Search Results (2,223)

Digital competence has become a key component of teaching excellence in higher education. This study, from a global framework, presents a bibliometric analysis of scientific production on digital competences in the university context to identify research trends, collaboration networks, and thematic evolution in Latin America. A total of 1985 papers published between 1993 and 2025 in the Web of Science Core Collection were analyzed using a PRISMA-based protocol. The results show exponential growth in publications since 2019, underscoring the global relevance of digital literacy in transforming teaching and learning processes. Spain stands out as a leading country in productivity and impact, supported by consolidated institutional frameworks such as DigComp and DigCompEdu. Keyword analysis reveals a transition from a tech-skills-focused approach to a more holistic perspective that incorporates critical thinking, ethics, and responsible use of emerging technologies, especially artificial intelligence. Although Latin America shows an increase in its contributions, its international visibility remains limited and requires strengthening scientific collaboration. This study provides a broad understanding of the field’s academic structure and outlines strategic directions to advance teachers’ digital competence and promote more inclusive, innovative, and sustainable university systems. Full article

Existing research in extended reality for education emphasizes learning outcomes rather than the process for developing their materials. Design thinking, a method in Research through Design, which often generates artefacts and systems, can help address this limitation. As such, this paper presents a process for developing 360° videos based on the six steps of the design thinking process with a new step for planning. The authors also propose a novel approach emphasizing co-creation and Indigenous Research Values throughout the process, showing respect, and minimizing misinterpretations, appropriations, and weak translations that often result from recording stories. Presented through an example titled ‘Tipi Teachings’, a digital story rooted in Indigenous Knowledge of Engineering, the authors demonstrate how design thinking and co-creation can be applied to digital storytelling, proposing a procedure which aims to provide guidance to future researchers utilizing digital storytelling, minimizing trial and error, and providing an opportunity for researchers to share and document lessons learned. While the proposed process was created within a Canadian Indigenous research context, and centers Indigenous storybasket values, these values require researchers to listen to and build relationships with the community, incorporating their core values, regardless of whether they directly align with the storybasket values, adjusting the process to their specific context. The decolonial design process aligned with design thinking also considers decolonization globally, rather than locally. Full article

The rapid digital transformation of higher education institutions (HEIs) has created new opportunities to promote sustainability-focused teaching, learning, and assessment. At the same time, traditional assessment methods often fail to accurately measure complex skills needed for sustainability, such as systems thinking, critical reflection, and real-world problem-solving. This study examines the integration of adaptive learning platforms with performance-based assessment (PBA) as an innovative way to support inclusive, sustainability-oriented learning in higher education. Based on principles of Education for Sustainable Development (ESD), Universal Design for Learning (UDL), and constructivist learning theory, the study investigates how adaptive learning technologies tailor instruction for diverse learners while PBAs offer genuine measures of sustainability skills. Using a mixed-methods approach, data were gathered from forty-eight undergraduate students enrolled in an inclusive education course that used an adaptive learning module and PBA tasks. Learning analytics, rubric-based performance scores, and student perception surveys were analyzed to explore effects on engagement, accessibility, and skill development. The results show that this combined method enhances student inclusion, supports differentiated learning pathways, boosts engagement in sustainability tasks, and yields more complete evidence of sustainability competencies than traditional assessments. The study provides a framework for HEIs aiming to align digital transformation initiatives with sustainability objectives. It emphasizes the potential of integrating adaptive learning and PBA to promote innovative, inclusive, and sustainability-focused assessment practices. Implications for policy, curriculum design, and future digital sustainability efforts are also discussed. Full article

Antonopoulou and Dare’s ongoing collaborative projects (Phi Books 2008: ongoing; Digital Dreamhacker 2013: ongoing) enact an open-ended, experimental set of slow ‘Fictioning’ practices and actions that involve performing, diagramming, or assembling to create or anticipate new modes of existence. In this paper, the authors use the visual essay form to evidence how their daily practices of drawing, writing, and exchanging, position art and the artist. These practices unfold without, in this case, the utilitarian, economic, and epistemic priorities and systems of reductive representation which underpin the extractive models of Generative AI and other ‘innovative’ intermediaries, systems which expedite content and regulate consumption in the cultural and creative industries and in ‘arts and humanities’ education. Focusing on their creative practices, Antonopoulou and Dare reposition commodified notions of productivity, creativity, and innovation, seeking what Haraway describes as a way ‘of making, thinking and worlding’ beyond the neoliberal imperatives of extracting profit from labour. Positioned within an era of escalating precarity combined with ecological and political instability driven by extractive colonialism, the temporality of collaboration and drawing over decades is proposed as an act of material resistance to art’s subsumption into the venture capitalist hype cycles. Such cycles are associated with an accelerating array of crises, discussed here. Full article

