Search Results (450)

The annual congress of the Italian Association of Plastic Aesthetic Surgery (AICPE), with more than 700 members, represents one of the most relevant conference meetings in Europe relating to Aesthetic Plastic Surgery due to the number of participants and due to the faculty of invited speakers chosen for their renowned scientific value. The 13th meeting was held in Rome (Italy) from 10 to 12 April 2026. Key focus areas of the scientific program concerned breast (reduction, lifting supported or not by mesh, implant surfaces, augmentation), face and neck (lifting, blepharoplasty, malar implants, feminization), body (abdominoplasty and torsoplasty, post-partum and ex-obesity surgery, body and limb contouring, complication treatments) and nose surgery combined with medical innovations in energy devices, threads and aesthetic medicine procedures. Special attention was also given to the theme of the therapeutic role of aesthetic surgery, which is increasingly becoming an integral part of a clinical pathway useful for restoring the patient’s psycho-physical balance. Presented here is a report of the abstracts accepted due to their innovative or cutting-edge content that were selected to be given as oral presentations during the congress sessions. The 2nd edition of the Saccomanno memorial award for the best abstract presented by a young surgeon has been organized with the endorsement of Surgical Techniques Development by MDPI. Full article

Artificial intelligence (AI) is transforming higher education, although most research addresses its integration in terms of frequency of use or technological acceptance, without examining how it translates into specific curricular and instructional decisions. That is why this study has a dual aim: to develop and validate the AI Instructional Design Questionnaire for Critical Thinking (AID-CTQ) and to analyze how university faculty integrate AI into instructional design practices in higher education. The sample included 144 faculty members from a university in Madrid, selected by convenience. Exploratory and confirmatory factor analyses of the questionnaire supported a three-factor structure: Activity Design (F1), Critical Thinking Assessment (F2), and Self-Regulation and Reflection (F3). The final 12-item model shows good model fit (CFI = 0.98, TLI = 0.98, RMSEA = 0.05, SRMR = 0.05) and adequate overall reliability (α = 0.86). At the item level, responses related to assessment and reflective practices showed consistently high agreement, whereas items linked to activity design displayed greater variability. Faculty members with more than 10 years of experience obtained significantly higher scores, indicating that the educational value of AI depends less on the tools used and more on the quality of instructional decisions. Reported use of AI was high, with ChatGPT and Copilot being the most frequently used tools. Overall, the findings indicate that the integration of AI in higher education is evolving from predominantly instrumental uses toward more pedagogical and curriculum-oriented forms of implementation. Accordingly, the educational value of AI lies less in the tool itself than in the quality of the instructional decisions through which it is meaningfully embedded in the curriculum. Full article

This study aims to design and develop an innovative manual kitchen tool that integrates the functionalities of a Lazy Susan and a Dough Kneader into a two-in-one setup, addressing common challenges experienced by students during laboratory activities—crowdedness, inconvenience, and physical strain associated with manual dough kneading. Employing a descriptive–developmental research design, the study focused on the prototype’s conceptualization, construction, and evaluation in terms of its design, construction quality and availability of materials, functionality, usability, aesthetics, modularity, and ergonomics. Survey questionnaires were administered to faculty members and field experts to assess the overall acceptability of the product. The study was conducted at Caraga State University—Cabadbaran City. Results indicated a high level of acceptability across all evaluative criteria. Although minor design issues emerged during testing, these were addressed and refined accordingly. Findings suggest that the two-in-one Lazy Susan and Dough Kneader offers significant benefits in terms of space-saving, user convenience, and manual labor reduction. With its practical design and market viability, the product is a promising tool for educational and domestic culinary settings. Further research is recommended to enhance the tool’s features, particularly by exploring the integration of solar-powered functionality to improve efficiency and sustainability. Full article

Education for Sustainability (EfS) has emerged as a key framework through which higher education engages ecological, social, and civic challenges. Although EfS is well represented in policy and conceptual scholarship, few empirical studies have examined how sustainability is enacted in everyday teaching practice. This exploratory qualitative collective case study investigates the pedagogical experiences of four faculty members at a U.S. land-grant university. Data were collected through semi-structured interviews, supported by syllabi, observations, and student responses, and analyzed using cross-case thematic analysis. Four interconnected themes were identified: latent complexity, personal commitment, inclusive scholarship, and adaptability to student motivations and context. Taken together, the findings offer an initial mapping of how EfS is interpreted and enacted in faculty teaching, while also underscoring the context-bound nature of these cases. The study contributes an exploratory, practice-based account of sustainability teaching and provides a foundation for future comparative research across institutions, disciplines, and regions. Full article

