Search Results (14,240)

Young people increasingly express high levels of concern about the climate crisis. Their climate-related emotions and thoughts are often linked to a perceived lack of government action. This study employs a convergent parallel mixed-methods design to explore the perceptions and emotions of college students (N = 16) related to climate change and government climate action. Participants completed semi-structured interviews assessing their thoughts and emotions about climate change as well as a measure of impairment related to climate change anxiety. Through reflexive thematic analysis of interview responses, researchers generated the following themes to describe participants’ responses: negative emotions and dire predictions, influence of participants’ background on perceptions and engagement, coping with climate-related concern, perceptions of government and political influence, and barriers to the U.S. addressing climate change. While results of bivariate correlation analysis indicated low levels of impairment related to climate change anxiety, the strong emotional responses expressed in interviews highlight the need for university mental health interventions, comprehensive climate change education, and inclusion of youth voices in policymaking. Understanding college students’ climate-related emotions and thoughts can inform strategies to support their well-being and engagement in the face of this crisis. Full article

Newborn screening (NBS) for congenital hypothyroidism (CH) facilitates early diagnosis and treatment and prevents permanent intellectual disability. Sadly, 50 years after the first introduction of NBS for CH, only 29.6% of newborns worldwide are screened. Africa and Asia, the continents with the highest birth rates, have very limited screening coverage. Most NBS programs measure TSH in a dried-blood spot taken from a heel-prick on a filter paper after 24 to 72 h of life. Implementing national NBS programs is logistically complex and expensive, requiring parental consent, specialized laboratories, and excellent infrastructure. In limited-resource settings, introducing such a complex program is often impossible. We propose universal decentralized cord blood TSH screening, offered as routine delivery care for all newborns in limited-resource settings. TSH measurement may be performed by local laboratories using widely available, inexpensive radioimmunoassay kits, with the report available within a few hours. Since the TSH report would be available before discharge, suitable clinical decision making would be possible, with a minimal need for recall, thus minimizing the parental, medical, and financial burden and improving developmental outcomes. The most important requirement is to change to a grassroots approach, with the education of obstetricians and pediatricians worldwide to perform routine cord blood TSH and make sure the TSH result is available before the baby is discharged. Full article

(1) Background: Self-regulation of attention, emotions, and behavior constitutes a core set of skills essential for positive mental health in adolescence and adulthood. Mindfulness-based interventions (MBIs) have shown positive effects on these skills in early developmental stages. Yet it remains unclear whether dispositional mindfulness mediates these effects. This study examined whether dispositional mindfulness mediates the effects of attention and emotion-focused MBIs on attentional, emotional, and behavioral self-regulation. (2) Method: An experimental study was conducted with three conditions: (a) MBI focused on emotion regulation, (b) MBI focused on attentional regulation, and (c) control group. The sample consisted of boys and girls aged 8 to 12 years (n = 70, Mage = 9.60, SD = 1.01), randomly assigned to the three experimental conditions. Group differences in emotional, behavioral, and attentional regulation were analyzed, with mindfulness as a mediating variable. The mediation analysis was conducted using linear regressions and a nonparametric bootstrap technique with 5000 samples. Age and gender were included as control variables in all models. (3) Results: Both programs produced significant improvements in all three dimensions of self-regulation. However, mindfulness showed a mediating effect only on emotional self-regulation, not on attention and was inconclusive on behavioral self-regulation. (4) Conclusions: Mindfulness mediates emotional but not attentional self-regulation. The evidence for the mediating role of mindfulness in behavioral regulation was inconclusive. Incorporating mindfulness in educational settings could strengthen emotional self-regulation skills, thereby promoting mental health; however, further studies are needed. Full article

