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The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly in regions characterized by digital exclusion, such as rural areas. By recognizing the potential of ICTs to support and expand student learning opportunities, this research explores the necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions and needs. In addressing these challenges, the study explores the concept of technological appropriation, underscoring the significance of individual and contextual elements in adapting ICTs to users' specific needs and environments. Through unstructured face-to-face interviews with 21 teachers immersed in a digitally vulnerable rural context, this research unveils insights into how educators appropriate technologies to enhance student learning. The findings of this study contribute to the development of educational practices tailored to rural contexts, focusing on providing a meaningful and effective learning experience for students. By shedding light on teachers' strategies for navigating the digital landscape in challenging environments, the research aims to inform policies and practices that bridge the technological gap, ultimately fostering equitable access and enhanced educational outcomes in rural settings.

This work focuses on understanding how researchers in Spain perceive the importance of social media in scientific communication and dissemination and deepening their understanding of the influential underlying factors. From the initial identification of 5,314 researchers affiliated with higher education institutions in Spain, who published in journals indexed in Scopus and Web of Sciences from 2016 to 2020, 487 were surveyed, and 20 were interviewed. The results show how despite the potential of non-academic social media for the social dissemination of scientific knowledge, use remains low among the researchers surveyed in this study. Also, data allow us to recognize how the time of use of social media and the perception of the training needed influence the perception of the usefulness of social media by Spanish researchers on education. Use that does not seem to be oriented toward dialogue and citizen participation. Higher education institutions should improve the communication and scientific dissemination led by researchers through training and the design of dissemination policies that guarantee an active and general use of them (not only academics but also generalists like Facebook or YouTube) to transfer scientific knowledge to society better.

This study aims to investigate the most prevalent and unacceptable classroom behavioral issues among public secondary school students in the Islamabad Capital Territory (ICT). Moreover, the study identified the reasons for these problem behaviors and ways to address these behaviors. The sample of the study was twenty-three (23) teachers (Female: 14 & Male: 09) having minimum sixteen years of education along with professional qualification. Teachers have wide experience of teaching ranging from 10-32 years and teach students aged between thirteen to fifteen years. In this qualitative research data was collected through semi-structured individualized interviews after getting consent from the Federal Directorate of Education and from study participants. Through thematic analysis, the main themes emerged were "lack of attention, creating a disturbance in the class, disobedience, and display of aggressive behaviors." The key causes of classroom problem behaviors were "parenting style, teachers' attitude/teaching strategies, society, home environment, and social media." Moreover, teachers also think that "lack of counseling" and "character building" along with "outdated teaching strategies and a boring classroom environment" were causes behavioral problems in the class. Teachers should incorporate student-centered teaching with engaging techniques, parents should pay attention in developing good relationship with children at home. Moreover, counseling facilities about psychological issues of teenage students' needs to be provided at school level. The limited yet empirical data can form a logical foundation for management to create a policy document addressing these issues in schools, offering guidance for parents and teachers to tackle student challenges effectively. [Note: The page range (107-128) shown on the PDF is incorrect. The correct page range is 107-129.]

This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

This study aimed to discover the factors affecting the acceptance and adoption of Tiktok platform among Palestinians through the Lens of Diffusion of Innovation Theory. The study sought to research how Tiktok app has diffused among the Palestinian users, and discover the characteristics of Tiktok platform that affect its adoption among them, in addition to discover the benefits that Palestinian users are gaining from Tiktok adoption. The study also sought to identify the reasons that derive Palestinian users to prefer Tiktok to other platforms. This study used the qualitative methodology and utilized semi-structured interviews to accomplish the goals of the research and answer its questions. These interviews were based on a pre-established set of questions that were asked to all respondents. Semi- structured interviews were chosen because they flexible and give the opportunity to ask follow-up questions to delve more deeply into topics addressed. Ten interviews done with diverse Palestinian Tiktok users to discover the characteristics and determinants that motivate them to use and adopt Tiktok and reveal the reasons that may derive users to prefer other platforms to use. After interviews analyzing, the study revealed that users got to know the Tiktok platform in various ways, including YouTube ads, and the recommendation of close friends and relatives to use the platform. The majority of interviewees cleared that the most important characteristic that encouraged them to adopt and use the application is its ease of use, as well as the fact that it is free application supports the Arabic language and doesn't need a prior experience to use. According to the results, the interviewees believe that there are many advantages to utilize and implement the application, such as passing the time by watching quick videos with a variety of subjects.

