Search Results (1,507)

The green transformation of traditional energy structures and the development of the new energy industry are crucial drivers of sustainable development in the country. The ASEAN Plan of Action for Energy Cooperation (2016–2025; APAEC [2016–2025]), established in 2016, has significantly promoted the growth of the new energy sector and enhanced energy structures across Association of Southeast Asian Nations (ASEAN). This initiative has also inspired these countries to develop corresponding industrial policies aimed at supporting the new energy vehicle (NEV) industry, resulting in significant growth in this sector within the ASEAN region. This paper analyzes the factors influencing the development of the NEV industry in the context of ASEAN’s new energy policies, drawing empirical insights from data collected across six ASEAN countries from 2013 to 2024. Following the implementation of the APAEC (2016–2025), it was observed that ASEAN countries reached a consensus on energy development and cooperation, collaboratively advancing the NEV industry through regional policies. Furthermore, factors such as national governance, financial development, education levels, and the size of the automotive market positively contribute to the growth of the NEV industry in ASEAN. Conversely, high energy consumption can hinder its progress. Additionally, further research indicates that the APAEC (2016–2025) has exerted a more pronounced impact on countries with robust automotive industry foundations or those prioritizing relevant policies. The findings of this paper offer valuable insights for ASEAN countries in the formulating policies for the NEV industry, optimizing energy structures, and achieving low-carbon energy transition and sustainable development. Full article

Background/Objectives: Evidence-based nursing practice (EBNP) is essential in high-acuity settings such as intensive care units (ICUs) and emergency departments (EDs), where nurses are frequently required to make time-critical, high-stakes clinical decisions that directly influence patient safety and outcomes. Despite its recognized importance, the implementation of EBNP remains inconsistent, with frontline nurses often facing barriers to accessing and applying current evidence. Methods: This descriptive, cross-sectional study systematically mapped and prioritized clinical questions generated by ICU and ED nurses at a tertiary hospital in South Korea. Using open-ended questionnaires, 204 clinical questions were collected from 112 nurses. Each question was coded and classified according to the Nursing Interventions Classification (NIC) taxonomy (8th edition) through a structured cross-mapping methodology. Inter-rater reliability was assessed using Cohen’s kappa coefficient. Results: The majority of clinical questions (56.9%) were mapped to the Physiological: Complex domain, with infection control, ventilator management, and tissue perfusion management identified as the most frequent areas of inquiry. Patient safety was the second most common domain (21.6%). Notably, no clinical questions were mapped to the Family or Community domains, highlighting a gap in holistic and transitional care considerations. The mapping process demonstrated high inter-rater reliability (κ = 0.85, 95% CI: 0.80–0.89). Conclusions: Frontline nurses in high-acuity environments predominantly seek evidence related to complex physiological interventions and patient safety, while holistic and community-oriented care remain underrepresented in clinical inquiry. Utilizing the NIC taxonomy for systematic mapping establishes a reliable framework to identify evidence gaps and support targeted interventions in nursing practice. Regular protocol evaluation, alignment of continuing education with empirically identified priorities, and the integration of concise evidence summaries into clinical workflows are recommended to enhance EBNP implementation. Future research should expand to multicenter and interdisciplinary settings, incorporate advanced technologies such as artificial intelligence for automated mapping, and assess the long-term impact of evidence-based interventions on patient outcomes. Full article

The lithological record of past climates and climate changes reveals significant potential in enhancing education and understanding of global climate changes and their impacts on contemporary societies. A relatively young geological record of Pleistocene cooling and glaciations serves as one of the most useful geo-educational tools. The present study encompasses a comprehensive review of ongoing efforts to assess and communicate the glacial geoheritage of the Pleistocene, with a detailed case study of Poland. A literature review is conducted to evaluate the extent of scientific work on inventorying and communicating the geodiversity of Pleistocene glacial and periglacial environments globally. The study demonstrates a steady increase in the number of scientific contributions focused on the evaluation and promotion of Pleistocene geoheritage, with a notable transition from the description of geosites to the establishment of geoconservation practices and educational strategies. The relative complexity of the palaeoclimatic record and the presence of glacial geodiversity features across extensive areas indicate that effective scientific communication of climate changes requires careful selection of a limited number of geodiversity elements and sediment types. In this context, the use of glacial erratic boulders and rock gardens for promotion of Pleistocene glacial geoheritage is advocated, and the significance of educational initiatives for local communities and the preservation of geocultural heritage is outlined in detail. Full article

