Search Results (146)

Background/Objectives: International students pursuing higher education in the United States face unique challenges that increase their risk of food insecurity, including limited financial resources, employment restrictions, and cultural barriers. While food insecurity among domestic students has been widely studied, limited research focuses on the lived experiences of international graduate students. This study explores the challenges, perceptions, and coping strategies related to food insecurity among international graduate students at a large public university in North Texas. Methods: This qualitative, ethnographic study involved 20 semi-structured interviews with international graduate students who were clients of the university’s food pantry. Participants were recruited using purposive convenience sampling. Interviews focused on students’ experiences with food access, financial constraints, campus resources, and cultural food preferences. Data were analyzed using thematic coding in MAXQDA. Two standardized food insecurity measures—the USDA and FAO scales—were also administered and analyzed using SPSS. Results: Findings revealed that 85% of participants experienced limited access to nutritious and culturally appropriate foods, with 70% reporting hunger due to financial constraints. Themes included lack of cooking skills, limited campus food options, difficulty accessing familiar groceries, and limited job opportunities. Students expressed that food insecurity significantly impacted their physical health, mental well-being, and social lives, though many continued to prioritize academics over personal nourishment. Conclusions: Food insecurity among international graduate students is multifaceted, shaped by financial, cultural, and institutional barriers. Addressing this issue requires culturally sensitive interventions, improved access to diverse food options, tailored student support services, and institutional efforts to better understand and meet the needs of international students. Full article

As a densely populated area, college student dormitories consume a large amount of electricity every year to heat the domestic hot water used by students. Applying solar energy to hot water systems can effectively alleviate this situation. This paper first conducts a simulation of the hot water load and the calculation of the available area of the solar roof in a dormitory building of a certain university. Then, different solar-coupled air source heat pump systems were designed, and simulation models of the two systems were established. The thermal performance parameters and solar energy utilization of the two systems were discussed, and the energy efficiency, economy, and environmental protection of the two systems were analyzed. The results show that after coupling with the solar collector, the system operation time is shortened by 26.2%, the annual performance coefficient is 3.4, which is 0.8 higher than that of the original system, and the annual heating energy consumption is reduced by 24.4%. In contrast, the annual energy self-sufficiency rate of the photovoltaic coupled with air source heat pump system is 94.6%, achieving nearly zero energy consumption for heating. Full article

The integration of artificial intelligence (AI) into educational environments is fundamentally transforming the learning process, raising new questions regarding student engagement and motivation. This empirical study investigates the relationship between AI-based learning support and the experience of flow, defined as the optimal state of deep attention and intrinsic motivation, among university students. Building on Csíkszentmihályi’s flow theory and current models of technology-enhanced learning, we applied a validated, purposefully developed AI questionnaire (AIFLQ) to 142 students from two Hungarian universities: the Ludovika University of Public Service and Eszterházy Károly Catholic University. The participants used generative AI tools (e.g., ChatGPT 4, SUNO) during their academic tasks. Based on the results of the Mann–Whitney U test, significant differences were found between students from the two universities in the immersion and balance factors, as well as in the overall flow score, while the AI-related factor showed no statistically significant differences. The sustainability of the flow experience appears to be linked more to pedagogical methodological factors than to institutional ones, highlighting the importance of instructional support in fostering optimal learning experiences. Demographic variables also influenced the flow experience. In gender comparisons, female students showed significantly higher values for the immersion factor. According to the Kruskal–Wallis test, educational attainment also affected the flow experience, with students holding higher education degrees achieving higher flow scores. Our findings suggest that through the conscious design of AI tools and learning environments, taking into account instructional support and learner characteristics, it is possible to promote the development of optimal learning states. This research provides empirical evidence at the intersection of AI and motivational psychology, contributing to both domestic and international discourse in educational psychology and digital pedagogy. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

