Search Results (55)

Generative artificial intelligence (AI) is increasingly explored in counselor education, yet its pedagogical implications remain underexamined. This study investigated counselor trainees’ experiences using ChatGPT (GPT-4o) as a simulated client for role-play practice, aiming to assess its potential benefits and limitations as a supplemental training tool. Using qualitative content analysis, AI-simulated counseling session transcripts were coded based on dimensions such as authenticity, emotional expression, consistency, self-awareness, and cultural dynamics. Additionally, a focus group interview provided insights into trainees’ perceptions. Findings indicate that AI simulations offered a psychologically safe, flexible environment for practicing counseling skills, reducing performance anxiety, and fostering confidence before working with real clients. Participants emphasized the importance of detailed prompts to enhance realism and complexity, while noting limitations such as overly agreeable responses, lack of emotional nuance, and cultural neutrality unless explicitly prompted. Overall, trainees viewed AI as a valuable supplement rather than a replacement for live practice. These results suggest that generative AI can enhance experiential learning when integrated thoughtfully with structured guidance, ethical oversight, and culturally responsive design. Future research should explore strategies to improve authenticity and emotional depth in AI simulations to better support counselor competency development. Full article

Educational robotics (ER) has attracted growing attention as an effective means of cultivating computational thinking and programming skills through interactive, sensor-based learning environments. Integrating ER with visual programming platforms enables learners to engage in hands-on, technology-driven problem solving within authentic contexts. This study aimed to investigate the effects of a task-oriented instructional module, grounded in constructivist and experiential learning theories, that integrated App Inventor 2 with a six-axis robotic arm on junior high school students’ learning performance. A quasi-experimental design was conducted with 74 eighth-grade students from a junior high school in Hsinchu, Taiwan. The experimental group (n = 37) engaged in hands-on programming and robotic arm operations, whereas the control group (n = 37) received equivalent programming instruction with video demonstrations. Results indicated that the experimental group achieved significantly higher scores in spatial understanding, computational thinking, and programming logic. Students also reported greater motivation, lower cognitive load, and higher satisfaction with the integrated system. These findings suggest that combining App Inventor 2 with a physical robotic arm provides an effective framework for promoting computational thinking, motivation, and system interaction in technology education and smart learning environments. Full article

Current generative AI systems, despite extraordinary progress, face fundamental limitations in temporal reasoning, contextual understanding, and ethical decision-making. These systems process information statistically without authentic comprehension of experiential time or intentional context, limiting their applicability in security-critical domains where reasoning about past experiences, present situations, and future implications is essential. We present Phase 3 of the Sophimatics framework: Super Time-Cognitive Neural Networks (STCNNs), which address these limitations through complex-time representation T ∈ ℂ where chronological time (Re(T)) integrates with experiential dimensions of memory (Im(T) < 0), present awareness (Im(T) ≈ 0), and imagination (Im(T) > 0). The STCNN architecture implements philosophical constraints through geometric parameters α and β that bound memory accessibility and creative projection, enabling neural systems to perform temporal-philosophical reasoning while maintaining computational tractability. We demonstrate STCNN’s effectiveness across five security-critical applications: threat intelligence (AUC 0.94, 1.8 s anticipation), privacy-preserving AI (84% utility at ε = 1.0), intrusion detection (96.3% detection, 2.1% false positives), secure multi-party computation (ethical compliance 0.93), and blockchain anomaly detection (94% detection, 3.2% false positives). Empirical evaluation shows 23–45% improvement over baseline systems while maintaining temporal coherence > 0.9, demonstrating that integration of temporal-philosophical reasoning with neural architectures enables AI systems to reason about security threats through simultaneous processing of historical patterns, current contexts, and projected risks. Full article

This study addresses the limited integration of place-based education (PBE) into primary science learning, particularly regarding its potential to cultivate both cognitive understanding and emotional attachment to place—key dimensions of education for sustainability. Implemented in a rural Thai primary school, a ten-week (20-h) PBE program engaged Grade 6 students in locally relevant, hands-on activities grounded in Experiential Learning Theory and Social Learning Theory. Mixed-method analysis combined rubric-based scoring of a Sense of Place Assessment with qualitative content analysis of student reflections and group work. Post-intervention results showed that 84.21% of students achieved a high level of sense of place, with the strongest gains in place knowledge, followed by place dependence and place identity. Qualitative findings revealed three developmental pathways: sustained attachment through long-term experiences, growth from surface awareness to active participation, and limited emotional connection despite involvement. These patterns illustrate diverse routes through which PBE can foster environmental stewardship by linking personal meaning-making with collaborative action. Embedding PBE in authentic school contexts can enhance students’ capacity to value, care for, and improve their immediate environments, offering a transferable model for integrating sustainability-oriented learning across curricula. Full article

