Search Results (4,070)

Preschool children develop essential mathematical concepts through play, yet little is known about how traditional board games can support this process. This small-scale microgenetic case study investigates how children unfamiliar with the Ethiopian game Gebeta (a mancala-type game) learn to play the game and what mathematical competencies emerge. Video observations were conducted with 5-year-olds in Norway as they engaged in repeated play sessions. Event logs and transcripts were analysed with a focus on children’s developing strategies and difficulties. The results show that children quickly understood the basic rules but faced challenges with directionality (i.e., maintaining the correct direction of play) and differentiating between different types of game moves. Over time, they demonstrated evident progress in following the rules. They began to treat groups of counters as units, moving from one-by-one counting to bundling and unitising. These developments align with Bishop’s fundamental activities locating and counting. We conclude that Gebeta provides a playful context in which children can practice directionality and bundling, both of which are crucial for avoiding common errors in later school mathematics, such as off-by-one counting errors and misunderstandings of the number system. The study suggests that Gebeta can be introduced in early childhood settings without simplifying the rules, providing an engaging resource for early mathematics education. Full article

The aim of this study was to propose the use of metaverse technology as an effective educational method for fall prevention in older adults. A theoretical review was conducted by analyzing publications from PubMed/MEDLINE, EBSCO, SciELO, and Google Scholar using the search terms “metaverse,” “falls,” “older adults,” “virtual reality,” and “exercise.” From 133 identified articles published between 2000 and July 2025, and one seminal pre-2000 study included due to its foundational relevance, 52 were examined in depth. Traditional face-to-face or one-way online education often fails to meet the diverse needs and physical limitations of older adults. Metaverse-based platforms, which employ virtual avatars and immersive environments, may enhance accessibility, motivation, and social connectedness. Potential applications include personalized fall prevention training, virtual community centers, and gamified group exercise environments. Augmented and mixed reality technologies may further improve realism and usability compared with traditional virtual reality. However, challenges remain, including digital literacy gaps, device costs, and infrastructure requirements. Metaverse technology therefore offers a promising platform to bridge the gap between face-to-face and remote interventions. This review is novel in that it systematically synthesizes fragmented evidence on metaverse-based fall prevention, conceptualizes its educational potential for older adults, and provides a foundation for future clinical and policy applications. Full article

The quality of teacher education represents a fundamental pillar for effective educational systems. European and Czech educational policies emphasise alignment with labour market demands and continuous professional development of teachers. This study examines the motivations of and barriers faced by secondary school teachers enrolled in a pedagogical study programme at the Czech University of Life Sciences Prague, contextualised within broader European and national strategic frameworks. Employing a mixed-methods approach, the research combined document analysis of international and national educational policy reports with a longitudinal questionnaire survey of 404 bachelor’s level teacher education students. Chi-square tests and sign residual analyses investigated relationships between labour market position, study motivation, and perceived obstacles. Findings reveal that employer requirements primarily drive educational professionals to pursue further qualifications, whilst other occupational groups cite personal interest as their main motivator. Time constraints emerge as the predominant barrier across all groups, followed by inadequate employer support. No significant association was identified between motivation and perceived barriers. Comparative analysis demonstrates Czech teachers’ lower remuneration satisfaction relative to other countries examined in this research. The study concludes that enhanced employer support and targeted policy measures addressing time constraints are essential for effective teacher professional development. Full article

