Exploring student motivations for AI usage in education: Nisantasi in Turkey, a case study.

AI-assisted language learning: ChatGPT's impact on mastering English tenses at the university level

Spelling errors are among the most persistent symptoms of dyslexia in adults. This study investigated the influence of morphological informationon spelling accuracy in French-speaking adults with developmental dyslexia. Specifically, we aimed to (1) compare university-level adults with dyslexia and age-matched controls in spelling morphologically complex words, and (2) examine the role of morphological awareness in spelling among individuals with dyslexia. In total, 53 adults with dyslexia and 55 typical adult readers completed a spelling task with five types of words: words with silent final letters that were either morphologically predictable or not, suffixed words, prefixed words, and inconsistent monomorphemic words. Additional measures included reading fluency, phonological awareness, morphological awareness, vocabulary, and general spelling. Results showed that adults with dyslexia benefited more than controls from morphologically predictable cues in spelling, particularly for silent final letters. Moreover, morphological awareness predicted spelling in adults with dyslexia, even after controlling for phonological awareness and vocabulary. These findings allow us to better understand the spelling profile of adults with dyslexia at university level.

Stretching is extensively studied and implemented to improve flexibility, as a component of warm-ups to prepare for activity, to mitigate musculotendinous injury risk, improve cardiovascular health parameters, and optimize post-exercise recovery, among others. However, less attention has focused on the effects of stretching on neurological, neurovascular, and psychological outcomes. Stress represents a pervasive element in contemporary life, with chronic mental and physical stress contributing to adverse health consequences. Evidence suggests that a bout of stretching can acutely increase sympathetic activation stimulation. However, following both acute and chronic stretching, direct and indirect measures of stress show improvements, including reductions in heart rate, blood pressure, sympathetic‒parasympathetic control, cortisol release, and psychological stress (e.g., anxiety scales) along with modifications in heart rate variability and other related changes. This review synthesizes current knowledge regarding stretch-induced adaptations to neurological, neurovascular, and psychological parameters and is intended to assist researchers, health and fitness professionals, university level students, and informed fitness enthusiasts. Based on this growing literature base, we propose evidence-based practical applications that still warrant further scientific investigation.

Since the discovery of X-rays, the use of ionizing radiation in health sciences applications has increased significantly. This progress must be accompanied by specific education and training in radiation protection. This study analyzes the radiation protection training received by Spanish health sciences students, both at university level (Medicine, Veterinary Medicine, Dentistry, Podiatry, and Nursing) and at non-university level (Higher Technician in Diagnostic Imaging and Nuclear Medicine, Higher Technician in Radiotherapy and Dosimetry, and Higher Technician in Oral Hygiene). Official curricula, legal requirements for workers exposed to ionizing radiation, continuing education programs, and the applicable regulatory framework were evaluated in order to identify their strengths and weaknesses. The results indicate that, although Spain has sufficient regulation in this field, radiation protection education remains heterogeneous and unevenly aligned with professional responsibilities, highlighting the need for greater awareness and the development of targeted educational tools to achieve the established objectives.

The role of emotional labour strategies for managing emotions to meet professional standards is highly demanding at the university level. The literature indicates that empirical studies in the Asian context are quite limited. Therefore, this work explored the impact of selected parameters on the utilisation of emotional labour strategies at the university level. To achieve this, a convergent mixed-method approach was employed. The quantitative component involved 466 university teachers, while the qualitative component comprised semi-structured interviews with 10 participants. The findings show that qualifications and teaching tenure increase teachers’ confidence and reduce stress, thereby enabling them to express themselves more authentically. Female teachers exhibited higher levels of emotional labour strategies compared to their male counterparts. Similarly, junior teachers are more likely to adopt surface acting strategies. Given these points, the university administration may organise targeted training programmes for less-experienced staff to help them use emotional labour strategies effectively. Based on these findings, important implications are out- lined for policymakers to consider the emotional labour factors influencing university teachers and to develop relevant training and policies.

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.

