Social sciences & humanities open最新文献

{"title":"Advantages and disadvantages of laboratory lessons in mathematics teaching methodology under emergency remote teaching conditions","authors":"Olha Matiash ,&nbsp;Liubov Mykhailenko ,&nbsp;Diana Tiutiunnyk ,&nbsp;Karyna Yashchuk ,&nbsp;Нalyna Kateryniuk","doi":"10.1016/j.ssaho.2024.101236","DOIUrl":"10.1016/j.ssaho.2024.101236","url":null,"abstract":"<div><div>Certain features of the Ukrainian system for the methodological training of future mathematics teachers at a pedagogical university are described. The aim of this study is to identify the key advantages and disadvantages of conducting laboratory lessons in the methodological training of future mathematics teachers under emergency remote teaching conditions caused by unforeseen circumstances. The technologies developed by the authors of this article for conducting laboratory classes in the methodology of teaching mathematics in the conditions of emergency distance learning have been experimentally tested. A survey of the participants in such training was conducted. We found that conducting laboratory lessons for future mathematics teachers in a remote learning environment has not only disadvantages but also certain advantages. In particular, the advantages include: teachers more actively using access to new resources and applying new opportunities during specific classes; increased personal responsibility of students for focus and engagement in the class; an additional component of technology-techniques is added to the traditional teacher-student partnership. Based on the results of the study, we concluded that the possible need for emergency distance learning should encourage teachers to pursue professional development and to form skills for the operational and creative use of digital technologies in managing learning. In this article, we describe our own experience of conducting laboratory work in the methodology of teaching mathematics in the conditions of emergency distance learning. The forced conditions of emergency distance learning in the course on the methodology of teaching mathematics allowed us to significantly expand and diversify the usual tools for forming the methodological competencies of future mathematics teachers. Our experience may be useful to interested parties to better prepare for possible future needs in implementing emergency distance learning under unforeseen circumstances (quarantines, natural disasters, etc.).</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101236"},"PeriodicalIF":0.0,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global impacts of video gaming behavior on young adults’ mental health during the COVID-19 pandemic: A systematic literature review","authors":"Chulwoo Park ,&nbsp;Patricia Angelica ,&nbsp;Airi Irene Trisnadi","doi":"10.1016/j.ssaho.2024.101229","DOIUrl":"10.1016/j.ssaho.2024.101229","url":null,"abstract":"<div><div>The COVID-19 pandemic has had a significant impact on the mental health of young adults, and video gaming has emerged as a popular coping mechanism. However, excessive gaming could have negative consequences. The purpose of the study was to understand the relationship between video gaming and the mental health of young adults, globally during the COVID-19 pandemic. We conducted a systematic literature review to investigate the relationship between video gaming and the mental health of young adults during the pandemic. The study followed PRISMA 2020 and conducted a comprehensive literature search in multiple databases: PubMed Central (PMC), Web of Science, CINAHL, and PsycINFO. We found 11 relevant articles published between March 2020 and March 2023, predominantly using online questionnaires and focused on young adults, mostly college students. The findings showed that video gaming had both positive and negative influences on psychological well-being. It served as a coping mechanism for young adults dealing with stress and isolation, providing a sense of belongingness. However, excessive gaming disrupted social interaction and family relationships. Regular gamers were found to adapt better to the virtual environment. The findings highlight calls for accessible mental health resources and awareness to maintain healthy gaming behavior.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101229"},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The altered perceptions of visitors to national parks: A comparison between a pre- and post-covid-19 periods","authors":"Flora M.ª Díaz-Pérez ,&nbsp;Carlos G. García-González ,&nbsp;Alan Fyall ,&nbsp;Xiaoxiao Fu ,&nbsp;Gary Deel ,&nbsp;Carlos Fernandez-Hdez","doi":"10.1016/j.ssaho.2024.101219","DOIUrl":"10.1016/j.ssaho.2024.101219","url":null,"abstract":"<div><div>The heightened valuation of natural resources and conservation by visitors in the post-COVID-19 period calls for policymakers to implement measures that ensure natural areas are maintained with adequate service and facility provisions. While previous research on national parks (NPs) has focused on visitor satisfaction and return visit intentions, no studies to date have explored the differences in visitor perceptions of park conservation efforts before and after COVID-19. This study investigates how repeat visitors perceived conservation efforts concerning natural resources, facilities, and services before and after the pandemic. A sample of 1016 visitors was surveyed across three national parks using a QR code questionnaire. Results varied across the post-COVID-19 phases, showing significant shifts in the sociodemographic profile of visitors compared to the pre-COVID-19 period. Furthermore, perceptions of natural resource conservation, facilities, and services changed, with variations dependent on the pandemic phase. An exploratory factor analysis revealed two key constructs that explain the primary services and facilities, contributing valuable insights to the literature on national park management.