Abstract Background With the continuous advancement of the "Belt and Road" Education Exchange Program (BREEP), the scale of international students in universities has been expanding, and issues such as cross-cultural adaptation pressure, academic burden, and lack of social support have become increasingly prominent. Mental Health Problems (MHP) are more likely to occur in cultural migration environments, manifesting as anxiety, depression, loneliness, and academic burnout. However, the existing university support systems still show significant inadequacies in responding to cross-cultural contexts. Current research on the operational mechanisms, influencing factors, and optimization strategies of mental health support for international students under the BREEP framework remains limited. Methods To construct a BREEP mental health support mechanism model for international students and evaluate its effectiveness and impact path, providing theoretical basis for cross-cultural education management. The study adopts a mixed research design of questionnaire survey, structured interview, and structural equation modeling analysis. A total of 512 international college students from 23 countries along the "the Belt and Road" were recruited to participate in the survey. The main measurement tools include the Cross Cultural Adaptation Stress Scale (CCASS), Mental Health Risk Index (MHRI), Perceived Social Support Scale (PSSS), and University Support Effectiveness Questionnaire (USEQ). In addition, interviews were conducted with 32 international students to supplement qualitative information on the operation of the mechanism. The data is analyzed using multiple regression and structural equation modeling to determine the pathway of support mechanisms. Results The study revealed that under the BREEP framework, 54% of international students reported experiencing high levels of cross-cultural adaptation stress, with their median MHRI scores approximately 31% higher than local students (p=.003). Perceived social support demonstrated significant buffering effects on mental health risks (standardized path coefficient = -0.47, p=.01). University support system efficacy significantly predicted reduced mental health risks, with a total effect size of 0.42 (p=.004). Structural equation modeling identified three key factors for reducing mental health risks: university counseling services, peer support networks, and cross-cultural communication training, where peer support networks accounted for 38% of the total effect (p=.02). Additionally, universities with sustained support mechanisms had students with 22% lower MHRI scores compared to those without sustained support (p=.01), demonstrating a clear environmental facilitation effect. Discussion The research findings indicate that the mental health risks of international students in higher education under the Belt and Road education exchange program are influenced by cross-cultural stress, levels of social support, and the support capacity of universities. The university support system plays a crucial role in alleviating adaptation stress and promoting mental health, particularly the peer support network and systematic cross-cultural counseling services, which have shown significant effectiveness. The study emphasizes the need to establish a multi-dimensional, open, and continuous mental health support mechanism at the university level to enhance the adaptation resilience, social integration capabilities, and psychological stability of BREEP students. The findings provide important references for mental health governance in the context of Belt and Road education cooperation and university internationalization. Future longitudinal tracking studies under a multinational collaborative framework could further validate the cross-cultural applicability and long-term intervention benefits of university mental health support mechanisms in Belt and Road education exchange contexts.

Abstract Background Students in higher education often experience mild depression due to academic, social, and future-oriented pressures. Enhancing emotion regulation ability is a key protective factor for mental health and can help alleviate depressive symptoms. Nursing intervention, with its systematic and person-centered approach, offers a viable method for supporting student well-being. However, existing interventions rarely incorporate an integrated nursing perspective. This study therefore examines whether a structured nursing-led emotion regulation program can improve emotional outcomes in students with mild depression, offering practical insights for campus mental health practice. Methods The study recruited 90 students from a university who were assessed as having mild depression (scores 53–62) using the Self-Rating Depression Scale (SDS). They were randomly divided into Group A (n = 30) and Group B (n = 30). Group A received an 8-week systematic nursing intervention, implemented as follows: twice weekly structured group sessions, each lasting 90 minutes, totaling 16 sessions. The content included emotion recognition education (20 minutes per session), group supportive counseling (40 minutes per session), mindful breathing training (20 minutes per session), and lifestyle rhythm adjustment guidance (10 minutes per session). Group B received conventional campus mental health support during the same period, consisting of one monthly mental health lecture (60 minutes each) and distribution of self-help mental health materials. The Emotion Regulation Questionnaire (ERQ) and SDS were administered before and after the intervention, and repeated measures ANOVA was used to compare changes in emotion regulation strategies and depressive symptoms between the two groups. Results After the intervention, Group A showed significantly greater improvement in emotion regulation ability and depressive symptoms compared to Group B. The test results are presented in Table 1. Repeated measures ANOVA revealed significant group (between Group A and Group B) × time (between pre- and post-assessment) interactions for ERQ Cognitive Reappraisal (F(1,58) = 24.36, p<.001), ERQ Expressive Suppression (F(1,58) = 12.88, p<.01), and SDS Total Score (F(1,58) = 32.15, p<.001). Post-hoc tests indicated that Group A showed significant improvement compared to Group B on all indicators (p<.01), with effect sizes ranging from moderate to strong (η2 = 0.31–0.55). Discussion The nursing-based intervention significantly improved emotion regulation and reduced depressive symptoms in students with mild depression. This integrated approach aligns with the needs of young adults in academic settings. Future work should explore tailored, technology-enhanced versions of the program for broader implementation. Funding No. 2023SJSZ0699.

