Abstract The evolution evidenced worldwide has generated a new way of acting on the part of human beings, to the point that all strategic sectors of society need to assimilate and implement new methodologies and strategies that allow them to optimally leverage resources and human talent. Education is a fundamental pillar that has benefited from these updates; a clear example is the application of didactic strategies to foster critical thinking and the development of communication skills. The implementation of innovative strategies allows students to improve their reasoning, analysis, synthesis, and other skills that contribute to their academic, personal, and professional growth. Different social contexts require individuals to adequately articulate the various concepts and ideas that arise from the assimilation of information. In this sense, the present study conducts a systematic literature review on didactic strategies to promote critical thinking in the development of communication competencies; the SALSA method is used to develop the proposed work, which consists of four important stages to identify the current situation of the topic.

Resumen La evolución que se evidencia a nivel mundial ha generado una nueva forma de actuar por parte del ser humano, a tal punto que todos los sectores estratégicos de la sociedad necesitan asimilar e insertar nuevas metodologías y estrategias que les permitan aprovechar de manera óptima los recursos y el talento humano. La educación es un pilar fundamental que se ha beneficiado con estas actualizaciones, muestra de ello es la aplicación de estrategias didácticas para fomentar el pensamiento crítico y el desarrollo de las competencias comunicacionales. La implementación de novedosas estrategias permite a los estudiantes mejorar su razonamiento, análisis, síntesis y otras habilidades que les ayudan a su crecimiento académico, personal y profesional. Los distintos contextos sociales exigen que las personas necesiten exteriorizar de manera adecuada los distintos conceptos e ideas que surgen a partir de la asimilación de la información. En tal sentido, el presente estudio realizó una revisión sistemática de literatura sobre las estrategias didácticas para fomentar el pensamiento crítico en el desarrollo de competencias comunicacionales; se utilizó el método SALSA para desarrollar el trabajo propuesto, el mismo que constó de cuatro etapas importantes para identificar la situación actual del tema.

RESUMEN La investigación se centró en la implementación de una estrategia didáctica innovadora basada en metodologías activas, destinada a mejorar el desarrollo del pensamiento crítico en estudiantes de la Carrera de Educación de la Facultad de Ciencias Sociales, Humanísticas y de la Educación de la Universidad Estatal del Sur de Manabí. A través de una intervención con una muestra de 42 estudiantes, se buscó fomentar la participación activa y el aprendizaje colaborativo mediante el uso de enfoques que estimulan la reflexión y la toma de decisiones informadas. Se utilizaron herramientas estadísticas para evaluar la efectividad de la estrategia, incluyendo un análisis del coeficiente Alfa de Cronbach y el test t de muestras emparejadas. Los resultados mostraron mejoras significativas en las habilidades de pensamiento crítico de los estudiantes tras la implementación de la estrategia, lo que sugiere un impacto positivo en su aprendizaje. Además, la estrategia fue validada por un panel de expertos, quienes respaldaron su pertinencia y efectividad en relación con los objetivos educativos actuales. Los hallazgos indican que la incorporación de metodologías activas no solo potencia el desarrollo de competencias críticas, sino que también mejora el clima educativo. La investigación resalta la importancia de capacitar a los docentes y establecer planes de sostenibilidad para garantizar la continuidad de estas prácticas en el tiempo.

ABSTRACT The research focused on the implementation of an innovative teaching strategy based on active methodologies, aimed at improving the development of critical thinking in students of the Education Degree of the Faculty of Social, Humanistic and Educational Sciences of the State University of the South of Manabí. Through an intervention with a sample of 42 students, the aim was to promote active participation and collaborative learning by using approaches that stimulate reflection and informed decision-making. Statistical tools were used to evaluate the effectiveness of the strategy, including an analysis of Cronbach's Alpha coefficient and the paired samples t-test. The results showed significant improvements in students' critical thinking skills after the implementation of the strategy, suggesting a positive impact on their learning. In addition, the strategy was validated by a panel of experts, who supported its relevance and effectiveness in relation to current educational objectives. The findings indicate that the incorporation of active methodologies not only enhances the development of critical competencies, but also improves the educational climate. The research highlights the importance of training teachers and establishing sustainability plans to ensure the continuity of these practices over time.

