ABSTRACT This study aimed to determine the early literacy profiles of children with ASD. The study group consisted of 207 Turkish children diagnosed with ASD (M = 57.4, SD = 9.3) between 36 and 72 months. Receptive and expressive language skills were assessed using the Turkish Early Language Development Test (TELD-3), early literacy skills using the Test of Early Literacy (TEL) and print awareness using the Early Childhood Print Awareness Checklist (ECPAC). Nonverbal cognitive ability was measured with the Test of Coloured Progressive Matrices (CPM), and ASD severity was assessed using Childhood Autism Rating Scale (CARS). Data were analysed using Latent Profile Analysis (LPA), followed by descriptive and comparative analyses to examine differences across profiles and ASD severity levels. The LPA results revealed a three-profile structure. According to their age and developmental level, children in the first profile (40%) were categorised as performing at an average level in terms of early literacy skills, children in the second profile (44.7%) were categorised as low-performing, and children in the third profile (15.3%) were categorised as very low-performing. This study contributes to the literature by providing a data-driven, profile-based understanding of early literacy development in Turkish-speaking children with ASD within a transparent orthographic context.

This study investigates the impact of self-regulated learning (SRL) and interactive learning (IL) on the development of information literacy among primary school students in Guizhou, China. Grounded in social constructivism and SRL theory, the research employed a mixed-methods design comprising instrument development, psychometric validation, and a cross-sectional survey. Data were collected from 223 full-time primary school teachers across five public schools in Kaili City, supported by open-ended responses to enrich interpretation. The findings demonstrate that SRL is the strongest predictor of students’ competencies, significantly influencing digital literacy (β = 0.53), research skills (β = 0.48), and ethical awareness (β = 0.41). IL also contributed positively, particularly to research skills (β = 0.25), though its effects on digital literacy and ethical awareness were comparatively weaker. Notably, SRL and IL together produced a synergistic effect on digital literacy, underscoring the complementary roles of individual autonomy and collaborative interaction. Ethical awareness, however, showed the weakest association with both approaches, highlighting the need for dedicated ethics instruction beyond general pedagogical strategies. These results contribute theoretically by positioning SRL as a meta-competency for information literacy development and clarifying the conditional role of IL. Practically, they provide guidance for integrating SRL training, strategically applying IL, and strengthening ethics-focused curricula to prepare students for the demands of 21<sup>st</sup> century digital learning environments.

The integration of Artificial Intelligence (AI) in education has underscored the urgent need to equip educators with essential AI literacy and related competencies. This paper highlights the critical importance of advancing research on the development of teachers' AI literacy, particularly through targeted professional development programs. To address this need, the study piloted a training program involving 19 mid-career teachers in Singapore. Over the course of six weeks, participants engaged in an intensive 18-hour program designed to enhance their ability to integrate AI into educational practices, with a strong emphasis on ethical considerations. Mixed methods were employed. Data collection included pre-and post- intelligent Technological Pedagogical Content Knowledge (TPACK) surveys, teachers’ perceptions on AI, in-class group discussions, and post-individual written assignments. Data analyses included content analysis and quantitative data analysis. The results showed a significant enhancement in i-TPACK, accompanied by a shift in their overall perceptions of AI. The teachers not only acquired a good understanding of ethical frameworks but also demonstrated adept application in envisioning innovative AI in teaching, schools, and assessment. They formulated tailored action plans for implementing AI in their respective schools. Furthermore, the study employed a novel analytical matrix based on the Aristotelian tripartite division of knowledge—episteme, techne, and phronesis—to compare action plans between teachers with higher and lower perceived i-TPACK levels, focusing on AI’s application in teaching, schools, and assessment. This study contributes valuable insights into teacher professional development concerning AI in education and informs the implementation of AI in teaching practices.

