Purpose This study aims to develop a hybrid model integrating the decision-making trial and evaluation laboratory (DEMATEL) method and System Dynamics (SD) to analyze how green variables (green training, environmental awareness and green practice adoption) enhance human resource capabilities (HRCs). By identifying causal relationships among ten key human resource (HR) factors and simulating their dynamic interactions, the research provides insights into strengthening organizational sustainability. The model offers a strategic framework for policymakers and managers to align HR development with environmental objectives and build adaptive, resilient workforces. Design/methodology/approach This study used an integrated framework combining the DEMATEL and SD. Expert assessments from industrial specialists were collected to identify and analyze causal relationships among key HR capability factors. These relationships were then incorporated into a SD model to simulate long-term behaviors under multiple green scenarios, enabling both static and dynamic evaluation of human resource capabilities in sustainable industrial contexts. Findings The results reveal that green training, environmental awareness and the adoption of green practices significantly enhance critical Human Resource Capabilities, particularly adaptability, professionalism, safety awareness and responsibility. These factors not only improve individual competencies but also generate reinforcing feedback loops within the organizational system. The dynamic simulations further show that combined green interventions accelerate capability growth, promoting long-term organizational resilience, innovation and alignment with sustainability objectives in industrial environments. Research limitations/implications This research primarily relies on simulation data derived from expert assessments, which limits its external validity. Although sensitivity tests and scenario comparisons were performed, the absence of empirical organizational data constrains the generalizability of findings. Future studies should incorporate real-world data sets across diverse industries to validate the model, refine causal assumptions and explore additional HR and green variables for broader application in sustainable workforce management. Practical implications The study provides actionable insights for managers and policymakers by showing how green training, environmental awareness and eco-friendly practices can be systematically embedded into HR strategies. By adopting this integrated approach, organizations can enhance workforce adaptability, responsibility and professionalism while aligning HR policies with sustainability objectives. This framework supports long-term competitiveness, improved employee engagement and the development of resilient workforces capable of responding to dynamic environmental and industrial challenges. Social implications This study highlights how embedding green initiatives within HR practices fosters eco-friendly behaviors, ethical responsibility and social awareness among employees. By strengthening teamwork, professionalism and safety consciousness, organizations can create a culture that values environmental stewardship and collective resilience. Such practices not only contribute to reduced ecological impact but also enhance social sustainability, ensuring that industrial growth is aligned with broader societal well-being and long-term environmental responsibility. Originality/value The study offers a novel and replicable framework that systematically integrates human resource management practices with organizational sustainability goals, emphasizing feedback loops, continuous learning and adaptive strategies to enhance both employee performance and long-term environmental and social impact.

This study investigated the assessment of mental health services and support system in Okigwe Local Government Area of Imo State. Descriptive survey research design was used and questionnaire served as the instrument of data collection. Data collected were analyzed using percentages and mean statistic. Pearson product moment correlation coefficient, with the help of SPSS 21.0 and Microsoft Excel software, were used to test the hypotheses. The study revealed that there is significant level of awareness of mantel health services and support in Okigwe LGA, Imo State, mental health support system reduces the challenges of mental health in Imo State, and there are many challenges affecting mental health support system in Imo State. This research concludes that the achievement of mental health stability depends on effective mental health education and public awareness. Based on the findings and conclusions of this study, it was recommended that there is need for the media to carry out social awareness and educate the public about mental health challenges. The government should provide the equipments and employ/train more personnel to enhance the mental health work and reduce mental health challenges. Mental health workers should be very effective in performing their functions and members of the public should seek for information on mental health related issues.

Islamic education in Indonesia plays a crucial role in shaping the character of the younger generation, particularly at the elementary school level. As technological developments and globalization influence students' mindsets and behavior, it is crucial to explore innovative ways to instill religious values ​​that can foster noble character. This study aims to analyze the development of a religious program at Az-Zikri Islamic Elementary School in Bone Regency, with the goal of shaping students' character through worship and social ethics. This study employed a descriptive, qualitative case study approach. Data collection techniques included in-depth interviews and documentation of religious activities at the school. Data analysis employed the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing. Key findings indicate that programs such as congregational prayer, memorization (tahfidz), morning dhikr (recitation of the Quran), and Islamic literacy activities successfully improved students' discipline, independence, and social awareness. Furthermore, these religious activities also contributed to the development of more empathetic, respectful, and inclusive social attitudes. The results of this study provide a significant contribution to religious education, demonstrating that structured worship practices can enhance students' religious and social character.

Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains. To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive function through structured, game-based activities. Moreover, given the multidimensional nature of social-emotional competence, this study aims to examine the impact of the EPI Programme on the development of SEC and its components among preschool children. Participants were 145 preschool children in China (M = 4.80 years, SD = .91; 43% girls). A randomized controlled design assigned children to either an intervention or control group. The intervention comprised 12 sessions over 4 weeks, each lasting 20-30 min. The EPI Programme significantly improved overall social-emotional competence, particularly in self-awareness and relationship skills. However, effects on self-management, social awareness, and responsible decision-making were non-significant. These findings preliminarily support the EPI Programme's effectiveness and offer insights for designing localized social-emotional learning programmes in China.

Environmental effects of social media on university students: A joint moderated mediation analysis of social connectedness and sustainability awareness, and perceived social support.

Parallel concepts and future opportunities across the biological control and invasion sciences.

Dating violence (DV) is an increasingly prevalent phenomenon among emerging adults (aged 18–25 years), and the relationship between awareness and behavior remains poorly understood. This study explores emerging adults’ attitudes and beliefs toward DV and summarizes recommendations for designing prevention programs. A qualitative study using three focus groups (n = 16 emerging adults aged 18–25; 56% female) was conducted. Data were collected via semi-structured interviews and analyzed using thematic analysis. Three main themes emerged: (1) gender roles, (2) healthy intimate relationships, and (3) dating violence. Participants demonstrated high awareness of DV types, severity, and prevalence. However, they also exhibited an attitude–behavior inconsistency, reflected in the normalization and excusing of violence, and difficulty recognizing violent situations in their own relationships. Myths of romantic love and cognitive dissonance between general knowledge and personal experience create barriers to recognizing abuse—particularly psychological abuse, which is often confused with concern. Participants suggested integrating prevention strategies into schools and communities, with interventions tailored to their interests and realities (e.g., mobile applications, games and social media awareness campaigns). This study reveals that awareness and knowledge alone are insufficient for prevention. Efforts should shift from a knowledge-focused to a behavior-change approach, promoting emotional regulation, interpersonal skills, and addressing social and gender norms. Relevant implications for practice and preventive intervention design are discussed.

Introduction: In health education, learning assessment is one of the teaching activities with the greatest impact on professional training, as it is not limited to classifying or labeling students as good or bad, but rather to favoring the construction of technical knowledge and practical skills, also involving the development of fundamental attitudes and values for the ethical and humanized practice of the profession. Objective: To understand the experience of teachers in performing the assessment regarding the affective domain in students of medicine and nursing courses. Method: This is an Integrative Literature Review research where a qualitative analysis of 15 selected articles was performed, using content analysis to interpret the implicit pedagogical conceptions and the expected requirements of the affectively competent professional. Resultados: Two central themes were revealed: The capacity to establish ethical and empathic bonds with a critical and reflective conscience regarding social reality (empathy, communication, active listening, therapeutic bond and respect, social awareness, ethical criticality, political stance, and sensitivity to inequalities), and Openness to feedback and learning (cognitive humility, self-reflection, continuous training, ability to listen). Discussion: These competencies define a care that transcends the individual, seeing them in their social context and requiring from the professional a dialogical and sensitive stance. Conclusion: Overcoming the challenge of the affective domain lies in the adoption of a pedagogical process that values learning to be, ensuring that the healthcare professional is technically capable and, above all, humanly responsible.

Campus activities offer students valuable applied learning experiences that enhance their engagement and sense of belonging on campus and act as catalysts for leadership development. The Emotionally Intelligent Leadership (EIL) model offers a structured framework for fostering leadership development in campus activities by emphasizing self-awareness, social awareness, and environmental awareness. With three broad facets and 19 tangible capacities, EIL equips students with skills such as emotional self-control, teamwork, conflict management, and adaptability, which are essential for engaging in leadership in campus activities contexts. Campus activities professionals play an important role in shaping these experiences, providing intentional support, training, and reflection opportunities to maximize student learning. By embedding EIL principles into their work with students, campus activities professionals can cultivate leadership development, strengthen student organizations, and prepare students for future leadership experiences. The author provides strategies for leveraging EIL in campus activities to enhance student leadership growth and development.

