Search Results (512)

Italian “Agricultural Engineering”, while evolving toward the broader, interdisciplinary field of “Biosystems Engineering” (which also includes the study of biomasses/biomaterials, field and forest mechanization in difficult contexts and advanced post-harvest agri-food technologies), suffers from a structural critical issue due to its historical academic placement within the Agricultural rather than the Engineering departments. This positioning limits the depth of the technical subjects proposed to the students and does not facilitate the necessary collaboration with core engineering disciplines in research and didactics activities, thereby potentially slowing innovation in crucial fields like agro-bio-energies, precision agriculture and field robotics. To address this misalignment and foster inter-departmental synergy, this study proposes adopting the Contamination Lab (C-Lab) model as the archetype of a possible framework of academic and professional networking involving and centered on Agricultural Engineering. C-Labs (transdisciplinary platforms proposed by the Italian Ministry of University and Research) function as experiential laboratories, gathering students from Engineering, Agronomy, Computer Science, and Economics to collaboratively develop solutions to real-world challenges posed by industry stakeholders. The integration of a permanent, thematic C-Lab focused on agri-forestry and food machinery, supported by methodologies for enhancing creativity in technical fields, such as design thinking, represents an effective (and necessary) strategy to give Agricultural Engineering greater visibility in the Italian (and international) scenario and, prospectively, relocate it to the center of any research involving the technological and technical aspects of agriculture, forestry and food production. It is concluded that this initiative can serve as an institutional bridge for hybrid training, which is essential for aligning academic competencies with the growing demands for innovation and multidisciplinary professionalism in the national agri-food tech sector. Full article

The ability to take another person’s perspective is a valuable skill in today’s society, fostering a better understanding of complex issues involving differing viewpoints. Although this competency is also central in geography education, there has been little analysis of students’ perspective-taking, and no method has been proposed to teach it effectively in geography classes. Therefore, the objective of this study was to analyse and systematically foster students’ competency in perspective-taking using a developed competency model. The study was situated within a pre- and post-test control group design (14 secondary students in the experimental group; 15 in the control group). Quantitative pre- and post-test data showed minimal changes in students’ perspective-taking competency, which underlines the complexity of the competency and supports the article´s focus on the intervention itself to gain deeper insights into how competent secondary students are in this regard, as well as how they engaged with and reflected on the guided perspective-taking tasks. Overall, the intervention results showed that the students demonstrated a high level of perspective-taking competency when guided by respective tasks. Furthermore, the students self-reported that they were able to cope with the given tasks. The operationalised model could therefore help students to understand perspective-taking and can support them to develop perspective-taking competency. Full article

Early childhood is a critical period for creative personality development. Guided by Amabile’s Componential Model of Creativity, this research explored the higher-order structure, developmental trajectories, and predictive role of preschoolers’ creative personality. Study 1 suggested an emergent three-factor higher-order structure comprising intrinsic driving, growing, and openness factors. Due to the longitudinal instability of the openness factor observed at this age, subsequent analyses focused on the two core components. Study 2 employed longitudinal latent growth modeling to examine the developmental trajectories of the intrinsic driving and growing factors across three waves. Study 3 assessed the predictive effects of these two factors on creative thinking performance (specifically figural divergent thinking). The results indicated that: (1) the nine teacher-rated dimensions of preschoolers’ creative personality exhibited preliminary evidence of multidimensional higher-order organization; (2) both intrinsic driving and growing factors significantly increased with age, following distinct linear trajectories; and (3) only the intrinsic driving factor significantly predicted figural divergent thinking in the structural model. While an emergent three-factor structure appeared in cross-sectional data, the longitudinal and predictive findings primarily support the stability and relevance of the core socio-motivational components. Teacher-observed personality tendencies are relevant to early figural divergent thinking but should not be interpreted as evidence for creativity as a whole. These results suggest the relevance of intrinsic driving tendencies to preschoolers’ figural divergent thinking. Full article

Sustainability challenges in the built environment demand a shift in architectural education from form-based approaches toward adaptive, systems-oriented, and performance-driven thinking. This paper examines an integrated pedagogical model combining biomimicry, parametric thinking, and modular design to enhance sustainable design learning in architectural studios. Using a qualitative case study approach, this research investigates Architectural Design Studio 4 at the American University of Ras Al Khaimah (AURAK), where third-year students followed a three-stage discovery-based process. Students first analyzed biological systems to identify transferable principles, then translated these principles into parametric modules using computational tools such as Dynamo and Revit, and finally applied the systems to high-rise architectural design. The findings indicate that integrating biomimicry with parametric workflows encouraged optimization, adaptability, and reusable design strategies rather than fixed outcomes. Modular design approaches helped students manage architectural complexity, while computational tools supported performance-based exploration and informed decision-making. The absence of a predetermined final design fostered critical thinking, creativity, and problem-solving skills. This study contributes empirical evidence to architectural education research by demonstrating that process-based, discovery-oriented studios can strengthen students’ understanding of sustainability, systems logic, and adaptability, preparing future architects for contemporary environmental and technological challenges. Full article

