Ethnoscience-based digital learning media in science learning is an innovation that integrates science with local culture. This study aims to identify what digital media are used to integrate ethnoscience, relevant science topics, impact on aspects of learning outcomes, and challenges in implementing ethnoscience-based digital media through a systematic literature review using the PRISMA guide. Of the 271 articles identified, 13 articles were selected based on inclusion and exclusion criteria. The results of the study show that ethnoscience-based digital media is effective in improving concept understanding, science literacy, science process skills, motivation, environmental literacy and cultural literacy. The integration of local culture in digital media helps students connect science concepts with everyday life, thus creating more relevant and meaningful learning. However, challenges such as limited technological infrastructure, teacher readiness, and student adaptation to digital learning are still major obstacles. Collaboration between educators, educational institutions, and governments is needed to overcome these constraints, by providing adequate training and resources.

The debate over fetal and neonatal pain sits at the intersection of empirical science and ethical judgement. Advances in monitoring have revealed hormonal, neural and behavioural responses to noxious stimulation, even before birth. These responses clearly indicate nociception and physiological stress, but they do not constitute direct evidence of a conscious pain experience. Attributing pain requires interpretation, and disagreement persists regarding when pain capacity emerges. This epistemic uncertainty has important ethical implications. Where analgesia demonstrably improves clinical outcomes, such as reducing morbidity and mortality following surgery, its use can be justified independently of unresolved questions about subjective experience. In these contexts, outcome data provide a stable ethical foundation for intervention. When benefit is unproven or risk is demonstrable, however, uncertainty cannot be ethically bracketed, and the potential harms of analgesia, including physiological instability, pharmacological exposure and procedural delay, must be weighed. The evidentiary position is less secure in fetal medicine, where fetal analgesia has not been assessed as an independent determinant of outcome. The situation is different again in abortion, where no fetal outcome benefit can be demonstrated. Appeals to fetal pain in these contexts often rely on precautionary reasoning and compassionate impulses rather than demonstrable evidence. While such impulses are understandable, they risk introducing additional burdens without clear benefit and may obscure competing ethical considerations. Pain prevention in early life, therefore, remains both a scientific and moral endeavour. Ethical clarity requires honesty about what is known, what is inferred and when interventions primarily serve to reassure caregivers rather than benefit patients.

Background: This paper is a systematic review of 100 peer-reviewed articles (2015–2025) related to artificial intelligence (AI) applications in the auditing field, and includes machine learning, natural language processing, robotic process automation, and other AI methods. Purpose: The paper delves into the integration of these AI technologies into the audit workflow; empirical implications of these technologies on audit effectiveness; efficiency and quality; and technical, organizational, and regulatory obstacles that suggest more widespread adoption is still limited. Methods: Five large-scale databases and other sources were searched and selected using PRISMA; structured data were extracted, assessed in quality and narrative, and thematically analyzed. Results: The discussion indicates that machine learning-based anomaly detection and predictive analytics, document analysis through NLP, and automation through RPA are becoming part of planning, risk assessments, control tests, and substantive procedures/reporting, with improvements in detection capabilities, coverage and efficiency reported in various empirical and design science studies. The review also presents common architectural models of AI-enabled audit processes, including layered data and governance, model development and oversight, orchestration and automation, auditor-facing applications, and human-in-the-loop controls. Conclusions: The article proposes an AI-based audit workflow reference architecture and summarizes evidence on opportunities, threats, and implementation obstacles, highlighting gaps in longitudinal assessment, comparative evaluation of AI methods, and regulatory recommendations. The results have practical implications for auditors, standard-setters, and system designers seeking to revise the audit approach and regulations to enable AI-driven assurance.

