Learning from feedback is independent from feedback visibility, but supported by aperiodic neural activity.

The surge in demand for psychology professionals is followed by a similar rise in the intake of psychology students. Nevertheless, many psychology students suffer from the maladaptive fear that they will experience failure in their studies or future profession. Past studies suggested that their fear of failure (FOF) can be mitigated through social support, yet students across different educational levels may perceive such support differently. This research aligns with Sustainable Development Goal (SDG 3) (good health and well-being) and SDG 4 (quality education) by addressing psychological well-being and supportive learning conditions that enhance students’ academic and professional readiness. Purposive sampling was conducted to recruit 138 psychology students from all levels (Diploma, Bachelor, Master, and Doctorate) from universities in Malaysia and Indonesia. Data were collected using the online versions of the Performance Failure Appraisal Inventory, General Mattering Scale, and Multidimensional Scale of Perceived Social Support, along with demographic questions and an informed consent form. Data analysis employed the Bootstrap method at 5,000 resampling with a 95% confidence interval using PROCESS Macro Model 59 for moderated mediation. The results suggested that mattering significantly and fully mediated the contribution of perceived social support to the development of FOF, and that education level did not significantly moderate the mediation, as the effect occurred among students at all levels. Limitations and suggestions are discussed.

Students' perceptions of learning conditions and satisfaction in EFL: A psychological and pedagogical perspective.

Persistent infrastructure deficiencies continue to challenge the delivery of quality basic education in many developing contexts, prompting governments to adopt Public–Private Partnerships (PPPs) as alternative mechanisms for school infrastructure development. This study examined the impact of PPP initiatives on the availability, quality, and sustainability of infrastructure in public basic education schools, anchored on Human Capital Theory, which emphasizes the role of adequate learning environments in fostering educational and socio-economic development. Employing a descriptive research design, the study gathered data from 45 public school teachers and school heads in Tiaong I District, Philippines, using a researcher-developed questionnaire administered via Google Forms. Descriptive statistical techniques were utilized to analyze respondents’ perceptions and experiences regarding PPP-supported infrastructure projects. The findings revealed that PPPs have contributed positively to the increased availability of essential school facilities, particularly classrooms, laboratories, and sanitation amenities. Respondents generally assessed the quality of PPP-developed infrastructure as satisfactory, indicating improvements in functionality and learning conditions. However, concerns were raised regarding long-term maintenance, sustainability, and institutional accountability. Key challenges identified included delays in project implementation, limited stakeholder and community engagement, and the absence of clearly defined maintenance responsibilities after project turnover. To enhance the effectiveness of PPP initiatives, respondents recommended greater transparency in project implementation, formalized maintenance agreements, and stronger participation of school communities and local stakeholders. The study concludes that while PPPs offer a viable strategy for addressing infrastructure gaps in basic education, their long-term effectiveness depends on sustained collaboration, institutionalized accountability mechanisms, and proactive maintenance planning. The findings provide empirical evidence to inform policymakers, school administrators, and private partners in strengthening PPP frameworks to ensure durable, equitable, and sustainable infrastructure development in basic education systems.

Curriculum development in vocational higher education continues to face structural challenges, particularly in aligning institutional design with dynamic labor market demands in the health sector. While existing studies emphasize competency-based and industry-oriented curricula, there remains a critical gap in empirically grounded, student-informed frameworks that integrate learning conditions, work–study balance, and adaptability to curricular change. This study addresses this gap by proposing a needs-informed curriculum development model derived from student experience, with an emphasis on adaptive learning environments and meaningful campus engagement. A quantitative descriptive approach was employed through a survey of 54 health polytechnic students. The study examined learning engagement, work–study conditions, and perceptions of curriculum implementation. The findings reveal that 72% of respondents were engaged in simultaneous work and study activities, while 68% reported achieving adequate mastery of theoretical knowledge and practical skills. However, 41% experienced moderate difficulties in adapting to curriculum changes, particularly in time management and instructional adjustment. These findings indicate that although dual-role students demonstrate resilience, structural support remains necessary to optimize learning outcomes. Based on these results, the study proposes a curriculum development model comprising three core components: (1) flexible curriculum structures accommodating working students, (2) adaptive learning strategies facilitating curriculum transition, and (3) experiential learning integration to enhance field relevance. The study implies that effective curriculum design in health polytechnics must extend beyond competency alignment to incorporate student adaptability and contextual learning dynamics. This research contributes a student-centered, empirically validated framework that strengthens institutional responsiveness and supports sustainable curriculum innovation.

