Search Results (3,818)

This study explores how transnational higher education networks may contribute to the development of more inclusive and sustainable communities through collaborative learning, institutional capacity building, and cross-cultural academic cooperation. Higher education institutions increasingly play an important role in promoting social inclusion, active citizenship, and sustainable development beyond their traditional functions of teaching and research. Using the Erasmus+ SOLIDARIS project as an interpretive case study, this research examines how collaboration among European and Latin American universities supported the development of shared competency frameworks, faculty learning processes, and institutional practices related to inclusion and civic engagement. This study adopted an interpretive qualitative documentary case study design based on the Erasmus+ SOLIDARIS project. The documentary corpus comprised project reports, training materials, competency frameworks, and selected institutional documents and project outputs generated during the initiative. The findings indicate that sustained transnational collaboration was associated with institutional learning, collaborative academic practices, and the co-design of educational tools that supported inclusive participation and capacity-building processes across diverse institutional contexts. The analysis also highlights challenges related to contextual adaptation, organizational asymmetries, and the sustainability of collaborative initiatives beyond external funding periods. The study contributes to discussions on the role of higher education institutions as agents of sustainable and inclusive communities, suggesting that transnational university networks may support long-term social engagement, institutional innovation and context-sensitive collaborative responses. Full article

The social identity of migrant children is not merely a demographic label but is actively constructed and constrained by institutional structures. In China, a rapidly growing migrant population faces stringent institutional barriers, namely cross-regional enrollment policies with restrictive eligibility conditions, which exclude migrant children from local high school education. This study investigates how these structural factors shape the educational decisions and, consequently, the social identity formation of migrant children. Using data from the China Migrants Dynamic Survey and a cohort-based difference-in-differences (DID) approach, we employ an innovative strategy to identify students’ high school enrollment locations by leveraging information on migration timing and birth cohorts. Our findings reveal that strict institutional barriers significantly reduce the likelihood of high school attendance in destination areas, forcing families into a critical trade-off between children’s educational opportunities and family co-residence, which serves as a key site where migrant identity is negotiated. Residence requirements and school-type restrictions emerge as the most binding constraints. Importantly, these policies reinforce the role of household economic capital in accessing education while only partially mitigating disparities linked to cultural capital, suggesting a stratified reproduction of migrant social identities. Mechanism analysis indicates that early co-migration of children serves as a key behavioral channel, illustrating how structural barriers reshape family strategies. Ultimately, this study demonstrates that the educational decisions of migrant families are strongly constrained by institutional arrangements, which in turn shape the salience, meaning, and developmental trajectory of their migrant social identity. Reducing access thresholds and providing more flexible pathways are essential for fostering more equitable identity outcomes. Full article

Rural men in Australia experience poorer health outcomes compared to their urban counterparts, often due to barriers such as limited access to services, cultural norms around masculinity, and geographic isolation. This study explored the motivations underlying rural men’s participation in a student-led health promotion activity conducted by first-year paramedicine students at a large agricultural event. Using semi-structured verbal surveys with 60 participants, qualitative data were collected and analysed through an inductive content analysis approach. Three key themes were created to represent the reasons men engaged in the activity and the impact it had: factors that encouraged engagement and built trust, meeting multiple needs, and giving to student learning for the future. Participants were drawn to the activity by a welcoming environment, peer encouragement, and the consistent presence of health promotion at the event. Health promotion provided an opportunity for men to access basic health assessments, reflect on their wellbeing, and engage in conversations about physical and mental health in a supportive setting. Many participants also expressed a strong motivation to contribute to student learning, particularly through experiential interactions that allowed students to develop technical and interpersonal skills. The findings highlight the value of embedding health promotion activities in familiar, community-based settings and demonstrate the multitude of benefits for rural men. This research contributes to the growing evidence supporting innovative, community-engaged models of work-integrated learning that address health disparities while enhancing student education and rural workforce development. Full article

This study examines how firms convert dynamic capabilities into green innovation (GI) by developing green core competence (GCC). Drawing on resource-based theory and dynamic capability theory and incorporating core competence logic, the study investigates the direct effects of absorptive capacity (AC) and technological capability (TC) on GI, the mediating role of GCC, and the moderating role of green organizational culture (GOC) in the capability-to-competence process. Survey data were collected from 324 managers in China’s electronic information manufacturing industry, a technology-intensive sector facing pressures for technological upgrading and environmental improvement. Partial least squares structural equation modeling was used to test the proposed mediation and moderation model. The results show that AC and TC both positively affect GI and GCC, while TC has stronger effects. GCC positively affects GI and partially mediates the relationships between AC and GI and between TC and GI. GOC further strengthens the positive effects of AC and TC on GCC. These findings suggest that GI depends not only on the possession of dynamic capabilities but also on their conversion into a green-specific competence base. The study offers a contextualized explanation of how technology-intensive manufacturing firms organize internal capabilities to support sustainable manufacturing practices. Full article