In the global context, male participation in early childhood education is notably low, with only 3% of the workforce in mainland China comprising male professionals. This study delves into the intrinsic motivation of male kindergarten teachers, employing the framework of self-determination theory. Qualitative research, comprising face-to-face interviews with seven Chinese kindergarten teachers, aims to uncover the factors influencing their intrinsic motivation at work. By understanding their perspectives on intrinsic motivation, this research offers valuable insights to professionals in the field of early childhood education.

In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners' habits in this domain and indicating positive impacts on language proficiency. However, disparities in OILE engagement exist among learners, with individual factors like motivation and attitude playing a role. Recent research has affirmed the positive correlation between learners' motivation, global outlook, and their involvement in informal learning. Yet, the connection between motivation and OILE remains insufficiently explored. This mixed-methods study, conducted with female university students in Saudi Arabia, utilized a questionnaire (n = 550) and subsequent semi-structured interviews (n = 19) to scrutinize students' motivations, International Posture (IP), and frequency of OILE use within the framework of the L2 Motivational Self System. The investigation aimed to elucidate how students' motivation and global outlook influence their OILE practices. Results indicated that participants were moderate OILE users with a relatively restricted global outlook, displaying diverse levels of motivation. Moreover, participants' engagement with OILE was notably shaped by their Ideal L2 selves and IP. The findings propose that participants perceived OILE as a means to connect with the international English-speaking community. Pedagogically, the study advocates for educating learners about the potential advantages of OILE use and emphasizes the need for institutions in this context to cultivate learners' International Posture.

This study investigates the role of social media quality in mediating the effects of marketing mix strategies on international students' decisions regarding their study destinations, focusing on Jordanian universities. Integrating consumer behavior theories, the research aims to understand how marketing mix elements--product/program quality, price, location, and promotional activities--impact enrollment decisions. A survey of 2000 international students recently admitted to public and private universities in Jordan yielded a 61% response rate. Empirical analysis shows that marketing mix strategies significantly impact students' choices and elucidates the mediating role of social media strategies. Interactions on these platforms, such as reviews, ratings, and recommendations, are pivotal in forming perceptions and guiding choices, highlighting educational marketers' need to manage social media content.

In education, natural disasters, management of domestic and foreign policies of states, and solutions to problems that arise in organisational institutions constitute a wide range. Crises can be partially eliminated, or their adverse effects can be reduced with appropriate risk management and planning thanks to planned crisis management and effective target-oriented education. The subject of "Crisis Management" has developed worldwide and has increasingly gained importance in teaching the most effective management of the crisis process in political, social and security areas. In this study, the methods, tools and practices regarding crisis management applied in the Syrian crisis, which started in the Middle East in 2010 and grew with the refugee problem in Turkey and all over the world and turned into a hot war with the effect of the Arab Spring, which also brought socio-economic issues and the methods, tools and practices applied in Syria, Turkey's close neighbour located on the southern border, were examined. Inferences and solution suggestions regarding teaching effective crisis management and communication are presented in the study's findings.

The digital transformation in higher education can be observed in numerous ways and practices. Recently, post-pandemic digitalization played a significant role in the increase of the educational use of digital technologies such as artificial intelligence, virtual reality, augmented reality, extended reality, and social media. Among these, social media has dominated daily life long before the rest of the technologies. Hence, examining the current situation of social media studies within educational research aids in envisioning the future vision. This study aims to outline the trends in the use of social media platforms by analyzing them within educational research published between 2017-2023. For this purpose, 473 articles in the Web of Science database were examined regarding the dimensions of publication year, country of publication, author, keyword, article type, the method used, sampling, data collection tools and analysis methods, and social media use. The findings of this study are believed to guide practitioners and researchers in their practice and consideration of social media within educational environments.

