Search Results (183)

The intersection of religion and education in the United States dates to colonial times, as do attempts by religious institutions and individuals to regulate educational content. After a prominent retreat by religious fundamentalists following the Scopes Monkey Trial, conservative Christians have once again entered political debates about educational content in the form of modern culture wars issues. Both conservatives and liberals have attempted to punish educators for political comments made in class, but the influence of religion on individual attitudes has yet to be examined. In this article, we use an original survey experiment to examine individuals’ propensity to punish a professor who makes politically charged comments in class. We also assess whether religious individuals are more likely to punish professors for comments disparaging conservatives or liberals. We find that high-attending religious individuals, including both Evangelicals and Catholics, are more likely to support punishing the professor. However, we find that the propensity to punish is not related to the target of the professor’s comments. These findings suggest a resurgence of religious interest in education as a cultural issue at the individual, and not just institutional, level and a coalition between Evangelicals and Catholics on this issue. Full article

This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines the lived experiences of 11 BSLs as they respond to racialized campus climates that are increasingly ambiguous and unsupportive. Using a critical qualitative approach, data were collected through two in-depth interviews per participant and analyzed using inductive and deductive coding. Four major findings emerged: (1) BSLs experience heightened psychological, physiological, and emotional forms if stress linked to their identity and leadership roles; (2) anti-DEI policies contribute to institutional erasure and confusion; (3) students express emotional withdrawal, hypervigilance, and disillusionment with performative leadership; (4) students employ culturally grounded coping strategies centered on self-care, spirituality, and community. This study underscores that BSLs are both empowered and burdened by their leadership, especially under politically restrictive conditions. The findings call for student affairs educators to prioritize engagement and belonging and offer identity-affirming support. Further, scholars with academic freedom are urged to continue documenting racialized student experiences. These insights are critical to protecting Black student leadership and equity-centered educational transformation. Full article

The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade based on English and math proficiency rates and other measures of academic performance. Proponents of the summary letter-grade system cite its simplicity as a virtue, while detractors contend that the system is simplistic to a fault. To bring greater clarity to these ongoing debates, we solicited opinions from parents regarding state letter-grade systems. We conducted semi-structured focus groups with parents in Arizona, North Carolina, and Texas (three focus groups per state). These conversations revealed that most parents were not aware that the state grades schools. Once the performance framework was explained, most parents expressed a belief that it is overly simplistic and insufficiently deferential to what they perceive as the subjective nature of school quality. Parents also revealed substantial tension between their conception of school quality and the way it is operationalized in the report card, with the latter ascribing much greater importance to state test scores. Full article

Robotic arms are used in a wide range of industrial and medical applications. However, for research and education, users often face a trade-off between costly commercial solutions with no adaptability and open-source alternatives that lack usability and functionality. In education, this problem is exacerbated by the prohibitive cost of commercial systems or simplifications that distort learning. Thus, we present HELENE, an open-source robot with six degrees of freedom, closed-loop position control, and robot operating system (ROS) integration. The modular design of the robot, printed on a commercial 3D printer, and its integrated custom electronics allow for easy customization for research purposes. The joints are driven by standard stepper motors with closed-loop position control using absolute encoders. The ROS integration guarantees widespread control options and integration into existing environments. Our prototype, tested in accordance with ISO 9283, has a small positional accuracy error of 8.4 mm and a repeatability error of only 0.87 mm with a load capacity of 500 g at a reach of 432 mm. Ten prototypes were built and used in various research and education applications, demonstrating the versatile applicability of this open-source robot, closing the gap between reliable commercial systems and flexible open-source solutions. Full article

Social media refers to digital platforms that enable users to create, share, and engage with content within virtual communities. Platforms like Facebook, X, Instagram, and TikTok have democratized content creation, allowing individuals to share ideas, opinions, and experiences with global audiences. Social media has revolutionized the way information is shared and consumed, offering unprecedented opportunities for learning, engagement, and democratic participation. However, this accessibility comes with significant ethical challenges, particularly centered around the paradox of freedom versus harm—the tension between upholding freedom of expression and mitigating the harms of misinformation, privacy violations, and AI-driven bias. This entry explores the dilemmas and opportunities associated with social media, examining how these platforms shape public discourse, influence consumer behavior, and challenge traditional notions of truth and accountability. It aims to provide policymakers, educators, and platform designers with actionable insights to foster ethical social media environments. Full article

