Nurses' experiences regarding role boundaries in collaborative AI-Assisted nursing: A meta-synthesis.

AI literacy, information cocoons, and creativity in healthcare postgraduate education: A latent profile and mediation analysis.

Beyond anxiety reduction: Psychological transformation and systemic contradictions in generative-AI-mediated language learning - A cultural-historical activity theory perspective.

This community service-based study responds to the urgency of strengthening digital literacy and awareness of hoaxes among elementary school students amid the increasing use of gadgets. The rapid penetration of digital technology has made children active internet users, but without adequate critical thinking skills, they remain vulnerable to false information and unethical digital behavior. This Program was held at SDN Pandean 1 and involved students in grades IV–VI through structured digital literacy socialization activities that focused on responsible use of gadgets, basic fact verification skills, and digital ethics. Using a descriptive qualitative approach, data was collected through observation, in-depth interviews with students and teachers, and documentation during program Implementation. The findings suggest that although students demonstrate high technical expertise in using digital devices, their ability to critically evaluate information, especially in identifying hoaxes, is still limited. However, such socialization activities contribute to increased awareness in verifying the source of information, recognizing misleading content, and adopting more ethical online behavior. This community service initiative highlights the importance of integrating digital literacy education into elementary learning environments. The results suggest that collaborative involvement between schools, teachers, and parents is essential to build students’ critical digital competencies from an early age.

In an era defined by pervasive artificial intelligence (AI), cultivating AI literacy is a fundamental imperative for equitable participation in society. In the Philippines, the gradual adoption of AI in higher education has outpaced institutional management, leaving universities vulnerable to ethical risks and diminished critical thinking. This research addresses a critical gap in comparative empirical data on AI literacy levels among faculty and learners at a private higher education institution in Balingasag. Utilising a quantitative, comparative research design, the study analysed the AI literacy of faculty and first-year students across nine dimensions. Results indicate that students achieve a higher overall literacy level, categorised as "Proficient Engagement" (6.05), compared to teachers, who maintain a "Conceptual Understanding" (4.43). Students excel in persuasion literacy, whereas teachers demonstrate their highest competence in AI ethics. Furthermore, a gap exists between theoretical awareness and practical application for both groups, evidenced by the lowest scores occurring in "Create AI" for students and "Learning with AI" for teachers. The study concludes that differentiated literacy enhancement programs and structured institutional policies are urgently needed to bridge these specific disparities and foster an ethically grounded mastery of AI.

ABSTRACT This study addresses a critical gap in English as a Foreign Language (EFL) pre-service teacher education: the need for structured training in critical affective civic literacy (CACL) to equip future educators to navigate the challenges of heightened immigration and political polarisation. Focusing on a cohort of 49 pre-service EFL teachers in Madrid, this research assesses their baseline empathy (both general and specific towards irregular immigrants and refugees) and evaluates their attitudes towards adopting video-based CACL practices. The study examines the readiness of these future educators to foster intercultural understanding and act as agents of change within their classrooms. Findings reveal that participants possess high levels of empathy, particularly regarding immigration, and overwhelmingly support integrating these practices into their future teaching. They identify video-based CACL methods as vital for enhancing learners’ empathy by fostering critical thinking, affective engagement, and intercultural awareness.

Existing digital mental health research tends to frame social media in individualistic terms, emphasising screen-time, self-control, or personal vulnerability. Less attention has been given to the role of algorithmic recommendation systems in population mental health. We aimed to develop a grounded theory of how adolescents experience algorithmically curated feeds and how these experiences relate to mental health and wellbeing. We conducted semi-structured, photo-elicitation interviews with 27 UK young people aged 14-19 years. Participants shared screenshots from their TikTok 'For You' and Instagram 'Explore' pages to support discussion of algorithmically recommended content. Data were analysed using constructivist grounded theory, with iterative coding, memo-writing, and theoretical sampling. We identify algorithmically structured exposure as a central mechanism through which engagement-driven recommendation systems shape young people's digital mental health. Algorithms organised what content participants encountered, how frequently, and with what emotional intensity, within broader socioecological contexts. Three interlocking processes sustained exposure; algorithmic reinforcement of engagement, emotional feedback loops between mood and recommendations, and a persistent sense of limited control despite high awareness. Although participants developed adaptive strategies and algorithmic literacy, these were unevenly distributed and often insufficient within engagement-driven, profit-oriented systems. Digital mental health may be produced through interactions between individual capacities, social environments, and commercially driven platform design. Protecting population mental health therefore requires multi-level action, including developmentally appropriate social media and algorithmic literacy education alongside structural reforms to recommendation systems, transparency, and platform governance.