Anthropocene pressures underscore that human well-being and societal resilience depend on both biodiversity and geodiversity, the latter providing the abiotic foundation of Earth’s life-support systems. Despite increasing emphasis on systems thinking, participation, and action, Environmental Education and Education for Sustainable Development often underrepresent this abiotic dimension and leave ethical commitments insufficiently articulated. Addressing these gaps, this concept paper develops a convergence framework that integrates geoethics, geoeducation, and geoenvironmental education within the broader domains of EE and ESD. Drawing on interdisciplinary scholarship, geoethics is positioned as a normative lens that clarifies principles for responsible human–Earth relations, including responsibility, justice, respect for Earth processes, transparency in science communication, prudent resource use, and risk-aware decision-making. Geoeducation is conceptualized as the pedagogical vehicle through which these values are translated into competencies such as geoliteracy, systems thinking, critical reflection, ethical deliberation, and evidence-informed action, while geoenvironmental education provides the integrative content domain linking biotic, abiotic, and cultural dimensions. Place-based learning functions as the primary implementation pathway, with protected landscapes and UNESCO Global Geoparks serving as exemplary “living laboratories” where geoconservation, education, and sustainable development are co-produced with local communities. The paper advances three interrelated contributions: (a) a conceptual convergence framework, (b) an operational definition of geoethical awareness, and (c) a programmatic model linking geoethical values to competencies, pedagogies, indicators, and place-based implementation strategies. Operationalized through a Theory of Change and a translation matrix connecting principles to educational outcomes, the framework provides a foundation for future empirical research, curriculum development, teacher education, and the cultivation of geo-citizenship, stewardship, and more resilient human–Earth relationships. Full article

The internal saboteur may be understood as a multidimensional configuration of maladaptive inner processes involving recurrent negative self-evaluation, distressing relational expectations, repetitive negative thinking, and self-undermining inner experiences. Within this framework, the present study aimed to develop and examine the psychometric properties of the Internal Saboteur Scale (ISS), a self-report measure designed to assess this construct. A sample of 328 Italian adults (women 71.6%; Mage = 37.37, SD = 14.88) completed the survey. Confirmatory factor analyses supported both an eight-factor correlational model and a theoretically meaningful higher-order model, in which the lower-order dimensions were grouped into four broader domains: Negative Relational Expectations (Expected Rejection; Expected Judgment), Self-Devaluation (Negative Self-Appraisal; Interpersonal Unworthiness), Rumination (Retrospective Rumination; Anticipatory Rumination), and Internal Destructiveness (Helplessness; Defensive Relational Withdrawal). Measurement invariance across gender was also supported. All dimensions showed satisfactory-to-good internal consistency. Furthermore, ISS scores were negatively associated with secure attachment, self-reassurance, and mentalizing and positively associated with insecure attachment, self-criticism, shame, and anger. Overall, the ISS appears to be a theoretically grounded and psychometrically promising instrument for the assessment of maladaptive inner dialogue and self-sabotaging internal processes. It may represent a useful tool for both research and clinical practice, particularly in supporting transdiagnostic assessment and case formulation. Full article

Recent evidence indicates that many high school students continue to exhibit weak problem-solving skills and incomplete conceptual understanding of environmental change, although both are critical for addressing increasingly complex ecological challenges in the 21st century. This study aims to evaluate the effectiveness of the INSPIRE learning model in enhancing problem-solving skills and conceptual mastery of environmental change among high school students. The INSPIRE model integrates e-modules, guided inquiry-based learning (GIBL), and deep learning principles into a cohesive instructional framework. A quasi-experimental design with a non-equivalent control group pretest-posttest approach was employed, involving 108 Grade 10 students in three groups: an experimental group applying the INSPIRE model, control group 1 utilising discovery learning, and control group 2 implementing guided inquiry without e-modules. Data were collected through pretests and posttests assessing problem-solving skills and conceptual mastery of environmental change, complemented by observations of the learning implementation. The results showed that students in the INSPIRE group obtained higher mean posttest scores in both problem-solving skills and concept mastery than students in the two control groups, with statistically significant differences (p < 0.05). The findings suggest that the integration of e-modules, GIBL, and deep learning principles within the INSPIRE learning model supports a more meaningful learning experience and fosters 21st-century competencies, particularly problem solving in an environmental context. Practically, the INSPIRE learning model represents a promising option for biology instruction, especially for topics that require analytical thinking, investigation, and deep conceptual understanding. Full article

