Search Results (43)

Background: Amid growing concerns about climate crisis and its psychological toll, understanding how people find meaning through their connection to nature is increasingly important. The first aim of this study is to examine the association between Nature Relatedness (NR) and Meaning in Life (MIL). The second aim is to investigate if gender moderates this association and to explore how Jewish traditions influence gender differences in this relationship. Methods: A multi-methods design was employed. Participants were recruited through purposive sampling of prominent Jewish community figures, followed by snowball sampling via informant referrals. Thirty-five participants completed the Meaning in Life Questionnaire (MLQ) and the NR Scale. Two questions provided qualitative insights into participants’ personal interpretations and culturally grounded meanings of NR and MIL in the context of climate change and Jewish traditions. Results: Hierarchical multiple regression analyses assessed the main effects of NR and gender, as well as their interaction, on MLQ subscales. NR positively correlated with the MLQ Search dimension, indicating that individuals with stronger NR actively seek meaning in life. Gender moderated this relationship: NR did not correlate with MLQ Presence overall, but higher NR was linked to greater MIL presence among female participants. Thematic analysis of qualitative responses revealed gender-based variations and emphasized the role of Jewish teachings in connecting NR to cultural and religious practices. Conclusions: The findings point to the importance of cultural, religious, and gender factors in shaping the relationship between NR and MIL in a time of climate change crisis, offering implications for positive mental health research and culturally sensitive interventions. Full article

Background/Objectives: The integration of AI chatbots in nursing education, particularly in simulation-based learning, is advancing rapidly. However, there is a lack of structured evaluation models, especially to assess AI-generated simulations. This article introduces the AI-Integrated Method for Simulation (AIMS) evaluation framework, a dual-phase evaluation framework adapted from the FAITA model, designed to evaluate both prompt design and chatbot performance in the context of nursing education. Methods: This simulation-based study explored the application of an AI chatbot in an emergency planning course. The AIMS framework was developed and applied, consisting of six prompt-level domains (Phase 1) and eight performance criteria (Phase 2). These domains were selected based on current best practices in instructional design, simulation fidelity, and emerging AI evaluation literature. To assess the chatbots educational utility, the study employed a scoring rubric for each phase and incorporated a structured feedback loop to refine both prompt design and chatbox interaction. To demonstrate the framework’s practical application, the researchers configured an AI tool referred to in this study as “Eval-Bot v1”, built using OpenAI’s GPT-4.0, to apply Phase 1 scoring criteria to a real simulation prompt. Insights from this analysis were then used to anticipate Phase 2 performance and identify areas for improvement. Participants (three individuals)—all experienced healthcare educators and advanced practice nurses with expertise in clinical decision-making and simulation-based teaching—reviewed the prompt and Eval-Bot’s score to triangulate findings. Results: Simulated evaluations revealed clear strengths in the prompt alignment with course objectives and its capacity to foster interactive learning. Participants noted that the AI chatbot supported engagement and maintained appropriate pacing, particularly in scenarios involving emergency planning decision-making. However, challenges emerged in areas related to personalization and inclusivity. While the chatbot responded consistently to general queries, it struggled to adapt tone, complexity and content to reflect diverse learner needs or cultural nuances. To support replication and refinement, a sample scoring rubric and simulation prompt template are provided. When evaluated using the Eval-Bot tool, moderate concerns were flagged regarding safety prompts and inclusive language, particularly in how the chatbot navigated sensitive decision points. These gaps were linked to predicted performance issues in Phase 2 domains such as dialog control, equity, and user reassurance. Based on these findings, revised prompt strategies were developed to improve contextual sensitivity, promote inclusivity, and strengthen ethical guidance within chatbot-led simulations. Conclusions: The AIMS evaluation framework provides a practical and replicable approach for evaluating the use of AI chatbots in simulation-based education. By offering structured criteria for both prompt design and chatbot performance, the model supports instructional designers, simulation specialists, and developers in identifying areas of strength and improvement. The findings underscore the importance of intentional design, safety monitoring, and inclusive language when integrating AI into nursing and health education. As AI tools become more embedded in learning environments, this framework offers a thoughtful starting point for ensuring they are applied ethically, effectively, and with learner diversity in mind. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This study investigates the integration of ChatGPT in Philippine higher education institutions (HEIs) through narrative inquiry, employing Clandinin and Connelly’s three-dimensional framework (temporality, sociality, place) to explore the lived experiences of 18 participants (10 students, 8 faculty). The research identifies three global themes: (1) the need for strong ethical guidelines amid widespread but tacit “silent acceptance” of AI use, (2) faculty efforts to adapt traditional pedagogy while addressing concerns about critical thinking erosion, and (3) strategies to optimize ChatGPT’s utility without exacerbating inequities. Participant narratives reveal divergent adoption patterns: urban stakeholders leverage ChatGPT for efficiency and learning augmentation, while rural counterparts face infrastructural barriers that deepen the urban–rural divide. Students report evolving ethical engagement, from initial dependency to reflective use, whereas faculty grapple with academic integrity and assessment redesign. The findings underscore how cultural resistance, institutional policy gaps, and technological disparities shape ChatGPT’s uneven adoption, reinforcing existing educational inequalities. This study contributes to the literature on AI in education by proposing context-sensitive strategies for equitable integration, including offline AI tools for rural areas, faculty training programs, and transparent policy frameworks. By centering stakeholder narratives, the research advocates for culturally grounded AI adoption that balances innovation with pedagogical integrity, offering a model for Global South contexts facing similar challenges. Full article

Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the Erasmus + Teacher Academy Project ‘Teaching Sustainability’ (TAP-TS) (2022–2025), which aimed to develop the sustainability competences of student teachers, teachers, and teacher educators through the co-design of learning and teaching resources during online, hybrid, and face-to-face events as part of an international community of practice. Activities linking LCRP and ESF were presented and evaluated in four discrete teacher education courses, as part of TAP-TS. The study found that connections between LCRP and ESF were meaningful for educators but that this differed between individuals related to their personal and professional experience. The transdisciplinary and international nature of TAP-TS provided learning opportunities, but significant changes are likely to require sustained support for teachers in schools and as part of school communities. Full article

Background: Traditionally, community-based education (CBE) programmes have been utilised for teaching medical students clinical and interpersonal skills through placement in underserved environments. This pilot cohort study tested an extended model of CBE by infusing patient education into student-conducted consultations with the dual objectives of stimulating improved learning for the students and improved health literacy for the patients. Methods: The intervention involved 38 final-year medical students and 85 adult patients and from underprivileged communities in North West London. The students first undertook online preparatory workshops on health literacy, communication skills, and cultural competence. Subsequently, they imparted 20–30 min educational sessions on chronic disease management and preventive care to the patients on their clinical placements. The quantitative measurement used pre- and post-intervention questionnaires, and the qualitative measurement was based on reflective diaries and patient feedback. Paired t-tests were used for statistical comparisons, while a thematic analysis was used for textual answers. Results: Student confidence in breaking down medical jargon improved from 2.8 ± 0.7 to 4.4 ± 0.5 (p < 0.01), and confidence in making use of visual aids improved from 2.5 ± 0.8 to 4.2 ± 0.6 (p < 0.01). Understanding among the patients of their health conditions improved from 27% to 74% (p < 0.001), and self-confidence in their ability to manage their health improved from 31% to 79% (p < 0.001). The qualitative feedback noted improved empathy, cultural sensitivity, and a positive effect on patient empowerment through tailored education. Conclusions: This CBE intervention had two benefits: improving teaching and communication skills in students and greatly enhancing health literacy in underserved patients. The integration of structured education into usual care encounters holds the promise of a scalable, sustainable method for addressing health disparities. Longer longitudinal studies are necessary to assess its long-term success and incorporation into medical education. Full article

Globalization has transformed classrooms into culturally diverse environments, highlighting the critical need to prepare future teachers with skills to address these complexities. This study explores Intercultural Communicative Competence (ICC) as a fundamental skill in initial teacher training (ITT), aligning with Sustainable Development Goal (SDG) No. 4, which promotes inclusive, equitable and quality education. Through a narrative literature review, this research analyzes the main definitions and theoretical models of ICC, examining their relationship to gender, ethnicity and the teaching competencies of the faculty member. The findings highlight the lack of a unified consensus in the conceptualization of ICC, reflecting its dynamic and interdisciplinary nature. The results indicate that while gender does not significantly influence the development of ICC, ethnicity and migrant background are linked to a greater willingness to acquire it. In addition, the reflective and specialized training of the faculty member emerges as a decisive factor in the promotion of the ICC. These findings underscore the need to integrate ICC into initial teacher education plans to better prepare future teachers in multicultural contexts. By addressing equity and cultural diversity, the ICC supports educators in promoting respectful, effective and inclusive interactions, ultimately contributing to the achievement of SDG No. 4. This study enriches the discourse on teacher education and intercultural education by offering practical perspectives for connecting theory with practice in diverse educational contexts. Full article

