Search Results (9,361)

The present study seeks to synthesize the scientific evidence from the last decade (2015–2025) regarding the transition from inequality in technological access toward social stratification mediated by automated decision-making systems. Following PRISMA 2020 guidelines and the SPIDER model, a corpus of 74 high-impact records from Scopus, Web of Science, ProQuest, and PsycINFO was examined. The results reveal an exponential growth in scientific production since 2018, marking a shift from infrastructure-based inequality toward a systemic stratification mediated by algorithmic opacity. Three critical sectors of exclusion are categorized: the socio-health nexus, the labor market, and the educational ecosystem. Methodologically, quantitative algorithmic auditing predominates (58%), although mixed sociotechnical approaches have increased by 25% since 2021 to capture experiences of intersectional vulnerability. The study concludes that AI acts as an active agent of social reproduction, necessitating a transition toward “Algorithmic Justice” and “Human-Centric Governance.” Finally, a “Reinstating AI” framework is proposed to democratize technological development and mitigate systemic biases, offering a roadmap for researchers and policymakers in the pursuit of technological sovereignty. Full article

For more than seventy years, mathematics—particularly the calculus sequence—has defined both the rigor and the exclusivity of engineering education in the United States. While this structure was historically instrumental in professionalizing engineering, it has also produced unintended consequences: restricted access, misalignment with contemporary engineering practice, and persistent inequities in participation and degree attainment. This commentary argues that mathematics must be reimagined not as a barrier or filter, but as a gateway that enables engineering learning, persistence, and innovation. Building on The Engineering Mindset Report and decades of research in engineering education, learning sciences, and curricular reform, we examine how mathematics became a gatekeeping mechanism, assess its current impacts, and propose a framework for redesigning engineering mathematics around context, modularity, technology, and equity. We advocate for accessible, flexible, and technology-enabled pathways that emphasize modeling, data analysis, and conceptual understanding over procedural endurance. Such an approach has the potential to broaden participation, improve student success, and better align engineering education with the realities of 21st-century professional practice. Full article

Purpose: Access to assistive technology (AT) is a fundamental human right and a critical component of Universal Health Coverage (UHC). In the Middle East and North Africa (MENA) region, the scarcity of trained professionals remains a significant barrier to AT service provision. This study evaluates the effectiveness and perceived usefulness of the Assistive Technology Training Program (ATTP), a specialized continuing education initiative designed to build workforce capacity among rehabilitation and healthcare professionals. Methods: A convergent mixed methods design was used to analyze quantitative pre/post-test scores and qualitative focus group open-ended responses. Quantitative data were gathered from 386 participants across 11 MENA countries using a pre- and post-test assessment of AT knowledge. Qualitative utility and participant satisfaction were assessed through a 5-point Likert scale survey evaluating content relevance, trainer expertise, and facilities. Association tests (ANOVA and t-tests) were conducted to identify factors influencing knowledge gain. Results: Participants demonstrated a statistically significant improvement in AT knowledge, with the overall mean score increasing from 3.67 ± 1.13 to 7.50 ± 1.25 (p < 0.001). High levels of satisfaction were reported, with 92% of participants rating the training as “Very Good” or “Excellent” regarding its relevance to clinical needs. Association tests revealed that professional background (p < 0.001), employment status (p = 0.0017), level of education (p = 0.011), and prior training experience (p = 0.026) were significant factors in the magnitude of improvement, although all subgroups achieved significant learning gains. Qualitative thematic analysis per the focus group discussions using the WHO-GATE 5 P framework identified three major themes: (1) Structural Challenges: Issues with Products and Provision point toward a need for better infrastructure and localized supply chains. (2) Human Capital: Personnel barriers emphasize that training shouldn’t just be for professionals, but should extend to caregivers as well. (3) Systemic and Social Change: Policy and People focus on the “soft” side of AT moving toward user-involved guidelines and fighting social stigma to ensure rights are upheld. Conclusions: The ATTP is an impactful educational intervention that significantly enhances the foundational competencies of healthcare professionals in the MENA region. By addressing knowledge gaps and fostering practical skills, the program serves as a preliminary model that demonstrates potential for building regional capacity and supporting the United Nations’ Sustainable Development Goal (SDG) #3 related to health and wellbeing and SDG #4 related to quality education and lifelong learning opportunities for all. Further research is required to evaluate its long-term scalability and clinical impact. Full article

