Search Results (170)

In today’s fast-changing world, the higher education system must evolve to enhance the quality of learning and teaching. Fulfilling the role of a university is a major challenge. Universities must implement strategies that place the student at the center of their concerns; so, these strategies must be designed for and by the student. However, the high university dropout rate is one of the current problems faced by many universities. This suggests that there are some issues that hinder the learning process. Several studies have highlighted the advantage of artificial intelligence (AI) technologies in providing explorative and predictive analyses that explain why students are dropping out, with the aim of improving the quality of teaching and providing an integrated learning environment. This paper proposes a framework that predicts student dropout rates using machine learning techniques, based on data collected from various sources. Data collection was carried out between 2022 and 2024. We used a quantitative analysis method employed through a questionnaire distributed to 120 students (aged 18–26) from open access faculties of a Moroccan public university to identify the factors leading to an increase in university dropout rates. We discuss the impact of selected variables, and the findings show that several factors are related to university dropout rates, such as social background, psychological and health problems, insufficient motivation of professors, limited perspective on educational programs, changes in language and teaching methodologies, absenteeism, student attitude, and a lack of interaction between professors and students. Full article

This study investigates the complex relationship between levels of religiosity and attitudes toward secularization among individuals receiving higher religious education in Türkiye. Secularization is defined as the diminishing influence of religion in public life and the rise of critical attitudes toward religious norms, a process that accelerated particularly during the modernization period following the establishment of the Republic. The primary aim of the research is to analyze whether there is a significant relationship between secular attitudes and the perceived influence of Islam among theology faculty students. The study employs a quantitative, descriptive survey design and includes a sample of 380 undergraduate, graduate, and doctoral students from the faculties of theology at Kocaeli, Sakarya, Marmara, and Istanbul universities. Data were collected using the “Perceived Influence of Religion Scale” and the “Secular Attitude Scale,” both of which demonstrated acceptable reliability (Cronbach’s Alpha = 0.70). Demographic variables such as age, gender, marital status, parental education level, type of education (formal or distance), and economic status were also incorporated into the analysis. The findings revealed statistically significant differences based on marital status, parental education level, type of education program, and previous educational background. For instance, single students reported perceiving a higher influence of religion compared to their married counterparts, while students with fathers who held university degrees perceived a lower influence of religion. These results offer valuable insights into how modern social transformations influence religious attitudes and practices. Full article

Background: The misuse of antibiotics in dental practice significantly contributes to the escalation of antimicrobial resistance. This study aimed to assess the knowledge and attitudes of final-year dental students regarding perioperative antibiotic prophylaxis in oral surgery and to identify potential curricular improvements based on the findings. Methods: A questionnaire was administered to 117 final-year students at Gazi University Faculty of Dentistry in December 2024. The survey presented clinical scenarios related to common oral surgical procedures, evaluating participants’ antibiotic prescribing behaviors. Statistical analyses were performed using descriptive statistics and a One-Sample Chi-Square Test. Results: Students demonstrated a general tendency toward rational antibiotic use in routine clinical scenarios, with statistically significant response patterns favoring the avoidance of unnecessary prescriptions (p < 0.05). However, in complex or borderline cases such as impacted third molar extraction and dental implant placement, response variability was observed. Post hoc analyses revealed no statistically significant differences between closely distributed options, indicating inconsistencies in decision-making in more challenging scenarios. Conclusions: While final-year dental students exhibited a satisfactory level of knowledge regarding appropriate antibiotic use in standard surgical procedures, the variability observed in complex cases underscores the necessity for enhanced educational interventions. Incorporating updated, evidence-based antimicrobial stewardship principles and promoting clinical decision-making through case-based learning are essential to prepare future dental practitioners for responsible antibiotic prescribing, contributing to global efforts to mitigate antimicrobial resistance. Full article

