ABSTRACT Learners' engagement is crucial in educational achievement, especially in English as a Foreign Language (EFL) learning, in which psychological sources and motivation are vital. Within the changing perspective of online teaching, maintaining students' engagement in AI‐supported settings offers mental difficulties and opportunities. Based on the Conservation of Resources (COR) theory and Positive Psychology (PP), the present research examines the effect of Psychological Capital (PsyCap) for predicting EFL students' engagement indirectly and directly by the mediating effect of ER. To this end, 328 college learners in China who had registered in AI‐supported EFL classes participated in the research. Data collection was done through valid self‐report tools and analysed utilising structural equation modelling to unravel the particular and general contributions of PsyCap and ER to students' engagement. The results revealed that both PsyCap and ER emerged as significant predictors of engagement, with ER being the strongest general predictor, uniquely accounting for 10.9% of the variance in engagement scores. Collectively, the general and specific factors explained 52.9% of the variance in engagement, underscoring the substantial role of psychological resources and ER in fostering students' engagement in AI‐supported EFL contexts. Moreover, a significant part of the relationship between PsyCap and engagement is shared by ER. The study offers theoretical contributions to the understanding of PsyCap within AI‐enhanced education and provides practical implications for designing interventions that support learner well‐being and motivation in digitally mediated EFL classrooms.

Abstract Demand for skilled labor and social status accorded by educational achievements induce a race to acquire education, dubbed “education fever.” In conjunction with credit market constraints and in the context of quantity-quality tradeoff, this, in turn, may reduce fertility, especially in well-educated families, and create cross-sectional inequality while limiting intergenerational mobility. The resulting inequality is persistent, which, in turn, may have adverse implications for economic growth. I argue that these phenomena are consistent with recent economic and social developments in China.

Student engagement is a key predictor of academic achievement and retention in higher education. This study investigated the impact of personalised behavioural nudges, delivered through structured phone calls and supported by personalised email/Microsoft Teams messaging, on student engagement with a Learning Management System (LMS) and academic outcomes among 192 at-risk STEM undergraduates identified by initial low LMS activity. Students received up to five phone call nudges from an academic buddy, weekly, over an eight-week period, coupled with personalised email/MS Teams follow-ups, designed to provide informational and relational support. Results showed a significant improvement in LMS engagement (p < 0.01) among students who responded to at least one phone call nudge compared to non-responders. Although LMS engagement was not significantly associated with module outcomes within the sample, academic outcomes, measured by module results, improved for students who engaged with the nudges; improvements were statistically significant for those who responded to two, three, and five phone call nudges (p < 0.05) compared to non-responders, with the highest gains observed in the five (highest nr. nudges) response group. Content analysis of student feedback highlighted four themes: Valuing Supportive Journeying with an Academic Buddy, Improved Academic Engagement, Motivation Triggered by Intervention, and wider Challenges. Findings suggest that while an initial personalised telephone call can enhance student engagement with their studies, achieving measurable academic success requires sustained intervention. This study underscores the value of relationally grounded nudges in promoting success among at-risk students.

The effect of ordinal rank in school on educational achievement and income in Sweden

The impact of need-based aid on higher education achievement: Evidence from Portugal

Exploring the interactions between metacognitive strategies, emotional factors, and mathematics performance: Evidence from a CB-SEM model in Indonesian high school students.

This article examines how economic class disparities shape learning outcomes among children. It uses data from the India Human Development Survey-II (IHDS-II), 2011–2012 to analyse the gap in educational achievement in reading, writing and mathematics between classes for children aged 8–11 in India. Additionally, it considers the impact of household conducive factors, child effort variables and school factors that contribute to achievement as well as in reducing the gaps between the socio-economic classes. The results indicate a substantial test score gap between the groups, with the gap between the comfortable and poor classes being 2.5 times higher than the gap between the comfortable and middle class. After taking into account the socio-economic status index, we find that there is a 50% reduction in the test scores gap between the wealthy and the poor class, and that the gap between the comfortable and middle classes is no longer significant in any test scores. Even after accounting for all covariates, the gap between the wealthy and poor classes is still significant in mathematics and writing; however, middle-class children perform marginally better than those from the comfortable class in reading.

