Search Results (474)

Background/Objectives: Benzodiazepines (BZDs) are used routinely in cases requiring sedation for anxiety, insomnia, and procedures that require pain management, and daily use of these agents may extend over several months; therefore, monitoring patients is essential to reduce the risk of developing dependence. However, the high patient volume in pain and palliative-care settings often limits physicians’ ability to both conduct consultations and perform comprehensive evaluations. In this context, the pharmacist plays a key role in supporting patient care by contributing professional activities that enhance patient well-being, such as conducting systematic reviews of electronic medical records. This pharmacist-led EMR assessment enables the identification of benzodiazepine dependence patterns and supports a more robust epidemiological evaluation within the institution. Methods: A descriptive observational study (January 2022–May 2025) using electronic medical records and prescription data was conducted. Consecutive adults with an active BZD prescription and a documented BDEPQ-MX (Benzodiazepine Dependence Questionnaire, Mexican version) were included. Outcomes were BDEPQ-MX categories (No dependence; Pleasurable effects; Perceived need; Dependence) and a binary endpoint was stablished as “any dependence” (either scored in Perceived need or Dependence category) vs. No dependence (either scored as No dependence or Pleasurable effects categories). Group comparisons used χ², Student’s t, and one-way ANOVA. A logistic regression modeled any dependence; a general linear model (GLM) examined the BDEPQ-MX total score. Results: Of 181 complete cases, BDEPQ-MX categories were No dependence 33.2% (60/181), Pleasurable effects 7.2% (13/181), Perceived need 17.1% (31/181), and Dependence 42.5% (77/181); hence, 59.7% met “any dependence.” Women comprised 67.4% overall. Compared with No dependence, the any-dependence group had higher comorbidity (83.3% vs. 65.8%, p = 0.006) and markedly greater duration of BZD use (months) (22.6 ± 11.5 vs. 5.9 ± 4.9, p < 0.001), with no difference in daily dose (p = 0.6). Benzodiazepine medications shifted toward alprazolam in dependence (38.9% vs. 20.5%, p = 0.009) and away from clonazepam (43.5% vs. 58.9%, p = 0.042). In the adjusted model, the male sex was associated with lower odds of any dependence (aOR 0.29, 95% CI 0.11–0.76; p = 0.013), while the duration of BZD use (per month) increased the odds (aOR 1.32, 1.20–1.45; p < 0.001). In the GLM, the duration showed the largest effect on BDEPQ-MX total (F = 203.26; p < 0.001; partial η² = 0.545). Conclusions: In this outpatient pain and palliative-care population, benzodiazepine-related dependence phenomena were common: 59.7% of patients met the criteria for dependence based on the pharmacist-led EMR review. The involvement of the pharmacist was essential, as this systematic evaluation would have been difficult to perform within routine medical consultations. The pharmacist’s contribution enabled a detailed epidemiological characterization, revealing that the exposure duration—more than daily dose—was the principal, modifiable correlate of dependence, and that alprazolam was disproportionately represented in the higher-dependence categories. These findings underscore the value of pharmacist-supported surveillance to identify and measure BZD dependance. Full article

Students with high ability (HA), due to their differential characteristics, need to receive a specific educational response for the adequate development of their potential. Thus, they must be detected and then identified, but many of these students (around 9.5%, based on prevalences of domain-specific definitions) remain unidentified, especially among girls. The low detection of highly able students raises the need to establish more objective and efficient criteria. Thus, the objective of this study is to analyze whether the use of objective tests in the procedure increases the number of male and female students detected with HA. To detect students with HA, the general intelligence assessment instrument Matrices-TAI has been applied to students from the first to the third year of Compulsory Secondary Education in different educational centers in the Community of the Canary Islands (N = 1216). The results show that in official data, only 1.17% of HA students (0.89% of girls and 1.44% of boys) have been identified, while 9.21% (8.10% of girls and 10.35% of boys) have a higher intelligence in this convenience sample, coinciding with the percentages of talent found in the literature. In conclusion, in our sample, universal screening with a rigorous intelligence test identified a substantially larger proportion of students, including girls, than current nomination-based procedures appear to capture in administrative statistics, suggesting that such screening may reduce gender disparities in identification. Full article

