21st Century Literacies

In remote areas during emergencies and disasters,
Unmanned Aerial Vehicles (UAVs) with camera
sensors are essential for improving Perception of
the Situation. This study Probes the use of UAVs
with on-board Rooted deep learning systems for
real-time Remotely piloted aerial scene Sorting in
order to identify disasters like fires, floods, and
collapsed
buildings.
We Illustrate earlier
approaches and present the Aerial Image Database
for Catastrophe Response (AIDER). Furthermore,
we introduce a new light CNN model that Obtains
a
roughly threefold performance increase on
embedded platforms with a small memory
footprint and minimal Veracity loss (less than 2%).
These results greatly advance the Review of using
UAVs for real-time Emergency event recognition.

The 21st century has brought profound changes to education, requiring schools to prepare learners not only with academic knowledge but also with critical skills for life and work. Traditional teaching approaches-often centered on rote memorization and teacher-led lectures-are no longer sufficient to engage students who live in a fast-paced, technology-driven world. This paper explores a range of strategies that promote engaging and enjoyable learning experiences, focusing on methods such as game-based learning, project-based learning, flipped classrooms, collaborative learning, and technology integration. Drawing on theories of constructivism, social learning, experiential learning, and multiple intelligences, the discussion highlights how these strategies nurture critical thinking, creativity, collaboration, and communication-the "4Cs" of 21st-century skills. The paper also addresses potential challenges, such as limited resources, teacher preparedness, and balancing enjoyment with academic rigor, while offering practical recommendations for effective implementation. Ultimately, when learning is made enjoyable, education becomes a transformative journey that empowers students to succeed in school and beyond.

In computer-assisted language learning (CALL), a variety of studies have explored the use of Virtual Exchange (VE) for shaping learners' cultural competence from the perspective of sociolinguistics. However, few studies have examined learners' psycholinguistic factors in this context. Since based on the dynamic complex system, students' psycholinguistic factors act independently and in conjunction with each other in any language learning context. Thus, by applying stimulus-organism-response theory (S-OR), we explored these inter-correlations in this context. In this case, we used Interactive, Constructive, Passive, and Active activities in CALL (ICAP), which have not been integrated into the field as stimuli to shape learners' online engagement as organisms and approaches to VE as a response. Accordingly, we integrated VE tasks into their language and cultural exchanges with Cypriot and Irish students in their respective partner universities based on ICAPCALL. The ICAPCALL and Students' Approach to Virtual Exchange (SAVE) were validated through partial least square modeling (PLS-SEM) in the VE. Moreover, the serial mediation analysis showed that learners could establish knowledge individually or collaboratively, influencing behavior and cognitive engagement to ask questions and exchange information to solve complex learning problems, stimulating a VE deepening approach. Moreover, the Necessary Conditional Analysis (NCA) revealed that passive and active learning activities were among the necessary conditions in shaping learners' deep approach to VE; however, a further level of them could not increase their deep approach to it. Based on these findings, the study introduces a new psycholinguistic framework to the VE, namely as a SAVE, and language learning activities to the CALL literature, namely as an ICAPCALL, and provides a new interconnectedness of learners' dynamic complex systems in the VE and highlights the importance of teachers maintaining a balance between collaborative and individual learning activities in this context to shape students' deep approach.

In this paper we discuss the generation of 9 th grade-students' meanings of the concept of variable as a generalised number and their competence in using mathematical properties while tinkering with animated models of letters of the Greek Alphabet with the programming tool MaLT2. Using a combination of the 'Teaching for Robust Understanding' Framework and the '5Es' Framework in designing innovative activities, the study explores students' mathematical experience by focusing on how students use the concept of the variable in the mathematical properties embedded in the dynamic models of letters, and provides some insights into their misconceptions about the role of the variable as a generalised number.

The story of the digital generation gap is a familiar trope in debates about young people and new media. Its rhetoric of cyberkids, digital natives and immigrants, and the net generation, is already beginning to sound tired; and the excessive optimism about the redemptive power of computer technologies on which it depends has been comprehensively critiqued . It may now be time to ask some more specific questions, not least in relation to education. How distinct and different are these generations? How do they (or don"t they) map on to the teacherstudent relationship? How aware are teachers of students" media cultures? Are these cultures, in any case, as unremittingly rooted in "new media" as is often claimed? What part do the "old media" of print, television, film and radio play? Are new media really enabling young people to become producers of media, rather than "mere consumers"? And how does any of this make its way into the school curriculum; and, specifically, the media education curriculum?

This research was aimed at comparing the Algerian and Ghanaianinternational students to ascertain which of the two categories of students integrates into the Turkish society easier. The elements of integration considered in this study were Turkish language acquisition and socialization.To ascertain which of the two groups is faster in learning the Turkish language, interviews were held with some Turkish language teachersandquestionnaires were administered to the international students from the two countries. Another questionnaire was administered to the students to establish their level of socialization. Separate focus group discussions were also held with the two groups of students. The data was analysed using the approach of content analysis. The results indicated an overall higher performance of the Algerian students in terms of Turkish language acquisition, albeit with some limitation in writing skills, but also a higher level of socialization of the Ghanaian students compared t...

