Search Results (135)

São Paulo is the largest city in Brazil and the second in Latin America. Its domestic waste production reached 3,515,678.96 tons in 2024. Historically, the city has a low recycling rate, and several laws and policies have been implemented to reverse this situation. The objective of this study was to investigate whether there have been advances in the recycling of household solid waste in São Paulo 15 years after the National Solid Waste Policy, from municipal and intra-urban perspectives. The extended period studied and segregated data by regional administration represent the innovative approach of this manuscript. The methodology consisted of a case study with an analysis of the legislation, official data research and evaluation of goals, and socio-spatial distribution. The separate collection rate grew from 0.69% in 2006 to 2.85% in 2024, but this volume represents less than 10% of the target originally projected for the period. A socio-spatial inequality was found as well as a lack of dedicated collection for the organic fraction. It can be concluded that progress is incremental, but limited by structural barriers and urban inequities. Results indicate for São Paulo and for other large cities, mainly in low and middle-income countries, recycling success cannot depend on legislation as it is also correlated with demographic factors, such as educational level, and to the need of targeted policies for a progressive increase in source-separated recycling. Full article

Decentralization reforms are reshaping contemporary public management and are often presented as innovations capable of improving efficiency, accountability, and responsiveness to the citizens’ demands. Yet their implications for governance arrangements remain highly contested. This paper critically analyzes the process of educational decentralization in Portugal to explore whether it represents a genuine administrative innovation or a broader reconfiguration of state governance. The study draws on a critical interpretative policy approach informed by post-structuralist policy analysis and the sociology of public policy instruments. Based on a qualitative analysis of legislation, policy documents, planning instruments, institutional reports, and governance arrangements, it applies a threefold analytical framework—Promise, Reality, and Transformation—linking policy discourse, instruments, and governance transformation. The findings suggest that while decentralization is discursively justified by narratives of modernization and local empowerment, it is operationalized through dense regulatory architectures, policy instruments, accountability mechanisms, and digital governance infrastructures. This leads to a paradoxical decentralized centralism, in which expanded local responsibilities coexist with strengthened capacities for central coordination, evaluation, and multilevel regulation. The study contributes to debates on public management and governance transformation by showing how decentralization may reconfigure rather than diminish state power in the context of contemporary multilevel governance. Full article

Artificial intelligence (AI) is reshaping higher education worldwide, raising tensions between efficiency, equity, and autonomy. This paper examines these dynamics in South Africa and Kenya, two countries that illustrate distinct governance frameworks and infrastructural challenges within African higher education. Using qualitative document analysis of policy frameworks, scholarly literature, and institutional reports, the study investigates how AI integration offers opportunities for personalized learning, streamlined administration, and enhanced educational quality, while simultaneously exposing risks related to algorithmic bias, digital divides, and the erosion of student agency. The findings show that AI can improve efficiency and enrich student experiences, but without ethical safeguards it may reinforce existing inequalities and diminish learner autonomy. Through situating the analysis in South Africa and Kenya, the paper contributes to debates on AI in education by demonstrating that efficiency gains must be balanced with equity and autonomy considerations. The study concludes with recommendations for educators and policymakers on responsible AI adoption, emphasizing ethical literacy, inclusive infrastructure, and participatory approaches to ensure that technological innovation enhances rather than undermines social justice in higher education. Full article

Universities are increasingly expected to contribute not only to teaching and research, but also to public-sector innovation, regional development, and digitally enabled governance. This article examines how higher education institutions organize that contribution by comparing two university-based transfer architectures: Smart-EDU Hub @ SNSPA in Bucharest and the distributed transfer portfolio of RheinMain University of Applied Sciences and Arts (HSRM). Using a qualitative comparative case-study design based on the document analysis of internal strategy and regulatory documents, institutional webpages, and European policy frameworks, the study analyzes the mission framing, organizational form, program architecture, trust infra-structure, and scaling logic. The documentary analysis indicates that Smart-EDU Hub is formally presented and institutionally organized as a centralized, branded, mission-led platform that bundles conferences, courses, projects, visiting scholars, and publication channels under a recognizable public-facing identity. HSRM, by contrast, is documented as a distributed transfer portfolio linking transfer strategy, dialogue formats, digitally supported teaching, administrative digitalization, continuing education, and AI support services. The comparison should therefore be read as an analysis of formal and publicly documented transfer architectures, not as an evaluation of actual institutional performance, stakeholder experience, or societal impact. The article contributes to Administrative Sciences by conceptualizing university transfer for smart governance as a public-management and governance-design problem. It develops an analytical hybrid transfer-architecture framework in which a visible hub is combined with distributed specialist nodes, shared quality assurance, and explicit safeguards for ethics, cybersecurity, and trustworthy AI. Full article

