Improvement Of Literacy Research Articles

A roadmap for a Metaverse-based digital governance: A case of the Gambia.

This paper explores the integration of Metaverse technologies into the digital governance framework of The Gambia, in order to identify the sectors where these innovations can be implemented most effectively. Driven by the pursuit of cutting-edge solutions to improve governance, improve public service delivery, and promote citizen engagement, the study uses qualitative analysis methodologies, including interviews with Information Technology (IT) professionals and an examination of government reports. Through the application of NVivo software for data analysis, essential themes and areas suitable for Metaverse applications were uncovered. These include the potential of the Metaverse to fundamentally transform sectors such as education, public service, infrastructure development, urban planning, and cultural heritage tourism. Despite recognizing the capacity of the Metaverse for transformative impact, this research identifies significant obstacles, including technical infrastructure readiness, ethical issues, and the need for policy reform. The findings highlight the need to address these challenges through substantial improvements in digital infrastructure, literacy, ethical guidelines, and policy frameworks. The study calls for a multistakeholder collaboration model, which incorporates government, the private sector, academia, and international bodies, to ensure the successful integration of the Metaverse into the digital governance of The Gambia. Offering comprehensive insights and strategic recommendations, this research underscores the collective effort required of all stakeholders to harness the full potential of the Metaverse, thus facilitating an inclusive and efficient digital governance ecosystem in the Gambia.

Development of Student Worksheets Based on Engineering Design Process to Enhancing Student’s Scientific Literacy in Middle School Students

Scientific literacy is the ability to actively participate in discussions and understanding issues related to science and scientific ideas, serving as a form of participation as an informed citizen. The objective of this research is to examine the validity, practicality, and effectiveness of a student worksheets based on the engineering design process (EDP). The research type and design fall under research and development (R&D) and have been developed using the ADDIE research design through the steps of Analyze, Design, Develop, Implement, and Evaluate. Data collection included validation and student response questionnaires, implementation sheets, and scientific literacy tests to assess validity, practicality, and effectiveness. The validation questionnaire is used to measure validity, the student response questionnaire is used to determine student responses, the implementation sheet is used to assess the feasibility of the learning process, and the science literacy test is used to assess the improvement in students' scientific literacy. The validity analysis yielded a result of 90%, categorizing the EDP-based student worksheets as very valid. The practicality score of 86% demonstrates that the worksheets are highly practical for use in learning environments. Additionally, the effectiveness, measured through an N-gain value of 0.76, indicates a significant improvement in students’ scientific literacy. The student response questionnaire results, with an 84% score, reflect a very positive reception from students. These findings collectively confirm that the EDP-based student worksheets are valid, practical, and effective tools for enhancing scientific literacy among junior high school students. These results suggest that EDP-based worksheets can be a valuable tool for fostering scientific literacy among junior high school students, equipping them with the skills to engage in scientific discussions and make informed decisions as active citizens.

Strategi Inovasi Produk Keuangan Syariah untuk Meningkatkan Inklusi Finansial

This study aims to analyze strategies for product innovation in Islamic finance to enhance financial inclusion, a significant challenge in countries with large Muslim populations such as Indonesia. The research employs a qualitative approach, utilizing data from various literature sources, including academic journal articles, reports from Islamic financial institutions, and government regulations. The findings reveal that Islamic financial product innovation can be categorized into new product development, digital technology adoption, improvement of Islamic financial literacy, and cross-sectoral collaboration. Products such as microfinance based on Sharia contracts, digital waqf savings, and technology-driven Takaful insurance exemplify innovations aligned with modern societal needs. Additionally, Islamic fintech platforms have expanded financial access for remote communities, despite challenges such as low digital literacy and limited infrastructure. Islamic financial literacy emerges as a crucial element influencing public trust and participation in formal financial systems. In practice, cross-sector collaboration among Islamic financial institutions, governments, and the technology sector serves as a strategic approach to address regulatory barriers, competition with conventional sectors, and inconsistent global standards. This study recommends strengthening regulations, enhancing financial literacy, developing inclusive digital technologies, and fostering international cooperation to support the sustainable growth of the Islamic finance sector. With integrated strategies, Islamic finance holds significant potential not only to improve financial inclusion but also to create a fairer, more inclusive financial system that aligns with Islamic values in the modern era.

