Search Results (328)

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Background/Objectives: The integration of AI chatbots in nursing education, particularly in simulation-based learning, is advancing rapidly. However, there is a lack of structured evaluation models, especially to assess AI-generated simulations. This article introduces the AI-Integrated Method for Simulation (AIMS) evaluation framework, a dual-phase evaluation framework adapted from the FAITA model, designed to evaluate both prompt design and chatbot performance in the context of nursing education. Methods: This simulation-based study explored the application of an AI chatbot in an emergency planning course. The AIMS framework was developed and applied, consisting of six prompt-level domains (Phase 1) and eight performance criteria (Phase 2). These domains were selected based on current best practices in instructional design, simulation fidelity, and emerging AI evaluation literature. To assess the chatbots educational utility, the study employed a scoring rubric for each phase and incorporated a structured feedback loop to refine both prompt design and chatbox interaction. To demonstrate the framework’s practical application, the researchers configured an AI tool referred to in this study as “Eval-Bot v1”, built using OpenAI’s GPT-4.0, to apply Phase 1 scoring criteria to a real simulation prompt. Insights from this analysis were then used to anticipate Phase 2 performance and identify areas for improvement. Participants (three individuals)—all experienced healthcare educators and advanced practice nurses with expertise in clinical decision-making and simulation-based teaching—reviewed the prompt and Eval-Bot’s score to triangulate findings. Results: Simulated evaluations revealed clear strengths in the prompt alignment with course objectives and its capacity to foster interactive learning. Participants noted that the AI chatbot supported engagement and maintained appropriate pacing, particularly in scenarios involving emergency planning decision-making. However, challenges emerged in areas related to personalization and inclusivity. While the chatbot responded consistently to general queries, it struggled to adapt tone, complexity and content to reflect diverse learner needs or cultural nuances. To support replication and refinement, a sample scoring rubric and simulation prompt template are provided. When evaluated using the Eval-Bot tool, moderate concerns were flagged regarding safety prompts and inclusive language, particularly in how the chatbot navigated sensitive decision points. These gaps were linked to predicted performance issues in Phase 2 domains such as dialog control, equity, and user reassurance. Based on these findings, revised prompt strategies were developed to improve contextual sensitivity, promote inclusivity, and strengthen ethical guidance within chatbot-led simulations. Conclusions: The AIMS evaluation framework provides a practical and replicable approach for evaluating the use of AI chatbots in simulation-based education. By offering structured criteria for both prompt design and chatbot performance, the model supports instructional designers, simulation specialists, and developers in identifying areas of strength and improvement. The findings underscore the importance of intentional design, safety monitoring, and inclusive language when integrating AI into nursing and health education. As AI tools become more embedded in learning environments, this framework offers a thoughtful starting point for ensuring they are applied ethically, effectively, and with learner diversity in mind. Full article

Sustainability has emerged as a prominent concern globally, extending its influence into various domains, including education. It is recognized as of utmost importance to address global environmental challenges. However, there is a critical gap in the perception of innovative teaching strategies, i.e., interdisciplinary collaboration, experiential learning, and targeted approaches, to improve sustainability literacy and its applications. This review analyzes existing environmental and sustainability education frameworks and approaches to determine desired learning outcomes and challenges associated with sustainability education. Also, it explores and identifies concepts, theories, and assumptions found within the literature review, promoting sustainability integration within engineering education. The review was conducted to facilitate the development and improvement of sustainability education within the Architectural Engineering discipline, a field known for emphasizing educational innovation and technical excellence. By synthesizing existing ideas related to sustainability and sustainable development, this work aims to guide curriculum designers and educators in fostering sustainability competencies among engineering students within the built environment. Full article