This article discusses the concept of a professional digital language learning environment. The creation of such an environment in a higher education institution is a complex of measures aimed at creating conditions for effective foreign language learning by students, developing their professional competencies using digital resources and IT. This process involves integrating linguistic education with students' future professions, using innovative educational platforms, electronic resources, and tools that promote the development of students' linguistic competence, as well as actively involving teachers and students themselves in the educational process at the university. The purpose of this work is to identify and substantiate effective ways of developing the digital linguistic educational environment of a university aimed at improving the professional development of foreign languages by students and teachers using digital technologies. This article aims to review and study modern approaches and tools for integrating information and communication technologies into the educational process, and to contribute it to improving the quality of training future specialists who have a high level of communicative competence and the ability to effectively apply their knowledge in their professional activities. Methods. To achieve this goal, the methods of observation of linguistic material, continuous sampling, lexicographic, lexico-semantic and contextual analysis, classification, and systematization of data were used. Results. As a result of the analysis, conclusions were drawn about the timeliness and correctness of the formation of a professional linguistic and educational digital environment at a higher educational institution, which contribute to increasing motivation for studying the subject Conclusion. The professional linguistic and educational digital environment of a higher education institution should provide comprehensive development of students' language competence, contributing to their successful integration into the international professional community. The use of new modern computer technologies, applications, educational platforms, and resources contributes to the formation of a linguistic and educational environment.

Neural correlates of retrieval practice with feedback in foreign vocabulary learning: An fNIRS study.

This study aims to model student segmentation based on learning strategies using the K-Prototypes clustering algorithm. The data used consist of mixed-type variables, including categorical variables (gender and major) and numerical variables such as grade point average (GPA), learning habits, motivation, learning environment, health and social support, academic involvement, and academic achievement. The analysis was conducted through several stages, including data preprocessing, exploratory data analysis, and clustering using the K-Prototypes algorithm. The optimal number of clusters was determined using the Elbow and Silhouette methods, both of which indicated that four clusters provide the best clustering structure. The results show that students can be grouped into four distinct clusters with different characteristics. Cluster 3 represents highly motivated and high-achieving students with strong engagement, while Cluster 1 consists of students with good academic performance supported by favorable learning conditions. Cluster 4 includes students with moderate characteristics, and Cluster 2 represents students with lower performance and weaker learning strategies. The clustering results were further validated using t-SNE visualization, which shows a reasonably clear distribution of clusters despite some overlap. Overall, this study demonstrates that the K-Prototypes algorithm is effective in handling mixed-type educational data and can provide meaningful insights to support data-driven academic decision-making and the development of targeted learning strategies.

The ability to discern the statistical regularities in our environments has been shown to support key cognitive functions, including attention, prediction, and language learning. While most research has focused on stable regularities, real-world patterns often change over time, requiring adaptation. In the context of embedded pattern learning, where continuous input consists of hidden pairs or triplets, prior work showed that learning of an initial structure can hinder learning of an updated one. Alongside postexposure (offline) learning measures, the present study incorporated online target detection during exposure to gauge real-time learning and adaptation to novel patterns more directly. In three separate blocks, participants were exposed to a stream of embedded pairs that were reshuffled into new pairs halfway through the stream. We administered the same task in both visual and auditory modalities, allowing us to explore modality differences. In the auditory modality, the online target detection measure revealed that participants learned both the initial and updated regularities, but with an advantage for learning the former. By contrast, the offline measure only evidenced recognition of the initial patterns, echoing previously reported primacy effects. In the visual modality, learning was not observed online but was revealed in sensitivity to both sets of regularities in the offline test. Our results provide evidence for flexible statistical learning of different types of sensory regularities under incidental learning conditions, which is important for the challenge of learning in dynamic environments. They also underscore the nonoverlapping information that is provided by on- and offline measures. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

General Background: Civic Education plays a strategic role in developing students’ religious values and social attitudes at the elementary level. Specific Background: However, the learning process often relies on conventional methods, making abstract values difficult for students in the concrete operational stage to understand and internalize. Knowledge Gap: There is limited focus on how Problem Based Learning integrated with audiovisual media supports the internalization of both religious and social values beyond cognitive outcomes. Aims: This study aims to analyze the implementation of video-assisted Problem Based Learning in Civics Education for fostering religious values and social attitudes among third-grade students at MI Darul Ulum Jotosanur. Results: The findings indicate that video-based Problem Based Learning increases student engagement, critical thinking, collaboration, and the ability to relate values to real-life contexts, although challenges arise from teacher readiness, student ability differences, time limitations, and environmental support. Novelty: The study highlights the integration of Problem Based Learning with audiovisual media to emphasize value internalization through real problem-solving experiences in elementary students. Implications: The study suggests that teachers design contextual Problem Based Learning supported by visual media and consistent reflection, along with collaboration between schools and parents, to support character formation in students. Highlights• Video-supported problem scenarios stimulate active participation and classroom interaction• Contextual tasks guide learners to connect moral concepts with daily behavior• Implementation constraints emerge from pedagogical readiness and learning conditions KeywordsCivic Education; Problem Based Learning; Religious Values; Social Attitudes; Video Media

