Search Results (3,467)

Background/Objectives: Digestive problems are common in the general population and may be influenced by lifestyle, emotional status and diet. This study aimed to estimate the prevalence of digestive problems in Spanish adults and examined associated factors. Methods: Descriptive cross-sectional analysis of anonymized adult microdata from the 2023 Spanish Health Survey was performed. Data were collected using a mixed-mode design (self-administered web questionnaire with interviewer-administered follow-up). Digestive problems were recoded by combining gastric ulcer, constipation, and prescribed use of laxatives, astringent drugs, and stomach medication. Therefore, digestive problems are primarily defined as the presence of gastric ulcers, diarrhea, and/or constipation. Variables included sociodemographic, Body Mass Index (BMI), smoking, alcohol intake, physical activity, Personal Health Questionnaire Depression Scale (PHQ-8), World Health Organization Well Being Index (WHO-5), and macronutrient intake estimated from a Food-Frequency Questionnaire using the Spanish Food Composition Database (BEDCA). Group comparisons and multivariable logistic regression were conducted (95% CI; significance level set at p < 0.05). Results: Of 34,148 participants, 13,518 provided information on digestive problems; among these respondents, 3860 (28.6%) reported having digestive issues. Prevalence ranged from 5.2% to 36.5% among national territories. Higher odds (OR) of digestive problems were associated with age (OR 1.026, 95% CI 1.023–1.029), female sex (OR 1.168, 1.070–1.276), non-smoking (OR 1.240, 1.005–1.531) and ex-smoking (OR 1.447, 1.272–1.647) compared to current smokers, higher PHQ-8 scores (OR 1.040, 1.029–1.051), greater protein intake (OR 1.016, 1.009–1.023), consumption of sweet pastries (OR 1.058, 1.039–1.077), and dairy products (OR 1.027, 1.002–1.053); in contrast, lower odds were associated with higher WHO-5 scores (OR 0.985, 0.982–0.987), total fiber intake (OR 0.968, 0.949–0.987), and legume consumption (OR 0.894, 0.856–0.933). Conclusions: Digestive problems show considerable variability in prevalence among survey-based Spanish sample. Digestive problems were associated with older age, female sex, depressive symptoms, high-protein intake, and higher consumption of sweet pastries and dairy products, whereas higher well-being scores, higher fiber intake and legume consumption were associated with lower odds of digestive problems. Full article

This study examines how Artificial Intelligence (AI) is reshaping the role of university teachers and transforming the foundations of academic work in the digital age. Building on the Dynamic Capabilities Theory (sensing–seizing–transforming), the article proposes a theoretical reframing of university teachers’ perceptions of AI. This approach allows us to bridge micro-level emotions with meso-level HR policies and macro-level sustainability goals (SDGs 4, 8, and 9). The empirical foundation includes a survey of 453 Ukrainian university teachers (2023–2025) and statistics, supplemented by a bibliometric analysis of 26,425 Scopus-indexed documents. The results indicate that teachers do not anticipate a large-scale replacement by AI within the next five years. However, their fear of losing control over AI technologies is stronger than the fear of job displacement. This divergence, interpreted through the lens of dynamic capabilities, reveals weak sensing signals regarding professional replacement but stronger signals requiring managerial seizing and institutional transformation. The bibliometric analysis further demonstrates a theoretical evolution of the university teacher’s role: from a technological adopter (2021–2022) to a mediator of ethics and integrity (2023–2024), and, finally, to a designer and architect of AI-enhanced learning environments (2025). The study contributes to theory by extending the application of Dynamic Capabilities Theory to higher education governance and by demonstrating that teachers’ perceptions of AI serve as indicators of institutional resilience. Based on Dynamic Capabilities Theory, the managerial recommendations are divided into three levels: government, institutional, and scientific-didactic (academic). Full article

