Search Results (659)

Pale lager dominates global beer markets. However, rising living standards and changing consumer expectations have reshaped sensory preferences, highlighting the importance of understanding consumers’ true sensory priorities. In this study, a twenty-eight-item questionnaire, refined through multiple rounds of optimization, was distributed across China and yielded 1837 valid responses. Spearman correlation analysis and partial least-squares regressions showed that educational background and spending willingness exerted the strongest independent effects on sensory priorities. A hybrid analytic hierarchy process–entropy weight method–Delphi procedure was then applied to quantify sensory attribute importance. Results indicated that drinking sensation (30.92%) emerged as the leading driver of pale lager choice, followed by taste (26.60%), aroma (24.77%), and appearance (17.71%), confirming a flavor-led and experience-oriented preference structure. Weighting patterns differed across drinking-frequency cohorts: consumers moved from reliance on overall mouthfeel, through heightened sensitivity to negative attributes, to an eventual focus on subtle hedonic details. Based on these findings, a new sensory evaluation scale was developed and validated against consumer preference rankings, showing significantly stronger alignment with consumer preferences (ρ = 0.800; τ = 0.667) than the traditional scale. The findings supply actionable metrics and decision tools for breweries, supporting applications in product development, quality monitoring, and targeted marketing. Full article

This study examines the relationships between spirituality, resilience, and happiness among higher education students, exploring the moderating roles of religious belief and years of study based on developmental and religious coping theoretical frameworks. Developmental theory suggests that university students’ psychological resources evolve across academic years, while religious coping theory posits that individual differences in religious commitment may buffer spirituality’s protective effects on well-being outcomes. Using a quantitative cross-sectional approach, data were collected from 459 university students from environmental science programs across public and private universities in northern Peru. Participants were predominantly female (59.04%) and aged 18–24 years (73%). Three validated instruments were administered: the Personal Spirituality Scale, Connor–Davidson Brief Resilience Scale, and Subjective Happiness Scale. Religious beliefs were measured on a 5-point scale, while years of study was categorized by academic year. Results from partial least squares structural equation modeling revealed significant direct effects of spirituality on both happiness (β = 0.256, p < 0.001) and resilience (β = 0.274, p < 0.001), with resilience also significantly influencing happiness (β = 0.162, p < 0.05). The structural model demonstrated exceptional explanatory power, with spirituality explaining 97.1% of variance in resilience, while spirituality and resilience together accounted for 86.2% of variance in happiness. Contrary to theoretical expectations, neither religious beliefs (β = 0.032, p = 0.489) nor years of study (β = −0.047, p = 0.443) showed significant moderating effects. These results suggest that spirituality and resilience serve as universal contributors to student well-being, operating independently of specific religious orientations and academic progression. The findings support integrating spiritual development and resilience-building components into inclusive university student support programs. Full article

Workplace violence (WPV) against healthcare workers (HCWs) in infectious disease hospitals, particularly in high-risk settings, remains a critical yet understudied occupational hazard. A mixed-methods study was conducted at a Chinese infectious disease hospital, combining quantitative surveys (N = 675) and semi-structured interviews (28 HCWs, 17 patients/families). Logistic regression was used to analyze WPV incidence and predictors, while a thematic analysis of interview data identified contextual drivers. Psychological violence (34.1%) was significantly more prevalent than physical violence (2.2%), with outpatient departments (44.1%) and temporary staff (OR = 1.72) at the highest risk. Qualitative themes revealed systemic triggers, including communication breakdowns, environmental stressors, and organizational gaps in safety protocols and reporting. This study addressed a critical gap by incorporating the perspectives of HCWs and patients, revealing that WPV perceptions vary due to differing expectations and experiences. From these results, the CARE (Communication, Advocacy, Respect, Education) framework proposes actionable strategies: standardized SBAR communication protocols, enhanced security protocols in high-risk units, and mandatory anti-violence training. These findings underscore the need to strengthen the occupational health system to mitigate WPV and to improve healthcare quality. Full article