Immersive technologies—such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR)—are increasingly adopted in cultural heritage settings to support education, public engagement, and digital preservation. This scoping review systematically maps existing research on immersive learning within cultural heritage contexts, identifying major trends, pedagogical approaches, and reported outcomes. Following the PRISMA-ScR framework, nineteen studies were selected from 235 publications published between 2016 and 2025 across four databases: ACM Digital Library, Web of Science, ProQuest, and Scopus. Findings reveal a predominant focus on enhancing learner motivation, engagement, and the perceived authenticity of immersive experiences. However, empirical validation of learning outcomes—particularly regarding sustained knowledge retention, critical reflection, and inclusive participation—remains scarce. Persistent gaps are also evident in accessibility and scalability, alongside ethical concerns related to cultural sensitivity, power asymmetries, and the representation of diverse heritage voices. By foregrounding participatory and co-creation approaches, this review highlights how collaborative design processes can enhance learner engagement and support the sustainable digital preservation of cultural heritage. Full article

Purpose: This study explores how older adults with chronic back pain (CBP) evaluate different user interface (UI) designs and gamification elements for an ultrasound-based wearable providing real-time biofeedback during segmental stabilization exercises (SSE). The aim is to identify design preferences and motivational factors to enhance usability, engagement, and adherence in this specific population. Methods: We conducted a mixed-methods study with 15 older adults (aged ≥ 65) experiencing CBP. Participants interacted with three UI mockups (simple, anatomical, and playful) via a Wizard-of-Oz simulation and evaluated additional motivational elements (e.g., points, badges, progress charts). Semi-structured interviews and the Technology Usage Inventory (TUI) subscales were used to assess usability, acceptance, and intention to use. Results: Participants preferred the simple and anatomical UI designs, citing clarity, professionalism, and ease of interpretation. The playful design was viewed as less appropriate due to perceived infantilization. Game elements such as progress tracking, points, and levels were positively received, while competitive features like leaderboards were viewed critically. Most participants expressed interest in integrating pain education, favoring multimedia formats. Conclusions: Digital health tools for older adults must prioritize intuitive, medically reliable interfaces and allow personalization of motivational and educational components. The findings highlight the need for age-appropriate UI design and suggest that well-balanced gamification and educational features may enhance perceived acceptance and have the potential to support long-term use, which should be evaluated in longitudinal studies. Full article

The organized integration of research competencies into nursing curricula is still a global challenge and is key for preparing professionals to respond to complex clinical contexts, technological advancements, and contemporary societal demands. At the School of Health of the Polytechnic Institute of Setúbal, a longitudinal research axis was implemented across the four years of the undergraduate nursing program, involving epistemological foundations, the research process, evidence-based practice, and applied practice. Objective: The objective of this study was to describe the design and implementation of the longitudinal axis of research, analyzing institutional indicators of academic success and the progressive development of students’ scientific competencies. Methods: A descriptive documentary study based on institutional data analysis (the number of enrolled students, pass rates, and mean grades in the four research-related curricular units) was conducted, complemented by a review of pedagogical materials produced (two published course booklets: “Research I—From the origin to the dissemination of knowledge” and “Research II—(De)Constructing the Research Process: A Critical and Practical Analysis”) and evidence of scientific dissemination (conference presentations and published articles). Results: A continuous progression in academic performance was observed across the research curricular units, accompanied by increased complexity of student work and enhanced scientific literacy. The sequential structure proved essential: the articulation of epistemology, methodology, critical appraisal, and scientific production demonstrated strong coherence and pedagogical efficiency. Conclusions: The longitudinal research axis constitutes a curricular innovation that strengthens essential scientific competencies in undergraduate nursing education. Longitudinal models that reflect both conceptual and practical progression can significantly contribute to the development of nurses who are critical thinkers, reflective practitioners, and capable of integrating evidence into clinical decision-making. Full article

