Search Results (459)

This paper describes the ScratchJr Bots project aimed at helping young children develop maker literacies, which is the ability to design, program, and build technology-rich projects with developmentally appropriate tools to express themselves. Maker literacies can involve hands-on learning, collaborative experimentation, critical thinking, and problem-solving, as well as the development of socio-emotional skills. By engaging with the design process, children become active creators rather than passive consumers—brainstorming ideas, prototyping, testing, and making improvements toward sharing a final project. Maker literacies engage children in Positive Technological Development in the form of six behaviors—content creation, creativity, choices of conduct, communication, collaboration, and community building. Additionally, children develop character strengths, or virtues, such as patience, generosity, and forgiveness while making. This paper will first introduce the concept of maker literacies as it applies to early childhood and the theoretical background supporting this work. Then, it will introduce the ScratchJr Bots project developed by the DevTech Research Group, a new technology and curriculum that affords the development of maker literacies. Finally, by using design-based research as the methodological approach, two pilot projects are described, including children’s learning experiences, to illustrate the positive behaviors and character strengths that children can exhibit while engaging with ScratchJr Bots. Full article

Creativity is the primary driver of our cultural evolution. The astonishing potential of artificial intelligence (AI) and its possible application in the creative process poses an urgent and dramatic challenge for humanity; how can we maximize the benefits of AI while minimizing the associated risks? In this article, we identify all forms of human–AI collaboration in this realm as cyber-creativity. We introduce the following two forward-looking scenarios: a utopian vision for cyber-creativity, in which AI serves to enhance and not replace human creativity, and a dystopian view associated with the pre-emption of all human creative agency caused by the rise of AI. In our view, the scientific community is called to bring its contribution, however small, to help humanity make steps towards the utopian scenario, while avoiding the dystopian one. Here, we present a decalogue of research challenges identified for this purpose, touching upon the following dimensions: (1) the theoretical framework for cyber-creativity; (2) sociocultural perspectives; (3) the cyber-creative process; (4) the creative agent; (5) the co-creative team; (6) cyber-creative products; (7) cyber-creative domains; (8) cyber-creative education; (9) ethical aspects; and (10) the dark side of cyber-creativity. For each dimension, a brief review of the state-of-the-art is provided, followed by the identification of a main research challenge, then specified into a list of research questions. Whereas there is no claim that this decalogue of research challenges represents an exhaustive classification, which would be an impossible objective, it still should serve as a valid starting point for future (but urgent) research endeavors, with the ambition to provide a significant contribution to the understanding, development, and alignment of AI to human values the realm of creativity. Full article

Artificial intelligence (AI) soft skills have become increasingly vital in today’s technology-driven world, as they support decision-making systems, strengthen collaboration among stakeholders, and enable individuals to adapt to rapidly changing environments—factors that are fundamental for achieving the sustainability goals of smart cities. Even though AI soft skills are becoming more important, no scale specifically designed to identify and evaluate individuals’ AI soft skills has been found in the existing literature. Therefore, this paper aimed to develop a reliable and valid scale to identify the AI soft skills of individuals. A sample of 685 individuals who were employed in AI-active sectors, with a minimum of a bachelor’s degree, and at least one year of AI-related work experience, participated in the study. A sequential exploratory mixed-methods research design was utilized. Exploratory factor analysis (EFA) identified a five-factor structure that accounted for 67.37% of the total variation, including persuasion, collaboration, adaptability, emotional intelligence, and creativity. Factor loadings ranged from 0.621 to 0.893, and communalities ranged from 0.587 to 0.875. Confirmatory factor analysis (CFA) supported this structure, with strong model fit indices (GFI = 0.940, AGFI = 0.947, NFI = 0.949, PNFI = 0.833, PGFI = 0.823, TLI = 0.972, IFI = 0.975, CFI = 0.975, RMSEA = 0.052, SRMR = 0.035). Internal consistency for each factor was high, with Cronbach’s alpha values of dimensions ranging from 0.804 to 0.875, with a value of 0.921 for the overall scale. Convergent and discriminant validity analyses further confirmed the construct’s robustness. The finalized AI soft skills (AISS) scale, consisting of 24 items, offers a psychometrically valid and reliable tool for assessing essential AI soft skills in professional contexts. Ultimately, this developed scale enables the determination of the social and cognitive skills needed in the human-centered and participatory governance structures of smart cities, supporting the achievement of specific Sustainable Development Goals such as SDG 4, SDG 8, and SDG 11, and contributes to the design of policies and training programs to eliminate the deficiencies of individuals in these areas. Thus, it becomes possible to create qualified human resources that support sustainable development in smart cities, and for these individuals to take an active part in the labor market. Full article