This systematic literature review investigates how the concept of time is taught and learned in early mathematics education. While young children are commonly expected to learn how to tell time, this review explores what additional aspects should be emphasised to foster a deeper and more sustainable understanding of time. Using the EBSCO database, 36 relevant articles published up to December 2024 were identified. To cover different aspects related to the teaching and learning of time, peer-reviewed scientific articles as well as practice-based reports were included in the search. A majority of the articles focused on clock reading as an aspect of time. The aspects duration, sequencing, and measurement of time also frequently appeared whereas expressions of time, or cross-disciplinary aspects were seldom mentioned. Drawing on the findings, this review proposes a comprehensive framework outlining key aspects that should be included in early mathematics education to support the teaching and learning of time. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article

Emotion detection using computer vision has advanced significantly in recent years, achieving remarkable performance that, in some cases, surpasses that of humans. Convolutional neural networks (CNNs) excel in this task by capturing facial features that allow for effective emotion classification. However, most research focuses on basic emotions, such as happiness, anger, or sadness, neglecting more complex emotions, like frustration. People set expectations or goals to meet; if they do not happen, frustration arises, generating reactions such as annoyance, anger, and disappointment, which can harm confidence and motivation. These aspects make it especially relevant in mental health and educational contexts, where detecting it could help mitigate its adverse effects. In this research, we developed a CNN-based approach to detect frustration through facial expressions. The scarcity of specific datasets for this task led us to create an experimental protocol to generate our dataset. This classification task presents a high degree of difficulty due to the variability in facial expressions among different participants when feeling frustrated. Despite this, our new model achieved an F1-score of $0.8080$, thus obtaining an adequate baseline model. Full article

As the wood and furniture industry moves towards the vision of Industry 5.0, a major challenge remains addressing the lack of competencies. This study examines the self-perceived digital and sustainability competencies of 433 final year students at different levels of wood science and technology education in Slovenia and compares them with the expectations of 28 industry stakeholders. Using the established competency frameworks of DigComp and GreenComp, which represent generic competencies, as well as 24 profession-specific competencies related to digitalization and sustainability, the study uses survey data analysis to identify possible discrepancies. The results suggest that students’ self-assessment increases only slightly with increasing educational level, while the expectations of industry stakeholders increase significantly more, leading to notable discrepancies. At the secondary level, stakeholders place greater emphasis on developing students’ generic digital and sustainability competencies, while at the tertiary level, they place increasing importance on profession-specific competencies. It is worth noting that some stakeholders assessed certain competencies as not required for graduates on certain level of education. The study highlights the need for coherent and vertically aligned curriculum structures that reflect evolving competency expectations at all qualification levels. The study shows several areas in which the discrepancy between students’ self-assessments and the expectations of industry stakeholders is particularly pronounced. It highlights the need to better align educational content with the needs identified by industry stakeholders, while recognizing the role of wider social partnership in curriculum development. Such alignment and collaboration is essential to equip graduates with the competencies they need to make a meaningful contribution to the digital and sustainable transformation of the wood and furniture sector. Full article

Higher-education institutions are increasingly embracing digital transformation to meet the evolving expectations of students, academics, and administrators. The smart campus paradigm offers a strategic framework for this shift, yet most existing assessment models originate from high-income contexts and remain largely untested in the Global South, where infrastructural and technological conditions differ substantially. This study addresses this gap by evaluating the contextual relevance of a comprehensive smart campus assessment framework at the Papua New Guinea University of Technology (PNGUoT). A questionnaire survey of 278 participants—students and staff—was conducted using a 5-point Likert scale to assess the perceived importance of performance indicators across four key dimensions: Smart Economy, Smart Society, Smart Environment, and Smart Governance. A hybrid methodology combining the Best–Worst Method (BWM) and Public Opinion (PO) data was used to prioritise framework components. The research hypothesises that contextual factors predominantly influence the framework’s relevance in developing countries and asks: To what extent is the smart campus assessment framework relevant and adaptable in the Global South? The study aims to measure the framework’s relevance and identify contextual influences shaping its application. The findings confirm its overall applicability while revealing significant variations in stakeholder priorities, emphasising the need for context-sensitive and adaptable assessment tools. This research contributes to the refinement of smart campus frameworks and supports more inclusive and responsive digital transformation strategies in developing country higher education institutions. Full article

