In education policy, principals’ teaching leadership is key to improving education quality. It shapes school culture and affects various aspects of school development, including teacher job satisfaction. However, there is a limitation of empirical research on how principal instructional leadership impacts teacher job satisfaction in Northwest China, a less developed area, highlighting a critical gap in understanding local educational dynamics. Therefore, this quantitative study aims to explain the impact of instructional leadership by principals on teacher job satisfaction in junior high schools across Ningxia, China. Underpinned by a correlational design, the study specifically focuses on the relationship between principal instructional leadership and teachers’ job satisfaction and the dimensions of instructional leadership that are most strongly associated with high levels of teacher job satisfaction. By analysing questionnaire responses from 372 randomly selected teachers, the research highlights that clear goal setting, effective curriculum coordination, and promoting professional development opportunities are important in improving teacher satisfaction. Interestingly, the study also shows that some commonly valued practices, such as high visibility and student progress monitoring, do not significantly influence teacher satisfaction. These findings highlight the importance of instructional leadership practices in improving teacher job satisfaction and suggest areas where school leaders can focus their efforts to enhance the overall educational environment.

This study investigates the moderated mediation relationship between societal mattering, intercultural competence (ICC), and intercultural helping tendency (IHT) among university students. Societal mattering, reflecting individuals perceived relevance within broader societal contexts, is hypothesized to affect IHT indirectly through ICC. This research aligns with Sustainable Development Goal (SDG) 4 (quality education) and SDG 16 (peace, justice, and strong institutions) by advancing evidence on how educational experiences cultivate intercultural understanding and prosocial engagement in diverse communities. The study employs two moderators, namely Model United Nations involvement (MUNI) and new media literacy (NML), to assess their influence on these interactions. Using the G*Power sample size calculator, 97 purposively selected university students were recruited. Data collection utilized validated instruments, including the cultural intelligence scale, helping attitude scale, university mattering scale (UM-S), new media literacy scale (NMLS), and a demographic questionnaire. The data were analyzed using moderated mediation modeling with PROCESS Macro Model 76. Results indicate societal mattering indirectly impacts IHT via ICC, particularly for students with moderate or high MUNI and low NML. The findings highlight MUN value in fostering IHT and ICC, informing policies for multicultural education.

Green entrepreneurial intentions in higher education (HE): A systematic review of trends and influences.

The State of Palliative Care in Nigeria: A Scoping Review.

Becoming a midwife in Saudi Arabia: A qualitative study of the professional identity formation of students.

Does Disability Bias Exist in Pediatric Orthopaedic Surgery?

Ethnographic research offers comprehensive learning outcomes by examining the socio-emotional, economic and cultural components crucial for comprehending marginalized groups’ experiences. This study aims to examine the methodologies used in studies and the gaps in the literature on the primary education of tribal communities, highlighting the limitations of the current research approaches. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) of Arksey and O’Malley’s six-step framework, the scoping review has considered 19 studies of 406 research articles published from 2015 to 2024 across the databases Scopus, JSTOR, and ERIC. The review highlights that most of these studies used descriptive survey design, mixed-method research design, and ethnographic research design. While the first two document barriers, the ethnographic studies provide richer cultural in-depth also. However, gaps in the literature include a lack of interventions for specific tribes, such as the Mannan community in Kerala, India, and the integration of indigenous knowledge, which is only possible through cultural inclusiveness. The findings suggest that future research should prioritize interdisciplinary collaboration and teacher training in multilingual education (MLE) through ethnographic methods for developing culturally sensitive interventions. These recommendations aim to contribute to developing more culturally inclusive educational practices and policies in the primary education curricula.