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101219"},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital learning transformation: A study of teachers’ post-Covid-19 experiences","authors":"Muhammad Imran ,&nbsp;Norah Almusharraf ,&nbsp;Milana Yunis Abbasova","doi":"10.1016/j.ssaho.2024.101228","DOIUrl":"10.1016/j.ssaho.2024.101228","url":null,"abstract":"<div><div>The COVID-19 epidemic has caused learning to change in ways that have never been anticipated before. This article examines teachers' difficulties due to COVID-19's global return of students from various modes, settings, and locations to a regular educational system. Although there are more online options, face-to-face instruction might be more effective. The article attempts to envision education in a post-COVID-19 world, hoping that learning systems will be improved by the pandemic's lessons and continue to be global, innovative, digital, student-centered, individualized, and useful in the face-to-face learning environment. As a result, the pandemic's teachings impacted and changed how people learn and teach. The post-COVID-19 educational environment's teaching challenges are evaluated using a 2-point Likert scale (1 = Yes, 2 = No). In addition, the T-test, Chi-Square goodness for fit test reliability of the similar notion of the questions, and Cronbach's alpha value (&gt;.7) are used to evaluate the responses of 107 teachers from central Punjab, Pakistan. Findings show that 89.7% of teachers agree that they put more effort into educating and developing learning aptitude in students after COVID-19. Due to the epidemic catching the majority of educational systems off guard, there has never really been an opportunity to enact improvements in the education sector. Most of the teachers agreed that their position in the post-COVID-19 is not just that of an instructor or the sole content leader but also one of an organizer, counselor, motivator, and manager of learning activities.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101228"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between gratitude and life satisfaction: The mediating effect of mental well-being","authors":"Abhijeet Singh Chauhan ,&nbsp;Garima Mathur ,&nbsp;Chanda Gulati ,&nbsp;Ankita Sharma","doi":"10.1016/j.ssaho.2024.101224","DOIUrl":"10.1016/j.ssaho.2024.101224","url":null,"abstract":"<div><div>Mental well-being has been a topic of concern in recent years. It is often assessed by measuring an individual's life satisfaction and mental health. However, gratitude also plays a vital role in a person's well-being. A noticeable reduction in students' mental well-being is characterized by increasing levels of stress, anxiety, and depression. Academic expectations and peer pressure about prospects badly affected students' mental and emotional well-being. To address these concerns, this study provides empirically supported insights and pragmatic suggestions for educators, counselors, and policymakers. The study used a cross-sectional survey, and participants were contacted through several online platforms for data collection. The findings revealed a positive and significant relationship between gratitude and life satisfaction. Gratitude further acts as a predictor of mental well-being, thus resulting in higher life satisfaction with the mediation of mental well-being.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101224"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for enhancements of MSME resilience and sustainability in the post-COVID-19 era","authors":"Abhaya sanatan satpathy ,&nbsp;Suresh kumar Sahoo ,&nbsp;Asit Mohanty ,&nbsp;Pragyan P. Mohanty","doi":"10.1016/j.ssaho.2024.101223","DOIUrl":"10.1016/j.ssaho.2024.101223","url":null,"abstract":"<div><div>The COVID-19 pandemic has profoundly impacted Micro, Small, and Medium Enterprises (MSMEs), highlighting the urgent need for resilience and long-term sustainability. This paper explores essential strategies to enhance MSMEs' adaptability, including the adoption of new technologies, effective risk management, and sustainable practices. It emphasizes the importance of collaboration, continuous learning, and scenario planning to navigate market fluctuations and unforeseen challenges. Additionally, the role of strong cyber security measures and robust crisis communication in maintaining business continuity is discussed. The study looks at important elements that have aided MSMEs' recovery using a mixed-methods approach that combines quantitative analysis of financial and operational data with qualitative interviews with MSME stakeholders. Critical issues such interrupted supply chains, worker displacement, and financial instability were identified as part of the process, and potential solutions—such as digital transformation, resource-efficient methods, and government assistance mechanisms—were assessed. The results show that resilience and sustainability are greatly increased by embracing technology, expanding loan availability, and putting circular economy ideas into practice. Promoting digital literacy, encouraging partnerships between MSMEs and larger organizations, and strengthening government regulations that assist MSMEs' long-term recovery and sustainability initiatives are some of the recommendations. By implementing these strategies, MSMEs can achieve stability, growth, and competitive advantage in the post-COVID-19 era. This research study analyzes the precautionary measures implemented by MSMEs worldwide in order to attain resilience and sustainability.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101223"},"PeriodicalIF":0.0,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It is all about an appealing environment: Linking the learning environment dimensions with student engagement in Ethiopian higher education context","authors":"Bekalu Tadesse Moges ,&nbsp;Yalalem Assefa ,&nbsp;Shouket Ahmad Tilwani ,&nbsp;Yibeltal Aemro Azmera","doi":"10.1016/j.ssaho.2024.101211","DOIUrl":"10.1016/j.ssaho.2024.101211","url":null,"abstract":"<div><div>Student engagement and the learning environment have gained momentum within the educational research space as valid factors in determining the quality of education. However, empirical evidence on the relationships between the learning environment and student engagement remains scant in the context of higher education in Ethiopia. This article examined the association between student perception of the learning environment and student engagement (affective, agentic, behavioural, and cognitive engagement). The study employed a quantitative research approach, specifically a correlational design. 