Search Results (317)

The rapid expansion of the digital economy and advances in artificial intelligence have elevated digital governance to a pivotal role in promoting environmental sustainability. Using data from the China Family Panel Studies, this study constructs a household-level indicator of the digital divide and systematically investigates its effects on household carbon emissions through three key mechanisms: consumption hypersensitivity, green technology adoption, and environmental awareness. The empirical findings demonstrate that the digital divide significantly increases household carbon emissions. Specifically, a one-unit increase in the digital divide is associated with an average rise of approximately 38.6% in household carbon emissions. Importantly, this result remains robust across a range of robustness checks and endogeneity controls. Further mechanism analysis reveals that the digital divide amplifies households’ sensitivity to consumption, diminishes their likelihood of adopting green technologies, and weakens their environmental awareness, thereby leading to an increase in household carbon emissions. Heterogeneity analysis indicates that these negative effects are particularly pronounced in regions with underdeveloped digital inclusive finance, among households headed by middle-aged and older individuals, and within populations with lower educational attainment. Based on these findings, policy initiatives should focus on improving the accessibility and inclusiveness of digital infrastructure, developing tiered frameworks to support green behavioral transformation and capacity building, and strengthening green finance initiatives alongside offline support mechanisms for digitally disadvantaged groups. Together, these measures can help bridge the digital divide and foster a more equitable, inclusive, and sustainable transition toward a low-carbon society. Full article

The growing need to foster inclusive education in university environments has driven the development of technological solutions aimed at improving the academic experiences of students with disabilities. These individuals often face barriers to autonomy and participation, especially on large and complex campuses. This article presents the performance evaluation of a LoRaWAN network specifically designed for monitoring people with disabilities on a university campus. The system aims to provide equitable access to campus resources and real-time support to students with disabilities. Leveraging the advantages of Low-Power Wide-Area Networks (LPWAN), particularly LoRaWAN, the proposed system enables real-time tracking with broad coverage and minimal power consumption, without requiring any active user interaction. Each student receives a wearable LoRa-enabled device that wirelessly communicates with a network of gateways strategically installed throughout the campus. To evaluate the system’s performance, this work conducts link-level experiments focusing on the communication between the LoRa end devices (nodes) and the central gateway. The analysis focuses on the network coverage, signal strength (RSSI), signal-to-noise ratio (SNR), and packet reception rate (PRR). The experimental results confirmed that the proposed system is technically robust and operationally effective under real campus conditions. Beyond its technical contributions, the proposed solution represents a concrete step toward building safer and more accessible academic environments that reinforce the autonomy and inclusion of students with disabilities. Full article

Background: Food allergy [FA] is a growing public health concern among school-age children, with schools and childcare/daycare settings representing high-risk environments for accidental exposure and anaphylaxis. Objective: To systematically review evidence on digital health interventions supporting FA education, prevention, and management in school settings. Methods: A systematic search of PubMed, Scopus, Web of Science, and CINAHL was conducted to identify studies published between January 2015 and December 2025 [PROSPERO CRD420251185553]. Eligible studies evaluated e-learning, mHealth, or web-based programs targeting school staff, parents, or students. Results: Sixteen studies met inclusion criteria. Digital health emerged as a catalyst for professional development, interprofessional communication, and health equity within school communities. Interventions consistently improved knowledge, preparedness, and self-efficacy in anaphylaxis management among school staff, strengthened parental empowerment and communication with schools, and supported coping and inclusion among allergic children. Evidence on clinical outcomes; however, remains limited. Conclusions: Digital health can meaningfully enhance school preparedness and reduce inequalities in allergy management. Integrating digital tools into national school health frameworks—particularly where school nursing is not yet institutionalized—may represent a pivotal step toward safer, more equitable inclusion of children with food allergy. Full article

Climate change is the greatest health threat of the 21st century, with healthcare contributing approximately 4–5% of global greenhouse gas emissions. Decarbonising healthcare, the deliberate reduction of emissions across all healthcare activities, is essential to reduce the health sector’s environmental impact while maintaining equitable, high-quality care. Preparing future health professionals for sustainable, low-carbon practice is increasingly recognised as critical; however, education on healthcare decarbonisation remains inconsistent and weakly embedded in curricula. This scoping review mapped existing educational resources for pre-registration health profession students. Following the JBI methodology, six databases (Scopus, Web of Science, MEDLINE, CINAHL, PsycINFO, and GreenFILE) were searched in April 2025 (updated in October 2025). Data were thematically analysed. In total, 32 studies met inclusion criteria, comprising 17 mixed-methods, 11 quantitative, and 4 qualitative designs. Most interventions were multimodal, addressing sustainability or climate change through simulation, digital, formal, or didactic methods. Knowledge and attitudes were the most frequently evaluated outcomes. Thematic analysis identified knowledge and awareness, attitudes and emotional responses, behavioural intent and action, identity formation through collaborative learning, and barriers to decarbonisation. Findings suggest that blended, interactive, and technology-enhanced education improves knowledge, attitudes, and identity, but sustained impact requires longitudinal, skills-based, and policy-aligned interventions to drive meaningful healthcare decarbonisation action. Full article

