This study examines how work well-being is addressed in Finnish leadership education programs. The data consist of 91 publicly available course descriptions from Finnish leadership education programs in 2023, including those for master’s degrees from universities of applied sciences, traditional university-level leadership programs, and specialist vocational qualifications in leadership and business management. The study uses content analysis to examine the role of work well-being in leadership training. The results indicate that work well-being is often linked to organizational performance and treated as a tool for achieving economic goals, with less emphasis on the inherent value of employee well-being. This instrumental approach is prevalent across the different types of leadership training programs, including those found in the universities of applied sciences, traditional universities, and programs for specialist vocational qualifications in leadership and business management. The study also finds that leadership training programs often emphasize self-leadership and personal development, which can perpetuate a culture of individual responsibility for well-being and may lead to superficial leadership practices. The study concludes that Finnish leadership educators should prioritize holistic approaches to work well-being in leadership training, emphasizing its intrinsic value alongside its role in organizational performance, while researchers could explore methods to integrate and evaluate these balanced perspectives in diverse educational contexts.

Sensory integration (SI)-based intervention programs aim to improve the motor performance of children with moderate autism spectrum disorder (MASD), which may contribute to the development of their gross and fine motor skills. This study aimed to explore the effectiveness of a SI-based training program in developing gross and fine motor skills in 70 children with MASD aged 6–9 years (M = 7.11, SD ± 1.19) and selected intentionally from a daycare center in Al-Ahsa in Saudi Arabia. The study used the quasi-experimental approach and followed the experimental design with two groups, which were randomly distributed and examined for equivalence. The study also used the Gross Motor Skills Scale (GMSS), the Fine Motor Skills Scale (FMSS), and the training program based on SI. The study found that the experimental group had significantly higher post-test scores in the GMSS and the FMSS than the control group, with these differences being statistically significant. However, no significant difference was observed between the post-test scores and the follow-up test scores within the experimental group, indicating stability in their performance over time. This indicates the effectiveness of the training program used in developing the targeted skills and the continuation of the training effect after the program’s application period. The study suggests that children should use SI-based training programs to enhance their motor skills.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews by their standardized processes—including systematic searching, selection, and critical appraisal of relevant studies—offer a more accurate and comprehensive understanding of the research landscape by integrating findings from multiple sources. This paper underscores the importance of adhering to established methodologies and guidelines to ensure the quality and reliability of SRs. Essential elements discussed include defining research questions, developing search strategies, applying inclusion and exclusion criteria, and synthesizing results. The paper also highlights the role of frameworks such as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in enhancing transparency and methodological rigor. By following this structured approach, researchers can produce systematic reviews that provide valuable insights into educational practices and policies, thereby supporting evidence-based decision-making and advancing the field of education.

Children diagnosed with moderate autism spectrum disorder (MASD) exhibit a range of socially unacceptable behaviors, which notably include social withdrawal behavior (SWB); these individuals tend to disengage from various social contexts, consequently impeding their communication and social interaction capabilities. The primary objective of this research was to employ miniatures (diorama) as a methodological approach to construct semi-naturalistic scenarios for children with MASD that authentically represent their quotidian experiences and facilitate interaction, contributing to the alleviation of their SWB. The research sample comprised 21 children with MASD, aged between 6 and 9 years, who were enrolled at the Al-Jabr Institute in Al-Ahsa, Saudi Arabia. A quasi-experimental methodology was adopted to align with the research's inherent characteristics, using a three-group design. The instruments utilized included the Social Withdrawal Behavior Scale (SWBS) alongside a training program devised by the authors. The results showed a significant reduction in SWB among those children to whom the diorama program was applied. Results also indicated the continuation of this effect after the end of the diorama program period for two consecutive months. The outcomes encourage further implementation of the diorama methodology on more extensive samples and across a broader geographic scope within Saudi Arabia, thereby facilitating the generalization of the findings to the entire population of children diagnosed with MASD. Findings also encourage the enhancement of the diorama's role in forthcoming experimental inquiries to ascertain its efficacy in mitigating other socially maladaptive behaviors exhibited by children with MASD.

