Search Results (3,054)

The purpose of this study was to develop and validate an integrated model explaining how AI-enabled knowledge integration and digital ecosystem connectivity influence knowledge innovation capability through the mediating role of knowledge agility and the moderating roles of digital trust and organizational learning culture. Grounded in the Knowledge-Based View (KBV) and Dynamic Capability Theory (DCT), this research seeks to understand how technological and cultural enablers jointly drive exploratory, exploitative, and adaptive innovation. A quantitative cross-sectional research design was employed, and data were collected from 243 professionals working in knowledge-intensive organizations. Measurement scales were adapted from previous studies, and data analysis was conducted through structural equation modeling, using SmartPLS 4. Reliability, validity, and path analyses were performed to test the hypothesized relationships among constructs. The results indicated that AI-enabled knowledge integration and digital ecosystem connectivity significantly enhance knowledge agility, which in turn positively affects knowledge innovation capability. The mediation tests confirmed the role of knowledge agility, while digital trust and organizational learning culture were confirmed to strengthen the relationship between knowledge agility and innovation capability. This study contributes to theory by integrating technological, organizational, and cultural perspectives into a unified model of digital innovation. Practically, it guides organizations in leveraging AI systems, digital connectivity, and learning culture to foster sustainable innovation. Full article

Industry 5.0 challenges higher education to adopt human-centred and sustainable uses of artificial intelligence, yet many current deployments still treat generative AI as a stand-alone tool, neurophysiological sensing as largely laboratory-bound, and governance as an external add-on rather than a design constraint. This article introduces Nested Learning as a neuro-adaptive ecosystem design in which generative-AI agents, IoT infrastructures and multimodal deep learning orchestrate instructional support while preserving student agency and a “pedagogy of hope”. We report an exploratory two-phase mixed-methods study as an initial empirical illustration. First, a neuro-experimental calibration with 18 undergraduate students used mobile EEG while they interacted with ChatGPT in problem-solving tasks structured as challenge–support–reflection micro-cycles. Second, a field implementation at a university in Madrid involved 380 participants (300 students and 80 lecturers), embedding the Nested Learning ecosystem into regular courses. Data sources included EEG (P300) signals, interaction logs, self-report measures of engagement, self-regulated learning and cognitive safety (with strong internal consistency; $\alpha /\omega \ge 0.82$), and open-ended responses capturing emotional experience and ethical concerns. In Phase 1, P300 dynamics aligned with key instructional micro-events, providing feasibility evidence that low-cost neuro-adaptive pipelines can be sensitive to pedagogical flow in ecologically relevant tasks. In Phase 2, participants reported high levels of perceived nested support and cognitive safety, and observed associations between perceived Nested Learning, perceived neuro-adaptive adjustments, engagement and self-regulation were moderate to strong ($r=0.41$–$0.63$, $p<0.001$). Qualitative data converged on themes of clarity, adaptive support and non-punitive error culture, alongside recurring concerns about privacy and cognitive sovereignty. We argue that, under robust ethical, data-protection and sustainability-by-design constraints, Nested Learning can strengthen academic resilience, learner autonomy and human-centred uses of AI in higher education. Full article

This study examines a seven-week informal familycentric rocketry pilot program designed for Latina girls in grades 5 and 6 and their parents. Grounded in Community Cultural Wealth and Culturally Sustaining Pedagogy, the program integrated Family Problem-Based Learning to position families as co-educators in science learning. Through activities such as designing NASA-style mission patches, constructing egg-drop devices, and launching rockets, the program sought to center family knowledge, bilingual practices, and cultural values within physical science experiences. Data reported here were collected through mid- and post-program surveys with both parents and daughters. Responses indicate strong engagement from families, with parents reporting increased high confidence in supporting their daughters’ science learning and daughters expressing enjoyment and strong interest in science learning. Both groups valued the use of English and Spanish and the program’s emphasis on collaborative, family-centered participation. Responses highlight the potential of culturally sustaining, familycentric approaches to address the underrepresentation of Latina women in Science, Technology, Engineering, and Math (STEM) by fostering a sense of belonging. This study contributes to informal science education by demonstrating how families can be centered in a program focused on physical science. School-based outreach of this kind may also strengthen families and parent–child relationships. Full article

