Search Results (6,132)

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

Background: Gender-diverse populations in India, including transgender and non-binary individuals, experience systemic barriers to healthcare, with dentistry remaining particularly underexplored. Despite legislative protections, oral health professionals (OHPs) often lack the knowledge, sensitivity, and preparedness needed to provide inclusive care. This study aimed to benchmark gender sensitivity, inclusivity, and clinical preparedness of Indian OHPs using the novel Oral Healthcare Professional’s Gender Sensitivity, Inclusivity, and Preparedness (OHP–GSIP ©) tool. Methods: A descriptive cross-sectional survey was conducted among 3660 registered dental practitioners across six zones of India using probability proportional to size sampling. The prevalidated OHP–GSIP © scale assessed five domains: gender sensitivity, inclusive environments, diversity in practice, professional attitudes, and preparedness for transgender oral healthcare. Data were collected through a structured online questionnaire and analyzed with SPSS 17.0 using descriptive statistics, chi-square tests, correlation matrices, and multiple regression. Results: Participants demonstrated moderate LGBTQIA+ knowledge (mean = 6.52/10, SD = 1.78) and comfort in treating transgender patients (mean = 3.81/5, SD = 1.09). Structural inclusivity was limited: only 23.5% reported gender-neutral restrooms, and 17.5% used non-binary intake forms. Over 90% expressed willingness to employ or collaborate with transgender colleagues, though this did not significantly predict clinical comfort. Regression analysis showed inclusivity in practice (β = 0.38, p < 0.001), awareness of gender-affirming clinics (β = 0.29, p < 0.001), and LGBTQIA+ knowledge (β = 0.22, p < 0.001) as the strongest predictors of comfort in treating transgender patients, collectively explaining 41% of the variance. Conclusion: While Indian OHPs displayed generally supportive attitudes toward transgender individuals, substantial gaps persist in structural inclusivity, clinical preparedness, and knowledge. Bridging these gaps requires systemic reforms in dental education, policy, and practice environments. The OHP–GSIP © tool provides a benchmark for guiding curricular integration, institutional inclusivity, and policy advocacy toward equitable, gender-affirming oral healthcare. Full article

This paper presents a concept for a Learning Factory (LF) designed for interdisciplinary engineering education. Learning factories are experiential learning environments that bridge the gap between theory and practice while supporting the demands of digital transformation. The proposed LF concept was developed using an integrated approach that assessed stakeholder needs and reviewed institutional infrastructure and capacity. These inputs were triangulated into a concept consisting of five core thematic components: Lean processes as an educational anchor, Enterprise Resource Planning (ERP) systems, Internet of Things (IoT)-based integration, simulation, and physical prototyping. Validation workshops with Small- and Medium-sized Enterprise (SME) managers, academic experts, and students confirmed the perceived relevance of this structure and its potential. The resulting concept focuses on practice-orientated, team-based learning methods that are in line with the principles of Education 4.0. The design sets goals in four key dimensions: educational integration, technological readiness, industrial relevance with SME orientation and flexibility and scalability. These design principles and practical insights can be utilized for future academic implementations of learning factories. Full article

Island ecosystems, are characterized by isolation, limited land, and tourism-driven economies, face persistent waste management challenges. Spatial constraints and inadequate infrastructure often limit the development of waste recovery and recycling systems, leading to practices such as open dumping or burning that pose serious environmental and health risks. This paper examines how circular economy (CE) principles, reduce, reuse, recycle, can transform waste into a resource and enhance local resilience. A refined definition of “small islands” is introduced, combining UN criteria with a tourism-intensity filter to capture the strong link between visitor flows and solid waste generation. Barriers to CE adoption are classified into institutional, technical, geographical, financial, and social dimensions, and connected to enabling practices in four thematic areas: multi-stakeholder partnerships, recycling and composting innovations, policy and regulatory tools, and community engagement. Comparative case studies from Europe, Asia, Africa, and the Pacific reveal that integrated approaches are more durable than isolated efforts. Successful initiatives blend technology with governance, education, financial mechanisms, and community participation. The analysis highlights that no single model fits all islands; strategies must be locally adapted to be effective and transferable. Overall, the study shows that circular transitions are both feasible and necessary, offering environmental gains, economic value, and alignment with the EU Green Deal and global sustainability goals. Full article