Abstract: The main purpose of this research study is to promote the development of three 21st-century skills (HsXXI) by creating a course for the initial training of mathematics teachers at a Chilean university. The course is designed by using two theoretical perspectives, the socio-epistemological theory of educational mathematics and the appropriation of meaning theory, highlighting the role of both the modifications in the students' school mathematical discourse and the dimensions of the appropriation of meaning. The results show, in the works of the participants, the presence of that role and the dimensions of critical thinking reported in the literature. The course promotes the development of the 21st-century skills, particularly critical thinking, through the structure and activities proposed. It is concluded that the theoretical perspectives adopted contribute to this development.

Resumen: El principal propósito de esta investigación es fomentar el desarrollo de tres habilidades para el siglo XXI (HsXXI) mediante la creación de un curso para la formación inicial de profesores de matemática en una universidad chilena. Se diseña la asignatura utilizando dos perspectivas teóricas, la teoría socioepistemológica de la matemática educativa y la teoría de apropiación de sentido, poniendo de relieve el rol tanto de modificaciones en el discurso matemático escolar de los estudiantes como de las dimensiones de la apropiación de sentido. Los resultados muestran, en los trabajos de los participantes, la presencia de aquel rol y de las dimensiones del pensamiento crítico que señala la literatura. El curso fomenta el desarrollo de las habilidades del siglo XXI, en particular el pensamiento crítico, mediante la estructura y actividades que se proponen. Se concluye que las perspectivas teóricas adoptadas contribuyen a ese desarrollo.

Abstract: This study presents the results of the redesign of the diploma program for elementary school teachers in Panama, with the purpose of providing solid professional training to teach mathematical content in a way that is relevant to the teacher's job context. The teaching of mathematical content at the preschool and elementary level is crucial since it fosters creativity and critical thinking among students. In this 2018-2022 study, a virtual diploma course is offered to 277 teachers with diverse educational backgrounds and work experiences. The results show that the implementation of appropriate pedagogical strategies facilitates the transfer of mathematical knowledge in the classroom while strengthening teacher didactic knowledge, allowing teachers to significantly improve their educational practice. In conclusion, this approach is an effective tool for enhancing the teaching of mathematics since it promotes meaningful and lasting learning in students.

Resumen: Este estudio presenta los resultados del rediseño del programa de diplomado dirigido a maestros de primaria en Panamá, con el propósito de proporcionar una formación profesional sólida que permita enseñar contenidos matemáticos de manera relevante para el contexto laboral del docente. La enseñanza de los contenidos matemáticos en el nivel preescolar y primaria es crucial, ya que fomenta la creatividad y el pensamiento crítico en los estudiantes. En este estudio 2018-2022, se ofrece un diplomado virtual a 277 docentes con diversos antecedentes educativos y experiencias laborales. Los resultados muestran que la implementación de estrategias pedagógicas adecuadas facilita la transferencia de conocimientos matemáticos en el aula y fortalece el conocimiento didáctico de los maestros, lo que les permite mejorar significativamente su práctica educativa. En conclusión, este enfoque es una herramienta efectiva para potenciar la enseñanza de las matemáticas, ya que promueve un aprendizaje más significativo y duradero en los estudiantes.

RESUMEN Este estudio analiza las valoraciones y experiencias asociadas a la implementación de controversias sociocientíficas y controversias científicas históricas en los cursos de didáctica de las ciencias en una institución formadora de docentes en Chile. Para su desarrollo, se adoptó una metodología de estudio de caso instrumental con enfoque descriptivo-interpretativo. La investigación involucró la valoración de 132 futuros maestros, la recolección del relato retrospectivo del docente formador y las memorias de las actividades realizadas durante seis años, abarcando seis generaciones de estudiantes. Los resultados reportaron importantes valoraciones, destacándose el fomento del pensamiento crítico y el compromiso con el aprendizaje. Se concluye que el abordaje de controversias sociocientíficas y controversias científicas históricas son estrategias altamente valoradas en la formación del futuro profesorado, brindándoles herramientas para abordar temáticas complejas en el aula de ciencias.