Modern football demands optimal agility and speed as key components of a player's physical performance. Standardized test-based evaluation is necessary to obtain an objective picture of an athlete's physical condition profile. This study aims to describe the agility and speed profiles of football players using the Arrowhead Agility Test and the 40-meter sprint. The study used a descriptive quantitative design with a total sampling approach involving 22 UNY Academy athletes. Data collection was conducted through two on-field physical performance tests. Each participant performed two attempts at each test, and the best time was used as the final score for the analysis. The analysis results showed that the mean time on the Arrowhead Agility Test was 8.90 seconds with a standard deviation of 0.57 seconds. Meanwhile, the mean time for the 40-meter sprint was 5.71 seconds with a standard deviation of 0.39 seconds. Based on performance assessment criteria, both components fall into the moderate category for the college or amateur competitive level. These findings indicate that although the players' physical condition is adequate and relatively homogeneous, there is still room for development, particularly in change of direction speed and sprint acceleration. This research provides a practical contribution for coaches in developing training programs that are more structured, specific, and based on actual player performance data.

Introduction:Badminton is an overhead sport which requires concurrent upper limb strength, explosive power, coordination, and fast reflexes. The repetitive nature of overhead activities places high mechanical demand on the shoulder complex, leading to the potential for developing neuromuscular deficits and overuse injuries. The Federation of International Football Association (FIFA 11+) FIFA 11 shoulder (FIFA 11+ S) warm-up and injury prevention program (originally developed for upper extremity injury prevention in soccer players), consisting of strengthening, balance, core stabilization and plyometric exercises, has not been studied in amateur badminton players.Materials and Methods:A pilot study was conducted on amateur badminton players of 18–30 years who met the inclusion criteria, and baseline measures were taken. Handheld dynamometer was used to measure the strength of shoulder internal and external rotators. Upper limb explosive power was assessed by the Seated Medicine Ball Throw Test (2 kg). Coordination and reaction time of the upper limbs were examined using the Alternate Hand Wall Toss Test and Ruler Drop Test, respectively. Participants completed the FIFA 11+ S training protocol for eight weeks, and post-intervention scores were statistically analysed using paired t-test.Results:Shoulder internal and external rotators strength on the dominant and non-dominant side considerably increased following the 8-week rotator cuff-specific resistance training (P < 0.05). Explosive power, coordination, and reaction time of the upper limb also considerably improved following training (P < 0.05). All outcome measures improved, showing an improvement in the neuromuscular control and functional performance of the upper limb.Conclusion:An 8-week FIFA 11+ Shoulder program effectively improves upper limb strength, power, coordination and reaction time in amateur college-level badminton players. These findings indicate that the FIFA 11+ Shoulder program is statistically and clinically effective in improving the performance of Amateur college level badminton players.

Punching power is a crucial component of a martial arts athlete's performance because it determines the effectiveness of attacks and points earned in matches. However, training methods used at the university level tend to be conventional and do not emphasize the specific development of explosive power. This study aimed to determine the effectiveness of resistance band training in increasing punching power in martial arts athletes participating in the Physical Education and Training (PJKR) program at Insan Budi Utomo University, Malang. The research method used an experimental approach with a pretest–posttest control group design. Forty university-level athletes were divided into two groups: an experimental group given a resistance band training program for 6 weeks (3–4 times per week) and a control group undergoing conventional training. The measurement instrument used a punching power test using a pressure sensor-based punching pad to measure force output (Newtons). The analysis showed a significant increase in the experimental group, with average power increasing from 213.92 N to 250.75 N (p &lt; 0.05), compared to the control group, which did not show such an increase. These findings indicate that resistance band training effectively increases arm and shoulder muscle strength, which directly contributes to increased punching power. Thus, resistance bands can be recommended as an effective, practical, and economical alternative training method to improve the punching performance of martial arts athletes in a college environment.

