Sports-based disability assistance volunteer services play a crucial role in promoting social inclusion and harmonious development, with college students serving as the primary participant group in such initiatives. To explore the underlying mechanisms driving university students’ participation in these volunteer services, this study constructs an extended Theory of Planned Behavior model. Building upon the traditional constructs of the Theory of Planned Behavior (Behavioral Attitude, Subjective Norms, Perceptual-Behavioral Control, and Willingness to Participate), this model introduces the core variable Level of Awareness. Data analysis was conducted using structural equation modeling and mediation analysis based on questionnaires collected from 697 college students in China. The structural model demonstrated good fit. Key findings are as follows: The SEM model fit well: RMSEA = 0.06, CFI = 0.95. Level of Awareness significantly and directly influenced Willingness to Participate, while also significantly and positively predicting Behavioral Attitude, Subjective Norms, and Perceptual-Behavioral Control. Concurrently, Behavioral Attitude (β = 0.31, p < 0.001), Subjective Norms (β = 0.30, p < 0.01), and Perceptual-Behavioral Control (β = 0.25, p < 0.01) significantly predicted Willingness to Participate, partially mediating this relationship. This study confirms that Level of Awareness is a key antecedent variable for stimulating behavioral intention, providing new theoretical perspectives and practical insights for recruiting and mobilizing youth volunteers in Chinese universities or official social organizations: (1) Factors that influence the level of awareness of sports programs for people with disabilities significantly affect the intention to participate; higher levels of awareness are associated with stronger intentions to participate. (2) The level of awareness, as a core factor, positively influences behavioral attitude, subjective norms, perceptual-behavioral control, and willingness to participate, and therefore constitutes the core of the theoretical model. (3) Behavioral attitude, subjective norms, and perceptual-behavioral control each significantly influence willingness to participate; the path coefficients for behavioral attitude and subjective norms are slightly larger than the path coefficient for perceptual-behavioral control. These three variables mediate the relationship between the level of awareness and intention to participate in sports-based volunteer services for people with disabilities.
This article outlines, by means of a critique of film criticism, the processes of self-formation and subject-formation as affected by unconscious education. The basic definition of the unconscious used is: something that happens to someone without them being consciously aware of it happening, unless their attention to it is actively drawn. This is a functional definition used to develop a critical argument specific to the filmic and theoretical texts used in the article and is not an attempt to capture other definitions of the unconscious within its scope except where explicitly mentioned. While Freud is engaged indirectly through more recently theoretical work, including my own, the deep relationship to Freud’s thought is beyond the scope of this article and is therefore – consciously – only gestured towards. Unconscious education, as defined in the context of this article, is as much about what in our experience might be out of focus , which, in aural terms might be heard without listening . As such, this article charts a theoretical and practical movement from hearing to listening and passive inattention to active attention in the context of film and film criticism, with a specific focus on film music. This specific focus, though, is principally a means of illustrating (note the visual metaphors) a theoretical position that can be considered across the full range of educational experiences and practices, including research and criticism.
Fadhilah Jamaluddin, Ahmad Hakiim Jamaluddin, Faridzah Jamaluddin
et al.
Artificial Intelligence (AI) is transforming education globally, and Malaysia is leveraging this potential through strategic policies to enhance learning and prepare students for a digital future. This article explores Malaysia's AI-driven education landscape, emphasising the National Artificial Intelligence Roadmap 2021-2025 and the Digital Education Policy. Employing a policy-driven analysis, it maps AI applications in pedagogy, curriculum design, administration, and teacher training across primary to tertiary levels. The study evaluates national strategies, identifies challenges like digital divides and ethical concerns, and conducts a comparative analysis with the United Kingdom, the United States, China, and India to draw best practices in AI policy and digital transformation. Findings highlight Malaysia's progress in AI literacy and personalised learning, alongside gaps in rural infrastructure and teacher readiness. Recommendations include strengthening governance, investing in equitable infrastructure, and fostering public-private partnerships. Targeting researchers, policymakers, and educators, this study informs Malaysia's path to becoming a regional leader in AI-driven education and contributes to global comparative education discourse.
Manas Mhasakar, Rachel Baker-Ramos, Ben Carter
et al.
