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Online Arabic learning presents several challenges, one of which is the ineffective utilization of learning media. This study aims to describe the tendency of Arabic learners through the Dars Arabi YouTube channel video media and the relationship between the learner's propensity and the variables of gender, age, and educational background of Dars Arabi channel users. This study uses a descriptive statistical method. The sample selection was taken randomly from as many as 160 people from a population of around 17,800 YouTube channel subscribers. This study's findings indicate that the tendency of online Arabic learners is at a moderately average level. This study also shows no statistically significant difference between trends in YouTube channel users and the variables of gender, educational background, and users' age. This study's conclusion shows the importance of using YouTube media to learn Arabic with content that is fun and can be enjoyed by all groups of society in a relaxed manner.

Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students' trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students' gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.

This study examines the perception of international students regarding their satisfaction with administrative services while studying in Türkiye. Internationalization stands as a pivotal policy within Türkiye's higher education framework. In addition to the services students receive at the academic level, the quality of administrative services significantly influences overall student satisfaction. Understanding student satisfaction with public services from their application process to their departure is crucial for identifying and addressing any existing issues. In this context, a survey was conducted with 250 international students at Bartin University. The results indicated general satisfaction with administrative services among participants, with notable variations in responses based on gender, age, prior experiences with administrative issues, and the presence of close relatives or acquaintances in Türkiye. In addition, interviews revealed that the primary causes of administrative difficulties stem from language barriers, procedural complexities in documentation, and associated costs.

Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education.

This paper provides a thorough examination of the role of Artificial Intelligence (AI), particularly ChatGPT and other AI language models, in the realm of education. Drawing insights from existing literature and a novel study on educator perspectives, the paper delves into the potential advantages, ethical dilemmas, and factors shaping educators' attitudes towards AI integration in education. AI language models have the potential to revolutionize educational content creation, personalize learning experiences, and streamline assessment and feedback processes. These capabilities hold the potential to enhance teaching and learning outcomes while catering to the diverse needs of students. However, ethical concerns loom large in the adoption of AI in education. Bias in generated content is a chief concern, as it can perpetuate societal biases and lead to unfair treatment or the dissemination of inaccurate information. The solution lies in rigorous data curation to ensure equitable educational experiences for all students. Moreover, the potential for generating inappropriate or misleading content poses a significant ethical challenge, impacting students' well-being, civic understanding, and social interactions. Safeguards must be implemented to detect and rectify biased or inappropriate content, fostering inclusive and unbiased learning environments. Transparency emerges as a crucial ethical consideration. The opacity of AI models like ChatGPT makes it difficult to comprehend their decision-making processes. Enhancing model interpretability and explainability is vital for accountability and addressing embedded ethical issues. Privacy concerns related to data collection and usage are emphasized in the literature. Clear policies and guidelines must govern data collection, use, and protection, ensuring data is solely employed for educational purposes and maintaining robust data security measures. Our study expands upon these insights by exploring socio-demographic factors, motivations, and social influences affecting educators' AI adoption in higher education. These findings inform institutions on tailoring AI integration strategies, emphasizing responsible usage through training, and assessing the impact on learning outcomes. As educational institutions increasingly embrace AI, including advanced models like GPT-4, a cautious and thoughtful approach is vital. Balancing potential benefits with ethical challenges ensures that AI enhances teaching and learning while upholding fairness, equity, and accountability. In summary, this paper illuminates the potential of AI in education, accentuates ethical concerns, and highlights the significance of understanding educators' perspectives. Collaboration between educators and policymakers is essential to navigate the complexities of AI integration, ensuring that education remains a realm of equitable, efficient, and accountable learning experiences.