Providing effective feedback on writing remains a challenge for teachers. Among the tools and strategies being explored to address this issue is generative artificial intelligence (AI), due to its potential to deliver immediate and tailored feedback that complements teacher input. However, successful implementation requires understanding the views of those likely to integrate such tools into their future teaching practice. This quasi-experimental study explores pre-service teachers’ perceptions of the inclusion of generative AI-generated feedback. A control group received teacher feedback on their writing, while an experimental group received a combination of teacher and AI-generated feedback. After the intervention, participants’ views on the feedback received and their preparedness for assessing writing were analyzed. Results reveal more positive perceptions among the experimental group, along with greater confidence in their ability to teach and assess writing. Although both groups acknowledged the need to improve their own linguistic knowledge and assessment strategies, and emphasized the importance of teacher-led feedback, participants in the experimental group also advocated for including AI tools. This highlights the need to strengthen linguistic knowledge and assessment training in teacher education, as well as the positive attitudes and openness towards generative AI among those who have experienced its potential in feedback provision. Full article

Background/Objectives: Socio-cognitive disorders constitute the early-stage disabling dimension of non-motor symptoms of Parkinson’s disease (PD) and affect social functioning and interpersonal adjustment. However, current assessment tools do not adequately reveal the nature of these disorders. The Edinburgh Social Cognition Test (ESCoT) has recently been validated as a multifaceted, sensitive instrument for detecting this dysfunction in various neurological disorders. This study aimed to systematically examine socio-cognitive changes in early-stage PD using the ESCoT and their relationship with executive functions. Methods: This prospective case–control study included 27 early-stage idiopathic PD patients without cognitive impairment and 46 healthy controls. Social cognitive abilities were assessed using the ESCoT, and executive functions via the Frontal Assessment Battery (FAB). Group differences and inter-variable linear associations were evaluated using parametric inferential statistics. The independent predictive contribution of FAB to ESCoT performance was modeled through multiple linear regression. Results: Groups did not differ in age, sex, or education (p > 0.05). PD patients had significantly lower ESCoT total scores (45.67 ± 0.85 vs. 55.52 ± 0.63) and reduced performance across all subscales: Cognitive Theory of Mind (ToM), affective ToM, interpersonal, and intrapersonal norms (p < 0.001). In the PD cohort, FAB correlated strongly with ESCoT (r > 0.40, p < 0.05) and significantly predicted ESCoT total (R² = 0.247, p = 0.008), affective ToM (β = 0.221, p = 0.034), and interpersonal norms (β = 0.447, p = 0.019). Conclusions: This study demonstrates, for the first time, that ESCoT can sensitively capture multidimensional social cognitive deficits in PD, even in preserved global cognitive function. The observed link with executive dysfunction underlines the need for a more integrative approach to cognitive symptoms in PD. Full article

This study explores the role of sustainability-oriented education in supporting post-disaster recovery and resilience in Derna, Libya, following the catastrophic floods of September 2023. Using a qualitative descriptive design, twenty semi-structured interviews were conducted with academic experts, public health professionals, policymakers, and community leaders. The findings reveal that Education for Sustainable Development (ESD) is perceived as both a critical resilience tool and a moral imperative in fragile, disaster-affected contexts. However, institutional fragility, limited resources, and weak policy integration hinder its implementation. The study highlights the need to embed ESD within both formal education systems and informal community networks, aligning recovery strategies with local environmental realities. It offers practical recommendations for leveraging schools, faith-based institutions, and grassroots initiatives to foster adaptive capacity. These insights contribute to global debates on localising sustainable development in post-conflict settings and underscore the potential of ESD to bridge immediate recovery and long-term sustainability. The study explicitly aligns with the objectives of Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 11 (Sustainable Cities and Communities). It demonstrates how sustainability-oriented learning can strengthen community resilience by connecting education with local recovery systems, environmental adaptation, and social rebuilding. Through this alignment, the research underscores the role of education as a mechanism for both immediate recovery and long-term sustainability within fragile and disaster-affected societies. Full article

