Search Results (1,334)

In an increasingly interconnected world, educational systems must meet the needs of diverse learners from varying cultural, linguistic, and socioeconomic backgrounds. This study aims to explore the principles and practices of designing inclusive digital learning environments tailored to global classrooms, where diversity in language, learning styles, accessibility, and technological resources presents unique challenges and opportunities. This study also explores how leveraging digital tools, artificial intelligence, and adaptive learning technologies can create environments that are responsive to individual learners’ needs and sensitive to cultural nuances. Research on inclusive instructional design was compiled, highlighting methods such as localized content adaptation, multi-language support, and flexible learning pathways. Furthermore, the role of collaborative learning platforms was assessed to foster a sense of community across geographic and cultural boundaries. Case studies were conducted from diverse educational perspectives to propose effective strategies for inclusive digital design, highlighting successful approaches and areas for improvement. Ultimately, a roadmap was constructed for educators, designers, and policymakers to create accessible and culturally aware digital learning spaces to support the academic and social development of all learners, regardless of their background. The results of this study underscore the importance of inclusivity in digital education, contributing to a more equitable and connected global learning landscape. Full article

Background/Objectives: Poor classroom acoustics and inadequate digital environments in educational settings can pose an additional barrier for students, especially those with special needs, such as students with hearing difficulties. These challenges can hinder communication, academic achievement, and social inclusion. Speech-to-text captioning systems offer a promising assistive tool to support education. This study aimed to evaluate the strengths and limitations of implementing such systems in schools through a structured strategic analysis. Methods: The analysis method consisted of two phases. A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was performed on data from a survey compiled by an interdisciplinary team. A subsequent TOWS analysis was used to develop strategic recommendations by cross-referencing internal and external factors. Results: The analysis highlighted key strengths, including improved communication, support for inclusive practices, and adaptability to diverse learning needs. Identified weaknesses included cognitive load, synchronization delays, and variability in student profiles. Opportunities included educational innovation, access to funding programs, and interdisciplinary collaboration. Threats included inadequate classroom technology, poor acoustics, and the risks of social stigma. The analysis yielded 17 recommendations to improve the usability and customization of the tool. Conclusions: Speech-to-text captioning systems have significant potential to promote accessibility and inclusion in education. This strategic analysis provides a structured, interdisciplinary approach to strategic planning and the successful implementation of assistive technology in schools. By combining multidisciplinary expertise with structured evaluation, it identified key design, training, and policy priorities. This approach offers a replicable model for user-centered planning and the development of assistive tools and can inform wider efforts to reduce communication barriers in inclusive education. Full article

Numerous research projects on biosensors have been conducted, and a substantial number of academic studies and conference papers on biosensors are published annually. However, only a few biosensors have been commercialized. In this review, we took blood glucose meters as an example to review the development, characteristics, and challenges of biosensors in the literature. The four subsystems of the physical sensors are illustrated to emphasize the importance of standardization and traceability in the sensors. The development of physical sensors, chemical sensors, and biosensors is introduced. The importance of reference materials as a standard for evaluating sensor performance is emphasized. The basic technique and four types of chemical transducers are described, and we show that the biosensors’ response must be processed with these chemical sensors. The characteristics of the glucose meter are introduced to explain the success of this sensor, especially the sensing materials of glucosidases. Two types of highly developed and competitive biosensors, continuous glucose monitoring (CGM) and paper-based biosensors, are introduced, and the trends and future implications of both biosensors are illustrated. The challenges facing biosensor development are summarized into several key factors, and future research directions are discussed. A list of factors for the successful commercialization of biosensors is also proposed. Full article

This study explores the relationship between academic motivation, Machiavellian traits, and lying tendencies among Romanian engineering students, with a focus on how these psychological variables influence academic performance. Data were collected from 706 students using the MUSIC Model of Motivation, the Machiavellianism Scale, and the Lie Attitude Questionnaire. Statistical analysis included Spearman correlations, regression models, and moderation analysis using PROCESS Macro (Model 7). The results showed significant negative correlations between Machiavellianism and all five motivational dimensions (e.g., ρ = −0.259 for Empowerment, p < 0.001), as well as between lying tendencies and motivation (e.g., ρ = −0.206 for Empowerment, p < 0.001). Surprisingly, Machiavellianism had a positive effect on academic grades (β = 0.107, p = 0.043), suggesting strategic academic behavior. Motivation was a stronger predictor of performance among female students. These findings highlight the importance of promoting ethical, intrinsic motivation in university settings and call for thoughtful integration of behavioral variables into academic success models. Full article

