Supporting learners in complex skill acquisition is a demanding process that requires substantial knowledge of the scientific principles and the individual, environmental, and task constraints defining each learner’s optimal movement execution. Future applied practitioners (sport scientists, coaches, physical education teachers, etc.) have to develop this knowledge and skills throughout their studies. However, research shows that due to limited lesson time in tertiary education, many students may not acquire good proficiency in some of these competencies (Lounsbery & Coker, 2008). Digital tools have therefore been identified as a promising way to support students’ learning outside the lesson time. Insights into their effectiveness in ecologically valid settings provide information about their efficiency and potential directions for their improvement. The aim of this study was therefore to investigate the utilization and effectiveness of a digital tool as support to enhance students’ swimming performance (time and technique) and competency development (content knowledge, self-assessment of technique). In a pre-post observational study, 26 sport science students were assessed on swimming performance (time and technique), self-assessment accuracy and content knowledge at the beginning and the end of the semester. Students had unrestricted access to the digital tool during the course, and its utilization was monitored through learning analytics. No control group was included due to course-structure constraints. Dependent t-tests and Wilcoxon signed-rank test showed statistically significant improvements in students’ swimming time (t(24) = 5.91, p < .001), technique (t(25)= -7.25, p < .001), self-assessment of technique (t(25) = -10.09, p < .001) and theoretical knowledge (V = 118, p = .009), all with moderate effect sizes (Cohen’s d = 0.57-0.58; r = .42). However, none of these improvements were correlated with the frequency of digital tool use. The frequency of digital tool use did, however, significantly correlate with both students’ swimming time on the first (τ = 0.33, p = .020) and the last lesson (τ = 0.39, p = .005), suggesting that students with lower swimming performance tended to use the digital tool more often. Students’ self-assessment of technique did significantly correlate with their swimming time, both at the first lesson (t(23) = -4.9, p < .001) and last lesson (t(23)= -2.83, p = .009), as well as with expert’s assessment of their technique on the first lesson (t(24) = 2.81, p = .010) and last lesson (t(23) = 3.14, p = .004). While we can confirm significant progress in students’ swimming performance, technique, theoretical knowledge and self-assessment of technique, our findings couldn’t establish a link between the utilization of the digital tool and students’ improvements. Apart from students making significant progress in their self-assessment of technique, we additionally identified good accuracy in self-assessment on their first lesson, highlighting good starting proficiency in this important competency. Overall implications of this research, while presenting realistic insight into ecologically valid settings, are somehow limited due to small sample size and lack of a control group.

