Search Results (213)

This article explores the role of the European Union (EU) as a normative gender actor promoting women’s participation in STEM (Science, Technology, Engineering, and Mathematics) within the Eastern Partnership (EaP) region. In a context marked by global inequality and overlapping international efforts, this paper assesses the extent to which EU-driven Europeanisation influences national gender policies in non-EU states. Using a postfunctionalist lens, this research draws on a qualitative analysis of EU-funded programmes, strategic documents, and a detailed case study encompassing Armenia, Georgia, Moldova, Ukraine, Belarus, and Azerbaijan. This study highlights both the opportunities created by EU initiatives such as Horizon Europe, Erasmus+, and regional programmes like EU4Digital and the challenges presented by political resistance, institutional inertia, and socio-cultural norms. The findings reveal that although EU interventions have fostered significant progress, structural barriers and limited national commitment hinder the long-term sustainability of gender equality in STEM. Moreover, the withdrawal of other global actors increases pressure on the EU to maintain leadership in this area. This paper concludes that without stronger national alignment and global cooperation, EU gender policies risk becoming symbolic rather than transformative. Full article

This study investigates how demographic characteristics, severity of intimate partner violence (IPV), social support, gender equality awareness, and demographic factors (e.g., living with children at home) influence help-seeking behaviors among 2527 IPV-experienced women in Beijing, Shanghai, Guangzhou, and Shenzhen. Drawing on the help-seeking model and conservation of resource theory, the study distinguishes between formal (e.g., police, legal aid) and informal (e.g., family, friends) help-seeking. Logistic regression results reveal that greater violence severity, stronger perceived social support, and higher gender equality awareness significantly increase both formal and informal help-seeking. Notably, living with children is associated with a higher likelihood of seeking formal help, possibly due to increased concerns for children’s safety and the desire to change the abusive environment. While help-seeking behavior is on the rise overall, particularly among women with strong support networks and progressive gender attitudes, structural and cultural barriers remain. The findings underscore the need to improve public education, reduce stigma, and enhance accessibility of support systems. This study contributes to the growing literature on IPV in China and provides evidence for refining policy interventions and service delivery. Full article

This study investigates regional and gender disparities in educational attainment across Italy in 2021, drawing on the Fair and Sustainable Well-being (BES) dataset from ISTAT. By applying cluster analysis and composite indicators—including the Mazziotta–Pareto Index (MPI), geometric and arithmetic means, min-max normalization, and principal component analysis (PCA)—we assess the robustness and consistency of educational performance across regions. A key methodological innovation is the use of the stacking method to ensure comparability between genders. Results show persistent North–South educational divides and a consistent female advantage across all indicators. The paper contributes to Sustainable Development Goals by providing empirical insights into SDG 4 (Quality Education) through measurement of educational inequality and access; SDG 5 (Gender Equality) by highlighting structural advantages of women in educational outcomes; and SDG 10 (Reduced Inequalities) through a territorial analysis of disparities and policy implications. The findings offer both a methodological contribution—by testing multiple aggregation techniques—and a practical tool for policy evaluation, emphasizing the importance of multidimensional and gender-sensitive approaches in achieving educational sustainability. Full article

The creation of child-friendly communities has become a key goal in sustainable global development. However, South Korea continues to experience a shortage of childcare facilities, resulting in gaps in the public care system and a growing reliance on private educational resources. Ensuring spatial spaces and implementing rational planning for children’s spaces have become critical tasks in building child-friendly cities. This study analyzed the accessibility of childcare facilities by housing type in Seongbuk-gu, Seoul, using the two-step floating catchment area (2SFCA) method, focusing on children residing in the district. It also evaluated whether these facilities were spatially and equally distributed. The findings are as follows. First, the overall accessibility to childcare facilities in Seongbuk-gu is limited, with significant disparities in accessibility depending on housing type. Second, the spatial equity assessment revealed high inequality indices for most facilities, particularly for those in apartment areas, which showed relatively higher levels of inequality. In conclusion, childcare facilities in Seongbuk-gu require substantial improvements in terms of both accessibility and equity. This study provides a policy framework for creating child-friendly communities and promoting equal access to care services for children by analyzing the spatial accessibility and equity of childcare facilities. Full article

