Search Results (15,335)

In the contexts of higher education and Education for Sustainable Development, universities face the challenge of preparing professionals capable of addressing complex urban issues related to Sustainable Development Goal 11 (SDG 11). Learning landscapes, grounded in the theory of Multiple Intelligences and Bloom’s Taxonomy, have been proposed as a pedagogical framework to support the development of sustainability competencies and higher-order thinking; however, evidence regarding their applicability and viability in university teaching remains limited. This study examines an exploratory learning landscape–based training experience oriented toward SDG 11, focusing on university faculty perceptions. A design-based research approach with mixed-methods design was employed, emphasizing the co-construction, pilot implementation, and formative assessment of learning landscapes within a technical-scientific faculty development program. The results indicate generally positive faculty perceptions, particularly in terms of satisfaction, perceived learning, and professional development. Participants also reported pedagogical usefulness and perceived potential to enhance student motivation and engagement. However, stable curricular integration emerged as the main challenge, mainly due to design workload and the need for institutional support. Overall, the findings provide initial empirical evidence on the perceived value and limitations of learning landscapes in sustainability-oriented higher education and point to the need for further research and institutional conditions to support their implementation. Full article

The primary aim of this study is to develop a comprehensive theoretical model for creating digital content that enhances speech formation in toddlers aged 1–3, based on children’s folklore. This model seeks to integrate pedagogical, psychological, and cultural elements to offer a balanced and age-appropriate digital learning experience for young children. The study employed a systematic literature review using Creswell’s seven-step process, which involved identifying relevant research, reviewing and analyzing 22 peer-reviewed studies published between 2019 and 2023, and synthesizing their findings. VOSviewer version 1.6.18, a bibliometric visualization tool, was used to conduct a keyword co-occurrence analysis, identifying key concepts and trends in digital content creation for toddlers. The systematic review adhered to the PRISMA framework to ensure rigor in the selection and analysis of the included studies, which spanned fields such as education, psychology, and pediatric development. The study identified several key dimensions necessary for developing an effective theoretical model of digital content creation for toddlers: The content must be age-appropriate and consider the unique cognitive, linguistic, and developmental needs of toddlers. Children’s folklore plays a crucial role in language development, offering culturally rich and rhythmically engaging material for young learners. The model must address the balance between screen time and real-world interactions, ensuring that digital engagement does not replace essential real-life learning experiences. Ensuring the psychological and physiological safety of digital content is paramount, requiring the exclusion of inappropriate or harmful material and the inclusion of interactive, engaging content that supports speech development. The study concludes that a well-designed model for digital content creation, rooted in children’s folklore, can significantly enhance speech development in toddlers. Such a model must not only support language acquisition but also reflect cultural heritage, promote safe digital environments, and encourage a balance between digital and real-world interactions. By integrating the findings from various disciplines, this theoretical model provides a holistic framework that can guide the development of high-quality digital content aimed at supporting early childhood language development in the digital age. Full article

This study examines prospective teachers’ perceptions of sustainable development (SD) and explores the relationship between the SD scenarios they developed and the actions they performed. Based on 58 scenarios and 128 actions reported by pre-service teachers, the study found that scenarios primarily focused on education, resource conservation, and waste management. While the environmental dimension emphasized protection, economic and social dimensions were largely associated with financial savings and public welfare. In contrast, participants’ actual behaviors were predominantly limited to simple resource conservation, such as turning off lights and saving water. A significant discrepancy emerged: despite the strong emphasis on education-related themes in scenarios, educational actions were notably limited in practice. These results suggest that prospective teachers’ high cognitive awareness of SD is only partially reflected in their practical engagement. The findings highlight a “cognitive–practice gap,” underscoring the need for teacher education programs to prioritize action-oriented competencies. Full article

