Search Results (739)

Educational systems are increasingly required not only to innovate but to sustain innovation over time. While research on Change Laboratory (CL) interventions has extensively examined the development of new models and the emergence of transformative agency, less is known about how such agency is enacted through concrete actions in everyday practice. This study addresses this gap by examining consequential actions as expressions of entrepreneurial agency in the implementation of open work in a kindergarten following a CL intervention. Drawing on semi-structured interviews with 17 staff members, the study adopts a theoretically informed inductive approach to identify types of agentive actions and interpret them in relation to EntreComp competences and activity system components. The findings show that entrepreneurial agency is a distributed and situated process enacted through coordinated material, relational, and organizational actions toward the tools and community, highlighting the importance of environmental reconfiguration and collaboration in sustaining change. The study also shows that agency is unevenly distributed across roles and that newcomers participate differently in the implementation process. Overall, sustaining educational innovation appears to depend less on the design of models than on the collective capacity to continuously enact and transform them in practice. Full article

Solid waste management (SWM) is a major global challenge for environmental sustainability and public health. This study analyzed SWM perceptions and practices before and during the COVID-19 pandemic in Playa Boca Chica, Tecpan de Galeana, Guerrero, Mexico, using a descriptive and quantitative approach. Data was collected from 60 households between September and October 2022 and analyzed using SPSS statistical software version 26; reliability was confirmed with Cronbach’s Alpha; and the generation-associated greenhouse gas (GHG) emissions were estimated using the SWM-GHG climate calculator. This study explored socio-environmental dynamics in informal coastal settlements through a case study in the Global South. The results showed that waste generation remained stable during the pandemic (3.25 kg/day; p = 0.116), suggesting a pattern of behavioral rigidity in which entrenched waste management practices persisted despite the global health crisis, likely due to the absence of structural environmental interventions and policy-driven behavioral incentives. The climate calculator estimated GHG emissions of 92 and 99 tons of CO₂-eq/year before and during the pandemic, respectively. Residents highlighted the need for improved infrastructure, recycling, and composting, while 97% emphasized environmental education and waste separation. The absence of a local waste management policy contributes to persistent emissions, underscoring the need for integrated and sustainable SWM strategies. Full article

Tourism drives economic growth but also intensifies environmental pressure at travel destinations, particularly by exacerbating local challenges in waste management. Rather than merely testing the theoretical validity of the norm activation model (NAM), this study utilizes its key constructs—specifically moral and accountability variables—as a strategic framework to examine the psychological drivers of waste reduction in the urban context of Vientiane, Laos. Data from 382 domestic tourists were analyzed using ordinary least squares regression. Ascription of responsibility (AR) (β = 0.219, p < 0.001) was the strongest predictor of intention, followed by personal norm (PN) (β = 0.173, p < 0.01) and actual waste management behavior (β = 0.160, p < 0.01). Notably, environmental knowledge and awareness of consequences—factors often emphasized in traditional environmental campaigns—had no significant influence. The findings demonstrate that, in addressing urban waste challenges in developing regions, fostering internalized moral sentiments (AR and PN) is far more effective than mere pro-environmental education. This study concludes that sustainable waste management may benefit from operationalized interventions that activate personal accountability rather than relying solely on general environmental awareness. Full article

Current challenges in the construction field emphasize the need for compatible and durable materials for heritage interventions. Traditional lime-based mortars often exhibit limitations under environmental exposure, particularly in terms of water absorption and freeze–thaw resistance. This article investigates the performance of hydroxyapatite (HAp)-modified lime mortars applied in a real-scale heritage context, namely a student built micro-museum developed within the Apoș Architecture Summer School. Following the premature degradation of a conventional lime mortar layer applied at roof level, HAp-modified formulations were introduced as a protective and consolidating solution. The experimental approach combines laboratory testing and in situ evaluation, including compressive strength measurements, water absorption, capillarity tests, chromatic analysis, and freeze–thaw assessment. The results indicate a reduction in water absorption from approximately 22% to 12%, an increase in compressive strength from 6.57 MPa to 19.95 MPa and a significant improvement in freeze–thaw resistance, reflected by a decrease in gelivity from 61.2% to 5.73%, compared to traditional lime mortars. In addition, the contact angle increased from 36° to 82°, indicating enhanced hydrophobic behavior. These improvements are associated with pore structure refinement, reduced capillary uptake, and enhanced interfacial bonding within the mortar matrix. The study also highlights the role of real-scale educational environments in validating sustainable material solutions. Full article

