Foster Engagement Research Articles

Recognising and responding to the community needs of gay and bisexual men around mpox.

In May 2022, a global surge in mpox cases, typically endemic to Western and Central Africa, particularly affected gay, bisexual, and other men who have sex with men (gbMSM). This study examines gbMSM communities' experiences and perceptions around Ireland's public health response to the outbreak. A cross-sectional mixed-methods online survey was conducted. Qualitative data were analysed using reflexive thematic analysis informed by critical realism. A total of 163 gay and bisexual men took part in the survey. Participants accessed information from diverse sources, reporting varying levels of trustworthiness. Overall, participants were well-informed. Four themes were developed from the qualitative data: (1) Perceptions of the mpox response: divergence in urgency, priority, and care; (2) The mpox outbreak as a sign of otherness for gbMSM; (3) The potential for othering through mpox prevention practices; and (4) mpox, memory and fear. While community-led initiatives were effective, significant challenges included stigmatisation, discrimination, and mistrust towards public health institutions, influenced by institutionalised homophobia. The study underscores the need for inclusive, culturally sensitive, and transparent public health strategies. The mpox outbreak highlights the importance of robust community collaboration in public health interventions. Future strategies must ensure equitable access to information, vaccination, and care, and address broader structural inequalities to foster trust and engagement within affected communities.

Introducing the ProInterest model

This study introduces the ProInterest model, a novel framework designed to foster long-term student engagement in mathematics. ProInterest model identifies features that trigger initial interest and subsequently sustain student interest towards mathematics activities. We explore the interplay between these features based on a focused narrative review and demonstrate their application through a case analysis of two mathematics tasks that look different on the surface, yet can be identified to share common features fostering interest when looked through the lense of the ProInterest model. We also apply the model to tasks generated by experts and AI. We show that applying the model to identify features that can trigger and maintain student interest towards a task, one can reveal shortcomings in typical mathematics tasks: humour and creativity are typically missing, and even tasks aimed to be tailored to appeal to students may utilise unimaginative layout and structure. This research bridges a critical gap in the knowledge of interest promoting mathematics tasks by providing a practical tool for educators and instructional designers to create engaging mathematics experiences.

Emotive architecture: Design strategies for urbanization and rural revitalization in China

Taking a specific lens on China’s unique and intricate interplay between urbanization and rural revitalization, this article traces these dynamics back to the nation’s social-cultural fabric. It contextualizes the coexistence of urban and rural identities within the broader Chinese cultural tapestry, underscoring their shared heritage within a collective consciousness shaped by an agrarian legacy. This culminates in the philosophical concept of “Oneness of Heaven and Humanity,” the apex of Chinese cultural aspirations, deeply rooted in the relationship between humans and the land, and calibrated by a state of harmony. Emotion is not merely a tool for achieving this ideal but also a phenomenon shaped by it. Through a comparative analysis of two architectural projects – one urban and one rural – this study examines the practical application and influence of emotive architecture. This approach, sensitive to emotional undercurrents, employs precision akin to acupuncture in diagnosing and addressing regional challenges. It accentuates the meticulous interpretation of emotional resonance, a sensory comprehension of place, and the harmonious fusion of digital craftsmanship with local construction techniques. By positioning architecture as the interface between individuals and their broader environment, the study reveals how emotion-centric design can evoke profound emotional responses, foster community engagement, nurture a collective sense of belonging, and contribute to the economic and cultural vibrancy of specific locales. Particularly pertinent amid the significant sociocultural and environmental shifts in both urban and rural China, this research advocates for a reevaluation of architectural practices that prioritize understanding and addressing the emotional dimensions of space. It offers a strategic framework for navigating the complexities of modern development in China.

Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.