This article examines how ministry formation and ecclesial leadership in the Evangelical Lutheran Church of Finland (ELCF) are being reshaped by 21st-century dynamics such as secularization, pluralism, and post-Christendom cultural change. As increasing numbers of theology students enter formation with limited prior church experience, the gap between academic theological education and pastoral vocation is widening. The article treats formation and leadership as an integrated analytical lens, showing how ministerial identity, vocational resilience, and leadership capacity emerge from shared theological and pedagogical processes. Comparative insights from Sweden, the Church of England, and Roman Catholic formation models sharpen this analysis. The study proposes a theologically grounded, contextually realistic model that links formation, leadership, and innovation in a mutually reinforcing way. Innovation is conceptualized as targeted, incremental development—deepened theological reflection, collaborative learning, and adaptive practices—rather than large-scale structural reform. This approach aims to be realistic and to increase the capacity of future clergy to lead mission-oriented ministry in complex contemporary conditions. Full article

Heritage tourism has become an important driver of tourism development, particularly in Asia, where countries actively promote national and cultural identities to attract visitors. Although individual studies have examined heritage identity in relation to tourism, existing reviews have not systematically synthesised the theoretical perspectives, methodological approaches, and empirical evidence on how tangible and intangible heritage identities are utilised as tourism development resources across South and Southeast Asia. Accordingly, this systematic review addresses three questions: (i) how research on heritage identity in heritage tourism has evolved in South and Southeast Asia, including its publication trends, theoretical perspectives and methodological approaches; (ii) which forms of tangible and intangible heritage identity are most utilised in South and Southeast Asia; and (iii) what conceptual and practical challenges and future research directions emerge from the literature. This study presents a systematic literature review with narrative synthesis of 44 publications to analyze how tangible and intangible heritage identities are used to promote heritage tourism in the region. The findings indicate that most studies focus on tangible heritage such as monuments, archaeological sites and colonial architecture, while intangible heritage, including cultural festivals and living traditions, remains comparatively underrepresented. The review further shows that heritage identity plays a significant role in strengthening national identity, enhancing visitor experiences and supporting local economic development across South and Southeast Asia. At the same time, several challenges remain, including the underutilisation of heritage resources, limited recognition of intangible heritage and the need to improve visitor management and sustainable tourism practices. The study concludes that Asian countries have significant untapped potential to further integrate heritage identity into tourism strategies, particularly through more innovative uses of intangible cultural heritage and improved heritage governance and management. Full article

Promoting morality among youth is an important educational priority in Thailand’s Southern Border Provinces. However, few culturally grounded learning interventions based on the Sufficiency Economy Philosophy have been systematically developed and evaluated. This study aimed to develop and preliminarily evaluate the Digital Learning Innovation for Strengthening Society (DLISS), a culturally grounded learning intervention designed to promote self-reported morality among youth. A four-phase research and development design was employed, including needs assessment, intervention and instrument development, preliminary field implementation, and post-implementation expert appraisal. Self-reported morality was assessed using the Sufficiency Economy Moral Scale (SEMS), which underwent psychometric evaluation with 1640 youth. Preliminary implementation involved 22 youth leaders assessed at pretest, immediate posttest, and post-reinforcement assessment. The SEMS demonstrated satisfactory psychometric properties. Participants showed statistically significant within-participant changes in the five measured dimensions of self-reported morality across the three assessment occasions. Experts rated the DLISS model favorably for its appropriateness, feasibility, utility, and contextual relevance. The DLISS model represents a promising culturally grounded learning intervention for promoting self-reported morality among youth. The findings provide preliminary evidence supporting further evaluation using larger samples and controlled research designs. Full article

