Literacy Gap Research Articles

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds

This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition.

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Digital literacy of patients with chronic heart failure using telemedicine in france: a national observational cohort study

Abstract Introduction Remote patient monitoring (RPM) is increasingly considered for chronic care management. However, several challenges exist for its implementation such as funding resources, lack of standardizations and gaps in digital literacy. Objective The aim of this study was to describe patients using RPM to manage chronic heart failure (CHF) according to their digital literacy at a national scale in France. Methods A national retrospective study was conducted using a remote monitoring system for the management and therapeutic guidance of patients with CHF. Patients were categorized according to their digital literacy (digitally literate vs poor digital literacy). The latter were identified as requiring nurse assistance in medical data entry. Data collection included baseline characteristics, comorbidities, RPM status, heart failure-related hospitalizations and mortality. Results Of the 12,072 patients with CHF enrolled for RPM follow-ups (male: 65.4%, mean age: 74.2±13.1 years), 43.3% had poor digital literacy. These patients were older (79.4±10.2 vs 70.2±13.6 years) and were less among males (39.7% vs 60.3%). Overall, digitally literate patients had more comorbidities, including diabetes (61.8%) and obesity (69.4%). Over a third of all patients withdrew from RPM (37.0%). Continued use of RPM was higher in digitally literate patients (60.1% vs 39.9%, p<0.001). Mortality was higher in patients with poor digital literacy (OR: 0.71, 95%CI: 0.66 to 0.78, p<0.0001). Poor digital literacy was linked to increased occurrences of HF episodes in contrast to digitally literate patients (34.1% vs 25.8%) who had an uHR of 0.66 (95%CI: 0.62 to 0.71, p<0.0001), and an aHR of 0.68 (95%CI: 0.64 to 0.73, p<0.0001). Conclusion Patients with poor digital literacy form a sizable subgroup in heart failure management and may require specialized tools tailored to their needs. Prevalence of poor digital literacy may increase the risk of HF hospitalization and mortality and reduce RPM adherence.

11.K. Scientific session: Roots of public health: school health literacy to enhance population health outcomes in Europe

Abstract This workshop will present empirical results from three representative studies on health literacy and digital health literacy conducted in primary and secondary schools in Wales and Germany: (1) Digital Health Literacy in Schools, (2), HLCA HL-Kids, (3) WHO HBSC Wales. While research on child and adolescent health literacy has gained traction in the past decade, only a few studies focus on health literacy in schools. While the European Commission and WHO, as well as most European governments, highlight the importance of schools to support children’s health literacy, schools remain neglected as a research context. With only little evidence available, it is difficult to derive strategies and programs to promote health literacy in schools. We aim to provide practical novel knowledge and contribute to closing the school health literacy gap that is prevalent in Europe. In turn, this will also contribute to European public health development and population health outcomes. Levels of health literacy in child and adolescent populations across European countries and age groups are alarmingly low, making low health literacy a severe risk factor for health outcomes. Low health literacy is associated with worse health conditions and unhealthy behaviours, and in turn, impacts school attainment and educational outcomes. Evidence suggests that health literacy acts as a determinant of health and itself is influenced by other social determinants of health, such as education, intertwining health and education. All studies conducted so far provide evidence that low health literacy follows a social gradient, with children from less affluent families being more likely to have lower health literacy, widening preexisting health inequities observed in almost all health domains within Europe. While effective interventions on the individual and system levels are needed to enhance health literacy, implementation and evaluation research concerning children’s health literacy is rare. Workshop objectives The aim of this workshop is to present findings from three representative studies on health literacy and digital health literacy in primary and secondary schools: (i) The 1st speaker will introduce a study on health literacy and health behaviours of children aged 8-11 (ii) The 2nd speaker will discuss the influence of living environments on health literacy in 4th-grader school kids (iii) The 3rd presentation will have its focus on navigating the infodemic through digital health literacy in adolescent students (iv) The 4th speaker will show links between digital health literacy and health behaviour in adolescent students The format of this workshop will be 4x10-minute presentations followed by a 20-minute panel discussion with the audience, reflecting the relevance of the results to public health research, practice, and policy. The chairs will provide a brief introduction to the concept and moderate the presentations and panel discussion. Key messages • Our results show that health literacy should be addressed as early as in primary schools and that the places, households, and environments children grow up are critical social determinants of health. • Digital health literacy has proven to be a valid learning topic in secondary schools and is linked to digital and media literacy, allowing us to define it as a targeted curriculum item.

