This article examines how algorithmic classification systems participate in the production of meta-identities, understood as operational classificatory constructs that mediate the visibility, circulation, and interpretation of digital content and its authors. The study employs a mixed-methods design combining controlled analytical simulation with qualitative interpretive analysis, systematic thematic coding, and comparative statistical procedures. Empirical data are derived from the analysis of 150 audiovisual works produced in formative workshops and interpreted by four types of agents: authors, peers, specialized human analysts, and two Large Language Model-based AI systems (ChatGPT and Gemini). Interpretations were analyzed across micro, meso, and macro levels, using a consolidated system of thematic categories with hierarchical weighting and normalization procedures to ensure inter-agent comparability. The results demonstrate a systematic and structural divergence between human and algorithmic classifications. While human agents preserve semantic plurality and contextual anchoring, AI systems tend to reorganize thematic hierarchies through semantic aggregation and stabilization, thereby privileging broad, reusable categories. This process produces recurring, opaque classificatory patterns that serve as infrastructural references for subsequent algorithmic decisions. The article contributes methodologically by offering a replicable framework for comparing human and algorithmic regimes of meaning production in digital environments.

The use of generative artificial intelligence (GenAI) in academic contexts has expanded rapidly in recent years, yet limited evidence exists regarding its prevalence across educational levels or its association with psychological and academic variables among adolescents and young adults. This exploratory study aimed to examine the prevalence of GenAI use for learning-related academic purposes among pre-university and university students, including gender differences, and to analyze its relationship with self-esteem, self-efficacy, academic confidence, and academic anxiety. The sample comprised 1043 participants aged 13 to 23 years (M = 16.16, SD = 2.42; 59.1% female) who completed self-report measures. Structural equation modeling was conducted controlling for gender, age, and Internet use. Overall, 95% of students reported using GenAI for academic purposes, with higher usage among university than pre-university students and among female than male students. GenAI use was significantly associated with higher academic anxiety, although the effect size was small, and no significant associations were observed with the remaining variables. These findings suggest that while GenAI use is widespread, its associations with psychological and academic variables appear to remain limited.

This paper argues that digital identity in AI-mediated environments has become a central mechanism through which contemporary societies organise recognition, participation, and belonging. Digital identity is no longer simply a technical representation of the individual. It is produced through infrastructural processes of classification, ranking, and credibility signalling that determine who becomes visible, who is treated as legitimate, and who is able to participate meaningfully in social and civic life. The paper develops a conceptual framework that treats AI-driven platforms as social infrastructures rather than neutral intermediaries. It shows how identity is inferred through data-driven systems rather than negotiated through social interaction, how recognition is operationalised through visibility and credibility metrics rather than ethical judgement, and how participation becomes conditional on algorithmic allocation of attention rather than guaranteed by access alone. Visibility is identified as the key conversion point through which inferred identity becomes social consequence. Drawing on interdisciplinary literature, the analysis demonstrates that misrecognition, exclusion, and inequality in platform environments are not primarily the result of isolated error or intentional bias. They are patterned outcomes of ordinary optimisation processes that distribute legitimacy and opportunity unevenly across social groups. These dynamics reshape group formation, harden social boundaries, and concentrate risk among populations that are already more vulnerable to misrecognition and reduced contestability. The paper concludes that governing digital identity is a societal challenge rather than a purely technical one. As platforms increasingly perform institutional functions without equivalent accountability, digital identity governance becomes a critical site of social ordering. Addressing this challenge requires public standards for how visibility, recognition, and participation are allocated, meaningful avenues for contestation, and protections against the normalisation of stratified belonging in AI-mediated societies.

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education.

This study examined the role of work–family conflict as a linking mechanism between difficulties in emotion regulation (ER) and perceived parental self-efficacy (PPSE). Participants were 228 working parents (74.6% women; mean age = 45.24, SD = 7.16), who completed self-report measures of ER difficulties, work–family conflict, and PPSE. Lack of emotional awareness and non-acceptance of emotions were positively related to PPSE, but these associations were not significant when work–family conflict dimensions were considered. Difficulties in goal-directed behavior and limited access to ER strategies were associated with lower PSSE, with strain-based conflict emerging as a relevant pathway for difficulties in goal-directed behavior (95% CI [0.04, 2.67]). Difficulties controlling impulsive behaviors and lack of emotional clarity were linked to lower perceived PPSE through behavior-based conflict (95% CI [−2.04, −0.15]; [−2.01, −0.09], respectively). Overall, the findings suggest that specific ER difficulties may reduce parents’ confidence by increasing strain and behavioral interference between work and family roles. Promoting ER skills may help parents manage these demands more effectively and maintain a stronger sense of parental efficacy.

