Search Results (167)

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

Enhancing farmers’ digital literacy is both an inevitable requirement for adapting to the digital age and an important measure for promoting the sustainable development of livestock and poultry manure resource utilization. This study surveyed and obtained data from 1047 farm households in Ningxia and Gansu, two provinces in China that have long implemented livestock manure resource utilization policies, from December 2023 to January 2024, and employed the binary probit model to analyze how digital literacy influences farmers’ willingness to adopt two livestock manure resource utilization modes, as well as to analyze the moderating role of three policy regulations. This paper also explores the heterogeneous results in different village forms and income groups. The results are as follows: (1) Digital literacy significantly and positively impacts farmers’ willingness to adopt both the “household collection” mode and the “livestock community” mode. For every one-unit increase in a farmer’s digital literacy, the probability of farmers’ willingness to adopt the “household collection” mode rises by 22 percentage points, and the probability of farmers’ willingness to adopt the “livestock community” mode rises by 19.8 percentage points. After endogeneity tests and robustness checks, the conclusion still holds. (2) Mechanism analysis results indicate that guiding policy and incentive policy have a positive moderation effect on the link between digital literacy and the willingness to adopt the “household collection” mode. Meanwhile, incentive policy also positively moderates the relationship between digital literacy and the willingness to adopt the “livestock community” mode. (3) Heterogeneity analysis results show that the positive effect of digital literacy on farmers’ willingness to adopt two livestock manure resource utilization modes is stronger in “tight-knit society” rural areas and in low-income households. (4) In further discussion, we find that digital literacy removes the information barriers for farmers, facilitating the conversion of willingness into behavior. The value of this study is as follows: this paper provides new insights for the promotion of livestock and poultry manure resource utilization policies in countries and regions similar to the development process of northwest China. Therefore, enhancing farmers’ digital literacy in a targeted way, strengthening the promotion of grassroots policies on livestock manure resource utilization, formulating diversified ecological compensation schemes, and establishing limited supervision and penalty rules can boost farmers’ willingness to adopt manure resource utilization models. Full article

As the global energy transition accelerates, the integration of solar power and artificial intelligence (AI) technologies offers new pathways for sustainable local development. This study examines four Serbian municipalities—Šabac, Sombor, Pirot, and Čačak—to assess how AI-enabled solar power systems can enhance energy resilience, reduce emissions, and support community-level sustainability goals. Using a mixed-method approach combining spatial analysis, predictive modeling, and stakeholder interviews, this research study evaluates the performance and institutional readiness of local governments in terms of implementing intelligent solar infrastructure. Key AI applications included solar potential mapping, demand-side management, and predictive maintenance of photovoltaic (PV) systems. Quantitative results show an improvement >60% in forecasting accuracy, a 64% reduction in system downtime, and a 9.7% increase in energy cost savings. These technical gains were accompanied by positive trends in SDG-aligned indicators, such as improved electricity access and local job creation in the green economy. Despite challenges related to data infrastructure, regulatory gaps, and limited AI literacy, this study finds that institutional coordination and leadership commitment are decisive for successful implementation. The proposed AI–Solar Integration for Local Sustainability (AISILS) framework offers a replicable model for emerging economies. Policy recommendations include investing in foundational digital infrastructure, promoting low-code AI platforms, and aligning AI–solar projects with SDG targets to attract EU and national funding. This study contributes new empirical evidence on the digital–renewable energy nexus in Southeast Europe and underscores the strategic role of AI in accelerating inclusive, data-driven energy transitions at the municipal level. Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. 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

The rapid growth of mobile financial services provides significant opportunities for enhancing digital financial inclusion among older adults. However, elderly consumers often lag in adoption and sustained usage due to psychological barriers (e.g., technology anxiety) and factors related to prior experience and comfort with technology (e.g., technology familiarity). This study investigates how technology anxiety and technology familiarity influence elderly consumers’ continuance intention toward mobile banking, while examining age as a moderator by comparing younger older adults (aged 60–69) and older adults (aged 70+). Using data from an online survey of 488 elderly mobile banking users in South Korea, we conducted hierarchical regression analyses. The results show that technology anxiety negatively affects continuance intention, whereas technology familiarity positively enhances sustained usage. Moreover, age significantly moderated these relationships: adults aged 70+ were notably more sensitive to both technology anxiety and familiarity, highlighting distinct age-related psychological differences. These findings underscore the importance of targeted digital literacy initiatives, age-friendly fintech interfaces, and personalized support strategies. This study contributes to the fintech literature by integrating psychological dimensions into traditional technology adoption frameworks and emphasizing age-specific differences. Practically, fintech providers and policymakers should adopt tailored strategies to effectively address elderly consumers’ unique psychological needs, promoting sustained adoption and narrowing the digital divide in financial technology engagement. Full article

