Background and aims – Zornia is the only pantropical genus in the Adesmia clade (Dalbergieae), subdivided into two clades by previous phylogenetic studies. Zornia remains the only genus of the Adesmia clade to be palynologically understudied. We present a comprehensive palynological study for this genus, testing the systematic relevance of pollen morphology in a phylogenetic context. Materials and Methods – Standard acetolysis was performed on all pollen grains of the Zornia species, alongside advanced microscopic techniques (LM, SEM, and TEM). Additionally, a principal components analysis was performed to elucidate patterns of variation in quantitative data among species. Using the most recent phylogenetic framework existing for the taxa, we scored and coded 13 micromorphological characters to test for secondary homologies. Key results – A comprehensive pollen characterisation enabled a complete description of Zornia as stenopalynous, with some differences in pollen grain size and ultrastructure of the operculum, margo, and sexine. The thickness of the pollen nexine (> 0.5 μm) is considered a synapomorphy for the genus Zornia , as shown by our character reconstruction analysis. Conclusions – The presence of colpate apertures is a unifying pollen character of the genus Zornia . In addition, the thickness of the pollen nexine (> 0.5 μm) was recovered as a synapomorphy for the genus, while Zornia Clade A was supported by two homoplasies correlated with ultrasculpture of the apocolpium (psilate-perforate) and sexine thickness (< 0.5 μm) and Zornia Clade B by the exoaperture width (5–10 μm). The stenopalynous nature of Zornia pollen grains is corroborated here by the large number of homoplasies recovered.

Academic self-efficacy is a critical psychological construct influencing learners’ motivation, persistence, and achievement in foreign language learning; however, empirical evidence in secondary-level EFL contexts remains limited. This study investigated the effects of gamification on the academic self-efficacy of Grade 12 students learning English as a Foreign Language (EFL) in public secondary schools in Chonburi Province, Thailand. Employing a mixed-methods explanatory sequential design, the study first adopted a quasi-experimental pre-test–post-test approach, followed by focus group interviews to gain in-depth insights into students’ learning experiences. A total of 83 students participated, with 42 assigned to an experimental group receiving instruction integrated with Duolingo for Schools and 41 assigned to a control group receiving traditional instruction. Quantitative data were analyzed using paired-sample and independent-sample t-tests. The results revealed a statistically significant improvement in academic self-efficacy among students in the experimental group, with mean scores increasing from 2.85 (SD = 0.45) to 4.10 (SD = 0.35), while the control group obtained a lower post-test mean score of 3.40 (SD = 0.40) (p < .01). Qualitative findings corroborated the quantitative results, indicating that the gamified learning environment promoted engagement, motivation, and autonomous learning through features such as immediate feedback, progress tracking, and game-based challenges. The findings suggest that gamification, when systematically integrated into formal EFL instruction, can significantly enhance students’ academic self-efficacy. This study provides empirical support for the pedagogical value of gamified learning environments and offers practical implications for educators and policymakers seeking to strengthen learner engagement and psychological readiness in secondary-level EFL classrooms.

