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The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

The purpose of the present study was to investigate the interrelationships among the dimensions of sport event experience, event satisfaction and event behavioral intentions.

The sample was comprised of 186 individuals who actively participated in a mass participation sport event. Partial least squares-structural equation modeling (PLS-SEM) was employed to test the relationships among the latent constructs.

The results indicated that the dimensions of sport event experience predicted 55% of the variance of event satisfaction and 63% of the variance of event behavioral intentions was predicted by sport event experience dimensions and event satisfaction. Specifically, the sensory, affective and relational dimensions of experience sought to have a statistically significant and positive association with event satisfaction, while event satisfaction and the relational dimension of experience were found to have a statistically significant and positive correlation with event behavioral intentions. In addition, event satisfaction was found to mediate the relationships between sensory, affective and relational experiences and event behavioral intentions.

The present study is one of the first that explores the relationships among sport event experience’s dimensions, event satisfaction and positive behavioral intentions in the context of sport event participation.

Based on cognitive evaluation theory and gamification affordances, this study aims to understand how gamification affordances influence users’ intention to engage in sustainable behaviour and how new trends in Ant Forest influence its impact on green intrinsic motivation to support sustainable behaviours.

The authors developed a research model to explore the mechanisms underlying gamification affordances, psychological needs and green intrinsic motivation. Partial least squares structural equation modelling was used to assess the survey data (n = 393) and test the research model.

The results show that different gamification affordances can satisfy users’ needs for autonomy, competence and relatedness, which positively influences their green intrinsic motivation and engagement in sustainable behaviours. However, some affordances, such as competition, might negatively impact these psychological needs.

This research updates information system research on environmental sustainability and the Ant Forest context. The authors provide a new framework that links gamification affordances, psychological needs and sustainable behaviour. The study also examines changing trends in Ant Forest and their implications.

All over the world, different types of disabilities affect people and their quality of life. And schools, families, and federal and state agencies are obligated to play very important roles in advancing special education values for students with physical and other health impairments. To maintain and advance these values, the needs of students must be met to the greatest extent possible. Advancing values comes with recognizing the strengths, preferences, interests, related services, community experiences, development of employment, other postschool adult living objectives, and the acquisition of daily living skills. The question is, are these values consistently met, especially for students with physical and other health impairments? This chapter answers this question by discussing how these values can be met and advanced for students with physical and other health impairments.

The evolution and trends of special education and educational leadership are evident, especially in recent years. The former has strived to provide equitable educational opportunities to students with disabilities. The latter has dealt with how people in positions of authority in K-12 schools create policy, use resources, and influence other people to achieve educational goals. Together, these notions constitute an idea that school leaders and administrators can provide insight, oversight, assistance, and guidance toward creating educational environments for students with and without disabilities. This chapter examines the current state of special education and educational leadership by exploring the evolution of special education, relevant legal cases, and the enactment of inclusive education. Furthermore, this chapter addresses contemporary issues for leaders, such as the influence of the COVID-19 pandemic, while dealing with special education and the increasing pressure from families for equity for students with disabilities.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

This study aims to construct a mental health service system for middle school students in the post-COVID-19 era with the framework of Six Sigma DMAIC (define, measure, analyze, improve and control) and analyze the influencing factors of the mental health service system to study the implementation strategies of quality-oriented mental health services in middle schools.

This study was conducted in Tianjin, China, from September to November 2022, and 350 middle school students from Tianjin Public Middle School were selected as subjects. A questionnaire survey was used to collect data. In this study, the Six Sigma DMAIC method, sensitivity analysis method, exploratory factor analysis and principal component analysis were used to analyze the mental health services provided to middle school students.

Based on the Six Sigma DMAIC framework, this study indicates that the contribution rate of the mental health service process factor is the largest in the post-COVID-19 era. The mental health cultivation factor ranks second in terms of its contribution. Mental health quality and policy factors are also important in the construction of middle school students’ mental health service system. In addition, the study highlights the importance of parental involvement and social support in student mental health services during the post-COVID-19 era.

To the best of the authors’ knowledge, a study on middle school students’ mental health in the post-Covid-19 era has not yet been conducted. This study developed a quality-oriented mental health system and analyzed the influencing factors of mental health for middle school students based on data analysis and the Six Sigma DMAIC method.

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.

This study aims to assess the nutritional status and physical fitness status of school children among major ethnic and Dalit populations, in Rajshahi, Bangladesh.

Data were collected through structured questionnaires administered to mothers or caregivers of the children, followed by physical fitness assessments. Anthropometric indicators were used to evaluate nutritional status, including body mass index-for-age, height-for-age, and weight-for-height, based on Centre for Disease Control guidelines. Physical fitness was assessed through tests for flexibility, abdominal, muscular, speed, and lower limb strength. Statistical analysis was performed using SPSS.

Approximately 45% of boys and 55% of girls had normal nutritional status. However, the study also identified varying percentages of children with stunted, underweight, wasted, and mixed nutritional issues, highlighting the prevalence of malnutrition among this population. Boys consistently outperformed girls in terms of physical fitness across all age groups, with 84% to 90% of boys meeting established fitness criteria. Girls face a 1.8-fold and 2.2-fold increased risk of wasted and underweight conditions compared to boys. Lower-income group children exhibit a 2.6-fold and 1.6-fold increased risk of wasted conditions and underweight conditions. Children consuming meals twice a day have a 2.1-fold and 2.5-fold elevated risk of wasted and underweight conditions compared to others.

This study highlights the need for interventions and strategies to improve the nutritional and health status of ethnic children in Rajshahi, Bangladesh, considering their diverse dietary habits and lifestyles. By addressing these issues, the authors can empower these communities to actively contribute to the social and economic development of the region.

This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively implement and impact long term sustainability of a program within the school context.

This qualitative case study examines the implementation of a new peer-led PA program introduced across eight New Zealand schools. Data were collected from semi-structured interviews with senior leaders, teachers and parents and analyzed through a complexity theory lens.

Effective and sustainable program implementation requires a strategic, collaborative approach through actively engaging with and resourcing four key interacting components: student choice, voice and agency; collective responsibility; shared understanding of purpose; and curriculum coherence.

This research offers a pragmatic approach to developing collaborative school communities that can effectively implement change by highlighting key areas of focus that policymaker, school leaders and program designers can plan for.