Search Results (462)

This research proposes an integrated lighting and solar shading strategy to improve energy efficiency and user comfort in a retrofit project in a temperate-humid climate. The study examines a future library addition to an existing faculty building in Bursa, featuring highly glazed façades (77% southwest, 81% northeast window-to-wall ratio), an open-plan layout, and situated within an unobstructed low-rise campus environment. Trade-offs between daylight availability, heating, cooling, lighting energy use, and visual and thermal comfort are evaluated through integrated lighting (DIALux Evo), climate-based daylight (CBDM), and energy simulations (DesignBuilder, EnergyPlus, Radiance). Fifteen solar shading configurations—including brise soleil, overhangs, side fins, egg crates, and louvres—are evaluated alongside a daylight-responsive LED lighting system that meets BS EN 12464-1:2021. Compared to the reference case’s unshaded glazing, optimal design significantly improves building performance: a brise soleil with 0.4 m slats at 30° reduces annual primary energy use by 28.3% and operational carbon emissions by 29.1% and maintains thermal comfort per ASHRAE 55:2023 Category II (±0.7 PMV; PPD < 15%). Daylight performance achieves 91.5% UDI and 2.1% aSE, with integrated photovoltaics offsetting 129.7 kWh/m² of grid energy. This integrated strategy elevates the building’s energy class under national benchmarks while addressing glare and overheating in the original design. Full article

Objective: To explore the relationship between type of grocery store used (chain vs. independent), transportation access, food insecurity, and fruit and vegetable intake in Detroit, Michigan, USA, during the COVID-19 pandemic. Design: A cross-sectional online survey was conducted from December 2021 to May 2022. Setting: Detroit, Michigan. Participants: 656 Detroit residents aged 18 and older. Results: Bivariate analyses showed that chain grocery store shoppers reported significantly greater fruit and vegetable intake (2.42 vs. 2.14 times/day for independent grocery store shoppers, p < 0.001) and lower rates of food insecurity compared to independent store shoppers (45.9% vs. 65.3% for independent grocery store shoppers, p < 0.001). Fewer independent store shoppers used their own vehicle (52.9% vs. 76.2% for chain store shoppers, p < 0.001). After adjusting for socioeconomic and demographic variables transportation access was strongly associated with increased odds of shopping at chain stores (OR = 1.89, 95% CI [1.21,2.95], p = 0.005) but food insecurity was no longer associated with grocery store type. Shopping at chain grocery stores was associated with higher fruit and vegetable intake after adjusting for covariates (1.18 times more per day, p = 0.042). Qualitative responses highlighted systemic barriers, including poor food quality, high costs, and limited transportation options, exacerbating food access inequities. Conclusions: These disparities underscore the need for targeted interventions to improve transportation options and support food security in vulnerable populations, particularly in urban areas like Detroit. Addressing these structural challenges is essential for reducing food insecurity and promoting equitable access to nutritious foods. Full article

The modern Chinese architectural heritage combines sturdy Western materials with delicate Chinese styling, mainly adopting brick-timber structural systems that are highly vulnerable to fire damage. The study assesses the fire spread characteristics of the First Faculty House, a 20th-century architectural heritage located at a university in China. The assessment is carried out by analyzing building materials, structural configuration, and fire load. By using FDS (Fire Dynamics Simulator (PyroSim version 2022)) and SketchUp software (version 2023) for architectural reconstruction and fire spread simulation, explores preventive measures to reduce fire risks. The result show that the total fire load of the building amounts to 1,976,246 MJ. After ignition, flashover occurs at 700 s, accompanied by a sharp increase in the heat release rate (HRR). The peak ceiling temperature reaches 750 °C. The roof trusses have critical structural weaknesses when approaching flashover conditions, indicating a high potential for collapse. Three targeted fire protection strategies are proposed in line with the heritage conservation principle of minimal visual and functional intervention: fire sprinkler systems, fire retardant coating, and fire barrier. Simulations of different strategies demonstrate their effectiveness in mitigating fire spread in elongated architectural heritages with enclosed ceiling-level ignition points. The efficacy hierarchy follows: fire sprinkler system > fire retardant coating > fire barrier. Additionally, because of chimney effect, for fire sources located above the ceiling and other hidden locations need to be warned in a timely manner to prevent the thermal plume from invading other sides of the ceiling through the access hole. This research can serve as a reference framework for other Modern Chinese Architectural Heritage to develop appropriate fire mitigation strategies and to provide a methodology for sustainable development of the Chinese architectural heritage. Full article

