Search Results (15,138)

The COVID-19 pandemic revealed substantial variation in vaccine attitudes and susceptibility to misinformation, raising concerns from an occupational health perspective about potential differences across employment sectors. This study examined associations between employment category and pandemic-related changes in mental health, and vaccine-related misinformation among adults in Poland. Data were collected between 13 January and 14 February 2022 using a cross-sectional online survey. Complete questionnaires from 7018 respondents were analyzed. Employment category (services, industry, agriculture, unemployed) was examined in relation to self-reported changes in sleep, mental health, physical activity, and diet. A misinformation index was constructed based on agreement with eight vaccine-related misinformation statements. Overall, 81.8% of participants reported being vaccinated. Employment category was significantly associated with perceived changes in sleep, mental health, and diet. The misinformation index was consistently higher among unvaccinated individuals across all employment groups, with the largest differences observed among the unemployed and agricultural workers. These findings show a strong link between vaccine misinformation and remaining unvaccinated, highlighting the need for targeted occupational health education and reliable health information. Increasing vaccination coverage therefore requires not only vaccine availability but also systematic efforts to counteract misinformation and strengthen digital health literacy across occupational groups. Full article

Background/Objectives: The objective of this study was to develop and validate the Clinical Research Nursing Competencies–Self-Efficacy (Se-CRN) scale, a theory-grounded instrument to assess perceived capability in clinical research nursing practice. Methods: A two-phase validation study was conducted using an exploratory sequential mixed-method design between July 2022 and September 2025. The initial item pool was derived from an established competency taxonomy and refined through expert review for face and content validity. The final version of the Se-CRN was administered online to Clinical Research Nurses working with patients enrolled in clinical trials in Italy. Structural validity was examined using exploratory factor analysis with parallel analysis, and reliability was assessed through internal consistency and hierarchical indices. Group differences in self-efficacy were examined across clinical settings, educational levels, and research experience. Results: A total of 183 nurses participated. The data supported a five-factor solution reflecting core dimensions of clinical research nursing (Clinical Practice, Study Management, Human Subject Protection, Contributing to the Science, and Care Coordination and Continuity). Reliability was excellent at the scale level and strong across domains. No differences in perceived capability were observed between oncological and non-oncological settings. Higher self-efficacy was consistently associated with greater experience in the research setting and, to a lesser extent, with advanced education. Conclusions: The Se-CRN is the first validated self-efficacy instrument that captures the full scope of clinical research nursing practice. It provides a practical measure to support training needs assessment, curriculum development, and workforce planning. Further research should confirm the factor structure and examine responsiveness to professional development across diverse settings. Full article

(1) Background: formative and shared assessment (F&SA) in teacher education (TE) is a formative model that has shown good results in developing both transversal and teaching competencies. Nevertheless, there seems to be a gap in its use for guiding final year projects (FYP). Therefore, in this study, we asked the following research question: what results are obtained after applying an F&SA protocol during FYP supervision in TE? (2) Methods: a mixed-method research design was used through a concurrent triangulation model; (3) Results: all five aspects assessed with the scale received high ratings. The most notable results include clear evidence of students’ acquisition and development of transversal competencies; a positive overall evaluation of the F&SA protocol; and improvements in students’ interest, initiative, and commitment; (4) conclusions: the protocol developed enabled continuity in assessment, enhanced visibility of the competencies needed to complete final projects, and reduced discrepancies between teachers and students. Autonomy and problem solving stand out as the most developed competencies. Full article

A growing body of literature highlights the need to improve mathematics teaching and learning, emphasising the role of teachers in deepening learners’ conceptual understanding. Scholars are increasingly advocating for teachers to explore innovative instructional approaches to enhance the teaching and learning of mathematics. This study contributes to the discourse by examining the perspectives of South African in-service and pre-service mathematics teachers on error analysis as a strategy to improve the teaching and learning of mathematics. Data was collected from five in-service mathematics teachers participating in a District professional development programme and seven fourth-year pre-service mathematics teachers enrolled in a Bachelor of Education programme. Using semi-structured interviews, focus group discussions, and classroom observations, the study found that participants viewed error analysis as a valuable tool for strengthening teacher content knowledge and facilitating learner engagement with mathematical errors. In-service teachers also reported that error analysis supported the provision of detailed feedback. Despite its perceived benefits, participants noted that error analysis was time-consuming and challenging, particularly in terms of tracing errors to underlying misconceptions. Full article

