This study aims to investigate the relationships between screen-based sedentary behavior, emotional eating, physical activity, and physical and mental health of university students. A structured questionnaire survey was randomly administered to 1800 university students from three universities in Southwestern China. The survey collected self-reported data using the Screen Time Scale, Physical Activity Rating Scale-3, Dutch Eating Behavior Questionnaire-Emotional Eating subscale, and Global Physical and Mental Health Scale. SPSS 26.0 was used to analyze the relationships among these factors and physical and mental health. The results showed that screen-based sedentary behavior was significantly negatively associated with physical and mental health (β = -0.282, p < 0.001). Emotional eating was significantly associated with the relationship between screen-based sedentary behavior and physical and mental health, with the indirect effect accounting for 39.296% of the total effect. Additionally, physical activity moderated this relationship (β = 0.002, p < 0.01). These findings highlight the significant association between physical activity, a healthy lifestyle, and university students' overall well-being, offering new insights for both theoretical research and practical interventions.

This study aims to examine the strategies of public universities to strengthen religious moderation on campuses to foster religious tolerance and nationalism among campus communities. Qualitative methods were used to obtain data for analysis. The subject of the study was Universitas Negeri Malang (UM), a large state university in East Java that offers various religious moderation programs, including Griya Moderasi Beragama dan Bela Negara (GMBBN, House of Religious Moderation and State Defense). The study was conducted from September 2024 to February 2025 using observation, interviews, and documentation techniques. The data were analyzed using Miles and Huberman's interactive analysis: data collection, data reduction, data display, and conclusion/verification. The research revealed nine strategies to strengthen religious moderation in campus, namely: establishing institutions of religious moderation, inserting religious moderation values into lectures, conducting research and community service on religious moderation, religious mentoring, establishing and guiding religious student activity units, scientific studies on religious moderation, non-academic activities on religious moderation, dissemination of media and content of religious moderation, and places of worship to promote religious moderation.

This research aimed to improve students’ communication skills through the implementation of the Content-Based Instruction (CBI) approach assisted by the Role Playing technique in IPAS learning for fifth-grade students at UPT SPF SD Galangan Kapal 1, Makassar. The background of this study was the low level of students’ communication skills during IPAS learning, which was indicated by students’ lack of confidence in speaking, asking questions, and expressing ideas clearly. The learning process was still teacher-centered, causing limited student participation in classroom activities. This study employed Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The research subjects were fifth-grade students. Data were collected through observation of teacher and student activities, assessment of students’ communication skills, and IPAS learning achievement tests. The data were analyzed descriptively by examining percentages and average scores obtained in each cycle. The results showed that the implementation of the Content Based Iinstruction approach assisted by the Role Playing technique gradually improved students’ communication skills. In Cycle I, students’ communication skills were still categorized as fair to low. However, after improvements were made in Cycle II, a significant increase was observed. Students became more confident in speaking, more active in asking questions, better at expressing ideas, and more engaged in group discussions. In addition, students’ IPAS learning outcomes also improved, with most students achieving good achievement categories. Based on these findings, it can be concluded that the Content-Based Instruction approach assisted by the Role Playing technique is effective in improving students’ communication skills in IPAS learning at the elementary school level.

This study aims to improve student learning outcomes and engagement through the use of technology-based introductory learning media in the Fiqh subject at MI Al-Ma’arif Sidolaju Ngawi. The problem underlying this study is the low level of student participation and learning outcomes that have not yet met the Minimum Passing Criteria (KKM), caused by the dominance of traditional teaching methods and the limited use of learning media appropriate to the students’ characteristics. This study employs a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted over two cycles. The research subjects consisted of 22 Year 5 pupils in the 2024/2025 academic year. Data collection techniques included observation of pupil activities, learning outcome tests, interviews, and documentation. Each cycle comprised the planning, implementation, observation, and reflection stages. The results of the study showed an increase in student learning activity from 51.6% in cycle I to 57.92% in cycle II. Furthermore, the average learning outcome score increased from 63 in cycle I to 80 in cycle II. These findings indicate that the use of technology-based introductory learning media is effective in enhancing student engagement and learning outcomes in the subject of Fiqh. This study is limited by a small sample size, the scope of a single class, and a relatively short research duration, so the results cannot yet be generalized widely. Therefore, future research is recommended to involve larger samples, more diverse contexts, and longer implementation periods to obtain more comprehensive findings.

