Search Results (3,963)

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts. Full article

School-based health centers (SBHCs) provide accessible, comprehensive healthcare to students, particularly in underserved communities, and play a critical role in addressing reproductive health needs. Despite their benefits, the availability of SBHCs remains limited across the U.S., with ongoing debates regarding their role in educational settings, especially concerning reproductive health services. This study assessed public opinion regarding reproductive health services in SBHCs within middle and high schools in Duval County, Florida. A representative sample of 605 adults was surveyed using a Random-Digit-Dialing approach, and data were weighted for analysis. Overall, support for reproductive health services was high, with 68–74% of respondents in high school and 49–57% in middle school favoring services such as STI testing and treatment, pregnancy testing, and providing condoms. Significant differences in support levels are noted across demographic groups, particularly by age and race. The findings indicate strong community support for implementing reproductive health services in SBHCs, highlighting their potential to improve access to essential health services for adolescents. This research provides valuable insights for policymakers to advocate for the expansion of SBHCs to include comprehensive reproductive health services, addressing health disparities among youth. Full article

Short-form video platforms increasingly shape students’ media practices, yet little is known about the pedagogical value of student-generated videos in university mathematics. This study examined an intervention in a first-year mathematics course at a European university in which students produced 1–2 min explanatory videos solving integration problems and subsequently engaged in peer evaluation of selected exemplars. A mixed-methods design was employed, combining coursework and final examination scores with interview data. No statistically significant performance gains were observed; however, strong positive correlations between coursework, final examination and overall grade indicated stable achievement patterns across assessment points. Qualitative analysis suggested that the process of producing short instructional videos encouraged students to reflect on explanatory clarity, peer perspectives, and the communication of mathematical reasoning, despite linguistic and technical challenges. Overall, the findings provide exploratory insights into how student-generated videos can be integrated into undergraduate mathematics courses as a low-stakes instructional activity supporting reflective engagement and peer-oriented explanation. This study contributes to the scholarship of teaching and learning (SoTL) in STEM education by offering an empirically grounded account of a media-based, peer-oriented learning activity in a university mathematics context. Full article

Informal learning increasingly occurs in digital environments, where citizens access, evaluate and apply knowledge outside of formal education. In the context of disaster preparedness, such informal learning is crucial for promoting individual and collective self-protection. This study examines how disaster preparedness knowledge is represented in German-language online resources, and how these materials can be categorised from an adult education perspective. An exploratory mixed-methods design combining expert-guided sampling, a qualitatively developed coding scheme, large-scale web scraping and AI-assisted classification was employed. A total of 7305 webpages were analysed in terms of actor type, topic, media format, and didactic design. The findings suggest that government and commercial organisations dominate the online preparedness landscape, with limited contributions from civil society and individuals. Thematically, most resources focus on general preventive measures and checklists, whereas scenario-specific and procedural content is underrepresented. Didactically rich and interactive formats are rare, with most materials relying on static, text-based communication. From an adult education perspective, these results suggest a gap between raising awareness and active learning. While online resources offer easy access to preparedness knowledge, they rarely facilitate deeper understanding, participation or collaborative learning. Methodologically, the study illustrates how AI-assisted analysis can combine qualitative interpretive depth with computational scalability in educational research. Full article

Refugees and asylum seekers (RASs) are among the most marginalised, vulnerable, and economically disadvantaged groups worldwide. As a result, many government and non-government organizations, including migrant-led community organizations (MLCOs), support RASs to improve their lives in their host countries. However, there is a lack of research on the role and challenges of MLCOs supporting RASs. Therefore, informed by the concepts of grassroots humanitarianism and ethnic capital, and based on data collected through focus group discussions, this article explores the rationale, activities, and challenges of Eritrean MLCOs in England. The findings indicate that MLCOs help fill some gaps left by government agencies by providing RASs with strong advocacy and support systems to protect their rights and meet their needs. Although volunteers with limited funding run these organizations, they utilise ethnic capital to provide knowledge, raise awareness, and deliver culturally sensitive services to RASs in their own language. This article advances understanding of MLCOs’ work and improves their services to better meet the needs of RASs. It also contributes to knowledge by highlighting MLCOs’ role as sites of learning and education. Full article

The current debate on digital education is at a crossroads between the need for technological innovation and the growing concern about the impact of passive screen use. In this context, identifying sustainable pedagogical models that integrate Information and Communication Technologies (ICT) in a meaningful and inclusive way is an urgent need. This article presents a case study of the Amara Berri System (ABS), aiming to analyze how inclusive and sustainable digital innovation is operationalized within the system and whether teachers’ length of service is associated with the implementation and perceived impact of inclusive ICT practices. The investigation is based on a mixed-methods sequential design. A questionnaire was administered to a sample of 292 teachers to collect data on their practices and perceptions. Subsequently, a focus group with eight teachers was conducted to further explore the meaning of their practices. Quantitative results show that the implementation and positive evaluation of inclusive ICT practices correlate significantly with teachers’ seniority within the system, which suggests that the model is formative in itself. Qualitative analysis shows that ICTs are not an end in themselves within the ABS, but an empowering tool for the students. The “Audiovisual Media Room”, managed by students, functions as a space for social and creative production that gives technology a pedagogical purpose. The study concludes that the sustainability of digital innovation requires coherence with the pedagogical project. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive education. Full article

