This study examines the impacts of dyadic collaborative writing on the academic writing performance and writing confidence of upper primary ESL students in Malaysian vernacular schools, based on Krashen’s Affective Filter Hypothesis and Vygotsky’s Sociocultural Theory. Writing remains one of the most difficult linguistic abilities, especially when the predomination of conventional teacher-centred methods in many Malaysian vernacular classroom settings restricts the exposure to process-oriented writing, exchange of ideas, and peer engagement. 28 students of Year 4 to 6 were split into control and experimental groups as part of a mixed-method quasi-experimental design. Throughout the four-week intervention, the experimental group experienced dyadic collaboration during narrative writing assignments, whereas the control group worked individually. Data from writing confidence surveys, pre-test and post-test on narrative writing, weekly teacher observations, and focused-interviews were gathered. Quantitative results showed that students in the experimental group surpassed the control group in terms of idea development, terminology diversity, and rational flow, alongside a significant rise in writing confidence. Qualitative data acquired via the teacher observations and focused interviews revealed that students in the experimental groups reported feeling more engaged, confident, and more driven when writing assignments due to peer support and joint responsibility. The study underscored the emphasis on student- centred, process- oriented writing instruction and recommends further research across distinctive age groups, genres, and digital platforms.

This mixed-methods study aimed to investigate the optimal timing for model-text-based written corrective feedback by examining Bahraini university second language learners’ perceptions in large-class settings. The primary research question focused on whether students find model texts more practical and effective when received before or after writing. Addressing this is significant for developing scalable feedback solutions in massified higher education contexts, such as those in the Gulf region, where traditional WCF is often logistically impractical. Sixty students were divided into an experimental group, which received model texts after writing, and a control group, which received them before. Data from a perception questionnaire and reflective notes were analyzed. Results indicated that the experimental group perceived post-task models as significantly more useful, relevant, noticeable, and practical than the control group, with large effect sizes. Qualitative analysis revealed that receiving models after writing enhanced metacognitive awareness, allowing students to identify specific gaps in their own writing and fostering a sense of ownership. The study concludes that post-task model-text written corrective feedback is a highly effective and practical feedback strategy in large-class contexts. Therefore, it is recommended that second language writing instructors and curriculum designers strategically implement model texts as a post-writing feedback tool to foster learner autonomy and address the feedback gap in large classes.

This study investigated the impact of integrating English-language songs and films into English as a Foreign Language (EFL) instruction on learners’ listening comprehension. A quasi-experimental pre-test/post-test control-group design was conducted in two educational contexts in Kosovo: a public primary school (Hasan Prishtina) and a private language institute (Britannica ELT). Experimental groups received multimedia-enhanced lessons featuring songs and film clips with structured pre-, while-, and post-listening tasks, whereas control groups followed a textbook-based syllabus. Pre-test scores confirmed baseline equivalence across groups. Post-test analyses using independent-samples t-tests revealed significant improvements for experimental groups in both settings (p < .001), with large to very large effect sizes (d = 1.12 and 1.65). The findings support Krashen’s Input and Affective-Filter Hypotheses, Vygotskian sociocultural theory, and Mayer’s Cognitive Theory of Multimedia Learning, confirming that authentic audiovisual input lowers anxiety, heightens motivation, and strengthens comprehension. Pedagogically, the results demonstrate that integrating songs and films offers an effective, adaptable means of improving listening proficiency across both resource-limited and resource-rich contexts.

The Dalton Plan, an educational approach centered on student autonomy through assignment contracts and self-paced learning, offers a potential alternative to traditional teacher-center instruction. This study examines its application within the challenging context of Chinese College English (CE) reading courses, where students often struggle with academic reading comprehension and lack self-regulation skills. A quasi-experimental design was employed to evaluate the impact of Dalton Plan-based instruction on the reading performance and learner autonomy of 31 second-year medical students. Participants were divided into a control group (n=15) receiving conventional instruction and an experimental group (n=16) receiving Dalton Plan-based instruction, which emphasized independent reading assignments with tailored teacher guidance. A mixed-methods approach collected quantitative data (reading tests, Autonomous Learning Scale) and qualitative data (thematic analysis of student self-reports). Results indicated that Dalton Plan-based instruction significantly enhanced learner autonomy; however, its effect on reading test scores was not statistically significant. Thematic analysis of self-reports revealed a developmental trajectory from initial challenges—such as time management and vocabulary inadequacy—to later progress in reading interest, strategy use, and persistence. These findings not only provide pedagogical insights for innovating reading instruction in Chinese EFL (English as foreign language) contexts but also highlight the complex relationship between fostering autonomy and achieving measurable gains in reading proficiency.

