Search Results (74)

Increased food production demands, labor shortages, and environmental concerns are driving the need for innovative agricultural technologies. However, effective adoption depends critically on aligning robot innovations with the needs of farmers. This paper examines the alignment between the needs of farmers and the robotic systems used in row crop farming. We review current commercial agricultural robots and research, and map these to the needs of farmers, as expressed in the literature, to identify the key issues holding back large-scale adoption. From initial pool of 184 research articles, 19 survey articles, and 82 commercial robotic solutions, we selected 38 peer-reviewed academic studies, 12 survey articles, and 18 commercially available robots for in-depth review and analysis for this study. We identify the key challenges faced by farmers and map them directly to the current and emerging capabilities of agricultural robots. We supplement the data gathered from the literature review of surveys and case studies with in-depth interviews with nine farmers to obtain deeper insights into the needs and day-to-day operations. Farmers reported mixed reactions to current technologies, acknowledging efficiency improvements but highlighting barriers such as capital costs, technical complexity, and inadequate support systems. There is a notable demand for technologies for improved plant health monitoring, soil condition assessment, and enhanced climate resilience. We then review state-of-the-art robotic solutions for row crop farming and map these technological capabilities to the farmers’ needs. Only technologies with field validation or operational deployment are included, to ensure practical relevance. These mappings generate insights that underscore the need for lightweight and modular robot technologies that can be adapted to diverse farming practices, as well as the need for farmers’ education and simpler interfaces to robotic operations and data analysis that are actionable for farmers. We conclude with recommendations for future research, emphasizing the importance of co-creation with the farming community to ensure the adoption and sustained use of agricultural robotic solutions. Full article

This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how such creative activities could enhance the learning experience of children with intellectual and motor impairments, foster socialization, and develop fine motor skills. With reference to literature in art therapy, craft education, and inclusive pedagogy, the study applied a mixed-methods approach combining observation, visual analysis, and a survey. The findings indicate that, despite varied levels of participation based on individual needs, all students engaged meaningfully with the materials and activities. School professionals observed increased student engagement, emotional comfort, and communication, while also identifying the activity as well adapted and replicable in similar contexts. The results highlight the value of crafts in special education, not only as a sensory and cognitive stimulus but also as a means of fostering inclusion and self-expression. The study concludes with a call for further research into the role of tactile materials and hand gestures in relation to specific impairments. Full article

The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main objective is to capture the way in which puppetry enhances the learning, social and therapeutic support of students with complex educational and psychosocial needs. The study employs a qualitative phenomenological approach, conducting semi-structured interviews with eleven special education teachers who integrate puppetry into their teaching. Qualitative data were analyzed using thematic analysis. The findings highlight that puppetry significantly enhances cognitive function, concentration, memory and language development, while promoting the active participation, cooperation, social inclusion and self-expression of students. In addition, the use of the puppet acts as a means of psycho-emotional empowerment, supporting positive behavior and helping students cope with stress and behavioral difficulties. Participants identified peer support, material adequacy and training as key factors for effective implementation, while conversely, a lack of resources and time is cited as a key obstacle. The integration of puppetry in everyday school life seems to ameliorate a more personalized, supportive and experiential learning environment, responding to the diverse and complex profiles of students attending special schools. Continuous training for teachers, along with strengthening the collaboration between the arts and special education, is essential for the effective use of puppetry in the classroom. Full article

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. Full article

Expressive imitation in the performing arts is typically trained through animal behavior imitation, aiming not only to reproduce action trajectories but also to recreate rhythm, style and emotional states. However, evaluation of such animal imitation behaviors relies heavily on teachers’ subjective judgments, lacking structured criteria, exhibiting low inter-rater consistency and being difficult to quantify. To enhance the objectivity and interpretability of the scoring process, this study develops a machine learning and structured pose data-based auxiliary evaluation framework for imitation quality. The proposed framework innovatively constructs three types of feature sets, namely baseline, ablation, and enhanced, and integrates recursive feature elimination with feature importance ranking to identify a stable and interpretable set of core structural features. This enables the training of machine learning models with strong capabilities in structured modeling and sensitivity to informative features. The analysis of the modeling results indicates that temporal–rhythm features play a significant role in score prediction and that only a small number of key feature values are required to model teachers’ ratings with high precision. The proposed framework not only lays a methodological foundation for standardized and AI-assisted evaluation in performing arts education but also expands the application boundaries of computer vision and machine learning in this field. Full article