Educational buildings, including schools, nurseries and universities, face stricter regulation and design control on indoor air quality (IAQ) and thermal conditions than other built environments, as these may affect children’s health and wellbeing. In this scoping review, wide-ranging health, performance, and absenteeism consequences of poor—and benefits of good—IAQ and thermal conditions are evaluated, focusing on source control, ventilation and air purification interventions. Economic impacts of interventions in educational buildings have been evaluated to enable the assessment of tangible building-related costs and savings, alongside less easily quantifiable improvements in educational attainment and reduced healthcare. Key recommendations are provided to assist decision makers in pathways to provide clean air, at an optimal temperature for students’ learning and health outcomes. Although the role of educational buildings can be challenging to isolate from other socio-economic confounders, secondary short- and long-term impacts on attainment and absenteeism have been demonstrated from the health effects associated with various pollutants. Sometimes overlooked, source control and repairing existing damage can be important cost-effective methods in minimising generation and preventing ingress of pollutants. Existing ventilation standards are often not met, even when mechanical and hybrid ventilation systems are already in place, but can often be achieved with a fraction of a typical school budget through operational and maintenance improvements, and small-scale air-cleaning and ventilation technologies, where necessary. Full article

As part of its modernisation and economic diversification policies, Saudi Arabia is building smart, sustainable cities intended to improve quality of life and meet environmental goals. However, involving the public in urban planning remains complex, with traditional methods often proving expensive, time-consuming, and inaccessible to many groups. Integrating artificial intelligence (AI) into public participation may help to address these limitations. This study explores whether Saudi residents are ready to engage with AI-driven tools in urban planning, how they prefer to interact with them, and what ethical concerns may arise. Using a quantitative, survey-based approach, the study collected data from 232 Saudi residents using non-probability stratified sampling. The survey assessed demographic influences on AI readiness, preferred engagement methods, and perceptions of ethical risks. The results showed a strong willingness among participants (200 respondents, 86%)—especially younger and university-educated respondents—to engage through AI platforms. Visual tools such as image and video analysis were the most preferred (96 respondents, 41%), while chatbots were less favoured (16 respondents, 17%). However, concerns were raised about privacy (76 respondents, 33%), bias (52 respondents, 22%), and over-reliance on technology (84 respondents, 36%). By exploring the intersection of generative AI and participatory urban governance, this study contributes directly to the discourse on inclusive smart city development. The research also offers insights into how AI-driven public engagement tools can be integrated into urban planning workflows to enhance the design, governance, and performance of the built environment. The findings suggest that AI has the potential to improve inclusivity and responsiveness in urban planning, but that its success depends on public trust, ethical safeguards, and the thoughtful design of accessible, user-friendly engagement platforms. Full article

The urban heat island (UHI) effect significantly impacts urban environments, particularly along roads, a phenomenon known as urban linear heat (UHI_ULI). Numerous factors contribute to roads influencing the UHI_ULI; however, effective mitigation strategies remain a challenge. This study examines the relationship between canopy cover percentage, normalized difference vegetation index, land use types, and three road typologies (local, regional, and state) with land surface temperature. This study is based on data from the city of Adelaide, Australia, using spatial analysis, and statistical modelling. The results reveal strong negative correlations between land surface temperature and both canopy cover percentage and normalized difference vegetation index. Additionally, land surface temperature tends to increase with road width. Among land use types, land surface temperature varies from highest to lowest in the order of parkland, industrial, residential, educational, medical, and commercial areas. Notably, the combined influence of the road typology and land use produces varying effects on land surface temperature. Canopy cover percentage and normalized difference vegetation index consistently serve as dominant cooling factors. The results highlight a complex interplay between built and natural environments, emphasizing the need for multi-factor analyses and a framework based on the local climate and the type of roads (local, regional, and state) to effectively evaluate UHI_ULI mitigation approaches. Full article

Robotic arms are used in a wide range of industrial and medical applications. However, for research and education, users often face a trade-off between costly commercial solutions with no adaptability and open-source alternatives that lack usability and functionality. In education, this problem is exacerbated by the prohibitive cost of commercial systems or simplifications that distort learning. Thus, we present HELENE, an open-source robot with six degrees of freedom, closed-loop position control, and robot operating system (ROS) integration. The modular design of the robot, printed on a commercial 3D printer, and its integrated custom electronics allow for easy customization for research purposes. The joints are driven by standard stepper motors with closed-loop position control using absolute encoders. The ROS integration guarantees widespread control options and integration into existing environments. Our prototype, tested in accordance with ISO 9283, has a small positional accuracy error of 8.4 mm and a repeatability error of only 0.87 mm with a load capacity of 500 g at a reach of 432 mm. Ten prototypes were built and used in various research and education applications, demonstrating the versatile applicability of this open-source robot, closing the gap between reliable commercial systems and flexible open-source solutions. Full article