With the rapid development of big data technology, smart campuses from medical universities of China have accumulated a large amount of student behavior data. How to extract hidden and valuable information from a large amount of data has become a problem faced by medical universities of China. This study constructed a framework for the portrait model of medical university students of China, which includes 5 dimensions: identity and organizational data, learning data, economic data, and health and interest data. These data are sourced from the smart campus information system of medical universities of China. Then, K-means clustering method is used to calculate these data, extract the characteristic attributes of students, and construct accurate student data portraits. This study uses big data profiling technology to accurately describe the digital characteristics of students, providing reference for the educational environment of medical universities.

Abstract Background At present, the problems of anxiety and depression among college students are becoming increasingly prominent. They not only harm their mental health, but also seriously affect their academic performance and social adaptation. Although traditional psychological intervention has good effects, it has the problems of high cost and limited participation. Physical education teaching, as a commonly offered course in colleges and universities, provides a potential carrier for promoting emotional regulation and psychological recovery in natural situations. However, most of the existing research focuses on the general psychological benefits of physical exercise. Empirical discussions on how structured and curriculum-based physical education can systematically alleviate anxiety and depression among college students through its internal mechanisms are not yet in-depth. Therefore, a set of physical education teaching plans integrating the concept of psychological intervention was designed in the research, aiming to deeply analyze the alleviating effect and internal action path of physical education teaching on the anxiety and depression of college students. Methods The research first integrated theories of exercise physiology, positive psychology and group dynamics to develop a 16-week structured physical education teaching curriculum, which was conducted once a week. A total of 80 college student volunteers with mild to moderate tendencies of anxiety and depression were recruited for the study and randomly divided into an experimental group (n = 40) and a control group (n = 40). The experimental group participated in the structured physical education teaching course, while the control group maintained the original regular physical education course. The Generalized Anxiety Disorder-7 (GAD-7) and the Patient Health Questionnaire-9‌ were used before the start, after the end and one month after the end of the course. PHQ-9) Evaluate symptoms of anxiety and depression. Meanwhile, the Connor-Davidson Resilience Scale (CD-RISC) and the Social Support Rating Scale (SSRS) were used to evaluate the potential mediating variables. Results After the intervention, the experimental group was significantly superior to the control group in terms of the improvement of emotional symptoms and the enhancement of psychosocial functions. The total score of GAD-7 in the specific experimental group was (6.1 ± 3.5), which was significantly lower than that in the control group (9.5 ± 4.1) (p<.05). The total score of PHQ-9 in the experimental group was (7.8 ± 4.2), which was significantly lower than that in the control group (11.2 ± 5.0) (p<.05). The psychological resilience score of the experimental group was (68.3 ± 7.2), which was significantly higher than that of the control group (60.1 ± 8.4) (p<.05). The perceived score of social support in the experimental group was (38.5 ± 5.8), which was also significantly higher than that in the control group (32.9 ± 6.5) (p<.01). Discussion In the research results, structured physical education teaching can effectively alleviate the anxiety and depression of college students. The score of the anxiety and depression scale of the experimental group after intervention was significantly lower than that of the control group, and there were significant improvements in psychological resilience and perception of social support at the same time. Future research can integrate multi-dimensional technologies such as neuroendocrine and brain imaging to more precisely clarify the mechanism of physical and mental interaction, thereby promoting personalized and precise integrated education practices of physical education and psychology.

ABSTRACT Throughout higher education, students increasingly engage in research activities. Fields such as teacher education, social work and nursing often introduce students to practitioner research that seeks to improve practice as part of professional competence. Studies have highlighted practical and conceptual challenges associated with these efforts. This article addresses a conceptual challenge: the relationship between time and change. We propose temporal awareness as a concept to deepen ontological and epistemological understandings of research-based change. To offer a concrete application of the concept, we analyse portrayals of action research in research method textbooks in education. Our analysis indicates that the relationship between time and change is rarely addressed, and we identify four potential problems with implications for designing and conducting research intended to bring about change. We conclude by presenting a temporal awareness model that can support students in managing the conceptual and practical challenges of research aimed at instigating change.

