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In the Fall of 2019, Marietta College and Marietta City Schools, in Marietta, Ohio, piloted a program to improve literacy knowledge and pedagogy through completing LETRS training, a two-year literacy professional development based on the science of reading, as peers.

This project was aligned to effective professional development research that states better trainings are content-specific, allow support and collaboration and are ongoing throughout the school year (Blank and de las Alas, 2009; Darling-Hammond, Hyler, and Gardener, 2017) and respect participants work/life schedules (Bigsby and Firestone, 2017).

Some benefits of this collaboration were that teachers, college faculty and teacher candidates were able to communicate more effectively about literacy because we all had shared background knowledge and spoke the same language when it came to literacy. We were also able to make more meaningful clinical experiences for our teacher candidates because we created a stronger connection between the knowledge and pedagogy taught in students’ literacy courses and the practices they saw in real classrooms. Inservice teachers saw the college faculty and teacher candidates as strong partners, which greatly strengthened our clinical preparation.

The paper includes implications for the development of stronger partnerships between teacher preparation program faculty and school partnership faculty and more authentic and meaningful clinical experiences for teacher candidates.

This project shows how meaningful partnerships and clinical experiences can be created when partnership faculty are seen as peers.

Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context.

The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi.

The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students.

The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies.

The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices.

This paper aims to evaluate the impact of the “Postliteracy” program on the qualification of beneficiaries for socioeconomic integration. This qualification is achieved first through the consolidation of the achievements of individuals freed from illiteracy, and then through their support in creating income-generating activities by providing them with technical, economic, legal and institutional knowledge to ensure their conscious and responsible participation in local and regional development efforts.

To evaluate the impact of the “Postliteracy” program, this paper uses quasi-experimental methods with a control group (participants of the “Literacy” program 2020 / 2021) and a treatment group (participants of the “Postliteracy” program 2021 / 2022). Skill acquisition is measured through pretest and posttest evaluations using a questionnaire aligned with the National Agency for the Fight Against Illiteracy (ANLCA)-adopted curriculum. The survey occurred at the beginning and at the end of the program, providing sufficient time for skill development. The questionnaire includes three sections covering socioprofessional characteristics, technical and economic domains and legal and institutional aspects. These sections contribute to a score reflecting the acquired skills for successful socioeconomic integration.

The results of the study demonstrate that the “Postliteracy” program has a positive impact on the acquisition of competences necessary for improved socioeconomic integration of the beneficiaries. The various matching techniques reveal a score difference ranging from 12 to 14 points in favor of program participants compared to those who did not participate. The Difference-in-Differences method confirms the positive and significant impact of the program.

The findings highlight the importance of the “Postliteracy” program in national literacy policy, underlining the need to further strengthen its presence within the programs deployed by ANLCA, notably by increasing the number of beneficiaries targeted by this program. To achieve this, it would be advisable to increase the funds allocated to it within ANLCA's budget.

The originality of this work is a unique research of the case of Morocco based on a microeconometric study for which the authors evaluate the impact of adult education by applying impact evaluation methods in the field of adult literacy.

The paper seeks to introduce the “critical open access literacy” construct as a holistic approach to confront the challenges in open access (OA) as a dimension of scholarly communication.

The paper first introduces the concepts of information literacy (IL) and OA in the context of transformations in the scholarly information environment. Via a theoretical-analytical exercise on the basis of a literature review of the intersections between the two concepts and of the criticisms of OA, the paper discusses the role of critical IL in addressing the challenges in OA and lays the theoretical-conceptual groundwork for the critical OA literacy construct.

The structural nature of the challenges and transformations in the scholarly information environment require new foci and pedagogical practices in library and information studies. A more holistic, critical and integrative approach to OA is warranted, which could effectively be achieved through the re-conceptualization of IL.

The paper specifies the avenues for putting the theoretical conceptualizations of critical OA literacy into practice by identifying possible foci for IL instruction alongside a transformed role for librarians.

The paper extends deliberations on the role of critical IL for scholarly communication and attempts to advance the research fields of the two domains by proposing a new construct situated at the junction of OA and IL.

