Search Results (1,271)

Early childhood is a critical period in which religious and moral foundations are established, and the materials used in this process directly influence the quality of learning. In Türkiye, institutional religious education for early childhood is provided through Qur’an courses for children aged 4–6 years, affiliated with the Presidency of Religious Affairs. This study examines the attitudes of instructors working in these courses toward material use and the types of materials preferred in the educational process. Designed within a quantitative research approach using a survey model, the study aimed to collect data from instructors working in Qur’an courses for 4–6-year-old children during the 2023–2024 academic year in Türkiye. Based on voluntary participation, 363 instructors took part in the study. Data were collected through the Material Use Questionnaire and the Attitude Scale Toward Material Use in the Classroom Environment questionnaire and analyzed using SPSS 22.0. Due to the non-normal distribution of the data, the Kruskal–Wallis H test and the Mann–Whitney U test were applied. The findings show that instructors have positive attitudes toward the use of instructional materials and that printed and auditory materials are the most frequently used in the educational process. Full article

Falls are a leading cause of paediatric injuries, yet school-based prevention relies heavily on subjective observation rather than objective biomechanical assessment. This paper introduces the Safe Fall framework, integrating a judo-inspired educational programme with an occlusion-robust computer vision pipeline to quantify safe falling strategies. We analysed video recordings of 285 schoolchildren using a multi-stage architecture combining YOLOv8 for detection, SAM 2 for segmentation, and MMPose for skeletal tracking. The intervention yielded significant improvements in 60% of kinematic metrics ($p<0.05$), most notably a $+61.4\%$ increase in descent rate and expanded rolling ranges, indicating a shift from hazardous “freezing” behaviours to controlled energy dissipation. Unsupervised clustering confirmed a migration of students towards safe motor profiles, while a Random Forest classifier achieved an accuracy of 98.3% and an AUC of 0.998 in distinguishing fall quality. These findings demonstrate that integrating pedagogical training with automated vision modelling provides a scalable and evidence-based approach for reducing injury risk in real-world school environments. Full article

Artificial intelligence has been considered as a transformative element capable of reshaping STEM education into equitable, resource-efficient, and scalable learning environments. However, realizing this potential requires striking a careful balance between technological innovation, pedagogical considerations, and ethical concerns. This study sought to examine the implementation of artificial intelligence (AI) tools by STEM university faculty members in Saudi Arabia to promote Sustainable Development Goal 4 (quality education). While doing so, the study attempted to explore how Saudi STEM university faculty members integrated AI tools in their instructional practices and analyze their perceptions towards these tools. To achieve these goals, the study employed an explanatory sequential mixed-methods design. In the first phase of data collection, a close-ended questionnaire was applied to a random sample of (324) STEM university faculty members. The second phase involved gathering qualitative data using a semi-structured interview administered to 12 purposively selected experts. Key quantitative findings revealed an overall AI integration at a medium level with a mean of (2.71) and standard deviation of (0.36) across three instructional practices, namely planning, implementation, and assessment. The highest integration level was in assessment (M = 2.93, medium) while the lowest was in planning (M = 2.61, medium). The results also revealed that the participants’ perceptions towards integrating AI tools were highly positive (M = 4.00, high), albeit with some concerns regarding the effect of excessive and unguided use of AI tools on students’ higher-order thinking skills, particularly the risk of AI functioning merely as an information delivery mechanism rather than serving its more pedagogically valuable role as a brainstorming scaffold. Furthermore, the study unveiled a number of barriers to integrating AI tools, including the weakness of digital infrastructure, lack of professional development, the limited credibility of AI-generated content, and ethical concerns related to academic integrity and copyrights. The research suggests the establishment of a sustainable digital environment by improving the infrastructure, providing specific training in accordance with the principles of sustainability, and implementing policies that promote equitable, transparent, and responsible integration of AI. These strategies can coordinate the growth of technology with the larger needs of the quality of education, inclusion, and sustainability of STEM education in the long term. Full article

