This study examines the impacts of dyadic collaborative writing on the academic writing performance and writing confidence of upper primary ESL students in Malaysian vernacular schools, based on Krashen’s Affective Filter Hypothesis and Vygotsky’s Sociocultural Theory. Writing remains one of the most difficult linguistic abilities, especially when the predomination of conventional teacher-centred methods in many Malaysian vernacular classroom settings restricts the exposure to process-oriented writing, exchange of ideas, and peer engagement. 28 students of Year 4 to 6 were split into control and experimental groups as part of a mixed-method quasi-experimental design. Throughout the four-week intervention, the experimental group experienced dyadic collaboration during narrative writing assignments, whereas the control group worked individually. Data from writing confidence surveys, pre-test and post-test on narrative writing, weekly teacher observations, and focused-interviews were gathered. Quantitative results showed that students in the experimental group surpassed the control group in terms of idea development, terminology diversity, and rational flow, alongside a significant rise in writing confidence. Qualitative data acquired via the teacher observations and focused interviews revealed that students in the experimental groups reported feeling more engaged, confident, and more driven when writing assignments due to peer support and joint responsibility. The study underscored the emphasis on student- centred, process- oriented writing instruction and recommends further research across distinctive age groups, genres, and digital platforms.

This study investigates how primary school English teachers in Malaysia assess word level writing capacity for upper primary students within the Common European Framework of Reference for Languages (CEFR) and how they perceive the appropriateness of students' vocabulary use across CEFR levels A1 to B1. Recognizing vocabulary as a key component of writing ability, particularly in multilingual classrooms, the research addresses the challenge teachers face in applying CEFR lexical descriptors—more specifically lexical range, control, and task-appropriateness—with consistency in classroom assessment. While CEFR has been applied across the nation in Malaysia, prior research has established that the majority of teachers rely on intuition rather than standardized descriptors due to a lack of training, a lack of exemplars, and time constraints. Employing a mixed-methods sequential explanatory design, the research gathered quantitative data from 100 Melaka Tengah district English language teachers using a structured questionnaire, followed by qualitative data from three SJKC Ayer Keroh teachers using semi-structured interviews. Quantitative analysis established trends in CEFR-aligned assessment practice, whereas qualitative findings provided contextual insight into the interpretation and utilization of descriptors by teachers. Results indicate teacher assessment practice variability, with inconsistencies arising from differences in interpretations of vocabulary appropriateness, workload pressures, and learner diversity. While the majority of participants valued CEFR as a guiding framework, the absence of localized rubrics, annotated exemplars, and regular professional development limited its consistent implementation. The study reiterates the need for targeted training modules, collaboratively designed CEFR-based rubrics adapted to Malaysian primary contexts, and inter-rater moderation workshops to determine inter-rater reliability. Such measures can bridge the policy-practice divide to bring more equitable and consistent vocabulary testing and enable students' lexical development in alignment with international standards. The findings contribute to both domestic and foreign studies on CEFR operationalization, vocabulary assessment literacy, and education policy improvement in multilingual primary school settings.

In recent years, a decline in academic performance among secondary school students at Seri Insan Borneo School in Kota Kinabalu has raised concerns about overlooked factors that may affect learning outcomes particularly students' emotional well-being. Emotional support from teachers, though often undervalued, is increasingly recognized as a key factor influencing students' academic emotions and engagement. The purpose of this study was to investigate the relationship between teacher emotional support and students’ academic emotional well-being, based on the perceptions of secondary school students. A mixed-methods research design was employed to provide a comprehensive understanding of the issue. Quantitative data were collected through a validated questionnaire (My Teacher Questionnaire) administered to 80 secondary school students selected via stratified random sampling across Forms 1 to 5. Qualitative data were gathered through semi-structured interviews with five students to capture deeper insights into their lived experiences with teacher support. Findings from the quantitative analysis revealed a statistically significant but modest positive correlation (r = 0.451, p < 0.05) between teacher support and students' academic emotions. Students consistently reported high levels of satisfaction with teachers who demonstrated attentiveness, provided encouragement, and offered clear explanations. Qualitative analysis further revealed that teacher support fostered motivation, emotional resilience, and self-confidence, while a lack of support often led to disengagement, anxiety, and academic frustration. The study’s findings have several important implications. For educators, the results underscore the need to adopt emotionally supportive teaching strategies that go beyond academic instruction. For school administrators and policymakers especially within the Ministry of Education, this research offers evidence supporting the integration of emotional well-being into teacher training programs and curriculum development, particularly in underrepresented regions like Sabah. This study contributes novel insights to the field of educational research in East Malaysia and highlights the critical role of emotional support in shaping students’ academic journeys.