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.

As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.

The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.

This study investigates the pathways for adopting IoTs and BDA technologies to improve healthcare management.

The study relied on 445 healthcare professionals' perspectives to explore different causal pathways to IoTs and BDA adoption and usage for daily healthcare management. The Fussy-set Qualitative Comparative Analysis was adopted to explore the underlying pathways for healthcare management.

The empirical analysis revealed six different configural paths influencing the acceptance and use of IoTs and BDA for healthcare improvement. Two key user topologies from the six configural paths, digital literacy and ease of use and social influence and behavioural intentions, mostly affect the paths for using digital health technologies by healthcare physicians.

Despite this study's novel contributions, limitations include the fsQCA methodology, perceptual data and the context of the study. The fsQCA methodology is still evolving with different interpretations, although it reveals new insights and as such further studies are required to explain the configural paths of social phenomena. Additionally, future research should consider other constructs beyond the UTAUT and digital literacy to illustrate configural paths to healthcare technology acceptance and usage. Again, the views of healthcare professionals are perceptual data. Hence future research on operational data will support significant contributions towards pathways to accept and use emerging technologies for healthcare improvement. Lastly, this study is from a developing country perspective where emerging digital healthcare technology is still emerging to support healthcare management. Hence, more investigation from other cross-country analyses of configural paths for digital technology deployment in healthcare will enhance the conversation with IoTs and BDA for healthcare management.

Holistically, the acceptance and use of healthcare technologies and platforms is not solely on their capabilities, but a combination of distinct factors driven by users' perspectives. This offers healthcare administrators and institutions to essentially reflect on the distinct combinations of conditions favourable to health professionals who can use IoTs and BDA for healthcare improvement.

This study is among the few scholarly works to empirically investigate the configural paths to support healthcare improvement with emerging technologies. Using fsQCA is a unique contribution to existing information system literature for configural paths for healthcare improvement with emerging digital technologies.

This study aims to explore information-seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth, located in Dapoli, Distt. Ratnagiri, Maharashtra. The research focuses on evaluating the intensity of ISA, understanding its underlying causes and identifying potential strategies to reduce its effects, particularly within the context of an agricultural university.

This research intends to examine Information seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth located in Dapoli District, Ratnagiri, Maharashtra. This research intends to examine and investigate the intensity of ISA among students at an agriculture university, its root causes and possible methods to reduce its effects. The research adopts quantitative surveys with qualitative secondary sources to achieve a comprehensive understanding of ISA among students. A standardized scale was used as the primary data collection tool to assess participants’ levels of ISA. A total of 122 students participated in the study, completing the survey and providing valuable data for analysis.

The findings reveal a range of ISA levels among students, indicating the presence of varied information skills and abilities. This underscores the need for well-structured information literacy programs tailored to address these disparities. A significant gender-based difference in ISA was observed, with female students exhibiting lower anxiety levels in relation to “integrated elements 3” at a significance level of .05 (t = 1.327). Interestingly, the study found that the students' rural or urban backgrounds did not significantly impact their ISA levels. Additionally, various integrated elements within the information seeking anxiety scale were found to be interconnected, contributing to the overall anxiety experienced by students.

The study highlights the importance of designing and implementing targeted interventions to address ISA in academic settings. These findings suggest that tailored information literacy programs could be effective in reducing ISA among students. Future research could build on these results by examining ISA across different disciplines and institutions, thereby contributing to the development of broader, more generalized strategies for mitigating ISA in diverse educational contexts. Individuals may not accurately recall or report their anxiety levels, potentially affecting the study’s findings. This study’s findings may not be generalizable to all agriculture university users due to factors such as the specific university setting, student demographics and agricultural disciplines represented.

This study provides actionable insights for academic institutions, particularly agricultural universities, in developing targeted information literacy programs. These programs can be designed to address varying levels of ISA among students, enhancing their ability to effectively seek and use information. Additionally, understanding the gender differences in ISA can guide the creation of more inclusive resources and support systems, ultimately improving the overall academic experience and reducing anxiety-related barriers to learning.