Background: Nearly 5 million people in Peru live with visual impairments, many of which are irreversible. within addition to eye care services, these individuals could benefit from government services and rehabilitation to improve their quality of life and promote equitable, inclusive social participation. Although numerous government policies address this, little is known about their perception and implementation. Methods: Semi-structured individual online interviews were conducted with 29 people (7 low vision, 12 blind, 6 educators/rehabilitators, 4 medical doctors) in Peru between July and November 2024. Each participant was asked to respond to the same 16 open-ended questions. Their transcripts were coded into themes in 5 domains: assistive devices, vision rehabilitation services, government assistance programs, accessibility for people with visual impairments, and eye care services. The themes were compared among members of each group. Results: Themes from educators/rehabilitators aligned well with those with blindness but much less with ophthalmologists and those with low vision. Participants mentioned that assistive devices are not traditionally provided by the government. There was little mention of vision rehabilitation services, particularly from low vision participants. Additionally, participants with visual impairments mentioned a lack of sensitivity from teachers, employers, and transport drivers. Interestingly, none of the participants with visual impairments benefitted from financial assistance. Conclusions: Many of the barriers are societal, referring to the lack of understanding from the public in relation to employment, education, transportation, or the use of assistive devices. People with visual impairments and educators should be included in any policy decisions to promote equality for Peruvians with vision loss. Full article

This paper explores the relationship between digital readiness and sustainable development in European Union (EU) countries through a two-level cluster analysis based on the 2024 Network Readiness Index (NRI) and selected Sustainable Development Goals (SDGs). The first analysis groups countries by digital maturity across the NRI pillars: Technology, People, Governance, and Impact. The second focuses on SDG performance in areas such as health, education, gender equality, clean energy, and sustainable cities. Results reveal significant disparities between digital readiness and SDG achievements: some digitally advanced countries underperform in sustainability, while others with lower digital scores excel in SDG outcomes. The study identifies regional patterns, confirms a moderate positive correlation between NRI and SDG clusters (r_s = 0.526), and underscores the need for integrated digital and sustainability policies. Recommendations are provided for targeted policymaking and international cooperation. Full article

Social determinants of health (SDoH) are considered significant determinants of mental health. This study examines the association between SDoH and mental health status in the United States. We analyzed 2023 Behavioral Risk Factor Surveillance System (BRFSS) data from 183,318 U.S. adults using multinomial logistic regression. Several SDoH were significantly linked to the frequency of poor mental health days. After adjusting for all covariates, individuals facing difficulty paying utility bills had lower odds of experiencing episodic (vs. chronic) poor mental health (AOR = 0.47, p = 0.031). Transportation challenges were associated with lower odds of episodic distress rather than chronic mental health issues (AOR = 0.35, p = 0.026). Individuals who were unable to afford a doctor or who experienced employment loss had significantly lower odds of reporting no poor mental health days compared to reporting chronic poor mental health, with adjusted odds ratios of 0.37 and 0.84, respectively. Non-Hispanic Whites and males were more likely to report chronic poor mental health. Policies that prioritize economic stability and job security, reliable transportation, and equal access to education and healthcare are crucial for promoting mental health equity across diverse populations. Full article

The prevention and fight against harassment and gender violence in online videogames is a current problem. The aim of this research is to analyze the prevention work carried out in educational centers, with an emphasis on the Community of Madrid (Spain). A mixed methodology has been used, combining a qualitative analysis of research published from 2000 to the present and a quantitative approach through a questionnaire applied to 238 teachers in the Community of Madrid. Most teachers are unaware of the tools for the prevention of gender-based violence in videogames, such as codes of conduct and EducaMadrid resources. In addition, most do not identify the videogames used by their students, making it difficult to address these issues. Most teachers lack knowledge about videogames, as well as the codes of conduct and reporting mechanisms available when a student faces conflicts related to gender-based violence. The findings underline the need to train teachers and provide them with adequate resources to prevent and address gender-based violence in digital environments, especially in videogames, to ensure a safe and inclusive educational environment. Full article

Gender roles are sociocultural constructs that shape the behaviors, attitudes, and values associated with men and women that influence social structures, equity, and sustainability. While these constructs reflect societal expectations, they also limit opportunities and affect emotional well-being. As their evolution has not been consistent, rigid norms continue to hinder social progress. Ensuring that gender norms evolve toward inclusivity and equality is essential for the long-term well-being of societies. This study examines conformity to gender norms in Spain, considering age and educational level, with the aim of guiding public policies and educational strategies to foster social cohesion and equity. A quantitative methodology was employed, using the Conformity to Masculine Gender Norms Inventory and the Conformity to Feminine Gender Norms Inventory to assess adherence to traditional gender expectations. The sample consisted of 380 individuals aged 18 to 85 years. This study reveals a moderate-to-low level of conformity to gender norms but highlights a resurgence of traditional roles among younger individuals. These findings underscore the need for interventions that promote inclusive models and emphasize the importance of ongoing research to understand the impact of cultural, media, and generational factors on attitudes toward gender roles. Full article