Analysis of Students' Mathematical Literacy Ability on High-Level Problems of PISA viewed from Gender

According to the 2022 PISA study, the mathematical literacy abilities of Indonesian students remain notably low, with fewer than 1% achieving proficiency levels between 4 and 6. This research employs qualitative methodologies to explore students' mathematical literacy in addressing high-level PISA problems, specifically examining gender-based differences within the context of number pattern topics. The study involved 34 grade VIII students from a public junior high school in Bandung, comprising 16 male and 18 female participants. Data were gathered through the administration of mathematical literacy tests and supplemented by in-depth interviews conducted with teachers and students. The results indicate that students' mathematical literacy is generally weak, largely attributed to their lack of familiarity with solving complex problems and difficulties in progressing beyond identifying initial patterns. Furthermore, the analysis revealed that female students outperformed their male counterparts in tackling high-level PISA problems. To enhance students' mathematical literacy, the study advocates for integrating high-level problems into the learning process. Such integration is anticipated to foster improvements in mathematical literacy, alongside the necessity for schools to implement an operational curriculum prioritising the reinforcement of foundational materials essential for developing this competency.

Development of Global Warming E-Module Integrated with PBL Model and Ethnoscience to Promote Students’ Environmental Literacy

Information and communication technology (ICT) in the 21st century is experiencing rapid development in the field of education. Education in the 21st century requires students to master 21st century skills and themes. One of the themes that students must master is environmental literacy. Based on the initial study conducted, students' environmental literacy is still low. One of the solutions provided to support the improvement of environmental literacy is the development of global warming e-module integrated with problem based learning model and ethnoscience to promote students' environmental literacy. The purpose of the study was to investigate the validity and practicality of the e-module. Product development refers to the Hannafin and Peck research and development model. The technique used in data analysis is descriptive statistics. Based on data analysis, two research results were obtained. First, the validity test results were 91.8 with a very good category. Second, the results of practicality according to teachers and students are 95.7 and 85.2 in the excellent category. The results concluded that the global warming e-module integrated with PBL model and ethnoscience to promote students' environmental literacy is valid and practical and can be used in supporting the physics learning process.

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, & Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

How Do Scholars Conceptualize and Conduct Health and Digital Health Literacy Research? Survey of Federally Funded Scholars.

The concept of health literacy (HL) is constantly evolving, and social determinants of health (SDoH) have been receiving considerable attention in public health scholarship. Since a 1-size-fits-all approach for HL fails to account for multiple contextual factors and as a result poses challenges in improving literacy levels, there is a need to develop a deeper understanding of the current state of HL and digital health literacy (DHL) research. This study examined scholars' conceptualization and scope of work focused on HL and DHL. Using a search string, investigators (N=2042) focusing on HL, DHL, or both were identified from the grantee websites of the National Institutes of Health RePORTER (RePORT Expenditures and Results) and the Canadian Institutes of Health Research. The investigators were emailed a survey via Qualtrics. Survey questions examined the focus of work; whether the investigators studied HL/DHL in combination with other SDoH; the frameworks, definitions, and approaches used; and research settings. We analyzed survey data using SPSS Statistics version 28 and descriptive analysis, including frequencies and percentages, was conducted. Chi-square tests were performed to explore the association between the focus of work, settings, and age groups included in the investigators' research. A total of 193 (9.5%) of 2042 investigators responded to the online survey. Most investigators (76/153, 49.7%) were from public health, 83/193 (43%) reported their research focused on HL alone, 46/193 (23.8%) mentioned DHL, and 64/193 (33.2%) mentioned both. The majority (133/153, 86.9%) studied HL/DHL in combination with other SDoH, 106/135 (78.5%) conducted HL/DHL work in a community setting, and 100/156 (64.1%) reported not using any specific definition to guide their work. Digital tools (89/135, 65.9%), plain-language materials (82/135, 60.7%), and visual guides (56/135, 41.5%) were the top 3 approaches used. Most worked with adults (131/139, 94.2%) and all races and ethnicities (47/121, 38.8%). HL and DHL research largely considered SDoH. Multiple HL tools and approaches were used that support the examination and improvement of literacy and communication surrounding health care issues.