This study reconceptualizes resilience by centering marginalized teachers’ agentic resistance as a critical pathway to wellbeing. Using critical qualitative inquiry, we conducted in-depth interviews with 17 U.S. teachers who identified with marginalized racial, gender, and/or sexual identities to explore how they resist structural oppression and sustain their professional and personal identities. Findings revealed that resistance emerged in various ways, including inclusive curriculum design, confrontation with colleagues or administrators, embodied identity expression, and support drawn from contexts and resources for resistance. These resources included social movements and ancestors’ legacies, demonstrating that resistance is not merely individual coping but a collective, identity-affirming practice. We argue that resilience must be reframed to include intentional and proactive resistance, which enables marginalized teachers to challenge oppressive school structures, promote educational equity, and sustain their own flourishing. This study offers a critical framework that shifts resilience from passive endurance to politically engaged practice, emphasizing the need for institutional supports that empower marginalized teachers to resist, persist, and thrive in inequitable educational systems. Full article

Artificial Intelligence (AI) has become a transformative force in the gaming industry, enhancing gameplay mechanics while expanding applications in education, healthcare, and human–computer interaction. The rapid growth of research in this domain requires a bibliometric review of its intellectual structure and thematic evolution. This study conducts a comprehensive bibliometric analysis of 5114 peer-reviewed documents indexed in Scopus and Web of Science between 2016 and 2025. Using performance indicators, co-authorship networks, and keyword co-occurrence mapping, the analysis identifies the most productive journals, countries, institutions, and authors contributing to the field. Citation analysis highlights seminal works on deep reinforcement learning as intellectual milestones, while keyword and thematic mapping reveal a dual trajectory: the development of advanced AI frameworks (reinforcement learning, deep learning, federated learning) and their application in societal domains such as education, psychology, and healthcare. The findings provide a consolidated overview of scientific production, intellectual influence, and thematic directions, contributing to a better understanding of the current state and prospects of AI–gaming research. Full article

Context: Digital entrepreneurship has attracted the attention of governments, investors, and researchers, who are directing their efforts and resources toward investigating its causes. Several studies have focused on the positive factors contributing to entrepreneurial intentions, with Theory of Planned Behaviour (TPB) being the most cited. This paper examines the relationship among TPB, emotions and social capital in the digital context. Objective: To evaluate the impact of social capital and anticipated emotions (positive and negative) on the digital entrepreneurial intentions of students from Higher Education Institutions (HEIs). Methodology: The research proposed seven hypotheses, including two new ones, all of which are embedded in the digital context. Data were collected using a questionnaire administered to undergraduate students in Business Administration, Engineering, and Information Technology. A total of 1110 valid responses were obtained. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results: Considering the TPB factors, Attitude (AT) and Perceived Behavioural Control (PBC) significantly impact Digital Entrepreneurial Intentions (DEI), while Subjective Norms (SN) show a statistically significant but weak effect (f² < 0.02). Social Capital (SC) indirectly influences DEI by shaping attitudes. Anticipated Positive Emotions (APE) and Anticipated Negative Emotions (ANE) are statistically significant; however, their practical moderating effects are weak. Conclusions: Perceived Behavioural Control (PBC) emerges as the strongest predictor of Digital Entrepreneurial Intention (DEI), while Subjective Norms (SN) and emotional factors (APE and ANE), though statistically significant, exhibit limited practical influence. Practical implications: Understanding how anticipated emotions interact with SC in shaping DEI can help educators and policymakers develop more effective strategies to support aspiring entrepreneurs. Originality: This study highlights the relationships among TPB factors, SC, APE, and ANE, underscoring the complex role of emotions in the digital entrepreneurial process. This research enriches the literature by incorporating emotional and social dimensions into the Theory of Planned Behaviour (TPB), demonstrating that digitalisation reshapes, rather than displaces, the cognitive foundation of entrepreneurial action. Full article

This article examines the development of Islamic education in Islamic primary schools in the Netherlands from 1988 to 2025. Since the early 1970s, the Muslim population in the Netherlands has grown significantly—initially due to labor migrants from Turkey and Morocco, and later as a result of asylum seekers from countries such as Somalia, Iraq, and Syria. The desire to practice and pass on their faith led to the establishment of mosques, educational centers, boarding schools, and eventually Islamic primary schools. In 1987, some of the founders of Islamic primary schools aspired to establish institutions similar to Madrasas, focusing heavily on Islamic instruction such as Qur’an recitation and Hadith studies. However, these ambitions could not be realized due to funding requirements. Others were inspired by the Imam Hatip schools in Turkey, which offer religious subjects such as Qur’an, Hadith, and Sira (the life of the Prophet Muhammad) alongside the national curriculum. Ultimately, a Dutch model of Islamic education emerged—partly influenced by the Imam Hatip concept, yet possessing a distinct identity. This study investigates how Islamic education has evolved in practice through semi-structured interviews, school observations, document analysis, and a national survey of religion teachers. The findings indicate that the desire to provide Islamic religious education was the primary motive behind the founding of the first Islamic primary school in 1988. Since then, this objective has remained central to school boards and parents alike. Religious education has progressed from fragmented teaching materials rooted in Arabic and Turkish contexts to coherent, Dutch-language curricula. By 2025, the teaching materials of Worden wie je bent (“Becoming Who You Are”) and the Amana have become dominant. Instruction encompasses not only religious knowledge and Qur’an recitation but also social-emotional development, citizenship, and sexuality education within an Islamic framework. Full article

