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Students’ generative AI (GAI) skills were assessed through a graded task comparing AI-generated responses with textbook content, fostering critical analysis and ethical considerations. Despite challenges such as defining ethical AI use and the lack of a formal policy, 87% of students passed the GAI assignment component. Future plans include enhancing student performance, addressing GAI use concerns, and ongoing discussions on ethical GAI use to support academic and professional success.

The efficacy of supported computerised therapy (eTherapy) for anxiety and depression is established; however, questions remain regarding supporter type. This paper aims to examine differences in client outcomes between clinician- (Psychological Wellbeing Practitioner) and non-clinician-supported, low intensity eTherapy. Standardised outcome measures were collected and analysed pre- and post-intervention in two eTherapy services as part of National Health Service (NHS) commissioned, Improving Access to Psychological Therapy provision – now known as NHS Talking Therapies for anxiety and depression (TT).

This study is a routine service evaluation comparing two eTherapy services. In total, 494 clients (including 455 clients meeting caseness) accessed the service over a year as part of routine care for anxiety and depression. The Patient Health Questionnaire and Generalised Anxiety Disorder Questionnaire scales were administered pre- and post-treatment as part of the TT data set (NHS England, 2024).

Following adjustment for demographics, baseline assessment scores and clinical variables, the authors found no evidence to support differences in the likelihood of recovery between clients in the non-clinician-supported site and clients referred to the clinician-supported site: OR = 1.24 [95%CI: 0.71 to 2.17] for TT recovery, OR = 0.83 [95%CI: 0.47 to 1.49] for TT reliable improvement and OR = 1.11 [95%CI: 0.65 to 1.92] for TT reliable recovery.

Non-clinician-supported eTherapy is as effective as clinician-supported eTherapy. This finding supports the case for expansion of non-clinician-supported eTherapy services in TT services.

In this paper, we aim to test the usefulness and contribute to the further development of analytical frameworks that guide research into integrated health and social care initiatives.

This study uses case studies based in decentralised administrative areas within the New South Wales state health system using (1) the Innovative Policy Supports for Integrated Health and Social Care Programs Framework, (2) the Consolidated Framework for Implementation Research and (3) the Framework on the Emergence and Effectiveness of Global Health Networks to assess the quality of international policies and/or strategies and integrated health and social care networks.

This study facilitates and advances integrated health and social care knowledge, moving from the study of local initiatives to a higher-level taxonomy of integrated care initiatives and exploring the emergence and effectiveness of global integrated care knowledge exchange networks. This paper proposes the use of three different frameworks to assess enhancement of the integrated health and social care using an array of multi-level innovation efforts as case studies.

This paper highlights the need for further research, and additional supports for formulating a single unified integrated health and social care framework that can assess innovations at multiple levels beyond local settings.

A stronger partnership with key stakeholders to enhance integrated health and social care research capabilities would be a feasible way to increase care and research capabilities in all sectors.

Health and social care clinicians, consumer representatives, service managers, policymakers and network knowledge partners must co-design a unified framework that better reflects the large multi-level agenda for integrated health and social care system change.

This novel study examines the level of integration of local space-based health and social care interventions, develops a taxonomy of local health district and/or primary care network integrated care initiatives to locate the “local” within a broader policy context and evaluates the quality of international policies and/or strategies and integrated health and social care networks.

This study aims to explore the impact of mobile learning on educating Iranian adult neo-literates within courses held by Iranian Literacy Movement Organization.

A concurrent mixed-methods design was used to investigate to what extent the adult neo-literates in Shiraz, Iran, were ready to use mobile phones in their courses. The qualitative section involved merging and summarizing basic themes into organizing themes. The themes were then integrated to create a single global theme.

The results showed that the participants were ready to embrace m-learning. Instrumentality was the most influential factor contributing to neo-literates’ readiness for m-learning. Findings also showed that from learners’ standpoint, mobile phones presented some unique features, enabling them to integrate elements from both distance and face-to-face courses. They also believed that mobile phones or other information and communications technology gadgets provided better opportunities for learning, although they fall short of fully replacing human instructors.

The limitations of the study were the participants’ limited familiarity with the research procedure and the impossibility of holding joint gatherings at specific locations.

This applied study helps the literacy movement to take strong steps toward creating an educational environment that guarantees learning anytime and anywhere for its learners.