The developed omnidirectional mobile manipulator is an educational omnidirectional mobile manipulator that utilizes the Raspberry Pi Pico W and is programmed in Python. It is designed to enhance STEM education by providing an interactive environment for studying robotics, sensor integration, and programming techniques. The robot is built on an off-the-shelf chassis equipped with Mecanum wheels and a robotic arm actuated by servo motors. As part of this project, the control electronics were designed and implemented to enable seamless operation. While the platform allows students to program the robot as part of the STEM curriculum, our base software solution, developed in Python, provides control of both the mobile base and the robotic arm via a web interface accessible through the robot’s Wi-Fi hotspot. Full article

Indoor environmental quality (IEQ) of higher education (HE) buildings significantly impacts the built environment sector. This research aimed to optimize learning environments and enhance student comfort, especially post-COVID-19. The study adopts the principles of Post-occupancy Evaluation (POE) to collect and analyze various quantitative and qualitative data through environmental data monitoring, a user perceptions survey, and semi-structured interviews with professionals. Although the environmental conditions generally met existing standards, the findings indicated opportunities for further improvements to better support university communities’ comfort and health. A significant challenge identified by this research is the inability of the facility management to physically manage and operate the vast and complex spaces within HE buildings with contemporary IEQ standards. In response to these findings, this research developed a BIM-based prototype for the real-time monitoring and automated control of IEQ. The prototype integrates a BIM model with Arduino-linked sensors, motors, and traffic lights, with the latter visually indicating IEQ status, while motors automatically adjust environmental conditions based on sensor inputs. The outcomes of this study not only contribute to the ongoing discourse on sustainable building management, especially post-pandemic, but also demonstrate an advancement in the application of BIM technologies to improve IEQ and by extension, occupant wellbeing in HE buildings. Full article

Subway construction changes land use patterns, disrupting the balance between traffic supply and demand and influencing residents’ activity and travel behaviors along the route. Previous studies have often overlooked the multiple attributes of the subway and their varying impacts on daily activities. To understand how subway construction affects travel and activity patterns, this study analyzed travel data from two years before and after the opening of the Kunming Subway. Propensity score matching was used to control for socioeconomic changes unrelated to the subway. The findings show the following: (1) The subway’s introduction leads to the development of commercial and civic amenities around its stations, attracting wealthier and more educated residents, which contributes to gentrification. (2) Overall, subway construction extends urban residential and employment areas, increasing residents’ dependence on cars and promoting a more motor-centric lifestyle. As a result, the subway’s ability to reduce car usage is limited. (3) The subway alters the impact of the built environment on travel behavior, with residents closer to the subway experiencing shorter travel distances and reduced activity spaces, while those further away maintain longer travel distances and greater activity areas. Full article

Climate change, urbanization, and socio-economic inequality are increasing the severity of urban challenges, emphasizing the imperative for a resilient built environment. Yet, architectural education has lagged in adopting resilience principles into its central curricula. This paper critiques dominant pedagogical paradigms and identifies shortcomings in interdisciplinary collaboration, digital tool adoption, and practical problem-solving. Moving its focus from local to international best practices for resilience, the study extracts key dimensions for learning architecture and explores case studies in leading schools that reflect pioneering, resilience-centric pedagogies. The findings highlight the importance of scenario-based learning, participatory design, and the use of technologies like AI, GIS, and digital twins to strengthen resilience. The article also explores how policy reformulation, accreditation mandates, and cross-sector collaborations can enforce the institutionalization of resilience education. It demands a pedagogical shift toward climate adaptation design studios, inter/transdisciplinary methods, and technological skills. The study ends with action guidelines for teachers, policymakers, and industry professionals who want to ensure that architectural education becomes responsive to resilient urban futures. Full article

