Search Results (189)

This paper revisits Saudi Arabia’s religious statecraft through the lens of Pax Wahhabica, interrogating the transnational diffusion, strategic reconfiguration, and evolving instrumentalisation of Wahhabism as a modality of imperial theopolitics and a conduit of ideological projection. Tracing Wahhabism from its eighteenth-century roots, through its Cold War entrenchment as a bulwark against secular nationalism, to its post-9/11 fragmentation, this study offers a conceptual re-evaluation of Wahhabism not as a fixed theological doctrine but as a malleable constellation of norms and discourses continuously calibrated to state interest. Theoretically anchored in soft power analysis, constructivist norm diffusion, Gramscian hegemony, and Foucauldian governmentality, this paper examines how religious norms are mobilised through affective discourse, institutional socialisation, and securitised governance to advance regime resilience. Through empirical case studies on Bosnia, Indonesia, and Nigeria, it elucidates how Wahhabi norms were localised, hybridised, and, in some instances, weaponised against their progenitors. Finally, this paper examines the domestic reconfiguration and international repositioning of Wahhabism under Muḥammad bin Salmān, arguing that contemporary Saudi theopolitics marks not the abandonment of Wahhabism but its reconversion into a strategically curated, domesticated ideology. Pax Wahhabica, thus, persists—not as an unbroken theological doctrine but as a hybrid ideational empire in which Islam is strategically retooled as an instrument of hegemonic statecraft. Full article

Research in western countries concludes that children and adolescents are exposed to multiple forms of online risks and harms. However, in the context of Saudi Arabia, research in online safety education is lagging. Currently, online safety education is generic and not research informed. Hence, this exploratory study seeks to generate a qualitative understanding of online risks and harms experienced by Saudi children, adolescents, and parents as well as online safety strategies. Using a semi-structured interview, this study explores the views of 15 children (12–15 years) and 10 parents. Interpretative Phenomenological Analysis (IPA) yielded four key themes: Negotiating the Promise and Peril of the internet, Living with the Shadows of the Online World, Psychological, and Physical Health Consequences, and Navigating Safety in a Digital Landscape of Uncertainty. While the benefits are clear (e.g., education and socialisation), children and parents have shared worries about cyberbullying, aggression, and exploitation. Internet addiction and isolation are notable consequences along with vision impairment and obesity. Children’s online safety practices are reactive, e.g., blocking and deleting risky content/behaviour, while parents share their struggles in monitoring children online. Online safety education, or the lack of it, is to blame. Children’s and parents’ limited awareness of online risks and poor online safety practices need to improve in Saudi Schools and households; there is an urgent need for further research and adequate implementation of systematic online safety education. Full article

University students use the Internet regularly for study, socialising, and entertainment; moreover, in adolescents and young adults, Internet use increases with age. More than ever before, the wide availability of online information requires critical thinking coupled with skills for evaluating online information, such as verifying the reliability of information and netiquette. These competencies might influence deep learning; however, few studies have analysed all these variables together. In addition, there is an ongoing academic debate as to whether using smartphones at an early age is beneficial for learning. Our study aimed to analyse, according to the age of the first smartphone, to what extent students’ critical thinking disposition, netiquette, and evaluation of the reliability of online information predict their capacity for deep learning. Our sample comprised 415 Spanish university students aged 18–36 (M = 19.98 and SD = 4.18). The instruments used were, for the assessment of Deep Learning, the Subscale of the questionnaire Attitudes towards learning of university students CEVAPU (to measure the Critical Thinking Disposition, we used the CTDS scale (Spanish adaptation of Bravo et al., 2020 and also the Competence Scale Evaluation of the reliability of online information (e-CEI) (Denoni & Cebollero-Salinas, 2025; and, finally, to assess Netiquette, the subscale of the questionnaire Evaluation of the quality of cyberbehavior “EsCaCiber” Multiple linear regression results indicated that in those participants who indicated they had acquired a smartphone before the age of thirteen, the two competencies of netiquette and evaluation of online information reliability were more strongly predictive of deep learning than in the group of participants who had their first smartphone when they were thirteen or older. Our study confirms that critical thinking disposition is a factor that favours deep learning in both groups (i.e., smartphone acquisition before and after 13 years old). The social and educational implications are along the lines of fostering a disposition to critical thinking, educating in digital literacy, especially in verifying the reliability of information, and communicating with netiquette for deep learning. Our findings indicate a potential association between critical thinking disposition and a greater propensity for deep learning in both groups (i.e., smartphone acquisition before and after 13 years old). A relevant educational implication of the results seems to indicate that a possible way to achieve deep university learning is to encourage critical thinking, to educate in digital literacy, especially in the verification of the reliability of information and to communicate with netiquette. Some of the limitations of the research design are the use of self-reports, convenience sampling and a cross-sectional design. Full article