This study aims to examine the relationships among environmental sensitivity, eco-anxiety, and sustainable consumption behavior, thereby revealing how these variables interact within the framework of sustainability psychology. Conducted with a sample of 406 university students in Türkiye, the research employed a quantitative and cross-sectional design, and the proposed relationships were tested using structural equation modeling (SEM). The findings indicate that environmental sensitivity significantly predicts sustainable consumption behavior both directly and indirectly through eco-anxiety. Eco-anxiety was found to play a partial mediating role in the relationship between environmental sensitivity and sustainable consumption. In addition, the moderating effect of gender was investigated, and no significant differences were observed between women and men regarding the structural paths of the model. Overall, the results demonstrate that sustainable consumption behaviors are shaped not only by cognitive processes but also by emotional mechanisms, suggesting that eco-anxiety, as a motivational emotional response, may strengthen sustainable behavior. This study contributes to the environmental psychology literature by theoretically and empirically highlighting the decisive role of emotional processes in shaping sustainable behavior. The findings also provide important practical implications for sustainability policies, environmental education, and communication strategies. Full article

This study explores the integration of Georgi Lozanov’s Suggestopedia with Alain Berthoz’s theory of simplexity as a pedagogical paradigm for inclusive and creative educational design. The research, conducted within the specialization courses for educational support at the University of Salerno, involved 230 trainee teachers engaged in a participatory action-research process aimed at translating suggestopedic principles, positive suggestion, music, and relational harmony into didactic planning. Through a combination of theoretical training, laboratory design activities, and reflective evaluation, participants produced 21 interdisciplinary educational projects assessed according to the properties and rules of simplexity. The results show a high degree of methodological coherence, aesthetic quality, and curricular inclusiveness, with music emerging as a key factor in fostering attention, cooperation, and emotional engagement. Data analysis indicates that the fusion of suggestopedic and simplex approaches promotes adaptive, modular, and meaning-oriented design processes that enhance teachers’ creativity and metacognitive awareness. Overall, the findings highlight the educational value of a pedagogy of resonance, in which body, mind, and environment interact harmoniously. The study concludes that the suggestopedic—simplex model represents a regenerative framework for contemporary didactics, capable of transforming complexity into harmony and restoring to education its aesthetic, relational, and human dimension. Full article

The architecture of spas and recreational complexes is increasingly being analyzed not only through the prism of its formal diversity but also through its functional, technical, and esthetic responses to evolving societal expectations. This article descriptively examines the context of evolving user needs and select examples representing new architectural forms integrated into the landscape, responding to the growing demand for beauty (understood subjectively), experiences, and emotional value in 21st-century tourism and recreation. The most diverse and characteristic examples were selected and described in order to maintain a broad context of analysis and illustrate contemporary changes as faithfully as possible. The descriptive approach enables a systematic and comprehensive representation of phenomena, identifying recurring patterns, spatial trends, and contextual relationships. Rather than being limited to numerical data, it provides a structured analytical framework that supports the objective documentation of architectural and urban processes. The aim of this study is to systematize selected design trends that reflect contemporary cultural aspirations and environmental concerns, and to illustrate the evolving relationship between architecture, nature, and users. The results indicate a consistent shift toward landscape-integrated, experiential, and esthetically driven architectural solutions, demonstrating that contemporary tourism facilities increasingly prioritize atmosphere, immersion in nature, and sensory engagement over traditional utilitarian design. This study concludes that beauty, understood as subjective esthetic experience, has become a key determinant in shaping new architectural forms, reinforcing the role of architecture as both a cultural expression and a tool for enhancing well-being in tourism and leisure environments. Full article

The Erasmus+ YOU4BLUE project represents an interdisciplinary educational initiative aimed at fostering a youth culture of sustainability through hands-on learning, scientific literacy, and critical thinking focused on the marine environment. The project aimed to encourage lasting behavioural change and empower young people to act. It engaged secondary school students aged 14 to 18 on three Mediterranean islands (Sardinia, Crete, and Mallorca) through a blended Place-Based Education (PBE) model that integrates online learning with local, experiential activities. Forty-nine students completed a pre-assessment questionnaire measuring baseline marine ecosystem knowledge, sustainability-related behaviours, and attitudes toward the sea. Following three international exchanges involving the learning activities, roughly the same cohort of students completed post-activity surveys assessing self-perceived knowledge gains and intercultural interaction. Qualitative data from emotional mapping, field observations, and group reflections complemented the quantitative analysis. The results indicate substantial self-perceived increases in students’ understanding of marine ecosystems (+1.0 to +1.7 points on a 5-point scale), enhanced collaboration with international peers, and strengthened environmental awareness. Across all three sites, students applied their learning by co-designing proposals addressing local coastal challenges, demonstrating emerging civic responsibility and the ability to integrate scientific observations into real-world problem solving. These findings suggest that combining place-based education, citizen science, and participatory methods can effectively support the development of sustainability competences among youth in coastal contexts. This study contributes empirical evidence to the growing literature on education for sustainable development and highlights the value of blended, experiential, and intercultural approaches in promoting environmentally responsible behaviour. Full article