This study examines the effects of gamified and non-gamified digital board games on students’ digital literacy and engagement. A total of 98 undergraduate students (n = 98) were randomly assigned to one of two conditions: gamified or non-gamified. The digital board game, designed to simulate real-world digital literacy scenarios, was implemented in a classroom setting. Students’ digital literacy performance was assessed through pre- and post-tests, and their engagement was measured using the Game Engagement Questionnaire. The results revealed that students in the gamified condition significantly outperformed those in the non-gamified condition in digital literacy post-test scores (p = 0.039). Additionally, the gamified group showed significantly higher engagement scores in flow (p = 0.039), enjoyment (p = 0.033), immersion (p = 0.042), and social interaction (p = 0.030). These findings highlight the effectiveness of gamified learning environments in enhancing digital literacy skills and multidimensional engagement. Full article

The construction and development of digital infrastructure have emerged as a crucial indicator of national competitiveness, which holds significant importance in driving the sustained growth of the national economy and the comprehensive advancement of society. This paper explores the impact of digital infrastructure on farm households’ scale management, aiming to reveal the role and potential of digital technology in agricultural modernization. Additionally, it seeks to offer a scientific foundation for the government to formulate agricultural policies and advance agricultural modernization. Using the OLS (Ordinary Least Squares) model, moderating effect model, and other methods, this study investigates how digital infrastructure affects farm households’ scale management based on micro-level research data of 2510 farm households from the CRRS (China Rural Revitalization Survey). The following conclusions are drawn: Firstly, the enhancement of digital infrastructure can motivate farm households to expand the land management area and increase the unit output of land. Secondly, farm households’ digital literacy positively moderates the effect of digital infrastructure on their land unit output; moreover, digital skills training for farm households exhibits a positive moderating effect on the influence of digital infrastructure on their management area. Finally, there is a heterogeneity in the impact of digital infrastructure on farm households’ scale management. Specifically, the promotion of farm households’ scale management is stronger in plain areas and weaker in hilly and mountainous areas; stronger for middle-aged and older and small-scale farm households; and weaker for youth groups and large-scale farm households. Based on this, this paper suggests increasing the investment in digital infrastructure construction, improving farm households’ digital literacy, carrying out digital skills training, and formulating differentiated regional policies for reference. Full article

The 100-Day Mission, coordinated by the Coalition for Epidemic Preparedness Innovations (CEPI) and endorsed by significant international stakeholders, aims to shorten the timeframe for developing and implementing vaccines to 100 days after the report of a new pathogen. This ambitious goal is outlined as an essential first step in improving pandemic preparedness worldwide. This review highlights the mission’s implementation potential and challenges by examining it through the lens of low- and middle-income countries (LMICs), which often face barriers to equitable vaccine access. This article explores the scientific, economic, political, and social aspects that could influence the mission’s success, relying on lessons learned from previous pandemics, such as the Spanish flu, H1N1, and COVID-19. We also examined important cornerstones like prototype vaccine libraries, accelerated clinical trial preparedness, early biomarkers identification, scalable manufacturing capabilities, and rapid pathogen characterization. The review also explores the World Health Organization (WHO) Pandemic Agreement and the significance of Phase 4 surveillance in ensuring vaccine safety. We additionally evaluate societal issues that disproportionately impact LMICs, like vaccine reluctance, health literacy gaps, and digital access limitations. Without intentional attempts to incorporate under-resourced regions into global preparedness frameworks, we argue that the 100-Day Mission carries the risk of exacerbating already-existing disparities. Ultimately, our analysis emphasizes that success will not only rely on a scientific innovation but also on sustained international collaboration, transparent governance, and equitable funding that prioritizes inclusion from the beginning. Full article