Abstract Background Clinical internal medicine practice training traditionally relies on case-based teaching. This approach limits the development of students' clinical thinking skills. It also places significant pressure on instructors. Virtual standardized patients (VSPs) could offer an alternative solution. However, evidence on their feasibility and effectiveness remains limited. Objective This study aims to use the “VSPs in general practice” interactive diagnostic and teaching system, which uses VSPs to provide 3D virtual simulated patients and mimic virtual clinical scenarios. Medical students are trained through system-preset cases. This study aims to establish the clinical application of VSPs through a “VSPs in general practice” system and compare its effectiveness with traditional teaching in improving students’ clinical thinking ability. Methods A randomized controlled trial was conducted from October 20, 2022, to October 20, 2024. A total of 60 medical students interning at Quzhou People’s Hospital were enrolled and divided into 2 groups: the experimental group receiving VSP training (30/60, 50%) and the control group receiving traditional academic training (30/60, 50%). The teaching effectiveness was evaluated using basic knowledge assessments and virtual system scoring. After completing the course, students were surveyed with a questionnaire to assess their satisfaction with the course. Results All enrolled medical students completed the study. In the evaluation of training effectiveness, the experimental group showed significantly greater improvement in theoretical scores compared to the control group (mean 17.07, SD 4.24 vs mean 10.67, SD 4.91; F 1, 59 =29.20; Cohen d =1.15; 95% CI 12.43-15.31; P <.001); the total score improvement in the virtual clinical thinking training system test was also significantly better in the experimental group than in the control group (mean 42.60, SD 9.56 vs mean 31.63, SD 7.24; F 1, 59 =25.10; Cohen d =1.09; 95% CI 34.51-39.72; P <.001). Specifically, improvements in consultation skills (mean 8.76, SD 1.67 vs mean 7.66, SD 2.08; F 1, 59 =31.09; Cohen d =0.55; 95% CI 7.70-8.70; P <.001), overall objective improvement (mean 11.97, SD 2.77 vs mean 8.15, SD 2.62; F 1, 59 =30.08; Cohen d =1.16; 95% CI 9.21-10.91; P <.001), initial diagnostic ability (mean 8.74, SD 1.67 vs mean 7.66, SD 2.08; F 1, 59 =4.91; Cohen d =0.55, 95% CI 7.70-8.70; P =.03), and ability to provide patient treatment (mean 7.23, SD 2.41 vs mean 5.72, SD 2.19; F 1, 59 =6.42; Cohen d =0.63; 95% CI 5.85-7.01; P =.01) were significantly higher in the experimental group than in the control group. The questionnaire results indicated that 90% (27/30) of the students who participated in the VSPs’ training believed it could enhance their clinical thinking abilities. Conclusions VSPs reinforce the foundational knowledge of internal medicine among medical students and enhance their clinical thinking abilities, as well as improve their capacity for independent work. The VSP system is feasible, practical, and cost-effective, making it worthy of further promotion in clinical education.

Innovative design and accuracy of optical and electromagnetic integrated surgical navigation system: phantom and in-vivo studies.