Background: Mental health problems in childhood and adolescence constitute a major public health concern, influencing developmental trajectories, educational outcomes, and long-term well-being. This study aimed to assess developmental and socioeconomic gradients in perceived mental health and mood disorder risk among children and adolescents, integrating parental evaluations, symptom-related indicators, and sociodemographic correlates. Methods: A cross-sectional survey was conducted among 1177 parents or legal guardians of children aged 6–18 years in Poland. Data were collected via a structured questionnaire assessing perceived physical and mental health, socioeconomic characteristics, and seven symptom-based items aligned with the Children’s Depression Inventory 2 (CDI-2) diagnostic framework. Nonparametric tests (χ², Spearman’s ρ, Kruskal–Wallis H) were applied to examine age-related differences and socioeconomic gradients in perceived mental health and mood disorder risk. Results: Parental evaluations indicated a consistent discrepancy between physical and mental health, with psychological well-being rated less favorably and exhibiting greater variability. Both perceived mental health and mood disorder risk showed strong age-related differentiation, revealing declining scores with increasing age (ρ < 0, p < 0.001). Family financial situation demonstrated the strongest association with mental health outcomes (H = 71.39, p < 0.001), while parental occupational status exerted moderate effects and educational attainment showed no significant influence. Concentration difficulties, affective distress, and somatic symptoms such as fatigue and sleep disturbance were commonly reported. Conclusions: Findings indicate that child and adolescent mental health is shaped by interacting developmental and socioeconomic determinants. Adolescence and financial disadvantage represent key vulnerability factors associated with poorer psychological outcomes. The results highlight the need for developmentally targeted and socially equitable mental health strategies within pediatric and preventive healthcare systems. Full article

Background/Objectives: Despite a wide range of international studies examining antibiotic prescribing practices among physicians, research from Central Asia remains scarce. To address this gap, the present study aimed to investigate antibiotic resistance awareness and prescribing practices among general practitioners (GPs) in Kazakhstan, Kyrgyzstan, Uzbekistan, and Tajikistan. Methods: The online questionnaire was completed by 1231 GPs, including 469 from Kazakhstan, 274 from Kyrgyzstan, 369 from Uzbekistan, and 119 from Tajikistan. Results: Most physicians (71.1%) acknowledged that their antibiotic prescribing behavior influences the development of antibiotic resistance in their regions. More than half reported discussing antibiotic resistance with their patients often or very often. However, the strategy of delayed antibiotic prescribing was unknown to 27.1% of GPs. Factors associated with good knowledge of indications for antibiotic prescribing included female sex, older age, working in Uzbekistan, practicing in urban areas, seeing 20 or more patients per day, and use of practice guidelines. Clinical practice guidelines were the most frequently reported source of current information on antibiotic therapy and resistance (20.4%), followed by continuing professional education (15.9%) and textbooks (14.1%). The vast majority of GPs (94.4%) indicated a need for additional information resources to support more rational antibiotic prescribing. The most commonly cited needs were higher-quality clinical practice guidelines (22.5%) and better access to existing guidelines (17.7%). Conclusions: These findings suggest that, despite generally high awareness of antibiotic resistance, important knowledge gaps remain among GPs in Central Asia. Strengthening access to clinical guidelines and continuing professional education may support more rational antibiotic prescribing. Full article

Urban agriculture (UA) provides numerous social, environmental, economic, and spatial benefits for urban residents. The development of UA is supported, among other factors, by the participatory budget, an inclusive mechanism of democratic governance that facilitates investment decisions tailored to local communities’ needs. The aim of the study presented in this article was to identify and assess projects on vegetable cultivation as part of UA submitted in nine completed editions of the Warsaw Participatory Budget (WPB) conducted between 2015 and 2023. The research developed a typology and carried out a comparative analysis of vegetable-related projects, focusing on those selected through public voting. The projects, which varied in scale and scope, were classified into six types and subsequently evaluated across four dimensions: social, functional, ecological, and economic. The assessment also incorporated nine thematic categories and six social categories to highlight the primary beneficiaries of the projects. The results showed that vegetable-related projects in the WPB were decidedly niche, as only 101 such initiatives were submitted during the analyzed period, of which only 31 were implemented. The social dimension proved dominant, with children as the main target group. Most projects focused primarily on education in vegetable cultivation and the development of healthy eating habits and, to a lesser extent, on ensuring access to healthy food. The ecological dimension is fulfilled primarily through sustainable vegetable cultivation combined with educational activities; however, education concerning other pro-environmental solutions and their implementation is very limited. Full article

