Societies

16 pages, 271 KB

Open AccessArticle

Academic Integration as the Main Driver of Student Retention: A Multidimensional Analysis of Educational Ecosystems in Private Universities in Northern Peru

by Luis Edgardo Cruz Salinas, Marco Agustín Arbulú Ballesteros, Marilú Trinidad Flores Lezama and Mabel Ysabel Otiniano León

Societies 2026, 16(4), 123; https://doi.org/10.3390/soc16040123 - 3 Apr 2026

Abstract

Aligned with Sustainable Development Goal 4 (SDG 4), this study examines how personal factors, academic integration, and institutional support relate to students’ intention to persist in private higher education. Using a cross-sectional online survey, composite scores were computed for validated constructs and entered [...] Read more.

Aligned with Sustainable Development Goal 4 (SDG 4), this study examines how personal factors, academic integration, and institutional support relate to students’ intention to persist in private higher education. Using a cross-sectional online survey, composite scores were computed for validated constructs and entered simultaneously into a single multiple linear regression model to estimate each dimension’s unique association with intention to persist. The overall model explained a substantial share of variance in persistence intentions (adjusted R² = 0.599). Academic integration showed the largest unique association, institutional support contributed a smaller additional association, and personal factors did not retain a unique association once overlap among constructs was taken into account. Given the cross-sectional, self-report design and single-institution sample, the findings are interpreted as conditional associations within this context, informing retention strategies that strengthen sustainable educational ecosystems as private higher education expands in Latin America. Full article

20 pages, 594 KB

Open AccessArticle

Rationality, Adaptation and Social Capital in Household Livelihood Shifts Following the Construction of the Bili-Bili Reservoir, Indonesia

by Safri, Darmawan Salman, Sakaria and Salsa Rizkia Meilinda

Societies 2026, 16(4), 122; https://doi.org/10.3390/soc16040122 - 3 Apr 2026

Abstract

Large-scale infrastructure development disrupts not only the material foundations of agrarian livelihoods but also the social and ecological systems through which households manage uncertainty. This study argues that the livelihood shifts observed among households affected by the construction of the Bili-Bili Reservoir in [...] Read more.

Large-scale infrastructure development disrupts not only the material foundations of agrarian livelihoods but also the social and ecological systems through which households manage uncertainty. This study argues that the livelihood shifts observed among households affected by the construction of the Bili-Bili Reservoir in Lanna Sub-district, Gowa Regency, Indonesia, are best understood as products of contextual rationality operating at the individual level and enacted through household-level strategies. Using a qualitative phenomenological approach with 15 purposively selected informants, each representing a distinct household directly affected by the reservoir’s construction functioned as a structural shock that exceeded the adaptive capacity of the existing agrarian system, triggering differentiated household responses—including reservoir fisheries, small-scale trade, home-based enterprise, and labor migration—whose variation reflects systematic differences in individual skills, asset endowments, and social capital access rather than arbitrary or purely compelled choice. Theoretically, this study advances the sustainable livelihoods framework by specifying the mechanism linking individual rationality to household adaptive outcomes, and by showing how social capital—in its bonding, bridging, and linking dimensions—shapes the option set within which rational calculations are made. These findings suggest that post-displacement livelihood recovery is more effectively supported by policies that strengthen social network structures alongside physical and financial provision. Full article

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17 pages, 589 KB

Open AccessArticle

Do the Police See Individuals with Intellectual and/or Developmental Disabilities as Dangerous?

by Danielle Wallace and Isabella E. Castillo

Societies 2026, 16(4), 121; https://doi.org/10.3390/soc16040121 - 2 Apr 2026

Abstract

In police culture, the danger imperative is the idea that the most important part of policing is to “come home at the end of the night.” Neurodivergence brings uncertainty to police encounters; because of the danger imperative, police officers may respond to that [...] Read more.

