Search Results (1,068)

Green space equity is increasingly recognized as a critical environmental condition for healthy aging, yet existing research often overlooks how different green space attributes—accessibility and diversity—are associated with distinct dimensions of older adults’ health. Limited attention has been paid to their nonlinear threshold effects or to the social pathways through which green spaces influence health outcomes. Using the United States county-level panel data from 2020 to 2023, this study integrates fixed-effects models, Extreme Gradient Boosting (XGBoost), and mediation analysis to examine the associations between green accessibility measured by the Two-Step Floating Catchment Area (2SFCA) method, and green diversity measured by the Shannon Index, on the general, physical, and mental health of older adults. Findings indicate that (1) higher green accessibility is associated with better general health, whereas green diversity shows a stronger association with physical health, reflecting its link to more heterogeneous ecosystem service environments. (2) Green accessibility demonstrates the threshold effect, in which the strength of association with health becomes steeper once accessibility approaches higher levels. (3) Green space equity is linked to health partly through social structures. Education clustering and marital stability mediate the associations with general health, while mental health appears to depend more on the social interaction opportunities embedded within green environments than on their physical attributes alone. The study proposes an integrated “physical environment–social structure–health outcome” framework and a threshold-oriented spatial intervention strategy, highlighting the need to prioritize improvements in green accessibility in underserved areas and prioritizing green diversity and age-friendly social functions where accessibility is already high. These findings offer evidence for designing inclusive, health-oriented urban environments for aging populations. Full article

This study evaluates China’s National Smart Education Platform (NSEP) as a national digital reform aligned with SDG 4 (quality education) and SDG 10 (reduced inequalities), yet evidence remains limited on whether such platforms reduce urban–rural gaps in real-world use and outcomes. A quantitative, stratified, random survey of students, teachers, and administrators used validated scales to measure perceived ease of use (PEOU), perceived usefulness (PU), user satisfaction (US), behavioral intention (BI), engagement level (EL), learning outcomes (LO), and system quality (SQ). The measures demonstrated strong reliability. Hierarchical regression analyses supported an extended technology acceptance model (TAM): SQ, PEOU, and PU significantly predicted US and BI, with PU showing the strongest effect. Interaction effects indicated context-sensitive adoption and the results suggested a persistent rural disadvantage in adoption even after accounting for key predictors. Mediation analyses further showed that US and BI transmitted technology beliefs to LO. Nevertheless, urban–rural gaps remained evident, particularly in PEOU and SQ, and teachers consistently reported a lower PEOU than students and administrators. These findings suggest that NSEP has the potential to support SDG-oriented digital equity, but closing urban–rural gaps requires teacher-centered design, improved usability and system reliability, and targeted infrastructure and capacity-building support in rural contexts. Full article

Environmental Health Literacy (EHL) empowers individuals and communities to understand and make informed decisions about health and the environment. This study uses bibliometric indicators to map the field, identifying patterns, emerging trends, and gaps that offer opportunities for future research. We analyze 152 articles from PubMed, Scopus, and Web of Science databases. The first publication was recorded in 2012, and there was a significant increase in output since 2018. The literature emphasizes environmental exposures and public health, with a growing focus on social justice and participatory research. While areas such as environmental exposure, environmental health, health literacy, and participatory research are well established, significant gaps remain in emerging and cross-cutting themes, including education, health risks, environmental/climate justice, community engagement, communication, and climate-related health literacy. These issues are increasingly central to debates on the intersection of health, environment, and social equity, as they are key to advancing environmental justice, reducing health inequalities, and empowering vulnerable populations to make informed decisions, contributing to the development of more inclusive and effective public policies. Full article

Incorporating STEM (Science, Technology, Engineering, and Mathematics) into early childhood education has been associated with children’s holistic development. STEM education not only enhances critical thinking, creativity, problem-solving, and other 21st-century skills but also contributes significantly to cognitive growth, emotional regulation, and social abilities. Within the early childhood context, the use of play and toys emerges as a natural and powerful medium for introducing STEM concepts in developmentally appropriate and engaging ways. Play and toys have a prominent role, and previous studies have provided strong evidence on their educational benefits. Toys enhanced with technological characteristics (Technology-Enhanced Toys—TETs), such as coding and interactive toys, are increasingly being viewed as cultural tools that mediate learning and nurture cognitive and collaborative skills among young learners. However, the impact TETs have on young children’s STEM learning remains largely unexplored. This qualitative observational study, grounded in a socio-cultural perspective, explored how 37 children aged 3 to 4 years in four early childhood settings in Greece exhibited STEM-related behaviours during free play with technology-enhanced toys. Data were collected through systematic video recordings and written observations over a three-month period that involved interacting with various TETs, such as Bee-Bot, Coko Robot, a remote-controlled dog, and others. Results indicate that playing with TETs enhanced problem-solving, computational thinking, and collaboration, thus affirming the positive influence of digital technology and the potential of TETs to enrich early STEM education. Implications for equity, the importance of teachers’ professional development in effectively integrating TETs into early childhood curricula and the need for further research will also be discussed. Full article