To clarify the internal mechanism through which the scale of higher education influences regional economic development, this work constructed an operational framework of education, talents, science and technology, and industry. Based on the 2023 data of 31 provincial administrative regions in China, covering 178 national high-tech industrial development zones, an empirical analysis was conducted using descriptive statistics and the Bootstrap mediating-effect test. The findings indicate that the expansion of higher education scale can enhance the level of talent supply, promote the agglomeration of scientific and technological innovation resources, drive the development of industrial scale, and thereby significantly boost economic growth. Among these pathways, the scale of the undergraduate and postgraduate student population exerts a complete mediating effect, while research and development investment and the number of enterprises in high-tech zones demonstrate a partial mediating effect. Notably, a striking contrast emerges between regular undergraduate institutions and double-first-class universities. The former exhibit significant positive mediating effects, whereas the latter’s economic driving effect remains largely unrealized. Furthermore, the uneven distribution of high-quality educational resources, particularly the spatial polarization of double-first-class universities, coupled with a mismatch between talent cultivation and industrial demands, and the “spatial isolation” of achievements, all restricted the radiating effect of higher education on regional economies. Therefore, it is necessary to implement a regionally differentiated layout of higher education, optimize the allocation mechanism of scientific and technological innovation resources, strengthen industry–university–research collaboration, and give full play to the effect of industrial agglomeration. Full article

New quality productive forces (NQPF), characterized by innovation-driven growth, high operational efficiency, resource conservation and inherent green attributes, share an inherent coupling and coordinated development logic with vocational skill formation systems. Based on panel data covering 31 provincial-level administrative regions in the Chinese mainland from 2010 to 2022, this study measures the coupling coordination degree between NQPF and vocational skill formation systems, and systematically explores its driving factors and spatial evolution patterns. The main empirical findings are as follows: (1) The overall coupling coordination degree across the full sample presents a steady upward trend. At the regional subgroup level, the eastern sample maintains the highest coordination level, followed by the central sample, while the western sample remains relatively lower. (2) The spatial agglomeration intensity of the coupling coordination degree follows an inverted U-shaped trajectory, rising first and then weakening over the study period. (3) Core driving factors show remarkable regional heterogeneity. For the eastern and central subgroups, improving workforce quality and production efficiency are the key pathways to boost coupling coordination; by contrast, the western subgroup relies more on workforce quality upgrading and increased investment in material labor resources. (4) Estimation results of the Spatial Durbin Model indicate that educational foundation, educational investment and educational operation process are the core drivers of coupling coordination. Educational foundation exerts a significant positive spatial spillover effect; the ecological environment not only promotes local coordination but also generates positive spillovers to adjacent regions; while material labor resources benefit local development but produce negative spatial spillovers to neighboring areas. This study provides empirical evidence and practical references for advancing the coordinated development of NQPF and vocational skill formation systems in multi-regional transitional economies. Full article