Group for the Psychology of Mathematics Education, Vol. 4, pp. 35–42. Szeged, Hungary: PME. 4–35 MEANINGS AROUND ANGLE WITH DIGITAL MEDIA DESIGNED TO SUPPORT CREATIVE MATHEMATICAL THINKING Ioannis Papadopoulos1, Dimitris Diamantidis2, Chronis Kynigos3 1Aristotle University of Thessaloniki and CTI & Press Diophantus, 2 University of Athens, 3University of Athens, Educational Technology Lab and CTI & Press Diophantus

Technology has changed the way classroom instructions are handled today. The teacher`s role has also changed from being the sole source of information to being the facilitator of learning. Student`s role has also changed from being receivers of spoon-fed information to being discovers of learning. This study the researcher will explore the positive and negative impacts of technology in education the study took place in the College of Arts and Sciences-Marj/ University of Benghazi in the Department of English. The researcher used one instrument for data collection which was a questionnaire. The questionnaire was given to fourteen teachers to have their opinions about impact of technology on students learning. The main results of questionnaire revealed that all teachers agreed on the fact that technology has a positive impact on education. The use of modern equipment technology and tools, the learning and interactivity of students increases. They also find it much more interactive, as well as full of interesting areas, when aided by technology. The use of technology has made the process of teaching and learning all the more enjoyable.

La victoria del populista y ultraderechista Javier Milei en las elecciones presidenciales de 2023 1 ha agitado la ya convulsa situación política y económica de Argentina. Si bien Milei se define a sí mismo como liberal/libertario, sus propuestas económicas encajan con el paradigma neoliberal 2 en cuanto que buscan desmantelar el estado del bienestar, privatizar lo público y liberalizar cualquier aspecto de la vida bajo la falsa premisa del libre mercado y la meritocracia, una falacia que esconde consecuencias reales: la eliminación o limitación de derechos conseguidos en las últimas décadas y la desprotección de las clases más desfavorecidas y las minorías. Uno de esos casos es el Cupo Laboral Travesti Trans. Aunque Milei mantiene intacta la normativa, su decreto 3 sobre las contrataciones del empleo público pone en riesgo la inser

The Every Student Succeeds Act (ESSA) has created additional opportunities for school librarians to collaborate with classroom teachers, reading specialists, and other educators in support of schools' literacy goals. This potential for expanded collaboration suggests a need for increased focus on reading instruction as part of the school librarian's workload. For a variety of reasons, school librarians may not see this role as a priority within the scope of their many other duties. This convergent mixed-methods study sought to examine the effect of a professional development series emphasizing reading comprehension strategies on school librarians' knowledge and perceptions. Results indicated that participants experienced statistically significant knowledge gains as well as increased acceptance of an enhanced role in literacy instruction. 2 School Library Research | www.ala.org/aasl/slr cooperation of all school stakeholders has been recognized as necessary to counter deficits in students' reading ability. To understand the potential of this legislation to improve instructional collaboration, it is helpful to frame this unprecedented mandate with the theory of collaborative behavior of teachers and school librarians developed by Patricia . Her Teacher and Librarian Collaboration model (TLC model) proposed four steps, beginning with the low-level Model A, in which teachers and librarians merely share time and resources. The next stage is Model B, during which limited cooperation takes place with a minimum of time commitment and/or coplanning. A far greater level of integrated instruction happens at Model C, in which teachers and librarians work jointly to produce instructional content and delivery. In the fourth and highest step, Model D, the school librarian is afforded the opportunity to plan instruction with each classroom teacher at least once over the course of the school year.

Background: Childhood obesity is an emerging global public health challenge because of the great increase in the prevalence of obesity among children and adolescents in all parts of the world. In Egypt, the prevalence of obesity among children and adolescent was 14.7 %and 15.08 %for males and females respectively. In addition, the incidence of overweight and obesity among children is slowly becoming a world-wide problem in developed and developing countries .There is no doubt that the percentages are even greater nowadays because of physical inactivity and westernization in diet. In all times and in all cases, prevention is better than cure. So, health care providers need to take a proactive role when treating children and focus on prevention of obesity rather than waiting until the condition exists. Aim of study: is to assess life style habits which lead to obesity for school age children and evaluate its effect on puberty in school age children. Method: This is a descriptive research design; it was carried out in Ezbet Elwalda in Helwan governorate. Subjects were all obese students and accepted to participate in the study from both sexes, aged10-12 years old ( late childhood stage), 13-17 years old ( the adolescent stage) and Marley juvenile diabetes were excluded and their total number was 216.The researchers utilized self administered interview sheet which included the following , personal information, eating habits, life style pattern and gender puberty and physical assessment (height , weight & BMI).All data collected from first of March to the end of April 2010. Results: The majority of studied sample had boys, their numbers was 138 from 216 student. The majority of studied sample were prefer to eat fast food on weekly basis (41.7%), drink beverage and eat candy (70.8%), take snacks between meals (52.8%) as ice cream in (66.7%) and eat potato chips (60.2%). Three quarter of obese sample had not seeking medical advice and 71.4 % were physically inactivity. All obese girls had pubic hair, armpit hair, developed nipple of the breast and 40 % of them started menarche at eleven years old. Otherwise there is no significant relation between overweight and obese boys regarding developed testes, emergence of armpit hair, developed growth hand and foot, masculine voice. Recommendation: Health care providers need to play a preventive role when treating children and focus on prevention of obesity rather than wait until the condition exists. Also, referring client to an experienced registered dietitian to obtain a full nutritional assessment for the child and family.

This document, IGCSE vs IB: Understanding the Differences, provides a detailed comparison between two of the most recognized international education programs — the IGCSE (International General Certificate of Secondary Education) and the IB (International Baccalaureate). It explores how the IGCSE, designed for students aged 14–16 by Cambridge Assessment International Education, offers a subject-specific and flexible curriculum that allows students to specialize in chosen academic areas. In contrast, the IB is a comprehensive K–12 program that includes the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), focusing on holistic learning, critical thinking, and global awareness.