Purpose While climate change has caused catastrophic consequences for both human and non-human habitats in the Anthropocene era, its impacts are unevenly distributed across the globe. Existing global climate change policies, discourses and practices – promulgated and adopted worldwide – fail to account for the systemic structural, political, historical, cultural, social and economic inequalities between the Majority and Minority World. Inspired by the decolonization agenda, this paper aims to deconstruct the Western technocratic theorization of public sector climate accounting and accountability from a Majority World perspective. Design/methodology/approach Theoretically, the paper draws from a critical “climate justice” lens and Latour's (2017) concept of “Down to Earth” to critique the limitations of dominant scientific and technocratic approaches of public sector climate accounting and accountability, which have perpetuated socio-environmental injustice. It also advocates for a new climatic regime – “Terrestrial” – that offers an alternative politics which leads towards the earth. Empirically, the paper draws from three empirical narratives to illustrate how climate injustices materialize in practice in the Majority World. Findings The paper argues that meaningful climate accountability requires reimagining political orientations beyond Minority–Majority national frontiers and adopting a planetary ethic that restores humanity's relationship with the earth. It urges international agencies and Global South states to address climate injustice by implementing a practical climate accounting and accountability framework comprising: (1) prioritizing local resilience and adaptive capacity over mitigation-focused agendas; (2) resisting neo-colonial extractive practices and exploring commonwealth governance alternatives; (3) fostering communitarian, Indigenous-informed participation; (4) rejecting hierarchical, technocratic approaches; and (5) developing alternative contextually grounded practices sensitive to local socio-political, cultural and environmental realities. Research limitations/implications Future research on public sector accounting and accountability for climate change must move beyond descriptive assessments towards transformative frameworks addressing climate injustice in the Majority World. This includes examining the empirical application of novel climate accounting models above, theorizing the potential and limitations of accounting tools for adaptation, advancing participatory accountability practices, exploring alternative accounting possibilities and extending inquiry into commonwealth governance. Latour's ideas – especially the “new climatic regime”, the terrestrial approach and the empirical science of nature-as-process – also provide valuable avenues for reimagining how climate accounting can be theorized and enacted in practice. Practical implications The paper develops a practical climate accounting and accountability framework in and for the Majority World, encapsulating five key features: (1) prioritizing local resilience and adaptive capacity over mitigation-focused agendas; (2) resisting neo-colonial extractive practices and exploring alternative models of commonwealth governance; (3) fostering communitarian, Indigenous-informed participatory initiatives; (4) rejecting hierarchical, technocratic approaches to accounting and accountability; and (5) advancing contextually grounded practices attuned to local socio-political, cultural and environmental realities, thereby addressing climate injustice in the Majority World. Originality/value Little research theorizes public sector climate accounting and accountability from the Majority World perspectives.

The rapid evolution of digital algorithms has transformed the way psychological concepts are disseminated and understood. While the feedback loop between public discourse and psychological terminology has always existed, social media and artificial intelligence have accelerated this process, potentially prioritizing engagement over scientific accuracy. This has contributed to increased awareness and reduced stigma around mental health but has also facilitated the spread of inaccuracies, potential for overpathologization, and departures from diagnostic criteria. This article explores the ethical implications of this evolving digital landscape through a utilitarian framework, weighing the benefits of expression and sharing personal experiences against the risks of conceptual shifts and diagnostic imprecision. Building upon existing ethical standards from the American Psychological Association, this article provides practical recommendations for clinical and counseling psychologists, including engaging with the evolving social media-artificial intelligence feedback loop by thoughtfully addressing diagnostic misperceptions, incorporating dimensional models into psychoeducation, and advocating for the ethical use of artificial intelligence to enhance clinical practice and research. This article also proposes new ethical guidelines to address how American Psychological Association's ethical principles apply to emerging challenges in a digital age. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The study comprehensively analyses the evolution of the scientific concept of forest ecosystem services in the context of the transition from traditional resource-oriented approaches to contemporary models of natural capital valuation. The theoretical foundations underlying the understanding of ecosystem services as an integral outcome of forest ecosystem functioning, combining ecological, social, and economic benefits for society, are examined. The relevance of interpreting forest ecosystem services as economic assets capable of generating long-term value, forming stable financial flows, and serving as an instrument for enhancing the economic resilience of the forest sector is substantiated. Based on the synthesis of international theoretical and methodological frameworks and the analysis of national experience, the key challenges in implementing an economic accounting system for ecosystem services in Ukrainian forest management practice are identified. Particular attention is paid to institutional, methodological, and legal constraints that hinder the monetization as well as capitalization of non-resource forest functions, including regulating and cultural services. Promising directions for the development of an ecosystem-oriented forest management model are defined, which envisage the systematic integration of ecosystem services into the mechanisms of strategic planning, financial management, and economic accounting of forestry activities. This model is based on viewing forest ecosystems not merely as a source of resource-based products, but as multifunctional economic assets capable of generating long-term societal and financial value. It is demonstrated that the implementation of these approaches provides a methodological foundation for the capitalization of regulating as well as cultural forest ecosystem services, the development of new financial instruments, and the diversification of income sources within the forest sector. Special attention is given to adapting this model to the conditions of Ukraine’s post-war recovery, particularly in the context of assessing environmental losses, substantiating compensation mechanisms, attracting climate finance, and achieving sustainable development goals at the national and regional levels.

