The proliferation of GenAI tools has produced a tool–content boundary collapse in language classrooms, whereby digital tools no longer merely convey information about language but directly participate in its production. This study examines how pre-service English teachers experience the development of their digital literacy under such conditions and, on that basis, proposes a conceptual framework tailored to language teacher education. Drawing on descriptive phenomenology with hermeneutic elements, the study followed 15 fourth-year pre-service English teachers through a 16-week school-based practicum spanning primary, lower-secondary, and upper-secondary placements, collecting two rounds of in-depth interviews and weekly reflective journals. Four themes such as the heterogeneous intrusion of digital tools into the target language space, a shift of attentional focus from tool operation to instructional design, students\' language output as a reflexive mirror for digital teaching, and negotiation between mentoring teachers\' ELT tradition and pre-service teachers\' AI attempts within the school teaching-research group. The study proposes the Linguistic Materiality of Digital Tools (LMDT) framework, which classifies tools into mediating and co-producing modes and identifies three EFL-specific problems arising from the tool–content boundary collapse of an authenticity paradox, a boundary issue, and assessment-attribution ambiguity. LMDT is offered as a refined, context-specific patch for TPACK, DigCompEdu, and TDC when applied to language teaching settings. The study is bounded by a single institution and one semester and LMDT remains a working hypothesis awaiting cross-cultural and longitudinal validation.

Constraints are ubiquitous, and college students' lives and studies are subject to various forms of constraints. How college students pursue learning and performance achievement goals in constrained situations has not been empirically tested. By using a quasi-experimental method of policy capturing to construct an overall constraint situation consisting of eight constraint factors, based on data from 1,050 observations of 35 college students, we found that the results of seemingly uncorrelated regression suggest that time constraints and financial resource constraints reduce the likelihood of college students pursuing learning achievement goals, while human resource constraints reduce the likelihood of students pursuing performance achievement goals. In addition, work autonomy promotes the pursuit of learning achievement goals among college students, while work standards and outcome requirements encourage college students to pursue performance achievement goals. This study contributes to an understanding of the behavioral tendencies of college students to pursue achievement goals in constraint contexts.

This study introduces and evaluates a newly designed Helical Tubular Biogas Reactor (HTBR), developed specifically within this work, and compares its performance with a conventional Continuous Stirred Tank Reactor (CSTR) under non-heated, near-mesophilic ambient conditions. To our knowledge, this HTBR configuration has not been previously reported in the literature. The experimental and techno-economic assessment covered three scales—1 m³, 10 m³, and 100 m³—focusing on capital expenditure (CAPEX), operational expenditure (OPEX), and levelized cost of energy (LCOE). The short-term reactor comparison indicated that HTBR systems, owing to their simplified design and zero-mixing-energy operation, achieved competitive methane yields while offering clear cost advantages at micro- and small-scale operation. At larger scales, the relative economic advantage of HTBR decreased, although HTBR still maintained lower LCOE values than CSTR within the evaluated scenarios. These findings should be interpreted as indicative trends derived from short-term comparative operation rather than long-term stabilized operating conditions validation. Overall, the study presents both a novel reactor concept and an exploratory comparative framework for assessing scale-dependent biogas economics in decentralized rural applications.

Rational number understanding predicts later success in algebra, but textbook pacing often compresses foundational representations. This article presents a collaborative lesson study cycle focused on partitioning, number lines, and density ideas in upper primary grades. Teams of teachers collect student work samples, revise anticipatory guides, and re-teach with public observation. Discussion centers on how collective noticing of misconceptions improves task design and how school leaders can protect release time so inquiry becomes sustainable rather than episodic.

Vocational teacher candidates must bridge workshop skills with pedagogical knowledge, yet placement quality differs across partner firms and school sites. The article synthesizes competency frameworks used in Central European programs and maps them onto documented learning outcomes from extended industry rotations. It recommends joint supervision meetings, shared assessment rubrics, and mid-placement reflection seminars to align workplace mentors with university expectations. Limitations include sectoral specificity and the need for longitudinal tracking of graduates into teaching roles.

Family literacy initiatives in urban primary schools benefit from formats that welcome diverse languages and schedules. Digital storytelling workshops invite caregivers and children to co-create short multimodal narratives using templates that scaffold script writing, voice recording, and image selection. This practice paper describes facilitation moves that build trust, including home-language welcome circles and optional asynchronous submission paths. It also notes privacy considerations when sharing stories beyond the classroom and suggests lightweight consent processes appropriate for school contexts.

General science sequences rarely foreground normative questions about consumption, biodiversity loss, and intergenerational justice even when content touches ecosystems and climate. This curriculum essay proposes modular ethics anchors that align with existing topics such as energy systems, water cycles, and food webs. Each module pairs a concise case narrative with structured classroom dialogue and a short written position statement. Assessment emphasizes reasoning quality rather than consensus, and teacher notes address common misconceptions about trade-offs between development goals and conservation.

Rural districts often depend on intergovernmental transfers to stabilize operating budgets, yet formulas may reproduce historical inequities if weights ignore sparsity costs. This article reviews panel specifications that link per-pupil revenue to demographic and geographic covariates, highlighting identification challenges such as endogenous migration and policy discontinuities. It discusses robustness checks using event-study designs around formula reforms and argues for transparent reporting of marginal effects on disadvantaged student subgroups. The synthesis targets researchers who collaborate with ministries on evidence-informed finance reforms.

Early career teachers construct professional identity through stories about classroom successes, setbacks, and relationships with mentors. This methodological essay positions narrative inquiry as a suitable lens for longitudinal induction research when sample sizes are small but experiential depth is high. It describes data collection through episodic interviews, field texts, and member checking, and it explains how thematic and temporal readings can reveal shifts in agency and belonging across the first three years of practice. Ethical safeguards for vulnerable disclosures are emphasized throughout.