The Sustainable Development Goals (SDGs) have emerged as a global agenda to address challenges such as social inequality, environmental degradation, and the quality of education. Higher education plays a strategic role in achieving these goals by fostering students’ critical thinking, academic literacy, and social responsibility. This study employs a Systematic Literature Review (SLR) of scholarly publications from 2025 to examine the integration of SDG values into Indonesian Language courses in higher education. The review identifies key themes, including the role of higher education in SDG implementation, academic literacy development, character formation, social awareness, and strategies for integrating the SDGs into language learning. The findings indicate that Indonesian Language courses possess significant potential as a medium for SDG integration because of their emphasis on academic literacy, critical thinking, and scientific communication. However, the review also reveals that SDG integration remains partial and unsystematic, highlighting the need for a structured conceptual framework. This study recommends the planned incorporation of SDG values into learning objectives, instructional materials, teaching strategies, and assessments, as well as the development of SDG-based learning guides for lecturers. The results provide theoretical and practical implications for enhancing Indonesian Language instruction in alignment with sustainable development.

This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year’s group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p < .001; Year 3: β = 0.821, p = .002), social awareness (Year 2: β = 1.124, p < .001; Year 3: β = 1.232, p < .001) and self-management (Year 2: β = 1.429, p < .001; Year 3: β = 0.918, p = .002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed.

AI Powered Sixth Sense: A Personal Safety & Social Awareness AI System

ABSTRACT Individuals with attention deficit hyperactivity disorder (ADHD) frequently experience difficulties in social information processing, social awareness, and exhibit inappropriate social behaviors, which adversely affect their relationships, particularly in adolescence period. This study explores the role of social skills, social intelligence, and executive dysfunction in shaping peer relations in adolescents with ADHD. The study included 151 adolescents with ADHD, receiving medical treatment and 70 healthy controls (HC). Participants completed the Matson Evaluation of Social Skills with Youngsters (MESSY), the Social Support Appraisals Scale (SSAS), the Peer Relations Scale (PRS), and the Tromsø Social Intelligence Scale (TSIS); parents completed the Conners Parent Rating Scale (CPRS) and the Behavior Rating Inventory of Executive Function (BRIEF). Adolescents with ADHD scored significantly higher on MESSY- Inappropriate Assertiveness/Impulsiveness, whereas lower scores on MESSY-appropriate social skills, SSAS friend and teacher subscales, total score, TSIS, and PRS subscales except closeness compared to HC. Lower social information processing and higher inappropriate Assertiveness/Impulsiveness scores were significantly associated with a comorbid externalizing disorder. ADHD symptom severity and level of executive dysfunction were negatively correlated with social skills, appropriate social behaviors, and social support. Social intelligence mediated the relationship between social skills and peer relationships. Mediational analyses have revealed that, each one-unit increase in the TSIS score was associated with a 0.375-point increase in the PRS score. Social impairment may be a key mechanism linking ADHD symptoms to peer relationships, even in adolescents receiving medical treatment. Targeted interventions could enhance peer interactions and social support in adolescents with ADHD.

Purpose Drawing on critical consciousness theory and adolescent development, this study explores how curriculum, teacher practices and classroom culture contribute to students’ critical reflection, critical motivation and critical action in a middle school advisory setting. The study aims to understand how educators support students’ intellectual, emotional and relational development to foster critical consciousness during early adolescence. Design/methodology/approach This qualitative study draws on interview and observational data from five diverse US middle schools implementing a relationship-focused advisory program. Data sources include interviews with 36 teachers and 53 students, ethnographic field notes from advisory observations and researcher notes from professional learning community meetings. Teachers participated in a yearlong community of practice focused on fostering students’ critical consciousness. Data were analyzed thematically using both theory-driven and inductive coding to identify patterns in how advisory supports students’ development of critical reflection, motivation and action related to racism and equity. Findings Findings show that middle schoolers demonstrate a developing readiness to engage with systemic issues through scaffolded, developmentally appropriate conversations. Students and teachers emphasized the importance of gradual progression, peer interactions and supportive classroom cultures. Students described increasing empathy, critical reflection and agency as they moved from self-awareness to social awareness. Teachers noted the role of trust, relationship-building and identity-responsive practices in fostering meaningful dialogue. Together, these findings highlight how advisory programs can create the conditions necessary for students to navigate difficult conversations and cultivate critical consciousness. Originality/value This study adds to research on adolescent critical consciousness by centering middle school as a pivotal developmental window. It highlights how scaffolded curricula, supportive classroom cultures and peer interaction cultivate students’ readiness to engage in systemic conversations about racism. The study underscores the role of vicarious experiences and emotional feedback in building students’ confidence. It also provides practical implications for advisory design and professional development. The findings are especially relevant to educators seeking to integrate identity-responsive, equity-focused teaching in early adolescence.