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change. Full article

This article presents an empirical evaluation of the technical and economic performance of a building-integrated photovoltaic (PV) system implemented at the Faculty of Architecture and Urbanism of the University of Cuenca, Ecuador. This study explores both stages of deployment, beginning with a 7.7 kWp pilot system and later scaling to a full 75.6 kWp configuration. This hourly monitoring of power exchanges with utility was conducted over several months using high-resolution instrumentation and cloud-based analytics platforms. A detailed comparison between projected energy output, recorded production, and real energy consumption was carried out, revealing how seasonal variability, cloud cover, and academic schedules influence system behavior. The findings also include a comparison between billed and actual electricity prices, as well as an analysis of the system’s payback period under different cost scenarios, including state-subsidized and real-cost frameworks. The results confirm that energy exports are frequent during weekends and that daily generation often exceeds on-site demand on non-working days. Although the university benefits from low electricity tariffs, the system demonstrates financial feasibility when broader public cost structures are considered. This study highlights operational outcomes under real-use conditions and provides insights for scaling distributed generation in institutional settings, with particular relevance for Andean urban contexts with similar solar profiles and tariff structures. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

Authentic learning opportunities that simulate full-scale design and construction using real materials provide valuable experiential learning environments for construction and civil engineering students by challenging students to apply building concepts in practical settings. These activities challenge students to apply theoretical concepts in a realistic, hands-on context. However, the excessive cost of real building materials required for this mode of education limits access to the vast majority of students. As a result, educational researchers have explored potential alternatives to provide cost-effective experiential learning through activities using mock-up materials (e.g., plastic straws and popsicle sticks) and a simulation of experiences using immersive technologies (e.g., virtual reality or augmented reality). While some of these alternatives approximate the environment and others provide physical interaction with mock-up materials, the lack of authenticity in the building materials used introduces some apparent differences between the “authentic” learning environments and their cost-effective approximations. Therefore, this research aims to identify the learning processes reported by students and faculty who participated in authentic learning experiences to understand the ways in which this mode of education offers unique value to construction education. Their interview responses illustrated characteristics of authentic learning experiences that were believed to be critical to the learning process, some of which included working in groups; interdisciplinary participants; and the use of real construction materials. Although some of these characteristics are intrinsically linked to the use of real materials, others do not explicitly refer to interaction with real materials. This may point to specific aspects of authentic learning that educational researchers can replicate or enhance to provide cost-effective learning environments, such as virtual or augmented reality. The contribution of this paper is in identifying the characteristics of authentic learning experiences that may guide educational investment and research innovations that aim to replicate some of these learning experiences through more accessible learning environments. Full article

This paper explores the potential and implications arising from the convergence of virtual reality, the metaverse, and digital twins in translating a real-world commemorative event into a virtual environment. It emphasizes how such integration influences digital transformation processes, particularly in reshaping models of social interaction. Virtual reality is conceptualized as an immersive technology, enabling advanced multisensory experiences within persistent virtual spaces, such as the metaverse. Furthermore, this study delves into the concept of digital twins—high-fidelity virtual representations of physical systems, processes, and objects—highlighting their application in simulation, analysis, forecasting, prevention, and operational enhancement. In the context of virtual events, the convergence of these technologies is examined as a means to create interactive, adaptable, and scalable environments capable of accommodating diverse social groups and facilitating global accessibility. As a practical application, a digital twin of the Ferrándiz and Carbonell buildings—the most iconic architectural ensemble on the Alcoi campus—was developed to host a virtual event commemorating the 50th anniversary of the integration of the Alcoi School of Industrial Technical Engineering into the Universitat Politècnica de València in 1972. The virtual environment was subsequently evaluated by a sample of users, including students and faculty, to assess usability and functionality, and to identify areas for improvement. The digital twin achieved a score of 88.39 out of 100 on the System Usability Scale (SUS). The findings underscore the key opportunities and challenges associated with the adoption of these emerging technologies, particularly regarding their adaptability in reconfiguring digital environments for work, social interaction, and education. Using this case study as a foundation, this paper offers insights into the strategic role of the metaverse in extending environmental perception and its transformative potential for the future digital ecosystem through the implementation of digital twins. Full article

