Abstract:This study offers extensive bibliometric analysis of research pertaining to flood disaster management. The focus of this study is specifically on emergency tools and evacuation strategies. Using data extracted from the Scopus database on countries, keywords, highly cited publications, and trending research topic, the bibliometric software VOSviewer has been employed to evaluate bibliographic entries. A total of 639 publications were retrieved using the Scopus database. The finding reveals that the Unites States, China, and Australia were the top contributors. This is because they are all at risk of floods and have strong research capabilities. Keyword co-occurrence mapping found 73 keywords grouped into seven thematic clusters. This cluster covers strategic policy frameworks, operational decision-making, technological innovations, environmental modeling, and social resilience. The analysis of the co-authorship was performed with the help of two main collaboration networks, namely predominantly Italian and international partnerships. The system features robust intra-cluster connections and bridging authors who enable cross-border knowledge exchange. The findings from this bibliometric analysis reveal that flood disaster research is multidisciplinary, combining engineering, technology, environmental sciences, and social perspective to make the world more flood resistant. This work offers a data-driven summary to help set research priorities for the future. Apart from that it also encourages people to work together to get ready for floods.
Abstract:Papua New Guinea, with over 800 indigenous languages, faces unique challenges in implementing multilingual education policies. This ethnographic study conducted in 15 primary schools across four provinces examines the practical realities of the vernacular-to-English transition policy. Data from classroom observations, teacher interviews, and document analysis reveal significant gaps between policy intentions and implementation outcomes. The study highlights successful community-based approaches.
Abstract:This longitudinal study examines Armenian university students experiences with online collaborative learning during the COVID-19 pandemic and its aftermath. Survey data from 412 students across three academic years at four universities were analyzed alongside focus group discussions. Findings reveal evolving student preferences, with hybrid models gaining popularity post-pandemic. The study identifies critical success factors including technological infrastructure and peer support mechanisms.
Abstract:This qualitative study examines secondary school science teachers perspectives on integrating indigenous knowledge systems into the formal science curriculum in Marsabit and Turkana counties, Kenya. Through in-depth interviews with 32 teachers and analysis of curriculum documents, we identified key facilitators and barriers to meaningful integration. Teachers expressed positive attitudes toward incorporating local ecological knowledge but cited inadequate training and assessment challenges.
Abstract:This study investigates the development of critical thinking skills through project-based learning implementation in Slovak vocational secondary schools. Using a pretest-posttest design with 187 students from technical and business programs, we measured critical thinking abilities using the Watson-Glaser Critical Thinking Appraisal adapted for Slovak context. Results demonstrate that PBL significantly enhanced students inference and evaluation skills, particularly in technical programs.
Abstract:This comparative study explores patterns of parental involvement in early childhood education settings across urban Dhaka and semi-urban areas in Rangpur division, Bangladesh. Data collected from 256 parents through structured questionnaires and focus group discussions revealed significant disparities in involvement levels based on maternal education and socioeconomic status. The study identifies culturally-specific barriers to parental engagement and proposes community-based intervention strategies.
Abstract:This quasi-experimental study evaluates the effectiveness of a culturally-adapted social-emotional learning intervention for adolescents with learning disabilities in Chilean secondary schools. Participants included 128 students aged 14-17 from three municipalities in the Araucania region. Over a 16-week implementation period, students receiving the intervention showed significant improvements in emotional regulation and peer relationships compared to the control group.
Abstract:This paper investigates the effectiveness of digital literacy professional development programs for primary school teachers in Kaduna State, Nigeria. Through semi-structured interviews with 45 teachers and classroom observations across 12 schools, we analyzed the challenges and opportunities in implementing technology-enhanced pedagogy. Findings reveal that sustainable professional development requires ongoing mentorship support and context-specific resource adaptation.
Abstract:This study examines the implementation of gamification strategies in secondary mathematics classrooms across rural Indonesian schools. Using a mixed-methods approach involving 342 students from 8 schools in Central Java, we investigated the impact of game-based learning elements on student engagement and mathematical achievement. Results indicate significant improvements in both intrinsic motivation and problem-solving performance. The findings suggest that culturally-adapted gamification frameworks can effectively bridge educational gaps in resource-limited settings.
Abstract:This work aims to take a tour through different concepts and features that concern the historical period called modernity, without the intention of carrying out a discussion about the main definitions that surround it - which, as is known, are still in full debate -, but rather using these categories to characterize and exemplify certain aspects of referential Emar´s works, such as Cartas a Carmen (1998), M[i] V[ida]: diaries (1911-1917) (2006), Cartas a Guni Pirque (2010) and Diarios de viaje (2017) and fiction, such as Ayer (1935), Miltín 1934 (1935), Cavilaciones (2014) and Regreso (2016), which are inserted in the heart of the 20th century, one of the most relevant centuries of this period.