Search Results (151)

Many studies have shown that flow, psychological capital (PsyCap), anxiety, and academic efficacy play significant roles in EFL learning, yet little attention has been paid to how these positive and negative states jointly shape learners’ PsyCap. Grounded in the broaden-and-build theory, this study investigated how flow, a state of deep engagement and enjoyment in learning, affected EFL learners’ PsyCap. A total of 1611 EFL learners at the CEFR B1–B2 levels from six universities in China participated in the study. Data were collected using validated questionnaires developed for this study that measured flow, foreign language classroom anxiety (FLCA), academic efficacy, and PsyCap, and analyzed using structural equation modeling (SEM) in AMOS. The results revealed that flow had a significant direct positive effect on PsyCap (β = 0.648, p < 0.001). Academic efficacy significantly mediated this relationship (β = 0.059, p < 0.001), and a significant chain-mediated path was observed through FLCA and academic efficacy (β = 0.023, p < 0.001). The total effect of flow on PsyCap was 0.729 (p < 0.001). These findings provide new insights into educational practices that can effectively enhance EFL learners’ PsyCap and academic achievement by facilitating flow and reducing anxiety. Full article

This qualitative comparative case study examines how culturally grounded philosophies of education shape the teaching and learning of reading in two cross-cultural contexts—an Aboriginal Australian classroom and urban Chinese elementary schools. Drawing on interpretive and reflexive methodologies, it investigates how Aboriginal and Confucian epistemologies influence literacy practices and how these practices align with or resist dominant, decontextualized models of reading instruction. Data sources include classroom observations, reading assessments, teacher interviews, and researcher reflections. Conceptually framed by Gadamer’s hermeneutics, Bourdieu’s theory of cultural capital, Habermas’s typology of knowledge, and the Caribbean concept of overstanding, this research finds that Aboriginal literacy is embedded in relational, land-based knowledge systems, whereas Chinese literacy instruction reflects moral discipline and social hierarchy rooted in Confucian traditions. This study introduces overstanding as a pedagogical stance that foregrounds ethical engagement, cultural respect, and mutual understanding. By challenging universalist models of literacy, this research offers a framework for developing dialogical, culturally responsive, and equity-oriented reading practices. Full article

Participatory Guarantee Systems (PGS) have emerged in Latin America as an alternative to conventional market-driven certification, offering a community-based framework to validate sustainable agricultural and social practices. Rooted in collective responsibility and dialogue between producers, consumers, non-governmental organizations (NGOs) and state institutions, PGS aim to empower smallholders by reducing certification costs and strengthening agroecological transitions. This review examines their development across diverse Latin American contexts, highlighting both their innovative potential and the persistent challenges that limit their scalability and formal recognition. A literature-based approach combined with a stakeholder analysis was employed, integrating case studies from Brazil, Peru, Mexico, Bolivia, and other countries. To systematize findings, SWOT (Strengths, Weaknesses, Opportunities, Threats) and TOWS (Threats, Opportunities, Weaknesses, Strengths) frameworks were applied, assessing strengths and weaknesses from the perspective of producers and consumers and formulating strategies to enhance resilience and legitimacy. Results show that PGS foster social capital, technical learning, and access to local markets; however, they are constrained by high time commitments, reliance on voluntary labour, uneven participation, and limited consumer awareness. The analysis indicates that the most promising pathway is a combination of growth strategies, including leveraging short supply chains, community-based fairs, and digital platforms, with recovery strategies centred on consumer education and producer capacity building. More conservative strategies remain crucial in specific contexts: redistributing workloads, introducing compensation for administrative tasks, and strengthening conflict mediation can help preserve system viability when engagement or resources are scarce. Defence strategies, aimed at reinforcing autonomy and reducing dependence on external actors, are better conceived as long-term goals under current conditions. Full article