The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous teaching strategies and providing many useful indicators for analysis. However, the complexity of log data combined with the intricacies of hybrid environments presents a significant challenge. This paper presents a quantitative approach to analysing LMS log data in Higher Education, with a specific focus on identifying and characterising teaching strategies implemented in the post-pandemic context. It seeks to examine the extent to which virtual classrooms have been effectively integrated into teaching practices and to assess how different techno-pedagogical approaches influence students’ academic performance. Moreover, we try to develop and define a comprehensive methodology for data treatment, including selection of analytical variables, the identification and clustering of usage profiles based on LMS interactions, and a comparative interpretative analysis of the findings. Our results suggest that the techno-pedagogical strategies are not uniformly effective across all areas of knowledge. This highlights the need for a more nuanced understanding of how these strategies interact with disciplinary traditions, pedagogical practices, and student profiles. Full article

Utah typically experiences 18 days with high fine particulate matter (PM_2.5) levels exceeding the National Ambient Air Quality Standards per year. In August of 2022, Salt Lake City Mayor Erin Mendenhall convened an Indoor Air Quality Summit, during which experts in healthcare, industrial hygiene, and atmospheric science, among others, expressed the need to prioritize indoor air quality interventions more within the state. We conducted a furnace filter exchange pilot project that involved 11 families in Salt Lake City’s Westside. These families completed a survey regarding air quality-related concerns while researchers took air quality measurements—both inside and outside the residence. The goals of this pilot study were to gather data about the participants’ indoor and outdoor air quality perceptions, how frequently they changed their home air filters, and any barriers they experienced. In addition, this study developed a proof of concept demonstrating collecting preliminary indoor and outdoor air quality data and furnace filter deposition information alongside the survey. The survey results were limited by a small sample size (11 participants); however, among those sampled we found that residents are acutely concerned about outdoor air quality but are less worried about indoor air quality. We measured substantially lower indoor PM_2.5 levels compared to ambient air and found a wide range of filter replacement times from those less than a month to over two years. Our research team learned not only about indoor air quality conditions and resident perceptions, but also about the needs of community members including access to filters, health education, and the need to allow more time to build trust between researchers and residents. Full article

Teacher wellbeing is a matter of social justice since burnout syndrome disproportionately affects those working in under-resourced and diverse educational contexts by limiting their ability to foster inclusive and equitable learning. To this situation, art museums respond as pedagogical spaces for wellbeing while contributing to socially just and sustainable arts education. School teachers are offered new opportunities for ongoing professional development tailored to their well-being needs, such as burnout prevention. A two-round international Delphi study with experts from universities, schools, museums, and arts-and-wellbeing organizations (n = 26 1st round, n = 17 2nd round)—rather than focusing on teachers’ personal accounts—develops consensus on a pedagogical framework for art-based programs designed to prevent teacher burnout and enhance wellbeing. The findings identify nine pedagogical guidelines highlighting participatory approaches—audience, objectives, content, methodology, scheduling, facilitators, activities, evaluation, and program adherence. By positioning art museums as democratic, inclusive, and relational spaces, the framework advances the role of the arts in addressing systemic challenges in education, such as supporting teachers’ wellbeing. This research contributes to the international debate on socially just arts education by demonstrating how teacher wellbeing can be fostered through innovative, evidence-based museum practices aligned with SDG 4. Full article

