Pivorienė, Jolanta

This is the registration for a scoping review with no prior registrations. The objective of this scoping review is to map existing evidence on the characteristics of child maltreatment pre-, during and immediately post-COVID-19 in Euro-CAN COST Action countries. The main aims of this scoping review are: 1) to identify both type and extent of available evidence and existing gaps, 2) to ascertain the need and feasibility of conducting a systematic review. The review follows the methodological framework by the Joanna Briggs Institute. It will be reported according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) extension for scoping reviews statement and the results will be disseminated will be disseminated through conference presentations and publication in a peer-reviewed journal.

This scoping review protocol aims to address the gap in knowledge synthesis concerning the interplay between inclusive education and all-day schooling (ADS). A search conducted in EBSCOhost yielded 470 peer-reviewed, full-text articles published within the last five years on all-day schooling, and 9,649 on inclusive education. Systematic reviews and meta-analyses on inclusive education in higher or secondary education (academic journals, full text, peer-reviewed, with no time limits) revealed 58 studies, but only one focusing on all-day schooling. These findings indicate that ADS remains considerably less investigated. Nevertheless, international research emphasizes the importance of implementing ADS grounded in the philosophy of inclusive education (Fredricks et al., 2004; Li & Lerner, 2011). However, there is still a lack of data-based evidence on how inclusive education is enacted within ADS. Therefore, this scoping review seeks to synthesize the available literature on both topics.

The key concepts - critical thinking, psychological well-being, and teacher victimization - are extensively studied within the school context. Significant research has accumulated, with extensive systematic literature reviews conducted on critical thinking (e.g., Yildirim-Tasti & Yildirim, 2022; Boonsathirakul & Kerdsomboon, 2023), psychological well-being (e.g., Puertas Molero et al., 2019; Hascher & Waber, 2021; Berger et al., 2022; Dreer, 2023; Katsarou et al., 2023; Cann et al., 2024; Hamid Mukhlis et al., 2024; Fu & Zhang, 2024; Ozturk, Wigelsworth, & Squires, 2024), and teachers' victimization (e.g., Reddy et al., 2018; Chirico et al., 2021). Additionally, relevant scoping reviews and meta-analyses on these concepts can be noted (e.g., Longobardi et al., 2019; Ma et al., 2022; Alves et al., 2022; Maricuoiu et al., 2023). While numerous systematic reviews and meta-analyses exist on teachers' victimization, psychological well-being, and critical thinking, few studies explore the interplay among these three concepts. The scoping review aims to fill in this knowledge gap.

It is a scoping review protocol aiming to fill in the gap of knowledge synthesis about technostress of 50+ academia. There are reviews on technostress, technostress of older workers, but little attention is paid to specific older workers group. Therefore, this scoping review aims to fill in the gap and to synthesize available literature on technostress in academia 50+. Three research questions are formulated: What kind of technological tools (i.e., digital vs. analog) are associated with distress among academics? What types of health and educational challenges do academics experience as a result of their use of various technologies? How did the academics deal with the difficulties caused by technology?

The aim of this review is to identify and synthesize existing review literature—specifically systematic reviews, scoping reviews, and umbrella reviews—that examine digital or technological solutions designed to support informal caregivers of older adults.

The key concepts: University’s third mission and lifelong learning are widely studied since their introduction in EU policy documents (European Parliament, 2000). The investigations have reached quantity that extensive systematic literature reviews were done on University’s third mission (for ex., Compagnucci, Spigarelli, 2020; Haj Taieb, 2024), lifelong learning (for ex., Kaplan, 2016; Thwe, Kálmán, 2024; Håkansson Lindqvist et al., 2024), lifelong learning also is researched in connection with older adults needs (Baumgartner, Jin & Kim, 2023). However, there is a lack of attention to the combination of all three concepts: University’s third mission, lifelong learning and older adults. Therefore, the scoping review was conducted using PRISMA for Scoping Reviews (PRISMA-ScR) (https://www.prisma-statement.org/scoping; Tricco et al., 2018) in combination with the methodology of Peters et al. (2022).