This paper applies a mixed-format research method and tries to use the facilitation theory from the perspective of behavioral science to facilitate college students' learning styles. A sample of undergraduates from a university was randomly sampled and divided into two groups, the experimental class and the control class, and the experimental class implemented a three-pronged program of facilitation in the areas of learning space reengineering, information feedback, and incentives and disincentives, whereas the control class did not take any intervention measures. The study adopted the longitudinal method of pre and post-testing, using questionnaires and performance statistics as quantitative data, and interview records and on-site observations as qualitative data collection methods. It was found that the boosting effect was significant, as the overall study habits of the students in the control class increased by 24.0 percentage points after the intervention, good use of time increased by 37.3 percentage points, average daily commitment to learning increased by 61.9 minutes, and concentration on learning increased by 35.8 percentage points. In conclusion, the context-feedback-reward integrated boosting model helps college students cultivate good study habits and has certain reference value for the construction of academic style at university level.

Core facilities provide indispensable access to advanced instrumentation, technical expertise, and support services that enable research, with impact extending beyond the university level to the broader scientific community. Despite their pivotal role in driving discovery, many cores face persistent challenges in achieving sustainability, visibility, and user engagement, particularly in changing funding environments. A survey was conducted of current marketing practices by core facilities to identify common approaches and their perceived effectiveness. All marketing methods surveyed were rated as slightly to moderately effective, underscoring the need to improve current tactics or pursue entirely new ones. This paper presents a practical framework for strategic marketing in core facilities that integrates established business methodologies with the operational realities of shared research infrastructure. Particular focus will be placed on self-evaluation (SWOT), setting measurable goals (SMART), and creating content that provides value to potential users (Value Proposition). The core facility marketing method emphasises developing a clear, engaging plan that leverages the core staff's strengths and aligns with institutional priorities. Even with the limitations faced by core facilities, marketing is a practical tool for strengthening scientific and community impact while also supporting long-term operational viability.

The success of students in completing their studies within the target timeframe is a crucial indicator in the accreditation assessment of a study program at the university level. Therefore, the ability to estimate the probability of on-time graduation is essential for study program administrators as a basis for policy-making. This study aims to develop a model for forecasting on-time graduation among students in the Architecture Study Program at Trisakti University. The method applied is the Naïve Bayes algorithm enhanced with Particle Swarm Optimization (PSO). The variables used encompass two dimensions: academic and social. Based on validation using the k-fold cross-validation method, the standalone Naïve Bayes algorithm produced an accuracy rate of 79.22% with an AUC value of 0.859. On the other hand, the application of PSO optimization successfully boosted performance to an accuracy of 85.71% and an AUC value of 0.879. Based on these results, it can be concluded that the application of the Naïve Bayes algorithm optimized with Particle Swarm Optimization is effective in improving the accuracy of predicting the graduation of students on time. The resulting model has the potential to be used as a decision support system in early student academic monitoring

The study addresses the importance of the emotional competencies proposed by Daniel Goleman in the job performance of administrators in Venezuelan public universities, in a context characterized by high organizational complexity, structural limitations, and demands for human management. The objective of the research was to describe emotional competencies and analyze their impact on the job performance of university management levels, in order to understand their value as a strategic axis in institutional management. The methodology was developed under a qualitative approach with an interpretive paradigm, of a documentary and descriptive type, based on the review of scientific, normative, and theoretical sources. The population consisted of academic documents, scientific articles, and legal regulations related to emotional intelligence and educational management, while the sample was intentional and criterion-based, selecting sources between 2022 and 2026 due to their relevance and timeliness. Bibliographic cards, content analysis matrices, and hermeneutic triangulation were used as the main instruments for organizing and interpreting the information. The results show that emotional competencies, especially self-awareness, self-regulation, motivation, empathy, and social skills, directly influence efficiency, leadership, and organizational climate in higher education institutions. Likewise, it was identified that managerial performance in crisis contexts depends more on emotional management than on available material resources. It is concluded that emotional intelligence constitutes a fundamental axis of managerial job performance, as it enables the sustainability of university management in uncertain scenarios, strengthening institutional resilience and the continuity of academic processes in the Venezuelan public system.

