Search Results (1,357)

Believed by many to be the “silver bullet” that will bring an end to educational inequality, AI technologies continue to proliferate within schools and classrooms, promising to bolster academic achievement, spark student engagement, and ensure campus safety while lessening the burden of overworked and systemically underpaid teachers. Despite this hype, a growing body of critical research is revealing that many of the AI technologies used in schools are rife with algorithmic biases that exacerbate, rather than remediate, educational inequity for historically marginalized students. We extend the work of scholars who have called attention to the rise of tech-mediated racism and the New Jim Code to consider how the proliferation of AI technologies into K-12 schools has worked to hide, speed up, and automate educational inequities for Black students, giving rise to a techno-educational carceral apparatus. To do so, we analyze youth interviews, youth-generated video blogs, and weekly journal reflections of 46 Black students that participated in a critical technology summer course. Full article

Background: Nurses’ teaching skills in the clinical setting are crucial to ensuring that students receive high-quality training. Despite the growing importance of competency frameworks, there is little research on the relationship between nurses’ teaching competence and sociodemographic, professional, training, and research variables. Methods: This was a cross-sectional, descriptive, and correlational study conducted at nine hospitals linked to the clinical placement subjects of the Bachelor of Nursing of the University of Barcelona. The study population comprised all nurses directly involved in clinical teaching. Participants’ level of self-reported teaching competence was evaluated using the Spanish version of the Capabilities of Nurse Educators (S-CONE) questionnaire, and the sociodemographic, professional, and academic variables were collected in an ad hoc questionnaire. Descriptive statistics, non-parametric tests, and linear and logistic regression models were used to analyse the associations between the S-CONE total score and the variables collected. Results: The mean age of the participants (n = 596) was 41.9 years (standard deviation: 8.82), and 85.6% of them were women (n = 510). The overall mean S-CONE score was 3.81 (SD: 0.73). Higher scores were observed in those with advanced academic degrees, formal teacher training, and participation in academic activities. Professionals with mixed roles (clinical mentor and academic tutor) self-reported significantly higher competence levels. Multivariate analyses identified participation in conferences, tutoring of undergraduate theses, and involvement in research or development projects as the main predictors of higher teaching competence as measured by the S-CONE questionnaire. The lowest-scoring factor was research and evidence, which points to a potential area for improvement. No significant associations were found with age, sex, or years of clinical experience. Conclusions: Participants had a high self-reported level of teaching competence and rated themselves as competent overall, especially in professional practice and curriculum design. However, we identified areas for improvement related to pedagogical innovation and the use of evidence. The findings reinforce the importance of professional development and academic involvement to strengthen teacher competence. Full article

This study utilises mobile augmented reality (AR) to enhance our understanding of multiword expressions (MWEs) and emphasise that linguistic diversity is part of cultural heritage. The main objective was to implement and evaluate the impact of a multilingual AR resource (in Moldovan, English, Russian, and Spanish) in educational settings and to identify a corpus of MWEs located in Spain. The research was conducted by applying a marker-based AR system in five academic subjects involving N = 220 undergraduate students enrolled in education degrees. Data were collected through two surveys, using both qualitative and quantitative methods that combined descriptive statistics with content analysis. Large Language Models (LLMs) were used to assist with data coding, complemented by iterative human validation. The findings revealed that the application was highly positively received, with 94% of participants acknowledging its usefulness and 83% expressing satisfaction. Furthermore, this study identified a teaching–learning procedure to enhance linguistic diversity in classrooms. Overall, the results suggest that mobile AR constitutes an effective and inclusive pedagogical tool that fosters active learning as a multimodal learning process and provides valuable localised MWE data to support future developments in corpus annotation. Full article

Environmental sustainability has become a global priority due to its profound implications for human health. Universities play a pivotal role in advancing sustainability through education, research, and institutional practices. This study investigates faculty awareness, perceptions, and sustainability practices, as well as factors influencing these outcomes. A cross-sectional survey was conducted among 118 faculty members across various disciplines and academic ranks in Saudi universities. A structured self-administered questionnaire assessed three constructs: awareness of environmental sustainability, perceptions of health implications, and sustainability practices. Descriptive statistics were computed for overall scale means and item-level responses. Independent-sample t-tests and one-way ANOVA were used to examine group differences across gender, academic rank, discipline, teaching experience, and formal sustainability training. Chi-square tests assessed associations between demographic variables and training participation. The result shows that the faculty demonstrated high awareness (M = 4.09) and strong perceptions of the environmental–health nexus (M = 4.16). Awareness items ranged from 3.96 to 4.22, while health perception items ranged from 3.87 to 4.34. Sustainability practices were moderately high (M = 3.97), with the highest engagement in pollution reduction and the lowest in energy-saving behaviours. Training emerged as the strongest predictor of sustainability outcomes, with trained faculty scoring significantly higher across all constructs (p < 0.001). Therefore, Saudi university faculty possess strong awareness and positive perceptions of environmental sustainability and its health implications, relating to SDG. Full article