This population-based study aimed to analyze the annual incidence and case fatality trends, and the clinical-epidemiological profile of gastroschisis in the state of Paraná, Brazil, between 2013 and 2024. Specifically, temporal trends in annual incidence and mortality rates related to gastroschisis were examined. Maternal, gestational, and neonatal characteristics were analyzed. Data from the Live Birth Information System and the Mortality Information System were analyzed using polynomial regression modeling. During the study period, 1,798,727 live births were recorded, including 491 cases of gastroschisis and 179 related deaths. The mean incidence was 2.73 per 10,000 live births. A significant 39.5% decrease over the study period was observed (p < 0.001). The case fatality rate was 36.5%. The mothers of children with gastroschisis were: young mothers (<25 years old; 77%), with low education (87.7%) and no partner (59.1%). High frequencies of cesarean deliveries (84.3%), prematurity (57.3%), low birth weight (63.7%), and low Apgar scores were also observed. The profiles of the mothers and children at birth were unfavorable when compared to the population of live births. Gastroschisis incidence in Paraná declined significantly from 2013 to 2024. While the annual incidence showed a decreasing trend, mortality fluctuated. The persistently high case fatality rate underscores the need for public policies focused on prenatal care and specialized neonatal management. Full article

Task analysis is a foundational component of instructional design in special education, yet it can impose substantial time and cognitive demands on teachers. Artificial intelligence (AI) tools such as ChatGPT may provide support for instructional planning tasks by assisting educators in generating and organizing task sequences. This study examined the effectiveness, readability, time efficiency, and acceptability of ChatGPT-assisted task analysis compared to a traditional task analysis method. Thirty-two special education teachers participated in a randomized between-groups study in which they developed task analyses using either a traditional approach or ChatGPT supported by a structured interaction protocol. Task analyses were evaluated based on alignment with expert-developed models, readability, and development time, and teachers’ perceptions of acceptability were also examined. Results indicated that ChatGPT-assisted task analyses required significantly less development time while demonstrating strong alignment with expert-generated models. Readability levels and the number of task steps were similar across groups. Teachers who used ChatGPT also reported positive perceptions regarding the usefulness and acceptability of AI assistance in instructional planning. These findings suggest that AI-assisted tools may support teachers in developing task analyses more efficiently while maintaining instructional clarity. However, given the exploratory nature of the study and the limited sample, further research is needed to examine how AI-assisted task analysis may influence instructional practice and student learning outcomes in special education. Full article

Background: This longitudinal study examined the clinical outcomes of physiotherapy interventions in patients with chronic low back pain, specifically observing the interactions between demographic characteristics, physical metrics, and psychological variables. Methods: A cohort of n = 150 patients, Final n = 123 (18% attrition rate), was assessed using a one-group pre-test/post-test design, with primary outcome measures including Health-Related Quality of Life, the Perceived Stress Scale, and the Numerical Pain Rating Scale. Participants received eight standardized sessions over 4 weeks, including electro-physical agents combined with individualized kinesiotherapy. Data analysis/synthesis was performed via Multiple Correspondence Analysis (MCA) to map associations between categorical variables and treatment responses. Results: The predominant clinical profile found was a middle-aged female with moderate educational attainment, presenting with a Body Mass Index in the overweight range and moderate-to-high baseline pain intensity. MCA revealed distinct phenotypic trends: longer Work Experience was associated with lower baseline Quality of Life (QoL) and heightened stress/pain levels. In contrast, patients characterized by higher education and significant Work Experience demonstrated notable post-intervention QoL gains. High baseline QoL served as a predictor for sustained improvement and pain attenuation, while elevated pre-intervention pain scores were consistently linked to perceived unmet clinical needs and exacerbated stress. Conclusions: MCA successfully mapped non-linear clusters—such as the “Socio-Psychological Barrier” profile—that traditional univariate methods fail to visualize, suggesting that “individualized care” must prioritize health literacy among patients experiencing extensive work-related strain. Full article

