Spread the love“`html As we approach the 2026 school year, the landscape of social media is rapidly evolving, particularly in the educational sector. The social media trends 2026 reveal an exciting ...
Hi everyone, as a solo, single, tech entrepreneur who works remotely and lives as a digital nomad, I go in and out from having consistent community, to feeling isolated. It's a bit ironic because I'm highly social but I need engaged socialization, not loud dance parties (yeah, it's odd I have chosen this lifestyle). I'm tired of all the let's meetup for a drink mixers and want something more engaging and consistent. So I decided, I'll just build it myself - or look
Environmental issues are associated with the pursuit of sustainable development in human society. To address environmental challenges, it is crucial to encourage residents to engage in pro-environmental behaviors. Instead of investigating residents’ offline pro-environmental behaviors, this study focuses on residents’ online green behavior by examining their Ant Forest use behavior. Ant Forest is an environmental protection online platform widely used in China. A total of 505 samples is obtained using a convenience sampling approach for this study. The research findings suggest that environmental risk perception has a positive impact on residents’ online green behavior. Social trust exerts a positive effect on residents’ online green behavior. More importantly, social trust partially mediates the effect of environmental risk perception on online green behavior. Unlike traditional offline pro-environmental activities, Ant Forest users need more trust and psychological support to overcome the concerns of pro-environmental engagement and supervision. Additionally, this research provides managerial implications for Ant Forest designers and environment managers enhancing Ant forest content design and promoting more pro-environmental behaviors.
Uncivil online communication is a widely problematized cultural by-product of computer-mediated communication that, however, remains theoretically underexplained. While previous research shows that personal tendency for uncivil communication is partially influenced by individuals’ personality and empathy skills, the factors of inter-individual variation remain largely unknown. The present study examined individuals’ emotion regulation skills as a possible predictor of uncivil communication. Online survey respondents (N = 215) reported if they had engaged in uncivil communication and filled in scales measuring emotion regulation difficulties, use of different emotion regulation strategies, and various individual traits. The results show that emotion regulation difficulties were associated with high levels of online disinhibition. This, in turn, was associated with reports of uncivil communication. The mediation effect was observed even when controlling for personality and empathy. The results suggest that individuals’ emotion regulation difficulties may be an underlying psychological factor behind harmful online communication. These findings call for research and development of means to support emotion regulation in online interactions.
Online communities have become a central part of the internet. Understanding what motivates users to join these communities, and how they affect them and others, spans various psychological domains, including organizational psychology, political and social psychology, and clinical and health psychology. We focus on online communities that are exemplary for three domains: work, hate, and addictions. We review the risks that emerge from these online communities but also recognize the opportunities that work and behavioral addiction communities present for groups and individuals. With the continued evolution of online spheres, online communities are likely to have an increasingly significant role in all spheres of life, ranging from personal to professional and from individual to societal. Psychological research provides critical insights into understanding the formation of online communities, and the implications for individuals and society. To counteract risks, it needs to identify opportunities for prevention and support. Online Communities play an increasing role in online behaviour and affect offline lives. Psychological research on online work communities, hate communities, and communities dedicated to behavioural addictions highlights risks and – in some cases - opportunities.
In the new media environment, the constantly emerging social platforms further expand the channels for the propagation of public opinion. Under the framework of complex network theory and faced the needs of management practice, modeling the spreading dynamics of public opinion in temporal group networks is of great significance for understanding its spreading law and improving the governance system of cyberspace and the development of network science. Through analyzing the changes of group networks topology and the spreading rules of public opinion, the spreading model of public opinion in temporal group networks was proposed by coupling the two dynamic processes, and the spreading thresholds of public opinion in static and temporal group networks were derived respectively. Then, the spreading characteristics of public opinion under different network topology, as well as the influence of important parameters on public opinion spreading process were discussed with the help of simulation experiments. The research results indicated that the propagation of public opinion in static and temporal group networks exhibits both similar trends and differentiated characteristics; compared with Spreader, the propagation of public opinion in temporal group networks is more sensitive to Ignorant’s behavior; both groups’ and netizens’ active probability have significant influence on public opinion propagation, but netizens’ affects more. Based on the relevant results, this paper proposed a series of countermeasures such as, grading social platforms, strengthening relationship management between them and introducing time management systems, so as to promote the formation of a good network ecosystem and the modernization of the national governance system.
