The flipped classroom (FC) model has long brought significant benefits to higher education, secondary, and elementary education, particularly in improving the quality and effectiveness of learning. However, the implementation of FC model to support elementary students in developing self-learning skills (autonomous learning, independent study, self-directed learning) through technology still faces numerous challenges in Vietnam due to various influencing factors. Data for the study were collected through direct questionnaires and online surveys from 517 teachers at elementary schools in Da Nang, Vietnam. Based on SEM analysis, the study identified factors such as perceived usefulness, accessibility, desire, teaching style, and facilitating conditions. The research findings indicate that factors like the perceived effectiveness of the model, teaching style, and facilitating conditions have a positive correlation with the decision to adopt the FC model. Therefore, to encourage the use of the FC model in teaching, it is essential to raise awareness of the model’s effectiveness, improve teaching styles, and create favorable conditions for implementation.

The problem of flooding in the capital is still classified as a classic problem, but this problem still continues to emerge and becomes a trending problem during the rainy season in urban weather. This research aims to analyze the effectiveness of governance collaboration in overcoming the Jakarta flood problem. This research uses qualitative analysis and a content analysis approach. This research found that flood management using a collaborative governance approach was running optimally, the involvement of the private sector and the community was a good and rare synergy. support from international funding sources is used with effective management with the aim of using the budget on target. In the end, this research concludes that collaborative governance in Jakarta flood management is carried out optimally but requires sustainable collaborative efforts. This research has limitations in reaching the involvement of personal actors as a source of supporting information in disaster mitigation studies. Further research requires a more comprehensive discussion by reviewing the involvement of important actors in flood disaster mitigation.

Carbon based materials are really an integral component of our lives and widespread research regarding their properties was conducted along this process. The addition of dopants to carbon materials, either during the production process or later on, has been actively investigated by researchers all over the world who are looking into how doping can enhance the performance of materials and how to overcome the current difficulties. This study explores synthesis methods for nitrogen-doped carbon materials, focusing on advancements in adsorption of different pollutants like CO₂ from air and organic, inorganic and ions pollutants from water, energy conversion, and storage, offering novel solutions to environmental and energy challenges. It addresses current issues with nitrogen-doped carbon materials, aiming to contribute to sustainable solutions in environmental and energy sciences. Alongside precursor types and synthesis methods, a significant relationship exists between nitrogen content percentage and adsorption capacity in nitrogen-doped activated carbon. Nitrogen content ranges from 0.64% to 11.23%, correlating with adsorption capacities from 0.05 mmol/g to 7.9 mmol/g. Moreover, an electrochemical correlation is observed between nitrogen atom increase and specific capacity in nitrogen-doped activated carbon electrodes. Higher nitrogen percentage corresponds to increased specific capacity and capacity retention. This comprehensive analysis sheds light on the potential of nitrogen-doped carbon materials and highlights their significance in addressing critical environmental and energy challenges.

Mangifera indica L. (Mango, Anacardiaceae) is a popular tropical evergreen tree known for its nutritional and medicinal values. It is native to India and Southeast Asia and is known as the “king of fruits” in India and the Philippines. It is considered important in Ayurveda and other systems of medicine. Mango fruit is unique in its taste, colour, aroma, and nutritional qualities. Mangoes are a rich source of polyphenols (Mangiferin, Gallotannins, Quercetin, Isoquercetin, Ellagic acid, Glucogallin, Kaempferol, Catechins, Tannins, and the unique Xanthonoid), phenolic acids (Hydroxybenzoic acids- Gallic, Vanillic, Syringic, Protocatechuic, and p-Hydroxybenzoic acids, Hydroxycinnamic acid derivatives-p-Coumaric, Chlorogenic, Ferulic, and Caffeic acids), flavonoids (β-carotene, α-carotene, β-cryptoxanthin, and Lutein), Vitamin A, Vitamin-B6 (pyridoxine), Vitamin-C, Vitamin-E, Carbohydrates, Amino acids, Organic acids,  micronutrients (Potassium, Copper), fats (Omega-3 and 6 polyunsaturated fatty acids), dietary fibre and certain volatile compounds. About 25 different types of carotenoids have been isolated from the fruit pulp, which contributes to the colour of the fruit. Phytochemical and nutrient content may vary depending on the cultivar. Mangoes possess potential medicinal properties such as antioxidant, gastro-protective, anti-inflammatory, analgesic, immunomodulatory, anti-microbial, and many more. Mango fruit is an abundant source of all essential nutrients and phytochemicals; it could be ultilized as a nutritional supplement in the prevention and cure of several diseases. A comprehensive report on the nutritional and medicinal properties of fruit is presented below.

The potential role of self-regulated learning as mediator has been deeply investigated by researchers in recent years. There is limited systematic literature review being done to investigate the role of self-regulated learning as mediator in the students’ academic learning. Therefore, searching studies in the databases WOS (Web of Science), SCOPUS, APA (American Psychological Association) PsycInfo, and ERIC (Education Resources Information Center), the present study conducted a systematic literature review on 32 studies published between 2015 and 2024 to summarize what kind of psychological factors influence students’ academic performance through self-regulated learning and assess the potential mediating role of self-regulated learning in this process. The results show that self-efficacy, emotions and motivation are significant predictors of academic achievement and self-regulated learning act as an important mediator in this relationship. An important implication was obtained that researchers can probe into the influence of specific dimensions of self-efficacy on learning performance through self-regulated learning and the influence of positive emotions such as resilience on learning outcomes with self-regulated learning as mediator.