Psychological dimensions of feedback literacy in EFL writing: A mixed-methods study of teacher-student alignment in Thailand.

The primary objective of this study was to assess employee performance among individuals working remotely, considering the mediating role of digital literacy and the moderating influence of technostress within public universities in Malaysia. A structured questionnaire was used to gather 320 responses from university lecturers. The data were analyzed using the partial least squares structural equation modelling (PLS-SEM) technique through smartPLS-4. The findings indicate that work-from-home (WFH) does not exhibit a direct significant relationship with employee performance, except for an indirect relationship mediated by digital literacy. Conversely, technostress significantly and negatively moderated the relationship between digital literacy and employee performance. Moreover, technostress moderated the indirect relationship between WFH and employee performance through digital literacy. Consequently, digital literacy is essential for the successful implementation of effective work-from-home strategies that enhance employee performance and well-being at work. University management should prioritize enhancing digital literacy before implementing remote work strategies. Additionally, management should address employee technostress levels, as it can influence both digital literacy and employee performance. Future research should explore these findings in other service sectors, such as information technology and customer services.

Nursing students' attitudes on sexuality in later life and ageism: A cross sectional study.

UniEload: Electrical load dataset for energy forecasting applications at public universities in Bangladesh.

Assessing the impact of technical and vocational education and training on career choice intentions: The mediating role of general skills and competencies and the moderating role of learning environment.

This correlational study examines the relationship between pre-service teachers’ affective dispositions towards genetics and their academic performance in genetics courses. The unit of analysis consists of 101 undergraduate pre-service science teachers enrolled in a public university. A descriptive correlational research design was employed to quantify the nature and strength of the association between variables. Data were collected through standardized assessments of genetic content knowledge and a 5-point Likert-scale questionnaire measuring perceptions and attitudes towards genetics. The reliability of the instruments was confirmed using Cronbach’s alpha, with perception and attitude scales achieving coefficients of 0.87 and 0.85, respectively. Data analysis involved the use of Pearson’s correlation coefficient to determine the strength and direction of relationships, complemented by multiple Linear regression analysis to identify the predictive power of affective dispositions on academic outcomes. The results indicated that only 5% of students’ perception and attitude was able to predict their performance with a p-value of 0.087 depicting the model’s insignificance at 0.05 significance level, despite the positive attitude (mean [M] = 3.95) and perception (M = 4.09). This highlight’s the gap between students’ affective dispositions and their academic performance as what one might perceive may not entirely reflect within the shortest possible time. The study’s findings further suggest that tailored instructional strategies focusing on affective factors can enhance genetics comprehension and teaching efficacy among pre-service teachers.

ABSTRACT Students who experience campus sexual misconduct often report feeling that their university did not take adequate actions to protect them from harm or to support them after harm occurred. Recent research has indicated such feelings of “institutional betrayal” do not necessarily need to be based on one’s personal experiences; rather, students may feel a sense of secondary institutional betrayal based on their observations of the ways third-parties were treated following an incident of sexual misconduct. We conducted interviews with 24 faculty/staff members and focus groups with 43 students at a large public university in the southeastern United States, asking participants about their perceptions of “institutional responses to sexual misconduct.” Using a grounded theory analysis, we identified the following codes relevant to institutional betrayal: (1) Campus norms of solidarity, (2) Marginalization of identities at a predominantly white institution, (3) Prioritization of institution’s public reputation over student support, and (4) Stifled potential of student initiatives. Participants frequently mentioned observations that may be classified as secondary institutional betrayal, but these observations were not limited to sexual misconduct. They also discussed their institution’s (in)action in response to anti-LGBTQ+ hate, racism, and hazing as a reason that they believed their institution would not help them if they experienced sexual misconduct. Thus, we propose that perceptions of campus administrators’ inadequate responses to an array of harms intersect to build a campus climate of institutional betrayal that inhibits students from seeking and receiving the support they need.