Leveraging digital tools to enhance diversity and inclusion in clinical trial recruitment

Clinical research is pivotal in assessing the safety and efficacy of new treatments in healthcare. However, the success of such research depends on the inclusion of a diverse and representative participant sample, which is currently lacking. This lack of diversity in biomedical research participants has significant repercussions, limiting the real-world applicability and accessibility of medical interventions, especially for underrepresented groups. Barriers to diverse participation include historical mistrust, logistical challenges, and financial constraints. Recent guidelines by government agencies and funding bodies emphasize the need for diversity in clinical trials, but specific strategies for inclusive recruitment are often lacking. This paper explores the use of digital methods to enhance diversity and inclusion in research recruitment. Digital tools, such as electronic medical records, social media, research registries, and mobile applications, offer promising opportunities for reaching diverse populations. Strategies include culturally tailored messaging, collaborations with community organizations, and the use of SEO to improve visibility and engagement. However, challenges such as privacy concerns, digital literacy gaps, and ethical considerations must be addressed. The promotion of diversity in clinical research recruitment is crucial for advancing health equity. By leveraging digital tools and adopting inclusive strategies, study teams can improve the diversity of study participants, ultimately leading to more applicable and equitable healthcare outcomes.

Monitoring the digital healthcare transition in Italy: Initiatives, metrics and feedback from Primary Care Physicians

Abstract Italy’s healthcare sector has undergone significant digital transformation since 2008, driven by national strategies and reforms overseen by the Ministry of Health, the Ministry of Economy and Finance, and the Agency for Digital Italy. Key initiatives include the establishment of centralized booking systems, electronic health records (EHR), ePrescription, dematerialization of medical reports and disease certificates, patient summary, and telemedicine services. Despite regional variations, progress in the EHR adoption has been notable. Ongoing investments under the 2021 National Recovery Plan aim to further enhance digital healthcare infrastructure by 2025 through the involvement of the Italian National Agency for Regional Healthcare Services (AGENAS). Currently, Italy monitors progress through comprehensive measurement frameworks tracking digital health initiatives’ implementation and impact. These encompass indicators reported quarterly by public healthcare facilities regarding the implementation of patient portals, regional registries, network infrastructure, regional EHR systems (i.e., n° of users), and digital laboratory reports. In parallel, we conducted a cross-sectional survey assessing knowledge, opinions and concerns among primary care physicians (PCPs) following the 2022 reform, which introduced Community Hospitals, Community Houses, and telemedicine in primary care. The survey highlighted mixed opinions and insufficient knowledge among PCPs regarding the novelties. Clearer communication and coordination with territorial services appears necessary. Many GPs are engaging in telemedicine, but digital literacy gaps remain, as only 35.7% believed they had necessary digital literacy. This is an insight into Italy’s digital health roadmap, mainly involving primary care and focusing on achievements, challenges, and future prospects in utilizing digital solutions across healthcare settings.

A Study On Present Status of E Banking Services in Tamil Nadu

E-banking has rapidly transformed the banking landscape in Tamil Nadu, driven by technological advancements and increasing internet penetration. This paper examines the current status of e-banking services in the state, highlighting key features such as mobile banking, online transactions, and digital wallets. The rise of fintech companies has introduced innovative solutions, enhancing customer experience and accessibility. Despite the growth, challenges remain, including cybersecurity threats and digital literacy gaps among certain demographics. The government's initiatives, such as the Digital India campaign, aim to promote e-banking and financial inclusion. Overall, Tamil Nadu is witnessing a robust adoption of e-banking, making it a crucial player in India's digital financial ecosystem.