This study aims to determine the obstacles experienced by fifth-grade students in performing forward roll floor gymnastics at SD 104241, Kampung Syahmad Village, with a total of 49 students as subjects. This study uses a qualitative descriptive method. Data collection techniques were carried out through questionnaires, interviews, and observations, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. Data validity was obtained through source and method triangulation techniques to ensure the validity of the research findings. Based on field findings, learning obstacles include physical, psychological, material, teacher, facilities and infrastructure, as well as environmental and time aspects. The results of the analysis show that the most dominant obstacles are in the facilities and infrastructure aspect, especially limited facilities such as inadequate mattresses, thus hampering the implementation of optimal and safe learning for students. In addition, environmental and time aspects are also classified as having quite high obstacles, such as the condition of the learning place that is less supportive and limited allocation of learning time. Physical, psychological, material, and teacher aspects have relatively lower levels of obstacles. Thus, it can be concluded that the main obstacles in learning forward roll floor gymnastics are more influenced by external factors. Therefore, efforts are needed from schools and teachers to improve learning facilities and create more effective, innovative, and enjoyable learning conditions so that learning objectives can be achieved optimally.

Greater political knowledge is associated with higher levels of political capital. Often attributed to socialized gender norms, men have been found to possess a political knowledge advantage over women. Extending research on this topic, the present study explores how the cognitive process of elaboration relates to continued gender disparities in political knowledge, interest, and information efficacy. Relying on data gathered during a 2020 and a 2024 presidential debate, this essay proposes the term gendered political elaboration to denote the mechanism through which the gender knowledge gap may subsequently contribute to inequitable learning outcomes from the consumption of political debate messages. Results indicate that women tended to possess lower political knowledge, interest, and information efficacy, factors in this study which mediated levels of elaboration. Accordingly, identifying as a woman negatively influenced one’s elaboration and was associated with disparate learning outcomes along gender lines. In sum, interventions related to the inequitable social cultivation of political aptitude and interest are likely warranted as is further research into how message priming and framing may help to mitigate gendered political elaboration and produce more equitable conditions for democratic learning.

Social organization and division of labour are fundamental to animal societies1-3, yet how these structures emerge from individual interactions and are shaped by neuromodulation remains unclear. Here, using behavioural tracking in a semi-natural environment, neural recordings and computational models that integrate reinforcement learning and social condition, we show that triads of isogenic mice develop specialized roles spontaneously while solving a foraging task under social constraints. Notably, despite minor intra-sex differences in behaviour when mice were tested alone, male triads formed stable worker-scrounger relationships driven by competition, whereas female triads adopted uniform, cooperative strategies. These sex-divergent roles were shaped by dopaminergic activity in the ventral tegmental area. Model analysis revealed how intra-sex and inter-sex parameter differences in resource exploitation, combined with contingent social interactions, drive behavioural specialization and division of labour. Most notably, it highlighted how contingency, amplified by competition, magnifies individual differences and shapes social profiles. The plastic, adaptive nature of social organization was apparent when sex mixing or reintroducing experienced individuals into naive groups reshaped role distribution. Furthermore, dopaminergic manipulations confirmed this plasticity, reshaping roles and altering group structure. Our findings support a multi-scale feedback loop whereby social context shapes neural states, which in turn reinforce behavioural specialization and stabilize social structures.

Aligning input and assessment: Pictorial measures in audiovisual vocabulary research

The study explores strategies to foster a resilient Economics education ecosystem that addresses resource limitations and capacity constraints in South African schools. Economics education faces systemic, pedagogical, and contextual challenges that reduce instructional quality. This hinders student engagement and limits the development of critical thinking skills. Strengthening the educational ecosystem is therefore critical to improving teaching and learning outcomes. This study employed a systematic review of coping strategies, mapping peer-reviewed articles, grey literature, and reports published between 2020 and 2025. A total of 40 studies met the inclusion criteria and were analysed to identify patterns in factors influencing Economics instruction. Findings highlight the centrality of teacher expertise, supported by ongoing professional development and collaboration, in enhancing instructional resilience. Adequate infrastructure and learning resources facilitate students’ conceptual understanding, while inequalities in schools constrain learning conditions. Effective leadership and adherence to policy further support instructional delivery, motivation, and curriculum implementation. The study concludes that a resilient instructional ecosystem requires coordinated support across its components to strengthen classroom and school environments and enhance students’ understanding of Economics content. These insights inform instructional and policy strategies, guide resource allocation, and promote innovative pedagogies. The study contributes to sustainable, high-quality Economics education in South African schools.

