The study of literary works in educational contexts plays an important role in developing students’ analytical and interpretative skills, particularly in understanding intrinsic elements of fiction. However, the selection of appropriate literary texts that align with curriculum demands and students’ characteristics remains a challenge. This research aims to describe the intrinsic elements of the novel Edensor by Andrea Hirata and to analyze its relevance to teaching review texts of fiction for eighth-grade students at SMP Negeri 23 Medan. This study employs a descriptive qualitative method with a structuralism approach, focusing on the analysis of intrinsic elements, including theme, characters and characterization, plot, setting, point of view, language style, and moral message. The primary data source is the novel Edensor, while supporting data were obtained through questionnaires distributed to 63 eighth-grade students. The results show that Edensor contains complete and interconnected intrinsic elements that construct a coherent narrative. The main theme revolves around the struggle to achieve dreams through education, supported by strong character development, a progressive plot, varied settings, first-person point of view, aesthetic language style, and meaningful moral values. Furthermore, the questionnaire results indicate a relevance level of 82.4%, categorized as highly relevant. This suggests that the novel aligns well with the learning objectives of reviewing fiction texts in the Merdeka Curriculum and effectively supports students’ understanding of intrinsic literary elements. In conclusion, Edensor by Andrea Hirata is suitable as an alternative teaching material for learning to review fiction texts in eighth grade, as it meets both theoretical and empirical criteria and aligns with students’ learning needs.

This article examines the interplay between qualitative and quantitative measures of text complexity and their impact on reading comprehension and learner engagement in Indo-European language education. While quantitative metrics (e.g., readability scores, lexical density, sentence length) provide statistical indicators of textual difficulty, qualitative dimensions (e.g., thematic richness, syntactic variety, narrative depth, cultural relevance) capture cognitive and affective factors crucial for meaningful comprehension. Drawing on recent empirical studies, the paper demonstrates that relying solely on one type of measure often misaligns with learners' cognitive capacities and motivational profiles. An integrated approach that balances statistical indicators with qualitative contextualization proves more effective in scaffolding instruction, differentiating materials according to proficiency levels, and fostering deeper engagement. The discussion highlights how learner proficiency mediates interaction with text complexity, emphasizing the need for adaptive pedagogical frameworks. Practical implications for curriculum design, text selection, and differentiated instruction are outlined, alongside recommendations for future longitudinal and cross-linguistic research. Ultimately, the synthesis underscores that a holistic evaluation of text complexity is essential for optimizing reading instruction and supporting successful second language acquisition across Indo-European linguistic contexts.

ABSTRACT This study investigates the selection and pedagogical framing of biblical texts within Romanian Orthodox Religious Education textbooks for Grades I – VIII. It particularly emphasises the role of these texts as curricular artefacts. Based on both qualitative and quantitative content analyses of sixteen officially approved textbooks, the research delineates the most frequently included biblical passages and examines their correlations with the competencies, values, attitudes, and pedagogical objectives as outlined in the national curriculum. The findings indicate that biblical texts are predominantly selected and organised to promote moral development, prosocial principles, and the cultivation of spiritual and ethical qualities. Frequently encountered passages – such as the Lord’s Prayer, the Beatitudes, and fundamental parables – are consistently regarded as normative exemplars of conduct and relational attitudes, rather than subjects for interpretative or doctrinal analysis. This pattern reflects the curricular priorities of Romanian Orthodox religious education, wherein Scripture is principally utilised as a resource for ethical guidance and personal development. The study contributes to ongoing debates by demonstrating how textbook design shapes both the selection of biblical content and its pedagogical use within a specific confessional context, while also highlighting the limitations of textbook-based analysis.

This article presents a multidisciplinary dataset of research papers annotated with software mentions, built by the SoFAIR project in collaboration with the CLARIN-PL team. The SoFAIR project aims to support the reproducibility of research and the reuse of data and to recognise the contribution of software developers. The dataset was created through a workflow consisting of text selection, automatic preannotation of documents using the Softcite software-mentions tool, and manual gold standard annotation. The dataset contains more than 9,000 software mentions, divided into 10 categories, as well as more than 2,000 relationships between mentions, which come from almost 500 texts belonging to 18 scientific disciplines. The dataset presented here contains detailed data and statistics that can be used to evaluate language models or to further develop software extraction tools. The dataset is available in TEI XML format and has been made available under a CC-BY license.

