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This paper examines secondary school students' perceptions of moral values in the digital environments (MVDE) and digital literacy (DL). The study used a quantitative methodology and correlational survey design encompassing 250 participants. Results show that participants' perceptions of DL are mostly high, while their perceptions of MVDE are mostly intermediate. Gender is not a source of significant difference in terms of either DL or MVDE. While grade is not a variable affecting DL, lower grades have statistically significant higher values in terms of MVDE. Participants who use social media have significantly higher DL scores, while the difference in MVDE is not significant in terms of the same variable. Like gender, online gaming is not a source of significant difference in terms of both DL and MVDE. Daily online time is not related to a significant difference in DL; however, those who are online for more than 3 hours daily have a significantly lower MVDE than those who spend less time online. Finally, results show that MVDE and DL are positively correlated at a moderate level, and MVDE explains 19.6% of DL. To conclude, MVDE should be fostered amongst individuals as it would help them become "better" citizens in the digital world, much like moral values do in real life.

Deans of students are the main points of contact between the university management and the students they serve in Kenyan universities. This position exposes them to acts of hostility both online and offline. This article explores the experiences of deans of students in Kenyan universities with cyberbullying. It specifically analyses the prevalence of cyberbullying among deans of students in Kenyan universities, the nature of cyberbullying meted out to deans of students, the strategies used by the deans to counter cyberbullying, and the effectiveness of these strategies in mitigating cyberbullying. This study was qualitative. Data was collected through interviews with 25 deans of students from eight private and seventeen public universities in Kenya. The study findings show that most of the deans of students have been bullied online at some time or another by their students. Deans of students were bullied for their looks, competencies, and associations. This, in turn, has affected how they perform their duties. The deans countered cyberbullying by blocking the bullying accounts, unfriending hostile "friends", deactivating or disengaging from social media, seeking legal redress, creating rapport with the students to stem hostility, seeking counselling, or confronting the bullies directly. The study revealed that the strategies used by the deans of students to curb cyberbullying were largely ineffective. This study recommends that universities provide staff sensitization training on cyberbullying and strengthen counselling and peer support systems among staff. This would enable their staff, such as deans of students, to deal with the effects of cyberbullying. These recommendations, if implemented, could help secure a favourable online working environment for the deans of students at Kenyan universities as they interact with their students, increase their morale at work, and improve the working relationship between students and the deans of students.

The current study explores the TikTok identities of Thai university teachers and how those identities impact their professional identity as teachers. Five English as a Foreign Language (EFL) university teachers in Thailand voluntarily participated in semi-structured individual interviews. Findings obtained using an exploratory-descriptive qualitative research design confirmed existing findings that teachers' identities are multifaceted. However, in the context of a digital teacher's identity, teachers displayed unique identities (e.g., expressive, relational, adaptive, and progressive) that also shaped their identity as teacher-educators. Such identities impact their professional teacher's identity, allowing them to project an authentic teacher-self, become caring and approachable teachers to their students and colleagues, forge genuine connections, and implement pedagogical innovations and practices. The findings also acknowledge the profound influence of TikTok on teachers' identities and professional practices. Furthermore, this study highlights the convergence of technology and social media platforms as influential in constructing a teacher's professional identity and promoting pedagogical advances. The findings offer a significant contribution, shedding light on the potential advantages of using TikTok within the teaching and learning process.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

We explore in this paper the impulse to share our academic work via social media as well as the impact this sharing has on our senses of self as scholars and persons. We argue that this sharing raises a number of important philosophical questions: In what way does the branding or profiling encouraged by X/Twitter impact on our personal identity? How does the publicness of this particular platform disrupt the intimacy that lies at the heart of all edifying human relationship? And to invoke the terms of critical theorist, Axel Honneth, can we as teachers and researchers recognize ourselves in the social media sphere? Writing from the perspective of philosophy of education, Conroy and Smith (2017: 706) have argued that the contemporary university has been taken over by 'Professor Lookatme' and 'Dr Loudmouth' -- but we are interested in the extent to which these caricatured figures are necessarily representative of today's academy. While our paper draws attention to the dark side of social media, then, it still explores the possibilities for authentic selfhood as well as meaningful community in our increasingly digitized academic worlds.