In police culture, the danger imperative is the idea that the most important part of policing is to “come home at the end of the night.” Neurodivergence brings uncertainty to police encounters; because of the danger imperative, police officers may respond to that uncertainly with increased use of force. We examine the likelihood of being handcuffed and detained (low levels of use of force) for individuals with intellectual/developmental disabilities (I/DDs) (i.e., neurodiverse diagnoses) during discretionary stops using data from police stops in California (n = 3,300,671) and doubly-robust inverse-propensity weighted regression. Results show that the average effect of being I/DD on the likelihood of being handcuffed is nearly 6.5% percentage points higher than people without I/DD; similarly, the average effect of being I/DD on the likelihood of being detained is also nearly 7.5% percentage points higher than people without I/DD. Our findings point to officers’ perceptions of danger and safety (i.e., the danger imperative) during encounters with individuals with I/DD, creating disparate experiences with low levels of use for force for this population. Full article

(This article belongs to the Special Issue Neurodivergence and Human Rights)

22 pages, 287 KB

Open AccessArticle

Life Stress and Cyber Deviance Among College Students: The Mediating Role of Anxiety Sensitivity

by Jianmin He and Mohd Rustam Mohd Rameli

Societies 2026, 16(4), 120; https://doi.org/10.3390/soc16040120 - 2 Apr 2026

Abstract

This study evaluates how life stress acts as a catalyst for network anomie (online deviance) among college students, specifically examining the mediating influence of anxiety sensitivity. Through a quantitative framework, data were gathered from 612 undergraduates utilizing the Life Stress Scale, the Anxiety [...] Read more.

This study evaluates how life stress acts as a catalyst for network anomie (online deviance) among college students, specifically examining the mediating influence of anxiety sensitivity. Through a quantitative framework, data were gathered from 612 undergraduates utilizing the Life Stress Scale, the Anxiety Sensitivity Inventory, and the Network Anomie Behaviour Scale. Initial findings confirmed that digital deviance is relatively prevalent across the cohort. Demographic analyses revealed distinct patterns: male respondents and single-child participants experienced elevated punishment-related stress and engaged more frequently in online infringement. Furthermore, academic performance demonstrated a clear polarization effect; students at both extremes of the academic spectrum—particularly those in the lowest 5%—exhibited the most pronounced anomic behaviors. Regression models identified life stress, notably the punishment dimension, as a strong positive predictor of online norm violations. Additionally, anxiety sensitivity serves as a partial mediator in this dynamic, accounting for 7.78% of the overall effect. Ultimately, these results characterize life stress as a critical environmental vulnerability that directly fosters network anomie while indirectly aggravating these behaviors by elevating student anxiety. Full article

(This article belongs to the Special Issue Anti-Bullying in the Digital Age: Evidences and Emerging Trends)

15 pages, 277 KB

Open AccessArticle

Passing the Thread: The Intergenerational Transmission of Textile Practices

by Romana Andò and Leonardo Campagna

Societies 2026, 16(4), 119; https://doi.org/10.3390/soc16040119 - 1 Apr 2026

Abstract

This article examines the resurgence of a series of diverse practices from mending and sewing, to embroidery, knitting and crochet, which are traditionally situated in broader debates about gender and domestic labor but also care work, everyday life, and sustainability. While recently reframed [...] Read more.

This article examines the resurgence of a series of diverse practices from mending and sewing, to embroidery, knitting and crochet, which are traditionally situated in broader debates about gender and domestic labor but also care work, everyday life, and sustainability. While recently reframed as feminist and eco-conscious practices, these crafts have only been partially explored in their material, symbolic, and emotional aspects due to their association with the feminine and domestic sphere, their invisibility within public discourse, and the stigma attached to repair in consumer capitalist societies. Drawing on an ethnographic study conducted between 2023 and 2025, the research examines the intergenerational transmission of these skills within eleven Italian families. Semi-structured dyadic interviews were carried out with at least two members of each family, predominantly women, exploring learning processes, everyday uses, emotional meaning, and their influence on clothing consumption. Findings reveal a complex and discontinuous trajectory of transmission, shaped by gender expectations, class dynamics, and shifting cultural meanings: while older generations often learned these crafts out of necessity and social obligation, younger generations approach them as creative hobbies, tools for self-expression, or forms of sustainable consumption. Across generations, however, the crafts emerge as powerful affective languages through which care, memory, and relational bonds are materialized in clothing. Full article

