Search Results (4,661)

Design Thinking (DT) has emerged as a relevant methodology for addressing global challenges aligned with the United Nations Sustainable Development Goals (SDGs). This study presents a systematic literature review, conducted following PRISMA 2020 guidelines, which analyzes 42 peer-reviewed publications from 2013 to 2023. Through inductive content analysis, 10 core DT principles—such as empathy, iteration, user-centeredness, and systems thinking—I identified and thematically mapped to specific SDGs, including goals related to health, education, innovation, and climate action. The study also presents five real-world cases from diverse sectors such as technology, healthcare, and urban planning, illustrating how DT has been applied to address practical challenges aligned with the SDGs. However, the review identifies persistent gaps in the field: the lack of standardized evaluation frameworks, limited integration across SDG domains, and weak adaptation of ethical and contextual considerations, particularly in vulnerable communities. As a response, this paper recommends the adoption of structured impact assessment tools (e.g., Cities2030, Responsible Design Thinking), integration of design justice principles, and the development of participatory, iterative ecosystems for innovation. By offering both conceptual synthesis and applied insights, this article positions Design Thinking as a strategic and systemic approach for driving sustainable transformation aligned with the 2030 Agenda. Full article

Background/Objectives: Family caregivers of individuals with schizophrenia often face considerable psychological and physical strain due to the complexity of caregiving. Although psychoeducation has demonstrated benefits in alleviating this burden, its provision via telenursing remains underexplored in Saudi Arabia. This study evaluated the effect of a psychoeducational program delivered via telenursing on reducing caregiver burden. Methods: A quasi-experimental design was used with 60 caregivers from a tertiary mental health hospital in northern Saudi Arabia, who were divided equally into intervention and control groups. The intervention group participated in a structured four-week psychoeducational program via Zoom, while the control group received routine care. Caregiver burden was assessed using the Family Burden Interview Schedule (FBIS), a validated tool designed to measure the objective and subjective burden experienced by family members caring for individuals with mental illness. The FBIS was administered before and three months after the intervention. The statistical analysis included independent and paired t-tests and ANOVA. Results: The pre-intervention scores showed no significant differences, confirming baseline equivalence. The post-intervention scores showed a significant reduction in burden among the intervention group (p < 0.001), while no meaningful change occurred in the control group. Additionally, a lower burden was associated with higher education, sufficient income (i.e., the caregiver’s perception of being able to meet essential household expenses without financial strain), strong family support, and absence of caregiver illness. Conclusions: These findings suggest that psychoeducation through telenursing is an effective strategy for reducing caregiver burden and improving support accessibility, particularly for those in remote areas. Full article

Motivation remains a central concern in second language (L2) and English as a foreign language (EFL) education, yet its underlying mechanisms are insufficiently understood. This study employs the theory of Directed Motivational Currents (DMCs) to explore periods of intense, sustained L2 motivation among Chinese adolescent EFL learners across secondary and tertiary levels. Through in-depth interviews with ten participants, this research identified the conditions (e.g., collaborative peer dynamics, vivid goal visualization) that triggered their DMC experiences. The data also highlighted how facilitative elements—such as clear starting points, personalized goal alignment, behavioral routines, and timely feedback—played a crucial role in initiating and sustaining these motivational currents. These findings contribute to DMC theory by revealing how intrinsic and extrinsic factors jointly foster and maintain high levels of motivation over time, offering valuable insights for designing targeted interventions to enhance EFL motivation and learning among Chinese adolescents. Full article

Background/Objectives: The increasing incidence rates of keratinocyte carcinoma (KC), particularly in fair-skinned populations, call for efforts to intensify health education of the general population in addressing this prevalent skin cancer type. As a preparatory step, this systematic review summarizes the published research on the knowledge and risk perception regarding KC among individuals without medical training. Methods: The review was registered in PROSPERO (CRD42024618851) and adheres to PRISMA guidelines. The databases PubMed, Scopus, Web of Science, PsycArticles, and PsycINFO were searched on 30 July 2024. Studies were eligible if knowledge and/or risk perception was assessed in lay people. Risk of bias (ROB) was assessed with the Joanna Briggs Institute checklist for prevalence studies. Comparable outcomes (e.g., awareness of terms for KC) were meta-analyzed. Results: Included reports (n = 17) were published between 1991 and 2024 with 16,728 individuals assessed. Awareness for the most common type of KC, basal cell carcinoma (BCC), was low (20.75% of respondents (95% confidence interval (CI): 15.24–27.61)), while more respondents were familiar with colloquial terms (60.9–72.8%). Meta-analysis indicated an underestimation of the frequency of KC, with only 7.21% (CI: 4.03–12.58) identifying BCC as the most common type of skin cancer. Furthermore, concern about developing KC as assessed in only two overlapping studies was reported by only 25–30% of respondents, indicating a significant gap in risk awareness and a lack of research on risk perception regarding KC. Conclusions: This review highlights the need for targeted health education interventions to improve knowledge and preventive behaviors regarding KC. Given the limitations of the included studies, characterized by high ROB, heterogeneity of results, and a lack of standardized assessment tools, further research is essential to enhance the understanding and awareness of KC in diverse populations. Full article