This study examines the increasing concern regarding teacher job satisfaction, which has a direct impact on retention, instructional quality, and student outcomes. Traditionally, teacher satisfaction has been evaluated through questionnaires, which present limitations in terms of data efficiency and analyses. In this study, machine learning techniques were applied to data from the PISA 2022 teacher questionnaire in Morocco (N = 2998 lower-secondary teachers). Two multiclass classification targets were defined: overall job satisfaction (SATJOB_class) and satisfaction with the teaching profession (SATTEACH_class), each categorised into three balanced classes: low (<−0.5), medium (−0.5 to 0.5), and high (>0.5) classes. The methodology comprised four key stages. Initially, comprehensive pre-processing was conducted to address missing values, retaining features with fewer than 300 missing entries and applying mode imputation. Subsequently, nine classifiers, including logistic regression, K-nearest neighbours, multinomial naïve Bayes, support vector machine, decision tree, random forest, XGBoost, AdaBoost, and a feed-forward Artificial Neural Network, were evaluated using identical train/test splits and hyperparameter tuning. Third, the model performance was assessed using accuracy, precision, recall, and F1-score. Finally, the feature importance was derived from tree-based and permutation methods. The results indicated that XGBoost outperformed the other models for SATJOB_class with an accuracy (0.61), precision (0.62), recall (0.61), and F1-score (0.61), followed by Random Forest (accuracy = 0.59), Logistic Regression (accuracy = 0.59), and AdaBoost (accuracy = 0.59). For SATTEACH_class, Random Forest led with accuracy (0.59), followed closely by XGBoost (0.58), ANN (0.57), and AdaBoost (0.56). Key predictors of teacher job satisfaction included workload-related variables and school-environment factors, which consistently emerged as the most important features across the best-performing models. The methodology and open-source pipeline provide a reproducible framework for evidence-based interventions to improve teacher retention and instructional quality, offering valuable insights for policymakers and educational administrators. Full article

Background/Objectives: Urology residency training widely varies across countries, and evidence comparing residents’ experiences at an international level is limited. This study reports the results of an international survey of urology residents from different countries worldwide, aiming to characterize training environments, educational exposure, and trainee expectations across diverse healthcare systems. Methods: A 39-item online survey was administered to urology residents during the Société Internationale d’Urologie (SIU) Regional Meeting (Florence, November 2024), assessing demographics, training exposure, educational resources, workload, satisfaction, and career perspectives. The results were compared between trainees at different postgraduate years (PGYs) to explore associations for key outcomes. Results: Overall, 208 urology residents from 21 countries completed the survey. Most residents were actively involved in research (76.4%), although confidence in independent scientific production was moderate (significantly lower among junior trainees). Surgical exposure increased with PGY, with good experience in endoscopy but limited hands-on exposure and expected autonomy in laparoscopic, robotic, and major open surgery. Despite high overall satisfaction with urology, residents described heavy workloads, inconsistent access to structured teaching and international fellowships, and a long-term shift in career expectations toward private practice. Conclusions: Urology residents worldwide report high engagement in research, strong satisfaction with their specialty choice, and interest in international mobility. Nonetheless, persistent disparities in surgical exposure, research confidence, workload, and gender representation highlight the need for competency-based curricula, structured mentorship, and improved training organization to promote equitable and high-quality urology education globally. Full article

European universities are increasingly adopting competency-based education to enhance transfer between academic and professional contexts, demanding assessment systems aligned with classroom practices. This study explores what is assessed in three Spanish universities. Spain constitutes a particularly relevant case: its course guides are legally binding contracts subject to external audit by the National Agency for Quality Assessment and Accreditation (ANECA), ensuring exceptional standardization. A theory-driven documentary analysis examined 7810 teaching guides from all degree programs, with coding supported by ATLAS.ti software applied to these documents, which represent statements of intent by faculty members. The findings reveal notable discrepancies: competencies were rarely the central focus of assessment, and evaluation appeared fragmented, overlooking the integration of knowledge, skills, and attitudes. These gaps raise concerns about the innovative dimension of competency-based models. The study concludes that institutional assessment schemes should promote holistic education, ensuring students develop collaborative and cross-disciplinary capacities essential for professional environments. Full article

Gamification has become an innovative method used to enrich instructional designs, moving far beyond its initial motivational purposes. Given its promising impact on the contemporary educational context, gamification has attracted numerous studies seeking ways to enhance the quality of instruction and learning outcomes across diverse fields. Despite the growing volume of gamification research, longitudinal analyses tracing how the conceptual priorities of the field have shifted across historically distinct periods remain scarce. This study addresses that gap by mapping the thematic evolution of gamification research through science mapping analysis of articles published in peer-reviewed journals across three time periods: 2006–2019, 2020–2022, and 2023–2025. The findings indicate that early research focused primarily on gamification’s impact on student motivation and engagement, while subsequent research focused on course evaluation and digital learning environments. Recent research has focused more on blended and domain-specific methods, testing the adaptability of different applications to specific fields. These findings suggest that gamification research has evolved from more superficial practices, such as encouraging course participation or boosting motivation, to its integration into personalized learning environments, and in recent years, towards ethical data use and the development of context-specific applications. Full article

Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile ($N=88$, third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts ($F(2,85)=14.62$, $p<0.001$, ${\eta }^2=0.26$), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains ($F(2,85)=0.31$, $p=0.74$), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. Full article

