Search Results (1,557)

Visual–spatial abilities (VSAs) are increasingly recognized as essential for acquiring 21st-century competencies, such as digital literacy, creative problem-solving, and the ability to interact with virtual and 3D environments. This study explores whether participation in a Computer Animation (CA) course can effectively enhance VSA, thus supporting the broader development of these key skills. A total of 346 students participated, divided into an experimental group (231 students attending CA) and a control group (115 students). The Purdue Spatial Visualization Test (PSVT) was used to assess VSA before and after the course. The analysis considered three aspects: the impact of CA course participation, test–retest effects, and the role of prior 3D software experience. Results showed a significant VSA improvement in the experimental group (+7.08 points), particularly among students without prior 3D experience. The control group showed minimal gains (+1.76 points), confirming that course participation—not test repetition—drove the improvements. More intensive course attendance (full-time students) led to greater progress. These findings suggest that Computer Animation courses can effectively support the development of visual–spatial abilities, which in previous research, have been associated with competencies relevant to digital and creative domains. Full article

Introduction: Remote education is increasingly used in ostomy care, but its components, timing, governance, and evaluation remain inconsistently defined. This study aimed to develop practice-oriented recommendations for implementing remote patient education for people living with an ostomy. Methods: An Italian expert consensus using a modified Delphi method and reported according to the ACCORD guidelines was conducted. An expert panel (n = 11), recruited nationally, included stomatherapists (n = 6) and people living with an ostomy (n = 5). Round 1 comprised a remotely conducted focus group to generate and refine statements informed by a targeted literature search. Rounds 2 and 3 were anonymous online surveys in which panelists rated statements on a four-point Likert scale and could provide comments or propose additional items. Consensus was predefined as ≥75% agreement. Results: Response rates were 100% across the three rounds (October–November 2025). The panel achieved consensus on 8 definitions and 14 statements, organized into six domains: (1) model of care and eligibility; (2) privacy and data protection; (3) program structure, outcomes, and evaluation; (4) educational content and teaching strategies; (5) timing, intensity, follow-up, and caregiver involvement; and (6) dignity, relational quality, and professional and organizational requirements. Recommendations supported a hybrid-by-default model with eligibility criteria, privacy-by-design using secure platforms and traceable documentation, structured programs with tailored multimodal content, staged pathways lasting 2–6 months after an initial in-person foundation, dignity-preserving options during remote encounters, professional training in communication and digital empathy, and integration into clinical planning and records. Conclusions: This consensus provides the first ostomy-specific, implementation-focused recommendations for standardizing remote patient education in Italy, with an emphasis on equity, privacy, dignity, evaluation, and workforce competencies. Full article

Background: Rule-based multi-agent system (MAS) architectures for healthcare coordination rely on hardcoded decision trees that cannot generalise to novel clinical scenarios or self-correct reasoning errors. These limitations are acute in surgical continuum care, where patients traverse presurgical risk stratification, intraoperative monitoring, postsurgical ICU, ward care, and remote rehabilitation over days to weeks—a complexity no fixed-policy agent architecture can address without prohibitive rule engineering. Objective: We present the first agentic large language model (LLM) framework for autonomous end-to-end surgical continuum monitoring, superseding the prior rule-based MAS Digital Twin. Six ReAct-driven tool-use agents replace fixed-policy agents with dynamic reasoning, multi-hop evidence retrieval, and Reflexion self-correction while maintaining mandatory confidence-gated Human-in-the-Loop (HITL) gating at every care-pathway-modifying decision. Methods: The framework is grounded in the ReAct paradigm and Reflexion self-evaluation, embedded within the DETER Digital Twin state engine S(t). Each agent is specified by a ReAct loop signature, a ten-function clinical tool registry, and confidence-gated HITL escalation logic. Inter-agent coordination replaces the rule-based Priority Queue Manager with an LLM-mediated Coordination Supervisor Agent reasoning over competing resource requests. Results: The framework delivers: (i) six formally specified ReAct-loop agents with explicit tool registries and authorisation boundaries; (ii) a confidence-gated HITL architecture that reduces alert fatigue while preserving safety for ambiguous clinical scenarios; (iii) an extended conflict resolution function P(p,t,context) incorporating surgical phase and DETER deterioration trajectory gradient; (iv) Reflexion self-correction with a formal N_max = 2 termination condition and Clinical Factuality Verification Layer; and (v) a multi-phase Digital Twin state engine extending S(t) to the full surgical continuum. Conclusions: The proposed framework represents a fundamental architectural departure from rule-based clinical AI—from hardcoded policies to dynamic reasoning, from static retrieval to multi-hop tool-use chains, and from fixed escalation thresholds to confidence-gated self-evaluation—providing a formally specified, clinically deployable foundation for next-generation autonomous surgical care coordination. Full article

