Search Results (494)

The proliferation of social media has paradoxically facilitated the widespread dissemination of fake news, impacting individuals, politics, economics, and society as a whole. Despite the increasing scholarly research on this phenomenon, a significant gap exists regarding its dynamics in developing countries, particularly how predictors of fake news sharing interact, rather than merely their net effects. To acquire a more nuanced understanding of fake news sharing behavior, we propose identifying the direct and complex interplay among key variables by utilizing a dual analytical framework, leveraging Structural Equation Modeling (SEM) for linear relationships and Fuzzy-Set Qualitative Comparative Analysis (fsQCA) to uncover asymmetric patterns. Specifically, we investigate the influence of news-find-me orientation, social media trust, information-sharing tendencies, and status-seeking motivation on the propensity of fake news sharing behavior. Additionally, we delve into the moderating influence of social media literacy on these observed effects. Based on a cross-sectional survey of 1028 Haitian social media users, the SEM analysis revealed that news-find-me perception had a negative but statistically insignificant influence on fake news sharing behavior. In contrast, information sharing exhibited a significant negative association. Trust in social media was positively and significantly linked to fake news sharing behavior. Meanwhile, status-seeking motivation was positively associated with fake news sharing behavior, although the association did not reach statistical significance. Crucially, social media literacy moderated the effects of trust and information sharing. Interestingly, fsQCA identified three core configurations for fake news sharing: (1) low status seeking, (2) low information-sharing tendencies, and (3) a unique interaction of low “news-find-me” orientation and high social media trust. Furthermore, low social media literacy emerged as a direct core configuration. These findings support the urgent need to prioritize social media literacy as a key intervention in combating the dissemination of fake news. Full article

Recently, the usage of mobile phone-based games has increased due to the growing accessibility and convenience they provide. Using a descriptive-quantitative design, a disaster-based mobile application was developed in this study to enhance disaster literacy among the private senior high schools in science, technology, engineering, and mathematics (STEM) education in Davao City, the Philippines. The developed application was provided together with survey questionnaires to 364 students randomly selected from different schools in Davao City usingF a simple random sampling method. The technology acceptance (TAM) model was used to explain how users accepted the new technology. The mobile application was designed with features in four disaster scenarios—fire, flood, volcano, and earthquake. The results revealed a high acceptance, with an average score of the perceived usefulness (PE) of 4.52, perceived ease of use (PEOU) of 4.44, and a behavioral intention (BI) of 4.12. The students accepted the application to enhance disaster risk reduction and management. Aligned with SDG 4 and SDG 11, the application can be used to equip users with the knowledge to respond to disasters and ensure community resilience. Full article

As the global population ages, older adults face growing psychological challenges such as loneliness, cognitive decline, and loss of social roles. Meanwhile, artificial intelligence (AI) technologies, including chatbots and voice-based systems, offer new pathways to emotional support and mental stimulation. However, older adults often encounter significant barriers in accessing and effectively using AI tools. This review examines the current landscape of AI applications aimed at enhancing psychological well-being among older adults, identifies key challenges such as digital literacy and usability, and highlights design and training strategies to bridge the digital divide. Using socioemotional selectivity theory and technology acceptance models as guiding frameworks, we argue that AI—especially in the form of conversational agents—holds transformative potential in reducing isolation and promoting emotional resilience in aging populations. We conclude with recommendations for inclusive design, participatory development, and future interdisciplinary research. Full article

Enhancing farmers’ digital literacy is both an inevitable requirement for adapting to the digital age and an important measure for promoting the sustainable development of livestock and poultry manure resource utilization. This study surveyed and obtained data from 1047 farm households in Ningxia and Gansu, two provinces in China that have long implemented livestock manure resource utilization policies, from December 2023 to January 2024, and employed the binary probit model to analyze how digital literacy influences farmers’ willingness to adopt two livestock manure resource utilization modes, as well as to analyze the moderating role of three policy regulations. This paper also explores the heterogeneous results in different village forms and income groups. The results are as follows: (1) Digital literacy significantly and positively impacts farmers’ willingness to adopt both the “household collection” mode and the “livestock community” mode. For every one-unit increase in a farmer’s digital literacy, the probability of farmers’ willingness to adopt the “household collection” mode rises by 22 percentage points, and the probability of farmers’ willingness to adopt the “livestock community” mode rises by 19.8 percentage points. After endogeneity tests and robustness checks, the conclusion still holds. (2) Mechanism analysis results indicate that guiding policy and incentive policy have a positive moderation effect on the link between digital literacy and the willingness to adopt the “household collection” mode. Meanwhile, incentive policy also positively moderates the relationship between digital literacy and the willingness to adopt the “livestock community” mode. (3) Heterogeneity analysis results show that the positive effect of digital literacy on farmers’ willingness to adopt two livestock manure resource utilization modes is stronger in “tight-knit society” rural areas and in low-income households. (4) In further discussion, we find that digital literacy removes the information barriers for farmers, facilitating the conversion of willingness into behavior. The value of this study is as follows: this paper provides new insights for the promotion of livestock and poultry manure resource utilization policies in countries and regions similar to the development process of northwest China. Therefore, enhancing farmers’ digital literacy in a targeted way, strengthening the promotion of grassroots policies on livestock manure resource utilization, formulating diversified ecological compensation schemes, and establishing limited supervision and penalty rules can boost farmers’ willingness to adopt manure resource utilization models. Full article

