Search Results (1,266)

Despite the extensive evidence supporting the effectiveness of cognitive stimulation, differences in results may be due to the influence of cognitive and non-cognitive aspects in people with dementia. The aim of this systematic review is to identify the most reliable variables in forecasting the effectiveness of cognitive stimulation in people with mild to moderate dementia. According to PRISMA guidelines, the research was conducted using five databases (PubMed, Scopus, Cochrane, Web of Science, APA PsycInfo), considering randomized controlled trials. A total of six studies were included. Different aspects moderating the gain resulting from cognitive intervention were collected and assessed in terms of demographic, cognitive, emotional, social, and quality of life parameters. People with dementia benefit more from cognitive intervention if they are female, if they have a low formal education level, a low baseline level of cognitive function, and lower depressive symptoms, and if caregivers actively participate in sessions. Quality of life, if low at baseline, also seems to improve following CST intervention. A deeper understanding of the cognitive and non-cognitive aspects ensuring improvement after cognitive stimulation may guide future research to develop more personalized interventions. Full article

This systematic review examines how machine learning (ML) and generative AI (GenAI) have been integrated into learning analytics (LA) in higher education (2018–2025). Following PRISMA 2020, we screened 9590 records and included 101 English-language, peer-reviewed empirical studies that applied ML or GenAI within LA contexts. Records came from 12 databases (last search 15 March 2025), and the results were synthesized via thematic clustering. ML approaches dominate LA tasks, such as engagement prediction, dropout-risk modelling, and academic-performance forecasting, whereas GenAI—mainly transformer models like GPT-4 and BERT—is emerging in real-time feedback, adaptive learning, and sentiment analysis. Studies spanned world regions. Most ML papers (n = 75) examined engagement or dropout, while GenAI papers (n = 26) focused on adaptive feedback and sentiment analysis. No formal risk-of-bias assessment was conducted due to heterogeneity. While ML methods are well-established, GenAI applications remain experimental and face challenges related to transparency, pedagogical grounding, and implementation feasibility. This review offers a comparative synthesis of paradigms and outlines future directions for responsible, inclusive, theory-informed AI use in education. Full article

The aim of this study was to verify whether comprehensive and inclusive pro-safety education contributes to building a strong safety culture in food companies. The study was conducted in 612 Polish companies, where special attention was paid to modern forms of education during pro-safety education, as well as the frequency and duration of this education. The results of the study showed that safety culture is poorly developed, even when it is consciously and formally implemented in the company. One of the identified problems was the discrepancy between the company’s declared commitment to pro-safety education and the actual behavior of employees. This indicates that formal company strategies may not be effectively embedded in the attitudes and actions of employees. The research emphasizes the importance of adapting pro-safety efforts to the organizational culture in order to ensure significant results and avoid superficial implementation. Full article

Most academic papers on Jordanian colloquial Arabic allophonic consonant variants have primarily examined their influence on the social status of speakers and their role in shaping linguistic prestige. However, there is a significant lack of research exploring the potential for manipulation and establishment of power through the deliberate use of consonantal variants by Jordanian speakers in Arabic. Using a variety of allophonic consonantal variants, this study investigates how speakers of Jordanian colloquial Arabic attempt to construct their discourse of power. The targeted phonemes in the current study were /q/, /θ/, /ð/, and /k/. Focus groups were used to gather data, which were then examined within the framework of Fairclough’s technologized discourse and thematic approaches. Twenty persons, 10 women and 10 men, ranging in age from 18 to 45 years, comprised each of the two groups. The duration of each focus group session was 50 min. Analysis of the data indicates that the presence of [q], [θ], [ð], and [k] allophones in Standard Arabic is restricted to particular social circumstances, such as official and scientific environments. This usage is a common trait among those who have received formal education and privileged social standing. The findings also reveal that participants strategically utilize the allophonic variants [g], [ʔ], [k], [t̪], [d̪], and [tʃ] to exert influence over interlocutors by demonstrating authority related to social identity, gender, and emotional state. This study intends to advance discussions on allophonic consonant variants in Jordanian colloquial Arabic by providing insights into their manipulative functions. Full article