As intelligent systems become decision-support tools in the architecture, engineering, and construction (AEC) industry, establishing human–AI trust is critical. However, in engineering consulting, the psychological mechanisms underlying trust formation remain unclear. Grounded in Self-Determination Theory and the Stereotype Content Model, this study utilized multi-wave survey data from Chinese engineering consulting employees to investigate these mechanisms. We examined how perceived autonomy influences human–AI trust through the competitive dual-mediation of warmth perception and competence perception, alongside the asymmetric moderating role of critical thinking. Results reveal that perceived autonomy directly enhances trust. However, social cognition acts as a competitive mechanism: autonomy positively impacts trust via warmth perception but generates a negative indirect effect via competence perception. Furthermore, critical thinking exerts an asymmetric boundary effect; it does not interfere with the intuitive warmth pathway but significantly intensifies the negative indirect effect through the competence pathway. Ultimately, these findings highlight that perceived autonomy exerts a double-edged sword effect in the context of human–AI collaboration. To mitigate professional defensive rejection and calibrate trust, AEC firms should prioritize human-in-the-loop deployment strategies, objective interface designs, and the cultivation of AI collaborative literacy. Full article

In contemporary society, dominated by visual communication and the intensive use of social media, educating learners to interpret images critically has become an essential task for all educational contexts. New generations live immersed in digital environments where images, often decontextualized or manipulated, contribute to shaping identities, relationships, and perceptions of reality. Within this scenario, image education should be understood not merely as technical literacy but as a critical and formative practice aimed at developing awareness, autonomous judgement, and analytical competence. The present contribution proposes a pedagogical reflection on the urgent need to integrate structured pathways of visual media literacy within school curricula, with particular attention to the role of schools as educational bastions in preventing phenomena such as the erosion of critical thinking or the diffusion of distorted and unrealistic visual models. This work situates itself within the interdisciplinary debate on Visual Education, highlighting the need to train teachers and educators capable of guiding children and adolescents in decoding visual messages and developing reflective thinking. Full article

As global resource depletion and environmental challenges continue to intensify, the circular economy has emerged as a critical strategy for firms pursuing sustainable development. This study integrates the perspectives of circular economy, the resource-based view (RBV), and stakeholder theory, and incorporates a system dynamics approach to construct a causal feedback model of circular economy systems. First, through a comprehensive literature review and systems thinking, this study develops a causal loop diagram (CLD) that captures the dynamic interactions among key elements, including firms, resources, design, products, consumers, recycling, and waste, thereby illustrating the underlying mechanisms of circular economy operations. Subsequently, the CLD is transformed into a structural equation model (SEM), and empirical analysis is conducted using 134 valid questionnaire responses. The results indicate that significant and positive causal relationships exist among the constructs. In particular, resource-based design advantage is identified as the core driving factor of the system, influencing waste reduction through circular recycling and resource circulation mechanisms. Moreover, the interaction between reinforcing feedback loops and balancing feedback loops forms a dynamic equilibrium within the circular economy system. The findings not only validate the theoretical framework of circular economy systems but also provide practical implications for firms in terms of resource allocation, product design, and recycling management, thereby facilitating resource circulation and sustainable development. Full article

The transition toward Industry 5.0 in sustainable construction demands a radical reconceptualisation of workforce development, moving beyond purely technical training to embrace human-centricity, digitalisation, green competencies, and socio-cognitive resilience. Traditional vocational and higher education systems have largely failed to bridge the gap between emerging construction industry demands and the competencies possessed by current and future professionals. This systematic review investigates how Learning Factories’ 5.0 immersive, experiential, and technology-rich educational environments can address these gaps in sustainable construction contexts. Drawing on a synthesis of 71 peer-reviewed publications spanning 2015–2026 and supplemented by targeted construction-domain literature, this study pursues three objectives: (1) identifying core competencies for Industry 5.0 readiness in sustainable construction, (2) examining how Learning Factories 5.0 support the development of these competencies, and (3) proposing a competency-driven framework for integrating Learning Factories 5.0 into sustainable construction education and training. Seven transdisciplinary competency clusters are identified—Attitude toward Digitalisation, Technical–Green Proficiency, Information and Data Literacy, Digital Security, Collaborative Systems Thinking, Adaptive Problem-Solving, and Reflective Sustainability Practice—and a theoretically derived, eight-phase Construction Learning Factory 5.0 (CLF5.0) Framework is proposed as a conceptual architecture for future empirical development and institutional adaptation. The framework is presented as a generative starting point rather than a prescriptive model, and its effectiveness in diverse construction education contexts requires empirical validation through future implementation studies. Findings reveal that while Learning Factories offer transformative potential, critical barriers remain in terms of economic feasibility, faculty development, industry–academia alignment, and empirical validation. This paper contributes a construction-specific competency architecture and implementation pathway to support the industry’s transition toward a sustainable, human-centric, and Industry 5.0-aligned future. Full article