Faculty governance in higher education depends on transparent participation, reliable quorum enforcement, accountable record keeping, and strict alignment with institutional regulations. Conventional departmental council processes provide formal authority and academic deliberation, but they often rely on manual documentation, fragmented records, and procedural enforcement that is difficult to verify after the fact. This work presents an integrated hybrid Decentralized Autonomous Organization (DAO) framework for faculty governance that combines regulatory alignment analysis, a working smart-contract prototype, and scenario-based simulation. The framework is designed for university departmental councils and is structured across three layers: off-chain community governance, on-chain protocol governance, and off-chain execution governance. It expands prior conceptual work by incorporating governance dimensions related to roles, incentives, membership, communication, decision-making, identity, auditability, conflict-of-interest handling, and institutional ratification. The evaluation simulates 1488 proposals across twelve scenarios covering four faculty sizes (15, 30, 50, and 100 members) and three adoption levels (low, moderate, and high). Scenario results indicate that adoption intensity is the dominant driver of governance performance: mean participation increases from about 33% under low usage to about 85% under high usage, quorum achievement rises from about 6% to about 96%, and execution rises from about 19% to about 70%. Relative to a modeled conventional workflow baseline, the DAO-supported process reduces decision-cycle time by about 76%, improves audit completeness by about 30%, and increases traceability from about 0.63 to 1.00. The results indicate that DAO-assisted faculty governance can strengthen transparency, procedural consistency, and auditability while preserving legally mandated university authority, but its practical value depends on sustained participation, privacy safeguards, cost control, and clearly defined hybrid control points. Full article

Sweet basil (Ocimum basilicum L.) is a member of the Lamiaceae family, which includes a wide variety of medicinal and aromatic herbs cultivated for their essential oils and bioactive compounds. However, prolonged drought stress can significantly impair growth and essential oil content. In this study, a two-season pot experiment was conducted under open-field conditions. The study was carried out at the Floricultural Nursery, Faculty of Agriculture and Natural Resources, Aswan University, Egypt, during 2024 and 2025, with the aim of assessing how foliar applications of silicon (Si) and zinc (Zn) impact the morphological, physiological, and biochemical responses of sweet basil under different soil water capacity (SWC) levels (80%, 60%, and 40% SWC). Drought stress markedly reduced plant height, branch number, leaf area, biomass, photosynthetic pigments, macronutrient content, and essential oil content, while increasing levels of proline and secondary metabolites such as phenolics, flavonoids, and ascorbic acid. Growth and productivity were highest under 80% SWC, followed by 60%, and lowest under 40%. Under drought stress (40% SWC), Si₂₀₀ increased plant dry biomass by approximately 12%, chlorophyll content by 53%, and essential oil content by 46% compared with untreated plants. Silicon application proved more effective at ameliorating the negative consequences of drought than Zn, with Si₂₀₀ combined with 80% SWC yielding the best results in terms of plant performance and essential oil percentage and content. Meanwhile, Si₂₀₀ under 40% SWC induced the highest accumulation of secondary metabolites. These results highlight the potential of silicon foliar application as a practical strategy to reduce drought stress in sweet basil, enhancing both yield and phytochemical quality, and offering valuable guidance for sustainable cultivation under water-limited conditions. Full article

International accreditation has become an important reference point for quality assurance in higher education; however, its relevance depends on how global standards are interpreted and adapted to local institutional contexts. This study analyzes institutional stakeholders’ perceptions of an international accreditation process, with the aim of examining how global standardization interacts with local relevance in quality assurance. A quantitative, descriptive, cross-sectional study was conducted with 408 participants linked to a university degree program, including students, graduates, faculty members, administrative staff, and authorities. Data were collected using a 49-item questionnaire developed from the evaluation criteria of an international accreditation manual and adapted to the institutional context. Descriptive and nonparametric inferential statistics were applied. The results indicate: (a) an overall positive assessment of the quality model implemented; (b) comparatively higher ratings for management- and resource-oriented dimensions; (c) comparatively lower ratings for pedagogical dimensions; (d) no statistically significant differences across stakeholder profiles, suggesting a broadly shared interpretation of the accreditation process; and, (e) statistically significant but small gender differences, which should be interpretated cautiously. The findings suggest that international accreditation is perceived as contributing to transparency, comparability, and external recognition, although its value depends on the extent to which standardized frameworks remain sensitive to pedagogical and contextual realities. Full article

