Search Results (113)

Demographic disparities in mathematics proficiency have been a persistent issue in the United States public schools for the entire history of the public school system. Previous research suggests that schools serving predominantly minority students often face challenges related to fewer certified teachers and lower mathematical achievement levels. This paper investigates how school demographic composition and socioeconomic conditions are associated with differences in mathematics achievement across Alabama public schools. Focusing on the relationship between school demographics and teacher qualifications, it examines how racial composition and economic disadvantage impact student outcomes. Data on mathematics proficiency, teacher certification, experience, and school demographics were analyzed. T-test results revealed significant differences in mathematics achievement between students attending predominantly white schools and those attending predominantly schools serving historically marginalized populations, including schools serving large proportions of economically disadvantaged students. Although linear regression showed a weak overall correlation between teacher experience and proficiency, the relationship between teacher certification and student performance was significantly different from zero, suggesting a meaningful connection. Full article

Aligning information technology (IT) workforce demands with educational assessments is essential for bridging skills gaps; yet, no prior corpus maps IT task reasoning to Programme for International Student Assessment (PISA) proficiency levels. This paper introduces a large language model (LLM)-powered framework aligning IT competencies with PISA 2022 and the OECD (Organisation for Economic Co-operation and Development) Learning Compass 2030, drawing on O*NET v30.2 (Occupational Information Network), ESCO (European Skills, Competences, Qualifications, and Occupations) v1.2.1, PISA descriptors and OECD definitions. The framework operates in two stages: Stage 1 aligns 562 IT task statements with minimum PISA 2022 proficiency levels via LLM annotation and cross-model validation; and Stage 2 extends this mapping to the OECD Learning Compass 2030 through the semantic clustering of task embeddings and a bidirectional gap analysis of 95 ESCO transversal skills. Using Gemini 2.5 Flash, 562 tasks are annotated with minimum PISA levels across Mathematical, Reading, and Science literacy (first stage). Annotation reliability is assessed through a five-model cross-validation against a blind human domain expert (treated as a reference benchmark, not a gold standard) on a stratified 100-task sample (17.8% of the corpus), with agreement ranging from fair (Gemini 2.5 Flash, κ = 0.29) to moderate (Claude Haiku 4.5, κ = 0.50; LLaMA 3.3 70B, κ = 0.44). A bias-correction sensitivity analysis confirms that distributional findings remain stable after accounting for the primary annotator’s systematic overestimation, and OLS-calibrated alignment against O*NET ability ratings provides directional plausibility support. Validated tasks are embedded and clustered into 25 technical profiles via K-Means, each classified against OECD dimensions. The framework is extended to 95 ESCO transversal skills in 24 clusters. Bidirectional analysis reveals that, while every PISA proficiency level is engaged by at least one transversal cluster, 33% of these clusters, covering creative, ethical, social–emotional, and dispositional competencies, fall entirely outside PISA’s cognitive scope. This boundary mapping identifies where the PISA-based alignment is valid and where complementary tools are required for a full readiness assessment. Full article

The transition toward Industry 5.0 in sustainable construction demands a radical reconceptualisation of workforce development, moving beyond purely technical training to embrace human-centricity, digitalisation, green competencies, and socio-cognitive resilience. Traditional vocational and higher education systems have largely failed to bridge the gap between emerging construction industry demands and the competencies possessed by current and future professionals. This systematic review investigates how Learning Factories’ 5.0 immersive, experiential, and technology-rich educational environments can address these gaps in sustainable construction contexts. Drawing on a synthesis of 71 peer-reviewed publications spanning 2015–2026 and supplemented by targeted construction-domain literature, this study pursues three objectives: (1) identifying core competencies for Industry 5.0 readiness in sustainable construction, (2) examining how Learning Factories 5.0 support the development of these competencies, and (3) proposing a competency-driven framework for integrating Learning Factories 5.0 into sustainable construction education and training. Seven transdisciplinary competency clusters are identified—Attitude toward Digitalisation, Technical–Green Proficiency, Information and Data Literacy, Digital Security, Collaborative Systems Thinking, Adaptive Problem-Solving, and Reflective Sustainability Practice—and a theoretically derived, eight-phase Construction Learning Factory 5.0 (CLF5.0) Framework is proposed as a conceptual architecture for future empirical development and institutional adaptation. The framework is presented as a generative starting point rather than a prescriptive model, and its effectiveness in diverse construction education contexts requires empirical validation through future implementation studies. Findings reveal that while Learning Factories offer transformative potential, critical barriers remain in terms of economic feasibility, faculty development, industry–academia alignment, and empirical validation. This paper contributes a construction-specific competency architecture and implementation pathway to support the industry’s transition toward a sustainable, human-centric, and Industry 5.0-aligned future. Full article

