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This study examines the factors influencing educational aspirations among adolescents in secondary and high schools across Kazakhstan, Kyrgyzstan (officially Kyrgyz Republic), and Tajikistan, with a focus on their aspirations for higher and postgraduate education. Through an analysis of a sample comprising 1360 students from grades 7 to 11, the research explores the likelihood of these students pursuing tertiary education.

The ordered logit regression models were used to analyze the impact of variables related to family background, including parents’ education, family support and SES, and school grade. Additionally, the Exploratory Factor Analysis was utilized to distill a smaller set of underlying factors or constructs from the measured variables.

The findings indicate that the mother's education level is significantly more influential compared to the father's education in shaping adolescents' aspirations for higher and postgraduate education in the Central Asian context. Additionally, hypotheses concerning the influence of family socioeconomic status (SES), family support, and grade-level differences on adolescents' higher educational aspirations have only been partially confirmed.

To the best of the authors' knowledge, no prior research work has indicated a significant impact of a mother's education on the educational aspirations of her offspring in the Central Asian region. This trend is consistent with the concept of educational hypogamy, wherein mothers possess higher educational levels than fathers, a phenomenon that is gaining prominence in contemporary family dynamics.

This paper aims to explore how the term “mental health literacy” (MHL) is defined and understand the implications for public mental health and educational interventions.

An extensive search was conducted by searching PubMed, ERIC, PsycINFO, Scopus and Web of Science. Keywords such as “mental health literacy” and “definition” were used. The publication year ranges from 1997 to 2023.

In total, 17 papers met the inclusion criteria. Three distinct themes characterise the definitions of MHL: cognitive understanding; affective empowerment; and behavioural change. In the mental health educational context, inspiration, transformation and practice can be viewed as three stages for curriculum development.

Despite conducting a systematic literature review, there remains the possibility that certain relevant studies may not have been identified. Specifically, the selection criteria prioritise papers that explicitly addressed MHL.

Traditional educational approaches prioritise knowledge dissemination and attitude change; integrating MHL into mental health well-being curriculum advocates for action-oriented intervention to address mental health challenges.

Understanding different definitions and concepts in a field can be valuable for consolidating shared understandings, highlighting tensions and contradictions, and enhancing communication among researchers. Ironically, perhaps, the process also highlights the provisional nature of these definitions.

The exploration of MHL with three themes of definitions sheds light on the understanding of this concept. Three core themes in MHL definitions guide future curriculum development. This study underscores the importance of prioritise action-oriented intervention in mental health education, emphasising the need to move beyond knowledge dissemination towards transformative practices that promote holistic mental well-being.

This study aims to investigate the determinants influencing green mindfulness among university students in Malaysia within the context of the Malaysia 2030 Agenda, focusing on Sustainable Development Goal 17 attainment.

The research uses a quantitative approach with a sample of 203 young adults. It explores the factors of goal difficulty, knowledge and awareness, spirituality, values and perceived university environmental responsibility (PUER), using a novel theoretical framework termed universal identity theory (IT).

Values, knowledge and awareness and PUER significantly contribute to green mindfulness, whereas spirituality and goal difficulty did not exhibit a substantial relationship to green mindfulness.

Limited representation of diverse age groups and the potential influence of seniority on spirituality. Future research should expand the framework to include green behavior and performance, increase the sample size and consider a broader age demographic.

Universities play a crucial role in promoting green mindfulness through the establishment of rules, regulations, environmental initiatives, incentive systems and the introduction of a green mindfulness course. Clear communication channels and top-down approaches are recommended.

This research contributes to understanding the mechanisms that induce green mindfulness among university students in Malaysia, aligning with national and global sustainability goals.

The universal IT provides a comprehensive understanding of how personal, social and community-based identities collectively influence green mindfulness. This theoretical perspective contributes to the environmental psychology and sustainability studies field, offering a culturally sensitive approach.

The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD.

Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology.

The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education.

The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.