Background: Primary stability of dental implants depends on bone quality, bone quantity, and implant design. In cases of large defects, such as periapical lesions, the selection of an appropriate alveolar ridge preservation (ARP) material is crucial for bone regeneration and preparation for implant placement. Objective: The aim of this study was to evaluate clinical and histological outcomes of a novel ARP material hydroxyapatite and sugar cross-linked collagen (HSCC) combined with a knife-edge thread implant (KTI) design. Methods: Thirty patients were divided into two groups: a control group treated with KTI after spontaneous alveolar ridge healing, and an experimental group that underwent ARP using HSCC, and six months later, KTIs were placed in newly formed bone. Clinical parameters including insertion torque value (ITV), resonance frequency analysis (RFA), implant stability quotient (ISQ), and horizontal bone dimension were evaluated. Histological analysis was also performed. Results: No significant differences were observed between groups in ITV, ISQ, or horizontal bone dimension (p > 0.05). However, histological analysis demonstrated a significantly higher number of active osteoblasts in the ARP group compared to the control (p < 0.001), whereas collagen deposition was significantly greater in the control group (p < 0.001). Conclusions: ARP using HSCC, combined with KTI, provides favorable conditions for primary stability and successful graft integration, supporting reliable implant placement in sites with bone defects.

This study aimed to design and assess a skill training kit for industrial production processes to improve undergraduate mechatronics engineering students’ professional competencies. The learning activities provided in the kit were designed using the ADDIE instructional design model's stages, Analysis, Design, Development, Implementation, and Evaluation, to promote active participation, critical thought, experimentation, and ongoing assessment. The aim was to: (1) develop a skill training kit for industrial production processes, (2) assess the effectiveness of the skill training kit for industrial production processes, (3) analyze the difference in professional competencies of learners in the experimental group as compared to control group, and (4) determine the level of satisfaction experienced by learners using the industrial production process skill training kit. A purposeful sample of 28 undergraduate students enrolled in the first semester of the 2025 academic year participated in this study. All students had obtained prior instruction in Programmable Logic Controllers and Sensors, and Control Devices. The study instruments included the training kit, instructional manuals, work checklists, performance tests, competency tests, and satisfaction questionnaires. Data were analyzed using descriptive statistics (percentages, mean, and standard deviations). The study showed: (1) that the training kit had a very high quality (mean = 4.63), (2) the learning efficiency was above the threshold benchmark, (3) that students in the training kit experimental group significantly improved overall and domain-specific professional competencies (better outcome) than students in the control condition at the 0.05 statistically significant level., and (4) students had a high level of satisfaction with the training kit (mean = 4.49). Overall, a training kit systematically designed with improvement could enhance students’ practical skills, professional competencies, and learning satisfaction in a mechatronics engineering course.

The Flipped Classroom (FC) approach has the potential to enhance EFL students’ reading comprehension and motivation; however, its effectiveness remains under-researched. This study employed a quasi-experimental method using a non-equivalent control group design to examine the effect of the Flipped Classroom on EFL students' reading comprehension and motivation. Two classes were randomly assigned as the experimental and control groups, each consisting of 35 students, with the FC treatment applied only to the experimental group. Research instruments included a reading comprehension test, a reading motivation questionnaire, and interviews to explore students’ perceptions of FC implementation. Pre-test results indicated no significant differences between the experimental and control groups in either reading comprehension or motivation. However, after the treatment, the experimental group using the Flipped Classroom showed significant improvement in both aspects. Student responses also indicated that the approach improved their focus, independence, and understanding of texts. The Flipped Classroom model was proven to significantly improve EFL students’ reading comprehension and motivation, with higher post-test scores and positive student responses toward interactive and independent learning. Therefore, FC is a promising and effective technology-based approach for teaching reading in EFL classrooms.

Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.

This experiment was conducted at the Animal Field of the College of Agriculture and Marshes, University of Thi-Qar, from September 15, 2024, to January 22, 2025, to investigate the effect of supplementing nano zinc oxide (nZnO) at three different levels (0, 20, and 30 mg/head/day) on the productive performance of local goat kids. A total of 12 local male kids, purchased from local markets in Thi-Qar Province, were randomly allocated to three experimental groups (n = 4 per group). All groups received the same concentrate diet at 3% of dry matter relative to live body weight, consisting of: barley (45%), wheat bran (25%), ground yellow corn (15%), soybean meal (12%), and a vitamin-mineral premix (3%). The main findings of the study were as follows: There were no significant differences among treatments in terms of final body weight, total weight gain, or average daily gain, although a numerical improvement was observed in the second treatment group (T2: 20 mg/head/day), Feed intake and feed conversion efficiency were not significantly affected by the different levels of nano zinc oxide supplementation. A significant increase (P ≤ 0.05) was observed in the mean total bacterial count and cellulolytic bacteria in favor of the second treatment group (T2) (20 mg nZnO/head/day), along with a numerical increase in the average count of lactic acid bacteria throughout the experimental period. Additionally, a significant improvement (P ≤ 0.05) in ruminal ph value was recorded after 45 days of the experiment in favor of the T2 treatment, with a numerical increase in ph also noted after 84 days for the same group.