Cyber-sexual crimes have become a growing concern in the digital age, as rapid technological progress continues to create new forms of violence and victimization. These offenses affect society unevenly, striking more intensely among minors, women, and other vulnerable groups. Their prevalence is shaped by structural inequalities, educational, economic, and technological, that condition both exposure to digital risks and the capacity for protection. Although international research has connected these disparities with digital victimization, evidence from Spain remains limited. The aim was to analyze the regional distribution of cyber-sexual crimes in Spain between 2011 and 2022 and to explore how education, income, and digital access relate to their incidence. To this end, official data from the Spanish Statistical Crime Portal (PEC) were combined with structural indicators provided by the Spanish National Institute of Statistics. The analysis encompassed reported cases of sexual abuse, sexual harassment, corruption of minors, online grooming, exhibitionism, pornography, and sexual provocation, using standardized incidence rates per 100,000 inhabitants. Statistical methods included ANOVA with post hoc comparisons, correlation analyses, and K-means clustering to identify territorial patterns. Results revealed a sustained national increase in cyber-sexual crimes, with grooming and sexual harassment showing the most pronounced growth. The Balearic Islands (mean 4.9), Canary Islands (4.0), and Andalusia (3.9) registered the highest incidence rates, well above the national average (3.0). Educational disadvantages and low income were linked to sexual abuse and corruption of minors, whereas greater digital connectivity, expressed through higher mobile phone use, broadband access, and computer ownership, was strongly associated with grooming and other technology-facilitated offenses. Cluster analysis identified three distinct territorial profiles: high-incidence regions (Balearic and Canary Islands, Andalusia), intermediate (Murcia, Madrid, Navarre, Valencian Community), and low-incidence (Galicia, Catalonia, Castile and León, among others). In conclusion, the findings demonstrate that cyber-sexual crimes in Spain are unevenly distributed and closely linked to persistent structural vulnerabilities that shape digital exposure. These results underscore the need for territorially sensitive prevention strategies that reduce educational and economic inequalities, foster sexual and digital literacy, and promote safer online environments. Without addressing these underlying structural dimensions, public policies risk overlooking the conditions that sustain regional disparities and limit adequate protection against technology-driven sexual crimes. Full article

Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 raters used it to score videos of lessons and interviews of 86 primary school teachers. A 5-dimensional item-response model showed good fit and high internal consistency, and a decision study was conducted to determine the reliability and agreement coefficients for different numbers of raters. For the intended low-stakes use, a single rater would be enough to provide a reliable estimate of a teacher’s overall score. Finally, rater experiences showed that ADAPT has high practical value due to the comprehensive manual and detailed score descriptions and examples. The instrument can therefore not only be used for research purposes, but can also serve as a valuable resource for teachers and teacher educators in practice. Full article

Background: Eating disorders (EDs) adversely affect health and athletic performance, yet their prevalence in adolescent female team athletes is understudied. Objectives: This exploratory pilot study assessed ED presence and associated factors in female basketball players aged 10–18 years from a high-level club in Granada, Spain. Methods: This cross-sectional pilot study examined 36 participants (mean age 13.3 ± 2.2 years) who completed the Spanish Eating Disorder Examination Questionnaire (S-EDE-Q). Body composition (Tanita TBF-300), sociodemographic characteristics, and sport-related factors were recorded. Associations between these covariates and S-EDE-Q global scores (GS) were examined via linear regression. Results: A higher Global Score (GS), indicating increased ED risk, correlated significantly with several factors: Lower paternal education (primary vs. university: p < 0.005) and lower socioeconomic level. Older age (AME = 0.30; p < 0.005) and greater muscle mass (p < 0.001). National competition level (p < 0.001), being a player in the pivot position (mean GS = 1.62), and presence of sport-related medical history (mean GS = 1.07). No associations were found with sport experience or weekly training hours. Conclusions: Although the overall risk of EDs is low, the association with specific factors (sociodemographic, anthropometric, and sports-related) allows vulnerable players to be identified. Longitudinal and larger-scale research is needed to confirm these initial findings and design targeted and early prevention strategies. Full article