The article explores the contemporary transformation of theoretical views on the relationship between language and thought as a methodological foundation for updating professionally oriented language education at the university level. Within the context of the cognitive and digital turns in science, classical paradigms (from the linguistic relativity hypothesis to the activity-based approach) are being reconsidered, necessitating a fresh understanding of language’s role in shaping professional consciousness and competencies. The work examines the evolution of key theories, highlighting the dynamic co-construction of reality in speech activity. Particular attention is paid to the practical significance of this theoretical transformation for educational engineering, including the design of course curricula based on the modelling of professional discourses and the implementation of tasks aimed at conceptualizing professional experience through a foreign language. Revisiting the fundamental “language-thought” relationship enables not merely an adaptation, but a fundamental reconstruction of the system for training specialists’ language skills, transforming it into an agent for developing holistic professional thinking in the context of digital reality.

This study examined student learning outcomes in corequisite-supported and standalone entry-level English composition courses at an urban private college. Over two semesters, student achievement was assessed through analysis of pre- and post-test writing samples from 11 sections of the standalone course (N = 153) and 5 sections of the corequisite-supported course (N = 49) using a rubric aligned with program learning outcomes representing core writing competencies. Descriptive analyses revealed that students in the corequisite course entered with lower baseline proficiency yet demonstrated substantial progress across all rubric criteria by the end of the semester, achieving learning outcomes comparable to those in the standalone course. Course pass rates were high for both groups, and progression to subsequent English courses exceeded 80% across semesters. Findings highlight the effectiveness of a well-aligned corequisite model taught by the same instructor and underscore the importance of faculty continuity and assessment-driven course design. Keywords: assessment, corequisite, learning, course design

Abstract We combine data from the NLSY-97 and O*NET to compare the educational attainment, wages, and occupational characteristics of similar (propensity weighted) two- and four-year starters in their thirties. Consistent with prior research, we find that two-year starters are over 20 percentage points less likely to earn a Bachelor’s degree than four-year peers. However, we find mixed results on wages. We generally identify under 10% differences in two- and four-year starters’ wages, but magnitudes and significance are somewhat sensitive to weighting specification in ways that suggest wage penalties of two-year attendance may be greater for students who more closely resemble typical four-year (rather than two-year) starters. Across specifications, we find that differences in key occupational characteristics are more modest than differences in educational attainment. Two-year starters are about 6 percentage points less likely to work in a job that typically requires a Bachelor’s and hold jobs with similar math, though lower social, skill requirements as four-year peers. Finally, we find that two-year starters more often work in the trades and applied sciences, whereas four-year peers more often work in professions such as teaching. Results highlight a need for more understanding of how college level affects life course trajectories beyond educational attainment.

