Search Results (1,333)

In recent decades, technological advances have fostered new therapeutic approaches for children with neurodevelopmental disorders, particularly Autism Spectrum Disorder. Educational robotics has emerged as a promising resource for acquiring social skills, recognizing emotions, and developing theory of mind. However, there is still a need to understand which dimensions are most susceptible to this specific intervention and how its impact differs based on individual profiles. This study analyzes the effect of a therapeutic intervention based on Educational Robotics on Social Skills, Emotional Recognition, and Theory of Mind in two students diagnosed with Autism Spectrum Disorder. The intervention was structured in seven sessions using the ANDY^® kit. Tests from the NEPSY-II battery and an observational rubric of Social Skills recorded session by session were applied. Both participants showed significant improvements in Social Skills, especially in rules of courtesy, nonverbal communication, and conversational interaction. Regarding Emotional Recognition, one participant improved in identifying highly affective emotions, while the other showed more modest progress. Theory of Mind showed progress in only one of the participants. Adherence was high, although a slight decrease in motivation was identified in the last sessions. These results suggest that Educational Robotics, when applied within a structured therapeutic framework, can effectively foster socioemotional development in children with Neurodevelopmental Disorders. However, variability across domains highlights the importance of tailoring interventions to individual profiles and complementing them with strategies that support the transfer of learning to natural contexts. Full article

Background/Objectives: Primary health care (PHC) is the cornerstone of any high-quality healthcare system. For PHC to work well, healthcare professionals need to be skilled in critical thinking, self-reflection, and patient-centered care. However, few studies have explored the potential interplays between these factors. Therefore, this cross-sectional study evaluated the critical thinking disposition and training needs of PHC professionals, alongside patient experiences and satisfaction with PHC services. Methods: The study involved 54 PHC professionals and 100 patients from sixteen PHC facilities in Crete, Greece. Professionals completed the Critical Thinking Disposition Scale (CTDS) and Training Needs Assessment (TNA) questionnaires, while patients filled out the Quality-of-Life Instrument of Chronic Conditions in Primary Health Care (QUALICOPC) questionnaire. Results: Our findings indicated that PHC professionals exhibited high critical thinking levels (CTDS, mean score of 46.46 ± 4.24). However, TNA scores suggested moderate training needs, particularly in relationships/investigations [median: 0.50 (0, 1.50)], communication/patient-centered [median: 0.30 (0, 1.1)], and flexibility and application of knowledge [median: 0.40 (0, 1.0)]. Nevertheless, no significant correlation was found between CTDS and TNA (ρ = 0.08, p > 0.05). Patients mostly rated their health as poor (40%), and 26% lacked a family physician. Although patients were highly satisfied with communication and patient-centered care (>95% reporting positive experiences), continuity and empowerment had room for improvement. Only 37% felt their GP knew their living conditions, and 26% lacked a personal physician. Patients with chronic conditions reported significantly different experiences. Specifically, patients with chronic conditions had better continuity of care (84% vs. 59%, p = 0.01) and more comprehensive care (70% vs. 43%, p = 0.01) compared to controls. Conclusions: Our findings suggest that targeted training is needed for PHC professionals to address skill gaps. These initial findings could guide the creation of customized professional development initiatives and point to areas where PHC services could be structurally improved. Additional studies, including longitudinal ones, are required to further validate these associations. 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

Against the backdrop of the “dual carbon” strategy and digital rural development, examining the impact of farmers’ digital literacy on the adoption and efficiency of green agricultural technologies can provide micro-level evidence and actionable policy insights for advancing the green transformation of agriculture. Through a systematic literature review and thematic analysis of 52 eligible studies, this study identifies a significant triple role of digital literacy—as an enabler, a mediating mechanism, and a potential barrier—in the adoption of green agricultural technologies. While digital literacy significantly facilitates technology adoption, its positive effects are constrained by a “capacity gap” arising from limited digital skills, low literacy levels, and inadequate digital infrastructure. Technology adoption demonstrates distinct stratification: digital information and communication technologies (ICTs) exhibit high penetration but superficial utilization; green production technologies are largely limited by capital availability; and precision agriculture, intelligent systems, and blockchain applications remain primarily at the pilot or demonstration stage. Furthermore, the interaction between digital literacy and technology adoption enhances agricultural efficiency by reducing income disparities, fostering rural entrepreneurship, and improving green total factor productivity (GTFP). This review highlights the importance of targeted policies and further research to address the capacity gap, realize sustained efficiency gains, and promote digital empowerment as a pathway to sustainable agricultural transformation. Full article