This study explored the role of social media on the career choices of Asian American students, particularly those opting for non-STEM fields, drawing on qualitative data from a sample of 12 participants. The findings revealed that social media exerted both positive and negative influences on career development. Positive influences included exposure to diverse career possibilities, fostering community connections and support, and providing role models and inspirational content. Conversely, social media could also distort career choices by presenting unrealistic portrayals of different fields. Neutral influences, such as personal decision-making and the sense of belonging facilitated by social media, were also noted. The study underscored the enhancement of self-efficacy and outcome expectations through social media, while also highlighting contextual supports and barriers. Despite the limitations of the small sample size, the research provided valuable insights and suggested directions for future studies to explore the long-term impacts and the potential of social media platforms to support career development. These findings underscored the importance of a balanced and critical approach to the use of social media in shaping career trajectories.

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

The aim of this study is to determine the 7-day exercise and physical activity levels of physically disabled athletes located in all geographical regions of Turkey and to examine the factors affecting this. The Physical Activity Scale for Individuals with a Physical Disability was applied as an online survey. The study group consisted of 224 physically disabled athletes, including orthopedic standing, orthopedic wheelchair, visually and hearing impaired athletes. In the analyses, MannWhitney U test for independent groups in binary categorical variables; the Kruskal-Wallis test was used for triple categorical variables. One-Way Analysis of Variance for the Obstacle Type variable, Post-Hoc multiple comparison test was applied for significant differences and Tamhane's T2 Test was used, one of the non-homogeneous Post-Hoc tests. When the 7-day physical activity status of physically disabled individuals is examined; It was determined that they participated in the activity situations in the questions in 3 subcategories for less than 1 hour. It was determined that social media had the highest score in the orientation variables and there was a significant difference between the school/physical education teacher and social media. In the analysis made on the variables of disability types, it was found that there was a significant difference between hearing and orthopedic wheelchair disabled people in repair and gardening work. As a result, it is thought that more licensed athletes should be trained and their participation in sports competitions should be supported in order to enable physically disabled athletes to participate in sports activities in their daily lives, and that individuals can lead a healthy life by increasing their physical activities.

This study investigates the patterns and reasons behind code switching (CS) in Facebook conversations among Thai students who are learning English as a language (EFL). The research was conducted with 40 final year students at Nakhon Sawan Rajabhat University in Thailand all of whom were enrolled in an English for Government and Business Purposes class. The study used a mixed method research design combining text analysis and semi structured interviews. The quantitative analysis revealed that the common CS patterns were switching from Thai to English (TH+E) and switching from English to Thai (E+TH) highlighting the prominence of English as a shared language. Qualitative insights uncovered the use of Thai particles to convey politeness and respect emphasized how CS is used to express group identity and revealed its use for location specific context and conveying complex ideas. This research offers an understanding of CS dynamics in communication shedding light on how language, culture and identity intersect in online interactions, among Thai EFL students.

This article explores the multifaceted role of Facebook in second language (L2) classrooms, with an emphasis on English language teaching and learning. Through Facebook's widespread popularity and its integration into educational settings since its launch in 2004, this article aims to address the gap by examining the benefits and teaching approaches associated with Facebook in L2 classrooms. The first section focuses on the improvement of L2 learning engagement through community building on Facebook. Utilizing ideas from social and collaborative learning, such as building learner communities that foster trust, connectedness, and engagement. The second section discusses on the development of socio-pragmatic competence through Facebook. The article argues that the development of socio-pragmatic competence via Facebook's distinctive features, such as the ability to link people worldwide based on shared interest, allow learners to engage in authentic cross-cultural interactions. This engagement is seen as essential for raising awareness of socio-pragmatic norms and practicing language use in authentic contexts. The article concludes that regardless of place and time, Facebook's task-based approach to language learning greatly enhances learners' socio-pragmatic skills.

