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Integrating mobile learning technologies in mathematics education in light of the pandemic, natural disasters, and recent technological developments is a significant shift in practice. This research applied the systematic review approach to assess the impact of mobile learning aids on students’ learning attitudes, motivation, and performance in mathematics. Based on a synthesis of peer-reviewed articles published from 2010 to 2024, this paper focuses on five themes: (a) student and educator experience and engagement, (b) modification in instructional practices, (c) learning and achievements, (d) opportunities, challenges, and strategies, and (e) mobile learning perceptions. The review reveals that mobile learning enhances students’ essential and higher-order thinking skills by establishing interactivity and learning through inquiry. However, other factors, such as the unequal distribution of resources and technology, still pose a challenge. To address these issues, it is suggested that future policies should focus on improving infrastructure, digital competency, and professional learning for instructors. Further, it is essential for institutions to engage faculty members in collaborative platforms to enhance their practice and have secure measures for data protection. This systematic review emphasizes the need for the researcher to conduct these evaluations over time to gauge the long-term impact of mobile learning and to look at the effects of this form of learning on different groups of students. It also concludes that future studies need to pay attention to ethical concerns and ways to provide equal opportunities in integrating technology into mathematics education for all students.

Keywords: Mobile Learning, Mathematics, Critical Thinking, Engagement, Digital Knowledge, Professional Development

Artificial Intelligence (AI) is ubiquitous, yet the perceptions of Filipino undergraduate students (UGS) remain limited. Using an explanatory sequential mixed methods design, we surveyed 537 UGS to examine their knowledge and beliefs about AI in higher education. An adapted instrument was first validated through exploratory factor analysis, revealing a three-factor structure: perceived threat to human autonomy and employment, perceived academic and economic utility, and perceived negative consequences and risks. Students reported moderate self-rated knowledge (M = 6.51, SD = 2.18). Beliefs were largely neutral to positive, with no significant demographic differences. However, knowledge varied significantly: males scored higher than females (U = 30,244, p = .01), students aged 21–25 outperformed those under 20 (H(2) = 13.85, p < .001), IT students exceeded agriculture majors (H(6) = 13.29, p = .04), and third-years surpassed first-years (H(3) = 9.87, p = .02). Qualitative responses emphasized AI’s role in learning support, accessibility, and interaction, while concerns focused on over-reliance, reduced human relationships, and misinformation. Interpreted through the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and Critical Pedagogy, the findings inform Philippine higher education in shaping curriculum, faculty development, and governance for responsible AI integration.

Keywords: Artificial Intelligence, Instrument Construct, Demographic Influences, Content Knowledge Skills, Beliefs

The study of teacher well-being has become very popular in recent years. However, the polysemy of the term "well-being" can be an obstacle, especially when comparing research results. The purpose of this critical literature review is to ground the concept of teacher well-being in contemporary conceptual discussions. After an overview of current trends, we analyze thirteen definitions of well-being used to study this phenomenon among teachers. This non-exhaustive review allows us to exemplify three types of definitions. At the end of this exercise, we note the differences between "well-being", "well-being at work" and "teachers’ well-being".

Keywords: bien-être au travail, well-being at work, teachers, hédonisme, hedonia, eudémonisme, eudaimonia, psychologie positive, enseignants, positive psychology, enseignantes

Despite a high attrition rate in the profession, many teachers remain committed to their roles, raising questions about the reasons that explain their work engagement. Among the documented antecedents of work engagement, resilience and psychological well-being at work (PWBW) stand out. Thus, this study aimed to explore the mediating role of PWBW in the relationship between resilience and work engagement. Drawing on the broaden-and-build theory, a cross-sectional study was conducted with 204 primary and secondary school teachers in Quebec. The findings show that the relationship between resilience and work engagement is fully mediated by PWBW, highlighting possible interventions to foster and sustain teachers' engagement in their work.

Keywords: Enseignants, Teachers, Engagement au travail, Work engagement, Résilience, Resilience, Psychological well-being at work, Bien-être psychologique au travail, Théorie broaden-and-build, Broaden-and-build theory

Although the roles of municipalities in mitigating and adapting to climate change are well understood, the decision-making processes of municipal actors for climate hazards remain poorly documented. This study aims to describe the context in which these actors evolve and make decisions related to climate hazards, as well as the means used to incorporate citizen knowledge. A qualitative study was carried out and triangulated with the results of a narrative review. The results show that the decision-making context is shaped by the intensification of the climate crisis, the urgency of decision-making, the novelty of mandates and roles, the inconsistent availability of resources, and that the inclusion of citizen knowledge fluctuates. As the climate crisis intensifies, further research is needed on the evolving roles of municipal actors and the integration of citizen perspectives on these issues.

Keywords: Municipalités, Municipalities, climate change, changements climatiques, prise de décisions, decision making, climate hazards, aléas climatiques, sinistres, disasters, savoirs citoyens, citizen knowledge

This article aims to support researcher-developers with regard to the tensions experienced in the participatory nature of research and development (R&D) methodology. From an initial literature review including 121 references on interpretive or participatory qualitative approaches (B-Lamoureux, Bergeron and Rousseau, 2023), 28 writings related to participatory character were identified and analyzed through analytical questioning (Paillé and Mucchielli, 2021). The analysis identified four sensitive areas likely to generate tensions in R&D, for which ten precautions and concrete means are proposed. For example, theory-practice tensions and the equitable consideration of opinions between stakeholders and research knowledge can be mitigated by engaging in an interwoven process combining all these viewpoints. In the context of the iterative and interrelated process of R&D activities, these findings appear relevant to dealing with the tensions of collaborative dynamics.

Keywords: research and development, recherche-développement, rigueur scientifique, scientific rigour, dynamique collaborative, collaborative dynamics, participatory approach, démarche participative

Keywords: stratégie d’enseignement, classification, taxonomie, typologie, revue intégrative

Keywords: orthographe lexicale, personnes adolescentes, français

This article has two interconnected goals: 1) to provide an updated view regarding metaphor and social neuroscience concerning analogical cognition/modeling; 2) to analyze how metaphoricity activates hegemonic cultural narratives of the economy under the context of the 2008 Financial Crisis and its aftermath in a sample of Spanish press outlets and, via symbolic value cross-comparison analysis, in Todo lo que era sólido (2013) by Antonio Muñoz Molina and in En la orilla (2013) by Rafael Chirbes. Both texts offer transposable conditions for scalability.

Keywords: metaphor, metáfora, cultural narratives of economy, narrativas culturales de economía, crisis financiera 2008, 2008 Financial Crisis, Antonio Muñoz Molina, Antonio Muñoz Molina, Rafael Chirbes, Rafael Chirbes

This systematic literature review investigates the effectiveness of interactive media and specific learning strategies, such as project-based learning (PBL) and augmented reality (AR), in improving digital literacy among secondary school students. Analyzing 19 peer-reviewed studies from 2018 to 2024, the review identifies both effective approaches and key barriers. It highlights that while digital tools can enhance students' abilities in content creation, information evaluation, and ethical technology use, their impact depends on well-designed curriculum integration, teacher preparedness, and institutional support. The findings emphasize ongoing challenges, including inadequate infrastructure, insufficient teacher training, and curriculum misalignment, particularly in public schools. In response, the review proposes actionable recommendations to address these barriers, including incorporating culturally responsive media and comprehensive teacher development programs. This study aims to inform policy reforms and provide evidence-based strategies for integrating digital literacy into secondary education, with an emphasis on contextual, interdisciplinary approaches that align with current digital citizenship demands.

Keywords: Interactive Based Media, Learning Strategies, Digital Literacy