who had experience participating in online speaking classes. The interview data were analyzed using thematic analysis to identify common patterns and themes related to students’ experiences. The findings reveal that speaking anxiety in online classes is influenced by several factors, including linguistic limitations, technical challenges such as unstable internet connections and audio problems, and psychological factors such as nervousness and fear of making mistakes. The study also found that students use various strategies to manage their anxiety, including digital support tools, preparation and practice strategies, and psychological coping strategies. These findings highlight the importance of creating supportive online speaking environments and providing opportunities for preparation and technological support to help students manage speaking anxiety and improve their confidence in English communication.

ABSTRACT This paper investigates the evolving landscape of feminist digital activism in India by analysing Instagram posts from three major Indian feminist pages: SheThePeople, ThatDesiFeminist, and Feminism in India. The study asks how digital feminist practices on Instagram construct, contest, and reframe dominant cultural discourses around gender, power, and identity. Employing a multimodal qualitative methodology, it integrates Cultural Discourse Studies (CDS), netnography, and close reading to examine 300 posts as discursive interventions against patriarchal norms relating to marriage, motherhood, public safety, body politics, and emotional labour. CDS offers a culturally grounded framework for reading Instagram posts as communicative acts embedded in broader power-laden discourse systems. Netnography and close reading uncover how visual storytelling, symbolic imagery, and user engagement are mobilised as tools of resistance and feminist meaning-making. The findings show that Indian digital feminist activism is not only reactive to patriarchal backlash but also proactively builds alternative feminist grammars rooted in local sociocultural realities. By foregrounding India as a culturally specific site of feminist meaning-making and extending CDS to multimodal social media discourse, the paper contributes to scholarship on digital feminism beyond the West.

ABSTRACT Veering away from totalizing assumptions of digital authoritarianism, this article theorizes China’s Great Firewall as a porous digital border, showing how ordinary users employ virtual private networks (VPNs) to access blocked platforms in their everyday lives despite an entrenched censorship regime. Grounded in critical scholarship on digital borders and Internet studies, this article draws on thirty-two semi-structured interviews to examine the complex processes, experiences, and meanings of everyday VPN use. It shows how digital border-crossing through VPN use simultaneously challenges and reproduces the bordering logic underpinning the Chinese Internet, and how authoritarianism is rearticulated in fragmented, non-totalizing, and embodied ways.

Introduction Clear aligners are promoted as more esthetic and comfortable than fixed appliances, but how Indian parents choose between them is not well understood. Methods A cross-sectional mixed-methods study in two digital smile practices in Mumbai (Chembur, Lokhandwala) was conducted. Parents of 8-17-year-olds attending their first orthodontic consultation completed a questionnaire on sociodemographics, malocclusion, awareness and information sources, risk perceptions about at-home aligners, willingness-to-pay (WTP), equated monthly installment (EMI) acceptance, psychosocial concerns, and final treatment choice (clear aligners vs. fixed braces). Results A convergent mixed-methods design was used. Quantitative data were obtained from routine clinical records and structured questionnaires from 480 parent–child pairs treated at two urban orthodontic centers in Mumbai, India (January 2018-December 2025). The qualitative component comprised semi-structured interviews with 10 purposively sampled parents. Conclusions In urban India, parental treatment decisions for adolescent orthodontic care are shaped by a combination of esthetics, perceived effectiveness, comfort, and affordability. Transparent, evidence-based counseling and flexible payment options may help bridge the preference–uptake gap for clear aligners among urban Indian parents. Clinical Significance Transparent discussion of clinical indications, expected compliance demands, and structured EMI counseling may help align treatment decisions with both esthetic preferences and affordability.

ABSTRACT The post-truth era has intensified epistemic challenges in higher education, as digital misinformation and emotional persuasion increasingly shape how knowledge is accessed and evaluated. This study presents a scoping review examining critical thinking development in higher education between 2015 and 2024. Guided by the Joanna Briggs Institute methodology and reported according to PRISMA-ScR guidelines, 26 peer-reviewed studies were identified through systematic database searches. An Input – Process – Output (IPO) framework was applied to synthesise patterns across individual, pedagogical, and institutional dimensions. The findings indicate that critical thinking development is influenced by students’ epistemic dispositions, metacognitive awareness, and prior knowledge, alongside systemic conditions such as curriculum design, educator quality, and academic culture. Core developmental processes include inquiry-based learning, reflective strategies, and digital epistemic practices such as truth-checking and lateral reading. Although most studies report improved analytical reasoning, challenges remain regarding sustainability and transfer in digitally complex contexts.

As the adoption of intelligent machines (e.g. artificial intelligence, algorithms, and robots) accelerates in organizations, how to promote employees’ creative behavior to facilitate human-intelligent machine collaboration has become an important topic of concern for human resource management scholars. Drawing on social cognitive theory and a work design perspective, we propose that employees’ trust in intelligent machines, as a positive perception of intelligent machines, may influence creative behavior through job crafting in intelligent machine contexts from both positive and negative sides, and that this indirect effect is moderated by job autonomy. Specifically, the positive indirect effect is stronger when job autonomy is higher, whereas it becomes weaker or negative when job autonomy is lower. Results from two studies, a field survey study (N = 247) and a scenario-based experimental study (N = 320), support our hypotheses. We discuss the implications of these findings for digital human resource management literature and practice.