ABSTRACT Social-emotional skills are vital for young children, and children have been shown to imitate the actions of adults. Given the powerful influence of imitation of parents, it seems as if there should be a relationship between the social-emotional competence (SEC) of a parent and their child. Our study compared parental SEC levels to the SEC levels of their child. More specifically, 90 parents of children 3–6 years old in the United States completed an anonymous online survey assessing their child’s SEC (Social Skills Improvement System- Social Emotional Learning Edition (SSIS SEL)) and their own SEC (CASEL’s Personal SEL Reflection) overall and across 5 domains (self-awareness, social awareness, relationship skills, responsible decision-making, and self-management). Parental overall SEC levels were a significant predictor of a child’s overall SEC levels. When examining individual domains, parent social awareness significantly predicted child social awareness. Parent self-management significantly predicted child self-management, child self-awareness, and overall child SEC. Parental demographics (race, gender, marital status, education level, income) did not predict SEC. This work has important implications as results suggest that targeting adult social-emotional competence levels, and possibly particularly targeting adult self-management skills, may be a vital first step in increasing the social-emotional competence of young children.

This study addresses the increasing prevalence of deviant behaviors among students in the digital era, such as cyberbullying, exposure to inappropriate online content, and weakened self-control, which pose serious challenges to moral and character development in educational settings. The purpose of this research is to examine the role of character-based Islamic education as a preventive strategy against deviant behavior and to analyze the strategies implemented by Islamic Education (PAI) teachers in fostering students’ moral, spiritual, and social awareness. This study employed a qualitative approach using a descriptive method to obtain an in-depth and holistic understanding of the phenomenon. Data were collected through interviews, observations, and documentation involving PAI teachers and students in madrasah settings, and were analyzed thematically to identify key patterns and meanings. The findings indicate that character-based Islamic education plays a significant role in preventing deviant behavior by strengthening internal moral awareness, self-control, and ethical decision-making rooted in faith (iman) and piety (taqwa). Effective strategies include teacher role modeling (uswah hasanah), habituation of positive religious practices, integration of moral values into daily learning activities, and collaboration between schools, families, and communities. These strategies contribute to the development of positive social behavior, responsibility, discipline, and resilience against negative digital influences. The study concludes that character-based Islamic education offers a holistic and contextual preventive approach, emphasizing internal moral formation rather than external control, and is highly relevant for addressing contemporary behavioral challenges faced by students in the digital age.

This study examined the effect of social media usage intensity on Emotional Intelligence (EI) among undergraduate students in Nigeria. Guided by Goleman’s emotional intelligence framework, a cross-sectional survey design was employed involving 384 undergraduates drawn from four tertiary institutions in Abuja. Social media usage was measured using the Social Media Usage Scale (SMUS) adapted from Olowu and Seri (2012), with participants categorized as heavy users or mild users. Emotional intelligence was assessed using an Emotional Intelligence Inventory (EII) based on Goleman’s four-domain model: self-awareness, social awareness, self-management, and relationship management. Data were analyzed using MANOVA and multiple regression. Results indicated that heavy social media users scored significantly lower than mild users across all EI domains, with medium to large effect sizes (partial η² ranging from .06 to .14). Regression analysis further showed that social media usage intensity significantly predicted overall emotional intelligence, accounting for 17% of the variance in EI scores (R² = .17, p < .001), while gender and institution type were not significant predictors. The findings underscore the psychosocial risks associated with excessive social media use and highlight the need for integrating emotional intelligence development and digital literacy initiatives within higher education curricula in Nigeria.