The growing implementation of digital platforms and mobile devices in educational environments has generated the need to explore new approaches for evaluating the learning experience beyond traditional self-reports or instructor presence. In this context, the NPFC-Test dataset was created from an experimental protocol conducted at the Experiential Classroom of the Institute for the Future of Education. The dataset was built by collecting multimodal indicators such as neuronal, physiological, and facial data using a portable EEG headband, a medical-grade biometric bracelet, a high-resolution depth camera, and self-report questionnaires. The participants were exposed to a digital test lasting 20 min, composed of audiovisual stimuli and cognitive challenges, during which synchronized data from all devices were gathered. The dataset includes timestamped records related to emotional valence, arousal, and concentration, offering a valuable resource for multimodal learning analytics (MMLA). The recorded data were processed through calibration procedures, temporal alignment techniques, and emotion recognition models. It is expected that the NPFC-Test dataset will support future studies in human–computer interaction and educational data science by providing structured evidence to analyze cognitive and emotional states in learning processes. In addition, it offers a replicable framework for capturing synchronized biometric and behavioral data in controlled academic settings. Full article

The built environment plays a critical role in achieving climate neutrality, yet the construction sector continues to contribute significantly to carbon emissions and resource depletion. This study evaluates the experimental phase of the New European Bauhaus Academy (NEBA) Alliance pilot project, which aims to support sustainable transformation in the built environment through the integration of circular economy principles, adaptive reuse, and nature-based solutions. Conducted at the Lodz University of Technology, the pilot study involved interdisciplinary modules combining Building Information Modeling (BIM), urban regeneration strategies, and sustainable material use. A mixed-methods approach was employed, including structured surveys and qualitative analysis of student projects, to assess the effectiveness of these interventions. The results indicate that the pilot project successfully enhanced the participants’ understanding of sustainable design practices and their application in real-world architectural and urban contexts. Participants demonstrated increased competence in using digital tools for low-carbon design and in proposing regenerative solutions for existing urban fabric. The findings suggest that targeted, design-led initiatives can contribute meaningfully to the transformation of the built environment, aligning with the goals of the European Green Deal and the New European Bauhaus. This study offers a replicable model for embedding sustainability into professional practice through applied, context-sensitive strategies. Full article

Well-being is an important goal pursued by humans, and the living environment has a profound impact on various aspects of human health. The objective of this study is to explore the mechanism by which the built environment affects the well-being of residents, specifically how multiple, distinct domains of life satisfaction mediate the effects of diverse built environment features on well-being—a nuanced pathway not yet comprehensively examined. Based on questionnaire data collected from 22 statistical districts in Macau, with a sample size of 1313 individuals, a multilevel linear regression model and mediation analysis were applied (model R² ≈ 47%). When leisure satisfaction is used as a mediator variable alone, the explanatory power of the original model increases the most (from 7.6% to 32%). Complete Mediation via Specific Domains: Health satisfaction fully mediated the effects of intersection density (p < 0.05) and bus stop accessibility (p < 0.05). All four satisfaction domains collectively fully mediated income diversity (Shannon index, p < 0.01). The 14 built environment metrics (5 socioeconomic, 9 morphological) exhibited differential mediation mechanisms: while transportation-related metrics (intersection density, bus stops) primarily operated through health/social satisfaction, diversity indices (income, education, land use) and unemployment rate engaged all satisfaction domains. Some variables showed partial mediation through various satisfaction pathways (p < 0.01–0.05). These findings underscore the necessity of considering multidimensional life satisfaction as critical pathways in urban well-being research and policy. Full article

Inclusive campus design is increasingly being recognised as a key component of sustainable and equitable higher education environments. However, limited research has been carried out on this topic, particularly examining university campuses in Australia. Hence, this paper examines how principles of inclusion are embedded in the spatial planning and architectural design of Australian university campuses. Focusing on a comparative analysis of six Melbourne-based institutions, Victoria University, the University of Melbourne, Deakin University, RMIT University, La Trobe University, and Monash University, this study explores how each campus addresses accessibility, cultural diversity, social equity, and environmental comfort to achieve inclusivity. Drawing on site observations, planning documents, and design frameworks, this paper assesses the extent to which these universities operationalise inclusive design within their built environments. The analysis is guided by a theoretical framework combining universal design, spatial justice, and climate-responsive planning. The findings reveal diverse approaches across institutions, with some campuses demonstrating holistic and integrated strategies, while others exhibit more fragmented or symbolic applications. This paper concludes by outlining best practices and key design enablers that can inform more inclusive and sustainable campus development in Australia and beyond. Full article