Prolonged hospital stays can increase the risk of hospital-acquired adverse events among older people, and this can give rise to increasingly complex care needs following discharge from hospital. The unique experiences of older people are important to inform effective healthcare service design. This review aims to better understand our current knowledge regarding the experiences of older people during hospital to home discharge through examining (i) the characteristics of older people included in research regarding hospital to home discharge and (ii) older people's experiences of hospital to home discharge. An overview of qualitative reviews methodology was applied. CINAHL, MEDLINE, PsycINFO and the Cochrane Library databases were systematically searched from inception to October 2024, using a combination of keywords and database specific terms and reporting followed PRISMA 2020 guidance. To estimate the extent of overlap among primary studies included in the reviews, the formula for calculated covered area (CCA) was applied. Data were extracted and analysed according to the aims of this review, and results were thematically synthesised. Six qualitative reviews reporting on 98 international primary research studies were included. Analysis revealed mixed and somewhat limited reporting of older person characteristics including age, gender, ethnicity, health conditions and reasons for hospital admission. All studies offered some insight into older persons' experiences of hospital discharge; half included the views of lay carers and healthcare practitioners. Five core themes were derived from inductive analysis: (i) wanting to be at home, (ii) working together and communication, (iii) the system versus the person, (iv) failing to meet needs and (v) role of family carers. The overarching finding was older people want to be at home but feel uninvolved in planning and therefore poorly prepared for discharge. This review exposes limited research addressing the older persons' gender, ethnicity, existing health conditions and reason for admission suggesting gaps in our understandings of the older person and their unique home context in existing research. More detailed reporting of older persons' individual characteristics and greater attention to direct reports from older persons would enrich our understanding of older persons' unique hospital to home discharge experience in different contexts. This more detailed understanding might serve to advance more bespoke strategies to enhance person-centred discharge processes and inform future research. In communicating, healthcare practitioners need to be actively 'present' to enable older people to effectively engage in discharge planning, enhance autonomy and promote shared decision making.

This rapid growth older population has created some major challenges in the structure of developing countries such as Pakistan. These rapid rise of older population change the traditional care giving structure of elderly population in Pakistan, which increased transformations of older population towards old age homes. These transformations highlighted the need for new nursing homes, which require financial allocation and policy domains to support the elderly population's needs. But the development of new nursing homes has faced many challenges including political challenges. In this context, grounded with the institutional theory and community engagement theory, this study examined the impact of political challenges on elderly care effective by the mediating role of both community engagement and organizational adaption in the terms of Pakistan. By using well-structured questionnaire, a total 305 number of survey responses were collected from the employees of different old age homes of Pakistan, but after the process of data smoothing 283 valid and usable responses were taken for final data analysis. For the analysis of collected data this study used hybrid approach of both PLS-SEM and ANN to measure the both linear and non-linear relationships of the proposed framework. The findings of the study revealed that the both community engagement and organizational adaption significantly enhance elderly care services. While ANN highlights that the organizational adaption was the most influential variable in predicting outcomes of elderly care effectiveness. These results of this study provide some valuable insights for the policymaker and manager who are working the context of old age homes of Pakistan.

"Watch me - This is how it should be done!" The effect of normative language on preschoolers' overimitation occurs only in the lab but not at home.

ABSTRACT This cross-sectional study used a questionnaire survey to examine whether preschool-based involvement is associated with school readiness directly and indirectly through the HLE. The sample comprised 2,280 parents from 12 public kindergartens across six cities in Henan Province, China. Structural equation modelling revealed that preschool-based involvement significantly predicted four dimensions of school readiness — physical and mental readiness, daily life readiness, social readiness, and learning readiness. In addition, the HLE partially mediated these associations: preschool-based involvement was related to richer home learning activities, more frequent enriched life experiences, and greater access to cultural resources, which, in turn, were positively related to school readiness. These findings underscore the value of strengthening home-kindergarten collaboration and provide parent-facing guidance that helps translate school practices into daily home routines. Together, the results support a pathway in which school–family partnership is realized in children's everyday home contexts, ultimately fostering holistic readiness for formal schooling.

