Search Results (231)

Background: Seasonal influenza prevention in young adults is influenced by access, trust, and vaccine information exposure, but local evidence linking vaccination uptake with illness and economic burden is limited. Methods: We conducted a non-probability, cross-sectional electronic survey of adults aged 18–49 years who lived, worked, or studied in the San Francisco Bay Area during the 2025 to 2026 influenza season. Measures included vaccination uptake, influenza-like illness, recovery, functional and economic burden, vaccination sites, and vaccine information exposure. Multivariable logistic regression examined factors associated with vaccination uptake; Kaplan–Meier and Cox models examined time to recovery. Results: Of 554 responses, 463 were included. Vaccination uptake was 86.2% (n = 399; 95% confidence interval [CI], 82.7–89.2%), likely reflecting a health-engaged convenience sample. Influenza-like illness was reported by 38.4%; median recovery time was 5 days, median missed work or school was 2 days, and median direct out-of-pocket cost was US$20. Prior season vaccination (adjusted odds ratio [aOR], 2.24; 95% CI, 1.15–4.34) and greater trust in Centers for Disease Control and Prevention (CDC) or public health agencies (aOR, 1.46; 95% CI, 1.05–2.02) were associated with vaccination. Pharmacies were the second most common vaccination site and preferred future site. Conclusions: Influenza prevention for young adults may benefit from pharmacy-inclusive, multichannel access paired with trusted communication. Findings should be interpreted in light of non-probability recruitment and likely overrepresentation of health-engaged respondents. Full article

This study investigates the psychological and pedagogical architecture predicting environmental communicative agency among 304 primary school students (grades 5–6) participating in a climate change education programme. Aiming to bridge the persistent “knowledge–action gap” in sustainability education, the research identifies the cognitive, emotional, and instrumental pathways that transform children into active agents of low-carbon, pro-sustainability change in their everyday lives. Employing Structural Equation Modeling (SEM) with a latent climatic knowledge literacy construct, the analysis reveals that the latent construct of General Environmental Knowledge, comprising Conceptual Climate Knowledge and Relational-Systems Climate Knowledge, is the strongest direct predictor of Environmental Communicative Agency. Intrinsic curiosity emerged as a dominant driver of practical competence, while future-oriented tools function as the critical mediator between understanding and social action. Together, these mechanisms outline a school-based pathway through which climate literacy and motivation can be converted into household-level behavioural change and intergenerational climate resilience. The findings advocate for a paradigmatic shift from knowledge transfer to building operative sustainability agency, offering a pedagogical roadmap that fosters “constructive hope” and positions children as “trusted messengers” who catalyse intergenerational learning and reverse socialization toward more sustainable lifestyles. Full article

As aspiring school leaders or interns complete their graduate program and year-long school-based internship in an urban school setting, they receive support from an on-site school leader mentor and an external coach. This trio, coined the cooperative triad, fosters leadership development through a collaborative approach. When alumni begin their career as a school leader, they continue receiving support from the leadership program as well as an external coach. Because of their important role, this study sought to understand how coaches conceptualized their role, what influenced their ability to carry out the role, and their influence on the internship and alumni experience. Utilizing a qualitative case study design, researchers engaged in data collection and analysis across interviews with seven coaches, seven interns/alumni, and five mentors. Findings highlight the importance of creating a coaching structure while remaining flexible, building trust and community with participants, and continually developing coaches in their practice. Further, the cooperative triad model demonstrates the potential for positive school-wide impact, as the coach supports both aspiring and practicing leaders. Full article