Volunteers are noteworthy youth development professionals in the 4-H program whose training translates into practices that promote positive outcomes among young people they serve. This study explored how contextual and programmatic factors were associated with volunteers' practices of the essential elements with youth. Programmatic influences included breadth of volunteer training, tenure in 4-H whereas gender and age were contextual factors. Results supported associations between breadth of volunteer training and the essential element of mastery; this effect was not found with other essential elements. Also, volunteers' tenure in the 4-H program moderated the relationship between breadth of training and practices promoting mastery, with stronger association between training breadth and mastery for less seasoned volunteers. Moreover, among volunteers reporting greater breadth of trainings in the past year, men reported greater levels of facilitating independence than women, an effect not found across the whole sample. Our findings suggest mastery as a relevant essential element retained in training and applied in 4-H volunteers' practice. Implications are discussed regarding volunteer training content and promotion of responsibilities for both new and seasoned volunteers, as well as consideration for possible effects of differences in gender role expectations influencing the practice of promoting certain essential elements.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

A study on the digital wisdom of primary school teachers in Penang, Malaysia was conducted with 372 participants. A research questionnaire was used to collect data, and the findings suggest that most teachers moderately practice digital wisdom in their classrooms. The study also found that digital status has a significant but weak relationship with digital wisdom, while age has a significant and moderate relationship with it. However, there is no significant relationship between school location and gender with the practice of digital wisdom. Experience has a significant and moderate relationship with digital wisdom, while education level has no relationship. Overall, the results provide insights into teachers' digital wisdom levels and how they relate to demographic profiles.

Digital technologies have become a part of everyday life, taking center stage. It has dominated people's lives and changed the way they live life. The task of protecting and raising awareness of children from the negative effects of the digital age, which especially affects the psychological, physical, social and cognitive development of children, is again on the family, school and society. For this reason, this study aims to define the concept of digital literacy for today's children by presenting a different perspective and inspiring new research to be conducted. In the study, the literature review model, one of the qualitative research methods, was used. Articles, theses, dissertations, professional publications, research and research reports on the subject were examined. In the findings section of the study, the importance of the child and the family raising him/her, the digital age and its impact on education, the importance of digital literacy in education, and the advantages and disadvantages of digital literacy are discussed. In conclusion, in order to shape the future of societies with solid foundations, it is very important to teach children digital literacy skills, which also means understanding technology and using it appropriately, in the light of customs and traditions.

The COVID-19 epidemic has impacted higher education institutions across the country by switching traditional teaching practices to online learning. The attitudes of students towards elearning are essential to research in order to determine the extent to which successful implementation of online learning. Thus, this research aims to evaluate the attitudes of Indonesian students towards e-learning throughout the pandemic. The study adopted a quantitative research approach through a survey questionnaire. The attitude of students was evaluated using the attitude scale towards e-learning. The questionnaire comprised 20 items assessing students' attitudes towards remote learning. A questionnaire was distributed to 342 (255 female and 87 male) undergraduate students who took online courses at an Indonesian state university. The statistical analyses including descriptive statistics, t-tests and one-way ANOVA were used in the present study. The results suggested that students' e-learning attitudes tend to be neutral. The ttest and ANOVA indicated that there was no statistically significant gap in students' attitudes with respect to gender, daily internet usage time or level of COVID-19. Meanwhile, age, study year and personal computer ownership exerted a statistically significant impact on e-learning attitudes. Teachers can better prepare for the adoption of online learning during COVID-19 and beyond by using the valuable insights provided by the findings.

The mental lexicon changes across the lifespan. Prior work, aggregating data among individuals of similar ages, found that the aging lexicon, represented as a network of free associations, becomes more sparse with age: degree and clustering coefficient decrease and average shortest path length increases. However, because this work is based on aggregated data, it remains to be seen whether or not individuals show a similar pattern of age-related lexical change. Here, we demonstrate how an individual-level approach can be used to reveal differences that vary systematically with age. We also directly compare this approach with an aggregate-level approach, to show how these approaches differ. Our individual-level approach follows the logic of many past approaches by comparing individual data as they are situated within population-level data. To do this, we produce a conglomerate network from population-level data and then identify how data from individuals of different ages are situated within that network. Though we find most qualitative patterns are preserved, individuals produce associates that have a higher clustering coefficient in the conglomerate network as they age. Alongside a reduction in degree, this suggests more specialized but clustered knowledge with age. Older individuals also reveal a pattern of increasing distance among the associates they produce in response to a single cue, indicating a more diverse range of associations. We demonstrate these results for three different languages: English, Spanish, and Dutch, which all show the same qualitative patterns of differences between aggregate and individual network approaches. These results reveal how individual-level approaches can be taken with aggregate data and demonstrate new insights into understanding the aging lexicon.

