Social anxiety as a predisposing factor for social media addiction: A two-wave longitudinal investigation of social comparison as an underlying mechanism.

This study examines the status and significance of the Prophetic Sunnah in Islamic Sharia, considering it the second source of Islamic legislation after the Holy Qur’an. The Sunnah explains Qur’anic rulings, details what is stated generally, specifies general texts, and restricts unrestricted rulings. The study aims to clarify the concept of the Prophetic Sunnah and Islamic Sharia, explain the complementary relationship between the Holy Qur’an and the Sunnah, and highlight the authority of the Sunnah through evidence from the Qur’an, the Sunnah, the consensus of the Muslim Ummah, and reason. It also explores the impact of the Sunnah on regulating Muslims’ lives in the fields of creed, worship, transactions, and ethics. The study adopts the descriptive analytical method by referring to authentic sources in Hadith sciences and principles of Islamic jurisprudence and by analyzing the relevant legal texts. The study concludes that the Prophetic Sunnah represents a fundamental pillar in the structure of Islamic legislation and that adhering to it is a religious obligation without which the correct understanding and application of Islam cannot be achieved. It also confirms that the Sunnah is a form of divine revelation and that the efforts of Muslim scholars in collecting, verifying, and critically examining its chains of transmission and texts contributed to preserving it from distortion and fabrication. The study further concludes that adherence to the Prophetic Sunnah is a means of reforming both the individual and society, and that questioning its authority leads to a flawed understanding and application of Islamic Sharia. The study recommends increasing attention to the teaching of the Prophetic Sunnah and its sciences in educational institutions, promoting authentic Hadiths, responding scientifically to contemporary doubts regarding the authority of the Sunnah, and employing modern means to connect Muslims with the Sunnah of the Prophet, peace and blessings be upon him, in word, action, and methodology.

The Designated Institutional Official (DIO) is a necessary but uncommon role in medical education. Every sponsoring institution (SI) in the USA that trains residents or fellows is required to have a DIO. Nationally, there are slightly more than 900 SIs. DIOs may oversee small-, medium-, or large-sized graduate medical education (GME) institutions. Based on size and complexity, the DIO may be the main person who orchestrates the day-to-day functions of GME or may manage a team who undertakes the work. Many of the DIO's responsibilities are prescribed by the Accreditation Council for Graduate Medical Education (ACGME), but how these responsibilities are completed is variable. At its essence, the role of the DIO is to ensure every resident and fellow receives a good educational experience and meets requirements for board certification. In addition, DIOs may take on roles as a human resource expert, as a strategic content expert for GME, as a developer of educational sites and curriculum, and a quality assurance person evaluating GME programs. The DIO role is likely to increase in scope and complexity as GME evolves, and the DIO is positioned to think strategically about larger topics pertinent to GME.

The role of educational institutions in sustainable entrepreneurial intentions: What are the key themes and future research agenda?

Digital literacy and scientific research ability among nursing postgraduates: The chain-mediating role of deep learning and research self-efficacy.

Green workplace: How culture drives green behavior through engagement and support.

Integrated e-learning is increasingly essential for enhancing higher education globally, yet its implementation in resource-constrained regions such as Southern Africa remains uneven. This study explores the technological, organizational, and environmental factors influencing the integration of e-learning in higher education institutions, using the Technological, Organizational, and Environmental framework. A qualitative phenomenological approach was employed, involving semi-structured interviews with 24 students (12 males and 12 females) from universities in South Africa and Mozambique. Thematic analysis revealed key barriers, including poor connectivity, limited digital literacy, inadequate institutional support, and socio-economic constraints such as power cuts and data costs. Despite these challenges, several enablers emerged, including mobile-friendly platforms, flexible learning policies, peer support networks, and student self-regulation strategies. These findings suggest that successful e-learning implementation requires more than access to technology. This demands institutional commitment, policy coherence, and attention to students’ lived realities. The study underscores the need for a context-sensitive, ecosystemic model that simultaneously addresses infrastructural limitations and promotes adaptive student practices. Such an approach is vital for creating inclusive, effective, and resilient e-learning systems in the Global South.