The academic encounter between Jews and Arabs in Israel carries tensions stemming from a prolonged historical conflict, yet at the same time offers opportunities for authentic engagement that deepens mutual understanding between the groups. This study is grounded in contact theory and multiculturalism, focusing on the integration process of Arab women teachers in a Hebrew-speaking track at an academic college of education. The research explores the participants’ experiences against the backdrop of national tensions, asking how they perceive their teacher education journey in the Hebrew-speaking track in terms of challenges and benefits. The study is based on a qualitative–phenomenological approach, collecting data through interviews with 12 graduates who shared their experiences and reflections. The analysis reveals the participants’ explicit and implicit attitudes, the barriers they faced, and the gains they reported during their studies. Full article

This article introduces a framework for scientific and professional language training tailored for STEM (Science, Technology, Engineering and Mathematics) specialists, emphasising the integration of digital technologies and artificial intelligence (AI) in language education. The framework aims to develop students’ research communication skills and digital competencies, which are essential for effective participation in both national and international scientific discourse. The article discusses contemporary trends in STEM education, emphasising the importance of interdisciplinary approaches, project-based learning, and the utilisation of digital tools to boost language skills and scientific literacy. The article outlines the development and deployment of a digital platform aimed at supporting personalised and adaptive learning experiences, integrating various educational technologies and approaches. Empirical research conducted through a pedagogical experiment demonstrates the effectiveness of the framework, showing significant improvements in students’ academic and linguistic competencies across multiple modules. The findings highlight the importance of combining language training with STEM education to equip future engineers for the challenges of a globalised and digitalised professional world. This work reports on the “Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies” project conducted at Saginov Technical University (STU) in Kazakhstan and funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). The research contributes to the ongoing discussion on improving language teaching in STEM fields, offering a framework that aligns with current educational demands and technological progress. Full article

Campus community gardens are expected to leverage disciplinary resources and spatial conditions to deliver ecological, educational, and social benefits beyond those of general community gardens. In China, these gardens are primarily established under the guidance of educational authorities, leading to issues such as significant homogenization and a lack of diversity, which hinders the full realization of their potential. This study investigates the potential factors influencing the development of campus gardens. Focusing on university campuses in Beijing, it employs stratified sampling and a questionnaire survey (n = 1008), utilizing methods including exploratory factor analysis (EFA), multiple linear regression, and analysis of variance (ANOVA) to systematically identify the factors affecting their differentiated development. The results indicate that: (1) the willingness to participate is collectively driven by four dimensions: “planting expectation,” “funding and site selection,” “personal motivation,” and “organizational support,” with “planting expectation” being the most significant factor. (2) Students’ academic disciplines influence their perceptions of the need for organizational support and spatial resources for gardens. (3) Campus location and size moderate the demand for gardens, with students in the urban expansion belt (between the 4th and 5th Ring Roads) and those from smaller campuses showing a stronger “pro-nature compensation” tendency. Based on campus spatial scale, urban location, and the academic backgrounds of participants, the study proposes integrated “space-organization” development strategies. This research provides targeted planning strategies for campus community gardens in China, aiming to leverage institutional disciplinary strengths, respond to participant needs, and maximize the gardens’ benefits. Full article

The paper sought to examine the role of collaboration in sustaining citizen science activities and projects in academic libraries. The study applied a quantitative approach and a survey design to assess knowledge and understanding of citizen science by academic librarians to advance research relevant to SDGs. A standardised questionnaire was distributed to 185 academic librarians affiliated with the Higher Education and Libraries Interest Group (HELIG). The survey yielded a response rate of 34% since only 63 academic librarians volunteered to participate in the completion of the questionnaire. Data was analysed using SPSS version 29. Findings revealed that citizen science is a new concept in academic libraries in South Africa. To advance the use of citizen science in contributing towards SDGs, academic librarians need to raise awareness, foster collaborations, and initiate advocacy efforts to promote and support citizen science activities. The research further revealed that a work-integrated learning and community engagement department should be established within the library to advocate for citizen science activities. There is a need to visit schools to introduce citizen science at the grassroots level to increase the visibility of the field and to lay a foundation for scientific literacy at an early stage. Although the research setting was in academic libraries, for future research, it will be beneficial to conduct such a study in a public library setting to achieve varying perspectives from the community members where the concept of citizen science emanates. Full article