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

Several studies have explored the uses and benefits of social media hashtag communities in higher education… Yet, more research is needed to examine communication structures and strategies for personal branding in educational social media hashtag communities. In other words, to understand the dynamics, characteristics, and strategies for faculty, university staff, and graduate students need to brand themselves professionally in social media hashtag communities. This research aims to explore social network structures, dynamics, influencer characteristics, and personal branding strategies of the #AcademicTwitter online community. X (formerly known as Twitter) data on #AcademicTwitter from 2021 were retrieved and analysed using social network and quantitative content analysis. Our study found that most of the recurrent users in the community were scholars (faculty and researchers) predominantly from the STEM field. However, the most influential users were media/fan pages (a profile account created for different purposes such as sharing tips in academia, publishers, etc.) and other professionals (freelancers or university staff). Our research sheds light on the current practice of disclosing specific teaching and research interests or expertise in social media bio profiles for personal branding, especially among scholars. Unique communication contexts such as social media hashtag communities still bring challenges to the dissemination of information, relationship building, and personal branding strategies. Our results also provide recommendations for scholars (faculty and researchers), graduate students, university staff, and practitioners to improve communication practices and personal branding strategies on social media hashtag communities.

This study aims to examine the effect of the psychoeducation program developed based on the Cognitive-Behavioral Approach (CBA) on the social media addiction levels of adolescents. The study involves the use of a quasi-experimental design with a study group, in which pre-test, post-test, and follow-up studies were performed. The study group consists of 24 (12 experimental and 12 control) secondary school students selected from three different high schools and determined through random assignment. The experimental group received the psychoeducation program consisting of nine seasons, and no action was taken for the control group. The Personal Information Form (PIF) and Social Media Addiction Scale (SMAS) were used in the study as data collection tools. A pre-test two weeks before the application of the psychoeducation program, a post-test at the end of the application, and a follow-up test three months after the end of the application were performed among adolescents in the experimental group. Statistical analyses revealed that there was a significant decrease in the social media addiction scores of the adolescents in the experimental group. In line with the results obtained from the study, it is possible to say that the psychoeducation program applied to adolescents to reduce social media addiction is effective in obtaining successful results in this process.

Technology has been employed to streamline the process of acquiring knowledge and engaging in various endeavours, exemplified by the utilisation of computers. According to Dhiman (2021), there is a prevailing perception that secondary school students exhibit worse manners and earn lower academic outcomes as a result of their excessive use of mobile devices. The unregulated and extensive utilisation of technology has been found to have detrimental consequences on students' self-control and discipline, primarily due to their exposure to various media platforms, television videos, and cell phones, among other technical gadgets. This study was conducted to assess the effects of technology adaptation on students' discipline in public secondary schools in Nyamagana. The theoretical foundation for this study is aligned to Bandura's social learning theory and the Technological Acceptance Model by Davis. The study employed a mixed methods sequential exploratory research design in which data were collected through questionnaires and interviews. The data collected were analysed using both quantitative and qualitative techniques, and the results of the quantitative analysis show a positive and significant relationship between smartphone use and student discipline ([beta] = -0.228, p, <0.001). The results further explain that a 1-unit increase in smartphone use affects student discipline by 23.6%. Moreover, the findings indicate a positive and significant relationship between watching television and the effects on student discipline ([beta] = 0.315, p<0.003). The results are interpreted to mean that a 1-unit increase in watching television affects the behaviours of students by approximately 35%. On the other hand, among social media users there is a positive and significant relationship between social media use and the discipline of students ([beta] = 0.010, p<0.000). Last, the findings for online gaming show that while there was a relationship between online gaming and student discipline, but it was negative and not statistically significant ([beta] = -0.064, p<0.689). This study recommends that policy makers should take into consideration the integration of the effects of using electronic devices on secondary school students' discipline in education policy to simplify the implementation of ways of avoiding those effects. Additionally, the study recommends that teachers should ensure the implementation of the restrictions put on the use of mobile phones in schools, and education should be provided for parents and the general community on the importance of limiting students from spending much time on electronic devices.

Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Turkey (Türkiye) stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution's image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women's participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women's empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape.

The current study aimed to investigate Fear of Missing Out (FoMO) and Self-Esteem levels among 7th and 10th-grade students in private schools in Amman, Jordan. Additionally, the study aimed to explore the relationship between FoMO and self-esteem. The research also intended to examine differences in FoMO and self-esteem levels between male and female students and across different grade levels. The sample consisted of 590 students randomly selected from private schools in Amman for the academic year 2022/2023. To achieve the study's objectives, the researchers translated and utilized measures of FoMO and self-esteem. They verified the reliability and validity of these measures and administered them to the study sample. The study adopted a descriptive and correlational approach as the most appropriate, aiming to describe the levels of FoMO and self-esteem and reveal potential correlations between the two variables. The results indicated a low level of FoMO among students and a high level of self-esteem. A significant negative correlation was found between FoMO and self-esteem. There were also significant differences in FoMO and self-esteem levels across different grade levels, with 7th grade students scoring higher in all dimensions. However, there were no significant differences in FoMO and self-esteem levels between male and female students, except for the "need for fame" dimension. Statistically significant differences were observed in FoMO levels attributed to grade level, favoring seventh-grade students in all dimensions. No statistically significant differences were found according to gender variables, except in the "need for fame" dimension. Results showed no statistically significant differences in self-esteem related to gender, but there were significant differences in self-esteem related to grade level, favoring tenth-grade students. The mean self-esteem score for tenth-grade students was 3.16, while it was 3.05 for seventh-grade students.