Background: Generative artificial intelligence is now part of the ordinary ecology of higher education, but institutional governance has not matured at the same speed as tool adoption. Purpose: This article examines how generative AI integration, policy visibility, readiness, opportunities, and risks are publicly documented at the African Leadership University (ALU) and the Adventist University of Central Africa (AUCA) in Rwanda. Method: The study uses an interpretivist comparative multiple-case design based on public document analysis. The core corpus comprises publicly retrievable institutional webpages, policy documents, academic regulations, handbooks, e-learning materials, research manuals, national policy texts, and sectoral guidance retrieved and checked through April 2026. Analysis used a directed qualitative codebook aligned with institutional readiness, Diffusion of Innovations, and a rights-based AI governance lens. Findings: Both universities publicly signal AI engagement, but in different forms. ALU is more innovation-signaling, with visible AI research, student bootcamp activity, and outward-facing policy discourse. AUCA is more governance-dense, with stronger public visibility of academic regulations, ICT and online-learning policies, plagiarism infrastructure, and AI-and-big-data institutional positioning. Yet neither university publicly presents, within the reviewed corpus, a fully specified institution-level generative AI acceptable-use architecture aligned with Rwanda’s emerging sectoral expectations. Contribution: The article sharpens a distinction between visible innovation activity and visible governance readiness, showing why AI adoption cannot be inferred from promotional visibility alone. It also offers a replicable public-document method for studying institutional AI governance in underdocumented African higher education contexts while clearly separating documented evidence, analytic inference, and public silence.

Nowadays high qualification requirements are imposed on graduates of a pedagogical university. Involving students in project activities is a way to achieve high educational standards. The implementation of educational projects within the framework of individual disciplines in the professional cycle has positive results, as noted by several researchers. However, this approach does not allow students to fully understand the interdisciplinary connections or gain experience in conducting independent research. The purpose of this study is to develop an effective approach to organizing the project activities of future mathematics teachers. This approach will allow for a comprehensive approach to solving the problem of improving their professional training. The authors of this article propose an iterative approach to organizing the project activities of future mathematics teachers based on the concept of education funding. This approach represents a gradual immersion into the process of studying the task of “cutting edge science” and assumes a long period of implementation during 5–7 semesters. The article discusses the main principles of implementing the approach and presents a specific, but fairly wide class of project tasks. The authors of the article in the educational process of training future mathematics teachers are implementing the developed approach. The results of the work carried out are described in detail in the section “Research results. Discussion”. Due to the limited space in this article, we are unable to fully present the students’ research. Therefore, the text contains references to their published research results. In conclusion, the main findings of the study are summarized and the next steps for future research are outlined.

This study aims to analyse the effectiveness of using digital pop-up books in improving the ability of pupils with Autism Spectrum Disorder (ASD) to distinguish between different types of animal reproduction. This study employed a Classroom Action Research (CAR) approach, conducted over two cycles, each comprising the stages of planning, implementation, observation and reflection. The research subjects consisted of two Year 10 students at the Mandailing Natal State Special School. Data collection techniques included learning outcome tests, observation of student activities, and documentation. Data analysis was conducted using quantitative descriptive methods to determine the percentage increase in students’ abilities in each cycle, as well as qualitative descriptive methods to describe changes in learning behaviour during the learning process. The research results indicate a gradual improvement in the students’ abilities. Initially, the students’ abilities were still low, at 43.75% and 31.25%. Following the intervention in Cycle I, abilities improved to 62.50% and 59.38%, though they had not yet met the mastery criteria. A significant improvement occurred in Cycle II, with achievement levels of 90.63% and 84.38%, which fell into the ‘very good’ category. In addition to improving learning outcomes, the Digital Pop-up Book medium also enhanced students’ attention, engagement, and independence in learning

Real-time classroom behavior and drawing pattern analysis using YOLOv11 for multi-class student activity detection

The aim of this study is to develop, test, and evaluate the effectiveness of a pedagogical model integrating artificial intelligence tools and “the flipped classroom” blended learning technology for developing key management competencies of students of an economic university. Materials and methods. The study utilized a combination of methods: theoretical analysis, a pedagogical experiment, expert assessment, and statistical data processing. The experiment was conducted at the Minsk branch of the Plekhanov Russian University of Economics during the 2021-2025 academic years with students majoring in “Business Informatics”, “Management”, and “Economics”, divided into control and experimental groups. Results. A comparison of the results of educational activities of students in the experimental and control groups demonstrates the high potential of a pedagogical model integrating artificial intelligence tools and “flipped classroom” technology for developing students’ management competencies, which in turn has a positive impact on their other educational and academic achievements. Conclusion. The integration of artificial intelligence technologies and “the flipped classroom” model creates a powerful educational foundation for the targeted development of management competencies of economic university’s students. This approach transforms the educational process from passive information acquisition into an active, practical learning environment, closely aligned with the realities of digital business. The key success lies in the synergy: artificial intelligence takes over the routine personalization and training of basic knowledge, while students and faculty focus on developing the unique qualities needed by future economic leaders — competence, communication skills, critical thinking, creativity, emotional intelligence, leadership potential, and self-confidence. The conclusion confirms the high effectiveness of the proposed integration, which ensures personalization, interactivity, and a practice-oriented educational process. The model can be scaled to other areas of management training.