Abstract The present study explores the sense of awareness and perceptions that a group of teacher educators and pre-service teachers held about English as a Lingua Franca (ELF) and its implications for English teacher education programs in Colombia. Guided by the theoretical framework of Global Englishes and ELF scholarship (Jenkins, J. 2015a. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice 2(3). 49–85; Sifakis, N. 2014. ELF awareness as an opportunity for change: A transformative perspective for ESOL teacher education. JELF 3(2). 317–335), which informed both data analysis and interpretation, the research adopted a qualitative descriptive design. Data were gathered through a questionnaire and semi-structured interviews. The study involved the participation of 12 teacher educators and 15 pre-service teachers, all members of an English teacher education program at a public university in Colombia. The findings suggest that both groups of participants had a clear understanding of ELF from various yet convergent perspectives, and acknowledged its relevance for the field of ELT. In terms of implications of an eventual incorporation of ELF in formal English teacher education programs, participants point to the need to break away from a dominant orthodoxy, and a readjustment of materials and teaching approaches leading to the inclusion of ELF in traditional EFL settings.

The purpose of this study is to evaluate whether a single, fine-tuned SLM can match or exceed the performance of LLMs across diverse clinical tasks, enabling hospitals to build tailored, privacy-preserving, efficient, and deployable language models that do not require managing multiple task-specific systems. We used SLMs of varying sizes and applied low-rank adaptation (LoRA) for fine-tuning across three clinical tasks: (1) medical report labeling, (2) DICOM series description harmonization, and (3) impression generation from findings. These tasks were constructed using two datasets: the public Open-i Indiana University Chest X-ray Dataset and an in-house brain MRI DICOM metadata dataset. We compared single-task SLMs, a multi-task SLM (representing our proposed configuration), and GPT-4o using zero-shot and few-shot prompting. We found OPT-350m to be the optimal SLM. In medical report labeling, the multi-task SLM achieved an F1 score of 0.894 compared to additional prompt-engineered GPT-4o's 0.728. In DICOM series description harmonization, the multi-task achieved an accuracy of 0.975 compared to additional prompt-engineered GPT-4o's 0.878. In impression generation from findings, the multi-task SLM achieved an average Likert scale score of 4.39 ± 1.00, compared to GPT-4o's 3.65 ± 1.00 (p = 0.0008). This study demonstrates that a single fine-tuned SLM can serve as a general-purpose clinical assistant, offering performance on par with or better than larger models. With lower resource requirements, greater customizability, privacy protection, and strong task generalization, fine-tuning one SLM to support multiple clinical tasks meets the practical demands of clinical AI deployment in both high-resource and resource-limited healthcare settings.

Implementation science offers an innovative approach to advance universal health coverage, a key element of the Sustainable Development Goals. Yet, there is limited empirical evidence on the conceptual clarity, validity, and reliability of implementation outcomes, particularly in the context of digital health booking systems in sub-Saharan Africa. This study aimed to assess the psychometric properties of measures evaluating the acceptability, appropriateness, and feasibility of students' online health appointment system (SOHAS) in a public university in Ghana. A cross-sectional study was conducted among students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana, using a 15-item adapted implementation outcome measure. The items were adapted for SOHAS and were also ensured to be culturally, linguistically, and contextually relevant to Ghanaian university students. Participants were recruited online via a text message containing a link to the electronic questionnaire. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized to assess the underlying factor structure and model fit, respectively. Cronbach's alpha and item-total correlations were applied to measure internal consistency. Convergent and discriminant validity were examined using composite reliability (CR), average variance extracted (AVE), Fornell-Larcker criteria, and heterotrait-monotrait (HTMT) ratios. Cronbach's alpha for the three constructs ranged from 0.946 to 0.977, and CR ranged from 0.949 to 0.976. EFA revealed a three-factor structure with substantial communalities and high loadings (0.716-0.969). The CFA also demonstrated a good model fit (CFI = 0.969, TLI = 0.962, RMSEA = 0.092, SRMR = 0.022). Convergent validity was strong, with AVEs ranging from 0.790 to 0.892. However, there was insufficient evidence to establish discriminant validity, as HTMT ratios between appropriateness and acceptability exceeded acceptable levels, and inter-construct correlations exceeded √AVE values. We found promising psychometric properties of the adapted Acceptability, Appropriateness, and Feasibility measures, including high internal consistency, good model fit, and strong convergent validity. However, significant overlap between acceptability and appropriateness necessitates that future studies refine these constructs conceptually and empirically, thereby improving their discriminant validity. Importantly, these validated measures provide a valuable framework for guiding evaluations of digital health implementation in similar settings.