Social determinants of health (SDoH) are non-medical factors shaped by the socioeconomic status of individuals or communities that influence the onset and progression of diseases and affect their outcomes. We have narratively analyzed the most important findings relating chronic kidney disease (CKD) and SDoH, evaluating the following items: (i) medical care and social determinants of health, (ii) socioeconomic risk for kidney disease at the individual level and (iii) socioeconomic risk for kidney disease at the population level. SDoH can be categorized by how they influence a person’s daily life. Individual factors include personal lifestyle choices such as smoking habits, alcohol consumption, and how a patient spends their non-working time. Community factors include structural elements such as average household income, educational attainment, employment rates, and the quality of the surrounding physical environment. Research consistently shows that a low socioeconomic status is a primary driver of poor clinical outcomes. While healthcare systems vary globally, the negative impact of socioeconomic deprivation on CKD patients remains a constant. Disadvantaged patients experience a faster loss of renal function, and there is a significantly higher incidence of cardiovascular events and mortality compared to those with financial stability. Financial hardship often leads to a “double burden,” where the struggle to afford care triggers a decline in both physical health and mental well-being. To improve patient care, it is essential to raise awareness among healthcare providers regarding the profound impact of these social factors. More precise data and thorough research are needed to fully understand these associations and develop targeted interventions. Full article

Air pollution is one of the major environmental challenges threatening global sustainable development and human health. The World Health Organization identifies it as a critical factor contributing to non-communicable diseases and inequality, especially in vulnerable populations such as children. The findings highlight the negative effects of environmental degradation on physical health and underline the urgent need to incorporate health metrics, such as children’s fitness, into sustainability monitoring frameworks and public policies aiming at cleaner and healthier urban environments. The aim of this study was to examine the association between ambient particulate pollution and cardiorespiratory fitness in school-aged children from two rural villages in southern Spain characterised by relatively higher and lower levels of particulate matter. A total of 938 children (primary and secondary school levels) participated in a naturalistic pre–post study design. Cardiorespiratory fitness was assessed using the 6 min walk test, where maximal oxygen uptake (VO₂max) was estimated. Assessments were conducted before and after a period characterised by unfavourable air-quality conditions in the higher-pollution village. The students were assigned by convenience into an experimental [n = 476 (EG)] and a control group [n = 462 (CG)]. The t-test, repeated measures analysis and MANOVA test were used in order to report differences within and between groups, as well as time-points and academic levels. The significance level was set at p < 0.05. Significant differences between groups were reported within the pre-test period, showing elevated pre-test values in the CG compared to the EG. The EG showed a higher pre–post difference in estimated VO₂max compared to the CG for primary education level (16.19%, ES(d) = 0.91 vs. 3.07%, ES(d) = 0.26; p < 0.001, respectively); secondary education (EG: 12.29%, ES = 0.91 vs. CG: 1.69, ES(d) = 0.16); and the whole population (EG: 14.72%, ES = 0.91 vs. CG: 2.84, ES = 0.25). It seems that the environmental context, and specifically the air pollution in the area of residence, may be an important factor to consider in relation to the assessment of physical fitness in the school-aged youth population. Full article

This study investigates how CEO demographic characteristics, including age, gender, and nationality, and cognitive characteristics, including tenure, education, and multiple directorships, influence firms’ ESG performance, with a focus on the moderating role of Worldwide Governance Indicators (WGIs). Using a regime/smooth transition approach with panel data from STOXX Europe 600 firms spanning the years 1999 and 2023, the results show that demographic characteristics exert a more consistent effect than cognitive effects in the full sample and in non-sensitive industries. In sensitive industries, however, both demographic and cognitive CEO traits significantly affect ESG performance. Older and female CEOs enhance ESG performance under strong worldwide governance indicators (WGIs) in the full sample and sensitive industries, whereas foreign CEOs perform better under weaker worldwide governance conditions. In non-sensitive industries, the patterns for female and foreign CEOs are reversed. Cognitive traits such as tenure and multiple directorships show limited influence, while higher educational qualifications improve ESG outcomes under weak governance but reduce them under strong governance across all samples. Overall, the findings highlight the importance of aligning CEO characteristics with the institutional governance environment to enhance corporate sustainability performance. This study contributes by examining how CEO demographic and cognitive characteristics affect ESG performance under varying country-level governance conditions. It also highlights sectoral differences between sensitive and non-sensitive industries and, by using a nonlinear (PSTR) approach, uncovers regime-dependent effects with implications for governance-aware CEO selection and ESG strategy. This study extends upper echelons and institutional theories by showing that the effect of CEO characteristics on ESG performance depends on country governance quality, offering insights for boards and policymakers seeking to align leadership selection with governance contexts to strengthen sustainability and accountability. Full article

