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This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices.

A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills).

The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated.

Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

The purpose of this study is to explore the contributions of peace and security to the self-development of educators in Syria. It focuses on understanding how these elements impact the equitable distribution of benefits, treatment, facilities and resources. The study aims to uncover the intricate relationship between a secure, peaceful educational environment and the personal and professional growth of educators, thereby shedding light on how these factors synergistically enhance the educational landscape in Syria.

This study employs the Partial Least Squares Structural Equation Modelling (PLS-SEM) method for data analysis. Data were gathered through an online survey distributed to 472 Syrian educators from 14 provinces. The questionnaire, provided in Arabic, consisted of sections on demographics, peace and security, religion and cultural values, core values for self-development and government intervention. The data were analysed using IBM SPSS for descriptive analysis and PLS-SEM for causal effect analysis, allowing for the modelling of latent variables and handling non-normality in small to medium-sized samples.

The study found a positive correlation between peace and security, government intervention and self-development among Syrian educators. However, government intervention was identified as a poor moderator due to the unfavourable connection between past government actions and current expectations. The findings challenge the government to be proactive in addressing issues and concerns related to fair treatment and creating a harmonious academic environment. Educators seek equality in support and assistance across various academic activities for their self-development.

The study’s primary limitation is the use of convenience sampling, as the researchers faced difficulties in disseminating the questionnaires due to being non-local. This might affect the generalizability of the findings. Future research could employ a more randomized sampling method and expand the scope to include more diverse educational settings. The implications of this study are significant for policymaking, suggesting that targeted government interventions are necessary to foster a supportive and secure environment for educators.

The study underscores the need for more effective government policies that prioritize peace and security in educational settings. These interventions are crucial for the well-being and development of educators, ultimately improving educational quality in Syria. Practical recommendations include continuous support for educators through professional development programmes and equitable distribution of resources. By fostering a supportive environment, educators can better contribute to the educational sector and broader societal development.

By highlighting the critical role of peace and security in educators' self-development, the study contributes to broader social stability and cohesion. It advocates for policies that address the diverse needs and challenges faced by educators in Syria, ensuring they are well-supported in their roles. Enhancing educators' well-being and effectiveness can lead to improved educational outcomes, benefiting students and contributing to the nation’s long-term social and economic development.

This study provides a unique contribution by focusing on the nexus of peace, security and self-development among educators in Syria, an area previously underexplored. The findings offer valuable insights into the specific challenges and needs of educators in a conflict-affected region. The research emphasizes the importance of a peaceful and secure educational environment for the professional growth of educators, offering a foundation for future studies and policy discussions aimed at enhancing the educational landscape in Syria.

In light of the world’s accelerating march towards a sustainable future, the education for sustainable healthcare must be sufficiently acknowledged in health professions curricula. Early integration of these competences into nursing degree programme emphasizes its importance and applicability. This paper aims to investigate the effectiveness of an educational sustainability intervention in higher education to change nursing students’ attitudes towards sustainability and climate change, and environmental awareness.

A quasi-experimental study was performed with repeated measures between September 2019 and May 2023. Undergraduate students were introduced to sustainability and climate change in the context of healthcare using scenario-based learning and augmented reality over the courses in nursing degree. Participants' attitudes and awareness were collected by online questionnaires.

The educational intervention showed effectiveness in significantly improving attitudes towards climate change and sustainability, and the environmental awareness for changing their clinical practice (p < 0.01). However, students struggled to apply sustainability and address unsustainable practices in healthcare settings.

This study shows an effective model of curricular sustainability that can be implemented in other universities and health disciplines. The findings highlighting the importance of sustainability education in nursing and its potential to drive positive change in healthcare practice and society at large. Embedding key topics aligned with sustainable development goals in the curriculum prepares nursing or health workforce to address planetary health and implement sustainable practices that provide climate-smart care.

Knife crime and serious violent crime (SVC) among youth has been growing at an alarming rate in the UK (Harding and Allen, 2021). Community and school-based intervention and prevention services to tackle knife crime are being developed with some evaluation; however, these are independent and of varied quality and rigour. Therefore, the purpose of this study is to record the approaches being developed and synthesise existing evidence of the impact and effectiveness of programmes to reduce knife crime. In addition, the complex factors contributing to knife crime and SVC are discussed.

A systematic approach was used to conduct this knife crime intervention evidence review using two search engines and four databases. Inclusion and exclusion criteria were applied to ensure focus and relevance. The results of searches and decisions by the research team were recorded at each stage using Preferred Reporting Items for systematic reviews and meta-analyses (PRISMA).

Some evidence underpins the development of services to reduce knife crime. Much of the evidence comes from government funded project reports, intervention and prevention services reports, with few studies evaluating the efficacy of intervention programmes at present. Some studies that measured immediate impact in line with the programme’s aims were found and demonstrated positive results.

This systematic review specifically synthesised the evidence and data derived from knife crime and weapon carrying interventions and preventions, integrating both grey and published literature, with a novel discussion that highlights the importance of outcome evaluations and issues with measuring the success of individual level interventions and their contributions to the overall reduction of violence.

Government’s role and sex education are vital in promoting inclusivity and sexual health. To understand the impact that the legislation has had on sex education, it is necessary to evaluate it at the different training levels.

The method used is a critical review aimed at comparing educational and state legislation and its impact on Sex Education in Spain and the United Kingdom.

In most countries the compulsory contents in the curriculum are oriented to sexually transmitted infections and contraception. Nonetheless, this approach is deemed inadequate and restrictive, failing to cope with the challenges posed by globalization, including the increased spread of sexual infection. Legislative constraints hinder the comprehensive implementation of public health education strategies and social justice concerning sexuality.