This research study addresses the critical contradiction within global food systems: unsustainable consumption patterns and persistent food insecurity coexist and are exacerbated by food waste, which deepens socioeconomic inequalities and generates negative environmental externalities. In this scenario, higher education plays a central role in adopting comprehensive strategic frameworks to develop specialized human capital and influence society. This study analyzes a Service Learning model that integrates the CFS-IRA Principles to promote the SDGs and ensure responsible consumption. Based on a case study of the Food Bank Chair spanning 10 years and 212 projects, the implementation of this model was evaluated using the Working with People (WWP) method, which combines the development of postgraduate students’ skills with community service to address social problems. The results demonstrated the effectiveness of the SL-WWP model in strengthening students’ technical, social, and ethical competencies while reducing food waste. The evaluation showed strong alignment with key SDGs, with outstanding performance in governance, although the need to strengthen environmental and social criteria was identified. The originality lies in integrating the CFS-IRA Principles into an SL model that encourages innovative cooperation among universities, civil society, and public–private sectors, offering a replicable proposal for higher education institutions to establish themselves as agents of change towards sustainability. Full article

This study explores how family background shapes children’s cognitive and logical thinking abilities within the context of contemporary China, using nationally representative data from the 2013–2015 China Education Panel Survey (CEPS). Recognizing the increasing stratification of educational outcomes, this research examines the dual roles of economic and cultural capital in influencing children’s development. Employing multivariate regression models and mediation analysis, we assess both direct effects of family background—measured by household economic status and parental education—and indirect effects through educational investments, including school choice, tutoring participation, academic support, and parental literacy habits. The results reveal that both economic and cultural capital have significant positive effects on students’ cognitive and logical thinking outcomes. However, cultural investment, particularly parental reading and engagement in children’s education, shows a more enduring and pronounced influence. Notably, children from the wealthiest families do not consistently perform better, suggesting that excessive reliance on material resources may crowd out effective parental engagement. In contrast, even the poorest families demonstrate strong educational aspirations, though constrained by limited resources and inadequate guidance. These findings highlight the critical role of cultural capital in mitigating intergenerational inequality and call for policies that support educational involvement across all socioeconomic groups to foster more equitable learning opportunities. Full article

Purpose—This study explores the determinants of entrepreneurial intention (EI) among university students, analyzing entrepreneurial motivation (EM) as a mediator and perceived institutional support (PIS) as a moderator within the Theory of Planned Behavior (TPB) framework. Design/Methodology/Approach—Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 128 students at the Polytechnic Institute of Cávado and Ave, Portugal, were analyzed to assess direct, indirect, and moderating effects of entrepreneurial attitudes, education, and social norms. Findings—EM significantly mediates the relationship between attitude concerning entrepreneurship (ACE), perceived social norms (PSN), entrepreneurial education (EE), and EI, reinforcing its role in bridging individual and educational influences with entrepreneurial behavior. However, PIS does not significantly moderate the EM-EI relationship, suggesting institutional support alone is insufficient to enhance motivation’s impact on EI. This challenges assumptions about institutional effectiveness and highlights the importance of entrepreneurial ecosystems, social capital, and mentorship networks as alternative enablers. Implications—The study extends TPB by incorporating mediation and moderation effects, offering a deeper understanding of personal, social, and institutional influences on EI. This study contributes by simultaneously modeling entrepreneurial motivation as mediator and perceived institutional support as moderator within a TPB framework. Such integration remains rare, particularly in Southern European higher education contexts, and our findings nuance current assumptions by revealing when institutional supports may fail to strengthen motivational pathways. The findings emphasize the need for education policies that integrate experiential learning, entrepreneurial ecosystems, and mentorship to foster entrepreneurial mindsets. Originality/Value—This research challenges the assumed role of institutional support, highlighting motivation as a key driver of EI and providing new insights into policy-driven entrepreneurship promotion in higher education. Full article

Despite existing biosecurity frameworks, there is limited empirical evidence on how US swine producers’ beliefs, behaviors, and risk perceptions influence enhanced biosecurity implementation. We conducted an online survey among US swine producers to understand their biosecurity beliefs, behaviors, and practices. We used descriptive, unsupervised machine learning, and Factor Analysis for Mixed Data (FAMD). Of fifty-four respondents, 48.1% reported implementing some biosecurity measures, and 72.2% valued having enhanced biosecurity protocols. Majority (53.7%) considered their veterinarian’s biosecurity opinion most important, and 37% were not concerned about African swine fever. Almost all (90.7%) felt confident they could contain an outbreak on their farms. However, none practiced enhanced biosecurity. The cluster analysis identified four distinct producer profiles (K = 4). Cluster A had young, inexperienced producers operating breeding facilities, with moderate biosecurity adoption. Cluster B included young, small-farm producers with variable biosecurity practices and low mortality rates. Cluster C comprised farms with moderate experience, higher mortality rates, and the lowest biosecurity adoption. Cluster D was composed of older, experienced, educated producers with the highest biosecurity standards and lowest mortality rates. FAMD revealed clustering along human capital and resource availability dimensions. Regular biosecurity assessments, tailored recommendations, and training would improve biosecurity in the swine industry. Full article

