Universal character education to support inclusion for students with emotional and behavioural challenges

One of the most popular approaches to supporting the emotional and behavioral needs of students with disabilities in inclusive general education classrooms is the implementation of Tier-one practices (e.g., behavior-specific praise, opportunities to respond) within a Positive Behavior Interventions and Supports (PBIS) framework. Although research has shown the promise of PBIS in supporting the needs of students with emotional and behavioral disorders (EBD), there is also recognition of the need for more intensive supports beyond PBIS practices to best address these students’ many challenges in finding success in school. One option is to combine a PBIS approach with social-emotional learning (SEL) to deliver a more intense level of support. The current article describes such a program – the Positivity Project (P2) and outlines the ways in which it may be able to support the needs of students with EBD

E-learning open seminar on "Human–centered artificial intelligence in education: From theory to practice"

The study focus the impact of AI applications in education, focusing on improving education quality and enhancing teaching methods. The Laboratory of Advanced Learning Technologies in Lifelong and Distance Learning (EDIVEA) at the University of Crete implemented an ICT-based distance learning program titled "Human-centred AI in Education. The pedagogical dimension: From Theory to Practice," involving 1883 teachers from all education levels. The analysis showed that trainees effectively used the training material in their teaching practices, demonstrating its practical value and importance in distance learning. The study also highlighted the significance of support and communication between tutors and trainees in addressing pedagogical issues. The research underscores the critical role of anthropocentric training programs focused on teachers' needs. The successful application of the training material in real teaching scenarios validates the program's effectiveness. The findings suggest that well-designed, human-centered AI training programs can significantly enhance teaching practices. Ongoing support and communication between tutors and trainees are crucial for the successful implementation of distance learning programs

Student perceptions of the use of OneNote to create a capstone project in a teacher education program

During the Fall 2023 semester, a group of students in their first semester of the elementary education program at The University of Texas Rio Grande Valley (UTRGV) was required to use OneNote to complete a Community Case Study, which is a capstone project in the teacher education program at UTRGV. The project consists of three sections, which include a study of the school and district, visits to area attractions in the community, interviews with members of the community, and a final reflection on the project. The Community Case Study includes text-based files, graphics, and video. The authors used OneNote to have students document the various parts of the case study. The advantage of OneNote is that it allows students to upload all parts of the case study in one cohesive location as it accommodates text, graphics, and video. At the end of the semester, the authors had students fill out a student perception survey. This study discusses student perceptions of OneNote, the advantages of using OneNote, and the effects on project quality

The influence of regional revenue and expenditure budget realization report and financial report information on APBD determination: Study of regional government in Indonesia

This study aimed to empirically investigate the influence of Regional Revenue and Expenditure Budget (APBD) realization as well as regional financial report information on APBD determination (PAPBD). Quantitative data were obtained from regional government financial report spanning from 2017 to 2020. Furthermore, the population comprised regional government in Indonesia, with a sample of 538 city and district governments as well as 2,126 observations selected through purposive sampling. Panel data analysis was conducted using GLS-RE method to estimate parameters of the direct influence model. The results showed that APBD realization report had a positive effect on APBD determination, while financial report information had a negative effect. This had significant implications for regulations and local government, specifically in developing countries such as Indonesia. Moreover, the results showed the importance of budget realization report (LRA) in informing APBD decisions and the necessity of timely financial information to ensure appropriate budget allocation

Victimization of indigenous women workers in informal sectors: A study in Tangail District, Bangladesh

This study explores the victimization of indigenous women workers across various employment sectors. Using a descriptive survey design, data were collected from a randomly selected sample of 60 indigenous women workers from two upazilas in Tangail District. A structured questionnaire, titled- “Victimization of Indigenous Women Workers in Informal Sectors: A Study in Tangail District, Bangladesh” was utilized alongside interviews to gather in-depth insights into their experiences. Data analysis was conducted using multiple cross-tabulations and chi-square statistics. The findings revealed a significant relationship between age and types of victimization (physical, psychological, sexual, and economic) as well as between offender type and the nature of victimization in the workplace. Furthermore, the study identified a statistically significant association between occupation and physical victimization (χ² = 12.539, df = 5, p < 0.05) and between monthly income and working hours (χ² = 10.945, df = 8, p < 0.05). Based on these findings, the study recommends several interventions to mitigate the victimization of indigenous women workers, including ensuring workplace safety, challenging patriarchal attitudes, reducing power imbalances, strengthening labor laws, implementing gender sensitivity training, and establishing comprehensive workplace policies. These measures can contribute to a safer, more equitable, and inclusive work environment for indigenous women

Applying grey theory to evaluate the effectiveness of integrating hands-on robotics into english remedial instruction for fourth-grade underachievers