Critique and Transcendence of Deficit Thinking: A Review of Rural Education Policies and Programs in Taiwan

Embracing cultures, balancing autonomy, and finding solutions in international student-led campus community gardens: A participatory action research approach

Recent developments in augmented reality (AR), virtual reality (VR), and immersion visualization technologies have created increased interest in their potential to mitigate ongoing challenges faced by mathematics education, especially those related to abstraction, visualization and learner motivation. Despite the growing number of research studies, there remains a lack of understanding of how immersive technologies have shaped mathematics education. This study provides a broad bibliometric analysis of Scopus-indexed (n = 408) publications for 2002–2025 examining augmented and immersive learning technologies in mathematics education. Using citation analysis, document co-citation analysis, co-word analysis, trend topic analysis and three-field plotting via VOSviewer and Biblioshiny, the study charts the field’s intellectual landscape, thematic evolution and emerging research frontiers. Recent literature published across almost 3 years indicated a rapidly expanding area of research, with contributions being built on earlier work on basic frameworks for AR and learning applications, predominantly from mathematics. The collective citation and co-word analysis identified four prominent thematic clusters, namely (1) augmented reality applications and mathematics learning processes, (2) STEM integration and technology-enhanced science and mathematics education, (3) immersive and intelligent learning environments, and (4) virtual reality, e-learning, and educational foundations. Trend analyses, in addition, also show a progressive transition from early visualization and computer-aided instructions to more immersive, learner-centered and interdisciplinary STEM research. The study provides a novel mapping of the evolution in bibliometric terms, analogous to the spread of technological novelty to pedagogical efficacy. These outcomes point to mathematics education policies that integrate and implement immersive tools for geometry and lifelong curricula, and scalable implementations or necessary cognitive scaffolds.

Abstract - Household Hazardous Waste (HHW) has emerged as a significant environmental and public health concern due to the widespread use of chemical-based products in daily household activities. Common items such as batteries, paints, pesticides, cleaning agents, fluorescent lamps, and expired medicines contain hazardous substances that can adversely affect human health and the environment when disposed of improperly. Despite constituting only a small fraction of municipal solid waste, HHW can lead to soil contamination, groundwater pollution, air quality degradation, and serious health hazards. This study aims to assess the level of public awareness regarding HHW, analyze existing disposal and segregation practices, and promote responsible waste management among households. A descriptive survey methodology was adopted, wherein structured questionnaires were administered to residents through direct household visits. Additional insights were obtained through interactions with waste management officials. The collected data were analyzed using percentage-based statistical methods and graphical representations. The survey findings revealed that only 36% of respondents were fully aware of HHW, while 24% were partially aware and 40% lacked awareness entirely. Furthermore, 60% of households disposed of hazardous waste along with regular garbage, and only 30% practiced waste segregation. These results indicate a substantial gap in public knowledge and proper disposal practices. However, the majority of respondents expressed a willingness to adopt safer waste management methods when provided with appropriate guidance. Based on these findings, an awareness campaign was conducted to educate residents about HHW identification, segregation, safe disposal methods, and environmental protection. The study highlights the critical need for continuous public education, community participation, and effective waste management policies to ensure sustainable environmental protection and improved public health. Key Words: Household Hazardous Waste (HHW), Waste Segregation, Environmental Awareness, Hazardous Waste Management, Public Health, Municipal Solid Waste, Awareness Campaign, Sustainable Waste Management, Environmental Protection, Community Participation.

This study is grounded in the urgency of preserving local wisdom within early childhood education and the need to integrate traditional culture with national educational policies, particularly in the context of the Merdeka Curriculum. The purpose of this research is to examine the application of a multisensory approach in Reog Ponorogo arts education as a medium for promoting holistic early childhood development aligned with local cultural values and national goals. This research employed a descriptive qualitative method, specifically investigating children's authentic learning experiences through in-depth observations, open interviews, and documentation of learning activities. The findings reveal that integrating a multisensory approach in Reog learning through movement, music, costumes, and folklore has a positive impact across multiple developmental domains. Notably, improvements were observed in sensory-motor coordination, such as enhanced body balance during dance imitation and rhythm synchronization while responding to Reog’s musical patterns. Cognitive development was stimulated through cultural symbol recognition and narrative sequencing, while social-emotional skills were nurtured through collaboration in performances and increased cultural pride. In conclusion, the implementation of a multisensory approach in Reog Ponorogo arts not only supports holistic early childhood development but also serves as a bridge between local wisdom and national policy in contextualized educational practices. This study implies the importance of culturally based education in the implementation of the Merdeka Curriculum in early childhood institutions.