Learning management systems (LMS) are essential for sustainable teaching and learning procedures due to the growing integration of digital technologies in higher education. Despite the widespread adoption of platforms such as Moodle, limited research has examined the students’ behavioral engagement and their subjective learning experiences. Addressing this gap, this study investigates the relationship between learning analytics indicators and academic performance, and how students’ experiences influence their participation in online learning environments. It adopted a convergent parallel design. Quantitative data were collected from the Moodle-based BirDeHa platform, drawing on learning analytics logs of 137 pre-service teachers enrolled in various programs within a faculty of education. Key indicators included frequency of material downloads, system usage, video engagement, and quiz performance. Qualitative data were collected via focus group interviews with nine participants. The results revealed a clear relationship between students’ interaction patterns within the LMS and their academic performance. Indicators of active engagement, particularly time spent on the platform and frequency of interaction with course materials, emerged as strong predictors of academic success. Qualitative findings further indicate that students perceive the LMS as flexible, inclusive, and supportive of their learning needs. Overall, this study underlines the importance of integrating data-driven insights with student-centered perspectives to achieve a comprehensive understanding of online learning environments and to inform effective design. The findings contribute to the sustainability of digital learning environments by providing behavioral indicators that can inform data-driven instructional design. Full article

Cropping systems and agronomic practices play a critical role in regulating soil organic matter dynamics and carbon dioxide (CO₂) emissions, which are key components of the global carbon cycle and climate change mitigation. However, the combined effects of tillage practices and seasonal climatic variability on CO₂ fluxes in chernozem soils (chernozems, WRB classification; highly fertile, humus-rich soils typical of steppe regions) of Northern Kazakhstan remain insufficiently understood. The aim of this study was to quantify soil CO₂ emissions under conventional tillage, no-till, and bare fallow systems during spring wheat cultivation on ordinary chernozems. Field experiments were conducted between 2023 and 2025 in the Kostanay Region (Kazakhstan). Soil CO₂ fluxes were measured using a chamber-based method, while soil temperature, moisture, and microbial community structure were monitored simultaneously. The results revealed pronounced seasonal and interannual variability in CO₂ emissions, ranging from 2 to 27 g CO₂·m⁻²·day⁻¹. Conventional tillage resulted in higher peak emissions due to increased soil aeration and accelerated organic matter mineralization, whereas no-till systems exhibited a more stable seasonal pattern and lower temperature sensitivity of soil respiration (Q₁₀ = 2.40 for no-till and 3.25 for conventional tillage). The application of machine learning techniques (Random Forest) significantly improved the prediction accuracy of CO₂ fluxes (R² = 0.67; RMSE = 3.37 g CO₂·m⁻²·day⁻¹) compared to linear models. These findings provide a scientific basis for the development of climate-smart agricultural practices aimed at improving carbon management in semi-arid steppe agroecosystems. Full article

Support professionals in organizational domains—encompassing information technology, administrative services, human resources, and records and archives management (RAM)—confront enduring obstacles, including peripheral status, interdisciplinary coordination imperatives, and standards proliferation. This conceptual synthesis investigates how congruence with Management System Standards (MSSs) can alleviate these predicaments by advancing system-level integration across support areas. Rooted in General Systems Theory, the inquiry scrutinizes ISO standards from pivotal technical committees and 2024 ISO Survey adoption metrics. It accentuates the voluminous standards burdening support functions and the attendant systemic complexity. The communal Plan–Do–Check–Act (PDCA) cycle and High-Level Structure (HLS) of MSSs are framed as unifying instruments that diminish fragmentation and augment coherence. Employing RAM as the principal exemplar, the examination discloses constrained alignment with overarching MSSs despite vigorous global embrace of standards like ISO 9001, ISO 14001, and ISO/IEC 27001. A succinct conceptual model is advanced to depict how PDCA and HLS can interlink support subsystems with organizational objectives. The study underscores strategic harmonization to amplify the prominence of underappreciated support roles, with ramifications for information technology (IT), human resources (HR), and administrative services. Recommendations are proffered for standards developers, practitioners, and professional associations, as well as educators, complemented by avenues for future empirical scholarship. Full article