Service-learning has emerged as a promising pedagogical approach to address social challenges while fostering students’ academic, socioemotional, and civic development. Despite the growing body of literature, there is a lack of systematic reviews evaluating its effectiveness in secondary education beyond the United States. Therefore, this systematic review aimed to synthesize the available empirical research on service-learning interventions implemented with secondary education students (grades 7–10) outside United States. Following The Campbell Collaboration guidelines, a comprehensive search was conducted across Web of Science and ProQuest, supplemented by other resources (general web search, hand searches, ongoing research, open access and relevant institutions and networks). Inclusion criteria required quantitative empirical studies (randomized controlled trials, quasi-experimental designs, or pretest–posttest designs) published from 2008 to June 2025 that measured academic, cognitive, socio-emotional, civic, and community outcomes using quantitative procedures. After screening, 10 studies met the inclusion criteria. The findings indicate that service-learning programs can generate positive outcomes on academic performance and non-cognitive skills. Nevertheless, methodological weaknesses and heterogeneity across studies prevent drawing robust conclusions. The review highlights the need for more rigorous research to strengthen the evidence base for service-learning among adolescents in systems worldwide. Full article

Communication in mammals constitutes a complex, multimodal system that integrates visual, acoustic, tactile, and chemical signals whose functions extend beyond simple information transfer to include the regulation of social relationships, coordination of behaviour, and expression of emotional states. This article examines the fundamental mechanisms of communication from biological, neuroethological, and behavioural perspectives, with particular emphasis on domesticated and farmed species. Analysis of sensory signals demonstrates that their perception and interpretation are closely linked to the physiology of sensory organs as well as to social experience and environmental context. In companion animals such as dogs and cats, domestication has significantly modified communicative repertoires ranging from the development of specialised facial musculature in dogs to adaptive diversification of vocalisations in cats. The neurobiological foundations of communication, including the activity of the amygdala, limbic structures, and mirror-neuron systems, provide evidence for homologous mechanisms of emotion recognition across species. The article also highlights the role of communication in shaping social structures and the influence of husbandry conditions on the behaviour of farm animals. In intensive production environments, acoustic, visual, and chemical signals are often shaped or distorted by crowding, noise, and chronic stress, with direct consequences for welfare. Furthermore, the growing importance of multimodal technologies such as Precision Livestock Farming (PLF) and Animal–Computer Interaction (ACI) is discussed, particularly their role in enabling objective monitoring of emotional states and behaviour and supporting individualised care. Overall, the analysis underscores that communication forms the foundation of social functioning in mammals, and that understanding this complexity is essential for ethology, animal welfare, training practices, and the design of modern technologies facilitating human–animal interaction. Full article

Physical Education (PE) is envisioned differently across generations, yet these perspectives can be aligned with contemporary curriculum reform. Guided by Strauss–Howe generational theory and Turkey’s 2025 Türkiye Century Education Model, this qualitative study examines lesson design preferences among teachers (Generations X and Y) and students (Generation Z). Thirty-two purposively selected participants from provinces identified by Ministry success indicators completed semi-structured interviews. Data were analysed through directed content analysis alongside thematic analysis. Findings indicate convergence on gamified, technology-supported, and individualized PE with process-oriented, fair assessment. Teachers endorse this vision while foregrounding constraints associated with infrastructure, time, space, and class size. The emergent profile mirrors the 2025 curriculum’s virtue–value–action orientation and its literacy and socio-emotional competencies. Four priorities translate the framework into implementable design: (i) multi-evidence assessment that captures performance and growth, (ii) systematic differentiation via station-based and modular activity designs, (iii) short feedback cycles coupled with structured student-voice mechanisms, and (iv) strengthened school digital infrastructure with targeted professional learning to build digital pedagogical competence. Overall, the study articulates a generationally informed, feasible architecture for PE that bears implications for curriculum development, teacher education, and school improvement. Full article

