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OBJECTIVES: Research has indicated that physician assistant (PA) students use social media in their medical education; however, research is scant on whether PA students use social media unprofessionally. This study aimed to determine if PA students badmouth others or post pictures or comments depicting substance use and whether a relationship exists between personality and unprofessional posts. METHODS: PA Program Directors were emailed and asked to disseminate an anonymous survey to their students. The survey included descriptive questions, questions regarding badmouthing and substance use posts, and the Mini-International Personality Item Pool. Data analysis included descriptive statistics, Spearman's correlation coefficient, and Mann–Whitney U with p <.05 indicating significance. RESULTS: Recruitment resulted in n = 497 participants. Clinical year students made significantly more alcohol-related posts than didactic students (p =.01) and were significantly less conscientious (p ≤.01). Didactic students badmouthed professors significantly more than clinical year students (p <.05). Females made significantly more alcohol-related posts (p ≤.01); however, males badmouthed friends more (p =.02). A statistically significant relationship was identified between extraversion and all types of badmouthing (p <.05), alcohol-related (p <.001), and recreational drug (p =.02) posts, and between neuroticism and badmouthing professors (p =.02); conversely there was a significant negative correlation between conscientiousness and badmouthing professors (p =.01). CONCLUSION: Medical educational programs should address professionalism concerning social media with a program policy to encourage a professional and ethical digital profile. [ABSTRACT FROM AUTHOR]

The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment. [ABSTRACT FROM AUTHOR]

This study used scoping review as an approach to examine and determine the extent of studies undertaken in civic engagement roles of libraries and librarians in times of rapid growth of information disorders in the social media environment. The research identified concepts, and methods by providing a systematic examination of academic and scientific literature published in the field. The scoping review was prepared based on Joanna Briggs Institute Manual for Evidence Synthesis. After careful synthesis, a total of 22 documents were analyzed, and found that most research done in this area apply qualitative methods. The main concepts captured revolve around democracy, public sphere, civic engagement, and critical literacy. It is hoped that this scoping review provides a background understanding of the related concepts that appeared in this study. This study helps Library and Information Science (LIS) educators and librarians to discuss and collaborate in strengthening the practice of critical and information literacy. [ABSTRACT FROM AUTHOR]

Rates of obesity continue to rise in the United States and across the globe. Obesity is a risk factor for developing insulin resistance, type 2 diabetes, and cardiovascular disease. For clinicians, other health care providers, and educators, providing patients with accurate and meaningful information about obesity, including lifestyle (diet and exercise) interventions and symptom monitoring, is challenging because of infrequent contact, methods of communication, a lack of effective patient education resources, and inefficient patient feedback methods. Evidence suggests that significantly more patients are now getting their health care information online from general medical websites, disease-specific network communities, and social media. Thus, harnessing the power of technologies, including personal computers and smartphones, with attention to social media may equip health care providers with methods to serve their patients better by addressing challenges, improving indirect patient contact, and enhancing health outcomes. This article aims to provide an overview of technology with a focus on social media use in obesity education and outreach. Practical information is provided related to creating content, delivering content, and managing the social media space for the novice creator. [ABSTRACT FROM AUTHOR]

The article is dedicated to ways of dealing with shame in the context of sex education on the social media platform TikTok. For this purpose, a video of a far-reaching sex education channel on the topic of female ejaculation/squirting is reconstructed with the method of objective hermeneutics. As a structural moment, the ambiguity of the sexual educator's self-presentation is worked out, which appears inconspicuous and conspicuous, personal and impersonal, infantile and adult, playful and serious, professional and unprofessional as well as scientific and unscientific. In dealing with sexual shame, a specific relationship between thematization and dethematization can be reconstructed. The de-shaming of female ejaculation or squirting is achieved, among other things, through reference to statistical normality, the provision of scientific language and a simplified differentiation from urine. At the same time ejaculation/squirting remains framed as a rather passive event, which undermines the intended valorization as potency. In addition, behind themanifest relief, the motif of a latent compulsion for freedom from shame was revealed. [ABSTRACT FROM AUTHOR]