Heritage cities confront persistent tensions between safeguarding cultural authenticity and facilitating sustainable heritage tourism within rapidly modernizing urban contexts. This study examines these dynamics through Pingyao Ancient City, a UNESCO World Heritage Site exemplifying both conservation achievements and tourism challenges. Employing a mixed-methods framework, the research synthesizes GIS-based spatial analysis, multi-scalar policy assessment, media discourse analysis, and stakeholder interviews with residents, tourists, and heritage managers. Findings reveal substantial land use transformations characterized by internal functional restructuring with 212% and 300% expansion of service and commercial land use, respectively. While regulatory frameworks demonstrate efficacy in preserving architectural integrity, they simultaneously constrain adaptive reuse and experiential engagement. Media narratives and interviews illuminate pervasive authenticity concerns (86% among stakeholders) despite acknowledged infrastructural improvements. The analysis validates that static preservation paradigms, while achieving technical objectives, potentially undermine destination competitiveness by privileging physical conservation over cultural vitality and holistic visitor experiences. This study posits that sustainable heritage tourism necessitates integrated policy frameworks reconciling conservation imperatives with adaptive spatial strategies, dynamic community engagement, and authentic cultural interpretation. These findings contribute to heritage management theory while offering practical implications for policy formulation in comparable contexts. Full article

The aim of this study was to evaluate the effectiveness of a servant leadership development intervention. A one-group pre-test and post-test experimental design was applied to evaluate servant leadership behavior before and after a servant leadership intervention. A sample of 44 managers was drawn from a construction company in South Africa. The results showed that the servant leadership intervention significantly enhanced servant leadership behavior, particularly in terms of empowerment, stewardship, and forgiveness. Managers who participated in the servant leadership intervention exhibited more servant leadership behavior after the intervention, specifically in terms of empowerment, stewardship, and forgiveness. However, humility, courage, authenticity, standing back, and accountability appeared to remain stable, with no observed changes. The findings highlighted that servant leadership competencies, such as empowerment, stewardship, and forgiveness, could be enhanced by short-term and one-time interventions, whereas servant leadership traits, such as humility, courage, authenticity, standing back, and accountability, may require more continuous and alternative intervention approaches over the long term to improve. The servant leadership intervention evaluated in this study can be used as an effective method to enhance servant leadership behavior and cultivate servant leadership cultures within organizations. In return, organizations can benefit from the favorable individual and organizational outcomes that servant leadership offers. As one of the preliminary validation studies of a servant leadership intervention, this study makes a theoretical contribution to the existing body of knowledge on servant leadership by presenting empirical evidence that servant leadership behavior can be cultivated through targeted interventions. The findings endorse the theoretical premise that servant leadership is not exclusively a trait-based theory, but that it can be fostered through experiential and organizational development initiatives. Full article

In the context of China’s increasingly competitive agricultural product branding, authenticity has become a pivotal mechanism for shaping consumer trust and willingness to pay. This study takes Perceived Brand Authenticity (PBA) as its focal construct and builds a chained mediation framework incorporating experiential quality (EQ) and consumer trust. Employing a dual-evidence strategy that combines structural discovery and causal validation, the study integrates Jaccard similarity clustering and PLS-SEM to examine both behavioral patterns and psychological mechanisms. Drawing on 636 valid survey responses from across China, the results reveal clear segmentation in channel choice, certification concern, and premium acceptance by gender, age, income, and education. Younger and highly educated consumers rely more on e-commerce and digital traceability, while middle-aged, older, and higher-income groups emphasize geographical indications and organic certification. The empirical analysis confirms that PBA has a significant positive effect on EQ and consumer trust, and that the chained mediation pathway “PBA → EQ → Trust → Purchase Intention” robustly captures the transmission mechanism of authenticity. The findings demonstrate that verifiable and consistent authenticity signals not only shape cross-group consumption structures but also strengthen trust and repurchase intentions through enhanced experiential quality. The core contribution of this study lies in advancing an evidence-based framework for sustainable agricultural branding. Theoretically, it reconceptualizes authenticity as a measurable governance mechanism rather than a rhetorical construct. Methodologically, it introduces a dual-evidence approach integrating Jaccard clustering and PLS-SEM to bridge structural and causal analyses. Practically, it proposes two governance tools—“evidence density” and “experiential variance”—which translate authenticity into actionable levers for precision marketing, trust management, and policy regulation. Together, these insights offer a replicable model for authenticity governance and consumer trust building in sustainable agri-food systems. Full article