The presence of cyberspace in the lives of young people is such that we can no longer distinguish between online and offline spheres. They live a process of onlife development that is not always equitable in terms of gender. This paper aims to account for the online behaviour of Spanish adolescents according to gender and age, the decisions they make when constructing their virtual identity, and the effects that this has on them. A quantitative study has been carried out at a national level (N=2,076, 12-18 years old) following a non-experimental ex post facto design by means of a survey study. The results show that there are gender differences in the preference for one or other social network. A high percentage of girls make different choices when it comes to their online presence. Unlike boys, girls state that their virtual self and their behaviour significantly influence the opinion that they have of themselves and their need to feel integrated. In conclusion, the decisions that adolescents make when creating their virtual selves do not only have negative consequences derived from poor management, but are also plagued by mandates and stereotypes that determine how they should be and what they should do online; something that is especially pressing for girls.

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers' digital competence issue has come back to the forefront because of the schools' closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers' perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers' digital competence.

This study examines science, mathematics, and classroom teacher candidates' attitudes towards mistakeinstant feedback. A total of 531 undergraduate students from different universities in Türkiye participated in the study. "Mathematics and science teachers' attitude scale towards mistakes and instant feedback to mistakes" (MST-AS) was used to collect data. Data analysis was conducted using descriptive statistics, t-tests, and ANOVA tests. A statistically significant difference between the external and internal attitude dimensions, along with the departments' overall attitude scores, was found. Based on a Tukey's Post Hoc test significant differences were determined between science and mathematics teacher candidates, and between mathematics and classroom teacher candidates in their overall scores, in favour of the science and classroom teacher candidates. The differences among the attitudes of the teacher candidates according to their grade level and achievement was not statistically significant. To better understand the attitudes of teacher candidates, more in-depth or longitudinal studies can be conducted on the variables correlated with high and low attitudes.

This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.

This is a longitudinal study to investigate whether there is a correlation between the methods for completion of homework and the incentive levels with academic achievement. The method adopted in this study is the t-test statistical analysis to assess the relationship between the use of compulsory homework on achievement and the influence of intervening and moderating variables. The findings are as follows -- Cohort 1 which completed homework in the traditional pen and paper style (with a mean of 13.278) performed better than the Cohort 2 which completed homework online They also performed better than Cohort 2 which completed homework online (with a mean of 11.851). Cohort 3 that had no incentive and subsequently no compulsion to do the homework (with a mean of 11.851) performed better than Cohort 2 which completed homework online (with a mean of 9.658).

From a young age, children's math achievement is influenced by individual factors, such as math anxiety. While math anxiety has been linked to math avoidance, few studies have explored this link in young children, particularly in the context of play. Because play-based instruction is commonly used for math in early childhood classrooms, understanding the impact of math anxiety on children's engagement in math-related play may have important implications for children's early math learning. The current study examined the role of children's math anxiety in their persistence and exploration during a math toy play task. We observed wide variability in children's play behaviors, finding that children's actions during play did not relate to their math anxiety, but their talk related to math while playing with the toy did. There are also age and gender differences in math anxiety, school experience, and reasoning about the toy play task. These results suggest that math anxiety may influence certain aspects of children's engagement in math-related play, and that more research is needed to consider links between math anxiety and math avoidance in young children.