This study investigates regional heterogeneity and spatial interdependence in digital skills mismatch across Indonesia by constructing a Digital Skills Supply–Demand Ratio (DSSDR) from the Indonesia Digital Society Index (IMDI). In line with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), the study aims to provide policy-relevant evidence to support a more inclusive and balanced digital transformation. Using district-level data and spatial econometric models (OLS, SAR, and the SDM), the analysis evaluates both local determinants and cross-regional spillover effects. Model comparison identifies the Spatial Durbin Model as the best specification, revealing strong spatial dependence in digital skills imbalance. The results show that most local socioeconomic and digital readiness indicators do not have significant direct effects on DSSDR, while school internet coverage exhibits a consistently negative association, indicating that digital demand expands faster than local supply. In contrast, spatial spillovers are decisive: a higher share of ICT study programs in neighboring regions improves local DSSDR through knowledge and human-capital diffusion, whereas higher GRDP per capita in adjacent regions exacerbates local mismatch, consistent with a talent-attraction mechanism. These findings demonstrate that digital skills mismatch is a spatially interconnected phenomenon driven more by interregional dynamics than by local conditions alone, implying that policy responses should move beyond isolated district-level interventions toward coordinated regional strategies integrating education systems, labor markets, and digital ecosystem development. The study contributes a spatially explicit, supply–demand-based framework for diagnosing regional digital inequality and supporting more equitable and sustainable digital development in Indonesia. Full article

This paper presents a scalable and low-cost Retrieval Augmented Generation (RAG) architecture designed to enhance learning in university-level courses, with a particular focus on supporting students from economically disadvantaged backgrounds. Recent advances in large language models (LLMs) have demonstrated considerable potential in educational contexts; however, their adoption is often limited by computational costs and the need for stable broadband access, issues that disproportionately affect low-income learners. To address this challenge, we propose a lightweight, mobile, and friendly RAG system that integrates the LLaMA language model with the Milvus vector database, enabling efficient on device retrieval and context-grounded generation using only modest hardware resources. The system was implemented in a university-level Data Mining course and evaluated over four semesters using a quasi-experimental design with randomized assignment to experimental and control groups. Students in the experimental group had voluntary access to the RAG assistant, while the control group followed the same instructional schedule without exposure to the tool. The results show statistically significant improvements in academic performance for the experimental group, with p < 0.01 in the first semester and p < 0.001 in the subsequent three semesters. Effect sizes, measured using Hedges g to account for small cohort sizes, increased from 0.56 (moderate) to 1.52 (extremely large), demonstrating a clear and growing pedagogical impact over time. Qualitative feedback further indicates increased learner autonomy, confidence, and engagement. These findings highlight the potential of mobile RAG architectures to deliver equitable, high-quality AI support to students regardless of socioeconomic status. The proposed solution offers a practical engineering pathway for institutions seeking inclusive, scalable, and resource-efficient approaches to AI-enhanced education. Full article

Trinidad and Tobago (T&T) has regional influence in the Caribbean, with a diversified economy focused on energy, manufacturing, and finance compared to the tourism-related economies of most of the other Caribbean islands. Notwithstanding, this has not translated into equitable opportunities for all, specifically for people with disabilities. A lack of disaggregated employment data thwarts effective policy planning for people with disabilities. This research sought to examine the barriers to their employment in T&T. Underpinned by the social model of disability, a concurrent mixed-methods approach was employed. Emanating from interviews with people with disabilities and key informants, challenges to employment access, employer perceptions, and apathy emerged as key themes, together with the underlying issues of a lack of legislation and inequitable access to mainstream education. The survey findings indicated that 64% of employers had never employed people with disabilities, 57% expressed neutrality regarding future employment of such individuals, and 69% had not introduced workplace accommodations. A key recommendation of the study is the establishment of an employer resource centre that assists employers in creating and maintaining inclusive workplace accommodations for people with disabilities. This study is the first in Trinidad and Tobago to examine these research objectives from multiple perspectives. Full article