Background/Objectives: Inclusive disaster management is increasingly recognized as essential for mitigating the heightened vulnerabilities faced by individuals with special needs during crises. This study aimed to examine the knowledge, perceptions, and practices of Search and Rescue Non-Governmental Organization (SAR-NGO) volunteers regarding the inclusion of individuals with special needs in disaster and emergency response scenarios. Methods: This qualitative case study was conducted in Eskişehir, Türkiye, involving 20 accredited SAR-NGO volunteers selected through criterion sampling. Data were collected through semi-structured interviews, document analysis, and reflective diaries by the researcher. The study explored the conceptualizations and operational practices of volunteers concerning inclusivity in disaster settings. Results: Findings indicate that SAR-NGO volunteers primarily associate special needs with visible physical and sensory impairments, demonstrating limited awareness of cognitive and invisible disabilities. Volunteers reported difficulties in identifying individuals with special needs during emergencies and encountered substantial communication barriers due to the lack of alternative communication tools and insufficient training. Despite receiving extensive technical training in search and rescue operations, participants revealed a significant lack of formal education on inclusive practices. Conclusions: Effective inclusive disaster response necessitates not only technical proficiency but also structured training in disability awareness, accessible communication, and inclusive intervention strategies. The study recommends revising volunteer training curricula to integrate participatory models involving individuals with disabilities and expanding inclusive disaster research across various regions. These findings highlight critical gaps in current disaster response systems and underscore the need for systemic reforms to achieve inclusive resilience. Full article

This study explores and models the use of MATLAB technology in multimodal learning interactions to address the challenges of teaching and learning statistics in a multinational postgraduate classroom. The term multimodal refers to the deliberate integration of multiple representational and interaction modes, i.e., visual, textual, symbolic, and interactive computational modelling, within a coherent instructional design. MATLAB is utilised as it is a comprehensive tool for enhancing students’ understanding of statistical skills, practical applications, and data analysis—areas where traditional methods often fall short. International postgraduate students were chosen for this study because their diverse educational backgrounds present unique learning challenges. A qualitative case study design was employed, and data collection methods included classroom observations, interviews, and student work analysis. The collected data were analysed and modelled by conceptualising key elements and themes using thematic analysis, with findings verified through data triangulation and expert review. Emerging themes were structured into models that illustrate multimodal teaching and learning interactions. The novelty of this research lies in its contribution to multimodal teaching and learning strategies for multinational students in statistics education. The findings highlight significant challenges international students face, including language and technical barriers, limited prior content knowledge, time constraints, technical difficulties, and a lack of independent thinking. To address these challenges, MATLAB promotes collaborative learning, increases student engagement and discussion, boosts motivation, and develops essential skills. This study suggests that educators integrate multimodal interactions in their teaching strategies to better support multinational students in statistical learning environments. Full article

Background: Pain is one of the most common complaints among all age groups. Adult patients can express pain more clearly. Unfortunately, pediatric patients cannot perform this. This study aimed to assess the extent of knowledge of healthcare providers regarding acute pediatric pain management. Methods: A cross-sectional study was conducted utilizing the modified Knowledge and Attitude Survey Regarding Pain (KASRP) questionnaire through face-to-face interviews. The modified version included 34 questions (24 true/false questions and 10 MCQs). This study targeted anesthesiologists, pediatricians, and pediatric nurses through interviews. Demographic and educational data were analyzed as factors affecting the results of the KASRP questionnaire. The total score was classified as poor, fair, or good. Results: A total of 137 participants were enrolled in this study. The mean age was 31.8 years, and of the participants, 62.8% were women, 30.0% were anesthesia physicians, 25.5% were pediatric physicians, and 44.5% were pediatric nurses. The participants scored an average of 20.7 out of 34. Performance was categorized as poor, fair, or good, with 22.6%, 64.2% and 13.2% of participants falling into each category, respectively. The mean score of correct responses was higher for anesthesiologists (p = 0.0001). Specialists achieved higher mean scores than residents. Completion of pediatric pain management courses and the use of assessment tools were linked to higher performance. Conclusions: Pediatric nurses achieved lower scores for knowledge of acute pediatric pain management than physicians. Anesthesiologists achieved the highest score, probably because of their training in pain management. All healthcare providers should attend pain management courses. Full article

