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The paper addresses the extent to which the Indian Child Welfare Act illustrates the fragmentation of power between States, tribal and federal governments. Voted in 1978 after heated debates in Congress, the act aimed at stopping the abusive placements of Native children in non-Native families, by reinforcing tribal courts' sovereignty. Because the ICWA introduced an exception in child welfare proceedings, its opponents have relentlessly attempted to have it repealed. The debates in Congress were tensed enough to foreshadow State courts' backlash against the ICWA during the following decades.

Personalized learning plans (PLPs) are increasing in use and USA state-level educational policies. PLPs are key components in proficiency-based learning reforms and flexible pathways to graduation. Although the theoretical and implementation literature is increasing, evidence of student outcomes is more difficult to readily identify. The purpose of this paper is to report on a comprehensive systematic literature review summarizing student outcome data for the use of PLPs. The search began in 2019 and concluded in 2020, and updated in 2023, with 330 documents, yielding just four that met inclusion criteria for this study.

The design and methodological approach follows the conventions of a systematic literature review using Cochrane Collaboration recommendations and PRISMA reporting standards.

Findings indicate of 330 documents, fewer than five met criteria for measures of student outcomes. Interestingly, the studies occur within a five-year period, reflecting four different research teams and appear predominantly in nonpeer refereed journals.

The authors discuss the importance of outcomes research for this area and identify strengths and needs for this body of literature. Although application of a broader definition of personalized learning might have enabled us to identify more studies, the generalizations of findings would be limited in proportion to the degree of vagary around operationalization.

Identifying the outcomes in student learning associated with personalize learning plans will require agreement around operationalizing definitions.

No review of this literature exists to date, making this work completely original. The data leads us to articulate a need for the field to better understand how to measure and report flexible practices such as a PLP.

To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.

The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.

The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).

The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

This research examines the complex relationship between usage of Chat Generative Pre-Trained Transformer (ChatGPT) amongst student and their creativity, learning and assessment using empirical data collected from postgraduate students. In addition, the study explores the student’s intrinsic motivation for usage to understand student categories. This research seeks to provide further insights into this artificial intelligence tool in enhancing the educational ecosystem for all stakeholders concerned.

The target population of this research – the students of post-graduation in diverse fields of science and management. A five-point Likert scale-structured questionnaire adapted from earlier literature relevant to the research questions was adopted for data collection. The data were collected for two months, resulted in 403 usable responses. Ethical considerations of assurance of confidentiality to the participants were strictly adhered to. Structured equation modelling (SEM) was employed to explore the relationships between the constructs of the study for the assessment of latent relationships. SmartPLS 4 was used to explore these relationships.

Usage has a negative impact on a student’s creativity, but increased usage of ChatGPT encourages a student’s adoption due to its perceived usability. Pedagogical applications of ChatGPT aid students as a learning tool but require controlled usage under supervision.

This study is innovative in the context of postgraduate students, where very little evidence of creativity exists. Through this research, the authors illuminate how ChatGPT use affects academic performance, benefiting educators as a tool but for evaluation and assessment, policymakers and students. The findings of the study provide implications that help to create effective digital education strategies for stakeholders.