Introductory environmental science courses offer non-STEM students an entry point to address global challenges such as climate change and cryosphere preservation. Aligned with the International Year of Glacier Preservation and the Decade of Action for Cryospheric Sciences, this mixed-method, IRB-exempt study applied the Curriculum Redesign and Artificial Intelligence-Facilitated Transformation (CRAFT) model for course redesign. The project leveraged a human-centered AI approach to create anthropomorphized, place-based narratives for online learning. Generative AI is used to amend immersive virtual learning environments (VLEs) that animate glacial forces (water, rock, and elemental cycles) through narrative-driven virtual reality (VR) experiences. Students explored Iceland’s Jökulsárlón Glacier Lagoon via self-guided field simulations led by an imaginary water droplet, designed to foster environmental awareness and a sense of place. Data collection included a five-point Likert-scale survey and thematic coding of student comments. Findings revealed strong positive sentiment: 87.1% enjoyment of the imaginaries, 82.5% agreement on supporting connection to places, and 82.0% endorsement of their role in reinforcing spatial and systems thinking. Thematic analysis confirmed that anthropomorphic imaginaries enhanced emotional engagement and conceptual understanding of glacial processes, situating glacier preservation within geographic and global contexts. This AI-enhanced, multimodal approach demonstrates how narrative-based VR can make complex cryospheric concepts accessible for non-STEM learners, promoting early engagement with climate science and environmental stewardship. Full article

As the global economy and sociopolitical, technological, climate, and international trade contexts continue to shift rapidly, educational goals and aims for skilled employment are changing accordingly. Research on the cognition of relational reasoning provides insight into training youth to handle these types of complex systems and multi-faceted problems. Relational reasoning is the ability to make inferences from the relationships within and between mental representations, and grounds many higher order cognitive actions such as generating solutions to novel problems, transferring insights from one context to another, and making creative leaps of inference that are central to these societal aims. This article synthesizes the theoretical and foundational literature to highlight specific practices that are relevant and implementable in enhancing all students’ access to rich and complex thinking and reasoning skills. These include strategies for training students to notice and attend to relational correspondences, to use visual stimuli and language to draw connections, and to reduce the cognitive resources required to do so. Full article

Foreign direct investment (FDI) has often been cast as a straightforward engine of growth, yet its record across Central and Eastern Europe tells a more tangled story where outcomes hinge on the interplay of education, governance, and the timing of external shocks. This study embeds fixed effects panel econometrics within a systems framework, treating FDI as a subsystem of socio-economic dynamics. Using a long-run panel of eleven economies from 2000 to 2023, the analysis models path dependence and regime shifts through interaction terms and period-specific dummies set against a systems-thinking backdrop. The analysis shows that for the average CEE economy, FDI’s contribution has waxed and waned: it dragged on growth during the early transition years (2000–2007), settled into a neutral role after the global financial crisis, and proved unpredictable in the pandemic era. Romania stands out, however, with a marked “FDI premium” quantified as approximately 0.7 pp of growth per pp of FDI that seems to stem from reinforcing loops between rising tertiary enrolment and productivity spillovers. Mapping these feedbacks brings to light virtuous circles where human capital and resilience make or break the benefits of foreign capital. The policy message is plain: nurture the positive loops through investment in skills and firm linkages, keep institutions nimble enough to adapt, and watch for early warning signs of systemic strain. Full article

The protection of human and ecological health has become more challenging because of the myriad of human and climate stressors, and the sustainability of our social, economic, and environmental systems would be enhanced by further defensible risk assessment. There are scientific, technological, and cultural challenges to interoperability, bridging the necessary disciplines and integrating data from the genome to globe. Interoperability makes possible the use and reuse of data and modeling approaches and is a contemporary and rapidly progressing area advancing toxicology and exposure science. We present a coherent vision of human and ecological risk assessment, including the types of information and modeling science to create knowledge and apply it for improved decision-making. We focus on science-based decision-making, emphasizing decisions where science is the primary or sole driver, as in human toxicology and ecological risk assessment. This contrasts with decision-making where science has a minor role, if at all, in weighing decision options. We also examine the barriers that exist in the creation and application of systems thinking. We identify: the (1) needs and challenges for the application of a systems approach to informing decisions; (2) case studies that illustrate informatics needs for 21st-century science-based decision-making; and (3) recommendations on how to progress towards a systems approach to informing decisions. Full article