334 undergraduate students selected via stratified random sampling participated in the study. Whether and how engagement is related to the learning environment within higher education institutions is examined using structural equation modelling. Results indicated that the learning environment is significantly related to cognitive, affective, behavioural, and agentic engagements. Moreover, two-group structural analysis revealed that the relationship between learning environment and cognitive engagement is significantly different for males and females, whereas other engagement dimensions did not exhibit such differences. Student engagement and the learning environment showed a low coefficient of correlation. The results of this study will contribute to designing learning environment variables in higher education that are gender-friendly and optimize engagement. Based on the results, implications are drawn for the context of higher education in Ethiopia.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101211"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IPDToolkit: An R package for simulation and Bayesian analysis of iterated prisoner’s dilemma game-play under third-party arbitration","authors":"Cody T. Ross ,&nbsp;Thomas Fikes ,&nbsp;Hillary Lenfesty ,&nbsp;Richard McElreath","doi":"10.1016/j.ssaho.2024.101204","DOIUrl":"10.1016/j.ssaho.2024.101204","url":null,"abstract":"<div><div>Recently, researchers have begun studying the role that third-party arbitration may play in the evolution of cooperation. Using the iterated prisoner’s dilemma (IPD), they show that arbitration can mitigate the negative effects of perception errors on the stability of cooperative strategies. Open questions, both theoretical and empirical, however, remain. To promote research on the role of third-party arbitration, we introduce an R package, <span>IPDToolkit</span>, which facilitates both simulation of synthetic data and Bayesian analysis of empirical data. To address theoretical questions, <span>IPDToolkit</span> provides a Monte Carlo simulation engine that can be used to generate play between arbitrary strategies in the IPD with arbitration and assess expected pay-offs. To address empirical questions, <span>IPDToolkit</span> provides customizable, Bayesian finite-mixture models that can be used to identify the strategies responsible for generating empirical game-play data. We present a complete workflow using <span>IPDToolkit</span> to teach end-users its functionality.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101204"},"PeriodicalIF":0.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Policy guidelines and recommendations on AI use in teaching and learning: A meta-synthesis study","authors":"Aaron A. Funa,&nbsp;Renz Alvin E. Gabay","doi":"10.1016/j.ssaho.2024.101221","DOIUrl":"10.1016/j.ssaho.2024.101221","url":null,"abstract":"<div><div>As artificial intelligence becomes increasingly integral to educational systems, understanding policy guidelines and recommendations from various sources is crucial. This meta-synthesis examines AI policies and guidelines from peer-reviewed articles, reports, books, and websites from 2020 to 2024, with a focus on their implications for teaching and learning. Using a thematic analysis approach, the study categorizes findings into key themes and subthemes. Under the theme of policies and guidelines, notable subthemes include ethical AI use, AI literacy, and inclusivity and equity. In terms of implementation strategies, the synthesis identifies crucial areas such as student orientation and professional development, enhanced teaching tools and data-driven insights, improved student learning outcomes and engagement, and streamlined administrative processes. The study also determines practical constraints that challenge the successful integration of AI in education, including technical and integration challenges, training and support issues, ethical and fairness concerns, cost and accessibility, transparency and privacy issues, and misalignment with educational goals. Future research may explore the long-term impacts of AI integration policies and guidelines, refine practical implementation strategies, and foster collaboration among researchers, educators, and policymakers to tackle ongoing challenges and maximize AI's potential in education.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101221"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do vulnerable social identities of faculty matter when predicting their inclusive practices at university?","authors":"José-Luis Álvarez-Castillo,&nbsp;Gemma Fernández-Caminero,&nbsp;Luis Espino-Díaz,&nbsp;Rocío Luque-González","doi":"10.1016/j.ssaho.2024.101222","DOIUrl":"10.1016/j.ssaho.2024.101222","url":null,"abstract":"<div><div>Some qualitative studies have shown that faculty and chief diversity officers belonging to minority groups are firmly committed to advancing diversity, equity and inclusion in their universities. This suggests that identification with minority groups could be linked to the inclusive attitudes and practices of higher education professionals, an expectation that is consistent with the predictions of the Social Identity Theory proposed by Henri Tajfel and John Turner. Within the framework of this theoretical model, the quantitative study presented here was designed to test whether the vulnerable social identities of university teachers predict their diversity practices, if they do so through their beliefs and attitudes towards diversity, and whether certain sociodemographic variables act as moderators (gender and job tenure). With a survey-based design, we collected data from 972 faculty members from eight Spanish public universities, which we analysed using linear regression, structural equation analysis and moderation analysis. The results showed that lecturers’ affiliation to vulnerable groups significantly but weakly predicted their attitudes towards diversity and inclusive practices. The effect on practices was partially mediated by attitudes. In addition, the direct effect of social identity on inclusive research and teaching innovation was moderated by gender – it was only significant in women. In the discussion section, we interpret the weakness of the effect of social identity in terms of the possible limited commitment to minority group identities of university faculty, concurrent with fundamentally non-threatening contextual norms. As an application of the results, we propose the development of more solid and transformative diversity policies, clear and operational rules, convergent and coordinated management mechanisms, and training aimed at strengthening and integrating social and professional identities.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101222"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}