A serial mediation model of the impact of teachers' collaboration on their attitudes: The roles of differentiated instruction and self-efficacy.

This paper examines the current state of societal aesthetic education in 37 primary and secondary schools in Guangzhou, China. The study investigates the mediating role of aesthetic education construction in students' learning and identification with aesthetic courses, as well as the influence of students' self-efficacy in aesthetic education performance within the context of campus/family aesthetic culture. A preliminary distribution of questionnaires totaled 1,130, with 1,125 being valid samples. The main distribution involved 16,000 questionnaires, yielding 15,707 valid responses (a response rate of 98.16%). Additionally, 50 questionnaires were distributed to teachers, with 22 valid samples collected (a response rate of 44.00%), bringing the total number of valid samples suitable for data analysis to 15,727. The findings indicate that gender significantly affects variables related to aesthetic education. Students' cultural and social capital significantly impact their performance in aesthetic education. Implementing implicit curricula can enhance students' identification with aesthetic education, thereby improving their grades in these subjects. Thus, enhancing students' self-efficacy in the context of societal aesthetic education can lead to better outcomes in aesthetic education.

The association between serum uric acid (SUA) and cognitive function is controversial in previous studies. Hypertension group are prone to cognitive decline. We aimed to investigate the correlation between serum uric acid levels and cognitive function among Chinese hypertensive patients using the Chinese adapted version of Mini-Mental State Examination (CAMSE). We included 9,471 subjects from the China Hypertension Registry study. Serum uric acid was measured using biochemical analysis instruments. The CAMSE assessment was performed to evaluate the cognitive function. Participants with different educational backgrounds used different CAMSE score cutoffs to define cognitive impairment (CI): < 24 for participants with junior high school education or above (≥ 7 years of schooling), < 20 for those with primary school education (1-6 years), and < 17 for illiterate participants. We enrolled 9,471 hypertensive participants (mean age 63.6 ± 9.8 years; 47.9% males, n = 4540), with mean CAMSE score22.1 ± 6.4 and SUA 428.6 ± 121.1 µmol/L. Baseline characteristics differed across SUA quartiles (all P < 0.05). Multivariable and RCS analyses showed SUA was associated with CAMSE score and CI. Fully adjusted, each one-unit lnSUA increase correlated with 0.47 higher CAMSE score (95% CI: 0.02, 0.92) and 28% lower CI (OR: 0.72; 95% CI: 0.58, 0.90). Q1 vs. Q2: 0.35 lower CAMSE score (95% CI: -0.65, -0.05) and 24% higher CI (OR: 1.24; 95% CI: 1.08, 1.43); Q3/Q4 vs. Q2 had no differences. A SUA threshold of 445.9 µmol/L was identified: below it, each lgSUA increase reduced CI by 57% (OR: 0.43; 95% CI: 0.27, 0.69). Subgroup analyses showed no interactions (all P> corrected α). There is a threshold effect of SUA level on CAMSE score and cognitive impairment in Chinese hypertensive patients. In participants with SUA < 445.9 µmol /L, decreased serum uric acid level was independently associated with cognitive decline.

ABSTRACT Teaching in Türkiye has long been discussed in relation to working conditions, social status, and professional satisfaction. Rather than reiterating these challenges, this study examines the structural and experiential factors shaping teachers’ professional satisfaction and their identification with the profession. Using a convergent parallel mixed-methods design, quantitative data were collected from 226 primary school teachers through a job satisfaction scale, and qualitative data were obtained from semi-structured interviews with 85 teachers. The findings show that many teachers express strong emotional attachment to teaching and derive meaning from working with children and contributing to society. At the same time, a substantial proportion of participants reported a desire to work in alternative professions, particularly legal fields, which they associated with social status, meritocracy, and the pursuit of justice. This tension indicates that professional satisfaction in teaching cannot be understood solely through individual motivation or commitment. Drawing on international literature on teacher professionalism and professional identity, the study demonstrates how positive affect towards teaching can coexist with weakened perceptions of professional status, autonomy, and career security. The findings contribute to broader debates on teacher professionalism in contexts characterised by centralised governance and fragmented employment structures.