Attending puppy training classes may help to improve the human–dog relationship and the overall behaviour and trainability of the dog, yet class attendance and the structure and content of classes are not well known. This study aimed to describe the size and structure of classes attended and reasons for non-attendance, and to identify factors associated with training class attendance, by owners of puppies under 19-weeks-old. In a sample of 2187 owners participating in the ‘Generation Pup’ study, 67% reported attending at least one training class. Factors associated with increased odds of class attendance were higher household income, previous intention to attend, first-time ownership, and/or those who received a puppy information pack at acquisition. The likelihood of attending decreased as the acquisition age of the puppy increased. Classes were reported to vary in relation to the number, age, and size of puppies. Class content also varied, for example, in relation to opportunities for puppies to play with each other and training advice given. Common reasons for non-attendance included owners wanting to work with the puppy themselves and/or no suitable classes being available. These data may help to better understand training class attendance for young dogs and could inform strategies to encourage attendance amongst the dog-owning population. Full article

People with moderate to severe intellectual disabilities (M/S ID) and behaviour that challenges are still almost exclusively encountered and understood within a highly specialized professional care system context. They are almost invisible in the societal mainstream, where a wider variety of perspectives on (everyday) manners, encounters, relationships and life applies. These (and other) exclusionary dynamics render everyday relations with residents with M/S ID whose behaviours challenge still largely dependent on the interpretative frameworks and actions of professionals. Professionals are trained and socialized within highly specialized professional care system contexts, despite a growing scientific and professional awareness that behaviour that challenges is a multifaceted and contextual phenomenon. In this paper, we report on a pioneering initiative (titled Project WAVE) which aimed to cultivate a fresh and comprehensive approach to behaviours that challenge within stagnant care practices. Our goal was to foster an innovative collaborative paradigm by facilitating an extensive and enduring exchange between “insiders”—professionals of specialized care system contexts—and “outsider-researchers”—individuals socialized through alternative avenues. We present our epistemological and methodological approach, the data collection process (a multiple case-informed community of practice), and the most important lessons learned. Full article

Gamified virtual reality (VR) environments are increasingly used to enhance engagement and learning, yet most designs still adopt a one-size-fits-all approach that overlooks motivational diversity. The HEXAD framework, which classifies users into six player types, provides a promising lens for addressing this gap, but its predictive validity in immersive VR remains contested. This study investigates how HEXAD profiles shape navigation, time allocation, and engagement dynamics in an open-ended gamified VR environment. Thirty-two undergraduate participants, all regular gamers, completed the HEXAD scale before exploring a VR setting with five thematic islands without predefined tasks. System logs and screen recordings captured first island choices, sequential visit patterns, and time spent, and data were analyzed using qualitative pattern analysis alongside nonparametric statistics. The results showed significant associations between player type and initial choices, with Players favoring Game Island, Socialisers choosing Social Island, Philanthropists engaging most with Library, and Achievers and Free Spirits drawn to Experience. Kruskal–Wallis tests of exploration breadth revealed moderate effect sizes across types, though significance was limited by sample size. Three emergent strategies, Focused Explorers, Wanderers, and Strategic Switchers, captured motivational orientations beyond single metrics, while heat map visualizations highlighted clustering around Game and Experience Islands. By situating these findings within flow theory and inclusive–adaptive design principles, this study demonstrates how behavioral traces can link motivational typologies with embodied interaction. Overall, the results advance debates on HEXAD’s robustness and contribute practical pathways for developing adaptive, motivation-sensitive VR environments that support sustained engagement and inclusivity. Full article