ABSTRACT This paper examines the role of professional development in early childhood education (ECE), with a focus on the Kid Writing (KW) approach, a literacy development approach designed to support young children’s writing. The KW approach utilizes a coaching model where external literacy coaches collaborate closely with preschool teachers to model and scaffold the KW strategies, providing personalized- support. This ongoing coaching model allows teachers to reflect on their practices and integrate new strategies into their teaching, which research suggests is crucial for improving instructional quality and student outcomes. Data for this study were collected over three years from five preschool centers in a northeastern urban district, involving 27 lead and assistant teachers. The data included classroom observations, focus groups with teachers and literacy coaches, and field notes from leadership meetings. Data analysis involved a thematic analysis of focus group discussions and observational field notes. The findings demonstrate that the KW coaching model offered ongoing, tailored support that significantly enhances teacher efficacy, fosters reflective practices, and helps teachers implement new strategies in the classroom. Results suggest that combining coaching with mentoring provides a comprehensive framework for teacher development.

This article examines the contemporary opportunities and limitations of using large language models(LLMs), including ChatGPT, in higher education and scientific research. It outlines the technologicalfoundations of LLMs, highlighting their capabilities for context-aware dialogue, language synthesis,automated assessment, and personalization of learning pathways, including applications in languagelearning and intercultural communication that can support learner autonomy and communicativecompetence. The study emphasizes the potential of AI to enhance the quality of education, supportpedagogical decision-making, and improve the management of educational processes. At the sametime, key risks are identified, including informational biases, reliance on training data, the potentialgeneration of inaccurate content, threats to privacy, and challenges to academic integrity. Ethicalconsiderations are discussed, focusing on algorithmic transparency, data security, researcheraccountability, and the prevention of discriminatory effects. The article also presents key strategies foraddressing these challenges, including the development of information and ethical literacy, theestablishment of transparent university policies, clarification of scientific publication requirements,and implementation of guidelines for responsible LLM use. The study concludes that effectiveintegration of LLMs into academic environments requires a balanced combination of innovativepotential and ethical safeguards to ensure the integrity of education and scientific research. Keywords: large language models (LLMs), higher education, personalized learning, academic integrity, artificial intelligence, digital literacy, sustainable development, ethical AI, communication

How Chinese as a foreign language learners use generative AI for oral script-writing: A qualitative perspective on cognitive scaffolding in project-based learning.

ABSTRACT Digital literacy is essential for youths’ learning, well-being, and societal engagement, yet its developmental trajectory and links to digital activities and student backgrounds remain understudied. This longitudinal study tracked digital literacy and digital activity among 248 primary school students (48.7% female) and 684 secondary school students (51.5% female) in Hong Kong. Participants were selected via stratified random sampling and completed a performance-based digital literacy assessment plus self-reported digital activities and demographics at two waves, two years apart. Findings indicated an overall improvement in both digital literacy and leisure digital activities for primary and secondary students. Parallel latent growth models identified distinct patterns: primary school students with lower initial digital literacy showed greater improvement, whereas secondary school students with higher initial skills made more substantial gains. Initial engagement in study-related digital activities negatively predicted digital literacy growth among primary students, while among secondary students, both leisure and study-related digital activities co-developed positively with digital literacy. Home resources were found to be marginally associated with improved digital literacy in primary school students. These findings reveal differentiated developmental pathways for digital literacy across age groups, underscoring the importance of longitudinal relationships between digital literacy, digital activity and student background.

Research on writing literacy has largely focused on formal schooling and single educational levels, leaving limited empirical evidence on how reflective, creative, and critical writing skills develop through integrated community–school programs across educational stages, particularly in Global South contexts. This study addresses this gap by examining a community- and school-based literacy program implemented across three learning settings in North Sumatra, Indonesia: a public book club, a lower secondary school, and an upper secondary school. Employing a qualitative field study design, data were collected through participatory observation, document analysis of students’ writings, and reflective texts produced during eight literacy sessions conducted in October 2025. The findings reveal a staged development of writing skills, where reflective writing functions as an entry point for self-expression, creative writing mediates the articulation of values and empathy, and critical writing emerges as a later outcome marked by growing argumentative clarity and intellectual confidence. Participation patterns varied across contexts, yet consistent improvement was observed when writing practices were contextualized and supported through non-evaluative facilitation. This study contributes a context-sensitive literacy model that integrates reflective, creative, and critical writing across educational levels, offering theoretical and practical insights for literacy development in Global South educational ecosystems