Research and innovation are essential for advancing clinical practice and safeguarding patient safety in healthcare. This review aims to assess the research capacity of Advanced Practice Nurses in Australian healthcare settings. By identifying the barriers and enablers to, the findings aim to inspire research engagement of paediatric nurses. A rapid review methodology was used to systematically identify, appraise and synthesise data relevant to Advanced Practice Nurses' research capacity. A comprehensive search of Ovid Medline and Cumulative Index to Nursing and Allied Health Literature databases was conducted, covering publications from 1 July 2010 to May 2024. Additional reference checks and grey literature searches were undertaken to identify relevant studies. Data extraction and quality appraisal were conducted independently and checked by the research team. The Mixed Methods Appraisal Tool was used for quality assessment and a descriptive narrative synthesis approach integrated findings across qualitative, quantitative, and mixed methods studies. Eight studies met the inclusion criteria. Findings revealed that while Advanced Practice Nurses value research and evidence-based practice, barriers-such as time constraints, limited resources, and lack of organisational support-restricted their engagement. Leadership support and structured mentorship were identified as critical enablers of research capacity. This review highlights the need for targeted strategies to enhance Advanced Practice Nurses' research capacity within Australian healthcare. Addressing identified barriers and fostering a supportive environment can empower Advanced Practice Nurses to better utilise their roles, contributing to improved patient care and healthcare innovation. This research addresses the limited understanding of research capacity among Advanced Practice Nurses identifying challenges and opportunities for engagement. It is particularly relevant for healthcare organisations, policymakers, and educational institutions seeking to strengthen research capacity among APN roles. Findings will inform evidence-based practice, patient outcomes, and research culture in Australian healthcare services. International Prospective Register of Systematic Reviews (PROSPERO) registration number: CRD42024539163.

Evaluate quality and satisfaction of nursing students' Primary Health Care clinical placements. There is growing recognition of the need to expand the Primary Health Care nursing workforce, with positive clinical placement experiences considered essential for preparing and inspiring future careers in these settings; however, few graduate nurses choose this career path. A cross-sectional study design using purposive sampling. Data were sourced from National Placement Evaluation Centre's 2023/2024 dataset using the validated PET-Nursing survey. The tool includes 20 items across two subscales - Clinical Environment and Learning Support, with the final item assessing overall placement satisfaction. Surveys were distributed across 37 educational institutions, and 2223 Primary Health Care placements were extracted for analysis from an overall dataset of 37,111. Descriptive statistics summarised student ratings of Primary Health Care placements. Inferential analyses, including Kruskal-Wallis tests and Bonferroni-adjusted pairwise comparisons, measured differences across clinical settings and demographics. The study is reported using STROBE checklist for cross-sectional research. Students rated Primary Health Care placements more favourably when compared to other placements. Within Primary Health Care placements, community nursing, community mental health, hospital in the home, and correctional centres outperformed general practice placements. Lower student ratings for skill and knowledge development during Primary Health Care placements may reflect gaps in pre-placement preparation and in supervisors' capability. Demographic analyses revealed higher satisfaction among placements in medium-sized rural towns, longer-duration placements, and male respondents. Primary Health Care placements were rated favourably, often higher than tertiary hospital settings. Variations within Primary Health Care settings, especially in general practice, highlight opportunities to improve quality and education. Findings identified specific areas of satisfaction and placement quality concerns, while highlighting further research recommendations to encourage early career nurses into the Primary Health Care workforce.