Previous research indicates that traditional religious authority structures have not necessarily been replaced by the widespread growth of digital media but have been partially transformed and/or expanded to include a new group of religious content creators. These actors do not necessarily have religious expertise or a traditional Islamic education, but they offer their own religious interpretations to their followers as part of their digital practice. Our contribution to this special issue offers an analysis of social media content by German-speaking Muslim content creators, focusing on the question of how religious authority is claimed or manifested in this context. To this end, we first develop a systematisation of potential sources of religious authority based on various existing approaches. Our analysis identifies four models of attributing authority depending on whether a) religious roles and positions are claimed, b) religious and other knowledge is presented, c) certain personal characteristics are demonstrated, and/or d) a relationship or collective identity is established between the content creator and their followers. We examine in detail selected audiovisual material from Muslim content creators on Instagram and discuss their internal differences and where they fall within the categories presented above. This analysis reveals an affinity between, on the one hand, explicit claims to religious authority and an emphasis on clear dichotomies and, on the other hand, creators who present themselves as average Muslims and their offers of a rather non-committal identity.

Purpose This paper argues for the integration of critical digital game literacies (CDGLs) into English and literacy education. This study aims to move beyond simplistic good–bad dichotomies surrounding digital games in education by exploring how different theoretical perspectives can inform a more nuanced approach to digital games and school learning. Design/methodology/approach Drawing on Han’s theorisation of the productive relationship between narrative and theory, this paper uses a conceptual analysis approach, synthesising ideas from four key theoretical areas: educational studies, postdigital studies, literacy studies and cultural studies. By critically examining how concepts from these disciplines construct different narratives about digital games and learning, this paper develops an integrated theoretical framework for CDGLs education. Findings Analysis reveals a shared commitment across perspectives: CDGLs cannot be reduced to instrumental competencies but must be understood as complex, socially situated, ideologically laden practices. Educational studies insist that why we teach with games must precede how; postdigital studies demands attention to entangled ecologies in which games operate, resisting technological determinism; literacy studies grounds CDGLs within genealogies of meaning-making across modes and media; and cultural studies refuses essentialist readings, instead foregrounding the productive instability of meaning and young people’s active negotiation of cultural texts. Originality/value This paper offers a novel interdisciplinary framework for conceptualising CDGLs education. By bringing together diverse theoretical perspectives, it provides a comprehensive understanding of how digital games can be critically engaged within English and literacy education, contributing to the evolving discourse on digital literacy practices and schooling.

Purpose This study examines how three instructional conditions – Conventional Tutorial, Flipped Classroom Design Thinking (FCDT), and an AI-supported FCDT-AI model using ChatGPT – shape undergraduate students' Digital Literacy within an open and distance learning (ODL) environment at Universitas Terbuka, Indonesia. It responds to the growing need for scalable pedagogical models that integrate flipped learning, design thinking, and generative AI across Asian open universities. Design/methodology/approach A within-subjects repeated-measures design was employed with 26 undergraduate students enrolled in an Academic Writing Techniques course. All participants experienced the three conditions in counterbalanced order via TUWEB, the institutional learning management system. Digital Literacy was measured after each condition using a multidimensional performance-based questionnaire. Quantitative analysis used Huynh–Feldt-adjusted repeated-measures ANOVA with Holm-adjusted post-hoc tests, while qualitative reflection logs were examined using reflexive thematic analysis to elucidate mechanisms underlying observed differences. Findings A significant and substantial main effect of instructional condition was identified, demonstrating a clear performance gradient: Conventional < FCDT < FCDT-AI. The AI-supported condition yielded the highest Digital Literacy scores and the broadest distribution of advanced practices. Qualitative themes further revealed progressive development from basic access and retrieval (Conventional), to structured evaluation and emerging digital production (FCDT), and to multimodal, reflective, and AI-mediated digital engagement (FCDT-AI). Research limitations/implications This study has several limitations. The small sample from a single programme at one ODL institution restricts generalisability, suggesting the need for replication across disciplines, universities, and learner profiles. The reliance on self-reported reflections may introduce subjectivity; integrating learning analytics or artefact analysis would strengthen triangulation. The AI scaffolding was intentionally limited for ethical reasons, meaning future studies could examine varying intensities or types of AI support. Despite these constraints, the findings offer empirically grounded implications for designing scalable, AI-supported flipped learning models in ODL environments. Practical implications The findings provide actionable guidance for ODL institutions seeking to strengthen Digital Literacy at scale. Tutors should integrate structured flipped-learning cycles supported by design thinking to guide learners from basic access toward evaluative and creative digital practices. Incorporating generative AI as guided scaffolding – rather than as an autonomous problem-solver – can expand students' idea generation, support multimodal production, and reduce cognitive load. Curriculum designers can embed FCDT-AI workflows into tutorial manuals, LKMs, and online learning activities to promote consistent digital engagement. Institutions may also develop training programmes to enhance tutors' digital pedagogy and ethical AI facilitation. Social implications Enhancing Digital Literacy through structured flipped and AI-supported models can help narrow digital inequities among geographically dispersed ODL learners. The FCDT-AI framework supports more inclusive participation by providing scaffolding that benefits students with lower digital readiness, thereby promoting equitable access to 21st-century competencies. As generative AI becomes more widespread in education and work, developing students' evaluative, ethical, and creative digital practices contributes to a more informed and responsible digital citizenry. The model also supports lifelong learning, empowering working adults to engage confidently in digitally mediated environments and strengthening broader community digital resilience. Originality/value The study offers one of the first empirically tested pedagogical models that systematically integrates flipped learning, design thinking, and generative AI to strengthen Digital Literacy in ODL environments. It provides a theoretically grounded and scalable framework (FCDT-AI) that can support Asian open universities in implementing ethical and effective AI-enhanced digital learning.