Background/Objectives: The Leiden University Medical Center (LUMC) and the Medical University of Vienna (MUV) both implemented video recording and review in their neonatal intensive care unit (NICU). The two centers initiated collaborative, multicenter video review sessions to facilitate international knowledge exchange. Methods: In this exploratory, descriptive study, collaborative video review sessions were organized with the interprofessional NICU staff of the LUMC and the MUV. We aimed to describe our experience with organizing these sessions and to report procedural variations, and document lessons learned that led to new perspectives on care. Results: We conducted five sessions using recordings of different patients undergoing intubation, less invasive surfactant administration, umbilical, central-catheter insertion and physiologically based cord clamping after birth. The videos were selected to ensure technical and clinical comparability. Sessions were attended by a mean of eight providers per center. A total of 19 relevant differences were described, of which seven (37%) prompted changes in practice or new insights for one or both centers. Finally, we developed a roadmap for organizing multicenter video review sessions. Conclusions: This study shows that multicenter video review may represent a feasible and innovative educational approach for identifying practice variations and fostering cross-institutional clinical refinement. Full article

This study analyzes the impact of socio-demographic factors on citizens’ perceptions of the functioning of local-level inclusion mechanisms, focusing on four dimensions: information, participation, transparency, and effectiveness. A mixed-methods approach is employed, combining: (1) a large-scale survey with 885 residents in three municipalities (Patos, Elbasan, and Mat) and (2) in-depth interviews with mayors, municipal councilors, and social service managers. The quantitative analysis was conducted through binary logistic regression models in SPSS version 27, as well as ordered logistic regression, examining the impact of socio-demographic factors such as age, education level, gender, employment status, and area of residence on the four dimensions of the study and the Inclusion Index. The qualitative component analyzes how local officials address citizen inclusion in key social policy areas such as employment, education, housing, social assistance, and social services. The results show that residence is the strongest predictor, with citizens in urban areas reporting higher levels of information, transparency, and effectiveness of participatory processes. Employment status is also associated with more positive perceptions, while gender and educational level show limited and inconsistent effects. Qualitative findings suggest that these differences are mediated by structural and institutional factors, such as infrastructure, administrative capacity and access to information. The study contributes to the literature on democratic innovation and participatory governance by showing that the impact of demographic factors on civic engagement is mediated by institutional and territorial conditions, particularly in developing countries. Full article

Background: Safe medication administration is a fundamental aspect of nursing practice and a core component of patient safety. However, systemic failures, workload pressures, and educational gaps continue to contribute to medication errors, posing persistent challenges for healthcare systems. In this context, innovative educational technologies, particularly Artificial Intelligence (AI), have emerged as promising strategies to support the development of competencies related to safe medication administration. Methods: This scoping review aimed to map evidence on AI-based tools used to teach safe medication administration in nursing. The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the PRISMA-ScR guidelines. Searches were performed in PubMed, Scopus, Web of Science, LILACS, and Google Scholar, covering studies published between 2010 and October 2025 in English, Portuguese, and Spanish. Study selection was conducted in two stages, followed by standardized data extraction. Results: A total of 545 records were identified, of which only two studies met the eligibility criteria. The included studies, conducted in Israel and South Korea, evaluated a microlearning chatbot and Large Language Model (LLM)-based tools designed to support teaching safe medication administration. Both studies demonstrated improvements in knowledge and performance in tasks and simulations related to the medication process, as well as positive acceptability among participants. However, neither study assessed direct clinical outcomes, such as reductions in medication errors or preventable adverse events. Conclusions: Although AI-based educational tools show potential to enhance competencies related to medication safety in nursing, the available evidence remains limited. Further robust, multicenter, and comparative studies are needed to evaluate their impact on clinical outcomes and to support their integration into nursing education and practice. Full article

In a rapidly changing era, education systems must empower learners as community innovators through Place-Based Education (PBE). While School–University partnerships are global drivers of reform, the specific administrative mechanisms required to support and scale these innovations within decentralized policy frameworks, such as Thailand’s Education Sandbox, remain underexplored. This Research and Development (R&D) study, integrated with a Design Thinking framework, investigated school-led administrative innovations across four diverse jurisdictions in the Songkhla Education Sandbox over 12 months. The study synthesized a collaborative administrative framework structured around four core pillars: Strategic Mentoring and Thinking Partnership, Place-Based Educational Ecosystems, Adaptive Governance and Resource Autonomy, and Collective Synergy and Iterative Development. Empirical findings indicate that this framework supported the development of “Innovative Co-creator” characteristics among students, generating high-value outcomes such as “Songkhla Mini Mango Coffee” and social innovations from water hyacinth. The study concludes that educational transformation thrives when administrative structures shift from compliance-driven mandates to flexible, context-responsive partnerships. By integrating university-led coaching with community assets, the framework offers a promising, contextually adaptable model for enhancing student learning outcomes while preserving local socio-cultural identity. This systematic approach supports the continuity of educational reform across diverse regional contexts. Full article