The Mediating Role of Risk Management in the Relationship between Knowledge Management and the Performance of Egyptian Higher Education Institutions: A Structural Equation Modelling Approach

Beyond the hype: A sociotechnical perspective on AI's potentials and constraints in bridging the gap to basic-needs sustainability in higher education institutions

This study examines the pragmatic acceptance of translanguaging practices among secondary school teachers in Kazakhstan, highlighting a notable gap between official language policy and classroom realities. Although policy mandates monolingual instruction in Kazakh-medium schools, in practice, teachers frequently incorporate Russian and English to support student comprehension and address challenges related to Kazakh language proficiency and limited teaching resources. Drawing on interviews with nine teachers as agents of ‘micro-language implementation’ within broader ‘macro-language policies’ (Baldauf, 2006) and employing the critical framework of language choice and ideologies (Blackledge & Creese, 2010), the research examines language use strategies and ideologies among secondary school teachers. The findings reveal that despite formal education in Kazakh, some teachers rely on Russian for certain social functions, reflecting ongoing reverse language shift dynamics. This study underscores the need for more inclusive language policies that reflect multilingual realities and calls for further research into classroom pedagogies in educational institutions. The insights aim to inform policymakers and educational stakeholders about effective language development, planning, and the implementation of reforms in Kazakhstan.

The present study follows the theme of awakening, the meanings and the spirit that the concept gives rise to in a national-religious aspect, preserved and transformed in a territory foreign to our country—the region of Bessarabia. The bearers of the awakening spirit during the Renaissance have been studied based on archival and historiographical documents. These individuals were religious figures, priests, monks, painters, and public figures who studied in spiritual seminaries or academies in our country or abroad. I have also examined their relationship with Bessarabia as a center for a national spiritual movement. The educational, literary, scientific, and missionary activities of the Bulgarian priests in Bessarabia (19th – 20th centuries), the influence of the Orthodox Church among the Bulgarian community formed in the southern territory of today’s Republics of Moldova and Ukraine, and the role of the church and church life in preserving the language of our compatriots in Bessarabia have been examined. Regarding the role of theological schools and seminary education in the past, numerous examples of Bulgarians—significant intellectuals, graduates of theological schools and seminaries, have been studied due to their gaining popularity later for their contributions to the spiritual development of the Bulgarians in Bessarabia, propagating the idea of a national Bulgarian renascence through the study of Bulgarian history and language in Bessarabia. The study is also based on numerous field anthropological studies carried out by the author in Moldova and Bulgaria, revealing the contribution of Bulgarian secondary and higher religious educational institutions today to the return and integration of Bessarabian Bulgarians in their ancestral homeland. Special attention is paid to two contemporary awakeners, Bessarabian Bulgarians from Moldova and graduates of the Sofia Theological Seminary. Particular focus is placed on the missionary and educational activities of priest Vasiliy Shagan in his native land in Moldova, as a revivalist of the literary Bulgarian language, the large-scale spiritual and educational activities that he carried out in the city of Varna, together with the parish he created, and his awakening activity and cooperation with his confreres from southern Bessarabia, after his final settlement in Bulgaria.

ABSTRACT In the field of higher education, the strong correlation between teacher strategies and student engagement has been widely acknowledged. However, existing research has not yet provided comprehensive and nuanced evidence to fully elucidate the dynamics and complexity of this relationship. To address this gap, this study employed a mixed-methods approach, combining interviews with 30 university teachers and students with a survey of 3,819 undergraduates across four higher education institutions. This study identifies six effective teacher strategies that promote student engagement, namely selecting relevant teaching materials; adopting nontraditional teaching models; designing distributed course assessments; delivering clear expositions of knowledge; promoting meaningful classroom interactions; and attending to students’ learning status and needs. This study reveals that excessive use of technology is the direct cause of the ineffectiveness of teacher strategies (except for attending to students’ learning), while teacher care is a latent factor for sustaining the effectiveness of teaching strategies. As a caring teacher strategy, attending to and responding to students’ learning status and needs not only has a great impact on students’ learning engagement but also enhances the effectiveness of other strategies. These findings underscore the critical importance of instructors actively monitoring students’ learning states and responding promptly and appropriately to their evolving needs within real-world teaching contexts. Moreover, this study not only provides new insights into the relationship between teacher strategies and student engagement but also offers more targeted recommendations for college educators to improve teaching quality in complex educational contexts.