The presentation covers key aspects such as curriculum structure, assessment methods, subject choices, program length, educational philosophy, and global recognition. Readers will gain insight into how IGCSE prepares students for targeted academic pathways, while IB develops well-rounded learners with interdisciplinary skills.

Whether you are a parent deciding on the right curriculum for your child, a student exploring your academic options, or an educator advising families, this side-by-side comparison serves as a practical guide for making an informed decision in 2025 and beyond.

Critical digital literacy is increasingly an issue in today's technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers' views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students' critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers' practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students' digital materials, the involvement of multimodal text in the learning process, and the students' identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.

Driven by a conscious desire to make the old new again, F. Scott Fitzgerald and William Faulkner revisit elements of their past throughout their work, drawing on geographical location, culture, and personal experiences that shaped their lives. Faulkner and Fitzgerald embody the defining characteristics of American Modernism with their distinct authorial voices and style, highlighting the profoundly complex nature of the enigmatic literary movement.

The growth of 21st Century skills in this fast shifting universally linked world assists to get learners ready for the real work and creates opportunities for additional schooling beyond secondary education. In accessing higher education, 21st century skills in education show a complete learner who swims in the pool of authentic and pragmatic skill sets outside educational competencies. This study examined the perception of pre-service science, technology and mathematics teachers on the 21st century skills in education in Nigeria. A quantitative research within the blueprint of the causalcomparative research design was adopted for the study and the participants were three hundred (300) senior pre-service science, mathematics, and technology teachers in one public university in southwest, Nigeria. One valid and reliable instrument tagged "perception of 21st century skills in education questionnaire (Cronbach α=0.87)'' was used for data collection and the collected data were analysed using the descriptive statistics of mean and standard deviation and inferential statistics of independent samples t-test and analysis of variance. The results showed that pre-service science, mathematics, and technology teachers' perception of the 21st century skills in education was low and their perceptions were neither gender sensitive nor academic discipline specific. Based on these findings, it was thus recommended that pre-service science, mathematics, and technology teachers should be more able to exhibit dexterity in collaboration and communication in network location, adept at growing future students' mindset in critical, creative and innovative thinking, and inspire future students to embrace invention and high self-direction in education

Επεξεργασμένη μορφή της από κοινού ομιλίας μας με τη Μαρία Ακριτίδου στην παρουσίαση του συλλογικού τόμου «Η ελληνική λογοτεχνία στον 21ο αιώνα: Από την παγκοσμιοποίηση στην τεχνητή νοημοσύνη» (επιμ. Δημήτρης Τζιόβας, εκδ. Διόπτρα, 2025) στο πλαίσιο της 21ης ΔΕΒΘ. Μίλησαν επίσης οι Μάκης Καραγιάννης, Σοφία Ιακωβίδου και Παναγιώτης Κάπος. Συντόνισε ο Δημήτρης Τζιόβας.

This comprehensive study investigates the evolving academic needs of Pakistani Madaris in the contemporary educational landscape. As institutions that have preserved Islamic scholarship for centuries, Madaris now face mounting pressure to adapt their traditional pedagogical approaches to meet 21st century learning demands. The research employed a mixed-methods approach to evaluate institutional capacity, pedagogical effectiveness, and resource adequacy across 101 registered Madaris in Tehsil Minchinabad. Through purposive sampling, researchers selected 10 representative institutions (comprising 8 male and 2 female residential Madaris) for in-depth analysis, collecting data from 100 respondents via structured interviews and systematic observation. The findings reveal systemic challenges across multiple dimensions of educational delivery. Infrastructure deficiencies emerged as particularly acute, with 78% of surveyed institutions lacking proper classroom facilities and 85% reporting inadequate student-teacher ratios. The curriculum analysis showed minimal integration of modern subjects, with only 12% of Madaris offering basic computer literacy and 8% including vocational training components. Library resources were found to be predominantly theological (92%), with severe shortages in contemporary reference materials. Financial constraints were universally identified as the primary barrier to improvement, with 93% of respondents reporting annual budgets insufficient for basic maintenance, let alone modernization. Notably, the study uncovered significant disparities between male and female Madaris in resource allocation and educational outcomes. Female institutions received 37% less funding on average while serving 22% more students per teacher. Despite these challenges, 68% of students expressed strong interest in curriculum modernization if core religious studies were preserved. The research recommends immediate policy interventions including: standardized funding formulas tied to performance metrics; mandatory teacher training programs; phased curriculum reforms integrating STEM subjects; and public-private partnerships for infrastructure development. These measures would enable Madaris to maintain their religious identity while equipping students with skills for socioeconomic participation in modern Pakistan.

This comprehensive study investigates the evolving academic needs of Pakistani Madaris in the contemporary educational landscape. As institutions that have preserved Islamic scholarship for centuries, Madaris now face mounting pressure to adapt their traditional pedagogical approaches to meet 21st century learning demands. The research employed a mixed-methods approach to evaluate institutional capacity, pedagogical effectiveness, and resource adequacy across 101 registered Madaris in Tehsil Minchinabad. Through purposive sampling, researchers selected 10 representative institutions (comprising 8 male and 2 female residential Madaris) for in-depth analysis, collecting data from 100 respondents via structured interviews and systematic observation. The findings reveal systemic challenges across multiple dimensions of educational delivery. Infrastructure deficiencies emerged as particularly acute, with 78% of surveyed institutions lacking proper classroom facilities and 85% reporting inadequate student-teacher ratios. The curriculum analysis showed minimal integration of modern subjects, with only 12% of Madaris offering basic computer literacy and 8% including vocational training components. Library resources were found to be predominantly theological (92%), with severe shortages in contemporary reference materials. Financial constraints were universally identified as the primary barrier to improvement, with 93% of respondents reporting annual budgets insufficient for basic maintenance, let alone modernization.
Notably, the study uncovered significant disparities between male and female Madaris in resource allocation and educational outcomes. Female institutions received 37% less funding on average while serving 22% more students per teacher. Despite these challenges, 68% of students expressed strong interest in curriculum modernization if core religious studies were preserved. The research recommends immediate policy interventions including: standardized funding formulas tied to performance metrics; mandatory teacher training programs; phased curriculum reforms integrating STEM subjects; and public-private partnerships for infrastructure development. These measures would enable Madaris to maintain their religious identity while equipping students with skills for socioeconomic participation in modern Pakistan.