Teacher education is paramount for nurturing democratic, critical, and participative citizenship. Educators should approach identity formation from an intersectional perspective, encompassing sex–gender, racial, and cultural diversities. This perspective highlights social inequalities and challenges the power structures that sustain them. Teachers play a crucial role in shaping and reflecting on these identities since their responsibilities extend beyond knowledge transmission. Their ability to incorporate intersectional perspectives into teaching influences students’ understanding of intersectionality, thereby supporting the development of inclusive identities and promoting democratic citizenship. This article opens with the results of research on how trainee teachers acquire competencies in feminist critical visual literacy. Following this review, we analyzed educational materials to examine stereotypes, racism, and the invisibility of racialized and cultural minority communities. We also addressed the identification and counteraction of hate speech targeting the LGTBIQ+ community as well as different gender-based violence. Comparative data from participating universities provide insights into the critical skills of pre-service teachers across international contexts. This study highlights an urgent need for further research into integrating intersectionality in teacher training, supported by educational policies that strengthen critical competencies through a holistic, gender- and race-sensitive approach aimed at social justice. These initiatives would promote an education system responsive to multifaceted diversities. Full article

Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students learn meaningfully. However, missing in the literature is a systematic review study on the use of CTCA in STEM teaching and learning. By synthesizing the findings of studies on the use of CTCA, this review highlights the unique contributions of CTCA to promoting meaningful learning of STEM subjects for African learners through quality research reports connecting CTCA to students’ positive outcomes in science, technology, and mathematics from 2015 to 2025. Data were sought from peer-reviewed experimental studies found in Google Scholar, ResearchGate, Scopus, and Web of Science with specific selection criteria, and 24 studies were found eligible for inclusion. The findings demonstrated that CTCA has been repeatedly effective in breaking the barriers to meaningful learning of STEM subjects, helping students to understand difficult STEM concepts and improving their academic achievement. Additionally, the findings indicated several implications for practice and future research on the use of CTCA. Hence, we concluded that this review study will be a useful reference for teachers, STEM educators, and educational researchers willing to rewrite the narratives of STEM learning in Africa by decolonizing STEM education and bringing the African indigenous knowledge to the frontier of STEM teaching and learning. Full article

This study explores the integration of traditional African marriage customs with Catholic Canon Law in Nigeria, where cultural norms are deeply rooted. The research examines the historical, theological, and cultural dimensions that influence marriage within African Catholic contexts. Despite valuable insights from these scholars, significant challenges persist in reconciling traditional practices with Catholic sacramental rites. The article highlights critical areas needing further investigation, particularly the incorporation of culturally significant elements into Catholic marriage ceremonies and the provision of culturally sensitive pastoral care for married couples. To address these challenges, the study proposes several strategies: Cultural Hermeneutics, which promotes dialog between traditional African values and Catholic teachings; Inculturation of Liturgical Practices, which adapts Catholic wedding ceremonies to include African traditions; and Inclusive Pastoral Care, which offers compassionate and culturally informed support for couples. The research emphasizes the compatibility of African and Christian marital values, highlighting both personal and communal dimensions. It advocates for a shift from priest-centered marriage rites to elder-centered ones, increased involvement of extended families and Basic Christian Communities (BCCs), and a revision of church legislation to accommodate local customs while upholding core Gospel principles. By implementing these approaches, the Nigerian Catholic Church can create a marriage framework that honors cultural heritage while remaining true to Christian doctrine. Full article