This paper examines the relationship between investment in water education and economic performance, focusing on the context of widening countries (EU Member States and Associated Countries with lower research and innovation performance). Through time-series data and panel regression analysis, the study investigates whether increased spending on education correlates with Gross Domestic Product (GDP) growth. While the initial static model indicates a positive but statistically insignificant association, a dynamic model with lagged GDP significantly improves explanatory power, suggesting that educational investments may influence growth with a temporal delay. Complementing the macroeconomic data, the paper analyses how targeted investments in educational innovation, especially in digital technologies such as virtual reality (VR) applications, enhance teaching quality and student engagement. Examples from partner universities involved in the WATERLINE project (Horizon Europe, 101071306) show how custom-built VR modules, aligned with existing hydraulic labs, contribute to advanced water-related skills. The paper also presents a cost-benefit analysis of VR applications in water education, highlighting their economic efficiency compared to traditional laboratory equipment. Additionally, it explores how micro-level innovations in education can generate macroeconomic benefits through widespread adoption and systemic impact. Ultimately, the research highlights the long-term value of education and innovation in strengthening both economic and human capital across diverse regions. Full article

This study is based on the Theory of Planned Behavior (TPB) and focuses on university students in South Korea and China. It explores how the consumption value of sustainable fashion products affects consumers’ purchase intentions. Additionally, it verifies the moderating effect of environmental concern on the relationship between consumption value and purchase intention. An empirical analysis is conducted through a questionnaire survey using SPSS 26.0 and AMOS 26.0. This study integrates the TPB model to examine the impact of consumption value on the purchase intentions of university students in both countries. It also investigates how environmental concern moderates the relationship between the sub-factors of consumption value—functional value, social value, emotional value, precious value, and ethical value—and purchase intention. To achieve the research objectives, a comprehensive review of relevant domestic and international literature is undertaken. This review establishes a theoretical foundation for the constructs of consumption value, subjective norms, attitudes, perceived behavioral control, purchase intention, and environmental concern. Based on this framework, empirical research is conducted to develop and validate the research model and associated hypotheses. The primary objective of this study is to evaluate the market response to sustainable fashion products in China and South Korea. It analyzes the relationship between consumption value and purchase intention regarding these products. Additionally, the research aims to provide insights for fashion enterprises on the appropriate positioning of sustainable fashion products. It also establishes a theoretical foundation to guide the future development of sustainable fashion initiatives. Full article

Educational farms provide students with hands-on experience in agricultural and animal practices. However, the close contact between humans and farm animals creates a significant interface for zoonotic disease transmission, yet research on infectious diseases in such settings remains limited. This study investigates the ongoing spillovers of human-origin influenza A virus (IAV) into swine at an educational farm in central Chile, describing IAV prevalence, outbreak dynamics, and the genomic characterization of detected strains. The Menesianos educational farm, located in Melipilla, central Chile, houses approximately 40 swine alongside other domestic animals, such as horses and cows. As part of an active IAV surveillance project, monthly nasal swab samples were collected from pigs between June 2019 and September 2023 for IAV detection via RT-qPCR targeting the M gene, with positive samples subsequently sequenced. During the study period, monthly IAV prevalence ranged from 0% to 52.5%, with a notable outbreak detected between May and June 2023. The outbreak lasted 5 weeks, peaking at 52.5% prevalence during week 3. Nine IAV strains were isolated over the study period, eight of which were obtained during weeks 2 and 3 of the outbreak. Phylogenetic analysis revealed that all strains were closely related to the pandemic H1N1 2009 influenza virus, with the closest related strains being those circulating in humans in Chile during the same years. These findings highlight the importance of conducting regular IAV surveillance on educational farms, where close interactions between animals and individuals—particularly children and young people—can facilitate viral spillovers and potential reverse zoonosis events. Full article