The Impact of Cognitive Impairment on Life Satisfaction in Older Adults: Examining the Double Mediating Roles of Neighborhood Satisfaction and Social Participation

ABSTRACT The environment plays an integral role in the lives of individuals with cognitive decline. This study analyzed data from the National Survey of Older Koreans (2020) (9,885 older Koreans). The results showed that cognitively impaired group had lower community environment satisfaction than the cognitively healthy group, which led to lower social participation and lower life satisfaction, and the double mediation effect was significant (B = −.001, p < .001). However, there was no direct effect of cognitive status on life satisfaction (B = .004, p = .759). The findings highlight the imperative for the development of neighborhood environments that foster social engagement among older adults experiencing cognitive decline.

CONCEPTUAL METAPHOR IN FOOTBALL NEWS ON GOAL.COM

This research examines conceptual metaphors as defined by Lakoff and Johnson, focusing on three types: structural, ontological, and orientational. The study analyzes an editorial from Goal.com titled, "Arsenal have no margin for error! Gunners told Liverpool showdown is 'must-win' in title race just eight games into 2024-25 season," using a qualitative approach grounded in cognitive semantic theory to explore the nuanced meanings conveyed through metaphor in sports commentary. Known for its in-depth and timely football analysis, Goal.com offers insights into how metaphors enhance fans' understanding of competitive sports narratives. Data collection involved close reading and note-taking, identifying instances of structural, ontological, and orientational metaphors, along with their source and target domains and image schemas. Findings reveal five structural metaphors, which use schemas such as Scale and Force to emphasize competitive intensity; four ontological metaphors, drawing on Container, Force, and Existence schemas to illustrate team pressures; and one orientational metaphor, using the Container schema to deepen spatial and relational context in the text. This study highlights the role of sports media metaphors in shaping public perception, making abstract concepts like competition and resilience more tangible. By framing sports challenges in relatable, high-stakes terms, these metaphors foster emotional engagement among fans, creating a shared understanding of a team's journey and pressures and underscoring the powerful influence of metaphor in sports narratives.

Media and Immersive Technologies in Higher Education

Media and Immersive experiences in higher education provide students the opportunity to engage with course content in ways that were not previously possible. The Media and Immersive team at the University of New South Wales, Sydney (UNSW) was created to support academics in developing innovative solutions and to foster engagement from students with new forms of content delivery. This paper will outline the affordances and challenges of media and immersive applications at UNSW and examine the possibilities that artificial intelligence and open educational resources offer in overcoming some of the barriers to widespread adoption.

Sense of Community in the context of disease prevention and health promotion: A scoping review of the literature

BackgroundThe centrality of community engagement in disease prevention and health promotion interventions highlights the need to understand the contextual factors that shape participation. Sense of Community (SoC), characterized by feelings of belonging, connection, and interdependence among members of a community, has emerged as a key component of community capacity and is therefore expected to influence engagement outcomes. However, empirical evidence is needed to assess its actual impact on community engagement. Additionally, the literature lacks a broader synthesis of the role and implications of SoC in this context. This study aims to review the empirical literature on SoC in disease prevention and health promotion, with a special focus on its association with community engagement.MethodsA scoping review was conducted following the PRISMA guidelines, searching for empirical studies published between 1974 and 2023 via Scopus, Web of Science, and PubMed.ResultsNineteen studies were included in the review, revealing three key themes: (1) the community to which SoC refers – among intervention participants, within community coalitions, and defined by the place of residence; (2) the interpretation of SoC, either as a generic, intuitive concept or as a theoretically defined construct; (3) the ways in which SoC is studied – as a predictor of engagement but also as an outcome of the interventions. Generic SoC among intervention participants emerged as a positive outcome and a factor contributing to engagement. However, as the scope expanded to encompass broader communities and SoC became more theoretically grounded, these dynamics shifted. SoC related to the place of residence did not exhibit significant improvement after interventions. Broader community-level SoC showed positive associations with engagement among members of community coalitions, but evidence was less consistent among the individuals targeted by interventions.ConclusionsThe review highlighted a scarcity of empirical research on SoC despite its recognition as a key component of community capacity. Contextualizing SoC is crucial, as its interpretation significantly influences its role in disease prevention and health promotion interventions. Further research is needed to clarify whether SoC can foster engagement at all community levels, especially among the general population. This is particularly relevant amid the current context of escalating health needs and strained traditional resources, where community engagement is increasingly essential to ensuring the sustainable delivery of disease prevention and health promotion efforts. If SoC can drive widespread engagement, it could play a pivotal role in building more proactive and autonomous health-promoting communities.