School nurses play a key role in addressing the growing mental health crisis faced by school-age children. Rates of anxiety, attention deficit hyperactivity disorder, autism spectrum disorder, depression, and suicide continue to rise. These conditions reflect a complex interplay of genetic predisposition, environmental influences, and policy factors. School nurses can act at the federal, state, and local level to address the crisis. At the federal and state levels, nurses can engage policy discussions surrounding initiatives such as the 2025 MAHA report, universal screening mandates, school nurse staffing ratios, and cell phone legislation. At the local level, nurses can conduct mental health screenings using validated tools, coordinate referrals, manage individualized care plans, advocate for extended recess and digital literacy education, and pilot balanced daily routines. By collaborating with administrators and legislators and addressing the causes associated with the mental health crisis, school nurses are well positioned to support student well-being and academic success.

With the rapid advancement of artificial intelligence (AI) across education and health care, nursing programs are increasingly leveraging AI to strengthen faculty and students' professional knowledge, skills, and preparedness for future practice. Utilization and integration of AI into schools of nursing lacks clear, pedagogically sound guidance and systematic discipline-specific frameworks. Nursing faculty and staff convened to explore multiple AI literacy frameworks and developed a comprehensive, phased implementation plan addressing foundational AI literacy education, pedagogical alignment, and course/assessment level guidance. The team selected the Digital Education Council AI Literacy Framework and adapted an acceptable AI use framework. AI integration in nursing education requires discipline-specific adaptation, diverse perspectives, complementary frameworks, and iterative interpretation to support scholarly, research, and clinical decision-making competencies. Framework-based approaches enable nursing programs to address competing stakeholder perspectives while building foundations for intentional AI literacy and integration.

The climate crisis is not just an environmental issue; it's a profound public health emergency that is deeply affecting the mental well-being of young people, leading to widespread eco-anxiety. As the future frontline of healthcare, physiotherapy students will inevitably have to manage the health consequences of climate change. Yet, we know surprisingly little about how prepared they are specifically, how their own awareness of the crisis connects with their anxiety about the future. This exploratory study aimed to provide preliminary findings on the relationship between global climate change awareness and future anxiety among physiotherapy students in Turkey. We conducted a cross-sectional study with 394 physiotherapy students (mean age 21.3 ± 3.0; 74.6% female) from the state universities. Using an online survey, we gathered data on their demographic and social characteristics, along with their scores on two validated scales: the Awareness Scale of University Students About Global Climate Change (ASUSGCC) and the Future Anxiety Scale for University Students (FASUS). We analyzed the data using Pearson correlation to examine the relationship between climate change awareness and future anxiety, and univariable linear regression analyses to explore factors associated with climate change awareness. Overall, students reported a moderate level of climate change awareness (ASUSGCC mean: 3.4 ± 0.7) and a notable level of future anxiety (FASUS mean: 61.6 ± 8.6). We found a statistically significant, positive, but weak correlation between total climate awareness and total future anxiety (r = 0.168, p < 0.01). The regression analyses showed that several variables were statistically associated with higher awareness scores, although the explained variance was low. Female gender (β = 0.273, p = 0.001), environmental volunteering (β = 0.180, p = 0.019), and more frequent use of social media for climate-related information (β = 0.167, p = 0.001) were associated with higher climate change awareness. Higher total future anxiety was weakly but statistically significantly associated with higher awareness scores (β = 0.013, p = 0.001). In subscale-level analyses, Future Fear was also weakly associated with awareness (β = 0.009, p = 0.015). Previous environmental training was not significantly associated with climate change awareness (p = 0.466). Among physiotherapy students, climate change awareness was weakly but statistically significantly associated with future anxiety. Environmental volunteering and more frequent exposure to climate-related content on social media were also associated with higher awareness scores, whereas previous environmental training was not significantly associated with awareness. However, given the cross-sectional design and possible self-selection into volunteering, these findings should be interpreted as associations rather than evidence that volunteering increases awareness. Future longitudinal or intervention-based studies are needed to examine whether structured environmental engagement can improve climate literacy in physiotherapy education.