Unanticipated interplay among digital access, institutional prestige, and support systems shapes academic outcomes in higher education. Survey responses from 387 undergraduates in Taiwan and Vietnam—two markets that experienced 80–130 percent growth in mobile broadband penetration between 2015 and 2023—reveal that greater university resource intensity is associated with higher course grades, whereas Reputation Capital and National Context factors unexpectedly correlate with lower performance. Moreover, while individual motivation robustly predicts achievement, a strong future orientation (long-term mindset) is linked to modest declines in grades, perhaps reflecting difficulties in balancing forward-looking goals with the demands of fast-paced, digitally mediated coursework. These counter-intuitive findings underscore the intricate dynamics of student success in technology-saturated learning environments and suggest that effective use of institutional resources and digital platforms requires targeted interventions—such as training in digital self-regulation and curricular designs that mitigate the downsides of prestige and pervasive connectivity—to optimize academic performance. Full article

This study investigated how family science capital—comprising cultural, practice, and social dimensions—shapes early childhood science learning. Despite growing interest in informal science education, prior research has often overlooked the complex, interactive, and context-dependent nature of family science capital. Using a four-dimensional learning framework and the PRISMA method, this review synthesized findings from 56 studies to show that family science capital plays a central role in children’s early science learning. It emphasizes the need to understand how different capital configurations shape outcomes and calls for targeted policy efforts to support disadvantaged families. Strengthening family science capital through collaborative, cross-sectoral strategies is essential for promoting equity and improving early science education. Full article

Globally, the accelerating aging of the rural labor force is profoundly impacting the economic resilience of the labor-intensive forestry sector. However, the intrinsic connection between the two has not been fully understood and requires further exploration. As the most populous nation globally and a top producer, trader, and consumer of forest products, China stands out as a perfect case study for this issue. Based on this, this study utilizes panel data from 30 provinces in China from 2012 to 2022 and employs a dual machine learning model to empirically examine the impact and mechanisms of rural labor force aging on forestry economic resilience from the perspective of production factors. The findings indicate: (1) overall, the increase in rural labor force aging significantly inhibits forestry economic resilience; (2) rural labor force aging enhances forestry economic resilience by promoting large-scale forest land management, driving forestry technological innovation, and increasing government capital investment; it also inhibits forestry economic resilience by reducing educational human capital and health human capital; (3) the rural force aging exerts a marked adverse effect on the resilience of the forestry economy in the eastern and central regions, major grain-producing areas, and major grain-consuming areas. Based on this, this study proposes policy recommendations in three areas: building a flexible and diversified labor supply and replacement system, exploring a “scale and technology” integration path suited to national conditions, and implementing differentiated regional strategies. The aim is to provide a reference for government departments in formulating strategies to enhance the resilience of the forestry economy in the era of aging. Full article

This study presents an extended dataset on educational quality covering 101 countries, from 1970 to 2023. While existing international assessments, such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), offer valuable snapshots of student performance, their limited coverage across countries and years constrains broader analyses. To address this limitation, we harmonized observed test scores across assessments and imputed missing values using both linear interpolation and machine learning (Least Absolute Shrinkage and Selection Operator (LASSO) regression). The dataset included (i) harmonized test scores for 15 year olds, (ii) annual educational quality indicators for the 15–19 age group, and (iii) educational quality indexes for the working-age population (15–64). These measures are provided in machine-readable formats and support empirical research on human capital, economic development, and global education inequalities across economies. Full article