Contemporary artificial intelligence excels at pattern recognition but lacks genuine understanding, temporal awareness, and ethical reasoning. Critics argue that AI systems manipulate statistical correlations without grasping concepts, time, or moral implications. This article presents Phase 2, a component of the emerging infrastructure called Sophimatics, a computational framework that translates philosophical categories into working algorithms through the integration of complex time. Our approach operationalizes Aristotelian substance theory, Augustinian temporal consciousness, Husserlian intentionality, and Hegelian dialectics within a unified temporal–semantic architecture. The system represents time as both chronological and experiential, allowing navigation between memory and imagination while maintaining conceptual coherence. Validation through a Data Protection Policy use case demonstrates significant improvements: confidence in decisions increased from 6.50 to 9.40 on a decimal scale, temporal awareness from 2.00 to 9.50, and regulatory compliance from 6.00 to 9.00 compared to traditional approaches. The framework successfully links philosophical authenticity with computational practicality, offering greater ethical consistency and contextual adaptability for AI systems that require temporal reasoning and ethical foundations. Full article

As urbanization intensifies, the challenge of preserving industrial heritage while fostering authentic intergenerational connections has become increasingly salient. This study investigates how artificial intelligence (AI) and augmented reality (AR) technologies can be applied to enhance authenticity and promote both hedonic and eudaimonic well-being within the context of heritage tourism. Using a facility in Shanghai as a case study, we propose a cultural co-creation mechanism that transforms implicit intergenerational memories into shared cultural resources through digital interaction. The study first evaluates public awareness and participation needs in the context of industrial heritage revitalization. In response, we design an immersive platform that enables visitors of different generations to co-create meaning through historical scene reconstruction, multisensory engagement, and collaborative storytelling. A novel five-sense encoding strategy is introduced to reinterpret the enclosed spatial characteristics of industrial architecture as an experiential form of storytelling. This process fosters a deeper connection to place, contributing to authenticity and well-being. Prototype testing results suggest that this AI-AR-enabled co-creation system supports meaningful cultural attachment, improves authenticity, and facilitates the sustainable transmission of heritage. This research provides a replicable model for integrating digital technology, community participation, and authenticity in the well-being-oriented revitalization of industrial heritage sites. Full article

Integrating information and communication technology (ICT) into STEM education enhances instructional quality and cultivates students’ interdisciplinary problem-solving. STEM teachers’ attitudes—driven by perceived ease of use (PEOU) and perceived usefulness (PU)—are pivotal in ICT adoption, and pre-service training offers a vital opportunity to shape these attitudes. Yet, empirical studies investigating how specific training strategies influence ICT attitudes via PEOU and PU remain scarce. Using a mixed-methods approach combining questionnaires and interviews, the results indicate that pre-service training significantly improved STEM teachers’ attitudes toward ICT-enhanced teaching. Socially interactive strategies (role models and collaboration) enhanced attitudes via PEOU by boosting confidence and reducing technology-related anxiety, cognitive design strategies (reflection and instructional design) operated through PU by emphasizing ICT’s pedagogical value, and experiential feedback strategies (authentic experience and feedback) influenced attitudes through both PEOU and PU, fostering integrated technical and pedagogical development. These findings support an integrated SQD–TAM framework and provide practical guidance for designing pre-service STEM teacher programs to promote sustained ICT adoption in China, and meanwhile highlights the importance of strategically sequencing training to cultivate both technological competence and pedagogical insight among future STEM educators. Full article

This research examines Champing, a new niche tourism phenomenon, enjoyed by over 10,000 people, that until now has not been examined in academic literature. The study analyses how Champing markets itself and is perceived by users to evaluate its proposition and its possible categorization as a form of camping and staycation. The research also explores Champing’s potential to contribute to more authentic and experiential forms of tourism and a possible solution to the challenges of overtourism. A netnographic approach was adopted, combining content analysis from the Champing website with thematic analysis of over 142 ‘Champers’ reviews of their Champing experience. The website content and thematic analysis highlights how Champing is promoted through heritage narratives, minimalist facilities, and links to local cultural and natural attractions through three core themes: Peaceful, Explore, and Novel and New. Findings position Champing as a niche tourism product that extends the camping and staycation portfolio. Analysis highlights how Champing aligns with policy objectives of local economies and heritage and as an option to mitigate against overtourism and foster experiential travel. This paper provides the first empirical analysis of Champing and extends research on camping and staycations; and it demonstrates the value of Netnography to tourism practices research. Full article