Öz:
Son yıllarda çalışanlarda gözlenen önemli davranışlardan biri de sessiz istifa davranışıdır. Sessiz istifa davranışı eğitim sistemlerinde de örneklerine rastlanılan bir davranış biçimi olarak sıklıkla gözlenmeye başlamıştır. Türk eğitim sisteminde sessiz istifa davranışının gözlenebileceği gruplardan biri de özel okullarda çalışan öğretmenlerdir. Bu bağlamda bu araştırmada özel okullarda çalışan öğretmenlerin sessiz istifa ile ilgili deneyimlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemi ile gerçekleştirilen araştırmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunda 27 öğretmen bulunmaktadır. Araştırmanın verileri yarı yapılandırılmış bir görüşme formu ile toplanmıştır. Formda dört adet açık uçlu soru bulunmaktadır. Verilerin analizinde betimsel analiz ve içerik analizi kullanılmıştır. Katılımcılar hem kendilerinde hem meslektaşlarında yüksek düzeyde sessiz istifa davranışı gözlemektedir. Katılımcıların kendilerinde ve meslektaşlarında gözledikleri sessiz istifa davranışları genel olarak performans sorunları ve motivasyon sorunları ile ilgilidir. Öğretmenlerin sessiz istifaya yönelmesinin nedenleri konusunda katılımcı görüşleri "ücret-çalışma koşulları, yönetsel-iletişimsel sorunlar, özel okul mantığı ile ilgili sorunlar ve eğitim sistemi ile ilgili sorunlar" temalarında toplanmıştır. Katılımcıların sessiz istifanın önlenmesi ile ilgili önerileri ise çalışma koşulları ve örgütsel-yönetsel öneriler ile ilgilidir.

Abstract:
One of the important behaviors observed in employees in recent years is the quiet quitting behavior. Quiet quitting behavior has started to be observed frequently as a form of behavior that is also observed in education systems. One of the groups where the quiet quitting behavior can be observed in the Turkish education system is the teachers working in private schools. In this context, this study aims to determine the experiences of teachers working in private schools about quiet quitting. Basic qualitative research design was used in the study which was conducted with qualitative research method. There are 27 teachers in the study group. The data collected with a semi-structured interview form. There are four open-ended questions in the form. Descriptive analysis and conventional content analysis used to analyze the data. The participants observed high levels of quiet quitting behavior in both themselves and their colleagues. The quiet quitting behaviors that the participants observed in themselves and their colleagues are generally related to performance problems and motivation problems. Participants' views on the reasons for teachers' tendency towards quiet quitting collected under the themes of "wage-working conditions, managerial-communication problems, problems related to the logic of private schools, and problems related to the education system". Participants' suggestions for preventing quiet quitting are related to working conditions and organizational-administrative suggestions.

In "Our Children Can’t Read", Brendon Naicker exposes how digital devices shatter attention, how the “multitasking” myth frays memory and fuels anxiety, and how algorithms reduce learning to disposable content and students to data points. Screens steal the depth, patience and contemplation that define our humanity. 

Yet hope remains. Naicker weaves neuroscience, ancient wisdom and radical solutions—revealing why teens read and retain less than any generation, sounding the alarm on “digital dementia.” He revives deep focus through Sabbath pedagogy and analogue learning spaces. 

"For exhausted parents and teachers: This manifesto reclaims reading—and with it, our children’s futures."

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En este trabajo tomaré como punto de interpretación el golpe de Estado chileno de 1973 para proponer una relectura de Roberto Bolaño desde la perspectiva de los estudios sobre la precariedad, centrándome en los relatos “El Ojo Silva” y “El policía de las ratas”. Para América Latina, el golpe es uno de los sucesos que inauguran el horizonte de desolación en el cual
hemos sobrevivido en las últimas décadas —horizonte en el que se han producido subjetividades y regímenes estéticos precarios caracterizados por la ausencia de futuridad y por el fin de la creencia en los poderes transformadores del arte y la literatura—. En lo que sigue profundizaré en la relación entre precariedad y literatura; para ello presentaré una breve aproximación a la precariedad en sus distintas dimensiones (ontológica, económica, política), así como algunas de las críticas que se le han hecho desde el Sur Global; posteriormente, plantearé cómo la precariedad es la
precondición de diversas prácticas literarias, lo cual se traduce en un conjunto de elementos temáticos, formales y materiales presentes de manera constante en las literaturas precarias. Finalmente, analizaré dos relatos de Bolaño en los que la precariedad se manifiesta de manera evidente tanto en la construcción de los personajes como en las tramas y sus temporalidades.