Background: The rapid ageing of the cardiovascular population has profoundly transformed clinical practice, with an increasing proportion of patients presenting advanced age, frailty, multimorbidity, and functional vulnerability. Conventional cardiology models, largely derived from younger and selected populations, often fail to adequately address the complexity of cardiovascular care in older adults. Despite the growing development of cardiogeriatrics, the core competencies required for contemporary geriatric cardiology practice remain insufficiently defined. Methods: This narrative review synthesises evidence from cardiology, geriatrics, heart failure, and the palliative care literature, complemented by clinical expertise in integrated cardiogeriatric care pathways, to identify key competencies relevant to the care of older adults with cardiovascular disease. Results: Four major domains of geriatric cardiology competencies were identified: (1) advanced cardiovascular expertise adapted to ageing physiology, frailty, and multimorbidity; (2) integration of comprehensive geriatric assessment into cardiovascular decision-making; (3) a dedicated cardiogeriatric communication mindset supporting shared decision-making under prognostic uncertainty; and (4) system-based competencies focused on multidisciplinary coordination, care transitions, and therapeutic proportionality. Conclusions: Defining the core competencies of the geriatric cardiologist is essential to addressing the clinical and organisational challenges of an ageing cardiovascular population. This framework provides a pragmatic foundation for clinical practice, education, and future research, supporting integrated cardiogeriatric care models aligned with patient-centred outcomes. Full article

The continuous degradation of mangrove ecosystems, considered among the most vulnerable worldwide, reveals multiple threats driven by human activities and climate change. In the Peruvian context, particularly in the Tumbes Mangrove ecosystem, these pressures are intensified by the absence of integrated spatial and educational infrastructures capable of supporting conservation efforts while engaging local communities. In response, this research proposes a Sustainable Interpretation Center for Conservation and Environmental Education in Ecologically Sensitive Areas of the Tumbes Mangrove, Peru. The methodology includes climate data analysis, identification of local flora and fauna, and site topography characterization, supported by digital tools such as Google Earth, AutoCAD 2025, Revit 2025, and 3D Sun Path. The results are reflected in an architectural proposal that incorporates sustainable materials compatible with sensitive ecosystems, including eco-friendly structural solutions based on algarrobo timber, together with resilient strategies addressing climatic variability, such as lightweight structures, elevated platforms, and passive environmental solutions that minimize impact on the mangrove. Furthermore, the proposal integrates a photovoltaic energy system consisting of 12 solar panels with a unit capacity of 450 W, providing a total installed capacity of 5.4 kWp, complemented by a 48 V LiFePO₄ battery storage system designed to ensure energy autonomy during periods of low solar availability. In conclusion, the proposal adheres to principles of sustainability and energy efficiency and aligns with the Sustainable Development Goals (SDGs) 7, 8, 12, 14, and 15, reinforcing the use of clean energy, responsible tourism, sustainable resource management, and the conservation of marine and terrestrial ecosystems. 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

Effective communication in English is a critical behavioral competency for seafarers in a multilingual maritime environment, directly impacting operational safety. However, a gap exists between current Maritime English (ME) training in China and the actual communication demands of global seafaring. This study aims to identify the specific ME skills including linguistic, behavioral, and sociolinguistic dimensions that are most important for on-board performance and safety management from the perspective of pre-service maritime students at Shanghai Maritime University. A mixed-methods approach was used, combining structured questionnaires (n = 313) with in-depth follow-up interviews (n = 10). The results identified 24 highly needed ME skills, particularly focused on areas governing safety-critical behaviors, such as wireless communication, security protocols, and emergency procedures. In addition, based on learner profiling, the study depicts two different learner characteristics: exam-focused and work-focused students, each with different views on the importance of skills. Work-focused students place greater emphasis on the practicality of their skills. The interview data confirms and enriches these quantitative research results. The research findings emphasize that ME courses must be more closely aligned with real-world communicative scenarios and behaviors, prioritize scenario based teaching and practical operations, and tailor differentiated teaching based on learner psychology and behavioral preference. This study offers references for maritime education institutions with similar learner profiles to optimize ME curricula, prioritize secure communication skills, and strengthen industry-education collaboration, thereby enhancing pre-service maritime students’ safety behavior and professional competitiveness in China. Full article

