Societies

16 pages, 610 KB

Open AccessConcept Paper

Ikigai as a Framework for Career Counselling and Study Choices: Conceptual and Practical Perspectives in the Slovenian Context

by Karmen Jedvaj and Vesna Skrbinjek

Societies 2025, 15(9), 264; https://doi.org/10.3390/soc15090264 - 22 Sep 2025

Viewed by 687

Abstract

This paper explores the theoretical foundations and practical applications of the Japanese concept of ikigai in the field of career counselling and study choice, with particular emphasis on its potential implementation in Slovenia’s educational system. Unlike traditional guidance models that primarily focus on [...] Read more.

This paper explores the theoretical foundations and practical applications of the Japanese concept of ikigai in the field of career counselling and study choice, with particular emphasis on its potential implementation in Slovenia’s educational system. Unlike traditional guidance models that primarily focus on the alignment of abilities and interests, ikigai represents a holistic framework integrating values, competencies, social contribution, and economic sustainability. The paper develops a novel conceptual model of ikigai coaching, applicable across three educational phases and structured into five implementation steps. It situates ikigai within broader motivational and existential theories, while also addressing the challenges of intercultural adaptation and risks of oversimplification or commercialisation. Empirical insight is provided through an expert interview with Professor Rutger ThielenTielen (Breda University of Applied Sciences, BUAS), and limitations as well as directions for future research are critically examined. The original contribution of this article lies in its contextualisation of ikigai within the Slovenian educational and cultural framework, where such approaches have not yet been systematically applied or academically evaluated. By integrating theoretical reflection, a structured coaching model, and empirical insight, the paper advances the academic debate on meaning-oriented career counselling and provides a culturally sensitive proposal for enriching guidance practices in Slovenia. Full article

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22 pages, 987 KB

Open AccessArticle

Critical, Qualitative and Situated: Pedagogical Initiatives in a Datafied Society

by Riccardo Pronzato and Ana Kubrusly

Societies 2025, 15(9), 263; https://doi.org/10.3390/soc15090263 - 19 Sep 2025

Viewed by 558

Abstract

Social researchers have extensively examined the systematic role played by digital platforms, algorithms and datafication processes in shaping social life. In response to the overwhelming power asymmetries, datafication processes and extractive conditions imposed on users, different scholars have emphasized the need for educational [...] Read more.

Social researchers have extensively examined the systematic role played by digital platforms, algorithms and datafication processes in shaping social life. In response to the overwhelming power asymmetries, datafication processes and extractive conditions imposed on users, different scholars have emphasized the need for educational initiatives that foster forms of critical digital literacy. This article explores how critical pedagogical approaches can be embedded into research and teaching practices to support the analysis of everyday media experiences. Specifically, we discuss four case studies drawn from our prior and ongoing research on youth: (i) the use of autoethnographic diaries; (ii) the constitution of youth juries; (iii) the development of a critical digital literacy educational manual; (iv) the implementation of interactive workshops. We contend that these interventions share three key elements, i.e., a critical theory stance, a qualitative orientation, and the cultivation of situated knowledge, the intertwinement of which can promote instances of critical awareness and reflexivity, challenging the individualism and resignation frequently characteristic of contemporary digital life. We use this set of cases to offer a practical, multi-level approach for researchers and educators, showing how the theoretical principles of critical pedagogy can be put into concrete practices, addressing critical digital literacy across different levels. Full article

(This article belongs to the Special Issue Reshaping Social Reality: Digital Societies and the Data-Based Approach)

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15 pages, 212 KB

Open AccessArticle

Challenges Faced by Female Leaders Through a Lens of a Western Hungarian Research

by Jázmin Lőre and Lívia Ablonczy-Mihályka

Societies 2025, 15(9), 262; https://doi.org/10.3390/soc15090262 - 18 Sep 2025

Viewed by 537

Abstract

In the global work culture of the 21st century, the image of female leaders is marginal. The stereotypical opinion links the terms leaders and managers to the male gender and predetermined gendered characteristics typical to men. The aim of this study is to [...] Read more.

In the global work culture of the 21st century, the image of female leaders is marginal. The stereotypical opinion links the terms leaders and managers to the male gender and predetermined gendered characteristics typical to men. The aim of this study is to redefine certain perspectives through empirical research based on previous literature regarding gender stereotypes in leadership and challenges facing female leaders. This paper looks at the main issues that concern female leaders throughout their careers and even after reaching a higher position and discusses the differences between male and female workers on the top levels of the organizational hierarchy. The research was conducted in the Western Transdanubia region of Hungary. The research was based on eight semi-structured interviews with mid- and senior managers, which were analyzed through thematic analysis to identify patterns and challenges. As an exploratory qualitative study with a region-specific sample, the findings provide valuable insights but should be interpreted cautiously as they cannot be extrapolated to a comparable situation. The findings of the study indicate that gender gaps in the corporate world can be attributed to the presence of stereotypes resulting from gender roles embedded in patriarchal societies, gender-based discrimination in the labor market. As the results suggest, these non-quantifiable problems are of great importance in terms of the position of women in the labor market and society. Full article

(This article belongs to the Special Issue Adapting to Change: Social, Organizational, and Technological Responses to Contemporary Challenges)

24 pages, 769 KB

Open AccessArticle

Causal Factors of Violence Against Women and Girls (VAWG): Perspectives from the Brazilian Higher Education Students

by Muhammad Qasim Rana, Angela Lee, José Fernando Rodrigues Bezerra, Lekan Damilola Ojo and Guilherme Hissa Villas Boas

Societies 2025, 15(9), 261; https://doi.org/10.3390/soc15090261 - 18 Sep 2025

Viewed by 546

Abstract

Violence against women and girls (VAWG) remains a critical problem within Brazilian higher education institutions, where deep-rooted cultural norms and institutional shortcomings continue to foster unsafe environments for female students. Although national and international bodies have raised concerns, few studies have thoroughly examined [...] Read more.

