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Search Results (1,991)

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28 pages, 930 KiB  
Review
Financial Development and Energy Transition: A Literature Review
by Shunan Fan, Yuhuan Zhao and Sumin Zuo
Energies 2025, 18(15), 4166; https://doi.org/10.3390/en18154166 - 6 Aug 2025
Abstract
Under the global context of climate governance and sustainable development, low-carbon energy transition has become a strategic imperative. As a critical force in resource allocation, the financial system’s impact on energy transition has attracted extensive academic attention. This paper presents the first comprehensive [...] Read more.
Under the global context of climate governance and sustainable development, low-carbon energy transition has become a strategic imperative. As a critical force in resource allocation, the financial system’s impact on energy transition has attracted extensive academic attention. This paper presents the first comprehensive literature review on energy transition research in the context of financial development. We develop a “Financial Functions-Energy Transition Dynamics” analytical framework to comprehensively examine the theoretical and empirical evidence regarding the relationship between financial development (covering both traditional finance and emerging finance) and energy transition. The understanding of financial development’s impact on energy transition has progressed from linear to nonlinear perspectives. Early research identified a simple linear promoting effect, whereas current studies reveal distinctly nonlinear and multidimensional effects, dynamically driven by three fundamental factors: economy, technology, and resources. Emerging finance has become a crucial driver of transition through technological innovation, risk diversification, and improved capital allocation efficiency. Notable disagreements persist in the existing literature on conceptual frameworks, measurement approaches, and empirical findings. By synthesizing cutting-edge empirical evidence, we identify three critical future research directions: (1) dynamic coupling mechanisms, (2) heterogeneity of financial instruments, and (3) stage-dependent evolutionary pathways. Our study provides a theoretical foundation for understanding the complex finance-energy transition relationship and informs policy-making and interdisciplinary research. Full article
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14 pages, 288 KiB  
Article
Cross-Regional Students’ Engagement and Teacher Relationships Across Online and In-School Learning
by Huiqi Hu, Yijun Wang and Wolfgang Jacquet
Educ. Sci. 2025, 15(8), 993; https://doi.org/10.3390/educsci15080993 (registering DOI) - 5 Aug 2025
Abstract
This study examines how teacher–student relationships and school engagement change across online and in-school learning, based on the experiences of 105 cross-regional secondary vocational students in China. Using questionnaire surveys, the study explores students’ perceptions and learning needs in both settings. The findings [...] Read more.
This study examines how teacher–student relationships and school engagement change across online and in-school learning, based on the experiences of 105 cross-regional secondary vocational students in China. Using questionnaire surveys, the study explores students’ perceptions and learning needs in both settings. The findings confirm that teachers play a consistently positive role in promoting student engagement across both online and in-school learning modalities. While affective engagement was higher during online learning, driven by stronger teacher responsiveness and improved student–teacher relationships, students reported increased pride in their schools after returning home, reflecting a renewed appreciation. In-school learning was associated with higher behavioral engagement and greater motivation, despite tensions over intensified academic tasks. Online learning facilitated cognitive engagement through easier vocabulary searches; nevertheless, poor home environments reduced motivation. Enhancing engagement may require offering students autonomy, valuing their input, and clarifying the relevance of the learning content. Full article
19 pages, 554 KiB  
Systematic Review
Education, Neuroscience, and Technology: A Review of Applied Models
by Elena Granado De la Cruz, Francisco Javier Gago-Valiente, Óscar Gavín-Chocano and Eufrasio Pérez-Navío
Information 2025, 16(8), 664; https://doi.org/10.3390/info16080664 - 4 Aug 2025
Viewed by 28
Abstract
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study [...] Read more.
Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article
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8 pages, 844 KiB  
Opinion
Flawed Metrics, Damaging Outcomes: A Rebuttal to the RI2 Integrity Index Targeting Top Indonesian Universities
by Muhammad Iqhrammullah, Derren D. C. H. Rampengan, Muhammad Fadhlal Maula and Ikhwan Amri
Publications 2025, 13(3), 36; https://doi.org/10.3390/publications13030036 - 4 Aug 2025
Viewed by 122
Abstract
The Research Integrity Risk Index (RI2), introduced as a tool to identify universities at risk of compromised research integrity, adopts an overly reductive methodology by combining retraction rates and delisted journal proportions into a single, equally weighted composite score. While its [...] Read more.
The Research Integrity Risk Index (RI2), introduced as a tool to identify universities at risk of compromised research integrity, adopts an overly reductive methodology by combining retraction rates and delisted journal proportions into a single, equally weighted composite score. While its stated aim is to promote accountability, this commentary critiques the RI2 index for its flawed assumptions, lack of empirical validation, and disproportionate penalization of institutions in low- and middle-income countries. We examine how RI2 misinterprets retractions, misuses delisting data, and fails to account for diverse academic publishing environments, particularly in Indonesia, where many high-performing universities are unfairly categorized as “high risk” or “red flag.” The index’s uncritical reliance on opaque delisting decisions, combined with its fixed equal-weighting formula, produces volatile and context-insensitive scores that do not accurately reflect the presence or severity of research misconduct. Moreover, RI2 has gained significant media attention and policy influence despite being based on an unreviewed preprint, with no transparent mechanism for institutional rebuttal or contextual adjustment. By comparing RI2 classifications with established benchmarks such as the Scimago Institution Rankings and drawing from lessons in global development metrics, we argue that RI2, although conceptually innovative, should remain an exploratory framework. It requires rigorous scientific validation before being adopted as a global standard. We also propose flexible weighting schemes, regional calibration, and transparent engagement processes to improve the fairness and reliability of institutional research integrity assessments. Full article
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23 pages, 1245 KiB  
Article
Relationship Between Obesity and Impairment of Cognitive Functions: An Investigation into the Integrated Role of Nutritional Education and Physical Activity in Lower Secondary School
by Maria Giovanna Tafuri, Domenico Tafuri and Francesca Latino
Nutrients 2025, 17(15), 2531; https://doi.org/10.3390/nu17152531 - 31 Jul 2025
Viewed by 295
Abstract
Background/Objectives: Obesity in adolescence is associated with a deterioration in cognitive functions, with significant implications for psychophysical well-being and academic performance. Recent studies highlight the importance of integrated interventions that combine nutrition education and physical activity to promote the overall health of students. [...] Read more.
Background/Objectives: Obesity in adolescence is associated with a deterioration in cognitive functions, with significant implications for psychophysical well-being and academic performance. Recent studies highlight the importance of integrated interventions that combine nutrition education and physical activity to promote the overall health of students. The present study aims to evaluate the efficacy of an integrated intervention based on nutritional education and conscious body movement in improving cognitive functions, perceived well-being and nutritional knowledge in lower secondary school students with indicators of overweight and obesity. Methods: A quasi-experimental design with randomization at the class level was adopted, involving 60 students divided into an experimental group and control group. The intervention was divided into twelve weeks of activities, divided between nutritional education modules and physical activity courses. Standardized tests for the assessment of cognitive functions (Digit Span Forward, Digit Span Backward, Stroop Test, Trail Making Test B), motor tests (6-Minute Walk Test, Sit and Reach Test) and a food knowledge questionnaire were administered before and after the intervention. Results: The experimental group showed significant improvements compared to the control group in all cognitive, motor, and nutritional knowledge measures, indicating the effectiveness of the integrated intervention in promoting cognitive and physical well-being. Conclusions: The findings support the role of school as a generative environment of integrated well-being, suggesting the need to develop and implement curricular programs that integrate nutrition education and physical activity to counteract the negative effects of obesity on cognitive function in adolescents. Full article
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19 pages, 440 KiB  
Article
Contextual Study of Technostress in Higher Education: Psychometric Evidence for the TS4US Scale from Lima, Peru
by Guillermo Araya-Ugarte, Miguel Armesto-Céspedes, Nicolás Contreras-Barraza, Alejandro Vega-Muñoz, Guido Salazar-Sepúlveda and Nelson Lay
Sustainability 2025, 17(15), 6974; https://doi.org/10.3390/su17156974 - 31 Jul 2025
Viewed by 277
Abstract
Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with [...] Read more.
Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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20 pages, 820 KiB  
Article
Prevalence and Impact of Antidepressant and Anti-Anxiety Use Among Saudi Medical Students: A National Cross-Sectional Study
by Daniyah A. Almarghalani, Kholoud M. Al-Otaibi, Samah Y. Labban, Ahmed Ibrahim Fathelrahman, Noor A. Alzahrani, Reuof Aljuhaiman and Yahya F. Jamous
Healthcare 2025, 13(15), 1854; https://doi.org/10.3390/healthcare13151854 - 30 Jul 2025
Viewed by 339
Abstract
Background: Mental health issues among medical students have gained increasing attention globally, with studies indicating a high prevalence of psychological disorders within this population. The use of antidepressants and anti-anxiety medications has become a common response to these mental health challenges. However, it [...] Read more.
Background: Mental health issues among medical students have gained increasing attention globally, with studies indicating a high prevalence of psychological disorders within this population. The use of antidepressants and anti-anxiety medications has become a common response to these mental health challenges. However, it is crucial to understand the extent of their usage and associated effects on students’ mental health and academic performance. This cross-sectional study explored the use of antidepressants and anti-anxiety drugs and their impact on the mental health of medical students in Saudi Arabia. Methods: A cross-sectional survey of 561 medical students from 34 universities was conducted between March and July 2024. An anonymous online questionnaire was used to collect sociodemographic, mental health, and medication usage-related information. Results: Most of the participants were female (71.5%) and aged 21–25 years (62.7%). Approximately 23.8% of them used antidepressants, 5.6% reported using anti-anxiety medications, and 14.0% used both types of medication. Among the medication users, 71.7% were using selective serotonin reuptake inhibitors (SSRIs), and 28.3% were using other medications. Adverse drug reactions were reported by 58.8% of the participants, and 39.6% changed drugs with inadequate efficacy. Notably, 49.0% of the respondents who have ever used medications discontinued their medication without consulting a healthcare professional. Despite these challenges, 62.0% of the participants felt that their medications had a positive impact on their academic performance, 73.4% believed that the benefits outweighed the drawbacks, and 76.2% expressed a willingness to continue taking their medication. In particular, 77.6% agreed that treatment with these drugs could prevent mental breakdowns. Sleep duration, physical activity, and family history of psychiatric disorders were significantly associated with medication use, with p values of 0.002, 0.014, and 0.042, respectively. Conclusions: These results shed light on the need to understand the prescribing practices of antidepressant and anti-anxiety drugs among medical students while promoting the appropriate use of these medications among the students. There is a need to incorporate mental health interventions into counseling services and awareness programs to support students. Future longitudinal studies are needed to explore long-term trends. Full article
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20 pages, 1421 KiB  
Article
A Learning Design Framework for International Blended and Virtual Activities in Higher Education
by Ania Maria Hildebrandt, Alice Barana, Vasiliki Eirini Chatzea, Kelly Henao, Marina Marchisio Conte, Daniel Samoilovich, Nikolas Vidakis and Georgios Triantafyllidis
Trends High. Educ. 2025, 4(3), 40; https://doi.org/10.3390/higheredu4030040 - 29 Jul 2025
Viewed by 290
Abstract
Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such [...] Read more.
Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article
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25 pages, 2465 KiB  
Article
Co-Designing Sustainable and Resilient Rubber Cultivation Systems Through Participatory Research with Stakeholders in Indonesia
by Pascal Montoro, Sophia Alami, Uhendi Haris, Charloq Rosa Nababan, Fetrina Oktavia, Eric Penot, Yekti Purwestri, Suroso Rahutomo, Sabaruddin Kadir, Siti Subandiyah, Lina Fatayati Syarifa and Taryono
Sustainability 2025, 17(15), 6884; https://doi.org/10.3390/su17156884 - 29 Jul 2025
Viewed by 324
Abstract
The rubber industry is facing major socio-economic and environmental constraints. Rubber-based agroforestry systems represent a more sustainable solution through the diversification of income and the provision of greater ecosystem services than monoculture plantations. Participative approaches are known for their ability to co-construct solutions [...] Read more.
The rubber industry is facing major socio-economic and environmental constraints. Rubber-based agroforestry systems represent a more sustainable solution through the diversification of income and the provision of greater ecosystem services than monoculture plantations. Participative approaches are known for their ability to co-construct solutions with stakeholders and to promote a positive impact on smallholders. This study therefore implemented a participatory research process with stakeholders in the natural rubber sector for the purpose of improving inclusion, relevance and impact. Facilitation training sessions were first organised with academic actors to prepare participatory workshops. A working group of stakeholder representatives was set up and participated in these workshops to share a common representation of the value chain and to identify problems and solutions for the sector in Indonesia. By fostering collective intelligence and systems thinking, the process is aimed at enabling the development of adaptive technical solutions and building capacity across the sector for future government replanting programmes. The resulting adaptive technical packages were then detailed and objectified by the academic consortium and are part of a participatory plant breeding approach adapted to the natural rubber industry. On-station and on-farm experimental plans have been set up to facilitate the drafting of projects for setting up field trials based on these outcomes. Research played a dual role as both knowledge provider and facilitator, guiding a co-learning process rooted in social inclusion, equity and ecological resilience. The initiative highlighted the potential of rubber cultivation to contribute to climate change mitigation and food sovereignty, provided that it can adapt through sustainable practices like agroforestry. Continued political and financial support is essential to sustain and scale these innovations. Full article
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20 pages, 554 KiB  
Article
The Proximity of Hybrid Universities as a Key Factor for Rural Development
by Jacobo Núñez-Martínez, Laura Rodríguez-Fernández and Luisa Fernanda Rodríguez
Soc. Sci. 2025, 14(8), 467; https://doi.org/10.3390/socsci14080467 - 28 Jul 2025
Viewed by 264
Abstract
Currently, the role of a university in promoting the development of rural areas has been emphasized. However, an increase in academic training can lead to a growth in rural migration due to the lack of job opportunities for university graduates. Given the scarcity [...] Read more.
Currently, the role of a university in promoting the development of rural areas has been emphasized. However, an increase in academic training can lead to a growth in rural migration due to the lack of job opportunities for university graduates. Given the scarcity of studies on the impact of higher education institutions in areas at risk of depopulation, a research study has been conducted with university students residing in Castilla y León (Spain) in order to understand their insights on the benefits that university education can bring to rural areas, as well as to comprehend the reasons that would motivate the migration of university students or even the interest of institutions in addressing the issue of depopulation. The results achieved suggest that an increase in education could help slow down this process, with the proximity of the university being a decisive factor for population settlement. Additionally, while the shortage of job opportunities would be the main cause of migration, there would also be other factors contributing to depopulation, such as lack of leisure or services, despite a will to stay. Finally, the survey respondents expressed skepticism about the institutions’ interest in addressing this problem. Full article
(This article belongs to the Section Community and Urban Sociology)
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17 pages, 370 KiB  
Article
Social Media Dimensions and Productivity Among Healthcare Workers: Evidence from a Nigerian Tertiary Hospital
by Precious Chisom Uzoeghelu and Mary Agoyi
Healthcare 2025, 13(15), 1836; https://doi.org/10.3390/healthcare13151836 - 28 Jul 2025
Viewed by 176
Abstract
Background: Social media platforms play a crucial role in contemporary healthcare, facilitating patient participation and enabling communication among healthcare workers, as well as serving as a platform for medical awareness and advocacy. Social media use among healthcare workers has increased to 91%, [...] Read more.
