Adolescent mental health is a growing concern in the United States. Promoting health equity through addressing social determinants of health (SDOH) is a national priority and aligns with the Social Work Grand Challenge to "close the health gap." School-based mental health services (SBMHS) provide interdisciplinary support to enhance students' emotional, behavioral, and social functioning. This study analyzed data from 12th-grade participants in the 2022 and 2023 Monitoring the Future surveys-an annual, nationally representative, cross-sectional study-to (a) identify SDOH associated with depressive symptoms and happiness among high school seniors and (b) assess the influence of SBMHS on these outcomes. Two hierarchical regression analyses (n = 2,574 for depressive symptoms; n = 2,844 for happiness) revealed that attending schools in medium-sized cities (versus small cities) and having more friends using substances were social determinants associated with both higher depressive symptoms and lower happiness. Higher parental educational attainment and living with both parents were protective social determinants specific to depressive symptoms. SBMHS were significantly associated with reduced depressive symptoms and enhanced happiness. These findings highlight the importance of addressing social determinants of adolescent mental health and advocate for expanding SBMHS.

Understanding the factors influencing students’ choice of programme of study is increasingly important for tertiary institutions in Ghana, particularly amid rising enrolment rates and growing competition. While prior studies have applied machine learning to predict academic performance, limited research has examined programme selection behaviour at the senior high school level using mixed-type clustering techniques. This study addresses this gap by applying the K-prototype clustering algorithm and supervised classification models to survey data collected from 1,042 final-year Business and Home Economics students across ten senior high schools in Northern Ghana. The clustering process identified three behavioural segments comprising 423, 382, and 237 students, respectively, with the majority aged 16–20 years. Internal validation metrics indicated modest cluster separation. Subsequent classification modelling using Naïve Bayes, Logistic Regression, Decision Tree (J48), Random Forest, and Support Vector Machine (SVM) showed that SVM achieved the highest predictive performance (Accuracy = 99%) when predicting cluster membership. Key influencing factors included parental education, parental occupation, counselling exposure, socio-cultural beliefs, and peer influence. The findings highlight the need for strengthened, context-sensitive guidance and counselling frameworks at the pre-tertiary level to support informed and independent programme selection decisions.

Character formation through history learning can be achieved when students understand the meaning and values embedded in historical events. History education contributes to the development of nationalism, patriotism, civic responsibility, democratic attitudes, humanitarian awareness, and cultural insight rooted in noble historical values. However, these objectives require increased student interest in learning history, which can be fostered through innovative learning programs and the effective use of educational media. This study aims to analyze the optimization of museums as learning media through the Melali Sambilang Melajah program to enhance students’ interest in learning history. The research employed a qualitative approach using literature review, observation, and interviews as data collection methods. The literature review examined books, academic journals, seminar proceedings, and related studies on museums, history learning, instructional media, historical sites, and student learning interest. Observations and interviews were conducted at the Bali Museum and the Balinese People’s Struggle Monument to examine their relevance to high school history learning. The findings indicate: (1) the strong relevance of the collections at the Bali Museum and the Balinese People’s Struggle Monument to history learning materials in senior high school; and (2) the implementation of the Melali Sambilang Melajah program effectively optimizes museums as educational media while increasing students’ interest in learning. Historical artifacts and dioramas provide concrete visual representations of past events, enabling students to contextualize historical narratives and emotionally engage with historical experiences. Consequently, museums and monuments function not only as heritage preservation institutions but also as effective educational media that enhance students’ learning interest.

Beyond the screen: Unveiling the drivers of Indonesian teachers' engagement in online professional development

This qualitative study employed a phenomenological approach to explore the lived experiences of Senior High School Alternative Learning System (ALS) learners as they navigated phonological and syntactical hurdles in communication. Guided by Hymes’ Communicative Competence Theory, Ellis’ Native Language Interference Theory, and Transactional Theory of Stress and Coping, as described by Lazarus and Folkman this qualitative phenomenological study explored the lived experiences of Senior High School ALS learners as they navigated phonological and syntactical hurdles in communication. Fourteen (14) ALS learners from selected public schools in New Corella, Davao del Norte were purposively selected as participants. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns in learners’ experiences. Findings revealed significant phonological challenges, including mispronunciation of unfamiliar sounds, improper stress and intonation, and first-language interference. Syntactical hurdles were evident in difficulties with sentence construction, subject–verb agreement, verb tense usage, and word order. These challenges negatively affected learners’ confidence, clarity of expression, and participation in academic and social interactions. Despite these difficulties, learners demonstrated resilience by employing coping strategies such as repeated practice, self-monitoring, and seeking support from teachers and peers. The study underscores the importance of context-sensitive and theory-informed instructional interventions that address both phonological and syntactical development to strengthen communicative competence among ALS learners. Keywords: Alternative Learning System Learners, Phonological Challenges, Syntactical Hurdles, Qualitative Study, Phenomenology, Thematic Analysis, New Corella, Davao Del Norte, Philippines