This study investigates the foundational causes of unsustainability that obstruct efforts to address global challenges such as climate change, environmental degradation, water crises, and public health deterioration. Using qualitative research with in-depth expert interviews from education, environmental studies, and business, it finds that these global challenges, while visible on the surface, are deeply rooted in worldviews that shape human behavior, societal structures, and policies. Building on this insight, the thematic analysis manifests three interrelated systemic paradigms as the fundamental drivers of unsustainability: a crisis of wholeness, reflected in fragmented identities and collective disorientation; a disconnection from nature, shaped by human-centered perspectives; and the influence of dominant political-economic systems which prioritize growth logics over ecological and social concerns. These paradigms underlie both structural and cognitive barriers to systemic transformation, which influence the design and implementation of education for sustainability. By clarifying a body of knowledge and systemic paradigms regarding unsustainability, this paper calls for transformative education that promotes a holistic, value-based approach, eco-empathy, and critical thinking, aiming to equip future generations with the tools to challenge and transform unsustainable systems. Full article

Inspired by the Toyota Mirai, this study presents a high-fidelity data-driven approach for modelling and simulation of a fuel cell hybrid electric powertrain. This study utilises technical assessment data sourced from Argonne National Laboratory’s publicly available report, faithfully modelling most of the vehicle subsystems as data-driven entities. The simulation framework is developed in the MATLAB/Simulink environment and is based on a power dynamics approach, capturing nonlinear interactions and performance intricacies between different powertrain elements. This study investigates subsystem synergies and performance boundaries under a combined driving cycle composed of the NEDC, WLTP Class 3 and US06 profiles, representing urban, extra-urban and aggressive highway conditions. To emulate the real-world load-following strategy, a state transition power management and allocation method is synthesised. The proposed method dynamically governs the power flow between the fuel cell stack and the traction battery across three operational states, allowing the battery to stay within its allocated bounds. This simulation framework offers a near-accurate and computationally efficient digital counterpart to a commercial hybrid powertrain, serving as a valuable tool for educational and research purposes. Full article

The rapid emergence of generative AI technologies has sparked significant transformation across educational landscapes worldwide. This study presents a comprehensive bibliometric analysis of GAI in education, mapping scholarly trends from 2022 to 2025. Drawing on 3808 peer-reviewed journal articles indexed in Scopus, the analysis reveals exponential growth in publications, with dominant contributions from the United States, China, and Hong Kong. Using VOSviewer, the study identifies six major thematic clusters, including GAI in higher education, ethics, technological foundations, writing support, and assessment. Prominent tools, especially ChatGPT, are shown to influence pedagogical design, academic integrity, and learner engagement. The study highlights interdisciplinary integration, regional research ecosystems, and evolving keyword patterns reflecting the field’s transition from tool-based inquiry to learner-centered concerns. This review offers strategic insights for educators, researchers, and policymakers navigating AI’s transformative role in education. Full article

Plant by-products have gained significant attention due to their rich content in bioactive compounds, which exhibit promising antioxidant, antimicrobial, and antitumor properties. In European countries, vegetable waste generation ranged from 35 to 78 kg per capita in 2022, highlighting both the scale of the challenge and the potential for valorization. This review provides an overview of key studies investigating the potential of plant residues in biomedicine, highlighting their possible contents of antioxidant compounds, their antimicrobial and antitumor properties, as well as their applications in dermocosmetics and nutraceuticals. However, despite their potential, several challenges must be addressed, such as the standardization of extraction protocols, as bioactive compound profiles can vary with plant source, processing conditions, and storage methods. Effective segregation and storage protocols for household organic waste also require optimization to ensure the quality and usability of plant by-products in biomedicine. Emerging 4.0 technologies could help to identify suitable plant by-products for biomedicine, streamlining their selection process for high-value applications. Additionally, the transition from in vitro studies to clinical trials is hindered by gaps in the understanding of Absorption, Distribution, Metabolism, and Excretion (ADME) properties, as well as interaction and toxicity profiles. Nonetheless, environmental education and societal participation are crucial to enabling circular bioeconomy strategies and sustainable biomedical innovation. Full article