Background: Nursing faculty shortages, burnout, and high turnover represent an escalating workforce crisis in Saudi governmental colleges of nursing. The Job Demands–Resources (JD-R) model offers a theoretically grounded framework for examining how occupational demands are associated with reduced well-being and how resources moderate these effects. Objective: This study aimed to examine the direct associations between job demands and stress outcomes and the moderating roles of job and personal resources among nursing faculty in Saudi Arabia, accounting for gender and nationality as structural covariates. Methods: A quantitative cross-sectional survey was conducted with 268 nursing faculty members from five governmental colleges using a voluntary survey of all eligible faculty (response rate: 51.1%). Theory-driven hierarchical regression analyses examined direct and moderating effects within the health-impairment pathway of the JD-R model. Results: Job demands significantly predicted all three burnout dimensions, reduced mental well-being, and job dissatisfaction. Trait emotional intelligence moderated the demand–exhaustion (delta-R² = 0.031, p = 0.006) and demand–job satisfaction (delta-R² = 0.028, p = 0.009) relationships. Job resources moderated the demand–mental well-being (delta-R² = 0.024, p = 0.018) and demand–professional efficacy links (delta-R² = 0.021, p = 0.029). Conclusions: Job demands are the primary predictor of burnout and occupational stress. Gender and nationality were associated with systematic differences in stress outcomes, suggesting that interventions should be culturally responsive and account for structural inequities. Full article

This paper reveals a culture of opportunity for graduate STEM education as it delves into the experiences of Black-identifying graduate students who are members of a multi-institutional, national research project. Specifically, this study explores how their engagement in race-focused research with an all-Black team impacts their perceptions of Black identity, sense of belonging, community, and agency to continue this research endeavor. In-depth one-on-one interviews were collected from four graduate students. Data analysis used Cross’s (1994) Nigrescence Theory, particularly the Stages of Black Identity Development. Results indicate that Black graduate students’ engagement in this space positively impacts their perceptions of racial identity, sense of community, and agency. This space proved beneficial in providing resources, especially language, to navigate discourse around their Black and other identities without feeling isolated or othered. Results also indicate a shared appreciation for being in the community with and receiving mentorship from Black women faculty, facilitating space for support and career advancement. Implications for transforming graduate STEM education to better support Black students are provided. Full article

Fresh engineering students are often required to absorb a large amount of new information within a short period of time, which can be academically and emotionally challenging. To address this challenge, this study introduces AUMOR, a mobile application designed to enhance university orientation by delivering contextual information at the point of need. It integrates GPS-based localization with QR code triggers to provide real-time, location-specific guidance and interactive content through an augmented reality (AR) interface. It uses GPS functionality to provide real-time location-based services, including information about academic buildings, student services, and recreational facilities. The QR codes on devices and laboratory equipment provide relevant information when scanned. A post-deployment user perception survey was conducted using a paper-based questionnaire involving 128 participants, including both students and faculty members. The results indicate that users perceived the application as helpful in enhancing their spatial awareness, navigation confidence, and ability to locate campus facilities, demonstrating high levels of usability and acceptance. The findings suggest that students perceived AUMOR as helpful for university orientation and suggest potential as a scalable solution. Full article

Background: Diversity in academia promotes research that can reduces health disparities and addresses equity issues for marginalized populations. This study aims to examine the effect of visible minority status on academic achievements in cancer physicians and scientists. Methods: Faculty at the tertiary cancer center in Calgary, Alberta, Canada, completed a survey in 2023 to evaluate demographics, academic rank, leadership positions, number of trainees mentored, number of publications, and amount of grant funding. Chi-square tests and regression analyses examined the impact of race and ethnicity on these academic achievements. Results: The survey was completed by 74 faculty members (47% male, 43% female, 9% gender fluid or providing no answer) with a response rate of 26%. Seven percent were Black or Latin American, 18% East Asian or Southeast Asian, 19% West or South Asian, 39% Caucasian, 6% mixed race, and 11% not providing an answer. Visible minorities were underrepresented in the full professor rank (19%) compared to non-visible minorities (38%) and were overrepresented in assistant/associate professors (28% and 53%, respectively), with 41% of non-visible minorities having the title of assistant professor and 21% as associate professor (p = 0.02). Visible minorities were less likely to have both parents college-educated (OR 0.30, 95% CI 0.09–0.92, p = 0.042) and also less likely to have been raised in a home with household income above $100,000 (OR 0.26, 95% CI 0.07–0.90, p = 0.040). Discussion: Visible minorities are underrepresented in the full professor academic rank. Larger studies are needed to evaluate whether race and ethnicity significantly impact achievements in oncology academics. Full article