Violence against women and girls (VAWG) remains a critical problem within Brazilian higher education institutions, where deep-rooted cultural norms and institutional shortcomings continue to foster unsafe environments for female students. Although national and international bodies have raised concerns, few studies have thoroughly examined the layered causes of VAWG in academic settings using comprehensive analytical methods. This study aims to explore the causal factors of VAWG within Brazilian universities by applying a structured survey and analyzing the responses using the Fuzzy Synthetic Evaluation (FSE) approach. This method allows for a nuanced interpretation of the collected data by assigning weighted values to various contributing factors. The research assessed five major dimensions—individual, interpersonal, institutional, community and societal causal factors. The findings reveal that societal and institutional causes significantly contribute to VAWG, while individual factors play a comparatively minor role. These insights point to the structural and systemic nature of VAWG in academic settings, emphasizing the need for broad reforms. Based on the results, practical recommendations, including cultural reorientation, stricter institutional policies, and gender-sensitive training are recommended. By applying FSE in this context, the study offers a novel approach to evaluating and addressing gender-based violence (GBV) in higher education, contributing to a valuable model for future research and institutional policymaking. The results offer critical insights that can guide interventions to foster safer and more inclusive university environments in Brazil. Full article

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18 pages, 634 KB

Open AccessArticle

Hikikomori 2.0: A Mixed Method Investigation to Reconceptualization the Social Withdrawal in the Digital Age

by Vincenzo Esposito and Felice Addeo

Societies 2025, 15(9), 260; https://doi.org/10.3390/soc15090260 - 17 Sep 2025

Viewed by 785

Abstract

This study reconceptualizes the hikikomori phenomenon in light of the digital revolution, examining the extent to which online practices shape the dynamics of social withdrawal. The primary objective is to assess whether the digital sphere constitutes a structural component of the contemporary hikikomori [...] Read more.

This study reconceptualizes the hikikomori phenomenon in light of the digital revolution, examining the extent to which online practices shape the dynamics of social withdrawal. The primary objective is to assess whether the digital sphere constitutes a structural component of the contemporary hikikomori experience. The research employed a three-phase sequential design: a 33-item online questionnaire administered to a stratified sample of 399 parents of children in isolation for at least six months, with a 100% completion rate; a non-participant netnographic observation conducted within a single Telegram group, consisting of one month of silent observation followed by six months of formal observation between late May and early November 2023, during which membership declined from 121 to 89 and approximately 90,000 messages were produced and subsequently analyzed through an inductive narrative lens; and a Delphi consultation involving 21 experts (psychologists, psychiatrists, educators, and researchers), conducted across three rounds—two of which were qualitative—interpreted with the same analytic framework. The findings underscore the growing significance of the online dimension in defining the hikikomori experience. Survey data indicate that the majority of individuals in withdrawal, both primary and secondary, maintain online relationships. Netnographic evidence highlights how the digital sphere functions as a form of selective and mediated sociability, simultaneously serving as both refuge and bridge. Delphi results converge in recognizing digital engagement as a structural component of the phenomenon and further delineate configurations of semi-withdrawal. Taken together, the three phases point to a paradigmatic shift: from an “offline” hikikomori to a digital hikikomori, in which the Internet is no longer a compensatory pastime but rather a central dimension that reshapes daily routines, social ties, and identity processes. Full article

(This article belongs to the Special Issue Reshaping Social Reality: Digital Societies and the Data-Based Approach)

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11 pages, 1460 KB

Open AccessArticle

Group Environment Questionnaire (GEQ): Validation in Mexican University Athletes

by Faviola Corvera-Velarde, Abril Cantú-Berrueto, Francisco Javier Mendoza-Farias and Jeanette M. López-Walle

Societies 2025, 15(9), 259; https://doi.org/10.3390/soc15090259 - 16 Sep 2025

Viewed by 491

Abstract

From the psychology of sport, the impact of group cohesion on sports performance has been studied extensively; therefore, it is considered important to measure this variable to design interventions that improve collective work to achieve goals together. This study adapted and validated the [...] Read more.

From the psychology of sport, the impact of group cohesion on sports performance has been studied extensively; therefore, it is considered important to measure this variable to design interventions that improve collective work to achieve goals together. This study adapted and validated the Group Environment Questionnaire (GEQ) for Mexican university athletes. In a cross-sectional instrumental design, 226 athletes from various team sports completed the scale. Internal consistency statistics and confirmatory factor analyses Goodness-of-Fit Index (GFI), Comparative Fit Index (CFI), and Root Mean Square Error of Approximation (RMSEA) evaluated psychometrics. After removing three items with weak loadings, three structural models were tested as follows: (a) unidimensional, (b) task vs. social cohesion, and (c) attraction vs. integration. The unidimensional model showed the best fit (χ² = 177.33; GFI = 0.90; CFI = 0.92; RMSEA = 0.07) and high reliability, indicating that cohesion can be treated as a single overarching construct. Task items exhibited higher consistency than social items. In conclusion, the adapted version of the GEQ is a useful tool for the evaluation of cohesion in Mexican university sports, although it is recommended to improve social items and expand its application in different disciplines and competitive levels. Full article

(This article belongs to the Special Issue Innovative and Multidisciplinary Approaches to Healthcare)

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14 pages, 905 KB

Open AccessArticle

FoMO as a Predictor of Cyber Dating Violence Among Young Adults: Understanding Digital Risk Factors in Romantic Relationships

by Alessandra Ragona, Mara Morelli, Lia Ruggeri, Elena Cattelino and Antonio Chirumbolo

Societies 2025, 15(9), 258; https://doi.org/10.3390/soc15090258 - 14 Sep 2025

Viewed by 923

Abstract

Cyber Dating Violence (CDV) is a prevalent and concerning phenomenon among young people, characterized by abusive behaviors toward a romantic partner through digital platforms. Fear of Missing Out (FoMO), defined as the anxiety of being excluded from rewarding experiences, is closely linked to [...] Read more.

