Search Results (55)

The aim of this article is to identify and systematize the principal research directions in sustainable strategic management (SSM) at the intersection of eco-innovation and business performance. Despite the growing prominence of sustainability in management scholarship, systematic understanding of how SSM, eco-innovation, and business performance are connected in the academic literature remains limited. In particular, it is unclear whether this intersection constitutes a coherent research domain or instead reflects a set of loosely related and fragmented lines of inquiry. To address this gap, the study combines bibliometric analysis and science mapping of 181 Scopus-indexed publications (2006–2024) with a PRISMA-guided scoping review of five core papers that explicitly link SSM, eco-innovation, and business performance. VOSviewer was used to identify thematic clusters and structural gaps, including missing or weak linkages between eco-innovation and different dimensions of business performance. Building on these findings, the article proposes a dual-path conceptual model: (1) a mediated path in which eco-innovation functions as a transmission mechanism between SSM and multidimensional business performance, and (2) a direct path linking SSM to business performance without mediation. The model further distinguishes between internal organizational conditions, which predominantly support the direct path, and external business environment factors, which are critical in enabling the mediated path through eco-innovation. The main contributions are as follows: (a) a structured mapping of the SSM–eco-innovation research field and its emerging thematic architecture; and (b) a conceptual model specifying the dual role of eco-innovation in shaping business performance outcomes. The study also outlines implications for theory, managerial practice, and public policy, particularly in terms of how organizations and their environments influence the effectiveness of different strategic sustainability pathways. The proposed framework should be interpreted as an evidence-informed conceptual model derived from bibliometric patterns and focused qualitative synthesis, rather than as a statistically validated causal model. Full article

Interactive science galleries have transformed how the public engages with science, shifting from object-centred displays to immersive, design-led experiences. This study situates these changes within broader cultural and economic contexts, exploring how design mediates our understanding of science and reflects neoliberal and experiential values. Using archival research, qualitative interviews with museum professionals, and reflective practice, the research examines the evolution of interactive science spaces at the Science Museum in London—The Children’s Gallery, Launch Pad, and Wonderlab. The findings reveal that exhibition design increasingly prioritises entertainment, immersion, and pleasure, aligning with the rise in the experience economy and the influence of corporate models such as Disneyland. While such strategies enhance visitor engagement and accessibility, they risk simplifying complex scientific narratives and reducing learning to consumption. The study concludes that effective science communication design should balance enjoyment with critical inquiry, using both comfort and discomfort to foster curiosity, reflection, and ethical awareness. By analysing design’s role in shaping the “science experience”, this research contributes to understanding how cultural institutions can create more nuanced, thought-provoking encounters between audiences, knowledge, and space. Full article

Despite growing interest in transmedia edutainment, its limits—especially those experienced by students embedded in non-western educational cultural settings—remain underexamined. This article offers a theoretically grounded and empirically supported analysis of the cultural–pedagogical frictions shaping transmedia edutainment in Hong Kong higher education, focusing on students whose learning dispositions have been historically and institutionally formed by examination-oriented meritocracy and instrumentalist epistemologies. Using a mixed qualitative design combining focus-group interviews and classroom ethnographic observations, we show why implementation efforts frequently stalled and how they were ultimately absorbed by a prevailing neoliberal–Confucian educational culture that moralizes achievement and standardizes value recognition. Drawing on a Bourdieusian framework, we interrogate how students’ educational illusio—animated by content instrumentalism, grade-oriented compliance, and meritocratic time-discipline—recasted multimodal engagement as instrumentalized participation optimized for legibility, security, and risk minimization. Moving beyond prevailing emphases on technological access or digital divides, we foreground habitus–field incongruence as the mechanism structuring ambivalent participation and deculturation from the intended ethos of creativity, critical inquiry, and collaborative participation. We conclude by calling for culturally responsive pedagogical shifts necessary for cultivating more genuine participatory cultures in transmedia learning environments. Full article

This study explores the potential of educational game design as a pedagogical strategy for teaching Mathematics in lower secondary education, addressing persistent challenges related to students’ motivation and engagement with the subject. The research focuses on the creation and implementation of a game, CriaMat, an ideation tool developed to support students in designing their own mathematical games. A qualitative approach was adopted, structured as a case study conducted in four classes and involving a total of 50 students. Data collection followed a mixed-methods strategy, combining participant observation, document analysis, and questionnaire-based inquiry, each applied during different phases of the intervention. The results indicate a positive reception of the approach, particularly in terms of student engagement, collaboration, and perceived learning. Analysis of the games produced demonstrates students’ ability to create functional games that integrate the knowledge and skills developed throughout the process. The findings also suggest that learning to design games was perceived as a valuable strategy for engaging with and consolidating mathematical content, while simultaneously providing a privileged context for developing essential competencies—such as critical thinking, creativity, and problem-solving—aligned with the national competency framework for compulsory education. The study does not aim to measure learning gains, but rather to explore students’ perceptions and experiences of learning mathematics through the process of game creation. Full article