Major Depressive Disorder (MDD) is a chronic mental disorder characterized by anhedonia, loss of desire, guilt, suicidal thoughts, and appetite changes. It is reported that individuals with MDD resort to binge eating to escape from negative feelings. In this study, we aimed to determine the relationship between binge eating behavior and the concept of psychological pain associated with emotions such as shame, guilt, and anger in individuals with MDD. We conducted the study in the Psychiatry Outpatient Clinics of Balcalı Hospital, Çukurova University Faculty of Medicine. The sample consisted of 147 individuals with MDD without psychotic symptoms and 128 healthy controls with sociodemographic characteristics similar to the MDD group. We administered a sociodemographic data form, the Hamilton Depression Rating Scale (HDRS), Psychache Scale (PS), Tolerance for Mental Pain Scale-10 (TMPS-10), Barratt Impulsiveness Scale (BIS-11), and Eating Disorder Examination Questionnaire (EDE-Q-13). Eighty-two (55.7%) of the patients with MDD were diagnosed with binge eating disorder (BED). In the group of MDD patients with BED comorbidity, the EDE-Q-13 total, binging subscale, and HDRS scores were significantly higher than those of the other groups (p < 0.05 for each group), with large to very large effect sizes (e.g., EDE-Q-13 binging d = 1.04; HDRS d = 1.91; PS d = 1.22). There was no significant difference between the MDD groups (with and without BED) regarding the BIS and BIS subscales’ subscores, PS, and TMPS scores. For participants with MDD, there was a significant same-directional correlation between EDE-Q-13 binging, HDRS, BIS, and PS scores (p < 0.05 for each), with moderate to strong effect sizes (EDE-Q-13 binging and HDRS: r = 0.398, p < 0.001; binging and PS: r = 0.273, p < 0.001; binging and BIS: r = 0.233, p = 0.005; binging and TMPS-10: r = –0.257, p = 0.002). Additionally, a negative correlation was observed between TMPS and the scores for EDE-Q-13 binging, HDRS, BIS, and PS. A linear regression analysis indicated that depression severity and BMI were the strongest predictors of binge eating behavior (R² = 0.243; f² = 0.32). Based on our results, we concluded that the presence of binge eating behavior in patients with MDD is associated with more severe depressive symptoms, psychological pain, impulsivity, and lower tolerance to psychological pain. The finding that binge eating behavior was most strongly associated with depression severity and body mass index (BMI) supports the notion that binge eating behavior is a maladaptive attitude. Longitudinal studies comparing individuals with different BMIs in different clinical samples are needed to confirm our results. Full article

Citizen science (CS) has the potential to be a crucial tool to effectively address positive contributions in the global context of the challenges of change in our societies and environment. Recent research highlights the growth of CS in formal education, but little is known about scientists’ perceptions. This study investigated the perception of 170 faculty members from 32 Brazilian federal universities regarding public engagement across different stages of CS. We conducted a cross-sectional, descriptive study using a semi-structured questionnaire distributed via Google Forms and composed of 40 open and closed questions covering the sociodemographic, professional, and conceptual aspects of CS. The data were analyzed using descriptive statistics in Microsoft Excel^®, Likert-scale responses were processed in R (version 4.1.4), and qualitative perceptions were synthesized through a word cloud analysis. The results show that most participants were women, with significant representation from the humanities. CS is widely perceived by scientists as positive and educational, despite concerns about methodological and practical limitations. Future perspectives emphasize the importance of the adoption of standardized protocols and fostering collaborative projects, particularly involving quilombola and Indigenous communities. The recognition of volunteer contributions—through acknowledgements, nominal mentions, and co-authorship—is valued, as are training programs and data validation by professional scientists, which are strongly recommended. Although many faculty members believed that CS democratizes access to science, active participation among this group remains limited. This study concludes that although faculty shows a favorable attitude toward CS, practical challenges hinder broader participation. Future efforts should focus on fostering faculty engagement, implementing robust training and validation procedures, and developing inclusive, community-based research models. Full article

