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In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT.

An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT.

Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool.

The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.

Using a census, data was collected from internal employee trainers in two universities in Ghana. In testing the hypotheses, a structural equation modelling based on 10,000 bootstrap samples was used, and the BCa confidence intervals were used to establish the significance of the hypotheses.

This study revealed trainer preparation as a complementary partial mediator in the effect trainee engagement self-efficacy and instruction self-efficacy had on trainer performance. In addition, the importance–performance map analyses demonstrated that the factor with the most importance in the model was instruction self-efficacy, yet it was not the highest-performing factor.

This study highlights the mediating role played by preparation in the effect of trainer self-efficacy on trainer performance. In addition, it adds to the dearth of studies that focus on employee trainers while at the same time using data from the trainers themselves.

Social media provides a platform for people to connect, communicate and share their opinions, and has become a powerful gizmo for freedom of expression as well as freedom of speech. The present study intends to examine the role of social media in instigating hateful thoughts, actions among youth and eventually leading them towards hate speech.

Mixed methods were adopted to achieve the objectives, where survey (quantitative) and focus group discussions (qualitative) were carried out. The students who participated were from different universities, campuses and faith-based schools in Indonesia. They were recruited through online and offline sources where they showed their interest in participating in this study. Participants were 19–30 years old. Data was analysed by deploying the narrations, thematic (based on themes), and univariate analysis.

In the present research, three attributes of hate speech were investigated, such as form of expression, discrimination and identity factors. The findings of the study show that the prevalence of hate speech among youth in Indonesia is associated with their belongingness to political ideology, identity, nationality and ethnicity.

The objective is to examine the prevalence and nature of hate speech among youth in Indonesia, identify the factors and reasons for engaging in hate speech and assess the potential impacts of hate speech.

This research attempts to analyse the role of social media in shaping the mindset of the youth towards hate speech, which ultimately leads to delinquency.

In 2021, Dr Shang-Ying Chen, chair of the Department of Theatre Arts at National Sun Yat-sen University, invited me to teach in Taiwan for the 2022 academic year. I taught six 16- to 18-week courses, including creativity, marketing, theater management, and research methods, to 100 undergraduate and graduate college students in English.

As a published sociologist and practitioner of accessibility, diversity, equity, and inclusion (ADEI), I seek to center ADEI in every aspect of my own life, which includes my teaching. My chapter “Teaching ADEI in Taiwan” is an autoethnographic study, utilizing participant observation in documenting the ways in which inclusive pedagogies of ADEI impact teaching and learning in Taiwan. As a Jewish white English-speaking researcher-teacher, I also interrogate my own racial awareness and the impact it has on my efforts to provide my Taiwanese students with an education that is culturally responsive. ¹

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.

This paper examines the post-COVID-19 travel intentions to Kenya among Hong Kong outbound travelers using the theory of planned behavior (TPB) over three different time horizons of 1, 5, and 10 years.

An extension was made by including two new constructs of perceived destination image and travel constraints. A cross-sectional sample of Hongkongers was surveyed. Data were collected using a self-administrated bilingual (English and Chinese) online survey. Exploratory factor analysis, linear regression and mediation analysis were conducted to test the research model.

The findings from 216 Hongkongers reveal that different combinations of the four constructs, namely, perceived behavioral control, attitude, subjective norms, and destination image, share a positive effect on individuals' travel intention to Kenya over the three different time horizons. Travel constraints act as a significant negative mediator on the four constructs in predicting travel intention to Kenya among Hongkongers.

The results provide useful insight to Kenya's destination marketing organization (DMO) and Hong Kong outbound travel agencies to integrate prominent elements into marketing strategies to arouse travel intention and expand their business prospects, which will also accelerate tourism recovery in the post-pandemic era.

By integrating two extended variables into the TPB model, this study makes a contribution by overcoming the deficiency of the original theory.

Arab Americans experience higher rates of mental illness and lower rates of treatment compared to the general population. While some factors leading to this disparity have been proposed, data in the literature remains lacking. This study aims to explore the mental health perspectives of Arab Americans living in Southeastern Michigan regarding barriers to mental health treatment, treatment resource preferences and telemental health preferences.

Responses were collected through an anonymous bilingual Qualtrics survey from both Arab and non-Arab participants (n = 294, ages 18+) in Southeastern Michigan. Participants’ perceptions regarding mental health barriers, resource preferences and telemental health were assessed. Comparisons were performed between Arabs and non-Arabs, and among Arabs.