US-affiliated Island nations and territories are home to diverse populations, including substantial Indigenous communities who have extensive exposure to marine and geoscience content, with some of their knowledge sustained through heritage practices. Despite this demographic presence, Indigenous peoples of the Pacific remain notably underrepresented in STEM fields, particularly in the geosciences and marine sciences. Beyond an equity gap in participation, this underrepresentation reflects broader issues of epistemic and representational justice, raising questions about whose knowledge is validated and whose voices are legitimized in scientific spaces. This study examines how Pacific university bridge programs support Indigenous islander participation in authentic STEM research, with particular focus on climate adaptation, environmental change, and marine science contexts. Through qualitative interviews with Micronesian participants in the SEAS (Supporting Emerging Aquatic Scientists) Islands Alliance, we analyzed STEM identity development as students navigated cultural and scientific identities. Findings emphasize the critical importance of sustained, mentored engagement in real-world scientific inquiry that meaningfully connects to ongoing research agendas and community well-being, rather than simulated classroom exercises. The study offers insights into the multifaceted influences affecting student participation and pathways through STEM. Full article

In the digital age, online industry documents have become an available and abundant source to inform qualitative health research on the commercial determinants of health (CDOH), including how corporations shape knowledge, policy, and public perception to protect business interests. This paper introduces the situational scoping method, a rigorous and transparent qualitative approach rooted in critical constructivism designed to conduct an overview of large databases of industry documents and systematically map industry responses to external events perceived as threats or opportunities. Developed through a pilot study on environmental exposures and breast cancer, using the UCSF Industry Documents Library, the method consists of three stages: (1) identification of a broad range of external events over time perceived by industries as a threat or opportunity to business interests; (2) selection of a sample of external events for further analysis; and (3) social world/arena mapping of industry responses to selected external events. Conducted by a transdisciplinary team with community partners, the method builds on and enhances traditional tobacco documents and CDOH research by integrating participatory action and collaborative analysis of digital archives. It also offers a transferable framework for examining corporate influence across sectors. This work contributes to emerging public health methodologies that confront commercial power through critical, community-engaged inquiry essential for emancipatory action. Full article

This study aims to map the evolution of pico-hydropower and Michell–Banki (cross-flow) turbine research from 2000 to 2025 through a combined bibliometric analysis and qualitative mini-review. In total, 1036 Scopus-indexed records were initially identified and refined to 922 relevant publications for analysis. Bibliometric mapping with CiteSpace, VOSviewer, and Bibliometrix identified publication trends and seven major thematic clusters (dominated by topics such as cross-flow turbine design, renewable energy integration, and asynchronous generators), while a qualitative mini-review of key studies provided contextual depth. The analysis detected 25 keywords with strong citation bursts, indicating a shift in focus over the last decade from traditional electrical regulation toward digitalization and additive manufacturing. The mini-review distilled three dominant lines of inquiry geometric design optimization, hydraulic performance characterization, and socio-economic evaluation and highlighted critical knowledge gaps, including the absence of standardized flow–head–efficiency (Q–H–η) performance data, sparse reporting of economic metrics like levelized cost of energy (LCOE), and limited high-altitude (above 3000 m) validation of pico-hydro systems. This study’s integrative approach is unique compared to prior bibliometric or technical reviews, providing a comprehensive overview of the pico-hydropower landscape and outlining a future research agenda to standardize experimental protocols, integrate economic analysis, and extend cross-flow turbine deployments to high-Andean regions. Full article

This study reconceptualizes resilience by centering marginalized teachers’ agentic resistance as a critical pathway to wellbeing. Using critical qualitative inquiry, we conducted in-depth interviews with 17 U.S. teachers who identified with marginalized racial, gender, and/or sexual identities to explore how they resist structural oppression and sustain their professional and personal identities. Findings revealed that resistance emerged in various ways, including inclusive curriculum design, confrontation with colleagues or administrators, embodied identity expression, and support drawn from contexts and resources for resistance. These resources included social movements and ancestors’ legacies, demonstrating that resistance is not merely individual coping but a collective, identity-affirming practice. We argue that resilience must be reframed to include intentional and proactive resistance, which enables marginalized teachers to challenge oppressive school structures, promote educational equity, and sustain their own flourishing. This study offers a critical framework that shifts resilience from passive endurance to politically engaged practice, emphasizing the need for institutional supports that empower marginalized teachers to resist, persist, and thrive in inequitable educational systems. Full article