This study aimed to evaluate the effect of various nutritional supplements on the productive performance and carcass characteristics of broiler chickens, as well as their impact on poultry health and productivity. The focus was on amino acids, vitamins, and minerals. Arandomized controlled trial (RCT) was conducted to compare the effects of dietary supplements against a control group. The experiment lasted 40 days, starting from day one to day 40, and was carried out at Al-Abbasia Field (Private Sector) under controlled environmental conditions compliant with standard poultry farming climate criteria. Control Group (n=20): Fed a basal diet with no additives. Experimental Group (n=20): Fed a basal diet supplemented with a blend of probiotics + selenium + vitamins + enzymes + amino acids. The experimental group showed a significant increase (p < 0.05) in: Final body weight (2850g vs. 2450g). Daily growth rate (71.25g/day vs. 61.25g/day). Additionally, the feed conversion ratio (FCR) improved in the supplemented group (1.65 vs. 1.85), indicating higher feed efficiency. Incorporate nutritional supplements (probiotics, enzymes, amino acids) into broiler diets to enhance growth and feed efficiency. Monitor FCR to evaluate feed utilization and adjust dietary formulations as needed.Optimize environmental conditions (temperature, humidity, ventilation) to maximize supplement efficacy.

This research investigated the impact of the Copilot application on developing vocabulary of learners of Arabic as a second language. To achieve this aim, the research employed both descriptive-analytical and quasi-experimental methodologies. The study involved 25 intermediate-level students at Imam Muhammad ibn Saud Islamic University. The results showed statistically significant differences at the 0.05 level between the mean scores of the experimental group on the two versions of the vocabulary test, favoring the post-test, with a high effect size (0.98). The study recommends encouraging learners to use Copilot for self-learning and research, developing linguistic, research, and analytical skills.

This research is an experimental study with a 2×2 factorial design, examining the interaction between learning models and physics learning motivation on students' critical thinking skills, both overall and in terms of high and low levels of learning motivation. In addition, this study also aims to test the interaction between learning models and physics learning motivation on critical thinking skills. The study population consisted of all grade XI students at Madrasah Aliyah Allu Jeneponto in the 2024/2025 Academic Year. The research sample consisted of 64 students, selected through a cluster random sampling technique with a lottery method to determine which classes would serve as the experimental and control groups. To minimize disruption to the ongoing learning process, randomization was conducted at the class level, rather than the individual level. Based on the lottery results, it was determined that class XI.1 was designated as the experimental class, taught using the guided inquiry learning model. In contrast, class XI.3 was designated as the control class, taught using the conventional learning model. Each class consisted of 32 students. Data analysis employed descriptive and inferential statistics, including a two-way ANOVA test with a significance level of 5%. The results showed that the experimental group had an average critical thinking ability 12.81 points higher, with a standard deviation of 2.16, compared to the control group, which had an average of 11.09 points, with a standard deviation of 2.13. Inferential analysis confirmed a significant difference in students' overall critical thinking ability between the two learning models, both in the high-motivation and low-motivation groups. However, no influence was found between the learning model and physics learning motivation on the critical thinking ability of students at Madrasah Aliyah Allu. This shows that the influence of the guided inquiry learning model on critical thinking ability is consistent at all levels of learning motivation. Thus, the application of the guided inquiry learning model has been proven effective in improving students' critical thinking abilities, and learning motivation also plays an important role as an independent factor that supports the improvement of this ability. Keywords: guided inquiry, learning motivation, critical thinking skills.

