Search Results (199)

This article examines training itineraries for early childhood education professionals in Portugal, focusing on promoting social and human development through music and the arts for infants. The training models discussed are categorized as short-term and long-term, encompassing both theory and practice through a transdisciplinary approach. Based on initiatives promoted by the Companhia de Música Teatral (CMT) and the Education and Human Development Group of the Centre for the Study of Sociology and Musical Aesthetics (CESEM) at NOVA University Lisbon, the article highlights projects such as: (i) Opus Tutti and GermInArte, developed between 2011 and 2018; (ii) the Postgraduate Course Music in Childhood: Intervention and Research, offered at the University since 2020/21, which integrates art, health, and education, promoting collaborative work between professionals; and (iii) Mil Pássaros (Thousand Birds), developed since 2020, which exemplifies the integration of environmental education and artistic practices. The theoretical basis of these training programs combines neuroscientific and educational evidence, emphasizing the importance of the first years of life for integral development. Studies, such as those by Heckman, reinforce the impact of early investment in children’s development. Edwin Gordon’s Music Learning Theory and Malloch and Trevarthen’s concept of ‘communicative musicality’ structure the design of these courses, recognizing music as a catalyst for cognitive, emotional, and social skills. The transformative role of music and the arts in educational and social contexts is emphasized, in line with the Sustainable Development Goals of the 2030 Agenda, by proposing approaches that articulate creation, intervention, and research to promote human development from childhood onwards. Full article

With the increasing application of digital interactive installations in museums, their role in enhancing audience engagement and cultural dissemination effectiveness has become prominent. However, ensuring the sustained use of these technologies remains challenging. Based on distributed cognition and perceived value theories, this study investigates key factors influencing users’ continuous usage of digital interactive installations using the Capital Museum in Beijing as a case study. A theoretical model was constructed and empirically validated through Bayesian Structural Equation Modeling (Bayesian-SEM) with 352 valid samples. The findings reveal that perceived ease of use plays a critical direct predictive role in continuous usage intention. Environmental factors and peer interaction indirectly influence user behavior through learner engagement, while user satisfaction serves as a core mediator between perceived ease of use and continuous usage intention. Notably, perceived usefulness and entertainment showed no direct effects, indicating that convenience and social experience outweigh functional benefits in this context. These findings emphasize the importance of optimizing interface design, fostering collaborative environments, and enhancing user satisfaction to promote sustained participation. This study provides practical insights for aligning digital innovation with audience needs in museums, thereby supporting the sustainable integration of technology in cultural heritage education and preservation. Full article

This study investigates the foundational causes of unsustainability that obstruct efforts to address global challenges such as climate change, environmental degradation, water crises, and public health deterioration. Using qualitative research with in-depth expert interviews from education, environmental studies, and business, it finds that these global challenges, while visible on the surface, are deeply rooted in worldviews that shape human behavior, societal structures, and policies. Building on this insight, the thematic analysis manifests three interrelated systemic paradigms as the fundamental drivers of unsustainability: a crisis of wholeness, reflected in fragmented identities and collective disorientation; a disconnection from nature, shaped by human-centered perspectives; and the influence of dominant political-economic systems which prioritize growth logics over ecological and social concerns. These paradigms underlie both structural and cognitive barriers to systemic transformation, which influence the design and implementation of education for sustainability. By clarifying a body of knowledge and systemic paradigms regarding unsustainability, this paper calls for transformative education that promotes a holistic, value-based approach, eco-empathy, and critical thinking, aiming to equip future generations with the tools to challenge and transform unsustainable systems. Full article