The research highlights the broader societal impact of ISA, particularly how it can affect students’ academic success and overall well-being. By addressing ISA through tailored interventions, institutions can contribute to reducing educational inequalities, especially in rural and underrepresented communities. This can foster a more equitable learning environment where all students, regardless of their background, have the opportunity to thrive academically and socially.

This study contributes to the relatively underexplored area of ISA within the context of agricultural universities. By combining quantitative and qualitative approaches, the research offers a comprehensive understanding of ISA, its causes and potential solutions. The findings provide new insights into how gender and integrated elements of ISA influence anxiety levels, offering valuable contributions to the field of library and information science, particularly in specialized educational settings like agricultural universities.

This research exclusively focuses on China’s elderly Internet users given how severe a threat disinformation has become for this particular population group as social media platforms thrive and the number of elderly netizens grows in China. The purpose of this study is to explore the mechanism of how elderly social media users’ intention to identify false information is influenced helps supplement the knowledge system of false information governance and provides a basis for correction practices.

This study focuses on the digital literacy of elderly social media users and builds a theoretical model of their intention to identify false information based on the theory of planned behaviour. It introduces two variables – namely, risk perception and self-efficacy – and clarifies the relationships between the variables. Questionnaires were distributed both online and offline, with a total of 468 collected. A structural equation model was built for empirical analysis.

The results show that digital literacy positively influences risk perception, self-efficacy, subjective norms and perceived behavioural control. Risk perception positively influences subjective norms, perceived behavioural control and the attitude towards the identification of false information. Self-efficacy positively influences perceived behavioural control but does not significantly impact the intention to identify. Subjective norms positively influence the attitude towards identification and the intention to identify. Perceived behavioural control positively influences the attitude towards identification but does not significantly impact the intention to identify. The attitude towards identification positively influences the intention to identify.

Based on relevant theories and the results of the empirical analysis, this study provides suggestions for false information governance from the perspectives of social media platform collaboration and elderly social media users.

This study aims to investigate the determinant factors of Islamic financial literacy (IFL) of the Z generation in Indonesia. As the role of family and social influence play an important role in shaping a person’s character, behavior and understanding, especially for the young generation in Indonesia, so this study proposed communication pattern in the family, financial socialization in family and social influence along with religiosity and sociodemographic factors as determinant factors of the IFL in Indonesia.

This study applied survey method with online questionnaire. There are 978 respondents from various provinces in Indonesia who were participated in this study. Then, data were analyzed by using Structural Equation Model.

Based on data analysis, this study found that communication pattern in the family, social influence, religiosity and sociodemographic factors have a significant influence on the IFL. Meanwhile, financial socialization in the family has no significant influence on IFL.

The results can be useful for Indonesian government especially in making decision and policy to encourage the increase in IFL in Indonesia.

This study has a theoretical contribution in providing comprehensive framework regarding the relationship between IFL and its underlying factors such as individual factors, family and social factors. In addition, this study also focused on the IFL of generation Z − an aspect that has been overlooked in previous studies.

This study attempts to recognize obstacles and barriers to financial inclusion in the agriculture sector, propose a framework based on the inter-contextual link between the barriers and understand the financial exclusion in the agriculture sector at the grassroots level. Previously published research articles were used to identify the barriers to financial inclusion, followed by informal interviews and collaborative discussions with the local farmers of the Sonipat district of Haryana and expert interviews using a structured questionnaire. TISM and MICMAC analysis are used to decern the nature of the relationship among the barriers discovered. The authors find that inadequate financial literacy, a shortage of financial awareness and the reluctance of various financial institutions are significant linkage barriers to strong driving and dependence power. High transaction costs and poor infrastructural support are the independent barriers. The paper identifies these new barriers to financial inclusion in the Indian agriculture sector and the framework depicting financial exclusion in India. This paper only gives a framework of barriers and does not quantify the effect of any relationship identified, but strongly emphasizes granting the Indian agriculture sector broad and simple financial access to advance and strengthen the nation's sustainable, inclusive economic growth.