This study investigated the adaptation of culinary culture and behavioral adjustment to Turkish cuisine among international students. The sample comprised 82 students (61.0% males; 39.0% females) from over 20 countries across Europe, Central Asia, South/Southeast Asia, Africa, and the Middle East, all enrolled at Erciyes University. Data collection involved a sociodemographic questionnaire, assessments of food consumption frequency and cooking methods, and the Culinary Culture Adaptation Assessment Inventory. Results indicate that adaptation to Turkish cuisine occurs through a selective and gradual behavioral process. Higher adaptation levels were observed for basic dietary components (bread, soup, rice, yoghurt, and tea), whereas adoption of starch- and sugar-heavy dietary patterns was more limited. Gender comparisons revealed significantly higher scores for meat-heavy and starch-heavy dietary patterns among males (p = 0.048 and p = 0.031, respectively). In contrast, regional origin, economic status, and language proficiency were not significantly associated with culinary acculturation levels. Comparisons based on length of residence identified significant differences in meat-heavy and starch-heavy dietary patterns (p = 0.034 and p = 0.008, respectively). Cooking behaviors remained stable for boiling, grilling, and baking, while frying and roasting decreased. Reported changes in portion perception and body weight suggest that culinary acculturation may extend beyond food choice to broader eating behaviors. Based on these results, an AI-supported interactive platform was developed to facilitate culturally comparable food matching between Turkish and global cuisines. These findings may inform the development of culturally sensitive strategies to support culinary adaptation among international students. Full article

A significant amount of recent scientific literature emphasizes the importance of mother tongue education, as minority languages continue to be underrepresented in formal schooling. While some progress has been made in integrating these languages into curricula, the situation varies widely across different regions. Ideally, populations would achieve proficiency in multiple languages, yet in practice, this phenomenon is relatively rare. This article examines the status of minority language education across five regions of the post-USSR. The analysis is conducted according to specific principles, with attention to demographic patterns, economic conditions, legislative frameworks, national and regional educational policy documents, and the types and outcomes of programs involving minority languages. Methodologically, the study employs a comparative qualitative approach, combining document analysis, secondary data review, and the synthesis of existing case studies. By applying these methods, the research seeks to identify correlations between the presence of minority languages in the public sphere and their incorporation into educational programs. Findings indicate that active use of minority languages in everyday life and public domains provides the strongest motivation for sustained investment in education. At the same time, the introduction of modern educational technologies offers promising opportunities to achieve more positive results in the future. Full article

Education for Sustainable Development (ESD) plays a vital role in addressing global sustainability changes, and foreign language teaching may contribute to this process. Nevertheless, studies on the incorporation of Sustainable Development Goals (SDGs) in materials related to teaching Turkish as a Foreign Language (TTFL) are limited. This study examines the representation of the 17 SDGs in TTFL textbooks. A qualitative document analysis was conducted on the A1, B1, and C1 levels of the “Yeni İstanbul” textbook series across the social, economic, and environmental dimensions of sustainability. The findings indicate a hierarchical distribution of SDG-related content across proficiency levels. At the beginner (A1) level, the social dimension with emphasis on urban integration themes (78.09%) is dominant, while at the advanced (C1) level, the economic dimension becomes more prominent (43.17%). The most striking result is that the environmental dimension remains the weakest area at all levels (A1: 6.67%; B1: 9.95%; C1: 10.93%). Environmental issues primarily appear as contextual vocabulary rather than critical sustainability content. Although the textbooks support socio-economic integration, they show limited alignment with sustainability literacy goals. The findings highlight the need for a more comprehensive integration of environmental sustainability themes in foreign language curricula. Full article

Extant literature captures the benefits and risks concerning young adults’ use of digital technologies and platforms, but it does not unilaterally recognize the drivers of problematic digital behavior. Those drivers might differ across dimensions of young adults’ digital lives, their socioeconomic backgrounds, and other demographic determinants. In this study, we analyze the determinants of addictive digital behavior of economics and business students from a Southeast European (SEE) sample of 372 participants. We measure digital addictive behavior regarding Internet use, with a focus on mobile phones, using established psychological scales. Our results show that age is generally associated with lower problematic digital behavior (significant in the full sample), while female students report higher PRIUSS-3 scores than male students. Higher ICT proficiency is associated with lower PRIUSS-3 and MPPUS-10 scores. Daily screen time is associated with higher MPPUS-10 scores, but it does not significantly predict PRIUSS-3 in the multivariable model. The empirical results can be used to frame the higher education policies and targeted interventions in the SEE region. Full article