Person–Environment Fit Theory explains organizational match in beliefs and values influences employee satisfaction and motivation in the workplace. Automated systems [e.g., artificial intelligence (AI)] and advanced technology have been integrated into business operations to compete in the digital era. However, how employee technology orientation and individual differences influence workplace preferences is underexplored. This study advances how organizations can strategically attract talent aligned with their technological infrastructure and work design. Parallel mediation path analysis was conducted on a surveyed U.S. convenience sample (SPSS PROCESS Model 4; N = 912). Technology adaptability was positively associated with preference for a job role highlighting working with automated systems relative to emphasizing supportive coworkers. Technology adaptability related to a greater need to belong and job satisfaction (as parallel mediators) and thereby less preference for a role working with automated systems (i.e., preference for a supportive coworkers job ad). The findings reveal that job ads promoting automated systems do not unilaterally attract tech-adaptive employees. Belonging needs and job satisfaction can function as psychological factors that redirect tech-savvy workers towards socially enriched roles. Proactively advertising social belonging and job satisfaction cues alongside advanced technology use could more comprehensively appeal to tech-adaptive job seekers. This can signal a better value congruence between an organization and these job seekers. Full article

Industry 5.0, deploying artificial intelligence (AI) at its core, reframes industrial evolution from a predominantly technology- and efficiency-driven innovation model toward a virtuously human-centric, sustainable, and resilient model of value creation by organizations. This review paper, based on an interdisciplinary literature review, explores how AI, within the Industry 5.0 paradigm, reshapes economic logics, the understanding of information asymmetry, and sustainability trajectories, and the implications for entrepreneurial strategy and business model innovation, which demand the development of a new form of organizational intelligence. While the literature suggests that AI, when deployed within a mature Industry 5.0 framework, could generate synergistic economic and sustainability values through circular, human-centered, and digitally augmented systems, human–AI co-intelligence gains are contingent on insights that address systems quality, reskilling, ethics, and reorienting resources from overly short-term profit maximization toward wisdom for long-term socio-ecological, climate resilience, and ESG performance. This study introduces a framework for tackling organizational sustainability dynamics, anticipating the emergence of new industries and the retransformation of enduring ones amid creative destruction in the AI era. Future studies to fill knowledge gaps and implications for human competencies that will enhance organizational intelligence are articulated. Full article

As micro, small and medium-sized enterprises (MSMEs) compete with limited resources, lightweight systems are needed to secure their digital assets. Fuzzy vaults (FVs) are useful for protecting secrets and, when applied to biometric systems, provide error-tolerance and privacy to enrolled biometric features. Combining multiple biometric traits also improves performance against attacks like spoofing in multimodal (MM) authentication systems. However, the design of the FV and the biometric-fusion method applied can limit the system’s effectiveness. This study systematically evaluates recent studies on FVs and MM systems and presents an up-to-date review to identify gaps, give directions for future studies, and, ultimately, improve the design of these systems. The research targeting MSMEs was carried out in two parts, with the first search focused on MM systems and the second on FVs, following the PRISMA guidelines. The main findings include the need to optimise the resource intensity of FV systems for the authentication of large numbers of individuals. It also found the need to make the model compatible with other biometric modalities as greater focus is on minutiae features. By reviewing these systems, we aim to foster the development of lightweight MM FV models to provide privacy and security in MSMEs. Full article

Game-based learning (GBL) has gained widespread attention as an innovative pedagogical approach, yet its potential to enhance students’ metacognitive learning remains underexplored. Guided by self-regulated learning (SRL) theory, the review investigates how GBL design features, such as goal-setting, real-time feedback, progress visualization, and reflection tools, scaffold students’ planning, monitoring, and evaluation strategies. A systematic search across Web of Science, Scopus, and ProQuest identified the studies, which included data from physical classrooms, online learning environments, and mixed settings. This scoping review synthesizes evidence from 11 peer-reviewed studies conducted between 2015 and 2025 to evaluate the impact of GBL on metacognitive learning in primary and junior middle school contexts. Findings reveal that GBL effectively supports metacognitive learning through real-time feedback and progress indicators, though planning and evaluation scaffolds are less comprehensively addressed. Furthermore, digital trace data and behavioral logs are emerging as robust tools for assessing metacognitive processes, offering deeper insights than self-reports alone. However, the review identifies critical gaps, including insufficient focus on junior middle school students, limited representation of non-STEM disciplines, and uneven theoretical grounding across studies. The findings underscore the need for theory-driven design and balanced scaffolding to maximize GBL’s potential in fostering metacognitive competence. This study also provides practical insights for educators to foster students’ metacognitive learning by effectively integrating games into educational practices. Full article