This study investigated how different communication tools support integration in transdisciplinary research. Ten digital and analogue tools with different communication directions and degrees of participation were tested in a 3.5-year transdisciplinary research project. Based on an exploratory operationalisation of the social-organisational, cognitive-epistemic and communicative dimensions of integration, we compared the tools’ integration support as perceived by 80 practitioners, 6 scientists and 3 integration experts. The multi-methods approach involved three surveys at different project phases, an ex-post poster assessment and interviews. The study showed that a variety of tools can serve diverse actors’ needs with varying preconditions and can play a supportive role for integration. Throughout the research process, the project website was identified as the central information platform for all groups. A living document in the form of a large hand-drawn poster and sketchnotes provided quick and understandable overviews and were particularly relevant for the communicative and the social-organisational dimension of integration. Digital videoconferences performed best in the cognitive-epistemic dimension and were found to be effective for information exchange, while online voting, emails and minutes were perceived to be less relevant. The involvement of integration experts with diverse communication and visualisation skills can support adaptive, context-specific and dynamic choices of communication tools, making project outcomes accessible to a variety of actors in a timely and transparent way throughout the project. The communication tools that were perceived by the actors to be most supportive were those that used visual and textual sign systems and facilitated a strong group identity. Therefore, we conclude that future research should include and operationalise a fourth, emotional dimension of integration.
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Spread the love“`html As social media continues to shape the lives of adolescents, its effects on mental health are becoming increasingly apparent. In the digital age, where connections and self-worth ...
Abstaining from social media has become a popular digital disconnection strategy of individuals to enhance their well-being. To date, it is unclear whether social media abstinences are truly effective in improving well-being, however, as studies produce inconsistent outcomes. This preregistered systematic review and meta-analysis therefore aims to provide a more precise answer regarding the impact of social media abstinence on well-being. The databases of PubMed, Scopus, Web of Science, Communication Source, Cochrane Library, and Google Scholar were searched for studies examining the effect of social media abstinence on three outcomes, namely positive affect, negative affect, and/or life satisfaction. In total, ten studies (N = 4674) were included, allowing an examination of 38 effect sizes across these three outcomes. The analyses revealed no significant effects of social media abstinence interventions on positive affect, negative affect, or life satisfaction. Relationships between social media abstinence duration and the three outcomes were also non-significant. The findings thus suggest that temporarily stepping away from social media may not be the most optimal approach to enhance individual well-being, emphasizing the need for further research on alternative disconnection strategies. Nevertheless, important methodological differences between studies should be considered when interpreting these results.
Psychology researchers and neuroscientists have been trying to understand the principles guiding social interactions for decades. While their studies have yielded interesting results, many questions ...
People’s decisions are often informed by the choices of others. Evidence accumulation models provide a mechanistic account of how such social information enters the choice process. Previous research taking this approach has suggested two fundamentally different cognitive mechanisms by which people incorporate social information. On the one hand, individuals may update their evidence level instantaneously when observing social information. On the other hand, they may gradually integrate social information over time. These accounts make different predictions on how the timing of social information impacts its influence. The former predicts that timing has no impact on social information uptake. The latter predicts that social information which arrives earlier has a stronger impact because its impact increases over time. We tested both predictions in two studies in which participants first observed a perceptual stimulus. They then entered a deliberation phase in which social information arrived either early or late before reporting their judgment. In Experiment 1, early social information remained visible until the end and was thus displayed for longer than late social information. In Experiment 2, which was preregistered, early and late social information were displayed for an equal duration. In both studies, early social information had a larger impact on individuals’ judgments. Further, an evidence accumulation analysis found that social information integration was best explained by both an immediate update of evidence and continuous integration over time. Because in social systems, timing plays a key role (e.g., propagation of information in social networks), our findings inform theories explaining the temporal evolution of social impact and the emergent social dynamics.