Scope may miss legislative nuances and regional differences.

Findings emphasize comprehensive sex education to tackle modern challenges and to urge policy makers to incorporate these insights.

Enhanced sex education laws foster health equity that will contribute to reducing violence and improving positive attitudes and behaviours.

Insufficient analysis exists on the effects of ministry measures in sex education, connecting health, well-being and sustainability. This underscores the urgency of researching the legislative, educational and societal consequences, enabling interventions to address negative sexual attitudes and behaviours, including gender violence, biases against sexual diversity, emotional challenges, sexual freedom and health problems, based on respect for Human Sexual Rights.

This paper aims to investigate the extent of personal privacy concerns expressed by university students in Vietnam while using TikTok, the influence of peer interactions and social norms on privacy attitudes and behaviors and the strategies used by university students in Vietnam to mitigate privacy risks on TikTok.

A qualitative approach using semi-structured interviews was used to gather data on the following: the degree to which Vietnamese university students express concerns about their personal privacy while using TikTok; how peer interactions and social norms influence privacy attitudes and behaviors; and the strategies these students use to mitigate privacy risks on the platform.

Findings indicate that although university students exhibit a relatively low level of concern regarding their personal privacy on TikTok, peer influences and societal norms significantly shape their attitudes and behaviors on the platform. Moreover, students use several strategies to mitigate privacy risks, such as selective content sharing and refraining from engaging with unknown links.

These insights provide valuable implications for the development of targeted interventions and educational initiatives aimed at fostering a more privacy-conscious TikTok user community among university students in Vietnam.

This research fills a critical gap in the existing literature by focusing on the influence of social norms and peer influences on privacy attitudes and behaviors on social media platforms. While prior studies have explored various factors impacting privacy concerns on social media, the role of social dynamics has been understudied. Moreover, the research specifically addresses the lack of investigation into privacy concerns on TikTok, a platform rapidly gaining popularity among younger demographics.

In this study, we evaluated university students’ attitudes towards environmental issues, with a particular focus on the cohort’s understanding of climate change and knowledge of environmental issues. We also explored whether students’ gender or university major (natural sciences vs humanities and social sciences) impact attitudes to environmental issues.

We surveyed undergraduate students (n = 1,310) using an online questionnaire comprising 17 statements that reflect attitudes towards environmental concerns. This questionnaire was constructed using a 5-point Likert Scale and was tested for reliability and validity to ensure its precision and consistency in assessing the targeted constructs.

The results revealed that the surveyed students had a medium level of positive attitudes towards the environment. While no significant differences based on gender were observed, students from different university majors significantly differed in the degree to which they endorsed positive attitudes towards the environment, with those majoring in natural sciences reporting stronger attitudes to environmental issues. These findings warrant the implementation of mandatory courses on the environment at UAE universities so as to enhance students’ awareness and foster positive attitudes towards the environment.

Unlike previous studies that may have focused narrowly on specific environmental attitudes or behaviors, this research offers a broad yet detailed assessment by incorporating factors such as students' academic majors and gender. By comparing attitudes across different fields of study—natural sciences versus humanities and social sciences, the study provides new insights into how educational background and demographic variables shape environmental perceptions. This approach allows for a more nuanced understanding of the factors that influence environmental attitudes among young adults, potentially guiding more targeted educational interventions.

This study aims to determine the relationship between health literacy and the self-care of hypertension in older adults in five regions in Jordan.

A cross-sectional study was conducted with 1,100 older adult patients with hypertension who had follow-ups in cardiac clinics of the five biggest hospitals in five regions of Jordan. The research instruments included a Health Literacy Questionnaire (CHEWQ) and the self-care of hypertension inventory.

The average health literacy score was 8.52 ± 1.6, indicating inadequate health literacy, while their self-care of hypertension score was 42.33 ± 10.9, indicating low self-care. Inadequate health literacy and factors such as marital status, education level, income and overall health status were linked to poor self-care of hypertension (p < 0.05).

This study suggests that there is a need to assess the effectiveness of various health literacy interventions, such as educational programs and customized communication strategies, in enhancing self-care behaviors across diverse populations, particularly among the elderly.

The study findings highlight the need for nursing interventions aimed at improving health literacy to enhance the ability of older adults in Jordan to manage their hypertension.

This study aims to explore the provision of accounting ethics education in Ethiopian accounting programs through structuration theory.

A qualitative case study methodology was used, and data were collected through semistructured interviews with faculty members, practitioners and regulatory bodies. The interview transcripts were analyzed using thematic analysis. Accounting curricula were also analyzed to triangulate and support the findings.

The study revealed a significant gap in the status of accounting ethics education, primarily attributed to a misunderstanding of its importance. While faculty initiatives and student interest have partially mitigated this gap, systemic challenges such as rigid curricula, a lack of awareness and commitment, resource constraints and limited stakeholders’ support persisted. A combined approach to accounting ethics education is required to foster ethical behavior. Hence, the structuration theory highlighted how meanings, power dynamics and norms and values constrained and enabled the provision of accounting ethics education.

The study emphasized the need for stakeholders to influence policymakers’ perceptions regarding the significance of accounting ethics education. The study also provided empirical support for structuration theory. Future research should involve cross-cultural comparisons and explore the ethical behavior of accounting professionals using diverse research designs to highlight the gaps and inform effective educational interventions.

This study contributes to the theoretical application of structuration theory in accounting ethics education. It underscores the critical role of comprehensive curricular reforms, stakeholder engagement and resource allocation.