Despite recent advances in women’s sport in Portugal, coaching remains a highly gendered domain in which women continue to be underrepresented in leadership positions. Understanding the barriers that constrain women’s coaching careers is therefore essential for advancing gender equality in sport. This study aimed to validate the Barriers to Sports Coaching Questionnaire for Women (BSCQW) for the Portuguese sport context. Following a translation and cultural adaptation process, data were collected from a sample of 660 Portuguese women coaches representing a wide range of sports and competitive levels. A formative measurement approach was adopted and assessed using Partial Least Squares Structural Equation Modeling. The results demonstrated acceptable collinearity among indicators and meaningful contributions of organizational, sociocultural, intrapersonal, and interpersonal barriers to their respective constructs. The sociocultural barriers construct was refined by removing one item due to limited relevance in the Portuguese context, resulting in a more parsimonious model while preserving theoretical coverage. Overall, the findings supported the validity and contextual adequacy of the BSCQW Portuguese version. This instrument provides a robust and practical tool for researchers, sport organizations, coach education programs, and policymakers to identify the barriers faced by women coaches, thereby informing initiatives to support women’s coaching careers in Portugal.

Individuals on the autism spectrum have been stigmatized as not being expected to engage in certain activities, such as interpersonal interaction and communication, which are related to the capacity to exercise leadership and may have implications for their capacity to effectively function in political roles. In this paper, we profile four politicians (who happen to be state legislators) with autism who have beaten the odds with electoral success. We examine their routes to office, their range of activities, including how they represent autism, and the intersectionalities (in addition to autism) that impact their lives.

Rehabilitation programs by the Prisoner Rehabilitation Authority and the Israeli Prison Service are key in helping offenders transition from prison to society, aiming to reduce recidivism. Fraud offenders, however, face distinct challenges due to their personal and socio-economic backgrounds, including sophisticated and manipulative strategies, mechanisms of concealment and denial, as well as coping with a unique social stigma associated with belonging to higher socioeconomic strata. This study examined whether rehabilitation participation affects self-efficacy, sense of community, and belief in successful reintegration. Eighty-six released Israeli fraud offenders (42 program participants, 44 non-participants) completed self-report questionnaires on their sense of community, self-efficacy, and community integration. Group comparisons, correlations, hierarchical regressions, and mediation analysis were conducted. Analyses showed that released offenders who participated in a rehabilitation program reported higher community connectedness, greater self-efficacy, and stronger belief in reintegration capabilities than those who did not. Furthermore, the relationships between these factors were notably stronger in the rehabilitation program participant group. Mediation analysis demonstrated that self-efficacy fully mediated the link between sense of community and belief in successful reintegration. The findings emphasize the importance of combining institutional and community support for released offenders, with efforts to enhance their self-efficacy, thereby improving rehabilitation effectiveness and reducing recidivism risk. The results support the development of targeted rehabilitation policies for fraud offenders that enhance connections between formal programs and community support systems.

This article examines graduate employability challenges in the tourism and hospitality sector of Marrakech, a major tourism destination and strategic regional labour market in Morocco, characterised by strong seasonality, high labour turnover, and persistent education–employment mismatches. Rather than focusing exclusively on technology, the study analyses employability as a multidimensional and context-dependent process, in which digitalisation and artificial intelligence (AI) constitute one influencing factor among others. The research adopts a qualitative, purposive design based on semi-structured interviews conducted between August and October 2025 with 20 stakeholders directly involved in recruitment, training, or early career integration. These include five-star hotel general managers and HR officers, riad managers, travel agencies, recruitment intermediaries, representatives of Morocco’s public employment service (ANAPEC—National Agency for the Promotion of Employment and Skills) and private, regional tourism authorities, academics and young tourism graduates. Interview transcripts were thematically analysed using NVivo to identify recurrent patterns in recruitment practices, skill expectations, and the impact of AI in employability. The results, reflecting stakeholders’ perceptions within this local labour market, show that employability is shaped by six interrelated dimensions: (1) the structure and functioning of the tourism labour market (segmentation, turnover, mobility); (2) partial misalignment between training provision and operational service realities; (3) recruitment standards that prioritise behavioural and relational competences alongside formal qualifications, particularly for frontline positions; (4) language proficiency, especially English and French, as a baseline employability condition; (5) growing expectations regarding digital literacy linked to tourism operations (property management systems, reservation platforms, online reputation management); and (6) the perceived impact of AI-enabled tools (automation of routine tasks, decision-support systems, chatbots), which is seen less as a source of job destruction than as a driver of task reconfiguration and skill upgrading. By situating employer and graduate perceptions within the broader Moroccan employment and training context, the study contributes a place-based understanding of employability in tourism. It highlights the shared responsibility of individuals, employers, and education and training institutions in supporting skill development. The article concludes by discussing policy and practice-oriented levers to strengthen graduate employability, including co-designed curricula, structured internships and mentoring schemes, employer-supported upskilling in tourism-specific digital and AI-related competences, and reinforced labour-market intermediation through ANAPEC and regional governance actors.

The United States is experiencing an attack on disability rights unprecedented since the emergence of the modern Disability Rights Movement. This paper examines the various ways in which disability rights have been undercut in 2025. To do so, I provide a theoretical framework based in rights theory to reveal the precarity of disability rights and the strategy behind the actions taken by the Trump administration. I examine four key strategies to undercut disability rights: constructing disabled people as unworthy of the status of rights-bearer, constructing threats and conflicts across rights, dismantling the infrastructure of positive rights, and rejecting the value of disability rights across relational sites. Moreover, I argue that in part the effectiveness of contemporary attacks are deeply related to American history, because disability rights have always been contentious and left vulnerable to attack.