This article examines the relationship between cultural heritage education and the prevention of school dropout, presenting and validating the Q-PEPAS (Questionnaire on Students’ Perception of Heritage Education and School Dropout). Unlike existing instruments, the Q-PEPAS specifically integrates the role of heritage education into the analysis of school motivation, sense of belonging, and dropout risk, thereby offering a novel contribution to the field. This study was conducted with a convenience sample of 220 secondary school students (aged 14–19) from different Italian regions (North, Central, South and Islands), ensuring geographical and sociocultural variety. Following a review of the literature on the individual, family, school, and socioeconomic factors associated with early school leaving, this paper describes the development, administration, and validation of the instrument through a mixed quantitative and qualitative approach. The findings show that heritage education can significantly enhance students’ motivation, school well-being, and sense of community, suggesting targeted strategies to reduce dropout risk. Statistical analyses confirm the reliability and validity of the tool, while thematic results underline its relevance for designing innovative educational interventions that value cultural heritage as a driver of active participation and informed citizenship. Full article

The digital transformation of education demands a comprehensive understanding of how leadership orientations and digital competencies intersect among educators. This exploratory cross-sectional study examined associations between self-reported leadership orientations, digital skills, and organizational readiness for innovation among 71 primary school teachers in Western Attica, Greece. Using the Multifactor Leadership Questionnaire (MLQ Form-5x) adapted for respondents without administrative roles, we measured leadership self-concept—teachers’ preferences and tendencies regarding leadership—rather than enacted behaviors. This distinction is critical given that 94.4% of participants lacked principal experience; thus, responses reflect aspirational orientations rather than observed behavioral patterns. Descriptive profiling approaches, including K-means clustering and multinomial logistic regression, identified three tentative response pattern groupings: Passive-Moderate (53.5%), Balanced-Active (33.8%), and High-Engagement (12.7%), with observed multivariate differences. After reverse-coding the passive-avoidant items, transformational leadership showed the highest mean score (M = 4.33), followed by passive-avoidant (M = 4.15; reflecting low endorsement of avoidant behaviors) and transactional (M = 3.91). Transformational leadership demonstrated acceptable internal consistency (α = 0.783), while transactional (α = 0.583) and passive-avoidant (α = 0.617) scales showed lower reliability, warranting cautious interpretation. Critical competency gaps emerged in professional digital domains—particularly web development (22.5% deficit) and administrative systems (18.3% deficit)—despite a surplus in consumer technologies such as social media (−29.6%), revealing an ‘aspirational gap’ between leadership self-concept and digital readiness—technology familiarity does not automatically translate to digital leadership capability. Digital skills showed the strongest association with profile membership, with each additional skill associated with a 32–67% increase in the odds of membership in more engaged profiles. These findings suggest digital competency development may be associated with leadership orientation patterns, though the cross-sectional design precludes causal inference. Methodological limitations—including lower scale reliability, weak cluster separation (silhouette = 0.150), and modest sample size—require that findings be interpreted as hypothesis-generating rather than definitive. This work offers preliminary insights relevant to SDG4 (Quality Education) regarding heterogeneity in leadership orientation among primary educators, while highlighting the need for culturally validated instruments and for replication with larger samples. Full article