<h3><strong>1.Overview </strong></h3><h4>Summary</h4><p>“Living Conversations” is a life skills module developed by the School for Life, UPES, to strengthen communication, confidence, and interpersonal skills among undergraduate students aged 15 to 20. The programme was designed in response to the growing global demand for soft skills, a trend highlighted by the World Economic Forum and further accelerated by the post-2020 shift toward dynamic, digital-first workplaces. Through experiential learning and engaging teaching methods, the course builds empathy, active listening, and cross-cultural communication. Between 2020 and 2023, it has benefited over 20,000 students, equipping them with essential skills for employability, entrepreneurship, and meaningful participation in society. </p><h4>Country / region of implementation </h4><p>India (the Republic of)</p><h4>Lead institution’s name </h4><p>UPES School for Life</p><h4>Partners</h4><ul type="disc"><li data-list-item-id="eaf4b5b04fb6c077c71789ba3fe10454b">Communication coaches</li><li data-list-item-id="e0b4dbb83cdbb6148343ecce048e10868">Guest speakers</li><li data-list-item-id="ecab76766ba313db232f173b95b509fb4">Global scholars </li><li data-list-item-id="edf9d7e217bc706804228c6801c7a5a82">UPES students</li></ul><h4>Implementation period</h4><p>01/07/2020 - 01/07/2023</p><h3><strong>2.Background </strong></h3><h4>Context and problems to address</h4><p> The onset of the COVID-19 pandemic underscored widening skill gaps in young learners. While technical competencies are often emphasized in higher education, students lack structured training in communication, empathy, and adaptability — all critical for employability and civic participation. According to the WEF, conversational abilities and life skills are among the top requirements for future workforces. The Living Conversations course was designed to bridge this gap by offering a structured yet creative approach to life skills development. Its strategy combines experiential learning, cross-cultural exchange, and continuous evaluation to ensure progress.</p><h3><strong>3.Implementation process</strong></h3><h4>Activities and outputs</h4><ul><li data-list-item-id="eb2bc073e5c6764c13c8204373ee4d3b1"><strong>Curriculum Design</strong>: The curriculum was structured to integrate modules on speaking, writing, listening, empathy, and cross-cultural communication.</li><li data-list-item-id="e60cbebd5d1f6b425f82cbc27902c3fe5"><strong>Pedagogical Approach:</strong> A pedagogy rooted in experiential learning and reflective practice was chosen then implemented to engage students actively.</li><li data-list-item-id="e62d20207c4fbb8d1a687bd542ebdec26"><strong>Programme Highlights</strong>: Real-world perspectives were brought in and collaboration was encouraged through signature activities such as Student Team Projects, the Mini Film Festival, and Global Guest Talks.</li><li data-list-item-id="e32186aee4291652b76bb86f33752dc2b"><strong>Monitoring and evaluation</strong>: carried out through a mix of assessments, peer reviews, and reflective assignments, with faculty conducting mid- and end-course evaluations to measure and refine learning outcomes.</li></ul><h4>Resources required for successful implementation </h4><ul type="disc"><li data-list-item-id="e8821059e99028653475c96d8dfe4cccb"><strong>Personnel</strong> — Certified faculty trained in life skills and communication.</li><li data-list-item-id="e189366cd1f7a0b541f02b1565dde33dd"><strong>Financial resources</strong> — Funding provided by UPES for the design and delivery of the programme. </li><li data-list-item-id="edf4bb39993c30c0c5c753d1b608e7703"><strong>Tools</strong> — Classrooms equipped with digital tools for blended learning.</li></ul><h4>Enabling factors</h4><ul><li data-list-item-id="e16deadf65e77d94e8d655cd3aa7ac4f2"><strong>Strategic partnerships</strong>: Collaboration with communication coaches, guest speakers, and global scholars brought diverse perspectives and enriched the learning experience, giving students direct exposure to real-world practices and global viewpoints.</li></ul><h4>Challenges</h4><ul><li data-list-item-id="ed56833778651803cb58d0440364efcef">Initial resistance was encountered from students who prioritized technical subjects over life skills.</li><li data-list-item-id="e36bc58e1f46fad6211c42305d416c39f">The need for continuous training was essential to maintain high-quality delivery and pedagogical consistency.</li><li data-list-item-id="e8573180c49076b0982776d9dc9de787f">The COVID-19 pandemic significantly disrupted traditional, in-person classroom delivery.</li><li class="ck-list-marker-bold" data-list-item-id="edd462dbf7f262cb4fd2d5e6f90b87555"><strong>How challenges were addressed : </strong><ul><li data-list-item-id="efc98bc54f0813e2d2a2e849098132a46">To overcome student resistance, gamification and experiential methods were introduced, effectively demonstrating the practical value and professional relevance of the course.