Purpose: This study aims to identify factors that contribute to depression and increase suicidal ideation in students to measure the types of depression among the students. To know the extent of depression they suffered and identify the factors that stimulate suicide. Research methodology: The study wants to assess the factors that affect depression and suicidal tendencies among the students of Shahjalal University of Science and Technology and MC College, Sylhet. For collecting data, and questionnaire method was followed. The researcher selected 50 samples from both of these institutions. In this study, a mixed research approach has been followed. Results: The study disclosed that among the respondents, 90% had an idea about depression, and 90% got depression once in their lifetime. They suffered from major depressive disorder, bipolar disorder, premenstrual dysphoric disorder, etc. and suffered from bipolar disorder. Depression has an adverse effect on student's academic life. Besides, 72% said that they need more consciousness about their depression. The study also revealed that 8% are addicted to drugs and alcohol. The study further revealed that 64% thought the severity of depression could lead someone to suicide, and 28% said that they thought about suicide during their depression period. Limitations: The respondents wanted to keep the truth private in some cases. The researcher may have failed to collect the pros and cons of this issue. Contribution: Shahjalal University of Science and Technology and MC College, Bangladesh.

Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.

Purpose: This research aims to critically analyze the potential ramifications of comprehensive assessments on marginalized communities, with a specific focus on Afro-descendant students in the Caribbean/Atlantic region of Costa Rica. It intends to identify the potential effects of these assessments and propose policy and practice adjustments that can enhance their educational outcomes. Research methodology: This research analyzes the recent assessment requirements and the historical background of educational assessments in Costa Rica and explores alternative teaching methods, including culturally responsive pedagogy (CRP) and the impact of the dialect and language continuum. Furthermore, the potential benefits of integrating the International Baccalaureate (IB) philosophy into the curriculum of all public schools are also investigated. Results: Based on the analysis conducted, recommendations for policy and practice changes to address the potential impact of assessments on Afro-descendant students include creating a culturally responsive curriculum, recognizing non-standard dialects, using alternative assessment approaches, and emphasizing consideration of marginalized communities' needs and experiences in educational policy and practice decisions. Limitations: This review does not provide an empirical investigation but rather synthesizes existing literature and provides recommendations for future research. Contribution: This research significantly contributes to the existing literature on educational policy and practice in marginalized communities, particularly in relation to students of African descent in Costa Rica and suggests ways to improve their educational outcomes. Its insight can be of interest to policymakers, educators, and future researchers in education and social justice.