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In Ethiopia, ethnic federalism was implemented in the 1990s with the intention of redressing past marginalization, in which certain groups were excluded from political participation, economic prospects, and cultural acknowledgement. Here Ethnic conflict refers to a form of conflict in which the objectives of at least one party are defined in ethnic terms. However, it's essential to note that the conflict itself is usually not about ethnic differences per se. Instead, it revolves around political, economic, social, cultural, or territorial matters. There are conflicts over political and territorial authority among Ethiopian ethnic groups, despite the fact that these conflicts are the result of disputed histories and feelings of marginalization. This study aims to investigate the dynamics of political tensions among Ethiopian regions. A qualitative research methodology is used. Both primary and secondary data sources were used. The findings show that Ethiopia's 1991 transition to ethnic federalism was a drastic attempt to balance the country's ethnic diversity within its political system. Nevertheless, this system has also been criticized for escalating ethnic conflicts and fostering a politicized environment where ethnicity plays a big role in resource distribution and government.

This paper addresses the growing popularity of thematic analysis (TA) in education research and the lack of a comprehensive guide tailored specifically for this field. Despite the frequent citation of prominent psychologists like Braun and Clarke, there remains a gap in methodological guidance for education scholars. Through a systematic literature review of TA in education from 2014 to 2024 (n = 30 articles), this study synthesises and critiques the meaning, application and limitations of TA as discussed in relevant scholarship. The findings are used to develop a much-needed revised TA guide for researchers specifically in the field of education, highlighting the significance of this study for research practice.

This study examines the use of immersive techniques, intrinsic motivation, and instructional approaches to advance science literacy (SL) awareness in STEM education. SL awareness in higher education is defined as the capability to understand, apply, and evaluate fundamental scientific concepts and practices for informed decision-making. We investigated the impact of an immersive design framework on the relationship between intrinsic motivation and SL awareness among sixty-nine Hong Kong STEM students. Following two instructional sessions, participants completed a self-reported questionnaire, which was quantitatively and thematically analysed. Quantitative results revealed that interest significantly improves SL awareness, while relatedness does not. Thematic analysis identified two main themes-motivational layer and cognitive awareness-and further outlined six sub-themes: interest, positive emotion, relatedness, mental representation, cognitive resources, and metacognition, clarifying their roles in enhancing learning. This study confirms that an immersive design framework effectively enhances SL by efficiently utilizing cognitive resources and fostering deep engagement with complex concepts. Future research should investigate extending this design approach to other abstract scientific topics to broaden its educational impact.

Dropout in higher education is a phenomenon of interest in both developed and developing countries; therefore, it is highly relevant to validate models that seek to explain it. This study aimed to determine the risk of dropping out in the first year using Tinto's integration model, which incorporates students' entry characteristics and aspects of institutional commitment and academic and social integration (SI) in the university environment. A prospective cohort study was conducted with 563 students enrolled in the 2019-1 and 2019-2 cohorts. Entry variables (demographic, socioeconomic, family and psychosocial) were measured, as well as the constructs of institutional commitment, academic and SI at two points in time, and dropout in the first year. Confirmatory factor analysis (CFA), factorial invariance over time, and structural equation modeling (SEM) were performed for the analyses. Family and psychosocial variables best explained the initial commitment of students. The initial commitment had significant effects on academic and SI, as well as on the subsequent commitment of the student, which, in turn, had a significant effect on the decrease in dropout rates. In conclusion, Tinto's model was supported for explaining the dropout rate in Colombian university students, suggesting that beyond the student's entry attributes, the interactions the student has with the academic and social system are critical to retention.

Although previous studies have established a solid foundation for virtual reality (VR)-based training, they have not focused specifically on its application in banking or its impact on outcomes. To address these shortcomings, this research aims to analyse the effectiveness with VR technology, and specifically, its impact on insurance sales in the banking industry. The research will also report what kind of user values the VR-based training best or who is most successful in the training. We have run a nonparametric analysis and a regression analysis considering training and business indicators, as well as variables that measure employees' characteristics, bank office characteristics and location. Our findings show that the success in VR training, proxied by the percentage of questions correctly answered in the training, and employees' satisfaction with the VR training do not depend on characteristics, such as gender or age, but on the type and location of the bank′s office or on office level. Moreover, those who attend the training about insurance sales sold more insurance contracts. Our research will have important implications for academics and for Learning & Development CEOs, because it has demonstrated the effectiveness of VR training on results and its universality for every kind of employee..

Teacher collaboration has well-established benefits for teachers, but the specific mechanisms by which school leaders can promote quality collaboration remain difficult to discern. We used data from the 2018 Teaching and Learning International Survey to examine how characteristics of teacher collaboration are associated with teacher outcomes related to their practice. Our findings show that educator membership in a teacher network is more connected to teaching outcomes than hours spent in collaboration. Business engagements are also associated with some, but not all, teaching outcomes. These findings suggest school leaders may be able to support their teachers in building collegial networks as a way to promote higher quality collaboration.