This study investigates how Italian and American media frame climate change through politically oriented and, in some cases, populist narratives that challenge the principles of the open society. The analysis draws on a dataset of 71 items from eight outlets, evenly divided by country and political alignment, collected from Facebook posts that generated at least forty comments. A mixed-methods design was employed, including keyness analysis, topic modeling, keyword-in-context exploration, and qualitative content analysis. The findings show clear cross-national and ideological differences: conservative sources rely more heavily on politicized and populist framings, particularly in the U.S., where climate change is frequently narrated through an antagonistic “elites versus ordinary citizens” lens associated with skepticism toward scientific authority and sustainable technologies. Italian media display a more technocratic approach, emphasizing institutional, economic, and policy dimensions within the European context. Progressive sources in both countries rely more consistently on scientific and policy-oriented arguments, although American progressive outlets show higher political engagement than their Italian counterparts, likely in response to the stronger populist rhetoric and distrust of expertise found in U.S. conservative media. Overall, the results highlight how populist narratives can shape climate communication and influence the openness of public debate in different democratic contexts.

How individuals in Switzerland negotiate their everyday digital technology use—Insights from a mixed-methods analysis (Dissertation Summary)

This research aimed (1) to study the level of professional leadership characteristics among industrial teachers in the era of Industry 4.0, (2) to analyze key components of professional leadership, and (3) to propose guidelines for promoting leadership development among vocational instructors. A mixed-methods design was employed, collecting data from 150 industrial teachers under the Office of Vocational Education Commission in Bangkok and its vicinity. A Likert-scale questionnaire and in-depth interviews with five model teachers and two school administrators were used. Quantitative data were analyzed using descriptive statistics and Exploratory Variable Analysis (EFA), while qualitative data were analyzed through content analysis. The findings revealed that the teachers exhibited a high level of professional leadership. Major components included instructional leadership, transformational leadership, servant leadership, and coaching/mentoring roles, all positively correlated with the effectiveness of Active Learning and Project-based Learning approaches. It is recommended that leadership development programs for industrial teachers emphasize collaboration with industry partners, motivation building, and professional mentorship for learners.

Aim: This research aims to examine the association between the Balkan Peace Index (BPI), Galtung's theoretical framework of positive peace, and sustainability dimensions in order to critically asses the effectiveness and long-term viability of NATO's peacebuilding initiatives in the Western Balkans region. Method: The study applies a mixed-methods research design, incorporating both quantitative and qualitative analytical approaches. The methodological framework encompasses the examination of environmental sustainability indicators, democratic governance structures, and regional cooperation patterns. It is supported by qualitative data analysis from sources such as NATO policy documents, EU Enlargement Reports, and analyzing news related to the topic. Results: The empirical findings demonstrate that NATO has achieved considerable success in establishing negative peace throughout the Western Balkans via systematic conflict resolution mechanisms. However, the study reveals significant limitations regarding the establishment of sustainable and positive peace results. The research identifies substantial inadequacies within NATO's traditional security architecture when confronting contemporary multifaceted challenges, including climate related security threats, persistent economic disparities, and deteriorating social cohesion across the region. Conclusion: The study reveals that NATO needs to review its operational approach in order to achieve lasting and sustainable peace in the Western Balkans. In this context, it is crucial to adopt comprehensive and region-specific strategies that systematically integrate security requirements with development goals and environmental considerations, operating specifically within Galtung's positive peace theoretical framework.