Against the backdrop of increasing international calls for the development and implementation of integrated person-centered care that address both quality and access issues to improve adolescent and youth health services, this paper aims to develop a conceptual framework for integrating Human Immunodeficiency Virus (HIV) and Sexually Transmitted Infections (STIs) prevention into pregnancy prevention routineservices in Vhembe District, to improve teenagers' health outcomes. A convergent triangulation mixed methods design was used for comparing and contrasting of quantitative and qualitative data to determine the extent of agreement between the two data types to generate contextual findings. In this study, employing both quantitative data were collected through questionnaires on a sample of healthcare workers (n = 112) providing Adolescent and Youth-Friendly Services to evaluate programme effectiveness on the high rate of teenage pregnancy and HIV infection among youth in Vhembe District. Qualitative data were collected using face-to-face interviews with nurses (n = 24) and teenagers aged 14-19 yrs (n = 28). For a richer understanding of dynamic family planning and HIV programs, face-to-face interview was conducted to explore more deeply the experiences and challenges of teenagers between the ages of 14-19years. Nurses were interviewed on the barriers and facilitators of integrating HIV, STI and pregnancy prevention services in the rural facilities of Vhembe District. Quantitative data were analysed using frequencies and percentages, and qualitative data were analysed using thematic analysis. The findings of the study point out that the integrated HIV, STIs and pregnancy prevention service uptake among adolescents is likely to be influenced by social and institutional factors. It is also evident from this study that adolescents face challenges when it comes to obtaining PrEP, PEP and contraceptives in primary healthcare clinics. Provider competency reveals a disparity, with a majority 67.0% of healthcare providers trained in effective communication with adolescents with 95% Confidence Interval of [0.57-0.75] (n = 112), suggesting a high level of adoption in the population. In comparison, significantly fewer have received specific training in AYFS 16% with 95% Confidence Interval of [0.09-0.24] (n = 112) or on Pre-Exposure Prophylaxis (PrEP) 25.9% with 95% Confidence Interval of [0.18-0.35] (n = 112), underscoring the need for a more balanced approach to training focus. The empirical findings provide evidence on challenges unique to low-resource, rural settings, contributing to global discourse on HIV and Sexual Reproductive Health (SRH) integration. Consequently, 95% of the key stakeholders and experts approved the feasibility and applicability, while 92% approved the acceptability and sustainability of the proposed framework. It is recommended in this study that policy changes be implemented through an integrated health policy that recognizes the interconnectedness of HIV, STIs, and teenage pregnancy prevention to improve access to quality healthcare and education for youth.

Effective communication, motivation, and self-efficacy are essential competencies for nursing students to deliver high-quality patient care. Educational strategies grounded in motivational theory, such as the ARCS model, may enhance these outcomes. This study aimed to examine the effects of an education program based on the ARCS motivational model on nursing students' communication skills, learning motivation, and academic self-efficacy. A mixed-method randomized controlled trial was conducted with sixty-four first-year nursing students randomly assigned to either an experimental group (n = 34), which received six hours of ARCS-based communication training, or a control group (n = 34), which received standard instruction. Quantitative data were collected pre- and post-intervention using validated instruments measuring communication skills, learning motivation, and academic self-efficacy. Qualitative data were obtained from reflective journals written by the experimental group and analyzed through inductive descriptive content analysis. The experimental group demonstrated significant improvements in ego-supportive language, active listening, and empathy (p < 0.05), whereas no significant change was observed in the I-language subscale. Only the experimental group showed significant increases in learning motivation and academic self-efficacy (p < 0.05), while the control group remained stable. Qualitative findings generated three overarching themes-Transformation in Communication, Motivation through ARCS, and Internalization and Development-which supported the quantitative results and illustrated enhanced emotional empathy, perceived relevance, and satisfaction. Education based on the ARCS motivational model significantly improved nursing students' communication skills, motivation, and self-efficacy. While affective and participatory competencies developed substantially, cognitive-reflective components may require extended or repeated interventions. The ARCS framework offers a robust pedagogical approach to fostering learner engagement and readiness in nursing education. Registered at ClinicalTrials.gov (NCT07004205 Registration date: 12.05.2025).

Aims: Okra is a vegetable of major nutritional and economic importance in tropical and subtropical regions. In Benin, its production remains limited by disease and pest pressure and the lack of high-performing varieties. This study aims to assess agro-morphological traits of five varieties (TZSMN86, AVOK1501, AVOK1505, AVOK1502 and C101), as part of the requirements for their inclusion in the Beninese Catalogue of Plant Species and Varieties (CaBEV). Methodology: The criteria of Distinctness, Uniformity and Stability (DUS) were assessed over two cycles of on-station trials. Agreement between qualitative parameter classifications across production seasons was assessed using Cohen's Kappa coefficient, while phenological and agro-morphological data were analyzed using generalized linear and linear mixed-effect models, followed by Tukey's posthoc tests for mean comparisons, in R (v4.3.0) with variety and season as fixed factors and block as random factor. Results: Findings revealed that several qualitative traits were uniform, while significant differences (P &lt; 0.05) were noted in leaf blade color and fruit shape. Quantitative data indicate significant variability between genotypes across seasons. Ascending hierarchical clustering (AHC) grouped the varieties into three distinct clusters. Accessions AVOK1502 and AVOK1505 also showed good stability across seasons. Conclusion: These results provide a scientific basis for the approval and registration of high-performing okra varieties (TZSMN86, AVOK1501, AVOK1505, AVOK1502 and C101) in the national variety catalogue.