The COVID-19 outbreak has changed pedagogical choices in the teaching of English. Social media has become one of the alternatives in mediating and assisting virtual teaching and learning. With the study reported on here we aimed to investigate the use of social media in the teaching of English during the COVID-19 pandemic in Indonesian schools. In this exploratory study we employed a 40-item questionnaire focusing on the types of social media used, skills taught, problems encountered, and how these were managed. The respondents were 158 English teachers from 34 provinces in Indonesia. The data were analysed quantitatively and qualitatively to generate interactive and comprehensive data. From the study it became clear that the most frequently used social media platforms in Indonesia were WhatsApp, YouTube, and Instagram. The combination of social media was found to be a suitable platform to employ for acquiring all English skills. Reasons for the use of social media range from practicality to teachers' familiarity. Teachers' teaching experience tended to influence the reasons why social media were used. The results of our study reveal that the internet networks, learners' readiness as well as parents' support were challenges encountered by learners. To solve these problems, teachers implemented some alternative social media platforms and communicated with parents to enhance English teaching during the pandemic.

This article aims to explore the impacts of power dynamics arising from the use of the WhatsApp instant messaging application on the work routines of civil servants within a public educational institution. Utilizing the Foucauldian genealogy of power as a theoretical framework, we endeavor to conduct a critical historical analysis of the mechanics behind socially constituted power relations. Employing a qualitative case study approach, we juxtapose the analytics of power (drawing categories from the Foucauldian genealogy) with the investigative model of technological paradoxes, focusing on 'Control vs. Chaos' and 'Autonomy vs. Addiction', against data collected from interviews to uncover the power effects within this virtual space. Key findings include the observation that managers leverage a 'system of differentiations' to categorize and control subordinates through WhatsApp in a sophisticated and efficient manner. Moreover, the supposed enhancement of productivity through hyperconnectivity leads to compulsive smartphone use among employees, a phenomenon we interpret, following Foucault, as an institutionalized process of worker subjugation. Nonetheless, practices of resistance emerge, contesting these subjugation processes that affect the subject-workers. The institutional 'battle' for increased autonomy and healthier work routines emerges as one of the most potent forms of resistance against the overreach of power effects associated with WhatsApp use in the examined work contexts.

Test input has often been taken as a given in test design practice. Nearly all guides for test designers provide extensive coverage of how to design test items but pay little attention to test input. This paper presents the case that test input plays a crucial role in designing tests of soft skills that have rarely been assessed in existing tests. In the process of designing a test of critical thinking, several attempts following existing test design guides resulted in poor tests that did not truly assess the intended objectives. These initial attempts used the norm of short passages as test input. Following these failures, we switched to using real-world input, such as tweets, numerical tables, and spam emails. In doing so, it was found that a particular input type favored a particular sub-skill of critical thinking and a particular item type. For example, using tweets as input enabled the assessment of the Perspective Taking sub-skill of critical thinking. This paper concludes that in designing skill tests, integrating appropriate input is at least as important as item design and calls for reevaluating the functions of test input as a distinct and dynamic element.

The purpose of this research is to examine how Twitter hashtags have helped develop and maintain online groups in Saudi Arabia that provide resources and encouragement to parents of children with special needs. The research used a quantitative technique, collecting data systematically using an online survey. Participants were parents who were active members of Twitter networks devoted to helping those with disabilities. This research analyzed how often people used hashtags, the age of children with special needs, and gender affected how effective people thought Twitter hashtags were in bringing people together to help one another. According to the findings, more frequent hashtag use is correlated with a higher level of influence. That's why it's so crucial to keep up your regular participation. Although age did not have a statistically significant effect on how influential people felt, there were clear differences between the sexes. Because of this, it's crucial to use communication methods that account for gender differences. This study contributes significantly to our understanding of the complex dynamics at play in online support groups, illuminating their inner workings and revealing insights that may be used to increase their openness and overall effectiveness. This research provides a basis for the creation and implementation of methods that will improve the efficiency with which these online communities satisfy the requirements of its members, therefore preserving their inclusive character.