Background: Hypoplastic left heart syndrome (HLHS) is defined as “a spectrum of congenital cardiovascular malformations with normally aligned great arteries without a common atrioventricular junction, characterized by underdevelopment of the left heart with significant hypoplasia of the left ventricle including atresia, stenosis, or hypoplasia of the aortic or mitral valve, or both valves, and hypoplasia of the ascending aorta and aortic arch”. Without treatment, HLHS is usually lethal in the neonate. Many hypotheses have been advanced to explain the etiology of HLHS; however, no single theory appears to fully explain the phenotypic variability seen in HLHS. Furthermore, many of these theories offer no explanations regarding the precipitating events which lead to the development of HLHS. Objective: This review considers and critically evaluates the strengths and weaknesses of the leading theories proposed to explain the pathogenesis of HLHS—including hemodynamic disturbances, primary myocardial structural defects, valvar malformations, and genetic or epigenetic alterations that may provoke developmental and anatomic abnormalities. After presenting each model, we propose a novel, comprehensive, and data-driven framework which may assist researchers in developing models for the pathogenesis of the various subtypes of HLHS. Methods: Key findings from human fetal imaging, histopathology, genetic studies, and animal models were considered, as well as the hypothetical contribution of each in observed HLHS phenotypes. The rationales for these findings as causal factors initiating individual HLHS patterns, as well as how they might contribute to HLHS in general, were critically analyzed. Results: The flow theory is strongly supported by animal models and in utero interventions that demonstrate the impact of altered hemodynamics on cardiac morphogenesis. However, the flow theory fails to identify initial causes of disturbed flow or related histological features of HLHS like endocardial fibroelastosis. The myocardial and valve-first models suggest an important role in developmental defects, but do not necessarily have a strong experimental basis that provides explanations for how they mediate HLHS. Genetic studies in patients with HLHS have identified several candidate causal mutations. However, such genetic causes of HLHS exhibit incomplete phenotypic penetrance and clinical impact. A multifactorial framework attempts to integrate these diverse mechanisms and may provide the most coherent explanation that can accommodate the heterogeneity and variable presentation of HLHS. Such a framework may identify multiple forces that drive disease but does not provide useful pathways for future research about HLHS. Conclusions: No single hypothesis has fully explained how HLHS is initiated, progresses, and presents with the clinical conditions that are encountered by cardiac surgeons and cardiologists. The most current models suggest that the spectrum of HLHS reflects acomplex interaction between genetic susceptibility, flow-dependent cardiac remodeling, and environmental factors in utero. A multifactorial model integrates these diverse mechanisms and may provide the most coherent explanation for the various phenotypic variations in HLHS. Based on our analysis of the most current data and the strengths and weaknesses of the current theoretical frameworks, we propose a novel research strategy aimed at identifying specific cardiac progenitor cell populations whose dysregulation may represent a unifying explanation for the etiology of the various phenotypes of HLHS. Based on the arguments made throughout this manuscript that evaluate the various genetic, structural, and hemodynamic models of initiation of disease, we believe that the significant phenotypic variability across the spectrum of HLHS (i.e., the different anatomic subtypes for “classic” HLHS) most likely reflects different underlying etiologies and mechanisms. At the very least, it is very likely that the timing of the insult is critical in determining anatomic subtype. Based on the published data and the arguments within this manuscript, it seems naive to think that there is a single unifying mechanism explain all forms of HLHLS. Full article

