Although Ethiopia has established an early childhood development (ECD) policy framework and implemented various nutrition and health interventions, substantial risks for poor ECD outcomes persist. This study aimed to determine the association between responsive feeding (RF) practices and problem-solving skills of children aged 6-23 months. A community-based cross-sectional study was conducted from March to June 2024 among 401 randomly selected mother-child dyads in Hawassa Zuria woreda/district and Hawassa City Administration, Sidama Region. Data were collected using pre-tested questionnaires with Kobo Toolbox. RF practices were assessed using the locally translated and adapted 15-item RF Practices Assessment Tool (RFPAT), while child problem-solving skills were evaluated using the Ages & Stages Questionnaires, Third Edition (ASQ-3). Data analysis was performed in SPSS version 20, employing bivariate analysis and logistic regression, with statistical significance set at p < 0.05. The median (IQR) problem-solving skill development score was 30 (IQR: 20-60). Approximately two out of five children were at risk for problem-solving development skills. The problem-solving skills domain demonstrated a significant positive correlation with both language (r = 0.69, p < 0.001) and composite motor skills (r = 0.81, p < 0.001). Children living in a household with a larger family had 1.2 times higher odds of being on track in problem-solving skills compared to those who were part of smaller families (AOR = 1.2, p < 0.05). Mothers or caregivers who rarely fed their child in a place designated only for feeding had 2.6 times higher odds of the child being on track in problem-solving skill development compared to those who always fed their child in a designated feeding place (AOR = 2.6, p < 0.05). Mothers who rarely allowed their child to practice self-feeding or did not encourage feeding autonomy had 70% lower odds (AOR = 0.3, p < 0.05) of their child being on track in problem-solving skills compared to those who strongly encouraged feeding autonomy. Promoting feeding autonomy, household interaction and feeding a child in varied and stimulating environments may offer a strategic opportunity to promote problem-solving skills of young children in Ethiopia. Longitudinal intervention studies are required to clarify cause and effect relationship between RF practices and ECD domains.

ABSTRACT STEM education in Hong Kong aims to equip students with interdisciplinary knowledge and problem-solving skills. However, current implementations primarily restrict engagement to elective subjects such as engineering and programming. This study explores a design-led STEM (D-STEM) approach as an alternative framework, integrating fashion, technology, and creative practices to enhance STEM learning and facilitate the acquisition of core STEM knowledge. Workshops were conducted in nine secondary schools, engaging 477 students. A mixed-methods research design incorporated surveys and interviews to collect both qualitative and quantitative data from students and teachers. The findings indicate that applying interdisciplinary STEM education in real-world contexts enhances student engagement, problem-solving skills, and social awareness, while also shifting teachers’ perceptions of STEM’s practical applications. These results highlight the potential of design-led approaches to make STEM education more accessible, relevant, and impactful in curriculum development.

Family-centered interventions for people with substance use disorders in low-and middle-income country settings: a scoping review.

From leadership theory to management practice: Using design thinking to develop problem-solving and teamwork skills

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.

As educational priorities increasingly emphasize higher-order cognitive skills over rote memorization, it has become essential to clarify how these competencies interact in young learners. To address this, the current study examines how primary school students' problem-solving and decision-making skills mediate the relationship between their critical thinking dispositions and self-perceptions of success. The sample consisted of 285 third- and fourth-grade students in Türkiye, aged 8 to 10years, who were selected based on their enrollment status, absence of psychiatric diagnoses, and voluntary participation. Data were collected in person using paper-based surveys. Four instruments were administered: the Critical Thinking Dispositions Scale, the Problem-Solving Inventory for Children, the Decision-Making Skills Scale, and the Perception of Success Scale. Direct and indirect relationships between variables were assessed using path analysis. Bootstrapping procedures determined the statistical significance of the mediating effects. The indirect effects of decision-making and problem-solving skills on the relationship between critical thinking disposition and perception of success were statistically significant [β = .20, SE = .05 (95% CI = .095, .308)]. The results indicate that students with advanced critical thinking, problem-solving, and decision-making skills are more likely to perceive themselves as academically successful. The study confirms that critical thinking, problem-solving, and decision-making are interconnected competencies that significantly predict students' perceptions of success. These results support educational initiatives that prioritize higher-order cognitive abilities over basic knowledge retention. Ultimately, educators are encouraged to implement comprehensive curricula that simultaneously develop these skills to prepare students for real-world challenges.