For over two decades, science education has been a site of struggle between adherents of the apparently antithetical epistemologies of objectivism and constructivism; recently, proponents of personal and social constructivism have locked horns. However, at the beginning of the 21 st Century, we feel that it is timely for science education to enter an age of pluralism, of tolerance for multiple and competing ways of knowing, in which no one way is ultimately privileged; to exercise humility about the authority of our cherished ways of knowing the world around us. In the interest of creating greater equity of access amongst students to a much richer encounter with science, a new mode of pedagogical reasoning is needed. From the perspective of constructive postmodernism, we propose dialectical thinking as a way of generating unity-indiversity, and metaphor as a key referent for overcoming the obstacle of literalism which tends to reinforce fundamentalist notions of difference. We illustrate the viability of an integral perspective on science teaching with a brief account of an inquiry into the scientific literacy of a class of junior high school students, from which emerged a 3-metaphor framework. Mindful of the limitations of this framework, we argue for science education researchers to join us in conceptualizing more powerful and compelling integral metaphors for promoting worldwide epistemological pluralism and cultural diversity.

This paper is designed to inform policy and promote discussion on programme development for initial teacher education and the mentoring of beginning teachers. This paper proposes expectations for teacher candidates at the point of graduation and entry into the profession: what they should be able to do, and the knowledge, competencies, dispositions, ethical principles, and commitment to social justice that they should possess. We begin by outlining the challenges involved in writing standards for initial teacher education. We then examine the current international and New Zealand contexts with the aim of understanding how best to design standards that will support quality teaching. This leads us to propose an inquiry-oriented model for graduate teaching – the Teaching for Better Learning model – together with related standards. The standards we propose are structured around a series of inquiries designed to establish learning priorities and teaching strategies, examine the enactment...

A partir del análisis de "Fusta d’eucaliptus cremada. Un relat sobre els orígens i les identitats" (2022) de Ennatu Domingo Soler, el presente artículo se propone indagar las dinámicas del proceso de (re)configuración identitaria de la autora, cuya subjetividad destaca por ser particularmente heterogénea. Más en concreto, avanzando conforme a la posibilidad de poner en relación la adopción internacional con la migración, se prestará particular atención a las repercusiones étnicas y lingüísticas relacionadas con la experiencia del traslado, indagando su impacto en las subjetividades en tránsito.

Artificial Intelligence (AI) has become increasingly integrated into education, human life, and work as we continue to enter the 21st century, resulting in an increased expectation that learners and humans should possess more skills, referred to as 21st-century digital skills. These skills have become essential for learning, working, and living with Artificial Intelligence and the latest generation of Information and Communication Technologies (ICTs). While recent studies have examined Artificial Intelligence, particularly ChatGPT, in terms of its ability to assist language learners in developing their language skills as well as their subskills, they have not explored its role in the development of their 21st-century digital skills. For this sake, in this study the researchers integrated ChatGPT into the language classroom procedure in three high schools in Tehran, where the language teacher tried to cultivate 21st-century digital skills with ChatGPT and led students to take advantage of its features to improve their 21st-century digital skills throughout the academic year of 2023-24 and then filled out the study survey. The results of the Partial Least Square Modelling Approach (PLS-SEM) showed that ChatGPT's personalization, interactivity, accuracy, and responsiveness, along with its anthropomorphism, significantly shaped language learners' 21st-century digital skills, including critical thinking digital skills, information evaluation skills, creative digital skills, and problem-solving skills. In addition, the study found a sign of digital self-authenticity, where language learners perceived that AI-assisted language learning enhanced their 21st-century digital skills more than previous language learning contexts, albeit at the expense of their digital collaboration skills. Therefore, the study broadened the existing literature by focusing on the 21st-century digital skills of language learners, going beyond their language skills and sub-skills. It suggests that ChatGPT has the potential to enhance and develop language learners' 21st-century digital skills. However, language teachers must devise metrics to encourage learners to engage in both collaborative and personalized language learning with ChatGPT, thereby fostering the development of all 21st-century digital skills.

The cultivation of 21st-century skills has been integrated into various curricula in educational fields such as sciences and mathematics. However, a question remains in the field of religious education as to which 21st-century skills are cultivated during the development of religious literacy in learners. The process of answering this question in this study includes constructing a comprehensive conception of religious literacy based on a synthesis of diverse scholarly perspectives. The conception is further analysed through Grimmitt's dual attainment targets of religious education and Bloom's Revised Taxonomy. The analysis allows extraction of religious literacy skills, which are mapped onto categories in the framework of the 21stcentury skills developed by the Assessment and Teaching of Twentyfirst Century Skills (ATC21S). The religious literacy skills can be linked to the skills of critical thinking, problem-solving, and decisionmaking, and learning to learn in the category of ways of thinking; the skills of communication in ways of working; and the skills of citizenship, and personal and social responsibility in ways of living in the world.

Social media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal.

In dem Interview spricht der Regisseur Michael Haneke über seine Beziehung zu Ingmar Bergman, den er Ende der 1970er-Jahre in München kennengelernt hat. Haneke erinnert sich an frühe Kinoerlebnisse mit Bergmans Filmen wie Die Jungfrauenquelle und Das Schweigen, die ihn als Schüler und Student stark prägten – insbesondere durch deren thematische Auseinandersetzung mit Glaubensfragen. Die persönliche Begegnung mit Bergman fand am Residenztheater statt, wo beide gleichzeitig inszenierten. Haneke würdigt Bergman als charismatische und inspirierende Persönlichkeit, die durch ihre Offenheit und Neugier eine besondere Nähe zu Schauspielern aufbauen konnte.