Currently, an active debate is underway among the academic community, urban planners, and policymakers regarding optimal models of urban development, given that the majority of the population now resides in cities. One concept under discussion is the 15 min city, which posits that all urban residents should be able to reach key, frequently used services within a 15 min walk or cycle. Although the literature suggests numerous potential benefits, debate persists about whether such cities would be optimal from the standpoint of sustainable development objectives and residents’ quality of life. The ongoing discussion also concerns the extent to which existing cities are capable of aligning with this concept. This is directly linked to the actual spatial distribution of individual services within the city. The literature indicates a research gap arising from a shortage of robust case studies that would enable a credible assessment of the practical implementation of this idea across diverse cities, countries, and regions. This issue pertains to Poland as well as to other countries. A desirable future scenario would involve comprehensive mapping of all cities, with respect to both the spatial distribution of specific services and related domains such as the quality and coherence of linear infrastructure. This article presents an analysis of the spatial accessibility of basic urban services in the context of implementing the 15 min city concept, using the city of Koszalin (Poland) as a case study. This city was selected due to its representative character as a medium-sized urban centre, both in terms of population and area, as well as its subregional functions within Poland’s settlement structure. Koszalin also exhibits a typical spatial and functional layout characteristic of many Polish cities. In light of growing challenges related to urbanisation, climate change, and the need to promote sustainable mobility, this study focuses on evaluating access to services such as education, healthcare, retail, public transport, and green spaces. The use of Geographic Information System (GIS) tools enabled the identification of spatial variations in service accessibility across the city. The results indicate that only 11% of Koszalin’s area fully meets the assumptions of the 15 min city concept, providing pedestrians with convenient access to all key services. At the same time, 92% of the city’s area offers access to at least one essential service within a 15 min walk. Excluding forested areas not intended for development increases these values to 14% and 100%, respectively. This highlights the extent to which methodological choices in assessing pedestrian accessibility can shape analytical outcomes and the interpretations drawn from them. Moreover, given this article’s objective and the adopted analytical procedure, the assumed pedestrian walking speed is the key parameter. Accordingly, a sensitivity analysis was conducted, comparing the reference scenario (4 km/h) with alternative variants (3 and 5 km/h). This approach demonstrates the extent to which a change in a single parameter affects estimates of urban-area coverage by access to individual services reachable on foot within 15 min. The analysis reveals limited integration of urban functions at the local scale, highlighting areas in need of planning intervention. This article proposes directions for action to improve pedestrian accessibility within the city. Full article

Providing equitable, high-quality education to all children, including those with intellectual disabilities (ID), remains a critical global challenge. Traditional learning environments often fail to address the unique cognitive needs of children with mild and moderate ID. In response, this study explores the potential of tablet-based game applications to enhance educational outcomes through an interactive, engaging, and accessible digital platform. The proposed solution, GrowMore, is a tablet-based educational game specifically designed for children aged 8 to 12 with mild intellectual disabilities. The application integrates adaptive learning strategies, vibrant visuals, and interactive feedback mechanisms to foster improvements in object recognition, color identification, and counting skills. Additionally, the system supports cognitive rehabilitation by enhancing attention, working memory, and problem-solving abilities, which caregivers reported transferring to daily functional tasks. The system’s usability was rigorously evaluated using quality standards, focusing on effectiveness, efficiency, and user satisfaction. Experimental results demonstrate that approximately 88% of participants were able to correctly identify learning elements after engaging with the application, with notable improvements in attention span and learning retention. Informal interviews with parents further validated the positive cognitive, behavioral, and rehabilitative impact of the application. These findings underscore the value of digital game-based learning tools in special education and highlight the need for continued development of inclusive educational technologies. Full article

The achievement of sustainability goals depends on local actions, highlighting the need for educational approaches that engage learners with locally relevant content within Education for Sustainable Development. This study used a mixed-methods approach to examine the suitability of location-based mobile learning to highlight the local relevance of sustainability issues and explore its potential and challenges in the context of Education for Sustainable Development. For this purpose, a location-based mobile learning unit on climate change adaptation on the BIPARCOURS app was completed by 63 pre-service teachers, who answered a questionnaire before and after the unit to capture their experiences, perceived learning outcomes, and attitudes, also including an evaluation of the unit. The results indicated that the unit enhanced participants’ awareness of individual and everyday opportunities for climate change adaptation. In the evaluation, the pre-service teachers cited the following factors for the successful use of location-based mobile learning: increased motivation, real-world relevance, the connection between local examples and theoretical knowledge, and the development of digital skills. Critical remarks were made regarding technical and organisational aspects. Although the unit’s generalisability and long-term impact require further investigation, the results point to the potential of location-based mobile learning to support Education for Sustainable Development. Full article