As digital technology becomes increasingly embedded in higher education, assessing students’ confidence in digital tasks is essential for understanding their adaptation to digital learning environments. This study adapted the Digital Self-Efficacy Scale (DSES) into Chinese and evaluated its psychometric properties among 1502 first-year college students in China. Participants were randomly split into two subsamples for item analysis and exploratory factor analysis, and structural validation respectively. All 25 items demonstrated satisfactory discrimination and homogeneity. Although parallel analysis indicated a four-factor exploratory solution, seven competing models were compared in the confirmatory stage. The Bifactor-ESEM model yielded the best combination of statistical fit and substantive interpretability, suggesting that the Chinese DSES primarily captures an overarching digital self-efficacy dimension, with domain-specific factors retaining limited reliable variance beyond the general factor. Total scores were positively associated with digital maturity (r = 0.642, p < 0.001); however, external validity is limited given that both measures were self-reported and concurrently collected. Gender measurement invariance analyses supported configural, metric, and scalar invariance. Overall, the Chinese DSES demonstrates promising preliminary psychometric properties. The total score is recommended as the primary interpretive unit, with subscale scores used as supplementary descriptive information only. Full article

Digital transformation has become a strategic pillar of modernization in public administration; however, evidence from emerging economies shows that technology implementation alone does not guarantee institutional transformation. This study examines the structural relationships among digital competencies, change management, technology adoption, and digital transformation in public administration institutions in Lima, Peru, incorporating Digital Inclusion Practices (DIP) as a moderating variable. A quantitative, non-experimental, cross-sectional design was applied to a sample of 358 public servants working in ministries, national agencies, regional administrative units, and municipal governments located in Lima. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital competencies and change management are positively associated with technology adoption, and that change management and technology adoption show significant positive relationships with digital transformation. Technology adoption partially mediates the relationships between digital competencies and digital transformation, and between change management and digital transformation. Additionally, digital competencies show a direct and statistically significant, although weak, relationship with digital transformation. The moderating relationship involving DIP was not statistically significant. These findings suggest that digital governance in emerging public administrations may depend less on individual skills alone and more on structured institutional processes that support effective technology adoption, strategic change management, and institutional modernization. Full article

Learning agility is considered a key competence for adapting to rapidly changing educational and technological environments. Although entrepreneurial tendencies have been associated with adaptive learning outcomes, the psychological mechanisms underlying this relationship remain insufficiently understood. This study examined whether self-regulation and artificial intelligence (AI) awareness sequentially mediate the relationship between individual entrepreneurial tendencies and learning agility among high school students. The study involved 564 high school students (55% girls, 45% boys; aged 14–19 years, M = 17.02, SD = 1.28) from two public schools in Türkiye. Participants completed validated measures of entrepreneurial tendencies, self-regulation, AI awareness, and learning agility. The hypothesized serial mediation model was tested using PROCESS Macro Model 6. Entrepreneurial tendencies were positively associated with learning agility both directly and indirectly. Self-regulation emerged as a significant independent mediator, and a significant sequential mediation pathway was identified through self-regulation and AI awareness. The findings suggest that entrepreneurial tendencies are associated with higher levels of self-regulation and AI awareness, which are in turn associated with learning agility. The results highlight the importance of self-regulation and AI awareness as factors associated with the relationship between entrepreneurial tendencies and learning agility. Educational practices that foster entrepreneurship, self-regulation, and AI awareness may support students’ adaptability and readiness for rapidly evolving digital learning environments. Full article

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

Digital media is increasingly shaping the ways in which children learn, communicate, and participate in everyday activities from an early age. The aim of this study was to examine how educators in early childhood education and care perceive the role of digital media in children’s learning, behaviour, and development, with particular emphasis on patterns of use, educational potential, and the role of educators and parents in mediating children’s digital experiences. The study specifically contributes to understanding these issues within the Croatian preschool context, where qualitative research on educators’ everyday experiences with digital media remains limited. The study employed a qualitative approach using focus groups conducted with a sample of 20 female educators from Croatia, organised into four focus groups. The data were analysed using thematic analysis. The findings suggest that educators perceive digital media as a useful yet complex pedagogical tool whose value depends on the way it is used. A distinction was particularly evident between passive and active use of digital content, with active, guided, and purposeful use perceived as having greater educational potential. At the same time, educators also recognised the potential of digital media to support children’s learning, motivation, creativity, and engagement when integrated meaningfully into educational activities. Educators emphasized the importance of their own role in guiding children’s digital experiences, as well as the significant influence of the family environment on patterns of media use. They also highlighted challenges related to excessive screen exposure, the lack of clear pedagogical guidelines, and the need for additional professional support. The findings suggest the importance of strengthening educators’ digital competences, supporting collaboration with parents, and developing clearer pedagogical guidance for the use of digital media in early childhood education and care. Full article

