Search Results (1,873)

Automated violence detection in video surveillance is critical for public safety; however, existing methods frequently suffer notable performance degradation across diverse real-world scenarios due to domain shift. Substantial distributional discrepancies between source training data and target environments severely hinder model generalization, limiting practical deployment. To overcome this, we propose CoMT-VD, a new contrastive Mean Teacher-based violence detection model, engineered for enhanced adaptability in unseen target domains. CoMT-VD innovatively integrates a Mean Teacher architecture to adequately leverage unlabeled target domain data, fostering stable, domain-invariant feature representations by enforcing consistency regularization between student and teacher networks, crucial for bridging the domain gap. Furthermore, to mitigate supervisory noise from pseudo-labels and refine the feature space, CoMT-VD incorporates a dual-strategy contrastive learning module. DCL systematically refines features through intra-sample consistency, minimizing latent space distances for compact representations, and inter-sample consistency, maximizing feature dissimilarity across distinct categories to sharpen decision boundaries. This dual regularization purifies the learned feature space, boosting discriminativeness while mitigating noisy pseudo-labels. Broad evaluations on five benchmark datasets unequivocally demonstrate that CoMT-VD achieves the superior generalization performance (in the four integrated scenarios from five benchmark datasets, the improvements were 5.0∼12.0%, 6.0∼12.5%, 5.0∼11.2%, 5.0∼11.2%, and 6.3∼12.3%, respectively), marking a notable advancement towards robust and reliable real-world violence detection systems. Full article

Teaching in a globalised world offers opportunities to reduce barriers, enhance understanding, and expand access for diverse learners. Blended approaches, combining in-person and online delivery, can encourage learning communities across geographical boundaries. However, disparities in access to technology, internet reliability, and conducive study environments highlight inequalities and varied learner experiences. While digital networks may support identity and belonging, some students report feeling distracted or disengaged in online settings. This study explores the experiences of first-year doctoral candidates completing the final taught module of their Doctorate in Business Administration (DBA) at the University of Gloucestershire, UK. Participants, mostly international students now based in the UK, are engaged in both in-person classes and online staff-led webinars. Data was gathered through four in-person focus groups. Engeström’s Cultural-Historical Activity Theory was applied as an analytical framework, conceptualising teaching and learning as an activity system mediated by Tools, Rules, Community, and Division of Labour. This enabled a comparison of students’ experiences in online and in-person contexts. The findings revealed contradictions within the system, identifying barriers to engagement and adaptation, and offering insights into the evolving pedagogical demands of blended doctoral education. Full article

The rapid integration of artificial intelligence technologies into higher education presents unprecedented opportunities for enhancing computational thinking development while simultaneously raising significant concerns about educational equity and algorithmic bias. This comprehensive review examines the intersection of AI integration, computational thinking pedagogy, and diversity, equity, and inclusion imperatives in higher education through a comprehensive narrative review of 167 sources of current literature and theoretical frameworks. From distilling principles from Human–AI Symbiotic Theory (HAIST) and established pedagogical integration models, this review synthesizes evidence-based strategies for ensuring that AI-enhanced computational thinking environments advance rather than undermine educational equity. The analysis reveals that effective AI integration in computational thinking education requires comprehensive frameworks that integrate ethical AI governance with pedagogical design principles, creating practical guidance for institutions seeking to harness AI’s potential while protecting historically marginalized students from algorithmic discrimination. This review contributes to the growing body of knowledge on responsible AI implementation in educational settings and provides actionable recommendations for educators, researchers, and policymakers working to create more effective, engaging, and equitable AI-enhanced learning environments. Full article

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing scrutiny and political backlash, institutions across the United States are reexamining, reframing, and in many cases, dismantling long-standing commitments to equity work. This collaborative autoethnographic study explores the lived experiences of four Black educators, three actively pursuing doctoral degrees while serving as student affairs administrators and one faculty member who holds administrative responsibilities. Drawing on role theory, we introduce the concept Dual Combat Strain, a compounded and inseparable form of role strain that emerges when both academic and professional identities are simultaneously contested, surveilled, and constrained. The findings highlight the tensions, strategies, and forms of resistance that these educators employ to persist, advocate, mentor, and build coalitions within an increasingly volatile higher education landscape. By naming and framing Dual Combat Strain, this study extends role strain theory and applies it to the interconnected academic and professional realities of educators and offers actionable insights to support educators committed to equity based work. Full article