This research explored the learning experiences of Pre-service Teachers during the gradual easing of social distancing mandates amidst the COVID-19 lockdowns. A mixed-method research design was employed, combining survey and thematic analysis, guided by the elements of the Community of Inquiry framework: social presence, cognitive presence, and teaching presence. A total of 251 PTs from three renowned universities in Maguindanao and Cotabato City, Philippines, participated in the surveys. Additionally, seven intern supervisors from these institutions served as key informants during interviews, while ten cooperating teachers from partner schools provided insights through focus group discussions. The analysis revealed that PTs perceived their experiential learning as excellent across all critical elements. Social presence was observed when they built harmonious relationships with students, peers, and mentors, expressed empathy and care in their communication, and created a comfortable, safe, and secure learning environment. Cognitive presence emerged through dynamic student participation in class sessions and reflective practices. Finally, their teaching presence was evident in their diverse teaching strategies, use of appropriate language, effective design and organization of instructional materials, facilitation of instruction, assessment, and feedback. However, further in-depth studies may be required to ascertain whether similar patterns emerge across diverse demographic groups.

The purpose of this research is to analyze the relationship between sociodemographic factors and hypertension knowledge among hypertensive patients in Bangladesh. By identifying key determinants of awareness, the study aims to develop targeted, evidence-based educational strategies for improved hypertension management and cardiovascular health. The study employed a mixed-method convergent parallel design, combining quantitative and qualitative approaches. Data were gathered through structured questionnaires and in-depth interviews at four selected hospitals in Dhaka and Gazipur, Bangladesh. Random sampling was ensured using a lottery method. Hypertension knowledge was measured with a fabricated HKLS, and the study's validity, reliability, and ethical approval were confirmed. The study found that 62.5% of hypertensive patients had inadequate knowledge, particularly about complications, while only 37.5% demonstrated sufficient awareness. Many perceived hypertensions as a minor issue, leading to poor adherence to medical advice. Knowledge levels were significantly associated with age, sex, education, and disease duration. Patients who had witnessed severe complications showed greater adherence to treatment, emphasizing the need for targeted educational interventions to improve hypertension management. This research uniquely explores the relationship between sociodemographic factors and hypertension knowledge in Bangladesh, providing statistically validated insights to develop targeted educational interventions for improved hypertension awareness, management, and adherence to nursing recommendations.

Integrating digital technology into education is increasingly important to enhance learner engagement and improve academic performance, especially in subjects such as Geography, which depend heavily on spatial reasoning and visualisation. This study investigated how CBAM influences teachers' integration of tablets and the effect of this integration on student performance in Mkalama District, Tanzania. It followed a mixed-methods design involving 12 Geography teachers and 180 Form Three students from six public secondary schools. Data collection instruments included questionnaires, interviews, classroom observations, and assessment records. Quantitative data were analyzed using descriptive statistics, ANOVA, and t-tests, while qualitative data were organized thematically by the CBAM dimensions of Stages of Concern, Levels of Use, and Innovation Configurations. Findings indicated that the majority of teachers (80%) belonged to the early stages of CBAM, informational (50%) and personal (30%), reflecting interest in using the tablets but with several concerns regarding competence, workload, and classroom management. Few teachers reached the collaborative stage (15%) and refocusing stage (5%) that characterised student-centred, technology-enhanced pedagogic practices. As for Levels of Use, 40% of the teachers mainly used tablets for content display, 25% for routine interactive activities, and 35% for preparation. Student achievement under tablet-supported instruction increased by 11.4% compared to traditional teaching. The study suggests that effective tablet integration depends on teachers' progression through the CBAM stages, supported by continuous school-level professional development and adequate infrastructure.

This study investigates the ecological civilization literacy of Visual Communication Design majors in Zhejiang Province. It develops a competency-based online curriculum to strengthen students’ knowledge, skills, and values related to sustainable design. Using an explanatory sequential mixed-methods design, the research was conducted in five stages: diagnostic analysis, needs assessment, competency modeling, curriculum development, and expert-guided iterative optimization. Quantitative data were collected from 336 students and 307 graduates, revealing a structurally imbalanced profile characterized by strong ecological attitudes, moderate conceptual understanding, and weak behavioral competence. Qualitative data from faculty (n = 24), employers (n = 25), and experts (n = 24) further indicated fragmentation in current ecological instruction, misalignment between educational supply and industry requirements, and a strong demand for project-based and context-relevant learning experiences. Based on Delphi consultation and content analysis, the study constructed the “Three Dimensions–Nine Competencies” ecological civilization literacy model, which integrates ecological knowledge, sustainable design skills, and value-oriented professional ethics. Guided by Competency-Based Education (CBE) and backward design principles, an online course titled Ecology and Vision: Integrating Sustainable Design Competencies was developed. The curriculum comprises 64 hours across four modules, incorporating localized Zhejiang case studies, interdisciplinary resources, PBL-driven rural revitalization projects, learning analytics, and diversified assessment aligned with the K–S–V competency framework. Expert review demonstrated the curriculum's high validity and feasibility (IOC averages 0.89–0.95; satisfaction scores 4.3–4.6/5). Through iterative refinement, the final model presents a scalable pathway for integrating ecological civilization education into design disciplines. The study contributes a theoretical framework, a methodological model, and a practical solution to advancing sustainability-oriented design education in Chinese higher education institutions. It also provides a transferable curriculum development paradigm for other regions and disciplines seeking to integrate ecological civilization into professional training.