The purpose of education, viewed as a wicked problem, requires critical examination, particularly in the context of policy that may shape leadership in schools and systems. Given that purpose is a complex and multidimensional construct, it requires multiple frameworks for a comprehensive exploration. We build on Gert Biesta’s three domains of education, qualification, socialisation and subjectification, by developing a novel typology of different perceived benefits of educational purpose and then explore the tensions inherent within these. The benefits typology is derived from the literature specifically exploring educational purpose since 2000, and we employ a tensional analysis framework to untangle competing and interrelated benefit perspectives and identify the paradoxes, dilemmas, dualities and dialectics inherent in purpose statements, which in turn have significant implications for the challenges educational leaders must navigate. We apply this new lens and language for reflection and consideration of purpose by using the framework to examine purpose statements from four international contexts (Australia, Singapore, Finland and Japan), illustrating new ways of conceptualising and analysing the complexity of educational purpose. By extending Biesta’s framework with additional theoretical and practical approaches for educational leaders and researchers seeking to critically examine dominant purpose narratives, this paper makes a small but significant contribution to development of more holistic, sustainable and equitable conceptions of educational purpose in a rapidly changing and increasingly complex global landscape. Full article

Millions of puppies are welcomed into the homes of families around the world each year. However, understanding the ways in which puppies are bred and raised by their breeders, as well as the perspectives and perceptions underpinning these practices, is still in its infancy. The current study administered an online survey to 200 Australian dog breeders to investigate their breeding program characteristics, breeding dog selection, understanding of the importance of early experiences in puppyhood, and the extent and diversity of their puppy rearing and socialisation practices. Results indicated that breeders were motivated by breed improvement and producing dogs for themselves rather than providing companion dogs, despite most of their puppies being placed in companionship roles. The participating breeders also acknowledged the important role they play in shaping puppies’ behaviour and temperament, which was reflected in both their breeding dog selection and in their rearing and socialisation practices. The majority of breeders housed their litters within their residence for the initial weeks of life but the socialisation experiences they provided were variable in type and frequency. Longer-term breeders and those with larger, more intensive programs reported providing human-focused socialisation experiences less frequently, though the correlational nature of these findings require cautious interpretation. Whilst future research should endeavor to explore these results more comprehensively among a more diverse sample, these findings provide valuable insight into the breeding, rearing, and socialisation process undertaken by dog breeders in Australia. Full article

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Full article

The human need for belonging and identity (stemming from the need for belonging) is strong. This article begins by discussing these needs, drawing on the theories of Abraham Maslow and Erik Erikson. Forceful societal trends in the early twenty-first-century world have been creating a new societal context that tends to disrupt historical, relatively simple trajectories of identity formation. These trends are then subsumed under two megatrends that operate in the contemporary world. The first is globalisation, evident in the world since c.1990 as “Globalisation 3.0”. One outcome of Globalisation 3.0 is identity flux. Around 2015, a trend of deglobalisation became evident around the world. Populism is one of the manifestations of this counter-trend, a manifestation that is also visible in identity formation patterns. Education, citizenship educationin particular, has long been looked up to as instrument of political socialisation and identity formation, and these counter-trends tend to impact it, as well. The thesis of this article is that citizenship education, as it is presented in the education systems of the contemporary world, could be deemed to be anachronistically simple and hence requires adaptations in response to the exigencies of this new, changed global context. Finally, we suggest some guidelines for a reconceptualised citizenship education attuned to the exigencies of the new unfolding global context. Full article

This paper analyses the religious experience of young people in contexts of digitalisation. The secularisation thesis has not been imposed. Youth, who are more open to the porosity of social and cultural boundaries, live outside of dogma and the church, with the signs of transcendence as a fundamental part of their personal narrative. Religiosity, a contingent temporality, and youth socialised in the unknown lay the foundations for this reflection. Full article