Using the author’s course on the memoirs of Israelis and Palestinians as an illustration, this article argues that dialogism and rhetorical listening can offer alternatives to the increasingly more common oppositional discourses found within and outside of academia after October 7, 2023, and since President Trump took office on January 20, 2025. The article describes how political and social divisions have made their way into higher education, resulting in some professors electing for a “silent” classroom while others take a more “activist” approach. It argues that both pedagogical choices present challenges for a liberal education in which the goal is debate and discussion across and despite difference. The article briefly describes the polarization occurring in the relevant fields of Israel Studies, Jewish Studies, and Holocaust Studies. It then acknowledges the author’s own personal and professional positionings. The article concludes with a description of the author’s course text selection and assignment design, including a discussion of how these aligned with pedagogical methods and goals informed by dialogism and rhetorical listening.

This essay analyses a selection of texts written about and by girls, who because of their neurodivergence are unable to learn the complex, often unstated, rules that govern the language, representations and social interactions on which participation in contemporary society is contingent. Research into cultural representations of girls who are unable to fulfil their socially mandated roles due to a variety of reasons, including neurodiversity, suggest they are at best stereotyped, at worst completely ignored. Caitríona Lally’s Eggshells (2015) and Alice Franklin’s Life Hacks for a Little Alien (2025) interrogate the language and spaces of girlhood as sites of restriction and coercion for their neurodiverse protagonists. However, the novels suggest that the marginal status that results from this exclusion from the mainstream can also render visible the often invisible strategies by which social roles and identities are constructed, facilitating a significant site of critique. The novels suggest that the liminal, unnarrated social spaces occupied by their protagonists are where the potential to forge new and inclusive modes of girlhood will be found.

Analysis of the theoretical, linguistic, and methodological foundations of exposition (summary writing) as one of the key types of written work in Kyrgyz language classes. The author examines narrow and broad interpretations of the concept of exposition and characterizes it as a form of instructional activity that constitutes the core of developing coherent written discourse. The article outlines the functions of exposition (communicative, lexico-grammatical, educational, and informational), presents a classification of its types (according to volume, content, didactic purpose, and modes of text perception), and offers a comparative overview of traditional and contemporary approaches to teaching exposition in the methodologies of Kyrgyz and Russian language instruction.Viewing exposition as an effective form of integrating reading and writing, the author emphasizes its role in developing learners’ cognitive and metacognitive skills. Particular attention is paid to the step-by-step methodology of teaching exposition writing, principles of text selection, preparatory activities, and the specifics of teaching compressed (summary) exposition.The article substantiates the significance of exposition in shaping students’ written competence at the school level and in preparing university students for academic and professional writing. In the context of competency-based educational standards, the demands of the information society, and issues of academic integrity, the relevance of teaching exposition writing is demonstrated. The findings are intended for use as a methodological basis for organizing written activities in Kyrgyz language classes and in higher education.

This article revisits a selection of foundational Cultural Studies texts and examines their continued relevance for the contemporary teaching of English language and culture. Building on the enduring legacy of works such as Representation, Englishness, Introduzione agli Studi Culturali britannici and Time Machines, the discussion highlights how Cultural Studies debates on identity, ideology, and representation remain central to understanding today’s discursive arenas. The article then explores how these theoretical concerns can be meaningfully translated into school-level practice, where the choice of textbooks plays a crucial role in shaping students’ cultural literacy. Through a lesson plan grounded in the Presentation–Practice–Production method, the communicative approach, and culturalist analytical tools, the article demonstrates how students can be guided to engage critically with political discourse, develop appropriate vocabulary, and reflect on the cultural processes through which meanings are produced and circulated. The proposed pedagogical framework illustrates how teaching ‘with’ and ‘through’ Cultural Studies ‘classics’ can foster both linguistic competence and critical awareness in today’s English classroom.

