This study investigated the educational effectiveness of flipped classroom methods incorporating collaborative teaching content developed with a university and a company for fourth-grade students at Kindai University Elementary School in the academic year 2022. Implementing flipped classroom methods increased student interest, motivation, and satisfaction regarding face-to-face classes. Problem-solving learning focused on familiar issues was introduced during face-to-face sessions. Questionnaire surveys based on rubric evaluations revealed significant improvements in &puot;knowledge,&puot; &puot;understanding,&puot; and &puot;action&puot; categories among students in 2022 compared to 2021. Correlation analysis among these categories suggests that &puot;knowledge&puot; leads to heightened &puot;interest,&puot; fosters &puot;understanding,&puot; and ultimately drives &puot;action,&puot; indicating the potential for promoting environmentally conscious behavior. Furthermore, the study observed increased opportunities for students to discuss classroom topics at home and notable changes in parental actions and awareness. This suggests that students sharing their learning experiences at home influenced parental environmental consciousness. The 2022 class sessions were video-recorded to facilitate future teacher training. This is expected to encourage classroom implementation by elementary school teachers and contribute to homogenizing the quality of education.

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This study focused on "misleading content," one of the six categories of fake news identified by the UK House of Commons Digital, Culture, Media and Sport (DCMS) Committee. Using fictional scenarios designed to re-semble misleading content, we examined how interpersonal evaluations—such as trust, likability, and warmth—influence the intention to help others. Specifically, we analyzed how impressions of five fictional individuals (Individuals A to E) affected participants' willingness to engage in three types of helping intentions: lending lunch money (Wallet Help), helping to find lost items (Contact Help), and agreeing to share a table (Shared Table). Multiple regression analyses revealed that interpersonal evaluations significantly and positively predict-ed all types of helping intentions for all five individuals. The findings indicate that the more favorably a person is evaluated, the more likely they are to receive helping behavior, regardless of the situation, especially in contexts that mimic real-world online interactions.

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