The limitations of conventional diabetes management are increasingly evident. As a result, both type 1 and 2 diabetes in pediatric populations have become major global health concerns. As new technologies emerge, particularly artificial intelligence (AI), they offer new opportunities to improve diagnostic accuracy, treatment outcomes, and patient self-management. A PRISMA-based systematic review was conducted using PubMed, Web of Science, and BIREME. The research covered studies published up to February 2025, where twenty-two studies met the inclusion criteria. These studies examined machine learning algorithms, continuous glucose monitoring (CGM), closed-loop insulin delivery systems, telemedicine platforms, and digital educational interventions. AI-driven interventions were consistently associated with reductions in HbA1c and extended time in range. Furthermore, they reported earlier detection of complications, personalized insulin dosing, and greater patient autonomy. Predictive models, including digital twins and self-learning neural networks, significantly improved diagnostic accuracy and early risk stratification. Digital health platforms enhanced treatment adherence. Nonetheless, the barriers included unequal access to technology and limited long-term clinical validation. Artificial intelligence is progressively reshaping pediatric diabetes care toward a predictive, preventive, personalized, and participatory paradigm. Broader implementation will require rigorous multiethnic validation and robust ethical frameworks to ensure equitable deployment. Full article

United Nations Sustainable Development Goal 4 advocates for equitable access to and participation in quality inclusive education for all learners. Inclusive education has gained worldwide recognition for promoting equity and social justice for students with special educational needs. Although the existing literature acknowledges the significant role of teachers’ intention and behaviour towards the successful implementation of inclusive education, this area is under-researched in Sub-Saharan countries, including Ghana. In this study, applying the theory of planned behaviour (TPB), 484 teachers at pilot inclusive schools completed an online survey assessing the factors predicting their intention and teaching behaviour towards inclusive education. A path analysis of the TPB variables revealed that only attitude and self-efficacy significantly predicted the teachers’ intention to teach in inclusive classrooms. Moreover, both self-efficacy and intention were found to significantly predict inclusive behaviour. This study’s findings will strengthen the national commitment to implementing inclusive education policy and guide future research aimed at improving and expanding inclusive education in Ghana. Full article

Inclusive education aims to ensure equitable access to quality education for all students, including those with Autism Spectrum Disorder (ASD). This research analyzes the attitudes and competences of non-university Spanish teachers regarding the inclusion of students with ASD, considering relevant variables in previous studies such as teacher training, prior experience, and educational context, among others. The study involved a sample of 2310 teachers in active service during the 2023–2024 school year. Data collection was conducted through two questionnaires: the INTEA-EDG questionnaire, designed to measure teachers’ beliefs and attitudes towards the inclusion of students with ASD, and the CEFI-R questionnaire, which evaluates teachers’ competencies and skills for inclusive education. The results reflect a generally positive attitude towards the inclusion of students with ASD in mainstream schools, although significant variations were found depending on variables such as previous experience, teaching specialization, and specific training received. Based on these and other findings, the study highlights the need to strengthen initial and continuous training in inclusive education and attention to diversity of students with ASD, promote early positive contact with students with ASD, and foster collaborative work and the design of inclusive learning environments. Full article

The increasing integration of Artificial Intelligence (AI) in education (AIEd) and its dependence on contemporary communication infrastructures (5G/6G, the Internet of Things (IoT), and Multi-Access Edge Computing (MEC)) has prompted a surge of research into applications, infrastructural dependencies, and deployment constraints. This is giving rise to a new paradigm termed AI-Enabled Telecommunication-Based Education (AITE). This review synthesises the recent literature (2022–2025) to examine how telecommunications and AI technologies converge to enhance educational ecosystems through adaptive learning systems, intelligent tutoring systems, AI-driven assessment, and administration. The findings reveal that low-latency, high-bandwidth connectivity, combined with edge-deployed analytics, enables real-time personalisation, continuous feedback, and scalable learning models that extend beyond traditional classrooms. In addition, persistent critical challenges are also reported, including issues with ethical governance, data privacy, algorithmic fairness, and uneven access to digital infrastructure, all affecting equitable adoption. By linking pedagogical transformation with telecom performance metrics—namely, latency, Quality of Service (QoS), and device interconnectivity—this work outlines a unified cross-layer framework for AITE. This review concludes by identifying future research avenues in ethical AI deployment, resilient architectures, and inclusive policy design to ensure transparent, secure, and human-centred educational transformation. Full article

