Teachers are instrumental in advancing the cognitive and motor skills of children with autism. Despite their importance, the incorporation of both educators and robotic aids in the educational frameworks of specialized schools and centers is infrequent. Extensive research has been conducted to evaluate the impact of robotic assistance on the learning outcomes for children with autism. This study investigates the effects of the Furhat robot on the educational experiences of autistic children in schools, analyzing its utility both with and without the presence of teachers. Interviews with educators were carried out to gauge the effectiveness of implementing Furhat robots in these settings. Data collected from sessions with autistic children were analyzed using ANOVA tests, offering insights into the Furhat Social Robot’s potential as a significant tool for fostering engagement and interaction. The findings highlight the robot’s effectiveness in enhancing social interaction and engagement, thereby contributing to the ongoing discussion on how social robots can improve the developmental progress and well-being of children with autism. Moreover, this paper underlines the innovative aspects of our proposed model and its wider implications. By presenting specific quantitative outcomes, our aim is to extend the reach of our findings to a broader audience. Ultimately, this research delineates significant contributions to the understanding of social robots, such as Furhat, in improving the overall well-being and developmental trajectories of children with autism.

This study explores the experiences and perceptions of Chinese postgraduate students in the UK regarding online learning, focusing on the Community of Inquiry (CoI) framework. Semi-structured interviews were used to collect qualitative data, which were analyzed thematically. The findings reveal positive perceptions of online learning, challenges related to technology and infrastructure, the significance of social interaction and collaboration, and the limited impact of teaching quality on student satisfaction. The study emphasizes the importance of the CoI framework in designing effective online learning environments. Limitations include a small sample size and potential bias. Future research should involve larger and more diverse samples, investigate different teaching strategies, and enhance student agency and self-regulated learning in online education. Overall, this study contributes to understanding the applicability of the CoI framework and its potential for improving online learning experiences.

This study explores the determinants of political participation among Thai youth, focusing on the roles of political interest, knowledge, and efficacy. Employing stratified random sampling, data were collected from 191 university students in Bangkok. Structural Equation Modeling (SEM) via Smart PLS was utilized to test hypotheses regarding the direct and mediating effects of political interest and knowledge on participation, highlighting the mediating role of political efficacy. The findings indicate that political efficacy significantly enhances participation, while political interest boosts knowledge significantly but does not directly influence efficacy. Furthermore, political knowledge positively affects efficacy but not participation directly. Notably, the indirect effects of political interest on participation through efficacy alone are insignificant, but the pathways from interest to participation through both knowledge and efficacy, and from knowledge to participation through efficacy, are significant. These results elucidate the complex interactions between political interest, knowledge, and efficacy in shaping the political engagement of Thai youth.

There is no denying that the COVID-19 pandemic resulted in significant stress worldwide and impacted practically every aspect of human activity. The impacts of this deadly virus on education are not seen as gaining much-needed focus from the scientific research community. The majority of educational institutions globally switched to online instruction during the COVID-19 pandemic. However, there were considerable differences in the technical readiness of various nations. In this regard, the study’s attempt to provide a way forward for how the educational sector ought to manage the challenges brought on by COVID-19 issues in support of online educational activities. Since some of the consequences that resulted have an impact on the educational sector, the answers presumably also should have included innovations that would improve scientific research to lessen its effects. Particularly, it appears there is still much that has to be done about the impact of the COVID-19 pandemic on the educational sector. Hence, this perspective review study aims to explore the potential relationship between the COVID-19 pandemic and the educational sector while suggesting a way forward.

Primary school students are in a period of rapid development of thinking. Primary school mathematics is particularly important for the cultivation of students' abstract thinking ability. The section of number and algebra is the most basic and important content in mathematics. This paper takes number and algebra as an example to analyze the abstract thinking ability of primary school mathematics and its training strategies, so as to provide some practical guidance for teaching.

In learning, one of the fundamental motivating factors is self-efficacy. Therefore, it is crucial to understand the level of students’ self-efficacy in learning programming. This article presents a quantitative study on undergraduate students’ perceived programming self-efficacy. 110 undergraduate computing students took part in this survey to assess programming self-efficacy. Before being given to the respondents, the survey instrument, which included a 28-item self-efficacy assessment and 30 multiple-choice programming questions, was pilot-tested. The survey instrument had a reliability of 0.755. The study results show that the students’ self-efficacy was low when they solved complex programming tasks independently. However, they felt confident when there was an assistant to guide them through the tasks. From this study, it could be concluded that self-efficacy is an essential achievement component in programming courses and can avoid education dropouts.