Cyber Dating Violence (CDV) is a prevalent and concerning phenomenon among young people, characterized by abusive behaviors toward a romantic partner through digital platforms. Fear of Missing Out (FoMO), defined as the anxiety of being excluded from rewarding experiences, is closely linked to excessive digital engagement and the need for constant connectivity. While previous studies have associated FoMO with bullying and cyberstalking, its relationship with dating violence remains unexplored. This study’s aim is to bridge this gap by analyzing the association between FoMO and both perpetration and victimization in CDV. The sample consisted of 911 young adults aged 18 to 30 (Mage = 22.0; SDage = 2.57; 74% women), recruited via an online survey. Findings indicate that FoMO significantly predicts both the perpetration and victimization of CDV. Additionally, for perpetration, significant interactions emerged with gender and sexual orientation, suggesting that these factors may moderate the relationship between FoMO and abusive behaviors in digital dating contexts. These results highlight the need for further research to better understand CDV and inform prevention and intervention strategies focused on digital platform use and healthy relationship dynamics. Full article

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19 pages, 252 KB

Open AccessArticle

A Qualitative Study on the Meaning of Participation in Public Administration: A Case Study of the Emilia-Romagna Region in Italy

by Sofia Mariani, Cinzia Albanesi, Gabriele Prati and Elvira Cicognani

Societies 2025, 15(9), 257; https://doi.org/10.3390/soc15090257 - 12 Sep 2025

Viewed by 697

Abstract

This qualitative study investigates how local project managers interpret the concept of participation when implementing participatory processes under the Emilia-Romagna (Italy) regional framework. Drawing on 41 in-depth interviews with project managers and key personnel from participatory initiatives funded between 2020 and 2024, the [...] Read more.

This qualitative study investigates how local project managers interpret the concept of participation when implementing participatory processes under the Emilia-Romagna (Italy) regional framework. Drawing on 41 in-depth interviews with project managers and key personnel from participatory initiatives funded between 2020 and 2024, the research examines how these actors interpret the concept of participation and how their views align with regional objectives. Thematic analysis reveals that participation is widely viewed as a process of shared responsibility, co-decision, empowerment, and active citizenship. Participants described participation as both a political and relational act, involving co-responsibility, information exchange, and commitment to the common good. While many embraced a transformative vision of participation, others highlighted institutional constraints and the risk of participation being reduced to rhetoric. Additionally, gendered differences emerged in the way participants framed participation, with women emphasizing relational and care-based dimensions, and men focusing more on agency and power. The findings suggest that participation, when meaningfully enacted, is seen as a driver of democratic engagement and institutional trust, but it requires a sustained effort to go beyond procedures and enable genuine collaboration between institutions and citizens. Full article

30 pages, 2885 KB

Open AccessArticle

A Behavioral Algorithm for European Integration: Insights from Youth Attitudes Across the EU

by Georgia Panagiotidou

Societies 2025, 15(9), 256; https://doi.org/10.3390/soc15090256 - 12 Sep 2025

Viewed by 678

Abstract

The presented findings are derived from the project #STANDFORSOMETHING, coordinated by the European Youth Card Association, funded by the European Parliament, with the aim of thoroughly investigating the perspectives and opinions of European youth regarding the European Union (EU) and its institutions—a historically [...] Read more.

The presented findings are derived from the project #STANDFORSOMETHING, coordinated by the European Youth Card Association, funded by the European Parliament, with the aim of thoroughly investigating the perspectives and opinions of European youth regarding the European Union (EU) and its institutions—a historically under-researched cohort—despite their impact on the future policy agenda. The crucial question in this research is to understand the effect of issue salience on the dispositions of citizens towards the EU, whether positive or negative, but also to understand the impact on the development of a European identity or the perseverance of a national identity. This threefold relationship explored in the attitudes of the youth can reveal a behavioral algorithm that can explain the rhythm of European integration on a cultural and political level and its variances across different countries. This collaborative effort involved a quantitative part—a survey with 3000 young respondents from across all EU Member States—and a qualitative part. An advanced comparative data analysis brings forward a significant connection between the youth’s attitudes towards the EU, their sense of European identity, and their major issues of concern. On a cross-national analysis, the EU map is segmented into four distinct behavior patterns across specific geographical zones, underscoring the diversity and depth of youth attitude and issue profiles across Europe, resulting in a specific tool to be used by European policymakers. Full article

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1 pages, 120 KB

Open AccessCorrection

Correction: Arosio, L. Generative AI as a Teaching Tool for Social Research Methodology: Addressing Challenges in Higher Education. Societies 2025, 15, 157

by Laura Arosio

Societies 2025, 15(9), 255; https://doi.org/10.3390/soc15090255 - 12 Sep 2025

Viewed by 210

Abstract

The author utilized an AI tool as part of the content generation process itself (e [...] Full article

(This article belongs to the Special Issue Digital Learning, Ethics and Pedagogies)

20 pages, 653 KB

Open AccessArticle

Household Deprivation in Kazakhstan: A Factor Analysis of Regional Disparities

by Aisulu Moldabekova, Azimkhan Satybaldin, Aida Omir, Erkin Sadykov and Aigul Beimisheva

Societies 2025, 15(9), 254; https://doi.org/10.3390/soc15090254 - 11 Sep 2025

Viewed by 1366

Abstract

This study investigates the multidimensional nature of household deprivation in Kazakhstan within the broader context of poverty reduction and sustainable development. Based on a nationally representative household survey (sample size 2005), the data were analyzed using factor analysis in SPSS 25 to uncover [...] Read more.

This study investigates the multidimensional nature of household deprivation in Kazakhstan within the broader context of poverty reduction and sustainable development. Based on a nationally representative household survey (sample size 2005), the data were analyzed using factor analysis in SPSS 25 to uncover latent dimensions of deprivation. The analysis identified six components: socio-cultural, educational, medical, children’s basic needs, food, and infrastructure, which were synthesized into three integrated indices: basic, institutional, and socio-cultural. The results reveal pronounced regional disparities, with the southern and western regions showing higher levels of deprivation, whereas major cities perform significantly better. Income level is a key determinant: households below the subsistence minimum face the highest deprivation risk, particularly in the basic and institutional dimensions of deprivation. Sociocultural deprivation was weakly associated with income. These findings underscore the urgent need for regionally differentiated, income-sensitive policies to mitigate poverty and promote equity. This study offers empirical insights into an underexplored area, contributing to the understanding of household vulnerability in Kazakhstan. Full article

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20 pages, 2734 KB

Open AccessArticle

A Learnt City: The Mediated, Affective, and Experiential Layers of London

by Giota Alevizou and Photini Vrikki

Societies 2025, 15(9), 253; https://doi.org/10.3390/soc15090253 - 11 Sep 2025

Viewed by 492

Abstract

This article reconceptualises London as a learnt city, a dynamic learning ecosystem co-produced through digital mediation, affective experience, and embodied practice. Focusing on international university students in London, a transient, hyper-digital city, we employ a participatory reflective-mapping methodology to examine how urban [...] Read more.