Phylogenetics is an essential component of science literacy, but research demonstrates the challenges of interpreting evolutionary trees. While a variety of classroom interventions have been shown effective in this field, the potential of educational games is underexplored. We investigate the efficacy of an escape-style game for teaching tree-thinking skills. VENOMventure immerses English- and Spanish-speaking families with kids ages 8 years and up in a biomedical mystery during a 30–45-min game. Participants (N = 466) at two natural history museums, one urban library, and one rural library played VENOMventure and took part in research that assessed learning through pre-test, post-test, and 4-week follow-up test. Players of all ages, from rural and urban settings, demonstrated significant learning gains, which persisted for at least 4 weeks. Groups with child-led or balanced puzzle-solving styles showed larger overall learning gains than groups with adult-led play. Furthermore, the experience was perceived as fun and memorable, and led to extended interactions with the science concepts from the game. This research provides insight into the variety of interventions that support phylogenetics learning and represents a rare case in which an escape-style game purported to be educational has generated robust evidence supporting that claim.

ABSTRACTRationaleTelemedicine has strong potential to improve hypertension management, yet its uptake into routine care remains limited. Implementation strategies (IS) enhance evidence‐based intervention (EBI) use. Identifying IS used in pre‐implementation trials and understanding whether these trials are explanatory or pragmatic can inform the expedited translation of EBI. Despite the availability of tools to evaluate trial design and report IS, clinical researchers often face challenges in systematically describing IS from pre‐implementation studies.MethodsUsing the Pragmatic Implementation Strategy Reporting tool (PISRT), we describe a step‐by‐step approach to retrospectively report IS from 13 telemedicine trials of hypertension management identified from a systematic review. For each trial, we also mapped nine trial design domains along efficacy to effectiveness spectrum using the PRagmatic Explanatory Continuum Indicator Summary–2 (PRECIS–2) tool. Three clinical researchers new to implementation science underwent short training on implementation science methods including the Expert Recommendation for Implementation Change (ERIC) project, supervised by a fourth clinical researcher with working implementation science knowledge. The clinical researchers clarified important implementation science concepts, terminologies, PRECIS–2 domains and data harmonizing approaches across trials guided by published literature, lectures and group discussions during pilot coding sessions. After individual data extraction, the clinical researchers met to select and operationalize IS and trial design domains along the efficacy to effectiveness spectrum using consensus achieved through group discussions. We partnered with two implementation science experts to refine our approach and elaborated each ERIC IS by providing relevant examples in implementing IS in telemedicine management of hypertension intervention. We also defined intervention components for each trial to help distinguish EBI from IS.DiscussionWe describe a practical manual for systematically reporting IS and attributes of trial designs from efficacy and effectiveness telemedicine trials for hypertension management. We provide a step‐by‐step approach to support clinical researchers in reporting IS and assessing the readiness of trials evaluating an EBI for real‐world use. Future work should evaluate the effectiveness of our methods, including implementation science experts evaluating any discordance with our IS reporting.