This paper examines the key factors influencing the relationship between domestic energy consumption and renewable energy adoption in Tunisia, based on a survey of 1000 participants from various sectors, including students, teachers, and social media users. The findings reveal that while 65% of households report high energy consumption, mainly due to heating and air conditioning, only 35% have adopted energy-efficient technologies. Although 80% express concern about climate change, only 45% understand the connection between personal energy use and environmental impact. Additionally, 70% of respondents show a positive attitude toward solar energy, but 60% cite installation costs as a significant barrier. The paper focuses on the potential of positive energy communities (PECs), particularly in rural areas, where 75% of respondents showed interest. The study emphasizes the need for a comprehensive strategy combining education, policy frameworks, and community-driven energy solutions to reduce consumption and increase renewable energy use. Concrete recommendations are provided to support a sustainable energy transition in Tunisia, with a focus on enhancing energy autonomy and environmental preservation through PECs. Full article

This contribution is part of the Service Learning (SL) project “Abre tus ojos” (Open your eyes), whose main objective is to contribute to the coeducation and gender violence awareness of future education professionals. In line with the dimensions of sustainable human development, the actions developed in this SL project are directly related to helping people and groups in need. Students from different courses at the Faculty of Education of the University of Burgos have been involved in the training activities of an Association for Assistance to Victims of Sexual Assault and Domestic Violence (ADAVAS Burgos) through the design of technological educational resources that contribute to raising awareness of gender violence. As a result of the project, a web repository has been created with technological educational resources created by the students (videos, infographics, stories, games). This repository is open access and is presented as a resource contributing to the goal of Sustainable Development Goal (SDP) in relation to gender equality. Full article

Over the past 30 years, Romanian Educational Research (RER) has strived to enhance its global visibility. This study examines the evolution and structure of RER through a bibliometric analysis of 10,396 publications indexed in the Web of Science Core Collection from 1975 to 2024. The results reveal fluctuating productivity, with growth driven by national and international initiatives, and challenges during the COVID-19 pandemic. Conference papers dominate research output, while articles and reviews are less frequent. Although domestic sources offer valuable publication opportunities, increasing visibility in high-impact journals is essential for international recognition. Universities across various regions contribute significantly, with research intensive institutions producing the bulk of articles and reviews. Five primary research clusters emerged, including studies on student performance factors, digital transformation in education, curriculum development and students’ skills, competency-based education and teacher training, as well as advancements in teaching, learning, and assessment practices. The study highlights the importance of international collaborations, particularly with institutions in Europe, the United States, Canada, and Australia, to boost the worldwide impact of Romanian research. These findings provide insights into the current state of RER and suggest that fostering international partnerships and leveraging local strengths can enhance its global presence and contribute to academic diversity. Full article

Mental well-being is an integral part of university students’ overall well-being, and has been a matter of increasing concern in the UK. The main purpose of this study was to examine the subjective well-being of first-year university students in the UK by investigating the impact of their beliefs and lifestyles on their overall well-being, as well as the factors contributing to such changes. A total of 197 participants, including domestic and international students with ages ranging from 18 to 24, completed a survey assessing subjective well-being, beliefs, lifestyles, and demographic information. Thirty-one of the participants took part in the follow-up interviews. The findings revealed diverse experiences among students, including variations in well-being, belief systems, and lifestyles. Key findings of the research include all three categories of subjective well-being (i.e., emotional, social, and physical well-being) were positively correlated with both philosophical and religious beliefs, and negatively correlated with inactive community engagement. This study also revealed that personal beliefs and lifestyles had an important impact on these changes. This paper discusses the implications of these findings for university support services, and offers insights into the challenges and experiences of first-year students. Full article

