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The purpose of this paper is to explore the prevalence and determinants of poor sleep quality among industrial workers in Thailand. Additionally, the authors assess the risk of work-related injuries associated with poor sleep quality.

A descriptive correlational research was implemented. A total of 472 workers from the northern region of Thailand contributed to this study. Sleep quality was assessed by the Thai version of the Pittsburgh Sleep Quality Index (Thai-PSQI). The score of more than five indicated poor sleep quality. Participants completed self-administered demographic, work characteristics and work-related injury questionnaires. Data were analyzed by applying descriptive and logistic regression statistical techniques.

More than one-third of the workers had reported poor sleep quality. Results from multivariable logistic regression analysis yielded male gender (OR = 2.74, 95% CI 1.46–5.17), alcohol drinking (OR=2.1, 95% CI 1.24–3.35), pain (OR=2.05, 95% CI 1.32–3.17) and rotating shift work (OR=1.94, 95% CI 1.23–3.05) increased the risk of poor sleep quality. Furthermore, poor sleep quality was statistically significantly associated with the risk of work-related injuries (OR = 3.98, 95% CI = 2.39–6.66).

Findings of this study indicate that the prevalence of poor sleep quality is high among industrial workers. Work characteristics and health behaviors were associated with poor sleep quality which increases the risk of work-related injuries. Modification of work environment and personal life style choices can improve quality of sleep among workers and consequently lower incidence of work-related injuries.

This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.

The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.

Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.

This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.

This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.

This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’  instructional practices is vital in facilitating effective teaching and learning.

To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

According to statistics by the US National Sexual Violence Resource Center, more than 50% of women claim they have been raped by an intimate partner or an acquaintance. In this experiment, the authors test whether exposing individuals to different types of images portraying the victim and their perpetrator influences individuals' perception of (1) the perpetrator's deserved punishment and (2) the role played by the victim in her rape.

In an experimental survey, the authors randomly treat groups of individuals with manipulated facial and physical expressions of the same photographs.

The authors find that news about rape are more or less effective in uncovering the seriousness of the crime independent of the pictures accompanying them, suggesting media should avoid their misusage.

While the role of the narrative of rape has been extensively discussed in the literature from a theoretical perspective, this research provides original evidence based on actual behavioural response.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

University students who have low knowledge, attitudes and intentions regarding the prevention of unintended pregnancies may experience higher rates of unintended pregnancies. An educational program was developed based on the self-efficacy theory and peer-led education to improve unintended pregnancy problems among university students. The purpose of this paper is to examine the effect of an educational program on knowledge, attitudes and intentions regarding the use of condoms and emergency contraceptive pills among Thai university students.

The effectiveness of the educational program was tested by a quasi-experimental study with a pre- and post-test design. The study was conducted between September and October 2017. Multistage sampling was used to recruit 73 Thai female university students, including 36 students in the intervention group and 37 students in the comparison group. The intervention group received an eight-week educational program, while the comparison group did not. A self-administered questionnaire was used to assess the improvement of knowledge, attitudes and intention regarding condom and emergency contraceptive pill use. Descriptive statistics, paired samples t-test, Wilcoxon test and Mann–Whitney tests were used for data analysis.

Most participants in both groups had sexual intercourse. After the end of the program, the before-after mean score of the intervention group’s knowledge (8.0, 11.0), attitudes (29.4, 32.4) and intention (17.4, 20.4) were significantly increased (p-value<0.001). Post-intervention, there were statistically significant differences in knowledge scores (p-value<0.001) and intention scores (p-value=0.04) between the intervention group and the comparison group.

This educational program increases knowledge and intention but does not influence attitudes toward using condoms and emergency contraceptive pills.

The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.

This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.

It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.

This study was based on the findings of a small sample of potential users.

The findings have implications for designing culturally adaptive interactive mobile applications.

This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.