This study examined the role of postgraduate research colloquia in fostering research synergy and academic development at Africa Research University (ARU). Guided by a mixed-methods descriptive design, the study analysed responses from 165 postgraduate students who participated in the October 2025 colloquium. Quantitative data captured through structured questionnaires were analysed using descriptive statistics, while qualitative reflections from open-ended responses were thematically analysed to provide deeper insight into students’ experiences. Findings revealed that the colloquium was highly effective in enhancing research competence, scholarly engagement, and academic confidence, with over 87% of participants rating the organisation, topic relevance, and quality of presentations as excellent or very good. Early and mid-stage researchers constituted the majority of participants, demonstrating ARU’s success in integrating students into research practice early in their academic journey. Sessions on proposal development, methodology, data analysis, and artificial intelligence emerged as the most impactful, reflecting evolving student needs and the importance of digital innovation in postgraduate research. While suggestions for more discipline-specific sessions and enhanced digital support were noted, these did not detract from the overwhelmingly positive evaluations. The study concludes that ARU’s colloquium is a highly effective platform for strengthening research culture, collaboration, and scholarly development, and recommends targeted support for late-stage researchers, expanded digital literacy training, structured presentation coaching, and institutionalisation of the colloquium within postgraduate policy frameworks.

Gamification principles have been demonstrated to enhance motivation and engagement among language learners in the field of foreign language education. A gamified digital learning environment is used to study German as a foreign language among university students. Using a mixed-methods research design with tools measuring learner motivation and learning analytics enabled the collection of data from 35 students enrolled in an A2-level German course. Additionally, semi-structured interviews have provided valuable qualitative insights. The digital gamified system produced in comparison with the standard value an increase in student scores thereby showing the efficacy of this method in enhancing students' In a single variable analysis using t-tests a single variable analysis revealed that 35 of the students exhibited higher language skills in reading, listening, writing and speaking in an introductory German course The sample showed a median initial of 80.09 and a standard deviation of 7.32. The scores of the sample indicated a significant departure from the expected median, with a value of 15.21 and a p-value of 0.001 indicating a statistically significant outcome. This study demonstrates both quantitative improvements in the competence of German students and a shift in the relationship between lecturers and students within the learning equation. It is evident in observations, interviews, and student feedback. The role of a lecturer has undergone a significant transformation in the contemporary academic environment. Historiographically, the primary function of a lecturer was to deliver a lecture to their students. However, the role in the current period has evolved to include a more active involvement in facilitating learning, as well as providing mentorship and designing learning experiences for their students. Historically, students have taken a passive role in the learning environment. Recent observations, regardless, indicate a shift in their engagement with students, with them now actively contributing to the learning process and even creating learning content.