This paper aims to discuss the transition of new graduate nurses into the workforce, the preparation provided to equip them through the novice–beginner stage, and the theory–practice conundrum. Background: In Australia, new graduate transition programs have been in existence since the 1990s. While there is widespread acknowledgment that this period is pivotal for new graduate nurses entering the profession, there is a lack of consensus on the definition of best practice to achieve optimal preparation for new graduate nurses transitioning into the workforce. Methods: This discussion paper integrates the nursing literature on this topic with the extensive professional experiences of the authors, who are currently working as clinicians in metropolitan hospitals and hold academic positions at universities. Their insights are informed by the literature sourced from peer-reviewed English language journals, including reviews, empirical studies, and national and international reports. Discussion: Recruiting and retaining nurses presents a multifaceted challenge that requires the development of effective tools and strategies to build a sustainable workforce. Both the literature and the authors’ experiences highlight several key factors influencing the preparedness of new graduates. These factors include workplace culture, the demands placed on new graduates, and the support, education, and training they receive. The perspectives shared in this article offer valuable discussion points that can deepen our understanding of the current issues and contribute to the development of more effective solutions. Full article

Higher education and science (HES) is one of the key drivers of a country’s economic growth. In this study, we examine national projects and research capacity in HES in Kazakhstan from 2014 to 2024. We conducted a content review and scientometric analysis with network and temporal visualizations. Our data sources included policy documents, statistical reports, and the Scopus database. Our findings suggest that, while Kazakhstan aligns with global trends in the field (e.g., digitalization, scientometrics monitoring, and internationalization), these are achieved through a state-led, policy-driven approach shaped by its post-Soviet context. Additionally, we note a dual structure in Kazakhstan’s HES sector, characterized by a strong top-down direction and increasing institutional engagement. In terms of the thematic trends from the temporal analysis, the country experienced a three-staged evolution: foundational reforms and system modernization (2014–2017), capacity building and evaluation (2018–2021), and, most recently, strategic expansion, inclusivity, and globalization (2022–2024). Throughout the analyzed period, low R&D intensity, disciplinary imbalances, and structural barriers still undermine desired development efforts in HES. The analyzed case of Kazakhstan can serve as “lessons learned” for policymakers and researchers working in the science evaluation and scholarly communication area in similar emerging or transition countries. Full article

Driven by industry–education integration and digital technology, higher vocational education textbooks are transitioning from traditional formats to an integrated “loose-leaf + digital” model. Combining the flexibility of loose-leaf textbooks with digital technology, these new materials enable real-time updates and align closely with industry practices. We explored the era connotations of integrated textbooks and proposed a development process based on cognitive psychology, interdisciplinary integration, and synergy theory. Continuous optimization through robust evaluation systems and digital platforms is required to provide modernized and informatized vocational education. Full article

The Inner Mongolia Plateau (IMP), situated in the arid and semi-arid ecological transition zone of northern China, is particularly vulnerable to both climate change and human activities. Understanding the spatiotemporal vegetation dynamics and their driving forces is essential for regional ecological management. This study employs Sen’s slope estimation, BFAST analysis, residual trend method and Geodetector to analyze the spatial patterns of Normalized Difference Vegetation Index (NDVI) variability and distinguish between climatic and anthropogenic influences. Key findings include the following: (1) From 1982 to 2022, vegetation cover across the IMP exhibited a significant greening trend. Zonal analysis showed that this spatial heterogeneity was strongly regulated by regional hydrothermal conditions, with varied responses across land cover types and pronounced recovery observed in high-altitude areas. (2) In the western arid regions, vegetation trends were unstable, often marked by interruptions and reversals, contrasting with the sustained greening observed in the eastern zones. (3) Vegetation growth was primarily temperature-driven in the eastern forested areas, precipitation-driven in the central grasslands, and severely limited in the western deserts due to warming-induced drought. (4) Human activities exerted dual effects: significant positive residual trends were observed in the Hetao Plain and southern Horqin Sandy Land, while widespread negative residuals emerged across the southern deserts and central grasslands. (5) Vegetation change was driven by climate and human factors, with recovery mainly due to climate improvement and degradation linked to their combined impact. These findings highlight the interactive mechanisms of climate change and human disturbance in regulating terrestrial vegetation dynamics, offering insights for sustainable development and ecosystem education in climate-sensitive systems. Full article