In the context of seeking to employ technology in the educational process and finding technical solutions to develop reading and writing skills and attitudes, This study aimed to reveal the impact of the use of WhatsApp in the eleventh grade in Muscat province while performing educational activities in the Al-Mu'nis course (one of the Arabic language courses) by explaining the impact of this application on the development of variables (reading skills - writing skills) and trends towards the use of WhatsApp in the development of reading and writing skills. The researcher used the semi-experimental method and the design of the two experimental and control groups (pretest and posttest) to verify the validity of the research assumptions. The researcher divided the research sampling into two control and experimental groups, each consisting of (58) students, where educational activities were performed in accordance with the electronic method through the WhatsApp group with students of the experimental group while educational activities were performed with the control group in accordance with the traditional method. The researcher employed the research tools before and after the two groups, which consisted of a tool (literacy skills test) which is from a department specialized in reading skills and a section specialized in writing skills and a tool (measure of directions) which is three dimensions (cognitive dimension - behavioral dimension - and emotional dimension). The results revealed statistically significant differences in favor of the students of the experimental group in the results of the reading and writing skills, and the existence of statistically significant differences in favor of the experimental group in the results of the trend scale. [ABSTRACT FROM AUTHOR]

Nowadays, students have become inseparable from smartphones. A smartphone’s purpose should primarily be to serve as an educational tool. However, it is discovered that its primary application is for social media, which can lead to addiction to smartphones. Effective self-regulation can serve as a firm foundation for individuals to utilize a smartphone in a disciplined and appropriate manner. This study aimed to empirically investigate the impact of self-regulation on the propensity of students to develop smartphone addiction. This study employed a quantitative methodology, namely simple linear regression analysis. The sampling technique employed was purposive sampling, with a total sample size of 155 students. The measurement method used a smartphone addiction tendency scale (α = 0.849) and a self-regulation scale (α = 0.861). The findings of this study indicate that self-regulation has a significant impact on the propensity to develop smartphone addiction (β = -0.263; p<0.05). As a result, self-regulation has the potential to mitigate the inclination towards smartphone addiction. The provided funding can be utilized as empirical evidence for assessing the impact of self-regulation on the susceptibility to smartphone addiction [ABSTRACT FROM AUTHOR]

The article discusses the use of social media in anaesthesia education. It explains that social media platforms, such as Facebook, Twitter, WhatsApp, blogs, wikis, and YouTube, have become popular tools for learning and collaboration in the medical field. These platforms offer advantages such as easy accessibility to learning resources, global outreach, collaboration and networking opportunities, and increased visibility for journals. However, there are concerns about the reliability of information, privacy issues, and the potential for distractions. The article suggests that while social media can be a valuable educational tool, more research is needed to determine its impact on educational outcomes and its alignment with educational theory. [Extracted from the article]

The possession of certain psychosocial characteristics can offer performance advantages in a range of domains. However, integrating a program to support the development of psychosocial characteristics is a lengthy process and involves context-specific knowledge and effective working relationships with stakeholders. The aim of this article is to present a real-life example of the design, delivery, and implementation of a theoretically informed psychosocial development program for players within an academy soccer setting to include player workshops, coach delivery, and ways to influence the environment. This multifaceted approach included formal and informal meetings, observations, coach education, and social media groups. Initial reflections suggested workshops are an effective method to "teach" some of the aspects within the program. Integrating coaches throughout design and implementation is recommended. Key stakeholders should consider investing time in education for coaches to develop strategies to foster psychosocial development in their players. Limitations and future recommendations are discussed. [ABSTRACT FROM AUTHOR]

OBJECTIVES: The objective of this article is to describe the design and implementation of a multimodal, student-driven, sex- and gender-based women's health (SGBWH) elective with a curricular focus on patient and legislative advocacy. In this single arm, pre/post design, interventional study, we detail and evaluate the use of social media, newsletters, and round-table discussions in conjunction with a traditional lecture-based educational format to engage medical students in a virtual learning environment. METHODS: We developed a 22-week SGBWH curriculum for pre-clinical and clinical medical students, which included a series of lectures on multi-specialty and gender-inclusive topics related to SGBWH, small group discussions with community leaders and legislators involved in women's health advocacy, and other self-directed resources such as social media, a website, and digital newsletters. Students were surveyed before and after completing the curriculum to assess for increases in self-reported confidence in advocating for their female and gender minority patients. RESULTS AND CONCLUSION: One hundred and one students completed the anonymous pre- and post-elective surveys. There was statistically significant improvement in 8 of the 12 self-reported confidence measures. Eight (8%) participants identified their sex as male. Fifty-five (55%) participants stated future interest in primary care specialties (Internal Medicine, Family Medicine, Obstetrics and Gynecology, and Pediatrics). Our curriculum improved medical students' self-reported confidence in advocating for their female and gender minority patients when controlling for sex and specialty interest of participants. The success of our multimodal approach demonstrates the value in incorporating resources such as social media as tools for education and advocacy in the evolving landscape of medical education. [ABSTRACT FROM AUTHOR]