Hepatitis B virus (HBV) and hepatitis C virus (HCV) co-infections remain an important public health challenge among people living with HIV (PLHIV), with their heaviest toll borne in sub-Saharan Africa. These infections accelerate liver disease progression, complicate antiretroviral therapy (ART) management, and contribute to morbidity and mortality. This study assessed the seroprevalence of HBV and HCV and liver injury among PLHIV on ART in the Upper East Region of Ghana. In a cross-sectional survey, a total of 294 PLHIV receiving ART at three treatment sites were recruited between June and August, 2024. Sociodemographic and clinical data were obtained using a structured questionnaire after informed consent. Participants were screened for HBV serological markers and anti-HCV using a lateral flow rapid immunochromatographic test, and liver injury was evaluated biochemically by measuring serum alanine aminotransferase (ALT) and aspartate aminotransferase (AST) levels. Descriptive statistics were used to summarise participant characteristics and logistics regression to assess factors associated with HBV and HCV coinfections and liver injury. The overall seroprevalence of viral hepatitis was 13.3% (95% CI: 9.6-17.7), with HBV (9.2%; 95% CI: 6.1-13.1) more common than HCV (4.1%; 95% CI: 2.1-7.0). HBV infection was significantly higher in males than females (17.5% vs. 7.4%; p = 0.025) and more common among participants with tertiary education (21.4%; 95% CI: 4.7-50.8) relative to those without formal education (4.5%; 95% CI: 1.7-9.6; p = 0.022). Urban residents showed higher but not statistically significant HBV seroprevalence than rural participants (14.9% vs. 7.3%; p = 0.050). HCV seroprevalence showed no significant sociodemographic associations. The seroprevalence of liver injury was 17.7% (95% CI: 13.5-22.5). Being a male was independently associated with liver injury (adjusted odds ratio [aOR]: 4.35; 95% CI: 1.81-10.47; p = 0.001). Older age was also a predictor: compared to participants aged 20-30 years, those aged 31-40 (aOR: 13.31; 95% CI: 1.37-129.76; p = 0.026), 41-50 (aOR: 20.01; 95% CI: 1.90-210.33; p = 0.013), and > 50 years (aOR: 15.62; 95% CI: 1.41-172.51; p = 0.025) had markedly increased odds. Longer ART duration was protective: individuals on ART for > 10 years had reduced odds of liver injury compared to those on ART for 1-5 years (aOR: 0.39; 95% CI: 0.16-0.97; p = 0.042). The findings show that HBV and HCV are prevalent among PLHIV on ART in the Upper East Region of Ghana. Liver injury affects nearly one in five PLHIV in this setting. These findings highlight the need for targeted viral hepatitis B and C and liver enzymes monitoring and integration of hepatitis management into HIV care, particularly among older men and patients in the early years of ART in this population. Not applicable.

Objectives: This paper examines the causal impact of women's marriage age, education level, and employment status on fertility rates in Jordan from 1991 to 2023. Methods: A mixed-method approach was employed, utilizing quantitative data from the World Bank and the Jordanian Department of Statistics (DoS), along with qualitative data collected through two semi-structured Focus Group Discussions (FGDs) and a questionnaire. Various simple and multiple linear regression models were applied to analyze the relationship between four independent variables (secondary education, tertiary education, employment, and marriage age) and one dependent variable (fertility rate) over 33 years. The qualitative data were analyzed to complement the quantitative findings, enhancing their reliability and providing a deeper understanding of the trends. Results: The analysis revealed strong statistical evidence of a significant impact of women's education, employment, and marriage age on fertility rates, with variations observed for each factor. However, challenges persist in balancing fertility rates among women who are unemployed, less empowered, living in camps or rural areas, married early, working in private or non-profit sectors, and those employed in the public sector. Conclusions: The study recommends that the Jordanian government target its efforts to regulate fertility rates more effectively, focusing on women in rural and camp areas. It suggests enhancing women's empowerment through vocational education and economic participation opportunities and launching campaigns to raise awareness of modern family planning methods.

Moving from the South of Italy: The parental role on student mobility for tertiary education

In response to the climate crisis, the international community continues to advocate resilience-based solutions in the Pacific. While often well-intentioned, these external interventions rarely meet expectations. One reason for this lack of implementation lies in a disconnect between underlying value systems between the global north and the Pacific. This article questions this straightforward dichotomy by exploring the extent to which climate resilience can become legitimate and locally owned. Through a critical post-colonial perspective, we consider the possibilities of Indigenous-based learning in tertiary education and how this can be integrated with the imported concept of resilience. Even if Indigenous-based resilience practices served communities for generations prior to the universalizing practices of western-centric epistemes via colonization, this does not necessarily require a rejection of western-centric understandings of climate resilience. Instead, scientific facts and Indigenous knowledge can co-exist to strengthen local climate resilient capacities and yield the possibility for novel climate solutions.

