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Abstract Background Among university students aged 18–22, depressive symptoms remain prevalent, with rising emotional disorders. Traditional counseling reaches fewer than 30% due to long waits and student resistance. Film art, through emotional resonance and narrative immersion, shows preliminary potential in alleviating distress, yet existing research is mostly qualitative, lacking quantitative evidence on its impact on depression and emotion regulation in this population. Mechanisms and efficacy thus remain unclear. This study uses a controlled experiment to quantitatively assess film-based intervention’s effectiveness in reducing depressive symptoms and improving emotional regulation, offering empirical support for accessible, acceptable mental health strategies in higher education. Methods A total of 72 college students (aged 18–22) from a university were recruited, all scoring ≥53 on the Self-Rating Depression Scale (SDS), with severe psychiatric or physical illnesses excluded. Participants were randomly assigned to either an intervention group (n = 36) or a control group (n = 36), with no significant baseline differences between groups (p>.05). The intervention group received an 8-week cinematic art program: two 90-minute sessions per week featuring carefully selected uplifting/healing films, followed by 15 minutes of guided group emotional discussion. The control group received conventional psychological counseling of equal frequency but only 45 minutes per session. Assessments using the SDS, the Self-Rating Anxiety Scale (SAS), and the Emotion Regulation Scale (ERS) were conducted at three time points: pre-intervention, week 4, and week 8. Data were analyzed using SPSS 26.0 with repeated-measures ANOVA and independent-samples t-tests; statistical significance was set at p<.05. Results In the within-group comparisons, the intervention group showed a significant reduction in both SDS and SAS scores after 4 weeks (p<.05), with further pronounced and stabilized improvements by week 8. In contrast, the control group exhibited significant improvement only at week 8. In the between-group comparisons at week 8, the intervention group demonstrated significantly lower SDS scores (41.2 ± 4.8) than the control group (49.5 ± 5.1) (t = 6.83, p<.001), and lower SAS scores (39.7 ± 4.5 vs. 47.9 ± 4.7) (t = 6.25, p<.001). Additionally, the intervention group reported a significantly higher Emotional Regulation Scale (ERS) score (68.3 ± 5.2) compared to the control group (59.1 ± 5.4) (t = 5.92, p<.001). In terms of clinical efficacy, the response rate in the intervention group was 77.8% (28/36), significantly higher than that of the control group at 55.6% (20/36) (χ2 = 6.02, p=.014). Discussion This study confirms that cinematic art–based intervention is more effective than conventional counseling in alleviating depressive symptoms and emotional dysregulation among college students. Its core advantages lie in reducing resistance through emotional resonance, while group discussions enhance emotional expression and processing, thereby establishing a therapeutic cycle of “emotional immersion → cognitive reappraisal → behavioral activation.” This model requires no specialized facilities and can be readily integrated into university mental health curricula, particularly benefiting students who resist traditional counseling. Future directions include tailoring film selections (e.g., relaxation-themed films for anxiety-prone individuals, interpersonal-themed films for those with social difficulties) and combining neurophysiological measures (e.g., EEG) to elucidate underlying healing mechanisms, ultimately advancing standardized intervention protocols.

\"'If I had no sense of humor, I should long ago have committed suicide,' wrote the late Mahatma Gandhi, expressing the potent power of humor to sustain and uplift. Less obvious is humor's ability to operate as a cunning weapon in nonviolent protest movements. Over the last few decades, activists are increasingly incorporating subversive laughter in their protest repertoires, realizing the ways in which it challenges the ruling elite's propaganda, defuses antagonism, and inspires both participants and the greater population. In this highly original and engaging work, Sombatpoonsiri explores the nexus between humor and nonviolent protest, aiming to enhance our understanding of the growing popularity of humor in protest movements around the world. Drawing on insights from the pioneering Otpor activists in Serbia, she provides a detailed account of the protesters' systematic use of humor to topple Slobadan Miloéseviâc in 2000. Interviews with activists, protest newsletters, and documentaries of the movement combine to illustrate how humor played a pivotal role by reflecting the absurdity of the regime's propaganda and, in turn, by delegitimizing its authority. Sombatpoonsiri highlights the Otpor activists' ability to internationalize their nonviolent crusade, influencing youth movements in the Ukraine, Georgia, Iran, and Egypt. Globally, Otpor's successful use of humor became an inspiration for a later generation of protest movements\"--From publisher's website.

With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky's language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China. (HRK / Abstract übernommen).