The article discusses the problem of developing learning autonomy among students in secondary vocational education in the process of preparing for the “Professionals” vocational skills championship. The relevance is determined by the requirements of federal state educational standards, which are focused on training competitive specialists capable of self-development and adaptation in a rapidly changing professional environment. Based on the analysis of the results of a pedagogical experiment, it was found that student participation in preparing for the championship contributes to the development of learning autonomy and its components: goal setting, planning, self-control, and responsibility for the results of activities. The experimental part of the study was conducted at the Polytechnic College of Polytechnic Institute of NovSU. Second-year students studying “Information Systems and Programming” were involved in the research. It is concluded that systematic preparation for the “Professionals” championship is an effective pedagogical tool for developing learning autonomy and can be included in the educational process as an element of the educational program.

The article describes the resource capabilities of the life safety faculties of pedagogical universities in the field of developing the pedagogical potential of veterans of a special military operation. The analysis of regulatory documents was carried out, theoretical materials and practical experience of work were summarized. The article reveals the role of the faculties of life safety of pedagogical faculties in realizing the pedagogical potential of veterans of a special military operation in the following areas: participation in the patriotic education of students, participation in the training of students – future teachers of the discipline “Fundamentals of security and defense of the Motherland”; providing advisory assistance to faculty members on highly specialized military issues.

Paraphrasing is a key ability in academic writing. It shows that students can understand, interpret, and reiterate information while still being honest in their work. In contrast, many students learning English as a foreign language still struggle with paraphrasing, which is often owing to weak language skills and the absence of appropriate learning methods. This study explores how English Education students at UIN Raden Intan Lampung use metacognitive methods, such as planning, monitoring, and evaluation, to overcome difficulties with paraphrase in their thesis writing. Using a descriptive qualitative approach, data were obtained using close-ended questionnaires and semi-structured interviews with students in their last year of study. The thematic analysis shows that students who prepare carefully, check their understanding and how well they express themselves, and assess the quality and originality of their paraphrased work likely to create reformulations that are both cohesive and free from plagiarism. The findings indicate the necessity of developing metacognitive awareness to encourage learner independence and improve paraphrasing skills in English as a Foreign Language (EFL) academic writing.

This study investigates the relationship between computational thinking (CT) dimensions and achievement in robotics programming among computer education students in Southeast Nigeria. A correlational research design was adopted, and data were collected from 105 students and analysed using Pearson correlation and multiple regression techniques. The results show that algorithmic thinking exhibits the strongest positive correlation with achievement (r = .596, p < .001), followed by evaluation (r = .449, p < .001), generalization (r = .416, p < .001), and abstraction (r = .374, p < .001). However, decomposition negatively correlated with achievement (r = −.392, p < .001), indicating difficulties in effectively applying decomposition skills to robotics programming tasks. Collectively, the five CT dimensions significantly predict students' achievement, accounting for 74.5% of the variance (r² = .745, F(5,99) = 57.845, p < .001). Regression analysis further identifies algorithmic thinking as the strongest positive predictor (β = 1.116, p < .001), while decomposition (β = −.630, p < .001) and evaluation (β = −.449, p < .001) negatively impact achievement. Additionally, students' self-perceptions of their CT abilities generally align with their performance, except for decomposition, where a negative relationship suggests potential gaps in skill application. These results underscore the critical role of algorithmic thinking in robotics programming success and suggest the need for targeted interventions to address challenges associated with decomposition and evaluation skills. The study offers valuable insights for educators and curriculum developers aiming to enhance computational thinking instruction in robotics education.

Promoting the well-being and school success of gifted underachieving students is one of the great challenges of the educational system. For years, numerous studies have tried to shed light on the factors associated with this phenomenon, while various interventions aimed at reversing this situation have been implemented and evaluated. The goal of this study is to identify interventions to reduce the underachievement of gifted students in Basic Education. To ensure its rigor and replicability, the systematic review was conducted following the PRISMA guidelines. The procedure was carried out in 3 phases and allowed the identification of 11 articles that respond to the research question posed. Their analysis shows that almost all the interventions attempt to reverse underachievement by intervening on motivational, socioemotional and environmental factors. Although the time frame is limited and constrains the potential for substantial change, the results invite us to consider aspects such as self-efficacy, self-regulation and environmental perceptions to guide gifted underachieving students towards school success.