A school district's need to satisfy the school community's expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts' administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.

This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured students' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time.

Homesickness, a distinctly human phenomenon, is common among college students, domestic or international and is the focus of this research. In this study, we focused on international students in American institutions to better understand the relationship among homesickness, acculturation, and social media use. Through focus group interviews, international students shared their lived experiences of homesickness, use of social media, and acculturation. Four themes (i.e.1. Social media as conflict, 2. Social media as distraction, 3. Social media as frenemy, and 4. Social media as functional) surfaced in the data to describe the relationships among social media use, homesickness, and acculturation. Our participants used social media mainly to communicate with people back home when they felt homesick, yet the use of social media did not help their homesickness. The results are discussed through the lens of communities of practice. The researchers offer practical implications for institutions and people directly involved with international and study-abroad education programs.

The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.

The task of verifying credible and original information is now more complicated, especially for undergraduate students. This study uses information literacy and discourse analysis to develop English as a foreign language learners' critical reading skills while verifying information on social media. A reading test including false news was used to assess the learners' awareness of the credibility of social media information. Then, they were divided into experimental and control groups. The experimental group was trained in evaluating a set of false news using information literacy and discourse analysis skills. The control group did not receive any training. The experiment was conducted again on both groups. The results show a significant improvement among the experimental group compared to the control group. The findings of this study shed light on the growing need for creating a pedagogical space in English as a foreign language classroom that focuses on raising learners' awareness of information literacy and discourse analysis skills to read with critical perspectives.

In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as nonpollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.

The aim of this study was to see the effect of using the Instagram media-integrated inquiry learning model in increasing learning motivation and students' critical thinking skills in the matter of reaction rates. This research is a Quasi Experimental Design type. Population consist of class XI MIPA students of SMAN 1 Turen. Sampling used the Simple Random Sampling technique and it was found that there were 32 students in class XI MIPA 4 as the sample for the class of experimental and for class XI MIPA 5 with 32 students as the sample for the class of control. Data analysis used qualitative and quantitative descriptive tests with independent sample-t tests and N-Gain. Qualitative analysis showed an increase in learning motivation in the class of experimental (74%) higher than the class of control (64%). Statistical analysis showed that there were significant differences in students' critical thinking skills with sig. (2-tailed) 0.000 < 0.05. The NGain test showed an increase in the critical thinking skills of the class of experimental (0.82) higher than the class of control (0.72). The results of this analysis indicate that the inquiry learning model integrated with Instagram media is able to increase learning motivation and students' critical thinking skills in the material of reaction rate.

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills. Objectives: To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology. Method: Data were obtained through observation, one-on-one individual interviews and focus group discussions. Results: The Unisa training helped develop teachers' knowledge and skills in the use of TEAMS, Emails, WhatsApp, YouTube and the electronic content material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp. Conclusion: The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach. Contribution: The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.

This research aims to analyze language patterns in hate speech found in comments on YouTube about Rohingya refugees in Thailand and Syrian refugees in Europe. Data were collected from 4,113 comments in Thai and 13,960 comments in English and appeared on a video-sharing website specifically from news clips about Rohingya refugees in Thailand during the year 2015- 2019 and news on Syrian refugees in Europe during 2013-2019. After applying critical discourse analysis theory on the data, three types of hate speech were found: 1) name calling; 2) verb phrases; and 3) modifiers. The hate speech addresses race, religion, gender, body shape, taste, potential, ability, and individual or group identity. There were five types of name-calling, namely regarding race, religion, threats, animals/evil, and being unwanted; three types of verbs, namely danger/threats, behaviors/actions, and eviction/expulsion; and two types of modifiers, namely degrading quality and degree intensity. The three sets of vocabulary equally form hate speech in Thai and in English. In both languages, refugees are portrayed as villains, devalued as unwanted, dangerous, and offensive. Modifiers are used to magnify the degree of intensity driven by the underlying emotional implications.

This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.

