Research suggests that combining accessible technology with mentoring and personalised learning could provide a flexible approach to professional development in resource-constrained education systems.

University of Phoenix researchers have published a new peer-reviewed study examining how stress, self-regulation, resilience, belonging, psychological safety and generative artificial intelligence (GenAI) interact in the experiences of non-traditional online students. The article, “Designing for Persistence in Online Higher Education: A Trauma-Informed, GenAI-Integrated Model for Non-Traditional Learners,” was published July 15, 2026, in Innovative Higher Education. The research was conducted by fellows and scholars affiliated with the University’s Center for Educational and Instructional Technology Research (CEITR): Melinda Kulick, EdD; Jessica Sylvester, EdD; Chunfu Cheng, EdD; Christina Bergren, PhD; and Jim Croushore, EdD. The descriptive phenomenological study of 45 online undergraduates found that trauma-related regulatory strain intensified cognitive demands associated with course navigation, pacing expectations and limited instructional presence. Participants described belonging and psychological safety as supporting engagement, while GenAI could provide short-term cognitive relief and help students initiate tasks during periods of overwhelm. Participants also raised concerns about AI dependency and unclear ethical boundaries. The study introduces the Trauma-Informed AI Persistence (TIAIP) Model, which connects trauma-informed pedagogy, digital course architecture, and guided GenAI use.

A new randomized study found that children who participated in a community-based intervention targeting sugary drinks had greater improvements in BMI measures over 12 months compared with children in comparison sites. The intervention consisted of interactive activities, health education, and youth engagement to promote healthier beverage choices.

In this Policy Article, Alp Sungu and colleagues report on a large-scale randomized controlled trial evaluating the impacts of classroom phone restrictions on student outcomes in India. The findings show that restricting phone use can support learning, particularly among lower-performing students. Amidst growing concerns about smartphones’ effects on learning, mental health, and peer relationships, phone bans are being increasingly adopted in schools worldwide. However, large-scale experimental evidence supporting whether these bans improve learning or social outcomes is lacking. To address this gap, Sungu et al. performed a randomized controlled trial involving 16,683 students across 10 higher education institutions in Odisha, India – a state where smartphone ownership and use among youth aged 15 to 29 exceeds 70%. The authors measured academic performance, attitudes toward phone restrictions, well-being, motivation, digital use, and online harassment.

The findings show that banning smartphones in class improved academic performance, particularly among lower-performing students and first-year undergraduates. Effects were minimal among higher-performing, postgraduate, and STEM students. Removing phones also reduced disparities in GPA, suggesting that restrictions may help close gaps in learning outcomes. Importantly, attendance rates did not change, indicating that the improvement was likely driven by greater attention and more productive classroom dynamics, rather than students simply attending class more often. Students who experienced classroom phone bans became more supportive of the restrictions and more likely to view them as beneficial, while showing less preference for unrestricted phone use. Classroom observations also found less disruptive behavior and fewer off-topic conversations, along with greater teacher engagement. According to Sungu et al., these findings suggest that students may become more receptive to phone restrictions after experiencing a more focused, phone-free classroom environment.