As one of the most food-insecure countries of the Global South, Ethiopia has experienced significant land-use changes driven by economic development and population growth. This study examined the dynamic land use transitions in Ethiopia during the period 2000–2020 including the socio-economic factors driving land-use transitions and grain demand. Although the sustained growth in international trade coupled with increased productivity has benefited the country's food supply, the food security situation in low-income countries, including Ethiopia, will remain critical in the context of population growth.

Motherhood holds great importance in women's transition to adulthood in India, where childlessness is often perceived as an inability to conceive and experienced as a failure.

This study explores how students’ autonomy, competence, and relatedness at school relate to their wellbeing, focusing on girls, students with special educational needs (SEN), and low socioeconomic status (SES) students

This article analyses over 1,200 legal and policy documents from 193 countries to assess global efforts toward educational equity, focusing on barriers related to income, disability, gender, and discrimination. It reveals significant gaps, including tuition fees before secondary school, lack of protections against sexual harassment and disability discrimination, and limited provisions for inclusive education.

This study examined the effectiveness of video modeling combined with small group instruction to teach leisure skills using waste materials to three individuals with multiple disabilities.

Notations are fundamental in mathematics and related fields, but their design has overlooked the diverse needs of different users. Recent insights into neurodiversity highlight how certain design choices can either hinder or facilitate comprehension for neurodiverse students.

This article focuses on whether handwriting and typing contribute differentially to lexical acquisition within the alphabetic system, providing distinct sensorimotor experiences for words through different motor actions and consequent attentional and time constraints in producing letters. We examined a sample of middle school students with reading and spelling disabilities alongside age-matched peers with typical development.