ABSTRACT This self-study investigates how educator-led shared book reading (SBR) strategies can be optimized to effectively support preschool children’s language and literacy development through the lens of sociocultural theory. Using a self-study of teacher education practices (S-STEP) methodology, the study examines the impact of high-quality interactions, verbal scaffolding, and diverse reading materials on children’s language and literacy developmental outcomes. The study draws on Author 1’s observations and reflections from her own teaching placements and current practice as an early childhood educator, with critical friendship of Authors 2 and 3. The findings reveal the crucial role of tailored interactive SBR sessions in children’s language and literacy development. The study also underscores the need for continuous professional development and improved language skills for early childhood educators to optimize SBR practices and support children’s learning outcomes.

This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda

Purpose: Physical literacy (PL) emphasises the integration of physical, affective, cognitive, and social elements to promote health-enhancing physical activity. Although the concept has gained significant attention in research, practice, and policy over the last two decades, the field is characterised by segmented actor networks, narrow country foci, and a lack of prospective orientation. Therefore, the goal of this study was to: (a) define goals, principles, actions, and pathways that advance the PL field, and (b) subsequently derive a ‘Global Physical Literacy (GloPL) Action Framework’. Methods: Leveraging the benefits of collective intelligence, we conducted a group Delphi study with individuals representing: geographical regions (59 individuals on behalf of 46 countries), themes of special interest (seven themes/individuals), and 19 academic societies/organisations, including the HEPA Europe network. The representatives independently generated ideas through online surveys (Qualtrics) with the potential to significantly advance the PL field. The ideas were subjected to four-eye reflexive thematic analysis (NVivo v14.23.3), informing the subsequent discussions in three online meetings split into two hemispheres. All decisions were supported by formal voting with pre-defined agreement thresholds for the first (≥67%) and second (≥50%) voting rounds. Results: The reflexive thematic analysis resulted in 857 codes hierarchically bundled to five meta-themes: advocacy, practice, education, assessment, research. The members discussed 15 central topics, of which six reached agreement in the first and nine in the second voting round. Combined, the most important recommendations include (sorted by discussion time): instead of forcing a global PL definition, the field requires an obligatory core set of elements/principles, allowing for national or regional specificities (89.7%); physical education curricula worldwide should align with the principles of PL (93.9%); PL should be highlighted on the global sport agenda (92.0%); and the field of PL can benefit from strengthening links to the sustainable development goals (66.0%). Conclusion: The results of the 15 topics inform the content of the first ‘Global Physical Literacy (GloPL) Action Framework’. Its release will guide actions in the fields of ‘advocacy’, ‘practice’, ‘education’, ‘assessment’, and ‘research’. Funding/Support Source: This study is supported by the first author’s postdoctoral research fellowship. Keywords: Health promotion, holistic, lifespan, physical activity

Abstract The aim of this research was to enhance understanding of how students’ socioeconomic status (SES) relates to their information and communication technology (ICT) literacy in specific aspects. Although social disparities in ICT literacy have been subject of research for more than two decades, little is known about which family characteristics determine these and how these disparities are mediated. Therefore, first, the effects of multiple SES indicators (parents` educational level, occupational status of parents, cultural capital) on ICT literacy were examined. Based on scholarly cultural theory and recent research, it was expected that cultural capital (i.e., the number of books at home) would show a stronger correlation with ICT literacy compared to other SES factors. Second, ICT usage motives were investigated as mediators of the relationship between various SES indicators (i.e., cultural capital in particular) and ICT literacy. This gap was addressed by using data from a comprehensive study involving German 15-year-olds ( N = 14,436) and analyzing both cross-sectional and longitudinal impacts on ICT literacy over three years. The results provide strong support for the hypothesized framework, i.e. they stress the importance of cultural capital as well as the role of ICT usage motives as mediating variables for the development of ICT literacy. Longitudinally, ICT usage motives could account for over a quarter (28%) of the cultural capital to ICT literacy association. Nevertheless, the findings point to open questions which primarily refer to processes of parental media socialization.