This exploratory case study investigates the implementation and educational impact of a Virtual Reality (VR)- and Augmented Reality (AR)-based assistive technology developed to support learners with dyslexia. The intervention, delivered via mobile devices and VR headsets, incorporated gamified and interactive content aimed at enhancing cognitive skills such as attention, inhibition, narrative memory, and phonological awareness. Two in-depth case studies were conducted with primary school students formally diagnosed with dyslexia. Cognitive performance was assessed using the NEPSY-II neuropsychological battery, and user experience was evaluated using the Technology Acceptance Model (TAM). The results showed positive trends in executive function and language-related skills, as well as high motivation and satisfaction. While these findings suggest promising benefits of immersive educational technologies in dyslexia intervention, conclusions regarding efficacy cannot be drawn due to the limited sample size. Further research with larger and controlled designs is needed to validate these initial observations. Full article

Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article

Early childhood forest and nature education plays a vital role in shaping values and promoting sustainability throughout life. Conceptualized in Denmark, forest and nature childcare groups have been established in Austria for over 20 years, contributing to mental well-being and supporting both Education for Sustainable Development (ESD) and Early Childhood Education and Care (ECEC). With increasing demand for childcare and a growing disconnect from nature—factors linked to physical and mental health challenges—there is a pressing need to expand these groups and integrate them into formal legal frameworks. This study examines the organization, staffing, infrastructure, risk prevention, and hygiene of 79 Austrian forest and nature kindergarten groups, identifying key areas of improvement to ensure safe access for all children, including those in public childcare. A semi-standardized online survey of 72 groups was analyzed using descriptive and statistical methods, including a Spearman correlation, Kruskal–Wallis test, Chi-square test, and ANOVA. Results revealed three main infrastructure types—house, container/trailer, and tipi—with houses offering the most comprehensive facilities. The ANOVA indicated significant effects of sponsorship type (p < 0.01), caregiver numbers (p < 0.001), and their interaction (p < 0.05) on half-day care costs. Currently, legal frameworks exist only in Tyrol and Salzburg. Broader access requires standardized infrastructure and risk assessment guidelines, collaboratively developed with stakeholders, to ensure safety and inclusivity in Austrian forest and nature childcare groups. Full article

Background/Objectives: Respectful maternity care involves privacy, dignity, and informed choice within the process of delivery as stipulated by the World Health Organization (WHO). Informed consent is a cornerstone of patient-centered care, representing not just a formal document, but an ongoing ethical and clinical process through which women are offered objective, understandable information to support autonomous, informed decision-making. Methods: This narrative review critically examines the literature on informed consent in maternity care, with particular attention to both obstetric-led and midwifery-led models of care. In addition to identifying institutional, cultural, and systemic obstacles to its successful implementation, the review examines the definition and application of informed consent in perinatal settings and evaluates its effects on women’s autonomy and satisfaction with care. Results: Important conclusions emphasize that improving women’s experiences and minimizing needless interventions require active decision-making participation, a positive provider–patient relationship, and ongoing support from medical professionals. However, significant gaps persist between legal mandates and actual practice due to provider attitudes, systemic constraints, and sociocultural influences. Women’s experiences of consent can be more effectively understood through the use of instruments such as the Mothers’ Respect (MOR) Index and the Mothers’ Autonomy in Decision Making (MADM) Scale. Conclusions: To promote genuinely informed and considerate maternity care, this review emphasizes the necessity of legislative reform and improved provider education in order to close the gap between policy and practice. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

Background: In a global panorama marked by a progressive rise in obesity, metabolic syndrome, and chronic non-communicable disease prevalence, nutrition education (NE) might play a pivotal role in restoring adoption and strengthening adherence to dietary patterns that protect human health. Therefore, the primary purpose of this work is to review the existing scientific literature studying NE programs aimed at schoolchildren in the decade 2014–2024 and evaluate the effectiveness of intervention tools. Methods: During the first phase of this research, a qualitative analysis was conducted to track similarity in intervention tools and strategies used in nutrition education programs. In the second phase, a quantitative analysis was carried out, extracting common parameters among studies and assessing their potential influence in improving adherence to the Mediterranean diet (MD). Results: A high degree of heterogeneity was observed in educational program designs and intervention tools, which were usually not properly described and justified. All studies that measured adherence to the MD registered an improvement after the intervention, in some cases even higher than 10%. However, this study found no relationship between common parameters (i.e., number of formal tools, number of non-formal tools, lesson duration, and program length) used in NE and the improvement in students’ adherence to MD. Conclusions: This research has contributed to outlining a general framework of NE and to promoting a systematic approach in this research field. Full article

