Abstract: Cross-cultural mobility has intensified in recent decades, creating both challenges and opportunities for adaptation. Individuals navigating new cultural environments often experience stress related to language barriers, discrimination, and social integration, while simultaneously developing resilience and coping resources. To capture these dynamics, the Inventário de Estresse e Resiliência na Mobilidade Cross-cultural (IERM-T) was developed as a multidimensional instrument grounded in Lazarus and Folkman’s transactional model of stress and coping and informed by well-being theory. The IERM-T integrates five components: stressors, symptoms, coping strategies, emotions, and residential well-being. Validation analyses were conducted with 42 participants (107 evaluations), using R and Shiny for data collection and psychometric testing. Results demonstrated strong internal consistency (α = 0.938 for symptoms; α = 0.887 for stressors and emotions; α = 0.748 for well-being), coherent factorial structures distinguishing positive and negative emotions, and meaningful correlations between symptoms, resilience, and well-being (r = –0.846). These findings provide evidence of reliability and construct validity, supporting the IERM-T as a culturally sensitive tool for research and applied contexts. The inventory offers practical utility for identifying risk and protective factors in cross-cultural populations and contributes to advancing the field of cross-cultural psychology.

Abstract: Background: The intensification of global mobility demands robust tools to assess the psychological impact of cross-cultural transitions. Existing instruments are critiqued for their failure to capture the dynamic stress-coping process, as outlined by Lazarus and Folkman's (1984) transactional model. Aim: This study developed and piloted the Inventory of Stress and Resilience in Cross-cultural Mobility (IERM-T), a novel instrument designed to fill this critical theoretical and psychometric gap. Method: The multilingual IERM-T (Portuguese, Spanish, English) was administered via a custom R Shiny application. A comprehensive R-based psychometric analysis was conducted on data from a pilot sample (N=42), performing exploratory factor analysis, reliability estimation, and longitudinal assessment of 107 emotion-coping episodes. Results: The IERM-T demonstrated strong psychometric properties: excellent internal consistency for the Symptoms scale (α = .938), good for Stressors and Emotions (α = .887), and acceptable for Well-being (α = .748). Factor analyses revealed clear structures (e.g., 2-factor for Stressors and Emotions), and longitudinal data confirmed stable emotional patterns. Criterion validity was robust, with a strong negative correlation between symptoms and a novel psychometric resilience score (r = -.846). Conclusion: The IERM-T provides a valid, reliable, and theoretically grounded tool that moves beyond cataloging stressors to dynamically assess appraisal, coping, and resilience, offering significant promise for research and clinical practice in cross-cultural contexts.

Abstract: This study explores how the Digital Dunhuang project transforms the heritage experience and meaning-making of visitors, marking a shift from material conservation to digital presence. Drawing upon Freeman Tilden’s principles of heritage interpretation, this research examines how digital interpretive practices, including virtual caves, interactive installations, and immersive imaging, facilitate a cultural experience that moves “from the tangible to the rational, and from the rational to the emotional.” By comparing traditional on-site visits with digital encounters, the study investigates differences in visitors’ knowledge acquisition, emotional resonance, and conservation awareness. Employing semi-structured interviews and participant observation, the research involves visitors, curators, and project managers, complemented by on-site observations at the Digital Dunhuang exhibition. Findings reveal that digital interpretation not only enhances the accessibility and democratization of cultural heritage but also redefines the aura and authenticity of heritage in the context of contemporary cultural consumption.

Abstract:

As a representative expression of Dunhuang music and dance culture, the dance drama Silk Road Flower Rain not only embodies the historical and cultural legacy of the ancient Silk Road but also functions as an important vehicle for transmitting traditional Chinese culture and reinforcing cultural confidence. This study quantifies the perceived social value of Silk Road Flower Rain using penalized linear regression applied to Likert-scale survey data. We estimate standardized effects of community participation and cross-regional exchange on a composite outcome combining social identity and public engagement. Statistical inference for the ridge estimator was obtained via permutation- and bootstrap-based procedures with 10,000 resamples, yielding two-sided 95% confidence intervals and family-wise error rate–adjusted p-values. Out-of-sample performance was assessed by repeated 10-fold cross-validation (50 repetitions), producing a mean cross-validated R² of 0.90 (SD= 0.05) and a mean absolute error of 0.23 (SD=0.04) on the 1–5 response scale, adjusted p<0.05. All predictors showed statistically significant positive effects on the composite social-value outcome; social participation emerged as the principal driver, and youth cultural education was identified as an area requiring targeted improvement. Robustness checks using ordinal logistic regression corroborated the direction and relative magnitude of coefficients across model specifications. Drawing on these results, we propose a targeted optimization framework to enhance the social value of Silk Road Flower Rain: (1) establish a community–university–theater coordination mechanism to strengthen public participation; (2) develop an integrated curriculum–practice–digital system to improve youth cultural education; and (3) leverage policy support and international exchange to broaden the cultural influence of Dunhuang music and dance. This study addresses a gap in quantitative investigations of the social value of Dunhuang music and dance and provides evidence-based, practice-oriented guidance for the contemporary transmission and promotion of this cultural form.