Older Adults' Understanding of COVID-19 and Successful Aging: An Application of CEMSA to Ghana and Uganda.

COVID-19 heightened the uncertainty of aging, mainly because older adults were considered most vulnerable to the virus's effects. This study utilized the Communicative Ecology Model of Successful Aging (CEMSA) as a framework to understand the intersection of aging, COVID-19, and communication. In-depth interviews were conducted to explore the nuanced accounts given by fourteen eligible participants from Ghana and Uganda to understand their communicative practices about successful aging during COVID-19. Findings revealed that expressing optimism about aging, planning for future care needs, self-categorization as old, or attributing behavior to old age, and using emerging communication technologies to foster engagement with friends and loved ones are crucial aspects of older adults' communication around successful aging during the pandemic. The study also extended CEMSA to the African context and introduced faith as a new element that influenced how older adults communicate about successful aging that the model had not previously accounted for.

Status of HPV disease and vaccination programmes in LMICs: Introduction to special issue

Sexually transmitted human papillomavirus (HPV) infections are extremely common in both men and women and while most will clear naturally, some may progress to cervical cancer and other cancers. Despite the availability of prophylactic vaccines and well-established screening and treatment practices, the global burden of HPV-related disease remains high, particularly in low-and-middle-income countries (LMICs). We outline the current global epidemiology of cervical cancer disease incidence and mortality, with the highest burden in Africa and Asia. As part of a strategy to eliminate cervical cancer as a public health problem, the WHO recommends a 3-fold approach combining the use of prophylactic vaccines with cervical cancer screening and treatment. This overview focuses on the globally available HPV vaccines and current status of vaccine introduction in LMICs. We describe decreased HPV vaccination coverage in recent years and highlight the need for emphasis on new vaccine introductions and existing vaccine programme strengthening in order to reach goals for the elimination of cervical cancer as a public health problem. It is estimated that US$3.20 will be returned on each dollar invested in cervical cancer prevention efforts through 2050 [1]. Success for these initiatives centers on strategic vaccine delivery and collaborations that foster political support and engagement with civil society organisations and educational sector stakeholders. Recent increases in vaccine supply and single-dose efficacy evidence pave the way for cervical cancer elimination through vaccination coupled with screening and treatment. Subsequent manuscripts in this supplement will outline case studies and lessons from two symposia held in Africa and South Asia by the Coalition to Strengthen the HPV Immunization Community in 2022 including evidence for a one-dose strategy, the challenges of maintaining vaccine programmes during the COVID-19 pandemic, and progress in cervical cancer screening programmes.

The Role of Digital Technology in Supporting English Language Learners: Balancing Engagement and Access in Secondary Schools

This study explores the impact of digital technology on the engagement and learning experiences of English language learners (ELLs) in secondary classrooms. Through interviews and focus group discussions with three ELLs, the research identifies key themes in how students use technology for research, language assistance, and overall learning support. The findings suggest that digital tools such as smartphones, online dictionaries, and translation apps play a vital role in helping ELLs navigate linguistic challenges and engage with academic content. Students rely on these tools to independently clarify unfamiliar terms, conduct research, and overcome language barriers. Additionally, the study highlights that while ELLs value technology, they express a preference for balanced integration, with both traditional and digital methods supporting their learning. As schools increasingly move toward restricting personal mobile devices, the findings raise concerns about how such policies may hinder ELLs' access to essential language support tools. The study advocates for a more inclusive approach to technology integration that considers the specific needs of ELLs and leverages personal devices to foster engagement and academic success.

