Slow-oscillation neurofeedback (NF), encompassing slow cortical potential (SCP), infra-low-frequency (ILF), and infra-slow-fluctuation (ISF) protocols, has gained increasing interest as a non-pharmacological intervention in pediatric mental health and neurodevelopmental care. This narrative review synthesizes peer-reviewed literature on the clinical efficacy of slow-oscillation NF in children and adolescents across various conditions, including attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), epilepsy, tic disorders, and eating-related concerns. SCP NF is the most extensively studied protocol and shows preliminary efficacy in reducing ADHD symptoms, particularly among individuals capable of learning self-regulation. For ASD and other conditions, early evidence from primarily small-scale or uncontrolled studies suggests possible benefits in emotional regulation, impulsivity, and behavioral symptoms, though findings remain mixed and often non-specific. Methodological heterogeneity, including variation in control conditions, training protocols, and outcome measures, limits the comparability of results. ILF and ISF protocols, while promising, are still emerging and require further validation. Overall, slow-oscillation NF appears to offer potential as a personalized therapeutic option for pediatric populations, but robust, well-controlled trials are needed to clarify its clinical utility and optimize its integration into multimodal care.
This study explored the effects and significance of incorporating generative AI into general education multicultural courses at the university level. In the spring semester of 2025, three multicultural general education courses were offered, in which students collectively sought ways to promote harmonious coexistence in multicultural societies and to foster cultural diversity through team projects. These findings were presented during the final week of the semester. Across all three courses, students were encouraged to utilize generative AI in the production of their outputs. Using a measurement tool developed by the I Research Institute at D University, a pre- and post-course survey measuring multicultural competence was conducted and analyzed over the 15-week semester. The results indicated that students’ overall multicultural competence improved after the courses, and their satisfaction with the classes was also high. Among the various dimensions of multicultural competence, creative problem-solving skills showed the most significant growth. This study is meaningful as it represents the first attempt to integrate multicultural education with generative AI in general education at the university level.
Annalisa Belli , Erica Gobbi , Stefano Amatori
et al.
Introduction
The use of Social Networking Sites (SNS) has been continuously increasing in recent years [1], contributing to the rise of significant behavioral and psychological issues, especially when SNS are used as a coping mechanism for stress and loneliness among young people. One of the most widely used SNS today is Instagram, and several studies indicate that excessive use of this platform may be associated with decreased cognitive functioning in young adults, as well as behavioral and sleep disorders [2].
In addiction, the Instagram platform's focus on food imagery, fitness content, and body aesthetics often perpetuates unattainable beauty standards, potentially triggering disordered eating patterns or body dissatisfaction [3,4].
Moreover, the study by Romero-Rodríguez et al. [5], found that while problematic smartphone use negatively influences self-esteem, the intensity of Instagram use itself was not a direct predictor of self-esteem among university students. This suggests a nuanced relationship between SNS engagement and self-perception, warranting further exploration.
Aims
This study aimed to explore the relationships between problematic social media use (PSMU), self-esteem, physical activity (PA), and eating behaviors, using a moderated-mediation model. In this study, we tested a moderated-mediation model of how explained variables may be interrelated. The model’s starting point is the well-established link between PSMU and self-esteem, and PSMU and eating behaviour, with the hypothesis that higher PSMU is associated with higher levels of problematic affects and behaviors. We then hypothesized that participants who have higher self-esteem will show better eating habits despite higher levels of PSMU (mediation analysis). Finally, we supposed that physical activity and sedentary levels could moderate the relationship between PSMU and self-esteem (moderation analysis), with a protective role of PA.
Methods
A cross-sectional study was conducted with 1237 university students (74.4% females, mean age = 22.7 ± 5.5 years). Participants completed an online survey assessing Instagram use, enrolled in 13 different academic programs (e.g., languages, art, biology, pharmacy, sport science). The students completed an online questionnaire composed of four sections about: physical activity (International Physical Activity Questionnaire, IPAQ) [6]; Instagram usage (Social Media Use Questionnaire, SMUQ) [7]; self-esteem (Rosenberg Self-Esteem Scale) [8]; eating behaviors (Dutch Eating Behavior Questionnaire, DEBQ) [9].