This study aimed to examine the influence of tax service quality, taxpayer awareness, and tax incentives on the tax compliance of MSME (Micro, Small, and Medium Enterprises) actors in Binjai City. The population in this study was not known with certainty; however, a total of 96 respondents were selected as samples using the Lemeshow formula. This research employed a quantitative primary data approach, which was collected through questionnaires and processed using SPSS Version 24. The analytical technique used was multiple linear regression analysis. The results of the study showed that tax service quality, taxpayer awareness, and tax incentives, both partially and simultaneously, had a positive and significant influence on taxpayer compliance in MSMEs in Binjai City. Tax service quality had a regression coefficient of 0.301, a t-value of 3.327, with a significance level of 0.001. Taxpayer awareness had a regression coefficient of 0.334, a t-value of 3.826, with a significance level of 0.000. Tax incentives had a regression coefficient of 0.238, a t-value of 3.042, with a significance level of 0.003. The results of the F-test showed an F-value of 108.094 with a significance level of 0.000. The critical values of t and F were 1.986 and 2.704 respectively, hence tcalculated &gt; ttable and Fcalculated &gt; Ftable with significance values &lt; 0.05, thus the alternative hypotheses (Ha) were accepted and the null hypotheses (Ho) were rejected, indicating significant influence. These findings confirmed that hypotheses H1, H2, H3, and H4 were accepted and proven valid, as the results aligned with the proposed hypotheses. The most dominant variable influencing taxpayer compliance was taxpayer awareness, as it had the highest t-value. Approximately 77.2% of taxpayer compliance could be explained by tax service quality, taxpayer awareness, and tax incentives, while the remaining percentage was attributed to other external factors. Taxpayer compliance had a very strong relationship with tax service quality, taxpayer awareness, and tax incentives.

This study aimed to determine the current level of digital literacy amongst Secondary School Teachers and Students in Jema’a Local Government Area of Kaduna State, Nigeria. It also investigated the influence of gender in digital literacy of teachers and students. Two research questions and two null hypotheses guided the study. The study adopted mixed design involving quantitative and qualitative method. The sample of the study consisted of 120 Students and 12 Teachers randomly selected from six (6) schools, out of the twenty (20) schools in Jema’a Local Government Area while six (6) principals (head of schools) were purposively selected for the study. The Questionnaire and interview guide were used as an instrument for data collection. The Mean, Standard Deviation were used to analyzed Quantitative data from Questionnaire and Qualitative data from interview were transcribed and categorized into emerging themes. Triangulation of data from various sources were used and revealed the level of teacher’s digital literacy. Results of the study indicated the low level of Digital literacy among teachers and students and significant gender difference existed between the two groups in favor of the males. The implications of these findings for sustainable development were highlighted.

The purpose of this study is to examine the relationship between primary school teachers' attitudes towards the use of Artificial Intelligence (AI) in education and their concerns about technology-induced unemployment. A convergent parallel design from mixed research methods was used in the study. A correlational survey design was used in the quantitative part, while a case study design was preferred in the qualitative part. Quantitative data were collected using scales developed by Aksekili and Kan (2024) and Civelek and Pehlivanoğlu (2020). Qualitative data were collected using a semi-structured interview form. Quantitative data were obtained from 149 classroom teachers selected by random sampling in the 2024-2025 academic year, while qualitative data were obtained from 24 classroom teachers selected by convenience sampling. Quantitative data were analysed using descriptive statistics and parametric tests. Qualitative data were analysed using content analysis. The findings reveal that class teachers have a high level of attitude towards the use of AI in education. It was found that class teachers have a low level of concern about technology-induced unemployment. The relationship between these two variables is understood to be moderately negative. It was determined that most teachers have a positive view of the use of AI in primary school lessons. It is thought that AI cannot replace the profession of classroom teaching. It has been established that AI cannot perform many human skills. Among the views of classroom teachers, the fact that AI is emotionally inadequate stands out.