ABSTRACT This research explores how to bring higher degree research (HDR) students into virtual production (VP) spaces conceiving original material for a doctoral thesis by creative practice in hybrid documentary filmmaking. As VP production methods are more common in tertiary screen production education, there is a need to develop supports that assist non-cognate HDR students without technical background to navigate these complex environments. Despite increased investments in VP infrastructure at many universities, there is scant research on pedagogical strategies and interdisciplinary collaboration approaches to facilitate HDR engagement. Using a case study of Iron Swan, which deploys in-camera visual effects (ICVFX) at the Queensland University of Technology (QUT) Virtual Production Studio to recreate the conflict in the Ukraine, we reflect critically on the lived experiences of a HDR filmmaker and her academic collaborators. We follow a combined participatory action research (PAR) and creative practice research (CPR) methodology to investigate the technical, logistical, and pedagogical challenges of the project and elucidate broader implications for curriculum design, mentorship, and inclusive practice. Our findings suggest that collaborative VP experiences can foster creative innovation and skill development for doctoral and undergraduate students alike, but not without structured support, interdisciplinary communication and close attention to workflow design.

Introduction Research on HIV/AIDS remains a necessity as millions of people still live with the disease, and it continues to have a high impact on many communities in South Africa. To investigate knowledge of HIV/AIDS and stigmatisation of People Living with HIV/AIDS (PLWHA) amongst a sample of tertiary education students. Methods In this investigation, a quantitative approach was used with a cross-sectional survey design. The aim of the study was to investigate knowledge of HIV/AIDS and stigmatisation of PLWHA amongst a sample of tertiary education students. Data were collected using a questionnaire consisting of three sections. The first section collected demographic information. Thereafter, two standardised and validated survey tools were used, namely the HIV/AIDS Knowledge Scale (α=0.75) and the HIV/AIDS Stigma Scale (α=0.81). Results In this study (N=180), 59.4% were male and 40.6% female. Overall, 61% demonstrated adequate/good knowledge of HIV/AIDS, while 39% had poor/inadequate knowledge. Chi-square tests indicated no significant gender difference in knowledge (x 2 =0.25, p =0.05), but a significant gender difference in stigma was found (x 2 =3.95, p =0.01). Effect sizes were small to moderate (Cramér’s V=0.12–0.18). Discussion It must be noted that the cross-sectional design precludes causal inference. Findings are associations only and may be influenced by unmeasured confounding variables. Nonetheless, the study findings suggest that there are gaps in students’ knowledge about HIV/AIDS. This may explain that students with adequate to good knowledge pertaining to HIV/AIDS stigmatise PLWHA. This is because their overall knowledge about HIV/AIDS is likely to be incomplete, although generally good. Conclusion It is recommended that HIV/AIDS workshops on the campus take place, and more research in different educational contexts, such as schools, is required in South Africa.

ABSTRACT Podcasting is now an established entertainment medium, and is a useful platform for content that can find a niche global audience outside of traditional broadcast media. Linguistics is one topic that benefits from this model of internet distribution. Linguistics podcasting can serve both educational and entertainment aims, with audiences that encompass non‐linguists interested in scicomm‐adjacent topics as well as linguistics students and educators in secondary and tertiary education. To better understand these heterogeneous audience(s) for linguistics podcasts, this article presents survey data for listeners of the Lingthusiasm podcast (2024, 963 participants). We explore survey participant demographic data, as well as people's relationship to both formal linguistics education and linguistics as a topic of general interest. We show that the distinction between general and academic audiences is complex, and that there are audience segments that are highly‐engaged auto‐didacts. These results demonstrate the value of linguistics podcasting both as an educational resource and in advancing awareness of linguistics for new audiences.