This article reconceptualises London as a learnt city, a dynamic learning ecosystem co-produced through digital mediation, affective experience, and embodied practice. Focusing on international university students in London, a transient, hyper-digital city, we employ a participatory reflective-mapping methodology to examine how urban learning unfolds across mediated, affective, and experiential layers of city life. The mediated city describes students’ imaginaries shaped by digital media and mapping apps. The affective city captures emotional registers, such as nostalgia, autonomy, and (dis)orientation, that emerge during urban adaptation. The experiential city foregrounds embodied engagements: movement, infrastructure use, routine navigation, and elective belonging. These three dimensions interweave to form an “urban collage,” revealing how students continuously remake both their identities and the city itself through integrated online and offline practices. The article advances critical urban and communication studies by contesting technocratic and neoliberal framings of urban learning. It positions learning as inherently spatial, affective, and relational—a sense-making process enacted in everyday urban experiences. By framing the city as a contested site of knowledge production and identity formation, this article contributes to debates in digital urbanism and critical digital pedagogy. The learnt city concept offers a novel lens for understanding how global cities—characterised by frictions of belonging and mobility—are lived, known, and shaped by those negotiating their multiple mediated, affective, and material dimensions. Full article

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1 pages, 132 KB

Open AccessCorrection

Correction: Gerlich, M. AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies 2025, 15, 6

by Michael Gerlich

Societies 2025, 15(9), 252; https://doi.org/10.3390/soc15090252 - 10 Sep 2025

Cited by 3 | Viewed by 1471

Abstract

Error in Table [...] Full article

60 pages, 923 KB

Open AccessSystematic Review

Virtual Reality in Higher Education: A Systematic Review Aligned with the Sustainable Development Goals

by David Llanos-Ruiz, Víctor Abella-García and Vanesa Ausín-Villaverde

Societies 2025, 15(9), 251; https://doi.org/10.3390/soc15090251 - 9 Sep 2025

Viewed by 2885

Abstract

Virtual Reality (VR) has emerged as a transformative tool in higher education, enabling immersive and interactive learning environments that support the assimilation of complex concepts, hands-on training, and innovative pedagogical practices. This systematic literature review analyzes studies published between 2020 and 2025 that [...] Read more.

Virtual Reality (VR) has emerged as a transformative tool in higher education, enabling immersive and interactive learning environments that support the assimilation of complex concepts, hands-on training, and innovative pedagogical practices. This systematic literature review analyzes studies published between 2020 and 2025 that examined the integration of VR in higher education and its connection with the United Nations Sustainable Development Goals (SDGs). Following the PRISMA guidelines, twelve studies were selected from the Web of Science and Scopus databases and assessed using predefined quality criteria. The findings highlight the predominance of mixed-methods approaches, with applications spanning diverse disciplines such as engineering, medical sciences, architecture, teacher training, and sustainability. The results emphasize VR’s potential to enhance student motivation, engagement, and digital competencies, while also contributing to Quality Education (SDG 4), along with other SDGs such as Good Health and Well-Being (SDG 3), Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG 8), Reducing Inequalities (SDG 10), Sustainable Cities and Communities (SDG 11), and Climate Action (SDG 13). However, persistent challenges include high implementation costs, limited accessibility and teacher training, lack of standardization, and small short-term study designs. This review underscores the need for broader, longitudinal, and interdisciplinary research that integrates underrepresented SDGs and addresses inclusivity, equity, and long-term effectiveness, consolidating VR as a catalyst for innovation and sustainable development in higher education. Full article

(This article belongs to the Special Issue Neuroeducation and Emergent Technologies)

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28 pages, 10837 KB

Open AccessArticle

Rethinking Vertical Cities: The Influence of Public Perception on Design, Form, and Socio-Cultural Integration

by Ghaida Al Sulaimani, Muhammad Mashhood Arif, Ahmad Adeel, Muhammad Aamir Basheer and Nida Batool Sheikh

Societies 2025, 15(9), 250; https://doi.org/10.3390/soc15090250 - 9 Sep 2025

Viewed by 1061

Abstract

This study examines the multiple determinants of public satisfaction with high-rise urban forms in Muscat, Oman, in the context of rapid urbanization and the need to protect and conserve culture. Based on a conceptual framework that included six latent variables—Cultural Harmony, Economic Benefit, [...] Read more.

This study examines the multiple determinants of public satisfaction with high-rise urban forms in Muscat, Oman, in the context of rapid urbanization and the need to protect and conserve culture. Based on a conceptual framework that included six latent variables—Cultural Harmony, Economic Benefit, Environmental Experience, Social Perception, Urban Connectivity, and Visual Appeal—data collected from city residents were analyzed using the quantitative technique of Partial Least Squares Structural Equation Modeling (PLS-SEM). The model results showed that all relationships were supported, with Urban Connectivity, Cultural Harmony, and Visual Appeal having the strongest effects on satisfaction. These findings indicate that public satisfaction with high-rise developments is influenced by the perceived integration of infrastructure, harmony with local architectural traditions, and coherently attractive views. Environmental Experience, Social Perception, and Economic Benefit had smaller, though still significant, effects, confirming the multidimensional nature of urban appraisal. This study therefore calls for a development approach that balances technical, environmental, cultural and tourism-oriented objectives. As such, this work contributes to the existing literature on urban and societal studies by examining a multifaceted model of urban satisfaction and providing beneficial recommendations to enhance the continuing debate on sustainable and contextual urbanism in the Gulf states. Full article

(This article belongs to the Special Issue Tourism, Urban Culture and Local Development)

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13 pages, 242 KB

Open AccessArticle

Cyberbullying Perpetration Among Spanish Adults: The Roles of Fear of Missing Out and Critical Thinking

by Joaquín Ungaretti, Talía Gómez Yepes, María Laura Sánchez Pujalte and Edgardo Etchezahar

Societies 2025, 15(9), 249; https://doi.org/10.3390/soc15090249 - 6 Sep 2025

Viewed by 686

Abstract

Adult cyberbullying remains understudied in Spain, where research has largely centered on adolescents. This study quantified the prevalence and behavioral profile of cyberbullying perpetration in Madrid adults and examined whether Fear of Missing Out (FoMO) and Critical Thinking (CT) differentiate aggressors from non-aggressors. [...] Read more.