Mobile augmented reality (AR) games offer a novel and unexplored context for situated language learning. In these games, players engage in authentic communication influenced by game mechanics, community norms, and shared objectives. This study employs Engeström’s (1987) Activity Theory (AT) framework to analyze language production and learning within the Pokémon Go gaming community. By conducting content analysis of a gameplay vlog and first-person observations of the game application, the study investigates how the six components of the activity system—subject, object, mediating artifacts, rules, community, and division of labor—interact to create conditions for language use and learning. The analysis reveals that language functions as both a mediating artifact and an outcome of participation. Game-specific lexical items emerge from and reinforce the activity system’s structure, while contradictions between components, particularly between game-imposed rules and community-driven knowledge-sharing practices, generate opportunities for language development. These findings contribute to the growing body of research on game-based language learning and extend the application of Activity Theory to mobile AR gaming environments.

Recent research has focused on autonomous learning without offering a clear differentiation between this construct and self-directed learning. The purpose of this article is to provide a heuristic position—that is, a speculative, theoretical formulation—that suggests autonomous learning can be manifest in all three modes of agency (i.e., individual, proxy, or collective; Bandura, 2006) in the activation of learning activities; however, self-directed learning represents the degree to which personal agency is exercised individually by directing the creation of such activities. Thus, autonomous learning represents a necessary but not sufficient condition for self-directed learning.

ABSTRACT This article examines how Vietnamese undergraduates make sense of short-term, non-qualification-bearing intra-ASEAN mobility through post-return affective and temporal processes. Using in-depth post-return interviews analysed through reflexive thematic analysis and informed by affect theory, the study traces how mobility experiences are reworked through affective latency, everyday trigger encounters, and gradual narrative re-authoring across exchanges in Thailand, Malaysia, and the Philippines. The findings challenge linear, outcome-driven models of intercultural competence by showing that delayed articulation, hesitation, and narrative suspension are not absences of learning but central conditions of post-return sensemaking. Rather than consolidating during the programme or immediately upon return, belonging becomes perceptible belatedly through remembered gestures, sensory objects, and affective echoes embedded in everyday life after formal timelines have ended. These dynamics complicate assumptions that intra-ASEAN mobility is smooth or culturally proximate, revealing uneven temporal rhythms through which first-time travellers come to recognise what the experience has come to mean.

ABSTRACT Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting to the Outside: Cultural Resources Teachers Use When Contextualizing Instruction.’ Learning, Culture and Social Interaction 17: 56–68). offer five orientations for contextualized instruction: local community, everyday practices, personal issues, concrete objects, and knowledge from abroad. Purpose This research examines how a sample of four primary physical education teachers enact contextualized instruction. Methods A generic qualitative design was used to examine how four primary school physical education teachers (ages 5-13) in Canada enacted contextualized instruction. Following a professional development initiative focused on contextualized instruction, in which teachers developed a unit of work, data were generated from 20 non-participant observations and 8 semi-structured interviews gathered over seven months. Data were analyzed deductively using Silseth and Erstad’s (2018) five orientations of contextualized instruction and inductively through reflexive thematic analysis within each orientation. Findings Teachers most frequently enacted contextualized instruction by orienting their teaching practices toward students’ local community resources, everyday movement practices, and personal issues related to students’ interests and movement identities. Strategies included community mapping, photovoice tasks, partnerships with local organizations, and modifications to games using familiar or accessible equipment. Orientations involving concrete objects and knowledge from abroad were minimally evident. Discussion and Conclusion These findings suggest that contextualized instruction offers practical pedagogical pathways centred on and relevant to students’ lived realities, particularly through making explicit connections to local communities, everyday practices, and personal interests. In doing so, contextualized instruction acted as a guide for teachers to create personally relevant learning experiences and conditions for transferable engagement with physical activity beyond school.

The aim of this research is to find out High school students' perceptions of Flipped Writing Instruction to reduce anxiety in writing and which of the four pillars of F-L-I-P is considered the most useful for reducing students' anxiety in writing. This research adopts a qualitative descriptive research method with a case study research design for analysis FWI user subjects with anxiety wrote better. Data obtained from that interview involve 15 12th grade students from one of the state high schools in Sidoarjo. Results of the interview stated that Most students have a positive perception of FWI caused and a small number have a negative perception. This positive perception includes two things: 1.) flexibility of space and time, 2.) learning specific material and 3.) reduction of burden and anxiety caused by group learning. Meanwhile, their negative perception shows that FWI does not have a significant effect on reducing anxiety in writing due to: 1.) inability to carry out independent learning, 2.) inactive study group performance, and 3.) lack of teacher feedback. In addition, the interview results stated that of the four pillars of F-L-I-P, what students considered to be the most helpful in reducing anxiety were pillars F and I, because flexibility and specific material adapted to students' learning conditions made students accustomed to building 'study' habits and preparing themselves before activities. in class, so their anxiety is much reduced.