This study aims to analyze the relationship between Physical Education (PE) teacher instructional leadership, a healthy school culture, and student physical activity through a synthesis of 25 studies published between 2015 and 2024. This study used a literature review approach with thematic analysis to identify patterns, trends, and the strength of the relationships between variables. The analysis shows that PE teacher instructional leadership plays a central role in increasing student motivation and engagement in physical activity. 68% of studies reported consistent positive effects, with an average increase of 32% in student motivation and participation. Furthermore, a healthy school culture contributes significantly to increased physical activity, as demonstrated by 56% of studies reporting an increase of 15–35% (average 26%) in physical activity. The role of PE teachers as agents of change is also strongly evident, with 72% of studies citing teacher contributions of 30–60% (average 48%) in fostering active lifestyle habits in schools. Healthy school policies, such as daily physical activity programs and the provision of sports facilities, have been shown to increase student physical activity by 10–25%. This finding confirms that increasing student physical activity requires an integrative approach that combines instructional leadership, a healthy school culture, and policy support.

Student engagement is a central indicator of the success of Physical Education, Sports, and Health (PJOK) learning in elementary schools because it is directly related to the quality of movement learning experiences, mastery of motor skills, and the development of positive attitudes toward physical activity. However, the level of student engagement is not solely determined by learning methods but is also influenced by internal psychological factors such as mental toughness and learning motivation. This study aims to conceptually and empirically synthesize recent findings regarding the influence of these two variables on student engagement in PJOK learning in elementary schools. The method used was a Systematic Literature Review (SLR) with a structured selection procedure of reputable scientific articles published in the past seven years through Google Scholar, Garuda, SINTA, DOAJ, and ERIC databases. Articles meeting the inclusion criteria were analyzed using a descriptive-thematic approach to identify patterns of relationships and consistency of findings. The results of the synthesis indicate that mental toughness positively contributes to students' emotional regulation, self-confidence, resilience, and persistence in facing the challenges of PJOK activities. On the other hand, learning motivation—especially intrinsic motivation—consistently correlates positively with active engagement, enthusiasm, and the courage to try movement skills. Simultaneously, these two variables complement each other in fostering sustained engagement. These findings emphasize that strengthening psychological aspects needs to be an integral part of the PJOK pedagogical strategy to improve the quality of student engagement in elementary schools.

This article examines current issues related to the integration of digital technologies into physical education education, particularly the use of fitness trackers as a monitoring and motivation tool. It analyzes the theoretical foundations of distance learning, the functionality of modern wearable devices, and the challenges of their implementation in teaching. Based on an analytical assessment of educational institutions' experiences, a methodology for monitoring student physical activity using fitness trackers has been developed, including individual configuration, collection, and analysis of biometric data. The practical part of the study includes organizing the educational process with a blended learning format, analyzing the effectiveness of the devices, and developing recommendations for teachers. It has been proven that the use of fitness trackers contributes to an increase in physical activity levels, intrinsic motivation, and overall academic performance of students, as well as the development of self-monitoring skills and a sustained interest in a healthy lifestyle. The conclusion outlines the prospects for the development of digital technologies in the field of physical education, associated with the use of artificial intelligence, VR/AR technologies, cloud platforms, and big data systems, which ensure a personalized approach and enhance the effectiveness of the educational process.

Effective organizational management is a critical determinant of performance sustainability in university sport organizations, particularly in emerging sports such as petanque. Weak governance structures, limited supervision systems, and resource constraints often influence administrator effectiveness and athlete achievement outcomes. This study aims to examine the relationship between organizational management and administrator performance, as well as athlete achievement data, within the Petanque Student Activity Unit (UKM Petanque) of the University of Jambi during the 2025–2026 management period. This research employed a qualitative descriptive case study approach using observation, in-depth interviews, and documentation analysis. Informants consisted of core administrators, coaches, and active athletes. Evaluation was conducted using management function indicators (planning, organizing, actuating, and controlling) and supported by empirical performance data. The findings indicate that planning realization reached 91.7% for routine training and 87.5% for championship participation. Administrator performance showed high commitment (4.5/5) and program execution accuracy (4.2/5). Achievement data demonstrated a 16.7% increase in the composite performance index compared to the previous period. However, limitations in human resources, infrastructure (80% procurement realization), and weak systematic supervision (33.3% capacity-building realization) affected optimal performance distribution. In conclusion, structured organizational management positively influences administrator effectiveness and athlete achievement. Strengthening supervision systems, coordination mechanisms, and resource allocation is essential for sustainable competitive improvement.