This qualitative study explored barriers and facilitators experienced by primary school teachers returning to work after mild traumatic brain injury (mTBI) in Aotearoa, New Zealand. Seven participants were recruited from a target population of primary school teachers who had sustained an mTBI that affected their ability to work. Semi-structured interviews were employed to collect data, and reflexive thematic analysis methods were used to understand participants' perspectives within their context. Three themes were identified: (1) 'My classroom never stops', (2) 'Invisible injury: understanding affects expectations', and (3) 'Trying to link everyone together'. Findings indicated participants felt pressure to return to work (RTW) quickly after their injury to minimise disruption to others. Pressure to RTW was explicit from employers, whom some participants perceived as lacking an understanding of mTBI. Furthermore, teachers face challenges in implementing accommodations due to a lack of flexibility in work hours and tasks. Participants felt isolated while trying to coordinate competing stakeholder priorities. Overall, the barriers and facilitators experienced by teachers as they RTW after mTBI are not merely at the level of the individual and their work tasks but are embedded within the complex interactions between the individual, personal, workplace, healthcare, and insurance/legislative systems.

ABSTRACT Timelines are a central tenet of the Montessori method, used to help children understand complex concepts like deep time and geological eras. Drawing from this method, this article takes a timeline approach to Montessori education in Ireland. This article traces its history and links Montessori’s position to developments in Irish society and primary school pedagogy. Whilst Montessori education has been in evidence in Ireland for over 100 years, it has remained on the margins of mainstream primary education. Contextualised against the backdrop of Irish primary curriculum development phases, this article illustrates the rise and decline of Irish Montessori education. This article argues that Montessori education remained on the margins of the mainstream in Ireland due to two main factors: (i) child-centredness of the method, which was in opposition to the favoured authoritative teacher-centred approach of the Catholic Church, and (ii) the failure of Montessori education training providers to make adequate provision for Irish language instruction.

ABSTRACT Examining teachers’ motivation beliefs about teacher–student relationships can offer valuable insights for teacher education and professional development. Based on the Motivating Teacher–Student Relationships Framework, the aim of the pilot study was to empirically examine primary school teachers’ motivational beliefs in association with their relationship-building behaviours. Three hundred ten teachers in Germany completed an online questionnaire to assess their role, value, and self-efficacy beliefs, as well as utilised proactive relationship-building behaviours. All motivational beliefs, except student value, revealed a significant direct association with relationship-building behaviours. This underscores previous theoretical yet empirically under-explored suggestions that targeting teachers’ motivational beliefs may offer a novel strategy for fostering positive teacher–student relationships.

This study aimed to elucidate the relationship between dynamic abdominal obesity (DAO) and benign prostatic hyperplasia (BPH)/lower urinary tract symptoms (LUTS) among middle-aged and elderly Chinese adults from the dimensions of cross-sectional and longitudinal analyses. We used cross-sectional data from the 2011 China Health and Retirement Longitudinal Study (CHARLS). Logistic regression was performed to examine the association between D/AO and prevalent BPH/LUTS, with subgroup analyses to assess potential effect modification. We further established a prospective cohort using CHARLS data from 2011 to 2018. Kaplan‑Meier curves and log‑rank tests were used to compare cumulative BPH/LUTS incidence across D/AO subgroups. Cox regression and BMI‑stratified analyses were then applied to investigate the effect of D/AO on the long-term risk of BPH/LUTS. This study ultimately included 5,849 participants in the baseline cross-sectional study, among whom 571 self-reported having BPH/LUTS. In adjusted logistic regression models, only participants with both dynapenia and abdominal obesity (D/AO) had a significantly higher risk of prevalent BPH/LUTS (OR = 1.677, 95% CI: 1.012-2.686, P = 0.037). Subgroup analysis revealed that the association was more evident in participants with primary school education or below (OR = 1.874, 95% CI: 1.044-3.226, P = 0.028), and those with BMI ≥ 24.0kg/m² (OR = 2.111, 95% CI: 1.069-4.040, P = 0.027). In adjusted Cox models, only participants with abdominal obesity without dynapenia (ND/AO) had an increased risk of incident BPH/LUTS (HR = 1.337, 95% CI: 1.091-1.638, P = 0.005). Stratified BMI analysis revealed that the association between DAO subtypes and the risk of BPH/LUTS onset exhibited significant stratified differences, with an interaction P value of 0.037. In cross-sectional analyses, DAO was identified as a potential risk factor for prevalent BPH/LUTS among middle-aged and elderly Chinese adults. In cohort analyses, however, obesity without low muscle strength appeared to increase the long-term risk of developing BPH/LUTS, and this association was modified by BMI.