Sustainable knowledge transfer in Japan’s international security cooperation for research and development (R&amp;amp;D) and procurement is challenging due to institutional and security constraints. Critical know-how is often tacit and dispersed among experts; continuity is undermined by frequent personnel rotations, temporal–spatial gaps between projects, and institutional and cultural differences across international partners, leading to knowledge loss. In this context, traditional on-the-job training is difficult to sustain, making durable knowledge transfer difficult to achieve. To overcome this problem, this study proposes a knowledge engineering method that externalizes practitioner expertise. Procedure-based knowledge (what/how) and purpose-based knowledge (why: purposes and decision rules) are structured as two auditable linked, machine-interpretable graphs—the procedure- and purpose-based knowledge graphs. This method uses the Convincing Human Action Rationalized Model (CHARM) as a notation for knowledge structuring. To articulate implicit causal reasoning, we integrate Fault Tree Analysis (FTA) as a qualitative, deductive elicitation and articulation notation. Starting from observed outcomes (“top events”), FTA deductively elicits avoidance purposes and candidate actions. These purpose-action pairs are then recorded under Reference Cases (RC) and embedded as RC-tagged links in the two graphs with FTA-derived annotations, thereby refining causal logic and facilitating knowledge externalization. We empirically assess the method’s effectiveness through qualitative and quantitative analyses of data from semi-structured interviews, a facilitated workshop, and FTA-guided follow-up interviews. These activities increased both the volume and granularity of externalized knowledge, yielding 42 RCs and 133 case-attached actions as provenance-bearing purpose-action units. Our approach yields reusable, machine-interpretable assets for human-AI collaboration and may support continuity during constrained handovers, which may help mitigate repeated errors and improve negotiation preparedness. These findings suggest that the FTA-adapted CHARM approach can foster more sustainable knowledge transfer for Japan’s international security cooperation.

The integration of Information and Communication Technology (ICT) is increasingly recognized as a driver for educational inclusivity and improved learning outcomes. This study investigated basic ICT literacy as a tool for educational inclusion in under-resourced public secondary schools in Nagazi–Adavi Local Government Area, Kogi State, Nigeria. A descriptive survey design adopting a mixed-methods approach was used. Data were collected through structured questionnaires administered to 344 respondents comprising students, teachers, and non-teaching staff, alongside in-depth interviews with six senior school personnel. Quantitative data were analyzed using descriptive statistics and Chi-square tests at the 0.05 level of significance, while qualitative data were analyzed thematically. The findings revealed that ICT facilities were largely inadequate and that ICT use during classroom teaching was minimal. Although ICT was widely perceived to improve understanding and increase students’ interest in learning, no significant relationship was found between ICT availability and educational inclusion. Although, basic ICT literacy showed a significant relationship with students’ engagement in teaching and learning. In addition, challenges such as inadequate infrastructure, unreliable electricity supply, and limited training opportunities were found to significantly hinder effective ICT integration. The qualitative findings supported the survey results, highlighting infrastructural deficiencies alongside positive attitudes towards ICT. The study concludes that ICT has strong potential to enhance educational inclusion and learning engagement but remains constrained by systemic challenges. It recommends targeted government investment in ICT infrastructure, provision of alternative power sources, periodic ICT training for teachers, curriculum-based ICT integration, and strengthened multi-stakeholder partnerships.

The nominal group technique has been shown to be an effective method for reaching consensus among a group of healthcare experts when selecting clinical indicators for application in primary care research, especially where there are competing prioritisation criteria being considered. In the context of manifest barriers to traditional face-to-face meetings, and with the advent of evolving and improved digital tools, alternative approaches are being more commonly utilised to overcome these challenges. In this study, we sought to prioritise a set of existing, validated clinical indicators proposed for inclusion in ACTMed (ACTivating primary care for MEDicine safety), a clinical trial aiming to reduce medicine-related harm in primary care. A modified nominal group technique, using a fully online approach, was employed to facilitate consensus among a group of pharmacists and general practitioners. Quantitative data were obtained using an online survey platform both prior to the structured virtual forum and again following group discussion. Qualitative material was gathered from written feedback included in the pre-forum questionnaire and through verbal contributions made during the online forum. The highest priority indicators determined by the two-staged survey process were for myocardial ischaemia, cerebrovascular ischaemia related to atrial fibrillation, heart failure, asthma/chronic obstructive pulmonary disease and falls with fracture. Qualitative reasoning behind the participants' evaluation of the clinical indicators included value for money, impact of the intervention, consequences of clinical outcomes and ability to implement the intervention in practice. In this study, the interactive component of the nominal group technique process had little impact on the final prioritisation of the clinical indicators. Potential explanations for this might include previously established strong participant views and preferences or relative group homogeneity based on similar learning, research or clinical experience.