Unearthing historical pedology: An analysis of soil science concepts in 1200 years of Persian poetry

The practical application of science education often encounters various challenges, particularly in conveying abstract scientific concepts in a tangible and meaningful manner for students. Many concepts in junior high school science, such as astronomical phenomena, biological structures, and environmental systems, are inherently abstract and difficult to visualize through conventional instructional approaches. Augmented Reality (AR) offers opportunities to integrate virtual and real environments, enabling abstract scientific concepts to be represented in interactive, visual forms that may support conceptual understanding and student engagement. This study aims to describe and explain patterns of Augmented Reality (AR) utilization across science topics in junior high school education in Indonesia. A Systematic Literature Review (SLR) was conducted following the PRISMA protocol to ensure transparency and rigor in the review process. A comprehensive literature search was conducted across Google Scholar, Scopus, and ERIC databases. Of the 874 articles identified, 17 studies met the predetermined inclusion criteria and were selected for data synthesis. The findings indicate that research on AR-based learning media at the junior high school level in Indonesia remains relatively limited, with much of it focused on specific science topics. The structure and function of living organisms and the solar system were the most covered topics, with 4 articles (31%) and 3 articles (23%), respectively, while other topics each had 1 article (7.7%). In contrast, earth and environmental science topics, including ecology and biodiversity, receive comparatively less attention. This review is limited to open-access studies conducted in Indonesia between 2016 and 2025 and focuses exclusively on junior high school science education. The results of this study provide an overview of current research tendencies and may serve as a reference for future studies seeking to examine AR implementation more comprehensively.

The purpose of the article is to identify the essential characteristics and structural relationships of the pedagogical concepts of comparison, generalization and analogy using the lexical-semantic analysis conducted using the construction of semantic fields that clearly display their common lexical components. Based on the component analysis included in the lexical-semantic analysis, we developed an algorithm for analyzing the scientific and pedagogical concepts of comparison, generalization and analogy, created a diagram of their relationship, and considered the operational composition of the studied universal actions. Disclosure of the content of these concepts helps the primary school teacher to effectively organize his work, ensure the assimilation of program knowledge at a higher level, promptly diagnose the assimilation of certain knowledge and skills by younger students in the formation of universal actions of comparison, generalization and analogy.

Product consumption has increased in line with technological and industrial developments. This study aims to apply halal categories in science education in schools, specifically to improve students' understanding of halal products and their application in everyday life. An interdisciplinary approach is used to integrate scientific concepts with halal literacy through practical activities, discussions, and socialization. Data were obtained through a literature review of articles published between 2017 and 2024 that were relevant to the concepts of halal and halal products. The results of the study show that the application of halal categories in science education not only improves students' understanding of halal products but also encourages them to be more critical in choosing consumer goods. This study also highlights the importance of collaboration between educators, students, and business actors in creating a learning environment that supports halal literacy. Thus, it is hoped that students can contribute to promoting halal products and supporting the growth of the halal industry in Indonesia. Keywords: Halal certification, Halal literacy, Halal product innovation, Project-based learning, Science education

Subject. The impact of the competitiveness of regional economic sectors on the integral indicator of the sustainable development of the region in the context of economic modernization. Objectives. To establish and quantify the relationship between the competitiveness of the region's industries and the sustainability of its socioeconomic development, substantiate the priorities of economic diversification aimed at improving financial stability and the quality of economic growth. Methods. The methodological basis of the research is based on a comprehensive statistical and econometric approach, including analysis, synthesis, induction and deduction, a comparative analysis of scientific concepts of sustainable development, competitiveness and entrepreneurship. Results. It has been established that there is a statistically significant relationship between the indicators of competitiveness of the region's industries and the integral indicator of sustainable development. The basic industries (mining and metallurgy) are characterized by a weak or negative relationship with the sustainability indicator, which indicates the limitations of an extensive growth model. A high positive relationship between the STR effect and sustainable development has been identified for the chemical industry and the IT services sector, confirming the role of structural diversification and knowledge-intensive sectors. Conclusions. The sustainable development of the region in the context of economic modernization is determined not so much by the scale of growth of individual industries as by the quality and structural balance of the sectoral system. The formation of an innovative environment, the development of knowledge-intensive and service sectors, as well as increasing the structural stability of industries are key factors in strengthening the financial stability of the region.