Background/Objectives: Oral health promotion in early childhood depends strongly on caregivers’ preventive care at home and educational centers. The aim of this study was to investigate socioeconomic, educational, cultural, and oral health factors associated with caregivers’ decisions to decline their children’s participation in school-based oral health promotion programs. Methods: Caregivers who did not authorize their children’s participation in the project were identified through school records and contacted using available information (name, telephone number, and email address). Participants were selected through simple random sampling. Results: Among the 58 caregivers included in the study, the main reasons reported were failure to return the consent form or missing the deadline (36.2%), considering the child too young (19.0%), already receiving private dental care (13.8%), not understanding the consent form (13.8%), not having received the document (10.3%), lack of trust in the professional (3.4%), and other reasons (3.4%). Higher income was significantly associated with higher educational level (p = 0.002), increased toothbrushing frequency (p = 0.007), shorter time since the last dental visit (p < 0.001), and lower levels of embarrassment related to oral health (p < 0.001). Additionally, lower-income caregivers were more likely to seek dental care only in the presence of problems (p = 0.046), while higher-income families were more likely to report private dental care as a reason for non-authorization (p < 0.001). Conclusions: These findings associate socioeconomic and educational inequalities with adverse effects on family oral health among parents, by reducing the frequency of preventive dental examinations and daily oral hygiene practices; and among children, by limiting authorization to participate in school-based oral health promotion programs. This evidence underscores that successful promotion of children’s oral health in educational settings requires addressing social disparities while strengthening caregivers’ knowledge and motivation to support participation. Full article

Automated Speed Enforcement (ASE), a widely known speed management strategy, extends beyond its safety benefits and is shaped by public trust, broader governance, and policy frameworks. This study evaluated public opinions of the ASE program in school zones in Georgia, United States, which has recently undergone multiple policy changes. An online survey was conducted targeting Georgia drivers aged 18 years or older, which gathered 502 responses from a representative sample based on exposure, direct school connections, and sociodemographic factors. Respondents indicated their agreement levels on a Likert scale across multiple statements about ASE and their thoughts on enhancing the program’s transparency, trustworthiness, and fairness. Data analysis was conducted using descriptive statistical techniques and cross-classification. Among all respondents, 71 percent supported the program, and among individuals who had driven through speed-enforced school zones, 81 percent reported that ASE led them to reduce speeds. Issuing the citation to the actual driver at the time of violation, publicizing revenue allocation and utilization, publicizing safety benefits, and clearly posting the speed limits and the hours under evaluation were among the key concerns. These findings highlight the significance of integrating public perceptions into ASE policy, identifying areas needing improvement, and promoting community-endorsed traffic safety interventions. Full article

Research on school leadership preparation and development on the African continent has been growing significantly in recent years. A close examination of this literature reveals a deficit bias that presents leadership preparation as inadequate leading to perceptions of ineffective leadership practice. In this literature, leadership preparation is understood as the formal training of school principals and those who hold similar positions of authority. The paper argues that this conception is premised on Western models that center individualism and the hierarchy of leadership and is incongruent with the socio-cultural realities within the African context. Within this contextual dissonance, leadership learning is narrowly conceptualized and is thus constraining to the applied context. The paper adopts a critical post-structural analysis to make a case for a dialogical and transformative approach to leadership preparation and development. It draws upon Global South philosophies of Paulo Freire—a South American philosopher whose approach to leadership development centers dialogue, critical consciousness and continuous engagement; Sophie Oluwole, a Nigerian philosopher from the Yoruba tribe, whose philosophy centers cultural acceptance that promotes dialogue and continuous criticism; and the Ubuntu-centered philosophy of Mogobe Ramose, which encourages critical dialogue between knowledge systems. The constant engagement and dialogue espoused in the three philosophical stances allow for contestation and fluidity that serve as bedrocks for healthy and trusting environments for leadership development, permitting a more nuanced understanding of how leadership is learned. The proposed approach politicizes leadership learning and recognizes it as contextual, collectivist and contested. The paper thus advances a radical way of thinking about school leadership preparation and development, which arguably holds better prospects for leadership that is more responsive, inclusive, and sustainable. Full article