There is a need to enhance the behavioral health (BH) workforce. Paraprofessionals and peers are often on the “front lines” working with families affected by substance misuse. While they possess valuable lived experience, they often lack the requisite education to be most effective, resulting in high burnout and turnover. This study describes a novel training program for paraprofessionals working in family BH that included three online, 8-week courses (Level I) and a 12-month supervised apprenticeship (Level II). This study measured program satisfaction and effectiveness (knowledge, confidence, and perceived competence) and explored effects on career intention. A sample of paraprofessionals in the BH workforce provided data at baseline, after Level I, and after Level II. After Level II, 87% of participants rated their satisfaction with the program as high. Statistically significant improvements were found for knowledge, confidence, and competence across all domains. Almost all participants reported increased confidence after each level (93% and 94%, respectively). The majority (69%) reported increased interest in continuing their BH career and education. Overall, results suggest that the program was well-received by participants and was associated with improvements. Results provide preliminary support for apprenticeship-based training to enhance the BH workforce and address workforce challenges. Full article

Mining is an economic activity with significant socio-environmental implications, particularly in regions where communities depend directly on natural resources. This study aimed to analyze the perceptions of residents of the Pungala parish regarding the impacts of mining in the Alao River basin. A questionnaire was administered, considering sociodemographic, social, and environmental variables. The surveyed population was predominantly older adults and had a balanced gender distribution. The majority identified as indigenous or mestizo, with primarily secondary school educational levels and with a labor structure characterized by independent work. At the social level, mining is perceived as a source of economic benefits through job creation and increased income. However, negative impacts are also recognized, including conflicts over water use, displacement of families, and increased costs of goods and services. From an environmental perspective, the majority perceived negative changes, particularly water pollution, deforestation, erosion, and biodiversity loss. Regarding the ecosystem services, provisioning services were perceived as having the greatest importance and frequency of use, especially water for human consumption, irrigation, and productive activities. These results demonstrate the coexistence of benefits and risks and highlight the need for sustainable management strategies that integrate ecosystem conservation and community well-being. Full article

The combination of Artificial Intelligence (AI) and Formative Assessment (FA) in Teacher Education explores how emerging technologies can enhance teaching practices and professional development. AI tools can provide personalized feedback, identify learning needs, and support reflective practice among educators. Integrating AI-driven formative assessment methods allows for continuous evaluation of teaching competencies, promoting adaptive learning, data-informed decision-making, and improved instructional quality in teacher education programs. The purpose of this study was to conduct a systematic review of the use of Formative Assessment (FA) and Artificial Intelligence (AI) in Teacher Education (TE) during the period 2020–2025 (inclusive). The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which ensures a rigorous, transparent, and reproducible process in the selection and analysis of studies. To this end, scientific articles published in the Scopus, Web of Science and Dialnet databases were reviewed, considering publications in English and Spanish. The objective was to identify trends, methodological approaches, results, and research gaps that show how AI is being integrated, or not, into FA processes in TE. The review also sought to analyze the impact of AI on student participation in assessment, feedback, decision-making, and the learning and assessment process itself, synthesizing the current evidence on the relationship between AI and FA in TE. Full article