Background/Objectives: Digital technologies and generative artificial intelligence (AI) are increasingly used in undergraduate dental education, yet international variations in adoption and governance remain insufficiently described. This study aimed to characterise cross-national patterns of educational software use, perceived importance for curriculum delivery, and institutional readiness for AI governance. Methods: A cross-sectional online survey of educators and academic administrators involved in undergraduate dental education captured institutional software use across teaching delivery, learning management, assessment, clinical record systems, imaging, simulation, digital workflows, and generative AI. Results: A total of 97 respondents from 38 countries completed the survey, with most institutions delivering both undergraduate and postgraduate dental education (66.0%). Videoconferencing platforms were widely adopted. LMS provision varied, with Google Classroom, Moodle, and Blackboard most frequently reported. Paper-based clinical records remained in use in 32% of institutions. Among digital PMS/EDR platforms, axiUm, Salud/Titanium, and Carestream Dental were the most prevalent. Adoption of simulation software, CAD/CAM systems, and 3D printing was inconsistent. LMS and videoconferencing were most often rated as essential, whereas simulation, scanners, CAD/CAM, and 3D printing were generally considered useful but not essential. Generative AI use was commonly reported, while formal institutional guidance and policies were frequently absent. Conclusions: Although digital integration in undergraduate dental education is widespread, its distribution is uneven across different regions and technology domains. The combination of rapid generative AI uptake and limited governance highlights an urgent need for institution-level guidance, staff development, and strategic investment to support responsible and equitable integration. Full article

This phenomenological study explores the experiences of Black males in U.S. public schools and draws parallels between Black millennials and the “indignant generation,” a term Lawrence Jackson uses to describe African American life between 1934–1960. While the purview of school discipline discourse is saturated with conversations on racial disparities, the exigent problem still remains. As such, this research provides a nuanced probe into concepts of discontent and indignation within Black students. In doing so, this study recasts Black male students as experts, not observers, within educational research. Using counter-storytelling as the theoretical and analytical framework, this study examines both student engagement and school disaffection through the lens of “Black male positionality.” Participants (Black males, ages 25–35, n = 9) provide individual reflections of their past schooling experiences and also detail critical needs in educational reform. Using semi-structured interviews, participants provide in-depth, retrospective perspectives of schooling and reconceptualize renewed possibilities of educational reform for Black students today. The study’s major findings demonstrate school carcerality was evident via counterproductive discipline policies and semblances of “untapped potential” among students. The study’s findings surface important topics in Black education and help to broaden the scope of research to explore concepts of Blackness, being, and belonging within phenomenological studies. Full article

Background/Objectives: Greece has been a major host country for refugee populations, operating under conditions of limited resources and strained healthcare services. Refugee women residing in accommodation facilities face barriers to accessing primary prevention and health promotion services, including limited health literacy and cultural and linguistic challenges. This study aimed to assess the level of primary prevention and health promotion among refugee women living in accommodation facilities in Greece and to identify their health needs and barriers to accessing healthcare services. Methods: A quantitative cross-sectional study was conducted among 150 adult refugee women residing in the Malakasa accommodation facility in Greece. Participants voluntarily agreed to take part in the study. Data were collected between December 2024 and March 2025 using a structured questionnaire assessing sociodemographic characteristics, primary prevention, health promotion, and barriers to healthcare access. Descriptive statistical analysis was performed. The study was approved by the relevant ethics committee, and informed consent was obtained from all participants. Results: The study included 150 refugee women, primarily young adults with low educational attainment. Familiarity with primary prevention was reported as moderate or lower by the majority of participants, with only 24% indicating high or excellent familiarity, while familiarity with health promotion was even lower (8%). Participation in preventive practices varied, with 42.7% reporting frequent health check-ups; however, uptake of key preventive behaviors remained limited, including vaccination (30%) and adoption of a healthy diet (32.7%). During their stay in Greece, 97.3% participated in regular health check-ups, 32.7% adopted a healthy diet and 30% were vaccinated. Cardiovascular and gynecological conditions were the most frequently reported health problems (76.7% and 73.3%, respectively). The most prominent barrier to healthcare access was long distance from health facilities (97.3%), followed by lack of information or health education (24.7%). Conclusions: The study identified low levels of preventive health knowledge and limited uptake of key preventive practices among refugee women, alongside persistent barriers to healthcare access, underscoring the need for targeted and culturally sensitive health promotion interventions. Full article