(This article belongs to the Special Issue “In Hard Times, Fashion Is Always Outrageous”: The Political Challenges of Fashion in a Changing World)

27 pages, 2333 KB

Open AccessSystematic Review

Building Resilience and Equity: An Umbrella Review of Evidence for Crisis Management in Grassroots Sport

by Simone Ciaccioni, Youngjun Lee, Laura Capranica, André Urban, Rachel May, Sara Massini and Flavia Guidotti

Societies 2026, 16(4), 118; https://doi.org/10.3390/soc16040118 - 1 Apr 2026

Abstract

Crises such as pandemics, displacement, climate change, and economic downturns disrupt grassroots sport, undermining participation, equity, and resilience. This umbrella review synthesised evidence on strategies that sustain and adapt community sport participation during crises. Following PRISMA 2020, a protocol was registered in PROSPERO [...] Read more.

Crises such as pandemics, displacement, climate change, and economic downturns disrupt grassroots sport, undermining participation, equity, and resilience. This umbrella review synthesised evidence on strategies that sustain and adapt community sport participation during crises. Following PRISMA 2020, a protocol was registered in PROSPERO (CRD420251132267). PubMed, Scopus, and EBSCO were used as sources, and eligible studies were selected: systematic reviews on grassroots or community sport in crisis contexts. Methodological quality and evidence certainty were assessed using established appraisal frameworks (AMSTAR-2, GRADE, and CERQual). Fifteen reviews (2021 to 2025) were included, spanning health, climate, economic, and displacement crises. Overall certainty of evidence was low. Quantitative evidence showed moderate certainty that psychosocial interventions reduced anxiety and depressive symptoms among youth during COVID-19. Qualitative syntheses provided moderate confidence that organisational safeguarding, culturally tailored programmes, instructor role modelling, and collaborative community approaches support participation and resilience. Conceptual and policy reviews offered frameworks for governance, sustainability, and crisis management, although confidence in these syntheses was generally low–moderate. Across evidence types, recurrent strategies included community-driven and culturally tailored programmes, digital or hybrid delivery, infrastructural and environmental adaptations, and integration of sport within broader sustainability and crisis-recovery policies. This umbrella review integrates heterogeneous evidence to identify key organisational and policy strategies capable of strengthening resilience and equitable participation in grassroots sport during periods of societal disruption. Full article

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19 pages, 959 KB

Open AccessArticle

The Profile of the Astrotourist in Aragon—Keys to Guide Sustainable Tourism

by Francisco Escario-Sierra, Victoria Sanagustin-Fons and Jose A. Moseñe-Fierro

Societies 2026, 16(4), 117; https://doi.org/10.3390/soc16040117 - 1 Apr 2026

Abstract

The search for sustainable practices in the tourism industry has opened new horizons in a polluting industry. This study explores astrotourism in the region of Aragon, Spain, considering Allan Schnaiberg’s environmental theory, which points out that as society becomes more industrialized, individuals become [...] Read more.

The search for sustainable practices in the tourism industry has opened new horizons in a polluting industry. This study explores astrotourism in the region of Aragon, Spain, considering Allan Schnaiberg’s environmental theory, which points out that as society becomes more industrialized, individuals become increasingly disconnected from nature and develop a sense of alienation from the natural world, leading to a longing for reconnection and deep experiences. The hypothesis postulates that astrotourists reflect the current trend of seeking knowledge-enriching, emotional, and nature-based experiences. Analyzing 407 astrotourists visiting the region’s attractions, we explore their profiles and travel motivations, uncovering subtle differences in prior knowledge, changing perspectives, and sociodemographic. The findings inform destination policies, marketing strategies, and management practices. The research outlines a structured profile encompassing sociodemographic, tourist behaviors, and assessments of Aragon’s astrotourism. This profile sheds light on astrotourists’ motivations, attitudes, and consumption patterns, serving as a foundation for future research and tailored experiences. This study contributes to understanding the dynamics of astrotourism and its implications for the evolution of astrotourists’ preferences. Full article