Inflammasomes are signaling complexes of the innate immune system that are assembled in distinct sentinel cell types to coordinate inflammation. As demonstrated by the emergence of viral antagonists and evasion mechanisms, inflammasomes are critical to contain viral infections. As virions are entirely composed of host cell-derived molecules, infection is either recognized by molecules or modifications exposed in unusual compartments, or by activities and host cell damage indicative of virus replication. Rather than enumerating all viruses that activate inflammasomes, this review classifies common pathways or signatures that activate antiviral inflammasomes. We define a set of minimal criteria that we think is critical to prove virus-triggered inflammasome assembly. We further discuss the consequences of virus-induced inflammasome assembly and define relevant open questions in the field. Full article

In the mining industry, where equipment breakdowns cause expensive unplanned downtime, operational continuity is paramount. Internet of Things (IoT) technologies have the potential to make predictions; however, most solutions lack a holistic view and mapping of complex system interdependencies. This study presents a comprehensive predictive maintenance (PdM) framework specifically designed for continuous-operation mining environments, with a primary focus on Semi-Autogenous Grinding (SAG) mills. By combining exploratory data analysis, advanced feature engineering, classical machine learning (Gradient Boosting Classifier), and deep learning (LSTM with multiple time-window configurations), the system achieves real-time anomaly detection, root-cause explanation, and failure forecasting up to 48 h in advance (average lead time: 17 h). A four-layer digital twin architecture integrated with Streamlit enables actionable alerts classified as emergency, planned, or preventive interventions. Applied to a one-year dataset comprising 99,854 hourly records from an industrial SAG mill, the hybrid model prevented an estimated 219.5 h of unplanned downtime, yielding substantial economic benefits. The proposed solution is deliberately designed for high adaptability across multiple equipment types and industrial sectors beyond mining. Full article

Nanopesticides are pesticide formulations in which intentionally designed nanoscale carriers shape how an active ingredient (AIng) is deposited, transformed, and released. These systems can improve retention and efficacy, but carrier complexity introduces challenges: nanomaterials can transform in real soil–water matrices, reshaping exposure and risk. These processes are hard to quantify because test protocols and risk assessment frameworks for nanopesticides remain underdeveloped. In this review, we relate design choices across major carrier families—including polymer and lipid particles, nanoemulsions, porous inorganic carriers, and bio-based nanomaterials—to transformations in soil–water systems. We then connect these transformations to ecotoxicological evidence across key non-target taxa. We also address a central “measurement gap” in current risk assessment. Many standard tests were developed for dissolved chemicals. As a result, they do not capture (i) particle stability in realistic matrices, (ii) particle-bound versus dissolved (and ion-released) forms, or (iii) time-resolved exposure. Finally, we propose a Safe-and-Sustainable-by-Design roadmap that prioritizes low-hazard materials, predictable degradation, life-cycle thinking, and staged data generation to enable scalable, field-relevant adoption. Full article

Education in entrepreneurship offers university students the opportunity to develop sound problem-solving and critical-thinking dexterity, which are crucial for navigating contemporary higher education. This research explores the opportunities and challenges of education in entrepreneurship within universities based in Lebanon, focusing on the role of fostering entrepreneurial alertness/awareness. This paper further examines how emerging technologies—specifically Generative Artificial Intelligence (Gen-AI)—impact these relationships. In spite of the increasing relevance of entrepreneurship, the results reveal constant limitations in students’ innovation and creativity, together with a lack of mentorship and training prospects for teachers. The study underlines the importance of integrating innovative systems, digital technological means, and sustainable education values to support SDG 4 (Quality Education) and reinforce learning quality environments. To empirically explore the relationships between the variables, the research uses a quantitative research design, using SmartPLS4 to investigate the structural paths between entrepreneurship education, student innovative behavior, entrepreneurial alertness, and the use of Gen-AI. Our data was collected from 197 participants through a validated survey scheme, together with insights received from instructors and students. The results indicate that instructors consider entrepreneurship education positively and recognize the potential of Gen-AI to improve teaching quality, encourage entrepreneurial alertness, and strengthen quality learning practices. Students also highlighted their requirement to acquire new skills and access new opportunities to enhance their decision-making abilities. Generally, the results/findings suggest that entrepreneurship education—emboldened by entrepreneurial alertness and moderated by Gen-AI—plays a vital role in improving students’ innovative behaviors and progressing SDG 4 through high-quality, inclusive, and transformative higher education. Full article