This article explores experts’ perspectives on the most important soft skills for entrepreneurial success in the Western Balkans (WB) and identifies effective educational and workplace practices to foster these skills. Using a qualitative Delphi study supported by a literature review, the research gathered and synthesized opinions from 20 experts representing Serbia, Albania, North Macedonia, and Bosnia and Herzegovina. Findings show that communication, adaptability, flexibility, teamwork, and critical thinking are essential for business success, while leadership, emotional intelligence, problem-solving, and teamwork are considered most vital for future entrepreneurs. Experts emphasized that group projects, specialized courses, and blended learning approaches are effective in educational settings, while workplace skill development benefits from training programs, mentoring, active communication, and openness to feedback. This study provides region-specific insights into skill-building strategies for young entrepreneurs, addressing a key research gap. By integrating expert consensus with evidence-based practices, the article offers a framework for educators, policymakers, institutions, and businesses to strengthen entrepreneurship education and workforce readiness across the WB region. Full article

This research is dedicated to the development of an intelligent biometric system based on the synergy of Internet of Things (IoT) technologies and Artificial Intelligence (AI). The primary goal of this research is to explore the possibilities of personal identification using two distinct biometric traits: facial images and the venous pattern of the palm. These methods are treated as independent approaches, each relying on unique anatomical features of the human body. This study analyzes state-of-the-art methods in computer vision and neural network architectures and presents experimental results related to the extraction and comparison of biometric features. For each biometric modality, specific approaches to data collection, preprocessing, and analysis are proposed. We frame optimization in practical terms: selecting an edge-suitable backbone (ResNet-50) and employing metric learning (Triplet Loss) to improve convergence and generalization while adapting the stack for edge IoT deployment (Dockerized FastAPI with JWT). This clarifies that “optimization” in our title refers to model selection, loss design, and deployment efficiency on constrained devices. Additionally, the system’s architectural principles are described, including the design of the web interface and server infrastructure. The proposed solution demonstrates the potential of intelligent biometric technologies in applications such as automated access control systems, educational institutions, smart buildings, and other areas where high reliability and resistance to spoofing are essential. Full article

Background/Objectives: Readiness for practice is an essential outcome of nursing education, yet the factors influencing it among baccalaureate nursing students in Mongolia remain underexplored. This study aimed to provide a holistic understanding of factors influencing readiness for practice among baccalaureate nursing students in Mongolia, employing both quantitative and qualitative approaches. Methods: A convergent mixed-methods design was used. The study included 150 final-year baccalaureate nursing students from 14 Mongolian universities. Quantitative data were collected via survey and analyzed using multiple regression analyses in SPSS 26.0. Concurrently, qualitative data were obtained through focus group interviews with 25 participants (nurses and faculty) and analyzed using content analysis. Results: Quantitative analyses revealed that the clinical learning environment, clinical competence, and critical thinking significantly influenced readiness for practice, explaining 40% of the variance. Qualitative findings—derived from nurses’ and faculty’s perspectives and findings—provided deeper insights: “maturity” was defined as students’ coping ability and adaptability; “competence” encompassed clinical, ethical, cultural, and communication skills; and “professional values” reflected passion, motivation, and readiness to engage in practice. These findings highlighted the essential interplay between personal, educational, and contextual factors in shaping readiness. Conclusions: Findings suggest strategies to enhance nursing students’ readiness, including fostering supportive clinical learning environments, structured mentorship, and integrating ethical and cultural training into curricula. These insights offer actionable recommendations for nursing schools and clinical institutions to strengthen collaboration, support professional development, and prepare competent, adaptable, and ethically grounded nursing graduates in Mongolia. Full article