Engineering education in developing countries faces critical challenges that hinder progress toward achieving the United Nations Sustainable Development Goals (SDGs). In the Democratic Republic of Congo (DRC), students entering engineering programs often exhibit significant apprehension toward foundational sciences, creating barriers to developing the technical competencies required for sustainable development. This paper introduces the AI-Integrated Practical Learning in Engineering (AIPLE) Framework, an innovative pedagogical model that synergizes Problem-Based Learning (PBL), hands-on experimentation, and strategic Artificial Intelligence (AI) integration to transform engineering education for sustainability. The AIPLE framework employs a five-stage cyclical process designed to address student apprehension while fostering sustainable engineering mindsets essential for achieving SDGs 4 (Quality Education), 7 (Affordable and Clean Energy), 9 (Industry, Innovation and Infrastructure), and 11 (Sustainable Cities and Communities). This study, grounded in qualitative surveys of engineering instructors at Université Loyola du Congo (ULC), demonstrates how the framework addresses pedagogical limitations while building technical competency and sustainability consciousness. The research reveals that traditional didactic methods inadequately prepare students for complex sustainability challenges, while the AIPLE framework’s integration of AI-assisted learning, practical problem-solving, and sustainability-focused projects offers a scalable solution for engineering education transformation in resource-constrained environments. Our findings indicate strong instructor support for PBL methodologies and cautious optimism regarding AI integration, with emphasis on addressing infrastructure and ethical considerations. The AIPLE framework contributes to sustainable development by preparing engineers who are technically competent and committed to creating environmentally responsible, socially inclusive, and economically viable solutions for developing countries. Full article

Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductively to surface field-driven themes and deductively through two models: the ten evidence-based training principles synthesized by Hadad et al. and the six capacities of Striepe and Cunningham’s Crises Leadership Framework (CLF). Results show strong consensus on theory–practice integration, university–school partnerships, and collaborative learning, mapping chiefly to the CLF capacities of adaptive roles and stakeholder collaboration. Directors added practice-oriented priorities—authentic field immersion, formative feedback, and inclusive pedagogy—extending the crisis care and contextual influence dimensions. By contrast, policymakers uniquely stressed policy–academic co-decision-making, reinforcing complex decision-making at the system level. Reflective thinking skills and digital pedagogy, though prominent in the literature, were under-represented, signalling implementation gaps. Overall, the integrated model offers a crisis-ready blueprint for curriculum design, partnership governance, and digital capacity-building that can sustain continuity and quality in pre-service teacher education. Full article

The quality of initial and continuous training for primary-school teachers is essential to fostering science education and building strong scientific foundations. This qualitative case study, conducted over two consecutive school years in Portugal, examines the impact of a continuous professional development program aimed at addressing gaps in primary teachers’ experimental science teaching. The program took place in the municipality of Penafiel and was organized by a university research team in collaboration with local schools. The program combined face-to-face sessions, in-school support from expert monitors, and the provision of teaching resources. Data were drawn from Individual Final Reflective Reports written by 108 teachers, all of whom participated through mandatory enrollment in the local training initiative. The sample was therefore exhaustive, covering the entire population targeted by the municipality. The reports were analyzed using qualitative content analysis, following an inductive coding process supported by peer validation. NVivo (version 14) software was used to assist in the categorization and management of textual data. The analysis revealed that teachers highly valued the training, particularly highlighting the relevance of the content, the effectiveness of the methodologies, and the training’s practical utility in overcoming classroom challenges. The program enhanced teachers’ confidence in implementing experimental activities and improved their teaching practices. The study underscores the importance of continuous professional development in strengthening teacher qualifications and science education. Limitations include reliance on self-reported reflections, the focus on a single municipality, and the absence of triangulation with classroom observations. Nevertheless, the program demonstrates that combining active methodologies, contextualized classroom support, and resource provision is a promising model for teacher professional development. The implications are relevant for policymakers, training centers, and teacher educators designing continuous professional development initiatives. Future research should explore scalability, longitudinal effects, and the comparative effectiveness of different continuous professional development mode. Full article

