The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits and obstacles. Utilising the unified theory of acceptance and use of technology framework, this study reveals positive attitudes towards AI's efficiency and teaching enhancement, but also significant concerns about academic integrity, accuracy, reliability, skill development and the need for comprehensive training and policies. These findings underscore the necessity for institutional support to navigate the integration of AI and GenAI in tertiary education. Implications for practice or policy: Attitudes towards AI and GenAI integration are diverse with educators recognising benefits but raising ethical and practical concerns. These concerns indicate a need for a more comprehensive understanding and dialogue within academic communities. Academics' intentions to use these technologies are contingent upon the development of robust ethical guidelines and supportive institutional policies. Institutional support and training shape behaviours. The scarcity of formal training, systematic guidelines and policy frameworks currently limits effective integration.

Participation in physical activity and sport is on the decline and there is a poor understanding of the psychosocial factors that contribute to people’s reluctance to participate. We examined whether there were relationships between factors such as weight stigma, weight bias internalization, appearance evaluation, and fears of negative appearance evaluations, and enjoyment and avoidance of physical activity and sport. Undergraduate students (N = 579) completed a survey assessing demographics, and the variables described above. In hierarchal multivariate regression models, weight stigma (β = −0.16, p < 0.001), appearance evaluation (β = 0.19, p = 0.001), and weight bias internalization (β = −0.19, p = 0.003) were associated with lower enjoyment of physical activity and sport. Weight stigma (β = 0.46, p = 0.001), weight bias internalization (β = 0.42, p = 0.001), and fear of negative appearance evaluations (β = 0.16, p = 0.000) were also significantly associated with the tendency to avoid physical activity and sport. Serial mediation analysis showed the relationship between weight stigma and enjoyment of physical activity and sport was through appearance evaluation and weight bias internalization (indirect effect = −0.007, SE = 0.002, 95% CI = −0.01, −0.02). Similarly, the relationship between weight stigma and avoidance of physical activity and sport was through weight bias internalization and fear of negative appearance evaluations (indirect effect = 0.11, SE = 0.03, 95% CI = 0.05, 0.16). These results suggest that weight stigma and concerns about one’s physical appearance influence people’s enjoyment and reasoning for avoiding physical activity and sport. Research is needed to identify ways to reduce body-related stigma and increase enjoyment and participation in physical activity and sport.

Interventions that are designed to stem plagiarism do not always override the motivation of individuals to cheat and, therefore, may not diminish misconduct. To inform more effective approaches, we conducted a systematic review to clarify the psychological causes of plagiarism. This review of 83 empirical papers showed that a specific blend of circumstances may foster plagiarism: an emphasis on competition and success rather than development and cooperation coupled with impaired resilience, limited confidence, impulsive tendencies, and biased cognitions. Fortunately, whenever students feel their life and studies align to their future aspirations, many of these circumstances tend to dissipate.

The authors explored the characteristics of individuals that affect their attitudes toward restorative justice-—in which offenders, victims, and communities meet to redress the damage the offence had caused. Across three studies, participants completed questionnaires that assessed whether they believe that people in general, or offenders in particular, can change fundamentally as well as attitudes toward restorative justice, rehabilitation, and punishment. In one study, the questionnaire also included measures of social dominance orientation, goal orientation, and future clarity. Generally, participants who believed that offenders can change fundamentally were more likely to agree to participate in restorative justice meetings and endorse rehabilitation over punishment. Yet, the belief that individuals in general can change fundamentally was not significantly associated with these attitudes toward alternative responses to crime. Social dominance orientation was inversely, and a learning orientation and future clarity were positively, associated with this belief that offenders can change. Thus, interventions that diminish inequality in income, privileges, and influence—and thus curb a social dominance orientation—may foster an openness toward restorative justice. Initiatives that continually reward people who gradually develop their expertise, and thus promote a learning orientation, should also foster this openness toward alternatives to custodial sentences.

The good intentions of zoos to introduce enrichment practices that stimulate animals mentally and physically are not always achievable. Changes to the policies and procedures in organisations are difficult to fulfil for a range of reasons frequently investigated in change management literature. The implementation of these changes can be the source of ineffective attempts to generate positive interventions in organisations. In this study, we investigate whether interventions to improve animal management in zoos through enrichment are subject to implementation impediments. Qualitative data gathered from interviews with 23 keepers working with big cats across 12 zoos globally provided valuable insights into the barriers and enablers to the implementation of enrichment. Keepers participated voluntarily and worked in accredited zoos across Australia, New Zealand, Europe, south-east Asia, South Africa, and the United States of America. Thematic analysis of the data revealed five key themes that described some of the challenges zoos and keepers experience when implementing enrichment for big cats, in their words: “let’s just be cautious”, “purely surviving”, “struggle to understand the goal”, “can’t always provide what you should”, and “judge the effectiveness”. These themes provide additional insights into potential areas for improvement, including greater attention to the benefits of enrichment for animal mental health and increased transparency around enrichment objectives in zoos.

${\mathrm{Bi}}_{\mathrm{2}}{\mathrm{Sr}}_{\mathrm{2}}{\mathrm{Ca}}_{\mathrm{2}}{\mathrm{Cu}}_{\mathrm{3}}{\mathrm{O}}_x$ (Bi-2223) tapes were processed by the standard powder-in-tube technique, but small amounts of ${\mathrm{UO}}_{\mathrm{4}}$ were added prior to processing. Both U-doped and undoped tapes were subsequently exposed to a reactor spectrum of neutrons. Whereas the undoped materials show moderate enhancements of the critical current densities $J_c$ due to the pinning action of the fast-neutron-induced collision cascades, $J_c$ in the U-doped tapes increases by factors of 10–20 due to thermal-neutron-induced fission of ${}^{\mathrm{235}}\mathrm{U}$ and the subsequent formation of fission tracks. Since the enhancements are particularly pronounced, when the magnetic field is applied perpendicular to the tape surface, the characteristic $J_c$ anisotropy is strongly reduced in a certain field range. At the same time, the irreversibility field at 77 K is doubled for both field orientations.