This study examines the key components of the PSHE curriculum in UK primary schools and identifies good practices that support students’ holistic development. It highlights PSHE’s role in fostering personal, social, emotional, health, and economic competencies, preparing pupils to navigate social relations, health challenges, and changing economic and life conditions. Using qualitative document analysis, the study finds that the curriculum provides a comprehensive framework from kindergarten to Year 6, structured around “Health and Welfare,” “Relationships,” and “Living in a Wider World,” and plays a crucial role in developing 21st-century skills and active citizenship.

In a digitalized world, social sciences are important for young generations to understand complex global issues, develop critical thinking skills, and actively participate in society as ethical and conscious citizens in the digital age. The aim of this study is to reveal the extent to which SSS are included in pre-school, primary, secondary, and high school curricula published in 2024. For this study, which was conducted with the document review design, one of the qualitative research methods, 26 different curricula published in 2024 were examined. Social Sciences content area skills were used in 11 of these programs. SSS was mostly used in the Philosophy, History, and Turkish Revolution History and Kemalism (8th grade) courses. It was determined that SBAB12.Logical Reasoning skill and some integrated skills (SBAB1.1., SBAB7.7., and SBAB7.8.) among the 17 SSS’s identified in the TCC were not included in any learning outcomes. SSS was used in 211 out of 668 learning outcomes in 11 curricula (31.58%), but only in 52 of them (23.7%) was the skill taught at the highest level with all integrated skills, whereas SSS was fully or partially used at the highest level in 85 learning outcomes (40.28%). This situation demonstrates that a holistic structure cannot be provided in SSS teaching.

This study aimed to examine the relationship between digital gaming addiction and attention difficulties in middle school students, and to investigate the differentiating roles of gender, grade level, and daily gaming duration. The study employed a quantitative descriptive and correlational design. Data were collected from 386 students (192 male, 194 female; Mage = 12.44, SD = 1.12) attending four public middle schools in different provinces of Turkey through voluntary online participation between December 2025 and January 2026. The Digital Gaming Addiction Scale (DGAS) and the Attention Difficulty Assessment Scale (ADAS) were used as measurement instruments. Independent samples t-tests, one-way ANOVAs, and multiple linear regression analyses were conducted. Results revealed that male students scored significantly higher than female students on both digital gaming addiction and attention difficulties. Mean scores increased significantly in upper grades (7th and 8th grade), and both variables rose markedly as daily gaming duration increased. Correlation analysis indicated a moderate-to-strong positive association between digital gaming addiction and attention difficulties (r = .54, p < .01). Regression analysis demonstrated that gaming addiction subscales and daily gaming duration significantly predicted attention difficulties (R² = .46). Findings are discussed within the framework of existing literature, and recommendations for prevention and intervention programs are provided.

Curriculum is a central governance instrument in contemporary higher education systems. Expanding regimes of accountability, regulation and strategic coordination increasingly shape curriculum design. These regimes position pedagogy with market outcomes, inclusion mandates and institutional legitimacy. This paper introduces the concept of ideological curriculum saturation to explain how plural institutional logics reshape curriculum purpose and structure. Drawing on institutional logics theory and a qualitative comparative multi-case analysis of higher education in England and Ghana, the study examines how regulatory demands, market rationalities, developmental priorities and academic traditions converge in curriculum artefacts. The findings demonstrate that curriculum functions as governance infrastructure from which institutions translate and stabilise competing external expectations. Saturation emerges from five mechanisms: compliance encoding, purposive expansion, documentation layering, strategic mediation and identity scripting. These mechanisms generate dense curriculum architectures that carry multiple legitimacy claims simultaneously and strain pedagogical coherence. The study advances a theoretical model of ideological curriculum saturation and reframes curriculum as an institutional phenomenon shaped by governance density and plural legitimacy regimes.