Simulation technologies are widely used in the construction industry to analyze complex operations and evaluate project performance before physical construction begins. However, interpreting simulation outputs remains challenging due to the dynamic nature of construction activities and the difficulty of representing spatial and temporal changes using traditional numerical or textual outputs. To address these limitations, researchers increasingly integrate visualization technologies with construction simulation models to improve understanding, communication, and decision-making. Using the PRISMA methodology, this paper presents a systematic literature review of visualization technology applications in construction simulation during the building phase. A total of 118 relevant publications published between 2000 and 2023 are reviewed and analyzed. The findings reveal a strong relationship between visualization technologies and Building Information Modeling (BIM), Virtual Reality (VR), and game engine technologies. Autodesk Navisworks and Unity are identified as the most frequently used visualization platforms, with game engines showing increasing adoption in recent years due to their support for immersive and interactive environments. The reviewed studies are further categorized into six primary use cases: scheduling and planning, education and training, equipment management, safety management, workspace planning, and simulation validation and verification. The results also demonstrate increasing research interest in real-time visualization, AR/VR integration, and interactive simulation environments. Overall, the findings highlight the growing role of visualization technologies in improving construction project planning, communication, training, safety, and decision-making, while also identifying important future research directions related to interoperability, real-time interaction, and extensible visualization platforms. Full article

The representation of the sexuality of people with disabilities in contemporary media is often characterized by stereotypes, omissions, and heteronormative narratives that deny the complexity and richness of their emotional experiences. This essay explores the potential of photovoice-based methodology as a tool of visual empowerment to foster processes of authentic and self-aware self-representation through the immersive dynamic that this methodology can activate. Through an interdisciplinary theoretical approach that combines special pedagogy with recent research on digital media and immersive technologies, the study seeks to understand whether virtual spaces can be configured as protected environments in which people with disabilities have the opportunity to explore and communicate their sexual identity. Photovoice thus becomes a tool of narrative resistance that overcomes barriers and counters mediatized representations, often conveyed through dynamics of ableist cyberbullying and online discrimination. The contribution highlights how the combination of participatory visual storytelling and immersive environments can generate new forms of inclusive media literacy, promoting a Visual Education that recognizes and values the diversity of human experiences. Particular attention is devoted to the educational potential of these tools in the training of educators and social workers, as well as in raising awareness within the broader community. The paper proposes a theoretical and methodological framework for the implementation of visual self-representation projects capable of transforming social perceptions of disability and promoting a culture of authentic and respectful inclusion. Full article

This study presents pedagogical innovations in the undergraduate course Postharvest Technology and Quality Management at Sultan Qaboos University (SQU), where project-based learning (PBL) is used to integrate academic quality assurance and sustainability education, aligning with the United Nations Sustainable Development Goals (SDGs). This study adopts a descriptive multiple-case approach to analyze five representative student projects and their alignment with the SDGs. The projects address real-world postharvest challenges, including quality preservation, renewable energy use, and food loss reduction. A qualitative cross-case analysis based on SDGs mapping criteria was used to evaluate project alignment and societal outcomes. Representative student projects demonstrate how inquiry-driven learning enhances technical competence and research skills. Quantitative outcomes include a reduction in weight loss from 27.1% to 18.8% in coated tomatoes, increased weight loss up to 46.37% under severe mechanical damage in zucchini, and significant firmness reduction in bruised apples (53.23 N to 21.64 N). Hybrid infrared–hot air drying improved drying efficiency by reducing drying time and enhancing moisture removal, while banana coating experiments showed reduced moisture loss and delayed ripening. The analysis shows that all five projects align with at least two SDGs, with SDG 12 addressed in 100% of the cases. The curriculum is explicitly aligned with SDG 2 (Zero Hunger), 7 (Affordable and Clean Energy), 9 (Industry, Innovation, and Infrastructure), 12 (Responsible Consumption and Production), and 13 (Climate Action). The study highlights the societal relevance of course-based projects through their contribution to SDG-related challenges and emphasizes the role of mentorship, teamwork, and experiential learning infrastructure in sustaining effective PBL implementation. Cross-case comparison highlights common sustainability contributions, including a reduction in postharvest losses, adoption of natural preservation methods, and improvements in energy-efficient processing. The findings highlight the potential of course-based PBL as a context-specific approach for integrating sustainability into undergraduate education. Full article