The purpose of this study was to investigate how preschool instructors use social media for professional development. Explanatory sequential design, one of the mixed research methods, was used in the research. The quantitative study group of the research consists of 213 preschool teachers working in Kahramanmaras province in the 2020-2021 academic year, and the qualitative study group consists of 16 preschool teachers. "Social Media Usage Questionnaire" and semi-structured "Interview Form" were used as data collection tools in the research. For the analysis of quantitive data in the study, frequency, percentage and arithmetic avarages were calculated using the SPSS 21 package program. Content analysis was used in the analysis of qualitative data. It was determined that teachers find Instagram, Youtube, Whatsapp and Pinterest useful in terms of their professional development. It has been found that social media helps teachers to see things from multiple viewpoints, keep up with innovations, access diverse activities, advance their knowledge and abilities and access activities for all developmental domains. It has been determined that teachers share their posts on social media in order to be useful for their collegues and for informational purposes It was concluded that the use of social media facilitated the implementation of the preschool education program and enriched the learning environment.

The COVID-19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government's response to the lockdown scenario through social media and the current (post-pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post-pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the greatest impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government's commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID-19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.

Social networks have grown rapidly in recent years, enabling the application of social web technologies to the scientific process and creating platforms that enhance communication between researchers. The aim of this research is to go one step further and investigate whether the use of more general social networks, such as Twitter (currently X) or Facebook, is also becoming more widespread for scientific research, thus contributing to the visibility of scientists and their collaborative networks. Social media analysis is carried out using the Brandwatch platform to assess the use of generalist social networks in research, and compared with the use of scientific social networks through an online survey of university professors. The resulting conclusions show that scientific mentions in networks are rare and that, despite the importance of researchers having a profile in a social network, which allows them to give greater visibility to their results and receive feedback from their colleagues, many of them are still unaware of its usefulness.

This study addresses the role of female school leaders in enhancing intellectual security within government-run middle schools in the Hafr Al-Batin region of Saudi Arabia from the perspective of female teachers. Utilizing a descriptive survey method, the research targeted 858 female teachers in the region, with a randomly selected sample of 248 participants. The results indicate a high level of awareness among teachers regarding the importance of intellectual security, emphasizing the crucial role of female school leaders in creating a supportive educational environment. The study identifies four basic dimensions of intellectual security: religious, respecting dialogue and accepting the other opinion, national identity and critical thinking. While national identity and religious values were given high priority, less emphasis was placed on dialogue and critical thinking, indicating areas for improvement. No significant differences were found in perceptions of intellectual security based on educational qualifications or years of experience, except in the proposals dimension, where more experienced teachers perceived its importance more acutely. The research highlights the necessity of continuous training and development programs for female school leaders and recommends integrating social media into the educational process, providing specialized training to manage intellectual aspects, and conducting workshops to enhance critical thinking skills. These findings underscore the pivotal role of educational leadership in promoting intellectual security and indicate the need for further research that includes diverse educational stages and environments. This study provides valuable insights for developing educational programs that address contemporary intellectual and security challenges in Arab and global educational contexts. It advocates for the principles of whole schooling by reinforcing social structures that reject extremism, promote citizenship, and foster a safe and supportive learning environment.

In recent years, despite the extensive research on peer feedback, there remains limited understanding of how students engage in peer feedback activities within online English courses and what they expect from these activities. This study, utilizing a sequential explanatory mixed methods design with a phenomenological approach, introduced online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated through a Facebook group. Data collection encompassed survey questionnaires, written reflections, and task scores. Quantitative data were analyzed using descriptive statistics and bivariate correlations, while qualitative data underwent thematic analysis. Three key findings emerged: (1) EFL students displayed positive engagement in OPF activities, (2) Student engagement did not significantly correlate with their writing outcomes, and (3) Students provided valuable recommendations for enhancing the quality and quantity of feedback, incorporating teacher feedback and guidance, and improving the overall process and experience. These findings have significant implications for pedagogical practice, emphasizing the importance of integrating OPF activities into the academic curriculum, with a specific emphasis on guiding students to deliver descriptive and constructive feedback, providing scaffolding to enhance their comprehension and writing skills, and addressing concerns related to language proficiency and grammar. Furthermore, the novelty of this research lies in its exploration of factors influencing student involvement and achievements in OPF endeavors, the impact of feedback quality and quantity, and the benefits of online accessibility and temporal flexibility, contributing to a more comprehensive understanding of this pedagogical approach.

Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application "1000Kitap," the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the "1000Kitap" application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the "1000Kitap" application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called "X") for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

This literature review examines the significance of Critical Media Literacy (CML) in higher education. The rapid digitalization and globalization have intensified media dissemination, raising critical issues about information authenticity and its societal impacts. CML empowers individuals to critically analyze media, discern between reliable and unreliable sources, recognize biases, and understand the broader socio-political implications of media messages. The study leverages Stuart Hall's Encoding and Decoding Theory to dissect how media messages are constructed, disseminated, and interpreted, emphasizing the need for critical engagement in the post-truth era. The review highlights the detrimental effects of fake news and disinformation on democracy and trust in institutions, stressing the importance of integrating CML into higher education curricula to foster informed and engaged citizens. The paper also discusses the methodological limitations in current research and the necessity for comprehensive teacher training and systemic changes in educational institutions. Ultimately, this study underscores the transformative potential of CML in developing critical thinking, promoting democratic engagement, combating media manipulation and misinformation, and advocating for its inclusion in education policies and practices to prepare students for the complexities of the digital media landscape. [Note: The page range (14-34) shown on the PDF is incorrect. The correct page range is 14-35.]

As a fundamental communication tool, media has undergone transformative changes throughout history. This has a lot to do with education. Each era has been characterized by its own unique media paradigms, from the invention of the printing press in the 15th century to the emergence of radio and television in the 20th century. These paradigms not only define how information is disseminated but also shape the social and political landscapes of their respective periods. In the modern age, the emergence of digital technology and the internet has brought about a new media paradigm that deeply influences every aspect of human interaction and the fabric of society. Today, new media, characterized by its interactivity, decentralization, and unprecedented access, dominates our daily lives. The significance of new media, which affects individual behaviors and global politics, economy, and cultures, cannot be underestimated. This process is also of great importance in terms of education. In particular, media literacy education will enable the individual to personally prepare for or otherwise intervene in the positive or negative aspects of their interaction with the media. From connecting distant communities to altering the dynamics of political campaigns, the impact of new media is ubiquitous. However, along with these advantages, new challenges have also emerged. One of the most concerning aspects of this shift in media is the potential for its exploitation by malicious groups, particularly evident in the rise of "terror agencies" utilizing new media platforms. These organizations adeptly employ new media tools for propaganda, recruitment, and operations, forming a symbiotic relationship that poses significant threats to global security. This article explores how new media paradigms enable the existence of terrorist organizations, the place of education in this regard, and what this complex relationship means for our interconnected world.

The objective of this research is to construct a scale for assessing the extent of parents' 'sharenting' behavior and to assess its psychometric characteristics. The development of the Sharenting Scale commenced with a comprehensive review of relevant literature. Subsequently, a preliminary version of the scale was administered to 300 parents who utilize social media platforms. Exploratory Factor Analysis was conducted on the collected data, revealing a two-factor structure comprising nine items. The analysis indicated that the two-factor structure accounted for 66.51% of the total variance. Confirmatory Factor Analysis was conducted using data collected from 191 parents who completed the aforementioned scale. The goodness-of-fit indices indicated satisfactory fit values: X[superscript 2]/df= 2.06, RMSEA= 0.075, CFI= 0.96, IFI= 0.96, TLI= 0.95, GFI= 0.94, NFI= 0.93. The convergent validity of the scale was assessed through the calculation of Average Variance Extracted and Composite Reliability values. Furthermore, the internal consistency reliability of the Sharenting Scale was evaluated using Cronbach's Alpha coefficient, yielding a value of 0.82. Additionally, the stability of the scale was examined via a test-retest method, resulting in a correlation coefficient of 0.83. Based on these findings, it can be concluded that the Sharenting Scale demonstrates both validity and reliability as a measurement tool for assessing parents' 'sharenting' behavior.

New communication technologies express the transformation of traditional communication technologies in parallel with technological development. New media tools, such as propaganda tools in political elections, have become widespread in recent years. The use of social media in political elections has gained significant importance in recent years. Social media platforms provide an environment where political campaigns, candidates and voters can interact, and information sharing occurs quickly and widely. Candidates and political parties use social media platforms to deliver campaign messages, announce their policies, and communicate with voters. Through visual and written content, videos, live broadcasts and posts, candidates directly interact with voters and mobilize their supporters. Social media is an effective tool for spreading political propaganda and reaching large audiences with political information. Candidates and their supporters share various social media content to influence voters, defend their policies and persuade voters. Social media platforms gauge voters' opinions and preferences through surveys and feedback. Candidates and political parties seek feedback on social media to identify voters' expectations and concerns, shape their campaigns accordingly, and improve their policies. TRNC 2020 Presidential Elections is an essential topic for political science and international relations thesis studies. These elections provide a rich source for examining the political atmosphere of the Turkish Republic of Northern Cyprus, the election process, competition between candidates, election results, and political transformations. By discussing the use of social media in the 2020 TRNC Presidential elections, this research examined how the candidates used social media channels and what the reflections were by revealing the political communication languages of the propaganda and the differences it created in social perception. Qualitative research methods and scanning models will be used in the research. The candidates' use of social media in the 2020 TRNC Presidential elections was examined with their propaganda languages and statistics obtained in new media.