As large language models (LLMs) become increasingly integrated into educational technology, their potential to assist in developing curricula has gained interest among educators. Despite this growing attention, their applicability in culturally responsive Indigenous educational settings like Hawai`i's public schools and Kaiapuni (immersion language) programs, remains understudied. Additionally, `Olelo Hawai`i, the Hawaiian language, as a low-resource language, poses unique challenges and concerns about cultural sensitivity and the reliability of generated content. Through surveys and interviews with kumu (educators), this study explores the perceived benefits and limitations of using LLMs for culturally revitalizing computer science (CS) education in Hawaiian public schools with Kaiapuni programs. Our findings highlight AI's time-saving advantages while exposing challenges such as cultural misalignment and reliability concerns. We conclude with design recommendations for future AI tools to better align with Hawaiian cultural values and pedagogical practices, towards the broader goal of trustworthy, effective, and culturally grounded AI technologies.
The increasing adoption of data-driven applications in education such as in learning analytics and AI in education has raised significant privacy and data protection concerns. While these challenges have been widely discussed in previous works, there are still limited practical solutions. Federated learning has recently been discoursed as a promising privacy-preserving technique, yet its application in education remains scarce. This paper presents an experimental evaluation of federated learning for educational data prediction, comparing its performance to traditional non-federated approaches. Our findings indicate that federated learning achieves comparable predictive accuracy. Furthermore, under adversarial attacks, federated learning demonstrates greater resilience compared to non-federated settings. We summarise that our results reinforce the value of federated learning as a potential approach for balancing predictive performance and privacy in educational contexts.
Abhishek Kaushik, Sargam Yadav, Andrew Browne
et al.
The recent advancements in Generative Artificial intelligence (GenAI) technology have been transformative for the field of education. Large Language Models (LLMs) such as ChatGPT and Bard can be leveraged to automate boilerplate tasks, create content for personalised teaching, and handle repetitive tasks to allow more time for creative thinking. However, it is important to develop guidelines, policies, and assessment methods in the education sector to ensure the responsible integration of these tools. In this article, thematic analysis has been performed on seven essays obtained from professionals in the education sector to understand the advantages and pitfalls of using GenAI models such as ChatGPT and Bard in education. Exploratory Data Analysis (EDA) has been performed on the essays to extract further insights from the text. The study found several themes which highlight benefits and drawbacks of GenAI tools, as well as suggestions to overcome these limitations and ensure that students are using these tools in a responsible and ethical manner.
Computer Science (CS) education is expanding rapidly, but educators continue to face persistent challenges in teaching and learning environments.Despite growing interest, limited systematic work exists to categorize and synthesize the specific challenges faced by CS educators and the remedies adopted in response.This is problematic because it remains unclear which areas have been thoroughly addressed and which still lack sufficient scholarly attention. In this study, we conducted a structured literature review of peer-reviewed research papers published over the last five years, focusing on challenges and remedies across ten categorized themes, including pedagogical, emotional, technological, and institutional dimensions.Our analysis revealed recurring issues in areas such as assessment practices, teacher training, classroom management, and emotional well-being, along with various strategies such as professional development programs and policy interventions adopted to mitigate them while also revealing several areas that have received insufficient attention.This review offers a consolidated understanding of the CS education landscape, providing valuable insights for researchers, curriculum designers, and policymakers aiming to improve teaching effectiveness and educator support.
AI's rapid integration into the workplace demands new approaches to workforce education and training and broader AI literacy across disciplines. Coordinated action from government, industry, and educational institutions is necessary to ensure workers can adapt to accelerating technological change.