Noise is increasingly recognized as a factor impacting health, including its effects on online education. However, differences in the perception of acoustic environmental factors have been scarcely analyzed. This study aimed to evaluate perceived differences in the interference of five types of sound (traffic, voices, TV/radio/household appliances, music, and animals) while conducting autonomous and synchronous activities during online learning. It is also aimed to identify which activities are more affected by the domestic acoustic environment among a group of 4 synchronous and 6 autonomous activities. The data were obtained from an online survey distributed online among the students of the Universidad de las Américas in Quito, Ecuador. The differences between acoustical variables were evaluated using frequentist and inferential analysis. Findings indicated that traffic noise was the least disruptive sound for autonomous activities, likely due to reduced vehicle circulation during the COVID-19 lockdown. In contrast, voices were identified as the most disturbing noise source, underscoring that background speech can significantly disrupt concentration. Additionally, domestic noise is more disturbing while taking exams than during solving problem tasks, comprehensive reading, or group work, probably because during the exams students cannot control unwanted sound sources. These outcomes underscore the need for acoustic strategies in domestic educational settings to reduce noise-related distractions. Full article

The domestic environment plays a critical role in online education, particularly its acoustic aspect. This study investigates whether there are differences in the perception of acoustic variables between students who perceive their academic performance as negative (G1) and those who rate it positively (G2). It also explores differences between students who assess the quality of education as positive or negative, along with gender distinctions. Data were collected through an online survey conducted by Universidad de Las Américas, Quito, Ecuador, during the COVID-19 lockdown. Statistical analyses revealed significant differences in the perception of noise between groups G1 and G2: Students who rated their academic performance negatively experienced higher noise interference from sources like voices and household appliances. Similar patterns were observed when assessing educational quality. Gender differences also emerged, with women reporting higher levels of noise interference caused by sound sources (voices, TV/Radio/household appliances, and animals), and in the development of autonomous and synchronous tasks than men. The differences between the groups evaluated in pairs suggest that these aspects should be taken into account when designing domestic spaces and strategies to improve the quality of the acoustic environment for students. Full article

Background: The COVID-19 pandemic presented unique and unprecedented challenges for international students, those studying at institutions of higher education outside of their home countries, due to their distinct circumstances and vulnerabilities. This literature review examines the multifaceted mental health burdens they experienced and highlights the need for targeted support and interventions. Methods: A rigorous search across three databases (i.e., PubMed, PsycINFO, and ERIC) yielded 50 empirical studies for inclusion in this literature review. A six-phase thematic analysis framework was employed to identify and synthesize key themes. Results: Seven prominent themes emerged: (1) academic and professional disruptions; (2) challenges navigating international student status; (3) social isolation and loneliness; (4) difficulties with living arrangements; (5) financial and food insecurity; (6) health concerns for self and loved ones; and (7) experiences of discrimination and xenophobia. Conclusions: This review highlights a range of tolls that mental health consequences took on international students, and it suggests the need for targeted interventions and support services to address these challenges. It also identifies critical research gaps, such as the need for longitudinal studies and comparative analyses with domestic students. The implications for inclusive policies and supportive environments to promote international students’ well-being are discussed. Full article

Research on the effect of student work on academic achievement has produced inconsistent results, and Hungarian domestic research on the subject is scarce. Our research aims to contribute to the discussion. We hypothesize that student work has a beneficial effect on students’ academic achievement. The target group is the full-time, working students at the regional Hungarian university (n = 538). By clustering students based on three variables (motivation, alignment of work with studies, and working hours), we separated three distinct student groups: disadvantaged/income-oriented, ambitious, and utilitarian/leisure-oriented. Disadvantaged/income-oriented students work for financial reasons and work a large number of hours. Ambitious students work fewer hours, and they work to fulfil their professional aspirations. The utilitarian/leisure-oriented cluster is the only group whose members work because it is a useful way of spending leisure time as well as an opportunity to obtain money for other free-time activities. With the help of the achievement index, we detected further differences between the student clusters. Students in the disadvantaged/income-oriented cluster do not have high academic scores and do not take part in extracurricular activities. They are more likely to interrupt their studies, mainly for financial reasons and because of work. The achievement was not affected by students’ social status indicators such as parents’ educational attainment or labor market position; it is contact with faculty and performing work related to studies that have the most explanatory power. Full article