Objectives: This study assessed the effectiveness of a cognitive behavioral therapy (CBT)-based fine dust education program, grounded in the Health Belief Model (HBM), on elementary students’ fine dust knowledge, related behaviors, and mental health (depression, anxiety, stress, sleep quality). Methods: From September to November 2024, 95 students (grades 4–6) living near a coal-fired power plant in midwestern South Korea were assigned to either an intervention group (n = 44) or a control group (n = 51). The intervention group completed a three-session CBT-based education program; the control group received stress management education. Assessments were conducted at weeks 1, 2, 4, and 8 using standardized mental health and behavior scales (PHQ: Patient Health Questionnaire, GAD: Generalized Anxiety Disorder Assessment, PSS: Perceived Stress Scale, ISI: Insomnia Severity Index). Results: A chi-square test was conducted to compare pre- and post-test changes in knowledge and behavior related to PM2.5. The intervention group showed significant improvements in seven fine dust-related knowledge and behavior items (e.g., PM2.5 awareness rose from 33.3% to 75.0%; p < 0.05). The control group showed limited gains. Regarding mental health, based on a mixed-design ANCOVA, anxiety scores significantly declined over time in the intervention group, with group and interaction effects also significant (p < 0.05). Depression scores showed time effects, but group and interaction effects were not significant. No significant changes were observed for stress, sleep, or group × PM2.5 interactions. Conclusions: The CBT-based education program effectively enhanced fine dust knowledge, health behaviors, and reduced anxiety among students. It presents a promising, evidence-based strategy to promote environmental and mental health in school-aged children. Full article

Individual willingness to pay (WTP) for green energy plays a vital role in mitigating climate change. Based on social cognitive theory (SCT), which emphasizes the dynamic interaction among individual cognition, behavior and the environment, this study develops a theoretical model to identify factors influencing green energy WTP. The study is based on 585 valid questionnaire responses from urban areas in China and uses Structural Equation Modeling (SEM) to reveal the linear causal path. Meanwhile, fuzzy-set Qualitative Comparative Analysis (fsQCA) is utilized to identify the combined paths of multiple conditions leading to a high WTP, making up for the limitations of SEM in explaining complex mechanisms. The SEM analysis shows that social trust, social networks, and social norms have a significant positive impact on individual green energy WTP. And this influence is further transmitted through the mediating role of environmental self-efficacy and expectations of environmental outcomes. The FsQCA results identified three combined paths of social capital and environmental cognitive conditions, including the Network–Norm path, the Network–efficacy path and the Network–Outcome path, all of which can achieve a high level of green energy WTP. Among them, the social networks are a core condition in every path and a key element for enhancing the high green energy WTP. This study promotes the expansion of SCT, from emphasizing the linear role of individual cognition to focusing on the configuration interaction between social structure and psychological cognition, provides empirical evidence for formulating differentiated social intervention strategies and environmental education policies, and contributes to sustainable development and the green energy transition. Full article

Addressing climate change requires not only knowledge but also psychological resilience. This study examined whether integrating Mental Mode Management (MMM) self-regulation training with climate education improves pro-environmental outcomes and emotional responses to climate change. In a randomised 2 × 2 design, 44 participants were assigned to either a control group (CG; n = 21), which received a six-week climate education programme, or an experimental group (MMM; n = 23), which received the same education plus MMM training. Pro-environmental attitudes, behaviours, carbon emissions, climate change anxiety, mindfulness, and executive functions were assessed at baseline and post-intervention. A follow-up was also conducted six months later. Both groups showed increased pro-environmental attitudes post-intervention (η² = 0.3) and reduced food-related emissions (η² = 0.107). No changes were observed in pro-environmental behaviour scores or global carbon footprint. While neither intervention affected overall climate anxiety or cognitive impairment, functional impairment increased in the CG and decreased in the MMM group (η² = 0.177), with mindfulness facet acting with awareness moderating this effect. These findings contribute to sustainability research by showing that integrating climate education with psychological training enhances environmental awareness and fosters emotionally resilient engagement with climate challenges, supporting individual-level contributions to broader sustainability goals. Full article