This paper examines how the concept of dyslexia, a problem that was once considered to be both rare and highly salient, has now been broadened to such an extent that many adults with successful educational histories, and without any history of significant reading difficulty, receive a dyslexia diagnosis only after having progressed to higher education, training, or employment. It is argued that the basis of the problem lies largely in conceptual and scientific misunderstandings. While there is a wide consensus that dyslexia represents a severe, complex, and persistent difficulty in learning to decode text, many have placed undue emphasis upon a wide variety of cognitive processes as diagnostic indicators. The primary error stems from conflating the greater likelihood of finding such difficulties in groups of struggling readers with the belief that these can be adjudged to be markers of dyslexia in the case of a given individual. This misconception has been exacerbated by a growing emphasis upon self-reported difficulties and the use of lived experience as primary means of understanding the nature of the condition. The dangers that result for scientific advance and for evidence-led educational policy and practice are highlighted. It is contended that the expansion of the dyslexia construct, and the misuse of assessment data, particularly when employed with adults, has in part been fueled, not by scientific research, but by the misunderstandings, interests, and motivations of those receiving and providing diagnostic services. Illustrative examples from the domains of adult higher education, medical training, and employment tribunals are offered as illustration.

ABSTRACT Educator wellbeing is a critical factor in the effectiveness and sustainability of education systems. Framed within Positive Psychology and Good Governance theory, the study employed thematic analysis of four focus group discussions to examine support, communication, and the role of person-centered approach in enhancing educator wellbeing. Data was collected from a total of 22 participants including 4 Heads and Deputy Heads (focus group 1); 8 Teachers and LSEs (focus group 2); 5 Youth Workers (focus group 3); and 5 Education Policy Makers and Managers (focus group 4). Grounded in ethical principles of autonomy, beneficence, and justice, the research adhered to rigorous protocols, including informed consent, confidentiality safeguards, and voluntary participation, ensuring participants’ rights and dignity are respected. Findings revealed that collegial support, communication and person-centered approach served as protective factors for educator wellbeing. However, at times, the lack of support and communication with top management created experience of isolation, boundary violations, and deterioration of wellbeing. Recommendations include more boundary-respecting governance, more support and communication from top management and more systemic wellbeing initiatives to sustain all educators. Such measures are essential for promoting and sustaining the wellbeing of educators across diverse educational roles.

Defining Target Populations for Impact Studies of Education Interventions: Balancing Generalizability and Feasibility in the Real World

ABSTRACT The ‘affirmative turn’ in Geography has generally been read positively for promoting care‐full urban governance, repairing inter‐group relations and enhancing socio‐spatial justice, while largely neglecting the biopolitics, marginalisation and resistance embedded therein. Additionally, negative(ly‐coded) emotions are often cast as the debilitating ‘other’ and excluded from the politics of the multitude. Drawing on the politics and sociality of emotions and Spinozian theory of affirmation, this paper dissects the affirmative biopolitics of parental educational anxiety and the affective regime transition in China. We conduct critical discourse analysis of policy documents and 45 in‐depth interviews surrounding the national ‘Double Reduction’ education policy, which seeks to reduce parental anxiety by limiting excessive homework and off‐campus tutoring. We argue that Double Reduction marks an ‘affirmative turn’ from the prior ‘Positive Energy’ affective regime and produces a ‘sympathising state’ in and beyond education. Yet it addresses only the surface‐level ‘effect’ of anxiety (hyper‐competition), rather than underpinning structural ‘causes’—like education inequality and declining upward mobility. It thus operates as a biopolitical project to monitor, censor and produce more (re)productive, aspirational and creative bodies amid economic slowdown, low marriage and fertility rates. Middle‐class parents largely reject the imposed ‘duty’ to feel less anxious, generating two emergent subjectivities—either intensified anxiety or managed‐chill (foxi) —a positive form of non‐performance and resistance. At the same time, this policy undermines the agency of less well‐resourced parents, while prompting resourceful families to pursue alternative, often costlier, more competitive strategies ( Juan ). This study highlights how biopolitics, marginalisation and resistance are integral to the affirmative turn in emotional governance in China and argues for including negative(ly‐coded) emotions in the analysis of the politics of the multitude. The case of educational anxiety and affective regime transition also positions education as both an apparatus of urban governance and as reshaping socio‐spatial inequality.