Background: Infection prevention and control (IPC) in hospitals relies heavily on infection control nurses (ICNs) who manage complex consultations to prevent and control infections. This study evaluated large language models (LLMs) as artificial intelligence (AI) tools to support ICNs in IPC decision-making processes. Our goal is to enhance the efficiency of IPC practices while maintaining the highest standards of safety and accuracy. Methods: A cross-sectional benchmarking study at Queen Mary Hospital, Hong Kong assessed three LLMs—GPT-4.1, DeepSeek V3, and Gemini 2.5 Pro Exp—using 30 clinical infection control scenarios. Each model generated clarifying questions to understand the scenarios before providing IPC recommendations through two prompting methods: an open-ended inquiry and a structured template. Sixteen experts, including senior and junior ICNs and physicians, rated these responses on coherence, conciseness, usefulness and relevance, evidence quality, and actionability (1–10 scale). Quantitative and qualitative analyses assessed AI performance, reliability, and clinical applicability. Results: GPT-4.1 and DeepSeek V3 scored significantly higher on the composite quality scale, with adjusted means (95% CI) of 36.77 (33.98–39.57) and 36.25 (33.45–39.04), respectively, compared with Gemini 2.5 Pro Exp at 33.19 (30.39–35.99) (p < 0.001). GPT-4.1 led in evidence quality, usefulness, and relevance. Gemini 2.5 Pro Exp failed to generate responses in 50% of scenarios under structured prompt conditions. Structured prompting yielded significant improvements, primarily by enhancing evidence quality (p < 0.001). Evaluator background influenced scoring, with doctors rating outputs higher than nurses (38.83 vs. 32.06, p < 0.001). However, a qualitative review revealed critical deficiencies across all models, for example, tuberculosis treatment solely based on a positive acid-fast bacilli (AFB) smear without considering nontuberculous mycobacteria in DeepSeek V3 and providing an impractical and noncommittal response regarding the de-escalation of precautions for Candida auris in Gemini 2.5 Pro Exp. These errors highlight potential safety risks and limited real-world applicability, despite generally positive scores. Conclusions: While GPT-4.1 and DeepSeek V3 deliver useful IPC advice, they are not yet reliable for autonomous use. Critical errors in clinical judgment and practical applicability highlight that LLMs cannot replace the expertise of ICNs. These technologies should serve as adjunct tools to support, rather than automate, clinical decision-making. Full article

Pre-service research training is widely recognized as a crucial component of teacher education, preparing teachers who are critical, reflective, and inquiry-driven. Aligning with this global trend, Kazakhstan has also adopted a research turn in teacher education to enhance the quality of schooling. This research examined the gap between policy intervention and institutional practices by exploring the barriers and challenges Kazakhstani universities encounter in implementing research-based teacher education. The study employed a qualitative multiple-case study research design. 45 academic staff and administration working at four teacher training universities were interviewed. Drawing on social practice theory, our study revealed that meaningful and sustainable implementation of research-based teacher education in Kazakhstan is hindered by a range of factors categorized into three intersubjective spaces: semantic, material, and social. We argue that the true transformation of teacher education into a more research-based field is impossible without concurrent remodeling of the arrangements that shape it. Full article

This research article explores the integration of Buddhist and philosophical principles into educational methodologies to enhance learning skills. The objectives were to develop a creative educational model, identify key factors influencing learning skills, and assess the approach’s effectiveness. The study targeted students from higher education institutions as the population. A purposive sampling technique was employed, selecting participants who demonstrated an interest in or familiarity with Buddhist teachings and philosophical inquiry. The research employed a mixed-methods approach, combining qualitative and quantitative data collection techniques. Tools included questionnaires/surveys, semi-structured interview questions, and observations, supplemented by focus group discussions and thematic analyses and a suitability and feasibility evaluation form. The analyses were performed using Principal Component Analysis (PCA), content analysis, theme analysis, and data saturation. Statistics were in the form of percentages, means, SDs, t-values, and exploratory factor analyses (EFA). The results indicated that integrating Buddhist practices, such as mindfulness and reflective thinking, with philosophical methods, such as critical inquiry and dialogue, significantly improved students’ cognitive, emotional, and ethical development. Key findings highlighted the importance of fostering an environment encouraging open-mindedness, self-reflection, and ethical reasoning. The study’s significance lies in its contribution to educational innovation, providing a framework for integrating spiritual and philosophical dimensions into contemporary education. This approach enhances traditional academic skills and promotes holistic development, preparing students for personal and societal challenges. Full article