Background/Objectives: Antimicrobial resistance (AMR) is a major global health threat that reduces antibiotic effectiveness and increases healthcare burdens. Countries in the Asia–Pacific region face a particularly high AMR burden, necessitating international collaboration, education, and practical training to combat this growing crisis. This study describes the design, implementation, and educational outcomes of the Infection Diagnosis Workshop, a short-term international program primarily targeting undergraduate medical sciences students that integrates AMR-focused hands-on clinical microbiology training and lectures, alongside cross-cultural collaboration and scientific English communication. Methods: The Infection Diagnosis Workshop was implemented as a four-day program combining lectures with hands-on laboratory activities. Training emphasizes the detection and analysis of antibiotic-resistant bacteria through environmental sampling, bacterial culturing, phenotypic and genotypic resistance detection, and species identification, core components that have remained consistent since the workshop’s establishment. Students also attended lectures on AMR science, global impact, and management strategies. Group discussions and collaborative tasks encouraged interdisciplinary learning. A thematic analysis of student feedback essays from previous workshop cohorts was conducted to identify key concepts, learning outcomes, and shared experiences. All participants provided informed consent for the use of their written feedback. Results: Thematic analysis revealed key learning outcomes categorized into three themes: (1) Knowledge, Awareness, and Technical Skills; (2) Cultural Understanding and Cross-Cultural Collaboration; and (3) English Language and Communication Skills. Students reported increased AMR knowledge, improved laboratory proficiency, enhanced cultural adaptability, and greater confidence in English communication. They also expressed a deeper appreciation for interdisciplinary and international approaches to AMR. Conclusions: The Infection Diagnosis Workshop effectively integrated practical laboratory training with international and cross-cultural engagement. The program strengthened student competencies and contributed to building global partnerships essential for combating AMR. Full article

This study explores the role of Applied Theatre as a form of cultural mediation in addressing issues of environmental justice within higher education. Eight university professors participated in the study, providing qualitative data through semi-structured interviews that focused on their perceptions of environmental inequalities, their teaching practices, and the potential of theatrical approaches to foster critical engagement with sustainability issues, drawing on their prior use of drama-based methods in university teaching. Using a directed content analysis framework, the study highlights that environmental inequalities are not only material or ecological but are closely intertwined with social relations, access to resources, and collective experiences. The findings indicate that Applied Theatre can create an intermediate learning space where knowledge, emotion, and action intersect, enabling students to engage critically and experientially with social and environmental injustices. Essential conditions for successful integration include targeted professional development of faculty, institutional support, and interdisciplinary collaborations, while challenges such as limited resources, time constraints, and lack of curricular recognition remain significant. The study contributes to the development of a theoretical framework that positions Applied Theatre as cultural mediation in higher education, framing it not only as an artistic methodology but also as a social and educational practice. This framework provides directions for future research and policy, particularly in the design of sustainable teaching practices that connect higher education with social justice and ecological responsibility. Full article

The growing reliance on AI-powered EdTech solutions has prompted educators at all levels to rethink teaching and learning methodologies. This shift has fostered a renewed partnership among teachers, students, and society, repositioning AI from a passive support tool into a proactive agent in the classroom. This transformation calls for teachers to exercise leadership and judgement in guiding students’ use of AI, emphasising both responsible practices and ethical considerations within their broader socio-cultural contexts. To harness this potential, we leveraged AI-based solutions within the AECT academic association to reinterpret UNESCO’s four foundational pillars of learning, thereby impacting the broader educational community. This initiative underscores literacy in educational communities emerging from intra-national and international inequity. Hence, it is imperative to examine the exigency of fundamental rights in relation to ethics and norms to uphold the innovative opportunities of AI in education globally. In this regard, this study connects the Pedagogical AI-Tact concept to bridge the gap between theory and practice, fostering both interest and ethical engagement across diverse educational communities. This study valuably upholds Margaret Mead’s proposal that every child deserves universal educational rights, a principle in harmony with justice and freedom. Full article

Under the pressures of neoliberalism, in Australia, the Victorian senior Music curriculum has been diminished. Neoliberal reforms have prioritised accountability, employability, and standardised outcomes, leading to a re-prioritisation of musical content and knowledge. This has led to reductions in musically specific content and increased focus on non-musical transferable skills. Concomitant has been an emphasis on informal processes within formal curricula. Highlighting implications for creativity, cultural diversity, and pedagogical practice, we contextualise changes to the Victorian example with curricula in the UK and US. Findings reveal a global trend toward more balanced, hybrid models integrating formal and informal learning. The findings inform debates on curriculum design, pedagogical practice, and policy development, highlighting the need for balanced approaches that preserve musical depth while accommodating broader educational goals. Full article