Dance encompasses physical, emotional, and social elements, creating a dynamic platform for the exploration of well-being. As a therapeutic approach, dance movement further applies these dimensions to enhance emotional resilience, foster mindfulness, and improve overall mental health. This study examined the relationship between self-compassion and life satisfaction among 912 recreational dancers (80% female and 20% male) in Greece. Participants completed the Self-Compassion Scale and Satisfaction with Life Scale. Confirmatory Factor Analysis validated the five-factor self-compassion model, and regression analysis identified predictors of life satisfaction. Self-kindness emerged as a strong positive predictor (β = 0.258, p < 0.001), while isolation (β = −0.307, p < 0.001) and self-judgment (β = −0.083, p = 0.029) negatively predicted life satisfaction. Common humanity (β = 0.064, p = 0.066) and mindfulness (β = 0.004, p = 0.907) showed no significant predictive effect. The model explained 21.7% of the variance in life satisfaction (R² = 0.217). Small but statistically significant differences in self-compassion dimensions were observed across dance styles. Partner-oriented dancers such as those practicing tango reported slightly higher self-kindness and mindfulness, while ballet dancers showed a small increase in self-judgment and isolation. Life satisfaction remained consistent across styles, highlighting dance’s overall contribution to well-being. These findings suggest that integrating self-compassion training into dance education and psychotherapy, particularly within a Therapeutic-Based Art Pedagogy framework, may contribute to emotional resilience, foster social connection, and promote mental health, positioning dance as a potentially transformative tool for holistic development. Full article

The research on teaching scaffolding for preschool children’s oral language development (OLD) has become an important topic in the academic world. However, there remains a lack of evidence-based research on the integration of scaffolding strategies integrated into creative art contexts to support children’s creative expression and language production. In this study, a qualitative case study was conducted to analyze the non-participatory observation and artwork analysis of five-year-old children’s drawing activities in a kindergarten in China based on socio-cultural and scaffolding theories. Three types of core scaffolding strategies were summarized. The findings reveal that the three strategies work together dynamically within the children’s Zone of Proximal Development (ZPD): (1) the visual prompt strategy enriches the vocabulary diversity of metaphors, adjectives, and ordinal words; (2) dialogic narrative co-construction effectively improves narrative coherence across exposition, rising action, climax, and resolution; and (3) emotional engagement strategies foster a safe expressive environment, promoting the integration of affective vocabulary with intrinsic motivation. Accordingly, a three-dimensional integrated “visual-linguistic-emotional” scaffolding model was constructed, emphasizing the practical guidelines of simultaneous scaffolding and gradual scaffolding withdrawal during the warm-up, creation, and sharing sessions of the drawing activity. This study expands the application of scaffolding theory in unstructured art contexts, and provides a systematic practical framework for the design of cross-contextual language support strategies and teacher training in preschool education. Full article

In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities. Full article

In the image era, architectural drawing gradually evolved from being a part of traditional architectural design to an artistic form with independent aesthetic value. However, a systematic evaluation method for this unique art form is still lacking. This study analyzes the works of four Chinese and Japanese architects, focusing on the functionality and artistry of architectural drawings. Combining iconography, semiotic analysis, and theories from visual culture studies, it explores the visual language and cultural significance embedded in architectural drawings from a new perspective and attempts to establish an evaluation framework. The analysis of visual symbols, cultural codes, and social contexts reveals how architects convey architectural concepts, historical memories, and urban landscapes through their drawings. This study finds that architectural drawings not only convey architectural information but also integrate cultural narratives and artistic expression, serving as an important intersection between architecture and other disciplines. Although interpretations may vary across cultural contexts, the semiotic approach offers a relatively objective evaluation system. This research helps architects, artists, and educators better understand the role of architectural drawing and promotes its application in architectural design, artistic creation, and education. Full article