(This article belongs to the Special Issue Embodiment and Engagement of Tourism with Social Sustainability)

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19 pages, 387 KB

Open AccessArticle

Ctrl + Alt + Remedy? Child Rights, Access to Justice and Preventive Responses to Cyberbullying in the European Union

by Enikő Kovács-Szépvölgyi, Brigitta Molnár and Bernadett Szakács

Societies 2026, 16(4), 116; https://doi.org/10.3390/soc16040116 - 31 Mar 2026

Abstract

This study examines how European Union Member States address cyberbullying affecting children through legal and policy frameworks, paying particular attention to children’s rights. It employs a qualitative, document-based comparative methodology, applying a harmonized codebook to analyze definitional, legal, preventive, and reactive responses across [...] Read more.

This study examines how European Union Member States address cyberbullying affecting children through legal and policy frameworks, paying particular attention to children’s rights. It employs a qualitative, document-based comparative methodology, applying a harmonized codebook to analyze definitional, legal, preventive, and reactive responses across all 27 EU Member States. The analytical framework is grounded in the EU Charter of Fundamental Rights, the EU Strategy on the Rights of the Child, the Better Internet for Kids (BIK+) initiative, and the Digital Services Act, which serve as normative benchmarks. Coding draws on EU-level harmonized sources, including Joint Research Centre outputs and the 2025 BIK policy reports, and aggregates the findings into a composite structural indicator capturing the formal regulatory and policy coverage of cyberbullying from a child rights perspective. The results indicate a high level of formal regulatory attention in most Member States, particularly regarding criminal law protection, educational prevention, and institutional reporting mechanisms. However, child-specific and child-friendly elements—such as explicit cyberbullying definitions, adapted reporting procedures, and tailored civil law remedies—remain uneven and limited. The study concludes that, despite comprehensive formal regulation, significant gaps persist in the integration of child-centered and access-to-justice-oriented mechanisms, underscoring the need for strengthened child rights approaches and further research on implementation and children’s lived experiences. Full article

(This article belongs to the Special Issue Anti-Bullying in the Digital Age: Evidences and Emerging Trends)

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22 pages, 4347 KB

Open AccessArticle

Inclusive AI-Enhanced Civic Engagement: Empowering Marginalized Voices

by Maria Schneller, Michael Bedek, Eva De Lera, Otilia Kocsis, Jonas Seier and Dietrich Albert

Societies 2026, 16(4), 115; https://doi.org/10.3390/soc16040115 - 30 Mar 2026

Abstract

Civic online participation platforms offer valuable opportunities to involve citizens in local governance and benefit from collective intelligence. Yet, vulnerable groups, such as older adults, people with disabilities, and the less educated, are often underrepresented in online political engagement. Aiming to empower these [...] Read more.

Civic online participation platforms offer valuable opportunities to involve citizens in local governance and benefit from collective intelligence. Yet, vulnerable groups, such as older adults, people with disabilities, and the less educated, are often underrepresented in online political engagement. Aiming to empower these citizens to raise their voice online, we conducted two studies using an inclusive-by-design approach for developing an online civic engagement platform. In the first study, 39 individuals from two digitally low-performing European countries were surveyed about functions and features that would motivate and support their online participation. In the second study, focus groups with 13 digital and AI experts identified technical and informational requirements for effective use of the features desired by citizens. Our findings show the wishes for accessible, unbiased and secure AI-driven civic engagement platforms with transparency and user education about AI tools. In particular, chatbots require clear disclaimers and user guidance. Once citizens have been involved in the technical design process, both technical and informational feature preferences must be taken into account to avoid access and usability barriers or misunderstandings during the platform’s use. This is important to facilitate participation, especially for citizens from vulnerable groups. Full article

(This article belongs to the Special Issue Reshaping Social Reality: Digital Societies and the Data-Based Approach)

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32 pages, 312 KB

Open AccessArticle

Exploring Digital Competence in Foreign Language Education: An Integrated SELFIE and SELFIE for TEACHERS Study of Bulgarian Secondary School Teachers

by Irena Dimova, Plamen Tsvetkov and Mihal Pavlov

Societies 2026, 16(4), 114; https://doi.org/10.3390/soc16040114 - 30 Mar 2026

Abstract

This study explores the digital competence of foreign language teachers in Bulgarian secondary education by focusing on the institutional context of which they are a part, the strengths and gaps of their competence, and their levels of competence. It draws upon empirical data [...] Read more.