The FDA plans to gradually replace animal testing with organoid and organ-on-a-chip technologies for drug safety assessment, driving surging demand for gut-on-a-chip in food and drug safety evaluation and highlighting the need for efficient, precise chip designs. Oxygen gradients are central to these devices because they shape epithelial metabolism, microbial co-culture, and overall gut homeostasis. We coupled machine learning with finite element analysis to build a parametric COMSOL Multiphysics model linking channel geometry, transport coefficients, and cellular oxygen uptake to the resulting oxygen field. For numerical prediction, three models—Random Forest (RF), XGBoost, and MLP—were employed, with XGBoost achieving the highest accuracy (RMSE = 1.68%). SHAP analysis revealed that medium flow rate (39.7%), external flux (26.9%), and cellular oxygen consumption rate (24.8%) contributed most importantly to the prediction. For oxygen distribution mapping, an innovative Boundary-Guided Generative Network (BG-Net) model was employed, yielding an average concentration error of 0.012 mol/m³ (~4.8%), PSNR of 33.71 dB, and SSIM of 0.9220, demonstrating excellent image quality. Ablation experiment verified the necessity of each architectural component of BG-Net. This pipeline offers quantitative, data-driven guidance for tuning oxygen gradients in gut-on-a-chip. Future work will explore extensions including real experimental data integration, real-time prediction, and multi-task scenarios. Full article

The aim of this study was to examine the relationship between Cultural Intelligence (CI) and Intercultural Sensitivity (IS) and to test the mediating role of Internationalisation in Higher Education (IHE). A correlational survey design was employed with full-time academics in the Turkish Republic of Northern Cyprus (N = 391). Standardised instruments were administered: the Cultural Intelligence Scale (CQS), the Intercultural Sensitivity Scale (ISS), and the Internationalisation Perception Scale for Academics (IPSA). Construct validity and reliability were verified via confirmatory factor analysis, and the structural model was estimated using structural equation modelling (SEM) in SPSS–AMOS. The analysis revealed that CI exerts a positive and statistically significant effect on IS. CI was also found to be positively associated with IHE, and IHE demonstrated a positive and significant effect on IS. Mediation testing indicated that IHE functions as a significant partial mediator of the CI–IS relationship. Robustness checks with control variables showed that academic rank and faculty type have small but significant positive associations with IS. Overall, the findings suggest that the development of CI among academic staff directly enhances intercultural responsiveness and, additionally, strengthens IS through engagement with internationalisation processes. The results provide practical guidance for universities seeking socially sustainable internationalisation, indicating that institution-level strategies that embed intercultural learning and support academics’ international engagement may amplify the translation of CI into demonstrable intercultural sensitivity. 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

Assessment practices in Romanian primary education remain largely recall-based, despite curriculum expectations that prioritize reasoning, metacognition, and inclusive learning processes. This conceptual–analytical study examines the structural misalignments between curriculum goals, classroom assessment cultures, and national evaluation systems, highlighting their impact on learning equity and cognitive development. Drawing on international frameworks (OECD, UNESCO), national assessment data, and Romanian pedagogical literature, the analysis identifies three systemic gaps: curriculum–assessment misalignment, assessment–instruction misalignment, and a mismatch between equity-oriented policies and classroom practice. To address these challenges, the article proposes the ECEI Framework, an integrated developmental model that combines principles of cognitive education, metacognitive strategy development, inclusive pedagogy, and formative assessment. The framework introduces four categories of indicators—cognitive, metacognitive, inclusive, and assessment—designed to support teachers in observing and evaluating learning processes more effectively in diverse classrooms. Discipline-based illustrations in mathematics, reading, and science demonstrate how innovative assessment practices can make students’ thinking visible through authentic tasks, learning progressions, and multimodal response pathways. The findings suggest that developmental and inclusive assessment is essential for improving learning outcomes and reducing socio-economic disparities in primary education. Implementing the ECEI Framework requires targeted teacher training, coherent curriculum–assessment alignment, and system-level support to ensure sustainable changes in instructional practice. Full article

