Search Results (149)

Universities are increasingly positioning sustainability as a core institutional commitment, often publishing annual reports that showcase their contributions to the 17 Sustainable Development Goals (SDGs). Yet these documents frequently go unnoticed by the academic community, limiting their educational impact and their potential to inspire informed, responsible, and sustainable behaviors. To address this gap, this study explores how participatory and technology-enhanced educational approaches can transform sustainability reporting into an accessible, engaging, and pedagogically meaningful learning experience. Engaging 121 university students during a participatory process, we developed an interactive digital system that integrates innovative strategies, including interactive data visualizations, gamification, and a chatbot capable of dialoguing with the university’s sustainability report, to foster environmental awareness and promote sustainable practices. The system aims to empower learners on two intertwined levels: (i) understanding the institution’s sustainability actions and commitments, and (ii) recognizing concrete, everyday opportunities to contribute to environmental wellbeing, thereby counteracting feelings of eco-powerlessness and supporting agency-driven behavioral change. Findings highlight the effectiveness of participatory design in shaping impactful digital tools for sustainability education and demonstrate how interdisciplinary design principles can enhance student engagement with complex environmental issues. The study contributes to ongoing scholarly discourse by proposing six key guidelines (technology, content, data producer, learning strategy, gamification, and data visualization) for designing interactive systems that support education for a more resilient and sustainable future. Full article

The International Conference on Plant Biodiversity and Sustainability is a global forum dedicated to advancing scientific knowledge and collaborative action in plant diversity, conservation, and sustainable development. Bringing together established and early-career researchers as well as students from diverse fields, the conference underscores the urgent need to protect plant resources and foster sustainable solutions. By promoting an open, interdisciplinary environment, the event encourages dialogue among botanists, ecologists, agronomists, biotechnologists, chemists, and related experts, integrating multiple perspectives to address biodiversity challenges comprehensively, especially in the field of medicinal and aromatic plants. Aligned with the United Nations 2030 Agenda for Sustainable Development, the conference covers a wide range of topics, including habitat conservation, ecological restoration, ethnobotany, climate change adaptation, sustainable agriculture, technological and biotechnological innovation, and science-based policy approaches. The scientific program features keynote lectures by internationally recognized experts, thematic oral sessions, hands-on workshops, and collaborative roundtables designed to stimulate discussion and knowledge exchange. Participants present cutting-edge research, innovative methodologies, and case studies highlighting both theoretical advances and practical applications. Panel discussions and networking opportunities further support new partnerships, joint research efforts, and capacity-building initiatives, strengthening the global community committed to biodiversity protection. Beyond sharing scientific results, the conference emphasizes the importance of connecting research with policy and real-world practice. Contributions therefore address decision-making frameworks, community engagement, nature-based solutions, and the use of emerging technologies for monitoring and managing plant ecosystems. This multidimensional approach ensures that the event not only showcases academic excellence but also contributes to concrete strategies that inform governance, education, and sustainable land-use planning, with a particular focus on plant resources. Full article

In November 2024, a two-day meeting entitled “PBBM—Best Scientific Practices to Define Drug Product Performance: Latest Regulatory and Industry Perspectives” was organised by the Academy of Pharmaceutical Sciences Biopharmaceutics Focus group and hosted by MHRA in London, UK. Physiologically based biopharmaceutics modelling, referred to as PBBM, is used to inform drug product quality strategies and provide a more detailed understanding of how medicines can interact with the human body. Industrial, academic, regulatory, and software company scientists came together to discuss the latest developments in PBBM and to debate key topics relevant to the establishment of best practices and improved implementation. Case study presentations and breakout sessions highlighted how companies are using PBBM in their portfolio decision-making (early development through post-approval changes). Discussions highlighted how the exploration of drug product quality risks has evolved over time, moving from the more empirical BCS classification approach to a more detailed in vivo and mechanistic understanding, where sponsors have and continue to invest in building clinical drug product knowledge. Regulatory scientists shared how they are building experience in using PBBM to set clinically relevant drug product quality specifications, including how they would like to see the area grow in the future. Although significant progress has certainly been made in this field over the last 10 years, the need to continue to bring industry and regulators closer together in the future remains a key topic. Guideline evolution, training and continued dialogue will be essential in reaching a harmonised approach to the use of PBBM to develop drug product strategies and set quality specifications. Full article