ABSTRACT This mixed-methods study investigates how second-grade Spanish-English bilingual children develop both linguistic and sociocultural competence in a dual language bilingual education (DLBE) program. It focuses specifically on their early biliteracy and bilingual identity development across school and home contexts. Participants included 37 students and four teachers. Data sources included student and teacher surveys and interviews, standardized language assessments, and school records. The fsindings revealed strong cross-linguistic associations between Spanish and English, particularly between reading and writing. Children’s bilingual identities and aspirations were also positively linked to language proficiency in both languages. Notably, aspirations toward biliteracy showed stronger and more consistent associations with proficiency than oral-language goals. These findings underscore the critical role of literacy in supporting bidirectional cross-linguistic transfer. Despite this, both children and families appeared to inadvertently prioritize oral fluency over literacy, reflecting gaps in both perception and access to resources. This highlights a need for DLBE programs to broaden family engagement and reframe understandings of biliteracy. Given that identity-affirming experiences at home and school appear to support biliteracy development, sociocultural competence might be more intentionally integrated into instructional goals alongside linguistic and academic goals to better promote the holistic development of bilingual learners.

Purpose: The aims of the present study are (1) to examine sedentary behaviour and physical activity patterns in hybrid-office workers in home and office contexts, and (2) to assess the associations of such activity patterns with musculoskeletal symptoms. Methods: The present study collected data from hybrid-office employees from Ireland, Slovenia, Spain, and the Netherlands. Device-based measures (i.e. activPAL) were used for assessing sitting, standing, light and moderate-to-vigorous intensity physical activity, and sleeping in different contexts, while self-reported data assessed the musculoskeletal symptoms (i.e. Standardised Nordic Questionnaire). A compositional data analysis was employed to determine activity patterns and investigate its associations with employees’ musculoskeletal symptoms. Results: A total of 163 hybrid office workers (39 years old, interquartile range (IQR): 19; 71.8% females) were enrolled in the study. Most of them (80%) worked from home from 2 to 4 days a week. On average, participants work 8.08 hours at home and 8.39 in the office (p = 0.012). However, occupational sitting time during home-office work is higher than during location work (6.61 h/8 h workday and 6.27 h/8 h workday, respectively; p < 0.001). Occupational sitting time is spent mainly in short bouts (<30 minutes; 3.06 h/8 h workday in the office location and 2.61 h/8 h workday at home). However, home-office workers spend sitting time in longer bouts (>60 minutes) than in the office location (1.94 h/8 h workday and 1.18 h/8 h workday, respectively), but non-statistically significant differences were identified. Regarding physical activity, differences between home-office and location work were found for light-intensity (0.28 and 0.27 hours per 8 hours of workday, respectively; p < 0.001) and moderate-to-vigorous intensity of occupational physical activity (0.08 and 0.18 hours, respectively; p < 0.001). Higher time spent for occupational sitting time was associated to greater risk of suffering any musculoskeletal symptom (p = 0.023), especially those days that employees work from home (p = 0.016). Conclusion: This is one of the first studies providing evidence on the dynamic hybrid setting after the COVID-19 pandemic, which may inform policy guidelines and act as a starting point for future interventions targeting this context. Support/Funding Source: Click2Move project (ERASMUS-SPORT-2021-SCP-101050490).

Social–emotional development in early childhood lays the groundwork for school readiness, healthy relationships, and long-term well-being. Parents play a pivotal role in this process, shaping children’s emotional awareness, regulation, and social competence through everyday interactions. This literature review synthesizes evidence from 74 peer-reviewed studies to evaluate nine evidence-based parenting interventions targeting parents of preschool-aged children. The programs were analyzed with respect to their objectives, theoretical foundations, components, and the resulting outcomes for both parents and children. Across interventions, consistent benefits emerged in children, including improved emotion recognition, regulation, empathy, and prosocial behavior, as well as reductions in internalizing problems. Parents also gained in confidence and positive discipline practices. Key elements linked to effectiveness included active parent skill-building (such as modeling, role play, and guided practice), structured parent–child interactions, multi-component designs integrating home and school contexts, and flexible delivery formats that adapt to family needs. These findings underscore the critical role of parenting interventions as an evidence-based method to enhance preschoolers’ social–emotional development.

This literature-based discussion analyses the University of Tsukuba Malaysia venture, Japan’s inaugural international branch campus, by examining existinghh literature to identify potential challenges the institution may face. A thematic analysis explores five key factors. Financial motivations are contextualised within internationalist and globalist paradigms, highlighting tensions between the two. Subsequently, the strategy of delivering a Japanese higher education experience is discussed in reference to Western neocolonial dynamics. The literature then suggests that leadership challenges necessitate experienced leaders and adept stakeholder management. Finally, operational and academic factors are examined with reference to the dichotomy of global integration versus local responsiveness. Previous case studies underscore the challenges of cultural integration and the need for a nuanced approach that balances home and local contexts. This inquiry enhances the understanding of Japan’s flagship foray into international higher education and offers critical insights for strategic decision-making and future research endeavours in the field.