RESUMO Este estudo analisa as valorizações e experiências associadas à implementação de controvérsias sociocientíficas e controvérsias científicas históricas nos cursos de didática das ciências em uma instituição formadora de docentes no Chile. Para o seu desenvolvimento, adotou-se uma metodologia de estudo de caso instrumental com uma abordagem descritiva-interpretativa. A investigação envolveu a avaliação de 132 futuros professores, a recolha do relato retrospetivo do docente formador e as memórias das atividades realizadas durante seis anos, abrangendo seis gerações de estudantes. Os resultados indicaram valorações significativas, destacando-se o incentivo ao pensamento crítico e o compromisso com a aprendizagem. Conclui-se que a abordagem das controvérsias sociocientíficas e controvérsias científicas históricas é uma estratégia com grande relevância na formação de futuros professores, fornecendo-lhes ferramentas para abordar temas complexos na sala de aula de ciências.

ABSTRACT This study analyzes the assessments and experiences associated with the implementation of socio-scientific controversies and historical scientific controversies in science teaching courses in a teacher training institution in Chile. For its development, an instrumental case study with a descriptive-interpretative approach was adopted. The research involved the assessment of 132 future teachers, the collection of the retrospective report of the teacher trainer, and the memories of activities carried out over six years, covering six generations of students. The results reported various positive evaluations, highlighting the promotion of critical thinking and commitment to learning. It is concluded that addressing socio-scientific controversies and historical scientific controversies are highly valued strategies for promoting critical thinking in future teachers while providing them with tools to address complex topics in the science classroom.

RESUMEN Este trabajo presenta una investigación acerca de la importancia del uso de Controversias SocioCientíficas (CSC) en la formación del profesorado a partir de una temática de interés actual que engloba la educación ambiental y alimentaria. Por ello, se plantea una secuencia didáctica (SD) sobre la problemática ambiental de arsénico (As) en agua y se platean dos CSC: 1) los límites legales de As en agua y 2) la contaminación del agua con As a partir de la urbanización en humedales. La SD fue aplicada a docentes de una capacitación de actualización sobre Ambiente, Desarrollo y Sociedad del último año de la escuela secundaria. El objetivo es conocer como el uso de CSC permite incorporar aspectos de naturaleza de la ciencia, desarrollar el pensamiento crítico, y trabajar temas motivacionales y de interés actuales. Los resultados obtenidos, mediante técnicas cualitativas y cuantitativas validadas, muestran un cambio en la concepción del profesorado sobre dichos ejes.

RESUMO Este trabalho apresenta uma investigação sobre a importância da utilização de Controvérsias Sociocientíficas (CSC) na formação de professores a partir de um tema de interesse atual que abrange a educação ambiental e alimentar. Por esse motivo, é proposta uma sequência didática (SD) sobre os problemas ambientais do arsénico (As) na água, colocando duas CSCs: 1) os limites legais do As na água e 2) a contaminação da água com As proveniente da urbanização em zonas húmidas. A SD foi aplicada a professores de uma formação contínua em Ambiente, Desenvolvimento e Sociedade do último ano do ensino secundário. O objetivo é saber como a utilização da CSC nos permite incorporar aspetos da natureza da ciência, desenvolver o pensamento crítico e trabalhar temas de interesse motivacionais e atuais. Os resultados obtidos, com recurso a técnicas qualitativas e quantitativas validadas, mostram uma mudança na conceção dos professores sobre estes temas.

ABSTRACT This paper presents an investigation about the importance of the use of Socio-Scientific Controversies (SSC) in teacher training based on a topic of current interest that encompasses environmental and food education. For this reason, a didactic sequence (DS) is proposed on the environmental problems of arsenic (As) in water and two SSIs are raised: 1) the legal limits of As in water and 2) the contamination of water with As as a result of the urbanization of wetlands. The DS was applied to teachers of a continuous training on Environment, Development and Society in the last year of secondary school. The objective is to know how the use of SSC allows us to incorporate aspects of the nature of science, develop critical thinking and work on motivational and current topics of interest. The results obtained, through validated qualitative and quantitative techniques, show a change in the teachers' conception of these issues.