Financial constraints caused by the economic slowdown in 2020 and COVID-19 that followed, affecting the student motivation for academic achievements, are of strategic importance to the global higher education (HE) sectors. This study aims to examine the effects of financial constraints on the motivation and academic performance of students of different nationalities in the United Arab Emirates (UAE) during the pandemic. This study will help us recognize the challenges among students from different backgrounds and nationalities and develop remedial strategies with a global perspective. We used a Likert scale-based questionnaire to collect data on motivation level, and associated variables from a sample of 371 students enrolled in different colleges in the UAE. Statistical techniques such as t-test, F-test, and chi-square test were used to explore the relationship between the variables in the data. The findings of the study revealed that financial constraints during the pandemic did not significantly affect academic motivation, regardless of gender, nationality, and age. The participants expressed that they were prepared and aware of the sunk costs involved in education. However, as the financial impact of the pandemic extended beyond 2020, unemployment increased, and parents were less prepared to bear their children's education costs. This inevitably increased the responsibilities of the universities to provide financial support to deserving students.

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.

The rate of child marriage worldwide reaches 21%. Indonesia was the 37th country with the second-highest percentage of child marriages in ASEAN. Adolescent knowledge and attitudes affect behavior in child marriages. Therefore, educational media is needed to increase knowledge and form positive attitudes in adolescents related to the maturation of age marriage. This study was to determine the effect of video on the knowledge and attitudes of adolescents about the maturation of age marriage. This research used a quasi-experimental nonequivalent control group design carried out in April-October 2022. The experimental group was given treatment through an educational video and the control group using a pocketbook. High school student was the population. Sampling technique was employed, involving 120 respondents for both groups. The research instrument used was a questionnaire which has been tested. Data analysis using statistical test software. In the video group, the mean difference test results for the level of knowledge were p=0.000 and attitude was p=0.006. In the pocketbook group, the level of knowledge was p=0.003 and attitude was p=0.314. Educational video is an effective method to improve adolescents' knowledge and attitude about the maturation of age marriage. It can be used to prevent child marriage among adolescents.

Wisdom, well-being, and resilience are essential for individuals to effectively cope with life's adversities. This study aims to examine the relationship between wisdom, well-being, and resilience within a sample of 223 participants (60 males and 163 females) aged between 18 and 65 years. Moreover, gender, age, and marital status were examined in relation to the three variables. The study utilized the San Diego Wisdom Scale, the World Health Organization-5 Well-Being Index, and the Connor-Davidson Resilience Scale for data collection. Pearson correlation, t-test and Chi-square analyses were employed to analyze the obtained results. The study findings revealed a significant positive correlation between wisdom and resilience, psychological well-being and resilience, and well-being and age. No correlation was observed between wisdom and well-being and wisdom and age. Males demonstrated having higher psychological well-being, while females reported higher wisdom than males. Furthermore, compared to unmarried individuals, married ones had higher psychological well-being.

The COVID-19 pandemic caused a major crisis in numerous social spheres, especially among children, due to the closure of schools in hundreds of countries. The lockdown resulted in classes being given exclusively online, which could have led to increased participation in antisocial online behaviour such as cyberhate. This research aims to find out the impact of lockdown on cyberhate in children in Primary Education and to analyse the role of social, emotional and moral competencies as a protective factor. The study was conducted with 792 primary school pupils (Mage=10.81, SD=0.85) from Cuenca (Ecuador). A questionnaire focusing on cyberhate, social and emotional competencies, empathy, and moral emotions scales was used. A quantitative study was carried out with a longitudinal design with two data rounds of collection separated by an interval of five months. The results showed that total cyberhate and its dimensions, perpetration and propagation, increased longitudinally. Cyberhate among these participants could be predicted, after five months of lockdown, for being male, being in the highest school year, attending a state school, and obtaining low scores in moral emotions. The effects of the lockdown have highlighted the importance of face-to-face social relationships, which has exciting implications on the importance of school in developing social, emotional, and moral competencies which foster coexistence and respect for diversity.