The integration of artificial intelligence (AI) tools, such as the chat generative pre-trained transformer (ChatGPT), into health professions education is rapidly accelerating, creating new opportunities for personalized learning and clinical preparation. These tools have demonstrated the potential to enhance learning efficiency and critical thinking. However, concerns regarding reliability, academic integrity, and potential overreliance highlight the need to better understand how healthcare students adopt and perceive these technologies in order to guide their effective and responsible integration into educational frameworks. This nationwide, cross-sectional, survey-based study was conducted between February and April 2024 among undergraduate students enrolled in medical, pharmacy, nursing, dental, and allied health programs in Saudi Arabia. An online questionnaire collected data on ChatGPT usage patterns, satisfaction, perceived benefits and risks, and attitudes toward integrating them into the curricula. Among 1044 participants, the prevalence of ChatGPT use was 69.25% (n = 723). Students primarily utilized the tool for content summarization, assignment preparation, and exam-related study. Key motivators included time efficiency and convenience, with improved learning efficiency and reduced study stress identified as major benefits. Conversely, major challenges included subscription costs and difficulties in formulating effective prompts. Furthermore, concerns regarding overreliance and academic misconduct were frequently reported. In conclusion, the adoption of generative AI tools such as ChatGPT among healthcare students in Saudi Arabia was high, driven by its perceived ability to enhance learning efficiency and personalization. To maximize its benefits and minimize risks, institutions should establish clear policies, provide faculty oversight, and integrate AI literacy into the education of health professionals. Full article

As quantum technologies advance, there is growing international interest in integrating quantum concepts into secondary education. However, most K-12 quantum education studies rely on self-reported data or informal assessments lacking documented validity. This study aimed to address this gap by developing and validating the Quantum Literacy Test (QLt), a standardized instrument designed to objectively assess upper-secondary students’ understanding of foundational quantum concepts, practices, and perspectives. Grounded in the computational thinking (CT) framework, the QLt was piloted with 819 senior secondary school students in Nigeria and underwent a multi-phase validation process, including expert review, factor analysis, item-response modeling, differential item functioning analysis, and concurrent validity. The QLt demonstrated high internal consistency (α = 0.87) and structural validity. Strong concurrent validity was observed with the Computational Thinking Test (r = 0.65), and moderate validity was observed with a Spatial Ability Test (r = 0.32). However, machine learning models explained less than 40% of QLt score variance, suggesting the domain-specific nature of quantum literacy. We recommend future research to expand the QLt across diverse cultural contexts and to increase item coverage of quantum practices and perspectives. The QLt offers a valuable tool for evaluating curriculum effectiveness and monitoring equity in quantum education, thereby contributing to a more inclusive quantum-ready workforce. Full article

This article draws on research in a Norwegian municipality to examine the affective aspects of teaching gifted students and to explore how systemic and cultural norms surrounding gifted education in Norway may shape teachers’ perceptions and practices. Teacher well-being is a concern for educational quality and sustainability, yet in gifted education, it is often overlooked. Giftedness refers to a high ability to learn faster, more complex or in greater depth than same-age peers when adequately supported. In Norway, teachers face contradictory signals concerning teaching the gifted: definitional ambiguity, limited training, strong egalitarian norms that make giftedness a contested category, and, at the same time, a strong principle of inclusive adapted education for all. Those combined may lead to ethical tensions that challenge teachers’ professional integrity and well-being. Such conditions can reduce teachers’ handlingsrom, meaning their space (room) for professional agency, within institutional, cultural, and policy frameworks. To investigate how such pressures shape teacher’s well-being, this study synthesises findings from four interrelated sub-studies conducted within a single research project on gifted education. Using a meta-ethnographic approach, we translated and integrated insights from the sub-studies to develop higher-order constructs not visible in the individual analyses. The synthesis identified three key dynamics: conceptual ambiguity, ethical strain under cross-pressure, and buffers as recalibrators of demands and resources. Together, these insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model) developed in this study, which positions teacher integrity at the centre of professional well-being. We argue that teacher well-being in gifted education may depend less on individual resilience and more on systemic, cultural, and policy conditions. Addressing these cross-pressures requires structural change, supportive leadership, and sustained professional development to enable teachers to work with integrity. Full article

Toxic romantic relationships, a popular term referring to intimate partner violence (IPV) characterized by psychological, physical, and sexual violence, are a growing concern among young people. This pilot study aimed to preliminarily validate the vignette task on IPV, the “Mind 4 partner abuse” task, and to investigate the cognitive patterns and emotional profiles concerning IPV. Our research involved 228 university students from the University of L’Aquila who participated in an online psychoeducational program to raise awareness of the risks of IPV. Participants completed the “Mind 4 partner abuse” task, which included five vignettes depicting escalating violence in relationships. The task assessed participants’ emotional responses (anger, anxiety/fear, sadness, shame/guilt) and cognitive responses (functional-assertive or dysfunctional) to each vignette. In addition, for convergent validation, the Interpersonal Reactivity Index (IRI) was administered to assess empathic abilities. Five distinct factors were identified: active coping and legal awareness (ACLA), emotional distress (ED), assertiveness and autonomy defense (AAD), assertive reaction and self-empowerment (ARSE), and refusal of public humiliation and dignity assertion (RDA). One factor out of the five, emotional distress (ED), identified a dysfunctional cognitive pattern. The instrument showed a good convergent validity with the IRI. The correlation analysis showed that the IRI personal distress scale was negatively associated with ACLA and positively associated with ED. The IRI Empathic Concern scale was positively associated with RDA. In the dysfunctional cognitive pattern, as measured by the “Mind 4 Partner Abuse” vignette task, the ED factor was positively correlated with anxiety, sadness, shame, and guilt. The potential of the vignette task to identify high-risk cognitive profiles is promising, but it has yet to be confirmed. Given the limitations of the study, the findings offer only preliminary indications of cognitive patterns in young adults and their perceptions of romantic relationships, as assessed through a psychoeducational intervention. Further research with larger and more diverse samples, as well as more robust task designs, is necessary before firm conclusions can be drawn. Full article