Social media and social media education has permeated fashion merchandising programmes. At the same time, social media influencers have become an essential marketing and advertising strategy for fashion brands to reach consumers. Traditional educational models, such as classroom lectures and textbooks help expose students to theoretical learning outcomes, but they can lack real-world applications, problem-solving, and self-reflection. Therefore, this paper introduces an experiential learning project that provides students real-world applications regarding social media influencer marketing as 'lived experiences'. Specifically, the project provided students with an opportunity to become an Instagram influencer by creating unique and engaging content for cotton fibres and textiles. An experiential learning model was used as the framework for this project and assisted in the creation of a student competition. Through the project's four-stage process, students demonstrated positive learning outcomes, skills, and knowledge relevant to social media, social media influencers, and fashion marketing. [ABSTRACT FROM AUTHOR]

This article investigates the reasons that trigger students to access social media, the challenges faced and what needs to be done to ensure that Higher Education Institutions (HEIs) can adopt the use of social media in learning. This study uses a narrative cross-sectional survey conducted using qualitative data collection techniques based on interviews with students and lecturers from Makerere University. Results suggest that students access social media to get updates around the world, carry out research, entertainment, carry out business, peer pressure, keep up with friends and avoid bad habits. Also, our study identified challenges such as unnecessary information, expensive data, delays in giving feedback, limited skills, slow internet connections, miss conduct of users, inability to own gadgets and negative attitude hindering effective adoption of social media for learning. Results further suggest various measures on how social media can be integrated in learning. This study indicates that more research is needed into the methods and implications of increased social media learning in Uganda. [ABSTRACT FROM AUTHOR]

TikTok offers a fresh opportunity for teachers to engage with the digital zeitgeist of upcoming student cohorts. TikTok design Both underlying pedagogical principles and features of successful pre-existing educational content on the platform can inform TikTok design. [Extracted from the article]

Background: Stroke is a major global health problem and was the second leading cause of death worldwide in 2020. However, the lack of public stroke awareness especially in low- and middle-income countries (LMICs) such as Nepal severely hinders the effective provision of stroke care. Efficient and cost-effective strategies to raise stroke awareness in LMICs are still lacking. This study aims to (a) explore the feasibility of a social media-based stroke awareness campaign in Nepal using a cost-benefit analysis and (b) identify best practices for social media health education campaigns. Methods: We performed a stroke awareness campaign over a period of 6 months as part of a Stroke Project in Nepal on four social media platforms (Facebook, Instagram, Twitter, TikTok) with organic traffic and paid advertisements. Adapted material based on the World Stroke Day Campaign and specifically created videos for TikTok were used. Performance of the campaign was analyzed with established quantitative social media metrics (impressions, reach, engagement, costs). Results: Campaign posts were displayed 7.5 million times to users in Nepal. 2.5 million individual social media users in Nepal were exposed to the campaign on average three times, which equals 8.6% of Nepal's total population. Of those, 250,000 users actively engaged with the posts. Paid advertisement on Facebook and Instagram proved to be more effective in terms of reach and cost than organic traffic. The total campaign cost was low with a "Cost to reach 1,000 users" of 0.24 EUR and a "Cost Per Click" of 0.01 EUR. Discussion: Social media-based campaigns using paid advertisement provide a feasible and, compared to classical mass medias, a very cost-effective approach to inform large parts of the population about stroke awareness in LMICs. Future research needs to further analyze the impact of social media campaigns on stroke knowledge. [ABSTRACT FROM AUTHOR]

The article discusses the increasing use of social media among youth and its implications for English teaching and learning, highlighting the potential for social media to enhance the English language arts (ELA) curriculum. It focuses on the digital activist literacies of Black, Indigenous, and People of Color (BIPOC) teens and how these literacies contribute to the development of critical consciousness. Culturally digitized pedagogy (CDP) is introduced as a model to support teachers.