Gender inequality remains a critical challenge in Vietnamese higher education, particularly regarding how academic roles and advancement opportunities are distributed. Despite existing policies promoting gender equality, gaps persist in leadership and career development, potentially limiting women’s representation and growth. This study examines Vietnamese educators’ perspectives on gender equality in higher education, focusing on academic rank awareness and attitudes toward gender-related issues. A quantitative research design was employed, using a structured survey distributed among faculty members across different academic ranks, including lecturers, senior lecturers, associate professors, and professors. Data were analysed through statistical measures, including frequencies and percentages, mean scores, standard deviations, the Mann–Whitney U test, the Kruskal–Wallis H-test, and post hoc analysis to assess variations in perspectives on gender equality based on academic positions. The findings reveal significant differences in gender equality awareness across academic ranks. Educators in senior positions reported greater recognition of gender disparities, especially in leadership roles and promotion processes, than those in junior roles, who exhibited less awareness of such issues. This study’s practical implications suggest that Vietnamese higher education institutions should adopt targeted interventions, such as gender awareness programs and transparent promotion processes, to foster a more inclusive environment. Additionally, mentorship programs for female academics could enhance their career advancement opportunities. This research contributes original insights into how the academic hierarchy affects gender equality perceptions within Vietnamese higher education, offering a basis for the development of policies that support equitable career pathways. Full article

This study aimed to examine the habits, attitudes, and consumption patterns of food supplements (FS) among gym users in Sarajevo, Bosnia and Herzegovina, with respect to gender, age, and training experience. Understanding these behaviors is essential given the rising global trend in FS use, often without professional guidance, which can have implications for individual health and public awareness. By investigating local patterns, this study seeks to provide valuable insights into the motivations and risks associated with supplement consumption, contributing to evidence-based recommendations and policy-making in the field of fitness and nutrition. Methods: Cross-sectional data were collected from various fitness centers using an online questionnaire composed of 21 questions divided into three segments. A total of 614 participants (mean ± SD: 32.77 ± 9.82 years), including both male (67.8%) and female (32.2%) gym users, took part in the study. Results: Participants predominantly belonged to the 36–45 age group, with 70.0% (p < 0.001) reporting more than one year of regular gym attendance, and 40.4% indicating regular FS consumption (p < 0.05). Supplements were mainly used to support faster recovery (29.1%, p < 0.05) and muscle growth (25%, p < 0.05). Magnesium was the most commonly used supplement, equally favored across genders and age groups. Creatine, fish oil capsules, and multivitamins were also frequently consumed (p < 0.05). Self-prescription emerged as the predominant method of FS use (40.3%, p < 0.05), followed by advice from gym coaches (21.8%), with only 5.6% of participants receiving guidance from a nutritionist. Conclusions: The findings highlight a societal trend toward self-directed FS use, often influenced by informal sources, underscoring the importance of further research and the development of targeted, evidence-based educational strategies. Males reported higher FS consumption, with younger users more focused on muscle gain and older individuals prioritizing health maintenance. The reliance on non-expert recommendations raises concerns about the safety and effectiveness of FS usage in the fitness community. Full article

