Search Results (377)

Shift organizations in automotive manufacturing often rely on manual task allocation, resulting in inefficiencies, human error, and increased workload for supervisors. This research introduces an automated solution using the Kuhn-Munkres algorithm, integrated with the Moodle learning management system, to optimize task assignments based on operator qualifications and task complexity. Simulations conducted with real industrial data demonstrate that the proposed method meets operational requirements, both logically and mathematically. The system improves the start of shifts by assigning simpler tasks initially, enhancing operator confidence and reducing the need for assistance. It also ensures that task assignments align with required training levels, improving quality and process reliability. For industrial practitioners, the approach provides a practical tool to reduce planning time, human error, and supervisory burden, while increasing shift productivity. From an academic perspective, the study contributes to applied operations research and workforce optimization, offering a replicable model grounded in real-world applications. The integration of algorithmic task allocation with training systems enables a more accurate matching of workforce capabilities to production demands. This study aims to support data-driven decision-making in shift management, with the potential to enhance operational efficiency and encourage timely start of work, thereby possibly contributing to smoother production flow and improved organizational performance. Full article

COVID-19 vaccine hesitancy (VH), like attitudes towards other vaccines, is a critical global public health concern. Despite numerous studies covering psychological, sociodemographic, and other determinants of vaccine acceptance, resistance, and hesitance, few studies have reported these factors among students, particularly in politically unstable settings like Ukraine. This cross-sectional, descriptive, and quantitative study assesses hesitancy towards COVID-19 vaccines, utilizing the 5Cs Model. Among 936 respondents surveyed in 2023, 64% received at least one shot of the COVID-19 vaccine (acceptant), 11% were still considering getting vaccinated (hesitant), and 25% refused vaccination (resistant). Vaccination behavior is significantly associated with the 5Cs. Higher collective responsibility significantly increased acceptance and reduced resistance, while higher constraints lowered the chances of being either acceptant or resistant. Confidence protected against resistance. Complacency, counterintuitively, reduced odds of resistance, pointing to differences between passive hesitancy and active refusal. Male gender and sources of information and misinformation influenced confidence. Collective responsibility was positively associated with official sources and negatively with conspiracy beliefs. Complacency increased with official sources, while constraints and calculation were least explained by predictors. Practical barriers should be tackled through improved accessibility and fostering collective responsibility via targeted communication strategies. These findings provide actionable insights for policymakers, healthcare providers, and academic institutions to enhance vaccine uptake among university students, particularly in crisis settings. Full article

Background: Vaccine hesitancy (VH) represents a growing concern among healthcare professionals and students, potentially undermining public health efforts. Nursing, pediatric nursing, and midwifery students are future vaccinators and educators, making it essential to understand their attitudes, knowledge, and confidence toward vaccination. This study aims to assess vaccine-related perceptions and behaviors among these student populations in an Italian university. Methods: A cross-sectional survey was conducted between November 2022 and February 2024 at the University of Rome “Tor Vergata”. A structured, anonymous questionnaire, including the Vaccination Attitudes Examination (VAX) scale, vaccine knowledge items, and sources of information, was administered to students in nursing (n = 205), pediatric nursing (n = 46), and midwifery (n = 21). Statistical analyses included descriptive statistics, ANOVA, post hoc tests, and Mann–Whitney U tests. Results: Among the 272 participants, 20.6% reported refusing at least one recommended vaccine, and 18.4% delayed vaccination for non-medical reasons. Vaccine knowledge and confidence increased significantly with academic progression (p < 0.001). Midwifery students showed both the highest concern for long-term vaccine effects and the greatest confidence in vaccine safety. Institutional and scientific sources were the most trusted, though traditional and non-institutional media also influenced perceptions, particularly among midwifery students. Conclusions: Despite high COVID-19 vaccine uptake, VH persists among health professional students. Discipline-specific patterns highlight the need for early, targeted educational strategies to enhance vaccine literacy and reduce hesitancy. Tailored training may empower future professionals to become informed and credible advocates for vaccination. Full article

Background/Objectives: Medical and nursing students, as future healthcare professionals, influence public trust and vaccine acceptance. Knowledge gaps or misconceptions regarding immunization may undermine their confidence and effectiveness in addressing vaccine hesitancy. This study explores perceptions and attitudes toward childhood vaccination among Bulgarian healthcare students and factors shaping these outcomes. Methods: A cross-sectional survey was conducted in 2024, using an online self-administered questionnaire completed by 374 medical and nursing students. Descriptive statistics were used to analyze vaccine-related responses, comparing attitudes between healthcare programs and education years. Binomial logistic regression was applied to identify predictors of support for mandatory vaccination, first considering demographic and academic variables, and then adding students’ beliefs and common misconceptions. Results: Medical students showed more positive attitudes toward vaccination than nursing students, with 96.8% of medical students versus 89.4% of nursing students believing vaccines are effective (p = 0.005). Students in advanced years demonstrated stronger belief in vaccine effectiveness (p = 0.038). Additionally, misbeliefs about the measles vaccine causing autism decreased significantly, with most students in higher years rejecting this misconception (p = 0.009). Logistic regression revealed that belief in following the vaccine schedule (OR = 22.71; p < 0.001) and confidence in vaccine effectiveness (OR = 10.20; p < 0.001) were the strongest predictors of support for mandatory vaccination, with attitudinal factors explaining over half of the variance. Conclusions: Healthcare students’ attitudes about vaccination influence public health outcomes, as their perspectives reflect experience and beliefs. Targeted vaccine education helps address misconceptions and improve vaccination rates. Full article