In the face of ongoing debate surrounding diversity, equity, and inclusion (DEI) in higher education, this essay examines the limitations of current DEI frameworks by interrogating the theories of justice on which they are implicitly based. While DEI initiatives aim to address both the symptoms and structural roots of marginalization, they often fall short of realizing transformative change within entrenched institutional dynamics. This essay contends that the justice paradigms most commonly underpinning DEI—rooted in rights-based and utilitarian traditions prevalent in modern liberal institutions—fail to fully engage the conditions necessary for human freedom, flourishing, and self-determination. In response, it advances a capabilities approach to justice as a more expansive framework for understanding and guiding DEI efforts. Emphasizing individuals’ real freedoms to achieve well-being in context, the capabilities approach foregrounds the relational, material, and institutional dimensions of justice. Reframing DEI through this lens, the essay invites higher education professionals to engage in equity work that is not only compliant or symbolic but rooted in the transformation of the conditions that support human and ecological thriving. Rather than offering a definitive model, this intervention aims to animate new questions and practices that expand the horizon of what justice-oriented DEI work in higher education can become. Full article

Structural competency (SC) is a framework that assists clinicians in naming and analyzing the structural drivers that fundamentally contribute to morbidity and mortality. Undergraduate and graduate medical education is grounded in the experiential learning model where trainees learn through supervised, hands-on, real-world training and caring for patients within hospital and clinic settings. However, our present-day clinical settings fail to create a learning environment in which SC skills can be effectively taught and operationalized. The SC framework is designed to engender praxis, but to make this move upstream, healthcare institutions and medical education leaders need to do more to adapt their learning environment. We posit five elements and associated key actions that are essential to an SC learning environment: (1) the structural analysis of institutional policies and practices; (2) academic freedom and interdisciplinary discourse; (3) redefining medical education standards and metrics; (4) collective action to drive effect change; and (5) community integration and accountability. Full article

The capability approach, shaped by Amartya Sen and Martha Nussbaum, offers an innovative normative framework for social work with disadvantaged children and adolescents. Unlike purely resource- or income-oriented approaches, it asks what real opportunities young people have to lead the lives that they value. At its core is the question of how these young individuals can develop their talents, build relationships, and participate in community and culture. The potential of the capability approach becomes particularly evident in social problem contexts often characterized by poverty, educational disadvantages, or discrimination. It emphasizes the importance of freedoms, self-determination, and agency, viewing children not merely as in need of assistance but as active agents in shaping their own lives. For social work practice, this opens up new possibilities for designing interventions in a participatory manner, ensuring that children’s needs and values are taken into account. Instead of standardized solutions, individualized and context-sensitive strategies are promoted. This approach also calls for a multilateral perspective: beyond individual casework, societal and institutional structures must be addressed. Only by removing barriers in areas such as education, health, and housing can real opportunities be created. At the same time, the concept aligns well with children’s rights work, trauma-sensitive approaches, and interdisciplinary collaboration. Although operationalizing the approach is complex, a capability-oriented perspective allows for a comprehensive assessment of children’s living conditions. In this way, social work can increasingly focus on strengthening agency and recognizing young people as subjects of their own becoming. Full article

Poverty is a global problem associated with deprivation; it is marked by the lack of access to the minimum social needs for people’s integration and well-being. This work aims to measure the relationships between multidimensional poverty and unidimensional poverty in Brazil from 2016 to 2022. The research methodology used microdata from the Continuous National Household Sample Survey of the IBGE, multidimensional and unidimensional poverty measures, and multinomial logit regression. The results show a reduction in poverty in its different approaches. However, in 2022, 2.5% of the Brazilian population still lived in chronic poverty, 0.8% in structural poverty, and 25.7% in situational poverty, while the rest enjoyed their basic freedoms. Women, children and young people, non-whites, those with less education, and those living in the North and Northeast regions are more vulnerable. Based on the research results, it is recommended to enhance public policies to housing, education, employment inclusion, and food stability. Full article