Background/Objectives: The integration of digital technologies into dental education is becoming increasingly important, particularly in prosthodontics, where digital design tools offer enhanced precision and efficiency. This study aimed to evaluate second-year dental students’ perceptions regarding conventional versus digital design in prosthodontics, assessing their theoretical knowledge, practical skills, and attitudes toward these approaches. Methods: A total of 141 dental students enrolled in Faculty of Dentistry from “Carol Davila” University of Medicine and Pharmacy, Bucharest, Romania, participated in an online survey consisting of 19 questions evaluating their understanding, preferences, attitudes, and expectations regarding digital and conventional prosthodontic workflows. Additionally, students’ practical exam grades and task completion times for both conventional and digital design methods were evaluated. Results: Participating students reported sufficient understanding of theoretical concepts in both conventional (92.9%) and digital design (91.5%). A significant proportion (78.7%) felt confident in their practical skills for conventional design, while 78% expressed the same for digital design. Statistically significant correlations indicated that students who believed digital design could replace conventional methods associated digital design with greater accuracy (p = 0.020), predictability (p = 0.048), and sustainability (p = 0.032). Students who believed they had acquired enough skills in digital design responded more frequently that the time allocation for digital design by the university was sufficient (p < 0.001). Moreover, students scored significantly higher in digital design practical exams compared to conventional design (p < 0.001). Task completion times were also shorter for digital workflows, further supporting their efficiency. Conclusions: The findings suggest that students are highly receptive to digital technologies in prosthodontics, favoring digital workflows over conventional techniques. These results highlight the need for continued integration of digital tools into dental curricula to enhance students’ competency and prepare them for modern clinical practice. Full article

Background: The Hall Technique (HT) in pediatric dentistry is a minimally invasive method for treating carious primary molars by sealing cavities with preformed stainless-steel crowns, eliminating the need for local anesthesia, caries removal or tooth preparation. Objectives: To assess the knowledge, attitude, and teaching of HT among pediatric dentistry faculty in Riyadh, Saudi Arabia. Methods: A cross-sectional descriptive study involved 36 pediatric dentistry faculty members from six dental colleges in Riyadh. Data were collected using a validated questionnaire covering demographics and professional information, HT knowledge, attitude, and teaching strategies. Results: Thirty-one pediatric dentistry faculty responded to the questionnaire, and 67.74% of participants use HT clinically, primarily for asymptomatic carious primary molars. Most participants learned about HT during postgraduate residency (61.29%), while only 6.45% were introduced to it in undergraduate training. Teaching practices varied, with 51.61% teaching HT to undergraduate and/or postgraduate students, and 16.13% omitting it from their curriculum. Key barriers to HT adoption included limited undergraduate exposure, misconceptions, and a lack of standardized guidelines. Fisher’s Exact Test showed that gender, academic position, and years of experience were significantly associated with HT use. Only years of experience were significantly associated with recommending HT use by undergraduate students. No factors were significantly associated with teaching HT. Conclusions: While awareness of HT is high among pediatric dentistry faculty, inconsistent teaching and limited clinical use hinder its full integration. Addressing these barriers through curriculum updates and professional development could enhance the acceptance and quality of HT use in pediatric dentistry in Saudi Arabia. Full article

The development of students’ skills, abilities, competences and knowledge is the basis for sustainable socio-economic development. Today we live in a world that is in continuous change, both economically and socially, which also determines a change in the requirements on the labor market and therefore graduates and higher education institutions must continuously adapt to these changes. Thus, higher education institutions must adapt their teaching strategies and educational offer, while students must develop new skills and competences. The main purpose of this article is to analyze the extent to which the information, skills, attitudes and competences acquired by graduates of physical education and sports faculties during their years of study influence their standard of living, job satisfaction and confidence. To achieve this objective, we asked the following research questions: 1. To what extent do the information, skills, abilities and competences acquired by students during their years of study influence their income level, standard of living, job satisfaction and level of confidence in the workplace? 2. What is the self-perception of students regarding the information, skills, abilities and knowledge that students possess? 3. What is the perception of employers regarding the information, skills, abilities and knowledge that students possess? 4. To what extent are there differences between students’ self-perception and employers’ perception regarding the information, skills, abilities and knowledge that students possess? Thus, data were collected through two questionnaires, one distributed among 333 graduates from physical education and sports faculties in Romania and one to 11 employers working in the sports industry in Romania. The data obtained from the students were analyzed using SPSS 24, and it was found that there is a small correlation between the information, skills, competences and knowledge acquired during the years of study and the standard of living, job satisfaction and the confidence in one’s own ability to successfully perform tasks at work. Among the skills, abilities and aptitudes that students consider themselves to excel in are a passion for sports, the continuous desire for improvement, conscientiousness, teamwork, openness to new things and respect for hierarchies and regulations. At the opposite end, graduates consider that they need to improve their public speaking skills, management skills, their ability to communicate in a foreign language, their ability to sell themselves and their ability to manage a project. Full article