To provide a more holistic understanding of how digital tools shape the educational environment, this paper includes a comprehensive analysis that explores several dimensions of technology use in higher education: use of artificial intelligence in education, online collaboration, use of an E-Board for learning, and excessive use of technology. With the aim of measuring students’ use of digital technology to support their studies, this research meets the goals of developing the measurement process, building a multi-criteria model, and applying it to a real-life example of determining the degree of students’ use of digital technology in relation to the demonstrated quality of academic performance. The analysis is based on a survey conducted among students at the University of Maribor’s Faculty of Economics and Business. Using factor analysis and multi-criteria evaluation, the findings reveal that students who demonstrate very-high-quality achievements also report the highest level of technology use to support their studies. They are followed by students with outstanding achievements, who excel in using an E-Board for learning and in demonstrating responsibility regarding excessive technology use. Students who achieve acceptable-quality results with certain defects stand out in online collaboration and the use of AI in the study process. The lowest level of technology use was reported by students demonstrating moderate-quality achievements. Theoretically, this research contributes to a better understanding of the multidimensional use of digital technology in higher education, while, practically, it provides useful guidelines for optimizing digital learning tools and enhancing the overall quality of the academic process. Full article

Background: Occupational therapists can address worldwide mental health (MH) needs and workforce shortages. Ways to advance occupational therapy education to build occupational therapist workforce capacity in MH require further investigation. Objective: This study aimed to identify perceived barriers to and facilitators for advancing MH occupational therapy education, as rated by occupational therapy educators from across the world, stratified into groups of high-income countries (HICs) and low- and middle-income countries (LMICs). Method: Global survey, Likert-type, created and distributed by the World Federation of Occupational Therapists. Data were subject to a secondary weighted and subgroup analysis. Results: A total of 155 responses were obtained from occupational therapy educators from 45 countries or territories; 69% of the respondents were from HICs. The weighted analysis showed that educational standards and student interest were large facilitators for both HICs and LMICs. Faculty expertise stood out as a facilitator and the lack thereof as a barrier, both across HICs and LMICs. For HICs, regulation issues, lack of recognition, lack of supervised/fieldwork practice, and lack of workforce demand were frequently reported barriers, whereas lack of teaching resources and practice evidence were often perceived as barriers in LMICs. Conclusions: Capacity building approaches are required to advance MH occupational therapy education, with tailored approaches for HICs and LMICs. Full article

This paper presents a detailed analysis of the dynamics of indoor environmental parameters under three simulated fire scenarios in a multi-story building, using the PyroSim platform (based on the Fire Dynamics Simulator—FDS). The study compares two smoke control strategies, organized natural ventilation (a passive system) and mechanical pressurization (an active system), evaluating their influence on temperature, differential pressure, air velocity, heat release rate (HRR), and toxic gas distribution. The simulations revealed that passive systems, relying on the stack effect and vertical natural ventilation, do not ensure the effective control of smoke infiltration into evacuation routes, allowing significant heat accumulation and reduced visibility. The results highlight the superior effectiveness of unidirectional mechanical pressurization in maintaining a stable flow regime, functional visibility, and a safe evacuation environment. A key finding is the transition from static pressure control to velocity-based flow control at the moment of door opening toward the fire source. The results confirm that a dynamically adapted application of mechanical pressurization—synchronized with the opening of access pathways—not only reinforces existing principles for protecting egress routes, but also provides a precise operational approach for optimizing emergency responses in high-rise buildings. Full article