Motivation toward mathematics may vary depending on sociodemographic factors, such as gender, age and ethnicity. This study aims to determine the correlation level between motivation toward mathematics and students' gender, age and ethnicity in Upper Basic Education. Additionally, it seeks to identify whether there are significant differences in motivation across various groups within these sociodemographic variables. This correlational and descriptive study employed the Astudillo-Villalba et al. test, consisting of 31 indicators distributed across two dimensions: intrinsic and extrinsic motivation. The study population included 25,005 Basic Education students from Imbabura Province (Ecuador), with a probabilistic sample of 2032 students who completed the instrument. Results indicate that motivation toward mathematics is associated with gender and age (p value > 0.05); moreover, there are significant differences in motivation among independent sample groups of gender and age. It is concluded that sociodemographic factors must be considered in motivating students toward studying mathematics to enhance teaching and learning processes. These findings underscore the importance of considering gender and age when designing strategies to enhance students' motivation towards mathematics, contributing to more equitable and effective teaching practices.

This study explores the evolving role of early childhood education institutions in Japan, specifically kindergartens, in supporting parents amidst changing family dynamics. Despite policy mandates, the specific nature of parent-teacher relationships and their impact on parental support remains unclear. This research aims to clarify how trust develops between parents and teachers through daily interactions and its influence on parental support perceptions. A qualitative approach was adopted, using semi-structured interviews with 12 mothers from a private kindergarten in Tokyo. Codebook thematic analysis identified themes related to trust in parent-teacher interactions. As a result, three main themes emerged: predictability, dependability, and faith. Predictability refers to parents valuing consistent communication from teachers, fostering reliability. Dependability is reinforced by teachers' responsiveness, professional competence, and comprehensive support from the kindergarten staff. Faith highlights emotional connections between children and teachers, demonstrated through empathy, individualised attention, and shared emotional experiences. This study enhanced the understanding of how trust develops in parent-teacher relationships and highlights its role in shaping effective partnerships in early childhood education. Trust between parents and teachers is crucial in early childhood education, yet little is known about how it develops in everyday interactions. This study explores how trust forms between parents and teachers in a Japanese private kindergarten and its impact on parental support. Through interviews with 12 mothers, the research identifies three key elements of trust: predictability, dependability, and faith. Parents value consistent communication, reliable teacher support, and emotional connections with their children. When trust is established, parents feel reassured and more engaged in their child's education. These findings highlight the importance of open communication and personalised support in building strong parent-teacher partnerships, ultimately benefiting children's development. By deepening our understanding of trust in education, this study provides valuable insights for educators, policymakers, and parents worldwide on fostering effective collaboration in early childhood settings.

The impact of the economic downturn on academic performance is a matter of significant concern for the Sri Lankan undergraduates. This study examined the impact of the current economic recession on the academic achievements of undergraduate students enrolled in private universities in the Colombo district. A sample of 380 undergraduate students was selected from a population of around 40,000 using cluster sampling, and data were collected via online questionnaires. The study employed a quantitative research approach, with multiple linear regression analysis conducted using SPSS. Independent variables of this study are the economic status of students' families, ability to fulfil academic needs, students' expectations, and mental health, while academic performance is the dependent variable. The research findings highlight how mental health and the ability to fulfil academic needs make a considerable impact on academic performance. Therefore, expanding future studies is highly recommended to investigate the comprehensive picture of the impact on undergraduate students in Sri Lanka.

Research on the implementation and development of virtual reality (VR) in education is expanding, primarily emphasizing VR exploration in learning environments. However, there is a gap in systematic review and network visualization concerning its use in biology learning. This study addresses this gap by conducting a systematic review of the Scopus database, focusing on VR in biology education from 2014 to 2023. A total of 83 relevant articles were selected for visualization using VOS Viewer, with 38 articles analyzed in detail. This study examines VR biology education research trends through temporal analysis, participant education levels, biology topics, geographical distribution, assessment and questionnaire types. The network visualization of terms highlights VR, education and technology as central themes. The research predominantly explores VR development and user experience, with limited focus on its implementation in biology learning. These findings provide valuable insights for educators and VR developers in designing and utilizing VR for biology education. Recommendations are also provided to enhance the learning experience and effectiveness of VR in biology classes. This research explores into the innovative use of VR in biology education, highlighting its potential to transform conventional teaching media. By providing immersive and interactive learning experiences, VR can make students understanding of complex biological concepts and increase their engagement and motivation. Our study aims to bridge the gap inn existing literature through a comprehensive analysis, offering valuable insights into current trends and future directions for VR in biology education.