This study aimed to assess the psychometric properties and structural relationships among dimensions of academic engagement (AE) in fully online dental courses within a traditional dental education program for first-year students. A cross-sectional design was employed involving 593 dental students from a public university in Mexico, each enrolled in at least one fully online course. AE was measured using the 9-item Spanish version of the Utrecht Work Engagement Scale (UWES), culturally adapted and validated for Mexican populations. Internal consistency was examined using Cronbach's alpha, while interrelationships among AE dimensions, "Vigour", "Dedication", and "Absorption", were analysed using structural equation modelling (SEM). Model fit was evaluated using standard indices (CFI, RMSEA, SRMR). Internal consistency was strong across dimensions (α = 0.77-0.88) and excellent for the total scale (α = 0.92). SEM analysis revealed optimal model fit (χ2(24) = 69.51; CFI = 0.98; RMSEA = 0.03), with "Vigour" significantly predicting "Dedication" (β = 0.65) and "Absorption" (β = 0.60), while "Dedication" also predicted "Absorption" (β = 0.58). These findings validated the multidimensional structure of AE in virtual learning. The results support the relevance of AE constructs in online dental education and confirm "Vigour" as a key driver of engagement. These findings suggest that online learning, when well structured, can foster meaningful academic involvement early in dental training. Importantly, this early engagement may contribute to improved academic persistence and preparedness for subsequent clinical training, reinforcing the role of digital education in preparing future dental professionals.

ABSTRACT Despite the widespread adoption of generative artificial intelligence (GenAI) among university students, a persistent gap remains between awareness of AI capabilities and risks and the actual practice of responsible use. This study examined potential cognitive mechanisms underlying this gap using a parallel partial mediation model, with AI awareness as the predictor, ethical cognition and critical evaluation as mediators, and responsible AI use as the outcome. Cross-sectional survey data from 459 Chinese undergraduates at a public university were analysed using covariance-based structural equation modeling. Results indicate that AI awareness was positively associated with responsible AI use both directly and indirectly through two pathways. Ethical cognition and critical evaluation partially mediated this relationship, jointly accounting for 37.1% of the total effect. Critical evaluation showed a stronger indirect effect and was the strongest predictor of responsible AI use in the model. The model explained 43.3% of the variance in responsible AI use. These findings suggest that, alongside ethical reasoning, analytical competence may play a key role in translating AI awareness into responsible practice.

“Scream! against the wind, against the wall, against the sky!” (Voice piece for soprano, 1961). Would you follow this guideline/provocation? This is an example of an instructional performance by artist Yoko Ono. In this modality, the spectator decides whether or not to carry out the proposed action to complete the work. Based on this artistic aspect, the author proposed to students of the fourth year of the Visual Arts degree course at a Public University in the State of Paraná, in 2021 and 2022, the development of instructional performances for a possible teaching of contemporary art at school. Due to the Covid-19 pandemic, in 2021 the activity was carried out in the remote model and in 2022 the proposal had a distinct development because we are already in face-to-face teaching. Used a qualitative methodology, based on an experience report and a bibliographical review. As a theoretical contribution, we have the support of the following authors: Freire (2005), Cauquelin (2006), Archer (2012), Gache (2017), Gonçalves (2004) and Ono (2009). The results of the proposal, even in two different models (remote and face-to-face) indicated similarities due to its more conceptual aspect. However, we believe that in the face-to-face model, the activity had a greater amplitude, as it allowed students from other years of the course to interact with the activity and/or carry out their own propositions.

