Search Results (1,908)

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

Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study developed and implemented a learning management system integrated with SRL support (SRL-LMS), specifically designed for the online component of a blended learning course. The SRL-LMS consisted of two sections: a conventional course content section and a SRL training section designed to support students in applying SRL strategies. A quasi-experimental design was adopted with 69 college students assigned to either an experimental group, with access to both course and SRL sections, or a control group, which accessed only the course section. Results indicated that students in the experimental group reported higher levels of self-regulation and showed more frequent and diverse application of SRL strategies compared to the control group. In terms of academic performance, the experimental group performed significantly better than the control group on the first exam, though no significant difference was observed on the second exam. These results highlight the effectiveness of structured SRL interventions within digital learning platforms for improving students’ self-regulatory behaviors. Future implementations should address cognitive load and incorporate strategic approaches to sustain student motivation. This study advances current SRL intervention designs and offers valuable insights for educators and instructional designers aiming to integrate targeted SRL supports in online and blended learning environments. Full article

Background: Vaginal intraepithelial neoplasia (VaIN) is a rare but potentially precancerous condition strongly associated with human papillomavirus (HPV) infection. Despite increased detection rates due to HPV screening and colposcopy, diagnosis and management remain challenging. This study aimed to evaluate the epidemiological characteristics, risk factors, and outcomes of VaIN in patients referred to a tertiary academic center. Methods: We conducted a retrospective analysis of 48 patients who underwent colposcopy-directed vaginal biopsies between January 2019 and June 2024 at the Medical University of Warsaw. Data collected included patient demographics, HPV status, cytology, histopathology, and treatment outcomes. Patients were grouped based on the presence and grade of VaIN (VaIN 1 vs. VaIN 2/3). Statistical analyses were performed using SPSS software. Results: VaIN was diagnosed in 24 patients (50%), VaIN was confirmed in half of the cohort, VaIN 2 in 30%, and VaIN 3 in 18% of cases. HPV infection and prior cervical pathology were significantly associated with VaIN diagnosis (P = 0.03 and P = 0.05, respectively), and high-risk HPV infection correlated with higher-grade lesions (P = 0.04). Among VaIN 2+ cases, most patients required laser ablation or surgical excision, while VaIN 1 often regressed spontaneously. Regression occurred in 11 cases, and high-risk HPV infection was inversely associated with spontaneous regression (P = 0.04). Conclusions: This study confirms the central role of HPV, particularly high-risk subtypes, in VaIN pathogenesis. Conservative management may be appropriate for VaIN 1, while VaIN 2+ requires active intervention. HPV genotyping should be integrated into diagnostic workups, and long-term follow-up is essential due to the risks of persistence and recurrence. Full article

Background/Objectives: Effective teamwork is crucial for minimizing human error in healthcare settings. Medical teams, typically composed of physicians and nurses, supported by auxiliary professionals, achieve better outcomes when they possess strong collaborative competencies. High-quality teamwork is associated with fewer adverse events and complications and lower mortality rates. Based on this background, the objective of this study is to analyze the perception of non-technical skills and immediate learning outcomes in interprofessional simulation settings based on E-CRM items. Methods: A cross-sectional observational study was conducted involving participants from the official postgraduate Medicine and Nursing programs at the Catholic University of Murcia (UCAM) during the 2024–2025 academic year. Four interprofessional E-CRM simulation sessions were planned, involving randomly assigned groups with proportional representation of medical and nursing students. Teams worked consistently throughout the training and participated in clinical scenarios observed via video transmission by their peers. Post-scenario debriefings followed INACSL guidelines and employed the PEARLS method. Results: Findings indicate that 48.3% of participants had no difficulty identifying the team leader, while 51.7% reported minor difficulty. Role assignment posed moderate-to-high difficulty for 24.1% of respondents. Communication, situation awareness, and early help-seeking were generally managed with ease, though mobilizing resources remained a challenge for 27.5% of participants. Conclusions: This study supports the value of interprofessional education in developing essential competencies for handling urgent, emergency, and high-complexity clinical situations. Strengthening interdisciplinary collaboration contributes to safer, more effective patient care. Full article