Virtual reality (VR) creates immersive environments that allow users to interact with digital content, fostering a sense of presence and engagement comparable to real-world experiences. VR360 technology, combined with affordable head-mounted displays such as Google Cardboard, enhances accessibility and provides an intuitive learning experience. Drones, or unmanned aerial vehicles (UAVs), are operated through remote control systems and have diverse applications in civilian, commercial, and scientific domains. Taiwan’s Indigenous cultures emphasize environmental conservation, and integrating this knowledge into education supports both biodiversity and cultural preservation. The Amis people, who primarily reside along Taiwan’s eastern coast and central mountain regions, face educational challenges due to geographic isolation and socioeconomic disadvantage. This study integrates VR360 and drone technologies to develop a VR learning system for elementary science education that incorporates Amis culture and local environments. A teaching experiment was conducted to evaluate its impact on learning effectiveness and student responses. Results show that students using the VR system outperformed the control group in cultural and scientific knowledge, experienced reduced cognitive load, and reported greater learning motivation. These findings highlight the potential of VR and drone technologies to improve learning outcomes, promote environmental and cultural awareness, and reduce educational barriers for Indigenous students in remote or socioeconomically disadvantaged communities. Full article

As large language models (LLMs) are increasingly used to support learning, there is a growing need for a principled framework to guide the design of LLM-based tools and resources that are pedagogically effective and contextually responsive. This study proposes a framework by examining how prompt engineering can enhance the quality of chatbot responses to support middle school students’ scientific reasoning and argumentation. Drawing on learning theories and established frameworks for scientific argumentation, we employed a design-based research approach to iteratively refine system prompts and evaluate LLM-generated responses across diverse student input scenarios. Our analysis highlights how different prompt configurations affect the relevance and explanatory depth of chatbot feedback. We report findings from the iterative refinement process, along with an analysis of the quality of responses generated by each version of the chatbot. The outcomes indicate how different prompt configurations influence the coherence, relevance, and explanatory processes of LLM responses. The study contributes a set of critical design principles for developing theory-aligned prompts that enable LLM-based chatbots to meaningfully support students in constructing and revising scientific arguments. These principles offer broader implications for designing LLM applications across varied educational domains. Full article

Generative Artificial Intelligence (GAI) is advancing rapidly and is increasingly integrated into visual communication design education. How to effectively and sustainably leverage GAI to support visual communication design teaching has thus become a critical issue faced by educators. While prior studies have focused on GAI’s impact on student learning outcomes and creativity, limited research has explored its effects on emotions and student engagement. This study aims to investigate the impact of customized GAI integration on visual communication design students’ learning engagement and to qualitatively explore the emotions that occur throughout the learning process. Using a quasi-experimental design, 96 students were randomly assigned to either a control group using traditional instruction or an experimental group using a customized GAI. Student engagement was measured using pre- and post-assessment scales, and semi-structured interviews were conducted to analyze students’ emotional changes. The results show that customized GAI integration effectively enhanced students’ cognitive, emotional, and behavioral engagement. Moreover, students experienced diverse and dynamic emotions during the learning process, which influenced their engagement. This study provides empirical support for the application of GAI in visual communication design education, highlighting the importance of balancing technology integration with emotional regulation, thereby informing the responsible and sustainable integration of GAI in design education. Full article

