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This study aims to describe key elements that are critical to virtual qualitative research especially while working with practitioners as participants.

This paper takes a reflexive researcher approach using a case study to explore how researchers adopted a qualitative research approach using digital technology. We use five principles suggested by Boland et al. (2022) as a framework to consider and reflect on our experiences as researchers and those of our participants.

We highlight the gatekeeper’s support, trusted relationship with the organisations, interpersonal skills of interviewers, stringent measures of securing data and shared experiences of interviewee and interviewers helped complete virtual research. We recommend that four key factors such as digital competency, feasibility, flexibility and resilience should be considered while undertaking or commissioning virtual, qualitative research studies.

Social care practitioners and qualitative researchers increasingly negotiate with digital technologies to undertake their work. In this paper, we evidence how online qualitative approaches can be effective provided challenges are dealt with diligently in each stage of the research process.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

Drawing on trait activation theory, this study examines the influence of positive affectivity on employment predictions (e.g. the probability of obtaining an interview and being hired) via intrinsic motivation and network building on LinkedIn.

Multisource field data were collected from student job seekers (n = 179) searching for an internship over two points with a six-month time separation between the first and second data collection.

Structural equation modeling (SEM) analyses revealed marginal support for the mediating roles of intrinsic motivation and network building in positive affectivity’s indirect effect on employment predictions about the probability of obtaining an interview and being hired.

This study extends research on job search networking/selection by demonstrating the sequential process through which job seekers’ positive affectivity influences employment predictions, emphasizing the intermediary roles of intrinsic motivation and network building on LinkedIn.

Job seekers, recruiters and career counselors should consider network building on LinkedIn as a relevant expression of positive affectivity.

We apply trait activation theory as an overarching framework to examine how an affective between-person difference is expressed via intrinsic motivation and network building and is, at the same time, perceived and valued by employers on LinkedIn.

This chapter examines two 21st-century Disney fairy tale adaptations, Frozen (2013) and its sequel Frozen II (2019), focussing on the representation of male characters and the discourse on masculinity that can be inferred from both films.

Despite featuring two prominent female protagonists – Queen Elsa and Princess Anna – and dealing with themes such as sisterhood and female bonding, a close reading of the two films reveals that they are as much about masculinity as they are about femininity. For instance, filmmakers introduce heterosexual romance where there was none before, as well as male characters Prince Hans and Kristoff, who are not present in the literary source that they draw from, Hans Christian Andersen's ‘The Snow Queen’ (1844).

Furthermore, these male characters are given names, personalities, and motivations, which cannot be said of previous Disney fairy tale Prince Charming-type figures. Therefore, Hans and Kristoff are proposed to be variations of this archetype and can be read as an attempt on Disney's part to complicate it, undermine the patriarchal masculinity that it stood for in its previous Disney renderings, and propose alternative models for the implied 21st-century audience.

Although Prince Hans is initially presented as a stereotypical Disney fairy tale prince, he is eventually revealed to be a narcissistic lover and a patriarchal villain. Kristoff, by contrast, is the humble, lower-class, sensitive ‘new’ man who is presented as a socially acceptable alternative and finally takes Prince Charming's place by becoming the princess's love interest and partner. Frozen can be read as a cautionary tale that urges young women to choose their romantic (male) partners wisely and warns both male and female audiences against the dangers of fragile patriarchal masculinity.

This paper aims to present a theoretical framework and underpinning evidence to support researchers and practitioners to systematically design sport and exercise interventions.

The framework highlights the theoretical underpinnings and practical feasibility considerations that are important when designing sport and exercise interventions for children and adolescents with attention deficit hyperactivity disorder (ADHD).

Future research may wish to apply and evaluate the utility of this framework and research and practice and make recommendations for further refinement.

The quality and strength of conclusions from this body of research has been undermined by a lack of methodological quality and clarity in these studies. One criticism has been the lack of an evidence based, transparent and consistent approach to the design of physical activity and sport interventions and selection of outcome measures. This paper will facilitate the transparent and evidence-based decision-making to guide the design of sport/physical activity interventions for children/adolescents with ADHD.

This study synthesises the self-determination theory (SDT), expectation-confirmation model (ECM), and protection motivation theory (PMT) to formulate an integrated theoretical framework that elucidates the process of shaping the intention to continue using facial recognition payment (FRP) under the conditional impact of perceived technology security.

Data from 667 Beijing Winter Olympics visitors with FRP experience were collected through an online survey and analysed using variance based-structural equation modelling (VB-SEM).

This study reveals that the intention to continue using FRP evolves through three key stages. Initially, in the expectation stage, the multidimensional concept of artificial autonomy (sensing, thought, and action), which is underpinned by self-determination, is pivotal, strongly influencing perceptions of service enhancement and fostering trust in FRP. Subsequently, the confirmation stage underscores the importance of perceived service enhancement and trust as vital drivers in maintaining FRP usage, while also contributing to subjective well-being. Crucially, perceived technology security emerges as a key moderating factor, enhancing positive perceptions and intentions towards FRP, thus influencing its sustained adoption.

This study stands out by revealing the nuanced interplay between artificial autonomy and user perceptions, particularly concerning service enhancement, technology security, and trust, as they influence well-being and the continued adoption of FRP. Robustly grounded in the integrated theoretical framework of SDT, ECM, and PMT, the study’s findings are critical for comprehending the core elements and specific drivers that promote sustained FRP use, especially as we consider its potential widespread implementation. Therefore, this study not only advances theoretical understanding but also offers practical guidance for optimising FRP deployment strategies in a rapidly evolving technological landscape.

Police knowledge of and familiarity with human trafficking determine whether a victim is referred to services or arrested as an offender, along with other implications. Both field experience and training may affect how police officers recognize and respond to human trafficking scenarios. However, recent research suggests the relationship between officer experience and their ability to identify human trafficking is more nuanced. The purpose of this study is to explore whether experience, training or both are preferable to correctly identifying cases of human trafficking.

To do so, 495 police officers from a large Pennsylvania agency were surveyed about their perceptions of human trafficking. Officer demographics and levels of experience and training were compared to their responses to six human trafficking scenario questions.

Bivariate and logistic regression analyses conclude that training, but not experience working human trafficking cases, is associated with an increase in the likelihood of officers correctly identifying scenarios of human trafficking. These findings are discussed in light of the literature.

This study extends previous research by comparing the influence of training and experience investigating cases of human trafficking.