https://arvinfomedia.com/myjournals/index.php/GTIES <p><strong>Global Trends and Insights: Education Sciences</strong> is a peer-reviewed journal committed to publishing high-quality original research articles, comprehensive reviews, and selected high-impact reprints in the field of education sciences. The journal emphasizes studies that advance theoretical understanding, empirical research, pedagogical innovation, and evidence-based policy development. It provides an interdisciplinary platform for researchers, educators, policymakers, and practitioners to integrate insights from cognitive science, educational psychology, curriculum design, technology-enhanced learning, and comparative education, fostering strategies that improve learning outcomes, educational equity, and lifelong learning globally.</p> <p>Published half-yearly, the journal is available in both print and electronic formats, ensuring wide accessibility to the research community.</p> en-US Mon, 19 Oct 2026 04:09:05 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 https://arvinfomedia.com/myjournals/index.php/GTIES/article/view/469 <p>Social media environments and meme-based communication are increasingly incorporated into nursing education, yet it remains unclear whether students respond uniformly to digitally embedded instructional strategies. This study examined whether alignment between meme-based instruction and perceived social media learning utility differentiates motivation, perceived academic impact, and demand for educator presence among undergraduate nursing students. A cross-sectional study was conducted with 458 nursing students from Spanish universities who completed a structured questionnaire assessing perceptions of meme-based instruction, social media learning utility, motivation, perceived academic impact, and expectations of educator presence. Hierarchical regression models examined interaction effects, quadrant comparisons were analysed using Kruskal–Wallis tests, and a sequential mediation model evaluated indirect pathways. Students reported high endorsement of meme-based instruction (M = 4.44, SD = 0.80) and social media learning utility (M = 4.15, SD = 0.80). However, substantial divergence emerged across alignment profiles. Students showing high alignment between meme endorsement and perceived social media utility tended to report higher motivation and different expectations of educator presence, whereas perceived academic impact was primarily explained by additive effects. These findings suggest that digital instructional innovations may not generate entirely homogeneous responses across students and that alignment between instructional format and perceived learning utility is associated with differences in motivational activation and instructional expectations in undergraduate nursing education.</p> Raúl Quintana-Alonso, Lucía Carton Erlandsson, Alberto Melián Ortiz, Elena Chamorro Rebollo Copyright (c) 2026 Global Trends & Insights: Education Sciences https://arvinfomedia.com/myjournals/index.php/GTIES/article/view/469 Mon, 19 Oct 2026 00:00:00 +0000