Trust among educators constitutes a critical social capital that underpins organizational effectiveness in higher education institutions. This study investigates the impact of trust erosion among educators on the decline in the achievement of Key Performance Indicators (KPIs/IKU) in higher education. The central problem addressed in this research is the weakening of academic collaboration, reduced engagement in the tridharma of higher education, and the emergence of latent conflicts that negatively affect KPI achievement, particularly in lecturer performance, research collaboration, and the implementation of the Merdeka Belajar–Kampus Merdeka (MBKM) policy. This study aims to analyze the relationship between the level of trust among educators and institutional KPI performance, as well as to identify the organizational and social mechanisms underlying this phenomenon. A mixed-methods explanatory design was employed, combining quantitative survey data with in-depth interviews and institutional performance document analysis. The findings reveal a significant negative correlation between trust erosion and KPI achievement. The study concludes that strengthening organizational trust is a strategic prerequisite for sustaining and improving higher education performance.

The main objective was to examine the effects of mobile phone use on the academic performance of undergraduate students at VVU, Oyibi Campus, Accra. The study was underpinned by Uses and Gratifications Theory (U&GT) and the Technology Acceptance Model (TAM). The study addresses four key questions on mobile phone usage among undergraduate students: (i) the extent of mobile phone addiction, (ii) the average time students spend using mobile phones, (iii) the reasons behind mobile phone usage, and (iv) the effects of mobile phone use on students' academic performance. The undergraduate students’ population was 2,613, and the sample size was 384. The study employed a descriptive survey approach. A well-structured questionnaire was the only instrument used for data collection. Cochran’s method was applied to determine the suitable sample size for the study. In this study, the researchers analysed the data using IBM SPSS, version 27 (Statistical Package for Social Sciences). The findings indicated that students spent 1 to 3 hours every day using their mobile phones. The findings revealed that mobile phone addiction among students adversely affects their academic performance. The study found again that students use their phones to visit various social media network sites for entertainment, leisure, sharing images, and communicating with their peers. The implication is that in the absence of adequate supervision and control measures, mobile phone usage may persist in detrimentally affecting students' educational achievements. The researchers recommended that the university's management prioritise mobile phone usage for educational purposes. In conclusion, the findings will contribute to the ongoing discussion about the impact of mobile technology on student performance.

This article, "Pedagogical," describes the science of teaching software and methods, delivering the creation of stages from a scientific and pedagogical perspective. Modern education, in the process of digital technology, interactive software products, and information and communication tools, is intensively developing pedagogical software tools. Output and their education, practice, and current achievement lead to the completion of a task. This is because this science, in accordance with effective software and methods, delivers the creation of an important profession. In this article, software and methods deliver the creation of a process sequentially and integrally connected stages based on analysis. In particular, the needs for definition and analysis are studied through the stage of science content, student preparation level, and education standards. In the design phase, learning objectives, learning materials, structure, methods, and tools are defined.

Education has long been recognized as a fundamental human right as well as a pillar for the advancement and sustenance of human rights. In line with this ideal, global initiatives have placed equitable access to education high on their priority lists. Notwithstanding considerable improvement in girls' primary school enrolment and completion rates, gender gaps in education attainment undermine their long-term futures. Consequently, the long-hyped magic of girls' education as a catalyst for development is yet to be reached. Cultural barriers hold the girl back, particularly in education within higher level As educational disparities continue to pervade societies globally, understanding and addressing the root causes of such imbalances remains an urgent agenda. Accordingly, this study assessed cultural values and educational transitions of girls. The study used systematic literature review to find culturally related literature and the trend in girls' education. It examined key thematic issues such as cultural beliefs, individual and communal practices, family values, societal perception, and impact from the contemporary world, where the issue of girls' education arises in empirical studies. In this study, articles were considered if they met the following conditions: published between 2014 and 2025, English language articles, peer-reviewed articles, explicitly stated cultural values. This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses to guide the selection process, where 18 articles were deemed suitable for inclusion in the review on the basis of these criteria. The findings highlight that girls' transitions and achievement in education are significantly influenced by gender roles, power, and dominant cultural norms that permeate formal policies and overrule them in favour of gender equity. Sustainable change requires community-level, culturally sensitive interventions that reverse undesirable customs, build institutional trust, and empower girls through mentorship, health education, and participatory policies which complement but also redefine local values.