This study investigates the use of design elements in the advertisement posters on the Facebook pages of ten Thai universities, comprised of five government and five private institutions. Using the Multimodal Corpus Analysis Tool (MCAT), the study systematically analyzed the color characteristics and dominant colors employed in the universities' Facebook advertisement posters. Findings revealed that while color characteristics were similarly employed across the universities, the use of dominant colors varied significantly. Government universities were found to incorporate their theme colors in the designs, reflecting their brand identity. In contrast, private universities predominantly used colors to augment the content of their advertisements, rather than to represent their institutional identities. This study provides valuable insights into how different color and design elements are utilized by Thai universities in their social media communication to enhance their brand identities and content messaging.

This study seeks to detect the problems and solutions of using technology at Kurigram Government College at the undergraduate level, located in the northern border area of Bangladesh. The study presents the existing scenario of using technology in Kurigram Government College at the undergraduate level since the practice of technology in the class is not standard. Semi-structured interviews and focus group methods have been applied, following the qualitative method. The principal and four teachers were selected for semi-structured interviews from three faculties, namely science, arts and social science, and business studies. Simultaneously, 40 students (20 males and 20 female) participated in the focus group discussion at the undergraduate level. A purposive sampling method was used to select participants. After collecting the qualitative data from semi-structured interviews and focus group discussions, the data was analyzed. Lack of training in preparing PowerPoint slides, dependency on following the traditional lecture method, the senior teacher's unwillingness to receive the training on technology, and limitations such as load shedding, low speed of the internet, inadequate internet facilities, and the absence of a biometric system are the main causes of not using technology in the class at the undergraduate level. Based on the problems, the study provides some recommendations. Proper training on technology for the teachers should be mandatory. Moreover, the use of email, video, mobile, image multimedia projectors, Facebook, and browsers can strengthen the quality of class. Through the use of these devices and mediums, the transmission of ideas and documents can easily be accessed.

Social media is one of the platforms that is popular and familiar to various circles. This technology has penetrated multiple fields, especially education. Many studies have shown the use of social media in the learning process. This study aims to explore the use of social media in science learning environments and their impacts. The method used is a Systematic Literature Review with several stages: Identification, Screening, and Inclusion. This systematic literature review used several databases, including Springer, Wiley, and ERIC. The study was limited to the last eight years, from 2016 to 2023. After screening using the PRISMA method, 30 articles were obtained and used as literature material. The study results show that social media can be one of the media used in learning science. Social media, which are often used in learning, include Facebook, Instagram, YouTube, Twitter, and WhatsApp. Science learning that requires visualization is suitable if learned using social media. The use of social media in this learning also needs to be adjusted to the characteristics and features owned. The findings in the article report that social media positively affects collaboration skills, knowledge, motivation, and student-centered learning. However, there are negative impacts of using social media that disrupt privacy. In addition, there is a need for training at each institution so that the use of social media is more optimal.

Social network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook's versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.

This article examines the negative effects social media has on adolescents' health and well-being, and how it impacts their academic life. Research was conducted by using scholarly search engines to locate several articles that examined the effects of social media use on adolescents within the last ten years. After reviewing the articles, five main themes emerged: social media's impact on (1) social-emotional health, (2) mental health, (3) physical health, (4) academic performance, and (5) the effect of social media use during the COVID-19 pandemic. The findings from the literature review show the adverse effects of social media on adolescent social-emotional, mental, and physical health, and student academic performance. This review of the literature concludes by observing that adolescents are struggling with problematic social media use and need to learn responsible self-regulation tools and strategies. Future research should consider how to effectively protect and limit students from having to experience these adverse effects, while promoting a healthy and responsible balance of life online and in-person.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