The rapid expansion of generative artificial intelligence (AI) is transforming higher education and creating new opportunities that are associated with the development of perceived professional competencies. At the same time, the accounting profession increasingly requires graduates who can evaluate sustainability disclosures and form informed judgments regarding sustainability-related information. However, limited research has examined how AI-supported learning relates to sustainability-oriented decision-making capabilities in accounting education. Drawing on Decision Support Systems (DSS) theory and constructivist learning theory, this study examines the associations between generative AI-supported learning and students’ perceived sustainability judgment capability. Specifically, the study investigates the mediating roles of perceived critical thinking and perceived sustainability knowledge, as well as the moderating role of AI literacy. A quantitative, cross-sectional research design was employed using self-reported survey data collected from 721 accounting students, and the proposed relationships were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that generative AI-supported learning is positively associated with students’ perceived critical thinking and perceived sustainability knowledge. In turn, both constructs show significant positive relationships with perceived sustainability judgment capability, with perceived sustainability knowledge demonstrating a stronger association. Additionally, AI literacy strengthens the relationships between generative AI-supported learning and the cognitive constructs. Importantly, the study captures students’ self-reported perceptions of their cognitive and judgment-related capabilities and does not assess objective cognitive performance or demonstrated judgment ability. The study contributes to the literature by positioning generative AI as an educational decision-support mechanism associated with perceived sustainability-oriented judgment capability through cognitive pathways, while highlighting the importance of aligning theoretical claims with perceptual measurement approaches. Full article

Education for Sustainable Development (ESD) has emerged as a key priority in contemporary education systems, emphasizing the need to equip learners with the knowledge and competencies required to address complex environmental and societal challenges. Mathematics education can play an important role in achieving these goals by enabling students to analyse data, interpret real-world problems, and develop critical thinking skills related to sustainability issues. However, despite the growing interest in sustainability-oriented mathematics education, limited empirical evidence exists on how structured mathematical modelling interventions influence pre-service primary teachers’ perceptions, modelling orientation, and confidence in designing sustainability-based mathematics lessons. This study investigates the impact of sustainability-oriented mathematical modelling activities on pre-service primary teachers’ perceptions of integrating sustainability into mathematics education. The study employed a quasi-experimental design involving 68 pre-service primary teachers enrolled in a mathematics education course at a university. Participants engaged in a six-week intervention consisting of modelling activities based on real-world sustainability contexts, including water consumption, energy use, waste management, and sustainable transportation. Data were collected using a pre- and post-intervention questionnaire examining participants’ perceptions of sustainability integration, mathematical modelling, and teaching confidence. Statistical analyses, including reliability analysis, descriptive statistics, paired-sample t-tests, effect size estimates, and correlation analysis, as well as multiple regression analysis, were conducted to examine the impact of the intervention. The results indicate significant improvements in participants’ perceptions of sustainability-oriented mathematics teaching and their confidence in designing modelling-based sustainability activities. The largest improvement was observed in teaching confidence, while mathematical modelling perception emerged as a significant predictor of teaching confidence. The findings suggest that mathematical modelling can serve as an effective pedagogical approach for integrating sustainability topics into mathematics education and preparing future teachers to connect mathematical reasoning with real-world environmental challenges. The study contributes to the growing body of research at the intersection of mathematics education, teacher education, and sustainability education by providing empirical evidence on the potential of modelling-based learning for supporting sustainability-oriented teaching practices. More specifically, it shows how mathematical modelling can function as a concrete pedagogical mechanism for translating Education for Sustainable Development into primary mathematics teacher education. Full article

Research on school leadership preparation and development on the African continent has been growing significantly in recent years. A close examination of this literature reveals a deficit bias that presents leadership preparation as inadequate leading to perceptions of ineffective leadership practice. In this literature, leadership preparation is understood as the formal training of school principals and those who hold similar positions of authority. The paper argues that this conception is premised on Western models that center individualism and the hierarchy of leadership and is incongruent with the socio-cultural realities within the African context. Within this contextual dissonance, leadership learning is narrowly conceptualized and is thus constraining to the applied context. The paper adopts a critical post-structural analysis to make a case for a dialogical and transformative approach to leadership preparation and development. It draws upon Global South philosophies of Paulo Freire—a South American philosopher whose approach to leadership development centers dialogue, critical consciousness and continuous engagement; Sophie Oluwole, a Nigerian philosopher from the Yoruba tribe, whose philosophy centers cultural acceptance that promotes dialogue and continuous criticism; and the Ubuntu-centered philosophy of Mogobe Ramose, which encourages critical dialogue between knowledge systems. The constant engagement and dialogue espoused in the three philosophical stances allow for contestation and fluidity that serve as bedrocks for healthy and trusting environments for leadership development, permitting a more nuanced understanding of how leadership is learned. The proposed approach politicizes leadership learning and recognizes it as contextual, collectivist and contested. The paper thus advances a radical way of thinking about school leadership preparation and development, which arguably holds better prospects for leadership that is more responsive, inclusive, and sustainable. Full article