Resumo Costuma-se apontar a necessidade da construção de um pensamento brasileiro e latino-americano próprio em contraposição ao pensamento eurocêntrico, colonial. Sob essa premissa, é nosso objetivo, neste artigo, suscitar reflexões acerca da descolonialidade pela via da conciliação entre práticas e ideias de Bem Viver – na concepção original equatoriana – e atributos de Gestão Social. Tal reflexão é realizada com a mediação de referenciais provenientes, principalmente, de debates latino-americanos sobre descolonialidade e Bem Viver e brasileiros em torno dos estudos organizacionais críticos e gestão social. Sintetizamos, assim, confluências e divergências em torno de visões de mundo construídas, contemporaneamente, a partir do pensamento indígena do Bem Viver e que são compartilhadas pela Gestão Social. Como resultado do exercício realizado, visualizamos aproximações entre a cosmovisão enfeixada pelo Bem Viver e aquela derivada do debate brasileiro em torno da Gestão Social, todavia, com diferenças circunscritas a aplicações em períodos de tempo e contextos distintos, bem como em algumas premissas epistemológicas. Consideramos que a inclusão do debate descolonial no escopo da Gestão Social pode ajudar a alargar seu horizonte de compreensão e de atuação, sem prejuízo ou substituição da construção já realizada até o momento. Propomos, ao final, uma agenda de pesquisa para aprofundamento do debate.

Abstract Scholars often point out the need of building a Brazilian and Latin American way of thinking in opposition to the Eurocentric, colonial thinking. Based on this premise, the aim of the current study is to encourage reflections about decoloniality through the conciliation of Good Living practices and ideas – based on the original Ecuadorian concept of it – and Social Management attributes. This reflection was mediated by references that mainly derive from Latin American debates about decoloniality and Good Living, as well as from Brazilian debates about critical management studies and social management. In order to do so, confluences and divergences around worldviews contemporaneously built from the indigenous idea of Good Living, shared by Social Management, were synthesized in this study. The herein performed exercise enabled seeing similarities between the worldview encompassed by Good Living and that deriving from the Brazilian debate about Social Management, although with differences limited to applications in different periods-of-time and contexts, as well as in some epistemological premises. Including the decolonial debate in the Social Management scope can help broadening its understanding and action horizon, without compromising or replacing the construction process carried out to date. Finally, a research agenda aimed at broadening this debate should be developed.

Résumé: L’objectif ici est de faire une lecture du mouvement de Krenak entre les mondes en observant ses performances dans les espaces médiatiques et institutionnels, telle que son entrée à l’Académie Brésiliennes des Lettres. À travers l’essai et la notion de personne-poésie, la méthodologie anthropophage est utilisée, en faisant une lecture critique de son œuvre articulée à d’autres références. Un mouvement dialogique a été fait entre la personne-poésie basée sur la philosophie de Krenak et l’expression de sa philosophie et de son action politique. Pour conclure, la poésie chez Krenak est une condition ontologique manifestée dans le corps, les mots et l’action politique lui permettant de développer sa performance.

Abstract: The aim here is to read Krenak’s movement between worlds based on the observation of his performance in the media and institutional spaces, such as his entry into the Brazilian Academy of Letters. Through the essay and the notion of person-poetry, the anthropophagic methodology is used, with the critical and comprehensive reading of his work in relation to other references. A dialogical movement was made when thinking about the person-poetry based on Krenak’s philosophy and about the expression of his philosophy and political action. It is concluded that poetry in Krenak is an ontological condition, life itself that manifests in the body, in words and in political action and allows him to develop his performance.

Resumo: Objetiva-se aqui fazer uma leitura do movimento entre mundos de Krenak a partir da observação de sua performance nas mídias e espaços institucionais, a exemplo de seu ingresso na Academia Brasileira de Letras. Por meio do ensaio e da noção de pessoa-poesia, utiliza-se a metodologia antropofágica, com a leitura crítica e compreensiva de sua obra na relação com outros referenciais. Foi feito um movimento dialógico ao se pensar a pessoa-poesia a partir da filosofia de Krenak e, ao mesmo tempo, a expressão de sua filosofia e ação política. Conclui-se que a poesia em Krenak é uma condição ontológica, a própria vida que se manifesta no corpo, na palavra e na ação política e lhe permite desenvolver sua performance.