As the global energy transition accelerates, the integration of solar power and artificial intelligence (AI) technologies offers new pathways for sustainable local development. This study examines four Serbian municipalities—Šabac, Sombor, Pirot, and Čačak—to assess how AI-enabled solar power systems can enhance energy resilience, reduce emissions, and support community-level sustainability goals. Using a mixed-method approach combining spatial analysis, predictive modeling, and stakeholder interviews, this research study evaluates the performance and institutional readiness of local governments in terms of implementing intelligent solar infrastructure. Key AI applications included solar potential mapping, demand-side management, and predictive maintenance of photovoltaic (PV) systems. Quantitative results show an improvement >60% in forecasting accuracy, a 64% reduction in system downtime, and a 9.7% increase in energy cost savings. These technical gains were accompanied by positive trends in SDG-aligned indicators, such as improved electricity access and local job creation in the green economy. Despite challenges related to data infrastructure, regulatory gaps, and limited AI literacy, this study finds that institutional coordination and leadership commitment are decisive for successful implementation. The proposed AI–Solar Integration for Local Sustainability (AISILS) framework offers a replicable model for emerging economies. Policy recommendations include investing in foundational digital infrastructure, promoting low-code AI platforms, and aligning AI–solar projects with SDG targets to attract EU and national funding. This study contributes new empirical evidence on the digital–renewable energy nexus in Southeast Europe and underscores the strategic role of AI in accelerating inclusive, data-driven energy transitions at the municipal level. Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

Media organizations are experiencing ongoing transformation, increasingly driven by the advancement of AI technologies. This development has begun to link journalists with generative systems and synthetic technologies. Although newsrooms worldwide are exploring AI adoption to improve information sourcing, news production, and distribution, a gap exists between resource-rich organizations and those with limited means. Since ChatGPT 3.5 was released on 30 November 2022, Greek media and journalists have gained the ability to use and explore AI technology. In this study, we examine the use of AI in Greek newsrooms, as well as journalists’ reflections and concerns. Through qualitative analysis, our findings indicate that the adoption and integration of these tools in Greek newsrooms is marked by the lack of formal institutional policies, leading to a predominantly self-directed and individualized use of these technologies by journalists. Greek journalists engage with AI tools both professionally and personally, often without organizational guidance or formal training. This issue may compromise the quality of journalism due to the absence of established guidelines. Consequently, individuals may produce content that is inconsistent with the media outlet’s identity or that disseminates misinformation. Age, gender, and newsroom roles do not constitute limiting factors for this “experimentation”, as survey participants showed familiarity with this technology. In addition, in some cases, the disadvantages of specific tools regarding qualitative results in Greek are inhibiting factors for further exploration and use. All these points to the need for immediate training, literacy, and ethical frameworks. Full article

This article presents a scoping review of the academic literature published between 2021 and 2024 on the intersection of generative artificial intelligence (AI) and disinformation. Drawing from 64 peer-reviewed studies, the review examines the current research landscape and identifies six key thematic areas: political disinformation and propaganda; scientific disinformation; fact-checking; journalism and the media; media literacy and education; and deepfakes. The findings reveal that generative AI plays a dual role: it enables the rapid creation and targeted dissemination of synthetic content but also offers new opportunities for detection, verification, and public education. Beyond summarizing research trends, this review highlights the broader societal and practical implications of generative AI in the context of information disorder. It outlines how AI tools are already reshaping journalism, challenging scientific communication, and transforming strategies for media literacy and fact-checking. The analysis also identifies key policy and governance challenges, particularly the need for coordinated responses from governments, platforms, educators, and civil society actors. By offering a structured overview of the field, the article enhances our understanding of how generative AI can both exacerbate and help mitigate disinformation, and proposes directions for research, regulation, and public engagement. Full article

