Beyond the lab: Proposing an indigenous psychologies research paradigm

The open access publication is available at https://doi.org/10.1111/spc3.70053To align with the goal of this section, we propose an ontological turn to the psychology research paradigm that extends beyond mainstream methodology. Drawing on the existing literature of indigenous psychology (IP) and two qualitative studies from Singapore and Malaysia, we critically examine the differences of epistemology and methodology between mainstream approaches in Western psychology and the IP approach to the culturally different other. Next, we extract the research methods adopted by scientific inquiries of dang-ki healing within certain Chinese communities and experiences of suffering within the Temiar tribal group. These methods include establishing the reciprocal relationship and fluid boundary between the investigators (observers) and investigated (observed), conducting qualitative research in a natural setting with cognitive flexibility, using fieldtrip immersion to gain insiders' worldviews and feedback on the findings. Finally, we offer a few action guidelines for future researchers conducting indigenous psychological research in the communities

ChatGPT in assessing writing

ChatGPT is a large language model (LLM) that uses advanced natural language processing to understand and generate text and images. This entry examines the potential of ChatGPT (and similar LLMs) within the writing assessment context, highlighting its opportunities and challenges. It examines how ChatGPT can either support or complicate various stages of writing assessment, from test development to final evaluation. ChatGPT holds the potential to transform traditional product-based proficiency testing into a dynamic, process-oriented approach. A human-AI synergy approach is proposed, with humans acting as gatekeepers to harness this powerful yet fallible tool effectively and ChatGPT (or similar LLMs) serving as a digital extension of the human mind. Additionally, the development of AI literacy is advocated to address the ethical and practical challenges presented by AI integration in writing assessment settings

Measuring digital literacy across ages and over time: Development and validation of a performance-based assessment

The open access publication is available at https://doi.org/10.1007/s10639-025-13592-8Measuring digital literacy (DL) across ages and tracking its growth over time have remained challenging in the area of digital literacy assessment. The current analysis reports on the psychometric properties of a performance-based Digital Literacy Assessment (DLA) instrument grounded in the DigComp 2.1 framework. Utilising a longitudinal cohort study design, the DLA was administered to Hong Kong students across three age cohorts, from lower primary to upper secondary, over a two-year period. Data were collected in 2019, before the COVID-19 pandemic, and in 2021, during the pandemic. The analysis provides validity and reliability evidence for using the DLA in longitudinal studies to assess DL from late childhood through late adolescence. The results further suggest that students’ DL improved with grade level, with secondary students outperforming primary students but also displaying greater variability in scores. Over the two years, students generally demonstrated improvement in DL while inter-individual differences in DL growth rates widened. These findings indicate the widening of digital divides and highlight the need to investigate factors that contribute to diversity in DL development. In conclusion, our study provides evidence for the robustness of the DLA as an instrument to assess DL growth across ages and over time. Further, the DLA allowed us to uncover the substantial overlap in DL ability across different age groups and the widening second-level digital divide as children move into higher grades, and that the digital divide aggravated during the COVID-19 pandemic. Implications and challenges to the learning and assessment of DL are discussed

The Parent-SmalQ Indonesia surveillance content validation involves monitoring and verifying physical activity behavior, sleep patterns, and dietary intake in children

The open access publication is available at https://doi.org/10.21831/jk.v13i1.78069The 24-hour guidelines heavily consider the dietary intake, sleep patterns, and physical activity habits of children. This study aims to determine the validity of the Parent-SmalQ Indonesia content for each question item, facilitating clear communication, comprehension, and implementation as an assessment tool for investigating children's lifestyles, consists of physical activity habits, sleep patterns, and dietary intake (three domains). Methods: The research targets both children and their parents, integrating their behaviours into a cohesive unit of voluntary participants. This validity assessment employs the phases of the Content Validation Index (CVI) for specific computations. Resuls: The three evaluated indicators are generated from the clarity, relevance, and completeness of each question item, comprising a total of 20 questions, with 3 validation items for each question, derived from 6 domains (3 domains for children; 3 domains for parents). Results from content validation indicate that the CVI elements of clarity (0.80 > 0.78), relevance (0.85 > 0.78), and completeness (0.85 > 0.78) were satisfactory. Conclusion: The Parent-SmalQ Indonesia questionnaire has achieved an adequate level of validity as a tool for assessing physical activity habits, sleep patterns, and dietary consumption. The Parent-SmalQ Indonesia questionnaire, verified for content, can predict children's behavior based on parental behaviours about physical activity, sleep, and dietary intake.</p

Mathematics resilience in preschool and executive functions

BackgroundChildren from disadvantaged socioeconomic (SES) backgrounds already show poorer academic skills than their more advantaged peers in preschool and are at higher risk of experiencing learning difficulties in formal school. However, not all children facing adversity experience negative academic outcomes. Some children show academic resilience, performing at the level of their more advantaged peers.AimsThis study investigated whether mathematics resilience is observed in preschool children, whether executive functions are associated with mathematics resilience, and whether earlier resilience status relates to later mathematics achievement (six years later).SampleThe sample included 1132 children (Mage = 57 months, SD = 3.9; 51 % female) attending preschool in Singapore.MethodsResilient children (at-risk with math development over two preschool years that breaks the average trend of their similar-risk peers) were identified using person-centered methods. Their trajectories were matched against those of children from more advantaged backgrounds using multigroup mixture growth model.ResultsOne resilient profile was identified (6 % of the at-risk sample), which was associated with later mathematics achievement. Intelligence, but not executive function, predicted resilience status. Maternal education emerged as a protective factor rather than a risk factor.ConclusionsFindings highlight the heterogeneity in the development of mathematics among at-risk children. Young children's mathematics resilience is built upon a combination of foundational cognitive aptitude that protects against initial failure, and environmental resources that sustain growth over time.Accepted versionOER 09/14 RBOER 01/21 KK

