Search Results (6,222)

This study used the Q methodology to examine how Korean science, technology, engineering, and mathematics (STEM) students perceive the experience of reading classical texts and how such experiences relate to their overall well-being. We developed 31 statements for the Q-sorting process and collected data from 39 undergraduate students majoring in science, technology, engineering, and mathematics (STEM). The analysis identified three distinct perception types: type 1—exploratory type, which broadens thinking through diverse perspectives, type 2—experience type, which shares achievement and enjoyment through reading together, and type 3—insight type, which seeks universal values and truth. These findings suggest that, for science and engineering students, reading classics offers a multidimensional experience—encompassing intellectual expansion, relational engagement, and philosophical reflection—beyond conventional academic activities. In particular, the therapeutic dimension of reading, as discussed in bibliotherapy, has emerged as a mechanism that supports self-reflection and emotional resilience. Although each type approached classical reading differently, the participants demonstrated varied perceptions that reflect dimensions of well-being, such as emotional awareness, relational connection, and self-reflection, as expressed through the Q-sorting of pre-defined statements. Based on these results, this study concludes that classical reading can function as a significant mechanism for promoting well-being, offering new directions and practical implications for classical reading education. Full article

The emergence of generative artificial intelligence (GenAI) in higher education offers new opportunities for academic support while also raising complex ethical concerns. This study explores how university students ethically evaluate the use of GenAI in three academic contexts: improving essay writing, preparing for exams, and generating complete essays without personal input. Drawing on the Multidimensional Ethics Scale (MES), the research assesses five philosophical frameworks—moral equity, relativism, egoism, utilitarianism, and deontology—based on a survey conducted among undergraduate social sciences students in Spain. The findings reveal that students generally view GenAI use as ethically acceptable when used to improve or prepare content, but express stronger ethical concerns when authorship is replaced by automation. Gender and full-time employment status also influence ethical evaluations: women respond differently than men in utilitarian dimensions, while working students tend to adopt a more relativist stance and are more tolerant of full automation. These results highlight the importance of context, individual characteristics, and philosophical orientation in shaping ethical judgments about GenAI use in academia. Full article

Recently, the usage of mobile phone-based games has increased due to the growing accessibility and convenience they provide. Using a descriptive-quantitative design, a disaster-based mobile application was developed in this study to enhance disaster literacy among the private senior high schools in science, technology, engineering, and mathematics (STEM) education in Davao City, the Philippines. The developed application was provided together with survey questionnaires to 364 students randomly selected from different schools in Davao City usingF a simple random sampling method. The technology acceptance (TAM) model was used to explain how users accepted the new technology. The mobile application was designed with features in four disaster scenarios—fire, flood, volcano, and earthquake. The results revealed a high acceptance, with an average score of the perceived usefulness (PE) of 4.52, perceived ease of use (PEOU) of 4.44, and a behavioral intention (BI) of 4.12. The students accepted the application to enhance disaster risk reduction and management. Aligned with SDG 4 and SDG 11, the application can be used to equip users with the knowledge to respond to disasters and ensure community resilience. Full article

Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) is a worldwide challenge. There are an estimated 17–24 million patients worldwide, with an estimated 60 percent or more who have not been diagnosed. Without a known cure, no specific curative medication, disability lasting years to being life-long, and disagreement among healthcare providers as to how to most appropriately treat these patients, ME/CFS patients are in need of assistance. Appropriate healthcare provider education would increase the percentage of patients diagnosed and treated; however, in-school healthcare provider education is limited. To address the latter issue, the New Jersey Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Association (NJME/CFSA) has developed an independent, incentive-driven, learning program for students of the health professions. NJME/CFSA offers a yearly scholarship program in which applicants write a scholarly paper on an ME/CFS-related topic. The efficacy of the program is demonstrated by the 2024–2025 first place scholarship winner’s essay, which addresses the biological basis of ME/CFS and how the healthcare provider can improve the quality of life of ME/CFS patients. For the reader, the essay provides an update on what is known regarding the biological underpinnings of ME/CFS, as well as a medical student’s perspective as to how the clinician can provide care and support for ME/CFS patients. The original essay has been slightly modified to demonstrate that ME/CFS is a worldwide problem and for publication. Full article