Background: Promoting physical activity in early childhood is essential for supporting motor, cognitive, and socio-emotional development. Outdoor environments rich in natural stimuli may further enhance these benefits. Recent approaches suggest that integrating movement with narrative contexts may provide additional developmental opportunities by engaging cognitive and affective processes. This study examined the associations between three outdoor motor activity approaches—Storytelling in Motion, Free Play, and Traditional Motor Instruction—and motor competence and inhibitory control in preschool children. Methods: Eighty-seven preschool children (M_age = 5.32 ± 0.60 years) participated in a quasi-experimental pretest–posttest study conducted in outdoor educational settings in Northern Italy, including a natural environment, a structured playground, and a school courtyard. Participants were assigned at the class level to three groups of unequal size (Storytelling in Motion n = 36, Free Play n = 22, Traditional Motor Instruction n = 29). All groups completed ten weekly sessions lasting approximately 60 min. Motor competence was assessed using selected tasks derived from the Test of Motor Competence and the Movement Assessment Battery for Children-2, while inhibitory control was evaluated using the Day/Night Test. Results: Significant Time × Group interactions were observed for several outcomes. The Storytelling in Motion group showed numerically greater improvements at a descriptive level in dynamic balance (Heel-to-Toe Walking: p < 0.001, η²p = 0.229) and fine motor control (Bicycle Trail: p < 0.001, η²p = 0.194) compared to the other groups. The Free Play group showed greater improvements in coordination-related tasks and upper-body strength. No significant differences between groups were observed for inhibitory control. These differences remained significant after adjustment but should be interpreted cautiously due to the non-randomized design. Accordingly, these findings should be considered preliminary and hypothesis-generating (ANCOVA, p < 0.05). Conclusions: Narrative-based outdoor motor activities may represent a potentially relevant approach; however, no firm conclusions can be drawn from the present design. Given the quasi-experimental nature of the study and the contextual differences between intervention settings, the findings should be interpreted with caution. Future research using randomized controlled designs and standardized environments is needed to clarify the independent and combined effects of instructional and environmental factors. Full article

Healthy, inclusive, and environmentally supportive educational settings are increasingly recognised as relevant to children’s development, well-being, and equity. However, evidence on the physical environment in early childhood education remains fragmented across outdoor spaces, indoor spatial organisation, indoor environmental quality, materials, and contaminant-related conditions. This systematic review aimed to synthesise current evidence on the relationship between the physical environment of early childhood educational settings and multidimensional indicators of child well-being. The protocol was registered in PROSPERO, and the review followed PRISMA 2020 guidelines. Searches were conducted in Web of Science Core Collection, Scopus, ERIC, and APA PsycInfo. Methodological quality and risk of bias were assessed using ROBINS-I and JBI critical appraisal tools. Eighteen studies were included. Of these, 10 focused on outdoor spaces and schoolyards, five on indoor spaces and spatial organisation, and three on indoor environmental quality, materials, or contaminants. The findings suggest four main interpretive patterns: (i) expanding opportunities for participation through functionally diverse areas and materials; (ii) shaping coexistence and interaction through access to and distribution of resources; (iii) supporting sensory regulation; and (iv) sustaining environmental health and habitability. Overall, more favourable settings were associated with better indicators of activity and play, interaction and coexistence, and involvement and regulation. For indoor environmental quality studies, however, the evidence was mainly indirect, referring to environmental-health, comfort, exposure, or habitability indicators rather than direct child-level well-being outcomes. The certainty of the evidence was moderate to low due to methodological limitations, particularly confounding and selection bias in non-randomised intervention studies and imprecision in the measurement of environmental exposure in several cross-sectional studies. The findings may inform cautious reflection on spatial design, educational practice, and policy, but stronger recommendations require more robust study designs, reproducible exposure metrics, clearer distinction between direct and indirect well-being-related indicators, and comparable outcome measures. Full article

