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The existing technology acceptance models have not yet investigated functional and motivational factors impacting trust in and use of conversational artificial intelligence (AI) by integrating the feedback and sequential updating mechanisms. This study challenged the existing models and constructed an integrated longitudinal model. Using a territory-wide two-wave survey of a representative sample, this new model examined the effects of hedonic motivation, social motivation, perceived ease of use, and perceived usefulness on continued trust, intended use, and actual use of conversational AI.

An autoregressive cross-lagged model was adopted to test the structural associations of the seven repeatedly measured constructs.

The results revealed that trust in conversational AI positively affected continued actual use, hedonic motivation increased continued intended use, and social motivation and perceived ease of use enhanced continued trust in conversational AI. While the original technology acceptance model was unable to explain the continued acceptance of conversational AI, the findings showed positive feedback effects of actual use on continued intended use. Except for trust, the sequential updating effects of all the measured factors were significant.

This study intended to contribute to the technology acceptance and human–AI interaction paradigms by developing a longitudinal model of continued acceptance of conversational AI. This new model adds to the literature by considering the feedback and sequential updating mechanisms in understanding continued conversational AI acceptance.

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.

Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.

The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.

The study relied on a small convenience sample of participants.

Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.

Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.

The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

College students who are interested in experiencing and learning about other cultures could be potential agents to ongoing social and policy initiatives in promoting societal changes. As universities intensify their efforts toward embracing cultural diversity, it is imperative to gauge how these diversity initiatives resonate with students' developmental stage and pursuits in diverse campus climates. However, what kinds of educational experiences/contexts students choose for enhancing cultural competence, and how seeking diversity experiences might benefit college students in emotional wellbeing and cognitive skills, are under-investigated.

This study explores the relationships among college students' diversity-seeking behaviors, cultural competence, perspective-taking, and flourishing. A total of 359 college students from a STEM-focused university participated in this study. Students were recruited from classes over four semesters, from 2021 to 2023.

Students exhibited moderate to high levels of interest in seeking diversity in their learning experiences. Results from the structural equation modeling showed that higher levels of diversity-seeking in learning were associated with higher levels of perceived cultural competence, as well as higher levels of perspective-taking and flourishing.

This research delves into experiential and extracurricular dimensions of learning diversity, bridging a significant gap in academic literature. This study also elucidates the links between aspects of diversity engagement, cultural competence, and positive outcomes for college students, which underscores the significance of diversity-focused educational opportunities in higher education. Such opportunities are instrumental in enhancing cultural proficiency and further implications on cognitive growth and emotional well-being.

Drug use in prisons remains a public health concern because it is often the place of drug initiation. The purpose of this study was to analyze the drug use in prison in Burkina Faso.

We conducted cross-sectional study in the prison of Ouagadougou. The adult prisoners (male and female) incarcerated for more than one month at the largest prison of Burkina Faso were included in the study. Participants were selected using a systematic random sampling. Data were collected from October 28 to November 26, 2018. The face-to-face interviews were conducted in the prison grounds. Logistic multivariate regression was used to identify factors associated with in prison drug use. All analysis was done using Stata.

A total of 379 prisoners were included in this study. Approximately one-third inmates (32.71%; n = 124) experienced illicit drug in lifetime. Nearly one-third (28.76%; n = 109) of the prisoners were drug users before incarceration and 11.87% (n = 45) used drug inside the prison, of which 33.33% (n = 15) initiated drug use in the prison. Cannabis was the first drug used by the prisoners (71.11%) followed by tramadol (62.22%), diazepam (13.33%) and cocaine (2.22%). Four prisoners (3.63%) had reported Heroin use before incarceration. Cannabis was mainly smoked. Tramadol, diazepam and amphetamines were swallowed or mixed with food. Cocaine is smoked and snorted. Case of injection of cocaine and heroin was reported before incarceration. Main factors independently associated with drug use in prison is drug use before prison and young age of inmates. Indeed, inmates who had reported drug use before prison had 4.01 time {adjusted odd ratio (AOR: 4.01 [95% CI: 1.91–8.41])} higher odds to use drug in prison.

To conduct the interviews in the prison grounds could be a limitation due to social desirability bias. Indeed, the prisoners may understate drug use in prison for the fear of likely additional sentence. Availability of biological tests for drug markers might help addressed this bias. Nevertheless, the findings of this study should help to plan effective drug use prevention and care programs for prisoners.

The actions must include the implementation of a medical and psychological care in continuum of healthcare system in Burkina Faso. This system should include screening at entry and adequate health and psychological care in prison for drug users for an effective control of drugs use in prison.

Most of these drug users in prison have a low level of education and are unemployed. Education activities and training on occupational activities to prepare drug users for a successful social reintegration less dependent on drugs is essential. This study can be a basis to explore more possibilities and find out what is available to help those with substance use disorder, manage these cases in prison and prevent relapse on release.

To the best of the authors’ knowledge, this study is the first study on drug use in prison in Burkina Faso. It indicates that the repressive strategy against drug use seems ineffective because former users continue their consumption inside and also new users are initiated to use drugs in prison.

The research aimed to explore the perceptions of aspiring future police officers studying at a university in relation to the actions to be taken with regards to typical posts on social media by a fictitious off and on-duty police officer. This in turn would inform future police workforce requirements.