Background: Social media platforms play a crucial role in contemporary healthcare, facilitating patient participation and enabling communication among healthcare workers, as well as serving as a platform for medical awareness and advocacy. Social media use among healthcare workers has increased to 91%, with 65% using it for health promotion purposes. Nonetheless, current studies have not properly and empirically explored its dimensions. Objectives: This study therefore examines social media dimensions and the productivity of healthcare workers. Methods: Leveraging the professional productivity theory and digital engagement theory, the study employs SPSS to analyze the gathered data through a partial least squares (PLS-SEM) approach to explore social media dimensions and productivity among healthcare workers in a Nigerian Tertiary Hospital. Based on a cross-sectional descriptive survey design and stratified random sampling method, 344 medical workers were analyzed. Findings: The study found that fear of missing out, information sharing, social influence, trust, and social media usage have a significant impact on the productivity of healthcare professionals. Conclusions: This research adds to the growing academic research on the capabilities of social media within the circular economic systems aimed at advancing healthcare delivery in developing economies. The research offers a method for maximizing the use of social media within healthcare settings to foster enhanced healthcare outcomes, particularly productivity. Full article
(This article belongs to the Section Healthcare Quality and Patient Safety)
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22 pages, 995 KiB  
Article
Effect of Narrative Intervention with Strategy Instruction on the Listening and Reading Comprehension of Children with Autism
by Trina D. Spencer and Megan S. Kirby
Behav. Sci. 2025, 15(8), 1020; https://doi.org/10.3390/bs15081020 - 27 Jul 2025
Viewed by 370
Abstract
Some children with autism may require additional support to meet academic expectations for comprehension. Because an extensive set of research links oral narration to listening and reading comprehension, the promotion of narrative-based skills may be a viable intervention approach. The purpose of this [...] Read more.
Some children with autism may require additional support to meet academic expectations for comprehension. Because an extensive set of research links oral narration to listening and reading comprehension, the promotion of narrative-based skills may be a viable intervention approach. The purpose of this study was to examine the effect of narrative intervention with explicit strategy instruction on the listening and reading retells of children with autism after hearing and decoding novel stories. Four children with autism aged 7 and 9 years old participated in this multiple baseline across participants single-case experimental design study. Behavioral therapists delivered the narrative intervention, which included explicit instruction on the use of story grammar icons, to each child individually within the course of their therapy. Results showed that all participants improved their listening (TauU ES range = 0.64–1.06) and reading (TauU ES range = 0.72–1.15) retells, but they required extended use of the icon strategy to achieve the most benefit. When icons were completely removed, three of the four participants performed above baseline levels on the listening and reading comprehension measures. Full article
(This article belongs to the Section Educational Psychology)
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28 pages, 758 KiB  
Article
Verification of the Impact of Sports Event Service Quality and Host Destination Image on Sports Tourists’ Behavioral Intentions Through Meta-Analytic Structural Equation Modeling
by Hui Jia, Daehwan Kim and Kyungun Kim
Behav. Sci. 2025, 15(8), 1019; https://doi.org/10.3390/bs15081019 - 27 Jul 2025
Viewed by 324
Abstract
Given that participating in or spectating sports events plays a vital role in enhancing individuals’ mental health, understanding the key factors that promote continued participation and attendance in sports events is of significant theoretical and practical importance within the context of sports tourism. [...] Read more.