Background: Adequate consumption of fruits and vegetables is essential for the prevention of non-communicable diseases (NCDs); however, intake remains suboptimal in many urban settings in Nigeria. Understanding knowledge, attitudes, and consumption practices is critical for designing effective nutrition interventions. Methods: A community-based cross-sectional study was conducted among adults aged 18 years and above in Surulere, Lagos State, using a pre-tested interviewer-administered questionnaire to assess socio-demographics, knowledge, attitudes, and fruit and vegetable intake. Knowledge and attitudes were scored, and data were analyzed with EPI INFO version 7 using chi-square tests at p < 0.05. Results: A total of 284 respondents participated, with a mean age of 34.79 ± 12.71 years. Most respondents demonstrated good knowledge of the health benefits of fruits and vegetables (81%) and had positive attitudes towards their consumption (96.5%). Awareness of specific benefits, such as prevention of cardiovascular diseases, diabetes, and cancers, was high. However, only 7.5% correctly identified the World Health Organization recommendation of consuming at least five servings daily, indicating a significant knowledge–practice gap. Knowledge was significantly associated with ethnicity, religion, and educational level, with higher knowledge observed among respondents with a tertiary education. Conclusion: Although knowledge and attitudes toward fruit and vegetable consumption among adults in Surulere are generally high, actual understanding of recommended intake levels and consumption practices remains inadequate. Targeted nutrition education and policy interventions addressing practical barriers to intake are needed to bridge the gap between awareness and practice and to support NCD prevention in urban Nigerian communities.

The World Health Organization (WHO) estimates that about half of maternal and 40% of neonatal deaths occur within 24 hours of childbirth. Many women and newborns, especially among forcibly displaced populations, lack timely access to essential care. While research has examined antenatal and postnatal care (PNC) utilization in low-resource settings, little is known about displaced women raising children with disabilities. This study explores factors influencing PNC utilization among forcibly displaced women in Pakistan, focusing on displacement, maternal health, and childhood impairment. Using secondary data from the 2022 UNHCR Health and Utilization Survey (HAUS), this study examined the relationship between a child's disability and maternal PNC utilization among 2,847 displaced mothers aged 18-49 who had given birth within the past year. Multivariable logistic regression assessed how child impairment influenced PNC use while controlling for socioeconomic, demographic, and healthcare access factors. Among respondents, 65% utilized PNC services, and 17.6% reported having a child with an impairment. Most were married (85.9%), had completed primary education (88.9%), and delivered in public health facilities. Two-thirds had at least one antenatal care (ANC) visit. Child impairment significantly influenced maternal PNC utilization (OR = 1.24; 95% CI: 1.02-1.76). Mothers with tertiary education and children with impairments were less likely to use PNC compared with those with primary education (OR = 0.21; 95% CI: 0.09-0.52). ANC strongly predicted PNC use (OR = 9.99; 95% CI: 3.32-30.05). Other significant predictors included place of delivery, healthcare authorization, and ability to pay. Women who accessed antenatal care were nearly ten times more likely to use postnatal services. Findings highlight the need to strengthen ANC-PNC continuity and address financial, structural, and legal barriers limiting equitable, disability- and displacement-sensitive maternal healthcare in Pakistan.

The World Health Organization (WHO) estimates that about half of maternal and 40% of neonatal deaths occur within 24 hours of childbirth. Many women and newborns, especially among forcibly displaced populations, lack timely access to essential care. While research has examined antenatal and postnatal care (PNC) utilization in low-resource settings, little is known about displaced women raising children with disabilities. This study explores factors influencing PNC utilization among forcibly displaced women in Pakistan, focusing on displacement, maternal health, and childhood impairment. Using secondary data from the 2022 UNHCR Health and Utilization Survey (HAUS), this study examined the relationship between a child’s disability and maternal PNC utilization among 2,847 displaced mothers aged 18–49 who had given birth within the past year. Multivariable logistic regression assessed how child impairment influenced PNC use while controlling for socioeconomic, demographic, and healthcare access factors. Among respondents, 65% utilized PNC services, and 17.6% reported having a child with an impairment. Most were married (85.9%), had completed primary education (88.9%), and delivered in public health facilities. Two-thirds had at least one antenatal care (ANC) visit. Child impairment significantly influenced maternal PNC utilization (OR = 1.24; 95% CI: 1.02–1.76). Mothers with tertiary education and children with impairments were less likely to use PNC compared with those with primary education (OR = 0.21; 95% CI: 0.09–0.52). ANC strongly predicted PNC use (OR = 9.99; 95% CI: 3.32–30.05). Other significant predictors included place of delivery, healthcare authorization, and ability to pay. Women who accessed antenatal care were nearly ten times more likely to use postnatal services. Findings highlight the need to strengthen ANC–PNC continuity and address financial, structural, and legal barriers limiting equitable, disability- and displacement-sensitive maternal healthcare in Pakistan.