Social media has revolutionized communication and changed how society accesses and receives information. As social media has become more prevalent, companies' advertising and marketing strategies worldwide have changed. In order to reach their target audience, organizations, including universities, have shifted their marketing plans to include social media. Research shows that social media campaigns enable universities to build positive relationships with potential undergraduate and graduate students. However, previous research on postgraduate social media use focuses on social media as a collective tool and does not analyze engagement by each platform. This study aimed to determine which social media platform, LinkedIn, Instagram, or Facebook, would have the highest engagement, as measured by likes, comments, and shares. Welch's NOVA indicated a statistically significant difference in the engagement between platforms. However, post hoc analysis only showed statistically significant differences between Facebook and Instagram. These findings suggest that while Facebook may yield higher engagement than Instagram and LinkedIn, universities should consider all platforms when utilizing social media as a recruitment tool in higher education.

Post-truth messages have been present in our society for centuries, but their prevalence has become greatly exacerbated in recent decades due to the ease in which they can be disseminated throughout society. Neoliberal entities carefully craft these messages to accomplish economic goals and employ nefarious tactics when disseminating them. This can result in cognitive overload and temporal discounting for recipients such as students, a group that is especially susceptible to believing and internalizing these messages. These messages can have harmful effects on the mission of the university because they interfere with the pursuit of truth. However, despite the challenges these messages present, critical communication pedagogy presents a means by which young people can learn to interact with these messages in a calm and reasoned way. Well-reasoned dialogue about these messages can have the effect of better meeting the Communication discipline's goal of utilizing pedagogy that evaluates messages to effectively judge their meaning and veracity. When students learn to overcome the cognitive overload and temporal discounting that post-truth messages create, they can begin to resist them and enact meaningful change in society.

The purpose of this study is to investigate the activities that children engage in with technology. In this direction, preschool children's ownership of technological devices, which devices they own and what they do with these devices were examined. This study was designed as qualitative research. The study group consisted of 34 preschool children studying during the 2023-2024 academic year. Data was collected through semi-structured interviews. The results of the study revealed that most of the children have a device at home and these devices are mostly tablets, and by smartphones. It was determined that almost all the children played digital games and the games varied. It was seen that all the children participating in the study watched cartoons, and most children watched YouTube. It was concluded that many of the children participating in the study did not watch TikTok. A thorough examination of the content they watched revealed the coexistence of appropriate and inappropriate materials. Therefore, informing parents about parental lock and similar applications that can be installed on devices, and preparing guides, books, seminars, etc. on the use of technology for parents were suggested.

This study employed a social media discourse analysis approach to illuminate the narratives of Indian international students in Ukraine affected by the Russo-Ukrainian war. We used agency and liminality as analytic lenses to highlight how this uniquely situated population utilized Facebook to navigate conflict, voice demands, support each other, challenge hegemonic narratives, (re)construct diasporic identities, and re-orient their futures. Findings indicate that Indian international students in Ukraine displayed insurmountable courage and resilience during the war, enacting agency from the margins to amplify their voices and actuate desired futures. Furthermore, South Asian students in Ukraine put aside their religious, ethnic, national, and caste conflicts to come together as a collective, uplifting each other and centering humanity. Little is known about how international students, especially in non-Anglocentric, peripheralized European countries, negotiate power and navigate crises during war. This study fills an important lacuna in the literature on internationalization, crisis migration, and higher education.

The main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.