The rapid advancement of Artificial Intelligence (AI) has significantly transformed research practices across disciplines, including the social sciences. In higher education contexts, AI tools are increasingly being utilized to support literature review, data analysis, and academic writing. However, the extent of their use, along with associated opportunities and constraints, remains underexplored—particularly within university classrooms. This study aimed to map the extent to which AI is integrated into social science research practices and to examine its perceived benefits and limitations among university students. The study was guided by the following objectives; (1) to assess the extent of AI utilization in social science research at the university level; (2) to identify the perceived opportunities of AI in enhancing research efficiency and quality; (3) to examine the constraints and challenges associated with AI use in academic research; (4) to analyze differences in AI usage based on demographic variables (e.g., gender, level of study).A quantitative descriptive survey design was employed. The sample consisted of N = 240 university students enrolled in social science disciplines (Education, Sociology, Psychology) selected through stratified random sampling. Data were collected using a structured questionnaire comprising three subscales: AI Usage (10 items), Opportunities (8 items), and Constraints (8 items), measured on a 5-point Likert scale. The instrument demonstrated acceptable reliability (Cronbach’s α = 0.87). Data were analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics, including independent samples t-test and one-way ANOVA. Correlation analysis (Pearson r) was also conducted to examine relationships among variables. The results indicated a moderate to high level of AI usage in social science research (M = 3.68, SD = 0.74). Perceived opportunities were significantly high (M = 4.02, SD = 0.65), highlighting AI’s role in improving research efficiency and data analysis capabilities. However, constraints were also notable (M = 3.51, SD = 0.71), particularly concerning over-reliance and ethical concerns. A significant positive correlation was found between AI usage and perceived opportunities (r = 0.62, p &lt; .01), while a moderate correlation existed between AI usage and constraints (r = 0.41, p &lt; .05). Gender differences were insignificant (t = 1.12, p &gt; .05), whereas level of study showed significant differences (F = 4.36, p &lt; .05), with postgraduate students reporting higher AI usage. The findings suggest that AI is becoming an integral tool in social science research, enhancing productivity and access to information. However, concerns regarding academic integrity, critical thinking decline, and ethical usage persist. The coexistence of high opportunities and notable constraints reflects a transitional phase in AI adoption within higher education. AI holds substantial potential to transform social science research in university settings. While its integration is evident and beneficial, it requires structured guidance to mitigate associated risks and ensure responsible use. It is recommended that universities develop AI usage guidelines, integrate AI literacy programs into curricula, and promote ethical research practices. Additionally, faculty training should be conducted to effectively incorporate AI tools into teaching and research supervision.

Under the strategic guidance of building a leading country in education in the new era, educational management innovation has become the core driving force for promoting the "systemic leap and qualitative change" of the education system. Currently, the transformation of the principal contradiction in Chinese society has prompted higher education to shift from scale expansion to intensive development, while educational forms are undergoing profound transformations characterized by digitalization and governance modernization. Facing practical challenges such as administrative inertia, unbalanced resource allocation, and singular evaluation standards, traditional management models urgently need to transform toward refined and differentiated governance. This research focuses on the "dual-wheel drive" model of "conceptual innovation" and "organizational innovation," systematically exploring the value implications and practical paths of educational management innovation. As an ideological precursor, conceptual innovation emphasizes breakthroughs in philosophy and cognition, prompting a leap in management logic from "administrative control" to "empowerment and service," and establishing modern concepts such as open, democratic, and academic management. As a systemic guarantee, organizational innovation focuses on the reshaping of structures, mechanisms, and processes, aiming to provide substantive support for the improvement of management effectiveness by rationalizing government-school relations and optimizing internal governance structures. The two are interdependent and work synergistically: conceptual innovation provides value guidance for organizational change, while organizational innovation provides the institutional framework for the implementation of these concepts. The study analyzes the practical demands for innovation from three dimensions—macro-policy response, meso-regional coordination, and micro-school governance—and examines implementation paths at the levels of government, universities, and school-enterprise cooperation. By constructing a governance system that organically combines "standardized order" with "vibrancy stimulation," this research aims to provide theoretical support and practical guidelines for the modernization of educational management, helping the cause of education achieve steady and long-term progress through high-level governance.

This paper presents an empirical-experimental study examining whether, and to what extent, undergraduate students of Political Science at an Italian university acquire English socio-political lexis through informal exposure to online media. The study was conducted at the University of Pisa and involved a small sample of 31 second-year students, tested prior to their attendance of the official English Language course, in order to assess their extramural knowledge of specialised and semi-specialised vocabulary related to socio-political themes. Grounded in a broad conception of informal language learning as incidental, self-directed contact with the L2 in non-institutional contexts, the research hypothesises that regular engagement with authentic English-language media may contribute to the development of domain-specific lexical knowledge, even in the absence of an explicit learning intention. Data collection instruments included a placement test, a questionnaire on students&amp;rsquo; online media habits, a general vocabulary test, and a purpose-built specialised vocabulary test. Preliminary results indicate that performance on the specialised vocabulary test is more strongly associated with learners&amp;rsquo; overall English proficiency level than with the reported quantity of online media exposure. These findings offer initial insights into the role of informal media exposure in the acquisition of disciplinary lexis at university level.