A chi-square test was used to test the gender differences in the distribution of participants in the three PA categories (low, moderate, high). Non-parametric Spearman’s correlations were then computed between Instagram use (minutes per day, reasons for use), SMUQ subscales (Withdrawal and Compulsion), PA (MET/min/week), sitting time (hours/day), self-esteem and eating behaviors (emotional eating, restrained eating, external eating). A multiple linear regression was then performed to test the effect of Instagram time (minutes per day) and motives of use on the two SMUQ subscales (Withdrawal and Compulsion). Finally, a moderated-mediation analysis [10] was conducted to examine the relationships between PSMU and Eating behaviors, considering PA and sitting time, and self-esteem, as potential moderators and mediator, respectively.
Results
In our sample, females reported higher levels of PSMU and more problematic eating behaviors than males, who in turn exhibited significantly higher levels of physical activity (p < 0.001). Regarding Instagram use, females reported significantly higher daily usage (p < 0.001), number of followers (p < 0.01), following (p < 0.01), and higher scores for all reasons for Instagram use, except for self-promotion, where responses were similar to males.
Two multiple linear regression analyses (one for each subscale of SMUQ) were used to investigate which of the motives for use or usage time were more influential on the problematic use. Considering Withdrawal as the dependent variable, the overall regression was statistically significant (R2adj = 0.222, F(6,1165) = 56.71, p < 0.001). All the independent variables were significant predictors of Withdrawal, with the exception of the use for Documenting.
The correlation analysis showed that the PSMU (both Withdrawal and Compulsion) was significantly positively correlated to the daily usage time, and to all the three typologies of eating behaviors (restrained, emotional, and external eating).
PSMU was positively correlated with restrained, emotional, and external eating behaviors and negatively correlated with PA and self-esteem. Self-esteem mediated the relationship between PSMU and eating behaviors, with higher self-esteem associated with healthier eating patterns. Sitting time moderated the relationship between PSMU and self-esteem, reinforcing the negative effects of excessive Instagram use. Gender differences were observed, with females reporting higher levels of PSMU, problematic eating behaviors and lower PA levels compared to males. This study highlights the complex interplay between PSMU, self-esteem, PA, and eating behaviors in university students.
Conclusion
These findings highlight the importance of addressing PSMU’s impact on self-esteem and eating behaviors in young adults. PA emerged as a beneficial factor for self-esteem, but its inability to moderate the PSMU–self-esteem relationship suggests that targeted interventions should consider psychological components alongside lifestyle modifications mainly directed at reducing sedentary and sitting time. Promoting regular PA could serve as an effective strategy to enhance self-esteem and counteract the harmful effects of excessive Instagram use. Health education programs emphasizing digital literacy, self-esteem enhancement, and balanced SNS engagement may help mitigate PSMU’s adverse effects. Future research should explore longitudinal relationships and intervention strategies to promote healthier social media habits and psychological well-being among university students.
The aim of this exploratory quantitative study was to examine young people’s perceptions of the role of artificial intelligence in spiritual and moral development. The research included 121 students from the Technical Faculty “Mihajlo Pupin” in Zrenjanin and The Serbian Orthodox Church Academy for Arts and Conservation in Belgrade, thus the study relied on a convenience sample. The study analyzed how students assess the role of AI in their spiritual and moral development. Data were collected through an online Likert-type questionnaire encompassing eight domains: AI use and perception, digital literacy, emotional attitudes toward AI, spirituality, values, empathic concern, and moral attitudes. The instrument demonstrated high reliability (Cronbach’s α = .950). Descriptive, correlational, and regression methods and techniques, as well as exploratory factor analysis, were used in the analysis. The results indicate that respondents perceive AI as only slightly to moderately stimulating for their spiritual and moral development. It may be concluded that AI plays a limited and secondary role in the spiritual and moral development of young people, while this process is more strongly shaped by religious practice, family influence, and traditional sources of spirituality. Limitations relate to the sample size and structure, as well as the use of self-report measures, while future research may include broader samples and combined methodological approaches.
Alexander V. Prokopev, Nadezhda V. Puchkova, Natalya V. Timofeeva
et al.