Adult cyberbullying remains understudied in Spain, where research has largely centered on adolescents. This study quantified the prevalence and behavioral profile of cyberbullying perpetration in Madrid adults and examined whether Fear of Missing Out (FoMO) and Critical Thinking (CT) differentiate aggressors from non-aggressors. A cross-sectional, community-based survey of 821 residents (51% women; M = 38.2 years, SD = 11.9) was conducted between July 2024 and January 2025. Participants completed a twelve-item dichotomous checklist of cyberbullying perpetration, a 10-item FoMO scale, and an 11-item CT scale. Group contrasts were analyzed with independent sample t-tests and effect sizes (Cohen’s d). Results indicated that nine of the twelve behaviors were endorsed by fewer than 7% of respondents; the most common offense was sending mocking or insulting messages (13.8%). Men and adults aged 18–33 accounted for most of the aggression across indicators. Perpetrators reported significantly higher FoMO and marginally lower CT than non-perpetrators. FoMO differences were largest for message forwarding, threats, and public humiliation. CT deficits were most pronounced for covert tactics such as impersonation and rumor-spreading, whereas threat perpetrators displayed CT scores comparable to non-aggressors. To conclude, interventions that combine FoMO-reduction strategies with ethically grounded CT training may be necessary to curb adult cyberbullying. Full article

18 pages, 235 KB

Open AccessArticle

The Transformative Effect of the Let’s Talk Intervention on Parenting Styles: Experiences of Female Caregivers from Soweto, South Africa

by Sabastain Gunda, Sipho Sibanda and Daniel Doh

Societies 2025, 15(9), 248; https://doi.org/10.3390/soc15090248 - 4 Sep 2025

Viewed by 411

Abstract

Gendered social protection interventions such as Let’s Talk are now appreciated as a significant component of family-based HIV prevention services. The intervention deliberately focuses on bridging the caregiver–adolescent relational and communication divides in the context of HIV prevention. This qualitative study used interviews [...] Read more.

Gendered social protection interventions such as Let’s Talk are now appreciated as a significant component of family-based HIV prevention services. The intervention deliberately focuses on bridging the caregiver–adolescent relational and communication divides in the context of HIV prevention. This qualitative study used interviews to explore the caregivers’ parenting experiences after attending the Let’s Talk programme in Soweto, South Africa. Simple random sampling was used to select four Community-Based Organisations (CBOs). Twelve caregivers were purposively sampled from the four CBOs. Data analysis was accomplished through thematic analysis. The findings indicate that Let’s Talk had positive transformative effects on the caregivers’ parenting experiences and relational dynamics with adolescents. The improved parenting experiences were characterised by better communication, mutual respect and observed behaviour improvements by adolescents. In conclusion, caregivers’ reports of improved parenting experiences provide empirical evidence of acceptability to participants, effective implementation, and Let’s Talk’s efficacy in facilitating desired outcomes. Full article

19 pages, 276 KB

Open AccessReview

The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education

by Promethi Das Deep and Yixin Chen

Societies 2025, 15(9), 247; https://doi.org/10.3390/soc15090247 - 4 Sep 2025

Cited by 1 | Viewed by 6205

Abstract

Artificial Intelligence (AI) tools have transformed academic writing and literacy development in higher education. Students can now receive instant feedback on grammar, coherence, style, and argumentation using AI-powered writing assistants, like Grammarly, ChatGPT, and QuillBot. Moreover, these writing assistants can quickly produce completed [...] Read more.

Artificial Intelligence (AI) tools have transformed academic writing and literacy development in higher education. Students can now receive instant feedback on grammar, coherence, style, and argumentation using AI-powered writing assistants, like Grammarly, ChatGPT, and QuillBot. Moreover, these writing assistants can quickly produce completed essays and papers, leaving little else for the student to do aside from reading and perhaps editing the content. Many teachers are concerned that this erodes critical thinking skills and undermines ethical considerations since students are not performing the work themselves. This study addresses this concern by synthesizing and evaluating peer-reviewed literature on the effectiveness of AI in supporting writing pedagogy. Studies were selected based on their relevance and scholarly merit, following the Scale for the Assessment of Narrative Review Articles (SANRA) guidelines to ensure methodological rigor and quality. The findings reveal that although AI tools can be detrimental to the development of writing skills, they can foster self-directed learning and improvement when carefully integrated into coursework. They can facilitate enhanced writing fluency, offer personalized tutoring, and reduce the cognitive load of drafting and revising. This study also compares AI-assisted and traditional writing approaches and discusses best practices for integrating AI tools into curricula while preserving academic integrity and creativity in student writing. Full article

15 pages, 699 KB

Open AccessArticle

Identifying Future Trends in AI-Driven Assistive Technologies: Insights from a National Delphi Survey of Stakeholder Perspectives

by Paulina Tsvetkova, Anna Lekova, Alexander Simov and Mayiana Mitevska

Societies 2025, 15(9), 246; https://doi.org/10.3390/soc15090246 - 4 Sep 2025

Viewed by 636

Abstract

Advancements in assistive technologies (ATs), particularly those powered by Artificial Intelligence (AI), have significantly enhanced the quality of life and independence of individuals with various disorders, thus fostering progress in education, employment, social engagement and well-being. Despite these advancements, significant challenges remain in [...] Read more.

Advancements in assistive technologies (ATs), particularly those powered by Artificial Intelligence (AI), have significantly enhanced the quality of life and independence of individuals with various disorders, thus fostering progress in education, employment, social engagement and well-being. Despite these advancements, significant challenges remain in the implementation of such technologies in various domains, emphasizing the necessity for deeper exploration of their future development. This study examines the future trends and perspectives of ATs, providing valuable insights from a national context and comparing the results with those of international Delphi research. Using a two-round Delphi method, we engaged a panel of 23 experts from Bulgaria, representing disability organizations, academia and practice. Ten future-oriented projections were assessed, while participant demographics and attitudes toward ATs were also analyzed. The survey’s statistical findings indicate a moderate consensus among the Bulgarian experts. They demonstrate cautious optimism about the use of ATs, especially AI-driven technology, for individuals with disabilities. The results are similar with those of the international study, with only few differences, highlighting the shared perspectives of experts at both national and international levels. The research offers valuable insights into emerging trends in AI-driven ATs and provides valuable knowledge for policymakers, researchers and developers seeking to align innovation with the expectations of diverse stakeholders. Full article

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20 pages, 984 KB

Open AccessArticle

Education and Black Creative-Class Identity Among Black Homeowners: Exploring Library Engagement in Ward 8, Washington, D.C.

by Joyce M. Doyle and Nicole A. Cooke

Societies 2025, 15(9), 245; https://doi.org/10.3390/soc15090245 - 3 Sep 2025

Viewed by 638

Abstract

This study examines how educational attainment and creative-class identity influence public library use among Black homeowners in Ward 8, Washington, D.C., a historically disinvested, yet resilient, Black community. Using an adapted theoretical framework (Chatman’s Small World Theory, Florida’s creative class theory, and Crenshaw’s [...] Read more.