Educational systems increasingly function as complex social environments in which schools, families, and communities interact across institutional boundaries. Within these interconnected systems, teachers frequently operate at the boundary between schools and parents, negotiating expectations regarding trust, authority, and parental participation. Although parental involvement has been widely studied, relatively little attention has been given to how teachers themselves perceive and navigate these relationships within everyday school practice. This study examines novice teachers’ perceptions of parent–teacher relations through a multi-level systemic perspective. Based on a quantitative survey of approximately 200 novice ultra-Orthodox teachers, the research explores teachers’ perceptions of parental trust and active parental involvement across three interconnected levels: micro-level teacher–parent interactions, meso-level school organizational contexts, and macro-level systemic transformations in educational governance. The findings reveal that teachers’ perceptions of parental trust and involvement are shaped by both organizational conditions and broader systemic changes in school–family relations. Conceptualizing teacher–parent relations through a multi-level lens, the study contributes an empirical application of this perspective to the examination of parent–teacher relations. It demonstrates how teachers interpret and navigate these relationships across different levels of the educational system within a distinct socio-cultural context. Focusing on teachers’ perceptions, the study further extends existing conceptualizations of teachers as boundary actors. Full article

This qualitative descriptive study examined how school leaders in Arkansas and Tennessee, as part of their teacher supervision responsibilities, encourage and support teachers’ reflection as a key component of professional growth. Drawing on supervision and reflection literature, the research focused on what leaders do to move away from simply checking evaluation criteria boxes and instead work alongside teachers to drive meaningful improvement. Data were collected from interviews with 16 school leaders across both states and analyzed for common patterns. The findings revealed three key themes: (1) purposeful questioning and reflective dialogue help develop teacher agency; (2) leadership strategies such as building trust and modeling vulnerability foster reflective practice; and (3) challenges include time constraints, veteran teacher resistance to change, and lack of trust in the evaluator’s feedback. The findings indicate that leaders view reflection as essential to shifting supervision from monitoring to partnership. Effectiveness, however, depends on intentionally creating non-evaluative contexts and embedding reflection in school routines. This study offers practical insights for reframing supervision as a collective, growth-oriented process within instructional leadership. Full article

Cryptocurrency adoption remains difficult to explain when treated as a single decision or static outcome. Addressing this limitation, the present study develops a qualitative, process-oriented account of cryptocurrency adoption among users in Central and Eastern Europe, with particular attention to how engagement emerges, changes, and stabilizes over time. Semi-structured individual in-depth interviews were conducted with 25 cryptocurrency users, and the material was analyzed using reflexive thematic analysis within an interpretivist framework. The findings show that adoption unfolds as a multi-phase process embedded in users’ biographies, financial practices, and socio-technical environments. Across accounts, cryptocurrencies were described not only as speculative assets but also as tools of financial autonomy, learning, and optionality under conditions of institutional uncertainty and constrained access to conventional financial pathways, making the CEE context particularly revealing for a process-oriented understanding of adoption. The analysis identified six interrelated themes: adoption as a project of financial autonomy; the “conscious investor” identity; the market as a school of cost and irreversibility; platforms and communities as adoption infrastructures; the relational politics of visibility; and practice stabilization. Together, these themes show that factors already highlighted in prior adoption research—such as trust, risk, autonomy, and knowledge—do not function as stable predictors, but change their meaning across different phases of engagement. The study contributes to FinTech adoption research by proposing a processual model that reconceptualizes cryptocurrency adoption as a phased, experience-dependent pattern of participation rather than a static outcome of parallel determinants. In doing so, it extends existing variable-centered frameworks toward a more dynamic and interpretive understanding of financial technology use. Full article

This study investigates how teacher-education undergraduates in Greece use, evaluate, and trust Artificial Intelligence (AI) in higher education, with particular attention to the gap between widespread adoption and limited epistemic trust. The topic is important because generative AI is rapidly entering universities, reshaping learning practices, academic integrity, and the legitimacy of knowledge, while learners often rely on systems whose outputs are not easily verifiable. The study focuses on future teachers because they are both current users of AI in higher education and likely future mediators of its use in school settings. Addressing this problem, the study contributes empirical evidence on how AI adoption relates to epistemic authority and institutional legitimacy within teacher education rather than across university students in general. A mixed-methods design was employed using a structured questionnaire completed by 363 teacher-education undergraduates from the University of Patras and the University of Ioannina in Greece; the sample was predominantly women (86.0%) and first-year students (92.6%). Quantitative responses were analyzed statistically, open-ended answers were examined thematically, and factor analysis was used to identify latent attitudinal dimensions. The findings indicate very high AI use in everyday life (92.6%) and study practices (81.3%), but only moderate trust: 1.4% reported complete trust and 12.1% generally trusted AI-generated answers. Six dimensions explained 61.73% of total variance, pointing to a layered attitudinal structure within this teacher-education population, consistent with an adoption–trust paradox and with the need for transparent, verifiable, human-supervised educational AI. The observed verification-based trust calibration may partly reflect an emerging pedagogical orientation toward source checking and responsibility for knowledge mediation, but given the strong concentration of first-year students, this should be interpreted as characteristic of early-stage teacher education rather than of university students more broadly. Full article