The prevalence of cancer is rising both in Canada and across the world, with approximately 35 million new cases predicted by 2050. Cancer immunotherapy is a form of treatment that harnesses the body’s immune system to fight cancer cells, increasing life expectancy beyond what traditional treatments offer. Immunotherapy may cause immune-related adverse events that differ from the toxicities of traditional treatments. While these events can be detrimental to health, it is critical that they are caught early. This perspective paper examines the evolving role of oncology nurses within the cancer care continuum in caring for patients receiving cancer immunotherapy, specifically immune checkpoint inhibitors. Oncology nurses provide care in many areas, specifically in educating patients on the early detection of side effects to prevent negative outcomes, assessing and monitoring patient symptoms through a variety of means, including nurse-led clinics, and providing support to patients undergoing therapy. This work helps identify gaps in the literature. Future research is required for advancing cancer immunotherapies and better detecting early signs of side effects for nurses practicing in different settings, ensuring timely care. Full article

Objective: Intestinal ultrasound (IUS) is increasingly valued as a noninvasive tool for inflammatory bowel disease (IBD) management, offering real-time, radiation-free assessment of bowel wall thickness, vascularity, and complications. While IUS is widely adopted in Europe, data on its use in Turkey is scarce. This study aims to address this gap. Methods: A nationwide, cross-sectional survey was conducted targeting 817 adult and 150 pediatric gastroenterologists in Turkey. The survey included 26 structured questions on demographics, familiarity with and use of IUS, and barriers to implementation. Results: A total of 191 gastroenterologists participated in this survey, with 56% being adult gastroenterologists (n = 107) and 44% pediatric gastroenterologists (n = 84). Regarding whether they participated in IUS training, 73% (n = 140) of the 191 respondents stated they had not received training. There were notable differences in how IUS was utilized among gastroenterologists: 29% (n = 31) of adult gastroenterologists performed IUS independently, compared to just 2% (n = 2) of pediatric gastroenterologists (p < 0.001). In total, 63% (n = 67) of adult gastroenterologists and 46% (n = 39) of pediatric gastroenterologists reported not using IUS. Altogether, 94% (n = 179) emphasized the necessity of educational opportunities, and 86% (n = 165) favored national guidelines. Conclusions: Our findings reveal that the current application of IUS in Turkey fails to correspond with its expected advantages in managing IBD. Limited educational opportunities are a major challenge, emphasizing the necessity for coordinated educational programs and national guidelines. The expanded adoption of the IUS might significantly improve Turkey’s management of IBD. What is known: Intestinal ultrasound (IUS) is a non-invasive, cost-effective, and reliable imaging method increasingly recognized for its utility in diagnosing and monitoring inflammatory bowel disease (IBD). What is new: This is the first national survey assessing the awareness, usage patterns, and barriers to the adoption of IUS among gastroenterologists in Turkey. The study highlights significant gaps in training opportunities while also identifying strategies to promote IUS integration into routine clinical practice. The findings may encourage similar efforts in other regions where IUS remains underutilized, ultimately improving IBD management and patient outcomes globally. Full article

Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. Consequently, motivation plays a crucial role for both teachers and students in facilitating an effective teaching and learning process in music education. Although motivation is generally understood as a student’s desire to engage in the learning process, it remains a complex concept that researchers and educators continue to explore across various educational contexts. This study aimed to review students’ motivation for classroom music by analyzing research from different studies in music education. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 27 studies were reviewed and included. The findings identified four theoretical constructs related to motivation in classroom music: expectancy–value theory, self-determination theory, mastery motivation, and achievement goal theory. Among these, the first two were most commonly discussed across the reviewed studies. All the reviewed studies employed self-reported questionnaires as their primary assessment tools. Most studies indicated that girls demonstrated higher motivation levels than boys in music classrooms. Additionally, the findings emphasized that teachers’ instructional strategies are critical for enhancing students’ motivation. This study contributes to the field of music education by highlighting the pivotal role of teacher strategies in fostering motivation and by providing a comprehensive review of motivational theories, assessment tools, and gender-related motivational differences in music education. Full article