Immigrants from Latin America’s Indigenous and rural communities in New York City are likely to break the cycle of poverty by improving language proficiency, acculturation, and education. Their well-being has received poor attention in the economic literature, and little is known about the needs, financial welfare, health status, or education among Indigenous-origin migrants from Latin American households. This study used primary data from a non-probabilistic sample of 121 self-identified Indigenous migrants living in New York City (NYC), a demographic cohort presenting challenges in terms of research access. National-level data usually aggregates all Spanish-speaking individuals as Hispanics and fails to acknowledge the presence of these pre-Hispanic groups. Integrating low-skilled Latin American Indigenous migrants into labor markets remains a challenge. We examined the link between the household income of Indigenous migrants from Latin America in NYC and education, acculturation, and discrimination. Using a logistic regression, we substantiated that education retains its prominence as the primary determinant of income for Indigenous migrants, but perceptions of discrimination based on skin color undermined this progress. This study highlights the need for interventions to promote language proficiency, acculturation, and education among Indigenous immigrant communities and implement culturally tailored policies to encourage the upward mobility of this population. Full article

Research has shown that language ability can vary enormously depending on variables such as musical ability, musical training, and second and/or foreign language experience. In this study, we simulated initial foreign language learning conditions in which learners must recognize and match unfamiliar language input. We recruited 500 participants with different levels of foreign language experience, different levels of musical training and different socio-economic backgrounds. Their auditory phonological pattern recognition ability, short-term memory (STM) capacity, musical ability, musical self-estimation, educational status, and socio-economic status (SES) were assessed. Both overall and group-specific analyses were conducted to investigate the impact of these variables. For the group-specific analysis, participants were assigned to four groups based on the presence or absence of musical training and extensive foreign language experience. For the overall analysis, regression models were applied to the entire sample to examine the combined effects of all variables. Group-specific analyses revealed that both musical training and extensive foreign language experience contributed to individual differences in the ability to recognize phonological patterns in unintelligible auditory stimuli. A key finding was that musical training appeared to have a stronger influence on auditory phonological pattern recognition than extensive foreign language experience, particularly in the early stages of language learning. This suggests that musical training may exert a greater impact on initial phonetic acquisition processes than extensive foreign language proficiency, especially when the language stimuli are relatively poor in linguistic content. The overall analysis revealed that musical variables, short-term memory capacity, socioeconomic status, and educational status all contributed to individual differences in auditory phonological pattern recognition. Notably, the most significant finding of the overall analysis was the association between SES and auditory phonological pattern recognition in unfamiliar speech—a result that challenges the notion of aptitude measures as stable and environment-independent and highlights the potential influence of environmental factors on this capacity. Full article

The demand for submersible pumps for lifting the liquids from under the surface is growing day by day. The growing market of submersible pumps creates difficulties for managing their end of life. Recycling, the process of converting scraps material into new virgin material and fine products while the expenditures are used for carrying the scrap material from different sources to destinations, is the main focus area of this research. The aim of this study is to investigate and create strategies for minimizing the transportation cost in the reverse logistics of electrical appliances (submersible pumps) in order to increase profitability and economically sustainability. Data was gathered through interviews with two distinct individuals that are extremely knowledgeable and proficient in their fields. A case study of reverse logistics of submersible pumps is used to optimize the transit cost in a supply chain. To find an appropriate solution, the simplex linear programming approach was used. Microsoft Excel Solver was utilized to conduct data analysis. The findings revealed that optimizing the transportation cost not only reduces the operational cost, but also increases the profit margins. The study concludes that by integrating reverse logistics strategically, both environmental and financial benefits can be achieved by industries. Full article