This study explores the digital competence of foreign language teachers in Bulgarian secondary education by focusing on the institutional context of which they are a part, the strengths and gaps of their competence, and their levels of competence. It draws upon empirical data that were collected and analyzed within an integrated, dual-instrument framework, combining the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) and SELFIE for TEACHERS (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies for Teachers) EU-aligned assessment tools. The results from the questionnaire data show that the foreign language teachers state that they work in a relatively good technological environment and evaluate the usage of digital technologies for teaching and communication purposes within the school context as a salient aspect of their digital competence. The results also reveal three areas in the study participants’ digital competence that are in need of improvement: (1) empowering learners/personalizing the educational process, (2) assessment and (3) facilitating learners’ digital competence. In addition, the findings indicate that the foreign language educators rate their digital competence at a low to medium level. By blending institutional and teacher-oriented perspectives into a single integrated study of Bulgarian secondary school foreign language teachers, this investigation extends the existing research and makes evidence-based recommendations for institutional capacity building, teacher education policy and targeted professional development aimed at improving the educators’ digital competence. Full article

26 pages, 2109 KB

Open AccessArticle

Pre-Service Teachers’ Knowledge to Promote Equity with a Gender Perspective

by Margarita Calderón and Elizabeth Martínez

Societies 2026, 16(4), 113; https://doi.org/10.3390/soc16040113 - 30 Mar 2026

Abstract

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers [...] Read more.

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)

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16 pages, 429 KB

Open AccessReview

Systems-Level Interventions to Disrupt Structural Racism and Improve Black Adolescent Health Outcomes: A Scoping Review

by Tamara Taggart, Simone Sawyer, Connor Mitchell, Marcy S. Ekanayake-Weber, Robert W. Faris, Nisha O’Shea, Luz E. Robinson, Belinda Woodard, Wan-Chen Lin, Yinuo Xu, Yutong Gao, Kate Nyhan and Dorothy L. Espelage

Societies 2026, 16(4), 112; https://doi.org/10.3390/soc16040112 - 27 Mar 2026

Abstract

Structural racism and discrimination (SRD) is a fundamental cause of health inequities that emerge during adolescence and persist throughout adulthood. This scoping review systematically synthesizes the evidence on policy and community-level interventions designed to disrupt SRD exposure among Black adolescents and mitigate its [...] Read more.

Structural racism and discrimination (SRD) is a fundamental cause of health inequities that emerge during adolescence and persist throughout adulthood. This scoping review systematically synthesizes the evidence on policy and community-level interventions designed to disrupt SRD exposure among Black adolescents and mitigate its impact on their health behaviors and outcomes. Following PRISMA-ScR guidelines, we searched five databases for peer-reviewed intervention studies published through October 2025. Of 3417 abstracts screened, 9 studies met inclusion criteria. We examined the study characteristics, theoretical frameworks, implementation strategies, and effectiveness of interventions targeting three primary mechanisms of SRD exposure for adolescents. The majority focused on neighborhood and social integration interventions, with limited representation of resource-based and school-based approaches. Culturally grounded, community-engaged interventions buffered SRD’s negative effects on mental health, empowered youth as change agents, and removed structural barriers to health-promotive resources. The review identified several gaps in the research, including methodological and theoretical rigor, geographic contexts, and follow-up. Findings underscore the potential of culturally grounded, multilevel interventions to reduce inequities across mental health, physical health, and social outcomes for Black youth. This review highlights the need to expand systems-level interventions that address the root causes of the persistent racial health inequities experienced by Black youth. Full article

(This article belongs to the Special Issue Systems and Structures of Racism and Oppression, Health and Potential Solutions)

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20 pages, 254 KB

Open AccessArticle

The Effects of Turkish Cypriot Traditional Children’s Games on Students with Special Needs in the Context of Values Education

by Özlem Dağlı Gökbulut, Burak Gökbulut and Mustafa Yeniasır

Societies 2026, 16(4), 111; https://doi.org/10.3390/soc16040111 - 27 Mar 2026

Abstract

This study, which aimed to instill values effective in developing social adaptation skills in students with special needs through traditional Turkish Cypriot children’s games, employed an action research model within a qualitative research design. The participants in the study were 5 students with [...] Read more.

