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An integrative model that predicts users' stickiness to WeChat is built. In the proposed model, perceived value plays a dual mediating role in the causal pathway from users' immersive experiences of presence and flow to their engagement and stickiness. Furthermore, presence is treated as a bi-dimensional construct made up of spatial feelings and the sense of being in company, and users' engagement is conceived as cognitive, affective and behavioural contributions to WeChat's marketing functions.

The authors develop a measurement instrument and analyse data from a survey of 917 WeChat users. They use a hybrid partial least squares-structural equation modelling (PLS-SEM) and neural network approach to confirm the reliability and validity of the measurement items and all the relationships between the constructs.

The paper provides robust evidence about the mediating influences of both utilitarian and hedonic value on users' engagement with the immersive experiences of presence and flow. An additional finding highlights the role of social norms in engagement and stickiness.

Rather than studying the effects of the immersive experiences of presence and flow from either a hedonic or a utilitarian perspective, the authors consider how immersive experiences shape both utilitarian and hedonic value, as well as their joint impact (along with that of social norms) on users' engagement and stickiness.

The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. Even prior to the pandemic, relatively little was known about teachers' time use outside of the classroom, the blurring of work and home boundaries, and how teachers compare to similar professionals in these regards. We use daily time-diary data from the American Time Use Survey (ATUS) for 3,168 teachers and 1,886 professionals in similarly prosocial occupations from 2003 to 2019 to examine occupational differences in time use. Compared to observationally similar non-teachers, teachers spend significantly more time volunteering at their workplace and completing work outside the workplace during the school year. On average, teachers spend 19 more minutes working outside of the workplace on weekdays than observably similar non-teachers and 38 more minutes on weekends. The weekend disparity is particularly large among secondary school teachers. This suggests that before the widespread switch to online and hybrid learning necessitated by the COVID-19 pandemic, teachers were already navigating blurrier work-life boundaries than their counterparts in similar professions. This has important implications for teacher turnover and for the effectiveness and wellness of teachers who remain in the profession.

This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.

The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?

Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.

Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.

This purpose of this study was to assess dietary diversity among women of reproductive age (WRA) and the associations between consumption of a diversified diet and overweight/obesity statuses in Ekiti State, Nigeria.

Cross-sectional study of 207 WRA from six local government areas in Ekiti State, Nigeria, was done. A validated interviewer-administered questionnaire was used to collect data on sociodemographic characteristics, dietary intake and anthropometry. Dietary intake was assessed with 24-h dietary recall to calculate the Minimum Dietary Diversity Score for Women (MDD-W). Data were analyzed using descriptive statistics, Spearman rank correlation and Chi square test at α_0.05.

Majority of the participants (65.2%) were aged between 19 and 34 years, 58.5% were married and 49.8% had high school as their highest level of education. Mean MDD-W and body mass index (BMI) were 3.8 ± 0.9 and 25.46 ± 6.4 kg/m², respectively. All participants (100%) consumed foods from the “grains, white roots and tubers” group and majority also from the “meat and poultry” group (79.7%) but ranked low in the consumption of foods from other food groups. Many were overweight (34.8%), obese (14.0%) and a few (1.9%) had morbid obesity. MDD-W was significantly associated with marital status (X² = 7.7, P = 0.022) and BMI (X² = 11.4, P = 0.023) and had a weak positive correlation with BMI (r = 0.189, P = 0.007).

Study shows that both undernutrition and overweight/obesity coexist in the population, indicating a case of double burden of malnutrition (DBM) at a population level. However, further studies may be needed to investigate the extent of DBM at individual levels. Although there was a positive correlation between MDD-W and BMI, it cannot be used to predict causality. Study further reveals that the micronutrient intake of the WRA population in Ekiti is inadequate. Considering the importance of the 10 food groups highlighted in MDD_W to nutrition and health, the promotion of the consumption of foods from these food groups with more attention to the micronutrient-rich ones needs to be heightened.

Diet of participants was not diverse enough, indicating micronutrient inadequacy. Promotion of the consumption of a diverse diet, particularly from the food groups rich in micronutrient, needs to be heightened, while food groups high in calorie should be minimally consumed to forestall DBM.