This article examines the context and aims of We Feed the UK: a multi-site series of arts projects and exhibitions, organised by the Gaia Foundation, that were exhibited at venues across the United Kingdom from February 2024 to June 2025. These aims were to celebrate and advocate for diverse regenerative food production businesses and community initiatives through poetry and photography. The featured enterprises combine food production with objectives such as biodiversity renewal, community development, mental health support and social justice, and the article proposes that this combination of environmental advocacy and affective social issues appeals to a wide and diverse audience. It supports this proposal through an examination of the first photography project in the series: Johannes Pretorius’s Intervention and Renewal, that engaged with a Cumbrian dairy farm that successfully combines biodiversity regeneration, organic agriculture and educational initiatives. Drawing upon Actor–Network Theory and notions of time as they pertain to the photograph, this examination reveals a project that offers both familiar imagery of British pastoral tropes, and the contemporary realities of the British food production system. As such it offers multiple points of engagement for audiences, and an effective entry point for the We Feed the UK programme. Full article

Background/Objectives: Central line-associated bloodstream infection (CLABSI) remains a major healthcare-associated infection in intensive care units (ICUs). This study evaluated changes in CLABSI incidence following the implementation of a multimodal infection control intervention in the ICU. Methods: We conducted a quasi-experimental study in the adult ICUs of a referral hospital from January 2023 to December 2025. The interventions included staff education, performance feedback, infection control-led rounds, optimization of catheter practices, and reinforcement of environmental hygiene. The primary outcome was CLABSI incidence per 1000 central line-days. An interrupted time-series analysis using segmented Poisson regression with robust standard errors was used to assess temporal trends. Results: A total of 17 CLABSI cases occurred during the pre-intervention period, and 25 during the post-intervention period. There was no significant difference in CLABSI incidence between the two periods (incidence rate ratio, 1.07; 95% confidence interval, 0.58–1.98). However, interrupted time-series analysis demonstrated a significant decreasing trend in CLABSI incidence following the intervention (rate ratio, 0.89 per month; 95% confidence interval, 0.81–0.97; p = 0.01). This trend was observed despite the higher patient severity and increased use of advanced supportive therapies in the post-intervention period. The device utilization ratio and monthly blood culture rate remained unchanged. Avoidance of femoral venous access increased, and adherence to catheter-handling protocols significantly improved. Conclusions: A staged, multimodal intervention was associated with a significant decreasing trend in CLABSI incidence over time, suggesting a potential benefit of comprehensive infection prevention strategies in ICU settings. Full article

Background: Physical inactivity among Saudi Arabian adolescents is a critical public health concern due to its contribution to the rising prevalence of overweight, obesity, and non-communicable diseases. Despite this, the motivational profiles and perceived barriers that differentiate athletic from non-athletic adolescents remain understudied in the Saudi literature, particularly within the school Physical Education (PE) context. Grounded in Self-Determination Theory (SDT), the present study examined the factors preventing and motivating Saudi adolescents to engage in physical activity (PA) and discusses findings in terms of their implications for PE teachers and school-based intervention. Method: A cross-sectional study was conducted with 124 male high school students in Riyadh (mean age: 16.79 ± 0.66 years). Participants were categorized as either athletes (n = 70) or non-athletes (n = 54) based on pre-defined engagement criteria: athletes were required to report vigorous-intensity sport participation on three or more days per week for a minimum of 60 min per session. Anthropometric measurements, lifestyle behaviors (diet, screen time, sleep), motivations, and barriers were assessed using the validated Arab Teens Lifestyle Study (ATLS) questionnaire. Independent samples t-tests and chi-square tests were used to compare between-group differences; effect sizes are reported. Result: Non-athletes had a significantly higher mean BMI (29.40 ± 6.77 kg/m²) and waist circumference (98.65 ± 21.63 cm) compared to athletes (BMI: 22.19 ± 4.44 kg/m²; waist: 78.84 ± 9.51 cm; both p < 0.001). No significant differences were observed in screen time, sleep duration, or dietary habits. The primary motivations for PA among athletes were health benefits (27.1%), recreation (25.7%), and competition (20.0%), reflecting an autonomous motivational profile consistent with SDT. Among non-athletes, the predominant barriers were the lack of suitable facilities (25.9%) and the absence of an exercise partner (22.2%); reflecting unmet SDT needs for competence and relatedness respectively, while only 9.3% cited having a lack of time. Conclusions: Non-athletic participants face a significant health disadvantage characterized by higher rates of overweight and central obesity. In contrast to global trends, where academic commitments dominate barriers to PA, the principal barriers in this population are environmental and social, reflecting unmet psychological needs that PE teachers are uniquely positioned to address. Rather than focusing solely on infrastructure, PE promoters should implement need-supportive teaching practices, including competence-building tasks and cooperative peer structures, to foster the intrinsic motivational profile observed in the athletes and promote long-term PA adherence among non-athletic students, in alignment with the health objectives of Saudi Vision 2030. Full article