Family caregivers provide up to 90% of care in Alberta’s communities and play an essential role in sustaining the province’s health and social care systems, yet they remain under-recognized and insufficiently supported. To address this gap, we co-designed the Alberta Family Caregiver Strategy and Action Plan (2024–2025), a provincial framework developed through participatory research and collective impact methods. Guided by principles of co-production, equity, and lived experience, the project engaged over 500 stakeholders, including caregivers, healthcare providers, educators, employers, and policymakers, through Phase 1 interviews (health/community leaders, n = 44; Family and Community Support Services (FCSS), n = 47; navigation experts, n = 9), Phase 2 co-design team consultations, and Phase 3 sector roundtables (n = 52). Using reflexive thematic analysis, we identified four foundational caregiver strategies, Recognition, Partnership, Needs Assessment, and Navigation, and four enabling conditions: Education, Workplace Supports, Policy and Research and Data Infrastructure. These elements were synthesized into an eight-priority Alberta Caregiver Strategy and Action Plan Framework, a practical way to connect validated priorities with coordinated, measurable implementation across settings. Participants emphasized four key enablers essential to making caregiver inclusion more feasible and sustainable: education, workplace supports, policy infrastructure, and research and evaluation. Findings highlight strong cross-sector consensus that caregiver inclusion must be embedded into routine practice, supported by consistent policy, and reinforced through provincial coordination with local adaptation. The Alberta Family Caregiver Strategy provides a practical, evidence-informed plan for transforming fragmented supports into a coherent, caregiver-inclusive ecosystem that strengthens both caregiver well-being and system sustainability. Full article

Background: Food allergy [FA] is a growing public health concern among school-age children, with schools and childcare/daycare settings representing high-risk environments for accidental exposure and anaphylaxis. Objective: To systematically review evidence on digital health interventions supporting FA education, prevention, and management in school settings. Methods: A systematic search of PubMed, Scopus, Web of Science, and CINAHL was conducted to identify studies published between January 2015 and December 2025 [PROSPERO CRD420251185553]. Eligible studies evaluated e-learning, mHealth, or web-based programs targeting school staff, parents, or students. Results: Sixteen studies met inclusion criteria. Digital health emerged as a catalyst for professional development, interprofessional communication, and health equity within school communities. Interventions consistently improved knowledge, preparedness, and self-efficacy in anaphylaxis management among school staff, strengthened parental empowerment and communication with schools, and supported coping and inclusion among allergic children. Evidence on clinical outcomes; however, remains limited. Conclusions: Digital health can meaningfully enhance school preparedness and reduce inequalities in allergy management. Integrating digital tools into national school health frameworks—particularly where school nursing is not yet institutionalized—may represent a pivotal step toward safer, more equitable inclusion of children with food allergy. Full article

Newborn screening (NBS) for sickle cell disease (SCD) has been performed in the United States (US) for decades, significantly reducing infant morbidity and mortality. A landmark clinical trial demonstrated that early identification of SCD enabled timely and life-saving prophylactic penicillin; this led to recommendations for universal NBS across the US. Early use of hydroxyurea as a safe and effective treatment for SCD further improved clinical outcomes by preventing acute and chronic disease complications. These advances add to the importance of early diagnosis through NBS, providing an opportunity for early treatment intervention. In recent years, high-resource countries—including those in Europe, the UK, and Canada—have adopted NBS for SCD using diverse strategies. Simultaneously, pilot programs in lower-resource settings such as Africa, Brazil, and India have demonstrated local feasibility and impact through implementation efforts. An overarching equity gap for achieving global NBS for SCD is the variable access to simple, accurate, and affordable testing. Other challenges include timing of NBS testing, targeted populations, laboratory methods, and parental education with genetic counseling. Questions remain about the equitable enrollment of affected infants worldwide into comprehensive care to ensure early treatment. These challenges raise concerns about sustainability, underscore the need for long-term funding and a strategic plan, and highlight persistent inequities from the lack of global NBS standards. Full article