This study aims to describe and map the level of mastery of basic volleyball technical skills among students who are members of the Volleyball Student Activity Unit (UKM) at Universitas Muhammadiyah Surakarta using a quantitative descriptive approach with a survey-based skill test method. The study was conducted to obtain objective baseline data on students’ technical abilities as a foundation for evidence-based training development in the university volleyball context. The participants consisted of 20 male students selected through purposive sampling from a population of active UKM volleyball members. Data were collected using standardized volleyball skill tests covering four fundamental techniques: overhead passing, underhand passing, overhand serving, and spiking. The collected data were analyzed using descriptive statistical techniques in the form of frequencies, percentages, and skill-level categorization with the assistance of SPSS software. The results indicate that, overall, the level of mastery of basic volleyball technical skills among UKM players falls within the moderate category. Overhead passing and underhand passing skills tend to range from moderate to good, reflecting relatively better control and consistency in ball reception and distribution. In contrast, overhand serving and spiking skills are predominantly classified as moderate, indicating that these offensive skills have not yet developed optimally. In addition, variations in technical skill mastery were observed among individual players, suggesting an uneven distribution of skills within the team. These findings emphasize the importance of implementing systematic and targeted training programs based on objective and individualized skill assessments. The technical skill profile generated in this study can serve as an evaluative reference for coaches in designing needs-based training strategies to improve basic technical proficiency and overall team performance. Furthermore, this study provides empirical evidence to support the application of data-driven coaching practices in higher education volleyball programs.

This study aims to evaluate the level of mastery of basic volleyball skills among members of the women’s volleyball team of the Student Activity Unit (UKM) at Universitas Muhammadiyah Surakarta. The skills assessed include underhand passing, overhand passing, overhand serving, and smashing, which represent the core technical components determining game effectiveness. A quantitative descriptive approach was employed, using standardized volleyball skill tests as the primary data collection method. All 20 female athletes registered as active team members were involved as research participants through a total sampling technique. The measurement instruments used in this study had previously undergone validity and reliability testing, ensuring the accuracy and objectivity of the data obtained. Data were analyzed using descriptive statistical techniques to provide a comprehensive profile of the athletes’ technical abilities. The results indicate that the overall level of mastery of basic volleyball skills among the participants predominantly falls within the moderate to poor categories, with noticeable variations between individuals. Underhand passing and overhand passing showed limitations in ball control, accuracy, and consistency, which potentially hinder effective transition from defense to attack. Overhand serving skills were characterized by unstable execution, reflecting inconsistencies in coordination and contact accuracy. Meanwhile, smashing skills, although generally classified at an intermediate level, revealed deficiencies in the integration of power, jump timing, and hitting precision. These findings demonstrate that mastery of basic volleyball techniques at the university level is not solely influenced by training frequency but is strongly determined by the quality of structured training, technical feedback, and movement coordination. This study provides empirical evidence that can serve as a foundation for systematic evaluation and the development of more focused, evidence-based coaching programs aimed at improving individual skills and overall team performance in higher education volleyball settings.

This study aims to test the effectiveness of the Love Curriculum Approach Teaching Module and the level of student activity on the mathematics learning outcomes of elementary school students. The research method uses a quantitative approach with a quasi-experimental design and a sample of 32 students. The results of the study show that. Data analysis was carried out using Two-Way ANOVA, which showed that the use of the Love Curriculum Mathematics Teaching Module had a significant effect on mathematics learning outcomes (p &lt; 0.001) and that the level of student activity had a significant effect (p &lt; 0.001). The interaction between the two variables was also significant (p &lt; 0.001), confirming that the module is more effective when used by students with high activity levels. The results of the Tukey HSD follow-up test showed that all group comparisons were significantly different, including the difference in values ​​between the Love Curriculum group having low activity and without the Module having low activity of 10,929 (p &lt; 0.001), as well as the difference between the Love Curriculum group having high activity and without the Module having high activity of 11,833 (p &lt; 0.001). Overall, this study proves that the combination of the Love Curriculum module and student activity contributes significantly to improving mathematics learning outcomes.