A significant development in pedagogical strategies which make use of the principles of embodied cognition can be found within the implementation of Immersive Virtual Reality (IVR) into art and design education. This theoretical study investigates how IVR-mediated embodiment enhances spatial thinking and creative problem-solving in art and design education by examining the taxonomy of embodied learning and principles of embodied cognition. The pedagogical affordances and limitations of IVR for creative learning are analyzed through a combination of empirical research and case studies, such as the Tangible and Embodied Spatial Cognition (TASC) system and Tilt Brush studies. Through gesture, spatial navigation, and environmental manipulation, IVR provides numerous possibilities for externalizing creative ideation; however, its implementation requires negotiating contradictions between virtual and physical materiality. IVR-based educational technologies have the potential to revolutionize teaching and learning. The goal of this paper is to provide educators with a theoretically grounded framework for applying embodied practices in IVR-based learning environments, while also acknowledging the current limitations of this technology. Full article

The increasingly severe ecological and environmental problems in rural areas pose a serious threat to agricultural sustainability and human well-being. Protecting the ecological environment of cultivated land is fundamental to ensuring food security and achieving sustainable development goals. The effective integration of digital technology into farmers’ production and daily life is a key driver for transforming farming practices and advancing the ecological protection of cultivated land. This study draws on data from the 2020 China Rural Revitalization Survey (CRRS) to systematically examine the impact of farmers’ digital participation on the ecological protection of cultivated land. The main findings are as follows: (1) Digital participation significantly promotes ecological conservation of cultivated land, with each unit increase associated with a 7.8% reduction in fertilizer use intensity; (2) the results are robust across various empirical strategies, including instrumental variable estimation, the ERM approach, residual analysis, and alternative indicator specifications; (3) mechanism analysis indicates that digital participation reduces fertilizer use through three main channels: expansion of social networks (accounting for 7.10%), enhancement of subjective cognition (29.66%), and adoption of agricultural technologies (10.18%); and (4) heterogeneity analysis shows that the protective effects on cultivated land are more pronounced among households with off-farm employment experience, in villages where leaders have higher educational attainment, and in regions with more advanced digital environments. Based on these findings, the following policy recommendations are proposed: enhancing digital infrastructure in rural areas, strengthening the training of agricultural practitioners, and developing localized digital environments tailored to local conditions. Full article

The objective of the study is to demonstrate how cognitive chief executive officers (CEOs) influence corporate social and environmental performance under the moderating impact of innovation, supervisors and cash holdings. Significantly, we have formulated cognitive CEOs using data envelope analysis while considering the specific attributes of the incumbent CEO (by considering the age, tenure, goodwill, education and tacit knowledge of CEOs). The research approach aims to elucidate that cognitive CEOs strongly invigorate social and environmental performance. However, the moderating role of corporate innovation weakens this connection, whereas the moderating role of supervisors invigorates this relationship. In contrast, cash hoarding deters social and environmental performance through its moderating effectiveness. Conclusively, theoretical contribution illuminates the stakeholder theory frame of reference while emphasizing the identification of corporate social and environmental performance. Specifically, the role of cognitive CEOs has been signified as a promoter of such strategies, which indicate their orientation toward social responsibility. Empirical underpinnings illustrate the impact of corporate innovation, supervisors and cash holdings, which asymmetrically influence social and environmental performance. The recommendations of the research results refer to the characterization of the optimal attributes of cognitive CEOs that are essential to enhance social and environmental performance. Full article