Background: Ostomy care consultations are essential for promoting patient autonomy and quality-of-life. The integration of innovative technologies may enhance health education and support effective self-care among ostomized patients. Objective: To evaluate the impact of a nursing-led health education intervention supported by smart-glasses on the quality of life of ostomized patients. Methods: A pre–post quasi-experimental design was employed with 14 patients who had undergone digestive surgery resulting in an ostomy. The intervention consisted of a single 60-min session comprising three phases: (1) assessment of baseline knowledge on ostomy management, (2) personalized feedback, and (3) a hands-on workshop using Vuzix© smart-glasses to demonstrate ostomy care techniques. Quality of life was assessed using the SF-36 questionnaire before and after the intervention. Results: The intervention significantly improved overall SF-36 scores, with notable advancements in emotional role (78.57 ± 36.06 to 97.44 ± 9.25, d = 10.54), mental health (79.14 ± 20.10 to 87.38 ± 13.94, d = 6.27), and vitality (69.29 ± 20.56 to 71.15 ± 16.98, d = 4.19). Social function remained high throughout the study, while bodily pain showed a slight decline. A strong correlation (ρ = 0.923, p = 0.001) was observed between pre- and post-intervention quality of life scores. Conclusions: The findings suggest that integrating smart-glasses into nursing-led health education may enhance the quality of life and self-care capabilities of ostomized patients. However, the small sample size, lack of a control group, and exploratory nature of the study limit the generalizability of the results. Further research is needed to validate these findings in larger, controlled trials. Full article

The integration of emojis into Early Childhood Education (ECE) presents a promising avenue for enhancing student engagement, emotional expression, and comprehension. While prior studies suggest the benefit of visual aids in learning, systematic frameworks for pedagogically aligned emoji recommendation remain underdeveloped. This paper presents EduEmoji-ECE, a pedagogically annotated dataset of early-childhood learning text segments. Specifically, the proposed model incorporates Bidirectional Encoder Representations from Transformers (BERTs) for contextual embedding extraction, Gated Recurrent Units (GRUs) for sequential pattern recognition, Deep Neural Networks (DNNs) for classification and emoji recommendation, and DECOC for improving emoji class prediction robustness. This hybrid BERT-GRU-DNN-DECOC architecture effectively captures textual semantics, emotional tone, and pedagogical intent, ensuring the alignment of emoji class recommendation with learning objectives. The experimental results show that the system is effective, with an accuracy of 95.3%, a precision of 93%, a recall of 91.8%, and an F1-score of 92.3%, outperforming baseline models in terms of contextual understanding and overall accuracy. This work helps fill a gap in AI-based education by combining learning with visual support for young children. The results suggest an association between emoji-enhanced materials and improved engagement/comprehension indicators in our exploratory classroom setting; however, causal attribution to the AI placement mechanism is not supported by the current study design. Full article

Artificial Intelligence (AI) is increasingly reshaping how cultural heritage institutions design and deliver digital visitor experiences, particularly through adaptive Augmented Reality (AR) applications. However, most existing AR deployments in museums and galleries remain static, rule-based, and insufficiently responsive to visitors’ contextual, behavioral, and emotional diversity. This paper presents ARIA (Augmented Reality for Interpreting Artefacts), a conceptual and architectural framework for AI-supported, adaptive AR experiences in cultural heritage settings. ARIA is designed to address current limitations in personalization, affect-awareness, and ethical governance by integrating multimodal context sensing, lightweight affect recognition, and AI-driven content personalization within a unified system architecture. The framework combines Retrieval-Augmented Generation (RAG) for controlled, knowledge-grounded narrative adaptation, continuous user modeling, and interoperable Digital Asset Management (DAM), while embedding Human-Centered Design (HCD) and Fairness, Accountability, Transparency, and Ethics (FATE) principles at its core. Emphasis is placed on accountable personalization, privacy-preserving data handling, and curatorial oversight of narrative variation. ARIA is positioned as a design-oriented contribution rather than a fully implemented system. Its architecture, data flows, and adaptive logic are articulated through representative museum use-case scenarios and a structured formative validation process including expert walkthrough evaluation and feasibility analysis, providing a foundation for future prototyping and empirical evaluation. The framework aims to support the development of scalable, ethically grounded, and emotionally responsive AR experiences for next-generation digital museology. Full article