Objective: To evaluate the level of knowledge, attitudes, and practices of Hungarian general practitioners (GPs) concerning human papillomavirus (HPV) infection, cervical cancer prevention, and HPV vaccination, and to identify physician-level factors associated with proactive recommendation practices. Methods: A cross-sectional nationwide survey was conducted between 30 April and 1 June 2024. The online questionnaire was distributed to practicing Hungarian GPs listed in the National Health Insurance Fund database. Anonymous responses were collected on demographic data, knowledge of HPV transmission and oncogenic potential, awareness of vaccination guidelines, and clinical counseling habits. Descriptive and inferential statistical analyses were performed. A total of 413 responses were received. Results: Most respondents were female (72.6%) with an average of 22.4 ± 9.6 years of professional experience. Although 89.8% correctly identified the causal link between HPV and cervical cancer, only 56.2% were aware of the complete vaccination schedule recommended for adolescents initiating after age 15. Knowledge scores were significantly higher among female physicians, urban practitioners, and those with postgraduate preventive medicine training. While the overall attitude toward HPV vaccination was positive (mean 4.6/5), 38.4% of respondents reported parental hesitancy as a common barrier, often citing misinformation regarding vaccine safety (64.9%) and lack of perceived need for boys (58.7%). Regression analysis revealed that familiarity with WHO and national vaccination guidelines independently predicted proactive vaccine recommendation (β = 0.43, p < 0.001). Conclusions: Hungarian general practitioners demonstrate good baseline awareness of HPV and its oncogenic role; however, knowledge gaps persist regarding vaccination schedules and counseling practices. Enhancing continuous medical education and communication training could strengthen GPs’ role as key advocates in HPV vaccine promotion. Full article

Obesity is a major public health problem with a continuously increasing global prevalence and is associated with various chronic diseases and substantial social and economic burdens. As dietary modification and physical activity alone often have limited effectiveness in achieving sustained weight loss, dietary supplements intended for weight reduction are widely used. However, evidence on the efficacy and safety of these supplements is inconsistent, and consumer use intentions tend to be driven by subjective beliefs and insurance-like perceptions. Accordingly, this study reviewed recent evidence on L-carnitine, green tea extract, glucomannan, and Garcinia cambogia, supplements for which weight loss effects have been proposed, to assess their efficacy and safety and to highlight the importance of supplement selection aligned with consumer use contexts. PubMed, MEDLINE, and Google Scholar databases were searched for studies published between 1 January 2020 and 10 October 2025. Although some studies have reported improvements in weight and metabolic indicators, consistent scientific evidence has not yet been established. This review emphasized the need for purpose-driven supplement selection that integrates efficacy, safety, usage context, and evidence level, and the importance of consumers’ critical information appraisal capacity, supported by structured information provision and education. Full article

Background: Effective self-management is essential for optimizing asthma control. Although peak flow meters (PFMs) and spacers are recommended to support self-management, the associations between device use patterns and asthma outcomes remain unclear. This study aims to examine the ownership and use of devices among adolescents with asthma and their associations with asthma exacerbations in the past 12 months and asthma control. Methods: Cross-sectional data from 373 inner-city adolescents with asthma were analyzed. Participants reported PFM or spacer ownership and their frequency of use. Exacerbation history was determined based on oral corticosteroid use, hospitalizations, and emergency department visits in the past 12 months. Asthma control was assessed using the Asthma Control Questionnaire. Chi-square tests and independent t-tests were used to examine associations among device ownership, use frequency, asthma control, and exacerbations. Results: Ownership rates were 36% for PFMs and 61.6% for spacers. Ownership of both devices was negatively associated with asthma exacerbations in the past year (all p < 0.001). Regular use was reported by only 15.2% of PFM owners and 40.2% of spacer owners. Regular users did not differ from infrequent users in exacerbation history but reported significantly poorer asthma control (PFM: p = 0.007; spacer: p < 0.001). Conclusions: Adolescents’ ownership of peak flow meters and spacers remains suboptimal, and the routine adoption of these devices is limited. Adolescents with exacerbations in the past year were more likely to own devices but use them infrequently. Regular use was associated with poorer asthma control, suggesting reactive rather than preventive use. Findings highlight the need for improved education on preventive device use, enhanced training in proper use, and proactive integration of devices into adolescent asthma self-management. Full article

This study presents the development, validation, and standardization of the QVA-I, a brief instrument designed to assess teachers’ perceived self-efficacy across four interrelated dimensions: the perceived effectiveness of their educational institution, the ability to design and implement inclusive teaching strategies, the quality of classroom relationships (particularly in the context of students with special educational needs), and the perceived relevance and application of their academic and professional training. Rooted in an ecological and community-oriented framework, the QVA-I conceptualizes teachers as active agents of transformation within their institutions and the broader community. A total of 718 teachers from preschool, primary, and lower secondary schools in Italy participated in the study. The psychometric analyses (including EFA and CFA) confirmed the instrument’s structural validity and internal consistency (α = 0.91), supporting a four-factor model aligned with theoretical expectations. The QVA-I offers a reliable and concise tool for research and intervention, particularly in contexts aiming to promote inclusive education, systemic collaboration, and school–community partnerships Full article