This study examines the social factors shaping solar energy transitioning in Zambia’s mining sector, a key contributor to the national resource economy. It focuses on how policies, incentive systems, communication channels, training and skills development, and stakeholder engagement and partnership influence the sector’s readiness to adopt solar energy and support more reliable operations. A quantitative design was used, with a 5-point Likert-scale questionnaire administered to 192 respondents from mining companies, regulatory bodies, energy suppliers and local authorities. Data were analysed using descriptive statistics, reliability tests and hierarchical regression. The results show that stakeholder engagement and partnership and incentive systems are the strongest predictors of transition intentions, underscoring their role in improving energy security and supporting sustainable production. Policies, communication and training had weaker effects, indicating the need for stronger institutional coordination and targeted capacity building. Overall, the findings illustrate how social conditions shape renewable energy adoption and contribute to more resilient mining activities. Full article

Household food waste is a complex issue shaped by socioeconomic conditions, household size, time and resource constraints, and routine food management behaviors. Understanding the practices, attitudes, barriers, and motivators that influence food waste is crucial for designing effective and sustainable interventions for low-income households experiencing high rates of food insecurity. Guided by community input, a food waste reduction education program was developed and piloted in seven California counties. In total, 50 adults were enrolled; 40 completed pre/post surveys, 17 completed food waste audits, and 14 responded to a four-month follow-up survey. Survey results showed significant increases in key food management behaviors: making and using a shopping list, freezing food, and using leftovers in future meals. The percentage of participants discarding food because of package dates declined from 53% to 30%. All measures of barriers and self-efficacy improved. Food audit results indicated the volume and weight of solid and liquid food waste decreased, although the changes were not statistically significant. At follow-up, all respondents reported checking their refrigerator and cupboards before shopping, making a shopping list, and storing and reheating food safely all or most of the time. Overall, the findings demonstrate that practical, skills-based education can help low-income households reduce food waste. Full article

Background: The Rohingya refugee crisis is one of the largest humanitarian emergencies of the 21st century, with nearly one million Rohingya residing in overcrowded camps in southern Bangladesh. Women and children face the greatest vulnerabilities, including inadequate access to education and healthcare, which exacerbates their risks and limits opportunities for personal and community development. While international organizations continue to provide aid, resources remain insufficient, particularly in maternal and child healthcare, highlighting the urgent need for sustainable interventions. Objectives: The Hope Foundation for Women and Children in Bangladesh launched a pilot project for the Health Assistant Training (HAT) program to address critical gaps in healthcare and education for the Rohingya community. This nine-month training program equips young Rohingya women with essential knowledge and skills to support maternal health services in both clinical and community settings. Design: We conducted a qualitative evaluation of the HAT Program to explore its acceptance and anticipated benefits for both participants and the community. Methods: The research team used semi-structured interviews, focus groups, and field observations to explore the HAT Program’s impact on young Rohingya women and their community. They analyzed data through thematic analysis, developing a coding framework and identifying key themes to uncover patterns and insights. Results: The results were categorized into four themes: (1) community acceptance of the HAT Program, (2) the HAT Program’s impact on the health assistant trainees, (3) the impact of the HAT Program on the community, and (4) the potential ways to expand the HAT Program. Conclusions: This research underscores the program’s impact on improving healthcare access, enhancing women’s empowerment, and promoting community resilience. By situating this initiative within the broader context of refugee health, education, and capacity-building, this research highlights the HAT program’s potential as a replicable model in Bangladesh and in other humanitarian settings. Full article

Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, school-based immersive Virtual Reality (VR) learning program designed to enhance pragmatic language and social communication skills among Thai primary school children. Eleven participants aged 7–12 years completed a three-week, ten-session VR program that simulated authentic classroom, playground, and canteen interactions aligned with Thai sociocultural norms. Outcomes were measured using the Social Communication Questionnaire (SCQ) and the Pragmatic Behavior Observation Checklist (PBOC). While SCQ scores showed a small, non-significant reduction (p = 0.092), PBOC results demonstrated significant improvements in three foundational pragmatic domains: Initiation and Responsiveness (p = 0.032), Turn-Taking and Conversational Flow (p = 0.037), and Politeness and Register (p = 0.010). Other domains showed no significant changes. These findings suggest that immersive, culturally relevant VR environments can support early gains in core pragmatic language behaviors within educational settings, although broader social communication outcomes may require longer or more intensive learning experiences. Full article