The digital transformation of cultural tourism has increased interest in understanding how technological innovation and sustainability influence destination choice among younger travellers. Grounded in the Theory of Planned Behavior, this study examines the relationship between Smart Technologies, Sustainability, and Generation Z’s intention to visit digitally enhanced cultural destinations. Data were collected from 354 Generation Z respondents and analysed using SmartPLS4, complemented by mediation analysis, Importance–Performance Map Analysis, PLSpredict, and the Cross-Validated Predictive Ability Test. The findings reveal that Smart Technologies exert a strong positive effect on Visit Intention (β = 0.575, p < 0.001) and Sustainability (β = 0.437, p < 0.001), while Sustainability also positively influences Visit Intention (β = 0.194, p < 0.001). Sustainability partially mediates the relationship between Smart Technologies and Visit Intention (β = 0.085, p < 0.001). The model explains 46.6% of the variance in Visit Intention, while IPMA identifies Smart Technologies as the most influential managerial priority. The study contributes to smart tourism literature by providing an integrated TPB-based framework linking technology, sustainability, and destination intention. The findings suggest that technological innovation is the primary driver of Visit Intention, while Sustainability plays a complementary role among Generation Z travellers. Full article

The core predicament of energy transition lies not in the availability of clean technologies, but in whether an economy possesses the institutional capacity and social foundation to systematically regulate its carbon-energy metabolic processes. Drawing upon co-evolutionary theory from evolutionary economics, this paper constructs a composite indicator of Low-Carbon Green Energy Eco-Co-evolution (LCEE) encompassing three functional dimensions: efficiency advancement, kinetic energy replacement, and boundary adherence. Concurrently, by integrating innovation ecosystem theory with inclusive development theory, we propose the concept of “Inclusive Potential of Regional Innovation Ecosystems” (IEP), characterizing the systemic potential for transforming innovation outcomes into social welfare across four dimensions: Knowledge Matrix Abundance (KMF), Cultural Capillary Permeation (CCP), Technological Community Succession (TCS), and Social Root Nourishment (SRN). Taking China’s 2016 intellectual property (IP) powerhouse construction pilot as the institutional prototype of Industrial Intellectual Property Upgrading Reform (IPR), we incorporate IPR, IEP, and LCEE into a unified causal analytical framework, proposing a testable transmission logic of ‘institutional supply → ecological development → co-evolutionary synergy. Using panel data from 30 Chinese provincial-level administrative regions over 2010–2022, we employ a Spatial Durbin Difference-in-Differences (SDM-DID) model to identify the direct and spatial spillover effects of IPR on LCEE, and embed a Double Machine Learning (DML) framework to test the mediating mechanism of IEP while controlling for high-dimensional nonlinear interference. The findings reveal that IPR exerts a significant and robust direct promoting effect on LCEE, generating positive spatial spillovers to neighboring regions through the public disclosure of patent information. IEP significantly promotes local LCEE, yet its spatial spillover lacks statistical support due to structural conflicts in inter-dimensional transmission attributes. IEP plays a significant partial mediating role between IPR and LCEE, with the indirect effect accounting for over one-third of the total effect, a finding robust to alternative machine learning algorithms, sample split adjustments, and exclusion of contemporaneous competing policies. Sub-path tests reveal that KMF bears the strongest mediating efficacy, serving as the primary transmission channel, while CCP exhibits full mediation—the institutional effect on LCEE in the cultural dimension depends almost entirely on the mediating transformation through the public cultural service system. Heterogeneity analysis further demonstrates full mediation in the Low-Carbon Green Energy Eco-Kinetic Replacement (KER) dimension, indicating that the institutional catalytic effect on clean energy substitution must be realized through IEP transformation. This paper provides empirical evidence for the proposed causal pathway through which institutional public goods indirectly enhance the synergistic quality of carbon-energy transition via the inclusive potential of innovation ecosystems, providing theoretical foundations and policy implications that, while grounded in China’s institutional context, may offer valuable reference points for emerging market economies facing similar dual pressures of technological constraints and green transition. Full article