This study examines how emotional intelligence and frustration intolerance influence academic performance in university students, drawing on the Job Demands–Resources model—which frames academic success as a balance between psychological demands (such as frustration intolerance) and personal resources (like emotional intelligence)—and Self-Determination Theory, which explains how motivation and self-regulation contribute to adaptation and persistence in challenging contexts. A sample of 630 undergraduates across various disciplines completed validated measures of emotional intelligence, frustration intolerance, academic burnout, academic engagement, and grade point average. Structural equation modeling analyzed relationships among these variables. The results showed that emotional intelligence positively predicted academic performance both directly and indirectly by increasing engagement and reducing burnout. Conversely, frustration intolerance negatively affected academic performance through increased burnout and decreased engagement. The model explained 24 percent of the variance in academic performance. These findings indicate that academic achievement depends on managing the balance between psychological demands and personal resources. Frustration intolerance acts as a psychological demand increasing vulnerability to exhaustion and disengagement, while emotional intelligence serves as a personal resource supporting self-regulation, motivation, and persistence. This highlights the importance of fostering emotional skills and frustration tolerance in higher education to help students cope better with academic challenges and improve performance. Full article

Background/Objectives: College and undergraduate students around the world struggle with stress, anxiety, and depression, which have a significant negative influence on their academic performance, social interactions, and general well-being. Creating successful preventative and intervention plans requires an understanding of the many, multi-level factors that contribute to psychological discomfort. The objective of this scoping review was to use the Socio-Ecological Model (SEM) to map the determinants of psychological distress among college students in a comprehensive manner. Methods: A total of 15 review publications published between 2015 and 2024, including narrative reviews, systematic reviews, meta-analyses, and umbrella reviews, were analyzed under the guidance of PRISMA ScR. These studies synthesized evidence across various countries, including China, Iran, India, Canada, Egypt, Nigeria, Saudi Arabia, and the United States. Results: Academic pressure, financial stress, poor sleep, unhealthy coping mechanisms, and pre-existing mental health issues were all individual-level concerns, with female and minority students being more vulnerable. Strong familial ties and friendships served as protective interpersonal support. Heavy academic workloads, strict grading guidelines, a lack of mental health resources, and unwelcoming campus environments were among the institutional factors. Stigma and socioeconomic disparities are examples of community-level variables that make mental health issues worse. Conclusions: Student mental health is shaped by interrelated factors across all SEM levels. Integrated, multi-level strategies are essential to fostering supportive campuses, strengthening community networks, and implementing inclusive policies that promote mental health equity. Full article

Projects play a vital role in achieving organizational success, where artificial intelligence (AI) has a transforming impact in project management (PM). The integration of AI techniques into PM practices has the potential to significantly improve project success rates and enable more effective project management. This article adopted a systematic literature review (SLR) methodology, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and employing a content analysis strategy to review 61 peer-reviewed academic journal articles published between 2015 and 2025 in the Web of Science and Scopus. This study investigates the key project success dimensions influenced by AI throughout the project lifecycle, and identifies the AI sub-fields and algorithms employed in relation to project success, where time and cost are found to be the most significantly affected factors in project success. Machine learning (ML), along with its corresponding algorithms, emerged as the most frequently applied AI subfield. This study overviews key AI-influenced project success factors and the main AI subfields and algorithms in recent literature, providing actionable insights for diverse project stakeholders aiming to enhance outcomes through AI. Limitations, including the lack of industry or regional focus, exclusion of project management process groups, and omission of gray literature, were also acknowledged, which suggest valuable directions for future research. Full article

Background: Early language development, a key predictor of later academic achievement, arises out of social interactions and communication. High-quality social and emotional interactions in early child care and education (ECCE) programs may therefore promote language-rich environments for young children. While culturally and linguistically minoritized communities face systemic barriers that limit equitable access to high-quality ECCE including social and emotional learning (SEL) programs, access to evidence-based SEL programs remains inequitable, disproportionately benefiting White, English-speaking, and higher-income ECCE providers. The current study aims to examine how I-T CHILD, a program designed to foster a climate that supports mental health and SEL in ECCE, improves the quality of the language environment using LENA technology. Methods: Implemented at the height of the COVID-19 pandemic, 38 family child care providers located in an urban setting (63.2% Hispanic/Latine; 40% living in poverty) were randomly assigned to the 12-week I-T CHILD program or to the waitlist-control group. Data were analyzed using hierarchical linear modeling procedures. Results: Infants and toddlers cared for by I-T CHILD providers produced significantly more vocalizations (p = 0.002; ES = 1.50) and were exposed to significantly less media and electronic sounds (p = 0.032; ES = −0.97) than infants and toddlers in the waitlist-control condition. Conclusions: Our findings reinforce the importance of the mental health climate in ECCE and its circular effect on early language development. We offer key insights into how mental health climate interventions in ECCE settings can enhance language interactions, center the child, and foster foundational skills linked to long-term academic success for historically underserved populations. Full article

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings. 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