This study deals with the simulation of office fires by combining large-scale experiments with nine wooden cribs and a carefully calibrated computer model. It shows how real fire conditions, reaching up to 800–1000 °C, could be reproduced experimentally. The numerical model was validated by comparing HRR and temperature data with real measurements. Accuracy was assessed using error metrics to ensure that the simulation closely approximates real fire behavior. The method of determining HRR through mass loss has been used in prior studies, but those typically involved small-scale setups and limited fire loads. Unlike most approaches in the field, this research is based on a full-scale experiment involving nine wooden cribs, offering superior realism and thermal intensity. The experimental data—temperature evolution, HRR, and observed destructive effects—were used to calibrate the FDS model. The strength of the study lies in the repeatability and accuracy of the simulation, its practical relevance, and its potential to improve fire safety evaluations for office spaces. Full article

Improving students’ thermal comfort in university courtyards and indoor spaces promotes walkability, enhances livability, and fosters social interaction among students. This study aims to improve students’ outdoor thermal comfort in university courtyards, to reduce heat transfer to classrooms, and to accordingly reduce energy consumption in university buildings in hot arid climates. Thus, the proposed coupled methodology for the case study, the Faculty of Agriculture, New Sohag University, Egypt, consists of three stages. First, monitoring and questionnaire surveys were conducted in the open courtyard and the classroom to obtain air temperature, wind speed, thermal image, and CO₂ and thermal comfort analysis. Secondly, the Envi-met model was used to investigate the impact of six improvement solutions on improving thermal comfort in the courtyard. Third, retrofitting strategies in the building envelope were evaluated to decrease heat transfer and energy consumption by DesignBuilder software. Consequently, the findings revealed a high outdoor air temperature, which causes discomfort for students. Hence, the simulation results concluded that the significant reduction of physiological equivalent temperature (PET), which ranged between 11.1 °C and 13.9 °C, occurred after applying the hybrid improvement solutions (vegetation area and semi-shading or pergola-shading). Moreover, integrating a combination of retrofitting strategies into the faculty buildings contributed to a 30% reduction in energy consumption. Ultimately, the proposed methodology aims to assist architects and urban designers in the early design stages by providing the appropriate environmental solutions for the universities’ courtyards and buildings in hot arid climates. Full article

Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter the workforce with complex problem-solving skills. Students need to have learning experiences that allow for the acquisition of cross-disciplinary systematic reasoning if they are expected to engage in addressing these complex problems. Recent reports have underscored the need to create university structures and incentives that allow for dynamic and responsive approaches to this global need for transdisciplinary discovery and learning efforts; however, little is known about the efficacy of the approaches and models that have been implemented to create large-scale change in higher education and how they help in achieving transdisciplinary goals. Through an ethnographic case study analysis, this paper examines how a faculty-led community of practice model is being used to build transdisciplinary research capacity and transdisciplinary curricula at a Research I university. Given the unique nature of this transdisciplinary community of practice model, this qualitative and descriptive study sought to examine what elements of the model facilitated faculty participation in transdisciplinary research and curricular efforts. More specifically, this study intended to respond to recent calls to better understand the systematic approach that would need to be employed by higher education institutions if they are adequately engaging faculty in addressing complex problems in their research efforts, as well as engaging faculty in the adequate development of the future workforce through pedagogical transdisciplinary approaches. The findings indicate that the transdisciplinary community of practice model is useful for initially motivating and incentivizing faculty participation. The results also indicate that the inclusive internal support networks that were part of the model facilitated faculty engagement. Full article

This paper presents a structured, expert-informed framework for inclusive waste management in marginalized urban areas (MUAs), addressing critical challenges at the intersection of environmental governance, infrastructure inequality, and social exclusion. The framework was developed through extensive consultations with 37 international experts and tested through a deployment plan piloted in Reșița, Romania. The framework is adaptable to site-specific realities and is intended to evolve annually based on monitoring and feedback. With a strong focus on community engagement, institutional coordination, and policy alignment, the framework lays out an incremental implementation path. The Reșița pilot demonstrates how targeted, participatory actions—ranging from stakeholder mobilization and tailored education to infrastructure enhancements and policy reforms—can drive sustainable improvements in waste management and civic inclusion. This study contributes to the literature on environmental justice and urban sustainability by providing a dynamic, scalable model that can be customized to diverse socio-spatial contexts. Full article