Integrating religious values with 21st-century learning remains a significant challenge in Islamic boarding schools (pesantren), especially in English instruction, where low motivation and achievement persist. Addressing this gap, this study aims to examine the effectiveness of the SANTREE instructional model, an innovative learning design grounded in motivation theory, digital pedagogy, and collaborative learning, in enhancing students’ motivation and English learning outcomes. A quantitative approach with a one-group pretest–posttest design was employed. The participants were 128 tenth-grade students from a pesantren-integrated private senior high school in East Java, Indonesia. Data collection involved a Likert-type motivation questionnaire based on the ARCS model and a cognitive test on narrative texts. Instruments were validated through expert judgment and statistical testing. Data were analysed using descriptive statistics, paired sample t-tests, simple linear regression, and effect size calculations. The results indicated substantial improvements in students’ learning motivation and English achievement after the implementation of the SANTREE model. Furthermore, learning motivation emerged as a significant predictor of students’ English learning outcomes, underscoring its central role in supporting academic performance. These findings confirm the pedagogical value of SANTREE in fostering student-centred, contextualised, and effective language instruction. The study offers practical implications for curriculum innovation in pesantren and similar educational contexts.

The digital revolution has introduced important ethical challenges for younger generations, including the spread of hoaxes, plagiarism, and cyberbullying. This research examines the integration of generative Artificial Intelligence (AI) as a pedagogical partner in civic education to strengthen digital ethics grounded in Pancasila as Indonesia’s local wisdom. Employing a mixed-methods approach, data were collected through questionnaires administered to 332 senior and vocational high school students, Focus Group Discussions (FGDs) with 10 civic education teachers in Central Java Province, and in-depth interviews with experts in Civic and Character Education. The study findings reveal that, despite students' active use of AI, their critical thinking skills and digital ethics require further development. Teachers expressed an urgent need for adaptive, context-specific learning resources. Pancasila values provide a relevant and robust philosophical foundation for developing a digital ethics framework. Based on these findings, the study proposes an innovative framework that positions AI chatbots not merely as tools but as simulative and reflective learning partners. The framework seeks to transform learning from simple knowledge transmission to value-oriented education, enabling teachers to act as facilitators who guide students in actualising Pancasila values within the digital space.

This study investigated the extent of influence of Korean dramas on the behavior and academic performance of Senior High School students at Tomas Claudio Colleges. Utilizing a descriptive survey research design, the study employed a researcher-made questionnaire checklist to gather data. The research involved the total population of Humanities and Social Sciences (HUMSS) students, consisting of 214 respondents. Data focused on three behavioral dimensions: impact on daily interactions, modeling of social behaviors, and lifestyle choices. The results revealed that the influence of Korean dramas on student behavior is "Much Influential," as evidenced by a grand mean of 4.00. Regarding academic performance, no significant relationship was found concerning the modeling of social behavior and lifestyle choices; however, an important relationship was identified between academic performance and daily interactions. Furthermore, demographic profiles—including age, sibling position, family size, income, and parental background—were found to be non-significant factors, with the exception of sex. It is recommended that school administrators prioritize media literacy programs and organize seminars or counseling sessions to help students critically navigate the psychological and social effects of media consumption. Ultimately, while Korean dramas serve as a potent tool for cultural and social modeling, their specific impact on daily student interaction necessitates proactive institutional guidance to balance media engagement with academic responsibilities.

This phenomenological study examined the lived experiences of English teachers in utilizing microlearning activities to promote student collaboration in public secondary schools in Tagum City, Philippines. Grounded in Cognitive Load Theory, Constructivist Learning Theory, and Social Learning Theory, the study employed a qualitative research design, including in-depth interviews and focus group discussions with 14 purposively selected junior and senior high school English teachers. Thematic analysis revealed that microlearning supported collaboration through lesson chunking, time-bound tasks, peer interaction, and group-based activities, thereby increasing learner engagement and reducing academic anxiety. However, teachers encountered challenges related to limited technological access, unstable internet connectivity, classroom management issues, uneven leadership dynamics, and students’ time management difficulties. To address these challenges, participants implemented adaptive strategies, including flexible instructional delivery, offline learning materials, explicit role assignments, and structured classroom routines. The findings highlight microlearning as a context-responsive pedagogical approach for fostering collaborative learning outcomes. Keywords: Microlearning, English Teachers, Student Collaboration, Lived Experiences, Public Secondary Schools, Phenomenological Study, Tagum City Philippines

