This article is a study of water scarcity in Cyprus, examining the implications on the demand and supply side of water under the transformations caused by economic development, urbanisation and environmental changes. Measures and actions taken by water stakeholders to tackle the water poverty issue are discussed and assessed, together with possible future solution methods. In the light of the success of global climate models to forecast future conditions and advances in integrated management tools, the suggestion here is the need for a global systems approach to help guide policy decisions.

Group work permits students to develop a range of critical thinking, analytical and communication skills; effective team work; appreciation and respect for other views, techniques and problem-solving methods, all of which promote active learning and enhance student learning. This paper presents an evaluation of employing the didactic and pedagogical customs of group work in mathematics with the aim of improving student performance as well as exploring students’ perceptions of working in groups. The evaluation of group work was carried out during tutorial time with first year civil engineering students undertaking a mathematics module in their second semester. The aim was to investigate whether group work learning can help students gain a deeper understanding of the module content, develop improved critical and analytical thinking skills and see if this method of pedagogy can produce higher performance levels. The group work sessions were conducted over four weeks whilst studying the topic of integration. Evaluation surveys were collected at the end of the intervention along with an investigation into the examination results from the end of semester examinations. In order to derive plausible and reasonable conclusions, these examination results were compared with an analogous cohort of first year mathematics students, also studying integration in their engineering-based degree. The investigation into the effectiveness of group work showed interesting and encouraging positive outcomes, supported by a combination of qualitative and quantitative analysis.

Motivated by the dynamics of a trimaran, an investigation of the dynamic behaviour of a double forcing parametrically excited system is carried out. Initially, we provide an outline of the stability regions, both numerically and analytically, for the undamped linear, extended version of the Mathieu equation. This paper then examines the anticipated form of response of our proposed nonlinear damped double forcing system, where periodic and quasiperiodic routes to chaos are graphically demonstrated and compared with the case of the single vertically-driven pendulum.

The transformation of national education policy during Indonesia’s governmental era has led to regulatory disruptions through the rapid revocation of previous policies and swift introduction of new ones. This landscape requires teachers to possess technological proficiency as well as 21st-century competencies and pedagogical readiness to adopt innovative learning. This study examines the influence of technological knowledge and 21st-century competencies on teachers’ readiness to adopt deep learning pedagogy, while also exploring perceptions of opportunities and challenges. A sequential explanatory mixed-methods design was employed, involving a survey of $802$ teachers from regions of Indonesia. The instrument comprised $25$ items across three variables, validated by experts, and tested with confirmatory factor analysis, which showed acceptable fit and reliability. Quantitative data were analyzed statistically, while qualitative insights came from interviews with 30 teachers and analyzed thematically. Results indicate that 21st-century competencies $(\beta =0.639,R^2=0.432)$ exert stronger influence than technological knowledge $(\beta =0.575,R^2=0.310)$ in shaping readiness. The integration of connecting and embedding strategies revealed personal, structural, and cultural complexities in implementing deep learning. The study recommends localized training and partnerships with professional organizations, higher education institutions, and NGOs to generate systemic support for school reform toward learning organizations.

The UK higher education has been one of the top destinations for international students over the last few decades, and it is beneficial to the UK local and national economy. However, recent changes of the governmental policies on the way UK universities are funded and the recession that still affects economies around the world have left many universities around the UK at financial survival risk. With relatively limited access to reduced research funds, student recruitment has a vital importance for most universities. It has been well established in the literature that academic reputation and the level of services have the most significant impact on national and international students. Thus, universities, to maintain their market share, must spend much energy and resources to improve the level of services offered to their students. The recently introduced National Student Survey (NSS) has become one of the most important metrics to assess student satisfaction that influences directly the university league tables and the Teaching Excellence Framework (TEF), which in turn effects international and national student recruitment. It is not surprising that underpinning student satisfaction has become the major target of UK universities. Therefore, a research investigation has been carried out to identify the most influential factors that comprise to the decision of overall satisfaction for the students studying Science, Technology, Engineering and Mathematics (STEM) subjects. On this purpose, a detailed statistical analysis was carried out on the NSS results and it was concluded that there is strong evidence, that “teaching” and “organisation and management” are the vital influential factors on the overall satisfaction of students.

This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” package (version 7.0-0) in R software version 4.3.0. The results showed a positive and significant relationship between self-efficacy and mathematical creativity $(z=3.51;95\% CI [0.09, 0.32], p<0.001$). The influence of self-efficacy on mathematical creativity is included in the low category ($r_e=0.21$). These findings had no publication bias issues with Egger’s test ($t=-0.03; p=0.978$) and were stable against the impact of unpublished studies ($Fail-safe N=5101; p<0.001$). Meta-regression revealed two variables that showed significant results: measurement method ($Q=11.17;df=2; p=0.0038$) and study location ($Q=372.41, df=9; p<0.0001$). This study provides valuable information about the relationship between self-efficacy and mathematical creativity, but more research is needed to develop effective and efficient learning strategies.