This study validates an empirical model of attitudinal indicators to assess the inclusion of students with physical motor disabilities in higher education. Grounded in the tripartite model of attitude and framed within the social model of disability, the research employed the SACIE-R scale to measure emotional, cognitive, and behavioral predispositions among 384 faculty members from private universities in El Salvador, selected through stratified sampling. Exploratory factor analysis (EFA) identified three latent dimensions—concerns and general attitudes, inclusive feelings, and cognitive–affective tension—explaining 56.36% of the variance, with strong reliability (Cronbach’s α = 0.876). Chi-square tests revealed significant attitudinal differences by age, sex, training, and institutional affiliation. The resulting model translates latent predispositions into observable indicators of inclusive teaching competencies, providing a diagnostic and evaluative tool for higher education institutions. Beyond the Salvadoran context, the framework demonstrates potential scalability across Latin American systems with comparable socio-educational conditions. Importantly, the model contributes to the Sustainable Development Goals (SDG 4, SDG 10, and SDG 16) by supporting inclusive and equitable quality education, reducing structural inequalities, and informing governance policies grounded in human rights. Findings highlight persistent attitudinal barriers and limited faculty preparedness, underscoring the need for sustainable institutional strategies. This research advances the debate on educational sustainability by linking faculty attitudes to long-term policy development, capacity-building, and institutional accountability. Full article

This paper aims to assess the contribution of higher education institutions (HEIs) to the innovation performances in EU regions. Empirical evidence shows that HEIs are a necessary but not sufficient component of regional innovation systems, contribute to the performance of their regional community and make regional innovation policies more efficient. Due to the increasing focus on HEIs as drivers of regional innovation, this paper discusses the need for a holistic approach that operates from the perspective of higher education policy that involves removing barriers to collaboration, innovation and entrepreneurship and creates synergies with other policy areas, such as innovation and regional development. We therefore ask (i) how the presence, quality and connectedness of HEIs map onto regional innovation outcomes and (ii) under which conditions their effects are amplified. Using an EU-wide regional dataset (EIS indicators, patents, co-publications, R&D and human capital) we estimate PLSR/PCR models to address multicollinearity and reveal latent drivers. Findings confirm that HEIs raise performance when embedded in strong R&D and policy environments; on their own, effects are limited. We classify regions into practical archetypes (leaders, over-performers, under-performers) to guide place-sensitive strategies. Policy implications include removing collaboration barriers, incentivizing university–industry–public co-creation, and aligning higher education with innovation and regional development through multi-level governance. Robustness checks support the stability of results across specifications. Full article

The rapid integration of artificial intelligence (AI) into professional, educational, and everyday cognitive processes has created a dual dynamic of cognitive growth and cognitive atrophy. This study introduces a unified theoretical and quantitative framework to analyze these opposing tendencies and their equilibrium, conceptualized as the cognitive co-evolution model. The model interprets human–AI interaction as a nonlinear process in which reflective engagement enhances metacognitive skills, while over-delegation to automation reduces analytical autonomy. To quantify this balance, the paper proposes the cognitive sustainability index (CSI) as a composite measure integrating five behavioral parameters representing autonomy, reflection, creativity, delegation, and reliance. Simulation examples and domain-specific illustrations, including the case of software developers, demonstrate how CSI values can reveal distinct cognitive zones ranging from atrophy to synergy. Building upon these findings, the paper develops the framework of applied cognitive management, which links cognitive monitoring with adaptive interventions across individual, educational, professional, and institutional levels. The results highlight the need for organizations and policymakers to monitor cognitive sustainability as a strategic indicator of digital transformation. Maintaining CSI above the sustainability threshold ensures that automation enhances rather than replaces human reasoning, creativity, and ethical responsibility. The study concludes by outlining methodological challenges and future research directions toward a quantitative science of cognitive sustainability and co-evolutionary human–AI ecosystems. Full article

This article focuses on one critical factor among the many influencing identity formation in the second generation of Albanian origin in Greece: the acquisition of citizenship. Citizenship is more than a legal status; it serves as a fundamental marker of belonging, shaping access to rights, social mobility, and political participation. Despite the 2015 Greek citizenship law aiming to facilitate naturalization, many second-generation Albanians still face bureaucratic obstacles, and prolonged legal uncertainty. These barriers create a sense of social exclusion by limiting opportunities in education and employment and depriving them the right of political participation. Navigating these challenges forces individuals to negotiate their identity in complex ways. Some emphasize Greek identity, others adopt a hybrid identity, yet others reinforce Albanian self-identification. Broader societal attitudes, including stereotypes and discrimination, further shape these identity strategies. These strategies are furthermore influenced by the individuals’ life trajectories, which can either reinforce a sense of otherness or counteract it. Through in-depth interviews, this qualitative study argues that citizenship constitutes a crucial determinant of cultural and/or national belonging for some people, as it produces practical and symbolic conditions of inclusion or exclusion. Ultimately, Greek citizenship functions not just as an institutional gatekeeper but as a broader social force that shapes an individuals’ identity and sense of belonging within Greek society. Full article