They argue that these concepts are "blurred and intertwined, meshing the physical and digital realms [...], as they inform, shape, overlap and relate to one another."[8] Thus, an art space is anywhere an audience can encounter art, ranging from indoor museums to outdoor street art to online on Instagram. This book is an outstanding contribution to research on the digital future of art and art spaces and a resource for anyone interested in studying social media and visual culture. Social media has transformed the ways that people encounter and experience art.[1] Users from around the world engage with images on networking platforms, whether they intend to or not, and develop visual literacy skills in the process.[2] Social media has also changed the way that people engage with artwork in the museum setting and from home.[3] To take a case in point, it is now common to see visitors taking pictures with their cellphones in museums.[4] Moreover, the closure of museums during the COVID-19 pandemic has led to museum educators using these platforms to continue sharing collections with visitors off-site. [Extracted from the article]

Accordingly, our investigation sought to evaluate gender bias among YouTube videos concerning prevalent ophthalmic conditions by analysing linguistic patterns in the context of speaker characteristics. Relative to other conditions, keratoconus videos had a greater percentage of positive tone words, whereas refractive error videos had the lowest percentage of negative tone words. Gender bias in YouTube videos describing common urology conditions. [Extracted from the article]

The article focuses on the need to disrupt the ubiquitous presence of social media in higher education and its impact on student learning, institutional branding, and digital identities. Topics discussed include the tensions between the merits and limitations of social media in higher education, the challenges and potential threats associated with its use, and a proposed framework for conducting an annual social media audit to enhance its effectiveness in supporting institutional goals.

The article explores the impact of the 2020 elections on education in North Carolina, highlighting the sustained attack on the state's public school system since 2010.It mentions the neoliberal project and its connection to tax cuts that eroded education funding. It also discusses the role of teacher activism, particularly in the digital realm, in challenging these trends.

User-generated content on social media platforms has reached big data levels. Sentiment analysis of this data provides opportunities to gain valuable insights into any domain. However, analyzing real-world data may confront the challenge of class imbalance, which can adversely affect the generalization ability of models due to majority class overfitting. Therefore, having an efficient model that manages any scenario of imbalanced data is practically needed. In this light, this work proposes different models based on studying the impact of data quality and transfer learning through pre-trained embeddings on boosting minority class detection. The proposed models are tested on imbalanced datasets related to social media and education. The experimental results highlight the effectiveness of Wor2vec, Glove, and Fasttext embeddings with preprocessed data. In contrast, BERT embeddings present better results with no-preprocessed data. Furthermore, in comparison with other methods, the best-performing model resulting from this study shows outperformance with notable improvements. [ABSTRACT FROM AUTHOR]

The seemingly limitless amount of false information online, especially about important political and current events, has become an increasingly sizable problem for the health of democratic governance around the world, most especially in the realm of social media. Misinformation online now has significant tangible real-world impacts, with libraries being the best situated social institution to help prepare all users to identify misinformation and navigate through the online environments in which it lives. This article proposes the idea of lifelong information literacy—the teaching and reinforcing information literacy to all users at every opportunity. The constantly changing nature of misinformation online merits treating information literacy education as a continual process for all libraries. To maintain their long-cherished and hard-earned role as arsenals of democracy, libraries need to consider how to become arsenals of lifelong information literacy. [ABSTRACT FROM AUTHOR]

Library websites are potentially important resources for parents and caregivers seeking guidance information regarding children's screen media use. This article analyzes a representative sample of 500 US public library websites to determine the discursive construction of children's use of screen media and the role of public libraries in providing guidance information. Descriptive analysis determined the presence of guidance information, qualitative thematic analysis examined the text identified as mediated information, and multimodal theory explored the communicative functions of the information. Forty-four sites (8.8%) contained guidance information, whereas 11 sites (2.2%) provided mediated information. Sites with mediated information position library staff as content curators as opposed to active media mentors. The information provided discursively constructs all media as internet-connected and risky while also positioning children as naive and unskilled. These connected constructions underestimate children's capacities, ignore beneficial and nuanced uses of screen media, and reinforce existing biases and hierarchies about "good parenting." [ABSTRACT FROM AUTHOR]