Historically, home visits have played a significant role in the relationship between school and home, particularly in connection with school entry. They have been considered an indispensable tool for helping students adapt to school expectations, as well as a means of strengthening the relationship between teacher and student.This article presents an analysis and discussion of the history of home visits in Denmark and contemporary research in the field, including critiques of current practices. Drawing on the concepts of Funds of Knowledge and Funds of Identity (FoK/I), the article outlines possibilities for revitalizing the home visit as a concrete pedagogical approach. The aim is to enhance schools understanding of each student’s unique skills and background, as conveyed through the home context and the student’s own narratives: face to face contact that cannot be replicated through digital interactions. Methodologically, the article is a conceptual and theoretical contribution supported by a single illustrative case vignette rather than a systematic empirical study.

"If he did it, I can do it, too. I can change my life around": The social model of recovery within the context of recovery homes accepting residents prescribed medications for opioid use disorder.

This study investigates how deliberate, play-centred collaboration between parents and preschool teachers influences children’s cognitive development, addressing a research gap on coordinated home–school play strategies in Indonesian early childhood settings. Using a mixed-methods quasi-experimental design, 92 preschoolers (M = 5.1 years), 8 classroom teachers, and 92 parents from 4 urban preschools participated in an 8-week Partners in Play intervention. Parent–teacher dyads co-planned weekly play modules aligned with Vygotskian guided-play principles. Children’s working memory, verbal reasoning, and cognitive flexibility were assessed using adapted WPPSI-IV subtests before and after the intervention. At the same time, observational rubrics and parent play logs triangulated quantitative gains with qualitative insights. ANCOVA was used to test mean-score differences, and thematic coding in NVivo 14 examined communication patterns. Children in the intervention group outperformed controls in working memory (η² = 0.18) and cognitive flexibility (η² = 0.12). At the same time, gains in verbal reasoning approached significance (p = .07). Qualitative findings identified three reinforcing mechanisms: a shared play language that scaffolded metacognition; consistent cognitive challenges across home and school contexts; and reciprocal feedback loops that enabled weekly refinement of play activities. Reported barriers included limited parental time and teachers’ initial uncertainty in co-designing home-based activities. Although the modest sample size and urban focus limit generalisability, the findings offer an evidence-based, low-cost implementation model for early childhood programmes through brief co-planning workshops, a shared play glossary, and simple progress-sharing tools. This study contributes to broader debates on home–school partnership and play-based learning in early childhood education by providing experimental evidence that structured parent–teacher collaboration functions as an active cognitive scaffold within guided play, and is relevant beyond Indonesia because similar challenges of fragmented learning environments and uneven family engagement are evident across diverse ECE contexts.

Attentional bias to food when in a satiated state may promote dysfunctional food intake, thereby counteracting the wish to reduce weight in people with obesity. Reducing attentional bias when satiated via an attention bias modification (ABM) procedure may thus be a helpful intervention to reduce obesity. As an important first step, this study examined the feasibility and acceptability of a relatively high-dose ABM using the Bouncing Image Training task (BITT) in individuals with obesity. The intervention required engagement in self-applied ABM sessions while in a satiated state (i.e., after a regular meal). Participants were 25 women aged between 18 and 35 with obesity (body mass index > 30) and with an intention to diet. They were instructed to perform the food-based BITT as a daily ABM training for 3 weeks within their home context and following a regular meal. Feasibility and acceptability were assessed qualitatively and quantitatively. Findings indicated that for the targeted group of women with obesity, it was acceptable and feasible to self-apply the training-sessions within the required satiated state. There was no dropout, and completing > 80% of trials was achieved: 92% of the sessions, 97% of those on the intended day, and 94% in a satiated state. Adding further to the feasibility/acceptability of the current approach, the intervention received a rating between neutral and positive, and there was no evidence for an adverse effect (i.e., no increase) on craving. The findings support the feasibility of setting the critical next step of testing the BITT's efficacy to facilitate a decrease in attentional bias to food cues and a decrease in food intake in women with obesity. Attention bias modification (ABM) in obesity should be applied when satiated. Feasibility and acceptability of a daily 3-week ABM program were assessed. The program was acceptable and feasible.