Background/Objectives: Adherence to the EAT-Lancet Planetary Health Diet (PHD) may promote human health and environmental sustainability, yet evidence regarding adherence and nutritional adequacy in Australia is limited. Globally, no research to date has used the recently updated 2025 PHD guidelines. We benchmarked the compatibility of Australian adults’ dietary patterns with the 2025 PHD and examined its associations with nutritional adequacy and sociodemographic factors. Methods: This was a cross-sectional analysis of dietary data from 5655 adults who participated in the National Nutrition and Physical Activity Survey. Usual intakes were estimated from two 24 h recalls using the Multiple Source Method. PHD adherence was measured using the Healthy Reference Diet Score (0–130 points). Nutrient adequacy was assessed using the full probability method for iron and the Australian/New Zealand Estimated Average Requirement Cut-Point Method for all other nutrients. Survey-weighted regression models examined associations with nutritional adequacy and sociodemographic factors. Results: The mean PHD adherence score was 50 (SE 0.3) points. Higher adherence was associated with lower odds of inadequate intakes of several micronutrients, but with higher odds of inadequacy for vitamin B12 (OR: 1.24; 95% CI: 1.06, 1.45) and calcium (OR: 1.09; 95% CI: 1.01, 1.17). PHD adherence was higher among females, older adults, those with higher educational attainment, those born in countries where English is not the main language, two-person households and non-smokers; adherence was non-linearly associated with alcohol and was lower among those with a Body Mass Index ≥ 30 kg/m². Conclusions: PHD adherence in Australia was low. Higher adherence was associated with improved adequacy for several micronutrients. Trade-offs for vitamin B12 and calcium warrant consideration. Equity-conscious strategies will be needed to support the adoption of nutritionally adequate, environmentally sustainable diets. Full article

Integrating people with hearing disabilities into schools is one of the biggest problems that Latin American societies face. Mexican Sign Language (MSL) is the main language and culture of the deaf community in Mexico. However, its use in formal education is still limited by structural inequalities, a lack of qualified interpreters, and a lack of technology that can support personalized instruction. This study outlines the conceptualization and development of a mobile application designed as an adaptive assistive technology for learning MSL, utilizing a combination of computer vision techniques, deep learning algorithms, and personalized pedagogical interaction. The suggested system uses convolutional neural networks (CNNs) and pose-estimation models to recognize hand gestures in real time with 95.7% accuracy. It then gives the learner instant feedback by changing the difficulty level. A dynamic learning engine automatically changes the level of difficulty based on how well the learner is doing, which helps them learn signs and phrases over time. The Scrum agile methodology was used during the development process. This meant that educators, linguists, and members of the deaf community all worked together to design the product. Early tests show that sign recognition accuracy and indicators of user engagement and motivation show favorable performance and are at appropriate levels. This proposal aims to enhance inclusive digital ecosystems and foster linguistic equity in Mexican education through scalable, mobile, and culturally relevant technologies, in addition to its technical contributions. Full article

Background: Many Canadian medical schools have introduced equity-focused admissions pathways for Black and Indigenous applicants, yet little is known about how current medical students perceive these policies. Understanding these perceptions is critical to ensuring equity initiatives are effective and well-supported. Methods: We conducted a cross-sectional survey of 95 undergraduate medical students at McMaster University. The survey included Likert-scale, multiple-choice, and open-ended questions assessing attitudes toward Black and Indigenous facilitated admissions pathways. Educational background was categorized by the number of humanities/social science courses taken prior to medical school. Quantitative data were summarized descriptively; qualitative responses were thematically analyzed. Results: Most students supported diversity in medicine and agreed that equity pathways address barriers faced by Black and Indigenous applicants. However, fewer than half felt informed about the purpose of these pathways. Responses highlighted concerns about transparency, fairness, and the possibility that pathways may disproportionately benefit higher-socioeconomic-status applicants. Subgroup trends did not show consistent support among students with greater exposure to humanities/social sciences; some expressed stronger skepticism regarding fairness. Qualitative themes emphasized the need for clearer communication, recognition of socioeconomic barriers, and expansion of equity initiatives. Interpretation: Students broadly valued equity-focused admissions but questioned their implementation and transparency. Concerns about socioeconomic privilege and unclear standards indicate a need for better institutional communication and more inclusive eligibility criteria. Equity pathways should be paired with structured education and clear messaging to foster trust, improve understanding, and align admissions policies with the social accountability mandate of medical education. Full article