This qualitative case study explores how preschool teachers enact inclusive pedagogical practices by integrating tangible technologies, low-tech, and no-tech tools within an inquiry-based learning framework. Focusing on teacher decision-making and children’s multimodal engagement, the study examines two questions: (1) How do early childhood teachers use a range of tools to support inclusive, inquiry-driven learning? and (2) How do children engage with these tools to communicate, collaborate, and construct knowledge? Drawing on classroom observations, teacher-created storyboards, child artifacts, and educator reflections, findings illustrate how programmable robots, recycled materials, and hands-on resources support accessibility and creative expression for diverse learners. Children used alternative modalities such as coding, drawing, building, and storytelling to represent their ideas and engage in problem-solving across a range of developmental and linguistic needs. Teachers are positioned as pedagogical designers who scaffold inclusive participation through flexible environments, intentional provocations, and responsive guidance. Rather than treating technology as a standalone innovation, the study emphasizes how its integration, when grounded in play, inquiry, and real-world relevance, can promote equity and engagement. These findings contribute to research on Universal Design for Learning (UDL), early STEM education, and inclusive instructional design in early childhood classrooms. Full article

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

The integration of virtual and augmented reality is transforming processes in the field of product design. This study evaluates the usability of immersive digital tools applied to industrial design through a combined market research and empirical case study, using the software ‘Gravity Sketch’ and the immersive headset ‘Meta Quest 3’. An embedded single case study was conducted based on the international standard ISO 9241-11, considering the dimensions of effectiveness, efficiency, and satisfaction, analysed through nine indicators: tasks completed, time to complete tasks, dimensional accuracy, interoperability, interactivity, fatigue, human error, learning curve, and perceived creativity. The results show a progressive improvement in user–system interaction across the seven Design Units, as users become more familiar with immersive technologies. Effectiveness improves as users gain experience, though it remains sensitive to design complexity. Efficiency shows favourable values even in early stages, reflecting operational fluency despite learning demands. Satisfaction records the greatest improvement, driven by smoother interaction and greater creative freedom. These findings highlight the potential of immersive tools to support design processes while also underlining the need for future research on sustained usability, interface ergonomics, and collaborative workflows in extended reality environments. Full article

As part of contemporary urban culture, murals support place making and city identity. While much attention has been paid to their role in activating public space during daylight hours, their presence after dark remains largely unexamined. This paper analyzes how mural content interacts with night-time illumination. The research draws on case studies, photographs, luminance measurements, and lighting simulations. It evaluates how existing lighting systems support or undermine the legibility and impact of commercial murals in urban environments. It explores whether standardized architectural lighting guidelines suit murals, how color and surface affect visibility, and which practices improve night-time legibility. The study identifies a gap in existing lighting strategies, noting that uneven lighting distorts intent and reduces public engagement. In response, a new design tool—the Floodlighting Content Readability Map—is proposed to support artists and planners in creating night-visible murals. This paper situates mural illumination within broader debates on creative urbanism and argues that lighting is not just infrastructure, but a cultural and aesthetic tool that extends the reach and resonance of public art in the 24 h city. It further emphasizes the need for interdisciplinary collaboration and a multi-contextual perspective—encompassing visual, social, environmental, and regulatory dimensions—when designing murals in cities. Full article

Design Thinking (DT) has emerged as a relevant methodology for addressing global challenges aligned with the United Nations Sustainable Development Goals (SDGs). This study presents a systematic literature review, conducted following PRISMA 2020 guidelines, which analyzes 42 peer-reviewed publications from 2013 to 2023. Through inductive content analysis, 10 core DT principles—such as empathy, iteration, user-centeredness, and systems thinking—I identified and thematically mapped to specific SDGs, including goals related to health, education, innovation, and climate action. The study also presents five real-world cases from diverse sectors such as technology, healthcare, and urban planning, illustrating how DT has been applied to address practical challenges aligned with the SDGs. However, the review identifies persistent gaps in the field: the lack of standardized evaluation frameworks, limited integration across SDG domains, and weak adaptation of ethical and contextual considerations, particularly in vulnerable communities. As a response, this paper recommends the adoption of structured impact assessment tools (e.g., Cities2030, Responsible Design Thinking), integration of design justice principles, and the development of participatory, iterative ecosystems for innovation. By offering both conceptual synthesis and applied insights, this article positions Design Thinking as a strategic and systemic approach for driving sustainable transformation aligned with the 2030 Agenda. Full article