This qualitative study explores the instructional strategies used to enhance English literacy among four seventh-grade slow learners through a six-month non-participant observation. The findings reveal that a radical shift from traditional drilling to an extensive "read-a-lot" framework, supported by multimodal scaffolding and a "no-fail" socio-emotional environment, significantly improves student engagement and cognitive mapping. For fellow educators, this research offers a practical roadmap for implementing high-volume reading immersion that prioritizes fluency over immediate grammatical perfection, providing concrete examples of how graded readers and digital tools like virtual reality can bridge abstract linguistic gaps. Researchers benefit from a detailed exploration of how gender dynamics and interest-based text selection influence literacy resilience in inclusive secondary settings. By documenting the move from laborious word-for-word translation to intuitive language "chunking," the study proves that slow learners can achieve substantial academic growth when pedagogical rhythms are adjusted to their specific needs. Ultimately, this work serves as an evidentiary catalyst for shifting toward asset-based teaching models, encouraging the academic community to view slow learning as a unique processing pace rather than a permanent barrier to success.

Background: The integration of human rights into development policy represents a paradigm shift from econometric growth models to frameworks centered on human dignity, social justice, and institutional accountability. Nepal, undergoing concurrent political democratization, federal restructuring, and constitutional transformation, presents a critical case for examining how the Human Rights-Based Approach (HRBA) has been operationalized within national development strategies. Objective: This paper critically examines the incorporation of HRBA into Nepal's development agenda, analyzing constitutional and institutional provisions, policy instruments, implementation mechanisms, and the disjuncture between normative commitments and substantive outcomes. It specifically evaluates the role of the National Human Rights Commission, alignment with Sustainable Development Goals, and compliance with international treaty obligations. Methods: The study employs a qualitative research design grounded in descriptive and interpretive analysis of secondary sources. Data were collected through purposive selection of constitutional texts (Constitution of Nepal 2015), national periodic plans (Fifteenth and Sixteenth Plans), legislation, scholarly literature, NHRC reports, and international policy documents. Thematic analysis was conducted using HRBA core principles—participation, accountability, non-discrimination, empowerment, and rule of law—as an analytical framework. Findings: Nepal has achieved substantial normative and institutional progress, including comprehensive justiciable fundamental rights, constitutionalization of the NHRC with Paris Principles accreditation, and systematic integration of HRBA principles into national planning frameworks aligned with SDGs. However, a persistent implementation gap exists, characterized by weak enforcement of NHRC recommendations, limited institutional capacity at provincial and local levels, structural inequalities (caste, gender, ethnicity, geography), low public rights-awareness, and the decoupling of policy discourse from grassroots development practice. A SWOT analysis reveals that while federalism, international partnerships, and social protection expansion offer opportunities, political instability, corruption, and entrenched discrimination remain significant threats. Conclusion: HRBA in Nepal remains more substantiated in constitutional and policy commitments than in transformative development outcomes. Bridging this formal-substantive divide requires strengthening sub-national governance, institutionalizing rights education, ensuring meaningful participation of marginalized groups, reinforcing accountability mechanisms, and allocating resources to rights-centered sectors. Without sustained political will and institutional reform, HRBA risks becoming rhetorical rather than a instrument for reconfiguring state-citizen power relations. Novelty: This study contributes original value by: (1) providing a comprehensive SWOT analysis situating HRBA within Nepal's post-2015 federal development architecture; (2) critically examining the NHRC's contested efficacy through an implementation-focused lens rather than formal mandate assessment; (3) synthesizing constitutional, planning, and institutional dimensions to expose the structural determinants of the rights-implementation gap; and (4) locating Nepal's HRBA experience within broader Global South debates on the translation of international human rights norms into local development practice.

Aim. To synthesise main sources of Metropolitan Philaret’s spiritual and political doctrines, containing his theological, social-political, and legal views on the state and government. Methodology. The selection of texts was made considering the introduction of the concepts of “spiritual and political thought” and “guardianship” into political science. Results. The synthesis of the main works of Metropolitan Philaret, containing his spiritual and political teaching, has been carried out. The main topics covered in each individual essay are summarized. An analysis of the sources made it possible to conclude that the basis of Metropolitan Philaret’s spiritual and political doctrines is the synthesis of theological and political systems through their concepts and structures. Research implications. The synthesis of the main sources of Metropolitan Philaret’s spiritual and political teachings is a theoretical basis for analysing Metropolitan Philaret’s theological, social-political, and legal views on the state and government in order to differentiate, systematize, and subsequently conceptualize Metropolitan Philaret’s spiritual and political doctrines.