E-Learning is an emerging dominant phenomenon in education, making the development of robust models that can accurately represent the dynamic behavior of learners in MOOCs even more critical. In this article, we propose the Temporal Sparse Attention-Gated Recurrent Unit (TSA-GRU), a novel deep learning framework that combines TSA with a sequential encoder based on the GRU. This hybrid model effectively reconstructs student response times and learning trajectories with high fidelity by leveraging tthe emporal embeddings of instructional and feedback activities. By dynamically filtering noise from student interactions, TSA-GRU generates context-aware representations that seamlessly integrate both short-term fluctuations and long-term learning patterns. Empirical evaluation on the 2009–2010 ASSISTments dataset demonstrates that TSA-GRU achieved a test accuracy of 95.60% and a test loss of 0.0209, outperforming Modular Sparse Attention-Gated Recurrent Unit (MSA-GRU), Bayesian Knowledge Tracing (BKT), Performance Factors Analysis (PFA), and TSA in the same experimental design. TSA-GRU converged in five training epochs; thus, while TSA-GRU is demonstrated to have strong predictive performance for knowledge tracing tasks, these findings are specific to the conducted dataset and should not be implicitly regarded as conclusive for all data. More statistical validation through five-fold cross-validation, confidence intervals, and paired t-tests have confirmed the robustness, consistency, and statistically significant superiority of TSA-GRU over the baseline model MSA-GRU. TSA-GRU’s scalability and capacity to incorporate a temporal dimension of knowledge can make it acceptably well-positioned to analyze complex learner behaviors and plan interventions for adaptive learning in computerized learning systems. Full article

Background/Objectives: Strengthening antimicrobial stewardship (AMS) programs is an invaluable intervention in the ongoing efforts to contain the threat of antimicrobial resistance (AMR), particularly in low-resource settings. This study evaluates the impact of the Telementoring, Education, and Advocacy Collaboration initiative for Health through Antimicrobial Stewardship (TEACH AMS), which uses the virtual Extension for Community Healthcare Outcomes (ECHO) learning model to enhance AMS capacity in Kenya, Ghana, and Malawi. Methods: A mixed-methods approach was used, which included attendance data collection, facility-level assessments, post-session and follow-up surveys, as well as focus group discussions. Results: Between September 2023 and February 2025, 77 virtual learning sessions were conducted, engaging 2445 unique participants from hospital-based AMS committees and health professionals across the three countries. Participants reported significant knowledge gain, and data showed facility improvements in two core AMS areas, including the implementation of multidisciplinary ward-based interventions/communications and enhanced monitoring of antibiotic resistance patterns. Along those lines, participants reported that the program assisted them in improving prescribing and culture-based treatments, and also evidence-informed antibiotic selection. The evidence of implementing ward-based interventions was further stressed in focus group discussions, as well as other strengthened practices like point-prevalence surveys, and development or revision of stewardship policies. Substantial improvements in microbiology services were also shared by participants, particularly in Malawi. Other practices mentioned were strengthened multidisciplinary communication, infection prevention efforts, and education of patients and the community. Conclusion: Our findings suggest that a virtual case-based learning educational intervention, providing structured and tailored AMS capacity building, can drive behavior change and strengthen healthcare systems in low resource settings. Future efforts should aim to scale up the engagements and sustain improvements to further strengthen AMS capacity. Full article