This article examines the integration of artificial intelligence (AI) into qualitative psychological research, focusing specifically on AI-assisted data analysis and its epistemological and ethical implications. While recent publications highlight AI’s potential to support analysis, such approaches risk undermining the reflexive, situated, and culturally sensitive foundations of qualitative inquiry. Drawing on relational and social constructionist epistemologies, as well as examining risks inherent in AI technologies, this work critiques the superficial outsourcing of analytical and interpretive processes to AI models. This trend reflects a broader tendency to regard AI as a neutral and objective research tool, rather than as an active participant whose outputs are shaped by, and in turn shape, the social, cultural, and technological contexts in which it operates. An alternative framework is proposed for integrating AI into qualitative inquiry, particularly in psychological research, where data are often sensitive, situated, and ethically complex. A list of best practices is also included and discussed. Key ethical concerns, such as data privacy, related algorithmic affordances, and the need for comprehensive informed consent, are examined. The article concludes with a call to nurture a qualitative research culture that embraces relational and reflective practices alongside a critical and informed use of AI in research. Full article

Laboratory courses are foundational in STEM education, traditionally reinforcing a linear view of scientific inquiry through the validation of pre-tested hypotheses. This perspective tends to overlook the iterative, tentative, and unpredictable nature of scientific research. To address this, we developed the “Designed-to-Fail Laboratory” (DtFL), an interdisciplinary pilot course that strategically employs structured experimental failures to foster student engagement with fundamental principles of Nature of Science (NOS). The DtFL relates inquiry-based learning with failure, challenging students to confront and reflect on failure as an intrinsic component of scientific practice. Using a mixed-methods approach with pre/post-surveys and student learning diaries, we evaluated the course’s impact on fostering NOS understanding and student engagement. Qualitative analyses revealed heightened cognitive and emotional engagement with NOS dimensions, including its empirical, tentative, and subjective aspects. Survey scores showed no statistically significant changes, underscoring the complexity of capturing nuanced shifts in NOS understanding. In their learning diaries, students highlighted the DtFL’s value in reshaping their perceptions of failure, promoting resilience, and bridging theory with authentic scientific inquiry. Our findings suggest that the DtFL provides a novel framework for integrating failure into laboratory pedagogy, and an opportunity for students to gain insights into NOS while fostering critical thinking and scientific literacy. Full article

This entry is based on the premise that pressing issues of climate change, social injustice, and post-COVID practices appear to have superseded some essential values of architectural and design pedagogy, leading to improvements in content that may be offset by a loss of focus on the core curriculum. The entry reimagines architectural pedagogy by arguing for a transformative shift from traditional product-based education to a process-oriented, inquiry-driven approach that cultivates critical thinking and empirical making, predicated upon experiential learning. It aims to integrate rigorous critical inquiry into both studio-based and lecture-based settings, thus critiquing assumed limitations of conventional approaches that prioritise final outcomes over iterative design processes, dialogue, and active engagement. Employing a comprehensive qualitative approach that incorporates diverse case studies and critical reviews, the analysis is divided into two main threads: one that places emphasis on the studio environment and another that focuses on lecture-based courses. Within these threads, the analysis is structured around a series of key themes central to experiential learning, each of which concludes with a key message that synthesises the core insights derived from case studies. The two threads instigate the identification of aligned areas of emphasis which articulate the need for active engagements and reflection, for bridging theory and practice, and for adopting interdisciplinary and experiential approaches. Conclusions are drawn to establish guidance for a future direction of a strengthened and pedagogically enriched architectural education. Full article

Emerging technologies present significant challenges for society as a whole. Among these, Artificial Intelligence (AI) stands out for its transformative potential, with the capacity to fundamentally reshape human thought, behavior, and lifestyle. This article seeks to explore the business-oriented perspective on how AI should be approached in Higher Education (HE) in order to serve the commercial objectives of companies. The motivation for this inquiry stems from recurrent criticisms directed at HE institutions, particularly their perceived inertia in adopting innovations, resistance to change, and delayed responsiveness to evolving labor market demands. In this context, the study examines what businesses deem essential for universities to provide in the context of AI familiarity and examines how companies envision future collaboration between the business sector and Higher Education institutions in using AI for business applications. Adopting a qualitative research methodology, this study conducted interviews with 16 middle-management representatives from international corporations operating across diverse industries. The data were analyzed using Gioia’s methodology, which facilitated a structured identification of first-order concepts, second-order themes, and aggregate dimensions. This analytical framework enabled a nuanced understanding of business expectations regarding the role of HE institutions in preparing graduates capable of meeting economic and commercial imperatives under the pressure of AI diffusion. Full article