Consulting dictionaries during writing requires time and cognitive resources. ColloCaid, a writing assistance prototype freely available online, was designed to minimize the cognitive strain on writers by embedding a collocation database within the writing environment. Usability surveys have shown ColloCaid can indeed help. In this study, we go beyond user perceptions. Using authentic excerpts of student academic writing by 27 advanced L2 English speakers, we analysed (1) the lexical coverage of the tool, (2) the collocation changes prompted by the tool, (3) the reasons behind decisions to revise collocations, (4) the effect of revisions prompted by ColloCaid, and (5) the participants’ perceptions of using the tool to revise authentic writing assignments. Our findings indicate that ColloCaid offered good academic collocation coverage, that the participants tended to accept its collocation prompts with discernment, and that the revisions made resulted in more fluent texts overall.

Low-carbon behaviour is a crucial pathway to addressing current climate change and promoting sustainable economic and social development. The importance of environmental education has become a widely recognised consensus among higher education institutions. However, the mechanisms through which environmental education influences the low-carbon behaviour of the new generation of college students remain insufficiently explored. This study introduces environmental attitude and green perceived value as mediators, while prosocial behaviour is a moderator. A moderated chain mediation model is developed from new perspectives of psychological, social and environmental values, and this theoretical model is empirically tested using 759 college students in China surveyed by a questionnaire. The findings reveal that environmental education positively drives college students’ low-carbon behaviour, with environmental attitude and green perceived value playing a partial chain mediation role between environmental education and low-carbon behaviour. Additionally, prosocial behaviour positively moderates the relationships between environmental attitude, green perceived value and college students’ low-carbon behaviour, significantly moderating the mediating effect of green perceived value.

It has long been recognized that legal documents are invaluable for understanding the growth of pre-university teaching across fifteenth- and sixteenth-century England; when surveyed as a whole, they allow the general spread of schooling to be mapped with precision. However, smaller, more scattered legal proceedings involving teachers can be no less suggestive. Late medieval and early modern masters submitted legal pleas on a range of issues, and found themselves accused of a striking array of crimes, including murder, assault, fraud, incompetence, theft, adultery, and even high treason. Such episodes have more than anecdotal value—they throw into relief many of the conditions in which teachers of the period operated. In particular, they provide clear insight into the economic realities of medieval and early modern teaching, showing the pressures, rivalries, and anxieties that overshadowed the lives of masters, and demonstrating that instruction was not staged in a social or political vacuum.

Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.

This study addresses how AI-generated images of war are changing the making of memory. Instead of asking how AI-generated images affect individual recall, we focus on how they communicate specific representations, recognising that such portrayals can cultivate particular assumptions and beliefs. Drawing on memory of the multitude, visual social semiotics, and cultivation/desensitisation theories, we analyse how visual generative AI mediates the representation of the Russia-Ukraine war. Our corpus includes 200 images of the Russia-Ukraine war generated from 23 prompts across proprietary and open-source visual generative AI systems. The findings indicate that visual generative AI tends to present a sanitised view of the war. Critical aspects, such as death, injury, and suffering of children and refugees are often excluded. Furthermore, a disproportional focus on urban areas misrepresents the full scope of the war. Visual generative AI, we argue, introduces a new dimension to memory making in that it blends documentation with speculative fiction by synthesising the multitude embedded within the visual memory of war archives, historical biases, representational limitations, and commercial risk aversion. By foregrounding the socio-technical and discursive dimensions of synthetic war content, this study contributes to an interdisciplinary dialogue on collective memory at the intersection of visual communication studies, media studies, and memory studies by providing empirical insights into how generative AI mediates the visual representation of war through human-archival-mechanistic entanglements.

Policy reform in many remote or developing nations focuses on quality education and inclusive education practices, yet many schools are ill-prepared to enact these reforms. In this study, we examined the attitudes and observed teaching behaviours of 27 educators towards inclusive education in Vanuatu schools. Attitudes were measured using the Teacher Attitudes to Inclusion Scale (TAIS), and inclusive practices were observed using the Effective Teaching Practices Checklist (ETPC). Both instruments were administered before and after a professional learning (PL) workshop and time provided for the participants to implement their new learnings. Results indicated that participants’ attitudes towards inclusive education were quite high on the TAIS scale and had a nonsignificant change; however, significant gains were observed across all five ETPC subscales (p < .001) of Classroom Organisation and Order, Behaviour Management, Lesson Planning, Lesson Delivery and Reinforcement, and in particular Adaptive Instruction. These findings suggest that although attitudinal shifts were modest, the targeted PL was associated with meaningful improvements in inclusive classroom practices. The results highlight the value of context-specific training to support inclusive education implementation in remote and developing contexts.

Often overshadowed by the GI Bill, the National Youth Administration (NYA) supervised the first federal need-based financial aid program in the United States. Tracing the origin of federal aid back to the era of the NYA reveals that the rationale for need-based assistance rests closer to the core of the American policymaking tradition. This article contributes to previous histories of the NYA by demonstrating how its decentralized implementation empowered local college officials who jeopardized the program’s needs-based intent. Meanwhile, this localized administration also facilitated the NYA’s unusual and relatively successful support for Black college students.

This research explores concertinaing past, present and future interventional creative and pedagogical practices to address the challenges of the Post-Anthropocene era. We argue that the Post-Anthropocene is marked by biotechnological entanglements, environmental violence and digital overstimulation. The discussions herein critique a hyperattentive achievement society characterised by a scattering of attention, a near-constant screen-mediated stream of digital material and tasks and the commodification of leisure time. Enlisting Byung-Chul Han’s concept of hyperattention and themes and motifs from David Cronenberg’s films, the authors propose “FUTURE PROOF re(image)ining” as a collaborative Cli-Fi narrative concept. The project reimagines objects from an initial art installation with a diffusion-based machine learning model. By drawing on a constellation of Taoist philosophical practices, Zen garden design, scholars’ rocks and Cronenbergian themes, the authors propose an exhibition featuring reimagined cave-like gongshi rock structures and objects. A triangulation of spaces for FUTURE PROOF participants to inhabit facilitates an unfolding contemplative-creative trajectory. The concept includes a sensory deprivation cave, a View-Master cave for focused stereoscopic image viewing and a haiku/soundscape cave to initiate experiences. FUTURE PROOF aims to promote deep contemplation, challenging some of the deleterious aspects of Western digital-algorithmic screen culture and cultivating relationality with an always more-than-human world.