Cyberattacks in education are a serious concern (e.g., breaches and system intrusions) that teachers need to respond to by cultivating cybersecurity awareness, engaging in continuous professional development, and modeling safe digital practices in their daily work, while technical prevention and mitigation are primarily the responsibility of institutional IT services and system-level governance. Strengthening cybersecurity depends on fostering awareness of how information is collected, analyzed, and used, thereby enabling users to take proactive steps to protect data, which are key components of teachers’ professional media literacy, particularly in managing personal and student information across social media, email, and cloud platforms. This quantitative study was conducted in Hong Kong with 120 early childhood, primary, secondary, and tertiary education teachers (88.3% female, age range = 18–54, Mage = 23.76) via an online survey. The study focused on social media, email, and cloud storage, and administered the Perceived Severity, Perceived Vulnerability, and Self-Efficacy Scales; the Data Protection Strategies Scale; and the Data Fabrication Strategies Scale, along with questions assessing awareness of data protection. Results revealed significant positive relationships among data protection awareness, psychological factors, and use of protection strategies. Awareness and protection strategies were also moderately linked to data fabrication behaviors. The findings indicate concerning gaps in teachers’ awareness of cyberattacks and their limited understanding of media literacy concepts, highlighting the need to integrate comprehensive media literacy training into teacher education programs and also provide intensive, mandatory on-site training for in-service early childhood, primary, secondary, and tertiary education teachers.

Nigeria has the highest global prevalence of sickle cell disease (SCD), necessitating effective preventive measures to control the disease. Prenatal diagnosis (PND) is a key early intervention for SCD, yet there is a shortage of studies in Northern Nigeria focusing on mothers of children with SCD. These mothers not only carry the burden of the disease but also face the risk of having more affected children, making them vital stakeholders in managing and controlling SCD. This study assessed the awareness and acceptability of prenatal diagnosis PND for SCD among mothers of children with the disease. A cross-sectional study was conducted involving 297 mothers of children with SCD attending the Paediatric Haematology clinic at Ahmadu Bello University Teaching Hospital, Zaria, Nigeria. Data were collected via an interviewer-administered questionnaire addressing the characteristics of the children and mothers, as well as their awareness, attitudes, and acceptability of PND. SPSS version 23 was used for data analysis, with a p-value < 0.05 considered statistically significant. Most participants (90.9%) were of Hausa ethnicity and 97.0% were of Islamic faith. A majority (77.8%) had less than tertiary education, and 57.9% lacked personal income. Nearly 41% had more than one child affected by SCD, and about one-fifth had lost a child to SCD complications. Only 22.2% of mothers had heard of PND, mostly from healthcare workers, and just 0.3% had undergone the procedure. After receiving information about PND, 93.3% were willing to accept it, though 45% of those who declined cited religious beliefs. Factors associated with PND acceptance included the mother's education and the child's SCD severity. Awareness of PND among at-risk mothers is low, yet most expressed willingness to accept it. Educational level and disease severity were associated with PND acceptability.