Structured peer feedback is widely promoted in teacher preparation, but implementation quality varies when programs rely on open-ended comments alone. Drawing on a design-based perspective, this article outlines a protocol that combines analytic rubrics, calibration readings, and weekly reflective journals. Preservice teachers alternate roles as reviewer and author across micro-teaching cycles, with prompts that link evidence from lesson clips to program standards. Expected benefits include more specific commentary, reduced halo effects, and stronger connections between observation skills and self-assessment.

Instructional sequencing shapes how learners allocate attention in technology-rich science settings, yet empirical guidance for mixed-reality laboratories remains limited. This conceptual synthesis reviews cognitive load theory, segmenting principles, and modality effects as they apply to spatially immersive tasks such as molecular visualization and field simulations. The analysis argues for staged exposure that isolates intrinsic load before adding interactive manipulations, paired with embedded self-check prompts to manage extraneous load. Implications for teacher professional development and classroom protocols in secondary science are discussed.

The aim of this study was to design and validate a scale to assess socio-emotional skills in upper secondary education students in experiential learning contexts. A quantitative approach with an instrumental design was employed. The sample consisted of 58 students. Content validity was assessed through expert judgment (Aiken’s V = 0.85). Internal consistency was adequate (α = 0.80). Exploratory factor analysis revealed a five-factor structure (KMO = 0.82; χ² = 845.32; df = 435; p < .001), explaining 66.92% of the total variance. The results provide evidence of validity and reliability of the instrument for assessing socio-emotional skills in educational contexts.

Educational institutions have become focused on developing skills of students, placing a high value on critical thinking, communication, and teamwork. Because of this focus, schools and universities are swept by the tide of innovation, reflexively implementing new programs without a measured understanding of their future impact on graduates and societies. At our university, we systematically incorporate active learning, outcome-based education, and formative extra-curricular experiences. However, it became apparent that these were not sufficient to fulfill the mission of our university or Faculty that wants graduates who are socially conscious and pursue a life of integrity and continuous growth. We therefore started with a clean slate to define the “Purpose” of our educational paradigm in the development of the bodies and minds of our students, map our current programs to these “Purposes”, and design new programs to address deficiencies. The results show that while our existing programs efficiently targeted the development of skills, they did not effectively address students’ attitudes. We describe new programs that we will implement to integrate the development of attitudes with skills. We believe this exercise is crucial for the holistic development of learners in educational institutions.

As cybercrimes become increasingly sophisticated, there’s an urgent requirement for digital forensics tools to ensure expeditious search through evidence. This paper provides architecture for a unified Digital Forensics Suite that integrates both in-depth file analysis of individual files and hard disk drive examination. The interface serves the feature of auto-analysis of uploaded files in detail. The standalone file analysis service comes with features such as figuring out file hashes (MD5, SHA-1, SHA-256), outputting direct links for checking the file\'s reputation on VirusTotal, and extracting key file metadata. At the same time, the tool is used for automating the extraction and preliminary analysis of digital artifacts extracted from hard disk images. It quickly flags suspicious activities and possibly malicious files hiding in system data. Then the file as well as disk analysis outputs are exported in structured CSV reports, which allow the investigator to perform the higher-level manual analysis as per best practice. The suite targets the following two main user groups; general users, who need a quick scan on all their devices for suspicious files, and specialized analysts who need advanced tools to facilitate their investigations. The platform takes care of this by offering an intelligent first layer of analysis which allows the detection of signs that a device is compromised, thus lowering the time of device and file analysis from hours to minutes.

A numerical technique for fifth-order boundary value problems is developed, which makes use of cubic polynomial splines} (CPS) and cubic non-polynomial splines} (CNPS). By using derivative decomposition, the fifth-order equation is methodically reduced to a coupled system of second-order BVPs: CNPS adds specialized non-polynomial terms to handle fifth-order operator complexity, while CPS adds auxiliary variables for higher derivatives. Step sizes of \\( h = \\frac{1}{10} \\) and \\( h = \\frac{1}{5} \\) are used in numerical experiments on pre-established test problems. Quantitative comparison with precise analytical solutions, displayed in tabular and graphical formats, is how accuracy is confirmed. High precision is shown by the method, confirming its efficacy for difficult physical systems like phase transitions in materials science and beam deformation in structural mechanics.

This research aimed to investigate various teaching and learning methodologies, particularly emphasis on evaluating the lecturing method as an effective practice in education. The study involved a sample of 270 undergraduate students from both engineering and non-engineering disciplines at the International University of Business Agriculture and Technology. The focus was on assessing the effectiveness of different pedagogical approaches employed at the undergraduate level. Interviews were conducted with both students and faculty members to gather insights on the most beneficial teaching and learning methods, including the rationale behind their preferences. The findings indicated that a majority of faculty and students regarded the lecture method as the most effective teaching strategy. This method allows instructors to convey knowledge clearly and efficiently, enabling students to engage by listening and taking notes. Additionally, other teaching and learning methods were recognized for their ability to foster student participation and enhance creativity. The results demonstrated that the lecturing method plays a significant role in the educational process. Modern lecturing is characterized as a blended approach that combines verbal presentations by instructors with advanced systems and remote technology, serving as a foundation for university education. In terms of departmental differences and gender, the lecture method proved to be statistically significant, benefiting a larger number of students while optimizing time, materials, and resources. Faculty members are able to manage both students and time effectively, continually striving to enhance their teaching practices. In both engineering and non-engineering contexts, faculty members deploy blended methods for hybrid and traditional classroom instruction.