Background and Objective: A lifestyle-associated disease, diabetes mellitus, mandates compliance with established policies by physicians and patients to achieve optimal glycemic control. Collaborative care from health care providers and patients is essential for effective management, which slows disease progression, improves quality of life, and reduces medication costs. This study assessed the effectiveness of pharmacist-led educational initiatives provided to patients on clinical outcomes and direct treatment costs for those with diabetes in two public hospitals in Malaysia. Methods: Four hundred type 2 diabetes patients included in this study were randomly allocated to two corresponding groups. The control group, consisting of 200 patients (100 from each hospital), received standard treatment using the Malaysian Clinical Practice Guideline 2015, while the intervention group, also comprising 200 patients (100 from each hospital), received pharmacist-led care through Diabetic Medication Therapy Adherence Clinics (DMTACs), including pharmacist-provided education, alongside conventional treatment. The patients were equally selected from both hospitals based on the sample size calculation. The pharmacists provided educational interventions emphasizing dietary adjustments, lifestyle modifications, the significance of physical activity, and appropriate medication storage. Among these, 143 control patients and 156 intervention patients completed this one-year study, which comprised an initial and two follow-up visits. Clinical outcomes and treatment expenses were evaluated, and a data analysis was performed utilizing version 24 SPSS. Descriptive statistics were presented as the mean ± standard deviation, including normality assessed using the skewness, kurtosis, and Kolmogorov–Smirnov test. Independent t-tests were applied for hypothesis testing when the data showed normal distribution. Paired t-tests were used for cost assessments. Results: After the research, the group receiving intervention had a much higher decrease in HbA1c levels relative to the control group (3.59% versus 2.17%; p < 0.001). The intervention group had considerable decreases in systolic blood pressure (9.29 mmHg) and similarly in diastolic blood pressure (7.58 mmHg; with p < 0.005). Additionally, the levels of cholesterol in the intervention group improved significantly (0.13 mmol/L; p < 0.001). Moreover, treatment expenses for the pharmacist-led intervention group showed a substantial reduction (p < 0.001). By the second follow-up, the additional cost per patient since baseline was MYR 236.07 (Malaysian Ringgit), approximately 53.45 USD, in the control group, compared to only MYR 47.33 per patient, approximately 10.72 USD, in the intervention group with pharmacist involvement. Only medication costs were considered, and all unnecessary medications were discontinued as patient clinical outcomes improved sufficiently with pharmacist intervention, allowing for management through lifestyle changes alone. Counseling costs were not included since the pharmacists providing education were already employed in these hospitals, and no additional pharmacists were appointed for this purpose. Conclusion: Pharmacist-led interventions led to a significant improvement in HbA1c levels. While medication expenses increased in both groups from the initial follow-up, the control group exhibited a significantly greater increase in costs and HbA1c levels than the intervention group. Full article

Sustainable development is a complex dynamic process covering economic, social, and ecological dimensions. Theoretically, education investment can enhance educational capacity and offer high-quality education services, thus improving human resource quality, promoting social justice, and strengthening ecological awareness, which significantly and positively impacts sustainable development across these three dimensions. An empirical study using four-variable vector autoregressive models, with data from 2003 to 2020 on education investment and sustainable development in China and the United States as a contrast, reveals the following: (a) The impact of educational investment on sustainable development is dynamic, with the direction and strength of the effect varying over time and depending on different countries’ development conditions. In the U.S., previous-year educational investment can boost its own growth, social equality, and ecological development but may reduce per capita schooling years and human capital growth due to diminishing marginal effects. (b) In China, the previous year’s educational investment promotes current social equality but slightly hampers talent capital accumulation, ecological development, and its own growth. The investment from the year before last still promotes social equality, increases per capita schooling years for talent capital accumulation, has a less negative impact on ecological development, and inhibits its own growth more weakly than the previous year, showing declining effect strength. (c) Policy-wise, countries should diversify education investment sources, target areas with high positive marginal effects on sustainable development, and establish a dynamic adjustment mechanism for education investment to better promote sustainable development. Full article

This study examines the association between self-employment, otherwise known as entrepreneurship, and student loan debt. Based on data from the 2021 National Financial Capability Study, which were analyzed using a multinomial probit model, our results suggest that households that used student loans to finance the education of one household member are more likely to report that the other member of the household pursued self-employment, with everything else remaining equal. This association between student loans and household self-employment is both economically and statistically significant. Our results highlight the importance of alternative forms of financing for entrepreneurship and expand upon existing knowledge about the unintended effects of student loans. Policymakers should consider these results when analyzing the various intended and unintended benefits of policies affecting the availability of student loans. Full article

Efficient and sustainable human resources are crucial for promoting development in emerging nations. Brazil’s education policy provides its citizens with widespread educational opportunities, resulting in high literacy rates. However, women with academic qualifications and skills often encounter significant barriers when transitioning from higher education to positions of empowerment, leading to an underutilisation of human capital. This study, conducted in 2024, gathered data from female students and staff at three Brazilian universities (the State University of Maranhãoo, the Federal University of Rio de Janeiro, and the University of São Paulo) using a survey methodology to ascertain the barriers impeding women’s transition from higher education to empowerment. The data were analysed using Fuzzy Synthetic Evaluation (FSE), a soft computing technique, and it was identified that the most significant barriers revolve around women’s freedom and mobility. Additional challenges include gender norms, family responsibilities, violence and harassment, socio-cultural constraints, and financial limitations. The study offers practical recommendations such as organising awareness programmes and integrating digital technology to enhance workplace safety, thereby addressing these barriers. The findings contribute both practically and theoretically to the more effective utilisation of human resources in Brazil. These insights are particularly valuable for stakeholders, including government bodies, managers, and academic institutions, in fostering gender equality and empowering women in the workforce. Full article