This study investigates the representation of bioactive substances in popular culture, with a special focus on cartoons and games, through the lens of Medicinal Chemistry. We explore how these substances, often complex in their composition and effects, are reinterpreted and simplified to fit into fictional narratives, influencing the public perception of science. Taking iconic examples such as “Alice in Wonderland”, “Mario Bros”, “Popeye”, and “Asterix and Obelix”, we analyze not only how science is interpreted but also how it is transformed into narrative elements, fueling imagination and shaping cultural perceptions. Furthermore, this research aims to fill a gap in the literature by introducing a multidisciplinary approach that integrates concepts of Medicinal Chemistry with media analysis and molecular modeling. The inclusion of these novel data and analyses not only enriches our understanding of representations of psychoactive substances in popular culture but also provides valuable insights for research in Medicinal Chemistry and the development of future pharmacological therapies. By highlighting the importance of public science communication and media literacy, this study contributes to promoting critical thinking and a broader appreciation of the intersection between science, popular culture, and entertainment.

ORIENTATION: The Sustainable Development Goals (SDGs) are critical global targets that management education must integrate to prepare future business leaders for sustainability challenges. RESEARCH PURPOSE: This study aims to develop and evaluate a mnemonic card game designed to enhance Master of Business Administration (MBA) students' understanding and retention of the SDGs. MOTIVATION FOR THE STUDY: Traditional teaching methods often fail to engage students with the complexity of the SDGs, limiting retention and comprehensive understanding. A mnemonic card game offers an innovative, engaging alternative. RESEARCH DESIGN, APPROACH AND METHOD: Following a Design Science Research (DSR) approach, the study involved MBA students playing the SDG card game. Pre- and post-game quizzes, surveys and facilitator observations were used to assess the game's effectiveness in improving SDG knowledge. MAIN FINDINGS: The game significantly improved students' understanding, with average quiz scores increasing by 2.41 points post-game. Qualitative feedback indicated high levels of engagement and enjoyment. PRACTICAL AND/OR MANAGERIAL IMPLICATIONS: The card game can be incorporated into business school curricula to enhance sustainability education, providing a scalable, cost-effective and engaging learning tool. It fosters critical thinking and ethical decision-making, aligning with the Principles for Responsible Management Education (PRME). CONTRIBUTION AND/OR VALUE-ADD: This study provides an innovative tool that enhances sustainability literacy among MBA students, demonstrating the potential for broader application in management education.

Resumen: El propósito de este artículo fue hacer una reflexión del uso de las cuestiones socialmente vivas (CSV) como una herramienta pedagógica para abordar problemas sociocientíficos en el aula que contribuyan a favorecer diferentes aspectos, entre ellos la alfabetización científica, la argumentación basada en evidencia y el pensamiento crítico. Para ello, se generó un espacio en el aula con estudiantes de la Licenciatura en Pedagogía, donde se aplicaron diversas actividades a modo de secuencia, entre ellas las CSV, para conocer las opiniones, creencias, percepciones que tienen sobre una problemática socioambiental, en este caso el cambio climático, que tiene un fuerte impacto actualmente. El aula fungió como espacio reflexivo donde las CSV fueron consideradas como una estrategia eficaz para abordar problemas interdisciplinarios, tanto estudiantes como el docente reflexionaron sobre aquellos procesos que se deben trabajar, como el desarrollo de la capacidad argumentativa, el uso de fuentes confiables en la argumentación y la toma de decisiones basada en evidencias. En consecuencia, se recomienda y resulta imprescindible comenzar a integrar esta herramienta desde niveles educativos básicos

Resumo: O propósito deste artigo foi fazer uma reflexão sobre o uso das Questões Socialmente Vivas (QSV) como uma ferramenta pedagógica para abordar problemas sociocientíficos em sala de aula, contribuindo para diferentes aspectos, entre eles a alfabetização científica, a argumentação baseada em evidências e o pensamento crítico. Para isso, foi criado um espaço em sala de aula com estudantes da Licenciatura em Pedagogia, onde foram aplicadas diversas atividades em sequência, incluindo o QSV, para conhecer as opiniões, crenças e percepções dos alunos sobre um problema socioambiental, neste caso, a mudança climática, que tem um impacto significativo na atualidade. A sala de aula funcionou como um espaço reflexivo, no qual as QSV foram consideradas uma estratégia eficaz para abordar problemas interdisciplinares, tanto os estudantes quanto o docente refletiram sobre os processos que precisam ser trabalhados, como o desenvolvimento da capacidade argumentativa, o uso de fontes confiáveis na argumentação e a tomada de decisões baseada em evidências. Consequentemente, recomenda-se e considera-se começar a integrar essa ferramenta desde os níveis básicos da educação