Over the last decade Pakistan has made progress in expanding access to basic education; however, the transition to tertiary education continues to show gendered patterns that vary by province, urban/rural location and field of study. This paper examines the ratio of women at the university level in Pakistan using national administrative and survey sources (Higher Education Commission, Pakistan Education Statistics, UNESCO/ World Bank indicators) and recent empirical studies from 2019–2024. The study adopts a mixed-methods approach: quantitative trend and cohort analysis using HEC enrolment figures and UNESCO/WDI indicators, and qualitative synthesis of recent field studies addressing barriers faced by female students in marginalised regions. Key findings show that the female-to-male ratio in tertiary enrolment has improved over recent years and, in some years, reached parity at the aggregate level, but this masks large subnational disparities: women remain under-represented in STEM and technical fields and over-represented in arts/social sciences (HEC, 2023–24; PIE, 2024). Structural barriers — distance to institutions, safety and transportation, socio-cultural norms, and institutional capacity — still constrain female participation in many districts (UN Women, 2024; Habib, 2024). The analysis using SPSS and Excel for descriptive statistics and trend charts indicates a rising gross enrolment ratio (GER) for women in tertiary education (national GER ~11% in 2023; World Bank/UNESCO data) and a female: male tertiary enrolment ratio approaching or exceeding 1.0 in national aggregates in some recent years, but with high variance across provinces (HEC, 2023–24; UNESCO, 2023). The paper concludes with policy recommendations to increase equitable access — expanding women-friendly campuses, targeted scholarships, transport and safety measures, and promotion of women in STEM — and recommends future research on intersectional barriers using disaggregated longitudinal datasets.

Introduction Social determinants of health influence outcomes in cervical cancer. This study aimed to characterize the socioeconomic factors affecting survival in patients with cervical cancer receiving palliative care. Material and methods We conducted a retrospective cohort study of 368 women who attended social work services at an oncology hospital in Quito, Ecuador, between 2017 and 2021. Descriptive statistics, bivariate analysis, Kaplan-Meier survival curves, and Cox regression models were applied. Results The median age was 52.5 years (IQR 45–65), with 46.5% identifying as mestizo and 46.5% as indigenous. Most patients (80.4%) had incomes below the basic salary, and the proportion of married individuals declined from 53.3% to 38.9% upon transition to palliative care. The average stay in palliative care was 46 days. Tertiary education was associated with a higher mortality risk (adjusted HR: 3.16; 95% CI: 1.51–6.60; p = 0.002). In contrast, having children was linked to lower mortality risk (one child: HR 0.56; 95% CI: 0.31–0.99; p = 0.046; two or more children: HR 0.47; 95% CI: 0.27–0.82). Patients with middle income had reduced mortality risk (HR: 0.71; 95% CI: 0.53–0.97; p = 0.032). No significant differences in survival were observed based on ethnicity or province of residence. Conclusion Survival among cervical cancer patients in palliative care is short. Socioeconomic factors—particularly education, income, and family structure—significantly influence mortality. Integrating social support into cancer care is essential to improve health outcomes and equity in this population.

Educational inequality persists across ASEAN despite improvements in enrollment and literacy, reflecting structural rather than merely access-related challenges. This study examines how governance structures, financing mechanisms, institutional capacity, and socio-economic stratification interact to produce disparities in educational access, participation, and progression. Using a qualitative-dominant mixed-methods design with cross-national comparative policy analysis, the research integrates macro-level quantitative indicators with in-depth qualitative evaluation of policy frameworks across ASEAN member states. Findings reveal that while primary enrollment approaches universality, secondary and tertiary education exhibit pronounced attrition, particularly among rural, low-income, and minority populations. Centralized governance, equitable public financing, and targeted support correlate with higher retention and reduced disparities, as evidenced in high-performing systems such as Singapore, whereas decentralized or under-resourced systems exacerbate structural inequities. Moreover, digital access and institutional capacity emerge as critical factors influencing educational trajectories. The study underscores that addressing inequality requires systemic reforms integrating governance coordination, progressive financing, institutional strengthening, and equity-focused interventions. By foregrounding structural determinants and cross-national variation, this research contributes to theoretical and policy debates on educational equity, providing evidence-based guidance for ASEAN strategies aimed at achieving inclusive, high-quality education across diverse socio-economic and geographic contexts.