This study examines the labor market of the Khanty-Mansi Autonomous Okrug–Yugra. The relevance of the research stems from the region’s strong dependence on natural resource reserves and production volumes, driven by the dominance of the mining and processing industries and the resulting unique employment conditions. These structural features create specific demands for workforce qualifications and competencies. The study aims to analyze labor market supply and demand while considering employer requirements and the professional qualifications of workers. The analysis draws on statistical data, job postings, and résumés from the HeadHunter online recruitment platform. Approximately 7,500 job descriptions and 21,600 résumé entries were collected for the period June–July 2024. The methodological framework combines natural language processing techniques with neural network models. The scientific novelty of the study lies in identifying qualitative correspondences and discrepancies between the competencies of job seekers and the requirements of employers within a resource-based regional economy. The results confirm the high level of resource dependence in the Khanty-Mansi Autonomous Okrug–Yugra, classifying its economy as highly dependent on resources. An analysis of employer job postings and job seeker résumés reveals that universal and general professional skills are prioritized over specialized competencies. Overall, both labor supply and demand are dominated by industry-specific professions. Job postings with clear sectoral specialization—such as those in the oil and gas industry—tend to emphasize general skills, personal qualities, and relevant education, followed by specialized skills that can be developed through work experience. The practical significance of the study lies in its potential to inform labor demand forecasting, optimize vocational training, and support the development of effective regional human resource policies.
This study presents the design and development of the 21st Century Teacher Educator for Ghana GPT, a customized Generative AI (GenAI) tool created using OpenAI's Retrieval-Augmented Generation (RAG) and Interactive Semi-Automated Prompting Strategy (ISA). Anchored in a Glocalized design approach, this tool supports pre-service teachers (PSTs) in Ghana by embedding localized linguistic, cultural, and curricular content within globally aligned principles of ethical and responsible AI use. The model utilizes structured, preloaded datasets-including Ghana's National Teacher Education Curriculum Framework (NTECF), UNESCO's (2023) AI guidelines, and culturally responsive pedagogies-to offer curriculum-aligned, linguistically adaptive, and pedagogically grounded learning support. The ISA enables users to input their institution, year, and semester, generating tailored academic content such as lecture notes, assessment practice, practicum resources, and action research guidance. The design incorporates the Culture and Context-Aware Framework, GenAI-CRSciA, and frameworks addressing GenAI neocolonialism to ensure equity, curriculum fidelity, and local relevance. Pilot implementation revealed notable strengths in language adaptation and localization, delivering bilingual support in English and Ghanaian languages like Twi, Dagbani, Mampruli, and Dagaare, with contextualized examples for deeper understanding. The GPT also generated practice assessments aligned with course objectives, reinforcing learner engagement. Challenges included occasional hallucinations due to limited corpora in some indigenous languages and access barriers tied to premium subscriptions. This design case contributes to discourse on Glocalized GenAI and calls for collaboration with OpenAI NextGen to expand access and empirically assess usage across diverse African educational contexts.
Imran S. A. Khan, Emmanuel G. Blanchard, Sébastien George
This paper introduces the Future Atmospheric Conditions Training System (FACTS), a novel platform that advances climate resilience education through place-based, adaptive learning experiences. FACTS combines real-time atmospheric data collected by IoT sensors with curated resources from a Knowledge Base to dynamically generate localized learning challenges. Learner responses are analyzed by a Generative AI powered server, which delivers personalized feedback and adaptive support. Results from a user evaluation indicate that participants found the system both easy to use and effective for building knowledge related to climate resilience. These findings suggest that integrating IoT and Generative AI into atmospherically adaptive learning technologies holds significant promise for enhancing educational engagement and fostering climate awareness.
Arooj Kiran, Naseer Ali Shah, Shujaul Mulk Khan
et al.