Aesthetic education is an important component of China’s socialist education policy and an indispensable part of cultivating and creating new talents for socialist construction and development. China’s education aims to nurture well-rounded individuals with comprehensive development in moral, intellectual, physical, aesthetic, and labor education, where aesthetic education has always played a significant role. As early as the Zhou Dynasty in China, aesthetic education already existed, and on this fertile cultural soil of China, it has been subtly influencing the Chinese nation. In recent years, the international Chinese language education community has increasingly recognized the role of aesthetic education in Chinese language teaching, and it is playing an increasingly positive role in teaching Chinese to non-native speakers. This paper aims to focus on the research directions and achievements of aesthetic education in education, particularly in the field of international Chinese language teaching, in recent years. Drawing on my own experience in Chinese language teaching, I propose some specific strategies for applying aesthetic education to Chinese language teaching, attempting to identify some feasible and effective teaching methods to help Chinese language teachers incorporate the perspective of aesthetic education into their lesson preparation and teaching, making the curriculum more complete and engaging. At the same time, the perspective of aesthetic education can also be integrated into the classroom of Chinese language teaching, making the design and teaching of Chinese language courses more interesting and encouraging students to love learning Chinese.

Aim. To study the approaches of Russian medical universities to teaching the implementing and monitoring the effectiveness of healthy lifestyle and public health promotion measures and formulating achie­vement indicators in the form of knowledge, skills, and abilities. Material and methods . Web scraping is the extraction of key professional educational programs in clinical specialties from the official web­sites of medical universities, followed by an analysis of the course syllabi, curricula, and competency matrices to identify courses in which professional competencies "Implementation and monitoring of the effectiveness of healthy lifestyle and public health promotion measures" are developed, and a comparison of competency development indicators (knowledge, skills, and abilities). Results . A comparative analysis of competency development indicators presented in the Hygiene course syllabi for General Medicine at three Russian medical universities in the form of students' educational achievements (knowledge, skills, and abilities) does not allow us to confidently assert that graduates will develop the required competency when implementing educational programs. Moreover, at most univer­sities, this competency is developed in theoretical departments and is not covered in senior years during clinical courses. Conclusion. The obtained data indicate a following problem in Rus­sian medical education: the lack of a unified approach across the country's universities to developing the professional competency "Implementation and monitoring of the effectiveness of healthy lifestyle and public health promotion measures" and the absence of a list of courses that graduates must complete to master this competency.

The progression of English First Additional Language (EFL) learners from foundational and intermediate phases to higher education poses considerable obstacles for both primary educators and tertiary institutions. This study presents an innovative multi-stakeholder viewpoint by incorporating the insights of instructors, higher education experts, and students, thereby delivering a thorough grasp of the issues encountered throughout educational stages. Notwithstanding initial language teaching, numerous EFL learners encounter difficulties with the academic requirements of higher education, frequently attributable to insufficient reading, critical thinking, and academic discourse competencies. This disparity adversely affects their successful assimilation and academic achievement in higher education. This study seeks to identify the primary pedagogical and systemic problems faced by educators in educating EFL learners, as well as those encountered by higher education institutions in facilitating their uninterrupted academic advancement. A qualitative study methodology will be utilised to collect data via semi-structured interviews with foundation and intermediate phase educators, language support professionals in higher education, and EFL students. Thematic analysis will be employed to reveal persistent patterns and insights. Initial findings indicate substantial discrepancies in curricular alignment, inadequate teacher preparation emphasising the scaffolding of advanced academic language abilities, and restricted comprehensive language support services in higher education. Students encounter challenges with academic reading, writing, and comprehending discipline-specific vocabulary. Addressing the EFL progression gap necessitates a collaborative and comprehensive strategy, incorporating explicit academic language training throughout all educational stages and creating strong support structures in higher education. This study employs a multi-stakeholder perspective to elucidate systemic obstacles to EFL academic achievement and offers pragmatic solutions for curriculum enhancement, teacher professionalisation, and improved tertiary language support.