The aim of this study is to investigate the relations between secondary education students' learning styles and their use of social networks. The samples of the research designed by relational screening model consist of 1281 students reached by convenient sampling method, one of the non-probability sampling methods. In this study, "Kolb's Learning Styles Inventory" and "The Survey of the use Social networks" were used as data collections tools. Frequency, percentage and chi-square techniques were used for data analyses. As a results of the study, it was found that the most used social networks are Facebook, YouTube, Twitter and Google Plus among students. In addition, students use social networks mostly for sharing photo, followed by making friends, sharing videos and playing games respectively. Students who have assimilative learning styles use Facebook, accommodative learning styles use Google Plus, converging styles use Twitter and diverging learning styles use other social networks. Moreover, it was found that students who has accommodative and assimilative learning styles use social networks to share videos, diverging learning styles use social networks to share photos and converging learning styles use social networks to make friends. However, it wasn't found statistically significance difference between the students' learning styles and both preferring social networks and the purpose of using them. In the study, it was investigated the relation between students' learning style based on Kolb's experiential learning theory and the use of social networks. Apart from Kolb's Model, it is recommended that some other models like Myers and Briggs' type indicator model, Lawrence's learning type model, Fleming and Mill's learning style model (VARK), Felder and Silverman's learning style model or Reinert's learning styles model can be preferred by authors to reveal the relationship with the use of social networks. Thus, the relationships between learning styles, one of the most important individual differences that facilitate learning, and social networks can be revealed in more detail and contribute to the literature on integrating social networking into educational environments.

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners' idiom learning through "WhatsApp" during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in "WhatsApp." Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through "WhatsApp." In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners' idiom learning, and retention are discussed.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

The rapid development of information technologies in the century we live in has caused significant changes in the field of education. Today, in the information age, traditional reading models with printed materials such as books, newspapers, and magazines have been replaced by reading computers, mobile phones, presentations, and billboards. Thus, information is conveyed to students at all levels through tools such as computers, the Internet, CDs, videos, and printed materials during the education process. It has become necessary to understand the importance of this type of reading, screen reading, in the process of native language teaching and to use it effectively in practice. In this study, it was aimed to examine the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates in terms of variables such as age, gender, income level, frequency of internet use, etc. The sample group of this study in the survey model consists of 379 Turkish Language and Literature and Turkish Language Teacher candidates studying at a university in the east of Turkey. The research data was collected with the screen reading self-efficacy perception scale (Ulu, 2018), which has three subcategories: understanding, page management, and eye health dimension. As a result of the research, it is seen that the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates are generally in favor of screen reading. Additionally, as a result of the research, it was concluded that Turkish Language and Literature and Turkish Language Teacher candidates' gender and basic computer skills differ in their screen reading perceptions.

Social media, in various forms, has emerged as a significant communication tool in today's digital age. This study investigates the impact of using the Twitter application to enhance rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj Governorate, Saudi Arabia. A quasi-experimental approach was utilized, with 140 students in the first semester of the year 1445 AH divided into experimental and control groups. Both groups adhered to the prescribed curriculum, but the experimental group received additional instruction on rhetorical techniques through Twitter. Pre- and post-tests were conducted for both groups, with statistical analysis showing the experimental group outperforming the control group, indicating significant achievement differences in favor of the experimental group. This study demonstrates a notable 38% improvement in rhetorical skills among students at the College of Sciences and Humanities in Al-Aflaj through Twitter use. These findings emphasize the potential of social media platforms like Twitter to enhance educational outcomes. Consequently, the integration of Twitter into the educational process is recommended. The study also suggests formally incorporating Twitter into language teaching frameworks and providing faculty training in blended learning practices.

This qualitative study explores how foreign non-native English speaking teachers (FNNESTs) perceive themselves as English educators and how they exert agency to be better perceived as professionals. Given the close relationship between teacher identity and its implications for educational outcomes, this study is based on Norton's (2008) perspective on identity, which posits identity as dynamic, contradictory, and constantly changing across time and place. The data collection process included four semistructured interviews with two FNNESTs and four interactions on social networking sites. According to the results, the identities of FNNESTs were shaped through their initial language learning experiences, exposure to critically oriented scholarship in graduate school, their future anticipations, and mostly through their agency in the immediate professional context in which they currently teach. That is, four unique identities and one common identity were identified among the participants. In summary, FFNESTs do not perceive themselves as lacking but rather value their diverse language skills and past experiences as language learners.

The COVID-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university.