The paper explores the implementation of inclusive, student-centered pedagogies in an internationally co-taught EAP course. Designed within the Erasmus+ W.I.D.E. framework, the course brought together students from Italy and Israel to collaboratively work on academic conference presentations delivered in English as a lingua franca. The study employs an Action Research and Case Study approach, allowing iterative cycles of planning, implementation, observation, and reflection to inform pedagogical decisions. This embraces three intersecting priorities in contemporary higher education: preparing students for global academic participation, fostering inclusive and supportive learning environments, and cultivating intercultural competence in digitally mediated settings. More specifically, drawing on a project-based teaching framework, the study examines how students are socialized into academic discourse through delivering presentations, engaging in intercultural dialogue, and developing cross-curricular soft skills. Our findings suggest that project-based work in small multicultural teams can support both autonomy and cooperation, while contributing to the development of critical thinking, mediation and confidence in public speaking, essential for participation in international academic communities. The findings also point to the potential role of responsive and compassionate pedagogy in digital collaboration. The study offers a practice-informed model that may be adaptable to similar contexts for bridging EAP and international research practices, highlighting implications for intercultural academic communication, virtual mobility, and inclusive language education. Full article

This paper investigates women’s movements in German-speaking Europe that operate at the intersection of academic theology and activism, challenging the assumption that gender parity within theological institutions has been achieved. Despite broader European progress toward gender equality, theological faculties continue to exhibit structural disparities, including women’s underrepresentation in senior positions and persistent obstacles such as the “leaky pipeline,” the “glass ceiling,” and restrictive ecclesial procedures like the Nihil Obstat. These dynamics intensify the vulnerability of women theologians, particularly those advocating for gender justice within Church structures that do not consistently recognize women as full participants. The study also highlights the vulnerability experienced by women theologians who advocate for gender equality within ecclesial institutions that do not consistently recognize women as full participants. Interdisciplinary dialogue between theology and the social sciences is often met with suspicion, as religion is frequently portrayed as a source of division rather than a catalyst for transformation. Moreover, extremist and fundamentalist movements instrumentalize gender issues, polarizing European societies and suppressing interfaith initiatives that promote justice, care, and cooperation. The paper argues for transversal, intersectional, and inclusive approaches that bridge academic and activist networks. By fostering collaboration, critical reflection, and shared praxis, these movements reimagine the role of women in both Church and society, offering transformative models grounded in justice, dignity, and equality. Full article

Our community-based participatory research (CBPR) partnership convened an in-person, bilingual empowerment theory-based community forum to disseminate and translate findings from our trial of Nuestra Comunidad Saludable (Our Healthy Community), a multilevel intervention designed to improve uptake of COVID-19 testing and vaccination among Spanish-speaking Latine communities in North Carolina. The forum brought together community members, healthcare providers, organizational representatives, and academic researchers from across North Carolina. Drawing on findings from the intervention trial, participants engaged in facilitated, structured dialogue to identify community priorities and generate recommendations to advance health equity among Latine communities. Thirty-six participants identified eight priorities: (1) reducing health service gaps and inequities exposed by COVID-19; (2) expanding access to bilingual, culturally responsive mental health services; (3) improving understanding of HIV prevention and treatment; (4) strengthening services for children with disabilities; (5) protecting immigrant rights and ensuring safe access to services; (6) increasing political and social support for Latine health; (7) improving access to trusted, culturally responsive providers and community organizations; and (8) addressing social determinants of health, including employment, housing, and food security. The empowerment-based forum identified community priorities, challenges, and recommendations that can inform practice, intervention, policy, and research, and advance health equity for Spanish-speaking Latine communities. Full article

The aim of this paper is to present a museum exhibition designed to encourage visitors to engage in a dialogue on ancient civilizations, thereby providing a reference pathway for achieving cross-cultural exhibitions through intergovernmental cooperation. The Shanghai Museum’s exhibition ‘ON TOP OF THE PYRAMID: The Civilization of Ancient Egypt’ is analyzed through qualitative analysis, based on data collected from semi-structured interviews, document analysis, visitor feedback, and field surveys. The curatorial strategy and achievements of the exhibition are also discussed, together with the existing challenges and the measures adopted. The results of co-curation are evaluated on an economic level within the framework of international cooperation. Briefly, the article concludes that the exhibition prioritized interactive elements intended to support visitor participation. A neutral and academic narrative is crucial for a co-curated immersive exhibition design. Full article