The green transformation of traditional energy structures and the development of the new energy industry are crucial drivers of sustainable development in the country. The ASEAN Plan of Action for Energy Cooperation (2016–2025; APAEC [2016–2025]), established in 2016, has significantly promoted the growth of the new energy sector and enhanced energy structures across Association of Southeast Asian Nations (ASEAN). This initiative has also inspired these countries to develop corresponding industrial policies aimed at supporting the new energy vehicle (NEV) industry, resulting in significant growth in this sector within the ASEAN region. This paper analyzes the factors influencing the development of the NEV industry in the context of ASEAN’s new energy policies, drawing empirical insights from data collected across six ASEAN countries from 2013 to 2024. Following the implementation of the APAEC (2016–2025), it was observed that ASEAN countries reached a consensus on energy development and cooperation, collaboratively advancing the NEV industry through regional policies. Furthermore, factors such as national governance, financial development, education levels, and the size of the automotive market positively contribute to the growth of the NEV industry in ASEAN. Conversely, high energy consumption can hinder its progress. Additionally, further research indicates that the APAEC (2016–2025) has exerted a more pronounced impact on countries with robust automotive industry foundations or those prioritizing relevant policies. The findings of this paper offer valuable insights for ASEAN countries in the formulating policies for the NEV industry, optimizing energy structures, and achieving low-carbon energy transition and sustainable development. Full article

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. 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

Research highlights a growing demand for active, experiential learning methods in higher education, especially in teacher education. While the benefits of parental involvement (PI) are well-documented, Hungary lacks tools to effectively prepare teacher trainees for fostering family–school cooperation. This study addresses this gap by introducing a custom-designed board game as an innovative teaching tool. The game simulates real-world challenges in PI through a cooperative, scenario-based framework. Exercises are grounded in international and national research, ensuring their relevance and evidence-based design. Tested with 110 students, the game’s educational value was assessed via post-gameplay questionnaires. Participants emphasized the strengths of its cooperative structure, realistic scenarios, and integration of humor. Many reported gaining new insights into parental roles and strategies for effective home–school partnerships. Practical applications include integrating the game into teacher education curricula and adapting it for other educational contexts. This study demonstrates how board games can bridge theory and practice, offering an engaging, effective medium to prepare future teachers for the challenges of PI. Full article

This paper presents an ethnographically informed analysis of research in Cairo and Sharm El-Sheikh (Egypt) surrounding the 2022 United Nations Framework Convention on Climate Change (UNFCCC) Conference of Parties (COP27) summit. I discuss the geopolitics and geopolitical disruptions of researching activism and activist lives in politically sensitive environments. As shown here, developing new methodological interventions plays a crucial role in understanding contextual methodological limitations, dealing with logistical challenges, and building authentic relationships with research participants. Here, I introduce counter-interviews as a methodological strategy to build trust and invest in researcher–participant relationships. This article draws on participant observation, conversations with environmental and climate activists and non-activists in Cairo prior to and after COP27 and in Sharm El-Sheikh during the second week of the summit, reflective field notes, and 20 semi-structured interviews conducted online between February and August 2023. Here, I use the term “environmental non-activism” to draw attention to the sensitivity, complexity, and fragility of political or apolitical environmental and climate action in an authoritarian context where any form of collective action is highly monitored, regulated, and sometimes criminalized by the state. The main argument of this paper is that examining interlocking power dynamics that shape and reshape the activist space in relation to the state is a requirement for understanding and researching the complexities and specificities of climate activism and non-activism in authoritarian contexts. Along with this argument, this paper invites climate education researchers to reevaluate what non-movements and non-activists in the Global South offer to their analyses of possible alternatives, socio-political change, and politics of hope (and to the broader field of activism in educational research, where commitment to disruption, refusal, and subversion play a key role. Full article

Background/Objectives: In many parts of the world, pharmacists hold the primary responsibility for providing safe and effective pharmacotherapy. A key aspect is the availability of appropriate medicines for each individual patient. When industrially manufactured medicines are unsuitable or unavailable, pharmacists can prepare tailor-made medicines. While this principle applies globally, practices vary between countries. In the Netherlands, the preparation of medicines in pharmacies is well-established and integrated into routine healthcare. This narrative review explores the role and significance of extemporaneous compounding, pharmacy preparations and related product care in the Netherlands. Methods: Pharmacists involved in pharmacy preparations across various professional sectors, including community and hospital pharmacies, central compounding facilities, academia, and the professional pharmacists’ organisation, provided detailed and expert insights based on the literature and policy documents while also sharing their critical perspectives. Results: We present arguments supporting the need for pharmacy preparations and examine their position and role in community and hospital pharmacies in the Netherlands. Additional topics are discussed, including the regulatory and legal framework, outsourcing, quality assurance, standardisation, education, and international context. Specific pharmacy preparation topics, often with a research component and a strong focus on product care, are highlighted, including paediatric dosage forms, swallowing difficulties and feeding tubes, hospital-at-home care, reconstitution of oncolytic drugs and biologicals, total parenteral nutrition (TPN), advanced therapy medicinal products (ATMPs), radiopharmaceuticals and optical tracers, clinical trial medication, robotisation in reconstitution, and patient-centric solid oral dosage forms. Conclusions: The widespread acceptance of pharmacy preparations in the Netherlands is the result of a unique combination of strict adherence to tailored regulations that ensure quality and safety, and patient-oriented flexibility in design, formulation, and production. This approach is further reinforced by the standardisation of a broad range of formulations and procedures across primary, secondary and tertiary care, as well as by continuous research-driven innovation to develop new medicines, formulations, and production methods. Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