The emergence of generative artificial intelligence (GenAI) has ignited debates regarding its potential benefits and detriments for education. Despite widespread discussions, insights into GenAI's impact on education have been limited because early studies have often been narrow in scope and focused on specific contexts. Therefore, the purpose of this study is to explore and analyze the volume, engagement, and content of initial reactions to one leading GenAI tool, ChatGPT. Specifically, we collected and analyzed public online discussions of ChatGPT in the first four months following the tool's release. We collected 345 posts and 6,463 comments about ChatGPT from 25 education-focused subreddits. We analyzed the volume, engagement, and content of ChatGPT discussions through descriptive statistics and natural language processing techniques. Findings show relatively low volume of ChatGPT discussions, unevenly spread across education-related subreddits--with the majority of the discussions occurring in two subreddits, while six subreddits did not have any discussions. Despite this, the level of engagement within ChatGPT posts was substantial; for instance, a ChatGPT post hosted a median of 15 comments, and these comments were lengthy, indicating rich engagement rather than superficial. The content of ChatGPT discussions across the six largest education-related subreddits differed in the degree of analytical thinking and emotional tone even while sharing a predominant focus on students and AI. Diverse reactions to and perspectives on GenAI--observed from varied levels of volume, engagement, and content of ChatGPT across educational-related subreddits--highlights how diverse educational stakeholders reacted to GenAI differently, offering insights into how to explore, analyze, and comprehend the spread and adoption of technological innovation in education.

This paper explores ways to integrate social justice issues pertaining to decolonization and anti-racism into the world language classroom at all levels of instruction. It describes tasks designed to introduce language learners briefly to German colonialism, raise awareness of colonial legacies in contemporary German-speaking societies, and familiarize students with current decolonization initiatives. By engaging students with the complex diversity of German-speaking societies, the tasks provide examples for diversifying and decolonizing the language curriculum while fostering collaboration, critical thinking, and transcultural sensitivity. The examples highlight approaches to anti-racist pedagogies and ways of incorporating social justice practices across all levels of instruction and applicable to all languages.

Analytical chemistry is one of the chemical materials that is considered difficult by students. The application of multi-representational proximity in delivering analytical chemistry material can make it easier for students to understand the material. The purpose of research and development is to produce Instagram- and TikTok-based learning media products on qualitative analysis materials for class I and II cations with a multi-representational approach, testing the feasibility of learning media in the form of Instagram and TikTok learning content, and to find out the response of students to the learning media. This research uses ADDIE research and development design. The ADDIE development model consists of five stages, namely analysis, design, development, implementation, and evaluation. At the development stage, validation of media and material experts by lecturers of the chemistry department, State University of Malang, as well as teacher chemistry SMKN 7 Malang continued the readability test on 52 students of class XI Analytical Chemistry 1 and 2. The questionnaires used are quantitative, processed with a Likert scale. The results of this research and development are in the form of learning content on the qualitative analysis material of group I and II cations uploaded on Instagram and TikTok, with a "very decent" validation value in general display, receiving a percentage of 84%; in presenting the material, 84%, the "very feasible" category; and in the results of the questionnaire, student responses are classified as "very good," with a percentage of 81%. Instagram- and TikTok-based learning media are very feasible to use, and students show that Instagram- and TikTok-based learning media are very interesting when coupled with explanations interspersed with songs, helping readers who have auditory properties, so that students understand, are interested, and have fun learning with digital methods.

Digital technologies have become a part of everyday life, taking center stage. It has dominated people's lives and changed the way they live life. The task of protecting and raising awareness of children from the negative effects of the digital age, which especially affects the psychological, physical, social and cognitive development of children, is again on the family, school and society. For this reason, this study aims to define the concept of digital literacy for today's children by presenting a different perspective and inspiring new research to be conducted. In the study, the literature review model, one of the qualitative research methods, was used. Articles, theses, dissertations, professional publications, research and research reports on the subject were examined. In the findings section of the study, the importance of the child and the family raising him/her, the digital age and its impact on education, the importance of digital literacy in education, and the advantages and disadvantages of digital literacy are discussed. In conclusion, in order to shape the future of societies with solid foundations, it is very important to teach children digital literacy skills, which also means understanding technology and using it appropriately, in the light of customs and traditions.