Socio-Economic Background and Education are closely related issues. They influence each other. In this paper we are only concern with the influence of socio-economic Background on Education and not influence of education or socio-economic background of the child. Scholars are unanimous on the view that to a every large extent socio-economic background affects a child educational achievements. The type of home the child is brought up affects his success or failure so also the type of school the child attends affects his achievement in education as there are low and high quality schools. In Nigeria materials factors are overwhelming in determining educational achievement. No matter how clever a child is, if there is no adequate provision of educational materials for learning the child performance will be minimal. It is the consensus of scholars that the home, environment, type of schools one attends, provision of materials and the interest and encouragement given to the child affects his achievement. It is the parents of high socio-economic background that provide adequately for their children hence high educational achievement from their children.The paper recommended that, Government should by Act of Parliament put in place a law that will protect the Child's Right to Education so that any child that is born in Nigeria must have access to education from primary to secondary.

Psychiatric evaluations for adolescent offenders with delinquency in Taiwan.

Educational attainment of children with self-limited epilepsy with CentroTemporal spikes (SELECTS), other epilepsies, and without epilepsy: A retrospective cohort study.

Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model

The Alternative Learning System (ALS) is a vital tool for rehabilitating Persons Deprived of Liberty (PDLs) in the Philippines; however, its success in social reintegration is poorly understood from the learners' long-term, post-release perspectives. To address this critical gap, this qualitative case study investigated the long-term experiences of six (n=6) former BJMP inmate learners who completed the ALS program and successfully transitioned back into society. Thematic analysis revealed that ALS functions as a profound internal catalyst, providing essential tangible educational attainment (e.g., a diploma) and fostering significant psychological and social empowerment (e.g., renewed confidence, reduced shame). Despite this internal transformation, the study's central finding is that ALS's long-term efficacy is ultimately compromised by external, systemic barriers. Specifically, the absence of mandated post-release follow-up from correctional institutions, coupled with pervasive societal stigma and prejudice from employers and the community, effectively neutralizes the educational achievement. The findings highlight a crucial need for policy intervention that shifts the focus from solely providing education to mandating sustained post-release support and actively combating societal prejudice, ensuring ALS fulfills its potential as a true tool for successful social reintegration.

The management of civil servant (ASN) transfers and the proper inclusion of academic titles are crucial aspects of human resource administration within public institutions. This study examines the implementation of mutation management and title inclusion practices at the Forestry Office of West Papua Province, aiming to evaluate their effectiveness in promoting professional competence and organizational efficiency. The research employs a qualitative descriptive approach, using document analysis, interviews with key personnel, and observation of internal procedures. The data were analyzed thematically to identify patterns, challenges, and best practices in managing ASN movements and official title registration. Findings indicate that while the Forestry Office has established clear procedures for employee transfers and title documentation, several challenges persist. These include inconsistencies in title verification, delayed updates in personnel records, and limited understanding among staff regarding the regulations governing mutations and title usage. Despite these challenges, the structured approach to mutations (transfers) ensures equitable personnel distribution across divisions and aligns human resources with strategic organizational needs. Moreover, proper title inclusion enhances recognition of educational achievements, contributes to employee morale, and strengthens the professional image of the institution. The study highlights the importance of continuous monitoring, staff training, and the adoption of digital human resource management systems to streamline mutation processes and maintain accurate personnel records. Recommendations include standardizing title verification procedures, improving communication of policies, and integrating technology to support real-time updates of ASN data. This research contributes to a better understanding of civil servant management practices in regional government institutions, offering insights that can be applied to enhance professionalism, accountability, and efficiency in the public sector.