Education for Sustainable Development (ESD) has emerged as a key priority in contemporary education systems, emphasizing the need to equip learners with the knowledge and competencies required to address complex environmental and societal challenges. Mathematics education can play an important role in achieving these goals by enabling students to analyse data, interpret real-world problems, and develop critical thinking skills related to sustainability issues. However, despite the growing interest in sustainability-oriented mathematics education, limited empirical evidence exists on how structured mathematical modelling interventions influence pre-service primary teachers’ perceptions, modelling orientation, and confidence in designing sustainability-based mathematics lessons. This study investigates the impact of sustainability-oriented mathematical modelling activities on pre-service primary teachers’ perceptions of integrating sustainability into mathematics education. The study employed a quasi-experimental design involving 68 pre-service primary teachers enrolled in a mathematics education course at a university. Participants engaged in a six-week intervention consisting of modelling activities based on real-world sustainability contexts, including water consumption, energy use, waste management, and sustainable transportation. Data were collected using a pre- and post-intervention questionnaire examining participants’ perceptions of sustainability integration, mathematical modelling, and teaching confidence. Statistical analyses, including reliability analysis, descriptive statistics, paired-sample t-tests, effect size estimates, and correlation analysis, as well as multiple regression analysis, were conducted to examine the impact of the intervention. The results indicate significant improvements in participants’ perceptions of sustainability-oriented mathematics teaching and their confidence in designing modelling-based sustainability activities. The largest improvement was observed in teaching confidence, while mathematical modelling perception emerged as a significant predictor of teaching confidence. The findings suggest that mathematical modelling can serve as an effective pedagogical approach for integrating sustainability topics into mathematics education and preparing future teachers to connect mathematical reasoning with real-world environmental challenges. The study contributes to the growing body of research at the intersection of mathematics education, teacher education, and sustainability education by providing empirical evidence on the potential of modelling-based learning for supporting sustainability-oriented teaching practices. More specifically, it shows how mathematical modelling can function as a concrete pedagogical mechanism for translating Education for Sustainable Development into primary mathematics teacher education. Full article

As the population ages and new therapies become available, general practitioners will have a significant role in the early detection, diagnosis, and management of dementia. However, both in Australia and globally, dementia remains under-recognised and under-diagnosed in primary care. The aim of this study is to develop a complex intervention, informed by behaviour change theory, to improve rates of dementia diagnoses in Australian primary care. Co-design participants included GPs, general practice nurses, practice managers and reception staff. A program logic model was used to describe the essential activities and mechanisms of the intervention. Six behaviour changes—education, training, enablement, modelling, persuasion, and environmental restructuring—were identified to address the identified barriers to dementia diagnosis in primary care. The intervention comprises seven activities—peer-led online dementia education and training, geriatrician ‘drop-in’ online support sessions, quality improvement in dementia care sessions, stand-alone videos, auditing and benchmarking, a dementia risk alert tool and a set of dementia diagnosis and management decision-making resources. Using behaviour change theory can assist in the development of complex interventions aimed at changing clinical practice and may assist in their evaluation. Full article

This study examines the multidimensional nature of poverty and its underlying local determinants within the Suri Sadar Sub-Division of Birbhum District, Eastern India, an area marked by sharp ecological and socio-economic contrasts. Adopting a mixed-method approach, the research integrates primary household survey data (2024-25) with secondary spatial datasets to construct a comprehensive analytical framework. The extent and intensity of multidimensional poverty were measured using the Alkire–Foster (AF) method, while the determinants were identified through a Binary Logistic Regression model. Findings reveal that multidimensional poverty in the region is deeply rooted in the intersection of human, environmental, and spatial factors rather than mere income deprivation. Approximately 26.8 per cent of households were found to be multidimensionally poor, with the western plateau blocks, i.e., Rajnagar, Khoyrasole, and Md. Bazar, showing the highest deprivation levels. Spatial poverty drivers include education, agriculture, and gender equality improvements. Policy implications emphasise the need for geographically tailored, multi-sectoral interventions that focus on human capability, investing in infrastructure, and promoting gender-inclusive development. By elucidating the localized dynamics of poverty, this research contributes to the broader discourse on spatial inequality and sustainable development in rural Eastern India, offering actionable insights for evidence-based regional planning and targeted poverty alleviation. Full article