This qualitative case study aims to explore how three Chinese primary school teachers understand, identify and provide for gifted students in ordinary classroom contexts. Drawing on semi-structured interviews with teachers from rural Shandong, an urban public school in Northeast China and an urban school context in Shanghai, the article examines gifted provision as a situated practice shaped by classroom routines, assessment pressure, family resources, school culture and teacher agency. The study uses thematic analysis to compare teachers' accounts of giftedness, identification, differentiation, institutional support and constraints. The findings show that teachers recognize high potential through everyday signs such as rapid comprehension, accurate responses, independence, advanced preparation, wide reading, curiosity, knowledge transfer and subject-specific engagement. However, public recognition of giftedness remains narrowed by examination performance, ranking and visible classroom achievement. Differentiated instruction is valued in principle but is usually enacted informally through questioning, peer sharing, occasional extension, role assignment, after-class suggestions and teacher encouragement rather than through systematic curriculum adaptation. Across the three cases, teachers' professional agency is bound by common pacing, large or mixed-ability classes, workload, safety responsibilities, parental expectations, monitoring, limited training and weak policy guidance. The article argues that the absence of school-based gifted provision is not neutral, because it shifts enrichment opportunities onto families and therefore reproduces uneven access. Building on a comparison with previous case-study work in Madrid, the article recommends a modest, inclusive and sustainable model of gifted support that frames challenge as educational fairness rather than elitism.

This article explores the educational tools used to prepare Italian teacher candidates for qualification exams in Italy between 1945-1980, focusing on study guides, exam aids, and textbooks designed to support aspiring primary school teacher. These resources, ranging from theoretical treatises to practical “cram books”, reflect educational priorities, exam expectations, and evolving views on teacher professionalism. The analysis also highlights tensions between theoretical depth and practical utility, as well as critiques of overly encyclopedic knowledge required by exams and the marginalization of classical authors in favor of didactic e methodology.

ABSTRACT Teachers continue to report low levels of psychological wellbeing and high attrition rates. Previous research has attributed work intensification (i.e. an increase in workload within the same timeframe) and work-life conflict to these issues. The current study aimed to investigate the associations between psychological wellbeing, satisfaction with workload, perceived work intensification, work-life conflict, and intention to leave the profession in Australian primary school teachers. A sample of 180 Australian primary school teachers (165 females; 91.7%; M age = 43.1, SD = 9.8) completed an online, confidential, and anonymous survey. Results indicated perceived work intensification was negatively associated with psychological wellbeing, satisfaction with workload was positively correlated with psychological wellbeing, and perceived work intensification was positively related to intention to leave the profession. Furthermore, work-life conflict mediated the association between perceived work intensification and psychological wellbeing, and between perceived work intensification and intention to leave the profession. The findings of this study suggest that work-life conflict detrimentally impacts psychological wellbeing and that institutional strategies to better support teachers’ psychological wellbeing are warranted.

In this article, I argue that philosophy must be taught mandatorily in primary education, in light of considerations about epistemic injustice. I maintain that denying primary school students access to philosophical education wrongs them as epistemic agents, by limiting their opportunities to develop intellectual resources required for justified reasoning about norms of belief, action and emotion. I hold that such limitations constitute a direct form of epistemic injustice in a broad sense, understood as damage to epistemically significant capacities. Moreover, I claim that these limitations increase vulnerability to narrower forms of epistemic injustice, including at least testimonial and hermeneutical injustice, by holding back the cultivation of cognitive virtues and critical thinking dispositions that function as safeguards against prejudicial, discriminatory and irrational belief-formation processes. I conclude that since epistemic injustice inflicts significant harm on individuals as epistemic subjects, educational policymakers ought to prevent it where possible and, thus, establish philosophy as a core component of primary school curriculum.