The article examines the genre composition of publications that form the city’s image, presented in official and unofficial social media. Based on the component structure analysis of the city image and the Internet media space, we propose our own typology of social media that implements image-building functions and tasks. Automatic selection of texts from identified types of social media proves the existence of multi-genre texts that represent the urban image: news, reviews, announcements, promotional texts, author-developed publications, media captions (the media can be presented by a separate photo, photo gallery or video), comments (to other texts or events), forecasts, reports, advertising texts. We also give statistically confirmed preferences to use news texts, announcements and promotional texts in official social media vs. reviews, news texts, author’s posts and media captions in unofficial social media. This repertoire of social media genres can serve as a basis for identifying social media genres beyond the scope of city image discourse.

The article is devoted to a review of more than 20 years of work by the academic staff of the Department of Ukrainian Applied Linguistics at Ivan Franko National University of Lviv in the field of educational lexicography – specifically, the work on the “Linguocultural Dictionary of Ukrainian Proper Names” (2005–2025). It describes all currently available volumes of the Dictionary, each presenting a distinct thematic group of onymic lexis. The progress of work on the Dictionary is documented with precision ‒ from the inception of the idea (in late 2001) to the 2020 publication of a modern-format edition (Ivanna Fetsko’s linguocultural dictionary-handbook on the museums of Lviv). A detailed analysis has been conducted on the theoretical developments in educational linguocultural lexicography, as well as the practical achievements of the authors of various volumes of the Dictionary. It has been established that, in light of changes in extralinguistic reality, it would be advisable to adjust the wordlist and the content of certain dictionary entries in the already published volumes. Furthermore, there is a need to expand the coverage of other thematic groups of onymic lexis that have not been previously addressed from a linguocultural perspective. Based on the analysis of a wide range of scientific studies regarding the importance of using texts in linguodidactics, the article emphasizes the expediency of compiling an additional volume ‒ a reader (chrestomathy) ‒ that would contain a selection of texts of various styles and genres in which the onymic lexis described in the Dictionary is actualized. In conclusion, the general concept for a consolidated collective “Linguocultural Dictionary of Ukrainian Proper Names” is outlined, and it is proposed to publish the already issued thematic groups of the Dictionary on the website of the Department of Ukrainian Applied Linguistics. Furthermore, the idea of implementing the Department’s collective lexicographical work into electronic corpora of the Ukrainian language (e.g., GRAC) is considered appropriate to make these resources accessible to a wider audience.

Objective: Providing basic health education to older adults with limited reading skills is increasingly important due to demographic change. Health literacy enables older adults to navigate healthcare more successfully and make informed decisions, but educators in adult basic education often struggle to find materials that are both relevant and suitable. This study explored two key aspects of this challenge. First, it investigated how adult educators from Germany perceived the relevance of health literacy for adults aged 65 years and above. Second, it examined the effectiveness of a language-adaptive search engine, KANSAS, in identifying linguistically appropriate health-related texts for this target group. Design: Mixed-methods design, combining a survey and an experimental comparison of perceptions and search results of two search engines. Setting: Data were collected via an online platform used by adult educators working in basic education contexts. Method: A total of N = 58 adult educators participated in a between-subjects study in October 2022, comparing the KANSAS search engine with a similar looking search engine without linguistic functionalities. Participants were asked to evaluate retrieved health-related reading texts regarding their linguistic suitability. Texts were analysed for readability, word and syllable count, and targeted grammatical features. Results: Many educators considered health literacy for older adults important in their professional context, although some reported limited experience working with members of this learner group. Texts retrieved via KANSAS showed significantly better readability and lower linguistic complexity. Although the frequency of targeted grammatical constructions did not differ significantly, participants rated KANSAS as more suitable for educators in identifying relevant linguistic features. Conclusion: KANSAS can support literacy educators by facilitating the selection of appropriate health texts. Combined with growing educator awareness of language-adaptive reading material, such tools may help integrate health literacy more effectively into various adult education contexts.