The Influence of Inquiry Learning Based on Socio-Scientific Issues (SSI) on High School Students' Inquiry Skills and Chemical Literacy

This research examines the effect of SSI-based inquiry learning compared to discovery learning on students' chemical literacy abilities and inquiry skills. It also explores the percentage contribution of SSI-based inquiry learning to these abilities, along with the percentage of students achieving good levels in both areas. The study follows a quasi-experimental design with pretest, treatment, and posttest stages. The population includes all XI-grade students in MAN South Aceh Regency, with a sample drawn from two classes at MAN 4 South Aceh (XI IPA1 and XI IPA2). Data was collected using questions, observation sheets, and questionnaires, and analyzed through MANOVA and N-gain tests. The results indicate a significant difference in chemical literacy and inquiry skills between students using SSI-based inquiry learning and those applying discovery learning. Students engaged in SSI-based inquiry learning performed better in both areas. The study found that SSI-based inquiry learning contributes 92.80% to the improvement of students' chemical literacy and inquiry skills, with 80.90% contributing to chemical literacy and 83.20% to inquiry skills. Additionally, 82% of students in SSI-based inquiry learning show good chemical literacy, while 50% demonstrate good inquiry skills

Digital Literacy and the Livelihood Resilience of Livestock Farmers: Empirical Evidence from the Old Revolutionary Base Areas in Northwest China

Enhancing the livelihood resilience of livestock farmers in the old revolutionary base areas helps them to cope with the increasingly complex external risk shocks of recent years and promotes the sustainable development of regional agriculture. This study is based on survey data from 1047 livestock farmers in the Ningxia and Gansu provinces of the northwest old revolutionary base area. It incorporates the characteristics of livestock farmers and the elements of psychological capital into the sustainable livelihood analysis framework to construct a livelihood resilience index system. After measuring livelihood resilience, this paper uses a general linear regression model and a probit model to explore the impact and mechanism of digital literacy on the livelihood resilience of livestock farmers. The results show the following: (1) digital literacy has a significant positive effect on the livelihood resilience of livestock farmers, and the impact of different dimensions of digital literacy on different dimensions of livelihood resilience also varies. Additionally, this effect also shows the heterogeneity in different village clustering forms and different income groups. In areas inhabited by ethnic minorities and among moderate-income groups, the role of digital literacy on the livelihood resilience of livestock farmers is more significant. (2) The improvement of digital literacy has a significant positive impact on livelihood resilience through three different pathways: the “differential mode of association”, learning channels, and types of income. (3) Digital literacy has led to the psychological aspects of rural hollowing-out problems among livestock farmers, which is particularly evident in families with only one type of caregiving burden (either only left-behind elderly people or only left-behind children). This problem is more evident. Therefore, this paper poses that the advancement of agricultural and rural economic development in China should not only focus on the cultivation of farmers’ digital literacy but also accelerate the construction of digital infrastructure to ensure the long-term effective mechanism of improving digital literacy. At the same time, in the process of promoting digital rural areas, attention should be paid to the psychological isolation issues that the network era brings to farmers.

대학생의 디지털 리터러시 증진 프로그램의 효과성 연구: H 대학교 적용사례를 중심으로

As digital literacy becomes increasingly critical, this study aims to develop a program designed to enhance college students' digital competencies and foster their roles as responsible digital citizens. The program focuses on two core components essential to digital literacy: digital competence and digital norms. Structured as a three-session educational course, the program was implemented at University H. The Digital Ethics Literacy Scale, as proposed by Cheong-Jae Lee (2021), was used to measure changes in students' digital literacy, assessing their competencies as global digital citizens. A quasi-experimental design was adopted, involving 15 participants in the experimental group and 13 in the comparison group. To evaluate the program's effectiveness, pre- and post-assessment results were compared using the Wilcoxon Signed-Rank Test, a non-parametric statistical method. Additionally, thematic analysis of qualitative data was conducted to identify factors influencing program satisfaction. The findings indicate a significant improvement in digital literacy within the experimental group compared to the comparison group, with a particular emphasis on the improvement of digital norms over digital competence. The qualitative analysis further suggests that team-based, activity-driven learning enhances program effectiveness. This study contributes to the literature by validating the impact of digital literacy programs for college students and identifying key factors influencing satisfaction.