Urban parks are central to public health and equity, yet less is known about how park travel distance, park “attractor” types, and time-of-day visitation rhythms co-evolved through and after the COVID-19 pandemic. Using anonymized smartphone mobility traces for public parks in Las Vegas, USA (2018–2022), we construct weekly origin–destination flows between census block groups (CBGs) and parks and link origins to socio-economic indicators. We first estimate visitor-weighted mean travel distance with a segmented time-series model that allows pandemic-related breakpoints. Results show that average park-trip distance (≈8.4 km pre-pandemic), including a substantial share of long-distance trips (≈52% of visits), contracted sharply at the onset of COVID-19, and that both travel radii and seasonal excursion peaks only partially rebounded by 2022. Next, cross-sectional OLS/WLS models (R² ≈ 0.08–0.14) indicate persistent socio-spatial disparities: CBGs with higher educational attainment and larger shares of Black and Hispanic residents are consistently associated with shorter park-trip distances, suggesting constrained recreational mobility for socially disadvantaged groups. We then identify a stable two-type park typology—local versus regional attractors—using clustering on origin diversity and long-distance share (silhouette ≈ 0.46–0.52); this typology is strongly related to visitation volume and temporal usage profiles. Finally, mixed-effects models of evening and late-night visit shares show that regional attractors sustain higher nighttime activity than local parks, even as citywide evening/late-night visitation dipped during the mid-pandemic period and only partly recovered thereafter. Overall, our findings reveal a durable post-pandemic re-scaling of park use toward more proximate, CBG-embedded patterns layered on enduring inequities in access to distant, destination-oriented parks. These insights offer actionable evidence for equitable park planning, targeted investment in high-need areas, and time-sensitive management strategies that account for daytime versus nighttime use. Full article

International service-learning projects are opportunities for students to experientially learn about sustainable design engineering while they are focused on addressing specific community needs. When paired with auto-ethnographical research methods, students become co-creators in their pedagogical experience. This paper explores the impacts of attending a second international service learning trip for three sustainable design engineering students. Through a trio-ethnographic, ethics-approved study, a three-step reflexive framework was adopted to examine the experiences and the effects of participation in sustainable service learning projects that occurred in Honduras. By examining individual reflections and group discussions, three themes were identified by the students researchers: leadership development, the experience of returning, and enduring impacts on perceptions of sustainability and equity. Incorporating reflective activities before, during, and after international service learning experiences allow students to be more prepared, engaged, and reap long-term benefits. Engaging students in the conception, design, analysis, and writing of the research amplifies the learning experience. This article provides insights into how international service learning experiences shape professional trajectories and the personal growth of sustainable design engineering students. Additionally, it advocates for incorporating students as researchers in educational research. Full article

(1) Aim: This paper aims to develop a research agenda grounded in the Capability Approach to address the “quality of use” gap emerging from the proliferation of generative AI (GenAI) in education. (2) Method: We conducted a deductive thematic analysis of 21 recent academic papers (2023–2025) using the Capability-Driven Digital Education Framework (CDDEF) to synthesise emerging discourse on digital empowerment. (3) Findings: The thematic synthesis reveals three cross-cutting themes: the ambiguous impact of AI on human capabilities (scaffold vs. crutch), the shift in educational inequality from access to quality and justice, and the necessity of redefining human agency in partnership with AI. (4) Implications: The resulting agenda provides a roadmap for researchers and policymakers to ensure GenAI functions as a scaffold for expanding substantive freedoms rather than exacerbating digital divides. Full article

This review critically examines the implementation of Universal Design for Learning (UDL) in science education, providing an integrative overview of research, methodologies, and disciplinary applications. The first section explores UDL across educational stages—from early childhood to higher education—highlighting how age-specific adaptations, such as play-based and outdoor learning in early years or language- and problem-focused strategies in secondary education, enhance engagement and equity. The second section analyses science-specific pedagogies, including inquiry-based science education, the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), STEM/STEAM approaches, and gamification, demonstrating how their alignment with UDL principles fosters motivation, creativity, and metacognitive development. The third section addresses the application of UDL across scientific disciplines—biology, physics, chemistry, geosciences, environmental education, and the Nature of Science—illustrating discipline-oriented adaptations and inclusive practices. Finally, a section on multiple scenarios of diversity synthesizes UDL responses to physical, sensory, and learning difficulties, neurodivergence, giftedness, and socio-emotional barriers. The review concludes by calling for enhanced teacher preparation and providing key ideas for professionals who want to implement UDL in science contexts. Full article

People with intellectual disabilities are disproportionately affected by diet-related health inequalities. This Perspective outlines a dual challenge: (1) intrinsic vulnerabilities—cognitive limitations, health-literacy constraints, and comorbidities—that impair individuals’ ability to make healthy dietary choices, and (2) extrinsic neglect—insufficient support in care environments, inadequate nutrition-related training among informal caregivers and support staff, and structural gaps in policy and services. We argue that this “double jeopardy” undermines nutritional equity and proposes strategies for person-centered nutrition education, caregiver empowerment, supportive food environments, and inclusive policy frameworks. Greater interdisciplinary collaboration and tailored research are urgently needed to ensure nutritional health as a right for people with intellectual disabilities. Full article