This study examines speech anxiety among sixth-semester English Education students at Tadulako University, highlighting the ongoing challenges that hinder students' ability to communicate confidently despite having taken various speaking courses. This study aims to identify the main factors contributing to speaking anxiety and analyze the coping strategies used by students to overcome these psychological barriers in the classroom context. Using a mixed-methods design that sequentially combined qualitative and quantitative methods, this study first collected quantitative data through a questionnaire administered to sixth-semester students to measure anxiety levels and identify contributing factors, followed by semi-structured interviews with selected participants to gain deeper insights into their personal experiences and management strategies. Findings indicate that speaking anxiety primarily stems from two interrelated domains: psychological factors, including fear of negative evaluation, lack of confidence, and perfectionism; and linguistic factors, such as limited vocabulary, grammatical uncertainty, and pronunciation difficulties. Students reported using various coping mechanisms, ranging from thorough preparation and collaboration with peers to relaxation techniques and talking. This study emphasizes that speaking anxiety is not merely temporary nervousness, but rather a complex phenomenon that affects student participation in class, learning motivation, and their perception of themselves as future English language educators. This highlights the need for a more supportive learning environment and targeted interventions to address the emotional and linguistic dimensions of this challenge.

Purpose This paper aims to describe how narratives emerged across coursework from a semester-long young adult literature class for preservice secondary English teachers (PSETs). Eco-narratives storied characters, conflicts and opportunities for agency regarding climate justice. Design/methodology/approach The study uses a case study approach and eco-linguistic discourse analysis to situate the work of three PSETs among class trends in reading responses, discussion posts and final unit plans. Findings The eco-narratives that emerged in PSETs’ coursework centered young adults as climate justice change agents in collaboration with their communities through relevant, timely and persuasive multimedia communication. Research limitations/implications What constituted community (beyond family and friends) remained largely undefined in PSETs’ instructional narratives. PSETs also did not invoke existing local organizations or movements connected to specific members of the more-than-human community. Along with relevant climate literature for young adults (CLYA), ELA teachers and English teacher educators might offer connections to local resources to support involvement in community activism for climate justice. Practical implications ELA teachers and English teacher educators may wish to consider including CLYA in their coursework as a means to inspire advocacy for climate justice. To confront the pitfalls of eco-heroism and climate anxiety, they might offer opportunities for communal activism. Social implications Climate justice narratives themselves often call out inequities and disparities in resources, especially for systemically marginalized communities, making the inclusion of CLYA in ELA curricula an act of resistance in itself. Grounding inquiry in the local community is a way for ELA teachers to safely enact eco-justice goals. Student choice also provides a safe way for educators to have students engage in climate advocacy as educators can encourage students to select and research a topic of their choosing relevant to their local environment. Originality/value This study shows how using CLYA in English teaching methods courses can help PSETs to envision climate justice education for secondary ELA students.

Differential Calculus is a cornerstone of the mathematics curriculum, yet its abstract nature often presents obstacles for pre-service teachers. Although academic success is frequently linked to motivation, significant achievement gaps persist even under uniform teaching conditions. This study aims to analyze the relationship between learning motivation and academic achievement in Differential Calculus among Mathematics Education students at Universitas PGRI Wiranegara. The research employs a quantitative approach with a correlational design involving a sample of 30 students. Data were collected through questionnaires and academic records, then analyzed using the Pearson Product Moment correlation test. The findings indicate a very weak relationship (r = 0,197) between motivation and final grades. These results suggest that in challenging subjects, cognitive prerequisites and external variables may have a stronger correlation than affective traits, thereby emphasizing the need for an instructional focus on foundational skills and cognitive methodologies

ABSTRACT This study aimed to assess the intra-session reliability of knee extension, flexion, and the flexion-to-extension isometric strength ratio using a belt-fixated crane scale protocol at 60° and 90° knee flexion angle positions. Validity was examined by comparison with a gold-standard rigid-chair isometric knee dynamometer. Twenty-six physical education students completed the testing. Both protocols showed good-to-excellent reliability for maximal strength (peak torque in Nm/kg) and flexor-to-extensor ratios at both angles (ICC2.1 ≥ 0.84; CV% ≤ 8.2). Strength values were lower at 90° compared to 60° (p < .05). The crane scale overestimated knee flexion strength (6–9%) and flexor-to-extensor ratios (51–54% vs. 40–44%), but underestimated extension strength (16–18%). Strength measures correlated significantly between devices and angles (r from 0.52 to 0.86), but no significant correlations were found for ratios. Findings suggest that testing device and knee flexion angle substantially affect outcomes and should not be used interchangeably.