Given that participating in or spectating sports events plays a vital role in enhancing individuals’ mental health, understanding the key factors that promote continued participation and attendance in sports events is of significant theoretical and practical importance within the context of sports tourism. From this perspective, the service quality of sports events and the image of the host destination have been identified as major determinants of sustained engagement among sports tourists. However, a review of the literature reveals that findings on the influence of sports event service quality and host destination image on the behavioral intentions of sports tourists have been inconsistent. Therefore, the purpose of this study is to employ a meta-analytic structural equation modeling (MASEM) approach to synthesize data from 39 independent studies comprising 16,335 participants, which were collected up to 30 September 2024, thereby providing generalizable conclusions. The results indicate that, first, host destination image is the most critical factor in enhancing visitor satisfaction. Additionally, the service quality of sports events significantly influences visitor satisfaction, which in turn impacts their future behavioral intentions. Second, tourist satisfaction fully mediates the relationship between event service quality and behavioral intentions, and it partially mediates the relationship between host destination image and behavioral intentions. Third, under the moderating effect of event scale (small scale vs. mega scale), host destination image and physical environment quality are more important in small-scale sports events than in mega-scale sports events. Furthermore, under the moderating effect of cultural context (Eastern vs. Western), service quality dimensions are more influential in Western cultural settings, whereas host destination image is more important in Eastern cultural settings. The significance of this study lies in its integration of previously disparate findings into a unified model, offering a more comprehensive understanding of the relationships among the variables. The results provide broad implications for future academic research and practical insights for sports tourism practitioners. Full article
(This article belongs to the Special Issue Subjective Well-Being in Sport Participants and Spectators)
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33 pages, 1767 KiB  
Review
Nursing Interventions to Reduce Health Risks from Climate Change Impact in Urban Areas: A Scoping Review
by Maria João Salvador Costa, Ulisses Azeiteiro, Robert Ryan, Cândida Ferrito and Pedro Melo
Int. J. Environ. Res. Public Health 2025, 22(8), 1177; https://doi.org/10.3390/ijerph22081177 - 25 Jul 2025
Viewed by 432
Abstract
In recent studies, public health has been considered a key stakeholder in climate mitigation and adaptation in cities since they are more exposed to the impact of climate change. Nurses represent a vast majority of public health professionals, playing a key role in [...] Read more.
In recent studies, public health has been considered a key stakeholder in climate mitigation and adaptation in cities since they are more exposed to the impact of climate change. Nurses represent a vast majority of public health professionals, playing a key role in health promotion that allows them to influence individuals, families, and communities in adopting healthier behaviours and decarbonized lifestyles. Therefore, the purpose of this study is to map the existing evidence on nursing interventions, which are being led or implemented to reduce the health risks related to climate change in urban areas. The present review follows the JBI methodological framework, including a search on PubMed, MEDLINE complete, CINAHL Complete, Scopus, Web of Science, SciELO (Scientific Electronic Library Online), BASE (Bielefeld Academic Search Engine), and RCAAP. Hand searched references were also considered, including quantitative, qualitative, and mixed-methods studies between January 2014 and October 2024, for a more contemporary perspective. A three-step search strategy and data extraction tool were used by two independent reviewers. Twenty-seven studies in English and Portuguese were eligible for inclusion, all targeting a population of professionals with nursing-related roles: two case studies, one Delphi panel, one descriptive study, one historical research paper, two using a methodological design format, four narrative reviews, one observational study, nine review articles, three scoping reviews, and three systematic reviews. Eight categories of nursing interventions that contribute to decarbonized lifestyles, reducing health risks in relation to climate change, were acknowledged. Nurses play a key role in empowering individuals, families, and communities, promoting climate awareness and literacy, supporting health policy change, advocating for the most vulnerable and engaging in environmental activism, using evidence-based research, and taking advantage of marketing strategies and social media. Full article
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15 pages, 717 KiB  
Article
Bridging Theory and Practice with Immersive Virtual Reality: A Study on Transfer Facilitation in VET
by David Kablitz
Educ. Sci. 2025, 15(8), 959; https://doi.org/10.3390/educsci15080959 - 25 Jul 2025
Viewed by 341
Abstract
This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and [...] Read more.
This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article
(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)
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