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

Background/Objectives: Guillain–Barré syndrome (GBS) is a rare autoimmune peripheral neuropathy that affects both the myelin sheaths and axons of the peripheral nervous system. It is the leading cause of acute neuromuscular paralysis worldwide, with an annual incidence of less than two cases per 100,000 people. Although most patients recover, a small proportion do not regain mobility and even remain dependent on mechanical ventilation. In this study, we refer to the analysis of samples collected from GBS patients at different defined time points during hospital recovery and performed by a medical or research group. Methods: The conditions for whole blood collection, peripheral blood mononuclear cell isolation, and serum collection from GBS patients and volunteer donors are explained. Aliquots of these human samples have been used for red blood cell phenotyping, transcriptomic and proteomic analyses, and serum biochemical parameter studies. Results: The initial sporadic preservation of human samples from GBS patients and control volunteers enabled the creation of a biobank collection for current and future studies related to the diagnosis and treatment of GBS. Conclusions: In this article, we describe the laboratory procedures and the integration of a GBS biobank collection, local medical services, and academic institutions collaborating in its respective field. The report establishes the intra-disciplinary and inter-institutional network to conduct long-term longitudinal studies on GBS. Full article

Anxiety is a significant mental health concern in universities worldwide. This study examines the structure of anxiety symptoms and their relationship with contextual stressors among pre-service English teachers. The sample included 269 students enrolled in a Teaching English as a Foreign Language program at a public university in Manabí, Ecuador. Data were collected using the Zung Self-Rating Anxiety Scale and a custom-designed questionnaire identifying anxiety triggers. Results showed that while most students reported normal or mild anxiety levels, a considerable portion exhibited moderate to severe symptoms. Cluster analysis revealed three emotional profiles, with the high-anxiety group strongly associated with stressors such as economic hardship and job insecurity. Academic pressure and financial instability emerged as the strongest predictors of anxiety. These findings highlight the urgent need to develop and evaluate targeted psycho-educational strategies to prevent and reduce anxiety within teacher training programs in higher education. Full article

This study explores the interplay of climate vulnerability and social capital in two rural communities: Brajaballavpur, a high-climate-prone village in the Indian Sundarbans characterized by high ecological fragility, recurrent cyclones, and saline water intrusion affecting water access, livelihoods, and infrastructure; and Jemua, a low-climate-prone village in the land-locked district of Paschim Bardhaman, West Bengal, India, with no extreme climate events. A total of 85 participants (44 in Brajaballavpur, 41 in Jemua) were selected through purposive sampling. Using a comparative qualitative research design grounded in ethnographic fieldwork, data were collected through household interviews, Participatory Rural Appraisals (PRAs), Focus Group Discussions (FGDs), and Key Informant Interviews (KIIs), and analyzed manually using inductive thematic analysis. Findings reveal that bonding and bridging social capital were more prominent in Brajaballavpur, where dense horizontal ties supported collective action during extreme weather events. Conversely, linking social capital was more visible in Jemua, where participants more frequently accessed formal institutions such as the Gram Panchayat, local NGOs, and government functionaries that facilitated grievance redressal and information access, but these networks were concentrated among more politically connected individuals. The study concludes that climate vulnerability shapes the type, strength, and strategic use of social capital in village communities. While bonding and bridging ties are crucial in high-risk contexts, linking capital plays a critical role in enabling long-term social structures in lower-risk settings. The study contributes to both academic literature and policy design by offering a relational and place-based understanding of climate vulnerability and social capital. Full article

Academic performance has become a consolidated indicator of a nation’s educational and social equity. Consequently, increasing attention has been paid to determining the factors associated with school performance, particularly in the case of students with extreme academic outcomes. The aim of this study is to identify and compare the factors related to the level of mathematical competence of Spanish students with low and high levels of achievement, based on data from the Spanish sample of PISA 2022 (n = 30,800). The results of the multilevel quantile regression analysis reveal that the social, economic, and cultural status of the students have a significant and positive effect on both groups. Other variables, such as gender, grade repetition, and length of pre-primary education, show differentiated effects depending on the level of competence. Moreover, school-related factors, such as school location and competition among centres, exhibit opposite effects. Finally, aspects such as school ownership, average class size, and the degree of curricular autonomy only have a significant impact on the mathematical competence of low-achieving students. These findings highlight the need for differentiated educational policies that address the specific needs of each group of students. Full article

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students’ access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities. Full article

