Search Results (4,968)

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role. Full article

Despite the significant volume of empirical research found in student-authored academic theses—particularly in the social sciences—these works are often poorly documented and difficult to discover within institutional repositories. A key reason for this is the lack of appropriate metadata frameworks that balance descriptive richness with usability. General standards such as Dublin Core are too simplistic to capture critical research details, while more robust models like the Data Documentation Initiative (DDI) are too complex for non-specialist users and not designed for use with student theses. This paper presents the design and validation of a lightweight, web-based metadata framework specifically tailored to document empirical research in academic theses. We are the first to adapt existing hybrid Dublin Core–DDI approaches specifically for thesis documentation, with a novel focus on cross-methodological research and non-expert usability. The model was developed through a structured analysis of actual student theses and refined to support intuitive, structured metadata entry without requiring technical expertise. The resulting system enhances the discoverability, classification, and reuse of empirical theses within institutional repositories, offering a scalable solution to elevate the visibility of the gray literature in higher education. Full article

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

Recently, the usage of mobile phone-based games has increased due to the growing accessibility and convenience they provide. Using a descriptive-quantitative design, a disaster-based mobile application was developed in this study to enhance disaster literacy among the private senior high schools in science, technology, engineering, and mathematics (STEM) education in Davao City, the Philippines. The developed application was provided together with survey questionnaires to 364 students randomly selected from different schools in Davao City usingF a simple random sampling method. The technology acceptance (TAM) model was used to explain how users accepted the new technology. The mobile application was designed with features in four disaster scenarios—fire, flood, volcano, and earthquake. The results revealed a high acceptance, with an average score of the perceived usefulness (PE) of 4.52, perceived ease of use (PEOU) of 4.44, and a behavioral intention (BI) of 4.12. The students accepted the application to enhance disaster risk reduction and management. Aligned with SDG 4 and SDG 11, the application can be used to equip users with the knowledge to respond to disasters and ensure community resilience. Full article

This article provides a critical review of the current design and research challenges in contemporary timber architecture. Conducted from the perspective of a designer-researcher, the review focuses on the role of wood as a material at the intersection of environmental performance, cultural meaning, and spatial practice. The study adopts a conceptual, problem-oriented approach, eschewing the conventional systematic aggregation of existing data. The objective of this study is to identify, interpret and categorise the key issues that are shaping the evolving discourse on timber architecture. The analysis is based on peer-reviewed literature published between 2020 and 2025, sourced from the Scopus and Web of Science Core Collection databases. Fifteen thematic challenges have been identified and classified according to their recognition level in academic and design contexts. The subjects under discussion include well-established topics, such as life cycle assessment and carbon storage, as well as less commonly explored areas, such as symbolic durability, social acceptance, traceability, and the upcycling of low-grade wood. The review under consideration places significant emphasis on the importance of integrating technical, cultural, and perceptual dimensions when evaluating timber architecture. The article proposes an interpretive framework combining design thinking and transdisciplinary insights. This framework aims to bridge disciplinary gaps and provide a coherent structure for understanding the complexity of timber-related challenges. The framework under discussion here encourages a broader understanding of wood as not only a sustainable building material but also a vehicle for systemic transformation in architectural culture and practice. The study’s insights may support designers, educators, and policymakers in identifying strategic priorities for the development of future-proof timber-based design practices. Full article

The integration of Inquiry-Based Learning (IBL) and mobile technologies can transform science education, offering experimentation opportunities to students from budget-constrained schools. This study investigates the efficacy of smartphone-assisted experimentation (SAE) within IBL to enhance pre-service science teachers’ understanding of human physiology and presents a newly developed and validated rubric for assessing their scientific skills. Students (N = 286) from a Science and Mathematics Teacher Education Program participated in a summative IBL activity (“Investigating the Human Physiology”—iHPhys) where they designed experimental projects using smartphone applications to collect body sign data. The scoring rubric, assessing seven criteria including hypothesis formulation, methodological design, data presentation, and conclusion writing, was validated as substantial to almost perfect inter-rater reliability. Results reveal that students exhibited strong skills in hypothesis clarity, theoretical grounding, and experimental design, with a high degree of methodological innovation observed. However, challenges persisted in predictive reasoning and evidence-based conclusion writing. The students were strongly interested in inquiring about the cardiovascular and nervous systems. Correlational analyses suggest a positive relationship between project originality and overall academic performance. Thus, integrating SAE and IBL fosters critical scientific competencies, creativity, and epistemic cognition while democratizing access to scientific experimentation and engaging students in tech-savvy pedagogical practices. Full article

The Statistics Anxiety Rating Scale (STARS) is a 51-item scale commonly used to measure college students’ anxiety regarding statistics. To date, however, limited empirical research exists that examines statistics anxiety among ethnically diverse or first-generation graduate students. We examined the factor structure and reliability of STARS scores in a diverse sample of students enrolled in graduate courses at a Minority-Serving Institution (n = 194). To provide guidance on assessing dimensionality in small college samples, we compared the performance of best-practice factor analysis techniques: confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and Bayesian structural equation modeling (BSEM). We found modest support for the original six-factor structure using CFA, but ESEM and BSEM analyses suggested that a four-factor model best captures the dimensions of the STARS instrument within the context of graduate-level statistics courses. To enhance scale efficiency and reduce respondent fatigue, we also tested and found support for a reduced 25-item version of the four-factor STARS scale. The four-factor STARS scale produced constructs representing task and process anxiety, social support avoidance, perceived lack of utility, and mathematical self-efficacy. These findings extend the validity and reliability evidence of the STARS inventory to include diverse graduate student populations. Accordingly, our findings contribute to the advancement of data science education and provide recommendations for measuring statistics anxiety at the graduate level and for assessing construct validity of psychometric instruments in small or hard-to-survey populations. Full article