The adoption of e-government services in Small Island Developing Nations (SIDNs) aims to enhance public service efficiency, inclusiveness, and quality. However, e-government service development in SIDNs faces some significant constraints, including limited resources, geographical isolation, low digital literacy levels, and inadequate technological infrastructure. This study investigates value co-creation approaches in e-government service, aiming to identify specific value co-creation processes and methods to support sustainable e-government initiatives in SIDN settings. The study applies a qualitative approach; based on the thematic analysis of interviews with government stakeholders, it identifies contextual factors and conditions that influence e-government value co-creation processes in SIDNs and strategies for sustainable e-government service value co-creation. This study contributes a value co-creation framework that applies participatory design, agile development, collaborative governance, socio-technical thinking, and technology adaptation as methods for the design and implementation of flexible and inclusive e-government services that are responsive to local needs, resilient to challenges, and sustainable over time. The framework can be used by policymakers and practitioners to facilitate sustainable digital transformation in SIDNs through collaborative governance, active participation, and civic engagement with innovative technologies. Full article

Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education. Full article

This research aims to understand the evolving role of academic libraries, focusing on student perceptions of current services and their vision for the future. Data was collected using a survey at a midwestern research university in the United States. The survey contained both quantitative and qualitative questions. The objective of the survey was to understand the current utilization of library services and students’ future visions for academic libraries. Qualitative and quantitative analysis techniques were utilized as part of the study. Thematic analysis was employed as part of the qualitative analysis, while descriptive and inferential analysis techniques were utilized in the quantitative analysis. The findings reveal that many students use libraries for traditional functions such as studying and accessing resources. There is also an inclination toward digitalization due to convenience, accessibility, and environmental sustainability; however, print materials remain relevant as well. Another finding was a lack of awareness among some students regarding available library services, indicating a need for better marketing and communication strategies. Students envision future libraries as technology-driven spaces integrating artificial intelligence (AI), augmented reality (AR), virtual reality (VR), and innovative collaborative environments. Ethical considerations surrounding AI, including privacy, bias, and transparency, are crucial factors that must be addressed. Some of the actionable recommendations include integrating ethical AI, implementing digital literacy initiatives, conducting ongoing usability and user experience (UX) research within the library, and fostering cross-functional collaboration to enhance library services and student learning. Full article

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article

This study investigates the role of the digital economy (DE) in advancing the high-quality development of manufacturing in China, with a particular focus on the moderating effects of manufacturing agglomeration and digital literacy. Using provincial panel data from 2013 to 2023, we find that the digital economy significantly enhances manufacturing development across three key dimensions: green transformation, innovation, and high-end industrial upgrading. Manufacturing agglomeration strengthens this effect, especially in the Eastern and Western regions, by facilitating digital spillovers and leveraging digital infrastructure. However, in the Central region, the impact of agglomeration is weaker, hindered by fragmented industrial clusters and underdeveloped digital infrastructure. The study also highlights significant regional differences in the moderating effect of digital literacy. In the Eastern region, digital literacy negatively moderates the relationship between DE and manufacturing development due to skill mismatches, while in the Western region, localized concentrations of digital skills have a positive but geographically constrained impact. Temporal analysis reveals a shift in the moderating role of digital literacy, with its negative effect becoming more pronounced after 2018, suggesting a growing need for targeted skill development policies. These findings underscore the importance of regionally tailored strategies to promote digital manufacturing integration, with a focus on sustainable development through digital transformation and green manufacturing practices. Full article

The widespread integration of digital technologies into the industry, institutions, and everyday life has introduced environmental challenges known as digital pollution, including the carbon footprint of data centers, energy consumption of digital devices, and electronic waste (e-waste). While general environmental education is extensively studied, public awareness and understanding of digital pollution remain overlooked. This study investigates how demographic factors, including age, education level, income, and occupation, in addition to the perception of environmental knowledge and self-assessed tech-savviness, are associated with environmental and digital pollution literacy. A cross-sectional survey of 300 participants from the UK was conducted, assessing the associations between demographic characteristics, environmental knowledge, and digital pollution awareness. The findings reveal that education level and income are not significantly correlated with literacy scores, whereas age and tech-savviness display meaningful associations with digital pollution literacy. Additionally, general environmental knowledge is positively correlated with digital pollution literacy, suggesting that enhancing environmental literacy may foster a deeper understanding of digital sustainability issues. Notably, a gap emerged between self-reported and actual knowledge, highlighting the need for educational interventions. These findings suggest practical implications for developing targeted educational programs and policies that promote sustainable digital practices and reduce environmental impacts. Full article