This study sought to evaluate the influence of knowledge, attitude, and practices assessment on diabetes related to obesity in Pakistani society. Data was collected both through door to door and online survey approaches from 518 participants by using a pre-validated questionnaire. A total of 15.6% were underweight, 61.2% were normal weight, 17.2% were overweight and 5.8% were in obesity class I and 2.9% were classified as obesity class II. The co-occurrence of obesity and diabetes was 29% (n = 22) among diabetic individuals (n = 84). A majority of the residents (59.1%) were from cities. While 94% of the participants responded to what obesity was, 83.8% knew what diabetes was. Fast food, soft drinks, and mayonnaise were deemed to be healthy by 75.1% of the respondents. Obesity was viewed as a disease by 94.8%, a major health issue by 78.2%, and a weight-loss necessity by 44.6% of participants. Only 24.9% exercised every day, and 23.9% engaged in any physical activity daily. The majority of respondents (50.6%) never tried to lose weight and 23.2% ate junk food daily. The sociodemographic variables showed that the age ranges of 25–34 years (P < 0.001; OR 0.531), 45–54 years (P < 0.05; OR 0.527), and urban residency (P < 0.001; OR 0.128) had a significant association with knowledge. The factors of urban residency (P < 0.001; OR 3.996), being unmarried (P < 0.001; OR 1.95), and having an income of 51,000–70,000 (P < 0.001; OR 11.29) showed a very highly significant association with a good attitude regarding the relationship of obesity with diabetes (P < 0.05). Similarly, practices of the participants showed significant association with BMI range of 18.5–24.9 and 25–29.9 (P < 0.001). Our study revealed significant knowledge and understanding of the relationship between obesity with diabetes. However, it was observed that majority of respondents exhibited fundamental knowledge regarding obesity and diabetes, there was a notable absence of understanding regarding crucial elements, such as the significance of maintaining a healthy body weight, participating in physical activity, and implementing appropriate dietary strategies for weight control. We recognize the necessity for education initiatives and strongly encourage them to assist individuals in managing diabetes resulting from obesity.
This paper discusses the importance of reflective and socially conscious education in engineering schools, particularly within the EE/CS sector. While most engineering disciplines have historically aligned themselves with the demands of the technology industry, the lack of critical examination of industry practices and their impact on justice, equality, and sustainability is self-evident. Today, the for-profit engineering/technology companies, some of which are among the largest in the world, also shape the narrative of engineering education and research in universities. As engineering graduates form the largest cohorts within STEM disciplines in Western countries, they become future professionals who will work, lead, or even establish companies in this industry. Unfortunately, the curriculum within engineering education often lacks a deep understanding of social realities, an essential component of a comprehensive university education. Here we establish this unusual connection with the industry that has driven engineering higher education for several decades and its obvious negative impacts to society. We analyse this nexus and highlight the need for engineering schools to hold a more critical viewpoint. Given the wealth and power of modern technology companies, particularly in the ICT domain, questioning their techno-solutionism narrative is essential within the institutes of higher education.
This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy. Following PRISMA-ScR guidelines, we collected 10 studies from academic databases focusing on both learner and teacher agency in GenAI-enabled environments. We conducted an AI-supported hybrid thematic analysis that revealed three key themes: Control in Digital Spaces, Variable Engagement and Access, and Changing Notions of Agency. The findings suggest that while GenAI may enhance learner agency through personalization and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review highlights gaps in the current research on GenAI's impact on agency. These findings have implications for educational policy and practice, suggesting the need for frameworks that promote equitable access while preserving learner agency in GenAI-enhanced educational environments.
Digital literacy is a set of skills need by humans to live with technology. To measure digital literacy skills, a proper measurement instrument is needed. The absence of a digital literacy skills instrument that has been tested for its validity becomes the background of this research. This study aims to prove the construct validity of digital literacy measuring instruments. The research subjects were 270 students of SMK Muhammadiyah 1 Bantul. Samples were taken using simple random sampling. The approach used in this study is Confirmatory Factor Analysis (CFA) with Lisrel 8.80. The results of this study show that all 37 instrument items are valid and measure digital literacy according to the underlying theory. Therefore, the four aspects of digital literacy need to be considered and honed by the current and future generations.