Background/Objectives: Primary health care (PHC) is the cornerstone of any high-quality healthcare system. For PHC to work well, healthcare professionals need to be skilled in critical thinking, self-reflection, and patient-centered care. However, few studies have explored the potential interplays between these factors. Therefore, this cross-sectional study evaluated the critical thinking disposition and training needs of PHC professionals, alongside patient experiences and satisfaction with PHC services. Methods: The study involved 54 PHC professionals and 100 patients from sixteen PHC facilities in Crete, Greece. Professionals completed the Critical Thinking Disposition Scale (CTDS) and Training Needs Assessment (TNA) questionnaires, while patients filled out the Quality-of-Life Instrument of Chronic Conditions in Primary Health Care (QUALICOPC) questionnaire. Results: Our findings indicated that PHC professionals exhibited high critical thinking levels (CTDS, mean score of 46.46 ± 4.24). However, TNA scores suggested moderate training needs, particularly in relationships/investigations [median: 0.50 (0, 1.50)], communication/patient-centered [median: 0.30 (0, 1.1)], and flexibility and application of knowledge [median: 0.40 (0, 1.0)]. Nevertheless, no significant correlation was found between CTDS and TNA (ρ = 0.08, p > 0.05). Patients mostly rated their health as poor (40%), and 26% lacked a family physician. Although patients were highly satisfied with communication and patient-centered care (>95% reporting positive experiences), continuity and empowerment had room for improvement. Only 37% felt their GP knew their living conditions, and 26% lacked a personal physician. Patients with chronic conditions reported significantly different experiences. Specifically, patients with chronic conditions had better continuity of care (84% vs. 59%, p = 0.01) and more comprehensive care (70% vs. 43%, p = 0.01) compared to controls. Conclusions: Our findings suggest that targeted training is needed for PHC professionals to address skill gaps. These initial findings could guide the creation of customized professional development initiatives and point to areas where PHC services could be structurally improved. Additional studies, including longitudinal ones, are required to further validate these associations. Full article

The present study explores the relationship between the systemic approach, educational innovation, and the use of digital technologies in higher education, with an emphasis on military academies. The aim of the research is to shed light on how systemic thinking can support strategic planning, the quality of education, and the effective integration of innovative practices, such as artificial intelligence, information and communication technologies, and virtual reality. The methodology was based on quantitative research using a questionnaire, which was distributed to 452 members of the Hellenic Non-Commissioned Officers Academy educational community (teaching staff, cadets, and recent graduates). Data analysis showed that the adoption of a systemic approach is positively associated with the readiness of trainers, including both instructors and future professionals (cadets), to support and implement educational innovations. Furthermore, it was found that the clarity of educational objectives and the alignment of critical elements of the educational system (resources, technology, instructors, trainees, and processes) significantly reinforce the intention to adopt innovative practices. The findings also show that educators’ positive perceptions of artificial intelligence and virtual/augmented reality are associated with a higher appreciation of learning benefits, such as improved performance, trainee satisfaction, and collaboration. In contrast, demographic and professional factors have a limited effect on attitudes toward innovation. Overall, findings indicated that innovation in military academies is not limited to the technological dimension, but requires a holistic, systemic approach that integrates organizational, pedagogical, and strategic parameters. The study contributes both theoretically and practically, providing empirical evidence for the role of systemic thinking in the design and implementation of innovative educational policies in military and broader academic education. Full article

Education systems worldwide face a growing pressure to align with Sustainable Development Goal 4.7 by embedding Education for Sustainable Development (ESD) into school life. This study examines how primary school headteachers in Cyprus interpret and enact sustainable leadership to advance ESD within a small, highly centralised system. Drawing on sustainable and distributed leadership theories and a whole-school lens, the study employed semi-structured interviews with ten headteachers from diverse regions (urban, rural, and semi-rural). Reflective thematic analysis identified four patterns: (1) leaders sought a strategic integration of ESD into planning and culture; (2) empowerment and participation were pursued through teacher working groups, student eco-councils, and community partnerships; (3) systemic constraints, a rigid curriculum, limited autonomy, and scarce professional development produced a policy–practice gap; and (4) leaders relied on adaptive, collaborative micro-practices to sustain momentum. The findings suggest that, in Cyprus, sustainable leadership operates as a values-based stewardship enacted through ‘quiet activism’. The study highlights implications for leadership development, such as reflexivity, systems thinking, and ethical reasoning, as well as policy design, such as time, autonomy, and structured support for whole-school ESD, in small-state contexts. Full article