Background: Parental practices that support autonomy, provide structure, and foster warm relationships are associated with greater satisfaction of students’ basic psychological needs for autonomy, competence, and relatedness. In minority educational contexts, however, students’ psychological need satisfaction is also shaped by broader sociocultural conditions that may create additional pressures and sources of chronic stress. Within such environments, parental support may function as a protective factor that helps students cope with educational and cultural demands. Objective: The aim of this study was to explore how parental support contributes to the satisfaction of students’ basic psychological needs within a minority educational context where students from the Greek minority attend a bilingual school operating within a Turkish educational framework. Methods: A qualitative design was employed using three focus groups conducted in a minority school located in Gökçeada, Türkiye: one with parents (N = 5), one with lower secondary school students (N = 6), and one with upper secondary school students (N = 6). Interview questions were developed on the basis of Basic Psychological Needs Theory. Data were analyzed thematically by five members of the research team. Results: Findings indicated that parental support influenced students’ need satisfaction through practices related to autonomy (e.g., trust, space for mistakes), competence (e.g., encouragement, comparison), and relatedness (e.g., emotional presence, empathy). However, these practices were not experienced in a uniform way. Rather, their meaning and impact were shaped by contextual conditions associated with minority status, including bilingual educational demands, limited resources, and close-knit community dynamics. Conclusions: The study suggests that in minority school settings, parental support operates not simply as a general interpersonal resource but as a contextually mediated protective process. By showing how sociocultural and institutional conditions shape the enactment and experience of autonomy, competence, and relatedness, the findings extend existing BPNT research beyond majority settings and offer a more context-sensitive understanding of students’ psychological need satisfaction. Full article

Parental involvement is widely recognized as a key component of effective schooling, particularly in educational environments that emphasize community, developmental continuity, and holistic pedagogy. Alternative education models such as Waldorf schools have expanded internationally, yet empirical evidence on how parents perceive and structure their experiences within these institutions remains limited. This study investigates parental perceptions of Waldorf education in Hungary through a nationwide questionnaire survey of 585 parents whose children attend Waldorf schools. To explore the latent structure of parental evaluations, Exploratory Factor Analysis was conducted, followed by Confirmatory Factor Analysis to test the stability of the resulting model. The analyses identified four coherent dimensions of parental experience: Trust and Pedagogy, Community and Engagement, Perceived Long-Term Educational Prosperity, and Information and Transparency. Additional analyses examined how these dimensions vary according to institutional characteristics, parental participation in school community activities, and intentions regarding long-term enrollment. The results indicate that pedagogical trust constitutes a relatively stable evaluative dimension across institutions, while perceptions related to community engagement, long-term educational prospects, and transparency are more strongly associated with institutional maturity. Parents who intend to remain in Waldorf education until the completion of upper secondary schooling report consistently higher evaluations across all dimensions. By empirically identifying the structure of parental experiences in a European alternative education context, the study contributes to research on parental engagement, school choice, and the institutional cultures of alternative schooling. Full article