ABSTRACT This mixed-method study examines the impact of academic-based peer segregation on adolescent well-being in Indian schools, focusing on social dynamics shaped by academic performance. Using survey data and semi-structured interviews with students, teachers, and parents, it explores how peer relationships form and the role of adults in reinforcing or mitigating these patterns. Findings show that high-achieving students often form exclusive groups, creating a social divide that marginalizes lower-performing peers. Such segregation is associated with feelings of alienation, low self-esteem, and emotional distress among excluded students, while high achievers gain strong, supportive connections. Teachers and parents, though aiming to encourage academic focus, sometimes inadvertently deepen divides by endorsing selective associations. The study highlights the need for inclusive practices, such as peer mentoring and mixed-ability group activities, to enhance social cohesion. It contributes to understanding peer dynamics in education and proposes strategies to reduce the negative effects of academic segregation.

The rate of opioid overdose among adolescents is increasing, demonstrating the need for effective prevention strategies. This study evaluates a high school-based naloxone education curriculum developed to equip students with the skills to respond to an opioid overdose. A 20-min curriculum was designed and delivered to students at Massachusetts high schools. The curriculum was designed by study authors with input from multiple experts in secondary education and harm reduction. Post-training, students voluntarily completed an anonymous survey evaluating knowledge gains, confidence in administering naloxone, and attitudes toward overdose response education. Confidence in administering naloxone increased significantly post-training (29% pre-training vs. 80% post-training, p < 0.001). Students rated the training as very or extremely important (85%), easy to learn (86%), and strongly supported its inclusion in mandatory school health curricula (81%). This curriculum represents a feasible strategy for schools to address the opioid overdose epidemic through prevention education and can be supported by statewide educational policy implementation. Naloxone training effectively improves adolescent confidence in overdose response and is widely supported by students.

Academic AbstractPopular lay theories shape how millions of people understand and communicate about romantic relationships, yet they are rarely examined scientifically. Rather than dismissing these frameworks as misconceptions, this review argues that engaging with lay theories can advance a science of relationships that is both empirically rigorous and publicly resonant. Using the love languages as a case study, this review introduces a bidirectional framework in which lay theories inform scientific inquiry and scientific insights are translated back to the public. Engaging with lay theories can refine theory, clarify core relational processes, and reveal contextual and cultural blind spots in lay theories. In turn, examining why lay theories resonate highlights unmet public needs, opportunities for improved scientific communication, and implications for clinical practice, relationship education, and public policy. The result is a science of relationships that is rigorous and resonant with the lived experiences of those it aims to serve.Public AbstractPopular ideas about relationships-such as the love languages-shape how millions of people understand love, communicate needs, and decide whether their romantic relationships are working. Yet these ideas are rarely examined by scientists, even though they influence real-life relationship decisions. This article argues that popular relationship theories should not simply be dismissed as wrong, but carefully studied as windows into what people need, value, and struggle with in their relationships. Using the love languages as an example, this review shows how engaging with popular ideas can help scientists improve theories of love, communicate research more clearly, and design guidance that better fits people's lives and relationships. This review also highlights potential risks of oversimplified frameworks, especially when they ignore cultural context. By building a science of relationships that is both rigorous and relatable, researchers can offer guidance that is more inclusive, useful, and responsive to the public.

The influence of a growth mindset on the motivation, persistence, and resilience of students experiencing failure is a major concern in today's education world, given the importance of overcoming academic obstacles and building psychological resilience. This research is motivated by the high rates of learning failure and academic stress experienced by students, and the need for strategies that can improve their resilience and mental well-being. The purpose of this study is to comprehensively analyze the influence of a growth mindset on student academic persistence and resilience through a literature review and case studies. The method used was a literature review, reviewing 18 scientific journals from 2023 to 2025, including a qualitative analysis of various growth mindset implementation strategies and their impact on students. The primary data obtained indicate that a growth mindset plays a significant role in increasing learning motivation, the ability to manage failure, and resilience to academic stress, as well as strengthening students' psychological well-being. These key findings confirm that consistent implementation of a growth mindset through training, curriculum, and guidance and counseling services can help students recover from failure and improve academic achievement sustainably. The study concludes that a growth mindset is a crucial factor in developing student potential and needs to be integrated into educational policies and guidance and counseling services to create more resilient and empowered students.