Electoral Reforms in India in the form of Digitisation and its Future Potential

The research paper discusses the impact of digitalization on electoral reforms in India, focusing on its potential to enhance transparency, voter engagement, and efficiency in elections. It also identifies challenges like misinformation and digital literacy gaps while proposing measures to improve electoral processes, such as strengthening cybersecurity and promoting voter surveillance.

Service-policy gaps in the settlement journey of Arabic-speaking immigrant newcomer and refugee older adults in Edmonton, Canada.

Immigrant newcomers and refugees (INRs) are two migrant categories that experience consistent systemic barriers to settlement and integration in Canada as older adults. This paper explores the challenges experienced by Arabic-speaking INR older adults in Edmonton, Canada, during settlement and discusses policy and service implications. A qualitative description study using community-based participatory research principles was implemented to evaluate and support digital literacy in Arabic-speaking INR older adults. We included men and women aged 55 and older who identified as immigrants or refugees and spoke Arabic. Experiences of settlement challenges were consistently identified during data collection and engagement of INR older adult participants. A thematic sub-analysis of interviews with (10 individuals and one couple) of participants' narratives was completed in 2022 and was used to identify themes related to settlement barriers for this population. Two main themes were identified: (1) Limited English skills and digital literacy gaps create service barriers for INR older adults, and (2) Gaps in services and policies as basic needs remain unmet. We describe key challenges experienced by INR older adults, such as language barriers, precarious finances, poor access to health care services and lack of transportation and employment opportunities, which hinder successful integration into the new society. This study showcases the ongoing challenges with early settlement and integration that continue despite Canada's well-developed immigration settlement landscape. INR older adults often remain invisible in policy, and understanding their experiences is a first step to addressing their needs for resources that support healthy aging in the post-migration context.

The Impact of digital payments on small coffee business in India

India's coffee industry has experienced notable growth, fuelled by rising demand for specialty coffee and a thriving start-up culture. However, small coffee businesses continue to face challenges such as fierce competition, limited resources, and reliance on a cash-driven economy. This study examines the impact of digital payments on these small enterprises, focusing on key aspects like convenience, security, speed, data-driven insights, and reduced costs associated with cash handling. Utilizing a mixed-methods approach, the research integrates both quantitative and qualitative analyses. Primary data is gathered through structured surveys from 200-300 small coffee business owners and customers, complemented by in-depth interviews with 10-15 coffee shop owners. Additionally, secondary data from industry reports and case studies enriches the analysis. Statistical tools, including descriptive and inferential statistics, correlation analysis, and factor analysis, are employed for quantitative data, while thematic analysis interprets qualitative insights. The study reveals that digital payments significantly improve operational efficiency, enhance customer satisfaction, and boost revenue for small coffee businesses. Challenges such as digital literacy gaps, cyber security concerns, and infrastructural limitations remain. The findings recommend that small coffee businesses can optimize the benefits of digital payments by investing in digital literacy, addressing security issues, and leveraging data insights for informed decision-making.