Art-Based Approaches to Health Promotion Policy Development

This paper examines the intersection of art and health promotion policy development, highlighting the role of arts-based approaches in shaping health interventions. By examining various case studies and methodologies, the paper discusses how arts, particularly visual and performing arts, have been utilized to communicate health messages, foster community engagement, and influence public health policy. The power of art to transcend cultural and social boundaries, provoke emotional responses, and offer new ways of thinking is emphasized. The paper concludes that while arts-based approaches show promise in health policy development, further research and sustained support are needed to enhance their long-term effectiveness and scalability. Keywords: Art-based health promotion, Health policy development, Community engagement, Visual and performing arts, Public health interventions.

THE ROLE OF AMERICAN STORIES IN TEACHING ENGLISH

This study examines the effectiveness of using American stories in ESL education to enhance cultural understanding, vocabulary, listening, and pronunciation skills. By engaging with American folktales and literature, students gain exposure to idiomatic expressions, cultural nuances, and diverse language structures within meaningful contexts. Storytelling reduces language anxiety, promotes critical thinking, and provides practical language use models. Suggested classroom applications include storytelling circles, role-playing, and thematic discussions, which collectively foster cultural literacy, engagement, and language proficiency.

TECHNOLOGIES FOR DEVELOPING STUDENTS' PHRASEOLOGICAL COMPETENCE IN ENGLISH LANGUAGE LESSONS (BASED ON EXAMPLES FROM GRADES 5-9)

This article explores the significance of developing phraseological competence in English language lessons for students in grades 5-9. It highlights the importance of idiomatic expressions, collocations, and fixed phrases in achieving effective communication and language proficiency. The article presents various technological tools, including interactive learning platforms, digital storytelling tools, online phraseology resources, video and multimedia resources, and mobile applications, that can enhance students’ understanding and use of phraseological units. Practical classroom examples illustrate how these technologies can be integrated into lesson plans to foster engagement and collaboration among students. Ultimately, the article underscores the role of educators in equipping students with the necessary skills to navigate the complexities of the English language, preparing them for success in diverse contexts.

Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices

High-quality, equitable, and inclusive education is essential for both individual and societal advancement. Educators play a crucial role in enhancing educational standards through effective pedagogical practices. This study investigates the influence of learning theories on educators' pedagogical strategies. A survey was conducted with 1845 educators from various educational levels in Brunei Darussalam. While educators demonstrated an understanding of behaviorism and cognitive theories, the results revealed a pronounced preference for constructivism. This approach allows educators to relate prior learning experiences, foster collaborative engagement, and provide constructive feedback. Furthermore, the results indicated that demographic factors, including gender, age, subject area, and administrative duties, affected educators’ pedagogical beliefs. The results emphasize the need for tailored, inclusive, and subject-specific professional development for educators to improve educational standards and promote inclusivity.

Improving Primary Students' Reading Engagement and Critical Literacy through Interactive Read-Aloud

This study explores reading activity using the Interactive Read-aloud approach to foster students' reading engagement and critical literacy. It also examines teachers' strategies to make interactions easier in an EFL classroom. In order to address the research problems, an exploratory sequential mix method was used, which included classroom observation, written papers, and an experiment in the classroom. The result of the study revealed that several strategies in applying critical literacy during interactive read-aloud were identified: juxtaposition, problem-solving, bookmark technique, say something, connection stem, switching and thinking hats. The test score of the experimental group has shown significant improvement from using the Interactive read-aloud approach, from 71.47 on the pretest to 87.47 on the posttest. The students also expressed varied enthusiasm and agreement regarding the benefits and enjoyment of Interactive Read-aloud. It is hoped that the practice of Interactive read-aloud can be widely used by teachers, parents, or educational practitioners to engage students in reading, enhance their motivation, and foster their critical literacy.

Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Emotions and interactive tangible tools for math achievement in primary schools.

Acquiring mathematical concepts is crucial for students' academic achievements, future prospects and overall well-being. This study explores the role of emotions in a symbolic number comparison task and the impact of the use of a tangible tool. Fifty-nine healthy children aged 6 to 7 years participated in a between-subject study with two conditions for the modality, digital tools vs the use of pen and paper, and two conditions for emotions, positive vs neutral. The study provided evidence that positive emotions can improve task efficiency for pen and paper modality, and the use of the digital tool improves task efficiency with both positive and negative emotions. These findings suggest that addressing emotional factors before engaging in a symbolic task can enhance learning and that interactive technology may give a more significant benefit to students with less positive attitudes toward the task. Incorporating effective teaching methodologies that utilize tangible devices within a positive emotional context can foster engagement and achievement in mathematics, optimizing students' learning experiences.

Navigating Borders: The Impact of Migrant Networks on Citizenship and Security in Sabah, Malaysia

This article explores the dynamics of migrant networks, citizenship, and security in Sabah, focusing on the experiences of Filipino and Indonesian migrant communities. Through a qualitative and ethnographic methodology, conducted over 12 months from January to December 2023, the study investigates how these networks support migrants in navigating complex legal frameworks and social challenges, while also shaping local perceptions and governmental policies. The findings reveal that despite their significant contributions to Sabah's economy and cultural diversity, migrants face substantial barriers to legal recognition and social acceptance. The interplay between migrant networks and citizenship rights highlights the need for more nuanced migration policies that promote integration rather than marginalization. As security concerns increasingly influence governmental responses, this article argues for a balanced approach that safeguards national interests while upholding human rights. The research underscores the importance of inclusive policies that facilitate pathways to legal residency, ensure access to basic services, and foster community engagement. Ultimately, the experiences of migrant communities in Sabah offer valuable lessons for other regions facing similar challenges in the context of globalization.

From cognitive coach to social architect: shifts in learning assistants’ valued practices

BackgroundLearning assistants (LAs) are undergraduate students who serve as instructional assistants in STEM classrooms. In addition to engaging in active practice, they take a pedagogy seminar and regularly meet with a content instructor. While aspects of LAs’ pedagogical beliefs and actions have been investigated, there remains a gap in understanding how LAs make sense of their new instructional roles and how they negotiate between their experiences as students and their responsibilities as instructors. This study uses a sequential, exploratory mixed-methods approach, which includes constant comparative open-coding, thematic analysis, and epistemic network analysis, to analyze 178 reflections written by 89 LAs across five terms at two institutions. Here, we identify each LA’s expressed goals and intended actions at the start and the end of their first term as an LA. Using a community of practice framework, we seek to explicate the shifts in these LAs’ values as they become more central members of the LA community.ResultsLAs’ expressed roles shift from being cognitive coaches, where they focus on student thinking, sense-making, and understanding of disciplinary concepts, to being social architects, where their focus shifts to attending to the aspects of the environment that can support productive interactions for learning. A social architect prioritizes goals related to mutual trust, respect, & approachability, understanding and learning about students, and creating a sense of belonging. Similarly, their intended actions emphasize compassion, understanding, and facilitating group discussion. While all LAs studied exhibited this shift, it manifested in different ways and to different extents, as illustrated in detail by four selected cases. These cases illustrate how the shifts coupled to a change in language around teaching, becoming more specific and contextual.ConclusionsLAs express a shift in their valued practices over their first term as LAs related to their instructional role. The goal of student-centered instructional practice is often framed as becoming a better cognitive coach; however, this orientation does not foreground ideas around teaching practice that aim to foster engagement, belonging, and student agency. Implications for both the LA model and, more generally, for postsecondary STEM instructors are discussed.