Buddhist women in traditional China used embroidery—considered the most feminine art form—to produce images of deities, allowing them to visualize their religious aspirations while adhering to the decorum expected in Confucian society. This paper examines three Buddhist embroidery designs: one visualized in Avalokiteśvara (1619) and two from a catalog of embroidery designs titled A Collection of Scattered Red Clouds (mid-seventeenth century). By analyzing their similarity to the images found in popular illustrated publications of the seventeenth century, this study explores how Buddhist iconography circulated across different media. Through a comparative analysis of the embroidered works and woodblock prints featuring Buddhist deities such as Avalokitesvara and Bodhidharma, I demonstrate that seventeenth-century Chinese women embroiderers often utilized contemporary woodblock prints as models for their devotional embroidered works. The publications that supplied the models for the embroiderers vary from one for a pronounced ritual value—Dharani Sutra of White-robed One—to one that is fundamentally non-religious and educational—a painting manual titled Canon of Painting. This variety highlights the breadth of reading materials that reached the inner chambers of Chinese women, enabling them to engage with religious visual culture beyond their domestic confines and express their spiritual devotion through artistic means. Full article

With rapid technological advancements and increasing environmental challenges, educational systems face demands for innovative teaching methods. This study integrates Virtual Reality (VR) technology into vocational high school art curricula, examining its impact on public art creation and environmental literacy. Based on the Creative Problem Solving (CPS) model and scaffolding theory, the course includes units on public art, aesthetic composition, and environmental issues. Participants were second-year students from a vocational high school in Taiwan, with 29 in the VR-assisted experimental group and 35 in the control group using traditional teaching methods. Data were collected via pre- and post-tests, teacher evaluations, and self-assessments. Results showed that VR significantly improved students’ engagement, exploration, and creation, effectively integrating art and environmental knowledge. The experimental group excelled in spatial expression, showing better understanding and interaction with spatial concepts. The CPS model enhanced problem-solving skills, innovation, teamwork, and feedback. This study confirms that combining VR with the CPS model fosters creativity and problem-solving in art education. Full article

Intuitive reasoning is a fundamental aspect of both the creation and interpretation of art. It allows artists to express their deepest emotions and subconscious thoughts, leading to works that can evoke strong reactions in viewers. For those who interpret art, intuition enables a direct and holistic understanding that goes beyond analytical fragmentation, allowing for a more personal and profound engagement with the work of art. Academic research conducted on the works of Polish and Ukrainian students has shown that art in times of unrest reflects deeply hidden emotions. The works of students from Zaporizhzhia collected less than a week before the armed invasion of Ukraine in 2022 indicated national sentiments, fears, and premonitions that were absent from the works of Polish students. The armed conflict with Russia, which has been ongoing since 2014, has strengthened the sense of national identity and patriotism among Ukrainian youth. A comparison of the perspectives of Polish and Ukrainian youth shows differences resulting from direct experience of the conflict and the influence of media, education, and politics on their perception. Full article

Evaluating the learning process requires a platform for students to express feedback and suggestions openly through online reviews. Sentiment analysis is often used to analyze review texts but typically captures only overall sentiment without identifying specific aspects. This study develops an aspect-based sentiment analysis (ABSA) model using IndoBERT, a pre-trained model tailored for the Indonesian language. The research uses 10,000 student reviews from Indonesian universities, processed through data labeling, text preprocessing, and splitting, followed by model training and performance evaluation. The model demonstrated superior performance with an aspect extraction accuracy of 0.973, an F1-score of 0.952, a sentiment classification accuracy of 0.979, and an F1-score of 0.974. Experimental results indicate that the proposed ABSA model surpasses previous state-of-the-art models in analyzing sentiment related to specific aspects of educational evaluation. By leveraging IndoBERT, the model effectively handles linguistic complexities and provides detailed insights into student experiences. These findings highlight the potential of the ABSA model in enhancing learning evaluations by offering precise, aspect-focused feedback, contributing to strategies for improving the quality of higher education. Full article