Traditional shipping in Indonesia, known as Pelra (Pelayaran Rakyat), plays an important role in connecting the archipelago and supporting inter-island economic activities. However, this sector faces significant challenges due to the low competency levels of human resources, particularly among ship crews. The examination system, including mechanisms and competency standards for traditional shipping crews, has not been updated for the past three decades, while shipping technology has advanced considerably. This study analyzes the competency levels of Pelra ship crews in South Sulawesi, focusing on certification compliance, technical proficiency, and navigational skills. Both quantitative and qualitative approaches were applied, utilizing Spearman correlation and gap analysis to assess crew competency levels. The findings indicate that engine crews face difficulties in meeting certification requirements for Chief Engineer and Motorman positions, while deck crews struggle to fulfill crewing demands as the vessel size increases. Engine crew competencies remain weak in engine maintenance, repair, and installation, whereas deck crews show limitations in compass use, seamanship, and understanding currents and tides. These gaps negatively affect technical performance, safety, and operational efficiency. The study highlights the urgent need for a revised training system, an updated technical curriculum aligned with industry demands, and adaptive policies harmonized with national competency standards to strengthen professionalism and competitiveness in the traditional shipping industry. Full article

Given the exposure to stressors in their home countries, during migration and after arrival, refugees are vulnerable to mental health problems. Their access to adequate health care and other social infrastructures, however, is hampered. This reduces, in addition to other factors, their ability to take part in social and economic activities. We examine the prevalence of mental disorders among the refugee population that arrived in Austria mainly between 2013 and 2018, drawing on data from a refugee survey. We found a high share of refugees (32%) to have moderate or severe mental health problems. When investigating the effects of stressors on the mental health situation, we found a positive association with experienced discrimination in Austria and the fear for partners and children left behind, and a negative correlation with proficiency in the German language, being employed (including volunteer work), having more supportive relationships, and satisfaction with the housing situation. Full article

Background/Objectives: This study investigates disparities in physical fitness among Connecticut K-12 students post-COVID-19, highlighting persistent inequities across race, socioeconomic status, language proficiency, and dis/ability. Methods: Utilizing state-wide data from Connecticut’s EdSight portal, the research reveals a significant decline in student physical fitness compared to pre-pandemic levels, notably lagging behind academic recovery. Results: Findings underscore stark disparities, with marginalized groups such as students with disabilities, English learners, and racially minoritized students consistently performing lower than their peers. District-level analyses further illustrate pronounced inequities, where affluent, predominantly White districts achieved nearly four times higher fitness scores compared to economically disadvantaged, racially diverse districts. Conclusions: These disparities reflect systemic resource allocation issues and align with the framework of stratification economics, emphasizing structural inequities rather than individual deficits. The study advocates for equity-based funding, mandatory physical education monitoring, culturally responsive teaching practices, and systemic policy reforms to ensure equitable access to physical education resources and holistic student well-being. Full article

This study examines the role of algorithmic fairness in alleviating digital financial stress among consumers across OECD countries, utilizing panel data spanning from 2010 to 2023. By introducing a digital financial stress index—constructed from indicators such as household credit dependence, digital debt penetration, digital default rates, and financial complaint frequencies—the research quantitatively captures consumer financial anxieties within AI-driven e-commerce platforms. Employing two-way fixed-effects regression and system-GMM methods to address endogeneity and dynamic panel biases, findings robustly indicate that increased algorithmic fairness significantly reduces digital financial stress. Furthermore, the moderating analysis highlights digital literacy as a critical factor amplifying fairness effectiveness, revealing that digitally proficient societies derive greater psychological and economic benefits from equitable algorithmic practices. These results contribute to existing scholarship by extending discussions of algorithmic ethics from individual-level analyses to a macroeconomic perspective. Ultimately, this research underscores algorithmic fairness as a crucial policy lever for promoting consumer welfare, calling for integrated national strategies encompassing ethical algorithm governance alongside enhanced digital education initiatives within OECD contexts. Full article

This paper discusses dye recipes written after 1697 by Christian Barclay [Jaffray], a Scottish woman from a prominent Quaker family. The more than sixty dye recipes were written by Barclay in a receipt book that also contains medical and culinary recipes. They introduce a wealth of new information about the production and use of color among early Quaker women, demonstrating that many more hues were used than previously thought. They also specify previously unknown methods by which many hues were obtained by domestic dyers in the early modern British Isles. The authors, working at the Research Center for Virtual/Material Studies (CV/MS) at Pennsylvania State University, have recreated several recipes, with particular focus on “wine coloūr” and “trūe and dūrable copper coloūr,” to elaborate on the recipes’ rhetorical, material, and chromatic features. The authors interpret recipes according to religious, socio-economic, and political contexts that surrounded Barclay’s family, given that her father, Robert Barclay, was a prominent theologian among the Friends, and her mother, Christian Mollison Barclay, was a well-known healer proficient with materials and equipment also used in dye recipes. Full article