Self-advocacy includes both individual advocacy in the daily lives of disabled people and civic engagement to advance disability rights. Despite policies emphasizing the importance of self-advocacy, students with disabilities continue to have limited opportunities to develop and apply these skills in school and community settings. The individualized education program (IEP) and transition planning processes offer potential for student leadership and self-advocacy, yet participation remains limited due to persistent barriers. This study used semi-structured interviews with nine transition-aged students with disabilities to examine self-advocacy experiences across school, home, and community contexts. Guided by the Contextual-Behavioral Model of Empowerment, findings highlight factors that empower self-advocacy, such as self-awareness, goal setting, and supportive families and peers, and factors that disempower it, including limited IEP involvement, overreliance on family advocacy, and ableism. Although students reported little civic engagement, they offered recommendations to improve special education. Implications for research and practice are discussed.

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks within an Internationalization at Home perspective, emphasizing the role of intentional pedagogy, assessment, and attention to the hidden curriculum in supporting intercultural learning. Adopting a design-based pedagogical research approach, the study examines how intercultural competence frameworks can be operationalized through developmentally sequenced classroom interventions in higher education. The pedagogical framework and activities, including cultural artifact presentations, critical incidents, simulations, role-plays, and structured reflective practices, were developed and implemented in culturally diverse bachelor’s and master’s level courses in Spanish higher education institutions within the Erasmus+ MULTICLASS project. Classroom-based evidence collected in Spanish higher education contexts, including reflective discussions, written reflections, and observed communicative behaviors, indicates that approximately 70% of students (n = 44; N = 63) demonstrated observable progression in intercultural sensitivity, most commonly from Minimization toward Acceptance. The contribution of this article lies in linking established intercultural competence models with practical guidance for curriculum design and pedagogical sequencing within Internationalization at Home contexts.

The home context can complement formal schooling in writing. However, the family’s potential for promoting how children learn to write is still relatively underexplored, particularly in primary education. The present study used a qualitative approach based on parent focus groups to analyse the practices and support given at home to Spanish primary school students. It also examined the challenges families face and the strategies they suggested for improving their involvement in writing. Focus groups were interviewed involving 32 parents of children in the first (6–8 years old), second (8–10), and third (10–12) cycles of primary education. The results indicate that informal writing practices are carried out at home, related to communication, leisure, and reflection, along with formal writing practices based on supporting schoolwork and stimulating specific writing skills. The formal practices are based on school requirements and children’s needs, while the informal practices are a constant presence throughout primary schooling. The study also identified parental writing support that was instructional (modelling, guiding, explaining, correction), motivational (reinforcement, play, emphasising writing’s importance), and organisational (resources and organisation), which varied as children developed. The families identified challenges to enriching the writing environment at home linked to factors related to the children (lack of motivation, frustration with mistakes, and negative views of writing), to their own availability or lack of knowledge, and to the influence of school and the digital context. Their main suggestions for improvements included improved coordination between school and family and promoting writing experiences based on enjoyment and functionality. Despite the difficulties, the families offered varied writing practices and support that can complement how writing is taught at school.

Parental educational involvement is a multidimensional construct, including school and home activities. Although studies have indicated positive benefits of fathers’ home and school involvement, Black fathers remain understudied in the literature. This investigation explored the intragroup variation of school and home involvement using a person-centered approach among a sample of Black American fathers (N = 648; Mage = 38.16; SD = 11.32) with a child between the ages of 10 and 17 (M age = 12.10; SD = 2.92). Using a Polytomous latent class analytic approach (PoLCA), three distinct school-based involvement classes were identified (Event-Oriented School Engagers, Visible School Engagers, and Distant School Engagers), while 3 home-based involvement classes (Proactive Home Engagers, Infrequent Home Engagers, and Routine Home Engagers) emerged in our analyses. Findings revealed some demographic variation (e.g., marital status, students’ school stage) in paternal involvement among classes. Joint occurrence analysis demonstrated an interplay between the distinct classes of school- and home-based involvement. Overall, findings highlight variation in Black fathers’ home and school involvement. Impact Statement This study highlights the diverse ways Black fathers are involved in their children’s education, spanning school and home contexts. Findings provide insights that can inform policies and programming to better support fathers, promote their engagement in schools and at home, and ultimately benefit children’s academic success.