Air pollution remains a major environmental health concern globally, with children being particularly vulnerable due to the ongoing development of their respiratory systems, which typically continues through adolescence. This study analyses exposure to selected air pollutants among school children in Lagos State, Nigeria. A field-based quantitative approach was adopted, involving real-time in-situ air quality measurements conducted across 45 purposively selected secondary schools located in high-traffic, industrial, and residential zones. Measurements were collected during peak school hours using an Aeroqual Series 500 portable monitor (8-hour mean), capturing temporal variations associated with student activity and traffic intensity. Exposure was further quantified using the Total Respiratory Deposition Dose (TRDD) model, which integrates pollutant concentration, inhalation rate, and exposure duration to estimate the actual dose of particulate matter deposited in the respiratory system. The results indicated that while gaseous pollutants generally remained within acceptable limits, particulate matter concentrations frequently exceeded recommended thresholds. The findings also revealed that increased physical activity significantly elevates inhalation dose, indicating that children may experience higher internal exposure during routine school activities such as outdoor play. The elevated exposure and dose levels observed suggest increased risk of adverse respiratory effects, particularly in high- exposure environments. These findings highlight the importance of addressing micro-environmental pollution within school settings. The recommended practical interventions include improved school siting, vegetation buffers, dust control measures, and regulation of traffic emissions around schools.

Student entrepreneurship has become an important focus in higher education as a means of developing competencies and work readiness. This study aims to analyze the influence of student entrepreneurial activities on various aspects of learning performance, including academic achievement (GPA), cognitive abilities, communication and public speaking skills, social skills, and other performance aspects through a systematic literature review. A systematic review method was applied by analyzing 45 scientific articles from accredited national and reputable international journals published in the 2019-2025 range. The analysis results show that student entrepreneurial activities have a significant positive impact on learning performance through the mediation mechanisms of self-efficacy, creativity, and problem-solving skills. Students involved in entrepreneurial activities showed an increase in soft skills (teamwork, communication, networking) of 18-32% compared to non-entrepreneurial students. However, there is a curvilinear relationship between the intensity of entrepreneurial activities and GPA, where the optimal intensity is at 10-15 hours per week. This research provides a theoretical contribution in understanding the complex mechanisms between entrepreneurship and academic performance, as well as practical implications for the development of entrepreneurship education curricula in higher education.

Abstract- The limited use of practical and project-based activities in the Animation Technique subject has hindered students’ skill development. In fact, animation learning requires active engagement through practice and project creation to achieve optimal learning outcomes and support future digital industry skills. In addition, low student achievement indicates that the learning process has not been optimal and lacks student involvement. This study employed Classroom Action Research (CAR) to improve students’ learning outcomes through the implementation of the Project Based Learning (PjBL) model in the Animation Technique subject for class XI DKV at SMK Negeri 3 Parepare. The subjects of this study were 27 students. Data were collected using observation sheets to assess student activity and test instruments to measure learning outcomes in each cycle. The results showed a consistent improvement in learning outcomes. The pre-test average score was 52.7 with a completion rate of 17.3%. In cycle I, the average score increased to 76.4 with a completion rate of 47.8%. In cycle II, a more significant improvement was achieved with an average score of 90.4 and a completion rate of 86.9%. These findings indicate that PjBL effectively improves learning outcomes and is recommended to enhance students’ activeness, creativity, and skills in animation projects.

Fiqh Ibadah learning in higher education is often dominated by theoretical approaches that provide limited hands-on experience for students, resulting in suboptimal learning outcomes and insufficient practical competence in performing religious practices. This study aims to analyze the effectiveness of practicum-based learning in improving students’ learning outcomes in the Fiqh Ibadah and Practice course. This research employed a quantitative approach using a classroom action research design conducted in two cycles, involving students of the PGMI Study Program at Institut Islam Al-Mujaddid Sabak as research participants. Data were collected through learning outcome tests, student activity observations, and learning documentation, while data analysis utilized descriptive statistics to measure improvements in mean scores and learning mastery percentages. The findings indicate that the implementation of practicum-based learning gradually improved students’ learning outcomes from the pre-cycle to the second cycle, accompanied by increased learning engagement and student participation during the instructional process. These results demonstrate that practicum-based learning provides more meaningful learning experiences and enhances both conceptual understanding and practical skills. This study contributes to the development of more applicable Fiqh Ibadah instructional strategies and offers practical implications for lecturers in improving the quality of Islamic education in higher education institutions.