One of the factors that emotionally affect the education-learning process is anxiety. Considering students' anxiety in teaching how to read and write, anxiety will positively contribute to effective and productive learning. This study aimed to determine the "Reading Anxiety" of primary school students. A 29-item "Reading Anxiety Scale" was developed based on the 42- item draft scale that Çeliktürk and Yamaç (2015) used in her research titled "Developing a Reading Anxiety Scale for Primary and Secondary School Students: Validity and Reliability Analysis." Çeliktürk and Yamaç permitted using the developed "Reading Anxiety Scale" in this study titled "Determination of Reading Anxiety of Primary School 4th-grade Students". Descriptive survey model was used in the study. This study was conducted with the voluntary participation of 1049 students attending the 4th grade of primary school in the central districts of Eskisehir (Odunpazari and Tepebasi). Convenience sampling determined the schools, and the data obtained were tabulated and interpreted using the SPSS program in the computer environment. The reliability coefficient of the 29-item reading anxiety scale was 0.957 (95.7%). Confirmatory Factor Analysis (CFA) was applied, and the acceptable fit of 0.90 [less than or equal to] CFI [less than or equal to] 0.95 was checked. Standardized factor loads were higher than 0.3 and at an acceptable level of fit. No significant difference was found regarding the district of the school, gender, and father's working status. However, there were significant differences in reading anxiety according to age, parents' education level, and mother's working status within the 95% confidence interval. Accordingly, it was concluded that students' age, parents' education level, and mothers' working status affect students' reading anxiety. However, no significant difference was found regarding the district of the school, gender, and fathers' working status. No significant difference was found between the reading anxiety levels of the students according to the district where the school is located, their gender and the working status of their fathers. It was determined that as the education level of the students' parents increased, the level of reading anxiety decreased. It was determined that the working status of the mothers of the students caused a significant difference between the reading anxiety levels, while the working status of the fathers did not cause a significant difference.

Training pre-service teachers has become more important with the significant changes in the utilization of educational technologies in the 21st century. That said, educators are now expected to be digitally literate, capable of accepting and using new technologies by employing skills in the use of web tools. Accordingly, this quantitatively driven research investigates pre-service English as a Foreign Language (EFL) teachers' levels of web-pedagogical content knowledge (WPACK) together with critical digital literacy (CDL) in order to address technology acceptance in teaching and learning practices. In doing so, 94 pre-service EFL teachers are recruited from the department of English Language Teaching at a state university in Türkiye during 2020-21 academic year. The results have showed that pre-service EFL teachers' levels of CDL are moderately high where their levels of WPACK are even higher, albeit with no significance regarding gender, age and personal computer ownership. To note, pedagogical implications and further recommendations are listed to better understand their technology adoption.

This article focused on uncovering the background of the youth lamenting unemployment in the presence of agribusiness employment opportunities. A phenomenological qualitative design was employed to generate in-depth information. The sample frame was formed of youth agribusiness clubs from the district agribusiness office. Purposive and snowball sampling was used to recruit participants doing different agribusinesses. Photovoice, focus group discussions, and oral interviews were used to generate data, which was analyzed using content, discourse, and thematic approaches. The data revealed that background factors such as age, educational attainment, and marital status were key factors in explaining youth unemployment in agribusiness employment opportunities. The study found that most youths in rural areas marry soon after dropping out of school, followed by taking up agriculture as a livelihood. Those youth dropping out of school before they turn 18 are considered children and enter agribusiness without the necessary skills. Systematically, they are forced to engage in agribusiness at a very young age, such as 14, in order to survive and to take on family responsibilities. The study recommended the introduction of practical agriculture in primary and secondary schools so that school dropouts at least gain agribusiness skills for self-employment, as well as deploying new ways of reducing early marriages.