Bullying and school violence contribute directly to mental health difficulties among youth in the United States. Background/Objectives: This study describes the development and initial evaluation of a technology-enabled, multi-component school safety framework designed to support bullying prevention in middle and high schools. Methods: Students (n = 46), school personnel (n = 79), and parents/caregivers (n = 28) participated in three waves of usability and feasibility testing focused on a mobile application (Speak Out with Advocatr), companion classroom instructional materials, and guidelines for a school-wide safety campaign. Quantitative data were summarized using descriptive statistics and benchmark comparisons, and group differences across respondent roles were examined using analysis of variance with post hoc pairwise tests. Given small and unequal sample sizes, bootstrap resampling with 1000 resamples was used to obtain robust estimates of group means and confidence intervals. Qualitative responses were analyzed using content analysis. Results: Across waves, mean ratings generally met or exceeded predefined usability benchmarks, indicating favorable perceptions of the system. Findings indicated strong student acceptance and engagement with the framework. Adult participants expressed particular interest in restorative approaches to addressing student conflict, as well as concerns about preventing the recurrence of bullying behaviors. Conclusions: Findings provide initial support for the usability and feasibility of a multi-component, technology-enabled approach to school-based bullying prevention. Results also highlight the value of role-specific feedback for refining integrated mental health and safety interventions within school settings.

The study investigated the effects of ChatGPT-based instruction using VARK model on academic performance in cellular respiration among secondary school students in Zamfara state, Nigeria. Two objectives, two research questions and one hypothesis guided the study using explanatory sequential mixed method research design. The population was all the 98,417 senior secondary school students for the 2024/2025 academic session in the state. Sample was 93 students for both the quantitative and qualitative phases. Three validated instruments: Visual, Aural, Read/write and Kinesthetic Questionnaire (VARKQ), Cellular Respiration Performance Test (CRPT) and Biology Students’ Perceptions on ChatGPT-based Instruction Interview (BSPCII) were used for data collection. Test-retest method was adopted in establishing the reliability of the VARKQ, CRPT and BSPCII using Cronbach’s Alpha, Pearson’s r and Co⁠hen’s K‍appa correlations which yielded reliability indices of 0.81, 0.82 and 0.79 respectively. Quantitative data were analyzed using mean and standard deviation to answer the research questions and One Way ANCOVA to test the hypothesis at p ≤ .05 significance level while the qualitative data were analyzed thematically. Findings revealed that: the mean academic performance score of the experimental group was greater than that of the control group and secondary school biology students’ perceptions on the use of ChatGPT in learning were positive. The study concluded that ChatGPT-Based Instruction using VARK Model (CBIVM) significantly enhances students’ academic performance and was perceived positively by the students. It was recommended that biology teachers should adopt the CBIVM and senior secondary school students should be encouraged to make better utilization of ChatGPT for personalized learning.

The competency-based medical education (CBME) curriculum was introduced recently for undergraduate courses in medical institutions in India. The program needs a paradigm shift in the teaching and assessment methods. Therefore, challenges at the individual as well as organizational level are expected in the initial years of implementation. We used a mixed-method approach through focus group discussions (FGD) and an online survey to assess the perception and attitude of MBBS phase 1 and 2 teachers towards CBME. Themes were generated from FGD, and quantitative data were collected using a structured questionnaire through an online survey. Nearly 80% of the participating faculty perceived that the CBME curriculum was better than traditional teaching methods. Major challenges were either related to a deficiency of curriculum-optimized learning material (85%), material infrastructure (38%), and manpower (46%), or increased documentation (74%), and time constraints (52%). The faculty felt attitudinal change (63%), better acquaintance with the professional environment (60%), improved participation (58%), and the performance of students (38%) were major commendations of CBME. The CBME curriculum is a welcome change in Indian medical teaching institutes, and faculty intend to improve it through feedback mechanisms. The perceived complexities need to be addressed at different levels through collaborative approaches.