Mining has significantly shaped Eastern European economies, particularly during their transition from centrally planned to market-oriented systems. While abundant natural resources can lead to a “resource curse” that hinders economic growth, they also offer opportunities for sustainable development if managed effectively. This study investigates the dynamics of mineral resource rents in Eastern Europe, shaped by economic freedom, urbanization, educational achievement, and international trade, from 1990 to 2021. Using methods such as MMQR, AMG Robustness Analysis, CCEMG, fixed effects, cointegration, Granger causality, and unit root tests, the study provides a comprehensive analysis of these relationships. The findings reveal that educational achievement reduces reliance on mineral resource rents by fostering human capital and supporting economic diversification. Urbanization similarly decreases resource dependency by promoting innovation and technological advancement. Trade openness also shows a negative link with mineral rents, suggesting that global integration facilitates shifts toward more advanced, technology-driven sectors. Economic freedom presents mixed results, highlighting the need for strong governance to ensure sustainable and equitable outcomes. This study is novel in integrating these factors into a unified framework, specifically applied to Eastern Europe’s post-communist transition, a region often overlooked in global resource studies. The results contribute most directly to Sustainable Development Goal 4 on Quality Education by demonstrating how human capital development reduces resource dependence and promotes economic resilience, and to Sustainable Development Goal 8 on Decent Work and Economic Growth, by showing that trade openness and economic diversification can drive sustainable economic progress. Ultimately, the study offers actionable insights for balancing economic growth with environmental and social sustainability in transitional economies. Full article

The purpose of this study is to explore how university instructors and students in five European countries (The Netherlands, Türkiye, Greece, Czechia, and Italy) perceive the incorporation of European Union (EU) values into higher education. To achieve this, a phenomenological research design was employed, utilizing semi-structured group interviews with 42 participants, comprising 20 instructors and 22 undergraduate students from various disciplines. While the findings revealed a shared understanding of fundamental EU values including democracy, human rights, equality, freedom, human dignity, and rule of law, they also demonstrated considerable challenges regarding their effective integration into educational practices. The main barriers identified include insufficient educational materials and training opportunities, a lack of coordination in exchange programs, a lack of time, and financial limitations. This study highlights that more structured and systematic strategies are needed to successfully integrate these values in university curricula. The implications of this research underscore the need for universities to enhance their support mechanisms, foster inclusivity, and develop innovative pedagogical approaches to overcoming these challenges and fully integrating EU values into higher education. Full article

The various definitions of academic freedom in the United States reflect the influence of social and political norms in its interpretation as both a professional and legal right. Yet, underlying these interpretations is the operational understanding, which includes both legal and professional considerations, that academic freedom is a widely recognized principle that grants professors the autonomy and authority to explore intellectual questions within their academic disciplines, conduct professional work, and express their views in the public sphere without undue interference or suppression. In other words, academic freedom is a foundational principle rooted in legal and institutional frameworks that safeguards professors’ ability to engage in intellectual inquiry, professional practice, and public discourse without undue interference. This principle extends beyond mere professional courtesy. It is recognized as essential to the functioning of higher education institutions and the broader democratic exchange of ideas. The public (including policymakers, industry leaders, media, and students) generally acknowledges academic freedom as an inherent protection that protects from unjustified interferences. By doing so, professors can participate in governance, disciplinary leadership, and extramural activities without the fear of retaliation or coercion. By insulating academic work from ideological, political, or economic constraints, academic freedom maintains the legitimacy and independence of scholarly inquiry in service to both knowledge advancement and the public good. Full article

