Researchers at University of Tsukuba used virtual reality (VR) to demonstrate that pedestrians' behaviors, such as stopping or turning their heads, can induce gaze following (the "honey-pot effect") among individuals walking behind them, thereby substantially increasing awareness of nearby public displays. However, these socially driven, momentary glances rarely result in meaningful comprehension of display content. Moreover, no cultural differences were observed in these responses among the 18 participants studied.

In recent years, popular culture has made ‘boundaries’ a saviour, touted as the way to prevent burnout at work and fallout with friends. But how do we make them, and what makes a boundary ‘healthy’?

A new study shows that sustainable finance relies on trust, but that trust challenges are increasingly focused on ESG rating providers, creating both a solution to greenwashing and a new regulatory risk. By comparing how the EU and the UK regulate ESG rating firms, the authors find that policymakers use “enhanced self-regulation,” combining public oversight with industry-led rules, to build trust in emerging ESG markets and repair trust when credibility is questioned. The study’s key insight is that trust-building and trust-repair require regulatory interventions that target both the regulatory intermediaries and the substantive aspects of their activities. Where ESG raters both shape markets and must themselves be trusted, regulating these intermediaries supports a credible market-led green transition.

A study by University of Phoenix and published in Industry and Higher Education found that AI-integrated coursework and structured AI activities strengthens student learning and career skills.

How do children learn to cooperate, and why does it look so different around the world? 

A new study followed more than 400 children ages 5–13 across five societies and found that cooperation isn’t one-size-fits-all. While young children start out surprisingly similar across cultures, their behavior diverges in middle childhood as they learn and internalize local social norms. Rather than moving toward a single “ideal” form of cooperation, children adapt their behavior to what works in their community, whether that means prioritizing fairness, trust, or efficient use of resources. The findings challenge the idea that development in Western societies represents a universal standard and highlight culture as a central part of how cooperation develops. 

Teachers supervising students in school-sponsored work sites tend to prioritize emotional and social well-being in the workplace, according to research from Rutgers Health. The study, published in Occupational Health, examined how educators approach student wellness and the factors they prioritize when preparing students to enter the workforce.