This study examines the influence of mass media on the career choices of high school students from Brașov County, Romania, with a focus on their underlying motivational factors. Employing a quantitative design, it draws on data from a standardized questionnaire completed by 1314 students from local high schools. Descriptive and inferential statistical methods were used in the analysis. While some students identify mass media as a key source of career guidance, documentaries and career fairs are more frequently cited as trusted sources. Students’ perceptions of mass media are ambivalent: 55.1% see it as manipulative, while 41.7% and 24.7% acknowledge its informative and educational roles. Personal motivation emerges as the most significant influence, with 64.8% guided by individual talents and abilities, compared to a lower influence from family or media role models. Correlational analysis highlights the importance of personal development, creativity, and collaboration in career motivation. This study suggests that mass media indirectly shapes students’ aspirations by reinforcing values like social recognition, mobility, and identity. Finally, it reveals a strong link between career interest and expectations for respectful, stable, and growth-oriented work environments, pointing to a pragmatic orientation toward professional sustainability. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

The construction industry has been troubled by a shortage of skilled labor and safety accidents in recent years. Therefore, more and more robots are introduced to undertake dangerous and repetitive jobs, so that human workers can concentrate on higher-value and creative problem-solving tasks. Nevertheless, although human–robot collaboration (HRC) shows great potential, most existing evaluation methods still focus on the single performance of either the human or robot, and systematic indicators for a whole HRC team remain insufficient. To fill this research gap, the present study constructs a comprehensive evaluation framework for HRC team performance in construction projects. Firstly, a detailed literature review is carried out, and three theories are integrated to build 33 indicators preliminarily. Afterwards, an expert questionnaire survey (N = 15) is adopted to revise and verify the model empirically. The survey yielded a Cronbach’s alpha of 0.916, indicating excellent internal consistency. The indicators rated highest in importance were task completion time (µ = 4.53) and dynamic separation distance (µ = 4.47) on a 5-point scale. Eight indicators were excluded due to mean importance ratings falling below the 3.0 threshold. The framework is formed with five main dimensions and 25 concrete indicators. Finally, an AHP-TOPSIS method is used to evaluate the HRC team performance. The AHP analysis reveals that Safety (weight = 0.2708) is prioritized over Productivity (weight = 0.2327) by experts, establishing a safety-first principle for successful HRC deployment. The framework is demonstrated through a case study of a human–robot plastering team, whose team performance scored as fair. This shows that the framework can help practitioners find out the advantages and disadvantages of HRC team performance and provide targeted improvement strategies. Furthermore, the framework offers construction managers a scientific basis for deciding robot deployment and team assignment, thus promoting safer, more efficient, and more creative HRC in construction projects. Full article

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

The impacts of the climate crisis compel congregations to reimagine their mission and identity in various ways. Working with data taken from U.S. clergy participating in an online program for education and support on climate and environmental issues, as well as selected congregational leaders from their congregations, this article examines the ways that ministers and their congregations in primarily North American mainline Protestant contexts frame the climate crisis and how those understandings both create tension and open space for new conversations about their Christian and congregational vocation. It also describes how these ministers and congregations engage with environmental issues through means beyond technological solutions and consumption choices, such as collaborating with other community organizations, hosting rituals for grieving or meaning-making, and inviting transformative encounters with the more-than-human world. Finally, it will suggest possible strategies for leaders and their congregations to frame and creatively engage with the environment through various methods. Full article

Employee creativity is essential for navigating digital disruption and maintaining organizational competitiveness; however, the mechanisms through which digital leadership fosters creativity remain underexplored. This study investigates the psychological and social processes through which digital leadership influences workplace creativity. Grounded in social cognitive and social exchange theories, the proposed model incorporates innovation self-efficacy and knowledge sharing as mediators and technology readiness as a moderator. Data were collected using a three-wave, time-lagged, multi-source survey design from 234 matched respondents, including employees and supervisors, across 20 business units in seven regional branches of a large Chinese organization undergoing digital transformation. The findings indicate that digital leadership significantly enhances employee creativity through the partial mediation of both innovation self-efficacy and knowledge sharing. Notably, the indirect effect through knowledge sharing was stronger, underscoring the critical role of collaborative processes in driving creativity. Furthermore, technology readiness positively moderates the effects of digital leadership on both mediators and amplifies the indirect effects on creativity. These findings provide valuable insights into how organizations can leverage digital leadership more effectively by aligning leadership strategies with employees’ psychological readiness and fostering a digitally supportive work environment. Full article