In South Korea, sunlight rights and daylight rights are legally distinguished, yet no standardized methodology exists for their quantitative assessment. Current evaluations of sunlight rights are narrowly defined, relying on the duration of direct solar penetration at the window center during the winter solstice, while excluding reflected and diffuse light. This restrictive approach has led to confusion among both researchers and legal practitioners, as it diverges from daylighting evaluations that account for indoor brightness and energy performance. The recent enactment of regulations to secure solar access in schools has further intensified disputes between educational institutions striving to protect students’ visual comfort and developers seeking to maximize building potential. To address this gap, this study proposes an evaluation framework tailored to the Korean context. A reference classroom model representative of standard Korean schools was developed, and simulations were conducted by introducing obstructing building masses to block direct sunlight. The methodology evaluated key variables, including time of day and solar altitude, and analyzed daylighting performance and lighting-related energy consumption under obstructed conditions. The results show that blocking sunlight through south-facing windows reduces daylighting performance by 89% to 98%, leading to additional reliance on artificial lighting, with energy use increasing between 128 Wh and 768 Wh. These findings underscore the limitations of current legal interpretations based solely on sunlight duration and highlight the necessity of adopting performance-based evaluation methods. Protecting school sunlight rights through such approaches is essential to enhancing classroom visual environments and reducing energy demand. Full article

Background/Objectives: Infant emotional responses during complementary feeding offer key insights into early developmental processes and feeding behaviors. AI-driven facial emotion analysis presents a novel, objective method to quantify these subtle expressions, potentially informing interventions in early childhood nutrition. We aimed to investigate how maternal and infant traits influence infants’ emotional responses during complementary feeding using an automated facial analysis tool. Methods: This multi-center study involved 117 typically developing infants (6–11 months) and their mothers. Standardized feeding sessions were recorded, and OpenFace software quantified six emotions (surprise, sadness, fear, happiness, anger, disgust). Data were normalized and analyzed via Generalized Estimating Equations to identify associations with maternal BMI, education, work status, and infant age, sex, and complementary feeding initiation. Results: Emotional responses did not differ significantly across five food groups. Infants of mothers with BMI > 30 kg/m² showed greater surprise, while those whose mothers were well-educated and not working displayed more happiness. Older infants and those introduced to complementary feeding before six months exhibited higher levels of anger. Parental or infant food selectivity did not significantly affect responses. Conclusions: The findings indicate that maternal and infant demographic factors exert a more pronounced influence on infant emotional responses during complementary feeding than the type of food provided. These results highlight the importance of integrating broader psychosocial variables into early feeding practices and underscore the potential utility of AI-driven facial emotion analysis in advancing research on infant development. Full article

Aim: As the global population ages, the number of bilingual individuals living with dementia is increasing, yet their communication needs remain underrepresented in both clinical practice and research. This evidence review examines the intersection of language regression, communication challenges, and cultural–linguistic identity in bilingual dementia, with a particular focus on the role of speech–language pathologists (SLPs). Methods: Twelve peer-reviewed studies were critically reviewed and thematically analysed across four domains: (1) language regression and retention in bilingual dementia, (2) communication challenges in bilingual dementia care, (3) the marginal role of speech–language pathology, and (4) cultural–linguistic identity and health equity. The included studies span clinical case reports, experimental research, qualitative caregiver studies, and systematic reviews, with bilingual populations across Asia, Europe, North America, and the Middle East. Results: Findings reveal that language deterioration in bilingual dementia is dynamic and highly individualised, often influenced by language history, emotional context, and usage patterns. Caregivers and clinicians face persistent communication breakdowns, particularly in linguistically mismatched settings. Despite their specialised expertise in communication, SLPs remain largely peripheral in dementia care, constrained by systemic, educational, and methodological barriers. Moreover, linguistic and cultural identity play a critical role in how dementia is experienced and managed, yet are rarely integrated into care frameworks. Conclusions: This review highlights a significant knowledge–practice gap in bilingual dementia care and underscores the need to embed culturally and linguistically responsive communication practices, especially through speech–language therapy, at the centre of bilingual dementia care and support. It outlines key research and practice directions to advance equity, accuracy, and relational care in this growing population. Full article