This study examines how educational attainment and creative-class identity influence public library use among Black homeowners in Ward 8, Washington, D.C., a historically disinvested, yet resilient, Black community. Using an adapted theoretical framework (Chatman’s Small World Theory, Florida’s creative class theory, and Crenshaw’s intersectionality), the research investigates how symbolic capital informs institutional engagement in a racially homogeneous but economically stratified setting. A survey of 56 Black homeowners examined the relationships among education, income, creative-class identity, and library use. Logistic regression analysis revealed that higher educational attainment was a significant predictor of identification with the Black Creative Class^TM. However, neither income nor creative-class identity significantly predicted public library use. These findings challenge the assumption that middle-class status or creative-class affiliation ensures participation in educational or cultural institutions. Instead, they suggest that deeper dynamics, such as cultural relevance, perceived alignment, and trust, may shape engagement with public libraries. The study advances knowledge in library and information science (LIS) and urban studies by demonstrating how spatial context and class distinctions within Black communities shape library engagement. The results underscore the need for culturally responsive library strategies that recognize class-based variation within racial groups, moving beyond monolithic models of community outreach. Full article

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17 pages, 421 KB

Open AccessArticle

Psychological Capital, Workplace Stress, and Mobbing in the Context of Workers’ Mental Health

by Judit Glavanits, Kitti Hengl and Anikó Benyák

Societies 2025, 15(9), 244; https://doi.org/10.3390/soc15090244 - 2 Sep 2025

Viewed by 754

Abstract

This study examines how employees’ psychological capital relates to workplace stress and mobbing (also known as workplace bullying) across three European countries. Stress has become an increasingly dominant issue globally since the second half of the 20th century, moving from clinical contexts into [...] Read more.

This study examines how employees’ psychological capital relates to workplace stress and mobbing (also known as workplace bullying) across three European countries. Stress has become an increasingly dominant issue globally since the second half of the 20th century, moving from clinical contexts into public awareness. It is now recognized as a significant health risk factor, particularly in work environments. While positive forms of stress (eustress) can enhance performance, chronic workplace stress is linked to serious mental and physical health problems. This study investigates the relationship between psychological capital (PsyCap), workplace stress, and mobbing among employees in Germany, Austria, and Hungary. Based on a cross-sectional survey (N = 89), the research applied validated instruments (PCQ, PSS-10, COPSOQ II) to measure PsyCap, perceived workplace stress, and experiences of mobbing. Results show a high average PsyCap level (M = 4.64, SD = 0.70) and a moderate perceived workplace stress level (M = 2.73, SD = 0.62) across the sample. A strong negative correlation was identified between PsyCap and workplace stress (r = −0.573, p < 0.001), while a moderate positive correlation was found between workplace stress and mobbing experiences (r = 0.323, p = 0.002). Although PsyCap moderated stress levels, it did not significantly moderate the relationship between mobbing and perceived stress. These findings emphasize the role of PsyCap in reducing workplace stress and underline the necessity of organizational interventions in promoting psychological resilience and mobbing prevention. The results also indicate a need to further examine the causal relationship between mobbing, stress, and PsyCap. Full article

(This article belongs to the Special Issue Adapting to Change: Social, Organizational, and Technological Responses to Contemporary Challenges)

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20 pages, 896 KB

Open AccessReview

From Voice to Action: Upholding Children’s Right to Participation in Shaping Policies and Laws for Digital Safety and Well-Being

by Enikő Kovács-Szépvölgyi, Dorina Anna Tóth and Roland Kelemen

Societies 2025, 15(9), 243; https://doi.org/10.3390/soc15090243 - 2 Sep 2025

Viewed by 1016

Abstract

While the digital environment offers new opportunities to realise children’s rights, their right to participation remains insufficiently reflected in digital policy frameworks. This study analyses the right of the child to be heard in the academic literature and in the existing international legal [...] Read more.

While the digital environment offers new opportunities to realise children’s rights, their right to participation remains insufficiently reflected in digital policy frameworks. This study analyses the right of the child to be heard in the academic literature and in the existing international legal and EU regulatory frameworks. It explores how children’s participation right is incorporated into EU and national digital policies and examines how genuine engagement can strengthen children’s digital resilience and support their well-being. By applying the 7C model of coping skills and analysing its interaction with the right to participation, the study highlights how these elements mutually reinforce the achievement of the Sustainable Development Goals (SDGs). Through a qualitative analysis of key strategic documents and the relevant policy literature, the research identifies the tension between the formal acknowledgment of children’s right to participate and its practical implementation at law- and policy-making levels within the digital context. Although the European Union’s examined strategies emphasise children’s participation, their practical implementation often remains abstract and fragmented at the state level. While the new BIK+ strategy shows a stronger formal emphasis on child participation, this positive development in policy language has not yet translated into a substantive change in children’s influence at the state level. This nuance highlights that despite a positive trend in policy rhetoric, the essential dimension of genuine influence remains underdeveloped. Full article

(This article belongs to the Special Issue Adapting to Change: Social, Organizational, and Technological Responses to Contemporary Challenges)

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34 pages, 955 KB

Open AccessArticle

Mapping Occupational Stress and Burnout in the Probation System: A Quantitative Approach

by Cristina Ilie, Costel Marian Ionașcu and Andreea Mihaela Niță

Societies 2025, 15(9), 242; https://doi.org/10.3390/soc15090242 - 30 Aug 2025

Viewed by 1003

Abstract

This study presents the first nationwide, system-level investigation of occupational stress and professional burnout among probation counselors in Romania, in the context of increasing caseloads, complex job demands and limited institutional support. Building on a comprehensive theoretical analysis, we employ a sociological research [...] Read more.