This study aimed to investigate the relationship between students' adjustment to the academic learning process (academic adjustment) and motivation for learning science. The study was conducted with the participation of university students enrolled in science-related programs. A correlational research design was utilized in which data was collected through the Academic Adjustment Subscale (AAS) and the Students Motivation towards Science Learning (SMTSL) scale. Both scales were piloted before administering to data collection. The research sample comprised of 526 students selected using a simple random sampling technique, with participants providing informed consent prior to their involvement in the study. The collected data was analyzed using Pearson's r correlation and independent sample t-tests after checking normal distribution of data. Results showed a small positive correlation between students' academic adjustment and motivation for learning science. Statistically, no significant mean differences were found between male and female students, as well as between the 17-22 years and 23-27 years old student groups. These findings suggest that academic adjustment plays an important role in motivating students to learn science and vice versa. Given that the study did not find significant differences based on gender and age groups, educational institutes should provide need based individualized support and guidance to all students regardless of their gender or age.

Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program model that utilized hands-on activities with instruction by trained high school students. This study aims to understand how these curricular experiences impact the self-efficacy of student instructors as well as student learner engagement. We found that student instructors commonly have positive teaching experiences and feel more confident about teaching after each curricular experience. Student engagement during all curricular experiences was high and reflections from instructors, students, and classroom-teachers highlighted the benefits of students teaching students. Overall, this study shows support for cross-age instruction and the importance of hands-on activities in scientific education. We hope educators increase cross-age instruction and hands-on activities throughout their science classes.

The research aims to investigate the influence of integrating innovative teaching technologies on the effectiveness of the educational process and student motivation. This article employed a quantitative research design utilizing a questionnaire. The total number of participants in the study was 150 students. Participants were divided into treatment and comparison groups: teaching in the treatment group was conducted using integrated teaching methods such as video lectures, multimedia presentations, and social networks, while the comparison group was taught in a traditional format. The average grade in the treatment group increased by 9.4 points, whereas in the comparison group, using traditional teaching methods, it increased by only 2.5 points. The level of student motivation in the treatment group was higher compared to the comparison group: 3.9 points and 3.0 points, respectively. These results indicate the positive influence of integrating teaching methods on academic performance and student motivation compared to traditional methods.

Introduction: In a globalized world, it becomes increasingly relevant to study people's levels of intercultural sensitivity, understood as the ability to know, appreciate and interact effectively with people from different cultures, particularly in cosmopolitan cities like Madrid. The study had three aims: first, to analyze the relationships between the different levels of interculturality sensitivity with sociodemographic variables, such as age, educational level and gender. Secondly, it is proposed to study the relationships between intercultural sensitivity, critical thinking and the use of technology in education. Finally, we analyze whether levels of intercultural sensitivity affect cyberbullying. Method: We worked with a non-probabilistic sample of 835 participants who live in the city of Madrid, aged between 18 and 65 years old (M = 40.85; SD = 14.01) and 55.2% of the participants identified as woman. Results: The main results indicated that there are differences between the dimensions of intercultural sensitivity, the educational level of the participants, gender and age. The higher the educational level, the greater intercultural sensitivity, also women presented higher levels compared to men and at a younger age, lower levels of intercultural sensitivity. Likewise, the dimensions of intercultural sensitivity were significantly and positively related to the levels of critical thinking of the participants and the use of technology in the educational field, that is, the greater the critical thinking and agreement with the use of technology, the greater the levels of intercultural sensitivity. Finally, significant differences were observed with respect to cyberbullying. That is, people who did not experience cyberbullying have higher levels of intercultural sensitivity compared to those who did. Discussion and Conclusion: This study provides crucial initial insights for future research, demonstrating that enhanced intercultural sensitivity is linked to higher education, female gender, and younger age, and positively correlates with critical thinking and technology use in education. Notably, it also suggests a significant relationship between high intercultural sensitivity and reduced cyberbullying. The scope and limitations of the study are discussed, as well as the relationships with other psychosocial variables.