Sustainable development (SD) has become the most important global mission to provide peace and prosperity for people and the planet, for now and the future. Universities play a fundamental role in advancing SD through education, enabling students to become agents of change. In particular, engineers are essential contributors in this transition to achieve the SD goals through innovative and sustainable designs. This study examined the perspectives and positions of key academic stakeholders regarding the integration of SD in engineering in Lebanese universities, with the aim of understanding ongoing dynamics, strengths and challenges. Semi-structured interviews were conducted with senior engineering faculty members at four leading engineering faculties at three Lebanese universities. The results indicated notable discrepancies in SD integration. These variations are attributed to the impact of external factors, the lack of governmental initiatives, the role of politics, the need to train faculty members, the lack of collaboration between higher education institutions, and the ongoing financial crisis. Full article

This study explored faculty perceptions of using Facial Recognition Technology (FRT) for tracking medical student attendance at a private Saudi medical college. Using a mixed-methods approach, researchers surveyed 112 faculty members and conducted focus groups with 26 participants. The findings revealed a balanced but divided perspective. While a slight majority (51.8%) showed good acceptance, a significant minority (48.2%) did not. Faculty rated the technology highly for its perceived ease of use (85.7%) and effectiveness (75%). However, significant privacy concerns were a major issue for over half of the respondents (55.3%). Qualitative data highlighted key themes, including initial staff reactions to FR technology, the need for better staff communication and training, the balance between efficiency and technical challenges, and deep-seated ethical and privacy concerns related to surveillance. The study concludes that, while faculty see the potential benefits of FRT, successful implementation depends on addressing their legitimate concerns. To succeed, institutions must develop comprehensive strategies that include transparent privacy policies, reliable technology, and robust training for staff. Prioritizing stakeholder engagement and creating culturally sensitive implementation plans are crucial for balancing the benefits of FRT with privacy and ethical considerations. Full article

International graduate students studying Science, Technology, Engineering, and Mathematics (STEM) in the United States (U.S.) diversify universities and contribute to research and innovation. They are critical to the U.S. STEM pipeline, workforce and economy; therefore, it is important to understand their experiences. This systematic literature review investigated international graduate STEM students’ characteristics and the supports and barriers they experience while studying in the U.S., following PRISMA guidelines. Thirty-nine peer-reviewed articles were systematically selected from 552 articles for inclusion in this review. Ecological systems theory situated the study within the broader system of graduate education. Findings revealed great diversity, such as country of origin and cultural identity, gender, STEM fields, and prior experiences. Students expressed differences in their reasons to pursue U.S. education and their post-graduation intentions to remain in the U.S. or leave. Support came from institutions, faculty members/academic advisors, and peers. Reported barriers included unfamiliarity with norms and institutional resources, limited English proficiency and writing skills, issues with advisor and being a teaching assistant, underrepresentation, and family responsibilities. Themes were placed within the levels of the ecological framework; most were in the macrosystem, reflecting the strong influence of society, institutions, culture, and norms on students’ experiences. Full article

The rapid integration of artificial intelligence (AI) into higher education is reshaping teaching, learning, and assessment, particularly in programming education. While AI coding assistants can enhance feedback, scaffolding, and student engagement, their educational value depends on pedagogical alignment, institutional readiness, and faculty practice, not merely technical capability. Existing adoption frameworks, however, inadequately address these pedagogical and institutional dimensions in domain-specific contexts. This study proposes the AI Coding Assistant Adoption Framework (AICAAF), a theoretically grounded model integrating the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Determination Theory (SDT). The framework was developed iteratively from prior literature and refined through faculty perspectives. It conceptualises adoption across four interrelated dimensions: usability, pedagogical adequacy, institutional readiness, and faculty engagement. Using PyChatAI as an instrumental case study, this qualitative research draws on semi-structured interviews with 15 faculty members teaching programming courses at Jouf University, a public institution in Saudi Arabia operating in a low- to mid-resource context. Data were analysed using reflexive thematic analysis. Findings indicate that PyChatAI is intuitive and beneficial for novice learners, particularly through instant feedback and automated error correction. However, its pedagogical value is limited in advanced and industry-aligned contexts. Institutional barriers, such as inadequate infrastructure, limited technical support, and the absence of policy frameworks, significantly constrain effective integration. Despite this, faculty expressed strong commitment to adopting AI tools, proposing strategies including curriculum redesign, professional development, and gamified instruction. The study reconceptualises AI adoption as a pedagogical and institutional transformation rather than a purely technological shift. The AICAAF provides a robust foundation to guide curriculum design, teaching practice, and policy development for responsible AI integration in programming education. Full article