Background/Objectives: End-of-life (EoL) experiences are critically important for everyone involved, giving rise to a set of needs that extend far beyond bio-physiological aspects, to encompass the spiritual dimension as the core of human beings. Understanding the processes of spiritual awakening (SA) assists palliative care professionals in enhancing the quality of care provided to individuals with life-threatening illnesses, as well as to their families. SA is a fundamental occurrence linked to the fulfilment of our spiritual needs when facing an existential crisis, such as the proximity of death. However, its conceptual boundaries need to be clarified to provide qualified and humanized palliative care. Therefore, this study aims to identify the key attributes, antecedents, consequents, and empirical referents of SA at EoL, as well as to clarify the concept’s existing ambiguities. Methods: Walker and Avant’s eight-step concept analysis was used. A literature search was conducted in May 2025 across three databases (PubMed, CINAHL and Scopus). Results: Following the review, 21 articles were included for analysis. The concept analysis revealed four main attribute domains: (1) sensory–perceptual domain; (2) affective/cognitive domain; (3) relational domain; and (4) transcendental domain. Moreover, spiritual consciousness and the existential matrix were antecedents to this concept; revaluation of beliefs, finding spiritual serenity and inner freedom, fostering spiritual growth, and the desire to leave a legacy were its consequences. Conclusions: The concept of SA at the EoL reveals itself to be a complex and multifactorial phenomenon, with a profound impact on a person’s confrontation with finitude. Recognizing and integrating SA into palliative care allows for a more comprehensive understanding of human consciousness. To deal with SA experiences in healthcare settings, a multifaceted approach is needed. This encompasses acknowledging spirituality as a determinant of health, including spiritual care in standard practice, and offering education and training on spiritual care competence for healthcare practitioners. Further transdisciplinary research should be undertaken to explore SA phenomenological variations, guide clinical interventions, and evaluate SA impacts on spiritual well-being and spiritual growth. Full article

The recent shift from in-person to digital pharmacy services is transforming how patients interact with their pharmacists but has the potential to disadvantage older adults (aged ≥ 65) who often face barriers when using technology. This study aimed to assess digital inequalities affecting medication access among older adults. A Spanish-language questionnaire was developed and psychometrically validated, revealing a two-factor latent structure comprising: (1) Technology Use, and (2) Medication Access. Item discrimination analysis confirmed that all significantly differentiated between those that used technology to facilitate their medication access and those that did not (p < 0.001). Participants with higher education reported greater income levels (p < 0.001), and income was in turn related to both internet access and digital skills. Age played a key role in perceptions of technology. Participants who considered technology helpful were younger ($\overline{x}$ = 72.9) than those who did not ($\overline{x}$ = 76.6; p = 0.001). There was no significant relationship between perceived technological usefulness and reporting not being able to acquire medications because of technological barriers (p = 0.788). This newly created and validated questionnaire identified gaps related to digital pharmacy services and may be a useful tool in future clinical, community, and investigative contexts. Full article

This short communication examines the intersection of academic freedom concerns and doctoral student experiences at Hispanic-Serving Institutions (HSIs) during a period of increasing legislative restrictions on diversity, equity, and inclusion (DEI) initiatives. Drawing from faculty observations during doctoral residency weeks at one HSI educational leadership program, this piece explores how doctoral students navigate dissertation topic selection in an environment where diversity-related research may be perceived as entering legal or political “gray areas.” The communication contextualizes these observations within the broader landscape of academic freedom challenges facing higher education, particularly at institutions serving predominantly minoritized populations. Recent data reveals that 91% of faculty across the United States believe academic freedom is under threat, with particularly acute challenges facing institutions designated as Hispanic-Serving Institutions. These observations reveal a fundamental disconnect between educational practitioners pursuing doctoral degrees and policymakers, where research-based inclusive practices designed to benefit all students are misperceived as politically controversial. These observations suggest that doctoral students at HSIs face unique pressures as they balance their commitment to addressing educational equity issues with concerns about professional and academic risks in an increasingly restrictive policy environment. Full article