Despite the extensive evidence supporting the effectiveness of cognitive stimulation, differences in results may be due to the influence of cognitive and non-cognitive aspects in people with dementia. The aim of this systematic review is to identify the most reliable variables in forecasting the effectiveness of cognitive stimulation in people with mild to moderate dementia. According to PRISMA guidelines, the research was conducted using five databases (PubMed, Scopus, Cochrane, Web of Science, APA PsycInfo), considering randomized controlled trials. A total of six studies were included. Different aspects moderating the gain resulting from cognitive intervention were collected and assessed in terms of demographic, cognitive, emotional, social, and quality of life parameters. People with dementia benefit more from cognitive intervention if they are female, if they have a low formal education level, a low baseline level of cognitive function, and lower depressive symptoms, and if caregivers actively participate in sessions. Quality of life, if low at baseline, also seems to improve following CST intervention. A deeper understanding of the cognitive and non-cognitive aspects ensuring improvement after cognitive stimulation may guide future research to develop more personalized interventions. Full article

The emergence of generative artificial intelligence (GenAI) in higher education offers new opportunities for academic support while also raising complex ethical concerns. This study explores how university students ethically evaluate the use of GenAI in three academic contexts: improving essay writing, preparing for exams, and generating complete essays without personal input. Drawing on the Multidimensional Ethics Scale (MES), the research assesses five philosophical frameworks—moral equity, relativism, egoism, utilitarianism, and deontology—based on a survey conducted among undergraduate social sciences students in Spain. The findings reveal that students generally view GenAI use as ethically acceptable when used to improve or prepare content, but express stronger ethical concerns when authorship is replaced by automation. Gender and full-time employment status also influence ethical evaluations: women respond differently than men in utilitarian dimensions, while working students tend to adopt a more relativist stance and are more tolerant of full automation. These results highlight the importance of context, individual characteristics, and philosophical orientation in shaping ethical judgments about GenAI use in academia. Full article

Background/Objectives: The increasing incidence rates of keratinocyte carcinoma (KC), particularly in fair-skinned populations, call for efforts to intensify health education of the general population in addressing this prevalent skin cancer type. As a preparatory step, this systematic review summarizes the published research on the knowledge and risk perception regarding KC among individuals without medical training. Methods: The review was registered in PROSPERO (CRD42024618851) and adheres to PRISMA guidelines. The databases PubMed, Scopus, Web of Science, PsycArticles, and PsycINFO were searched on 30 July 2024. Studies were eligible if knowledge and/or risk perception was assessed in lay people. Risk of bias (ROB) was assessed with the Joanna Briggs Institute checklist for prevalence studies. Comparable outcomes (e.g., awareness of terms for KC) were meta-analyzed. Results: Included reports (n = 17) were published between 1991 and 2024 with 16,728 individuals assessed. Awareness for the most common type of KC, basal cell carcinoma (BCC), was low (20.75% of respondents (95% confidence interval (CI): 15.24–27.61)), while more respondents were familiar with colloquial terms (60.9–72.8%). Meta-analysis indicated an underestimation of the frequency of KC, with only 7.21% (CI: 4.03–12.58) identifying BCC as the most common type of skin cancer. Furthermore, concern about developing KC as assessed in only two overlapping studies was reported by only 25–30% of respondents, indicating a significant gap in risk awareness and a lack of research on risk perception regarding KC. Conclusions: This review highlights the need for targeted health education interventions to improve knowledge and preventive behaviors regarding KC. Given the limitations of the included studies, characterized by high ROB, heterogeneity of results, and a lack of standardized assessment tools, further research is essential to enhance the understanding and awareness of KC in diverse populations. Full article

Digital competence refers to the integration of digital technology in teaching and learning, as outlined in the national curriculum of Estonia for upper secondary schools. This study presents original research findings on Estonian science teachers’ use of digital tools and materials, their digital competence, and the main benefits and challenges they face. The findings emphasize the need for continued professional development, accessible digital resources, and equitable digital infrastructure to maintain Estonia’s leadership in digital science education. A survey of 58 secondary school science teachers revealed that computers (desktops, laptops, and tablets) are the primary digital tools used. The article explores digital literacy advancements in secondary science education, research methodologies used to assess digital tool usage, and key findings from recent studies. However, challenges such as digital equity, technological barriers, and digital fatigue persist. Additionally, discrepancies were found in teachers’ responses regarding digital tool effectiveness, implementation strategies, and perceived barriers. While some teachers reported a successful integration and improved student outcomes, others highlighted difficulties in aligning digital resources with curriculum requirements and pedagogical approaches. Full article

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article

Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. Full article

Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article

In cognitive science and education research, learning has been described to occur at surface and deep levels. Learners are thought to orient more toward one of these approaches to learning versus the other. In cognitive science, this has been assessed with a concept-building framework using objective function learning tasks to classify students as exemplar (surface) or abstraction (deep) learners. In education, the student approach to learning (SAL) framework has used self-report survey measures to classify learners as relying on surface approaches or deep approaches to learning. In two studies, we directly compared these two frameworks using self-report data from the Modified Approaches and Study Skills Inventory (M-ASSIST) and the Revised Study Process Questionnaire (R-SPQ-2F) along with objectively determined concept-building classifications from a computer-based function learning task. Potential links between exemplar learning and surface approaches and between abstraction learning and deep approaches were not found. We discuss possible explanations for the absence of empirical links, including inaccuracies in students’ metacognitions regarding their learning, the measures, and possible differences between learning-content-dependencies of the survey responses versus content neutrality of the concept-building task. We conclude by suggesting directions for future work in assessing and comparing surface and deep learning across frameworks. Full article