Background/Objectives: Parental mental health challenges are associated with parenting difficulties and child mental health issues. Parenting interventions can support families; however, parents with mental health challenges face barriers to accessing parenting support, which is not consistently offered within adult mental health settings. Embedding technology-assisted parenting programs into these settings could provide accessible, holistic support. Partners in Parenting Kids (PiP Kids) is a digital parenting program designed to prevent child anxiety and depression, yet its suitability for parents with mental health challenges and fit within mental health services remains unclear. This study aimed to co-design and adapt PiP Kids for future implementation in an Australian adult mental health service. Methods: Parents who recently sought mental health support (n = 8) and service providers (n = 7) participated in co-design workshops to explore needs and preferences for a technology-assisted parenting program and iteratively develop a prototype. Parents (n = 3) trialled the online component of the prototype and participated in qualitative interviews to assess acceptability. Results: The adapted clinician-supported program was designed to facilitate (1) parent and clinician readiness for parenting support; (2) emotional and social support for parents and clinicians; (3) practical, personalised parenting knowledge; (4) parent-led empowerment; and (5) accessible, integrated support. Prototype clinician training was developed to strengthen the clinician-support component. Parents indicated initial acceptability of the online prototype while reiterating the value of including face-to-face support. Conclusions: This study co-designed an online, clinician-supported parenting program for future embedding within adult mental health settings. The findings highlight key considerations for developing and implementing technology-assisted interventions that promote family-focused care for parents seeking mental health support. Full article

Background/Objectives: Neurological diseases are a major cause of long-term disability and dependence. In Poland, as in many countries, informal caregivers provide most long-term care for individuals with chronic and progressive neurological conditions. Although essential, this role is associated with substantial physical, psychological, and social burden. This study aimed to assess the scope and nature of support provided by caregivers to people with neurological diseases and to identify factors associated with differences in support and caregiver burden. Methods: A cross-sectional quantitative study was conducted using a CAWI survey. The sample included 104 informal caregivers of adults with various neurological conditions. An author-designed questionnaire and the “Actually Provided Support” subscale of the Berlin Social Support Scales (BSSS) were used. Nonparametric statistical tests were applied (p < 0.05). Results: Caregivers provided a high level of support, particularly emotional and instrumental support, while informational support was less intensive. Women more frequently reported high emotional and instrumental support. Higher buffering–protective support was more common among caregivers aged over 45 years. The most frequently reported difficulties were psychological fatigue (70.9%) and physical fatigue (60.2%), indicating a substantial caregiving burden. Key barriers included limited access to reimbursed healthcare services and the lack of temporary replacement in caregiving. Caregivers most often indicated the need for respite care and better access to information and education. Conclusions: Informal caregivers play a crucial role in the daily functioning of people with neurological diseases, despite high burden and insufficient systemic support. Expanding respite care, improving access to information, and better coordination of healthcare services are urgently needed. Full article

The broader aim of this research is to examine how Learning Analytics (LA) can become ethically sound, pedagogically actionable, and realistically adopted in educational practice. To address this overarching challenge, the study investigates three interrelated research questions: ethics by design, learning impact, and adoption conditions. Methodologically, the research follows an exploratory sequential multi-method design. First, a meta-synthesis of 53 studies is conducted to identify key ethical challenges in LA and to derive an ethics-by-design framework. Second, a quasi-experimental study examines the impact of interface-based LA guidance (strong versus minimal) on students’ self-regulated learning skills and academic performance. Third, a mixed-methods adoption study, combining surveys, focus groups, and ethnographic observations, investigates the factors that encourage or hinder teachers’ adoption of LA in K–12 education. The findings indicate that strong LA-based guidance leads to statistically significant improvements in students’ self-regulated learning skills and academic performance compared to minimal guidance. Furthermore, the adoption analysis reveals that performance expectancy, social influence, human-centred design, and positive emotions facilitate LA adoption, whereas effort expectancy, limited facilitating conditions, ethical concerns, and cultural resistance inhibit it. Overall, the study demonstrates that ethics by design, effective pedagogical guidance, and adoption conditions are mutually reinforcing dimensions. It argues that LA can support intelligent, responsive, and human-centred learning environments when ethical safeguards, instructional design, and stakeholder involvement are systematically aligned. Full article