Service-learning has emerged as a promising pedagogical approach to address social challenges while fostering students’ academic, socioemotional, and civic development. Despite the growing body of literature, there is a lack of systematic reviews evaluating its effectiveness in secondary education beyond the United States. Therefore, this systematic review aimed to synthesize the available empirical research on service-learning interventions implemented with secondary education students (grades 7–10) outside United States. Following The Campbell Collaboration guidelines, a comprehensive search was conducted across Web of Science and ProQuest, supplemented by other resources (general web search, hand searches, ongoing research, open access and relevant institutions and networks). Inclusion criteria required quantitative empirical studies (randomized controlled trials, quasi-experimental designs, or pretest–posttest designs) published from 2008 to June 2025 that measured academic, cognitive, socio-emotional, civic, and community outcomes using quantitative procedures. After screening, 10 studies met the inclusion criteria. The findings indicate that service-learning programs can generate positive outcomes on academic performance and non-cognitive skills. Nevertheless, methodological weaknesses and heterogeneity across studies prevent drawing robust conclusions. The review highlights the need for more rigorous research to strengthen the evidence base for service-learning among adolescents in systems worldwide. Full article

The Immersive Decentralized Digital space (IDDs), derived from blockchain technology and Massively Multiplayer Online Games (MMOGs), enables real-time multisensory interactions that support social connection under metaverse concepts. Although recognized as a technology with significant potential for educational innovation, IDDs remain underutilized in health professions education. Health profession students are often unaware of how IDDs’ features can be applied to their learning through in- or after-classroom activities. This study employs a quantitative research design to evaluate students’ perceptions of next-generation digital learning without any prior exposure to IDDs. An electronic survey was developed to examine four dimensions of learning facilitation: “Remote Learning” for capturing past experiences with digital competence during the COVID-19 era; “Digital Evolution,” reflecting preferences in utilizing digital spaces; “Interactive Communication” and “Knowledge Application” for applicability of IDDs in the health professions education. Statistical analyses revealed no significant differences in perceptions based on gender or major on all factors. Nevertheless, significant differences emerged based on nationality in “Digital Evolution”, “Interactive Communication”, and “Knowledge Application”, highlighting the influence of cultural and educational backgrounds on receptiveness to virtual learning environments. By recognizing the discrepancies and addressing barriers to digital inclusion, IDDs hold strong potential to enhance health professional learning experiences and educational outcomes. Full article

Introduction: Nursing educators and clinical leaders face persistent challenges in engaging the next generation of nurses, often characterized by short attention spans, frequent phone use, and underdeveloped communication skills. This article describes the design and delivery of a full-day interactive teaching workshop for nursing faculty, senior clinical nurses, and nurse leaders, developed using a design-thinking approach supported by generative AI. Methods: The workshop comprised four thematic sessions: (1) Learning styles across generations, (2) Interactive teaching methods, (3) Application of interactive teaching strategies, and (4) Lesson planning and transfer. Generative AI was used during planning to create icebreakers, discussion prompts, clinical teaching scenarios, and application templates. Design decisions emphasized low-tech, low-prep strategies suitable for spontaneous clinical teaching, thereby reducing barriers to adoption. Activities included emoji-card introductions, quick generational polls, colored-paper reflections, portable whiteboard brainstorming, role plays, fishbowl discussions, gallery walks, and movement-based group exercises. Participants (N = 37) were predominantly female (95%) and represented multiple generations of X, Y, and Z. Mid- and end-of-workshop reflection prompts were embedded within Sessions 2 and 4, with participants recording their responses on colored papers, which were then compiled into a single Word document for thematic analysis. Results: Thematic analysis of 59 mid- and end-workshop reflections revealed six interconnected themes, grouped into three categories: (1) engagement and experiential learning, (2) practical applicability and generational awareness, and (3) facilitation, environment, and motivation. Participants emphasized the workshop’s lively pace and hands-on design. Experiencing strategies firsthand built confidence for application, while generational awareness encouraged reflection on adapting methods for younger learners. The facilitator’s passion, personable approach, and structured use of peer learning created a psychologically safe and motivating climate, leaving participants recharged and inspired to integrate interactive methods. Discussion: The workshop illustrates how AI-assisted, design-thinking-driven professional development can model effective strategies for next-generation learners. When paired with skilled facilitation, AI-supported planning enhances engagement, fosters reflective practice, and promotes immediate transfer of interactive strategies into diverse teaching settings. Full article

Flooding is an increasing climate risk in the UK, yet schools remain marginal in resilience planning. Flood events disrupt education, heighten pupil anxiety, increase staff workload and unsettle communities, but these experiences are rarely documented in ways that inform policy. This study examines how schools in the East and West Midlands regions of the UK have experienced and adapted to flooding. Eight qualitative case studies were undertaken in flood-affected schools using semi-structured interviews with key staff, site visits and documentary evidence. Interview transcripts were thematically analysed using NVivo to explore past flood events, levels of preparedness, and readiness for measures such as Property Flood Resilience, Sustainable Drainage Systems and Climate Action Plans. Findings show wide variation in awareness, emergency procedures and engagement with local authorities. Most schools had faced flooding or near misses but lacked formal guidance or flood-specific plans, leading to improvised responses led internally by staff. Despite limited funding, inconsistent communication and exclusion from wider planning, schools demonstrated adaptive potential and willingness to support community preparedness. The study offers evidence to guide headteachers, policymakers and local authorities in strengthening school-based flood resilience and supporting the development of a resilience innovation blueprint for flood-prone schools in the UK. 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