Background: The interplay between community-based mental health literacy (MHL) and the specific barriers faced by low-wage Filipino workers within the unique socio-cultural context of the UAE is underexplored. The United Arab Emirates (UAE), as a major economic hub in the Gulf Cooperation Council (GCC) region, hosts one of the largest expatriate populations globally, with Filipino nationals constituting a significant portion. Purpose: This study aimed to investigate the relationship between mental health literacy (MHL) and perceived barriers to seeking psychological help among low-wage Filipino migrant workers in the United Arab Emirates (UAE). It sought to provide a nuanced understanding of the cultural, social, and structural factors influencing their help-seeking behaviours. Methods: A concurrent triangulated mixed-methods design was employed. Quantitative data were collected via a survey administered to 200 participants, measuring demographics, MHL, and help-seeking barriers. Simultaneously, qualitative data were gathered through four focus group discussions with 28 participants to explore lived experiences. Quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed using thematic analysis. Results: Quantitative analysis revealed a significant, strong negative correlation between MHL scores and perceived help-seeking barriers (r(198) = -.62, p < .001). Stigma and financial constraints were the most highly rated barriers. Thematic analysis of focus group data yielded three primary themes: (1) 'Bawal Magkasakit': The Unaffordability of Being Unwell, highlighting economic precarity as a primary deterrent; (2) The Double-Edged Sword of Community, which explores the dual role of the community as both a source of support and stigma; and (3) Faith as a First and Final Resort, indicating a strong reliance on spiritual coping mechanisms over formal mental health services. A joint display of the data demonstrated strong convergence between the quantitative and qualitative findings. Conclusion: The findings underscore that enhancing mental health support for low-wage Filipino workers in the UAE requires a multi-level approach. Interventions must move beyond simple psychoeducation to address deep-seated cultural norms, pervasive stigma, and formidable economic barriers. Culturally-attuned, community-based models that integrate spiritual support and address financial accessibility are crucial for fostering a supportive environment where seeking help is viewed as a sign of strength, not a liability.

The ultimate goal of many research projects is to achieve sustained improvements in health outcomes at population level. Scale-up refers to the integration of an effective intervention in routine practice and policy. Pertinent questions pertain to the appropriate study design in evaluating scale-up success. A methodological review was conducted to determine how the scale-up of evidence-based interventions in healthcare can be evaluated. Specifically, we examined a) appropriate research designs, b) outcomes and measures, endpoints, and c) key methodological considerations. Databases were searched and supplemented with hand searching journals and screening references and prospective citations. A narrative synthesis of included studies was produced. Several pre-scale-up design considerations were identified, including the need to assess the strength of the evidence base, develop a program theory to guide measurements, and conduct a contextual analysis to inform implementation determinants. Evaluating baseline performance was recommended to define improvement targets, while scalability assessments were advocated to evaluate whether the intervention can be expanded with success. For scale-up evaluation, multiple evaluation domains and design considerations were identified. Adoption was described as the intention, decision, or action to try an intervention, which can be surveyed and supplemented with interviews to understand adoption decisions and processes. Coverage and reach were used to assess expansion of scale-up, defined respectively as the proportion of organisations implementing and the proportion of the target population reached, ideally tracked longitudinally with predefined targets. Routinely collected information, including insurance/billing data or administrative data, and survey designs can be used. Institutionalisation referred to the integration of interventions into existing systems and structures. Recommended methods included stakeholder interviews, policy document reviews, and surveys with implementers, providers, and policymakers​. Costs related to scale-up go beyond direct implementation costs and included broader system costs and costs associated with institutionalisation. Evaluating effectiveness was considered important, including exploring variation across subgroups, providers, and regions. Design recommendations included predominantly non-experimental designs, using pre-post and time series designs. Monitoring fidelity and adaptations were advocated, for example, using observations. Across domains, mixed-methods approaches were recommended to capture both outcomes and the mechanisms through which they were achieved, recognising scale-up as an iterative and adaptive process. Longitudinal, adaptive, and mixed methods designs are needed to capture real-world implementation dynamics. We propose an initial conceptualisation of scale-up success, defined by the main dimensions of coverage, reach, effectiveness, and institutionalisation, which are contingent on cost of scale-up, adoption, fidelity, and adaptations.

The present systematic review aims to provide a comprehensive synthesis of evidence and practices regarding sustainable career transitions in elite sport. Following PRISMA guidelines, an extensive literature search was conducted in SPORTDiscus (EBSCOhost), PsycINFO, Scopus, Web of Science, and Google Scholar databases, resulting in 117 manuscripts, published from January 2015 to May 2025, and meeting the defined inclusion criteria. The review focused on mental health, dual-career pathways, transition readiness, and identity-related issues among elite athletes, Olympians, and Paralympians. Methodologies included qualitative, quantitative, and mixed-methods designs, with multisport and mixed-gender samples prevailing. The most commonly used instruments were semi-structured interviews and surveys. The main findings highlighted the centrality of mental health support, the role of dual-career planning, and the importance of proactive identity negotiation. Despite growing research interest, significant gaps persist in access to psychological support, structured transition planning, and dual-career strategies, with notable inconsistencies across countries and sports. The review emphasizes the necessity for integrated, multidimensional guidance, culturally sensitive psychological services, and flexible educational pathways to promote athlete well-being and sustainable post-sport careers. These insights are intended to inform the implementation of the ERASMUS+ funded PORTAL project, supporting evidence-based interventions and the development of resources such as an online platform and Real-Life Transition Officers to enhance the transition experiences of elite athletes.

