Results 181 to 190 of about 1,651,875 (285)

Barriers and Facilitators to the Use of Large Language Model-Based Conversational Agents in Mental Healthcare: A Systematic Review. [PDF]

Healthcare (Basel)
Shankar R, Lim A, Xu Q.
europepmc   +1 more source

What is a curriculum for life? Using youth participatory action research and applied arts to understand and amplify undergraduate students', children's and young people's mental health and wellbeing recommendations for education

British Educational Research Journal, EarlyView.
Abstract Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022).
Lisa Stephenson, Helen Young
wiley   +1 more source

Current Landscape of Mental Health Conversational Agents From a Trauma-Informed Care Lens: Scoping Review. [PDF]

JMIR Ment Health
Kollig F, Voelker K, Ryan E, Pfafman R, Nova FF.   +4 more
europepmc   +1 more source

English teachers' journeys since the 2020 Iteration of Black Lives Matter

British Educational Research Journal, EarlyView.
Abstract The 2020 resurgence of Black Lives Matter (BLM) mobilised students in England to demand greater representation of racially minoritised voices in English curriculums—a call highlighted by stark inequity: just 1.5% of GCSE texts studied are by racially minoritised authors, despite racially minoritised students comprising 38.0% of the student ...
Adrian Fernandes
wiley   +1 more source

The effectiveness of CBT-based NLP-enabled AI conversational agents for mental health intervention: a systematic review and meta-analysis. [PDF]

NPJ Digit Med
Hang Y, Wu W, Feng Y, Yan K, Liu Y, Xiao X, Qiao Z.   +6 more
europepmc   +1 more source

The situated professional: Preservice teachers' profiling of globally competent teachers and visions of their ‘possible professional self’

British Educational Research Journal, EarlyView.
Abstract In response to globalisation, teacher education programmes worldwide are tasked with preparing globally competent teachers (GCTs). Prevailing conceptions of global competence are largely derived from Western‐centric humanistic, neoliberal and transformative narratives, creating a complex landscape for teacher identity formation.
Ji Ying
wiley   +1 more source

Human-like conversational agents as social partners: a scoping review of socioaffective mechanisms, well-being outcomes, risks and governance in the post-Turing era. [PDF]

Front Artif Intell
Li Q, Geng H, Hu X, Pan D, Liu H, Li Y, Guo J.   +6 more
europepmc   +1 more source

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source

The benefits and dangers of anthropomorphic conversational agents. [PDF]

Proc Natl Acad Sci U S A
Peter S, Riemer K, West JD.
europepmc   +1 more source

More‐than‐gender? Moving beyond gendered expectations of divergent learners in early childhood education

British Educational Research Journal, EarlyView.
Abstract In this paper, we explore how neurodivergent ways of being in early education are often gendered. The intersectionalities of gender and neurodivergence often lead to fixed expectations that perpetuate binary interpretations, pathologisations, missed diagnoses and a lack of curated support.
Ruth Churchill Dower, Hannah Hogarth
wiley   +1 more source