The number of students living with disabilities entering post-secondary education, including health professional programs (HPPs), is increasing. However, disabled students continue to experience challenges in both the on-campus and fieldwork components of these programs. The purpose of this study is to understand the experiences and perspectives of fieldwork educators to determine how they can be supported by HPPs when supervising students living with disabilities. An online survey was developed and circulated to fieldwork educators who supervise students in nine HPPs at McMaster University in Canada. Descriptive statistics and content analysis were used to analyze survey responses. The survey was completed by 42 respondents, 10 of whom reported living with a disability and demonstrated a nuanced understanding of accommodation issues. More than half of the total respondents reported they had supervised disabled students in fieldwork; however, only 12 received accommodation plans and evaluation occurred informally, if at all. Respondents requested training on how to accommodate specific student needs. Efficient processes are needed for educator training, and the involvement of educators is needed in accommodation development. Accommodations must be evaluated to ensure students have equitable opportunities for learning and assessment. Educators living with disabilities provide valuable insights on dismantling systemic barriers to inclusion. Full article

Literacy is at the core of teaching. Teacher candidates in California need to complete a minimum of 400 h of clinical practice, the key component for their training. The Teacher Performance Expectations (TPE) standards that guide the evaluation of bilingual teacher candidates have added TPE7 specifically on Literacy. The state evaluation tools for clinical practice—the California Teacher Performance Assessment (CALTPA), the edTPA, and the Fresno Assessment of Student Teachers (FAST)—are aligned with these TPEs. This ecosystem creates a series of challenges for bilingual candidates who complete their student teaching practices in dual-language instruction and/or bilingual classrooms since the Teacher Performance Expectations (BTPEs) are the standards applied to coursework but not necessarily to Clinical Practice. In this article, we critically analyze these challenges to promote multiliteracy for all, not only from an English-Only perspective. In this article, we aim to offer recommendations to (a) prepare bilingual teacher candidates, (b) scaffold their development as educators, and (c) assess their work through student teaching. We also provide support systems to be set in place for to Teacher Preparation Programs (TPPs) to ensure multiliteracy in an equitable and inclusive framework that should guide the training of bilingual teacher candidates. Full article

The transition to a low-carbon economy is profoundly reshaping European labour markets, creating both opportunities for sustainable employment and challenges for regions reliant on carbon-intensive sectors. Assessing how prepared EU Member States are for this shift remains difficult due to the lack of unified evaluation tools. This study introduces the Green Labour Market Readiness Index (GLMRI)—a composite measure assessing the adaptability of national labour markets to the energy-driven green transformation in nine EU countries: Germany, France, Sweden, Spain, Italy, Greece, Poland, Romania, and the Czech Republic. The index integrates five dimensions—education and skills, investment and infrastructure, policy and institutional quality, labour market structure, and innovation—based on harmonized data from 2010 to 2024. Panel econometric models (Fixed and Random Effects), combined with Hausman tests, are used to examine how structurally independent external energy-system characteristics, institutional capacity, and macro-structural labour-market conditions are associated with observed variation in labour-market readiness, as captured by the GLMRI composite outcome. Machine learning algorithms (Random Forest, XGBoost, LSTM) are employed to forecast readiness trajectories until 2040 under alternative policy scenarios. Results reveal persistent asymmetries between Northwestern and Southeastern Europe, showing that successful energy transition is closely associated not only with investment and innovation but also with human capital and governance quality. These associations are interpreted as diagnostic rather than causal, highlighting how external structural conditions shape the translation of energy-transition pressures into differentiated labour-market outcomes. The GLMRI provides a methodological and policy-relevant framework, helping decision-makers prioritize resources and design measures that make Europe’s energy transition sustainable, inclusive, and equitable. Full article

The TV series Architecture School depicts entanglements between design (education), urban development, and the complexities of everyday life through its presentation of students in a program of “public-interest” design–build education (wherein students plan and construct homes for low-income families in post-Hurricane Katrina New Orleans). The series offers a nuanced presentation of the situated difficulties of critical design thinking in the context of creating contemporary homes: starting from the initial stages of sketching and model making, through construction, and finally to managing the occupation of the homes by persons who are typically underserved by contemporary architecture. We provide an analysis of the series through outlining how the show presents its participants (student designer-builders, non-profit housing administrators, potential homeowners). We focus on discussing instances of talk on the TV series to illustrate some of the specific concerns and contexts of these participants. Our aim is to explore Architecture School as a relevant case study in designing and building that reflects a dilemma underpinning much contemporary, urban, and public-interest design: how can socially and economically marginalized individuals acquire innovative, well-designed homes when structural conditions of government policies, financial protocols, and administrative complexity offer sustained constraint? We detail how the series depicts the students, administrators, and potential occupants to consider how stereotypes of architects, bureaucrats, and the working poor are reinforced or challenged. Accordingly, we argue that Architecture School is a cultural text that remains timely and important today for its presentation and critique of both the inside world of design’s aims to design and build for others and also the outside-world challenges that limit design’s capacities to create inclusive and equitable material conditions. Full article