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One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

This paper aims to explore the prevalence of depression, anxiety symptoms and suicidal ideation among the Romani population in Ukraine and their connections with various social health determinants: age, gender, household characteristics, employment and living conditions.

For measuring mental health conditions, GAD-7 and PHQ-9 were used. Individual interviews were conducted by trained volunteers of the International Charitable Organization “Roma Women’s Foundation Chirikli”. Data were gathered from January to March 2020.

The overall level of depression found in the sample was 8.08, while the mean for anxiety was 7.22. In general, 32.7% of respondents scored positively for signs of depression and 29.6% for anxiety. The two-week prevalence of suicidal ideations was 26.9%. Compared to the general population, the prevalence of depression among the Romani research participants was twofold higher, and anxiety was 2.5-fold higher. Signs of depression and anxiety in women were significantly higher (36% vs 28.6% for depression and 33.9% vs 24.2% for anxiety) than in men. Signs of depression and anxiety were higher for people without education than for university students (9.32 vs 3.04 for depression and 8.26 vs 3.00 for anxiety). The lowest levels of depression, anxiety and suicidal ideation were among officially married persons (6.61, 6.36 and 0.23, respectively). Significant small positive correlations were found between all measurements and the number of household members (0.149 for depression, 0.124 for suicidal ideation and 0.175 for anxiety; p < 0.001) and the number of children (0.303 for depression, 0.224 for suicidal ideation and 0.243 for anxiety; p < 0.001). In terms of employment, the highest scores for depression, anxiety and suicidal ideation were found among those who are employed seasonally (9.06, 8.25 and 0.61) or irregularly (9.09, 8.12 and 0.57) in contrast with self-employed (4.88, 4.90 and 0.19) and full-time employees (5.86, 5.51 and 0.18). Living place (city, village or camp) showed no relation with mental health, except for suicidal ideation: those living in villages had higher levels of suicidal ideation than those living in cities (0.49 vs 0.31).

The study has some limitations. Data were gathered from January to March 2020, and since then, the situation in Ukraine has drastically changed due to the full-scale Russian invasion. While this study’s data and conclusions might serve as a baseline for further research, they do not represent the real-time situation. While many social factors were analysed, the effects found for them do not necessarily represent causality, given the statistical methods used. Interactions among factors were not studied; therefore, no firm conclusions can be made about the effects of those interactions on mental health.

To the best of the authors’ knowledge, this paper is original in terms of its topic, as the first-ever in Ukraine quantitative study of mental health and social determinants of mental health of the Romani population.

Higher education institutions (HEIs) play a pivotal role in fostering economic development by cultivating skilled workforce and generating knowledge and innovation. However, HEIs may pose a potential risk to sustainable economic development due to the generation of food waste inside their campus canteens. Therefore, this study aims to examine the influence of attitude, subjective norm (SN), perceived behavior control (PBC), religiosity and pro-social behavior among State Islamic Religious College (SIRC) students on their intention to avoid food waste behavior. This study also focused on the mediating role of the three original theory of planned behavior (TPB) variables and pro-social behavior in the relationship between religiosity and the intention to reduce food waste.

Questionnaires were used to collect data from 443 students at SIRC. The collected data were processed and analyzed using structural equation modelling to test direct, indirect and mediating effects.

The empirical results indicated that the eagerness of students at SIRC to reduce their behavior of leaving food behind can be driven by their negative attitudes or views toward food waste, the practice of religious teachings in their lives, the belief that they can avoid food waste and their concern for the environment. The empirical results reveal that even though religiosity influences SN, it is unable to strengthen the relationship between religiosity and the desire to be anti-food waste.

In addition to contributing to the food waste literature in the context of eating behavior, the results of this study have theoretical and practical implications.

To assess SIRC students’ behavioral intentions to avoid food waste behavior, this study used a contemporary setting to measure attitude, SN, PBC, religiosity and pro-social behavior, so strengthening the TPB’s empirical underpinning.

Amidst the COVID-19 pandemic, education has shifted to online teaching and learning. Interactivity is a crucial tool used to make online education effective. This study empirically examines the role of interactivity in higher education and its influence on students' behavioral outcomes, specifically focusing on soft skills and personality upgradation.

A quasi-experimental research design was carried out for post-graduate students undergoing a business communication course from four major institutions. For analysis, t-test, confirmatory factor analysis (CFA) and partial least squares structural equation modeling (PLS-SEM) have been employed. Experimental research has established the causal relationship between interactivity, personality and soft skill upgradation (SSU).

It was found that the theoretical structural model has a rational model-fit validity. Resultantly, practitioners may use prior knowledge of virtual community (VC) members to enhance web interactivity, thereby increasing social identity and social bonds in a group for more meaningful and effective delivery of online courses.

The major limitations lie in its context-dependent nature, predominantly influenced by the pandemic-induced mandatory online learning. The study's cross-sectional design also inhibits its ability to assess goal-directed behaviors over time, necessitating further longitudinal research.

The study is one of the pioneering pieces of research that examines the role of pre-defined grouping and enhanced web interactivity in VCs in the context of online learning, especially during the COVID-19 pandemic. Integrating theories of web interactivity, social bond theory (SBT) and social identity theory (SIT) provides a novel understanding of cognitive and social influences that drive meaningful online discussions and their impacts on knowledge enhancement and personality development. Its findings have implications for the design of effective online learning environments and e-learning pedagogy, contributing to the growing domain of information and communication technology (ICT)-enabled education.