ABSTRACT The current study evaluates the secondary outcomes of the Active Learning in Physical Literacy (ALPHYL) randomized controlled trial; a classroom-based intervention aimed at enhancing children’s physical literacy through physically active learning (PAL) and quality physical education (PE). A total of 332 fifth-grade students (51.8% girls; mean age: 10.8 years) from six schools were randomly assigned to experimental or control groups. The 9–10-week intervention included daily PAL activities and quality PE lessons, guided by the SAAFE principles. Multilevel linear models assessed outcomes across four domains of physical literacy: physical, psychological, social, and cognitive. Significant group-by-time interaction effects were found for cardiovascular endurance, light PA, and task-involving climate. The experimental group showed improvements in cardiovascular endurance and maintained light PA levels, while a decline in perceived task-involving climate was observed. No significant effects were detected in psychological, or cognitive variables, although descriptive data indicated high enjoyment in school among the experimental group. The ALPHYL intervention improved physical and behavioural aspects of physical literacy, supporting its role in promoting cardiovascular fitness and active behaviours. The findings underscore the importance of long-term, comprehensive strategies to foster holistic child development through school-based PA.

ABSTRACT A pesticide, Permethrin, that has low toxicity and widespread usage, is the most frequently detected in house dust. This study aimed to investigate the effects of low-dose permethrin exposure on the ultrastructural nephrotoxicity of rat kidneys at the microscopic level. 28 Wistar albino rats were randomly assigned to four groups. Doses of 20 mg, 40 mg, and 75 mg/kg permethrin were administered to the experimental groups via gavage for 2 weeks. The control group received corn oil. After the experiment, kidneys collected from the sacrificed animals were fixed with 2.5% glutaraldehyde and embedded in epon. Semi-thin sections were evaluated via light microscope, and thin sections were examined with a transmission electron microscope. Semi-thin sections showed brush border loss in experimental groups, and also the cellular arrangement of the tubules was altered. Thin sections of the control group, proximal tubules, and podocyte cells of glomerulus were intact and showed normal morphology. Cytoplasmic vacuolization, degenerated mitochondria, and lysosome accumulation were observed in tubule cells in experimental groups, increasing in a dose-dependent manner. Autophagic vacuoles were present in the 40 and 75 mg groups. Necrotic cells were present in the 75 mg group. Marked endoplasmic reticulum dilatation and ribosome loss were observed in the podocytes of glomerulus of the experimental groups at higher doses. The highest group showed necrotic cells, and the glomerular basement membrane structure was disrupted. Our findings suggest that low-dose, short-term permethrin exposure has a toxic effect and negatively affects renal ultrastructure.

Utilizing digital technology in English lessons, especially involving junior high school students in the process of customizing avatars from the Zepeto app, can make students more interactive and engaging, capture students' attention, and maintain engagement. This research investigated the effectiveness of using Zepeto's avatar in enhancing seventh-grade students' descriptive text writing. A quasi-experimental study was employed with a quantitative approach. Participants were 61 students from two different classes in the seventh grade, divided into an experimental group and a control group. Data was collected using a written test instrument and analyzed using t-tests and effect size data analysis. Customizing an avatar from Zepeto inspires them to write and provides them with ideas for where to start. It has been proven by the data computed, which was 5.9 as compared to 1.697 for the t-table with 30 degrees of freedom. The t-test (5,9>1,697) was shown to be greater than the t-table. The effect size formula of this experimental group was 1,02, which showed that the treatment of this study was considered a strong effect, while the control group had a moderate effect size of 0.53. The results suggest that Zepeto's avatar can be an alternative teaching media for descriptive text writing, particularly for seventh-grade students in SMP Negeri 2 Pontianak.