This study aims to analyze the application of the Rasch Model in evaluating reasoning assessment instruments for elementary school students through a systematic literature review. Reasoning ability is a fundamental component of Higher Order Thinking Skills (HOTS) and plays an important role in developing critical thinking and problem-solving skills. This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, ERIC, and Garuda databases. The review included peer-reviewed journal articles published between 2020 and 2025 that focused on the application of the Rasch Model in educational assessment, reasoning assessment, HOTS, and instrument validation. Following the identification, screening, eligibility, and inclusion stages, 15 articles met the inclusion criteria and were analyzed using thematic content analysis. The findings indicate that the Rasch Model provides more objective, valid, reliable, and stable measurements than Classical Test Theory (CTT). The model effectively evaluates item validity, reliability, item difficulty levels, person-item maps, and item fit statistics, thereby improving the accuracy of reasoning assessment. The study concludes that the Rasch Model is highly relevant for developing HOTS-based reasoning instruments in elementary education and contributes significantly to improving the quality of educational assessment and supporting 21st-century learning evaluation.

Depression is one of the most prevalent mental health problems in adolescence. Due to the covert nature of depressive symptoms, parents play an important role in recognizing distress and seeking intervention for their child. However, research often reports discrepancies between parent and adolescent reports of depressive symptoms, and integrating and interpreting these discrepancies remains a challenge. The present study used a trifactor model to isolate sources of variance stemming from shared and unique perspectives in a sample of 583 parent-adolescent dyads (59% male; Mage= 14.22, SD = 1.81). Consensus between parents and adolescents was characterized by feelings of sadness, whereas unique views of adolescent depressive symptoms highlighted somatic symptoms (e.g., overtiredness), with adolescents generally reporting more symptoms. Adolescents' attachment security and family affective responsiveness were associated with lower depressive symptoms reported by adolescents, whereas parents' reports of problem-solving skills were associated with lower depressive symptoms reported by parents. These findings emphasize the importance of considering the degree of parent-adolescent agreement regarding adolescent mental health and educating parents to raise awareness of their adolescents' mental health, which could facilitate early detection and intervention. Furthermore, prevention and intervention efforts should target promoting family functioning through open and affective communication.

Science literacy is one of the key skills that elementary school students need to develop in order to face the challenges of the 21st century. However, different national and international assessment findings reveal that Indonesian students' science literacy abilities are still lacking.This situation is influenced by science education that is still focused on memorizing concepts and fails to provide contextual learning experiences. Problem-Based Learning (PBL) is considered one approach that can improve science literacy because it places students at the center of the learning process through the resolution of real-world problems. This study aims to analyze the effectiveness of Problem-Based Learning on elementary school students’ science literacy through a Systematic Literature Review (SLR) approach. The review examined 21 scientific articles published between 2021 and 2026, sourced from the Google Scholar, Scopus, Springer, and ScienceDirect databases. The analysis was conducted using the PRISMA steps, which include identification, screening, eligibility, and inclusion. The results of the study indicate that PBL consistently improves indicators of students’ science literacy, particularly critical thinking, problem-solving, scientific communication, and investigative skills. Additionally, the integration of digital media such as interactive e-modules, educational videos, and Learning Management Systems enhances the effectiveness of PBL implementation. However, the implementation of PBL still encounters several obstacles, including limited time, lack of teacher preparedness, and disparities in accessing technological resources. This research demonstrates that PBL serves as an effective instructional approach for enhancing scientific literacy among primary school students.

