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Open access Aug 2026

RAS P21 Protein Activator 3 finetunes Type I immunity by limiting HCK-mediated STAT4 phosphorylation

Type I immunity, mediated by IFN-γ, is essential for combating intracellular pathogens but also drives inflammatory diseases. How the immune system balances protective type I responses with pathological inflammation is elusive. While the IL-12-STAT4 pathway that promotes IFN-γ production is well-established, the intrinsic negative regulators remain unclear. We establish that RASA3 serves as a permissive checkpoint for type I immune responses. T cell-specific ablation of RASA3 amplified Th1/Tc1 immunity and IFN-γ expression, enhancing the clearance of Listeria monocytogenes but exacerbating allergic contact dermatitis. We further identify the hematopoietic cell kinase (HCK) as a direct kinase for STAT4, which binds to and phosphorylates it at the Tyr693 residue to elicit IFN-γ production. Mechanistically, RASA3 represses the translation of HCK via constraining ribosomal protein RPL36A expression. Additionally, the RASA3-HCK axis is conserved in human Th1 cells. Thus, we define a critical role of the RASA3-HCK-STAT4 axis in fine-tuning type I immunity and offer promising targets for intervening in Th1/Tc1-driven pathologies. IFN-γ-mediated type I immunity is important for clearing intracellular pathogens yet promotes inflammatory diseases. However, T cell-intrinsic negative regulators controlling IFN-γ expression remain poorly characterized. The authors here identify a role of the RASA3-HCK-STAT4 axis in tempering type I immunity.

Jiayu Song, Xiaoyu Liu, Jie Sun et al. · 0 citations
Open access Aug 2026

How does design thinking promote STEM learning? Meta-analysis of learning outcomes and moderating effects

Currently, the application of design thinking in the field of STEM education is expanding. However, in this field, there is currently no systematic analysis or comprehensive explanation of the extent to which design thinking can enhance students’ learning outcomes, nor of how related moderating variables affect these outcomes. Through a meta-analysis of 44 effect sizes, it was found that: (1) The intervention of design thinking can effectively enhance the overall effect of students’ STEM learning, and has a positive effect on specific dimensions such as professional knowledge and skills, learning interest, creativity and design thinking ability. Among them, the improvement effect in students’ creativity and design thinking ability is particularly significant; (2) In terms of moderating variables, learner types, instructional models, learning environment and intervention duration all have an impact on the STEM learning outcomes and their sub-dimensions under the intervention of design thinking. The research not only reveals the utility characteristics and influencing factors of design thinking for students’ STEM learning, but also offers many inspirations for the deepening of subsequent teaching practices.

Xiu-Chuan He, Hui Xiong, Kaijun Peng et al. · 0 citations

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