This study, which aimed to instill values effective in developing social adaptation skills in students with special needs through traditional Turkish Cypriot children’s games, employed an action research model within a qualitative research design. The participants in the study were 5 students with mild intellectual disabilities aged 9 to 12. In the first step of the two-stage implementation plan, data were collected by having the students play traditional Turkish Cypriot children’s games, selected by the researchers and containing the relevant values, three times a week. In the second step, on the day following the game phase, the students’ acquisition of the target value was assessed through worksheets containing activities prepared by the researchers, which covered the basic points related to the target value. The aim was to instill 8 core values through applications that continued for a total of 5 weeks. After the completion of the application phase, a one-week break was given. During this period, the aim was to determine the short-term retention level of the targeted values. After a one-week follow-up, the researchers evaluated whether the students had learned the relevant values permanently in the short term through visuals and texts. The findings of this study, in which traditional Turkish Cypriot children’s games were practiced three times a week for five weeks, show that the games positively contributed to the learning of the targeted values and that the children adopted these values. However, the findings reflect only short-term retention; longer-term follow-up studies are needed to assess the long-term internalization of the values. Full article

(This article belongs to the Section Disabled People/People with Disabilities (Non-Medical Coverage))

18 pages, 575 KB

Open AccessArticle

The Effect of Framing on Heterosexuals’ Attitudes Toward Homosexuals: Evidence from Two Cohorts of Turkish University Students

by Ebru Ger and Sura Ertaş

Societies 2026, 16(4), 110; https://doi.org/10.3390/soc16040110 - 26 Mar 2026

Abstract

Framing—how issues are communicated—can influence attitudes. This study examined (1) the impact of value-framing on attitudes toward homosexuality among Turkish university students in 2012 and 2024, (2) cohort differences over time, and (3) socio-demographic predictors. Participants were 199 psychology students (161 female; M [...] Read more.

Framing—how issues are communicated—can influence attitudes. This study examined (1) the impact of value-framing on attitudes toward homosexuality among Turkish university students in 2012 and 2024, (2) cohort differences over time, and (3) socio-demographic predictors. Participants were 199 psychology students (161 female; M age = 21). Attitudes were most positive after equality framing, followed by neutral, then morality framing. Cohorts did not differ in overall attitudes. Morality framing led to significantly less positive views than neutral framing. Positive attitudes were associated with being female, higher parental education, and having more gay friends (for women) or lesbian friends (for men). Findings highlight the negative impact of morality framing and suggest that personal and social factors shape attitudes toward homosexuals. Full article

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30 pages, 523 KB

Open AccessConcept Paper

Critical Reflective Praxis for Travel-Based Research: Decolonizing Urban Health and Sustainable Development in Northeast Thailand

by Gareth Davey

Societies 2026, 16(4), 109; https://doi.org/10.3390/soc16040109 - 26 Mar 2026

Abstract

The call to decolonize our teaching, research, and universities is gaining momentum, and change begins with our everyday actions. In this concept paper, I advance critical reflective praxis—grounded in critical race theory, decolonial thought, and Indigenous studies—as a heuristic for identifying and challenging [...] Read more.