Utilizing drawings to understand how our backgrounds and experiences change our plant mental models

Societal Impact StatementOur culture, life experiences, and the places we live teach us about the world around us and the plants within it. This information gives each individual distinct mental models. By delving into plant mental models of young adults, this study offers insights into the complex landscape of plant knowledge, with a special emphasis on Indigenous communities. Beyond broadening our understanding, these findings provide valuable resources for educators and researchers striving to bridge the gap in plant literacy. Moreover, the methods used offer a blueprint for similar investigations globally, which will foster a deeper understanding of plant awareness across diverse populations.Summary Plant mental models, or what people think about when they think of a given plant, give insight into a person's knowledge and understanding of plants. However, little to no research has been conducted on plant mental models of young adults or comparing mental models across demographics. This study assessed college students' plant mental models in the demographic categories of race, gender, rurality, and college type (tribal vs. non‐tribal), as well as experience in art, photography, and plant identification, to determine the impact of these factors on plant mental models. A total of 697 students from three tribal and three non‐tribal colleges enrolled in a specific introductory biology course participated. Participants completed four drawings, which represented their mental model of a plant, flower, grass, and tree. They also completed a short survey about demographics and experience with art, photography, and plant identification. Tree drawings had the most detail, and grass drawings had the least. Gender was the only demographic factor that impacted the detail drawn, with females including more detail for flowers and trees and males for grass. Surprisingly, experience with art, photography, and plant identification did not impact the detail included in the drawings. Overall, participants plant mental models across demographics were simplistic and lacked detail, potentially indicating a lack of plant awareness.

Bridging Gaps in Health Literacy for Cleft Lip and Palate: The Role of Artificial Intelligence and Interactive Educational Materials.

Our goal is to address the health literacy gap concerning cleft lip and palate using artificial intelligence (AI), specifically OpenAI's ChatGPT-4, to enhance the readability of patient educational materials (PEMs). Additionally, we aim to explore the integration of interactive educational materials into these resources. A cross-sectional study. Websites of craniofacial teams approved by the American Cleft Palate-Craniofacial Association (ACPA). PEMs collected from these websites. First, we examined the PEMs for interactive educational content such as videos, photos, case examples, and audio clips. Subsequently, we used the WebFX online readability calculator and Grammarly to evaluate the texts' readability and clarity. After that, we used ChatGPT-4 to simplify the PEM texts to a 6th-grade reading level and re-evaluated their readability and clarity. Readability levels (grade level) and clarity scores of PEMs before and after AI modification, and the presence of interactive educational content. Initial evaluations using the Flesch-Kincaid Grade Level formula showed that the texts were written at a median 9th-grade reading level. Modifications using ChatGPT-4 significantly improved readability, achieving a median 6th-grade level and enhanced clarity. Only 27% of the websites featured interactive educational content, indicating a gap in utilizing educational enhancements. The use of AI improved the readability and clarity of patient educational materials, aligning with recommended standards. However, the underutilization of interactive tools suggests a need for broader integration of these resources to optimize patient education and engagement.

Digital Literacies of Report 191 Programme Pre-entry Level Students at a Technical and Vocational Education and Training College in South Africa

Grounded on connectivism learning theory, the current study concedes that beyond the phases of the digital divide, research has shown that there is still a digital literacy gap among Report 191 programme pre-entry level technical and vocational education and training (TVET) college students that require attention. While TVET college students are expected to possess digital skills, research has indicated that on reaching TVET Colleges, many students do not possess the requisite digital literacies. Using a survey design, this quantitative study explored digital literacies amongst Report 191 programme pre-entry level students at a TVET college in South Africa. Data were analysed using the Statistical Package for the Social Sciences (SPSS, version 22). With a Cronbach Alpha value of 7.6, the instrument was considered valid and reliable. The findings suggested the prevalence of an uneven/diverse digital literacy prowess among Report 191 programme pre-entry level students. Researchers recommended a focused and differentiated programme of digital literacy support for Report 191 programme pre-entry level students at TVET colleges. This study will help all TVET lecturers and policymakers start to acknowledge how ubiquitous digital literacy skills are becoming in educational settings, not just technological ones. Keywords: Digital Literacy, Internet Access, Pre-Entry Level Students, Report 191 Programme, Technological Devices, TVET

Electronic health Literacy gaps among adults with diabetes in the United States: Role of socioeconomic and demographic factors