This study aims to investigate the relationship between problem-solving skills, which are crucial for overcoming the challenges adolescents face in social interactions, and prosocial behaviors that reflect social adaptation and empathy. It is anticipated that the findings will pave the way for the development of effective educational programs to support adolescents' social and emotional development. This descriptive, analytical and cross-sectional study was conducted with adolescents aged 10-14 years who were enrolled in secondary education institutions in the central district of a province in Turkey. No sampling procedure was employed; rather, the study included the entire accessible population. The sample consisted of 1,000 adolescents who voluntarily agreed to participate in the research. Data were collected through face-to-face interviews using the "Sociodemographic Questionnaire," the "Problem Solving Inventory for Children," and the "Adolescent Prosociality Scale." The mean age of the adolescents who participated in the study was 12.07 ± 1.274 years, and 27% of them were female. The total mean score for the Problem Solving Inventory was 74.20 ± 22.32, while the total mean score for the Prosociality Scale was 64.75 ± 12.85. A statistically significant positive correlation was observed between adolescents' total problem-solving scores (r = 0.356) and confidence subscale scores (r = 0.484) with their prosociality scores (p < 0.001). Conversely, as the scores for the self-control (r = - 0.276) and avoidance (r = - 0.147) subscales increased, prosociality scores significantly decreased (p < 0.001). Adolescents with higher problem-solving skills were found to exhibit a greater tendency toward prosocial behaviors, particularly when their sense of confidence was strong. In contrast, self-control and avoidance behaviors were found to have a negative influence on adolescents' levels of prosociality.

This study aims to analyze the effectiveness of the deep learning learning model in improving students' academic achievement in Islamic Religious Education (PAI) subjects. This research method is through the Systematic Literature Review (SLR) approach. A total of 1,512 articles from the Scopus, Google Scholar, Emerald, and Springer databases were selected using the PRISMA table, until 30 articles met the final criteria. The results of the study show that deep learning is able to strengthen conceptual understanding, learning motivation, student involvement, as well as critical thinking and problem-solving skills. The integration of digital technology plays a significant role in improving the prediction of academic achievement, personalization of learning, and the effectiveness of learning process evaluation. However, the application of deep learning is still influenced by the factors of teacher readiness, the availability of digital infrastructure, and the characteristics of students. The results of the study revealed that although this model offers great opportunities in PAI learning innovation in the digital era, there are challenges in the form of limited facilities and pedagogic competence of teachers. Overall, deep learning has the potential to be a transformative approach in improving the quality of PAI learning if applied supported by adequate learning.

Modern education emphasizes the development of critical thinking and problem-solving skills among students. This article explores the potential for effectively implementing the STEAM approach in mathematics lessons through the use of artificial intelligence technologies. It analyzes methods for teaching mathematical concepts in a practical context using AI-powered tools such as adaptive learning platforms and interactive simulations. This approach deepens students' understanding of interdisciplinary connections and fosters their creativity and innovative abilities Consequently, students acquire essential skills for future professions and develop a greater interest in mathematics

ABSTRACT This paper presents a seminar-based teaching activity in geography higher education with two aims: first, to explore the use of generative AI (GenAI) as a pedagogic tool to support the design of teaching activities, and second, to examine the pedagogic value of role-play as an active learning strategy. The activity was implemented in the Big Questions for People and Planet module, where Year 1 students acted as “peace consultants” addressing fictional conflict scenarios in the imaginary country of North Terbonnew and other invented regions. GenAI tools were employed to co-create case studies, introducing evolving political, environmental, and socio-cultural drivers of conflict and enabling the iterative development of crises to which students had to respond. Drawing on Vygotsky’s cultural-historical theory, the role-play seminar design foregrounded emphasised collaborative learning, peer-to-peer dialogue, and the co-construction of knowledge through scaffolded interaction. Feedback from participants highlighted the session’s high engagement, collaborative nature, and its ability to develop critical thinking, empathy, and real-world problem-solving skills. This paper situates the activity within geography education research on active learning, and by critically reflecting on the opportunities and limitations of GenAI in this context, the paper contributes to ongoing debates about innovative pedagogic practices in geography higher education.