The purpose of this study is to investigate the implementation of artificial intelligence and multiple intelligences (MI) in project-based learning (PBL) to improve English language proficiency of Chinese undergraduates. A quasi-experimental design was used, with students divided into experimental and control groups that consisted of 30 students each. The PBL treatment was tailored to each individual MI throughout 16 weeks as opposed to traditional learning in controls. Opposite to the initial hypotheses, quantitative data in the form of pre-post tests and questionnaires showed that significant results in English proficiency, motivation, and engagement were accomplished in the treatment condition. The combination of artificial intelligence and MI in PBL has a significantly greater impact in language learning results compared to the control group. It offered sound evidence to confirm the effectiveness of technology-enabled personalized PBL as a new emerging English language teaching approach in English language learning.

Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by progressive speech and language impairments that impact communication, independence, and psychosocial well-being. People with PPA (PwPPA) and their carers face communication difficulties that lead to social withdrawal. Speech and language therapy (SLT) offers non-pharmacological strategies to support communication, yet evidence regarding its perceived impact on daily life remains limited. This study explored the experiences of PwPPA and their carers following SLT, focusing on perceived changes in communication abilities, confidence, and psychosocial well-being. PwPPA participated in a 5-week, tailored telerehabilitation program (Lexical Retrieval Cascade Treatment for logopenic PPA/semantic PPA; Video-Implemented Script Training for nonfluent/agrammatic PPA). Post-treatment questionnaires were developed to collect the opinions of PwPPA and their carers regarding the SLT. The questionnaires included 22 closed-ended Likert-scale items and two open-ended questions for each group. Quantitative data were analyzed for frequency and consistency between PwPPA and carers, while qualitative responses underwent reflexive thematic analysis. Twenty-five PwPPA and 24 carers completed the questionnaires. Quantitative findings showed consistent perceptions between PwPPA and carers, with approximately 30% reporting improvements in communication confidence, speaking ability, and stress. Thematic analysis revealed four shared themes: reduction in negative emotions/increased self-efficacy, proactivity, acquisition of compensatory strategies, and the importance of the treatment setting and patient-clinician relationship. Additional themes included enhanced communicative effectiveness for PwPPA and increased awareness and improved interpersonal relationships for carers. Participants emphasized the benefits of individualized, supportive therapy delivered in a comfortable environment, including via telerehabilitation. Our study highlights the positive influence of SLT on both communication and psychosocial outcomes in PwPPA and their carers. Integrating subjective experiences with quantitative measures underscores the importance of person-centered, holistic interventions that address linguistic, emotional, and social dimensions, supporting everyday communication and quality of life.

This study investigated Instructional Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education. The specific objective was to determine how human, digital/printed, and physical infrastructural resources affect curriculum implementation and to assess the mediating role of instructional adaptability. An explanatory sequential mixed methods design was employed, beginning with a quantitative phase using structured surveys administered to 972 lower secondary school teachers, followed by qualitative interviews to contextualise statistical findings. Quantitative data were analysed using SPSS Version 25, employing descriptive statistics, correlation, hierarchical multiple regression, and mediation analysis through path coefficients and Sobel testing. Results indicated that educational resources significantly predicted curriculum implementation, with human resources having the strongest effect, followed by digital/printed materials, while physical infrastructure showed a smaller, non-significant contribution. Instructional adaptability partially mediated the relationship between educational resources and curriculum implementation, suggesting that resource availability enhances teachers’ adaptive teaching capacities, which in turn improves curriculum fidelity. These findings align with Constructivist and Fidelity of Implementation theories, emphasising that teacher competence and flexibility bridge the gap between policy intentions and classroom realities. The study concludes that the success of CBC implementation depends not only on the adequacy of resources but also on teachers’ ability to adapt instruction to diverse contexts. It recommends that the Ministry of Education increase teacher recruitment and professional development, expand equitable access to digital and printed learning resources, and improve infrastructure standards through collaboration with county governments and school boards. Strengthening teacher adaptability through continuous professional learning and targeted policy support is essential for sustaining effective, learner-centred curriculum implementation across Uganda’s education system.