Introduction: Sexual and reproductive health is a critical aspect of medical education, yet significant knowledge gaps persist even among future healthcare professionals. This study aimed to evaluate the knowledge, behaviors, and attitudes of Romanian medical students regarding sexually transmitted infections (STIs) and contraceptive practices. Materials and Methods: A cross-sectional observational study was conducted on 510 undergraduate medical students, using a validated 30-item online questionnaire assessing socio-demographic data, sexual behaviors, STI knowledge, and attitudes towards sexual health. Descriptive statistics, chi-square, and Spearman correlation tests were used to analyze the data. Results: Participants demonstrated a good understanding of common STI pathogens and transmission routes, with 99.02% identifying unprotected vaginal intercourse as a risk factor. However, only 58.82% correctly identified Chlamydia trachomatis, and awareness of less common pathogens remained low. Long-term complications such as infertility (85.29%) and cervical cancer (87.25%) were well recognized, although misconceptions about STI severity persisted, with over 40% believing that STIs are not dangerous because they are treatable. Male students reported earlier sexual debut and more frequent high-risk behaviors, while females were more likely to consult specialist doctors and receive HPV vaccination. The level of knowledge correlated positively with parental education and faculty program. Conclusions: Despite generally high awareness of STI-related topics, considerable gaps and misconceptions persist among Romanian medical students. These findings highlight the need for comprehensive, structured sexual health education integrated into medical curricula to ensure future healthcare providers are well-equipped to promote public health. Full article

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

Background and Objectives: The rapid advancement of Artificial Intelligence (AI) has driven the expansion of telemedicine solutions worldwide, enabling remote diagnosis, patient monitoring, and treatment support. This study aimed to explore medical students’ perceptions of AI in telemedicine, focusing on how these future physicians view AI’s potential, benefits, and challenges. Methods: A cross-sectional survey was conducted among 161 Romanian medical students spanning Years 1 through 6. Participants completed a 15-item questionnaire covering demographic factors, prior exposure to AI, attitudes toward telemedicine, perceived benefits, and concerns related to ethical and data privacy issues. A questionnaire on digital health acceptance was conceived and integrated into the survey instrument. Results: Out of 161 respondents, 70 (43.5%) reported prior telemedicine use, and 66 (41.0%) indicated high familiarity (Likert scores ≥ 4) with AI-based tools. Fifth- and sixth-year students showed significantly greater acceptance of AI-driven telemedicine compared to first- and second-year students (p = 0.014). A moderate positive correlation (r = 0.44, p < 0.001) emerged between AI familiarity and telemedicine confidence, while higher data privacy concerns negatively affected acceptance (β = −0.20, p = 0.038). Gender differences were noted but did not reach consistent statistical significance in multivariate models. Conclusions: Overall, Romanian medical students view AI-enhanced telemedicine favorably, particularly those in advanced academic years. Familiarity with AI technologies is a key driver of acceptance, though privacy and ethical considerations remain barriers. These findings underline the need for targeted curricular interventions to bolster AI literacy and address concerns regarding data security and clinical responsibility. By proactively integrating AI-related competencies, medical faculties can better prepare students for a healthcare landscape increasingly shaped by telemedicine. Full article

In recent years, the academic research landscape in La Libertad, Peru, has been characterized by a limited and uneven scientific output among institutions and faculty members. Factors such as an excessive workload, insufficient resources, and inadequate training in research methodologies have hindered the development of a robust research culture. Understanding the attitudes of faculty members toward research is crucial for enhancing scientific production within the university setting. The aims of this study were (1) to comparatively analyze faculty’s attitudes toward research in La Libertad, considering their sociodemographic characteristics, and (2) to examine these attitudes across five key dimensions: personal perception, capabilities and training, evaluation, challenges, and collaboration and methodology in research. A sample of 110 university teachers from Chepén, Piura, Trujillo, and Chiclayo participated in a structured questionnaire survey. Descriptive statistics were calculated, and comparative analyses were conducted via the Mann–Whitney U test and the Kruskal–Wallis test. The results revealed significant differences in attitudes toward research on the basis of gender, age, and teaching experience across various dimensions. Personal perceptions of research varied significantly across all three sociodemographic factors. Research skills and training showed disparities by gender and teaching experience but not by age. The valuation of research differed by gender and teaching experience but not by age. The challenges in research varied by age but not by gender or experience. Collaboration and methodology differed by gender and teaching experience but not by age. This study contributes to our understanding of the research attitudes in higher education by highlighting the complex interplay of sociodemographic factors. These findings have implications for developing personalized professional development strategies and targeted interventions to enhance research skills, improve the valuation of research, and address age-specific challenges in the research process. Full article