Islamic boarding school (pesantren) libraries play a strategic role in supporting learning activities, strengthening literacy, and fostering a reading culture within religious educational environments. However, the management of pesantren libraries in Jambi City still faces various challenges, including limited human resources, manual management systems, and minimal utilization of information technology. This community service program aims to improve the management of pesantren libraries through training on the implementation of a library automation system using the Senayan Library Management System (SLiMS). The program was carried out through several stages, including planning, theoretical and practical training, technical assistance, and evaluation. The training materials covered an introduction to library automation, installation and configuration of SLiMS, collection processing, circulation services, and library reporting. The results indicate an improvement in the participants’ understanding and skills in managing library collections and services more effectively, efficiently, and in an integrated technology-based manner. The implementation of SLiMS is expected to enhance the quality of information services, support students’ learning activities, and contribute to the development of digital literacy within pesantren libraries in Jambi City.

ABSTRACT This article describes how early childhood teachers can partner with culturally and linguistically diverse families to support the early language and literacy development of emergent bilinguals, specifically for pre‐kindergarten to first‐grade students. The article positions families as valued partners in children's learning and introduces three partnership roles: teachers and families as learners, knowledge‐sharers, and co‐facilitators of home learning. Practical examples show how everyday routines, guided play, and back‐and‐forth conversations in families’ home languages can strengthen bilingual development while building meaningful home–school connections. The article also highlights the role schools and teachers play in creating the structures and supports needed to sustain these partnerships.

This study aims to analyze the influence of the learning environment on the development of numeracy literacy among elementary school students. Using a descriptif quantitative approach with a survey method based on a Likert scale, data were collected from students and teachers in several elementary schools. Descriptive statistics and regression analysis were employed to identify the most influential learning environment factors on numeracy literacy. Results indicate that learning environment factors, such as classroom atmosphere, facilities, and teaching methods, significantly impact students' numeracy skills. These findings emphasize the importance of a conducive learning environment in supporting basic numeracy development. The application of this research is expected to improve learning environments and enhance numeracy literacy at the elementary level.

Background and objectivesAntimicrobial resistance (AMR) poses a mounting sustainability challenge to healthcare systems, especially in Southern African settings, where antimicrobial stewardship capacity is limited by resource constraints, with structural challenges exacerbating the problem of resistance. Strengthening education could support the development of AMR-related knowledge, and stewardship skills for health practitioners are key to enhancing antimicrobial use and addressing AMR. This paper investigates how participatory research workshops can support the development of AMR-related health literacy among Zimbabwean health practitioners (doctors, nurses and pharmacists) and how such literacy can promote antimicrobial stewardship.MethodsEight interdisciplinary workshops involving 25 health practitioners were conducted at two teaching hospitals in Harare, Zimbabwe. Workshop transcripts were analysed using a combination of a value-creation framework and health literacy. The analysis identified how workshops created immediate, applied and transformative values, supporting stewardship.ResultsThe workshops created, based on self-reporting from participants, values enabling practitioners’ development of AMR-related health literacy. Functional literacy could strengthen prescribing practices and patient adherence to treatment. Interactive literacy may improve interdisciplinary collaboration. Critical literacy have the potential to support the identification of drivers of AMR in resource-limited contexts in Southern Africa.ConclusionsCreated values and AMR-related health literacy may support antimicrobial stewardship, with workshops providing a context-relevant approach to enhance AMS capacity in Southern African healthcare settings. This educational approach has the potential to contribute to bridging the gap between awareness and stewardship practice. Through integration into professional training, it could support the promotion of sustainable antimicrobial use in Southern African contexts.