(1) Background: Developing cultural competence and reflective communication skills remains a challenge in nursing education. Traditional teaching methods often provide limited opportunities for safe practice of culturally sensitive interactions in emotionally complex situations. Artificial intelligence (AI)–based patient simulations may offer a scalable approach to experiential and reflective learning. (2) Aim: This study explored the educational potential of AI-based patient simulations in supporting nursing students’ self-assessed cultural competence, reflective awareness, and communication confidence. (3) Methods: A convergent mixed-methods pre–post study was conducted among 24 s-cycle nursing students. Participants engaged in individual AI-based patient simulations with simulated patients representing diverse cultural contexts. Quantitative data were collected using an exploratory cultural competence self-assessment scale administered before and after the simulation. Qualitative data included post-simulation reflection forms and AI-student interaction transcripts, analysed using inductive thematic analysis. (4) Results: A statistically significant increase in overall self-assessed cultural competence was observed (Wilcoxon signed-rank test: Z = 4.05, p < 0.001, r = 0.59), with the greatest improvements in communication adaptability and perceived communication sufficiency. Qualitative findings indicated an emotional shift from uncertainty to engagement, heightened awareness of cultural complexity, reflective reassessment of assumptions, and high perceived educational value of AI simulations. (5) Conclusions: AI-based patient simulations represent a promising pedagogical tool for fostering reflective and communication-oriented learning in culturally complex nursing contexts. Their primary value lies in supporting experiential learning, emotional engagement, and the development of cultural humility, suggesting their potential role as a complementary educational strategy in advanced nursing education. Full article

Background/Objectives: The growing integration of Artificial Intelligence (AI) and chatbots in health professional education offers innovative methods to enhance learning and clinical preparedness. This study aimed to evaluate the educational impact and perceptions in university students of Human Nutrition and Dietetics, regarding the utility, usability, and design of the E+DIEting_Lab chatbot platform when implemented in clinical nutrition training. Methods: The platform was piloted from December 2023 to April 2025 involving 475 students from multiple European universities. While all 475 students completed the initial survey, 305 finished the follow-up evaluation, representing a 36% attrition rate. Participants completed surveys before and after interacting with the chatbots, assessing prior experience, knowledge, skills, and attitudes. Data were analyzed using descriptive statistics and independent samples t-tests to compare pre- and post-intervention perceptions. Results: A total of 475 university students completed the initial survey and 305 the final evaluation. Most university students were females (75.4%), with representation from six languages and diverse institutions. Students reported clear perceived learning gains: 79.7% reported updated practical skills in clinical dietetics and communication were improved, 90% felt that new digital tools improved classroom practice, and 73.9% reported enhanced interpersonal skills. Self-rated competence in using chatbots as learning tools increased significantly, with mean knowledge scores rising from 2.32 to 2.66 and skills from 2.39 to 2.79 on a 0–5 Likert scale (p < 0.001 for both). Perceived effectiveness and usefulness of chatbots as self-learning tools remained positive but showed a small decline after use (effectiveness from 3.63 to 3.42; usefulness from 3.63 to 3.45), suggesting that hands-on experience refined, but did not diminish, students’ overall favorable views of the platform. Conclusions: The implementation and pilot evaluation of the E+DIEting_Lab self-learning virtual patient chatbot platform demonstrate that structured digital simulation tools can significantly improve perceived clinical nutrition competences. These findings support chatbot adoption in dietetics curricula and inform future digital education innovations. Full article

Background/Objectives: Birth preparedness and complication readiness (BPCR) is a cornerstone of maternal health strategies designed to minimize the “three delays” in seeking, reaching, and receiving skilled care. In Ethiopia, uptake of BPCR remains insufficient, and little evidence exists on how individual- and community-level factors interact to shape preparedness. This study assessed the determinants of BPCR among women of reproductive age in Hawela Lida district, Sidama Region. Methods: A community-based cross-sectional study was conducted among 3540 women using a multistage sampling technique. Data were analyzed with multilevel mixed-effect negative binomial regression to account for clustering at the community level. Adjusted prevalence ratios (APRs) with 95% confidence intervals (CIs) were reported to identify determinants of BPCR. Model fitness was assessed using Akaike’s Information Criterion (AIC), the Bayesian Information Criterion (BIC), and log-likelihood statistics. Results: At the individual level, women employed in government positions had over three times higher expected BPCR scores compared with farmers (AIRR = 3.11; 95% CI: 1.89–5.77). Women with planned pregnancies demonstrated higher BPCR preparedness (AIRR = 1.66; 95% CI: 1.15–3.22), as did those who participated in model family training (AIRR = 2.53; 95% CI: 1.76–4.99) and women exercising decision-making autonomy (AIRR = 2.34; 95% CI: 1.97–5.93). At the community level, residing in urban areas (AIRR = 2.78; 95% CI: 1.81–4.77) and in communities with higher women’s literacy (AIRR = 4.92; 95% CI: 2.32–8.48) was associated with higher expected BPCR scores. These findings indicate that both personal empowerment and supportive community contexts play pivotal roles in enhancing maternal birth preparedness and readiness for potential complications. Random-effects analysis showed that 19.4% of the variance in BPCR was attributable to kebele-level clustering (ICC = 0.194). The final multilevel model demonstrated superior fit (AIC = 2915.15, BIC = 3003.33, log-likelihood = −1402.44). Conclusions: Both individual- and community-level factors strongly influence BPCR practice in southern Ethiopia. Interventions should prioritize women’s empowerment and pregnancy planning, scale-up of model family training, and address structural barriers such as rural access and community literacy gaps. Targeted, multilevel strategies are essential to accelerate progress toward improving maternal preparedness and reducing maternal morbidity and mortality. Full article