Reporting of Individual Taxpayer Annual Returns with E-Filling for Employees

The tax socialization activity at PT. Medikarya Utama aimed to enhance employees' understanding and awareness of filing Individual Taxpayer Annual Returns (SPT) through the E-Filing system. E-Filing, an electronic service provided by the Directorate General of Taxes (DJP), offers convenience and efficiency in tax reporting. This activity was held at PT. Medikarya Utama, Cicurug, Sukabumi, involving all company employees. The results showed improvements in tax literacy, technical understanding of E-Filing, and tax compliance levels. Additionally, the program boosted employees’ confidence in independently filing their taxes. However, some challenges were identified, such as limited digital literacy and technology access among certain employees. To address these issues, the company provided targeted assistance, intensive training, and adequate technological facilities at the workplace. This initiative not only positively impacted the employees but also demonstrated the company’s commitment to tax compliance and contributing to state revenue. By enhancing employees’ capacity to utilize E-Filing, PT. Medikarya Utama supports government efforts to promote digital transformation in taxation.

Financial Literacy, Fintech, and Risky Financial Investment in Urban Households—An Analysis Based on CHFS Data

In recent years, China’s financial markets have come under increasing scrutiny. In order to explore the impact of financial literacy on urban household investment in the risk financial market, this paper used the micro-data of the 2019 China Household Finance Survey (CHFS) to start from two perspectives: household risk financial investment and the number of investment financial products, namely the breadth of investment. By constructing a probit model and ordered probit model for empirical analysis, the main conclusions are as follows. Benchmark regression results show that the improvement of financial literacy can significantly promote urban households to make risky financial investments and can significantly broaden the types of risky financial investments. Based on the IV-probit model and two-stage least square method, the endogeneity test using the economic and financial information attention degree as the instrumental variable showed that the model results were credible. The robustness test showed that the model results were basically correct. Furthermore, the mechanism analysis found that the use of fintech played an intermediary effect in the process of financial literacy affecting urban household risky financial investment and the amount of investment. This indicates that the improvement of financial literacy can improve the probability of using fintech, thus promoting the household risky financial investment behavior. Heterogeneity analysis based on risk attitude showed that financial literacy had a greater effect on the improvement in the risky financial investment behavior of risk-inclined families, followed by risk-neutral families, and had the least effect on risk-averse families. The research conclusions of this paper are of practical significance to solve the problems related to urban household financial market investment. Therefore, this paper puts forward some suggestions for reference, especially in terms of financial education and the digital economy.

Analysis of the Kampus Mengajar Program Cohort 7 on the Improvement of Literacy and Numeracy Abilities of Students at SD Negeri 1 Margototo

The Kampus Mengajar program, part of the Merdeka Belajar-Kampus Merdeka (MBKM) initiative, enables university students to engage in primary education, particularly in areas with limited access. This study analyzes the impact of the seventh cohort of the program on literacy and numeracy skills at SD Negeri 1 Margototo. Using a qualitative case study approach, data were gathered through observations, interviews, and documentation from teachers, students, and participating university students. The research findings indicate that there was an increase in the average scores from the pretest and post-test of the Minimum Competency Assessment (AKM), specifically a 42% improvement in literacy skills and a 44% improvement in numeracy skills. These findings suggest that the Kampus Mengajar program plays a significant role in enhancing the quality of primary education and serves as an effective collaborative model between university students and schools in underserved areas.