Introduction: The study aims to investigate the perceived paternal attitudes of children aged between 9 and 17 years in relation to some variables such as child's gender, child's age, the number of siblings, father's working status, and father's level of education. Methods: The study used a survey design. The sample group consisted of 424 children aged between 9 and 17 years, including 233 girls and 191 boys. The data were collected using the Child Raising Styles Scale developed by Sümer and Güngör (1999), and a General Information Form. The data were analyzed using SPSS software. An independent samples t-test and one-way analysis of variance (ANOVA) were used to test whether there is a single significant difference in the dataset. The Scheffe test was used to determine the groups that caused the significant difference. Results: The level of significance was set at p<0.05 in all statistical analyses. There was no significant difference in father's acceptance/attention in terms of child's gender and the number of siblings, while a significant difference was found in terms of child's age, father's working status, and father's level of education. There was no significant difference in children's perceived paternal attitudes according to child's gender, child's age, number of siblings, father's working status, and father's level of education in the supervision/control dimension. On the other hand, there was a significant difference according to child's age, child's gender, number of siblings, father's working status, and father's level of education in the acceptance/attention dimension. Discussion: Taken together, the research results showed that fathers' child-raising attitudes vary. Some results are consistent with earlier studies, and some are contrast to earlier studies. A possible explanation for this might be factors such as place, time, sample, changes in parental attitudes, and socio-cultural changes. Limitations: The sample consisted of 424 children aged between 9 and 17 years including 233 girls and 191 boys. Conclusions: Parents' attitudes and behaviours in raising their children are different. These differences may result from parents' expectations of their children, parents' enjoyment of the parenting role, the number of children, children's birth order, children's gender, children's personality traits, parents' personality traits, and the interaction that parents had with their parents in their childhood. These factors have an impact on parents' attitudes and behaviours and determine the form and quality of the relationship between the mother, father, and child.

This paper aims to understand the potential factors influencing the accessibility of early childhood education (ECE) in Bangladesh. Utilising data from the Multiple Indicator Cluster Survey (MICS) 2019, this study explored the influence of individual, household, socio-economic as well as geographical variables on ECE enrollment. It employed a comprehensive approach, which involved using descriptive statistics for univariate analysis, chi-square and t-statistics for bivariate analysis, and the logit model for multivariate analysis. The findings revealed that a child's likelihood of attending an ECE program increases with their age, while those with functional difficulties and larger household sizes exhibit lower odds of attendance. Children with mothers possessing higher education levels demonstrated increased odds of ECE enrollment. Wealthy households and urban or Mymensingh division residency were associated with higher odds of ECE enrollment, while Barishal, Rajshahi, and Sylhet divisions indicated lower odds. To enhance ECE accessibility, the study recommends implementing a roadmap for ensuring universal early childcare and early education with an emphasis on socioeconomically underprivileged children, particularly in rural areas. Proposed strategies may include providing financial assistance to poor households and fostering public--private partnerships for ECE provision in remote regions like Barishal, Rangpur, Rajshahi, and Sylhet divisions. Moreover, it is crucial to make parents and communities aware about the significance of ECE in order to make sure that children ages 3-5 years are involved in ECE programs.

In this article, we explore the drivers of students' success in a first-year university statistics course. Using a unique sample from Westminster International University in Tashkent, we discover that student engagement with their studies is reflected in their class attendance and in the use of online resources, which continue to play an important role in their academic performance. Moreover, we discovered that socio-demographic factors such as age, gender, marital status, employment, and language of instruction of prior schooling are significant in explaining student academic outcomes. These factors have important policy implications for both the university and the broader national level.

The interplay between facial age and facial identity is evident from several scenarios experienced in daily life, such as when recognising a face several decades after the last exposure. However, the link between age and identity processing, and how age perception abilities might diverge in individuals with different face processing abilities, has scarcely been considered. Furthermore, the approach used to test age perception ability may also influence outcome, but the effect of different paradigms on performance is not yet known. Across three studies, we compare super-recognisers (SRs), people with developmental prosopagnosia (DPs), and a group of neurotypical controls, on three age perception paradigms. There were no differences on the numeric age estimation task (i.e. providing precise age estimates for a series of faces; Study 1), and numeric age estimation task with added noise-distortion to stimuli (Study 2). However, SRs were more accurate when instructed to classify ambient faces as either over- or under- the age of 18 compared to both DPs and controls (Study 3). Thus, there may be nuanced differences in age processing which can be tapped into using separate paradigms; however, given that the difference is only with SRs it remains unclear to what extent these are linked to facial identity processing.

