This research examines how universities communicate career advice and support services to students. Through surveys and focus groups at UMass Amherst, the study identifies student needs for less stressful, more inclusive, and more integrated career guidance. The findings inform policy and curriculum improvements aimed at better supporting student futures.

This research critiques AI-based classroom monitoring, arguing that while algorithms can measure behavior, they cannot interpret meaning. It proposes the “Augustinian limit,” where AI supports logistics but human judgment guides interpretation. The framework protects authentic learning moments, emphasizing that true education relies on human insight, not just data-driven evaluation.

This research uses ethnomathematics to make learning culturally relevant for Indigenous students like Awang. By connecting mathematical concepts to daily life and traditions, it improves engagement, identity, and understanding. The approach supports inclusive education aligned with SDG4, ensuring classrooms adapt to students rather than forcing students to adapt to them.

This study explored food choices among high school students in Bosnia and Herzegovina, addressing a major lack of local data. Through surveys and interviews, it revealed that students care about health and sustainability but need involvement in shaping solutions. Meaningful change requires listening to youth and making healthier choices easier.

This study explores how archival research enhances student engagement and writing in undergraduate courses. Interviews with writing instructors reveal that hands-on work with archival materials—especially local and diversity-focused collections—deepens curiosity, strengthens research skills, and enables students to produce meaningful, socially relevant original work, even within constrained course structures.