ABSTRACT With Industry 5.0 in the picture, the demand for workers has shifted to human-centric innovation, intelligent technologies, and collaborative human–AI interactions. In this context, management education institutions have to equip students with the right competencies in AI to prepare them for future workplaces. This study examines the impact of AI-oriented learning outcomes on the preparedness of the workforce in the context of Industry 5.0 among the management aspirants in Haryana, Punjab, and Himachal Pradesh. A quantitative research design was used, and 380 respondents were surveyed, and data were collected from them using a structured questionnaire. The study explores crucial aspects of the AI-oriented learning outcomes, such as AI literacy, data analytics proficiency, digital decision-making, ethical awareness of AI, and collaboration between humans and AI. The results reveal that the learning outcomes based on AI have a significant impact on workforce readiness in terms of employability, adaptability, innovation capability, and problem-solving skills. The findings of the study will be useful for curriculum developers, educational institutions, and policymakers who aim to design management education in accordance with the current Industry 5.0 requirements.

ABSTRACT This paper presents the methodology and outcomes of a community-driven mapping initiative involving secondary school students across five European countries. Leveraging OpenStreetMap (OSM) as the primary platform, students tackled local environmental and social challenges through pupil-led projects. The study showcases the tools, applications, and collaborative processes used to map diverse local issues, including mountain tourist routes in Italy, urban youth needs in Spain, city greenery in Slovakia, graffiti and workout spaces in Portugal, and waste bin locations in Romania. By highlighting the significance of these projects, we illustrate how youth engagement in geospatial activities fosters critical thinking, community involvement, and practical problem-solving skills. The process presented, connecting university knowledge with secondary schools and their local contexts not only has boosted geospatial literacy but also contributed to active citizenship and sustainable development.

Sustainability challenges in the built environment demand a shift in architectural education from form-based approaches toward adaptive, systems-oriented, and performance-driven thinking. This paper examines an integrated pedagogical model combining biomimicry, parametric thinking, and modular design to enhance sustainable design learning in architectural studios. Using a qualitative case study approach, this research investigates Architectural Design Studio 4 at the American University of Ras Al Khaimah (AURAK), where third-year students followed a three-stage discovery-based process. Students first analyzed biological systems to identify transferable principles, then translated these principles into parametric modules using computational tools such as Dynamo and Revit, and finally applied the systems to high-rise architectural design. The findings indicate that integrating biomimicry with parametric workflows encouraged optimization, adaptability, and reusable design strategies rather than fixed outcomes. Modular design approaches helped students manage architectural complexity, while computational tools supported performance-based exploration and informed decision-making. The absence of a predetermined final design fostered critical thinking, creativity, and problem-solving skills. This study contributes empirical evidence to architectural education research by demonstrating that process-based, discovery-oriented studios can strengthen students' understanding of sustainability, systems logic, and adaptability, preparing future architects for contemporary environmental and technological challenges.