BackgroundDigital health technologies hold promises for enhancing healthcare and self-management in diabetes. However, disparities in Electronic Health Literacy (EHL) exist among diabetes populations. This study investigates EHL trends and demographic differences among adults with diabetes in the United States from 2011 to 2018. MethodsWe analyzed data from the 2011–2018 National Health Interview Study (NHIS) on 27,096 adults with diabetes. The primary outcome was EHL, determined by responses to internet usage questions. Trends in EHL were assessed using the Rao Scott Chi-Square Test. Multivariate logistic regression was used to investigate the association between EHL and various comorbidities, socioeconomic and demographic subgroups. ResultsAnalytic sample (N = 27,096) represents 10.6 million adults (mean age 62.3, 52.5 % Females) in the USA surveyed between 2011 and 2018. The mean rate of EHL was 38.9 % and trended upward from 35.3 % to 46.8 % over the 2011–2018 period. In a fully adjusted logistic regression model, multiple socioeconomic factors were associated with EHL. Age was inversely associated with odds of EHL (aOR 0.95, 95 % CI: 0.95–0.95). Black individuals had lower odds of EHL compared to Whites (aOR 0.63, 95 % CI: 0.56–0.71). Low-income (<100 % and 100–200 % of federal poverty limit) were negatively associated with EHL. Furthermore, limited English proficiency was associated with lower odds of EHL (aOR 0.29, 95 % CI: 0.22–0.38). ConclusionThe study identified ongoing disparities in EHL among adults with diabetes based on age, race/ethnicity, income, and language proficiency, highlighting the need for targeted interventions to improve digital health access for all.

Towards Defining Climate Adaptation Literacy in the Context of Urban Resilience

Abstract The climate crisis intensifies rapidly, straining the urban environment and society. Addressing climate change requires collaborative efforts, integrating physical resilience with knowledge empowerment. Formal and informal knowledge are vital for effective adaptation. In the updated Intergovernmental Panel on Climate Change (IPCC) AR6 Report an emphasis on knowledge and its role in reducing response risk was highlighted. At the urban scale, adaptation knowledge is essential, bridging social and technical systems. Here, community knowledge evolves from a passive component within a greater adaptation strategy to an active, integral element. This paper develops a unique definition of climate adaptation literacy for the urban built environment based on an extensive literature review on urban climate adaptation, guided by the PISA (Program for International Student Assessment) 2025 Framework. The results of this work highlight existing gaps in climate adaptation knowledge and present urban climate adaptation literacy as a means to measure the response risk. These insights aid the formulation of resilience policies and urban adaptation strategies and contribute to the safety, resilience, sustainability, and functionality of the material and non-material values of the urban environment

PENGELOLAAN KEUANGAN DAN DAMPAKNYA TERHADAP KEBERLANJUTAN USAHA MIKRO, KECIL, DAN MENENGAH DI KABUPATEN SEMARANG (Studi Kasus pada Toko Wahana Parfum Karangjati)

The purpose of this research is to examine the complexities of financial management and their impact on the survival of micro, small, and medium-sized enterprises (UMKM) in Semarang district, with special emphasis on Wahana Parfum Shop in Karangjati. Although UMKM continues to flourish in Semarang district, many are facing obstacles in managing their finances effectively, as only a small fraction are active and skilled to manage their financial affairs. Conversations with business owners have found that the main challenge lies in their lack of understanding of the benefits of financial statements and incomplete financial controls. Besides, perfume entrepreneurs show a lack of confidence when comparing financial plans to real life circumstances. It underscores the need to overcome gaps in financial literacy and financial management to improve the performance and resilience of SMEs in the region. Recommendations include offering training and education to enhance understanding of financial management, maximize the use of business control, and cultivate a deeper understanding of the principles of finance management.

Exploration of digital health literacy in the deep south.