This article maps research on artificial intelligence (AI) in Christian Religious Education (CRE) during the first phase of rapid development following the widespread adoption of generative AI. A scoping review was conducted in Scopus, Web of Science, the Open Digital Theological Library, and IxTheo, supplemented by Google Scholar. Included were full-text English-language publications from 1 January 2023 to 31 March 2026 that addressed AI in Christian educational, catechetical, theological–educational, or formative contexts. The final corpus comprised 23 publications. Data were charted by publication type, geographical and educational context, main topic, and key claims or findings. The results show that the field is recent, methodologically heterogeneous, and not yet well consolidated, but that the emerging debate is organised around four inter-related strands: didactic potential and personalisation, ethical–technical limitations, anthropological–theological reflection, and systemic, institutional, and cultural–geographical conditions. The literature is marked by a tension between AI’s didactic potential and concerns regarding its ethical, theological, anthropological, and institutional implications. The review contributes a thematic synthesis that clarifies why AI integration in CRE requires not only educational innovation but also theologically informed, pedagogically mediated, and context-sensitive frameworks for religious formation. Significant gaps remain, including limited empirical and longitudinal research, insufficient attention to students’ and parents’ perspectives, cultural and linguistic contexts, and a lack of religion-specific, empirically tested didactic models. The review concludes that future research should move toward longitudinal, practice-based, and theologically grounded models for AI use in CRE. Full article

Purpose: This study investigates the structural pathways driving the startup potential of Generation Z students in Romania’s post-transition economy. It examines the sequential relationship between Entrepreneurial Mindset (EM), Entrepreneurial Intentions (EIs), and Entrepreneurial Behavior (EB), focusing on the mediating role of intentions in bridging the gap between cognition and action. Design/methodology/approach: Using a quantitative explanatory design, data were collected through a two-stage hybrid framework from a sample of 215 Romanian business students associated with the Hackathon Innovation Labs (HILs), selected via a non-probability purposive sampling method. Hypotheses were tested using Structural Equation Modeling (SEM) with maximum likelihood estimation, supported by Confirmatory Factor Analysis (CFA) to ensure statistical rigor. Findings: Results confirm that EM is a robust predictor of EI, which significantly drives EB, explaining 45.2% of its variance. The findings highlight that intentions fully mediate the relationship, suggesting that a growth-oriented mindset turns into firm intentions to overcome institutional and cultural barriers. Originality: This research applies a rigorous SEM framework to a cohort of digital natives in an underrepresented Eastern European emerging market. It integrates mindset as a foundational cognitive precursor and provides empirical evidence of the sequential path to entrepreneurial behavior. Research limitations/implications: The study is limited by its sample size and geographic focus on Romanian business students. Future longitudinal research should explore external contingency factors, such as access to capital and ecosystem support, to validate model generalizability. Practical and social implications: Higher education should shift toward experiential programs like HILs, embedding credit-bearing hackathons and micro-credentials to foster an entrepreneurial mindset. Socially, sustaining this momentum with structured mentorship bridges the intention–action gap, transforming Gen Z’s digital potential into tangible economic value for the post-transition ecosystem. Full article

Cultural resources embedded in local traditions are increasingly recognized as contributors to sustainable community development. Even so, the mechanisms through which these resources support sustainability remain insufficiently understood, particularly in living heritage communities. Empirical evidence explaining how cultural resources are translated into sustainable community outcomes through Dynamic Capabilities and Cultural Innovation Ability also remains limited. This study examines how Cultural Capital and Dynamic Capabilities contribute to community sustainability through Cultural Innovation Ability in Buyei Tie-dyeing communities in Guizhou Province, China. Using a sequential explanatory mixed-methods design, 503 valid questionnaires were analyzed through structural equation modeling (SEM), complemented by semi-structured interviews and a focus group discussion. The empirical results demonstrate that Dynamic Capabilities exert a substantial direct effect on Local Community Sustainability (β = 0.429, p < 0.001), while Cultural Capital emerges as a critical determinant of Cultural Innovation Ability (β = 0.468, p < 0.001). Cultural Innovation Ability partially mediates the relationships of Dynamic Capabilities and Cultural Capital with Local Community Sustainability. The study focuses on respondents’ perceptions of community-level processes within this evolving heritage context rather than directly examining how heritage meanings are negotiated, reproduced, or transformed among different actors. The structural model explains 50.1% of the variance in Local Community Sustainability, indicating moderate explanatory power. The findings suggest that Cultural Capital alone may be insufficient to generate stronger sustainability outcomes unless communities can mobilize and transform it under changing conditions. Cultural innovation serves as a key mechanism linking cultural resources to community sustainability. The study contributes to the literature by extending Dynamic Capability Theory to community-based heritage settings and by identifying Cultural Innovation Ability as an important mechanism linking cultural resources to sustainable community development. Full article