Active music and movement engagement has been widely integrated in human socialization across history and cultures, and is particularly prevalent in early childhood play and learning. For clinical populations, music therapy is known to support social skills and wellbeing for young children. However, there is less evidence for the value of active music engagement for non-clinical populations in terms of supporting social and behavioral wellbeing in the early years. This study reports results from the Rhythm and Movement for Self-Regulation (RAMSR) program delivered by generalist kindergarten teachers in low socioeconomic communities. This randomized control trial involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16 to 20 sessions of RAMSR over eight weeks, while the control group undertook usual preschool programs. Data was collected through teacher report at pre and post intervention, and again six months later once children had transitioned into their first year of school. Robust mixed models accounting for repeated measures and clustering of children within kindergartens (random effects), evidenced significant intervention effects across the three time points for improved prosocial skills (p = 0.04, n_p² = 0.02), and reduced externalizing (p < 0.01, n_p² = 0.03) and internalizing behavior problems (p = 0.04; n_p² = 0.02), with small to moderate effect sizes. These findings highlight the valuable role that intentional active music engagement in universal settings such as preschool can play in terms of social and behavioral wellbeing. The importance of these results lies in the fact that children from lower socioeconomic backgrounds are more likely to experience risks to social and behavioral development, requiring additional supports, yet experience inequities in access to high-quality music and movement programs. Full article

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints. Full article

Artificial Intelligence (AI) has increasingly contributed to advancements in pharmaceutical practice, particularly by enhancing the pharmacist–patient relationship and improving medication adherence. This quantitative, descriptive, cross-sectional study investigated Eastern Romanian pharmacists’ perception of AI-based applications as effective optimization tools, correlating it with disruptive communication factors. An anonymous and online questionnaire was distributed to community pharmacists, examining sociodemographic characteristics, awareness of disruptive factors, and the perceived usefulness of AI. The sample included 437 respondents: pharmacists (55.6%), mostly female (83.8%), and aged between 25 and 44 (52.6%). Data analysis involved descriptive statistics and independent t-tests. The statistical analysis revealed a significantly positive perception (p < 0.001) of AI on pharmacist–patient communication. Respondents viewed AI as a valuable tool for reducing medication errors and optimizing counseling time, though they maintain a strong emphasis on genuine human interaction. Significant correlations were found between disruptive factors—such as noise and high patient volume—and the quality of communication. Participants also expressed an increased interest in applications like automatic prescription scheduling and the use of chatbots. The study concludes that a balanced implementation of AI technologies is necessary, one that runs parallel with the continuous development of pharmacists’ communication skills. Future research should focus on validating AI’s impact on clinical outcomes and establishing clear ethical guidelines regarding the use of patient data. Full article

Crescendo is a music-based social and emotional learning (SEL) programme designed for primary/elementary school children living in disadvantaged communities. It is a community-led, orchestra-delivered, and evidence-informed initiative aimed at improving children’s musical and SEL outcomes through sustained engagement. Children growing up in socioeconomically disadvantaged areas often experience challenges with SEL and limited access to orchestral music education. However, emerging research suggests a relationship between music participation and SEL development. This study evaluated the initial impact of Crescendo on 559 children aged 5–6 in their first year of participation (Year 1 of 7). A quasi-experimental, rolling cohort design compared pupils in four participating Crescendo schools with pupils in four matched control schools not receiving the programme. Outcome measures included music skills (beat, pitch, and reaction to music) and SEL (behavioural self-regulation). The findings indicated significant positive effects of the programme across all outcome domains, with moderate effects observed in self-regulation (Cohen’s d = 0.29) and reaction to music (Cohen’s d = 0.21) compared to control schools. These results suggest that collaboration between orchestral musicians and educators can positively influence young children’s musical and SEL development in resource-constrained settings. The findings also underscore the importance of clearly defined programme models to support replication and scalability. Full article