This study investigated the impact of a sustainability-focused educational initiative on pre-service teachers’ environmental attitudes, willingness to act, and ecological footprint. Sixty pre-service teachers participated in a six-week structured program that integrated inquiry-based learning, experiential activities, and problem-solving tasks. Using validated instruments, pre- and post-intervention surveys measured environmental attitudes, willingness to act, and ecological footprint. Paired-sample t-tests and repeated-measures ANOVA revealed significant improvements across all variables. Environmental attitudes increased (M = 3.45, SD = 0.65 pre; M = 4.10, SD = 0.50 post; t(59) = 6.50, p < 0.001), as did willingness to act (M = 3.20, SD = 0.70 pre; M = 4.00, SD = 0.55 post; t(59) = 7.25, p < 0.001). Participants’ ecological footprint decreased significantly (M = 2.80, SD = 0.85 pre; M = 2.30, SD = 0.75 post; t(59) = −5.85, p < 0.001). Moderation and mediation analyses revealed a strong relationship between attitude change and behavioral shifts (B = 0.25, SE = 0.07, t = 3.57, p < 0.001). These results highlight the effectiveness of sustainability education in fostering cognitive and behavioral transformation. As these pre-service teachers transition into professional educators, their enhanced environmental awareness and sustainable behaviors may influence future generations, promoting long-term ecological responsibility in schools and communities. This highlights the need to integrate sustainability-focused programs into teacher education worldwide. Full article

Background: Multicultural education and second-language acquisition engaged neural networks, supporting executive function, memory, and social cognition in adulthood, represent powerful forms of brain-inspired multisensory learning. The neuroeducational framework integrates neuroscience with pedagogical practice to understand how linguistically and culturally rich environments drive neuroplasticity and cognitive adaptation in adult learners. Objective: This systematic review synthesizes findings from 80 studies examining neuroplasticity and cognitive outcomes in adults undergoing multicultural and second-language acquisition, focusing on underlying neural mechanisms and educational effectiveness. Methods: The analysis included randomized controlled trials and longitudinal studies employing diverse neuroimaging techniques (fMRI, MEG, DTI) to assess structural and functional brain network changes. Interventions varied in terms of immersion intensity (ranging from limited classroom contact to complete environmental immersion), multimodal approaches (integrating visual, auditory, and kinesthetic elements), feedback mechanisms (immediate vs. delayed, social vs. automated), and learning contexts (formal instruction, naturalistic acquisition, and technology-enhanced environments). Outcomes encompassed cognitive domains (executive function, working memory, attention) and socio-emotional processes (empathy, cultural adaptation). Results: Strong evidence demonstrates that multicultural and second-language acquisition induce specific neuroplastic adaptations, including enhanced connectivity between language and executive networks, increased cortical thickness in frontal–temporal regions, and white matter reorganization supporting processing efficiency. These neural changes are correlated with significant improvements in working memory, attentional control, and cognitive flexibility. Immersion intensity, multimodal design features, learning context, and individual differences, including age and sociocultural background, moderate the effectiveness of interventions across adult populations. Conclusions: Adult multicultural and second-language acquisition represents a biologically aligned educational approach that leverages natural neuroplastic mechanisms to enhance cognitive resilience. Findings support the design of interventions that engage integrated neural networks through rich, culturally relevant environments, with significant implications for cognitive health across the adult lifespan and for evidence-based educational practice. Full article

Background/Objectives: All countries face a shortage of qualified nurses. Based on the social cognitive career theory (SCCT), it is assumed that individual and environmental aspects are interlinked and determinants in career choice and vocational behaviors. This study aims to determine if nursing students differ in their perceptions of nursing as a career. Furthermore, this study wants to determine if the students in a cluster differed in their outcome expectations, job satisfaction, and informal workplace learning. Methods: This study employed a mixed-methods design consisting of two phases: the first involving a pre-study with experts (N = 10) and the second comprising a cross-sectional questionnaire survey. The goal of the pre-study was to find relevant characteristics of the nursing profession. In a cross-sectional study with an online questionnaire, 230 nursing students (N = 230) participated. An inclusion criterion was that participants were enrolled in vocational training to become a nurse. In the questionnaire validated scales were used to ask participants about the characteristics of the nursing profession, their perceptions of nursing as a career, outcome expectations, informal workplace learning, and job satisfaction. Analysis: Data analysis included descriptive statistics (e.g., percentage distributions), hierarchical cluster analysis, and analysis of variance (ANOVA). Results: The LCA results based on Schwarz’s BIC showed a two-cluster solution (Akaike Information Criterion (AIC) 251.984, Bayesian information criterion (BIC) 265.296, and adjusted Bayesian information criterion (aBIC) 252.622). The results of the ANOVA showed significant differences regarding outcome expectations (F = 22.738; <0.001), the perception of nursing as a career (F = 36.231; <0.001), and the engagement in informal workplace learning activities (F = 20.62; <0.001). For job satisfaction, no significant differences were found. Conclusions: Nursing vocational education and training is a vital socialization process in which supervisors can arrange a positive learning climate. Full article