Abstract: This study explores the role of food practices in the intercultural adaptation of Chinese international students in the UK from the perspective of the Confucian moral reasoning. Drawing on the dual orientation of Confucian collectivism and individualism, the research investigates how food-related behaviours reflect students’ identity negotiation and social integration within a complex intercultural environment. Using a qualitative methodology, the study employs photo interviews to capture participants’ personal experiences and interpretations of their food practices during their adaptation process. Findings show that shared meals with co-nationals foster belonging and reinforce national identity, reflecting Confucian collectivist values, while engaging with diverse food cultures encourages self-reflection and identity exploration, revealing emerging individualist tendencies and a move toward cosmopolitanism. These dual patterns highlight food as both a starting point and central medium in Chinese students’ intercultural adaptation. The study offers practical implications for UK higher education institutions, suggesting that food can be a valuable tool for fostering inclusivity and supporting the cultural integration of students from Confucian backgrounds within the university environment.

Abstract: Cultural heritage is increasingly framed as a living resource for citizenship and education, although evidence on how in situ AR can cultivate sustainability competences remains limited. This study examines the Art Nouveau Path, a location-based MARG set across eight georeferenced Points of Interest in Aveiro, Portugal, aligned with the GreenComp framework. Using a DBR case study, it was analyzed repeated cross-sectional student questionnaires (S1-PRE N = 221; S2-POST N = 439; S3-FU N = 434), anonymized gameplay logs from 118 collaborative groups (4,248 group–item responses), and 24 teacher field observations (T2-OBS), integrating quantitative summaries with reflexive thematic analysis. References to heritage preservation within students’ sustainability conceptions rose from 28.96% at baseline to 61.05% immediately post-game, remaining above baseline at follow-up (47.93%). AR-supported items were more accurate than non-AR items (81% vs. 73%) and were associated with longer on-site exploration (+10.17 minutes). Triangulation indicates that AR and multimodality amplified attention to architectural details while prompting authenticity debates. Built heritage, mobilized through lightweight AR within a digital teaching and learning ecosystem, can serve as an effective context for Education for Sustainable Development, strengthening preservation literacy and civic responsibility, while generating interoperable cultural traces suitable for future reuse.

Abstract: Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team-teaching configurations. The objective was to compare these instructional models' impact on students' basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This quasi-experimental, cluster-randomized study involved N=266 students (grades 1-4) assigned to one of five instructional models: single PE teacher or four team-teaching configurations (Generalist Teacher + PE Teacher [GT+PE T], Generalist Teacher + Assistant Teacher [GT+AT], Generalist Teacher + Sports Coach [GT+C], and PE Teacher + Assistant Teacher [PE T+AT]). The five-month intervention included two 45-minute PE lessons weekly. Motor competence (MC, MOBAK) and perceived physical literacy (PL, PLAYSelf) were assessed pre- and post-intervention. Given the cluster design and non-normal data, non-parametric tests were used; Kruskal-Wallis H-test compared change scores between groups, complemented by Spearman’s rank-order correlations for construct alignment and covariate analysis. Results: Statistically significant within-group overall MC gains were achieved exclusively by configurations including a qualified PE teacher (GT+PE T and PE T+AT; p < 0.05). The GT+PE T model showed the largest positive change, including significant PL improvement (Δ = +5.65). Conversely, the GT+C model resulted in a significant decline in self-reported PL (Δ = -9.16). A small but significant positive correlation (ρ = 0.149) emerged between Object-Movement skills and Perceived Physical Literacy post-intervention. Conclusions: The effectiveness of collaborative PE instruction is highly dependent on the explicit inclusion of a qualified PE teacher, reinforcing the crucial role of specialized pedagogical content knowledge. Models lacking this core expertise may be detrimental to both motor skill development and the affective components of physical literacy. These findings highlight the need for policy focused on high-quality, PE teacher-led primary PE.