Cross-cultural cognitive paradoxes have frequently broken the existing boundaries of knowledge and stimulated demands for knowledge creation (KC), and such paradoxes have triggered and will continue to trigger novel risks in the context of international business (IB). Given the nascency of relevant issues, this study aims to develop a more comprehensive understanding of KC across cultures by proposing a Yin-Yang dialectical systems theory of KC as micro-foundation to more systematically frame the risk/paradox-resolving mechanism elicited by cultural collisions.

This paper is conceptual in nature. The authors first critically review the literature to lay a broad theoretical foundation. Integrating the philosophy- and praxis-based views, the authors reposition knowledge as a Yin-Yang dialectical system of knowing, with yin representing the tacit while yang represents the explicit. Next, the authors justify the underling logic of realising KC through a contradiction-resolving process. On this basis, the authors draw upon the Yijing’s Later Heaven Sequence (LHS) as the source domain of a heuristic metaphor to reconceptualise KC as a dynamic capability in the IB context.

Using the LHS paradigm to metaphorically map the intricate patterns of interaction and interconnectivity among the involved individuals, organisations and all related stakeholders, this research identifies and theorises the overall dynamic capability of KC in the IB context, which comprises five sets of processes: contradiction, conflict, communication, compromise and conversion.

This research highlights that KC is simultaneously activated and constrained by human actions as well as by the socially constructed context in which it emerges, which helps individuals, organisations and policy makers more clearly frame the novel risks induced by cross-cultural cognitive conflicts in the IB context.

The authors synthesise Yin-Yang dialectics with the approach of collective phronesis, proposing a novel, praxis-oriented Yin-Yang dialectical systems theory of KC. It provides a deeper understanding of the epistemological paradox inherent in all knowledge, thus enabling KC to be rationalised by a sounder logical reasoning. By fusing the macro and micro perspectives on KC, the authors also enrich existing theory and future theory building in the domain of knowledge management.

This study aims to examine the effects of iPad distribution on all teachers in a university and its application in teaching and student learning at home via wireless network during the coronavirus (COVID-19) pandemic. The attitude towards the use of iPads, behavioural intentions and the impact on the quality of teaching were evaluated.

This study used the technology acceptance model to explore the use of iPad smart mobile devices in multimedia teaching applications by university teachers. Furthermore, it used the structural equation modelling (SEM) for data analysis to explore the causal relationship between model variables, and it aimed to examine the causal relationship between variables to verify the theory. The SEM analysis included the following two stages: measurement model analysis and structural model analysis.

The “Internet information environment” had a significant positive impact on “perceived usefulness” and “perceived ease of use”. Amongst them, perceived usefulness had a significant positive effect on the use attitude, and use attitude had a significant positive effect on behaviour intention.

The findings confirmed that a good information network environment will directly and positively affect the perceived usefulness and the ease of use of iPad smart devices, of which the perceived usefulness will further positively affect teachers' perception of iPad smart devices. The attitude and behaviour of using such devices will in turn positively affect the quality of teaching. The results of the quality performance evaluation can be referenced further by manufacturers and scholars regarding the use of iPad smart devices for work at home during the COVID-19 pandemic.

This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.

The study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.

The researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).

EFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.

This study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.

Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools.

Participants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis.

The findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship.

The main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.

This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education.

The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey.

Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students' diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical.

Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives.

This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.

Technological innovations provide huge opportunities to expand and revolutionize the scope of products and services offered. This is particularly true for tourism, which is undergoing significant changes due to the development of new technologies. The level of technology diffusion depends on several factors like the exchange of information among peers, and the attitude and shared perception among the contributors. The aim of the study is to explore the diffusion of technology in tourism with a specific focus on the social media discourse around new technologies. Thus, the paper investigates the level of interest in these new technologies analysing the information exchange occurring between individuals on Twitter in order to explore the influence of reciprocal networking.

To capture the attitudes expressed in the industry, the study analyses the ongoing discourse on Twitter as a proxy for the participants “interest in new technologies. Through a social network analysis of the tweets and retweets conducted over a period of nine months, the research maps the level of information exchange about the diffusion of new technologies. Moreover, the sentiment analysis provides an interesting overview of the individuals” attitudes towards the awareness or the adoption of new technologies.

Our analysis has provided several insights: (1) the information network on blockchain in tourism consists of participants who change very quickly over time (high turnover of accounts); (2) some contributors have an extremely important role in influencing the flow of information in the system (information centralization), they can have a generalist (discussing several topics) or a specialist (focusing on a specific topic) behaviour and this strategic choice influences their network's structure; (3) these central nodes also have an impact on the definition of positive and negative sentiment towards a topic (sentiment influencer).

The paper contributes to the literature on technology diffusion, by focusing on one of the preconditions of diffusion that is the shared positive attitude towards technological innovation. More specifically, we adopt a network-based approach, which is useful to explain the level of information exchange and the public discourse that can impact the shared perception and attitude towards technological innovation. The study also highlights the role of knowledge brokers in influencing this public discourse. Future studies can deepen the association between positive perception, higher levels of information exchange and increasing usage of specific technologies. Our results also suggest further exploring the opportunity to combine social media data and other sources of information to shed more light on the technological innovation diffusion processes.

This paper shows how practitioners can benefit from the analysis of information exchange about new technologies in tourism adopting a network perspective with the aim of understanding the level of influence among contributors. Moreover, the increasing interest in blockchain technology and the potential combination between social media data and other sources of information can offer promising insights.

The present study explores the level of technology diffusion through the analysis of information exchange on social media (Twitter). Furthermore, the dynamics of individual user behaviour offers a better understanding about media effects.

While previous research is focused on the users' perception towards the development of new technologies in tourism, the aim of this study is to investigate the dynamics behind the level of diffusion of information and awareness about these new technologies, which still represents an unexplored area of research.