Literasi digital merupakan kemampuan yang sangat dibutuhkan manusia untuk hidup berdampingan dengan kemajuan teknologi. Literasi digital mencakup empat aspek yaitu kemampuan dasar literasi, latar belakang pengetahuan, kompetensi utama, sikap dan perspektif pengguna informasi. Pada faktanya masih banyak pengguna teknologi yang literasi digitalnya rendah. Penelitian ini bertujuan untuk membuktikan validitas konstruk instrumen pengukur literasi digital. Subjek penelitian adalah siswa SMK Muhammadiyah 1 Bantul yang berjumlah 270 orang. Sampel diambil dengan menggunakan simpel random sampling. Pendekatan yang digunakan dalam penelitian ini adalah Confirmatory Factor Analysis (CFA) dengan Lisrel 8.80. Hasil penelitian menunjukkan bahwa seluruh butir instrumen yang berjumlah 37 valid dan benar-benar mengukur literasi digital sesuai dengan teori yang melandasinya. Oleh karena itu, empat aspek penyusun literasi digital perlu untuk diperhatikan dan diasah pada generasi saat ini dan yang akan datang.
In 2017 the Konkoly Observatory in Budapest published its first call for application inviting university students to carry out financially supported supervised research work and observing duties. The initiative quickly became popular and, so far, the program has supported 37 students. Five years later, is now time to summarize the experience gathered from both the institute and the participants. Notable results include numerous OTDK (student project) prizes awarded, first papers published, and acceptances into MSc and PhD programs both domestically and abroad, thus laying the foundations for the careers of several students. Among the feedback we have received from the students is the need for a more complex mentoring program, over and above of the funded research opportunities. A survey we conducted among the students indicates that communal and educational events are in the greatest demand, probably also induced by the lockdown restrictions experienced in the last few years. Through such events the students would not only build their community and start professional collaborations, but also learn more about various aspects of academia. In light of these results, we review possible avenues to improve the program.
Carlos S. Álvarez-Merino, Emil J. Khatib, Antonio Tarrias Muñoz
et al.
This comprehensive study delves into the realm of indoor positioning technologies within the domain of Smart Education (SE). Focusing on typical techniques and technologies in educational settings, the research emphasizes the importance and potential services of localization in SE. Moreover, this work explores the feasibility and limitations of these technologies, providing a detailed account of their role in educational settings. The paper also contains in an innovative Proof of Concept (PoC), demonstrating an automatic attendance control (AAC) system that integrates 5G and WiFi technologies. This PoC effectively showcases the possibilities and effectiveness of location-based services in educational surroundings even with a limited budget, setting the stage for optimizing teaching time, enhancing the quality of education.
Daniela CREȚU, Radu Andrei IOVA, Oana Roberta CREȚU
et al.
The citizen participation in decision-making is a basic democratic process. We live in an open society, where we have the opportunity to participate in the decision-making process and the good developing of the community. Although the process is long, the civil society participation strengthens the democratic system, as the key component of a democracy is public participation, which ensures the transparency of the decision-making process and the efficiency of the governing act. Based on these considerations, we carried out a survey in 24 rural localities in Călărași county to see the respondents satisfaction on the achievements in the commune, assessments on the interest of local elected officials in the development of the commune, economic implications of lack of specialists, active involvement of the inhabitants of the commune in making decisions for the development of the community in which they live. The research was based on the survey method based on questionnaire and the data were processed by the method of analysis and comparison, using also χ2 test. The questionnaire covered a number of 8 items, to which a number of 762 persons answered. The questions were structured on 2 levels, respectively, 4 filter questions and 4 grid questions, with 3 or 4 predefined answers. These questions were analyzed according to 5 criteria, namely: by the locality size according to the number of inhabitants, by the respondents’ age, by the level of education, by gender and by social status. Analyzing the degree of respondents’ satisfaction with the achievements of the commune, it is found that the answers differ significantly depending on the commune size according to the number of inhabitants, age, education, gender, social status. The most satisfied are those in communes with a population of over 6000 inhabitants (86%), men (81.6%), those with higher education (83.1%).
The detections of gravitational-wave (GW) signals from compact binary coalescence by ground-based detectors have opened up the era of GW astronomy. These observations provide opportunities to test Einstein's general theory of relativity at the strong-field regime. Here we give a brief overview of the various GW-based tests of General Relativity (GR) performed by the LIGO-Virgo collaboration on the detected GW events to date. After providing details for the tests performed in four categories, we discuss the prospects for each test in the context of future GW detectors. The four categories of tests include the consistency tests, parametrized tests for GW generation and propagation, tests for the merger remnant properties, and GW polarization tests.