Search Results (4,488)

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

This study develops and validates an artificial intelligence (AI)-assisted internship learning platform for automotive electronics based on the Llama 3 large language model, aiming to enhance pedagogical effectiveness within vocational training contexts. Addressing critical issues such as the persistent theory–practice gap and limited innovation capability prevalent in existing curricula, we leverage the natural language processing (NLP) capabilities of Llama 3 through fine-tuning based on transfer learning to establish a specialized knowledge base encompassing fundamental circuit principles and fault diagnosis protocols. The implementation employs the Hugging Face Transformers library with optimized hyperparameters, including a learning rate of 5 × 10⁻⁵ across five training epochs. Post-training evaluations revealed an accuracy of 89.7% on validation tasks (representing a 12.4% improvement over the baseline model), a semantic comprehension precision of 92.3% in technical question-and-answer assessments, a mathematical computation accuracy of 78.4% (highlighting this as a current limitation), and a latency of 6.3 s under peak operational workloads (indicating a system bottleneck). Although direct trials involving students were deliberately avoided, the platform’s technical feasibility was validated through multidimensional benchmarking against established models (BERT-base and GPT-2), confirming superior domain adaptability (F1 = 0.87) and enhanced error tolerance (σ² = 1.2). Notable limitations emerged in numerical reasoning tasks (Cohen’s d = 1.15 compared to human experts) and in real-time responsiveness deterioration when exceeding 50 concurrent users. The study concludes that Llama 3 demonstrates considerable promise for automotive electronics skills development. Proposed future enhancements include integrating symbolic AI modules to improve computational reliability, implementing Kubernetes-based load balancing to ensure latency below 2 s at scale, and conducting longitudinal pedagogical validation studies with trainees. This research provides a robust technical foundation for AI-driven vocational education, especially suited to mechatronics fields that require close integration between theoretical knowledge and practical troubleshooting skills. Full article

The successful deployment of sustainable building construction (SBC) is connected to sound knowledge sharing. Concerning SBC, knowledge sharing has been identified to directly and indirectly increase innovation, environmental performance, cost saving, regulatory compliance awareness and so on. The necessity of enhancing SBC practice globally has been emphasised by earlier research. Consequently, this study aims to investigate knowledge-sharing elements to enhance SBC in South Africa (SA). Utilising a questionnaire survey, this study elicited data from 281 professionals in the built environment. Data analysis was performed with “descriptive statistics”, the “Kruskal–Wallis H-test”, and “principal component analysis” to determine the principal knowledge-sharing features (KSFs). This study found that “creating public awareness of sustainable practices”, the “content of SBC training, raising awareness of green building products”, “SBC integration in professional certifications”, an “information hub or repository for sustainable construction”, and “mentoring younger professionals in sustainable practices” are the most critical KSFs for SBC deployment. These formed a central cluster, the Green Education Initiative and Eco-Awareness Alliance. The results achieved a reliability test value of 0.956. It was concluded that to embrace the full adoption of SBC, corporate involvement is critical, and all stakeholders must embrace the sustainability paradigm. It is recommended that the principal knowledge-sharing features revealed in this study should be carefully considered to help construction stakeholders in fostering knowledge sharing for a sustainable built environment. Full article

The integration of Inquiry-Based Learning (IBL) and mobile technologies can transform science education, offering experimentation opportunities to students from budget-constrained schools. This study investigates the efficacy of smartphone-assisted experimentation (SAE) within IBL to enhance pre-service science teachers’ understanding of human physiology and presents a newly developed and validated rubric for assessing their scientific skills. Students (N = 286) from a Science and Mathematics Teacher Education Program participated in a summative IBL activity (“Investigating the Human Physiology”—iHPhys) where they designed experimental projects using smartphone applications to collect body sign data. The scoring rubric, assessing seven criteria including hypothesis formulation, methodological design, data presentation, and conclusion writing, was validated as substantial to almost perfect inter-rater reliability. Results reveal that students exhibited strong skills in hypothesis clarity, theoretical grounding, and experimental design, with a high degree of methodological innovation observed. However, challenges persisted in predictive reasoning and evidence-based conclusion writing. The students were strongly interested in inquiring about the cardiovascular and nervous systems. Correlational analyses suggest a positive relationship between project originality and overall academic performance. Thus, integrating SAE and IBL fosters critical scientific competencies, creativity, and epistemic cognition while democratizing access to scientific experimentation and engaging students in tech-savvy pedagogical practices. Full article

In an increasingly complex global context, higher education faces the challenge of preparing professionals who are innovative, committed, and socially responsible. Entrepreneurial competence is particularly prominent among the key skills required to meet this goal, given its significant personal and social impact. This study examines how final-year undergraduate students at the University of Deusto (Spain) perceive the importance of entrepreneurial competence—defined as a set of transversal skills, knowledge, and attitudes enabling initiative and opportunity recognition across various contexts—rather than entrepreneurial competence strictly understood as business creation. The sample included 267 students from different faculties. Descriptive, comparative, and ordinal logistic regression analyses (SPSS) were used. The results show that, while entrepreneurial competence was given significant importance, it was ranked comparatively low relative to other competencies. Significant differences by gender were observed, with women rating entrepreneurial competence more highly than men. The faculty variable showed slight disparities, and there were no relevant differences between campuses. These findings highlight the need to reinforce the integration of entrepreneurial competence into educational curricula on a transversal basis, adapting the teaching of this competence to the sociocultural context of students, as well as the need to increase students’ awareness of the importance of entrepreneurial competence. It is proposed that further research should focus on the relationships between intrapreneurship, gender, and academic disciplines, in order to enrich entrepreneurial competence education and its impact on the employability and social commitment of students. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