ABSTRACT Media literacy research increasingly recognizes that effective learning in later life extends beyond technical skill acquisition to encompass social and emotional dimensions of learning. In China, media education for older adults has gradually shifted from formal institutional instruction toward community-based learning contexts, where collaborative learning plays an increasingly important role. This study investigates whether collaborative learning enhances older adults’ media learning outcomes and examines the moderating role of pre-media literacy, conceptualized as reflecting differences in embodied cultural capital. Using an experimental design, 150 older adults were randomly assigned to either a collaborative learning condition or a self-learning condition. Learning outcomes were assessed across three dimensions commonly examined in educational communication research: behavioral efficiency (completion time), cognitive performance (information recall), and affective experience (observed emotional valence). The results indicate that collaborative learning is associated with shorter completion time, better information recall, and more positive emotional responses. Pre-media literacy significantly moderated all three relationships. Specifically, the benefits of collaborative learning were strongest among older adults with low and average levels of pre-media literacy, but became non-significant at high levels. These findings suggest that the effectiveness of collaborative learning depends on learners’ existing media-related resources, which shape how individuals engage with and benefit from socially interactive learning environments. This study highlights the importance of considering individual differences in prior resources when designing collaborative learning interventions in community-based media education for older adults.

Digital literacy is crucial for attaining Sustainable Development Goals 4 and 9 and for education 4.0. For this purpose, university students must improve their digital skills—a fact adequately highlighted by the COVID-19 pandemic. To examine the perceptions of university students about their digital literacy in higher education, a descriptive, cross-national study was conducted with 378 university students from public universities in Mexico and Spain. Data was analyzed using Spearman’s correlation and descriptive statistics in RStudio. The results show differences in digital literacy of university students between the two countries. However, gender has a much lower influence and is primarily linked to the use of online tools, such as Pinterest and Instagram. Prior training in Information and Communications Technology is also linked to several items evaluated at the level of literacy. Digital competencies are strongly influenced by a cultural component. These findings highlight the need to strengthen digital literacy programs in higher education to reduce cross-country disparities and promote inclusive digital competence aligned with SDG 4 and 9.

Beyond satisfaction: embedding feedback literacy in medical education.

ABSTRACT This study investigates how the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) framework for reading literacy has been interpreted and adapted within Kokugo (Japanese language) curriculum, particularly through the integration of cultural literacy. Through qualitative document and textbook analysis, the study demonstrates that Japan’s Language Culture course in the Kokugo curriculum at the upper secondary level both aligns with and selectively resists global trends in literacy education, resulting in a hybrid curriculum that seeks to balance international standards with the preservation of national cultural identity. The rationale for the study lies in the need to understand how global policy instruments such as PISA are domesticated within specific national contexts. The novelty of the research is found in its focus on the underexplored Language Culture course and its role in mediating between global and local educational imperatives.

Although necessary for operating in today's digital environment, digital literacy raises unique concerns, including the risk of privacy violations, misinformation, and potentially damaging online behavior. This investigation examines the integration of Islamic ethics into the scope of digital literacy, aiming to help Islamic youth in Malaysia navigate the Internet in a responsible and value-based manner. This study is situated within Islamic social ethics and seeks to determine whether such values can address some of the ethical issues related to the use of digital technologies. A quantitative and descriptive design was chosen for the study, with a population of Malaysian Muslims aged 18 to 30. The relationships among digital engagement, Islamic ethics, and ethics of digital technology use were tested with structural equation modeling. The study demonstrated that Islamic ethical values facilitate the resolution of ethical dilemmas associated with digital engagement. The study also indicates that insufficient digital literacy education, especially its moral aspect, weakens digital engagement, a point that calls for the integration of ethics in digital literacy education. The study demonstrates the value of integrating culture-specific ethical reasoning when enhancing digital literacy. It suggests that incorporating Islamic ethics into education is necessary to promote ethical citizenship and responsible digital engagement among Muslim youth.