In Peru, where socioeconomic inequalities remain a critical challenge, responsible consumption has shifted from individual decisions to organizational strategies with the potential to reduce structural disparities. This study adopted an exploratory–descriptive qualitative design to gain an in-depth understanding of organizational initiatives for responsible consumption and their contributions to social equity. Using documentary analysis, the READ protocol (Read, Extract, Analyze, Distill) was applied to systematically examine public information from 104 Perú Sustainable-affiliated organizations across 16 economic sectors. The analysis identified six categories of initiatives: eco-efficient management, circular economy, sustainable supply chains, education and awareness, sustainable products, and green financing that are linked to five dimensions of equity: economic inclusion, access to essential services, gender equality, inclusion of vulnerable populations, and capacity building. The circular economy (54.8%) and sustainable supply chains stood out for their greater potential to include vulnerable groups by integrating them into formal value chains. The reported impacts ranged from 100 to over one million beneficiaries, in addition to environmental reductions of 30–50%, although methodological heterogeneity limited comparability. Financial constraints (67.3%), along with cultural resistance and institutional barriers, were identified as the main obstacles. Overall, the findings show that responsible organizational consumption can be an effective mechanism for reducing inequality if designed using systemic and integrated approaches, reinforcing the need for public policies, specialized financial instruments, and regulatory frameworks that enhance its transformative impact in favor of inclusive development in the country. Full article

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on specific demographic and workload criteria. Using a quantitative descriptive survey approach, data were obtained from 67 Science HoDs using a paper-based questionnaire adapted from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistics and inferential analysis were employed (t-tests and ANOVA). The data indicate that Science HoDs frequently used tactics such as goal planning and communication, curriculum coordination, learner progress monitoring, teaching time management, and instructional resource availability. However, high-impact pedagogical approaches, such as classroom observation, formal written feedback, and systematic evaluation of teacher learning, were less frequently implemented. Except for the number of courses taught, instructional leadership strategies showed no significant differences by age, gender, qualification, experience, teaching load, or school location. The study reveals a preference for administrative rather than pedagogical instructional leadership, highlighting the need for targeted professional development and policy support to improve HoDs’ capacity for sustained instructional practices in science education. Full article

Digital harassment is an increasing challenge in higher education, with implications for students’ psychological well-being, perceived safety, and engagement in digital learning. As artificial intelligence (AI) increasingly mediates communication, visibility, and interaction across educational platforms, students’ exposure to online harm is shaped not only by individual behaviour but also by algorithmically structured interaction environments. Understanding these conditions is essential for protecting student well-being and supporting sustainable participation in AI-enhanced learning. This study examines university students’ exposure to digital harassment in AI-mediated learning environments using an expanded Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Survey data were collected from 2185 students, including Saudi nationals and international students enrolled in Saudi Arabian universities, representing Saudi Arabia and 32 other developing and emerging countries (33 countries in total). The model analyses associations among technological literacy, cybersecurity awareness, social media engagement intensity, digital identity visibility, AI-mediated interactions, and cultural norms, while also accounting for disciplinary and cultural context differences. The results indicate that AI-mediated interactions are most strongly associated with exposure to digital harassment. Higher social media engagement, more restrictive cultural norms, and greater visibility of digital identity are associated with increased exposure, whereas technological literacy and cybersecurity awareness are associated with lower reported exposure. Furthermore, greater exposure to digital harassment is linked to poorer mental health outcomes and reduced continuity in e-learning participation. Overall, the findings suggest that digital harassment in AI-driven educational settings is a structural sociotechnical issue associated with greater embeddedness in algorithmically mediated learning environments, rather than an isolated behavioural issue. The study highlights the need for responsible AI governance, enhanced digital literacy education, and culturally responsive institutional policies to support inclusive and sustainable higher education. Full article

Artificial intelligence (AI) is rapidly transforming language education. However, its pedagogical and sociocultural impacts on Japanese business writing remain underexplored. This study aims to examine how ChatGPT4o-based automated feedback functions within Japanese business writing education for adult learners in online higher education, with particular attention to both its instructional impact and learners’ sociocultural awareness. Situated in a cyber university context where the proportion of adult learners is increasing, the study explores the potential of AI-mediated feedback to address learners’ diverse educational and cultural needs. It employed a mixed-methods design, combining a survey of 27 participants and in-depth interviews with 11 participants. The interviews were transcribed and thematically coded to gain deeper insights into learners’ perceptions. The findings indicate that ChatGPT feedback contributed to learners’ planning of study strategies, the provision of immediate and personalized corrections, the reinforcement of error awareness, and the acquisition of honorific and polite expressions. On the one hand, learners reported that they could quickly understand regional language practices and communication conventions in business contexts, thereby deepening their cultural sensitivity. On the other hand, some learners expressed concern that increased reliance on AI could weaken exploratory and critical learning. These results suggest that ChatGPT can serve not merely as a correction tool but also as an educational resource that simultaneously fosters self-directed learning and sociocultural competence. However, to ensure reliability and cultural appropriateness, hybrid feedback incorporating instructor guidance is necessary. This study has academic significance in demonstrating the potential of extending AI-based feedback to Japanese business communication education, thereby constructing an integrated language and culture learning environment. Full article