Emergency remote teaching was first introduced in the educational system of the Republic of Serbia during the COVID-19 pandemic, not as a planned change but as an imposed solution aimed at suppressing this infectious disease. This raises the question of the sustainability of remote teaching after the pandemic and the effects and experiences with emergency form of this method of teaching in the form it was used during the pandemic. Therefore, this paper is aimed at examining whether and in what manner technical factors such as digital competence, device equipment, Internet connection, and Zoom fatigue could contribute to students’ attitudes and satisfaction with this form of teaching, as well as how all these factors might contribute to the perception of satisfaction, efficiency, and sustainability of RT among the students of the teacher education faculties. The research involved 138 female university students from the faculties of education in Serbia. The results point to the unpreparedness of the educational system for the quick transition to emergency remote teaching and to inadequate logistic support for the implementation of this form of learning: from insufficient computer literacy, problems with the good-quality Internet in the territory of the whole country, having no adequate devices for following classes (most frequently mobile phones), students’ dissatisfaction with the effectiveness, to the phenomenon of Zoom fatigue as a consequence. The main finding is that students perceive remote teaching as a “necessary evil”, something that should be applied only when it is absolutely impossible to have the usual form of classes, only in emergency situations. This is also corroborated by the fact that after the pandemic, the school system returned to classes under traditional conditions. This leads to a conclusion about the unsustainability of the remote teaching model in Serbia, at least in the form that was applied, most probably because it was university students’ first and only experience in relation to it gained with emergency remote teaching, in the conditions of the COVID-19 crisis with its health, psychosocial, and economic pressures and with emergency form of this method of teaching. Full article

Background: In pharmacy education in Japan, efforts continue to develop a model for ethics education that fosters high ethical standards and the problem-solving skills essential for medical professionals. This study qualitatively analyzed the attitudes of ethics educators—those who teach ethics classes—to establish a model of ethics education for pharmacy colleges in Japan. Methods: This study analyzed open-ended responses from 32 universities to the question, “What do you think about ethics education provided by faculties of pharmaceutical sciences?” Result: The qualitative analysis revealed that ethics educators at pharmacy colleges in Japan believe in the potential of ethics education to nurture problem-solving skills and logical thinking. However, the educator’s question whether or not the students would be able to apply ethics content in clinical settings as medical professionals. Another issue is that faculties of pharmaceutical sciences lack the staff and expertise to teach ethics. In other words, the educators lack the wherewithal to break the logjam in ethics education through their efforts; hence, they are desperate for an ethics education model. Conclusions: Based on our findings, further research is needed to design strategies that can enhance the quality of pharmacy education in Japan. Full article

Organic Chemistry has typically been identified as a difficult course for many undergraduate students and has a notoriously high failure rate. The part of the subject dealing with reaction mechanisms is considered the most challenging area, and several papers have been published on how to facilitate students’ understanding of mechanisms. During Fall 2022 and Spring 2023, we surveyed 127 students, and interviewed 3 students and 5 faculty members about their opinions towards teaching and learning Organic Chemistry, especially reaction mechanisms. The students’ attitudes were surveyed through the Attitude towards the Subject of Chemistry Inventory (ASCIv2), and its relationship with grades was also investigated. The results show that most students have negative attitudes towards Organic Chemistry; however, those with more positive attitudes performed better in the course. Students mostly viewed Organic Chemistry as a course required for their major/degree or professional exams without knowing the actual applications of the subject in their respective fields. Professors were able to relate organic chemistry to other fields besides chemistry (Health Science) but found it difficult to give examples of where else reaction mechanisms would be used outside of Organic Chemistry. A suggestion for a change of Organic Chemistry course is discussed in the conclusion of this study. Full article