In the field of second language acquisition, there is a growing recognition of the importance of emotional factors, particularly emotional intelligence (EI), in influencing learners’ willingness to communicate (WTC) in a second language (L2). However, previous studies have predominantly adopted a variable-centered approach, often overlooking individual heterogeneity and the mediating role of foreign language enjoyment (FLE) in the relationship between EI and WTC. To address these gaps, this study integrated variable-centered and person-centered approaches to examine 1111 students from Chinese private colleges, representing a distinct educational ecology. Questionnaires were used to measure EI, FLE, and L2 WTC, followed by mediation analysis and latent profile analysis (LPA). Results indicated that EI positively predicted WTC (β = 0.217, p < 0.001), with FLE partially mediating this relationship (indirect β = 0.135, p < 0.001), accounting for 38.3% of the total effect (β = 0.352, p < 0.001). LPA identified three learner profiles—“High EI–High Enjoyment,” “Moderate EI–Moderate Enjoyment,” and “Low EI–Low Enjoyment.” These profiles differed significantly in L2 WTC (p < 0.005), although the effect size was small (η² = 0.002). The findings revealed that learners with higher emotional intelligence and enjoyment tended to report greater willingness to communicate. However, the overall effect was small, suggesting that emotional factors may serve as facilitators rather than decisive determinants of L2 communication. Despite the modest magnitude of these differences, the pattern highlights subtle yet meaningful emotional dynamics underlying L2 communication behavior. By integrating person- and variable-centered perspectives, this study contributes methodological refinement and provides cautiously framed pedagogical implications for fostering emotional engagement and communicative willingness among diverse L2 learners. Full article

Alternative learning environments (ALEs) support students with complex behavioral, emotional, and social needs, yet only a small amount of research has examined their occupational and mental health needs using a socioecological approach. This study aimed to demonstrate the process of conducting a socioecological needs assessment in an ALE and identify needs from multiple stakeholder perspectives. A qualitative descriptive design was employed. Semi-structured interviews and focus groups were conducted with 24 stakeholders, including students, educators, counselors, administrators, and a dietitian. Data were analyzed thematically by stakeholder group. Four overarching themes emerged: This School is a Shelter, We Believe in Resilience, We Work Well Together, and Every Student, Every Day, with two additional subthemes. The findings revealed that ALEs are viewed as protective spaces that promote belonging and resilience, but they are also shaped by stigma, limited resources, and systemic barriers to participation. Students’ perspectives emphasized both vulnerability and a strong desire for solidarity and belonging. The socioecological needs assessment process proved valuable for engaging diverse stakeholders and mapping barriers and facilitators across levels of the ecosystem. These findings highlight actionable directions for trauma-informed, interprofessional strategies that can strengthen occupational participation and mental health supports in ALEs. Full article

In this paper, we reflect on the revisions made to a mathematics course for multicultural and multilingual pre-service teachers in Norway. The course had originally been designed and taught by one of the authors, and together we now analyze how it was retaught and restructured in light of student experiences, high failure rates, and our shared professional values. Using an action research approach and drawing on an equity–diversity–inclusion framework, we examine specific changes in pedagogy, assessments, and student support. This paper contributes to conversations about how mathematics teacher education can become more inclusive, responsive, and just. Full article

This qualitative study examines the impact of societal violence on the school climate in Arab society in Israel, focusing on teachers’ perspectives. Violence is conceptualized as an extreme, intentional form of aggression aimed at causing physical, psychological, or emotional harm. In the Israeli context, Arab society, constituting about 21% of the population, experiences disproportionately high rates of violent crime, reflecting historical marginalization, structural inequality, under-policing, and sociocultural transformations. Within schools, these societal dynamics are reported to negatively affect the learning environment, including diminished teacher motivation, concerns about teaching quality, heightened perceptions of unsafety, strained parent–school relationships, and increased parental aggression. Sixteen teachers participated in semi-structured interviews. Thematic analysis of the data revealed that financial pressures, emphasis on personal honor, and erosion of family values are perceived as key drivers of violence in the community. Teachers also reported adverse effects on students’ emotional, social, and behavioral functioning, as well as academic performance. These findings underscore the urgent need for interventions that enhance school safety, provide trauma-informed teacher training, expand psychological services, and strengthen parental collaboration. Future research should include students’ and parents’ perspectives, examine geographically diverse schools, and explore cross-cultural comparisons to better understand the educational consequences of societal violence. Full article