The European Union (EU) relies heavily on voluntary tax compliance, yet evidence on how tax literacy (TL) and tax education (TE) relate to tax morale (TM) and voluntary tax compliance or compliance intentions (VTC) remains fragmented across partly disconnected strands of the literature. This systematic review examined EU-relevant evidence on the stakeholder contexts in which TL/TE are discussed in relation to TM and VTC, with particular attention to schools, communities, and public institutions. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, searches in Scopus and Web of Science (2000–2025) applied two complementary query streams focused on TL/TE and TM/VTC-related mechanisms. The searches identified 1327 records; after deduplication and screening, 402 studies were included. Based on structured coding of titles, abstracts, and author keywords, the review maps patterns of emphasis and framing rather than causal effects. Public-institutional and education-related contexts were the most frequently signposted stakeholder environments, while digital and outreach-oriented delivery cues were more visible than classroom-based cues. Trust and fairness/justice dominated the explanatory vocabulary. Overall, the review supports an ecosystem-oriented interpretation of stakeholder coordination in EU tax literacy research. Full article

Background: Parents of school-age children with neurodevelopmental and conduct difficulties face elevated stress, reduced self-efficacy and relational strain, yet evidence for scalable, school-embedded support remains limited. Drawing on mentalization theory—which emphasises parents’ capacity to understand behaviour in terms of underlying mental states—this mixed-methods study evaluated a weekly parent learning group integrating psychoeducation, mentalization-based practice and peer support, delivered within an alternative provision school. Methods: A group of twelve parents who attended at least six sessions completed retrospective pretest–posttest questionnaires assessing parental reflective functioning (PRFQ) and parenting self-efficacy (PSOC). Semi-structured interviews explored parents’ subjective experiences and perceived changes in parent–child interactions and parent–school relationships. Quantitative outcomes were analysed using paired t-tests and effect sizes; qualitative data underwent reflexive thematic analysis. Results: Quantitative analyses revealed statistically significant improvements in parental reflective functioning and self-efficacy. Pre-mentalizing scores decreased substantially (d = 1.34), indicating reductions in non-mentalizing, while interest and curiosity about children’s mental states increased markedly (d = 1.83). Parenting self-efficacy improved significantly (d = 1.61). Although a reduction in excessive certainty about mental states approached significance (d = 0.63, p = 0.053), trends suggested greater epistemic balance. Qualitative analysis identified six themes elucidating mechanisms of change, including enhanced mentalizing capacity, reduced parental stress, transformed parent–child interactions and facilitation style as a critical active ingredient. Integration of findings suggests that psychoeducational content provided conceptual grounding for understanding behaviour, facilitator modelling scaffolded reflective practice, and relational safety within the group enabled authentic engagement with challenging experiences. Conclusions: These preliminary findings indicate that a school-based parent learning group combining psychoeducation, mentalization-based practice and peer support is feasible and associated with meaningful improvements in parental reflective functioning and self-efficacy. Parent narratives of transformed relational practices and shifts from reactive to reflective engagement echo broader literature demonstrating that group-delivered mentalization-oriented programmes can enhance reflective capacities and caregiving quality in diverse family contexts. The school setting may extend the reach of such interventions to families not engaged with clinical services and support collaborative parent–school partnerships. Future research should employ larger, controlled designs, incorporate observational and child outcome measures, and explore scalability across educational contexts. Full article

Collective action serves as a critical mechanism for addressing deficiencies in small-scale irrigation infrastructure and fostering a virtuous cycle of their operation and maintenance. Village leaders, as central figures in organizing and mobilizing farmers toward collective action, play a pivotal role in shaping participatory irrigation management (PIM) outcomes through their public leadership. Drawing on micro-survey data from 723 farm households across Ningxia, Shanxi, and Shandong provinces in China’s Yellow River basin, this study employed a multi-group structural equation model (SEM) to analyze the impact of public leadership on collective action in PIM. The findings indicate that: (1) public leadership is directly associated with collective action, with a direct effect of 0.530; (2) public leadership indirectly enhances collective action through mediating variables—cadre–mass relationship, institutional trust, and grassroots democracy—with an indirect effect of 0.045; and (3) the personal characteristics of village leaders moderate the influence of public leadership on collective action. Specifically, public leadership exerts a strong effect when leaders belong to the village elite, possess a least a high school education, or are not members of the village’s major clan. These insights suggest that policymakers should explicitly consider public leadership in fostering collective action within the PIM framework. Full article