Although HyFlex teaching has been studied for decades and has become part of the teaching norm since the 2020 pandemic, studies have generally not investigated the learning experiences of students with disabilities in HyFlex classrooms. This study compared the basic psychological needs (BPN) and engagement of undergraduate students who did (SwA) and did not (SwoA) request academic disability accommodations in an introductory, active learning, human-centered design thinking course, a core component of engineering technology education. Data were collected from 3748 primarily first-year undergraduate engineering technology students between fall 2021 and spring 2024, 126 of whom requested disability accommodation through the disability office. The data sources consisted of an end-of-course survey, in which students reported their basic psychological satisfaction level on a Likert scale and described their BPN experiences and engagement in response to open-ended survey questions. As a novel contribution, this study integrates the descriptive analysis of Likert-scale measures with textual- and word-level sentiment analysis, advancing conceptual understanding of reported BPN satisfaction and engagement and revealing divergent patterns across analytic approaches. While the SwA group reported lower scores across all BPN constructs compared to their counterparts, the highest number of them provided positive feedback statements across all BPN domains. Conversely, the SwoA group reported higher BPN scores across all constructs, yet the highest number of them used negative sentiments in their responses across all BPN constructs. The majority of SwA provided positive feedback on autonomy satisfaction, while the majority of SwoA’s positive feedback was on relatedness to the instructor. Future directions for advancing engineering technology education and disability data collection in higher education are provided. Full article

Background/Objectives: Oral mucositis (OM) is a common complication in onco-hematological patients undergoing chemotherapy and hematopoietic stem cell transplantation, negatively affecting comfort, nutrition, and quality of life. Despite existing assessment tools and recommendations, OM management—particularly non-pharmacological approaches—remains inconsistent, and evidence on nurses’ perspectives and contextual factors is limited. This study explored nurses’ perceptions and experiences regarding non-pharmacological treatments for OM, including educational needs and barriers and facilitators to implementation in clinical practice. Methods: A qualitative descriptive study using inductive content analysis was conducted. Semi-structured interviews were carried out with nurses working in onco-hematological settings in Italy. Data were analysed according to the Elo and Kyngäs framework. Results: Twelve nurses with extensive experience in onco-hematology and transplant care participated in the study. Five main themes emerged: (1) education and training pathways; (2) approaches to mucositis management; (3) nursing competence in OM care; (4) interprofessional collaboration; and (5) governance of practice, including protocols and guidelines. Findings highlighted strong experiential competence, high levels of nursing autonomy in assessment and patient education, and effective interprofessional collaboration, particularly in specialised settings. However, training pathways were predominantly informal, and the availability and use of protocols varied widely across clinical contexts. Conclusions: Non-pharmacological management of OM appears to be sustained primarily by advanced nursing competence and a specialised clinical culture rather than by structured education and standardised governance. Addressing educational gaps and promoting shared protocols may enhance the consistency, quality, and equity of supportive care while ensuring that the findings are clearly reflective of nurses’ experiences. Full article

Large language model-based virtual patients (LLM-VPs) are an emerging simulation tool for health professions education, but their design and integration into curricula are not well characterized. This scoping review mapped how LLM-VPs are being used for simulated clinical learning across health professions. Following a protocol registered on OSF, we searched MEDLINE, EMBASE, CENTRAL, Scopus, and Web of Science to 11 April 2025, per PRISMA-ScR guidelines, and included 21 studies that used LLMs to generate virtual patients for simulated clinical encounters. Data were extracted on technical design, fidelity domains, curricular integration, human factors, and Technology Acceptance Model constructs, and synthesized narratively. Most studies (n = 11) were pilot or feasibility evaluations with small samples (median 21) and used GPT-based models with dynamic text chat. Integration was limited to 10 studies that operated as pilots, 7 as electives, and 3 as core curricular components. The outcomes focused on Level 2 learning (clinical reasoning and preclinical OSCE performance), with predominantly self-report assessments. No studies reported Level 3 or 4 outcomes. Fidelity was strongest in cognitive, socio-cultural, and emotional domains, and 11 studies reported hallucinations or inaccurate outputs. LLM-VPs appear feasible and well-received but remain early-stage, underscoring the need for fidelity-aligned design and more rigorous, longitudinal evaluations. Full article