This study examines how psychological safety (PS) relates to employees’ innovation commitment (IC) in private higher education institutions (HEIs) in Egypt by specifying a learning-based mechanism and two enabling boundary conditions. Drawing on organizational learning theory and commitment research, we surveyed 405 academic and administrative staff (faculty members, teaching assistants, and administrators) across six private universities using validated multi-item measures and analyzed the proposed moderated-mediation model using PLS-SEM (SmartPLS 4), alongside procedural checks to mitigate common method bias. Results indicate that psychological safety is positively associated with knowledge sharing (KS) and innovation commitment, and that knowledge sharing partially mediates the relationship between psychological safety and innovation commitment. The findings further show that transformational leadership (TL) strengthens the positive association between psychological safety and knowledge sharing, while digital readiness (DR) strengthens the positive association between knowledge sharing and innovation commitment. The study contributes by clarifying when psychologically safe climates are most likely to be linked to innovation commitment through day-to-day exchange behaviors and by identifying leadership and digital capability conditions that amplify these relationships in private HEIs. Practically, the results underscore the value of institutionalizing psychologically safe dialog, developing transformational leadership behaviors, and investing in digital infrastructure and skills to make knowledge flows more actionable for innovation-related persistence. Full article

As universities increasingly work towards the adoption of their third mission—fostering entrepreneurship and innovation—the concept of the Entrepreneurial University (EntUni) emphasizes the need to cultivate a defined set of entrepreneurial competencies in students, such as opportunity recognition, risk-taking, perseverance, self-efficacy, and adaptability. The purpose of this study is to identify which entrepreneurial competencies are most critical for student readiness within the context of an Entrepreneurial University. However, limited consensus remains on which competencies are most essential. This study identifies the entrepreneurial competencies most critical for students within an Entrepreneurial University context through a mixed-methods approach. A student survey assesses self-perceived competencies; a stakeholder survey captures the perspectives of faculty, industry experts, and entrepreneurs; and qualitative interviews with industry professionals explore best practices for competency development. Findings reveal six core competencies that EntUnis should help students cultivate: proactiveness, perseverance, grit, risk propensity, self-efficacy, and entrepreneurial intention. Industry experts further highlight the importance of teamwork, ethical and sustainable thinking, and ambiguity tolerance—competencies often underdeveloped in academic environments. The study also identifies a disconnect between entrepreneurial education and practical application, with many students demonstrating high entrepreneurial intention but limited participation in start-up activities. These insights offer actionable implications for educators, policymakers, and university administrators. Overall, the study highlights the importance of experiential learning, academia-industry collaboration, and structured competency-building to enhance entrepreneurial readiness. By addressing these gaps, EntUnis can better equip students to drive innovation, economic growth, and societal impact. Full article

Higher education institutions face a critical methodological challenge in pursuing net-zero commitments: Within the amount ofhe emissions related to Scope 3, including indirect emissions from water consumption, waste disposal, business travel, and mobility, employees commuting represents 50–92% of campus carbon footprints, yet reliable quantification remains elusive due to fragmented data collection and governance silos. The present research investigates how purposeful integration of the Home-to-Work Commuting Plan (HtWCP)—mandatory under Italian Decree 179/2021—into the Climate Neutrality Plan (CNP) could constitute an innovative strategy to enhance emissions accounting rigor while strengthening institutional governance. Stemming from the University of Genoa case study, we show how leveraging mandatory HtWCP survey infrastructure to collect granular mobility behavioral data (transportation mode, commuting distance, and travel frequency) directly addresses the GHG Protocol-specified distance-based methodology for Scope 3 accounting. In turn, the CNP could support the HtWCP in framing mobility actions into a wider long-term perspective, as well as suggesting a compensation mechanism and paradigm for mobility actions that are currently not included. We therefore establish a replicable model that simultaneously advances three institutional dimensions, through the operationalization of the Avoid–Shift–Improve framework within an integrated workflow: (1) methodological rigor—replacing proxy methodologies with actual behavioral data to eliminate the notorious Scope 3 data gap; (2) governance coherence—aligning voluntary and regulatory instruments to reduce fragmentation and enhance cross-functional collaboration; and (3) adaptive management—embedding biennial feedback cycles that enable continuous validation and iterative refinement of emissions reduction strategies. This framework positions universities as institutional innovators capable of modeling integrated governance approaches with potential transferability to municipal, corporate, and public administration contexts. The findings contribute novel evidence to scholarly literature on institutional sustainability, policy integration, and climate governance, whilst establishing methodological standards relevant to international harmonization efforts in carbon accounting. Full article