Higher education is increasingly emphasizing sustainable development due to the growing awareness of environmental issues. Educators must be able to integrate sustainability principles into teaching, inspire students to behave responsibly, and promote environmental protection. In this article, we present an innovative approach through the secondary use of recycled electronic components to reduce electronic waste and practically teach students about sustainability. The project of making clocks from E-waste included stages from design to testing, providing students with practical skills and emphasizing the importance of recycling in technical education. Full article

Introduction: Ocular complications associated with dental procedures are diverse but have been primarily reported through case reports and series, with no comprehensive reviews to date. The underlying mechanisms of these complications are often poorly understood by medical professionals, partly due to limited interdisciplinary education. This review aims to bridge this gap by summarizing the relevant anatomical connections between the oral and ocular regions, exploring the mechanisms through which dental procedures may lead to ophthalmic complications, and detailing their clinical presentations, progression, and potential management and preventive strategies. Methods: Published case reports and case series from 1950 to October 2024 that described ophthalmic complications in human patients following dental procedures were included in this scoping review. Results: Dental procedures can give rise to a variety of ophthalmological complications, whether neuro–ophthalmic (e.g., diplopia, ptosis, or vision loss), vascular (e.g., retrobulbar hemorrhage or cervical artery dissection), infectious (e.g., orbital cellulitis or abscess), mechanical (e.g., orbital trauma or fractures), or air-related (e.g., orbital and subcutaneous emphysema). Conclusions: Most of the ophthalmological complications following dental procedures are often reversible, but some can be vision-threatening or lead to permanent sequelae if not promptly recognized and managed. Prevention through precise technique and anatomical awareness, early identification of symptoms, and timely multidisciplinary collaboration are crucial to minimizing risks and ensuring better patient outcomes. Full article

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

Understanding the carbon emission efficiency of apple production (APCEE) is critical for promoting green and low-carbon agricultural development. However, the spatiotemporal dynamics and driving factors of APCEE in China remain inadequately explored. This study employs life cycle assessment, super-efficiency slacks-based measures, and a panel Tobit model to evaluate the carbon footprint, APCEE, and its determinants in China’s two major production regions from 2003 to 2022. The results reveal that: (1) Producing one ton of apples in China results in 0.842 t CO₂e emissions. Land carbon intensity and total carbon emissions peaked in 2010 (28.69 t CO₂e/ha) and 2014 (6.52 × 10⁷ t CO₂e), respectively, exhibiting inverted U-shaped trends. Carbon emissions from various production areas show significant differences, with higher pressure on carbon emission reduction in the Loess Plateau region, especially in Gansu Province. (2) The APCEE in China exhibits a W-shaped trend (mean: 0.645), with overall low efficiency loss. The Bohai Bay region outperforms the Loess Plateau and national averages. (3) The structure of the apple industry, degree of agricultural mechanization, and green innovation positively influence APCEE, while the structure of apple cultivation, education level, and agricultural subsidies negatively impact it. Notably, green innovation and agricultural subsidies display lagged effects. Moreover, the drivers of APCEE differ significantly between the two major production regions. These findings provide actionable pathways for the green and low-carbon transformation of China’s apple industry, emphasizing the importance of spatially tailored green policies and technology-driven decarbonization strategies. Full article

Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled a large dataset of one hundred and twenty (120) studies from the literature. Through analysis of these studies, we tried to reveal important insights and draw interesting and valid conclusions. We analyzed various qualitative and quantitative aspects of the studies, including the sample size, the year of publication, the country of origin, the studies’ design and duration, the computational tools used, and so on. An important aspect of the work is to highlight differences between different study designs. We identified a total of 120 studies, with more than half of them (>50%) originating from Asian countries. Most studies (82.5%) conducted some form of intervention, aiming to improve their computational thinking in students. A smaller proportion (17.5%) were assessment studies in which the authors conducted assessments regarding the children’s computational thinking. On average, intervention studies had a smaller number of participants, but differences in duration could not be identified. There was also a lack of large-scale longitudinal studies. Block-based coding (i.e., Scratch) and Plugged and Unplugged activities were observed in high numbers in both categories of studies. CT assessment tools showed great variability. Efforts for standardization and reaching a consensus are needed in this regard. Finally, robotic systems have been found to play a major role in interventions over the last years. Full article