Abstract:

This study investigates Armenian editorial conventions for inscriptions and evaluates their compatibility and the possibility of their further integration with international standards of epigraphic editing for open access and equal use. It focuses on the Divan Hay Vimagrutʿyan (Corpus of Armenian Epigraphy), launched in the 1960s, which introduced a systematic apparatus for distinguishing diplomatic transcriptions from interpretative reconstructions. Later Armenian publications often simplified these conventions, replacing specialized signs with typographic substitutes. While these changes improved accessibility, they also reduced palaeographic precision and created inconsistencies across editions. Through comparative analysis with the Leiden Conventions and the EpiDoc TEI framework, the research identifies both areas of alignment and points of divergence. Armenian conventions handle missing letters, restorations, redundancies, and abbreviations in distinctive ways, sometimes reassigning the meaning of symbols across different publications. This variation, if not explicitly documented, complicates digital encoding and risks loss of information. Methodologically, this study develops a digital heritage interoperability model that translates local Armenian editorial practices into machine-actionable standards, enabling their integration into international infrastructures such as EpiDoc and FAIR-based cultural heritage systems. The principal contribution of this work is the proposal of a dual-track encoding strategy. One track applies a granular mapping of Armenian signs to the full set of Leiden and EpiDoc categories, ensuring maximum interoperability. The other track preserves a simplified schema faithful to Armenian usage, reflecting local scholarly traditions. Together, these approaches provide both international comparability and cultural specificity. The conclusion is that Armenian inscriptions can be effectively integrated into global digital infrastructures by means of transparent documentation, crosswalk tables, and encoding policies that follow FAIR principles. This ensures long-term preservation, machine-actionability, and the broader reuse of Armenian epigraphic data in comparative cultural heritage research.

Abstract: Culture heritage institutions today are experiencing a digital transformation. Virtual Reality (VR), with the promise of immersive and interactive features, has drawn the attention of artists and curators. Some prior museology research has attempted to investigate digital innovations like virtual museums, VR-based exhibits to present the best charms of museum experiences; however, the existing systematic research on the topic of interactive narrative experience with immersive VR technologies is rare. This paper reports on an original research project to understand the emergent issues concerning immersion, interactive and narrative in museum experience design. This research used multi-case studies, include four cases: Claude Monet: The Water Lily Obsession; We live in the Ocean of Air; Mona Lisa: Beyond the Glass; Curious Alice. 22 semi-structured interviews were conducted with VR experts, museum curators etc. to understand the motivation of the designers and developers. This research hopes to contribute to the digital revolution of museums, providing a foundation for curators and artists who are interested in using VR technologies in exhibitions.

Abstract: Despite much interest in English as a Foreign Language (EFL) teachers’ flow, limited research has examined the re-engagement of flow and pre-service teachers at the crucial stage of career development. This study aims to investigate flow dynamics among pre-service and in-service EFL teachers during teaching. Six EFL teachers (three pre-service and three in-service) participated in two rounds of interviews over one year, analyzed by a thematic narrative approach. Findings revealed that immediate feedback, clear goals, and a challenge skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants experienced a sense of control, deep absorption, and time distortion. Two experienced teachers further reported a loss of self-consciousness. Participants’ flow was disrupted by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers reported more complicated factors. To re-enter flow, pre-service teachers preferred avoidance strategies, whereas in-service teachers used more flexible ones. Flow enhanced teachers’ teaching confidence while shifting pre-service teachers’ career motivation and promoting in-service teachers’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide teaching-focused working contexts for in-service teachers and flow-focused training for pre-service teachers, thereby promoting their flow experiences and professional development.

Abstract: During the past decade, chatbots have been integrated into commercial platforms to facilitate second language acquisition (SLA) by providing opportunities for interactive conversations. However, SLA learner progress is limited by chatbots that lack the contextualization typically added by instructors to college and university courses. The present study focuses on a collaborative Digital Learning Incubator (DLI) project dedicated to creating and testing a chatbot with a physical form, or avatar chatbot, called Slabot (Second Language Acquisition Bot), in two upper-level university courses at the University of Tennessee, asynchronous online Spanish 331 (Introduction to Hispanic Culture), and in-person Spanish 434 (Hispanic Culture Through Film). Students in these two courses believe that their oral skills would benefit from more opportunities to speak in Spanish. To provide the students with more practice and instructors with a tool for assessing Spanish oral skills in online and in-person courses, the DLI project objective was to advance current avatar chatbot platforms by enabling Slabot to elicit student responses appropriate for evaluation according to the American Council on the Teaching of Foreign Languages (ACTFL) standards.