ABSTRACT Despite policy commitments to inclusive and student-centered education, public primary schooling in Bangladesh remains shaped by centralized curricula, examination pressures, and deficit-oriented views. In this educational framework, the focus is on students’ deficits rather than their strengths. Guided by the funds of knowledge (FoK) framework, this qualitative study explores how primary school teachers identify students’ home- and community-based knowledge, how they perceive it, and how they view the potential of FoK-informed pedagogy. Semi-structured interviews were conducted with 10 government primary school teachers from rural and urban schools across four districts, and data were analyzed thematically. Findings show that students bring diverse FoK, including caregiving, cooking, agricultural work, craftsmanship, creative and performing arts, and physical skills developed through everyday family and community participation. Teachers primarily learned about these resources through classroom discussion, observation, limited home visits, and mothers’ assemblies. Although teachers viewed FoK as highly beneficial for enhancing engagement, confidence, and learning, its classroom enactment was constrained by rigid curricula, exam-oriented accountability, time pressures, and deficit-oriented institutional practices. The study highlights a gap between teachers’ recognition of students’ strengths and their pedagogical use, shaped largely by structural and policy conditions.

ABSTRACT The aim of this study is to investigate the qualities of prospective primary school teachers’ small-group discussions in science. The empirical data comprise students’ discussions in small groups (N = 15) and students’ pre- and post-tests (N = 50). Analyses of the discussions were conducted according to four levels of tentative sense-making. Out of 15 groups, only 6 arrived at the correct conclusion regarding the phase changes of water during their discussions. The groups that succeeded exhibited higher-quality levels of tentative sense-making during their discussions. Additionally, students in these groups showed improved post-test results compared to their pre-tests. The findings have implications for how we organise and use small group discussions when teaching science and in teacher education to improve science education and practice.

Mycoplasma genitalium (MG) is an important sexually transmitted pathogen associated with cervicitis, pelvic inflammatory disease and adverse reproductive outcomes. Female sex workers (FSWs) are at elevated risk; however, data on MG epidemiology and antimicrobial resistance in this population in China remain limited. This study assessed the prevalence of MG infection, associated risk factors and resistance-related mutations among FSWs. This cross-sectional study was conducted from April to August 2022 in four cities in Guangdong Province. FSWs were recruited through venue-based outreach. Participants completed structured questionnaires covering sociodemographic characteristics and sexual behaviors. Urine and blood samples were collected for laboratory confirmation of MG, Chlamydia trachomatis, Neisseria gonorrhoeae, Treponema pallidum and HIV. MG-positive specimens were subjected to Sanger sequencing to detect macrolide resistance mutations in the 23S rRNA gene, and fluoroquinolone resistance mutations in the gyrA and parC genes. Logistic regression analyses were used to identify factors associated with MG infection. Among 955 FSWs, the prevalence of MG was 6.6%, whereas the prevalences of C. trachomatis, N. gonorrhoeae, T. pallidum and HIV were 14.0%, 1.7%, 1.4% and 0.1%, respectively. Multivariate logistic regression analysis revealed higher odds of MG infection among women with monthly income ≤3000 RMB (aOR2.61, 95% CI: 1.08-6.31), primary school education or below (aOR2.87, 95% CI: 1.12-7.37), work in mid-level venues (aOR2.64, 95% CI: 1.37-5.09) and C. trachomatis co-infection (aOR3.30, 95% CI: 1.81-6.01). Among MG-positive samples with successful amplification, macrolide resistance-associated mutations in the 23S rRNA gene were detected in 70.27% (26/37). Fluoroquinolone resistance-associated mutations were identified in 78.95% (30/38) of amplifiable parC samples and in only one amplifiable gyrA sample. The S83I substitution in parC was the most prevalent, accounting for 66.67% (20/30) of parC mutations. Dual resistance-conferring mutations in both macrolide (23S rRNA) and fluoroquinolone (parC) targets were observed in 51.35% (19/37) of samples. MG infection persists at a relatively high level among FSWs, accompanied by alarmingly high rates of macrolide and fluoroquinolone resistance mutations. These findings highlight the urgent need for strengthened surveillance, improved access to molecular diagnostics, and tailored prevention and treatment strategies to curb MG transmission and preserve antimicrobial efficacy in this high-risk population.