There is an abundance of scholarship documenting educators' uses of for-profit social media platforms for professional learning, but little is known about how inauthentic accounts affect those experiences. We studied 83 state-sponsored accounts' interactions with the teacher-focused #Edchat hashtag by analyzing their profiles, profiles of accounts they retweeted, and tweets they shared. We found no patterns of overt state interference in #Edchat; however, state-sponsored accounts amplified other inauthentic accounts, such as those focused on commercial, spam, and self-promoting #Edchat messages. Most state accounts used formulaic methods to create relatable account profiles that may go unnoticed by educators using the hashtag. These findings raise questions for educators and researchers about disinformation, anonymity, attention-seeking, and information glut in social media environments polluted by inauthentic amplification. [ABSTRACT FROM AUTHOR]

Used by nearly 60 % of the world's population, social media are highly interactive websites ("platforms") today widely used also by researchers. This perspective aims at identifying the main benefits of social media utilization by chemistry scholars with respect to the three main dimensions (research, education and societal service) of scholarly activity. The main risks arising from the use of social media, as we suggest in the conclusions, must be managed and new education on their purposeful utilization should be planned and delivered [ABSTRACT FROM AUTHOR]

Clinical experts are embracing the use of social media platforms for medical education, outreach, data sharing, and content dissemination within the medical community. In this interview, Dr. Khoi Than, a specialist in minimally invasive spinal surgery explains his role as a content creator and curator on social media platforms and describes how he uses surgical videos and opinion polls to educate and explore decision making behind surgical interventions. Dr. Than shares neurosurgery and spinal surgery techniques in the USA and internationally with trainees using interactivity and images to engage his followers. He believes that the ability to share operative techniques and research findings widely and instantly at the click of a button offers substantial benefits for patients. In this interview, Dr. Than reflects on how he engages with peers, students, and patients, how digital opinion leaders are making research more accessible, how social media has affected virtual conferences, and what advantages digital opinion leaders have over traditional key opinion leaders. [ABSTRACT FROM AUTHOR]

In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K‐12 education to become intellectually independent. That is that science education can produce individuals capable of evaluating scientific evidence and arguments critically for themselves. This belief is what underlies many of the conceptions of scientific literacy and is the basis of the rationale that is used to sustain and justify what is offered in nearly all countries across the globe. The second is the belief that the science that students will encounter will have been filtered such that it can be trusted. Nothing today could be further from the truth. Today, misinformation abounds and much of it purports to be scientific. Very few conceptions of scientific literacy have considered how students can be prepared to evaluate the claims that abound on social media. Current conceptions of "scientific literacy," we argue, are failing to articulate the competencies and knowledge required in today's changed context. In what follows, we lay out our arguments for why it is time to rethink the conception of scientific literacy by considering what it requires to be a competent outsider to science. Then drawing on our recent report, we lay out what might be done within science education to address the specific phenomenon of misinformation. [ABSTRACT FROM AUTHOR]

INTRODUCTION: @MondayNightIBD provides weekly continuing medical education (CME) activities focused on inflammatory bowel diseases to clinicians on Twitter. Given its novelty, we assessed whether @MondayNightIBD improves learner knowledge and leads to practice change. We also examined whether inflammatory bowel disease topics addressed in @MondayNightIBD are aligned with entrustable professional activities (EPA) set forth by national gastroenterology societies. METHODS: @MondayNightIBD CME sessions from February 2020 (date the handle was accredited to provide CME) to May 2021 were analyzed. Preactivity and postactivity knowledge was assessed for average score improvement using the Student t test and Cohen d effect size. Postactivity surveys examined for learners' perceptions of whether activitiesmet educational goals and affected willingness to change clinical practice using descriptive percentages. In addition, activities fromApril2019(date of@MondayNightIBD inception) to May 2021 were assessed for whether they address EPA set forth by national gastroenterology societies. RESULTS: Learners' knowledge improved after @MondayNightIBD activities with average preactivity correct answers of 58% to a postactivity average of 79% (P < 0.001). Greater than 95% of learners found that activities met learning objectives and enhanced knowledge. A total of 92% of learners were committed to practice change because of their@MondayNightIBD participation. Finally, 78% of EPA set forth by a national gastroenterology society have been covered by @MondayNightIBD since its inception. DISCUSSION: @MondayNightIBD is a Twitter-based CME activities platform for gastroenterologists and other clinicians that is embraced by learners, improves knowledge, and encourages practice change. Topics covered during@MondayNightIBD are aligned with EPA set forth by national gastroenterology societies. @MondayNightIBD is a successful model of social media medical education and a novel approach to effectively provide evidence-based CME. [ABSTRACT FROM AUTHOR]