Abstract: In this article we establish the affordances of game making and hacking as a critical practice in teaching and research. We explain the origins of our approach in two completed research projects and consider its impact on our ongoing scholarly practice. In the first project, students at the Manchester School of Architecture were tasked with exploring questions relating to Britain’s post-war power infrastructures through the creation of games (in place of traditional essays). These games were subsequently used to share research with the public. In the second project, we moved from game making to hacking through participatory research with young people, investigating how board game play could support their climate literacy and action. There, game hacking was an anarchic process that enabled young people to interrogate the world and develop critical frameworks for speaking out about their experiences. In our own research practice, we have used game hacking to creatively investigate designing for sustainability and as a practice for imagining alternative climate futures. Translating the methods of making and hacking into the UKHE classroom, we have developed creative game-based learning and teaching practice to support students to develop and investigate their own research agendas.

Abstract: Language documentation discourse commonly divides language data into two large types: natural(istic) vs. elicited. The goal of this paper is to put this dichotomy under critical scrutiny. By examining key publications on linguistic fieldwork, I show that the two terms seldom receive any clear definition and are often used inconsistently, giving rise to evident contradictions. The analysis reveals that the terms are typically distinguished by two parameters – linguistic unit (texts vs. not texts) and context of language production (controlled vs. uncontrolled) – but the distinction is virtually never thoroughly maintained. I argue that the dichotomy natural(istic) vs. elicited is insufficient to capture the complexity of possible scenarios and forms under which language is produced. Building upon previous literature, I propose a more detailed classification of language data, which abandons the notion of ‘natural(istic)’ and ‘elicited’ altogether. The paper concludes by discussing the gains of a more careful reflection on language data types.

Abstract: This article investigates the national peculiarities of subscript notation of physical quantities within the methodology of physics instruction, comparing the Russian system with foreign systems including English, Chinese, Arabic, Vietnamese, and Persian. A total of 120 symbols were analyzed, among which 27 involved subscripts. The study identifies types and positions of subscripts as well as key discrepancies: differences in the subscript language (Cyrillic vs. Latin indices), absence or substitution of subscripts with diacritical marks. These inconsistencies present challenges in mastering the material for foreign students at the preparatory stage. The research reveals qualitative differences and outlines directions for further quantitative study.

Abstract: Blended learning refers to the purposeful integration of face-to-face and online learning experiences to create more flexible and effective educational environments. This reflective case study explored the implementation of a blended learning programme in a medical-related science discipline in Zambia. The study was grounded in analytic autoethnography and guided by Gibbs’ Reflective Cycle to analyse reflective e-portfolio data. Eight themes emerged from the analysis. The blended model expanded access for working professionals through evening and weekend online sessions. Flipped learning strategies and the Community of Inquiry (CoI) framework enhanced teaching presence and learner engagement. Additionally, offline modules and Open Educational Resources (OERs) helped maintain learning continuity and support of student autonomy during internet disruptions. However, the study also uncovered challenges such as internet connectivity, financial constraints, limited digital literacy, and absence of structured onboarding to the online learning management system that undermined equitable participation. Additionally, the demands of balancing work, study, and care-giving responsibilities placed a heavy burden on learners, particularly women. The findings suggest that when blended learning is structured around the Community of Inquiry (CoI) framework, it holds transformative potential for educational delivery. However, its success depends on responsive learning designs that incorporate student’s contexts.

Abstract: In an age when food choices affect health, society, and the environment, people still debate 7 whether humans are naturally and biologically meat-eaters or plant-eaters. This review 8 examines the Burmese book translated as Dog Path versus Cow Path, written by Monk 9 Ukkaṭṭha (1897–1978). The author explores this dilemma by comparing dogs (carnivores) 10 and cows (herbivores). He argues that human are naturally plant-eaters. The book also 11 links diet to ethical qualities such as compassion, kindness, and non-violence. Moreover, 12 Monk Ukkaṭṭha claims that a vegetarian diet supports both personal health benefit and 13 societal wellbeing. The book links diet with ethical qualities such as compassion, kindness, 14 and non-violence, and contends that a vegetarian diet supports both personal health and 15 societal well-being. This review summarizes the book for international readers interested 16 in ethical living and the biological foundations of human diet.