The call to decolonize our teaching, research, and universities is gaining momentum, and change begins with our everyday actions. In this concept paper, I advance critical reflective praxis—grounded in critical race theory, decolonial thought, and Indigenous studies—as a heuristic for identifying and challenging colonialism, Eurocentrism, racism, and other biases and systems of power across the entire research process, and for moving beyond critique into praxis. I also advance research as a site of praxis, and I argue for reconceptualizing praxis as praxis-in-motion, and for diagnostically evaluating praxis rather than assuming it is inherently ethical. To exemplify the process of critical reflective praxis, I evaluate a travel-based study I conducted about urban health and sustainable development in northeast Thailand that utilized the Moving Worlds Framework (also known as the travelogue methodology), a critical and decolonial approach to research that positions travel as a dynamic condition of knowledge production. In this evaluation, critical reflective praxis is operationalized as a whole-of-process intervention, embedding critical analysis, reflexivity, accountability, and praxis throughout the research process, based on social justice perspectives. My analysis demonstrates how bias can infiltrate research planning, design, methods, representation, and publication, even within decolonial methodological approaches. Critical reflective praxis is proposed as an evaluative and diagnostic tool for evaluating research and praxis. Full article

(This article belongs to the Section The Social Nature of Health and Well-Being)

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17 pages, 294 KB

Open AccessArticle

Unheard but Uncompromising: Quiet Politics and Parental Resistance Among Chinese Immigrant Families of Autistic Children in the U.S

by Yue Xu, Liya Lin and Yu-Shiuan Sun

Societies 2026, 16(4), 108; https://doi.org/10.3390/soc16040108 - 26 Mar 2026

Abstract

Background: Chinese immigrant families of autistic children in the United States face intersecting barriers related to language, culture, immigration, and fragmented service systems. Yet little is known about how Chinese immigrant parents engage in advocacy or how such efforts relate to disability and [...] Read more.

Background: Chinese immigrant families of autistic children in the United States face intersecting barriers related to language, culture, immigration, and fragmented service systems. Yet little is known about how Chinese immigrant parents engage in advocacy or how such efforts relate to disability and human rights. Methods: This qualitative study draws on in-depth interviews with fourteen Chinese immigrant parents of autistic children across multiple U.S. regions. Data were triangulated with analyses of publicly recorded advocacy events and parent-produced textual materials. Reflexive thematic analysis was used to examine motivations for advocacy, advocacy practices, and structural, linguistic, and cultural constraints. Results: Advocacy rarely emerged as an intentional or identity-driven pursuit. Instead, parents were compelled into advocacy through institutional exclusion, service denial, and unmet care needs. Parents engaged in diverse forms of advocacy, including migration, negotiation within institutions, information translation, community-building, and grassroots organizational leadership. Cultural norms shaped advocacy strategies, producing quiet, relational, and collective forms of action often overlooked in dominant rights-based models. Conclusions: Interpreted through a disability justice lens, parental advocacy functions as burdened and unequally distributed labor compensating for systemic failures. Findings underscore the need for institutional reforms that reduce reliance on families’ capacity to fight for access, dignity, and care. Full article

(This article belongs to the Special Issue Neurodivergence and Human Rights)

17 pages, 508 KB

Open AccessArticle

Academic Use of Generative Artificial Intelligence Among Adolescents and University Students: Associations with Self-Esteem, Self-Efficacy, and Academic Confidence and Anxiety

by Manuel Gámez-Guadix and Estibaliz Mateos-Pérez

Societies 2026, 16(4), 107; https://doi.org/10.3390/soc16040107 - 25 Mar 2026

Abstract

The use of generative artificial intelligence (GenAI) in academic contexts has expanded rapidly in recent years, yet limited evidence exists regarding its prevalence across educational levels or its association with psychological and academic variables among adolescents and young adults. This exploratory study aimed [...] Read more.

The use of generative artificial intelligence (GenAI) in academic contexts has expanded rapidly in recent years, yet limited evidence exists regarding its prevalence across educational levels or its association with psychological and academic variables among adolescents and young adults. This exploratory study aimed to examine the prevalence of GenAI use for learning-related academic purposes among pre-university and university students, including gender differences, and to analyze its relationship with self-esteem, self-efficacy, academic confidence, and academic anxiety. The sample comprised 1043 participants aged 13 to 23 years (M = 16.16, SD = 2.42; 59.1% female) who completed self-report measures. Structural equation modeling was conducted controlling for gender, age, and Internet use. Overall, 95% of students reported using GenAI for academic purposes, with higher usage among university than pre-university students and among female than male students. GenAI use was significantly associated with higher academic anxiety, although the effect size was small, and no significant associations were observed with the remaining variables. These findings suggest that while GenAI use is widespread, its associations with psychological and academic variables appear to remain limited. Full article