Policing students who expressed their aspirations as future police officers were recruited. A total of 99 students studying the College of Policing licensed Professional Policing Degree at the University of South Wales, took part in Hydra Immersive Simulations to ascertain their perception of social media posts by a fictitious serving police officer. The students were asked to rate the appropriateness of the social media posts as groups, and as individuals.

The findings suggest that, whilst the majority of students identified misconduct issues in the social media posts, the response to how the fictitious police officer should be dealt with varied. In addition, it would appear that there may be a need for those involved in policing education to reinforce, in an ongoing basis, knowledge of the College of Policing Code of Ethics, misconduct rules, regulations and increase awareness of unacceptable social media posts.

The research was conducted with professional policing degree (PPD) students from one university.

It is important to reinforce The College of Policing Code of Ethics, expected professional standards and an understanding of what constitutes unacceptable social media posts throughout the education of aspiring police officers. As this has the potential, if recruited, to impact on the service.

Limited research has been conducted in relation to the College of Policing licensed higher education programme, the PPD, equipping aspiring police officers to successfully join the service and influence the cultural change.

This study aims to examine the relationship between public knowledge, awareness and attitudes towards post-COVID-19 infection prevention in Sarawak. At present, Sarawak is in the post-pandemic stage, marked by a gradual return to normalcy, albeit with some persistent changes caused by the pandemic.

Data were collected from various geographic areas in Sarawak through a Google Form link and QR code during a cross-sectional study, resulting in the acquisition of 1,128 responses. Data analysis was performed using SPSS 28.0 and WarpPLS 8.0.

The result revealed that out of five hypotheses, four were found to be supported, indicating a positive relationship between public knowledge, awareness and attitudes towards COVID-19 infection prevention. However, an unsupported relationship was found between public awareness and infection prevention practices.

This study is limited to the Malaysian population and has a cross-sectional design, affecting generalizability. It is recommended that future research complete an in-depth study of the knowledge, awareness and practices of COVID-19 using other data collection techniques.

Public health and policymakers can use the study to implement effective communication strategies and prioritize digitalization for economic recovery. It highlights the importance of preventive measures and the public’s role in managing future pandemics.

The originality of this research can be drawn from key findings that indicate that people overall gained knowledge on the prevention measures during the post-COVID-19 pandemic, and the accuracy of the information significantly impacts public knowledge, awareness and practices of COVID-19 infection prevention.

While the research literature on Recovery Colleges is relatively well-established, comprehensive research concerning Recovery Education for young people is currently scarce. The purpose of paper is to provide an overview of determinants of, and barriers to, the successful implementation of youth-adapted Recovery Colleges, known as Discovery Colleges, and to explore the wider impact of Discovery Colleges and Recovery Colleges.

In consultation with a Recovery College Peer Educator, three undergraduate applied psychology students conducted a literature review with no date limits on publications in the Google Scholar and PubMed electronic databases.

A total of 15 publications were included. Determinants for successful implementation included the importance of previously established Recovery College foundations, service and content accessibility and evaluative feedback. Barriers were primarily related to differences in how development, identity and environment between adults and young people impact positive educational outcomes. The wider impact of Discovery Colleges highlighted an improvement in relationships between service users and health-care professionals, an improved attitude towards education; improvements in well-being, self-worth and social connection; and promotion of transformative learning and personal autonomy. Through this, Discovery Colleges also continue to challenge the contemporary medical model of mental health.

To the best of the authors’ knowledge, this was the first literature review conducted specifically focussing on important factors in establishing Discovery Colleges. This literature review provides an important overview for both service users and staff members in how the development and implementation of this exciting and relatively new initiative can be further explored and enhanced going forward.

The number of young people using e-cigarettes (commonly referred to as vaping) has grown at an alarming rate, creating the need for urgent action. This paper demonstrates rapid step-by-step iterative application of the Co-create, Build and Engage (CBE) framework to showcase how marketing was applied in response to emerging trends that have negative health and environmental consequences. This paper aims to demonstrate how CBE is applied iteratively, ensuring student feedback leads module development.

In Study 1, a pure seven-step co-design implementation, 19 high school students were invited to co-design a vaping prevention approach that would work for them and other people like them. During the sensitisation phase of co-design, students completed one Blurred Minds Vaping module. Feedback grids were provided, with students identifying likes, dislikes and ideas. This likeability data was used, together with input from technical experts and pedagogical best practice, in a 12-week research and development project that aimed to develop a new online learning module focused on vaping and their environmental impacts for the Blurred Minds Academy. The new module was tested with 20 high school students. Feedback grids were provided once again, allowing a comparison of results.

Examination of feedback grid data demonstrates that the newly developed Vaping and the Environment module was improved. Considerations taken on board in the new module design (e.g. increased variability within the module) overcame criticisms expressed previously (e.g. it was boring and too long). Other criticisms remained evident, albeit at a much lower proportion suggesting the new Vaping and the Environment module, and future Blurred Minds module development, would benefit from iterative CBE application.

Conduit et al. (2022) note that marketing academia has been criticised for having an increasingly less relevant managerial agenda. This paper outlines a rapid step-by-step application of marketing in response to one of society’s most pressing health challenges – vaping. The iterative application of CBE is outlined, demonstrating that the student experience can be enhanced when marketing’s continual improvement mindset is used. This is the first vaping prevention programme that has included substantive information around the negative impacts of vaping on the environment.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.