Background: The provision of education, health, and social care for children with special educational needs and disabilities (SEND) in England has long been criticised for its inequities and chronic underfunding. These systemic issues were further exacerbated by the onset of the COVID-19 pandemic and the accompanying restrictions, which disrupted essential services and resulted in widespread unmet needs and infringements on the rights of many children with SEND. This study aimed to use a three-phase consensus-building approach with 1353 participants across five stakeholder groups to collaboratively develop evidence-informed priorities for policy and practice. The priorities sought to help address the longstanding disparities and respond to the intensified challenges brought about by the pandemic. Methods: A total of 55 children with SEND (aged 5–16), 893 parents/carers, and 307 professionals working in SEND-related services participated in the first phase through online surveys. This was followed by semi-structured interviews with four children and young people, ten parents/carers, and 15 professionals, allowing for deeper exploration of lived experiences and priorities. The data were analysed, synthesised, and structured into five overarching areas of priority. These were subsequently discussed and refined in a series of activity-based group workshops involving 20 children with SEND, 11 parents/carers, and 38 professionals. Results and Conclusions: The consensus-building process led to the identification of key priorities for both pandemic response and longer-term recovery, highlighting the responsibilities of central Government and statutory services to consider and meet the needs of children with SEND. These priorities are framed within a children’s rights context and considered against the rights and duties set out in the United Nations Convention on the Rights of the Child (1989). Priorities include protecting and promoting children with SEND’s rights to (1) play, socialise, and be part of a community, (2) receive support for their social and emotional wellbeing and mental health, (3) feel safe, belong, and learn in school, (4) “access health and social care services and therapies”, and (5) receive support for their parents/carers and families. Together, they highlight the urgent need for structural reform to ensure that children with SEND receive the support they are entitled to—not only in times of crisis but as a matter of routine practice and policy. Full article

Amidst increased global migration and the close geographic proximity of Poland and Ireland, there exists a significant number of Polish speaking families in Ireland today. This study examines family language policy (FLP) within Polish transnational families in Ireland and addresses a gap in the literature by exploring the influence of forces outside of the family domain on children’s language socialisation and FLP negotiation. These forces include children’s peer groups, school, and societal dominance of English in Irish society. Data were gathered through a combination of a focus group with parents, semi-structured interviews with parents and children, and children’s reflective language diary entries. The findings reveal that, over time, Polish speaking children’s engagement with education, society, and their peers contributes to their English language socialisation. We argue that family members demonstrate an acute awareness of children being socialised into English language use and, as a result, engage in FLP negotiation and language use adaptation within the home. This study demonstrates the significance of the wider sociolinguistic context within which the families are situated, and highlights the influence of multiple forces, outside of the home, on FLP formation and negotiation within the home. Full article

This article analyses the spread of unbelief among conservative Egyptian and Syrian Muslims in the post-Arab Spring period. In this period, social media gave an unprecedented visibility to transgressive expressions of fiducial doubt, creating the impression of a ‘wave of atheism’ within the conservative milieu. Based on original sources and interviews, the article argues that what the participants called ‘atheism’ (ilḥād) must not be read from the perspective of preconceived notions of atheism, but examined inductively as an emergent phenomenon of nonreligion in a specific social context, the conservative Muslim and Islamist milieu. Its appearance can be traced to a multifaceted overlay of different developments and factors, including cultural and media globalisation, the unsettling social effects of the Arab Spring, and the severe doubts and disappointments suffered by sympathisers of political Islam in the post-2013 period. It is conceivable that a significant number of people defected from conservative Islam to other shapes of religion and nonreligion, but their personal trajectories await further research. More manifestly, the crisis provided an opportunity for a new generation of conservative religious guides and thinkers who have been leading an updating of religious socialisation and propagation methods among conservative Muslims. Full article

Food neophobia (FN) has been poorly explored in real contexts and in large-scale studies with children. This study assessed the impact of FN in children on school canteen meals by considering liking, emotional status, and food waste behaviours. We involved 630 children (7–11 years old; females = 53%) from nine Italian primary schools. The main self-reported variables that were collected included pleasure of eating in the canteen, declared liking for different foods, emotional responses, meal description, and food waste. The characteristics of low neophobia (LN), medium neophobia (MN), and high neophobia (HN) were comparable between genders and provenience and did not differ by the pleasure of eating at home. Children with HN had the lowest frequency of eating in the canteen, the highest self-reported amount of wasted food, and the lowest liking for all items, especially vegetables and legumes; they selected mostly emotions with negative valence and described the meal as more uncomfortable and boring. Instead, children exhibiting LN used positive emotions with high arousal to describe the meal and found it a little boring, while those with MN showed an intermediate attitude. Children with HN may benefit from familiarisation actions to accept non-domestic meals and reduce food waste in non-familiar environments. Improving school canteen contexts (e.g., the socialising possibility) can modulate children’s emotional responses and reduce food waste. Full article