Generative artificial intelligence (GAI) technologies are gaining traction in higher education, offering potential benefits such as personalized learning support and enhanced productivity. However, successful integration requires understanding the factors influencing students’ adoption of these emerging tools. This study investigates the determinants shaping higher education students’ adoption of GAI through the lens of the unified theory of acceptance and use of technology 2 framework. Data was collected from Pyatigorsk State University students and analyzed using structural equation modeling. The findings reveal habit (HB) as the most influential predictor of GAI adoption among students, followed by performance expectancy. Hedonic motivation, social influence (SI), and price value positively influenced behavioral intention (BI) to use these technologies. Surprisingly, facilitating conditions (FCs) exhibited a negative effect on BI, suggesting potential gaps in support systems. The study identifies no significant gender differences in the underlying factors driving adoption. Based on the results, recommendations are provided to foster HB formation, communicate benefits, enhance hedonic appeal, leverage SI, address price concerns, and strengthen FCs. Potential limitations include the cross-sectional nature of the data, geographic constraints, reliance on self-reported measures, and the lack of consideration for individual differences as moderators. This research contributes to the growing body of knowledge on GAI adoption in educational contexts, offering insights to guide higher education institutions in responsibly integrating these innovative tools while addressing student needs and promoting improved learning outcomes.

Background: The aim of this study was to compare free fluoride concentration and total fluoride concentration in mouthwashes. Methods: Fluorine-containing mouthwashes from various companies and manufacturers (Colgate Total Plax Classic Mint®, Colgate-Palmolive, New York, USA; Colgate Total Plax Gentle Mint®, Colgate-Palmolive, New York, USA; Colgate Total Plax Fresh Mint®, Colgate-Palmolive, New York, USA; Oral B Advantage®, Procter&Gamble, Cincinnati, USA; Reach Fresh Mint®, Johnson&Johnson, New Brunswick, USA; Foramen®, Laboratorios Foramen, Guarnizo, Spain; Lacalut Sensitive®, Dr. THEISS, Homburg, Germany; Sensodyne®, GlaxoSmithKline, London, UK; Vesna F®, Vita, Saint Petersburg, Russia; Lacalut Fresh®, Dr. THEISS, Homburg, Germany) were selected as study objects. Fluoride measurements were carried out using the fluoride selective electrode. Results: Free fluoride:total fluoride ratio was more than 80% for six samples (Colgate Total Plax Gentle Mint® - 88%, Colgate Total Plax Fresh Mint® - 99%, Oral B Advantage® - 92%, Reach Fresh Mint® - 92 and 89% for the mouthwash of another batch, Lacalut Sensitive® - 94%) and less than 63% for three samples (Colgate Total Plax Classic Mint® - 56%, Foramen® - 62%, Vesna F® - 61%). Two samples had more than 70% and less than 80% of unbound fluoride, respectively (Sensodyne® - 77%, another batch of Oral B Advantage® mouthwash - 74%). Rinse containing sodium monofluorophosphate (Na₂PO₃F) (Vesna F®) had more than 50% of free fluoride, while the rinse containing amine fluoride (AmF) (Lacalut Sensitive®) had 94%. The difference in the free fluoride:total fluoride ratio can be explained by binding of fluoride ions by components contained in mouthwashes, such as coloring agents and polymeric compounds. The lowest concentration of free fluoride ions (0.000093 mol/L) was observed for aluminum fluoride (AlF₃) rinse (Lacalut Fresh®), while the total fluoride amount was not determined due to possible generation of strong fluoride complexes. This implies that fluoride ions will not be uptaken by tooth tissue and may even be washed away from it, compromising the efficacy of mouthwashes. Conclusions: The differences in free fluoride: total fluoride ratio between analyzed mouthwashes reveal a need to develop a method for evaluation of free fluorides in mouthwashes for proper updating of national and international guidelines.

Augmented reality (AR) overlays virtual elements on real-time images. Because to its ubiquitous use on desktop computers and handheld devices, it has become a major study topic. AR provides benefits like engagement, motivation, and learning result, but drawbacks like the technology tool and application and pedagogical challenges. After 2015, global Google searches for AR increased. This study analyzed “AR” literature released after 2015. Exclusion and inclusion criteria are studies were divided into social sciences and education and published in English. Research should be published during 2015-2022. 3,823 studies were analyzed. AR publications will increase after 2020. Annual citations averaged 2.49. Computer & Education leads the top ten journals in citations. National Taiwan Normal University and Beijing Normal University have the most publications when ordered by writers’ institutions. China leads global publications, whereas the US leads overall publications. China led in citations, followed by the US. Macedonia led the average number of article citations, followed by Israel. The strategic map shows the center and density of key issues. “Student learning,” “AR applications,” and “AR technology” are linked and vital terms. Based on the results of the bibliometric study, researchers who wish to work on AR may emphasize theme-based learning studies and AR. Researchers that are considering conducting bibliometric analysis on AR are urged to conduct research utilizing many databases.

This study provides a bibliometric study of publications on context-based learning in science education to give readers a better understanding of the current state of the field’s research. The major goal of this study is to provide bibliometric information on articles on context-based learning in science education published in periodicals listed in the Scopus Database between 2005 and 2023. A bibliometric analysis based on seven categories–number of articles and citations per year, most influential countries, most productive authors, most significant affiliations, funding institutions, and subject areas was performed on the information gathered from publications scanned and published within the study’s parameters. Network diagrams and bibliometric analyses were produced using the Scopus Database. The year in which the most articles were published is 2022. The top three most productive countries were the Netherlands, Germany, and Turkey, respectively. The number of citations to papers included in the Scopus Database grew steadily, reaching its peak in 2022 with 410 citations. Pilot, A., who published 13 times, was the most productive author on this subject. Most publications are affiliated with Universiteit Utrecht, Freudenthal Institute and Technische Universiteit Eindhoven. Horizon 2020 framework program was the top funding source in terms of articles published. Additionally, it was examined how the publications were distributed by subject. The publications’ respective topic areas were social sciences and computer sciences. This study offers a global view of context-based learning in science education as well as a vision for future research.

This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.

The novel coronavirus (COVID-19) outbreak is a public health emergency of international concern, and this emergency led to postponing elective dental care procedures. The postponing aimed to protect the public from an unknown risk caused by COVID-19. At the beginning of the outbreak, for public health authorities, the aerosol-generating procedures and the close proximity between dental care workers and patients in dentistry represented sufficient justification for the delay of dental visits. Dental care is a priority, and for many years, studies have proven that the lack and delay of dental care can cause severe consequences for the oral health of the general population, which can cause a high global burden of oral diseases. Safety is necessary while resuming dental activities, and risk assessment is an efficient method for understanding and preventing the COVID-19 infectious threats facing the dental industry and affecting dental care workers and patients. In this study, for safe dental care delivery, we adapted risk assessment criteria and an approach and an occupational classification system. Based on those tools, we also recommend measures that can help to minimize infectious risk in dental settings.