Social Media has become a revolution. More than half of the world's population use social media. Covid 19 pandemic increased the use of social media for medical education. Different online platforms using Web 2.0 technology has come up with innovative ideas for medical education. An enhanced online presence has the potential to make positive contributions to professional development, education and collaborations, potentially opening doors to academic opportunities. Journal clubs have evolved from traditional classroom based to online platforms such as twitter. Tutorials have become tweetorials. Academic achievements from impact factor-based publication have now become alternative metrics score (Altmetrics). Here, in this article we discuss different aspect of social media to enhance education, research and clinical practice in modern medicine. [ABSTRACT FROM AUTHOR]

Despite the widespread use of modern social media, relatively less is known about the impact of social media on the acculturation processes of international students in China and their engagement in school activities. Accordingly, this research intends to assess the influence of social media usage while answering questions such as how using social media can improve international students' acculturation process from both psychological/mental and behavioural standpoints, as well as whether international students' acculturation promotes students' engagement in school activities, among other questions. The role of self-identification in mediating the connection between social media usage and international students' acculturation is also investigated. Primary data were gathered from 354 international students studying at various universities around China. The results show that international students use of social media improves their acculturation process and engagement in school activities through information sharing, establishing contacts, and entertainment. The study's limitations and future directions are also highlighted. [ABSTRACT FROM AUTHOR]

One of the major communication paradigms for corporations and organizations consists of understanding which is the best format in which to communicate, and the effect that each type of content has on the different generations that coexist in the digital ecosystem. Tourism is one of the industry's most sensitive to this ecosystem, as, nowadays, all stages of the travel decision process are mainly processed digitally. Products are researched, disseminated, and often acquired on digital platforms. This paper uses social media to analyze the online behavior of potential tourists from different generations when searching for commercial and detailed information concerning tourism products. A survey was prepared based on the experience economy theory and disseminated online through social networks. A Social Networks User Experience model, SNUX 2.0, was proposed to analyze the experiences of users from different generations, associated with the use of social networks as a medium through which to find information about tourism products and services. Structural equation modeling using SmartPLS 3.0 was used to analyze the proposed model. The study concluded that social networks can contribute to influencing the purchasing intent of the different generations, mainly when commercial information has an educational nature for all generations, accompanied by different dimensions depending on the consumer's generation. [ABSTRACT FROM AUTHOR]

Improving the digital citizenship of secondary vocational students is critical for cultivating vocational talents in education. It is an inevitable requirement for modernizing vocational education. Focusing on social media competence, this study explores possible ways to improve the digital citizenship of secondary vocational students. A total of 469 secondary vocational students in Wuhan city, Hubei province, were investigated using questionnaires. The data analysis shows that the four dimensions of social media competence (technical use, content interpretation, content generation, and anticipatory reflection) significantly predict digital citizenship. On this basis, we propose four paths for improving the digital citizenship of secondary vocational students: creating a suitable environment for secondary vocational students to apply their skills in information technology; enhancing the ability of secondary vocational students to discriminate about information on the Internet; improving students' interpersonal communication ability when dealing with technical support; building an early warning system for secondary vocational students' behavioral perception. [ABSTRACT FROM AUTHOR]

Educators consider the development of problem-solving skills in learners to be a primary goal of contemporary teaching and learning efforts. Yet, participating in problem-centered instruction is challenging for learners, and educators have sought different ways of supporting learners as they make sense of complex content. Social media applications are readily available for use by educators, which in turn provides many opportunities for these tools to support teaching and learning activities. While social media affordances offer educators exciting opportunities to support learners in authentic problem-solving contexts, these tools do not come without challenges, and little research has considered how such tools can specifically facilitate the development of learners' problem-solving abilities. The purpose of this paper is to identify prominent educational affordances of social media and to explore how these identified affordances have the potential to support ill-structured problem-solving activities. This paper offers researchers and educators new directions for facilitating problem-centered learning when using social media. [ABSTRACT FROM AUTHOR]