American universities have always reached beyond knowledge development. They are constituted through and often defenders of rights central to free and fair democracy. This article makes a novel case for reinvigorated commitments to democratic civic education, including a normative commitment to the dignity of all persons that is institutionalized through equality before the law. The analysis cuts through contemporary pieties of the left and right. The focus is US higher education, including relationships with governments, law, policy, and civil society, proceeding in six significant sections. After defining key terms and the plan of this paper, I clarify the relatively recent innovation of rights and their absence around the world. Rights are foundational for free and fair democracy. I then review critical moments among state, civil society, the rule of law, and higher education across US history, demonstrating that values commitments are essential to establishing basic freedoms for a functioning democracy. The legal and cultural architecture of the rights tradition also undergirds sacred ideals in higher education, including academic freedom and institutional autonomy. That analysis leads to two highly contested issues—national security and policing—to suggest how contemporary institutional patterns undermine progress on critical university goals: deepened insight and/or principled disagreement. Evidence indicates courses related to policing and its critiques are siloed within curricula, student self-selection and institutional socioeconomic sorting undermine potentially related democratic dialogue, and both connect to position campus discourse out of step with marginalized communities. These issues intersect with a key point of this article: individual rights and the formal, legal embrace of shared dignity require government entities. In the final sections, I focus on institutional-level recommendations for civic education that expands commitments to human dignity and the rule of law within a free and fair democracy. Full article

This study evaluated how culture system and culture medium composition influence the phenotype and functional quality of Talaromyces sayulitensis HC1 conidia. Conidia were produced by solid-state fermentation (SSF) and submerged fermentation (SmF) using two culture medium compositions differing in sucrose and ammonium phosphate concentrations and, consequently, in C:N ratio. Morphological, ultrastructural, physicochemical and functional attributes were analyzed together with the expression of four selected conidiation-related genes (brlA, abaA, fluG and rodA). Conidia produced under SSF were significantly smaller and displayed a more cylindrical morphology and accumulated significantly more melanin than those produced under SmF, whereas SmF-derived conidia exhibited significantly higher relative ergosterol content. Outer cell wall thickness was significantly influenced by both culture system and culture medium composition. Across both culture systems, the medium containing a lower sucrose concentration and a higher ammonium phosphate concentration (C:N ratio 10:1) resulted in significantly higher germination but significantly lower thermotolerance than the medium containing a higher sucrose concentration and a lower ammonium phosphate concentration (C:N ratio 50:1). The medium was also associated with significantly greater melanization. Expression of brlA, abaA, fluG and rodA was generally higher under SSF, although the magnitude of the response varied among genes and culture medium compositions. The integrated analysis revealed that germination and thermotolerance were not necessarily coupled and that culture system and culture medium composition influenced different dimensions of conidial quality. The main innovation of this study is the integration of structural, physicochemical, functional and selected molecular indicators to identify distinct conidial quality profiles relevant to application-oriented production of fungal inoculants. Full article

Soilless Culture has changed rapidly over the past decades, driven by advances in hydroponics, protected cultivation, environmental monitoring, vertical farming, and more sustainable production practices. These developments have also created new demands for undergraduate education, particularly in disciplines where scientific knowledge and technology evolve continuously. This study examined the longitudinal development of an undergraduate Soilless Culture course at Universidad de Talca, Chile, over more than twenty-five years. A retrospective longitudinal case study was conducted using institutional records, course syllabi, teaching materials, assessment instruments, practical activities, infrastructure records, and anonymized student performance data. Changes in scientific content, practical learning environments, competency development, and assessment strategies were analyzed, while final-grade records from 2021 to 2025 were summarized descriptively. Over time, the course evolved from a predominantly hydroponics-based approach to a broader curriculum incorporating substrate cultivation, recirculating nutrient solutions, and protected cultivation, toward practical work involving microgreens in floating-tray systems, nutrient solution formulation, substrate-based seedling systems, and the design or operation of recirculating NFT systems and introductory activities related to vertical farming. Practical learning environments expanded alongside disciplinary advances, and assessment progressively shifted toward authentic activities requiring students to apply technical knowledge, solve problems, justify management decisions, and communicate scientific information. Student performance remained consistently satisfactory despite the increasing complexity of the curriculum. The findings demonstrate that the long-term relevance of a specialized horticultural curriculum can be maintained through continuous evidence-informed revision rather than isolated major reforms. Unlike previous reports focused on individual educational interventions, this study documents how sustained curriculum renewal over more than two decades can preserve disciplinary coherence while progressively incorporating scientific advances, technological innovation, experiential learning, and professional competency development. Full article