Background: In the digital age, safeguarding children’s mental health (CMH) has emerged as one of the most pressing challenges. The rapid evolution of social media (SM) from a basic networking platform to a multifaceted tool has introduced numerous conveniences. However, it has also posed significant challenges to children’s mental well-being. Methods: Given the intricate relationship between the widespread use of SM and mental health issues in children, this study conducted a systematic scoping review to examine the literature on the impact of SM on CMH from 2014 to 2024. Literature searches were performed across five databases (Web of Science, ScienceDirect, Scopus, PubMed, and APA PsycInfo), and the retrieved studies were screened, extracted, and analyzed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. Results: The review identified a complex relationship between SM use and CMH. Different SM platforms exhibited varying effects on children. Frequent SM use was strongly associated with lower self-esteem, depressive symptoms, anxiety, and other mental health challenges in children. Conversely, moderate use of SM facilitated social interactions and emotional expression, which may have a positive influence on mental health. Additionally, factors such as social support from family and school were found to play a critical role in mitigating the negative effects of SM on CMH. Conclusions: To enhance CMH, it is essential to guide children in the appropriate use of SM, promote awareness of privacy protection, and ensure adequate family and social support. Future research should further investigate the specific mechanisms underlying SM use and its differential effects on children across varying age groups and regions.

INPLASY2024100104 The Impact of Social Media on Children’s Mental Health: A Systematic Scoping Review Keywords: Social media, Children, Mental health, Systematic scoping review. Read and download f…

Educational data mining is a growing field in education, but there is no consensus on the interpretability of data mining algorithms. We propose a student feature selection strategy based on the random forest algorithm that scales the gap between two features and adopts a geometric mean method to balance the contribution of performance importance and robustness, which is useful for educators and academics Researchers are vital. We collected a dataset of academic performance and characteristics of students from Guangdong Vocational College of Finance and Trade for experiments. Experiments show that our feature selection strategy is highly effective and produces relatively great results in both random forest and linear regression algorithms. Additionally, our student feature selection strategy provides valuable insights into the field of educational data mining by offering a clearer understanding of the factors influencing students ' academic performance.

INPLASY2024110025 Emotional Expression in AI art: A Systematic Scoping Review Keywords: AI; Art; Emotional expression; Systematic scoping review. Read and download full-text here – PDF 202411…

Digital technologies are increasingly used to create practice-oriented learning experiences in pre-service teacher education, yet authenticity is often treated as a presumed feature of technology-supported practice and receives limited analysis as a pedagogical construct. This scoping review examines how authenticity is constructed in digital technology-supported pre-service teacher education and considers its potential contribution to sustainable digital teaching. Following the PRISMA-ScR guidelines, 43 empirical studies published between 2018 and 2026 were selected from Web of Science, Scopus, and ERIC and analysed using Herrington and Oliver’s nine principles of authentic learning. The findings show that digital technologies were used mainly to connect university-based preparation with professional teaching practice. Authentic contexts and activities were consistently represented, while authentic assessment, collaboration, and expert modelling were less systematically embedded. Three contribution pathways were identified: connecting digital technologies with professional practice, supporting reflective and adaptive pedagogical judgement, and strengthening transfer-oriented teacher learning. Overall, authenticity was constructed unevenly across the reviewed digital learning designs. By synthesising evidence across different technologies through a common authentic-learning framework, the review clarifies how authenticity is pedagogically constructed and identifies design areas that require greater attention in relation to sustainable digital teaching.