Atopic dermatitis (AD) is a prevalent chronic relapsing inflammatory skin disease affecting individuals across the lifespan from childhood through adulthood. The burden of AD is now well recognized. Recent advancements in understanding its pathophysiology have led to significant therapeutic improvements over the past five years. Dupilumab stands as one of the pioneering systemic treatments available for AD. While dupilumab enables rapid and substantial short-term disease control, assessing the effectiveness of long-term therapeutic strategies is crucial. Improving knowledge on the management of maintenance treatment is a key clinical question for patients and clinicians. We hypothesize that spacing dupilumab injections in adolescent and adult patients with controlled AD is an interesting maintenance treatment option. This randomized clinical trial aims to compare a step-down strategy involving spaced dupilumab injections with standard maintenance treatment in patients with controlled AD. This multicenter non-inferiority randomized controlled trial will enroll 256 adolescents and adults with controlled AD treated with a labelled dose of dupilumab for at least 12months from thirty-one academic hospitals. Participants will be randomly assigned in a 1:1 ratio to either the experimental group (progressive step-down injection strategy) or the control group (standard maintenance treatment, i.e., 300mg dose administered every two weeks; for adolescents over the age of 12, the dose is adjusted according to weight). The primary outcome measure will be the Area under the Curve of the Atopic Dermatitis Control Tool score recorded weekly over one year. In clinical practice, AD patients who respond favorably to dupilumab often express interest in reducing treatment frequency, sometimes on their own initiative. Anticipated benefits of a step-down strategy include potentially improved long-term risk-benefit profiles and enhanced patient quality of life through reduced injection frequency. Collectively, this approach may yield insights into optimal long-term dupilumab strategies for responders while potentially lowering systemic treatment costs for healthcare providers. Clinical trial.gov: NCT05642208 first published on 8 December 2022 (https://clinicaltrials.gov/study/NCT05642208?term=MADULO&rank=1); Clinical Trials Information System, EUCT number: 2022-501179-23-00 first published on 8 November 2022 (https://euclinicaltrials.eu/search-for-clinical-trials/?lang=en&EUCT=2022-501179-23-00).

Delirium is a transient state of confusion caused by multiple causes in the intensive care unit (ICU), characterized by impaired consciousness and altered cognitive function. Non-pharmacological measures are effective measures to prevent delirium in the ICU, including occupational therapy, early mobilization, environmental improvement, and correction of hearing and vision. The purpose of this study is to investigate the effectiveness of occupational therapy regimens based on the Person-Environment-Occupation model (PEO) to reduce the incidence of delirium and improve the prognosis of patients with mechanical ventilation in elderly people in ICU. This study is a single-center, randomized, controlled trial. We randomized 52 elderly mechanically ventilated patients admitted to the ICU in a 1:1 ratio into conventional delirium care (control group) and occupational therapy (experiment group). Randomization will be conducted using the sequentially numbered, opaque, sealed envelope (SNOSE) technique. The duration of treatment is from patient enrollment to patient discharge or return to baseline functional independence. The primary outcome was the incidence of delirium, which was assessed using Confusion Assessment Method for the ICU (CAM-ICU). Secondary outcome measures were duration of delirium, ability of daily living, length of ICU stay, grip strength, duration of mechanical ventilation, cognitive status, and the Canadian Occupational Performance Measure (COPM) to assess patients' functional status before and after training. This study will investigate whether occupational therapy based on the PEO model affects the incidence and functional outcomes of delirium in elderly mechanically ventilated patients in the ICU. This study will provide new and important evidence on how to optimize outcomes in elderly patients with mechanical ventilation in the ICU. ChiCTR2500095640. Registered on January 9, 2025. https://www.chictr.org.cn/showproj.html?proj=257005.

Obesity and menopausal hypoestrogenism interact in a way that worsens insulin resistance and increases the risk of metabolic diseases. This study evaluated the effects of a diet composed of liquid chickpea sprouts (CS) on these problems. Sixty-four female Wistar rats were assigned to four experimental groups: a control group (Ctrl); a hypoestrogenic (HE) group, induced by ovariotomy; an obese (Ob) group, fed a high-sucrose diet; and a hypoestrogenic-obese (HE-Ob) group. Each group was subdivided into animals treated with chickpea sprouts (CS, 0.9 g/kg/day) or with a vehicle for four weeks. The results showed that CS significantly improved glucose tolerance and restored insulin sensitivity, normalizing the HOMA-IR index in both the Ob and HE-Ob groups. In addition, CS reduced serum triglycerides, reversed hepatic steatosis, and caused a favorable redistribution of adipose tissue, leading to decreased mesenteric fat accumulation. In conclusion, chickpea sprouts have protective metabolic effects by improving glucose homeostasis, reducing blood lipids, and mitigating liver damage in an estrogen-deficient model of obesity. These findings support the potential of chickpea sprouts as a dietary intervention to help prevent metabolic complications in obese postmenopausal women.