ABSTRACT Research Question/Issue Do college application fees contribute to gender disparities in higher education, particularly at STEM‐focused institutions in decentralised admissions systems? Research Findings/Insights Using U.S. data from 2001–2020, we find that a 1% increase in application fees is associated with a 1.77 percentage‐point decline in the female share of applicants at STEM‐focused institutions, with larger effects at public universities. No comparable effect is observed at non‐STEM institutions. Additional analysis indicates that application fees primarily alter the composition of applicants rather than overall application volumes, with male applications responding more strongly than female applications. Practitioner/Policy Implications Although application fees are typically viewed as administratively neutral, our results suggest they can disproportionately deter women from applying to STEM‐focused institutions. In decentralised systems common across the Asia‐Pacific region, reviewing fee structures or introducing targeted fee waivers may help promote greater gender equity in STEM participation. Methods Used We use institution‐level panel data from the Integrated Postsecondary Education Data System (IPEDS) and estimate fixed‐effects models exploiting within‐institution variation in application fees.

Despite global recognition of the Scholarship of Teaching and Learning (SoTL), its endorsement in national policy, and the availability of dedicated funding, higher education institutions (HEIs) continue to engage with conceptual ambiguity and uneven patterns of SoTL development. In the Global South, this has prompted sustained reflection and sector-wide efforts to strengthen SoTL cultures. This paper reports on a qualitative, external multi-institutional benchmarking study involving SoTL coordinators from selected South African public universities who participated in a two-day reflective workshop to examine SoTL institutional cultures, support mechanisms, and programme goals. The study is framed by John Biggs’ notion of the Reflexive Institution (RI) and Margaret Archer’s Social Realism (SR). A basic search commenced in 2023 with a desktop review of institutional SoTL websites and targeted email enquiries. Insights from this preliminary phase informed the purposive selection of HEIs with well-established SoTL programmes, whose representatives subsequently convened to explore the SoTL cultures within their respective contexts. Findings indicate that the institutionalisation of SoTL in South African HEIs reflects significant variation shaped by differing contexts and resource conditions. These variations, the paper argues, are less signs of conceptual confusion than adaptive responses that foster reflective practice and strengthen faculty agency. However, without a coherent strategy, embedded structures, and sustained resourcing, SoTL risks remaining peripheral to disciplinary research. The paper contributes to sectoral efforts to motivate new theoretical insights and transformative practices that advance SoTL in ways that are both impactful and locally relevant.

This study addresses the role of knowledge management in enhancing e-learning systems in Jordanian public universities. A questionnaire was distributed to a sample of students, where 610 questionnaires were collected to analyze students’ opinions about the impact of knowledge management on the usefulness of e-learning systems. The results showed significant positive effects of knowledge management, knowledge acquisition, and knowledge sharing on the usefulness of e-learning systems. Students indicated that knowledge management facilitates the educational process, enhances their ability to access knowledge, and increases the value of knowledge exchange among them. The findings further reveal that effective knowledge acquisition practices improve students’ engagement with digital platforms, while knowledge sharing strengthens collaboration and interactive learning experiences. The results also showed that e-learning systems are easy to use and save time for students, contributing to greater flexibility and improved academic performance. Moreover, the integration of knowledge management practices within e-learning environments supports continuous learning and promotes better communication between students and faculty members. Based on these results, the study recommended enhancing knowledge management training programs, encouraging a culture of participation among students and faculty members, and developing effective strategies for using e-learning systems. Such initiatives are expected to strengthen institutional capabilities, maximize the benefits of digital learning technologies, and contribute to improving the overall quality of education in Jordanian universities.