This study examines how asking employees to self-assess their performance during the compensation setting process, when they are unaware of their marginal contribution to firm profit, affects employer welfare. Previous research suggests that giving employees a voice in the compensation setting process can positively affect employee performance and firm profit (Jenkins & Lawler, 1981; Roberts, 2003). However, the study proposes that asking employees to assess their own performance as part of the compensation setting process can have unintended consequences that ultimately lead to higher employee compensation demands. This is because asking employees to assess their performance increases their overconfidence in their own performance and their compensation demands. As a result, employers may face the dilemma of whether to meet these higher compensation demands or risk economic losses due to employee retaliation if their demands are not met. Through experimental evidence comparing a control condition without self-assessments and three self-assessment reporting conditions, the study provides evidence that supports the notion that eliciting employee self-assessments as part of the compensation process reduces employer welfare. Data on employee perceptions of performance further support the notion that asking employees to evaluate their performance leads to an inflated perception of their performance. These findings provide a theory-based explanation of why, in practice, many companies disentangle employee performance assessments from the compensation setting process and that companies are well advised in doing so.

This paper aims to examine a co-produced initiative implemented at the University of the West of England, UWE (UWE) between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C’s) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities.

This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project.

The project received two UWE student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C’s provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern.

The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.

The aim of this study is two-fold: (1) to promote a model of youth participatory research and offer a window of understanding into how it can be enacted and (2) to understand youth perspectives on youth empowerment. This study asks: “how can youth help us understand youth empowerment?”

The study applies youth participatory action research (YPAR) and interpretative phenomenological analysis. The study illustrates how to enact a model of YPAR by engaging youth in the process of research in a youth-serving community non-profit organization.

This study sets out to make two important contributions, one methodological and one theoretical: First, the study contributes to our understanding of the opportunities and benefits of youth-engaged, peer-to-peer research. Specifically, this study promotes a model of youth participatory action research and knowledge making processes, and the associated social and formal benefits for youth. By extension, this study illustrates an approach to engage youth in formal contexts which has implications for both management and organizational studies and education. Finally, the study extends our understanding and conceptualization of the phenomenon of youth empowerment (as informed by youth perspectives).

The study offers insight into how to conduct youth participatory action research and specifically how to address two limitations cited in the literature: (1) how to authentically engage youth including how to share power, and (2) how to perform youth participatory action research, often critiqued as a black box methodology.

This study aims to investigate the association between cognitive moral development (CMD) and unethical pro-organizational behaviour (UPB) by taking purchasing employees as research subjects. The moderating effect of perceived leader’s UPB is also explored.

Data were collected through a two-stage questionnaire survey on purchasing employees in companies across a spectrum of industries in Taiwan, and 492 purchasing employees were analysed in the study.

Research findings reveal that employees at the conventional level of CMD are more likely to conduct UPB than those at the pre-conventional and post-conventional levels. Perceived leader’s UPB will moderate the association between CMD and UPB. Employees’ UPB is strongly associated with their CMD when they perceive their leaders as being likely to perform UPB.

Although a variety of factors influencing UPB have been proposed in the literature, none of them have analysed the association between CMD and UPB. However, CMD is one important factor affecting ethical decision-making. The present study can promote further understanding of the role of CMD in UPB and contribute to a growing body of research on CMD and UPB.

The employment rate of autistic people is low, and they are often employed in low-paying jobs or in jobs involving tasks that fall short of their skills and competence. To address this situation, the individual placement and support method (IPS) offers promising perspectives for personalized and long-term support measures. This evidence-based method has produced positive results in several countries. IPS has been used in France only since 2016. This paper aims to examine the experience of autistic people in France who have benefitted from supported employment measures.

Nineteen autistic adults in France took part in semistructured interviews. Interview questions focused on work and measures to support employment. The authors analysed the interviews using reflexive thematic analysis, within the paradigm of critical realism. The authors adopted a participatory approach; the project was led by an autistic researcher and autistic individuals were included at all stages.

This study identified six primary themes and three subthemes across the data: (1) The uphill battle to obtain adjustments in the workplace; (2) insufficient knowledge of autism; (2.1) explaining again and again: the educative burden; (3) the challenge of making oneself heard; (3.1) when the entourage steps in; (4) support measures as material assistance and reassurance; (4.1) between benevolence and condescension; (5) organizational factors that affect the quality of support; and (6) personal and professional life are closely intertwined.

This research provides a better understanding of how autistic people experience supported employment in France and highlights ways to improve it. Job coaches play a crucial role in offering practical help and reassurance, and their efforts to nurture an active personal life are perceived positively. However, supported employment also carries the risk of limiting autistic individuals' capacity for action and causing several difficulties if job coaches are not well-informed about autism, do not reflect on their own attitudes, do not assist in obtaining necessary accommodations and if there are organizational problems leading to a lack of resources.