This study explores the effectiveness of humanoid robots as instructional tools in remedial English education for elementary school underachievers. The integration of educational robotics into language instruction has attracted growing interest, yet its application in supporting low-achieving learners remains underexplored. Nineteen fourth-grade students identified as underachievers participated in a robot-assisted learning program aimed at improving their English language performance. The study employed the S-P chart and GSP chart analytical methods to examine students’ academic achievement and the relative difficulty of test items before and after the intervention. Analysis of the S and P curves revealed that the correct answer rate increased following instruction, with the test difficulty shifting to a moderate level. The caution index provided additional diagnostic insights into students’ learning conditions and the performance consistency of specific test items. Furthermore, the GSP chart indicated a general improvement in student academic achievement, even though the test difficulty remained unchanged. These findings suggest that robot-assisted instruction can support learning gains among elementary underachievers and highlight the value of grey system theory in tracking both student progress and instructional effectiveness. The study offers practical implications for integrating robotics into language education and demonstrates the potential of grey system theory as a diagnostic tool in educational assessment, particularly in designing interventions for students requiring additional support

EFL teachers' experiences of student engagement in synchronous online classes in Oman: Challenges and strategies

This study investigates the experiences of Omani school EFL teachers in engaging students during synchronous online classes. Although the data were collected during the COVID-19 pandemic, the findings remain relevant to both current and future online teaching in Oman and similar educational settings. The aim of the study is to identify the key challenges faced by teachers and the strategies they employed to enhance student engagement. A qualitative case study approach was adopted. It involved six female EFL teachers from Cycle Two and Post Basic schools. Data were gathered using semi-structured interviews and a focus group discussion. Through thematic analysis, the research identified several challenges, including technical difficulties, limited face-to-face interaction, low student motivation, cultural and environmental factors, and a misalignment between the curriculum and online learning environments. In response, teachers implemented various strategies, such as the integration of diverse digital tools, the use of motivational techniques, collaborative activities, the promotion of critical thinking, and consistent student monitoring. The findings provide valuable insights into the pedagogical realities of Omani EFL teachers and underscore the ongoing importance of student engagement in virtual learning. This study contributes to the growing body of research on digital education in Oman and calls for continued innovation in teaching practices and sustained professional support for educators working in digital environments

Synergizing financial literacy and digital finance: A catalyst for financial inclusion among rural women in Kenya

This study investigates the synergistic effect of financial literacy and digital finance on the formal financial inclusion of rural women. While financial inclusion is recognized as a key driver of economic empowerment, many rural women in Kenya remain excluded from the formal financial sector. The proliferation of digital financial services presents a significant opportunity, but its full potential may be unrealized without a corresponding increase in financial knowledge. This research posits that the combination of financial literacy and access to digital financial tools creates a powerful catalyst, enabling rural women to not only access but also effectively utilize a wider range of formal financial products, such as savings accounts, credit, and insurance. Using a descriptive cross-sectional design, Partial Least Squares Structural Equation Modelling (PLS-SEM) and Chi-Square, we analyze data from a sample of 1000 rural women. The findings demonstrate that the interaction between financial literacy and digital finance has a stronger positive effect on formal financial inclusion than either factor in isolation. This research provides critical insights for policymakers and development organizations, highlighting the importance of integrated interventions that combine financial education with the promotion of digital financial services to genuinely empower rural women and bridge the financial inclusion gap

The impact of game reward mechanisms on enhancing elementary school students' English vocabulary acquisition based on the ARCS motivation model

As globalization progresses, the need for proficiency in a common language grows, placing emphasis on effective language learning. Vocabulary retention, as a core aspect for students’ language learning, remains challenging for non-native learners. To achieve this, many educational institutions incorporate digital technologies that support long-term memory retention. Game-based learning, especially when integrated with reward mechanisms, has been shown to enhance students’ motivation by providing goal-oriented incentives. This study developed the "Max Vocab Fun" app, an English vocabulary learning tool for third-grade elementary students, incorporating game-based rewards. A one group, pre-test and post-test quasi-experimental design examined the app's impact on students' vocabulary acquisition and motivation. The ARCS Model Learning Motivation Scale used to measure the motivational impact of the app's reward mechanisms. Findings show significant improvement in vocabulary retention, with the gamified approach notably benefiting lower-achieving students. Overall, the app effectively increased motivation and contributed to a more positive learning environment, demonstrating the potential of integrating game-based rewards into language learning to improve outcomes for diverse student groups

Examining the impacts of conventional exports on GVC participation: Evidence from developing economies

International trade is under dramatic changes, and production processes gradually involve a sequential, vertical trading chain extending across the borders of various countries. Each country specializes in a certain stage of production. The study aims to examine the impacts of conventional exports to China on participation in global value chains during 1992-2019 for developing countries. This study used an instrument variable method to analyze developing countries’ GVC participation and export responses to China’s massive demand shocks. The export flow of other developing countries to China is used as an instrument variable for analyzing the changes in GVC participation of sample countries’ exports. The findings of the study reveal that the rise of China in the global economy caused significant gains in developing countries, both in participation in GVCs and exports. In the aggregate, the sample developing countries have caused some averaged 0.33% increase in the GVCs participation from 1992-2019, while their exports to China had an average annual growth of 3% over the same period, which indicates the importance of the relationship between GVCs and conventional exports. The growth rate of exports also suggests that China is an attractive export destination for developing countries, and these countries need to develop strong ties with China, as well as a large economy and consumer market