分析化学中的分离与富集步骤不仅是分析流程的关键环节，更是决定分析方法准确性、可靠性及适用性的核心技术。然而，在传统实验教学中，该环节常因课时限制和教学重心偏重仪器操作而遭到忽视，导致学生知识体系呈现“碎片化”，难以建立理论联系实际的完整分析科学思维。为解决这一问题，本文立足“知识-能力-实践”三维融合的教学目标，以固相微萃取（SPME）技术萃取环境水样中6种含氮农药为案例，创新性构建“正反案例式教学”模式。通过对比非极性聚二甲基硅氧烷（PDMS）涂层与强极性聚丙烯酸酯（PA）涂层的纤维，采用高效液相色谱-紫外检测法（HPLC-UV），系统探究分析物极性与涂层性质的匹配规律：正向案例中PDMS涂层基于“相似相溶”原理，对弱极性农药展现出更优的萃取性能（线性决定系数R2≥0.993 7，检出限0.019~0.17 μg/L）；反向案例中PA涂层因萃取机理差异，萃取效果较弱（检出限0.066~1.069 μg/L）。结合对兰州市实际河流水样的加标回收试验（加标回收率为81.5%~117%），同步建立“知识内化-能力提升-实践素养”多维度评估体系。教学反馈显示，学生对核心原理的理解显著深化，创新思维与问题解决能力得到有效培养。“正反案例对比”教学能够有效衔接理论与实验、激发学生探究思维，为分析化学实验教学改革提供了可复制、可推广的实践范例，对培养具备理性方法选择与问题解决能力的高素质人才具有重要价值。

The International Collaboration on Undergraduate Psychology Outcomes project developed the International Competences for Undergraduate Psychology model to offer a globally relevant framework to provide a reference point for reflection on and development of foundational undergraduate psychology programs across diverse international settings. The project, guided by the International Collaboration on Undergraduate Psychology Outcomes Committee and advisory group members (120 across 47 nations), was inspired by the concepts of psychological literacy and global citizenship and informed by reviews of both overarching and specific competence frameworks. The model emerged through systematic, inclusive processes of scholarship, collaboration, consultation, analysis, and synthesis. It comprises 24 foundational competences across two core categories, psychological knowledge and psychological research methodologies and methods, and five psychology-relevant categories: values and ethics, cultural responsiveness and diversity, critical thinking and problem solving, communication and interpersonal skills, and personal and professional development. The International Competences for Undergraduate Psychology model, the first of its kind, addresses the need of stakeholders to understand how graduates of foundational psychology programs can contribute meaningfully to personal, work, and community contexts. It responds to epistemic imbalances, geographic biases, and the urgent need for culturally inclusive and contextually relevant educational frameworks at a critical time for psychology. Moreover, the model provides a foundation for a shift in the discipline of psychology toward more globally inclusive and impactful processes and outcomes. Rather than prescribing uniform standards, the International Competences for Undergraduate Psychology model offers an adaptable framework that can complement existing national or regional competence models. This approach ensures foundational psychology education aligns with current and future societal needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The present study focused on the influence of programming skills on the career readiness of the BSCS students enrolled during the school year 2024-2025. Through the use of a descriptive correlational method of research, a set of questionnaires was distributed to 83 BSCS students, utilizing a five-point Likert scale measurement. This study analyzed three factors in relation to programming skills—Computational Problem-Solving Skills, Debugging and Logical Thinking, and Practical Programming. These factors were compared with three factors related to career readiness: Adaptability and Flexibility, Professional Task Confidence, and Analytical/Problem-Solving Ability. The results showed that the BSCS students have moderately good programming skills (M = 3.14) and career readiness (M = 3.14), both of which are classified as agree. The Pearson correlation test showed that there was a strong, positive, and significant correlation between the two variables (r = 0.82, p &lt; 0.05). Of all the subdimensions of programming skills, Practical Coding Experience has a strong correlation with career readiness (r = 0.81). It shows that programming skills are basic professional skills that directly predict the career readiness of BSCS students.

This study aims to improve problem-solving skills in overcoming difficulties in writing descriptive texts at the elementary school level. The background of this research is based on students’ low ability in writing descriptive essays, as indicated by difficulties in determining titles, developing ideas, using appropriate diction, and making correct use of spelling and punctuation. This study employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation. The results show that the implementation of problem-solving-based learning strategies helps students identify and gradually overcome their writing difficulties. Students become more active in thinking, are able to develop ideas more systematically, and demonstrate improvement in the use of proper and correct language. Therefore, the problem-solving approach is effective in enhancing students’ descriptive writing skills in elementary school.