Emergent scholarly studies on the use of social network sites (SNSs) in higher education have focused mainly on how SNSs could enhance effective teaching and learning. However, very few studies have explored how social relationships between teachers and learners could serve as a learner-centered approach to promote teaching and learning through SNSs. To address this gap, the current study gathered and analyzed qualitative data from 27 teachers and 51 students in a public university in South Africa. The findings show how the outcomes of the use of SNSs in the university are also linked to learner-centered approaches which include: the development of the knowledge, skills, and attributes of students required for the twenty-first century; students' demonstration of good social skills, teamwork, individual self-esteem, and confidence; and empowering students through their scholarly voices in the social network environment. To the teachers, the use of SNSs enhances their relational skills, enables them to be innovative in the use of digital technology, and allows them to create new pedagogical approaches. The study also reveals that when teachers interact and share knowledge with students in the social network environment, they serve the learning needs of all students, including those from low socio-economic backgrounds and first-generation students, through leaner-centered approaches. This paper adds to the literature on social constructivism by highlighting how the development of good social relationships between teachers and learners through what the authors term as digital relational pedagogies could serve as a learner-centered approach to effective teaching and learning, especially when facilitated by SNSs.

With the precipitous changes of the platform formerly known as Twitter, brought on by the change of ownership in late 2022, many networked educators sought, and continue to seek, new digital spaces to continue fostering and developing their digital practice. The authors of this article had all been actively networked on Twitter, and wanted to explore these changes in their professional worlds. As we sought out these spaces we critically began to interrogate our own practices on this platform to gain a deeper understanding of our practice going forward. We've approached this exploration through three vectors: an examination of the terms we use to describe movement from platform to platform, digital identity formation and disruption, and building human connection in digital spaces. The findings from our exploration yielded the following conclusions: (1) With regard to metaphors of movement (i.e., "migration") we leave space open as to which metaphor to use as no metaphor is a perfect fit to explain the complexity of this phenomenon. (2) Digital identity/ies are multifaceted and sometimes place-specific, but some networked affordances seemed to encourage an ever-evolving digital identity more than other spaces. (3) Finally, digital spaces afford us the ability to carve out our own communities from the wider academic community, in the process developing a more owned and voiced identity. However as social media platforms are fleeting, those connections -- and identities -- are in danger of getting co-opted or deleted as platforms rise and fall.

Social media serves as a virtual platform for young people to foster community and amplify marginalized voices, allowing them to actively engage with societal issues and take on roles as activists, advocates, and allies. A 2021 study (McDaniel, 2022) on teens revealed diverse literacy practices employed to address social justice, civil unrest, police brutality, state-sanctioned violence, the global pandemic, and other challenges faced by diverse communities. In a comprehensive three-month multi-case study focusing on the online literacies of teens of Color, the author examined how one youth, Tatum, an 18-year-old Black social justice activist, utilized social media for critical literacy practices and civic engagement. This paper emphasizes Tatum's multiliteracy practices and explores the intersection of justice-oriented activism, social media literacies, and youth identity work. The study advocates for the importance of recognizing youth of Color's multiliteracies and how it enriches teachers' pedagogical practices, providing critical insights for educators.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

Social media has often started to be used as the first source for accessing information. Country agenda, general issues, research, new ideas, entertainment, shopping, instant communication and cooperation are the positive contributions of social media. Excessive use of social media in every aspect of life certainly causes harm. It causes serious psychological deformation, especially on adolescents, whom we call the young group. While social media can increase technical skills in adolescents, it can reduce social skills and communication and even some of the negative effects they encounter in this area can create psychological trauma. While the feeling of inadequacy, comparison and competition lead to psychological problems such as self-confidence and social anxiety; the virtualized perception of beauty poses dangers such as eating disorders in young people. Social media use, which has reached the point of addiction, adds a number of negativities to young people's lives, such as sleep deprivation, decreased time spent with family and loss of interest in real life. In light of all this, the aim of this research is to examining the social media addiction levels of young adults. The sample of the study consists of 201 university students studying in different departments of a state university in Turkey and whose age range is between 18-30 and more age. "Social media addiction scale - adult form" scale developed by Sahin and Yagci (2017) was used as a data collection tool in the study, with permission from the developer authors. In the study, the relational screening method, one of the quantitative research methods, was used. As a result, a significant relationship was detected between the variables of young people's gender, age, daily internet and social media usage and their social media addictions. In addition the average social media addiction scores of university students were found to be high.