Background: Global university rankings such as QS World University Rankings and Times Higher Education (THE) have become the main benchmarks for assessing the competitiveness of higher education institutions at the international level. Although the number of Indonesian universities included in global rankings has increased, their ranking positions still lag behind those of other countries. This condition reflects the limited resources, the low level of sustainable international research collaboration, and the dominance of the paradigm of pure competition between institutions. On the other hand, empirical studies that integrate management and business perspectives, especially coopetition strategies, in the context of the global ranking of universities in Indonesia are still very limited. Objective: This study aims to analyze the influence of coopetition strategy on the global ranking performance of universities in Indonesia, with international research collaboration as a mediating variable.Methods: The study uses a quantitative approach through a survey of 120 respondents representing public and private universities in Indonesia who are included in the QS and/or THE rankings. The data was analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with the help of SmartPLS software. Results: The results of the analysis showed that coopetition had a positive and significant effect on international research collaboration (β = 0.65; p < 0.001) and on global ranking performance (β = 0.31; p < 0.01). International research collaborations have also been shown to have a significant effect on global ranking performance (β = 0.46; p < 0.001) and act as a partial mediator in the relationship between coopetition and global ranking performance (indirect β = 0.30; p < 0.001). The value of the determination coefficient shows that the model is able to explain 57% of the variation in global ranking performance. Conclusion: These findings confirm that the coopetition strategy is an effective management and business approach to strengthen the global competitiveness of Indonesian universities.

Cultural awareness is crucial for nurses to foster positive patient interactions and deliver quality health care. This study examines the relationship between cultural attitudes, engagement, and psychological well-being among nursing students. A cross-sectional study conducted with 100 senior Bachelor of Science in Nursing students, age 19 to 24 years, from a large public university in the southeastern United States involved a one-time survey in Spring 2022 using the Cultural Diversity Awareness Questionnaire, Student Engagement in Schools Questionnaire, and Abbreviated Ryff Scale of Psychological Well-being. Significant positive correlations were identified between cultural diversity awareness and engagement (r = 0.43), and cultural diversity awareness and psychological well-being (r = 0.39, p < .05). Students with higher levels of cultural diversity awareness reported greater engagement and psychological well-being. The results underscore the importance of cultural awareness in nursing education. Further research should assess its impact on educational outcomes and student psychological well-being and develop initiatives to enhance cultural diversity awareness among nursing students.

Abstract The Education and Training Evaluation Commission in Saudi Arabia reports that many students entering university preparatory year programs face difficulties with basic English skills, particularly receptive skills in reading and listening, which are key to academic study. These difficulties are commonly associated with low learner motivation and limited exposure to relevant English practice. Although Mobile-Assisted Language Learning has gained international attention for its gamified and adaptive features, empirical evidence from Saudi preparatory year contexts remains limited. This mixed-methods pilot study considers the use of Duolingo and ReadTheory in relation to learner motivation and receptive skill development. Sixty male students at A1–A2 levels of the Common European Framework of Reference for Languages were purposively selected from a Saudi public university. The intervention was structured using the PF-4M framework, with a focus on authenticity, personalization, autonomy, and contextualization. Quantitative data were collected using a CEFR-aligned receptive skills test administered before and after the intervention and a post-intervention adapted Language Learning Motivation Scale. Qualitative data were drawn from reflective journals and weekly classroom observations documenting learner engagement. Results showed increases in receptive test scores, with mean scores rising from 8.12 to 15.17, alongside higher reported motivation levels. While both applications were well received, some learners reported challenges with comprehension and independent learning. The findings show that Mobile-Assisted Language Learning is associated with receptive skill development among beginner learners.

Background: Rural areas face a persistent shortage of Bachelor of Science in Nursing-prepared nurses, impacting health care access and equity. Purpose: This article examines barriers to rural clinical placements for undergraduate nursing students and introduces a faculty-led immersion model as a sustainable solution. Methods: The article integrates existing literature, professional experience, and illustrative examples to identify student, faculty, and institutional barriers. It highlights the new Rural Immersion Capstone Model (RICM), developed at a Texas public university, to support rural workforce development. Results: Key barriers include financial constraints, housing shortages, limited faculty availability, and inadequate clinical infrastructure. RICM addresses these through a 2-week embedded experience combining community engagement and supervised practice. Conclusions: Redesigning rural clinical education requires strengthened academic–practice partnerships, faculty support, and experiential learning. Immersion models like RICM may foster rural nursing identity and offer scalable solutions to enhance workforce sustainability.