Effective resource planning in higher education requires anticipating student demand for courses, especially when dealing with elective programs. Monitoring student preference is a recurring topic in the literature; however, to the authors’ knowledge, no simple methods for estimating student preferences when choosing courses in higher education have been proposed. This study develops and explores the use of a simple questionnaire to capture patterns in student course preferences within a university context. The research is developed in the context of the nine Cross-Over modules offered as part of the curriculum of the master’s programs (MSc) of the Faculty of Civil Engineering and Geosciences of Delft University of Technology (The Netherlands). No prior registration is required far in advance for these courses, making an accurate estimation of student numbers critical for the planning and allocation of educational resources. The developed questionnaire is applied three times in two different academic years to the students’ choice of Cross-Over modules. The questionnaire was shared in 2021, with 225 responses out of 339 students, in 2022, with 159 responses out of 365 students, and in 2024, with 94 responses out of 272 students. Student enrollment in the academic year 2023/2024 is used to assess the performance of the questionnaire. The questionnaire is able to capture general preferences of the students, providing fair estimates of the number of students per course; larger differences are observed in courses with a lower number of students. In addition, some patterns were identified in student preferences: there is a relationship between the first and second choices, and students usually choose modules closer to their own disciplines. The developed questionnaire provides with a reasonable first estimation of the expected number of students in courses, allowing for better planning and allocation of educational resources beforehand. Full article

This study examines the use of digitalized educational solutions among students in higher education institutions (HEIs). Drawing upon theories of technology, digitalization, and education, we analyze the suitability of different digitalization solutions for students in HEIs. Educational organizations that apply different digitalized technologies provide customizable platforms for authoring and disseminating multimedia-rich e-education and smart education. However, pedagogical practices indicate several gaps between the level of HEI digitalization achieved and its suitability for HEI participants. Thus, we analyze the state of various digitalized technologies in HEIs and their suitability for meeting students’ expectations. The results of our research show that students most highly rate modern educational methods such as practical learning supported by access to digitized materials via websites, social networks, and smartphones while assigning a lower rating to the use of classic education, supported by digital textbooks and traditional technologies such as Skype, Zoom, podcasts, and online videos. This study has several theoretical implications, among which is the need to further develop highly digitized materials and purpose-designed digitized solutions for individual areas and specific educational purposes. The practical implications indicate the need to expand the use of website networks, smartphones, and smart table solutions in modern educational practices in HEIs. Full article

Higher Degree by Research (HDR) students in language and education disciplines, particularly those enrolled in thesis-only programmes, are increasingly expected to interpret complex statistical data. However, many lack the analytical skills required for independent statistical analysis, posing challenges to their research competence. This study investigated the pedagogical potential of ChatGPT-4o feedback and peer feedback in supporting students’ evaluative judgement during a 14-week doctoral-level statistical analysis course at a research-intensive university. Thirty-two doctoral students were assigned to receive either ChatGPT feedback or peer feedback on a mid-term assignment. They were then required to complete written reflections. Follow-up interviews with six selected participants revealed that each feedback modality influenced their evaluative judgement differently across three dimensions: hard (accuracy-based), soft (value-based), and dynamic (process-based). While ChatGPT provided timely and detailed guidance, it offered limited support for students’ confidence in verifying accuracy. Peer feedback promoted critical reflection and collaboration but varied in quality. We therefore argue that strategically combining ChatGPT feedback and peer feedback may better support novice researchers in developing statistical competence in hybrid human–AI learning environments. Full article