Across semi-arid and environmentally vulnerable regions, intensifying climate pressures, land degradation, and resource scarcity are placing growing demands on institutions, communities, and land users. However, the knowledge and technical skills required to respond effectively remain uneven and often poorly aligned with local needs. This study presents a comparative skills audit in Kimberley, Upington, and Rietfontein in the Northern Cape, identifying capacity gaps, stakeholder-specific training priorities, and structural barriers in natural resource and sustainable land management. Using questionnaires, semi-structured interviews, participatory site visits, and multi-stakeholder consultations, competencies were assessed across GIS and remote sensing, climate resilience, soil and land restoration, water conservation, sustainable agriculture, and policy literacy. Results show significant disparities in skills proficiency. GIS and remote sensing (0.8) and climate resilience strategies (1.0) were weakest, while policy literacy (1.5) and soil management (2.0) were also limited. Sustainable agriculture (4.0) and water conservation (2.8) showed relatively stronger capacity. Training needs varied by stakeholder, with government prioritizing geospatial tools and governance, and farmers emphasizing climate adaptation and resource management. Key barriers include limited digital infrastructure (83%), insufficient government support (80%), high training costs (78%), and contextual mismatches (50%). Integrated, place-based capacity development is essential to strengthen adaptive governance and long-term resilience. Full article

Intermediate crops, such as Brassica carinata and Camelina sativa, offer a promising pathway for expanding sustainable feedstock supply for advanced biofuels in Europe without competing with food and feed production. This study applies a competitive priority framework to assess the performance of intermediate crops in Italy and Spain, integrating agronomic, environmental, and regulatory dimensions. Using Member State-specific agroecological conditions, cost structures, and land-use profiles, the analysis identifies key challenges across land use and biomass-production stages and links them to measurable indicators and targeted optimisation strategies. Evidence from both experimental studies and modelling indicates that camelina can be seamlessly integrated into existing cropping systems without compromising crop yields or triggering soil carbon losses. These findings highlight the potential of intermediate crops to enhance soil health, to reduce erosion, and to stabilise yields under climate variability. This study also examines the policy conditions required to enable deployment, emphasising the need for region-specific crop calendars, digital traceability systems, and coherent implementation of RED III, CAP, ESCA, and CRCF frameworks. The distinction between volumetric and GHG-based targets is shown to be critical: intermediate crops perform strongly under GHG-based intensity reduction frameworks that reward soil carbon gains and sustainable cultivation. National instruments in Italy and Spain—including the Piano Strategico della PAC, Decreto Biocarburanti, Plan Estratégico de la PAC, and Real Decreto 376/2022—provide mechanisms for operationalising these strategies. Overall, the results demonstrate that intermediate crops can contribute meaningfully to both national and EU renewable energy, soil restoration, and climate mitigation objectives when supported by coherent agronomic and policy frameworks. Full article

Digital leadership, as a core organizational capability driving technological transformation, plays a pivotal role in the digitalization of traditional industries. Focusing on employees of Sichuan Baijiu enterprises in China and grounded in upper echelons theory, this study develops a theoretical framework in which digital leadership and organizational learning influence organizational innovation through the mediating mechanism of employees’ digital capabilities. Using survey data from 309 employees of Baijiu enterprises, we employ partial least squares structural equation modeling (PLS-SEM) to test our hypotheses. The empirical results reveal three key findings: (1) digital leadership positively affects organizational innovation by enhancing employees’ digital capabilities; (2) employees’ digital capabilities partially mediate the relationships between digital leadership and organizational innovation, as well as between organizational learning and innovation outcomes; and (3) these capabilities serve as a critical transmission channel that amplifies the effect of organizational learning on innovation, thereby forming a “learning–capability–innovation” chain. This study extends upper echelons theory to the digital transformation context of traditional manufacturing industries. By introducing employee-level digital capabilities as a key mediating variable, it provides both theoretical insights and practical implications for Baijiu enterprises and analogous traditional industries seeking to foster innovation through strengthening digital leadership, building learning-oriented organizations, and developing employees’ digital competencies. Full article