Plant-based diets are increasingly attracting attention as they play a significant role in human health and environmental sustainability and are believed to be key components of sustainable food systems. In the present study, both pros and cons of the adoption of plant-based diets are analyzed using a bibliometric method integrated with a qualitative examination of the scientific literature. For the bibliometric study, Bibliometrix software was utilized, examining 3245 scientific articles, downloaded from the Scopus database, and printed between the years 1957 and 2025. The analyses were conducted using R software, version 4.4.1, with access to the Bibliometrix package, version 4.1. The results indicate a remarkable rise, in the last two decades, in the scholarly focus on the influence of plant-based diets on the individual’s health condition as well as the environment. Keyword co-occurrence studies and international collaborations demonstrate a dominance of research focus in both the United States and Europe, with significant contributions from the Asia–Pacific region. Furthermore, the current work offers qualitative identification of the benefits of plant diets from various perspectives like nutritional, economic, ecological, and cultural. It also explores the main dissuaders from adhering to these diets, including perceived nutritional hazards, cost perceptions, low availability, and social prohibitions. Findings emphasize that, in spite of all the barriers, plant food-based diets have a wide-ranging ability to provide tangible benefits at both the individual and population levels, and documented in the scientific literature are recommendations of expert-led education programs, economic incentives, and judiciously framed public policies to overcome these barriers and to make this transition possible towards sustainable food choices. Findings provide a comprehensive understanding of the current lines of inquiry and stage the subsequent work on how to motivate sustainability among the general population.
Pete Leihy , Upasana Singh, Suriamurthee Moonsamy Maistry
et al.
This article aims to complement and contribute to the discussion of increasingly acute pressures facing Southern Africa’s education systems due to migration trends, by placing such pressures within the broader context of instability across Africa and comparing this with other global conflict- and scarcity-driven migration patterns. Historically, during the Cold War —spanning from the end of World War II to the early 1990s— certain states, such as apartheid-era South Africa, Chile under political polarisation culminating in the 1973-1990 dictatorship, and communist Romania, witnessed repressive regimes forcing citizens into exile. In the wake of subsequent and ongoing conflicts elsewhere, these countries have now evolved into becoming recipients of exiles, a role informed by national reconciliation processes. While they share a common thread of exile and migration, their transitions to educational hosting reveal unique challenges rooted in historical legacies, economic conditions, and policy responses. Meanwhile, Mauritius provides a point of comparison, as what has historically been a place of exile increasingly loses educated people.
Usep Suherman, Eliva Sukma Cipta, Saeful Anwar
et al.
In the face of increasingly complex educational challenges, there is a growing demand for leadership models that integrate ethical and humanistic values, particularly in Islamic elementary schools. This study explores the operationalisation of kindness-based leadership at MI Fitrah Insani, Leles, Garut, as a strategic response to the limitations of performance-oriented and hierarchical leadership paradigms. This study addresses the gaps in the literature regarding the implementation of ethical leadership grounded in Islamic values by examining how empathy, participatory communication, and ethical responsibility shape school culture and educational quality. Using a qualitative case study approach, data were collected through in-depth interviews, field observations, and a document analysis. Triangulation of these methods enabled a comprehensive understanding of institutional dynamics, leadership practices, and their impact on school climate, teacher motivation, and student engagement. The findings reveal that kindness-based leadership at MI Fitrah Insani fosters an emotionally safe and inclusive school environment. Through participatory decision-making, structured communication, and consistent appreciation practices, the leadership model contributes to improved teacher loyalty, pedagogical innovation, and heightened student participation. Despite structural, cultural, and operational barriers such as bureaucratic rigidity and limited professional development, adaptive strategies, including ethical leadership training, policy reform, and digital communication platforms, have enhanced the effectiveness and sustainability of this model. This study concludes that kindness-oriented leadership is not merely a normative ideal but a transformative practice that aligns with Islamic ethical traditions and addresses the academic and moral dimensions of education. The findings offer practical implications for Islamic schools seeking to cultivate character-driven and ethically grounded leadership.
Abstract Since the ideal gas equation of state (EOS) was established in 1840, a wide variety of EOS theories have been developed. However, due to the diversity of material structures and the complexity of intermolecular interactions, numerous EOS either have complex forms or have empirical coefficients without physical meaning, which severely limits their applications. This paper builds a simple and universal EOS model by means of a fully macroscopic thermodynamic approach. Firstly, two single variable thermodynamic functions as a function of pressure only and as a function of temperature only, respectively, are constructed. On this basis, two EOS in the forms of P–V–T and P–S–T are obtained by thermodynamic derivation, which are almost as simple as the ideal gas EOS. There are no assumptions about material structures and intermolecular interactions involved here. Therefore, the model is universal. Moreover, the coefficients in these two EOS have clear thermodynamic significance and thus can be calculated directly without fitting. The model is shown to characterize the thermodynamic properties of substances well and may play an important role in high-density and supercritical applications. This work may provide a new way of developing EOS theory and enrich the fundamentals of thermodynamics.