Compared to non-Arabs, Arabs were less likely to seek mental health treatment from a therapist or a primary care provider and were more likely to not seek treatment. Arabs were more likely than non-Arabs to list fear of being called crazy by others and cultural barriers. With regards to preferences on telemental health utilization, no significant differences between Arab and non-Arab participants were found.

The results provide insights into Arab-American mental health perspectives, especially pertaining to mental health barriers, resources and telemental health preferences, adding a novel perspective on the mental health preferences of Arab-American subgroups, especially regarding gender and age differences. This study highlights the Arab-American population as a nuanced and diverse group, emphasizing the importance of future studies to show a more complete picture of Arab-American mental health.

This study examined the knowledge, attitudes and practices (KAP) regarding food safety and hygiene among street food vendors (SFVs) in Jordan, along with associated factors.

This study utilized a cross-sectional design and targeted a sample of 405 SFVs in Jordan's two most densely populated cities. Data were collected through in-person interviews using a validated and reliable structured questionnaire. Descriptive analysis and linear regression were conducted using SPSS v.25 software to examine associations and predict outcomes.

The findings reveal that SFVs possess a moderate level of knowledge but exhibit negative attitudes and inadequate practices regarding food safety. Significant associations were identified between age, education level, work experience, marital status, gender and the vendors' KAP. Older SFVs tend to exhibit lower knowledge and attitudes, whereas those with more experience and higher education levels demonstrate better KAP. Marital status and gender also influence knowledge and attitudes.

This study fills a critical gap in the research landscape by comprehensively examining the knowledge, attitudes and practices of street food vendors regarding food safety, with a focus on Jordan. Its findings shed light on the challenges facing the street food vending industry and offer actionable recommendations for enhancing food safety practices. As such, the study's originality and significance lie in its potential to drive positive change within this vital culinary tradition, safeguarding public health and economic livelihoods.

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  The study's novelty lies in its exploration of street food vendors' knowledge, attitudes, and practices (KAP) related to food safety, a facet critical to understanding and addressing the challenges facing this industry. It offers an in-depth examination of factors such as education, experience, age, and marital status that influence vendors' adherence to food safety measures. By focusing on the two most populous cities in Jordan, the study not only provides a comprehensive picture of the situation but also sets the groundwork for policy recommendations and interventions.

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  The research highlights a series of concerning findings. Street food vendors exhibit a moderate level of knowledge regarding food safety, with substantial gaps in understanding specific pathogens and transmission routes. Negative attitudes towards food safety are prevalent, translating into suboptimal hygiene practices. The study's results underscore the urgent need for tailored interventions to address these challenges and improve overall food safety practices within the street food vending sector.

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  The findings offer actionable insights for policymakers, public health authorities, and local governments. They suggest targeted educational initiatives to enhance vendors' understanding of food safety principles and their significance in preventing foodborne illnesses. Furthermore, the study emphasizes the need for improved infrastructure, access to clean water, and proper sanitation facilities to support vendors in implementing safer practices. By highlighting the associations between socio-demographic factors and food safety KAP, the study offers a blueprint for crafting interventions that address the unique needs of different subgroups of street food vendors.

The study's novelty lies in its exploration of street food vendors' knowledge, attitudes, and practices (KAP) related to food safety, a facet critical to understanding and addressing the challenges facing this industry. It offers an in-depth examination of factors such as education, experience, age, and marital status that influence vendors' adherence to food safety measures. By focusing on the two most populous cities in Jordan, the study not only provides a comprehensive picture of the situation but also sets the groundwork for policy recommendations and interventions.

The research highlights a series of concerning findings. Street food vendors exhibit a moderate level of knowledge regarding food safety, with substantial gaps in understanding specific pathogens and transmission routes. Negative attitudes towards food safety are prevalent, translating into suboptimal hygiene practices. The study's results underscore the urgent need for tailored interventions to address these challenges and improve overall food safety practices within the street food vending sector.

The findings offer actionable insights for policymakers, public health authorities, and local governments. They suggest targeted educational initiatives to enhance vendors' understanding of food safety principles and their significance in preventing foodborne illnesses. Furthermore, the study emphasizes the need for improved infrastructure, access to clean water, and proper sanitation facilities to support vendors in implementing safer practices. By highlighting the associations between socio-demographic factors and food safety KAP, the study offers a blueprint for crafting interventions that address the unique needs of different subgroups of street food vendors.