The growing concern over environmental sustainability has intensified the focus on consumers’ perceptions of eco-friendly food packaging, especially among younger generations. This study aims to investigate the attitudes, preferences, and barriers faced by Greek university students regarding sustainable food packaging, a demographic considered pivotal for driving future consumption trends. An online questionnaire assessing perceptions, preferences, and behaviours related to sustainable packaging was administered to students, with responses measured on a five-point Likert scale. Three hundred and sixty-four students took part in this survey, with the majority (60%) of them being female. Principal component analysis was employed to identify underlying factors influencing perceptions, and k-means cluster analysis revealed two consumer segments: “Innovatives”, including one hundred and ninety-eight participants (54%), who demonstrate strong environmental awareness and willingness to adopt sustainable behaviours, and “Sceptics”, including one hundred sixty-six participants (46%), who show moderate engagement and remain cautious in their choices. Convenience, affordability, and clear product communication emerged as significant factors shaping student preferences. The findings suggest that targeted educational campaigns and transparent information are essential to converting positive attitudes into consistent purchasing behaviours. This research provides valuable insights for policymakers and marketers looking to design effective sustainability strategies tailored to the student population. Full article

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article

Family empowerment is a key component of effective family-centered practices in healthcare, mental health, and educational services. The Family Empowerment Scale (FES) is the most commonly used instrument to evaluate empowerment in families raising children with emotional, behavioral, or developmental disorders. Despite its importance, the FES for diverse populations, especially Latinx parents, has rarely been evaluated using innovative psychometric approaches. In this study, we evaluated key dimensions and psychometric evidence of the Family Empowerment Scale (FES) for 96 Latinx parents of children with intellectual and developmental disabilities (IDD) in the United States using an exploratory graph analysis (EGA). The EGA identified a five-dimensional structure, and EGA models outperformed the original CFA 3-factor models for both parents of children with autism and other disabilities. This study identified distinct, meaningful dimensions of empowerment that reflect both shared and unique empowerment experiences across two Latinx parent groups. These insights can inform the design of culturally responsive interventions, instruments, and policies that more precisely capture and boost empowerment in Latinx families. This study contributes to closing a gap in the literature by elevating the voices and experiences of Latinx families by laying the groundwork for more equitable support systems in special education and disability services. Full article

Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article

Establishing an entrepreneurship education ecosystem is crucial for the continual nurturing of young entrepreneurs and, consequently, the enhancement of economic development. Beyond the expansion of entrepreneurship programs, the active involvement and support from relevant resources and external stakeholders are pivotal to constructing such ecosystems. However, obstacles arise from the lower intention of external stakeholders to participate, and constraints imposed by information technology, hindering the ecosystem’s development. The Metaverse, an innovative technology amalgamating three-dimensional virtual technologies with blockchain and artificial intelligence, emerges as a potential solution to overcome these barriers and construct an entrepreneurship education ecosystem. Despite this potential, there is a lack of analysis explaining how the Metaverse achieves this. To address this gap, a framework for entrepreneurship education ecosystems is established in this study, highlighting two barriers and elucidating how these barriers impede ecosystem construction. Furthermore, four efficiencies of the Metaverse are identified as key factors with positive effects in terms of surmounting barriers to ensure the successful establishment of an entrepreneurship education ecosystem: communication convenience, enhanced simulation environment, information filtering, and the creation of valuable information. Full article

Background: Brain health is a growing public health priority due to the high global burden of neurological and mental disorders. Promoting brain health across the lifespan supports individual and societal well-being, creativity, and productivity. Objective: To address the need for specialized education in this field, the University of Bern developed a Certificate of Advanced Studies (CAS) in Brain Health. This article outlines the program’s rationale, structure, and goals. Program Description: The one-year, 15 ECTS-credit program is primarily online and consists of four modules: (1) Introduction to Brain Health, (2) Brain Disorders, (3) Risk Factors, Protective Factors and Interventions, and (4) Brain Health Implementation. It offers a multidisciplinary, interprofessional, life-course approach, integrating theory with practice through case studies and interactive sessions. Designed for healthcare and allied professionals, the CAS equips participants with skills to promote brain health in clinical, research, and public health contexts. Given the shortage of trained professionals in Europe and globally, the program seeks to build a new generation of brain health advocates. It aims to inspire action and initiatives that support the prevention, early detection, and management of brain disorders. Conclusions: The CAS in Brain Health is an innovative educational response to a pressing global need. By fostering interdisciplinary expertise and practical skills, it enhances professional development and supports improved brain health outcomes at individual and population levels. 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

Artificial intelligence (AI)-generated content (AIGC) is an innovative technology that utilizes machine learning, AI models, reward modeling, and natural language processing (NLP) to create diverse digital content such as videos, images, and text. It has the potential to support various human activities with significant implications in teaching and learning, facilitating heuristic teaching for educators. By using AIGC, teachers can create extensive knowledge content and effectively design instructional strategies to guide students, aligning with heuristic teaching. However, incorporating AIGC into heuristic teaching has controversies and concerns, which potentially mislead outcomes. Nevertheless, leveraging AIGC greatly benefits teachers in enhancing heuristic teaching. When integrating AIGC to support heuristic teaching, challenges and risks must be acknowledged and addressed. These challenges include the need for users to possess sufficient knowledge reserves to identify incorrect information and content generated by AIGC, the importance of avoiding excessive reliance on AIGC, ensuring users maintain control over their actions rather than being driven by AIGC, and the necessity of scrutinizing and verifying the accuracy of information and knowledge generated by AIGC to preserve its effectiveness. Full article