Abstract: Due to the rapid advancement of AI technology, using AI as a learning aid has become a common learning method in higher education. This fact can be found in many re-search papers and educational reports related to AI. This study, based on this premise, examines the feasibility and effectiveness of guiding students to use AI to learn about sustainable development, and observes whether students' AI usage habits affect their ability to learn about sustainable development through this method. The study takes a compulsory course at a university in Taiwan as an example. By guiding students to use AI tools to learn about sustainable development, it not only reduces the pressure on teachers due to limited course time and the need for students to learn on their own, but also allows students to apply sustainable development-related knowledge in their team reports through the process of self-study. Based on the data collected from the ques-tionnaire, using AI as an auxiliary tool for sustainable development learning is an ef-fective strategy, and most students are able to acquire the necessary sustainable de-velopment-related knowledge. However, we have noticed that students’ daily habits of using AI will affect the effectiveness of their learning related to sustainable develop-ment through AI. For example, whether or not to pay for the use of AI will result in differences in learning outcomes. In addition, the number of devices on which AI is used is also related to students’ anxiety in learning behavior. Students also have a gap to bridge between acquiring knowledge and being able to put it into practice in life, and they are not clear about the relationship between AI using and sustainable de-velopment. Therefore, this research suggests that, in future, teachers should focus on helping students understand the relationship between AI and sustainable development, and guide them to apply the acquired sustainable development knowledge in their personal lives.

Abstract: Climate change remains one of the greatest crucial challenges worldwide; with uni-versity students playing a critical role in determining future sustainability. This study investigated the awareness; perceptions; and engagement of female students at Qatar University (N = 890) regarding global climate change and governmental improvement efforts. Using a cross-sectional quantitative design and Confirmatory Factor Analysis (CFA); findings revealed significantly high awareness levels (M = 3.65; SD = 0.76; t(889) = 25.52; p < .001); with 56.5% of respondents showing high awareness. Aware-ness of government initiatives was also elevated (M = 3.77; SD = 0.88; t(889) = 25.96; p < .001). Regression analysis showed that digital media (TV/Internet; social media/AI) and governmental campaigns (Kahramaa; ministries) significantly shaped awareness (R2 = 0.624). Age was the only significant demographic factor. The results emphasize the pivotal role of digital and institutional communication in shaping student climate literacy; while highlighting the need for curriculum integration; media literacy; and campus sustainability structures to bridge the awareness–action gap.

Abstract: Educational neuroscience is rapidly reshaping how we think about learning. However, its promise will remain unrealised without an inclusive and ethical lens. This conceptual article positions neuroscience as a catalyst for re-imagining schooling that honours the full humanity of every learner. Guided by neuro-constructivism and inclusive cognition, the discussion reframes neurodiversity from a deficit perspective to a celebration of cognitive variety. Three critical arenas are explored. First, principles of attention, emotion, and memory suggest that lessons designed for cognitive engagement can ignite deeper understanding, especially for learners with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and dyslexia. Second, curriculum reform built on Universal Design for Learning (UDL) invites adaptive multisensory pathways that connect content with culture and lived experience. Third, sustained professional development empowers teachers to translate laboratory insights into rich classroom practice while resisting popular neuro-myths. The article foregrounds neuro-ethics as a guardrail, calling for transparent guidelines that protect privacy, ensure informed consent, and secure equitable access to neuro-technology. By weaving together evidence, theory, and social justice, the paper paints a vivid picture of classrooms where curiosity, empathy, and resilience flourish alongside academic growth. Educational neuro-science emerges not as a mere tool for boosting test scores but as a transformative mindset that redefines the purpose of education itself. The argument invites researchers, policymakers, and practitioners to collaborate on learning environments that are scientifically anchored, morally purposeful, and capable of nurturing thriving citizens for an interconnected world. In doing so, it charts a bold agenda for the classroom of tomorrow and beyond.

Abstract: This paper investigates the cultural encounters between China and the West during the late Ming dynasty through the case of Matteo Ricci, one of the most influential Jesuit missionaries in China. It asks how Ricci’s strategies of cultural adaptation—such as mastering the Chinese language, adopting Confucian attire, and reconciling Christian theology with Confucian thought—enabled him to function as both a mediator and a challenger within Sino-Western exchanges. Drawing on Ricci’s Chinese Notebooks and contemporary scholarship, the study analyses his role in transmitting Western science and philosophy to China while simultaneously reshaping Confucian traditions and influencing European perceptions of Chinese culture. It argues that Ricci’s experience exemplifies not merely religious proselytisation, but a broader process of cultural negotiation marked by dialogue, appropriation, and conflict. By situating Ricci within the wider framework of late Ming intellectual and social history, the paper highlights his contribution to the emergence of early modern cross-cultural knowledge production, offering insights into the dynamics of intercultural communication still relevant in global contexts today.