Social media is a valuable resource in many spheres of life in the 21st century; however, excessive, uncontrolled use is associated with various adverse health conditions. In this study, we used a quantitative approach, an observational design, and a comparative scope to compare levels of academic commitment and social media addiction, and their respective dimensions, grouping participants according to various sociodemographic and educational criteria. A total of participants was 1200 students (65.3% female) with an average age of 21.4 years, from the Faculty of Health Sciences at the National University of Chimborazo, Ecuador, and data were collected using the Ultrecht Academic Commitment Scale and Social Media Addiction Questionnaire. When grouped by major, statistically significant differences were found only for dedication (p = 0.038), lack of control over social media use (p = 0.016), and excessive social media use (p = 0.002). When grouped by social media use, there were statistically significant differences in all the dependent variables, with p-values ranging from 0.000 to 0.011. Regarding the frequency of social media use, no significant differences were found in academic engagement (p ≥ 0.05), while the opposite was observed for social media use. A comparative analysis identified categories with significant differences. The results enabling an accurate diagnosis and the adoption of the most appropriate educational strategies; also serves as a theoretical and methodological basis for further research on the subject. Full article

Emerging technologies are transforming Facilities Management (FM), enabling more efficient and accurate building inspections and maintenance. Mixed Reality (MR), which integrates virtual content into real-world environments, has shown potential for improving operational performance and technician training. This study presents the development and evaluation of an MR-assisted system designed to support facility operations in academic buildings. The system was tested across three case scenarios, namely plumbing, lighting, and fire sprinkler systems, using Microsoft HoloLens^®. A mixed-methods approach combined a post-use questionnaire and semi-structured interviews with twelve FM professionals, including technicians, inspectors, and managers. Results indicated that 66.67% of participants found the MR interface highly effective in visualizing systems and guiding maintenance steps. 83.33% agreed that checklist integration enhanced accuracy and learning. Technical challenges, including model drift, latency, and occasional software crashes, were also observed. Overall, the study confirms the feasibility of MR for FM training and inspection, offering a foundation for broader implementation and future research. The findings provide valuable insights into how MR-based visualization and interaction tools can enhance efficiency, learning, and communication in facility operations. Full article

Background/Objectives: Adolescents and young adults (AYAs) with cancer often begin their careers later in life and are at risk of negative work-related outcomes. Research into and tailored support programs for AYAs diagnosed during higher education remain limited. An improved understanding of AYAs’ experiences is essential in guiding the development of age-appropriate support programs. This study explored the impact of cancer and the challenges AYAs face in educational participation and the transition to work. Methods: A qualitative study was conducted with thirteen AYAs diagnosed with cancer during higher education. Participants were interviewed using a semi-structured guide. In collaboration with patient experts as co-researchers, data were analyzed via thematic analysis. Results: Eight analytically derived themes reflected AYA students’ experiences: (1) Meaning and importance of education, (2) Reduced performance, (3) Recovery and expectations, (4) Interruption and delay, (5) Transition to work, (6) Disclosure, (7) Challenges related to the context of students, and (8) Experienced lack of support. The themes were clustered into four overarching thematic categories: Meaningful participation, Impact on performance, Academic progress and career transition, and Challenges in navigation. Conclusions: Our findings provide greater insight into the significance of educational participation for AYAs. AYA students encounter challenges stemming from both diagnosis-related changes in functioning and from contextual factors tied to their roles as students and new starters in the labor market. Navigating the healthcare, education, and social systems is complex and AYAs often lack adequate support when resuming their education or transitioning to work. Tailored support programs in healthcare and educational settings should be developed to help AYAs harness their strong motivation to resume studies, enter the labor market, and achieve their full potential. Full article