This study presents the first nationwide, system-level investigation of occupational stress and professional burnout among probation counselors in Romania, in the context of increasing caseloads, complex job demands and limited institutional support. Building on a comprehensive theoretical analysis, we employ a sociological research design involving a representative sample of 247 probation counselors from all 42 national probation services. Using the Maslach Burnout Inventory—Human Services Questionnaire, along with stress-related factors, we examine the prevalence, most important factors and typologies of burnout. Advanced quantitative techniques—including multiple linear regression, principal component analysis and K-means clustering—allow for a robust identification of key predictors of emotional exhaustion and three distinct psychosocial profiles: stress-resistant seniors, under involved younger staff and overworked, frustrated employees. We also conducted a confirmatory factor analysis (CFA) to check the validity of the MBI-HSS. This typology offers a novel conceptual framework for understanding professional burnout in probation, highlighting systemic vulnerabilities and distinct risk categories. Nevertheless, limitations exist: self-reported data may underestimate stress, and omitting variables like resilience or work meaning constrains explanatory depth. Despite these constraints, this study addresses a significant gap in Romanian probation research and lays the foundation for future longitudinal and qualitative studies. These should incorporate psychological and organizational factors to improve targeted interventions and human resources strategies. Full article

(This article belongs to the Special Issue Revitalizing Workplaces: The Intersection of Public Health and Sustainable Wellbeing in Organizations)

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26 pages, 555 KB

Open AccessConcept Paper

Do We Need a Voice Methodology? Proposing a Voice-Centered Methodology: A Conceptual Framework in the Age of Surveillance Capitalism

by Laura Caroleo

Societies 2025, 15(9), 241; https://doi.org/10.3390/soc15090241 - 30 Aug 2025

Viewed by 700

Abstract

This paper explores the rise in voice-based social media as a pivotal transformation in digital communication, situated within the broader era of chatbots and voice AI. Platforms such as Clubhouse, X Spaces, Discord and similar ones foreground vocal interaction, reshaping norms of participation, [...] Read more.

This paper explores the rise in voice-based social media as a pivotal transformation in digital communication, situated within the broader era of chatbots and voice AI. Platforms such as Clubhouse, X Spaces, Discord and similar ones foreground vocal interaction, reshaping norms of participation, identity construction, and platform governance. This shift from text-centered communication to hybrid digital orality presents new sociological and methodological challenges, calling for the development of voice-centered analytical approaches. In response, the paper introduces a multidimensional methodological framework for analyzing voice-based social media platforms in the context of surveillance capitalism and AI-driven conversational technologies. We propose a high-level reference architecture machine learning for social science pipeline that integrates digital methods techniques, automatic speech recognition (ASR) models, and natural language processing (NLP) models within a reflexive and ethically grounded framework. To illustrate its potential, we outline possible stages of a PoC (proof of concept) audio analysis machine learning pipeline, demonstrated through a conceptual use case involving the collection, ingestion, and analysis of X Spaces. While not a comprehensive empirical study, this pipeline proposal highlights technical and ethical challenges in voice analysis. By situating the voice as a central axis of online sociality and examining it in relation to AI-driven conversational technologies, within an era of post-orality, the study contributes to ongoing debates on surveillance capitalism, platform affordances, and the evolving dynamics of digital interaction. In this rapidly evolving landscape, we urgently need a robust vocal methodology to ensure that voice is not just processed but understood. Full article

(This article belongs to the Special Issue Reshaping Social Reality: Digital Societies and the Data-Based Approach)

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12 pages, 238 KB

Open AccessConcept Paper

Schools as Educational Common Places in an Era of Superdiversity: Policy Debates and Proposals for Citizen Education

by Jordi Collet-Sabé

Societies 2025, 15(9), 240; https://doi.org/10.3390/soc15090240 - 29 Aug 2025

Viewed by 792

Abstract

During recent decades, the commons approach has emerged as a tool with which to critically analyse current reality and propose alternatives. Using this approach, the paper asks how the common good can be promoted in education, especially in times and places of superdiversity. [...] Read more.

During recent decades, the commons approach has emerged as a tool with which to critically analyse current reality and propose alternatives. Using this approach, the paper asks how the common good can be promoted in education, especially in times and places of superdiversity. After a short conceptual presentation of the commons approach, it discusses the current approaches to the management of diversity (multicultural, intercultural, liberal, social cohesion) that, produced from the same episteme based on substantive identities and schools as ‘invited’ spaces, provide unexpected barriers to the development of schools as inclusive and participative commonplaces. With this conceptual foundation of the problem in place, the paper then examines the convivial approach as an alternative way to rethink schools as educational commons and to offer opportunities for collaboration and co-operation, generating a web of sustained connections between different actors. Finally, the paper outlines what schools as educational commons might look like in a superdiverse context and how this can be promoted as a new education policy. It focuses on specific policies that might promote conviviality and education as a common good in which schools become ‘invented’ spaces, participatory and self-governed common places, and producers of alternative citizenship, relations, and identities. Full article

(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)

19 pages, 413 KB

Open AccessArticle

Segmenting Recreational Dance Communities in Greece: Cultural Identity, Lifelong Engagement, and Inclusive and Participant-Centered Approaches to Dance Programming

by Aglaia Zafeiroudi, Dimitrios Goulimaris, Kostas Alexandris and Georgia Yfantidou

Societies 2025, 15(9), 239; https://doi.org/10.3390/soc15090239 - 29 Aug 2025

Viewed by 571

Abstract

This study explored how dance style preferences among recreational dancers in Greece reflect intersections of cultural identity, demographic background, and lifelong engagement. A total of 912 participants were analyzed using chi-square and Kruskal–Wallis tests, Spearman correlation, and k-means cluster analysis. Significant associations [...] Read more.