Introduction: The article analyzed Las malas (2019), a novel by Camila Sosa Villada, highlighting its significance as both a testimony and a denunciation of the violence inflicted on transvestites. It explored how the novel shed light on the social exclusion and rejection of these bodies, considered abject according to the theories of Julia Kristeva and Judith Butler.
Development: The article addressed the representation of the transvestite body as both an object of repulsion and desire, revealing the hypocrisy of hegemonic masculinity. It also explained how society’s disciplinary power, as described by Michel Foucault, manifested in the discrimination, abandonment, and violence against the novel’s protagonists. Additionally, it highlighted the role of Aunt Encarna as a protective figure within a transvestite community that found refuge in collectivity. The analysis included the imposed clandestinity on transvestites, who could only inhabit the night to avoid daytime hostility. Furthermore, it discussed the duality of identity in characters like Las Cuervas, who experienced femininity in secrecy without suffering social rejection.
Conclusion: The article concluded that Las malas redefined the Latin American literary canon by giving voice to an identity historically marginalized. Through Sosa Villada’s autobiographical narration, the novel recognized the importance of dissident identities and their place in literature.

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Original Research Article This research examined the views of English teachers in Lesotho on the implementation of translanguaging as a teaching strategy to improve reading comprehension in learners. The study involved five purposefully and conveniently selected teachers from the Butha-Buthe and Quthing districts, employing a qualitative design that used semi-structured interviews to gather the teachers' experiences and insights. The findings indicated that teachers considered translanguaging to be an effective tool for scaffolding learning, enhancing comprehension, and validating learners' linguistic identities. Challenges such as the risk of overreliance on the first language (L1), inadequate teacher training, and misalignment with English-only assessments appeared to present significant barriers to implementation. The findings highlighted the necessity for professional development, policy reform, and resource allocation to effectively incorporate translanguaging into the educational practices of Lesotho. The study emphasises the significant potential of using learners' complete linguistic resources to mitigate ongoing challenges in reading comprehension and promote inclusive multilingual educational environments.

The digitalization of education presents both challenges and opportunities for the development of research skills in future English teachers. This article explores the evolving needs and strategies for cultivating these skills within a digitally enhanced learning environment, focusing on the integration of digital tools, methodologies, and resources into teacher education programs. We argue that a multifaceted approach encompassing theoretical knowledge, practical application, and collaborative learning is crucial for equipping future teachers with the research competencies necessary to navigate the complexities of the 21st-century classroom.

The study aims to show the contribution of the intelligent orientation towards creating shared value to the sustainability of economic institutions. The descriptive analytical approach has been used to assess the experience of Alexandria Bank, Egypt, as a successful model in creating shared value by seeking to create social value by investing in Egyptian society, thereby bringing economic value to its entity. The study concluded that the Bank's strategy includes the approach of Creating Shared Value, and its practices are implemented in a planned manner through many projects and initiatives, which made it distinguished from the rest of the banks and achieve success in the banking sector, and starting from these results, some recommendations were made, most notably the need for institutions of different types to apply the approach of Creating Shared Value if they want to achieve sustainability, and continue in the business environment .

to be identi ed as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Pembelajaran adalah proses yang berterusan dan tumpuan kini  beralih kepada pembelajaran secara mudah alih. Pelajar dapat belajar mengikut tahap pengetahuan mereka, pada bila-bila masa dan di mana-mana sahaja dengan aplikasi pendidikan mudah alih. Kajian ini dilakukan dengan tujuan melihat kesediaan pelajar Tingkatan 6 menggunakan aplikasi mudah alih (mobile apps) Pengajian Am dalam pembelajaran secara kendiri. Objektif kajian ini adalah untuk mengenal pasti faktor yang mendorong pelajar menggunakan media pengajaran aplikasi mudah alih. Kepentingan kajian adalah menyediakan persekitaran pembelajaran peribadi bagi memudahkan pembelajaran kendiri supaya pembelajaran pelajar menjadi bermakna. Soal Selidik diedarkan kepada 78 orang pelajar dari sebuah sekolah di negeri Perak. Instrumen yang digunakan adalah soal selidik. Analisis data seperti min, mod dan peratus digunakan untuk menganalisis data dengan menggunakan perisian S tatistical Package For Social Science (SPSS) versi 23.0. Dapa...

Die anhaltende Popularität der ‚Politik der Literatur‘ geht heute auf Kosten der begrifflichen Präzision dieses Schlagworts. Während es in verschiedenen Genres und Schauplätzen der politischen Literatur des 20. Jahrhunderts je nach Standpunkt des_ der Betrachters_in einigermaßen klar war, was ‚politische Literatur‘ eigentlich bedeutete und umfasste, scheint die heutige Anpreisung einer Politik der Literatur die Transparenz des Begriffs zu verwischen. Dies hat mit dem neuen und sich wandelnden Verständnis dessen zu tun, was Politik ist und wie sie sich zur literarischen Produktion verhält.

Um eine gewisse Präzision in das Feld zu bringen, untersucht der Vortrag die Valenzen der politisch-theoretischen und ästhetischen Unterscheidung zwischen ‚der Politik‘ und ‚dem Politischen‘, um diese dann mit der Geschichte des politischen Romans zu verweben.

Denn der anhaltende ‚Boom‘ der Politik der Literatur lädt geradezu ein, das Erbe des politischen Romans des 20. Jahrhunderts neu zu sichten, seine Theoretisierung wiederzubeleben, um die besagte Politik der Gegenwartsliteratur neu zu bewerten. Um letzterer gerecht zu werden, kann und soll dies nach zeitgenössischen Maßstäben geschehen, aber das Erbe des politischen Romans des 20. Jahrhunderts, das von der zeitgenössischen Literatur nur teilweise anerkannt wird, darf nicht weiter ausgeklammert werden.