Sociodemographic and socioeconomic factors are key digital divide determinants. This study used a three-level framework to analyze differences in digital access, capability, and outcomes between male and female, urban and rural, and high-family-SES and low-family-SES university students. Interviews further explored student perspectives on these disparities. The study found significant digital divides among these groups. Male students were more proactive with computers and had better computer skills and learning abilities than female students. Urban students had superior digital infrastructure, resources, skills, and competitiveness compared to their rural peers. High-SES students enjoyed greater digital access, family support, skills, and learning outcomes than their low-SES counterparts. This research contributes an updated digital divide framework and proposes practical suggestions to minimize digital inequality in higher education. Full article

This paper aims to investigate whether embedding mathematical problems in cultural tours around cities can effectively increase student engagement, enhance knowledge retention, and promote inclusivity among students with varying abilities. First, we present the content development process and then the evaluation process with the participation of 78 high school students and six teachers. Quantitative data were collected through pre- and post-tour questionnaires, while qualitative data were gathered through teacher interviews to evaluate engagement, knowledge acquisition, and inclusivity. The results indicate that the pedagogical tours significantly enhance student engagement and foster collaboration among students of different abilities. This study contributes to the development of innovative pedagogical approaches by integrating storytelling, gamification elements, and real-world contexts to make mathematics learning more engaging. Full article

To address the issue of “studying agriculture but not engaging in agricultural work” in Chinese agricultural universities, this study developed a practical teaching quality framework based on the CIPP model. The framework includes four dimensions: goal identity, resource support, process experience, and ability and emotional gain. A questionnaire survey was conducted among 433 students majoring in agricultural economics and management. The study combined structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to explore how practical teaching quality influences behavioral intention to serve “agriculture, rural areas, and farmers”. The findings are as follows: (1) All four dimensions significantly positively influence behavioral intention, but the pathways differ. Process experience has the strongest direct effect (β = 0.51). Resource support (β = 0.125) and ability-emotional gain (β = 0.155) are partially mediated by student satisfaction, while goal identity is completely indirectly driven through satisfaction. (2) Three configurations for high behavioral intention are identified: the all-dimensional driven type (coverage 52.8%), the emotion-experience driven type (coverage 7.5%), and the experience-ability compensation type (coverage 12.5%), with an overall consistency of 93.46%; (3) The study confirms the applicability of the CIPP model and customer satisfaction theory in agricultural education. It reveals a multiple transmission mechanism of “quality–satisfaction–behavioral intention”. The study provides a theoretical basis and practical paradigm for constructing a precision practical teaching system and strengthening talent support for rural revitalization. Full article

Background/Objectives: Imposter Phenomenon (IP) describes internal doubt and fear of being exposed as fraud despite achievements. Coined by Clance and Imes, it is linked to societal pressures and attributing success to luck rather than ability. The main aim of this study was to investigate the prevalence and factors associated with IP among Alfaisal University medical students. Methods: A cross-sectional study was conducted using a self-reported questionnaire to assess IP and perfectionism in 295 medical students (74.9% female). Descriptive statistics and regression analyses were used to analyze the data. Results: Nearly half (49.2%) of the participants reported frequent imposter characteristics, with a substantial portion (27.1%) experiencing intense characteristics. Females were more likely to experience IP compared to males. Neither GPA nor year of study were significant predictors of IP. However, perfectionism scores showed a strong positive association with IP. Conclusions: This study identified a high prevalence of IP among Alfaisal medical students. While gender differences were observed, academic performance and year of study were not significant predictors. Perfectionism emerged as an associated factor of IP. These findings suggest that interventions targeting perfectionism and promoting self-compassion may benefit medical students experiencing IP. Further research is needed to explore the underlying causes of IP and its impact on student well-being. Full article