There are limited data on food insecurity among college students from different marginalized backgrounds, both in Vermont and other predominantly White spaces, and what their institutions could do to improve food security and other basic needs. Thus, the aims of this study were to 1) examine food insecurity prevalence and its correlates among underrepresented college students, 2) assess their reasons for using campus food pantries and strategies for improving access to culturally appropriate foods on campus, and 3) determine their perspectives regarding how their institutions can address their basic needs. Using a mixed methods cross-sectional research design, a convenience sample of full-time students or trainees ages 18 and older enrolled at four institutions of higher education in Vermont, United States, were recruited through flyers, course announcements, newsletters, listservs, and social media posts. An online survey provided estimates of food insecurity, on-campus food pantry use, and participant perspectives on institutional strategies to address basic needs through open-ended questions. Food insecurity was assessed by the 10-item United States Department of Agriculture food security survey module. Descriptive statistics assessed frequencies and percentages along with means and standard deviations. Binary logistic regression was conducted to estimate the odds of food insecurity. Inductive coding was used to analyze qualitative data and identify emergent themes. Around 40% of all participants experienced food insecurity in the past year, with higher odds observed in students aged ≥ 30, Pell Grant recipients, first-generation students, Black students, and those who used a food pantry. The most cited reason for using a campus food pantry was ease of getting to the pantry while lack of awareness was the most reported barrier. Over 50% of participants recommended gathering feedback from students about their preferences to improve access to culturally appropriate foods. Common themes from qualitative analyses included: food access support, safe and affordable housing access, mental health and healthcare access, financial aid access, reliable and affordable transportation access, non-financial academic support, and general support services. Institutions should prioritize food assistance programs targeting college students and incorporate mental health care, housing support, and financial aid for comprehensive safety nets.

Health professions education researchers have long emphasized evaluation, reform, and innovation, yet have paid comparatively little attention to the historical conditions under which educational practices, institutions, and forms of knowledge emerge and persist. Recurrent calls to historicize academic medicine signal recognition of this gap, but historical inquiry remains unevenly integrated into mainstream health professions education research (HPER). This paper argues that historical research constitutes a distinct and valuable analytic approach for understanding contemporary challenges in health professions education. It further argues that historical inquiry can function as a strategic resource, informing institutional strategy, governance, and responses to disruption. Drawing on historiographic traditions attentive to context, power, and change, including genealogy and the history of the present, this article attempts to clarify what historical inquiry entails in health professions education research. It synthesizes prior calls for historical engagement, outlines key methodological features, and illustrates what historical analysis makes visible that present-focused qualitative or evaluative approaches often obscure. Historical analysis offers a valuable and complementary lens for HPER scholars. While historians have examined the institutions and people of health professions education, relatively little work has addressed the granular domain of HPER itself, leaving significant opportunities for future scholarship. As both an analytic and strategic resource, historical inquiry strengthens HPER's capacity for institutional learning, more grounded decision making, and future-oriented change. The argument is illustrated through an institutional case in which historical analysis informed a major self-study and strategic review.

Access to high-quality healthcare requires a qualified health workforce supported by a robust regulatory framework, an overarching legal structure governing regulation of health professionals. Its effectiveness depends on how well its regulatory functions are carried out. Implementing these functions requires regulatory systems that provide organizational arrangements for each health profession. This study focuses on the nursing regulatory systems in Lao PDR and Mongolia to identify key factors influencing their strengthening and extract policy insights to inform efforts to strengthen nursing regulation in low- and middle-income countries. A qualitative research design was employed, integrating literature reviews and semi-structured interviews with 24 stakeholders from ministries of health, nursing associations, nursing education institutions, clinical nursing administrators, and development partners. The development stages of the nursing regulatory systems were analyzed using Walt and Gilson's Health Policy Analysis Model and the five progressive stages. While governance, capacity building, and health workforce information systems (HWIS) are recognized as important factors in health workforce regulation, this study demonstrates how they interact across stages of development. Three key factors were identified: i) Strengthening governance with nursing engagement in policymaking, ii) Capacity building of internal stakeholders through collaboration with external partners, and iii) Establishing interoperable HWIS for sustainable regulatory implementation. These factors operate in a cumulative and phased process, reflecting regulatory system maturity. The findings underscore the importance of tailoring regulatory strategies to the contextwith early-stage countries focusing on governance and capacity building, and more mature systems advancing toward digital integration and institutional sustainability.