Background: The development of antimicrobial resistance is a major public health issue, in which dentists play a significant role by prescribing 7–11% of worldwide antibiotics. The aim of this study is to evaluate the self-perception and knowledge of antibiotic therapy in fifth-year undergraduate dental students. Methods: This is a cross-sectional observational study based on the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) guidelines. An electronic survey consisting of 18 questions was conducted with fifth-year students enrolled in the 2022/23 and 2023/24 academic years. The data were analyzed using descriptive and inferential statistical methods. Results: A total of 139 students (76.4%) completed the questionnaire. A total of 71.9% of students considered that they had received adequate education in antibiotic therapy, particularly in Oral Surgery (89.2%) and Periodontics (86.3%). The theoretical classes (3.50 ± 0.98) and practical sessions (3.18 ± 1.29) provided the knowledge that had the greatest influence on their education. They showed high self-confidence in diagnosing an infection (3.49 ± 0.73) and in choosing the appropriate antibiotic and dosage (3.26 ± 0.73). Over 76% of students answered correctly regarding the need for antibiotic prescriptions in various practical scenarios, except in the replantation of avulsed permanent teeth (54%). Conclusions: Dental students’ knowledge of antibiotics should be reinforced, as a high percentage answered correctly regarding the indications for antibiotics in pulpal and periapical diseases, but students performed less well regarding the choice of antibiotic and dosage in patients without sensitivity to β-lactams. Full article

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article

Inclusive education emphasizes the right of all students, including those with special educational needs and disabilities (SEND), to access equitable learning opportunities in mainstream classrooms. This study presents the implementation and evaluation of a school-based intervention within the BATTIE (Bottleneck Analysis and Teacher Trainings for Inclusive Education) project in Greece, aiming to enhance inclusion through differentiated instruction (DI) and a whole school approach. The intervention was conducted across 26 schools and involved 116 educators and 130 students with SEND. A qualitative methodology was employed, utilizing structured classroom observations, field notes, and semi-structured interviews with teachers. The data were thematically analyzed using NVivo 11. Findings indicated notable improvements in student engagement, academic participation, and classroom collaboration, especially among students with SEND. Teachers reported enhanced professional confidence, better understanding of inclusive strategies, and improved collaboration with special education staff. However, limitations in interdisciplinary cooperation—particularly with school psychologists—were identified. This study concludes that sustained professional development, school-wide collaboration, and differentiated instruction are essential for fostering inclusive practices. It underscores the potential of structured, whole school interventions to improve learning environments for diverse student populations and provides insights for educational policy and practice reform. Full article

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

Despite reaching intermediate English proficiency, many bilingual secondary students in Colombia struggle with academic writing due to difficulties in organizing ideas and expressing arguments coherently. To address this issue, this study explores the integration of AI-powered tools—Grammarly and ChatGPT—within the Writing Workshop Instructional Model (WWIM) to enhance students’ writing skills. Conducted at a bilingual secondary school, the intervention targeted 10th grade ESL learners and focused on improving grammar accuracy, textual coherence, and organizational structure. Drawing on Galbraith’s model of writing as content generation, the study adopted a design-based research methodology, incorporating iterations of implementation, feedback, and refinement. The results indicate that combining WWIM with AI feedback significantly improved students’ academic writing performance. Learners reported greater confidence and engagement when revising drafts using automated suggestions. These findings highlight the pedagogical potential of integrating AI tools into writing instructions and offer practical implications for enhancing academic writing curricula in secondary ESL contexts. Full article

Nursing students encounter several challenges as they progress through their educational journey, particularly in integrating theoretical knowledge with practical applications using simulation-based learning (SBL). This study aimed to comprehensively assess the effects of SBL on nursing competence, self-efficacy, and overall satisfaction among undergraduate nursing students at Tabuk University, Saudi Arabia. A total of 136 students participated in this study, which employed a mixed-methods sequential explanatory design including a quantitative cross-sectional survey complemented by qualitative interviews to capture a holistic view of their experiences with SBL. The findings revealed high levels of satisfaction and self-confidence among students participating in SBL, indicating its effectiveness as an academic tool for enhancing learning outcomes. Significant positive correlations were observed among nursing competence, satisfaction, and self-confidence in the SBL context. This suggests that successful engagement in this educational approach can lead to improved clinical skills and preparedness for real-world challenges. The qualitative findings further illuminated the emotional and cognitive engagement experienced by students during the SBL sessions. The participants emphasized the importance of skill mastery in a safe and controlled environment and the positive impact of advanced technologies, such as virtual simulations, on their learning experiences. Full article

Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education. Full article

As generative AI tools become increasingly embedded in education, their role in supporting student learning remains both promising and contested. These cross-continental multiple case studies explore how integrating AI into classroom-based creative projects can move students from intimidation to meaningful engagement, comprehension, and retention of course content. Drawing on data from four international university classrooms—in the USA, UK, Canada, and Australia—this mixed-methods study examines students’ experiences as they collaboratively created comic books using generative AI. Each instructor embedded the assignment within their own pedagogical context, enabling cross-institutional comparison of AI’s educational potential. Findings highlight a shared trajectory: students initially approached AI with uncertainty or overconfidence, but developed nuanced understandings of its capabilities through experimentation, reflection, and collaboration. The process of creating narrative-driven visual outputs required students to synthesize theoretical material, communicate effectively in teams, and creatively solve problems—fostering both cognitive and interpersonal learning. Students reported deeper comprehension of academic content and greater confidence using AI tools critically and ethically. This study concludes that when framed as a collaborative partner rather than a replacement for human thinking, AI can support deeper learning experiences. It also suggests that creative, team-based projects can demystify AI and build essential future-facing skills. Full article

Background/Objectives: In Australia, attrition rates in undergraduate nursing degrees have been increasing nationally. The aim of this study was to explore if and how clinical laboratory-based peer-assisted learning (PAL) improved the first-year nursing student learning experience and retention at a regional university. A further aim was to explore any perceived benefits for third-year student participants. Methods: This is a descriptive study design. The study recruited eight third-year nursing students (named ‘LabPALs’) offering support to 42 first-year nursing students during their self-directed laboratory practice sessions. The first-year students included a high percentage of mature aged and ‘first in family’ students. Over an eight-week period, LabPALs provided peer support for up to four students per one-hour practice session. Unit grade outcomes were compared with students not exposed to the PAL sessions. Both the LabPAL mentors and first-year participants were asked to evaluate their experience. Results: It was found that PAL project participation was associated with higher completion rates when compared with non-participation. When combined with exposure to their experienced peers’ perspectives and support, participation was associated with academic success. Thematic analysis found that first-year nursing students reported developing both ‘confidence’ and ‘competence’ in their laboratory learning spaces. The third-year LabPAL students reported skills gained in facilitating peer learning and perceived their experience as very rewarding. Conclusions: This research suggests that PAL enhances clinical laboratory learning among undergraduate nursing students. Full article

This paper presents a multi-criteria decision-making (MCDM) approach for optimizing a microgrid system to achieve Plus-Energy Building (PEB) performance at the University of Coimbra’s Electrical Engineering Department. Using Python 3.12.8, Rhino 7, and PVsyst 8.0.1, simulations considered architectural and visual constraints, with economic feasibility assessed through a TOPSIS (Technique for Order of Preference by Similarity to Ideal Solution) analysis. The system is projected to generate approximately 1 GWh annually, with a 98% probability of exceeding 1076 MWh based on Gaussian estimation. Consumption is estimated at 460 MWh, while a 3.8 MWh battery ensures up to 72 h of autonomy. Rooftop panels and green parking arrays, fixed at 13.5° and 59°, minimize visual impact while contributing a surplus of +160% energy injection (or a net surplus of +60% energy after self-consumption). Assuming a battery cost of EUR 200/kWh, each hour of energy storage for the building requires 61 kWh of extra capacity with a cost of 12,200 (EUR/hr.storage). Recognizing environmental variability, these figures represent cross-validated probabilistic estimates derived from both PVsyst and Monte Carlo simulation using Python, reinforcing confidence in system feasibility. A holistic photovoltaic optimization strategy balances technical, economic, and architectural factors, demonstrating the potential of PEBs as a sustainable energy solution for academic institutions. Full article

This study aimed to investigate food insecurity (FI) and its association with sociodemographic characteristics and behavioral and dental alterations in adolescents from a county in the inland of northeastern Brazil. Data on 192 adolescents aged 11–14 years were analyzed in the public school system in Juripiranga, Paraíba, Northeast Brazil. The adolescents and their guardians responded to the Brazilian Food Insecurity Scale, the Strength and Difficulties Questionnaire for the caregiver, the Strength and Difficulties Questionnaire for children and adolescents, and a sociodemographic questionnaire. Academic performance was observed by calculating the median of the final assessments of basic school subjects. The prevalence of FI was 69.19, and FI was associated with a family income of up to one minimum wage per month (prevalence ratio [PR]: 1.90; 95% confidence interval [95% CI]: 1.20–3.01), no practice of religion by the guardian (PR: 1.34; 95% CI: 1.04–1.73), behavior considered inappropriate by the guardian (PR: 1.33; 95% CI: 1.02–1.73), and academic performance (PR: 1.35; 95% CI: 1.05–1.72). FI is considered a complex and multifactorial problem that requires appropriate intervention to deal with multiple social determinants. The results point to the need for integrated public policies between the health, education, social assistance, and food security sectors. Full article