Yacuri National Park (YNP) is a Ramsar site located within Ecuador’s Podocarpus-El Cóndor Biosphere Reserve. The Park faces critical threats from illegal mining, livestock grazing, wildfires and the harvesting of wax palms. This study employed participatory action research to co-design a Communication, Education and Public Engagement (CEPA) plan with park managers and local communities as equal partners. Moving beyond traditional, top-down information campaigns, the CEPA framework establishes a co-governance model that integrates indigenous knowledge with local socio-economic realities. The plan implements four targeted interventions: (1) strengthening community fire brigades (BRICOM); (2) promoting culturally appropriate alternatives to Holy Week wax palm harvesting; (3) establishing participatory waste management; and (4) engaging tourists as conservation allies through experiential learning. Strategic alliances with municipalities, universities, and civil society organizations provide institutional backing and secure resources, while a participatory monitoring system using SMART indicators tracks behavioral and ecological outcomes. Ultimately, the findings demonstrate that conserving culturally complex, biodiverse landscapes requires social legitimacy, environmental justice and equitable power-sharing. Recognizing local communities as co-managers is essential to ensuring the long-term protection of Andean ecosystems. Full article

This study addresses a persistent gap in architectural education research. Although sustainability and digital transformation have been widely discussed, relatively few studies have examined how these agendas are embedded across the full formal structure of an undergraduate curriculum, rather than being explored through isolated courses or individual studio interventions. In response to this gap, the article investigates how sustainability and higher education transformation are incorporated into an undergraduate architecture curriculum through program learning outcomes, course learning outcomes, course content, and teaching methods. The case examined is an undergraduate architecture program at a foundation university in Istanbul, Türkiye. Adopting a document-based single-case design, the study employs a multi-layered analytical framework that brings together curriculum mapping, directed qualitative content analysis, intensity coding, and SDG alignment across program outcomes, course outcomes, course content, and teaching methods. The analysis is organized around six thematic areas: climate action and environmental performance, disaster resilience and safety, digital and technological transformation, governance, law, and ethics, inclusivity and user well-being, and lifelong learning and professional adaptability. These thematic areas are then aligned with the relevant Sustainable Development Goals (SDGs). At the program level, 19 of the 38 program learning outcomes were found to align directly with sustainability and transformation, indicating the presence of a clear institutional core rather than a merely symbolic or fragmented commitment. The strongest concentrations appear in climate action, environmental performance, disaster resilience, digital representation and BIM-based coordination, accessibility, and ethics; however, these strengths are distributed unevenly across the curriculum. The study concludes that future reform should focus on horizontally integrating this existing SDG-oriented core through stronger curricular sequencing, closer connections between studios and assessment, and more pedagogically diverse forms of delivery. Full article

This study conceptualizes universities as socio-technical systems and investigates the efficiency dynamics of student cultivation processes in Chinese universities under the external shock of the COVID-19 pandemic. Employing DEA-Malmquist and panel regression analysis of 40 Chinese universities from 2018 to 2022, we treat each institution as an integrated system of interrelated elements that collectively determine cultivation performance. Results indicate that while most institutions achieved optimal scale, their cultivation systems require improvement in pure technical efficiency and technological progress, suggesting performance depends more on internal configurations than resource volume. Regional analysis reveals that a higher proportion of eastern universities demonstrate lower systemic efficiency compared to central and western institutions, challenging assumptions about resource-rich environments automatically yielding superior system performance. Notably, no statistically significant direct pandemic impact on cultivation efficiency was identified, suggesting that efficiency patterns remained relatively stable during the pandemic period, which may reflect certain adaptive responses rather than direct evidence of systemic resilience through rapid reconfiguration of teaching and management processes. These findings imply that enhancing university cultivation systems requires targeted interventions in internal management structures and systemic integration of technological innovations, contributing to understanding how higher education systems respond to environmental perturbations and informing the design of resilient educational institutions. Full article