Over the past fifteen years, social media has become a central part of nearly all aspects of society, including the broad field of healthcare. Over the past two years, I (the author) have created a social media platform on which I have produced video content that educates and entertains about numerous issues in healthcare and medicine. These videos have gained popularity, enabling me to develop a following of over 1 million people. With this social media platform, I have been able to educate both patients and medical trainees, dispel medical misinformation, and display a more human side of physicians in order to help patients and other healthcare workers gain a new, positive perspective on healthcare. Since users of social media typically have a limited attention span, education using social media can be challenging, though it can also be empowering since its reach can be far more extensive than what physicians typically experience in a clinical setting. Since the growing presence of social media can no longer be ignored by physicians and other healthcare professionals, it is imperative that it is understood as the powerful tool that it is for patient education and wellness. [ABSTRACT FROM AUTHOR]

In addition to its use as an effective means of communication, the versatility of social media—probably the most salient technological development of recent times—has gradually increased its popularity over the years. But while it has been instrumental in the emergence of numerous new cultures, the use of social media has also posed a number of threats to individuals, societies, countries, and the world as a whole. It has been revealed through various literature reviews that no specific research has been done before on social media regarding its ability to simultaneously create new cultures and new threats. Therefore, the current research was conducted among university-level students in Bangladesh keeping this issue in mind. The study was designed in light of an appropriate theoretical framework, and as part of the quantitative method, an online survey was carried out to collect data from 217 university students who are studying at different public and private universities in the country. Besides, case studies were administered to 20 students for in-depth understanding. Findings uncovered that most romantic relationships formed through social media are problematic and many people have had bad experiences with such relationships. Most participants are victims of cyberstalking and varied forms of harassment and social stigma. In spite of being an epoch-making medium for education, its use is also responsible for the poor academic performance of many students, and despite its emergence as a new platform for journalism, social media has boosted yellow journalism as well. While its use in product marketing has grown exponentially and shown considerable positive impact, consumer fraud has also become common. Furthermore, although the number of social media entrepreneurs is constantly increasing and many are succeeding, the number of failures is not insignificant. It is evident from the research that the negative impact of social media use is expanding day by day in new directions, and it is urgent to ensure its proper use for the greater good. [ABSTRACT FROM AUTHOR]

When people experience abrupt social change, from less education to more, from less technology use to more, from a homogeneous to a heterogeneous social environment, can their epistemic thinking adapt? When divergent opinions suddenly come to be valued, does epistemic thinking shift from absolute to more relativistic? We investigate whether and how these sociocultural shifts have produced changes in epistemic thinking in Romania, a country that fell from communism and started democracy in 1989. Our 147 participants were from Timisoara and fell into three groups, each experiencing the shift at a different point in their development: (i) born in 1989 or later, experiencing capitalism and democracy throughout life (N = 51); (ii) 15- to 25-years-old in 1989 when communism fell (N = 52); (iii) 45 or older in 1989 when communism fell (N = 44). As hypothesized, absolutist thinking was less frequent and evaluativist thinking, a relativistic epistemological mode, was more frequent the earlier in life a cohort was exposed to the post-communist environment in Romania. As predicted, younger cohorts experienced greater exposure to education, social media, and international travel. Greater exposure to education and social media were significant factors in the decline of absolutist thinking and the rise of evaluativist thinking across the generations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine differences among fashion innovativeness groups and genders in social media engagement and need for variety and to examine social media use among a group of Gen Zers. Social Media Engagement (SME) theory, Basic Psychological Needs Theory, and the Uses and Gratifications framework guided the research. Fashion innovativeness, social media engagement (for searching, sharing, and entertainment), and need for variety are connected. Fashion innovators scored highest in SME-search, SME-share, and SME-entertain followed by early, late, and reluctant adopters. Fashion innovators scored highest on need for variety, followed by early and late adopters, followed by reluctant adopters. Women engaged in social media use more than men for SME-search, SME-share, and SME-entertain but men and women did not differ in need for variety. Women scored higher on fashion innovativeness than men. Implications for theory, practice, and education are provided. [ABSTRACT FROM AUTHOR]