Recent advancements in large language models (LLMs) have significantly enhanced the effectiveness of Retrieval-Augmented Generation (RAG) systems. This study focuses on the development and evaluation of a domain-specific AI chatbot designed to support international student admissions by leveraging LLM-based RAG pipelines. We implement and compare multiple pipeline configurations, combining retrieval methods (e.g., Dense, MMR, Hybrid), chunking strategies (e.g., Semantic, Recursive), and both open-source and commercial LLMs. Dual evaluation datasets of LLM-generated and human-tagged QA sets are used to measure answer relevancy, faithfulness, context precision, and recall, alongside heuristic NLP metrics. Furthermore, latency analysis across different RAG stages is conducted to assess deployment feasibility in real-world educational environments. Results show that well-optimized open-source RAG pipelines can offer comparable performance to GPT-4o while maintaining scalability and cost-efficiency. These findings suggest that the proposed chatbot system can provide a practical and technically sound solution for international student services in resource-constrained academic institutions. Full article

This study assessed the effectiveness of stress-based cognitive-behavioral training compared to standard training in firefighters, emphasizing their ability to distribute extinguishing water and cool environments evenly during enclosure fires. Experiments took place at the Zbiroh training facility with two firefighter teams (Team A with stress-based training and Team B with standard training) under realistic conditions. Using 58 thermocouples and 4 radiometers, temperature distribution and radiant heat flux were measured to evaluate water distribution efficiency and cooling performance during interventions. Team A consistently achieved temperature reductions of approximately 320 °C in the upper layers and 250–400 °C in the middle layers, maintaining stable conditions, whereas Team B only achieved partial cooling, with upper-layer temperatures remaining at 750–800 °C. Additionally, Team A recorded lower radiant heat flux densities (e.g., 20.74 kW/m² at 0°) compared to Team B (21.81 kW/m²), indicating more effective water application and adaptability. The findings confirm that stress-based training enhances firefighters’ operational readiness and their ability to distribute water effectively during interventions. This skill is essential for safer and effective management of indoor fires under extreme conditions. This study supports the inclusion of stress-based and scenario-based training in firefighter education to enhance safety and operational performance. Full article

In this work, the utility of multimodal vision–language models (VLMs) for visual product understanding in e-commerce is investigated, focusing on two complementary models: ColQwen2 (vidore/colqwen2-v1.0) and ColPali (vidore/colpali-v1.2-hf). These models are integrated into two architectures and evaluated across various product interpretation tasks, including image-grounded question answering, brand recognition and visual retrieval based on natural language prompts. ColQwen2, built on the Qwen2-VL backbone with LoRA-based adapter hot-swapping, demonstrates strong performance, allowing end-to-end image querying and text response synthesis. It excels at identifying attributes such as brand, color or usage based solely on product images and responds fluently to user questions. In contrast, ColPali, which utilizes the PaliGemma backbone, is optimized for explainability. It delivers detailed visual-token alignment maps that reveal how specific regions of an image contribute to retrieval decisions, offering transparency ideal for diagnostics or educational applications. Through comparative experiments using footwear imagery, it is demonstrated that ColQwen2 is highly effective in generating accurate responses to product-related questions, while ColPali provides fine-grained visual explanations that reinforce trust and model accountability. Full article

Road traffic accidents are a leading cause of injury and death among adolescents, making road safety education crucial. This study assesses the performance of and users’ opinions on the Route 2 School (R2S) traffic safety education program, designed for secondary school students (13–17 years) in Belgium. The program incorporates gamified e-learning modules containing, among others, podcasts, interactive 360° visuals, and virtual reality (VR), to enhance traffic knowledge, situation awareness, risk detection, and risk management. This study was conducted across several cities and municipalities within Belgium. More than 600 students from school years 3 to 6 completed the platform and of these more than 200 students filled in a comprehensive questionnaire providing detailed feedback on platform usability, preferences, and behavioral risk assessments. The results revealed shortcomings in traffic knowledge and skills, particularly among older students. Gender-based analysis indicated no significant performance differences overall, though females performed better in risk management and males in risk detection. Furthermore, students from cities outperformed those from municipalities. Feedback on the R2S platform indicated high usability and engagement, with VR-based simulations receiving the most positive reception. In addition, it was highlighted that secondary school students are high-risk groups for distraction and red-light violations as cyclists and pedestrians. This study demonstrates the importance of gamified, technology-enhanced road safety education while underscoring the need for module-specific improvements and regional customization. The findings support the broader application of e-learning methodologies for sustainable, behavior-oriented traffic safety education targeting adolescents. Full article