</li><li data-list-item-id="e7af0c36a2d4b05a148b248109a3ac861">Partnerships with Fulbright scholars and communication coaches were leveraged to provide faculty with ongoing training in innovative practices and global perspectives.</li><li data-list-item-id="e6b3d0bf52d300b09415229b98a6387cb">The programme successfully pivoted to digital platforms, utilizing gamified modules and interactive online assignments to ensure continuity and sustained engagement despite the disruption.</li></ul></li></ul><h3><strong>4.Results and impact </strong></h3><h4>Measurable outcomes </h4><ul><li data-list-item-id="ec8aac96f6f3f06191a8a200c328f77dc">Over 20,000 students students successfully completed the training between 2020 and 2023. </li><li data-list-item-id="e143f9de0f15d04b8e32e048660a6965b">90% demonstrated improved communication skills based on evaluations and feedback. </li><li data-list-item-id="e93ad6693a0da4b56c4dcc317b418e096">85% reported increased confidence and greater readiness to present ideas in public settings. </li><li data-list-item-id="e8ddb606c1f576f96764d9ef80fd10cc2">75% of program graduates showed enhanced employability outcomes, including improved placement rates and job readiness.</li></ul><h4>Impact on the targeted population</h4><ul><li data-list-item-id="e31a4e4d0047b20c7bd7d0e3429e2edc7"><strong>Students between 15 to 20</strong> : They demonstrated notable improvements in confidence, communication clarity, and active listening. These internal gains translated into tangible professional outcomes, as UPES placement cells reported a significant improvement in interview performance, with recruiters specifically noting students’ enhanced communication skills. Beyond technical competencies, independent surveys also highlighted broader development in teamwork, empathy, and analytical thinking.</li></ul><h4>Impact on SDG 4 targets</h4><p><strong>Target 4.4 </strong>— By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship</p><ul><li data-list-item-id="ec43efa78161728871468151addda7184">The programme provides relevant skills for decent work and entrepreneurship, ensuring a smoother transition for students into professional and entrepreneurial roles.</li></ul><h3><strong>5.Sustainability, replicability and lessons learned</strong></h3><h4>Strategies to ensure long-term sustainability of the practice</h4><ul><li data-list-item-id="e6e1a54d5827236a4be0cfe4cf8352332">The sustainability of Living Conversations is ensured by its integration into the School for Life curriculum, reflecting a strong institutional commitment.</li><li data-list-item-id="ea92a49323c05ff08ba322f567f67c9d2">The programme requires minimal resources beyond trained faculty and digital tools, and thus remains cost-effective and easy to maintain.</li><li data-list-item-id="e63f2c00ce567a472c79252ed87abce7f">Continuous evaluation and structured student feedback keep the course responsive, allowing it to evolve with changing learner needs and workplace demands.</li></ul><h4>Potential for scaling and replication</h4><ul><li data-list-item-id="ecc2418b2ea8c8415d91fa43d994a4c6e">The modular structure of the programme allows for easy adaptation to different contexts, languages, and communities. </li><li data-list-item-id="ea80e8001a6d46823a406cf36f8fef208">Having already proven effective in large-scale university settings, it holds strong potential for replication in schools, vocational training centres, and NGOs.</li></ul><h4>Lessons learned and recommendations</h4><ul type="disc"><li data-list-item-id="e4681796185c0c17c3e186839a856ab92">Experiential, student-driven activities are essential to sustaining engagement, while continuous mentoring is vital for achieving deeper outcomes.</li><li data-list-item-id="e5ff1de6b02c9f877c877ad2daa09e8d8">Global collaborations ensure that the curriculum remains high-quality and professionally relevant.</li></ul><p><strong>Disclaimer</strong>: This good practice is published based on the submission received through an open call. The views and opinions expressed are those of the authors and do not reflect the positions of UNESCO or the SDG 4 High-Level Steering Committee. UNESCO and the SDG 4 High-Level Steering Committee do not endorse any project or organization mentioned in this document.</p>
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launchreel.devBeing a solo founder focused on building products, content creation to evangelize was not easy. Making videos meant taking screen captures, writing captions, converting text to voice overs and assembling them into frames took hours. This being a repetitive exercise, it was becoming a bottleneck.So I built launchreel.How it works:you paste a URL (up to 3, plus up to 6 images/videos). It applies vision apis to extract visual references, text and LLM weaves a story. It writes ca