This study explored how dance style preferences among recreational dancers in Greece reflect intersections of cultural identity, demographic background, and lifelong engagement. A total of 912 participants were analyzed using chi-square and Kruskal–Wallis tests, Spearman correlation, and k-means cluster analysis. Significant associations were found between gender and stylistic preferences, with women favoring ballet and contemporary styles, while men preferred traditional and partner-based forms such as tango. Kruskal–Wallis tests indicated that age influenced stylistic preferences, though it did not significantly differentiate participant clusters. A weak but statistically significant positive correlation was observed between age and years of dancing experience. k-means clustering revealed four distinct participant profiles based on gender, residence, experience, and stylistic engagement, highlighting culturally shaped participation patterns. Urban dancers exhibited broader stylistic diversity, whereas rural dancers showed stronger preferences for traditional genres, emphasizing the influence of cultural heritage. These findings demonstrate how identity, environment, and experiential factors could shape recreational dance paths across the lifespan. The study highlights the need for culturally responsive, inclusive, and participant-centered dance education and culturally informed tourism programming that accommodates diverse pathways of engagement. Future research is recommended to investigate motivational factors and cross-cultural patterns to further deepen understanding and inform recreational dance communities. Full article

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14 pages, 508 KB

Open AccessArticle

Social Support and Negative Emotions in the Process of Resilience: A Longitudinal Study of College Students

by Yuqi Zhang and Hongshuo Chen

Societies 2025, 15(9), 238; https://doi.org/10.3390/soc15090238 - 28 Aug 2025

Viewed by 1585

Abstract

Through three-wave longitudinal research, a survey was conducted with 3200 college students from a university in China, Hebei Province, with an interval of approximately one year between each survey. In the third wave of surveys, 1495 valid samples were obtained. The questionnaires included [...] Read more.

Through three-wave longitudinal research, a survey was conducted with 3200 college students from a university in China, Hebei Province, with an interval of approximately one year between each survey. In the third wave of surveys, 1495 valid samples were obtained. The questionnaires included the Resilience Scale (RS-11), the Social Support Questionnaire (F-SozU K-14), and the Depression Anxiety Stress Scale (DASS-21). There are significant differences in social support and negative emotions across gender variables. There are significant differences in resilience, social support, and negative emotions across travel frequency in the past year. There are significant differences in negative emotions across vegetarianism. Resilience and social support measured in three waves were significantly negatively correlated with negative emotions, while resilience and social support were significantly positively correlated. The results of the random intercept cross-lagged panel model analysis indicate that W1 social support can significantly negatively predict W2 negative emotions, and W2 negative emotions can significantly negatively predict W3 resilience and social support. Ineffective or insufficient social support can cause negative emotions to negatively impact the resilience process while further reducing the individual’s perception of social support. Full article

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15 pages, 271 KB

Open AccessArticle

Loneliness, Social Cohesion, and the Role of Art Making

by Olivia Sagan

Societies 2025, 15(9), 237; https://doi.org/10.3390/soc15090237 - 27 Aug 2025

Viewed by 1202

Abstract

Global interest in the rising rates of loneliness runs parallel to increased concern about weakening social cohesion. Both phenomena are described as complexly entwined with trust and agency and related to wellbeing at both an individual and societal level. Whilst opinions are numerous [...] Read more.

Global interest in the rising rates of loneliness runs parallel to increased concern about weakening social cohesion. Both phenomena are described as complexly entwined with trust and agency and related to wellbeing at both an individual and societal level. Whilst opinions are numerous and divided on how to alleviate loneliness and build social cohesion, there is some important coalescence around claims of the contribution of art making to both warding off loneliness and building social cohesion. This paper draws on the work of Hannah Arendt and contemporary readings of her theory of loneliness to suggest how art making can be efficacious and why it should play a central role in community building rather than be relegated to a peripheral desideratum. Drawing on data from two studies into community art making, the paper explores how the inter- and intrapersonal processes of being seen and showing can alleviate loneliness, begin to restore agency, and help build social cohesion. Full article

(This article belongs to the Special Issue Building Healthy Communities)

16 pages, 912 KB

Open AccessArticle

Validation of a Perception Scale for Knowledge Acquired in Emotional Education During Initial Teacher Training

by Gerardo Fuentes-Vilugrón, Flavio Muñoz-Troncoso, Rafael Bisquerra-Alzina, Enrique Riquelme-Mella, José-Luis Ramos-Sánchez, Felipe Caamaño-Navarrete, Edgardo Miranda-Zapata, Carlos Arriagada-Hernández, Ekaterina Legaz-Vladímisrkaya and Gerardo Muñoz-Troncoso

Societies 2025, 15(9), 236; https://doi.org/10.3390/soc15090236 - 25 Aug 2025

Viewed by 814

Abstract

Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional [...] Read more.

Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional education in student teachers and practicing teachers. A quantitative, descriptive and comparative approach was used with 548 participants, applying confirmatory factor analysis and invariance analysis to evaluate the model. Confirmatory factor analysis showed that the model fit well and had high reliability scores, which backs up the validity and internal consistency of the EEITT for measuring perceptions about emotional education training. Statistically significant differences were identified between groups, with students reporting greater social-emotional learning in the four factors evaluated. Likewise, a negative and significant effect of age on the perception of emotional education training was observed. These findings highlight the importance of emotional education in teacher training and point to the need for educational policies that integrate holistic and continuous approaches throughout the teaching career. Despite its limitations, this instrument provides relevant tools for future research and for guiding the design and improvement of teacher training practices. Full article

(This article belongs to the Special Issue Emotion and Culture: Mediating Aspects for Teaching and Learning Processes)

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15 pages, 280 KB

Open AccessFeature PaperArticle

The Significance of the Church’s Role in Domestic Violence Cases Among Roma Women

by Petra Kleindienst, Predrag Ljubotina, Aleksandar Racz and Borut Rončević

Societies 2025, 15(9), 235; https://doi.org/10.3390/soc15090235 - 23 Aug 2025

Viewed by 901

Abstract

The article examines the support structures available to Roma women faced with domestic violence, focusing on the role of the church as a sanctuary. The research includes a case study of the Roma community in Međimurje County, Croatia, which is characterized by (Catholic) [...] Read more.

The article examines the support structures available to Roma women faced with domestic violence, focusing on the role of the church as a sanctuary. The research includes a case study of the Roma community in Međimurje County, Croatia, which is characterized by (Catholic) religious homogenization. Analysis reveals that Roma women who fear the perpetrator prefer confidentiality, anticipate disbelief, or feel they are themselves to blame are more likely to seek support from the church. The findings show that Roma women who report domestic violence to the police are also likely to turn to the church for help. The research further examines the correlation between different types of violence and the likelihood of Roma women contacting the church for support. Full article

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Societies, Volume 15, Issue 9 (September 2025) – 31 articles

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