This article focuses on the origin of “Wenqi Theory”—a core domain of ancient Chinese literary theory—specifically Cao Pi’s proposition that “literature is governed by qi”. It situates this concept within the 21st-century context of cultural globalization to engage in dialogue with Western aesthetics, aiming to revitalize the theory through mutual learning between Chinese and Western civilizations and integrate it into the system of modern transformation for classical literary theory. From the perspective of contemporary theoretical reconstruction, the paper analyzes the modern discourse paradigm of “Wenqi Theory”, traces its philosophical roots, and points out that the “clearness” or “murkiness” of “Wenqi” directly influences the aesthetic value of writing and the evaluation of objects. The study reveals that “Wenqi Theory” possesses rich connotations and unifies multiple dialectical relationships such as author and text, macrocosm and microcosm, personal temperament and acquired cultivation, content and form, fully embodying the distinctive integration of Chinese cultural tradition. Furthermore, the paper studies the lineage of life aesthetics from “Qi-Theory” in philosophy and science to “Wenqi Theory” in literary criticism, and its importance in constructing modern discourse paradigms. Meanwhile, by utilizing the categories of “the sublime” and “the beautiful” in Western aesthetics, it reactivates the contemporary aesthetic implications of “Wenqi Theory” within the context of globalization and cross-cultural exchange. The article endeavours to place this seemingly esoteric concept of classical Chinese literary theory within a cross-cultural and cross-disciplinary philosophical horizon for systematic and theoretical interpretation, revealing its universal aesthetic value that transcends specific cultural backgrounds, thereby providing a possible paradigm for the modernization of traditional Chinese literary theory and its participation in international academic dialogue. Full article

The ability of religion to both unite and divide us is a central research topic across academic disciplines. There is important research on the conditions of religious pluralism and tolerance, violence and discrimination, yet disciplinary silos and disconnects between the academy and the public remain barriers to progress. To investigate these problems, we convened 56 scholars of religious pluralism and conflict from different national contexts over a two- year period and conducted focus groups around three broad questions: What are the key issues in defining religious pluralism and religious conflict? What are the most salient contexts in which to study religious pluralism and conflict, both geographically and institutionally? What tensions and opportunities are most important for advancing public scholarship on religious pluralism and conflict? We find that (1) religious pluralism is best conceptualized as an active interreligious engagement that honors differences, (2) achieving research clarity and focus requires specific interdisciplinary dialogue and tools, (3) identifying the conditions under which pluralism and conflict thrive demands diverse methods across sub-national, national, and global contexts, and (4) scholars must engage policymakers, religious leaders, and religious communities to advance religious pluralism. This study provides critical parameters for a future public facing research agenda. Full article

Visual arts education (VAE) offers a promising pedagogical space for addressing sustainability challenges by engaging the cognitive, emotional, and ethical dimensions of learning. This study examines how engagement with contemporary visual arts and art-based pedagogical practices can foster ecological thinking, ecological literacy, and sustainability awareness among pre-service teachers. The research was conducted over one academic year (2022/2023) within two visual arts courses attended by a total of 69 second- and third-year students enrolled in a teacher education programme. Using a qualitative, interpretative research design, the study investigated how selected contemporary artworks addressing ecological themes were pedagogically contextualised and discussed, and how students engaged with these artworks through dialogue, reflection, and their own art-making processes. Data were collected from students’ written reflections, group discussions, and visual works, and analysed using an interpretative framework informed by visual hermeneutics and sustainability education discourse. The findings indicate that engagement with contemporary visual art can foster the development of ecological literacy by enabling students to integrate experiential, affective, reflective, and relational dimensions of sustainability into their understanding of environmental issues. In line with the objectives of SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action), the study contributes to existing literature by demonstrating the pedagogical potential of visual arts education within teacher education and Education for Sustainable Development. Full article

South African universities remain shaped by unresolved colonial inheritances and a deepening neoliberal turn that privileges measurable outputs, competition, and narrow definitions of merit. Within this landscape, Black academics and students often encounter institutional cultures that regulate belonging and constrain transformation. While accounts of the neoliberal university have been richly documented, less attention has been given to mentorship as an everyday institutional practice through which such regimes are reproduced and contested, particularly within professional training contexts. This paper offers a State of the Academy Address through the perspectives of two Black early-career clinical psychologists in academia. Drawing on collaborative autoethnography, a qualitative approach in which researchers use their own lived experiences as data to examine broader cultural patterns, and reflexive thematic analysis (a method of identifying and interpreting patterns of meaning across qualitative data) of structured reflective dialogues, we examine how emerging scholars attempt to re-make academic life through refusal and care. Two themes are presented: promoting mentorship while rejecting gatekeeping, and the tension between knowledge production and scholarly development under metric-driven performativity. The paper appreciates the notions of relationality and relational ethics, which are central to Ubuntu philosophy. Additionally, by centering a Freirean commitment to critical consciousness and empowerment, we argue that mentorship can function as an everyday agency that challenges exclusionary traditions, even as output pressures narrow scholarly formation and deepen the vulnerability of early-career academics. We conclude with implications for policy and practice across departmental, institutional, and sector levels, including the formal recognition of mentorship in workload models, protections for early-career academics against exploitative workload practices, and broader promotion and performance criteria that recognise relational labour, collaborative scholarship, and community-engaged knowledge production. Full article