Background/Objectives: While artificial intelligence (AI) is rapidly transforming education, its specific effectiveness for students with learning disabilities (LD) requires rigorous evaluation. This systematic review aims to assess the efficacy of AI-based educational interventions for students with LD, with a specific focus on the methodological quality and risk of bias of the available evidence. Methods: A systematic search was conducted across seven major databases (Google Scholar, ScienceDirect, APA PsycInfo, ERIC, Scopus, PubMed) for experimental studies published between 2022 and 2025. This review followed PRISMA guidelines, using the PICOS framework for inclusion criteria. A formal risk of bias assessment was performed using the ROBINS-I and JBI critical appraisal tools. Results: Eleven studies (representing 10 independent experiments), encompassing 3033 participants, met the inclusion criteria. The most studied disabilities were dyslexia (six studies) and other specific learning disorders (three studies). Personalized/adaptive learning systems and game-based learning were the most common AI interventions. All 11 studies reported positive outcomes. However, the risk of bias assessment revealed significant methodological limitations: no studies were rated as having a low risk of bias, with most presenting a moderate (70%) to high/serious (30%) risk. Despite these limitations, quantitative results from the stronger studies showed large effect sizes, such as in arithmetic fluency (d = 1.63) and reading comprehension (d = −1.66). Conclusions: AI-based interventions demonstrate significant potential for supporting students with learning disabilities, with unanimously positive reported outcomes. However, this conclusion must be tempered by the considerable risk of bias and methodological weaknesses prevalent in the current literature. The limited and potentially biased evidence base warrants cautious interpretation. Future research must prioritize high-quality randomized controlled trials (RCTs) and longitudinal assessments to establish a definitive evidence base and investigate long-term effects, including the risk of cognitive offloading. Full article

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level. Full article

This study investigates farmers’ knowledge, perceptions, and adaptation strategies to climate change in Rwanda’s Eastern Province, integrating social and physical science approaches. Analyzing meteorological data (1981–2021) and surveys from 204 farmers across five districts, we assessed climate trends and adaptation behaviors using statistical methods (descriptive statistics, Chi-square, logistic regression, Regional Kendall test, dynamic linear state-space model). Results show that 85% of farmers acknowledge climate change, with 54% observing temperature increases and 37% noting rainfall declines. Climate data confirm significant rises in annual minimum (+0.76 °C/decade) and mean temperatures (+0.48 °C/decade), with the largest seasonal increase (+0.86 °C/decade) in June–August. Rainfall trends indicate a non-significant decrease in March–May and a slight increase in September–December. Farmers report crop failures, yield reductions, and food shortages as major climate impacts. Common adaptations include agroforestry, crop diversification, and fertilizer use, though financial limitations, information gaps, and input scarcity impede adoption. Despite limited formal education (53.9% primary, 22.3% no formal education), indigenous knowledge aids seasonal prediction. Farm location, group membership, and farming goal are key adaptation enablers. These findings emphasize the need for targeted policies and climate communication to enhance rural resilience by strengthening smallholder farmer support systems for effective climate adaptation. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

Background/Objectives: Migraine affects approximately 3–10% of school-aged children and up to 28% of adolescents, with prevalence increasing during adolescence. For pediatric specialty providers, increased awareness of this condition may influence patient care. This study examined pediatric dentists’ education, clinical exposure, and perceived knowledge gaps related to pediatric migraine, with the goal of identifying barriers to recognition and referral, as well as informing future training to support accurate diagnosis and interdisciplinary care. Methods: A 28-item electronic questionnaire was distributed to all members of the American Academy of Pediatric Dentistry, including pediatric dentists and postgraduate pediatric dental residents, assessing knowledge, beliefs, clinical experience, and interest in further training regarding pediatric headache/migraine management. Respondents with and without previous training were compared in terms of general understanding using t-tests; a linear regression model analyzed predictors of provider awareness regarding links between oral conditions and headache/migraine. Results: Among 315 respondents, the mean self-perceived awareness score was 2.7 ± 1.3 (on a 0–5 scale). The most frequently identified contributing factors were clenching (73.7%), bruxism (72.4%), and temporomandibular disorders (65.7%). Nearly all respondents (95.2%) reported no formal education on headache/migraine prevention, yet 78.1% agreed on the importance of understanding the relationship between oral health and headache/migraine. Respondents with prior training were significantly more aware (p < 0.001) than those without prior training. Educating families (p < 0.001), frequency of patient encounters with headache (p = 0.032), coordination with healthcare providers (p = 0.002), and access to appropriate management resources (p < 0.001) were significant predictors of providers’ awareness. Conclusions: Pediatric dental providers expressed strong interest in enhancing their knowledge of headache/migraine management, highlighting the value of integrating headache/migraine-related education into training programs and promoting greater interdisciplinary collaboration. Full article