Organized after-school activities can play a vital role in supporting historically marginalized youth in science, technology, engineering, and mathematics (STEM), yet less is known about how culturally responsive practices—which are practices that integrate youths’ cultural backgrounds and lived experiences into learning—are enacted in math-focused learning spaces. Drawing on empowerment theory and critical youth empowerment frameworks, this qualitative study examines how culturally responsive practices foster empowerment among middle school students participating in a university-based after-school math enrichment program. Ninety-two students (M_age = 12.26 years; 47% girls; 86% Latine) from three under-resourced schools in Southern California participated in semi-structured interviews about moments when they felt empowered and what contributed to those experiences. Thematic analysis revealed that all four domains of culturally responsive practices helped promote empowerment: structured opportunities for contribution and leadership, caring relationships, cultural affirmation, and efforts to make real-world connections. In particular, students most frequently described structured opportunities for contribution and leadership, practices that centered their knowledge and voices, and relational climates characterized by care and high expectations. The findings suggest that in after-school STEM contexts, empowerment does not arise as an isolated individual trait but is part of a relational and context-dependent process that is supported by culturally responsive practices. These findings highlight how intentional, culturally responsive program design can advance both youth empowerment and equity-oriented STEM education. Full article

International graduate students studying Science, Technology, Engineering, and Mathematics (STEM) in the United States (U.S.) diversify universities and contribute to research and innovation. They are critical to the U.S. STEM pipeline, workforce and economy; therefore, it is important to understand their experiences. This systematic literature review investigated international graduate STEM students’ characteristics and the supports and barriers they experience while studying in the U.S., following PRISMA guidelines. Thirty-nine peer-reviewed articles were systematically selected from 552 articles for inclusion in this review. Ecological systems theory situated the study within the broader system of graduate education. Findings revealed great diversity, such as country of origin and cultural identity, gender, STEM fields, and prior experiences. Students expressed differences in their reasons to pursue U.S. education and their post-graduation intentions to remain in the U.S. or leave. Support came from institutions, faculty members/academic advisors, and peers. Reported barriers included unfamiliarity with norms and institutional resources, limited English proficiency and writing skills, issues with advisor and being a teaching assistant, underrepresentation, and family responsibilities. Themes were placed within the levels of the ecological framework; most were in the macrosystem, reflecting the strong influence of society, institutions, culture, and norms on students’ experiences. Full article

This study examines labor market dynamics in Kazakhstan in the context of digital transformation, human capital development, and workforce adaptation. It focuses on unemployment trends, demographic changes, and structural labor market characteristics between 2010 and 2025. Several time-series forecasting approaches were evaluated to assess future unemployment trends. Among the tested models, SARIMA demonstrated the best forecasting performance and was used to estimate unemployment dynamics through 2028. The results indicate a relatively stable labor market, with a gradual decline in unemployment over the forecast period. The analysis also shows that demographic structure, youth labor market integration, migration processes, and educational attainment play important roles in shaping employment outcomes. Higher education is associated with lower unemployment, while vocational groups demonstrate greater labor market vulnerability. The study contributes by combining unemployment forecasting with demographic and workforce adaptation analysis in the context of an emerging economy. The findings suggest that workforce adaptability, digital skills development, and targeted employment policies may support sustainable labor market development under conditions of technological transformation. Full article