This study explores the transformative potential of cyber technologies in the preservation, representation, and restoration of architectural heritage. Bridging technical and humanistic dimensions, it examines how tools like Heritage Building Information Modeling (HBIM), As-Designed BIM, and Virtual Reality (VR) support deeper, multilevel, and multitemporal understandings of cultural sites. Central to the research is an experimental restoration project on the castles of Civitella in Val di Chiana (Arezzo), serving as a methodological testbed for a digitally integrated approach. Developed through a scan-to-BIM process, the project yields a high-fidelity immersive ecosystem—both a rigorous model for future restoration and a VR platform enabling access to previously unreachable spaces. Here, representation is not a secondary or illustrative phase but a central, operative component in historical interpretation and architectural design. This approach embraces cyber representation: a digitally mediated, interactive, and evolving form that extends heritage beyond its physical boundaries. The immersive model fosters renewed dialogue between past and present, encouraging critical reflection on material authenticity, spatial transformation, and conservation strategies within a dynamic, participatory, interactive webVR environment. Representation thus becomes a generative and narrative tool, shaping restoration scenarios while enhancing analytical depth and public engagement. The study ultimately proposes a shift in historical storytelling toward a polyphonic, experiential, cyber-mediated narrative—where technology, memory, and perception converge to create new forms of cultural continuity. Full article

Despite widespread recognition of the critical role that family–school partnerships play in student learning, preservice teacher programs globally still provide only limited preparation for authentic parent engagement. This article synthesizes thirty years of international research, policy analysis, and accreditation standards to identify persistent gaps in teacher education. A review of legislation and professional frameworks from the United States, Europe, and Ireland, shows that although most jurisdictions now mandate family–school collaboration competencies, implementation remains uneven. A practical framework for reimagining teacher education is presented, centered on relational skills, cultural competence, experiential learning, and reflective practice. Authentic parent partnership must be treated as a core professional competency—on par with subject expertise—and systemic alignment among accreditation bodies, teacher education institutions, and school leadership is essential for translating policy into practice. Recommendations target policymakers and educators committed to preparing all teachers to collaborate effectively with the families they serve. Full article

While Japanese universities promote English proficiency and intercultural competence, admissions still rely heavily on the standardised TOEIC test, often prioritising linguistic accuracy over cultural understanding. This emphasis can marginalise the experiential and interpersonal aspects of language learning essential for developing intercultural communicative competence (ICC). Although ICC is most effectively developed through a combination of formal instruction and informal learning, particularly involving authentic intercultural interactions, there remains a paucity of research examining how learners develop ICC beyond the classroom. Addressing this gap, the present study investigates how Japanese university students’ language repertoires, intercultural experiences, and knowledge shape their studies, and how their ICC develops throughout undergraduate education. One English major student was selected for in-depth analysis following his employment in a culturally diverse workplace that fostered meaningful intercultural interactions. His development was examined using four research tools: a survey, a journal, an interview, and TOEIC scores. The survey and test scores revealed growth in communicative assurance and language proficiency, while journal reflections and interviews captured critical incidents—including a shift from indirect to direct speech—that marked cultural adaptation. These findings suggest experiential learning fosters real-time communication, builds learner confidence, and supports transformational ICC development. Full article

Intangible cultural heritage (ICH) is an evolving repository of collective meaning; however, many ICH destinations face threats from over-commercialization and homogenization, which weaken authentic transmission and visitor engagement. Drawing on the Stimulus–Organism–Response (S-O-R) framework and a cultural identity perspective, this study examines how two stimulus sets—ICH attributes (perceived authenticity, vitality) and tourism involvement (cognitive, behavioral)—influence tourist loyalty, with experiential value as a mediator and cultural identity as a moderator. 385 valid online survey responses were analyzed using structural equation modeling and moderated mediation tests. Results show that perceived authenticity and vitality each exert significant positive effects on loyalty, and higher cognitive and behavioral involvement similarly strengthens loyalty. Experiential value partially mediates the effects of ICH attributes and involvement on loyalty. Cultural identity positively moderates several pathways; notably, when cultural identity is high, experiential value no longer mediates the link between tourism involvement and loyalty. These findings advance understanding of visitor-centered authenticity in living ICH contexts and offer guidance for destination managers seeking to build engaging, identity-sensitive heritage experiences. Full article