Abstract Background Social awareness education strengthens adolescents’ recognition and interpretation of social–emotional cues through role-playing, emotional awareness, and interactive feedback. Surveys indicate that 30% of middle school students show moderate–high anxiety, 25% exhibit low self-esteem or social withdrawal, and over 40% experience peer conflict and reduced classroom engagement, potentially impairing long-term learning motivation and social functioning. Positive psychological training improves self-efficacy, emotional regulation, and personal strengths, and has become key in school mental health programs. Therefore, this study embeds positive psychological interventions within social awareness education and quantitatively examines their effectiveness in reducing anxiety, enhancing self-esteem, and improving emotion management, providing evidence for optimizing routine school-based mental health support. Methods This study recruited 180 middle school students (aged 12 ~ 15) with notable social anxiety or adjustment difficulties, who were randomly assigned to an intervention group (n = 90) or a control group (n = 90). The intervention group received a 10-week positive psychological intervention, three times a week, mainly including peer collaboration tasks, emotion recognition exercises, and positive self-statement feedback. The control group only participated in regular class meetings and general psychology courses. The Social Anxiety Scale for Adolescents (SAS-A), the Rosenberg Self-Esteem Scale (RSES), and the Emotion Regulation Questionnaire (ERQ) were used for assessment before intervention (T0), during intervention (week 5, T1), and after intervention (T2). Repeated measures ANOVA was used to test the interaction between group and time. Independent samples t-test was used to compare the two groups. The significance level was set at p<.05. Cohen's d effect size was used to evaluate the size of the intervention effect. Results The changes in various indicators before and after the intervention in both groups are shown in Table 1. After 10 weeks, the intervention group showed a significant decrease in anxiety and a marked improvement in self-esteem and emotion regulation ability. The control group showed no significant changes. The SAS-A score decreased from 67.3 ± 6.1 at T0 to 51.2 ± 5.4 at T2 (p<.001, d = 2.62). The RSES score increased from 21.8 ± 3.9 to 30.4 ± 3.7 (p<.001, d = 2.24), and the ERQ emotion regulation efficacy improved by approximately 31% compared to T0 (p<.001). Discussion Embedding positive psychological interventions in social perception education can significantly improve middle school students' emotional understanding, self-efficacy, and social interaction abilities, particularly in anxiety relief and self-esteem building. The results indicate that structured, group-based, and feedback-driven positive psychological training can serve as an important and routine strategy for school mental health education. Future research could further integrate digital physiological feedback, teacher-student interaction data, and peer support mechanisms to personalize and sustainably optimize intervention content, providing a more efficient pathway to enhance adolescents' psychological resilience and social adaptability. Funding No. 13XJC880004.

Objective: The present study aimed to determine the relationship between teachers' socio-emotional competencies and the classroom climate perceived by students, identifying the level of development of these competencies in the teaching staff and establishing the magnitude of the association between both variables, based on the need to understand how the teacher's emotional and social management affects the construction of educational environments favorable for learning and school well-being. Methodology: A quantitative research study was conducted, with a non-experimental, cross-sectional, and correlational design, applied to a sample of 235 participants selected through non-probabilistic convenience sampling. The Socioemotional Competence Questionnaire (SEC-Q) and the Classroom Climate Perception Scale (TPCC) were used, both with adequate reliability indices. Results: 59% of the teachers were at a medium level of socio-emotional competencies, with a global average of 61.42, while the perceived classroom climate had an average of 104.86, also concentrated at medium levels. A positive and high correlation was identified between both variables (r = 0.818; p < 0.01), indicating that higher levels of self-awareness, emotional self-management, social awareness, and responsible decision-making were associated with more positive classroom climates, characterized by greater teacher support, peer cooperation, and school satisfaction. Conclusions: The strengthening of teachers' socio-emotional competencies was a key factor in improving the educational climate. This highlights the importance of integrating socio-emotional development into teacher training and institutional strategies aimed at educational quality and the overall well-being of students. This opened future lines of research on the impact of these competencies on other indicators of the educational process.

Objective: To systematically review the current implementation status of nurses’ non-pharmacological prescription authority and analyze the barriers encountered during its implementation in China, providing countermeasures and references for promoting the standardized implementation of nurses’ non-pharmacological prescription authority. Methods: A secondary analysis of literature was conducted to systematically search for domestic and international literature related to nurses’ non-pharmacological prescription authority. Meta-analysis was performed on eligible literature to evaluate the implementation effects. Simultaneously, semi-structured in-depth interviews were conducted with healthcare workers, patients, and policymakers. Content analysis was used to organize the interview data and extract core issues and barriers. Results: A total of 46 international articles were included in the Meta-analysis, which revealed that the implementation of nurses’ non-pharmacological prescription authority significantly improved patients’ health management outcomes, enhanced healthcare service efficiency, and increased patient satisfaction. Conclusion: The implementation of nurses’ non-pharmacological prescription authority has demonstrated significant positive effects. However, China faces multiple barriers in its advancement, necessitating efforts in optimizing policy systems, constructing collaborative models, strengthening professional skills training, and improving social awareness to guide the scientific and rational implementation of nurses’ non-pharmacological prescription authority.