Background: Kent's 12 Observations, a framework developed by the pioneering homeopath James Tyler Kent in the late 19th century, have had a profound impact on the practice of homeopathy. These observations are fundamental to understanding the patient's vital force and selecting the most appropriate remedies. This systematic review aims to critically examine Kent's 12 Observations in the context of homeopathy, assess their relevance in modern clinical practice, and explore their influence on contemporary homeopathic approaches. Methods: A comprehensive search of homeopathic databases, including Scopus, Google scholar and PubMed, was conducted to identify relevant literature on Kent's 12 Observations in the context of homeopathy published up to September 2023. Inclusion and exclusion criteria were applied to ensure the selection of studies, articles, and texts that met specific quality standards. Results: This systematic review provides an in-depth analysis of Kent's 12 Observations within the realm of homeopathy. This review included 10 studies that satisfied the eligibility requirements. Each observation is critically evaluated in terms of its continued relevance and adaptability to contemporary clinical homeopathy. The review sheds light on the enduring value of certain observations, emphasizes areas that may benefit from reinterpretation or refinement, and examines their impact on case-taking, remedy selection, and individualized patient care in today's homeopathic settings. Conclusions: Kent's 12 Observations hold a significant place in the practice of homeopathy, offering valuable insights into individualized patient assessment and remedy selection. This systematic review underscores their ongoing importance while highlighting the need for adaptation and re evaluation in line with advances in homeopathic theory and contemporary clinical contexts. A contemporary assessment of Kent's 12 Observations in homeopathy is vital for homeopathic practitioners, educators, and researchers to ensure their continued effectiveness in delivering patient-centered care. By doing so, we can affirm the enduring relevance of these observations in the field of homeopathy, providing a foundation for personalized, holistic, and effective healthcare in the modern era.

The article considers the theoretical and practical aspects of the formation of foreign language competence of students while reading. It is found that reading involves working with authentic texts of different subjects, complexity and promotes the development of foreign language communicative competence, forms readiness to speak a foreign language in a particular situation, and positively adapts to the further study of foreign languages. The factors that influence the successful development of reading skills in foreign languages are analyzed. The requirements for the selection of texts for processing are outlined and the main functions and tasks of the educational process that the teacher accomplishes in the process of reading foreign languages are determined. Traditional stages of working with foreign texts are described and a detailed description of each stage is provided. It is found that the assignments of the first pre-textual stage are aimed at modeling the background knowledge, which is necessary and sufficient for the reception of the proposed text, eliminating the semantic and linguistic difficulties of its understanding, and at the same time building of reading skills and abilities. The text tasks contain communication settings with specific instructions on the type of reading, the speed and the necessity of solving certain educational and communicative tasks. Exercises offered at the post-textual stage are aimed at testing the reading comprehension in order to control the degree of reading skills and the abilities to use the information obtained in future professional occupation. An algorithm and examples of assignments that can be used while reading at different stages of working with text material are offered. It is concluded that the proposed algorithm is not compulsory and universal. The teacher varies the assignments and the scheme of work with the text depending on the educational assignments, the topic and the level of knowledge of the foreign language by students.

Older people residing in aged care homes often have complex health needs that can lead to hospitalisations, some of which are potentially avoidable. To address this, nurse-led or nurse-involved interventions have been implemented to reduce unnecessary hospital presentations. To review and synthesise evidence on the impact of nurse-led or nurse-involved hospital avoidance outreach interventions on health service use for aged care home residents. A mixed-methods systematic review guided by the Joanna Briggs Institute framework. Databases searched included Ovid Medline, Scopus, and the Cumulative Index of Nursing and Allied Health Literature (CINAHL). An initial search was conducted in October 2022 to identify peer-reviewed studies published in English between January 2011 to October 2022, with an update in August 2025. Titles, abstracts, and full text selections were screened by two or more independent reviewers and assessed for methodological quality. A convergent segregated approach was used for data synthesis and integration. Twenty-four studies met the inclusion criteria: 16 quantitative, seven qualitative and one mixed-method study. The majority were conducted in Australia (n=21), with others in Finland, Denmark and France. Nurse-led or nurse-involved hospital avoidance interventions were associated with reductions in emergency department presentations, re-presentations and hospital admissions via the emergency department. Four studies reported cost savings, although findings were heterogeneous. Health professionals reported positive experiences, but the perspectives of aged care home residents and their families were underrepresented. Key enablers of intervention success included staff support, leadership, rapid response outreach interventions, technological infrastructure, and outreach team expertise. Operational barriers include inconsistent guidelines and policies, limited service hours, and challenges with technology implementation. This review highlights growing evidence base supporting nurse-led and nurse-involved outreach interventions to avoid hospitalisation for unwell aged care home residents. The enablers and barriers identified in this systematic review offer valuable insights for clinicians and researchers planning or refining hospital avoidance initiatives. The protocol for this systematic review was registered at the PROSPERO register on 31 December 2022 [CRD42022385659].