The COVID-19 pandemic has had a profound impact on the education sector worldwide, and on undergraduate students in particular. This Scoping Review seeks to unearth research examining the psychosocial impact of the pandemic on undergraduate students in the regions of North America, Latin America, and the Caribbean. Additionally, this review explores students' coping mechanisms as a means to guide researchers in conducting informed investigations and to allow institutions in making meaningful decisions to combat the effects of the pandemic and future disruptions. Despite the wealth of research on COVID-19, findings from this review show a notable scarcity of literature specifically focused on undergraduate students. Findings reveal a consensus among studies regarding increased stress, anxiety, and depression among undergraduate students. Coping strategies employed by students highlight possible challenges such as overuse of social media and substance use, but they also shed light on potential interventions including physical activities, emotional strategies, and social supports. Future research should focus on filling the gaps in the existing literature and assessing the efficacy of targeted interventions. By gaining a deeper understanding of undergraduate student experiences and identifying effective support mechanisms, we can enhance the overall well-being and academic success of students.

Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with teachers through local networks, in-person professional development sessions, and at regional and national conference presentations. The need for curricular changes in 2020 spurred the proliferation of online and digital educational materials and professional development opportunities. These digital materials--now available to a worldwide audience--require a shift in dissemination strategy to enhance the potential reach of these materials both locally and nationally. This manuscript reports a case study of a dissemination approach, to create a collaboration between GSEO and CommLead (the communications master's program at the University of Washington) to promote education materials developed by the publicly-funded Genes, Environment and Me Network (GEMNet) program. This manuscript describes the development and the ad hoc implementation and evaluation of a social media campaign to expand the reach of the GEMNet curricula. With a targeted social media campaign on Facebook, GSEO was able to dramatically and affordably increase the reach of the GEMNet curricula and expand the potential impact and utilization of educational materials to a nationwide teacher audience, highlighting the potential for other similar collaborations to efficiently enhance the dissemination strategy of other education outreach programs.

The use of smart mobile devices and the integration of social networks into the educational setting is a reality that has been widely studied by the research community. Their integration into the educational environment has increased following the declaration of the COVID-19 pandemic. In light of the need to explore the conceptions of future educators regarding the integration of these technologies in the classroom after having experienced a health crisis, this study aims to describe the basic components of the conceptions of teacher trainees with regard to the usefulness of smartphones and social media in language teaching in the master's degree in teaching. During the 2022-2023 academic year, a total of 139 registered students in the Spanish language and literature and foreign languages specialties as part of the master's degree in teaching in the Andalusian Unified District ("Distrito Único Andaluz, DUA") participated in this study. The respondents completed the Usefulness of the Social Media and Smartphones for Educational Action questionnaire (known as the CURSAE, according to its Spanish initials). The results show a trend toward positively viewing the use of smartphones and the social media in the classroom and as an element to establish communication with the various educational agents. The gender variable showed no statistically significant differences, as opposed to age and the specialization studied, which did reveal such differences. The use of these technologies was more widely accepted by younger students and those specializing in Spanish language and literature. These results are extremely useful for improving the initial training of secondary education and baccalaureate teachers.

This study examined the psychological impact of social media on Nigerian teenagers looking at how social media posts and tweets (messages) influence their perceptions towards migrating abroad. A survey research method was adopted to investigate the problem in its natural setting. Four secondary schools (SSs) within Edo North, Edo State, Nigeria were randomly selected from 56 government-owned SSs for the study. A questionnaire was used as a data collection instrument to obtain respondents' views (data) which was later analysed using SPSS. Spearman correlation and Pearson's R were used to measure the two hypotheses symmetrically. The chi-square was then used to test the results. According to their opinions (data collected), the findings of the study revealed that Nigerian teenagers of school age have access to social media, prefer text, video and audio kinds of information and mostly prefer Facebook to other social media networking sites. After analysing the tested hypotheses, the researcher concludes that there is a significant relationship between social media messages and Nigerian teenagers' desire to travel abroad. Hence, social media messages or information affect their mental construct negatively which could be compared to mental slavery and they made some recommendations that would assist in mitigating these impacts.

Research indicates that deceitful videos tend to spread rapidly online and influence people's opinions and ideas. Because of this, video misinformation via deepfake video manipulation poses a significant online threat. This study aims to discover what factors can influence viewers' capability to distinguish deepfake videos from genuine video footage. This work focuses on exploring deepfake videos' potential use for deception and misinformation by exploring people's ability to determine whether videos are deepfakes in a survey consisting of deepfake videos and original unedited videos. The participants viewed a set of four videos and were asked to judge whether the videos shown were deepfakes or originals. The survey varied the familiarity that the viewers had with the subjects of the videos. Also, the number of videos shown at one time was manipulated. This survey showed that familiarity with subjects has a statistically significant impact on how well people can determine a deepfake. Notably, however, almost two-thirds of study participants (102 out of 154, or 66.23%) were unable to correctly identify a sequence of just four videos as either genuine or deepfake. This study provides insights into possible considerations for countering disinformation and deception resulting from the misuse of deepfakes.