This study explores the integration of knowledge graphs as pedagogical tools in advanced mathematics courses at the university level. Through a quasi-experimental design involving 247 undergraduate students across two academic terms, we investigated whether a problem-driven approach complemented by knowledge graph construction improves higher-order thinking skills. Results indicate statistically significant improvements in analysis (d = 0.82), evaluation (d = 0.67), and creation (d = 0.74) dimensions of Bloom's taxonomy. Students in the intervention group demonstrated superior performance in complex problem-solving tasks and showed greater ability to draw connections across mathematical concepts. Qualitative analysis of student reflections and knowledge graphs revealed deeper conceptual understanding and enhanced metacognitive awareness. These findings suggest that knowledge graph-supported instruction offers a promising framework for developing mathematical thinking beyond procedural fluency.
This cross-sectional study examined the relationship between social media usage patterns and academic performance among 1,532 secondary school students in Cairo, Egypt. Using a validated questionnaire and academic records, the study found a significant negative correlation between excessive social media use (>4 hours daily) and GPA scores (r = -0.43, p < 0.001). However, moderate use (1-2 hours) for educational purposes was positively correlated with academic achievement (r = 0.31, p < 0.01). Multiple regression analysis identified time management skills and self-regulation as key mediating factors. The study recommends digital literacy programs in schools and provides evidence-based guidelines for healthy social media usage among adolescents.
This longitudinal study analyzed enrollment trends in STEM disciplines across 45 universities in India, Bangladesh, Pakistan, and Sri Lanka over a 15-year period (2010-2025). Data from institutional records covering 2.3 million student enrollments revealed persistent gender disparities, with female representation averaging 34% across STEM fields. However, significant progress was observed in biological sciences (48%) and mathematics (42%), while engineering (22%) and computer science (28%) remained underrepresented. Policy interventions including scholarship programs, mentorship initiatives, and awareness campaigns were associated with increased female enrollment in targeted institutions. The study provides actionable recommendations for university administrators and policymakers to address systemic barriers to gender parity in STEM education.
This mixed-methods study investigated the relationship between teachers' emotional intelligence (EI) and their effectiveness in primary school classrooms across three Australian states. A sample of 186 teachers completed the Trait Emotional Intelligence Questionnaire (TEIQue), while their effectiveness was assessed through classroom observations, student achievement data, and administrator evaluations. Results revealed that teachers with higher EI scores demonstrated superior classroom management, stronger student-teacher relationships, and more adaptive instructional strategies. Path analysis showed that EI influenced student outcomes both directly and indirectly through teacher self-efficacy and job satisfaction. The study advocates for the integration of emotional intelligence training in pre-service and in-service teacher education programs.