This study examines the gap concerning occupants’ perceived thermal comfort and objectively measured indoor conditions in a green university building in Riyadh. The purpose is to assess occupant satisfaction with thermal conditions, compare subjective responses with physical measurements, and derive design and operational implications for educational buildings in hot-arid climates. The primary aim was to assess occupant satisfaction with indoor thermal conditions and to measure key environmental parameters to provide a thorough assessment of thermal comfort. A cross-sectional approach was used, combining subjective data from the Center for the Built Environment (CBE) Occupant Indoor Environmental Quality (IEQ) survey with objective measurements of air temperature, relative humidity, mean radiant temperature, and air velocity, which were documented over five consecutive working days during the mid-winter period in Riyadh. These parameters were explored using the CBE Thermal Comfort Tool to calculate Predicted Mean Vote (PMV) and Predicted Percentage Dissatisfied (PPD) indices. Statistical analyses examined the relationship between occupant-reported comfort and measured environmental conditions. Results showed that only 36% of occupants reported satisfaction with thermal comfort, while 48% expressed dissatisfaction. In contrast, objective measurements indicated stable indoor conditions within recommended comfort ranges (average temperature 23 °C, humidity 30–34%, MRT 24 °C, air velocity 0.5–1.0 m/s), with PMV values near neutral (−0.2 to 0.0) and PPD below 6%. The observed discrepancy highlights the influence of regional climate, individual adaptability, and perceived control. These findings emphasize the need to integrate both subjective feedback and objective measurements to develop occupant-centered strategies that enhance comfort and well-being in sustainable educational buildings in hot-arid climates. Full article

The current study aimed to examine whether Joint Commission International (JCI) accreditation is associated with higher patient satisfaction. A cross-sectional, questionnaire-based comparative study was conducted between April and July 2025 in outpatient departments of one JCI-accredited hospital (University Medical Center) and two nationally accredited public polyclinics in Astana, Kazakhstan. The questionnaire was designed to assess satisfaction across four domains: communication, staff responsiveness, hospital environment, and perceived quality of care. The patients attending the JCI-accredited hospital demonstrated significantly higher satisfaction across all domains compared to those of nationally accredited hospitals (p < 0.01). The largest difference was observed in staff responsiveness. In the multivariable regression analysis, the accreditation status emerged as the strongest independent predictor of overall patient satisfaction score (β = 0.42; 95% CI: 0.31–0.53; p < 0.001), even after adjusting for age, gender, education, employment status, and prior hospital visits. Education level and previous hospital experience were modest yet statistically significant predictors, whereas age, gender, and employment status were not significant in the adjusted analyses. JCI accreditation was associated with higher patient satisfaction scores in outpatient care settings, indicating a positive relationship between accreditation status and patient-centered outcomes. Full article

This study investigates whether a university teaching complex equipped with CSA S600 continuous air purification and sanitation units can maintain indoor air quality (IAQ) within recommended thresholds under real occupancy conditions and evaluates the impact of renovation works on IAQ. The work provides the first real-world assessment of the CSA S600 integrated monitoring system in an academic environment. CO₂, PM_2.5, PM₁₀ and VOCs were continuously measured over three months; moreover, indoor PM₁₀ values were compared with outdoor data from the regional monitoring network. Indoor CO₂ generally remained below 800 ppm, with short peaks of 1000–1500 ppm during high occupancy. PM_2.5 and PM₁₀ consistently stayed below the latest WHO guidelines, showing uniform recurring temporal patterns overtime; furthermore, indoor PM₁₀ showed limited coupling with outdoor trends, indicating the predominance of internal sources and ventilation dynamics. After renovation of the main Lecture Hall, particulate levels remained low, while VOCs showed a modest increase attributable to new materials. Overall, the findings demonstrate that the CSA S600 system effectively supports healthy IAQ in educational settings and that continuous monitoring is essential for managing occupancy-driven fluctuations and assessing the effects of structural interventions. Full article

Spatial qualities are central to architectural reasoning; yet, in studio-based education, they often remain implicit rather than structured as a shared analytical framework. This study examines how a multi-scalar taxonomy of spatial qualities can function as a collaborative analytical language in studio-based architectural education. Situated in Košanćićev venac and Dorćol, two historically layered areas of Belgrade’s old town, this study integrates expert spatial analysis with a student questionnaire administered across bachelor and master study levels. Empirical testing was conducted to evaluate structural coherence, conceptual differentiation and the distribution of spatial qualities across detail, architectural and urban drawing scales. The findings indicate consistent internal stability, clear differentiation among constructs and statistically significant cross-scale articulation. Form- and composition-related qualities showed high usability, while interpretative constructs were more variable. Master-level students demonstrated greater engagement with cognitive and interpretative constructs, indicating a shift toward more conceptually grounded design reasoning without affecting overall structural coherence. These results suggest that spatial qualities can operate as a level-independent analytical language, supporting inclusive participation, shared interpretation and structured dialogue within the design studio. By positioning spatial qualities as a collaborative pedagogical framework, this study contributes to interdisciplinary communication and more equitable engagement in architectural education. Full article