This study investigates how Built Environment (BE) education in Australian universities can better support student well-being and academic success. Using a mixed-methods design, survey data from 253 students across multiple institutions were analysed by integrating quantitative measures of stress, performance, and mental health with qualitative accounts of student-driven solutions. The diversity of the sample enhances the representativeness of the findings across the BE student cohort. Results confirm significant work–study pressures but, more importantly, identify novel pathways for reform, including curriculum flexibility, stronger industry–academic integration, and accessible support services. To address these gaps, the study introduces the INSPIRE Framework—a holistic, student-centred model that embeds flexibility, resilience, and institutional empathy into BE pedagogy. By filling a critical gap in the literature on student well-being in professional disciplines, the framework offers practical guidance for universities seeking to design more inclusive and sustainable learning environments. Full article

This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Classroom Management and Behavioral Skills, (F3) Positive Attitudes toward Inclusion and Diversity, and (F4) Willingness to Cooperate and Comply. Multiple linear regression revealed that self-efficacy consistently predicted all four dimensions, underscoring its central motivational role in inclusive teaching. Training was positively associated with F1, while its effect on F2 was not significant. Experience with SEN predicted F2 and F4, suggesting that direct classroom exposure enhances behavioral management and collaborative engagement. Years of service predicted only F3, indicating that professional experience primarily fosters positive attitudes toward inclusion. Overall, the findings highlight that effective inclusive practices require transformative professional learning and a synergistic combination of strong self-efficacy, structured training, and experiential engagement, with each factor contributing differentially to specific aspects of teacher readiness. Full article

As Canada experiences a growing number of newcomer students with refugee backgrounds, K-12 educators face challenges to meet students’ unique academic, linguistic, and psychosocial needs. This paper examines the role of educational technology (EdTech) to bridge the resource and training gap by enhancing teacher preparedness through an accessible, inclusive, and trauma-informed digital resource. This study presents a qualitative case study methodology to analyze the interactive online manual, Supporting Teachers to Address the Mental Health of Students from War Zones. The research utilizes three data sources: feedback from 110 educators through a questionnaire, observational data from 69 students from two separate pre-service teacher cohorts, and an expert evaluation report conducted by university curriculum specialists. Findings suggest that successful EdTech for refugee-background student initiatives must be trauma-informed, strength-based, culturally responsive, and designed with usability and accessibility in mind. Furthermore, collaboration between K-12 educators, researchers, and developers is vital to ensure that there is alignment of pedagogy and technology. Full article

Argumentation is a key competence (as emphasized by the European Union) for lifelong learning and democratic participation. Written argumentation is a challenging task for students, and to date, no study has investigated the impact of a combined teaching approach of debating and SRSD writing lessons on written argumentation skills. This study addresses this gap by linking debating and SRSD writing lessons for the first time in grade 9 classrooms, employing a debating format and the Self-Regulated Strategy Development (SRSD) approach. We aimed to assess the impact of the combination of debating and SRSD writing lessons on the quality of students’ argumentative writing, examining text quality across school types (higher and lower academic track) and intervention sequences (debating–SRSD and SRSD–debating). This quasi-experimental study included 357 ninth-grade students from six rural and urban German schools, split between higher (57.9%) and lower (42.1%) academic tracks. Over four measurement points, the students participated in randomized debating or SRSD-based writing lessons, each comprising six 90-minute sessions conducted by trained coaches from the research team. Text quality was measured through standardized writing tasks and the double-blinded rating of text and language pragmatics quality on a six-point scale. Both interventions improved text quality, with significant gains observed in the post-tests, and gains were especially visible for lower-track students. This study demonstrates the effectiveness of linking debating and SRSD writing lessons in improving writing skills. Our findings support the inclusion of debating as a motivational precursor to writing, emphasizing adaptability in teaching strategies to accommodate diverse student needs. We recommend confirming these findings and informing broader curricular reforms in further research. Full article