The article deals with the prerogatives of using digital technologies in the professional training of the future bachelor of primary education. It is noted that the digitalization process creates qualitatively new opportunities for educational activities. Digital technologies involve the use of artificial intelligence (AI), Augmented and Virtual Reality (AR &amp; VR), machine learning, cloud computing technology etc. Educational institutions widely use communication platforms (Zoom, Skype, Google Meet); educational platforms for saving materials and creating training courses (Google Class, Moodle); survey programs (Kahoot, Mentimiter, Online test pad); programs for creating audio and video content (Spark video, Canva, Movavi video Suite, Boomerang, GoPro); programs and platforms for remote work (Padlet, Google Drive), etc. A qualitatively new level of professional training is provided by: educational platforms for saving materials and creating training courses (Google Class, Moodle); communication platforms (Zoom, Skype, Google Meet, Discord); survey programs (Kahoot, Mentimiter, Socrative, Online test pad); programs for creating audio and video content (Spark video, Canva, Movavi video Suite, Boomerang, GoPro, Prezi, Edpuzzle); programs and platforms for remote work (Padlet, Google Drive, Genially), etc. It is summarized that digital technologies contribute to better assimilation of educational content, stimulate the mental activity of education seekers, and ensure the formation of digital competence in them. Since today’s society needs employees who have basic and advanced digital skills, which involves understanding and the ability to work with computers, the digital competence acquired at the Higher Education Institution will ensure the quality organization of the educational process by future primary school teachers in educational institutions.

Colorectal cancer (CRC) is the third most diagnosed cancer and the second leading cause of cancer death globally. Early identification of precancerous lesions and early-stage cancers can substantially reduce CRC incidence and improve survival. Hong Kong launched an organized colorectal cancer screening program (CRCSP) for the population in 2016. To assess the association of the CRCSP with the health equity of cancer screening participation among different socioeconomic groups over a 9-year period. Individual-level data from adults aged 50 to 75 years were analyzed from 3 repeated territory-wide population surveys in Hong Kong, China, between December 2014 to January 2022 to track trends in fecal test and colonoscopy participation. Disparities in screening uptake by socioeconomic status and income were assessed by concentration curves and indices. Survey-weighted generalized logistic regression models were used to assess the association between screening participation and socioeconomic factors. Data were analyzed from January 2025 to March 2026. Colorectal cancer screening utilization, specifically having ever undergone (1) a fecal test without symptoms and (2) a colonoscopy without symptoms. This study analyzed 14 602 adults aged 50 to 75 years (mean [SD] age, 60.62 [7.03] years; 7716 female individuals [52.84%]). Participation in fecal testing increased from 19.88% (95% CI, 18.70-21.05) from 2014 to 2015 to 27.15% (95% CI, 26.12%-28.18%) from 2020 to 2022, and colonoscopy uptake rose from 17.65% (95% CI, 16.53%-18.77%) to 27.28% (95% CI, 26.24%-28.31%). Socioeconomic disparities narrowed after the CRCSP, with the concentration indices declining (fecal test participation, 0.11 from 2014-2015 to 0.02 from 2020-2022). Similar improvements were found for colonoscopy screening and across income groups. Screening participation was significantly associated with older age, higher education level, marital status, private housing, income, and socioeconomic status. In this cross-sectional study, following the implementation of an organized population screening program, colorectal cancer screening participation increased and socioeconomic disparities narrowed over time. Overall uptake in Hong Kong remains low, and some disparities persist in younger age groups (age 50-59 years), single households, individuals with a primary and secondary school education, lower-income groups, and public housing residents. Efforts to increase participation are needed in certain groups to ensure health equity.

ABSTRACT This study presents a collaborative autoethnography conducted by two mathematics teacher educators to present their shared experiences while designing and implementing a game-based learning initiative in two neighboring public schools in Abu Dhabi. Drawing on Vygotskian theories of play, game-based learning pedagogy, and teacher professional development literature, the program introduced mathematics educational games to eight in-service primary school teachers, following a three-phase structure to game-based learning: pre-game activity, gameplay, and post-game activity. The teachers adapted the games and used them with their students, which is followed by a collaborative reflection. The researchers kept reflective journals for capturing personal experiences, fostering introspection, and facilitating the co-construction of meaning through collaborative data analysis. Findings highlight the emergence of a game-based pedagogy shaped by six factors that supported teachers’ mathematics knowledge for teaching and instructional practices, as well as students’ conceptual learning of mathematics and engagement. The initial professional development model has been revised to include more teacher ownership and reflection. This study contributes to the growing body of literature on teacher professional development in game-based learning, sharing a practical framework for integrating games into instruction.