This study highlights the remarkable contributions of Dr. Lotfi Bolous Tawadros (1932-2015) to the field of plant life in Egypt. Boulos's tireless fieldwork, exceptional skills in plant classification, and meticulous record-keeping have revolutionized our understanding of Egypt's rich plant life. As a prominent Egyptian plant taxonomist, he made significant contributions, particularly in his homeland. Through his extensive fieldwork, taxonomic expertise, and meticulous documentation, our understanding of plant diversity in Egypt has been greatly enhanced. His botanical journeys across diverse regions led him to collect and identify countless plant specimens. He not only unearthed new species, but also cleared up taxonomic confusion, providing invaluable information for conservation efforts. Boulos's publications within the Flora of Egypt project have become the cornerstone for researchers, educators, and conservationists alike. His work has provided invaluable information, enriching taxonomic knowledge and distinguishing plant species. This paper also underscores Boulos's profound influence on the scientific community, highlighting his role in expanding our knowledge of plant classification, advocating for plant conservation, and highlights Boulos's significant impact on the scientific community, emphasizing his role in expanding taxonomic knowledge, promoting conservation, and fostering international collaboration in the field of botany. He participated in multiple botanical expeditions, discovered new species, contributed to the establishment of herbariums, and published extensively, earning numerous awards and honors. His legacy continues to inspire and guide plant research in Egypt and surrounding regions.

Implementing metacognitive strategies at DSB International School, Mumbai, aimed to enhance teacher pedagogy and student attainment across all age groups, from ages 3 to 18. Recognising metacognition as a powerful tool for improving student outcomes, as highlighted by the Education Endowment Fund (EEF), the initiative sought to support teachers regardless of their training, career stage, or experience, while enabling students to make significant progress.
The implementation was guided by Kolb's Learning Cycle for staff training and Kotter's 8-Step Model for wider implementation. A bespoke scale, adapted from the EEF's analysis tool, was used to gauge the school’s uptake of metacognitive practices, with evaluations conducted termly. Initially, the initiative faced some resistance, particularly from teachers accustomed to a curriculum-first, rote-learning approach. This challenge was addressed by encouraging interested teachers to showcase their successes, fostering a teacher-led approach that gradually gained traction.
The initiative's success became evident as students across the school began to engage more deeply with their learning. Older students, in particular, developed greater independence, moving away from rote memorisation toward more meaningful learning strategies. This shift was reflected in the school's academic outcomes, with IGCSE results improving by two points above expected levels and IB results by one point.
The COBIS Middle Leaders Program further supported the initiative's success, which emphasized action research with a focus on metacognition. Teachers leading these efforts were able to share their experiences across different age ranges, reinforcing the initiative’s impact.
In the future, the school is committed to addressing the identified need for enhanced self-regulation among students. This year, the focus will be on implementing strategies to help students manage stress, interact appropriately with peers, and develop self-regulation techniques within the classroom.

يبحث هذا العمل أثر المقاصد القرآنية في تعزيز سلامة الاستدلال الشرعي وضبطه لتحقيق غايات الشريعة الكبرى. ينطلق
البحث من تعريف المقاصد القرآنية كغايات كلية مثل الهداية، الاستخلاف، والعدل، التي تُوجّه النصوص الشرعية نحو القيم العليا، مع
التمييز بين المقاصد القرآنية ومقاصد الشريعة التي تُعنى بتنظيم الجزئيات. يناقش البحث أثر المقاصد على ثلاثة مستويات: المستوى
القيمي الذي يُبرز القيم الكلية كالرحمة والعدالة؛ المستوى التكاملي الذي يُظهر العلاقة بين الكليات والجزئيات لتحقيق الانسجام
التشريعي؛ والمستوى الوقائي الذي يحمي الاجتهاد الشرعي من الإفراط أو التفريط.
يتطرق البحث أيضًا إلى أثر المقاصد في مواجهة التحديات الرقمية المعاصرة مثل الذكاء الاصطناعي وتأثيره على الفقه
الإسلامي. يوضح البحث أن المقاصد القرآنية تُشكل إطارًا معياريًا لضبط التفاعل مع المستجدات التقنية، بحيث يتم توجيه الأحكام
الشرعية لضمان تحقيق المصالح الكلية وتجنب الإضرار بالقيم الثابتة. خلص البحث إلى أن المقاصد القرآنية ليست مجرد إطار نظري،
بل هي أداة عملية تعزز مرونة الشريعة وقدرتها على الاستجابة لتحديات العصر مع الحفاظ على ثوابتها. يقدم البحث بذلك رؤية
متكاملة تربط بين النصوص والمقاصد والواقع.
الكلمات المفتاحية: المقاصد، الاستدلال، النصوص، القيم، التشريع، التحديات، العصر، التقنية.
Abstract
This study examines the impact of Quranic objectives (maqasid) on enhancing the integrity and soundness of legal reasoning to achieve the overarching goals of Sharia. The research begins by defining Quranic objectives as universal aims—such as guidance (hidayah), stewardship (istikhlaf), and justice (‘adl)—that orient Sharia texts toward higher values, while distinguishing them from the objectives of Sharia (objectives of Islamic law, maqasid al-shari‘ah), which focus on regulating specificities. The study explores the influence of Quranic objectives on three levels:
- The Value Level, which emphasizes universal values such as mercy (rahmah) and justice (‘adl).
-The Integrative Level, which highlights the relationship between general principles (kulliyyat) and specific rulings (juz’iyyat) to achieve legislative harmony.
-The Preventive Level, which safeguards Islamic legal reasoning from excessiveness (ifrat) or negligence (tafrit).
The study also addresses the impact of Quranic objectives in tackling contemporary digital challenges, such as artificial intelligence (AI, al-dhaka’ al-istina‘i) and its implications for Islamic jurisprudence. It demonstrates that Quranic objectives provide a normative framework to guide engagement with technological advancements, ensuring that legal rulings uphold overarching interests (masalih) while avoiding harm to established values (qiyam).
The research concludes that Quranic objectives are not merely a theoretical construct but a practical tool that enhances the adaptability of Sharia, enabling it to respond effectively to modern challenges while preserving its foundational principles. This study presents an integrated vision that connects texts (nusus), objectives (maqasid), and reality (waqi‘).
Keywords: Objectives (maqasid), reasoning (istidlal), texts (nusus), values (qiyam), legislation (tashri‘), challenges (tahaddiyat), modernity (‘asr), technology (tiqaniyah) .