ABSTRACT This study aims to investigate upper secondary school students’ engagement in computer-supported collaborative learning while interacting with a digital interactive visualisation of the carbon cycle. Task-based interviews were conducted with student pairs who used the visualisation to complete a carbon cycle activity, focusing on the transformation and movement of carbon compounds between carbon reservoirs. Drawing on an activity theory framework, the analysis identified contradictions and alignments among elements of the learning activity system. Findings indicate that students’ ability to construct system-based explanations was enhanced by access to key scientific concepts, effective interaction with the visualisation, and guided instructional support. Students’ development of explanations was sometimes obstructed when they engaged task-irrelevant concepts, lacked access to concepts or made unhelpful interpretations of the visualised information. Furthermore, a collaborative and socially supportive learning environment played a critical role in fostering collective sense-making and active engagement with the complexities of Earth system processes.

Brain-computer interfaces (BCIs) are communication and control systems centered on neural signals that incorporate both the user and the brain into a closed-loop interaction framework, and are widely regarded as a transformative paradigm in human-computer interaction. However, despite the existence of broadly accepted definitions within the research community, the rapid acceleration of BCI translation and commercialization has led to increasing ambiguity in scientific definitions, expansion of conceptual scope, and overstatement of technical capabilities. To address these issues, this paper proposed a scientifically grounded definition of BCIs and systematically analyzed their essential system components and fundamental characteristics. On this basis, the major and specific factors that constrain the capability boundaries of current and foreseeable BCI systems were examined. Furthermore, the scope of BCI was explicitly delineated by distinguishing BCIs from adjacent neurotechnologies based on their functional roles and system characteristics. This work aims to promote a more rigorous and coherent understanding of BCI definitions, scope, and capability limits within the academic community, and to provide essential theoretical foundations for responsible translation and long-term development. By clarifying conceptual boundaries and realistic expectations, it seeks to mitigate risks associated with conceptual generalization and distorted projections in both research and industrial practice, thereby fostering a more rational, robust, and sustainable ecosystem for the BCI field.

The article is devoted to the analysis of didactic ideas and views on education of the Transcarpathian teacher-educator Oleksandr Dukhnovych. The relevance of the scientist’s pedagogical heritage and the importance of its contextual study are emphasized. Three main aspects are substantiated, which testify to the expediency of introducing certain ideas into the educational process of professional training of modern students – future teachers. Firstly, O. Duhnovich as a teacher was formed in the traditions of the European humanistic philosophy of his predecessors Vittorino de Feltre, T. Campanella, J. Comenius, M. Montaigne, etc. His legacy reflects the ideas of Western European enlightenment, which is based on the ideals of humanism and goodness. On the basis of comparative analysis, the thesis of Augustine Voloshin that “O. Duhnovich as a teacher was formed under the direct influence of the famous Swiss scientist G. Pestalozzi” is proven. The content of individual works of O. Duhnovich and G. Pestalozzi is revealed and parallels are traced in the views of scientists on the purpose of school and the peculiarities of family education, on the Christian values ​​of goodness and justice as effective means of restructuring society on reasonable principles. Secondly, the contextual study of the heritage of the educator is explained by the relevance of those educational ideas of O. Dukhnovych and his contemporaries, which were later reflected in numerous theories of reformist pedagogy of the 19th century. and were used as an empirical basis for understanding and new interpretation of the processes of learning, upbringing and their influence on the harmonious development of the child's personality, and then formed into a whole series of scientific concepts: free upbringing (M. Montessori); pedagogical pragmatism (J. Dewey); experimental pedagogy (E. Mayman); school for life (O. Decroly); functional pedagogy (E. Clapared); pedagogy of the personality (E. Weber); absolute freedom of students (A. Neil). The reformist movement entered world pedagogy under the name "New Education", and the mentioned theories have enriched and continue to enrich the achievements of world didactics and the theory of education to our time. Thirdly, the humanistic in content pedagogy of O. Dukhnovych is contextually consonant with the views on education and upbringing of famous Ukrainian scientists, philosophers, teachers and writers of different generations: H. Vashchenko, A. Voloshyn, V. Dovhovych, S. Rusova, H. Skovoroda, V. Sukhomlynsky, I. Franko, P. Yurkevich and others. O. Dukhnovych, like his contemporaries – M. Shashkevych, I. Vahylevich, Ya. Holovatsky, M. Ustyyanovych, A. Mohylnytsky, I. Hushalevych – actively participated in the cultural revival of the 19th century, one of the tasks of which was to establish the Ukrainian language of teaching and upbringing and required the compilation of primers based on the material of the living Ukrainian language, the development of textbooks for public schools, and methodological manuals for teachers.