Recent changes in European countries have stimulated the search for multilevel policy interventions to restore citizens’ trust and engagement, focusing specifically on democratic innovations. Our paper presents the results of a survey conducted in 2025 as part of the Horizon TRUEDEM project, focusing on the views of civil society organisations’ leaders and activists on the Italian case. Despite positive experiences, such as local initiatives and referendums, the paper highlights the crisis of trust weighing on democratic participation in Italy, testified by rising abstention rates and disaffection with institutions. By analysing the opinions that emerged in focus groups, we identify significant differences between the various stakeholders and propose concrete actions to revitalise democratic practices, including the need for civic education and the creation of spaces for dialogue. The paper highlights the complexity of the interactions between democratic innovations and political trust in Italy and proposes an integration of perspectives from different levels of civil society to address the current crisis.
Burnout is the leading cause of the special education teacher shortage. A burnout intervention adapted for teachers was tested in two studies. Study 1 used a randomized design; Study 2 was a pre-post design. In Study 1, 44 teachers were randomized into the intervention or an active control. To enhance impact, for Study 2, personal goal-setting was added, and the intervention was renamed BREATHE-EASE (Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education–Evidence-Based Activities for Educators) Goals and evaluated with a different cohort of 42 teachers. Teachers completed assessments of social support, coping, and mindfulness. For Study 1, a medium to large nonsignificant effect for reduced emotional exhaustion (η2 = .087) was found based on a per-protocol analysis of attending at least two sessions. For Study 2, emotional exhaustion was reduced ( d = 0.45), and mindfulness ( d = 0.39) and coping ( d = 0.78) skills were improved. The findings offer a promising approach for special education teacher burnout and intrapersonal skills.
Generative AI is transforming education by enabling personalized learning, enhancing administrative efficiency, and fostering creative engagement. This paper explores the opportunities and challenges these tools bring to pedagogy, proposing actionable frameworks to address existing equity gaps. Ethical considerations such as algorithmic bias, data privacy, and AI role in human centric education are emphasized. The findings underscore the need for responsible AI integration that ensures accessibility, equity, and innovation in educational systems.
We introduce Edu-ConvoKit, an open-source library designed to handle pre-processing, annotation and analysis of conversation data in education. Resources for analyzing education conversation data are scarce, making the research challenging to perform and therefore hard to access. We address these challenges with Edu-ConvoKit. Edu-ConvoKit is open-source (https://github.com/stanfordnlp/edu-convokit ), pip-installable (https://pypi.org/project/edu-convokit/ ), with comprehensive documentation (https://edu-convokit.readthedocs.io/en/latest/ ). Our demo video is available at: https://youtu.be/zdcI839vAko?si=h9qlnl76ucSuXb8- . We include additional resources, such as Colab applications of Edu-ConvoKit to three diverse education datasets and a repository of Edu-ConvoKit related papers, that can be found in our GitHub repository.
Bashar Alhafni, Sowmya Vajjala, Stefano Bannò
et al.
The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.
Body color is one of the most noticeable phenotypic and economic characteristics in fish. Fish exhibit a diverse array of body color mutations influenced by factors such as artificial selection and natural mutations. Elucidating the genetic mechanisms of these color variants in fish is crucial for developing new breeds with higher ornamental value. In this study, we identified a nonsense mutation in csf1ra (c. 1249 C>T) with whole genome resequencing technology, and which may potentially contribute to the albino phenotype in Channa asiatica. The albino individuals exhibited a substantial decrease in the expression level of csf1ra compared to that of the wild individuals. To unravel the underlying mechanism of csf1ra, we delved into comparative transcriptomic and gene expression analyses. Our findings suggest that csf1ra may impact tyrosine kinase activity. Furthermore, csf1ra may not only regulate the expression levels of genes (sox9, ephb6, and wnt9) involved in melanin-based pigmentation but also influence genes (ampd3, ak1, and bco1) associated with non-melanin-based pigmentation. Our study investigated the genetic basis of the albino mutant of C. asiatica and provided new insights into the function of csf1ra in fish pigmentation.