ABSTRACT This article reports a qualitative study that explored researcher thinking and practice (i.e., praxis) regarding the language dimension of doing research (i.e., researching multilingually). The study drew on a large interdisciplinary research project which explicitly foregrounded language considerations and problematised the languaging of research. We used an ecological lens to analyse end‐of‐project researcher reflections to explore the shaping influences on the researchers’ multilingual praxis through every stage of the research process. The language‐foregrounded project focus was a major shaping influence, but so too were the researchers’ own linguistic resources and the pulls and pushes of their home disciplines, professions, methodologies and contexts. These resources and pushes and pulls had the potential to either constrain or enable intentional, transformative action central to language‐orientated researcher praxis. The findings suggest that by foregrounding language in research in language‐focused disciplines and more widely, researchers may become more attuned to their own language‐orientated practices and the action possibilities available to them, thus enabling more informed choices about language use at each and every stage of the research process.

In view of the increase in the generation of urban solid waste, intensified by disorderly population growth, domestic composting presents itself as a sustainable alternative for treating the organic fraction of this waste. This research aimed to evaluate the composting of organic solid waste in the residential environment, associating it with the production of cabbage seedlings, with an emphasis on environmental education as a tool for raising awareness and transforming everyday practices. The study was conducted during the COVID-19 pandemic, using home composting and horticulture as educational tools and sustainable practices that promote physical, mental, and socio-environmental well-being. Composting was carried out over 120 days in a mini designed composter, with subsequent application of the compost in the cultivation of seedlings of Brassica oleracea var. costata (stalked kale). The experiment was set up in trays with fifteen cells, in a completely randomized design, with five treatments and three replicates, varying the proportions of soil and compost. Agronomic parameters such as germination time, number and length of leaves, seedling height, root length, and collar diameter were evaluated. In addition to the agronomic results, the experiment demonstrated strong educational potential, arousing the interest of participants, promoting environmental learning, and encouraging sustainable practices in the home context.

ABSTRACT Over the past decades, China has witnessed a growing exodus of ‘study mothers’ (peidu mama) – migrant mothers who accompany their school-age children abroad in pursuit of education, while navigating the intertwined roles of migrant parent, transnational family coordinator, and de facto single mother. Drawing on ethnographic research with 40 Chinese study mothers in Singapore, this article examines their complex parenting experiences across spatial–temporal and socio-cultural divides. Theoretically informed by transcendent parenting (Lim 2019) and positionality (Alcoff 2006), it argues that their migrant – transnational parenting unfolds as a deliberate, digitally mediated boundary-crossing process that integrates people, resources, and ideologies from both home and host contexts. Central to this process is the tactical crafting of a ‘transnational parenting repertoire’ – a dynamic assemblage of values and practices drawn from both contexts, mobilised in adaptive, context-sensitive ways to redeploy cross-border resources, recalibrate parenting orientations, and renegotiate roles with distant spouses. Shaped by their situated experiences as study mothers – marked by precarious socio-legal status, transnational living arrangements, and cross-border family dynamics – their parenting is inflected by a distinctive parental positionality in which constraint and possibility remain intimately entangled.

Purpose: This study explores how in-service biology teachers understand and judge the use of alien (non-native) species in education, and how their judgments differ between school and home contexts. It further distills implications for teacher education and professional development in Korea. Methods: We presented an excerpt from a widely reported “school rabbit release” incident as a common stimulus and collected open-ended survey responses from 20 in-service biology teachers (mean teaching experience 9.7 years). Data were analyzed using exploratory qualitative coding, supported by simple descriptive statistics (stance distributions and thematic frequencies). Results: Teachers’ judgments clustered into six types: (1) SOP-Conditional Permission, (2) Precautionary Opposition, (3) Educational-Value-First with Management Preconditions, (4) Replacement-First/Non-Keeping, (5) Household Autonomy with Accountability, and (6) Ambivalent/Context-Dependent. In school settings, teachers tended to prioritize replacement options (e.g., field observation, institutional partnerships, digital/VR resources) and allow keeping only when strict Standard Operating Procedures (SOPs)—risk assessment, welfare/safety, documented oversight, and end-of-use disposition—were guaranteed. In home settings, teachers acknowledged personal autonomy but strongly required lawful acquisition, sustained care, no release, and cooperation with recovery systems. Risk perceptions also diverged: schools emphasized public visibility and organizational liability, whereas homes emphasized cumulative ecological costs. Conclusion: The legitimacy of alien-species education depends on a replacement-first design, full life-cycle SOPs (from pre-risk assessment to end-of-use disposition), and linkages to local governance (registration, tracking, recovery). Teacher preparation and in-service programs should therefore cultivate four competencies: purpose-fit reasoning, replacement-based lesson design, SOP-anchored responsibility, and governance integration.