The main purpose of this study is to examine the perceptions of secondary school teachers and students about resistance behaviors. Phenomenological design, one of the qualitative research methods, was used in the study. The participants of the study were 5 teachers working in secondary schools and 10 students studying in secondary schools. Data were collected through semi-structured interviews with teachers and focus group interviews with students. Content analysis was used to analyze the data. As a result of the analysis of the data, the following results were obtained: Teachers see the family as the source of resistance behaviors, but they resort to situations related to improving the learning and teaching process in dealing with resistance behaviors. They also pointed out the importance of teacher attitude in preventing resistance behaviors. Resistance behaviors exhibited by students are divided into two as active and passive resistance. Active resistance behaviors exhibited by students are being constantly angry and resistance to teacher authority. Passive resistance behaviors exhibited by students are reluctant compliance and disinterest during the lesson. Students pointed to teachers, friends and situations related to themselves as sources of resistance behaviors. Teachers' reactions to students' resistance behaviors were divided into two as preventive and authoritative attitudes. The main purpose of this study is to examine the perceptions of secondary school teachers and students about resistance behaviors. Phenomenological design, one of the qualitative research methods, was used in the study. The participants of the study were 5 teachers working in secondary schools and 10 students studying in secondary schools. Data were collected through semi-structured interviews with teachers and focus group interviews with students. Content analysis was used to analyze the data. As a result of the analysis of the data, the following results were obtained: Teachers see the family as the source of resistance behaviors, but they resort to situations related to improving the learning and teaching process in dealing with resistance behaviors. They also pointed out the importance of teacher attitude in preventing resistance behaviors. Resistance behaviors exhibited by students are divided into two as active and passive resistance. Active resistance behaviors exhibited by students are being constantly angry and resistance to teacher authority. Passive resistance behaviors exhibited by students are reluctant compliance and disinterest during the lesson. Students pointed to teachers, friends and situations related to themselves as sources of resistance behaviors. Teachers' reactions to students' resistance behaviors were divided into two as preventive and authoritative attitudes.

Flipped classroom has been found to positively influence student achievement but the magnitude of the effect varies greatly according to discipline and local design, and few studies have been methodologically rigorous enough to establish causal evidence. Using a randomized controlled trial, this study addresses a gap in current knowledge by exploring how student responses mediate the impact of flipped classroom on academic achievement. The empirical setting is a first-year undergraduate macroeconomics course with 415 students. Comparing students in the treatment group with those in a traditional class, we find a positive, yet statistically insignificant effect on academic achievement. However, this overall effect masks important mediating effects, as students were unexpectedly reluctant to actively participate in the flipped classroom intervention. Consequently, the intervention has a substantially greater effect on academic achievement when controlling for the mediating effect of student participation which leads to consideration of the challenges of student resistance to flipped classroom.

The discourse surrounding active learning in higher education (HE) highlights its potential to improve learning outcomes, foster student engagement, and promote active student positionality. However, several studies have underscored instances of student resistance and institutional impediments to active learning. Given the substantial variability in experiences and perceptions among teachers and students in HE, understanding and contrasting these viewpoints could help address such obstacles to its integration. This article presents the findings of a mixed methods study that examined the perspectives of HE teachers and students regarding active learning methods, their perceived effectiveness in augmenting motivation and facilitating learning, and the challenges associated with their implementation. The study sample comprised 57 teachers and 125 degree students from Law, Nursing, and Education disciplines in two Spanish universities. We administered two surveys, 12 semistructured interviews and organized a focus group session. Data analysis involved descriptive statistics, nonparametric tests for group comparison, and qualitative content analysis. The results indicate that teachers adopt active learning to optimize learning outcomes while acknowledging that student motivation is also essential. Teachers exhibited more enthusiasm for active learning compared to students, often overlooking students’ apprehensions regarding its implementation. Notably, HE institutions appeared to provide limited support for active learning initiatives, scarcely recognizing their potential benefits. These findings suggest that overcoming the magnetism of lectures in HE may require a more profound understanding of institutional and organizational barriers to active learning while refraining from solely attributing student resistance to individual student characteristics. Plain language summary Active learning in higher education has been extensively discussed as a means of enhancing learning outcomes, cultivating student engagement, and promoting student active participation. However, various studies show that students may resist to active learning methods and higher education institutions may give little support to teachers and students interested in active learning. Since their experiences with and perceptions of active learning may vary considerably, understanding these perspectives could help overcome obstacles to implementing active learning in higher education. This article presents the results of a study that compared students’ and teachers’ ideas about and experiences with active learning in higher education. The research compared the perspectives of teachers and degree students of Law, Nursing, and Education on active learning methods in two Catalan universities (Spain). Results show that teachers mainly use active learning methods to achieve better learning outcomes, although enhancing student motivation is also essential. The teachers seemed more enthusiastic about active learning than did the students while overlooking certain concerns about it raised by the students. Higher education institutions also appeared to lend little support to active learning and barely recognize its benefits. These results suggest that to effectively implement active learning in higher education a deeper understanding of institutional and organizational challenges is needed. It also seems that blaming the problems with active learning in higher education on supposed individual student characteristics may be a quite limited approach to the problem.

This study examines the schooling of black male students in a U.S. high school Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.

PurposeResearchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs.Design/methodology/approachThe research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching.FindingsFindings reveal that: lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality.Practical implicationsStructural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs.Originality/valueThe paper presents a unique quantitative model for measuring the degree of teaching quality in universities.

Student-centered pedagogies increase learning and retention. Quantifying change in both student learning gains and student perception of their experience allows faculty to evaluate curricular transformation more fully. Student buy-in, particularly how much students value and enjoy the active learning process, has been positively associated with engagement in active learning and increased learning gains. We hypothesize that as the frequency of students who have successfully completed the course increases in the student population, current students may be more likely to buy-in to the curriculum because this common experience could create a sense of community. We measured learning gains and attitudes during the transformation of an introductory biology course at a small, liberal arts college using our novel curriculum, Integrating Biology and Inquiry Skills (IBIS). Students perceived substantial learning gains in response to this curriculum, and concept assessments confirmed these gains. Over time, buy-in increased with each successive cohort, as demonstrated by the results of multiple assessment instruments, and students increasingly attributed specific components of the curriculum to their learning. These findings support our hypothesis and should encourage the adoption of curricular transformation using IBIS or other student-centered approaches.