385 Background: As technological advances are implemented in healthcare, cancer patients with low digital health literacy are at risk for inequities. Understanding the community’s comfort with using and teaching technology skills can be foundational for the application of digital healthcare tools. Methods: A cross-sectional survey was administered prior to community conversations about digital health literacy to understand community comfort with technology. Surveys measured self-reported personal comfort performing, personal comfort teaching, and perceived county-comfort completing technology-based tasks. Participants rated their comfort level on a 5-point Likert scale (1= not at all, 2 = slightly, 3 = somewhat, 4 = moderately, 5 = completely). Mean scores were calculated and mean comfort levels were compared across healthcare providers, lay navigators, community health advisors (CHAs), and community members using one-way ANOVA tests. Tukey's HSD post-hoc tests were used to explore group differences. Results: Between 8/2023-4/2024, 164 participants across Alabama and Mississippi completed the pre-survey, including 32 healthcare providers, 17 lay navigators, 31 community health advisors (CHAs), and 84 community members. The sample was primarily female (90%), Black (74%), and from Alabama (84%). ANOVA tests revealed significant group differences between personal comfort levels (p&lt;0.001) comfort teaching (p&lt;0.001), and perception of county-level comfort in technology-based tasks (p=0.043) with lay navigators and healthcare providers reporting higher personal comfort and comfort teaching others technology-based tasks compared to community members (post-hoc Tukey’s HSD). Conclusions: Digital health literacy gaps remain, with lay and clinical providers potentially overestimating comfort with technology. Baseline technology skills must be addressed as healthcare increases reliance on technology. Personal Comfort p-value Comfort Teaching Others p-value Perception of County Comfort p-value Using Search Engines 3.61 4.72 4.76 4.23 &lt;.0001 2.95 4.19 4.88 3.48 &lt;.0001 2.52 3.16 3.82 3.13 0.043 Searching Online for Health-Related Information 3.49 4.66 4.71 4.06 2.90 4.03 4.71 3.35 2.46 2.69 3.29 2.97 Scanning QR codes 2.80 4.47 4.65 3.77 2.55 3.84 4.76 3.13 2.38 2.44 2.71 2.81 Logging into their Patient Portal 3.27 4.44 4.59 3.87 2.75 3.94 4.76 3.03 2.44 2.59 3.00 2.65 Sending their Care-Team a Message 3.05 4.38 4.65 3.74 2.63 3.91 4.82 3.03 2.37 2.44 2.71 2.58 Personal comfort, comfort teaching, perception of community comfort with technology; 7/17 tasks shown; C = community, H = hospital, L = lay navigator, CHAs = community health advisors.

Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.

This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.

AI's Role in EFL: Optimizing Opportunities while Mitigating Risks

As artificial intelligence (AI) technologies are increasingly being adopted in educational contexts, it is essential to understand how key stakeholders perceive opportunities and challenges for responsible integration. This mixed-methods study explored EFL teachers' perspectives on utilizing AI tools for instruction, learning activities, and assessment. An online survey collected both quantitative and qualitative data from 150 EFL teachers regarding their experiences, attitudes, and beliefs about AI's pedagogical role and ethical considerations. Descriptive statistics revealed generally positive views of AI's potential for personalized learning and practice opportunities, though ongoing concerns around risks to human interaction, privacy, and bias. Teachers favored collaborative models, with AI playing a supporting role under educator oversight. Significant gaps in teachers' technical literacy and lack of training or support for integration emerged as barriers requiring attention. While potential applications for standardized assessment were acknowledged, ongoing validation of AI models against human judgment was deemed necessary. Qualitative analysis identified uncertainty around AI's impacts on higher-order skill development and communicative competence. Guidelines delineating appropriate roles and oversight frameworks were seen as imperative to ensure aligned, ethical usage maximizing opportunities. This study provides timely empirical insights to inform the development of policies, tools, programs, and practices facilitating the judicious adoption of AI as a partner in strengthening EFL education worldwide through collaborative human-AI partnerships grounded in evidence-based research.