"Mindful journey" exploring the informational behavior of mothers of children with leukemia during care transition: A qualitative study.

Choices under manipulation: Cognitive processes and behavioral biases of older adults under perceived exposure to dark patterns in online shopping.

ObjectiveWearable health devices (WHDs) are increasingly important in supporting personal health goals, yet their effectiveness is mediated by the user experience. This study employs means-end chain (MEC) analysis to map the cognitive pathways through which users transition from perceiving device attributes to attaining core health values.MethodsWe applied a soft-laddering technique to interview 63 adult WHD users. The interview data were analyzed using content analysis to identify key attributes, consequences, and values. A summary implication matrix was constructed to illustrate the linkages between these factors, culminating in the generation of a hierarchical value map.ResultsResults indicate that concrete WHD attributes (e.g., wearability, health tracking, haptic reminders) facilitate positive user consequences, such as a sense of companionship, risk awareness, and self-regulation. These pathways lead to the attainment of high-level health values including mental wellness, safety, self-optimization, and lifestyle improvement. Conversely, we identified significant “broken ladders” in which persistent design flaws (e.g., inaccurate/inconsistent data, black-box algorithms, mistimed prompts, unrealistic goals), lead to negative consequences such as decision paralysis, distress, and motivation crowding. These barriers actively hinder value attainment in WHD usage.ConclusionsThis study provides a comprehensive framework of the WHD user journey, highlighting that user value is not derived solely from the technology but also from psychological and cognitive mediators. Findings suggest that developers must move beyond usability to prioritize data transparency and literacy education, while implementers should monitor for compulsive usage patterns to reduce psychological burdens and support long-term digital health engagement.

Artificial intelligence (AI) is transforming how cell biologists generate, analyze, and interpret visual data. Automated pipelines and large-scale image analysis increase throughput and reproducibility, yet they also modify how visual evidence is validated and trusted. This Perspective examines the conceptual implications of this shift, arguing that the integration of AI into imaging demands rather than replaces human morphological expertise. We distinguish between three conceptually distinct phenomena: (1) automation of acquisition, (2) AI-driven interpretation, and (3) the emergence of synthetic images generated without experimental basis. Through examples ranging from classical morphological misinterpretations to the rise of generative models, we show how both human and algorithmic systems can distort meaning when interpretation is detached from context. While AI can match or surpass human precision, metavisual competence remains essential to distinguish signals from artifacts. The current challenge is not technological but scientific: to ensure that computational power and human insight co-evolve toward reliable visual knowledge. We call for a renewed education in critical visual literacy, formal recognition of imaging specialists, and transparent standards of image provenance, such as the publication of raw instrument metadata. Preserving interpretative competence is crucial for the integrity of visual evidence in biomedical science.

Artificial intelligence (AI) literacy has become increasingly critical as AI integrates into K-12 education, yet understanding of the factors influencing students' AI literacy and its relationship with self-regulated learning (SRL) remains limited. To address this gap, the present study draws on large-scale survey data from 11,020 Chinese K-12 students and employs latent profile analysis (LPA) to identify distinct AI literacy profiles and to systematically examine their predictors and associations with SRL. The results revealed four qualitatively distinct and progressively ordered AI literacy profiles: the foundational-limited profile, the moderate-stable profile, the advanced-developing profile, and the high-excellence profile. Multinomial logistic regression analyses indicated that students' gender, only-child status, educational stage, family socioeconomic status, frequency of AI use, parental active mediation, and school AI support significantly predicted profile membership. Further analyses showed significant differences in SRL across the identified profiles, with students in higher AI literacy profiles demonstrating consistently stronger SRL abilities. These findings provide empirical evidence to support the development of inclusive and differentiated AI literacy education in K-12 settings and offer important implications for fostering students' SRL in AI-enhanced learning environments.