Accurately modeling students’ evolving knowledge states is a core challenge in intelligent education systems. Existing knowledge tracing methods often rely on single-view representations, limiting their ability to capture high-order dependencies among questions and underlying skills. In this paper, we propose a Multi-View Question–Skill Network (MVQSN), which constructs complementary relational views from readily available data to model student knowledge states comprehensively. Specifically, we first build a question–skill bipartite graph capturing direct question–skill associations, a skill complementarity view where edges represent synergistic relationships between skills derived from co-occurrence patterns, and a question co-response view that captures hierarchical question–question associations emerging from the hierarchical patterns of aggregated student responses. Each view is independently encoded using graph neural networks, producing view-specific student knowledge embeddings. To enhance representation consistency across views while preserving unique view information, we employ a multi-view contrastive learning module that aligns embeddings from different views. The aligned embeddings are then fused through an attention-guided mechanism, generating a unified and expressive student knowledge state representation. Finally, the unified embeddings are fed into a prediction layer to estimate students’ future performance. We conduct extensive experiments on three publicly available datasets, demonstrating that MVQSN significantly outperforms state-of-the-art baselines in prediction performance. Full article

This research proposes the development of an Entity-Relationship Diagram—PRO (ERD-PRO) to assist students in understanding the concept of developing Entity-Relationship Diagrams in designing a database. ERD-PRO is an Intelligent Tutoring System (ITS) that is built using a mixed-initiative approach to address the learning challenges by adopting Explainable Artificial Intelligence (XAI) concept to provide individualized and on-demand feedback and guidance. The effectiveness of ERD-PRO is tested on 25 participants from different educational institutions. Pre- development surveys are conducted to determine learning needs and post-development surveys are performed to measure the success. The results show that the design of ERD-PRO, guided by survey findings, successfully addresses key challenges in database design education. 65% of students agreed that the system’s explanation facilities effectively clarified difficult topics, and 90% expressed high satisfaction with the tool. The integration of XAI features within ERD-PRO has enhanced its ability to provide meaningful, scenario-based explanations, demonstrating its potential as an effective intelligent tutoring system. These findings validate the effectiveness of ERD-PRO in meeting its objectives and highlight its value in providing tailored explanations for database design instruction. Full article

To help students with autism reach their potential, high-quality inclusive education emphasizes the importance of their full participation in school and classroom activities. Academic anxiety, however, can interfere with students’ ability to follow instructions and, thereby, negatively affect their performance. We used a concurrent multiple-probe across tasks design within a single-subject research framework to coach students with autism in inclusive settings on relaxation behaviors to reduce their tension and increase their ability to complete tasks in Chinese literacy, mathematics, and English. Results indicated that behavioral relaxation training (BRT) produced positive effects on both behavioral and physiological outcomes and significantly improved academic task completion. Behavior changes stayed at a high level during the maintenance phase. In interviews, both caregivers and students reported positive attitudes toward the intervention, expressed strong acceptance of procedures, and confirmed that relaxation strategies facilitated assignment completion. Study limitations and implications for future research and practice are discussed. Full article

Peer tutoring through a structured low-cost approach to reading in pairs using the Paired Reading programme has resulted in attainment gains in reading in English (UK) and Spanish (Colombia), using developer-led training in schools. Given the continued issues with poor reading attainment globally, in preparation for the scalability of Paired Reading in the Global South, a train-the-trainer delivery programme was developed, implemented, and assessed using a matched study design including 6 classes and 98 Grade 6 students in a high-poverty region of Chile. The results indicate that the Paired Reading train-the-trainer programme (Latin American Spanish version) is feasible to implement in elementary schools in high-poverty areas in Chile and is capable of improving children’s reading ability as measured by an independently designed standardised reading assessment. Positive results were found (effect size d = +0.67, g = +0.66) for the children who engaged in the technique when assessed against a matched control group. The results indicate that this programme is now ready for assessment using a randomised controlled trial in Chile to test the effectiveness of using this more scalable method of delivery, including with standardised digital resources, for sustainable delivery in the Latin American region. Full article

Generative Artificial Intelligence (GenAI) has gained mass popularity in education due to its versatility and convenience. It is particularly popular amongst younger students, who, as digital natives, are more receptive towards new technology. However, research on students’ attitudes and intentions towards using GenAI technology in their education mainly focuses on older age groups like university students. Utilizing the Decomposed Theory of Planned Behavior (DTPB) as a theoretical framework, this qualitative study interviewed 18 high school computing students to explore their perceptions and intentions to use an educational GenAI chatbot to learn programming and how these decisions may be influenced by individual differences in their academic abilities. Using an abductive approach in analyzing the interview data, the findings align with DTPB to describe students’ attitudes towards using GenAI chatbots in their studies. It also proposes a new construct, students’ perceived need to use GenAI technology, that may influence students’ attitude and intentions. Lastly, the study uncovers differences between students of varying academic abilities in their priorities when using GenAI chatbots that influence their subsequent attitudes. This study extends the user perceptions captured in the existing DTPB framework and suggests how individual factors like academic ability may shape attitudes differently. It also provides recommendations for integrating GenAI into the high school classroom. Full article