Students at Vinh Trach High School in rural An Giang province have faced persistent difficulties in developing English speaking skills, largely due to limited exposure to communicative practice. This study examined the effects of oral communicative activities on the speaking development of 44 eleventh-grade students through a 12-week classroom intervention. A mixed-methods design was employed, integrating a quasi-experimental pretest and posttest speaking assessment with a survey questionnaire and semi-structured interviews. Quantitative findings showed a significant improvement in students’ speaking performance, and strong reliability across questionnaire items. Qualitative results indicated that students viewed activities such as role plays, discussions, and interviews positively, noting gains in confidence and fluency. However, students expressed challenges related to limited vocabulary, pronunciation difficulties, and fear of making mistakes. The study not only validates oral communicative activities effectively build fluency and confidence, but also highlights the importance of supportive, student-centered communicative teaching to reduce anxiety and promote meaningful oral interaction in rural learning contexts. These insights offer valuable guidance for teachers, school leaders, and future research aiming to improve English speaking instruction in similar rural contexts.

Practical training for nursing and allied health workers for a reflective approach to digitalization processes: a mixed methods study Abstract: Background: To promote digitalization in healthcare, it is necessary to train health and nursing professionals in the proper use and reflective application of digital technologies. Aims and Questions: The goal as the development, piloting and evaluation of a training program for healthcare professionals that enables them to use digital technologies reflectively in nursing practice. The overarching question was: How does the training "Consultants for Digital Health Care" impact the digital competence development of the participants? Methods: The study followed a mixed-methods design with three endpoints: learning success regarding digital competencies, satisfaction with the training, and theory-practice transfer through practical projects. For evaluation, reflection sheets, Teaching Analysis Polls (TAP), and semi-structured interviews were combined. Results: A total of 62 health and nursing professionals participated in the pilot training program. The results particularly indicate an increase in professional and ethically reflective competencies. Participants found the design and scope of the training to be purposeful and positively highlighted the exchange in heterogeneous groups. The high practical orientation and the associated theory-practice transfer are evident in the diverse practical projects of the participants. Conclusion: The training is targeted, application-oriented, and leads to an increase in competence that is associated with the implementation of specific digitization projects.

This study examined healthcare providers' perceptions of the benefits, challenges, and design preferences for Virtual Reality (VR)-based interventions to support treatment preparedness in lung cancer care. Our study involves 50 surveys and 10 interview responses, in a mixed-method design. We conducted descriptive statistics and thematic analysis through a hybrid inductive-deductive approach. Analysis of the quantitative data helped us capture demographic characteristics, VR familiarity, and perceived VR usefulness. Qualitative analysis gave us a deeper understanding of the VR tool design and Implementation. Descriptive statistics and Fisher's exact tests were used to assess associations, while thematic analysis was conducted on interview transcripts. Only 28% of respondents were familiar with virtual reality. However, many of them admitted to its promise in potentially improving understanding (70%), managing expectations (56%), and engagement in care (68%). The respondents identified several challenges to VR use, including discomfort with technology (74%), usability-related issues (92%), and accessibility limitations (64%). They preferred that the content have short, video-based modules integrating multimodality of delivery (e.g., audio, avatars). Providers supported flexible delivery models that integrated both in-clinic and at-home delivery modes, emphasizing the importance of provider training and patient technical support. It is noteworthy that the respondents' perceptions of VR usefulness were not associated with their demographic and specialty characteristics. Our findings provide valuable insight into the design of equitable and provider-informed VR tools, highlighting the need for real-world testing and Implementation, especially in cancer care.

Adaptive job recrafting of gig workers: Concept, measurement, and validation of its impact on job satisfaction.