This paper examines the importance of ‘education outside the classroom’ (EOtC) in an Australian secondary school. The primary aim was to develop a sense of belonging, build resilience, and enhance wellbeing in female students. This study investigated two cohorts of Year 9 students (aged 14–15 yrs) who participated in a four-week residential EOtC pilot program. The first cohort (Wave 1; N = 58) undertook the program alongside (N = 39) boys. The second cohort was single-sex girls (Wave 2; N = 28). A mixed-methods research design was implemented to inform experiences of students, parents, and staff and to triangulate inferences drawn from the data. Quantitative data was gained from pre- and post-program surveys with students and parents, whilst qualitative data was gathered from student focus groups, staff, and parents through semi-structured interviews to assess more nuanced impacts. School belonging was measured using the PISA six-item scale. Academic buoyancy was quantified using the four-item Academic Buoyancy Scale. Self-efficacy, peer relations, and resilience were evaluated by employing the 34-item Adolescent Girls’ Resilience Scale. The findings revealed significant improvements in students’ sense of belonging, including higher levels of school belonging than reported Australia-wide averages for 15-year-olds. Despite students’ mean academic buoyancy scores being more than a point lower than reported baseline scores for Australian high school students, it was promising to see a modest increase following the EOtC program. In conclusion, EOtC is a potent vehicle for developing a sense of belonging, enhancing resilience, and equipping students to deal with academic challenges. Full article

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

Analyses of student mobility are typically conducted in an urban environment and are informed by socio-demographic or trip attributes. The prevailing focus is on individual modes of transport, different groups of commuters travelling to campus, students’ behavioural perceptions, and the totality of student trips. This paper starts with the identification of the determinants of student mobility that have received insufficient research attention. Utilising surveys, the study captures the mobility patterns of a sample of 1014 students and calculates their carbon footprint (CF; in kg/academic year) to assess whether the factors neglected in previous studies influence differences in the actual environmental load of student commuting. A regression analysis is employed to ascertain the significance of these factors as predictors of sustainable student mobility. This study exclusively focuses on the group of student commuters to campus and analyses the trips associated with compulsory activities at a suburban campus that is distant from the university centre and student facilities, which changes the mobility context in terms of commuting options. The under-researched factors identified in this research have not yet been quantified as CF. The findings confirm that only some of the factors neglected in previous research are statistically significant predictors of the local environmental load of student mobility. Specifically, variables such as student employment, frequency of class attendance, and propensity for ride-sharing could be utilised to forecast and regulate students’ mobility towards more sustainable patterns. However, all of the under-researched factors (including household size, region of origin (i.e., past experiences), residing at term-time accommodation while studying, and the availability of a family car) have an influence on the differences in CF magnitude in the studied campus. Full article

Assessing teacher candidates’ self-efficacy in using reading strategies is essential for understanding their academic development. This study developed and validated the Teacher Candidates’ Self-Efficacy Scale for Informational Reading Strategies (TCSES-IRS) using a mixed-methods sequential exploratory design. Initial qualitative data from interviews with 33 candidates and a literature review guided item generation. Lawshe’s method confirmed content validity. The scale was administered to 1176 teacher candidates. Exploratory (n = 496) and confirmatory factor analyses (n = 388) supported a five-factor structure—cognitive, note-taking, exploration and preparation, physical and process-based, and reflective and analytical strategies—explaining 63.71% of total variance, with acceptable fit indices (χ²/df = 2.64, CFI = 0.912, TLI = 0.900, RMSEA = 0.069). Internal consistency was high (α = 0.899 total; subscales α = 0.708–0.906). An additional sample of 294 participants was used for nomological network validation. Convergent validity was demonstrated by significant item-total correlations and strong factor loadings. Discriminant validity was evidenced by moderate inter-factor correlations. Criterion-related validity was confirmed via significant group differences and meaningful correlations with an external self-efficacy measure. The TCSES-IRS emerges as a psychometrically sound tool for assessing informational reading self-efficacy, supporting research and practice in educational psychology. Full article

Awareness of design when planning public urban spaces assumes particular importance through its mission to meet the diverse needs of the different segments within the community. The elderly is considered one of the pivotal segments, with their influence on strengthening social cohesion, fortifying values, and upholding traditions. On the other hand, such a segment demands special physical, behavioral, and mental requirements that would entail specific consideration in the design process of public common spaces. The study aimed to identify and evaluate the most relevant and important indicators pertaining to the most effective design of an age-friendly public space, with community parks taken as a particular case. The study relies on a mixed approach, combining desk research, expert views, the Delphi technique, and the Analytical Hierarchy Process to achieve that purpose. It resulted in a group of sourced, filtered, and evaluated indicators classified into Physical, Experiential, and Social/Emotional categories, which were evaluated by a mixed representative group of academics, practitioners, governmental officials, and end users, being the elderly or their caretakers. Focus was placed on the central park in the Dahiyat Al-Hussein suburb in Amman, Jordan, which was utilized as a contextual case through which a refined design framework was extracted. This framework serves as a potential base that can be expanded and adapted to create a more generalizable model. Full article