La lectura es un fenómeno cultural implícito en la producción y transmisión del saber. Actualmente las formas de leer están vinculadas con cambios comunicacionales y metamorfosis del mercado mundial. Desde la conexión por redes y pantallas podemos desplazarnos por territorios hipertextuales que han modificado los procesos de aprendizaje. En un contexto de narrativas multimedia la industria editorial es llevada por grandes oligopolios, planteando nuevos marcos de contenido y segmentación de criterios y gustos. La promoción de la lectura es una de las tantas aristas, dentro de agendas estatales y corporativas, donde reposan ciertas esperanzas para impulsar el desarrollo. Las dimensiones transnacionales, que comprenden maquinarias mediáticas, han cambiado las maneras de leer, interviniendo en la recepción y difusión de los textos como productos masificados.

The study was on the "Effect of Mass Media Reportage on Nigerians' Reactions to Xenophobic Attacks in South-Africa" (A Study of Lekki, Eti-Osa LGA in Lagos State). It started with general introduction to the research, statement of the problem and purpose of the study. This was followed by comprehensive literature review of effect of mass media reportage on Nigerian reactions to xenophobia in south-Africa. The researcher made use of the survey design to gather necessary information. Simple random sampling was used to select a sample of the population. Through the research methodology involving collection of data from a sample of residents of Lekki, Eti-Osa LGA in Lagos State, the researcher applied self-administered questionnaire to obtain primary data which was later analysed by simple percentage. The result showed that social media served as the main source most respondents claimed they heard about xenophobic attack in South-Africa and mass media specifically social media also triggered Nigerians towards retaliating against South-Africans. The researcher made the recommendation based on the findings that the media, both in Nigeria and South-Africa should through editorials and commentaries educate the general public on the need to avoid all forms of xenophobia.

Dans l’optique d’une école inclusive, où tous les élèves ont droit d’être scolarisés dans l’école de leur quartier avec des élèves de leur âge, des élèves allophones de deuxième cycle du primaire dans une école en milieu défavorisé de Montréal ayant de faibles performances à l’activité d’APL ont vécu un projet pédagogique qui vise l’apprentissage par la lecture (APL). Dans le but de décrire le processus d’APL de ces élèves, des études de cas ont été réalisées dans la présente recherche. Dans ce dessein, les dossiers d’apprentissage et les réponses au questionnaire Lire pour apprendre de trois élèves allophones d’une classe ordinaire de la troisième année du primaire ayant de faibles performances à l’activité dans une école en milieu défavorisé ont été analysés à l’aide du modèle « Apprendre en lisant » de Cartier (2011). Les résultats de cette analyse montrent que ces élèves éprouvaient des émotions positives durant l’activité d’APL et ils avaient des objectifs personnels liés à l’apprentissage. Par contre, ils ne semblent pas avoir activé leurs connaissances antérieures sur l’activité d’APL et sur le type de texte. De plus, l’interprétation des exigences de l’activité chez la plupart d’eux n’était pas en lien avec les critères de performance de l’activité. Certes, leurs stratégies cognitives ont été généralement variées, surtout pour ceux qui visent l’élaboration, mais des lacunes importantes au niveau de leur mise en oeuvre ont été relevées chez la plupart d’eux. Concernant leur profil métacognitif, ces élèves ont tous planifié leur temps et leurs stratégies, et ils ont contrôlé leurs stratégies cognitives et leurs performances, mais leur ajustement était très peu remarquable sur leur choix de stratégies. En outre, aucune autoévaluation n’a été effectuée à la fin de l’activité. Ces résultats peuvent expliquer en partie la difficulté de ces élèves à apprendre en lisant. Le portrait d’apprentissage de ces élèves peut nous aider comme enseignants à adapter notre intervention pédagogique et à planifier des activités qui favorisent plus leur apprentissage par la lecture.

अपनी क्रोशिया प्रवास डायरी, ‘देह ही देश’ में प्रो. गरिमा श्रीवास्तव लिखती हैं – “दुनिया के सारे युद्ध स्त्री की देह पर ही लड़े जाते हैं”।  दुनियाभर के तमाम युद्धों में पुरुषों की सीधी भूमिका होती है किन्तु दुहरा भुगतान स्त्री करती है। पुरुषों ने आदिकाल से स्त्री को भोग और मनोरंजन की वस्तु की तरह इस्तेमाल किया है। जब तक इस पितृसत्तात्मक समाज का ढांचा नहीं बदलेगा हम कितना ही ‘यत्र नार्यस्तु पूज्यन्ते’ कहते रहें, यथास्थिति बदलने वाली नहीं। समाज को यह समझने की जरूरत है कि स्त्रियाँ देवी नहीं हैं जिन्हे अवसर विशेष में पूज कर तालाब में फेंक देते हैं...