The Influence Mechanism of Social Support And Health Literacy on Chinese Residents' Physical and Mental Health

Objectives: Earlier available studies focus primarily on the prime factors as determinants explaining the life background of patients with chronic diseases. However, a gap is yet to be filled in exploring the mediating role of health literacy not only between mental health but also for physical health. Methods: Therefore, the present study aims to examine the direct effect of social support and health literacy and its mediating effect on two dimensions of health. A convenient sampling technique has helped the researchers to achieve a valid sample of 318 community members in villages, towns, and cities with both mental and physical health recovery. Results: The results via hypotheses testing through the Smart PLS 4 version state the following: (1) social support has its significantly improves mental health recovery but does not play such a role in physical health recovery. (2) health literacy improves significantly both mental and physical health. (3) health literacy demonstrates partial mediation on the association between social support and physical health. (4) conversely, it reflects a full mediating effect between social support and mental health recovery. Conclusion: To promote the recovery of both mental and physical health, society members, friends, and family relatives are suggested to strengthen the phenomenon of social support. An improvement in the health literacy of persons who want to improve their physical and mental health may also provide substantial results.

Food and nutrition literacy in Austria - results of a representative study

Abstract Background A healthy diet is a key factor in people’s long-term health. The nutritional health literacy and food literacy of the population play a crucial role in this. In 2021, comprehensive data on these competences were collected for the first time in Austria. Methods Almost 3,000 people were surveyed online. Nutrition health literacy was assessed with the newly developed Nutrition Health Literacy Scale (NHLS) and food literacy with the Self-Perceived Food Literacy Scale Short-Form (SPFL-SF). Scores and subscores were calculated. Associations between socio-demographic and socio-economic factors and the competences surveyed were assessed using t-tests, variance analysis, correlations, and multivariate regression models. Results In terms of nutritional health literacy, respondents score an average of 60 out of 100 points, with judging (51 points) and applying (60 points) nutritional information being the most difficult. In the area of food literacy, respondents score an average of 62 out of 100 points. The most challenging areas are ‘healthier choices’ (44 points), ‘healthy snacking’ (52 points) and ‘healthy eating in exceptional circumstances’ (54 points). In both areas, men and people with less formal education score lower. In the case of nutritional health literacy, people aged 65 and over have greater difficulties. Conversely, this group performs better in the area of food literacy. Differences by income can only be seen for nutritional health literacy, to the detriment of low-income groups. Conclusions Possible options for action include the provision of quality-assured and target-group-specific information, the implementation of appropriate tools to facilitate the assessment of foods, and measures to strengthen assessment skills, digital health literacy, food and nutrition skills. Key messages • The survey showed that there is potential for improvement in both nutritional health literacy and food literacy. • The biggest challenge is to evaluate and use nutritional information and to stick to a healthy diet without making exceptions.

Impact of Digital Innovations on Health Literacy Applied to Patients with Special Needs: A Systematic Review

MHealth strategies have been used in various health areas, and mobile apps have been used in the context of health self-management. They can be considered an adjuvant intervention in oral health literacy, mainly for people with special health needs. Thus, the aim of this study was to identify the improvement of oral health literacy in patients with special needs when using digital platforms. A systematic literature review, based on the Joanna Briggs Institute (JBI) guidelines, was the main research method employed in this study. A search was undertaken in PubMed/MEDLINE and Cochrane Central Register of Controlled Trials (CENTRAL) databases, according to the relevant Mesh descriptors, their synonyms, and free terms (Entry Terms). Studies published between the years 2012 and 2023 were included. Two researchers independently assessed the quality of the included studies by completing the Newcastle–Ottawa Quality Assessment Scale questionnaire. The analysis corpus comprised 5 articles among the 402 articles selected after applying the inclusion/exclusion criteria (k = 0.97). The evidence from the considered articles is consensual regarding the effectiveness of using new technologies and innovations in promoting oral health literacy in patients with special health needs. The interventions were based on using the Illustration Reinforcement Communication System, inspired by the Picture Exchange Communication System, Nintendo® Wii™ TV, virtual reality, smartphones, with software applications to read messages sent, Audio Tactile Performance technique, and Art package. One study had a low-quality assessment, and four had a high quality. The evidence from the articles included in this systematic review is consistent regarding the effectiveness of using new technologies and innovations in promoting oral health literacy in patients with special health needs.