This study analyzed the relationship between emotional states and academic performance in higher education students from an educational psychology perspective. Using a quantitative design and synthetic data, academic emotions, affect, psychological distress, academic engagement, and burnout were assessed. Descriptive and correlational results showed positive associations between academic performance and adaptive emotions, positive affect, and academic engagement, as well as negative relationships with anxiety, boredom, and psychological distress. Hierarchical regression confirmed the incremental and significant contribution of different emotional and motivational domains in explaining academic performance. These findings highlight the importance of integrating emotional well-being into university training strategies.

ABSTRACT The global teacher shortage has brought student recruitment and teacher retention to the forefront of education policy. While no simple solutions exist, research suggests that targeting teacher education applicants with strong initial motivation may foster higher commitment to the profession. This article presents findings from a three-year longitudinal qualitative study of Finnish early childhood education students, tracking their journey from the start of their studies to workforce entry. The results highlight that motivation and commitment are influenced by a complex interplay of factors beyond initial motivation and experiences in teacher training, emphasising the need for holistic, long-term research that considers students’ life experiences and evolving circumstances.

The 5E model (1. Engagement; 2. Exploration; 3. Explanation; 4. Elaboration; 5. Evaluation) is a well-known instructional framework for promoting active learning. Augmented reality (AR) has been integrated into the educational process to support interactive learning. Building on these foundations, this study examines the usability of an AR application developed within the framework of the 5E instructional model to support biology in high school. The proposed AR app consists of a structured sequence of activities aligned with the 5E stages. Moreover, a usability study was conducted to evaluate the app’s usability among 195 users across three participant groups emerging from various educational levels and with different backgrounds: education students (novice adults), engineering students (expert adults), and 1st year high school students (students). The findings indicate perceived acceptable usability, with younger and less experienced users indicating the need for more guidance. Rather than evaluating learning outcomes or pedagogical effectiveness, this study focuses on investigating usability perceptions and interactions of the AR app designed within the 5E learning model. The findings highlight usability-related issues relevant to the design of AR applications and emphasize the importance of combining user-centered design with instructional frameworks in secondary education.

Clustering of students in pre-clinical medical education and identification of academic performance profiles: does online education work for all medical students?

The transition toward greener economies has heightened the need for education systems to cultivate green skills from early schooling through vocational pathways. Despite growing interest, existing assessments remain fragmented and lack validation across educational levels. This study develops and validates a unified measurement framework for assessing green skills implementation across basic, lower-secondary, and vocational education. A multi-phase quantitative design was employed, including item development, expert review, exploratory factor analysis, confirmatory factor analysis, and multi-group measurement invariance testing. The final instrument comprised 36 items across six constructs: environmental awareness, sustainable behaviour, critical sustainability thinking, sustainability participation, resource management skills, and technical green practices. Using data from 215 students, the six-factor CFA model demonstrated excellent fit (CFI = .953; RMSEA = .052) and strong reliability and convergent validity across all constructs. Multi-group CFA supported configural and metric invariance, while partial scalar invariance was achieved after freeing four intercepts, enabling valid latent mean comparisons across educational levels. Results indicated a clear developmental progression of green skills, with foundational competencies stronger in primary education and technical competencies highest in vocational students. These findings confirm that green skills evolve along a continuum and can be measured consistently across schooling stages. The validated framework provides a robust tool for curriculum alignment, professional development, and monitoring sustainability competencies within national education systems. This study advances psychometric approaches in sustainability education and offers empirical guidance for policymakers seeking coherent strategies to support future green workforces.

Understanding how different debriefing formats impact learner’s cognitive load is crucial for designing effective post-simulation reflection activities. This paper examines cognitive load after post-simulation debriefings facilitated either by a human instructor or a generative AI Chatbot. In a controlled study with N = 45 educational science students, 23 participants engaged in a lecturer-facilitated debriefing, while 22 completed a chatbot-guided session. Cognitive load was assessed across intrinsic, extraneous, and germane dimensions. Results revealed no statistically significant differences between the two debriefing methods. Future research should examine AI-led debriefings with larger samples and employ complementary measures of cognitive load to provide a more comprehensive understanding.