Despite several policies and legislation enactments to address gender inequality in the post-apartheid South African employment landscape, a significant proportion of female academics still face marginalization and underrepresentation in senior executive positions. This paper aims to investigate the glass ceiling effect and gender discrimination in higher education institutions. This qualitative research, built on the assumption of the phenomenology design, interviewed 12 academics (men and women) selected across disciplines to understand their perceptions and experiences of gender discrimination and barriers in women’s career progression and women academics. The thematic analysis employed to analyze the qualitative data shows societal, cultural, and organizational dynamics as constraints to women’s career advancements. Findings show that patriarchal ideology is associated with leadership and masculine traits, with women being disadvantaged. There is evidence of stereotypical behaviours and biassed evaluation in the career progression of women, hinged on cultural perception. Managing barriers in women’s career growth requires training that focuses on women’s leadership skill development for addressing gender discrimination. Higher education must ensure that managing gender discrimination and barriers associated with the glass ceiling are channelled through dialogues and measures that promote opportunities for women’s development, including institutional mechanisms like mentorship programmes and family-friendly policies for women academics. Full article

This study investigated how collaboration between academia and local authorities creates sustainable frameworks for addressing urban challenges through environmental, social and governance (ESG) principles, benefiting both education and the long-term resilience of cities. The paper discusses how establishing dialogue and setting common aims between educational institutions and local authorities, by adopting Participatory Action Research (PAR) approach, enables architecture schools to address civic responsibilities while advancing ESG goals in urban development. The collaboration addresses environmental sustainability through circular economy principles, promotes social inclusion through community engagement, and establishes transparent governance through institutional partnerships. This collaborative model was developed through three summer workshops in Aberdeen, delivered before the pandemic, which helped bridge the gap between theory (academic and educational hypotheses) and practice (tangible urban challenges facing public organisations). This unique experience, named Aber-net (reiterating the intention of creating a network of collaborations), demonstrated how merging research, professional expertise and educational frameworks can create ESG-driven partnerships that support responsible urban development, a model currently underrepresented in the UK. In conclusion, the paper discusses how these collaborative activities improved the perception of public spaces in Aberdeen while establishing a replicable ESG-aligned framework for sustainable partnerships. It examines the challenges and opportunities of creating academia-practice networks that embed ESG principles into urban development. Full article

The rapid spread of generative artificial intelligence (AI) in higher education creates both opportunities for innovation and challenges for academic integrity, ethical use, and students’ critical thinking, particularly in scientific writing. This study examines whether a synchronous live coaching format can support students in developing reflective and responsible AI practices. A mixed-methods cross-sectional evaluation was conducted at a German distance-learning university with a strong focus on health and social sciences. An online survey was administered to 168 students who participated in voluntary live coaching sessions on “AI in Scientific Writing”. Quantitative items assessed perceived competence gains, ethical awareness, and confidence in handling AI tools, while open-ended questions captured qualitative feedback on the format’s strengths and improvement needs. Students reported that the coaching enhanced their understanding of responsible AI use and scientific integrity and valued the opportunity for open discussion, peer interaction, and the supportive attitude of instructors. Reflective and dialogic elements were perceived as particularly beneficial. Overall, the findings suggest that synchronous live coaching can contribute to fostering ethical awareness and higher-order thinking in AI-supported academic work, especially when it integrates structured input with dialogue, reflection, and peer learning. Full article

This study investigates how online discussion forums in an undergraduate Social Responsibility course support students’ SDG-oriented idea generation and collaborative knowledge construction. It also examines how participation roles, behavioral intensity, interaction-network influence, and goal-aligned discourse shape idea visibility and discussion. Using a mixed-methods learning analytics design, we analyzed forum logs and message texts across five SDG-linked themes (SDGs 6, 7, 12, 14, 15) by classifying contributor types, computing a Behavioral Participation Index (BPI), constructing a directed reply network and estimating PageRank centrality, extracting solution proposals, scoring semantic goal alignment, modelling weekly temporal dynamics, and fitting multivariate regressions predicting visibility (reads) and engagement (replies) while controlling for theme, message level, time, PageRank, and BPI. Results show role-differentiated participation (N = 514), meaningful cross-theme solution proposals that varied across academic groups, and peak-driven weekly activity. PageRank centrality emerged as the strongest and most consistent predictor of both visibility and engagement, whereas goal alignment showed weaker direct effects after controls, suggesting that SDG-aligned ideas do not necessarily diffuse without structural embeddedness. Among highly goal-aligned posts, specific communicative features differentiated which proposals attracted attention and interaction. These findings suggest that SDG forum design benefits from structured interaction pathways and scaffolded discourse strategies to support equitable diffusion and productive sustainability dialogue. The study does not evaluate the normative quality of sustainability positions but examines how interaction structures and discourse features shape the visibility and diffusion of student-generated ideas. Full article