The 100-Day Mission, coordinated by the Coalition for Epidemic Preparedness Innovations (CEPI) and endorsed by significant international stakeholders, aims to shorten the timeframe for developing and implementing vaccines to 100 days after the report of a new pathogen. This ambitious goal is outlined as an essential first step in improving pandemic preparedness worldwide. This review highlights the mission’s implementation potential and challenges by examining it through the lens of low- and middle-income countries (LMICs), which often face barriers to equitable vaccine access. This article explores the scientific, economic, political, and social aspects that could influence the mission’s success, relying on lessons learned from previous pandemics, such as the Spanish flu, H1N1, and COVID-19. We also examined important cornerstones like prototype vaccine libraries, accelerated clinical trial preparedness, early biomarkers identification, scalable manufacturing capabilities, and rapid pathogen characterization. The review also explores the World Health Organization (WHO) Pandemic Agreement and the significance of Phase 4 surveillance in ensuring vaccine safety. We additionally evaluate societal issues that disproportionately impact LMICs, like vaccine reluctance, health literacy gaps, and digital access limitations. Without intentional attempts to incorporate under-resourced regions into global preparedness frameworks, we argue that the 100-Day Mission carries the risk of exacerbating already-existing disparities. Ultimately, our analysis emphasizes that success will not only rely on a scientific innovation but also on sustained international collaboration, transparent governance, and equitable funding that prioritizes inclusion from the beginning. Full article

There is a growing body of literature that focuses on the applicability of artificial intelligence (AI) in English as a Foreign Language (EFL) and English Language (EL) classrooms; however, educational application of AI in the EFL and EL classroom for gifted students presents a new paradigm. This paper explores the existing research to highlight current practices and future possibilities of AI for teaching EFL and EL to address gifted students’ special needs. In general, the uses of AI are being established for class instruction and intervention; nevertheless, there is still uncertainty about practitioner use of AI with gifted students in EFL and EL classrooms. This review identifies 42 examples of GenAI Models that can be used in gifted EFL and EL classrooms. In addition, the research conducted thus far has highlighted the positive contribution of the use of AI in EFL and EL environments, albeit some disadvantages and challenges have also been identified. The results also endorse the use of AI with gifted students as an asset and highlight the need for AI literacy for both teachers and gifted students in order to adapt to this new educational paradigm. In conclusion, more studies are needed, as many aspects regarding both teachers’ and gifted students’ use of AI remain to be elucidated to improve future applications of AI to teach EFL and EL to gifted students. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

Recent research in digital migration studies analyzes both refugee populations’ social media use and so-called integration outcomes. Against the backdrop of digitalization, we argue for understanding belonging as part of an ongoing process in physical, virtual and hybrid continuities, where material aspects cannot be divorced from imagined constructions. We take the case of Ukrainian women arriving in the Netherlands following the Russian aggression against Ukraine, in 15 semi-structured interviews from 2023. Adopting an intersectional lens, our research asks the following questions: How does social media use mediate or inform a sense of belonging? How do observations correspond to or differ from previous studies on refugees and social media, given this population’s temporary protection (TP) status? As participants leverage digital platforms differently in evolving situations, they navigate connectedness to the new community; we argue this may be linked to distinct TP status and other characteristics of difference, including educational levels and digital literacy. Conclusions indicate that an intersectional lens could be applied in understanding Ukrainian perspectives in other Member States—or beneficiaries of differing origin—to better account for how intersectional dimensions like legal status can be mutually constitutive of virtual connectedness versus material, physical rootedness or vulnerability. Full article

Background/Objectives: This paper introduces a pedagogically grounded framework for transforming canonical literary texts in primary education through generative AI. Guided by multiliteracies theory, Vygotskian pedagogy, and epistemic justice, the system aims to enhance interpretive literacy, developmental alignment, and cultural responsiveness among learners aged 7–12. Methods: The proposed system enables educators to perform age-specific text simplification, visual re-narration, lexical reinvention, and multilingual augmentation through a suite of modular tools. Central to the design is the Ethical–Pedagogical Validation Layer (EPVL), a GPT-powered auditing module that evaluates AI-generated content across four normative dimensions: developmental appropriateness, cultural sensitivity, semantic fidelity, and ethical transparency. Results: The framework was fully implemented and piloted with primary educators (N = 8). The pilot demonstrated high usability, curricular alignment, and perceived value for classroom application. Unlike commercial Large Language Models (LLMs), the system requires no prompt engineering and supports editable, policy-aligned controls for normative localization. Conclusions: By embedding ethical evaluation within the generative loop, the framework fosters calibrated trust in human–AI collaboration and mitigates cultural stereotyping and ideological distortion. It advances a scalable, inclusive model for educator-centered AI integration, offering a new pathway for explainable and developmentally appropriate AI use in literary education. Full article

The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes. Full article