The patterns of family-level mental health literacy (MHL) and their associations with adolescent depression and anxiety are not well understood. This study investigated the alignment of MHL between parents and children and its correlation with adolescent depression and anxiety, as well as identified factors linked to family MHL patterns. We conducted a cross-sectional survey of 4633 parent-child dyads using multi-stage stratified sampling across eight cities in Guangdong Province, China. Family MHL and adolescent depression and anxiety symptoms were measured. Multinomial logistic regression identified factors associated with family MHL patterns, while linear regression models examined associations between proficiency patterns and adolescent mental health outcomes. Only 4.73% of parent-child dyads were both proficient in MHL, with slight concordance (κ = 0.169, 95% CI 0.141-0.197) and adolescents exhibited higher proficiency rates than parents (18.52% vs. 13.27%). Being in senior high school grade and rural residence were associated with child-only proficiency patterns. The quality of parental relationships was associated with patterns of proficiency in parents only. Rural residence and the quality of parental relationships were associated with mutual non-proficiency. Compared to mutual proficiency, mutual non-proficiency and parent-only proficiency were associated with increased symptoms of depression and anxiety in adolescents. Interactions were found between family literacy patterns and the quality of parent relationships. Parents and children exhibit significant inconsistencies in MHL, with generational gaps present in most families. Interventions that focus on child-centered schools incorporating family involvement, could leverage adolescents' higher literacy and simultaneously enhance family relationships to foster better mental health. Little is known about parent-child dyadic patterns of MHL and their associations with adolescent depression and anxiety. Using population-based sample, this study found that family mental health literacy concordance is low. Parental mental health literacy deficits were associated with increased adolescent depression and anxiety risks .

Introduction: Adolescents remain vulnerable to HIV due to gaps in knowledge, attitudes, and digital health engagement. Cognitive, attitudinal, and digital factors may influence preventive behaviors, yet their combined effects remain underexplored, particularly as adolescents increasingly interact with AI-driven platforms that shape health information access. Objective: This study aimed to examine the associations of HIV literacy, HIV sensitivity, AI openness, and chatbot choice with HIV preventive behaviors among adolescents. Methods: A cross-sectional study was conducted among 910 senior high school and vocational students in Sleman Regency, Indonesia. Participants completed a validated questionnaire assessing HIV preventive behavior (low vs. high) and four predictors: HIV literacy, chatbot choice, AI openness, and HIV sensitivity. Chi-square tests were used to assess bivariate associations. Multivariate logistic regression identified independent predictors, with odds ratios (ORs) and 95% confidence intervals (CIs) reported. Results: Bivariate analyses showed that higher HIV literacy, greater HIV sensitivity, increased AI openness, and active chatbot choice were significantly associated with high-level HIV preventive behavior (all p < 0.001). Multivariate logistic regression confirmed all variables as significant independent predictors: HIV literacy (OR = 1.18, 95% CI: 1.12–1.24), chatbot choice (OR = 1.10, 95% CI: 1.05–1.16), AI openness (OR = 1.08, 95% CI: 1.02–1.14), and HIV sensitivity (OR = 1.10, 95% CI: 1.04–1.16). The model explained a meaningful proportion of variance in preventive behavior (Nagelkerke R² = 0.234). Conclusion: HIV literacy, HIV sensitivity, and engagement with AI-based digital tools significantly predict adolescents’ HIV preventive behaviors. Interventions that enhance knowledge, strengthen attitudes, and promote informed digital decision-making may reinforce HIV prevention efforts among adolescents.

A randomized controlled trial of school-based exercise on procrastination in high school students: The mediating role of adolescence time management disposition.

Pharmacy and gen-Z: Understanding the interests and motivations of high school students exploring health professions.

'Why I left the county': Exploring EFL teachers' emotional labour trajectories through complex dynamic systems theory.

The impact of toolkit-based maker activity model (IPRCV model) on senior high school students' maker literacy and learning experiences: A quasi-experimental study

Microsystem components and EFL achievement in adolescence: A network analysis.

Foreign language academic buoyancy, enjoyment and academic achievement among Chinese senior high school students.