Ensuring a sustainable and healthy human environment in university dormitories is essential for students’ learning, living, and overall health and well-being. To address this need, we carried out a series of systematic field measurements of the noise levels at 30 dormitories in three representative major urban universities in a major provincial capital city in China and designed and implemented a comprehensive questionnaire and surveyed 1005 students about their perceptions of their acoustic environment. We proposed and applied a sustainability–health-oriented, multidimensional assessment framework to assess the acoustic environment of the dormitories and student responses to natural sound, technological sounds, and human-made sounds. Using the Structural Equation Modeling (SEM) approach combined with the field measurements and student surveys, we identified three categories and six factors on student health and well-being for assessing the acoustic environment of university dormitories. The field data indicated that noise levels at most of the measurement points exceeded the recommended or regulatory thresholds. Higher noise impacts were observed in early mornings and evenings, primarily due to traffic noise and indoor activities. Natural sounds (e.g., wind, birdsong, water flow) were highly valued by students for their positive effect on the students’ pleasantness and satisfaction. Conversely, human and technological sounds (traffic noise, construction noise, and indoor noise from student activities) were deemed highly disturbing. Gender differences were evident in the assessment of the acoustic environment, with male students generally reporting higher levels of the pleasantness and preference for natural sounds compared to female students. Educational backgrounds showed no significant influence on sound perceptions. The findings highlight the need for providing actionable guidelines for dormitory ecological design, such as integrating vertical greening in dormitory design, water features, and biodiversity planting to introduce natural soundscapes, in parallel with developing campus activity standards and lifestyle during noise-sensitive periods. The multidimensional assessment framework will drive a sustainable human–ecology–sound symbiosis in university dormitories, and the category and factor scales to be employed and actions to improve the level of student health and well-being, thus, providing a reference for both research and practice for sustainable cities and communities. Full article

There are many lessons to be learned from the findings of research that would be advantageous in realising the potential of Catholic schools to contribute to the common good of a secular society. In summary, it is possible to highlight the following inferences, which were drawn from research undertaken by the writer: (1) From the perspective of Catholic school leaders, Catholic education faces considerable challenges and, sometimes, antagonism, within a secular society, which can impose significant pressures on the conduct of their work. (2) There is a need to disseminate information to individuals and groups within and outside Catholic schools of the Christian values that are promoted by the Church. (3) Catholic schools make a significant contribution towards the common good of society, which is not always generally appreciated and should be more widely publicised. (4) Catholic communities and their leaders would benefit from ongoing opportunities to engage in continuing professional development and formation that would nourish and nurture the enhancement of spiritual capital in their schools. Full article

In academia, innovation intentions among students are a highly sought-after outcome due to their overarching positive impacts on performance and well-being, especially in the higher education context. This research addresses entrepreneurial education and its influence on innovation intentions across several universities in Beirut, Lebanon. The research also examines the indirect effects of opportunity recognition and psychological capital as mediators and fear of failure as a moderator. Through the lens of the theory of planned behavior, the stimulus-organism-response model, and the entrepreneurial event model, a survey was designed. A total of 263 samples were collected from the students of three universities in Beirut where the academic setting was English, and international students were present. Using Partial Least Squares—Structural Equation Modeling, the data was analyzed, and the hypotheses were supported. Results suggest that the learning environment in universities is a major determinant of innovative outcomes for students. However, implementation of entrepreneurial education alone cannot be as effective as it needs to be; it must be complemented by initiatives that enhance perceptions and internal capabilities of students to achieve innovation in their behaviors. This highlights the vitality of psychological capital and fear of failure in this context. Full article

Context plays a critical role in talent development, yet most national analyses continue to rely on individual-centered talent concepts. This paper highlights the limitations of traditional models for assessing how countries support talent and proposes a resource-oriented, systemic alternative. Building on the Educational and Learning Capital Approach (ELCA), this study argues that national talent development depends on the availability, accessibility, and orchestration of both endogenous and exogenous learning resources across systemic levels. By analyzing the clumping patterns of excellence in STEM, the arts, sports, and innovation, this paper illustrates the unequal global distribution of talent-supportive environments. Seven key principles for effective resource orchestration are outlined, offering a framework for evaluating and strengthening national talent ecosystems. The paper concludes that systematic assessment and strategic enhancement of national resource landscapes are critical for sustainable talent development and for ensuring that human potential can flourish more equitably across countries. Full article