Background: Cardiac involvement is common in Fabry disease (FD) and typically manifests with left ventricular hypertrophy (LVH). Patients with FD are frequently misdiagnosed, and this is mainly related to the lack of disease awareness among clinicians. The aim of this study was to determine whether providing a targeted educational intervention on FD may enhance FD diagnosis. Methods. This research was designed as a single-arm before-and-after intervention study and evaluated the impact of providing a specific training on FD to cardiologists from different Italian centers, without experience in rare diseases. In the 12-month period after the educational intervention, the rate of FD screening and diagnosis was assessed and compared with those conducted in the two years preceding the study initiation. Results: Fifteen cardiologists participated to this study, receiving a theoretical and practical training on FD. In the two previous two years, they conducted 12 FD screening (6/year), and they did not detect any cases of FD. After the training, they performed 45 FD screenings, with an eight-fold rise in the annual screening rate. The screened population (age: 61 ± 11 years, men: 82%) was mainly composed of patients with unexplained LVH (n = 43). There were four new FD diagnoses and, among of them, three had a late-onset GLA variant. After the cascade genetic screening, 11 affected relatives and 8 heterozygous carriers were also detected. Conclusions: A targeted educational intervention for cardiologists allowed the identification of four new families with FD. Enhancing FD awareness is helpful to reduce the diagnostic and therapeutic delay. Full article

According to the latest Verizon DBIR report, credential abuse, including password reuse and human factors in password creation, remains the leading attack vector. It was revealed that most users change their passwords only when they forget them, and 35% of respondents find mandatory password rotation policies inconvenient. These findings highlight the importance of combining technical solutions with user-focused education to strengthen password security. In this research, the “human factor in the creation of usernames and passwords” is considered a vulnerability, as identifying the patterns or rules used by users in password generation can significantly reduce the number of possible combinations that attackers need to try in order to gain access to personal data. The proposed method based on an LSTM model operates at a character level, detecting recurrent structures and generating generalized masks that reflect the most common components in password creation. Open datasets of 31,000 compromised passwords from real-world leaks were used to train the model and it achieved over 90% test accuracy without signs of overfitting. A new method of evaluating the individual password creation habits of users and automatically fetching context-rich keywords from a user’s public web and social media footprint via a keyword-extraction algorithm is developed, and this approach is incorporated into a web application that allows clients to locally fine-tune an LSTM model locally, run it through ONNX, and carry out all inference on-device, ensuring complete data confidentiality and adherence to privacy regulations. Full article

This study presents the outcomes of the Erasmus+ European project Higher Education Classroom of the Future (HECOF), with a particular focus on chemical engineering education. In the digital era, the integration and advancement of artificial intelligence (AI) in higher education, especially in engineering, are increasingly important. The main goal of the HECOF project is to establish a system of new higher education teaching practices and national reforms in education. This system has been developed and tested through an innovative personalized and adaptive method of teaching that exploited digital data from students’ learning activity in immersive environments, with the aid of computational analysis techniques from data science. The unit operations—extraction process course—a fundamental component of the chemical engineering curriculum, was selected as the case study for the development of the HECOF learning system. A group of undergraduate students evaluated the system’s usability and educational efficiency. The findings showed that the HECOF system contributed positively to students’ learning—although the extent of improvement varied among individuals—and was associated with a high level of satisfaction, suggesting that HECOF was effective in delivering a positive and engaging learning experience. Full article

High-quality, openly accessible clinical datasets remain a significant bottleneck in advancing both research and clinical applications within medical artificial intelligence. Case reports, often rich in multimodal clinical data, represent an underutilized resource for developing medical AI applications. We present an enhanced version of MultiCaRe, a dataset derived from open-access case reports on PubMed Central. This new version addresses the limitations identified in the previous release and incorporates newly added clinical cases and images (totaling 93,816 and 130,791, respectively), along with a refined hierarchical taxonomy featuring over 140 categories. Image labels have been meticulously curated using a combination of manual and machine learning-based label generation and validation, ensuring a higher quality for image classification tasks and the fine-tuning of multimodal models. To facilitate its use, we also provide a Python package for dataset manipulation, pretrained models for medical image classification, and two dedicated websites. The updated MultiCaRe dataset expands the resources available for multimodal AI research in medicine. Its scale, quality, and accessibility make it a valuable tool for developing medical AI systems, as well as for educational purposes in clinical and computational fields. Full article