Digital crossings: A case study of a knowledge mobilisation approach for translating research into practice

The open access publication is available at https://doi.org/10.1016/j.dcm.2025.100910There is increasing emphasis on the importance of knowledge mobilisation, also known as knowledge translation, knowledge exchange, knowledge transfer, so that research findings are moved into action by stakeholders such as policymakers, practitioners and the broader public. While disseminating one’s research digitally is a promising gateway for knowledge produced to have a greater reach, education researchers are least equipped to use digital methods, compared to other methods. Applying Bernstein’s (2000) concept of recontextualisation with a proposed KM framework, we examine how the discourses of research are selectively appropriated, relocated, refocused and related to the discourse of practice through the translational process in one case study of a project website featuring education research within the Singapore context. Principles for successful recontextualisation drawn from this case study include: (1) educated hunches about key ideas for practical translation, (2) familiarity with specific audience needs, (3) awareness of discourse rules for engagement through specific digital modes. This article contributes towards demonstrating the value and productivity of Bernstein’s (2000) recontextualisation on research via digital media to engage varied audiences beyond the academia. The article concludes with recommendations on the systemic support needed to help researchers build a repertoire of practice for the translational process with the ultimate goal of moving evidence into action.DEV 02/20 LC

Autism and bilingualism: A systematic review of stakeholders’ perspectives and experiences

The open access publication is available at https://doi.org/10.1007/s40489-025-00519-9While research on bilingualism in autism is growing, a comprehensive synthesis of perspectives from autistic individuals, their families, and service providers is lacking. This systematic review explored experiences and perceptions of bilingualism across these stakeholders. A comprehensive search following PRISMA guidelines identified 28 qualitative studies, which were analyzed using thematic synthesis. Findings highlight the perceived benefits of bilingualism for autistic individuals, spanning cognitive, social, and cultural domains, across all stakeholders. However, while most service providers expressed support for bilingualism, many parents reported being advised to adopt monolingualism. Language decision-making was a complex and emotional process for parents, influenced by societal pressures, cultural values, and their child’s developmental abilities. Recommendations are provided to inform future research and practice.NIE-SUG 6–23 NLW

Facilitating students’ emotional engagement in synchronous online learning: A systematic literature review

The open access publication is available at https://doi.org/10.19173/irrodl.v26i1.7732Learners’ emotional engagement in synchronous online learning (SOL) is critical for improving learning persistence and performance. Nevertheless, there is currently a lack of comprehensive and systematic reviews of emotional engagement in SOL. This review synthesizes the strategies to promote emotional engagement in SOL found in published empirical studies. A total of 32 articles were systematically analyzed by following the grounded theory approach. The primary themes were grouped into four categories: (a) instructor actions (e.g., interacting informally before and after class, encouraging the expression of ideas), (b) learner behaviors (e.g., building rapport with peers, recognizing individual accountability), (c) environment characteristics (e.g., creating a supportive atmosphere, selecting communication modes), and (d) activity design (e.g., using breakout rooms, embedding diverse elements). These findings offer comprehensive understanding and guidance for promoting emotional engagement in SOL for instructors, researchers, and course developers.OER 11/21 WQ

Neural investigations of a digital-game based intervention for young learners with mathematical developmental variabilit

Developmental dyscalculia (DD), a significant mathematics learning difficulty, remains under-researched in terms of its neural mechanisms and effective interventions. Few studies have examined neural changes after math interventions in young children. This study investigated these changes in thirty-two dyscalculia-at-risk (DR) and non-dyscalculia-at-risk (NDR) children following a digital game-based intervention, focusing on brain activation and network changes using graph theory metrics. NDR children were randomized into intervention and control groups. Results indicated increased activation in the inferior frontal gyrus (IFG) and intraparietal sulcus (IPS) during symbolic arithmetic tasks for both DR and NDR groups post-intervention. Conversely, both groups showed decreased IFG activation during nonsymbolic tasks. Notably, IPS activation significantly increased only for the NDR intervention group in symbolic tasks, a finding that disappeared when controlling for Total Reading, suggesting the potential influence of initial reading ability on intervention outcomes. Brain network analysis showed improved integration for the NDR intervention group, demonstrated by higher clustering coefficient and local efficiency. The DR group, however, displayed reduced local efficiency, potentially reflecting shifts in network states, or insufficient intervention dosage.SUG-NAP 8/18 J

Harnessing Janus structures: Enhanced internal electric fields in C3N5 for improved H2 photocatalysis

Homojunction engineering holds promise for creating high-performance photocatalysts, yet significant challenges persist in establishing and modulating an effective junction interface. To tackle this, we designed and constructed a novel Janus homojunction photocatalyst by integrating two different forms of triazole-based carbon nitride (C3N5). In this design, super-sized, ultrathin nanosheets of carbon-rich C3N5 grow epitaxially on a nitrogen-rich honeycomb network of C3N5, creating a tightly bound and extensive interfacial contact area. This arrangement enhances the built-in internal electric field (IEF) between the two forms of C3N5, facilitating faster directional transfer of photogenerated electrons and improved visible-light harvesting. Consequently, Janus-C3N5 achieves a remarkable H2 evolution rate of 1712.4 μmol h−1 g−1 under simulated sunlight, which is approximately 5.58 times higher than that of bulk C3N5 (306.8 μmol h−1 g−1) and 14.1 times higher than another form of bulk C3N5 (121.2 μmol h−1 g−1). This work offers a new approach to design efficient homojunction-based photocatalysts.Accepted versionRG 10/22RI 3/23 EA