Problem solving and numeracy literacy are essential competencies in 21st-century mathematics education, as they require students to understand, apply, and interpret mathematical concepts in real-world contexts. However, school assessments remain predominantly procedural and have not comprehensively measured these competencies. This study aimed to develop a contextual essay-based test instrument grounded in ethnomathematics to assess senior high school students’ problem solving and numeracy literacy skills. This research employed a research and development (R&D) method, including needs analysis, test blueprint design, item development, expert validation, limited field testing, and item analysis using the Classical Test Theory approach supported by SPSS. The trial involved 28 twelfth-grade students of SMA Negeri 1 Ketapang. The results showed that the instrument demonstrated very high content validity (average 95.31%) and empirical validity, as student responses reflected the indicators of problem solving and numeracy literacy based on the analytic rubric. The reliability coefficients were very high, with Cronbach’s Alpha values of 0.907 for problem solving and 0.918 for numeracy literacy. All items were categorized as having moderate difficulty levels and good to very good discrimination indices. The novelty of this study lies in the simultaneous integration of Polya’s problem-solving stages and the PISA numeracy framework into an empirically validated assessment instrument based on local ethnomathematical contexts. This instrument provides a more contextual and authentic alternative for assessing higher-order thinking skills in mathematics.

This study examined how the challenges encountered by out-of-field senior high school (SHS) teachers are associated with their professional self-esteem and instructional knowledge, and whether coping mechanisms mediate these relationships. Using a quantitative, cross-sectional design grounded in a post-positivist paradigm, data were collected from 313 out-of-field SHS teachers in public secondary schools offering Academic Tracks in Northern Mindanao, Philippines. Aided by a structured self-report survey instrument, the relationship between the challenges experienced by out-of-field SHS teachers and their coping mechanisms, professional self-esteem, and instructional knowledge was analyzed using Partial Least Squares Structural Equation Modeling. Results revealed that challenges associated with teaching outside one’s field are significantly and negatively linked with both professional self-esteem and instructional knowledge, with a stronger association observed for instructional knowledge. Coping mechanisms showed a significant positive association with both outcomes and partially mediated the relationships between the challenges and teacher outcomes, further indicating a buffering but limited protective role. While all hypothesized paths were statistically significant, effect sizes and explained variances were modest, reflecting the complex, multifactorial nature of teacher experiences in out-of-field contexts. The findings extend social cognitive theory and the Technological Pedagogical Content Knowledge framework by demonstrating that individual coping and self-regulatory processes, while important, are insufficient for fully offsetting the effects of persistent role misalignment. The results underscore the need for institutional and systemic interventions¾including but not limited to targeted professional development, mentoring, and better alignment of teaching assignments—to support the professional identity and instructional competence of out-of-field SHS teachers.

The 21st century education requires the mastery of critical thinking, creativity, communication, and collaboration (4Cs) skills integrated into instructional practices. The research findings indicate that the implementation of 4Cs in Lesson Plans (Rencana Pelaksanaan Pembelajaran/RPP) remains suboptimal, both in terms of the equitable distribution of indicators and their alignment with graduate profile dimensions. This condition highlights the importance of in-depth evaluation at the pre-instructional stage to assess the readiness of lesson plans in supporting twenty-first-century competencies. The novelty of this article lies in offering a comprehensive evaluative approach to lesson plans on the topic of Redox Reactions, emphasizing the integration of 4Cs skills and eight graduate profile dimensions. A systematically developed supervision matrix instrument was employed, encompassing document components, learning objectives, instructional strategies, assessment, learning media, and classroom management, thereby providing a holistic overview of lesson plan readiness. The objectives of this study were: (1) to evaluate the pre-instructional stage through analysis of lesson plans on Redox Reactions with a focus on the integration of 4Cs and graduate profiles, and (2) to assess lesson plan readiness in supporting effective, contextual, and competency-oriented twenty-first-century learning. This study employed a descriptive qualitative approach with senior high school (SMA/MA) chemistry lesson plans as the research object. Data were collected using several triangulation techniques, including document analysis, indirect observation, and evaluator source triangulation. The results indicate that instructional planning was developed comprehensively and aligned with Problem-Based Learning (PBL), Understanding by Design (UbD), 4Cs, and the Pancasila Student Profile; however, it still requires strengthening through the explicit inclusion of Learning Outcomes (Capaian Pembelajaran/CP) and the completion of reflective documents such as teacher journals. Recommendations. Teachers are advised to strengthen the explicit inclusion of Learning Outcomes within the Teaching and Learning Flow (Alur Tujuan Pembelajaran/ATP) to clarify the relevance between objectives and expected achievements, as well as to incorporate teacher journals as a medium for continuous reflection. In addition, the explicit articulation of 4Cs skills and Pancasila Student Profile dimensions in lesson plan documents should be reinforced to ensure more directed instructional implementation.