This umbrella review aimed to synthesize variables that explain dropout among students in preschool, primary, secondary, and high school education. The study focused on peer-reviewed articles indexed in SCOPUS, Web of Science, and ERIC, identifying five systematic reviews that provided comprehensive insights. Key findings revealed individual factors, such as insufficient parental support, emotional and behavioral challenges, and substance use, play significant roles in influencing student dropout. Socioeconomic factors, including poverty, financial constraints, and social inequalities, were also identified as critical contributors. Additionally, institutional elements such as inadequate school infrastructure, insufficient teacher training, and a lack of culturally relevant resources emerged as barriers to student retention. This review highlights research gaps in political-legislative, sociocultural, and family determinants, longitudinal analyses, dropout interventions’ long-term effectiveness, and marginalized populations’ representation, limiting a comprehensive understanding of student dropout and effective policy development. Recommendations include targeted policies and interventions that foster inclusive and supportive educational environments, reduce inequities, and improve access to resources to minimize dropout rates among students in preschool, primary, secondary, and high school education.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication and repetitive behaviors. The Picture Exchange Communication System (PECS) has been widely utilized to support communication in children with ASD by using picture cards to convey needs and responses. However, traditional PECS can be limited by its static nature and lack of immediate feedback. Recent technological advances, particularly Augmented Reality (AR), offer new avenues for enhancing these communication strategies. This study explores the integration of AR into PECS and its impact on improving basic communication skills, specifically answering questions and commenting, in children with ASD. The research involved a multiple baseline design with four participants aged 7-12 years, recruited from autism centers in Melaka, Malaysia. Results showed significant improvements in both the frequency and accuracy of responses and relevant commenting skills after the AR-based intervention. Answering skills improved by 83%, and commenting skills increased by 122%, with the average number of relevant comments rising from 3 (SD = 0.89) to 6.67 (SD = 2.25). Statistical analysis (paired t-test) revealed a significant effect (p = 0.00272). Compared to traditional methods, AR-based PECS accelerated the achievement of target communication skills. Future research should focus on larger sample sizes and explore long-term impacts to solidify these promising outcomes.

This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113,  χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.

Mindfulness, recognized as a protective factor against learning burnout in higher education, has garnered considerable attention, yet its underlying mechanisms remain underexplored. This study examined the relationship between mindfulness, regulatory emotional self-efficacy, and learning burnout. Data from 461 Chinese university students were collected using a correlational design and cluster sampling method, employing the Five Facet Mindfulness Questionnaire, University Student Learning Burnout Scale, and Regulatory Emotional Self-Efficacy Scale. Hypotheses were tested using partial least squares structural equation modeling. Results showed that Participants exhibited above-average mindfulness (M=3.090), learning burnout (M=3.278), and regulatory emotional self-efficacy (M=3.417). Results revealed that mindfulness is directly and negatively related to learning burnout (β=-0.679, t = 28.657, p < .001). Regulatory emotional self-efficacy (β = -0.357, t = 8.592, p < .001) was significantly and negatively related to learning burnout. Mindfulness was significantly and positively related to regulatory emotional self-efficacy (β = 0.638, t = 24.306, p < .001), and regulatory emotional self-efficacy (R2: from .461 to .537) partially mediated the relationship between mindfulness and learning burnout. Besides, the Importance-Performance Matrix Analysis revealed that managing negative emotions significantly contributes to learning burnout but performs poorly, whereas non-reacting demonstrates both the lowest contribution and performance. Findings suggest that mindfulness indirectly alleviates learning burnout through regulatory emotional self-efficacy, providing evidence-based insights for targeted mindfulness interventions in higher education.

This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.

This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.