Objective: To analyze the survival status and influencing factors among HIV-infected individuals in Henan Province during different confirmation periods from 1995 to 2023, and to provide a scientific basis for optimizing the "early detection, early treatment" strategy. Methods: The data were derived from the Chinese Information System for Disease Control and Prevention. HIV-infected individuals was divided into four periods based on confirmation period: 1995-2007, 2008-2013, 2014-2016, and 2017-2023. A retrospective cohort study was conducted. The life table method was used to calculate survival probability, the Kaplan-Meier method was used to estimate median survival time and to draw the survival curve; the log-rank test was used to compare differences between groups, and the Cox proportional hazards regression model was used to analyze the influencing factors of survival. Results: Among the 109 520 HIV-infected individuals, the all-cause mortality density was 3.83/100 person-years, the average survival time was 18.30 years, with a median of 22.57 years; the cumulative survival probabilities at 1, 5, 10, 20, and 30 years were 88.23%, 76.81%, 67.68%, 53.35%, and 40.99% respectively; the survival time of those who received antiretroviral therapy (ART) (27.22 years) was significantly more than that of those who did not receive ART (0.75 years, χ2=61 676.44, P<0.001). Multivariate Cox regression showed that male (aHR=1.31, 95%CI: 1.28-1.34), ≥45 years old (aHR=1.67, 95%CI: 1.48-1.88 for 45-59 years old; aHR=2.82, 95%CI: 2.49-3.19 for ≥60 years old), farmer or migrant worker (aHR=1.43, 95%CI: 1.38-1.48), blood transmission (aHR=1.19, 95%CI: 1.16-1.23), no CD4+ T lymphocytes (CD4) counts (aHR=3.49, 95%CI: 3.37-3.61), not receiving ART (aHR=5.22, 95%CI: 5.07-5.38) were risk factors for survival. The mortality risk of married individuals (aHR=0.85, 95%CI: 0.82-0.89) or divorced/widowed individuals (aHR=0.88, 95%CI: 0.84-0.91) was lower than that of unmarried individuals, and having junior high school (aHR=0.90, 95%CI: 0.88-0.93) or senior high school education (aHR=0.66, 95%CI: 0.63-0.69) was associated with lower mortality risk relative to primary school education. The detailed causes of death were mainly cardiovascular and cerebrovascular diseases (23.32%) and malignant tumors (13.04%). Conclusions: With the continuous optimization and popularization of ART strategies, the long-term survival status among HIV-infected individuals in Henan Province has significantly improved from 1995 to 2023. It is necessary to strengthen early detection and early treatment, focus on key populations such as the elderly, farmers, and migrant workers, promote the co-management of HIV infection and chronic non-communicable diseases like cardiovascular and cerebrovascular diseases, and further improve the quality of life.

ABSTRACTBackgroundBreastfeeding provides critical health benefits for both infants and mothers, yet misconceptions and social discomfort persist. Schools can play an essential role in shaping positive attitudes toward breastfeeding; however, little is known about how this topic is addressed in United States (US) curricula.MethodsUsing qualitative content analysis, the authors systematically examined kindergarten–12th grade (K–12) health education standards from all 50 US states to identify mentions of breastfeeding and related terms.ResultsOnly three states' standards include breastfeeding as a beneficial practice, with Arkansas being the only state to mandate age‐appropriate breastfeeding education. More frequently, states referenced breasts or breast milk in negative contexts related to breast cancer or human immunodeficiency virus.Implications for School Health Policy, Practice, and EquityThese findings reveal a national gap in state‐required breastfeeding education in primary and secondary schools. Although this study did not assess classroom‐, school‐, and district‐level practices, incorporating accurate and developmentally appropriate breastfeeding content into state‐mandated learning standards may help ensure that all public‐school students are exposed to this topic. Such integration has the potential to normalize breastfeeding and support broader public health objectives.ConclusionsTo move toward a more equitable and health‐promoting education system, breastfeeding should be formally integrated into K–12 health standards through clear curricular guidance and teacher support.