In the absence of evidence from trials, individualized risk-based approaches to cancer screening among older adults have been advocated to overcome the constraints of age-based screening recommendations. According to these risk-based approaches, older adults with poor health or multimorbidity should be less frequently or not screened given a lower likelihood of benefit due to lower life expectancy. We aimed to describe colorectal, breast, cervical, and prostate cancer screening among older adults above the age of 75 according to health status. Descriptive cross-sectional study analyzing the nationwide population-based 2022 Swiss Health Survey. Self-reported cancer screening in the past 12months was assessed according to nine indicators of health status (self-rated health, chronic condition, number of morbidities, number of medications, activities of daily living, instrumental activities of daily living, functional limitations, smoking, and body mass index) with age- and sex-adjusted prevalence ratios (aPR) using modified Poisson regression. A total of 2108 older adults were included (aged 76-80: 51%; women: 54%; tertiary education degree: 28%; multimorbidity (two or more morbidities): 49%; polypharmacy (five or more medications): 4%). The prevalence of any cancer screening in the past 12months was 24.0% (men: 27.5%; women: 21.0%). These proportions were higher among older adults in poor health for five health status indicators but lower among those with less functional capabilities for the three corresponding indicators. Relative to older adults with no morbidity or medication use, any cancer screening was more common in those with multimorbidity (aPR for two-three morbidities: 1.40, 95% CI: 1.10-1.79; four or more morbidities: 1.66, 95% CI: 1.19-2.31) and polypharmacy (aPR: 1.54, 95% CI: 1.02-2.33). Cancer screening is common among older adults in poor health with multimorbidity and polypharmacy. Our findings reiterate the importance of expanding evidence on personalized approaches to cancer screening among older adults.

ABSTRACT Although gender equality is crucial for sustained economic growth, persistent disparities in educational access continue to hinder its full realization. This study examines the effect of clan culture on the gender gap in educational attainment. Using data from China’s 2005 and 2015 intercensal population surveys and 2010 population census, we find that in regions with strong clan culture, women are significantly less likely than men to receive upper secondary and higher education. Specifically, both rural and urban women exhibit lower high school enrolment rates, whereas urban women face greater constraints in accessing tertiary education when exposed to strong clan culture. The mechanism analysis reveals that clan culture exacerbates gender disparities in education through three channels: (1) intensifying marriage and fertility pressures on women, (2) reducing returns to education for women, and (3) weakening women’s educational aspirations. This study provides new insights into how cultural factors shape the gender gap in educational attainment, and offers important implications for policies aimed at promoting gender equality in education, particularly in the context of fertility-promoting policy frameworks.

Ensuring high instructional quality in higher education remains a significant challenge, particularly in language instruction for Year One undergraduate students transitioning from secondary to tertiary learning environments. In English–French programmes, learners often face difficulties related to limited individualised feedback, varying language proficiency levels, and reduced engagement, which can hinder effective learning. With the growing integration of Artificial Intelligence (AI)-supported learning methods in higher education, there is a need for empirical evidence on their contribution to instructional quality, especially in early undergraduate French language courses. This study employed a quantitative descriptive–correlational research design to investigate the impact of AI-supported learning methods on perceived instructional quality among 43 Year One undergraduate students enrolled in English–French (French modules) programmes. Data were collected using a structured 5-point Likert-scale questionnaire and analysed using descriptive statistics, Pearson correlation, and simple linear regression analysis. The findings revealed a strong and statistically significant positive relationship between AI-supported learning methods and instructional quality (r = 0.68, p &lt; 0.001). Regression results further indicated that AI-supported learning methods significantly predicted instructional quality (β = 0.64, p &lt; 0.001), accounting for 46% of the variance. These results demonstrate that AI-supported learning methods play a substantial role in enhancing teaching clarity, feedback quality, learner engagement, and overall instructional effectiveness in higher education French language instruction. The study concludes that integrating AI technologies can meaningfully improve instructional quality and supports their informed adoption in tertiary language education. Keywords: Artificial Intelligence-supported learning; Instructional quality; Higher education; French language instruction.

Factors associated with perceived barriers to canine rabies vaccination among owners of unvaccinated dogs in Sierra Leone.