Abstract: This article reflects on the use of socially living issues (SLI) as a pedagogical tool for addressing socioscientific problems in the classroom, with the aim of fostering various competencies, including scientific literacy, evidence-based argumentation, and critical thinking. To this end, a learning space was created with undergraduate Pedagogy students, where a sequence of activities-including SLI-was implemented to explore their opinions, beliefs, and perceptions regarding a pressing socio-environmental issue: climate change. The classroom served as a reflective space in which SLI were recognized as an effective strategy for tackling interdisciplinary problems. Both students and the instructor engaged in discussions on key aspects to develop, such as argumentative skills, the use of reliable sources in reasoning, and evidence-based decision-making. As a result, it is strongly recommended that this tool be integrated into educational curricula from early levels of schooling

BACKGROUND: Proficient reading skills are crucial for Foundation Phase learners to develop critical thinking and problem-solving abilities. The 2021 PIRLS assessment highlighted alarmingly low reading proficiency among ten-year-olds. Effective reading instruction, and a positive reading environment are essential for developing confident, skilled readers. OBJECTIVES: This research focused on the reading instruction challenges of selected Setswana-speaking Foundation Phase teachers in the Dr Kenneth Kaunda Education District in the North West Province in South Africa. METHOD: Using a qualitative approach, the study employed a multiple case study design, incorporating interviews and document analysis. RESULTS: The findings revealed significant challenges for Grade 3 teachers in teaching reading to Setswana-speaking students. A key issue was inadequate training in reading instruction methods, which hindered their effectiveness. Teachers also lacked sufficient subject knowledge of Setswana, complicating their ability to support reading development. Additional problems included a severe shortage of essential resources: textbooks, visual aids, and access to libraries were limited, depriving learners of necessary reading materials and opportunities CONCLUSION: The study highlighted the critical role of teacher training and sufficient resources in effective teaching and the impact of their absence on instructional challenges. It underscored the need for education authorities to address the difficulties rural schools and their staff face. CONTRIBUTION: Currently, there is no effective system in place for teachers in this district to enhance reading instruction and better support their learners. This research aimed to address this gap by establishing how the extent of these problems may help identify measures to address them.

This study examines the current state of primary education in Kazakhstan, where traditional teaching methods may be insufficient for comprehensive student development. The purpose is to develop proposals for improving the educational system of primary schools in the Republic of Kazakhstan. The study employs a mixed-methods approach combining systematic analysis, deduction, classification, and comparison methods, along with a survey of 71 participants (12 teachers, 26 parents, and 33 students) to evaluate Kazakhstan's primary education system, with data synthesis used to formulate recommendations for improving educational didactics. The results reveal that while the education system has strengths in providing comprehensive subject coverage and clear learning outcomes, it faces challenges such as insufficient attention to individual student needs, limited integration of information and communication technologies, and gaps in critical thinking development. The survey findings indicate generally positive perceptions of the educational environment, though with varying levels of satisfaction among different stakeholder groups. The study concludes that structural changes are needed in Kazakhstan's primary education system, particularly in integrating modern pedagogical approaches and technologies.

ORIENTATION: Twisted thinking and its relationship to radical thinking among university students. RESEARCH PURPOSE: This study aimed to reveal the level of twisted and radical thinking, and to know the relationship between them among university students. MOTIVATION FOR THE STUDY: To know the effects of these two negative types of thinking on students. These thoughts can cause a decline in their academic achievement and affect their social relationships within the university, leading to a waste of youthful energies. RESEARCH APPROACH/DESIGN AND METHOD: This study used a descriptive approach on a random sample of 400 male and female students, in the second year in different specialisations, for the academic year 2023-2024. MAIN FINDINGS: It was found that the problem of second-year students in the colleges of the University of Mosul is that they possess twisted and radical thinking, and there is a strong direct relationship between these two types of thinking, which may cause a decline in their academic and social abilities in the future PRACTICAL/MANAGERIAL IMPLICATIONS: The study highlights the impact of negative thinking patterns represented by twisted and radical thinking on students' academic and social life, and the need to develop positive thinking skills to confront these negative thinking patterns. CONTRIBUTION/VALUE-ADD: This study contributes by providing data on deviant and radical thinking patterns among second-year students in the University of Mosul. Educational policy makers and curricula should include critical and positive thinking skills to ensure that these negative thinking patterns do not spread among students.