Basic education is a crucial foundation for a child's academic journey. Amidst the dynamics of the 21st century, dominated by technological advancements and global challenges—from climate change to health crises—the ability to understand and apply scientific concepts is vital. Scientific literacy is not simply the ability to memorize formulas or the names of planets, but rather the capacity to think critically, evaluate evidence-based information, and make logical decisions in everyday life. Changes in parental preferences in choosing elementary schools in Sungai Seluang Village are important to study because they indicate a trend of increasing interest in private schools compared to public schools, in line with the national trend of decreasing public school enrollment. This study primarily aims to examine factors influencing parental decisions, including comparing views on the quality of public and private schools, identifying barriers to accessing information, and assessing the influence of school location. The method used is a qualitative approach (case study) with data collection through interviews, observation, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions, accompanied by triangulation for validity testing. The results show that the dominant factors influencing parental choices include teaching quality, facilities, access to information, perceptions of security, and school distance, and these findings are directed to support the development of more responsive local education policies.

While power has long been a philosophical topic and is one of the central concepts in the social sciences, it is virtually absent from cultural evolutionary theory, which has been presented as suitable and promising for explaining human culture and sociality, their change and complexity. There are, however, two concepts that cultural evolutionary theory employs and that are arguably related to that of power: dominance and prestige. I argue that these concepts are not fit for the task and advocate a pluralistic approach to the study of our social reality, including the power relations essential to it.

Critical thinking is an important component in 21st-century Biology education, which demands the ability to critically analyze scientific concepts and information. However, students' critical thinking skills are still relatively low. This study aims to describe the profile of critical thinking skills of eleventh-grade students at a high school in North Sulawesi on the human digestive system. The method used is a quantitative approach with a descriptive design. The sample consisted of 19 randomly selected students. The research instrument was a test developed based on five critical thinking indicators according to Ennis, providing simple explanations, building basic skills, concluding, providing advanced explanations, and developing strategies and tactics. Data were analyzed descriptively quantitatively by looking at the percentage of achievement in each indicator. The results showed that most students' critical thinking skills were in the low category. As many as 74% of students were very low in providing simple explanations, and 89% were in the very low category in the advanced explanation indicator. The highest achievement only reached the sufficient category. These findings indicate that conventional Biology learning practices have not been able to encourage the development of critical thinking skills optimally. Therefore, this study emphasizes the importance of implementing profile-based diagnostic assessments and integrating active, contextual learning strategies that are oriented towards higher-order thinking skills in Biology learning.

This study addresses the persistent challenge of low critical thinking skills and inadequate conceptual understanding among junior high school students in science, particularly concerning ecology and biodiversity topics that require contextual relevance. The core gap identified is the lack of integration of contextually relevant and visually engaging teaching materials to support the development of these competencies. The research aimed to develop, validate, and evaluate the effectiveness of infographic-based learning media that integrates local environmental issues to enhance these two competencies in Grade VII students. Employing a Research and Development (R&D) approach, the study utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to systematically design and test the learning product. The implementation phase used a One-Group Pre-test–Post-test Design involving 17 students from a public junior high school located in Gorontalo Regency, Gorontalo Province. The developed media achieved an average expert validation score of 93.74% (Very Valid Category), confirming its quality. Effectiveness analysis using the Normalized Gain (N-Gain) score demonstrated significant improvement in student outcomes: the N-Gain for critical thinking was 0.72 (High Category), and for conceptual understanding, it was 0.77 (High Category). Furthermore, the media was highly practical, with student responses showing an overwhelming 98.1% positive feedback. Given the demonstrated high levels of validity, practicality, and effectiveness, the use of infographic-based learning media that connects abstract scientific concepts with local environmental contexts is proven to be a robust resource for fostering students' critical thinking skills and conceptual mastery in biology education.