This study examines how pedagogical strategies function as cultural processes in shaping students’ cultural awareness and social responsibility in higher education. Conceptualizing higher education as a cultural space, the study positions pedagogy as a site of meaning-making through which student development unfolds. A mixed-methods convergent design was employed to capture both the scope of developmental change and the meanings students attribute to their learning experiences. Quantitative data were collected through a survey measuring three interrelated dimensions of student development: values, worldview, and social consciousness. Qualitative data were obtained from in-depth interviews and students’ reflective journals, allowing analysis of lived learning experiences and student agency. Integrated analysis generated meta-inferences that illuminate the cultural dimensions of pedagogical practice. Quantitative findings indicate that pedagogical strategies supported development across all three dimensions, with more pronounced changes in worldview and social consciousness and more gradual shifts in values. Qualitative findings reveal that these changes emerged through critical reflection, questioning of prior assumptions, and connections between learning experiences and broader social structures. Overall, the findings demonstrate that pedagogical strategies contribute to cultural formation by shaping students’ interpretive frameworks and enhancing their potential for socially responsible and transformative action. The study underscores the role of pedagogical design in advancing cultural analysis and social change within higher education.

Glaucoma is a leading cause of irreversible blindness, yet the circulating proteins and metabolic pathways that causally contribute to different glaucoma subtypes remain poorly defined. We analyzed baseline plasma proteomics in 1485 glaucoma cases (447 primary open‑angle glaucoma [POAG], 177 primary angle-closure glaucoma [PACG], 120 normal-tension glaucoma [NTG]) in the UK Biobank using Cox models with graded adjustment. We then integrated five independent protein quantitative trait loci resources with FINLAND R12 genome-wide association study data to perform two‑sample Mendelian randomization (MR) and cross‑cohort meta‑analysis for overall glaucoma and each subtype. To prioritize effector genes and pathways, we conducted summary-data-based Mendelian randomization (SMR) using eQTLGen and two‑step mediation MR using metabolite quantitative trait loci data for ∼1400 plasma metabolites from the Canadian Longitudinal Study on Aging cohort. In fully adjusted Cox models, 484 proteins were associated with incident glaucoma, 135 with NTG, 59 with POAG, and 1 with PACG (false discovery rate <0.05). Multicohort MR and meta‑analysis identified eight proteins with robust causal effects: NRP2, TSPAN1, and HAVCR2 for overall glaucoma; NRXN3 for PACG; MANSC4 for NTG; and LTBP2, CD69, and SMAD1 for POAG. SMR supported NRP2 (overall glaucoma) and SMAD1 (POAG) as causal genes. Mediation MR revealed that sphingomyelins, acylcarnitines, and bile acid-related metabolites partially mediated the effects of several proteins, defining shared (e.g., sphingolipid) and subtype‑specific metabolic pathways. By integrating epidemiologic, proteomic, genetic, and metabolomic data, we identify convergent systemic protein and metabolic signatures associated with glaucoma susceptibility and its clinical subtypes. These findings nominate NRP2, SMAD1, and related pathways as promising biomarkers and therapeutic targets and support a systems‑level view of glaucoma pathogenesis beyond intraocular pressure alone.

Air-cooled chillers remain important to climate control in many industries. However, ensuring high availability of such systems has remained a big challenge to their operations, especially in developing countries like Tanzania. The maintenance practices currently adopted are mainly reactive, translating to a frequent occurrence of failures that result in shortened equipment life and energy wastage. In this paper, an optimum data-driven model is developed and validated for managing the maintenance of air-cooled chillers to advance the performance of their availability. Quantitative and qualitative data were collected from seven chillers at Julius Nyerere International Airport using a mixed-methods methodology approach at Dar es Salaam, including operations records, performance indicators, and interviews with experts. Multiple regression analysis highlighted preventive maintenance frequency (β = 0.312), compressor performance (β = 0.241), control system reliability (β = 0.225), and energy performance (β = 0.202) as the strongest positive determinants of availability. Contrary to findings in other studies performed under more extreme climates, environmental factors such as ambient temperature and dust had low significance. This can be explained by the stable coastal climate of Dar es Salaam and the relatively controlled infrastructure at JNIA. The model was then validated with an average prediction accuracy of about 98%. This was indicative of its efficiency in predicting the availability of chillers.