Toxic leadership has profound implications for employees’ psychological wellbeing, particularly in academia, as a supportive workplace is crucial for intellectual prosperity and growth. In various parts of the Middle East, toxic leadership has been a major element in suppressing academic freedom, low levels of creativity, and innovation backed with favoritism, nepotism, and lack of support. This study examines the detrimental effects of toxic leaders on academic staff’s job satisfaction among academic staff in Middle Eastern universities. Grounded in the social learning theory, leader–member exchange theory, and conservation of resources theory, this research examines the mediating effect of organizational culture and trust in leaders. A quantitative approach using partial least squares—structural equation modeling with Smart-PLS software Version 3—was deployed on survey data from 236 faculty members and academic administrators across 11 universities in the region. The results show that toxic leadership significantly reduces job satisfaction, which is better explained by key mediating elements of organizational culture and trust in leaders. The findings highlight the need for fostering a culture of trust, leadership development, and transparent strategies to enhance the academic workplace for the staff and improve the dynamic and performance of the educational environment in the region. This study provides practical recommendations for mitigating toxic leadership in the education sector of the Middle East through empirically validating its detrimental effects on the psychological wellbeing of academic staff, which is a major element that barriers significant academic achievements. Full article

Objective: The totally endoscopic approach is on the rise to become the new standard in mitral valve surgery. The aim of this study was to develop a morphometric measurement tool for educational purposes to predict operability with low conversion and high repair rates. Methods: From January 2020 to March 2023, 64 patients underwent totally endoscopic mitral valve repair (TE-MVR). Of these, 15 patients were deemed to be unsuitable for TE-MVR due to narrow space and/or anticipated complex repair techniques and underwent repair through sternotomy (MVR-open). Angio-CT scanning was performed for preoperative planning and measurements of the following: the distance between the sternum and the spine (DSS), the distance between the skin incision and the anterior anulus of the mitral valve (DNM) and the intercostal space at the level of the skin incision (ICS). Results: The repair rate for all patients was 98.7%. In the TE-MVR group, the conversion rate to sternotomy was 3.1%. The 30-day survival was 100%. The DSS was 130.4 ± 18.8 mm and 108.1 ± 17.3 mm, and the DSM 70.7 ± 12.1 mm and 58.5 ± 13.6 mm in the TE-MVR and MVR-open, respectively (p < 0.001). Twenty-one TE-MVR patients were found to be technically demanding due to friction and less freedom to move the instruments. The composite morphometric parameter DSS plus 4xICS minus DNM was 53.3, 39.8 and 25.6 for TE-TMReasy, TE-TMRdemanding and MVR-open, respectively (p < 0.05 and p < 0.01). Conclusions: Surgical skills and a long history of expertise are mandatory to achieve excellent results with a low conversion and high repair rate. The composite morphometric parameter may be an easy tool for educational demands to predict the ease and feasibility of TE-MVR. Full article

When the use of video games is inappropriate in terms of time and content, it becomes a health risk. The objective of the present study was to analyze the psychometric properties of the Video-Game-Related Experience Questionnaire (CERV), determine its problematic use and know the link between the use of mobile devices (MD) and Mexican children. Methods. The study followed an instrumental and comparative design, with n = 519 children. Of these, 61.5% were from Jalisco, and 38.5% were from Nuevo Leon. The sample consisted of 50.1% girls, with 39.7% and 33.7 were in sixth and fifth grade of primary school, respectively. The mean age of participants was 10.50 ± 0.94 years, with ages ranging from 9 to 13 years. In addition, 86.7% of children had access to a DM, 45.3% of children who had a DM used it to play, and 59.0% exceeded the recommended usage time of more than two hours. The Video-Game-Related Experience Questionnaire was used. For the factorial structure, a confirmatory factor analysis was conducted using the Diagonal Weighted Least Squares (DWLS) estimation method. The goodness-of-fit indices were as follows: chi-square value over degrees of freedom (X²/gl), CFI, NNFI, and RMSEA. Results. The goodness-of-fit indices were shown as follows: X²/gl = 1.16; RMSEA = 0.018; SRMR = 0.048; CFI = 0.99; TLI = 0.99; NNFI = 0.99. Acceptable reliability was found with both Cronbach’s alpha and McDonald’s omega greater than 0.80. Furthermore, 41.6% of participants had potential or severe problems with video game use, and the use of mobile devices (DMs) was significantly associated (p < 0.001) with potential or severe problems. Conclusion. It is suggested that educational programs be implemented regarding the consequences of excessive video game use, the usage of DMs, and the importance of restrictive use per se for parents. Full article