This paper focuses on the social effect assessment of the ecological governance of Poyang Lake wetland in Jiangxi Province. By distributing 1098 valid questionnaires to the surrounding residents and collecting them, this paper deeply explores the feedback on residents’ satisfaction and recognition regarding the effectiveness of wetland governance measures. Through the comprehensive use of the Order Logit model and descriptive statistical methods such as the mean and standard deviation, this paper deeply discusses the impact of the ecological management measures of Poyang Lake wetland on residents’ life quality, environmental protection awareness, and community well-being. The study found that the wetland ecological management project was widely praised, and the overall satisfaction of residents was as high as 87.5%, reflecting a significant social effect. Further analysis revealed that satisfaction was affected by multiple factors, including age, education, quality of life (including increased leisure and recreational space and enhanced regional identity), and improvement in environmental quality (including increased bird species diversity, improved water and air quality, and improved infrastructure). Residents’ cognition of wetland function is multi-dimensional and profound, but they still need to strengthen standard science education in deep-level ecological functions such as species protection. Based on the research conclusion, three policy suggestions are proposed: first, the government should strengthen ecological education and enhance the public awareness of environmental protection; second, the government should pay attention to the win–win of ecology and people’s livelihoods and promote the harmonious coexistence of wetland protection and community development; and third, the government should improve the relevant infrastructure, strengthen environmental protection facilities, scientific research monitoring and legal construction, and lay a solid foundation for the sustainable protection and utilization of wetland resources. Full article

The East–West Mountain Region (EWMR) of Wuhan is a vital natural and cultdural asset, characterized by its scenic nature landscapes and rich historical and cultural heritage. This study aims to address the problems of landscape character degradation and weakened public preferences caused by rapid urbanization and proposes a research framework integrating landscape character assessment and public preferences. Initially, we utilize K-means cluster analysis to identify landscape character types based on six landscape elements, resulting in a landscape character map with 20 types. Subsequently, we employ emotion analysis based on Natural Language Processing (NLP) techniques to analyze user-generated content (UGC) from Weibo check-in data to establish perception characteristic indicators reflecting public preferences. Finally, we quantitatively identify the environmental factors influencing public preferences through the SoIVES model and compare and integrate the landscape character map with the public emotion value map. The results show that (1) public preferences hotspots are concentrated in three types: (a) urban construction-driven types, including areas dominated by commercial service functions and those characterized by mixed-function residential areas; (b) natural terrain-dominated types with well-developed supporting facilities; and (c) hybrid transition types predominated by educational and scientific research land uses. These areas generally feature a high degree of functional diversity and good transportation accessibility. (2) Landscapes eliciting stronger emotional responses integrate moderate slopes, multifunctional spaces, and robust public services, whereas areas with weaker responses are characterized by single-function use or excessive urbanization. (3) The emotional variations within categories could be influenced by (a) functional hybridity through enhanced environmental exploration; (b) spatial usage frequency through place attachment formation; and (c) visual harmony through cognitive overload prevention. These findings provide critical insights for formulating zoning optimization plans aimed at the refined conservation and utilization of urban landscape resources, as well as offering guidance for improving landscape planning and management in the EWMR. Full article

The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom’s Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach—combining reflective practitioner inquiry, design-based research, and conceptual model development—the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom’s Taxonomy provides a scaffold for learning progression, while the Function–Structure–Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment. Full article