Peanut (Arachis hypogaea L.) is a globally important oilseed and food legume, yet its productivity is persistently constrained by devastating diseases and insect pests that thrive under changing climates. This review aims to provide a comprehensive synthesis of advances in precision breeding and molecular approaches for enhancing disease and pest resistance in peanut. Traditional control measures ranging from crop rotation and cultural practices to chemical protection have delivered only partial and often unsustainable relief. The narrow genetic base of cultivated peanut and its complex allotetraploid genome further hinder the introgression of durable resistance. Recent advances in precision breeding are redefining the possibilities for resilient peanut improvement. Multi-omics platforms genomics, transcriptomics, proteomics, and metabolomics have accelerated the identification of resistance loci, effector-triggered immune components, and molecular cross-talk between pathogen, pest, and host responses. Genome editing tools such as CRISPR-Cas systems now enable the precise modification of susceptibility genes and defense regulators, overcoming barriers of conventional breeding. Integration of these molecular innovations with phenomics, machine learning, and remote sensing has transformed resistance screening from manual assessment to real-time, data-driven prediction. Such AI-assisted breeding pipelines promise enhanced selection accuracy and faster deployment of multi-stress-tolerant cultivars. This review outlines current progress, technological frontiers, and persisting gaps in leveraging precision breeding for disease and pest resistance in peanut, outlining a roadmap toward climate-resilient, sustainable production systems. Full article

School leaders are central to addressing educational inequality by fostering inclusion and belonging within their school communities. In fast-growth educational environments where enrollment surges and demographic shifts outpace resource capacity, school leaders face complex challenges in developing inclusive structures and cultures for students with disabilities. In this qualitative case study, the authors examined how 18 principals across PreK-12 grade levels in three rapidly expanding Texas districts conceptualized and enacted inclusive leadership. Thematic analysis of semi-structured interviews and focus groups revealed that while principals believed all students are capable of learning, they defined inclusion philosophically but implemented pragmatically limited notions of inclusion shaped by their districts’ organizational structures and continuum of services approaches to special education. Findings illustrate that fast-growth contexts amplify tensions between compliance and care, as school leaders balance external accountability and resource constraints with efforts to cultivate school cultures grounded in empathy, relationships, safety, and belonging. The study presents a complicated picture of how principals navigate pragmatic constraints while pursuing inclusive practices for students receiving special education services. Inclusive educational leadership in fast-growth school environments is more likely to occur when leaders reframe inclusion not as placement, but as a shared commitment to recognizing every student’s capability within a responsive community. Full article

2-Hydroxy-4-Methoxybenzaldehyde (2H4MB) is a valuable aromatic compound with applications in flavour, fragrance, and pharmaceuticals. Because of its endangered status and root-specific accumulation, its production in native plants is restricted. In order to increase 2H4MB yield, this study emphasises recent developments in metabolic engineering, synthetic biology, in vitro culture methods, and AI-assisted route prediction. This review discussed about how CRISPR-based genome editing can be used to modify important biosynthetic genes and regulatory components, as well as how predictive machine learning techniques can be used to improve production conditions. Inadequate genetic resources, poorly understood biosynthetic pathways, and a dearth of reliable transformation systems are among the present constraints. The work highlights the importance of using integrative plant biotechnology techniques to fully realise the industrial and medicinal potential of this underutilised chemical. Full article

Ancient bronzes are invaluable for studying the cultures and history of ancient societies around the world. However, corrosion can diminish their research and aesthetic value, as well as affect their longevity. Therefore, it is crucial to study the corrosion behavior and mechanisms of these artifacts using advanced characterization techniques. This article provides a systematic review of the corrosion behavior of bronze artifacts and the advanced characterization techniques employed in their study. It summarizes the corrosion mechanisms of bronze artifacts and the factors affecting corrosion, including composition, structure, and the external environment. It also describes advanced analytical techniques for characterizing corrosion products and mechanisms, such as X-ray fluorescence (XRF), laser ablation coupled to quadrupole mass spectrometry (LAMQS), X-ray tomography (CT), and neutron diffraction. Bronze corrosion studies can be enhanced by the integration of artificial intelligence (AI) and machine learning (ML). Finally, it discusses potential future research directions in the field of bronze artifact corrosion and conservation. Full article