ABSTRACT This paper explores how academics individually and collectively reflect on their wellbeing using arts-based approaches to support wellbeing literacy development in professional contexts. Eleven academics from an Australian university engaged in a two-day off-campus retreat using collage as an arts-based inquiry method. Participants created visual representations of their past, present, and future academic experiences, followed by reflective dialogue. Data were analysed using thematic inductive analysis. Three key themes emerged: arts-based approaches facilitated deep reflection through metaphorical thinking; academics’ wellbeing trajectories revealed evolution from past confusion toward more intentional futures; and collective reflection fostered shared wellbeing literacy development. The process illuminated multiple PERMAH dimensions, particularly relationships, meaning, and health. This study demonstrates how arts-based reflection functions simultaneously as professional development and wellbeing practice, developing critical wellbeing literacy that can help embed wellbeing as a core component of academic practice rather than an optional add-on.

ABSTRACT This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined to reading and writing. Instead, this framework conceptualises disciplinary literacies as situated and socially constructed processes that involve deeply intertwined aspects of knowledge-building, communication, and identity formation. These processes encompass diverse modes of meaning-making resources, manifesting differently across educational levels and disciplinary areas. The conceptualisation outlines several dimensions of bi- and multilingual disciplinary literacies: the bi-, multi- and translingual; multi- and transsemiotic; functional–textual; critical; and technological–digital dimensions. It acknowledges the inherently multifaceted nature of disciplinary literacies, which allows the framework to remain responsive to evolving needs and practices. The proposed flexible and adaptable framework aims at enhancing instructional practices and fostering collaborative approaches across language and content education. This approach ultimately seeks to equip learners with the skills and agency necessary to effectively participate, navigate, and contribute within increasingly complex and multilingual academic, professional, and civic domains.

Purpose: Due to an increased risk for developing reading and writing difficulties, research literature recommends integrating literacy targets into speech sound therapy for children with speech sound disorders. Translating guidance from research into daily practice warrants looking closely at applying evidence-based practices from more controlled environments into authentic settings because most speech-language pathologists practice in these real-world settings. This clinical focus article describes how embedding phonics and phonemic awareness activities into speech sound therapy in a real-world setting influenced speech sound production, letter naming, grapheme–phoneme correspondence, and phonemic segmentation in a preschool client with a speech sound disorder. Method: A female aged 4;5 (years;months) with a speech sound disorder was seen for 10 individual therapy sessions in a university speech clinic collaboratively with a graduate student clinician. The parent observed all sessions and was given specific feedback on how to implement strategies at home that were introduced in therapy. Data were collected for speech sound production, letter naming, grapheme–phoneme correspondence, and phonemic segmentation prior to therapy at the beginning, at midpoint, and at the end of the therapy sessions. Results: The client's speech sound errors decreased, phonemic repertoire expanded, phonological processes such as phoneme collapse decreased, and both letter naming and grapheme–phoneme correspondence increased; however, analyses indicated that the differences were not statistically significant. Phonemic segmentation remained unchanged. Conclusions: It is feasible to apply recommendations to integrate phonics and phonemic awareness activities into speech sound therapy. However, a clear understanding of literacy development is an important consideration when selecting targets. Results are discussed in the context of balancing clinical and statistical significance, and therapeutic decision making may benefit from integrating both.

Dyslexia is a neurological-based learning disability that impairs the development of accurate and fluent word recognition and decoding. Arabic-speaking children with dyslexia face compounded challenges due to the morphological complexity of Arabic. This study evaluates the effectiveness of morphological awareness (MA) training in improving morphological skills and reading comprehension among fourth-grade students with dyslexia. A quasi-experimental design was used with 168 fourth-grade students with dyslexia in Oman, randomly assigned to either an experimental or control group. The experimental group received a 15-week Arabic morphological training program. Pre- and post-tests assessed morphological awareness, reading comprehension, and vocabulary using adapted standardized tools. Repeated measures MANOVA showed significant time-by-group interactions favoring the experimental group across all measures (morphological skills, reading comprehension, and vocabulary), with large effect sizes (η 2 = 0.382, 0.172, and 0.150, respectively). These results highlight the intervention’s effectiveness in enhancing key reading-related skills. Morphological training significantly benefits Arabic-speaking dyslexic students by enhancing decoding, vocabulary breadth, and reading comprehension. The intervention is particularly valuable in the Arabic language context, where root-pattern morphology plays a central role in literacy development.