This study was grounded on a theoretical framework that integrates Bourdieu's concept of sociocultural capital with Blustein's Relational Theory of Working, which recognizes that social structures and interpersonal connections shape career trajectories. The main objective of this research was to investigate the relationship between students’ sociocultural backgrounds and their career resources, as well as the role of grit in this relationship. To accomplish this, a cross-sectional study was conducted on 2353 Portuguese Higher Education students. Multiple Correspondence Analysis was applied to define students’ sociocultural profiles and structural equation modeling was used to test the research hypothesis. The results evidenced that students’ sociocultural profiles did not present a direct effect on the environment factor of career resources, however an indirect effect — via grit — was found. For the other three career resources (knowledge and skills, motivation, and career management behaviors) students’ sociocultural profiles presented both direct and indirect effects (via grit). This interaction underscores that, while students' backgrounds shape career resources, grit can help bridge disparities. This study expands the existing literature by incorporating the impact of sociocultural factors and grit, advocating for higher education institutions to recognize diverse backgrounds and promote grit-enhancing initiatives. Such an approach could help mitigate socioeconomic disparities in higher education, offering insights into educational policies that foster equitable career development.

In the context of global digital transformation, open science, and the rapid advancement of artificial intelligence (AI), cyberspace has emerged as both a catalyst for knowledge innovation and a breeding ground for digital social threats, including misinformation, cyberbullying, online fraud, data privacy violations, and other forms of online social deviance. These challenges have imposed increasing responsibilities on higher education institutions, particularly private universities, to reposition their roles in fostering safe, ethical, and sustainable digital academic ecosystems. This study examines the strategic role of private universities in combating cyber-social deviance through interdisciplinary approaches encompassing digital university governance, open science, digital citizenship education, and knowledge security. The research employs a qualitative methodology integrating policy analysis, international literature review, and comparative approaches to explore governance models, educational mechanisms, and adaptive capacities of private higher education institutions in the era of global digital transformation. The findings indicate that private universities possess significant potential to act as pioneering institutions in promoting digital ethics, strengthening cyber-risk awareness, advancing safe academic cultures, and cultivating responsible digital learning environments. Furthermore, the study proposes an integrated governance framework that combines AI, open science, and digital citizenship education to enhance the effectiveness of cyber-social threat prevention in higher education. The study contributes theoretically and practically by extending scholarly discourse on digital universities, digital social security, and the social responsibility of higher education institutions within the global knowledge society.

Since toponymy constitutes an important segment of historical linguistics, ethnolinguistics, and sociolinguistics, it is not limited merely to the naming of places but also reflects the cultural, historical, economic, and spiritual development of a people. Studies on toponymy particularly those concerning remote areas such as Leskovik and Kolonjë have been conducted only partially, although these regions offer rich ground for detailed analysis. This study examines the standardized and dialectal uses of macrotoponyms in the Leskovik and Kolonjë area, with special focus on toponyms that exhibit both standard and dialectal forms, such as Gramoz, Lengaricë, Lëngëz, Bezhan, Qafëzez, Radanj, Radimisht, Gërmenj, and others. The aim is to understand how phonetic, morphological, and semantic variations in toponyms reflect the deep historical, linguistic, and cultural structures of these regions. Historical and archival sources, as well as materials collected through interviews with local inhabitants, have been analyzed, providing a combined approach that integrates bibliographic research with fieldwork. The results indicate that the standardized forms of place names have been disseminated through educational institutions and official state documents, while the dialectal forms continue to be preserved in everyday use, demonstrating a strong sense of local identity. The study emphasizes the need to document dialectal forms, as this effort will contribute to building a database of the toponyms of this area and to preserving the onomastic and linguistic heritage of Southeastern Albania.