This research investigates the feasibility of inferring key demographic features, specifically gender and age, from analyzing the performance of fundamental interactive tasks by anonymous users of an e-commerce site. A dataset of interaction patterns from 592 volunteers, encompassing tasks such as Point & Click, Drag & Drop, Text Selection, Text Editing , and Menu Item Selection , was collected and analyzed. Various artificial intelligence (AI) models were trained to identify predictive correlations between task execution times and user demographics. Rigorous evaluation using metrics like Area Under the Curve of the Precision-Recall Curve (AUC-PR) demonstrated the models’ efficacy in automatic user profiling, revealing the potential for highly accurate gender determination and age group estimation. These findings highlight the significant potential of AI to create systems for automatically inferring user demographics from initial interactions, enabling dynamic and personalized e-commerce experiences that enhance customer perception and potentially increase revenue.

The study of silences is a multifaceted field that intersects with various disciplines, including philosophy, psychology, sociology, linguistics, and even art and music. While significant research has been conducted on silences, there has been limited focus on how silences actively undermine oppressive structures. This study, therefore, explores the concept of silences as a vehicle for subverting oppression in Mtutuzeli Nyoka’s I Speak to the Silent and Chimamanda Ngozi Adichie’s Purple Hibiscus. The main objective of this study is to determine silences as tools of subversion in Mtutuzeli Nyoka’s I Speak to the Silent and Chimamanda Ngozi Adichie’s Purple Hibiscus. Deconstruction theory, as propounded by Jacques Derrida, has been used as the lens of analysis. This theory has helped unpack these silences, revealing them as complex, layered responses to oppression rather than mere passivity or powerlessness. The authors’ portrayal of silences reflects not just a symptom of abuse but also a mechanism for survival and eventual subversion of these oppressive forces. Purposive sampling was used as it allows for the deliberate selection of texts that directly align with the research objectives. The study employed a thematic research design and a descriptive qualitative approach, involving a close reading of the selected texts. By critically analysing both novels through Deconstruction theory, paying attention to the principles of binary opposition and hierarchy, logo centrism, difference and trace, this study operated at multiple levels; as a form of representation, as a tool of resistance against oppression and a site for potential change. Through this analysis, the study expanded the discourse on resistance to oppression, highlighting how silences themselves can be powerful tools of subversion and its intersectionality with gender, class and colonial history

Relevance: national cuisine is not only a set of traditional dishes but also a combination of the historical, geographical, social, and spiritual aspects of a people's culture. Through learning about and consuming national dishes on a daily basis, students gain a living and firsthand experience of national traditions, customs, and values. Purpose of the study: to promote the development of students' ethnocultural competence in teaching the topic "National cuisine" using the "Literary reading for 4th Grade" course as an example. The aim was to foster identity and a sense of belonging, and to develop intercultural dialogue and tolerance in elementary school students. Materials and methods: Analysis of literary works, selection of texts from fiction, folk tales, poems, and stories that reflect the traditions of the national cuisine. Development of lesson plans, games, crossword puzzles, multimedia presentations, and video materials dedicated to the national cuisine. Observation and pedagogical experiments conducted during lessons that incorporate the theme "National cuisine" into the course "Literary reading." Conducting conversations with students to determine their attitudes, interest, and understanding of national culture through the study of national cuisine. Results: by learning about the characteristics of other cultures' cuisines, students develop respect and interest in the diversity of the world. Discussing the similarities and differences in culinary traditions promotes the development of intercultural tolerance, reduces stereotypes, and fosters a positive attitude towards cultural diversity. Conclusions: The national cuisine serves as an important means of developing ethnocultural competence among primary school students. It helps shape a unique cultural worldview, foster respect for other peoples, and strengthen national identity, which is vital for the harmonious development of personality in conditions of globalization and multiculturalism.