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19 pages, 494 KB

Open AccessArticle

AI Ethics Bylaws for Academia: Teaching, Learning, and Assessment

by Ali F. Almutairi, Jonathan Pils, Nazeer Muhammad and Shafiullah Khan

Societies 2026, 16(4), 106; https://doi.org/10.3390/soc16040106 - 25 Mar 2026

Abstract

The establishment of AI ethics bylaws in academia is needed for teaching, learning, and assessment. The adaptive parameters of these bylaws define the ethical, pedagogical, and operational standards for the use of artificial intelligence tools within academia. The main aim is to ensure [...] Read more.

The establishment of AI ethics bylaws in academia is needed for teaching, learning, and assessment. The adaptive parameters of these bylaws define the ethical, pedagogical, and operational standards for the use of artificial intelligence tools within academia. The main aim is to ensure that AI tools are used to enhance educational practices while preserving human judgment, safeguarding academic integrity, and promoting critical thinking. Specifically, these are intended to mentor all domains of academia to uphold the core values of fairness and transparency while adapting to the advent of modern technologies. While many are enthused by the support provided by large language models, it is also important to prevent over-reliance or misuse of AI technologies. This establishes clear responsibility for faculty, students, and administration. These significant bylaws pay more attention to these issues to provide a foundation for good governance, evaluation, and amendment of AI-related practices. To provide normative insight into the anticipated reception of these bylaws, we conducted a small exploratory pilot study with STEM faculty. The resulting observations offer preliminary indications of the feasibility of the proposed method for future research and policy development. Full article

(This article belongs to the Topic AI Trends in Teacher and Student Training)

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22 pages, 4193 KB

Open AccessArticle

Operationalizing Symbolic Violence to Advance Gender Equality: Women’s Mobility and Everyday Injustices in Public Transport in Mexico

by Lorena Suárez Alvarez, José M. Álvarez-Alvarado, Avatar Flores Gutiérrez and Juvenal Rodríguez-Reséndiz

Societies 2026, 16(4), 105; https://doi.org/10.3390/soc16040105 - 25 Mar 2026

Abstract

Gender-based violence in public transportation is a global phenomenon that restricts women’s rights and autonomy. Most of the documentation relies on harassment and physical aggression, but the subtle internalized mechanisms that reproduce gender inequities remain insufficiently analyzed. This study involves the concept of [...] Read more.

Gender-based violence in public transportation is a global phenomenon that restricts women’s rights and autonomy. Most of the documentation relies on harassment and physical aggression, but the subtle internalized mechanisms that reproduce gender inequities remain insufficiently analyzed. This study involves the concept of symbolic violence as an analytical category to unveil how resignation and normalization of violence perpetuate gender power relations and limit women’s mobility. A cross-sectional survey of 263 women aged 15–60 was conducted in Querétaro, Mexico, a rapidly growing city with significant mobility challenges. The questionnaire included items on perceptions of safety, violent experiences, responses to acts of violence, and prevention strategies. An inductive–abductive analysis was implemented to construct empirical indicators derived from Bordieu’s concept of symbolic violence and habitus. Findings reveal that fear, avoidance, and self-regulation are normalized responses to violence in public transport. Women implement strategies such as changing routes, limiting night travel, or increasing their expenses to access safer options. Six empirical indicators were identified: perceived insecurity as normality, resignation to harassment, bodily and emotional self-regulation, preventive reorganization of mobility, personal costs of safety, and collective inaction. In conclusion, the study demonstrates how symbolic violence operates through behaviors, actions, perceptions, and thoughts that reproduce inequities. Operationalizing symbolic violence provides a methodological and conceptual tool to advance gender equality and inform gender-sensitive mobility policies. Full article

(This article belongs to the Special Issue The Mobilization of Social Justice and Gender Equality)

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