Introduction: Timely access to healthcare is essential for improving population health and reducing inequities. Immigrants often experience unique cultural, linguistic, and systemic barriers that delay care-seeking and service utilization. Despite the rapid growth of the Nepalese community in Canada, there is limited empirical evidence examining their healthcare access. This study aimed to assess the prevalence and determinants of delays in accessing healthcare among Nepalese immigrants. Methods: A community-based participatory research (CBPR) framework guided a cross-sectional survey conducted between January and June 2019. The research process was co-led by academic investigators, community scholars, and local Nepalese organizations to ensure cultural and contextual relevance. A snowball sampling strategy was used to recruit 401 Nepalese adults. Data were analyzed using descriptive statistics and multivariable logistic regression to examine sociodemographic and health-related factors associated with delayed healthcare access. Results: Of the 401 respondents, 66.3% (n = 266) reported experiencing a delay in accessing healthcare within the preceding 12 months. Delays were more common among participants aged 26–45 years, those who were married, employed, or had an undergraduate degree or lower. After adjusting for covariates, older age, lower education, having a family doctor, higher income (≥$26,000), and one or more chronic conditions were associated with increased odds of delay. Family size and the number of years living in Canada have had little effect on care delay. Conclusions: Delays in accessing healthcare are common among Nepalese immigrants in Calgary, reflecting the intersection of individual, cultural, and systemic determinants. These findings underscore the importance of community-engaged, culturally responsive strategies to address barriers and promote equitable healthcare access for immigrant populations. Strengthening partnerships between health systems and immigrant communities may enhance trust, navigation, and continuity of care. Full article

This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-phase workshop was conducted with 40 high school and university-level teachers from the National Polytechnic Institute (IPN). The methodology included scientific modeling activities using traditional methods, software (Tracker, ver. 6.2.0), and AI tools (ChatGPT-3.5), while analyzing participants’ perceptions and experiences. The findings reveal a clear disconnect between teachers’ theoretical competencies and their practical skills, with persistent gaps in scientific literacy at both educational levels. However, this study documents that the workshop functioned as a genuine professional learning community, where inter-academic collaboration and peer-learning proved to be an effective strategy for addressing these deficiencies. Technology, specifically the Tracker software, served as a catalyst for conceptual understanding. Despite AI’s potential for research, its limitations in the precision of responses reinforced this study’s central conclusion: technology does not replace the teacher’s work but transforms the teacher’s role into a critical mediator, responsible for guiding students to develop analytical and critical thinking in a complex digital environment. Full article

Background: Adolescence is a sensitive period for psychological, academic, and social development, and sports participation has been described as a potential protective factor for academic performance and psychological well-being. However, limited research has examined the combined influence of sports involvement, sport type, and family background on adolescents’ academic and psychological outcomes. This study aimed to investigate the associations between organized sport participation, sport type (football vs. judo), psychological well-being, psychosomatic symptoms, academic performance, and family socioeconomic background among adolescent boys. Methods: The sample consisted of 52 boys aged 11–14 years from a rural school, divided into football players (n = 13), judo athletes (n = 13), non-athletes (n = 13), and a contextual subgroup of students with special educational needs (SEN; n = 13), with the latter included for exploratory purposes only. Data included school-record-based academic performance and validated self-report measures of life satisfaction, depressive symptoms, psychosomatic complaints, perceived physical fitness, and socioeconomic background. Results: Athletes demonstrated significantly higher academic achievement than non-athletes in overall grade point average (p < 0.001), mathematics (p < 0.001), Romanian (p < 0.001), English (p = 0.03), and Hungarian (p < 0.001). They also reported higher life satisfaction (p < 0.001) but simultaneously showed slightly elevated depressive symptom scores (p < 0.001), indicating a paradoxical pattern of concurrent psychosocial benefits and psychological strain. Parental education (p < 0.001), parental occupational status (p = 0.01), and fathers’ occupational position (p = 0.02) were significantly higher among athletes’ families. Perceived physical fitness was also rated higher by athletes (p < 0.001). No significant differences were found in body mass index, family structure, or most psychosomatic symptoms. Conclusions: Sport participation was associated with more favorable academic and psychological indicators, yet also with elevated depressive symptoms, highlighting the dual nature of organized sport during adolescence. Future research should apply longitudinal designs, include female participants, and incorporate objective indicators of training load. Full article

A significant body of research worldwide has examined how parents who set high expectations may increase adolescents’ risk of developing perfectionistic traits. However, studies exploring this relationship in the Global South are almost nonexistent. This study investigated how adolescents perceived parental expectations related to perfectionism and depressive symptoms among Nigerian adolescents. Participants completed the Frost Multidimensional Perfectionism Scale (FMPS), the Living Up to Parental Expectation Scale—Academic (LPE), and Beck’s Depression Inventory. Parental academic expectations were positively associated with personal standards and concern over mistakes, but parental expectations were negatively associated with depressive symptoms. Further analysis revealed that personal standards fully mediated the negative relationship between parental academic expectations on adolescents’ depressive symptoms. In contrast, concern over mistakes partially mediated the relationship between parental academic expectations and depressive symptoms. In contrast to previous research, parental academic expectations were associated with fewer depressive symptoms among Nigerian adolescents through indirect relationships with perfectionistic traits. Full article