Purpose: This study aims to investigate the levels of the sense of community among students enrolled in online student communities at Anadolu University Open Education System (OES), as well as their motivations for joining these communities and their expectations. Design/methodology/approach: An explanatory sequential design incorporating mixed research methods was employed as the research framework for this study. Quantitative data were collected from 1,065 students enrolled in online student communities during the 2021-2022 academic year, while qualitative data were obtained from 14 students after the survey using an extreme case sampling method. The quantitative data were analyzed using descriptive statistics, independent samples t-tests, one-way analysis of variance tests, correlation analysis and regression analysis. The qualitative data were analyzed using content analysis. Findings: The study results indicate that students enrolled in online student communities generally have higher levels of a sense of community. These levels did not significantly differ based on gender, employment status, entry type to the university, program studied or membership status in more than one community. However, significant differences were observed in terms of age, time spent in communities and meeting attendance. Additionally, students' perceptions of social presence had a significant effect on their sense of community. Originality/value: This study is the first to investigate the sense of community in online student communities at Anadolu University's OES.

International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support. Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.

The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning difficulties in Greece is also examined. In this article, we refer to first language and foreign language(s) acquisition and focus on the situation in Greece, where the first foreign language taught in schools is English and the second foreign language is either German or French. Furthermore, we examine the mechanisms of (second) foreign language acquisition as well as the factors that influence this process. Additionally, we consider the appropriate time to start learning a foreign language, as well as various reading and spelling difficulties that the learners with dyslexia face during this process. A very dominant factor that influences learners with dyslexia and causes difficulties in reading and spelling is the phonological awareness (phonemic awareness and syllable awareness). Due to the cross-linguistic transfer of this skill, we mention ways to improve phonological awareness skills in the first language and in the foreign language(s).

The aim of this study was to examine the cyberloafing behaviors of middle school students during the lesson or while studying. Within the scope of this aim, cyberloafing levels of middle school students were examined by comparing them with the web platforms they use. For this research; which was modelled with explanatory sequential mixed pattern, one of the mixed methods, 355 middle school students were selected through the convenient sampling method that is one of the purposive sampling methods. 24 students were interviewed for the qualitative part of the study. Quantitative data were collected via Personal Information Form, Cyberloafing Activities Scale; and qualitative data were collected via Semi-Structured Interview Form. The data were analyzed using SPSS 22.0 program and content analysis. When the findings were examined, it was observed that the cyberloafing levels of middle school students were low. However, it was determined that students perform moderate cyberloafing in the "accessing content" and "sharing" sub-dimensions within the scope of the sub-dimensions of cyberloafing. It was observed that the cyberloafing behaviors of the students vary significantly in terms of their age, gender, and grade level. It was observed that middle school students mostly watch videos, listen to music, download applications, texting friends, etc., and perform cyberloafing on music websites, TV series websites, movie websites, YouTube, Instagram, and social media. In order to decrease the cyberloafing behaviors of middle school students, various suggestions were made, including the cooperation of parents and teachers.

The successful completion of a module measures student performance at tertiary institutions through ascertaining predetermined pass percentages. The lack of conceptualization of content by a student, may affect the students' academic achievement. This paper aimed to investigate students' perceptions on the factors that may impact Cost Accounting students' performance and determine if these factors have a significant association with a student's performance. The independent variables identified were attendance, age, gender, grade 12 results and language, whilst the dependent variable was academic performance in the Cost Accounting module. Using a sample of 180students registered for Cost Accounting II in their second year of study, the data collected from the questionnaires were analyzed with descriptive and inferential statistics. The study found that student attendance has a positive impact on student performance in the module. The findings of this study may be useful to higher education institutions and academics as it highlights the factors that influence students' academic achievement.