Improving curriculum structure is critical for enhancing student success and on-time graduation, yet few methods exist to evaluate how prerequisite paths shape student progression and graduation outcomes. This study proposes a data-driven, graph-based framework that integrates course prerequisite networks with student performance data to systematically analyze curricular structure and student outcomes. We identify high-risk courses by jointly modeling their structural importance and pass rates, and quantify the time and survivability of different prerequisite paths using probabilistic models. Additionally, we introduced grade transition patterns to capture more nuanced transitions in student performance and pinpoint bottlenecks along prerequisite paths. Applying the model on four science and engineering majors from a public institution, the results not only identify high-risk courses often missed in conventional analyses, but also reveal path-level disparities and structural bottlenecks that affect student progression and time to graduation. For example, in the Computer Science major, we identified that the architecture and operating systems pathway is more challenging than the software engineering pathway. A closer examination of the course pairs along this trajectory revealed that the difficulty stems from a significant drop in student performance between a prerequisite–successor course pairs.This type of analysis fills a gap in conventional curriculum studies, which often overlook path-level dynamics, and offers actionable insights for educators a to identify high risk curricular components. Full article

Individual willingness to pay (WTP) for green energy plays a vital role in mitigating climate change. Based on social cognitive theory (SCT), which emphasizes the dynamic interaction among individual cognition, behavior and the environment, this study develops a theoretical model to identify factors influencing green energy WTP. The study is based on 585 valid questionnaire responses from urban areas in China and uses Structural Equation Modeling (SEM) to reveal the linear causal path. Meanwhile, fuzzy-set Qualitative Comparative Analysis (fsQCA) is utilized to identify the combined paths of multiple conditions leading to a high WTP, making up for the limitations of SEM in explaining complex mechanisms. The SEM analysis shows that social trust, social networks, and social norms have a significant positive impact on individual green energy WTP. And this influence is further transmitted through the mediating role of environmental self-efficacy and expectations of environmental outcomes. The FsQCA results identified three combined paths of social capital and environmental cognitive conditions, including the Network–Norm path, the Network–efficacy path and the Network–Outcome path, all of which can achieve a high level of green energy WTP. Among them, the social networks are a core condition in every path and a key element for enhancing the high green energy WTP. This study promotes the expansion of SCT, from emphasizing the linear role of individual cognition to focusing on the configuration interaction between social structure and psychological cognition, provides empirical evidence for formulating differentiated social intervention strategies and environmental education policies, and contributes to sustainable development and the green energy transition. Full article

Background/Objectives. Social and Emotional Education (SEE) interventions during early childhood have shown considerable promise in enhancing children’s emotion understanding, social competence, and behavioural adjustments. However, few studies have examined their long-term impact, especially across the preschool-to-primary school transition. This study evaluated the effectiveness of a manualized SEE program, Timmy’s Trip to Planet Earth, in promoting emotional, behavioural, and social functioning over time. Methods. A quasi-experimental longitudinal design was adopted with pre- and post-test assessments conducted approximately 18 months apart. Participants were 89 typically developing children (aged 59–71 months), assigned to an experimental group (n = 45) or a waiting-list group (n = 44). The program combined teacher training, classroom-based lessons, home activities, and teachers’ ongoing implementation support. The effectiveness of the program was measured via the Test of Emotion Comprehension (TEC), the Strengths and Difficulties Questionnaire (SDQ), and the Social Competence and Behavior Evaluation (SCBE-30). Results. Significant Time × Group interactions were observed for the TEC External and Mental components, indicating greater improvements in emotion recognition and mental state understanding in the intervention group. The SDQ revealed significant reductions in conduct problems and increased prosocial behaviours. In the SCBE-30, a significant interaction effect was found for social competence, with the intervention group showing greater improvement over time compared to the control group. Conclusions. The findings suggest that SEE programs can produce meaningful and lasting improvements in children’s emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program’s sustained impact. Full article

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article