Cultural traditions in Israel’s Bedouin-Arab community encourage and permit men to take up to four wives, a practice supported by Islamic teachings. Despite legal prohibitions against polygyny in Israel, such marriages remain common and have profound effects on women, children, and broader society. This study explores how traditional notions of masculinity and positive attitudes toward polygyny influence young Bedouin men’s reactions to a hypothetical scenario in which their wife refuses to accept a polygynous marriage as a threat to men’s ego and pride. The sample consisted of 459 young, unmarried Israeli Bedouin-Arab men, aged 16 to 25, a demographic frequently under family pressure to marry, making the issue of marriage highly relevant. We hypothesized that traditional masculinity and favorable attitudes toward polygyny would be positively associated with heightened perceptions of ego and pride threats in response to a wife’s refusal. Participants were randomly assigned to imagine either their wife refusing a polygynous arrangement (n = 228) or accepting a polygynous arrangement (n = 231) and then reporting their anticipated emotional responses. The results showed that traditional masculinity was linked to positive attitudes toward polygyny, and both were significantly associated with increased perceptions of ego and pride threats in the refusal scenario but not in the acceptance scenario. The findings suggest that men with strong masculine identities and favorable views of polygyny are especially vulnerable to feeling threatened by a wife’s refusal. This supports social construction theory and underscores the role of cultural norms in shaping emotional responses. The discussion highlights the psychological impacts of polygyny in patriarchal societies and calls for culturally sensitive interventions that challenge traditional norms while fostering psychological resilience and gender equality. Full article

Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social well-being in embassy architecture within a framework of environment–behavior studies. It starts from the premise that the architectural values of a culture are deeply rooted in the relationship between the users, architecture, and surrounding environment. State-sponsored architectural works (e.g., embassies, consulates, cultural centers) built outside the country are viewed as symbolic representations of a nation’s diplomatic and cultural influence. These architectural typologies hold a unique potential to act as bridges for cross-cultural dialogue and foster a collective sense of global citizenship. In order to develop and assess the teaching curriculum, a specific assignment was given to master’s students of the Faculty of Architecture, University of Belgrade, with the aim to explore how engineering education can be adopted to motivate students toward sustainable attitudes and design solutions. While traditional diplomatic architecture emphasizes inward-facing, fortress-like design strategies, establishing physical and symbolic barriers between the embassy’s territory and the surrounding context, this research advocates for a more holistic approach oriented toward cultural sustainability, openness, and integration within an urban context. Key findings highlight creative solutions for balancing cultural representation with functional requirements while prioritizing community engagement, environmental responsibility, and user well-being. By demonstrating the two distinctive architectural strategies, this study contributes to the culturally responsive embassy design within the broader context of sustainable architectural education. Full article

The issues of migration and refugees are currently major global challenges. They are also important aspects of the teachings of the Catholic Church, as evidenced by the many recent Church documents. These issues also came up in discussions at the Synod on Synodality convened by Pope Francis. This article attempts to analyze 24 synodal syntheses, created by European episcopates, in terms of their approach to contemporary migration phenomena and further consequences, which allows for the identification of the main themes and indications of both the religious and social aspects of the encounter with newcomers. A common theme of the syntheses analyzed was the conviction of the need to sensitize societies to the specific plight of newcomers, threatening to marginalize them. Accompanying newcomers and caring for their integration with local communities resounded in the syntheses both as a task and also as opportunities for host communities to actualize solidarity, fraternity, and cultural exchange. Full article

The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers’ reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student’s unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel. Full article

This research investigates the intricacies of work–life balance among female staff members (including teaching and non-teaching) in higher educational institutions within the Sultanate of Oman. Despite the increasing participation of women in the workforce, achieving a satisfactory work–life balance remains a challenge. This study delves into the factors influencing work–life balance perceptions, considering individual, organizational, and cultural dynamics within the Omani context. Drawing on a quantitative approach, data were collected through structured questionnaires from 268 female respondents. The study explores the impact of factors such as organizational support, workload, family responsibilities, cultural norms, and career development opportunities on work–life balance. The findings reveal both strengths and areas for improvement within organizational support systems, workload management practices, and family-friendly policies. Additionally, cultural factors significantly influence work–life dynamics, emphasizing the need for culturally sensitive interventions. Career development opportunities also play a crucial role in shaping work–life balance perceptions. Statistical analysis, including mean scores, provides insights into the areas of strength and concern, guiding recommendations for policy and practice improvements tailored to the educational sector in Oman. Overall, this study contributes to a deeper understanding of the work–life balance complexities among female staff members (teaching and non-teaching) and offers insights for enhancing employee well-being and organizational effectiveness in Oman’s higher education institutions. Full article