Ongoing interest in the intersection of spirituality and health has prompted a need for integrated research. This report proposes a distinct approach in a model that allows for successful and harmonious cross-fertilization within these latter two areas of interest. Our work is especially pertinent to inquiries around the role of spirituality in mental health, with special attention to chronic pain conditions. The latter have become an open channel for novel avenues to explore the field of spirituality-based interventions within the arena of psychological inquiry. To address this, the authors developed and implemented the Church and Academia Model, a prototype for an innovative collaborative research project, with the aim of exploring the role of devotional practices, and their potential to be used as therapeutic co-adjuvants or tools to enhance the coping skills of patients with chronic pain. Keeping in mind that the church presents a rich landscape for clinical inquiry with broad relevance for clinicians and society at large, we created a unique hybrid research model. This is a new paradigm that focuses on distinct and well-defined studies where the funding, protocol writing, study design, and implementation are shared by experts from both the pastoral and clinical spaces. A team of theologians, researchers, and healthcare providers, including clinical pain psychologists, built a coalition leveraging their respective skill sets. Each expert is housed in their own environs, creating a functional network that has proven academically productive and pastorally effective. Key outputs include the creation and validation of a new psychometric measure, the Pain-related PRAYER Scale (PPRAYERS), an associated bedside prayer tool and a full-scale dissemination strategy through journal publications and specialty society conferences. This collaborative prototype is also an ideal fit for integrated knowledge translation platforms, and it is a promising paradigm for future collaborative projects focused on spirituality and mental health. Full article

The role of emotional intelligence (EI) in the academic context has been steadily established, together with its impact on students’ academic achievement, well-being, and professional success. Therefore, this study examined the development of a key EI ability—emotional understanding—throughout secondary school and explored its impact on students’ academic achievement (maternal language and mathematics) at the end of this cycle, using the Vocabulary of Emotions Test. A total of 222 students were followed over the entire 3-year secondary cycle, using a three-wave longitudinal design spanning from 10th to 12th grade. At the first wave, participants were aged between 14 and 18 years (M = 15.4; SD = 0.63), with 58.6% being female. Overall, the results of Latent Growth Curve modeling indicated that students’ emotional understanding increased over the secondary school cycle. While student’s gender predicted the emotional understanding change patterns throughout secondary school, student’s GPA in 10th grade did not. Moreover, the initial levels of ability-based emotional understanding predicted students’ achievement in maternal language at the end of the cycle. Our findings offer valuable insights into how EI skills can contribute to academic endeavors in late adolescence and will explore their impact on educational settings. Full article

In the increasingly competitive landscape of higher education, student satisfaction and loyalty are recognized as essential components for institutional sustainability and long-term success. This study aims to examine the interrelationships between service quality, technological innovation, student satisfaction, and student loyalty within higher education institutions in the Turkish Republic of Northern Cyprus (TRNC). Grounded in relationship marketing theory and the expectancy–disconfirmation paradigm, the research develops and tests a structural model that investigates the impact of perceived service quality on technological innovation, student satisfaction, and loyalty. The data were collected from 448 undergraduate students studying in the faculties of education at five leading private universities in TRNC, selected based on their international academic rankings. The analysis, conducted using structural equation modelling (SEM), reveals that service quality significantly and directly influences technological innovation, student satisfaction, and student loyalty. Additionally, technological innovation has a positive but comparatively weaker effect on student loyalty. Among the variables, student satisfaction emerges as the strongest determinant of loyalty, serving as a key mediator in the relationship between service quality and loyalty. This research contributes to the higher education literature by extending the traditional service quality–loyalty framework with the inclusion of technological innovation. The findings offer practical insights for university administrators, emphasizing the importance of delivering high-quality educational services combined with continuous digital innovation to enhance the student experience and foster long-term student commitment. Full article

This study investigates how differing national research governance models impact academic performance by comparing European Research Council (ERC) grant winners in the social sciences and humanities from France and the Netherlands. Situated within the broader context of centralized versus decentralized research systems, the analysis aims to understand how these structures shape publication trends, thematic diversity, and collaboration patterns. Drawing on Scopus and SciVal data covering 9996 publications by 305 ERC winners between 2019 and 2023, we employed a multi-method approach, including latent Dirichlet allocation for topic modeling, compound annual growth rate analysis, and co-authorship network analysis. The results show that neuroscience, climate change, and psychology are dominant domains, with language and linguistics particularly prevalent in France and law and political science in the Netherlands. French ERC winners are more likely to be affiliated with national or sectoral institutions, whereas in the Netherlands, elite universities dominate. Collaboration emerged as a key success factor, with an average of four co-authors per publication and network analyses revealing central figures who bridge topical clusters. International collaborations were consistently linked with higher visibility, while single-authored publications showed limited impact. These findings suggest that institutional context and collaborative practices significantly shape research performance in both countries. Full article

The purpose of this study is to synthesize existing peer-reviewed literature on fashion renting and provide insights into its role within the broader framework of sustainable consumption and business practices within different cultural contexts, while also guiding future research efforts. This review includes only peer-reviewed journal articles and book chapters in English, with the search conducted up to 31 March 2025. A total of 95 academic papers published between 2010 and 2025 were analyzed to explore the evolving landscape of fashion rental consumption and business practices. NVivo 14 was used for the analysis of the collected literature. The findings revealed six key motivating benefits and six significant barriers that influence consumer participation in fashion renting. Additionally, five success factors and four critical challenges were identified as shaping the development of the fashion rental market. This research represents the first attempt to synthesize literature from both the consumer and business perspectives of fashion renting. The findings provide a comprehensive understanding of market dynamics related to fashion rental consumption and business practices, shedding light on the key factors that support the sustainability of fashion rental businesses as well as the challenges they face. Both theoretical and practical implications are discussed, offering valuable guidance for researchers and fashion industry stakeholders. Full article