The Future of Religious Moderation: A Study on The Opportunities and Challenges for the Existence of Religious Moderation Values in the Digital Age

This research aims to look at the future of religious moderation, by examining the opportunities and challenges of the existence of religious moderation values in the digital era. By studying the opportunities and challenges of the existence of religious moderation values developed in the digital era, this research is expected to be able to provide a picture of the future in question. This research uses a qualitative approach with a library research method, exploring and reviewing various relevant literature materials in the form of research results based on scientific journals, e-books, magazines, phenomenon facts, news published in various information media channels such as online/offline newspapers, and various related sources that can help explain the future of the existence of religious moderation values in the digital era in the future. The results of this study show that the future of religious moderation in the digital era faces complex opportunities and challenges. On the one hand, digital technology opens up wide access to moderate religious sources, facilitates the spread of tolerance messages, and supports the improvement of religious literacy. On the other hand, challenges such as the spread of hoaxes, online radicalisation, polarisation of views, and limited digital literacy pose a serious threat to the sustainability of the development of religious moderation values

Perceptions of the 2D short animated videos for literacy against chronic diseases among adults with diabetes and/or hypertension: a qualitative study in primary care clinics.

Animation has promise for teaching complex health content through smartphone applications. However, smartphones have had limited use in Thailand for health literacy improvement among adults with chronic diseases. This study aims to explore the perceptions of adults with diabetes and/or hypertension resulting from 2D short animated videos for literacy against chronic disease that are available via smartphones. Four animated videos were initially developed based on clinical practice guidelines and nursing experience. Physicians, an expert in health education, and an animation team developed and revised scripts and storyboards of the animated videos. Lastly, videos were validated by physicians and health educators for content breadth and depth and by media experts for motion graphics and illustration. Each video presents a different situation in diabetes, hypertension, missing appointments, and obesity, ranging from 2.18 to 4.14min in duration. The inclusion criteria were adults 35-70 years old with diabetes or hypertension who received care from primary care units. Thematic analysis was performed on the extracted data. Twenty participants with a mean age of 58.4 years (SD 6.7; ranged 41-68) were focus-group interviewed. Three animation elements were assessed, including presentation, impacts, and suggestions. Participants had positive responses regarding the presentation (suitability of images and smooth motion graphics, short length of videos, simple language, understandable content, and clear sound) and impacts (recalling information, enhancing engagement, and motivating health awareness and behavior change). Suggested improvements were for a bigger font size for subtitles and considering the use of spoken text instead of on-screen text for recommendations at the end of the animations. Animated videos are acceptable for delivering health information. Pilot testing animated videos for promoting literacy against chronic diseases in adults with diabetes and hypertension is needed for optimal utility.

Labor market impacts of eco-development initiatives in protected areas

Eco-development seeks to balance economic development with biodiversity conservation, enhancing the effectiveness of protected area management. This paper examines the labor market impacts of eco-development initiatives implemented in the protected areas of the Western Ghats, India, a significant biodiversity hotspot facing intense socio-economic pressures. Our findings show that eco-development has substantially altered labor market outcomes in villages within and surrounding protected areas, resulting in a higher share of non-farm employment. This shift is marked by a reduction in year-round work and an increase in seasonal employment. These effects appear to stem from the specific types of jobs created by eco-development and the changes in land use patterns it promotes, such as a higher proportion of forested land and increased reliance on rainfed agriculture over irrigated farming. Descriptive evidence also suggests that, despite improvements in literacy, the affected villages experience lower consumption levels and higher poverty rates.

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data justice, and AI's ethical and societal implications. The lack of a clear definition of AI literacy for primary education also raises questions about what to teach and how to teach it. Additionally, little attention has been devoted to understanding gender differences in learning outcomes within AI literacy primary education.This study advocates the use of an arts-based transdisciplinary approach for teaching AI literacy to 25 primary school students. A pilot study utilizing mixed methods was conducted to assess the effectiveness of this arts-based approach. Quantitative analysis through a paired t-test revealed a statistically significant improvement in AI literacy among students participating in knowledge tests. Moreover, the results of the Mann‒Whitney and Kruskal‒Wallis tests indicated that gender and age did not impact pre- and post-knowledge test scores. Qualitative analyses further revealed the pedagogical benefits of the arts-based approach, demonstrating that students enhance their conceptual understanding of AI literacy by reflecting on their artifacts. This study contributes to the literature by providing evidence with a small sample size that the arts-based approach can overcome age and gender barriers to accessing AI literacy education and can serve as a means to teach AI thinking.