Search Results (214)

This convergent mixed-methods study explores the lived experiences of Black women DEI leaders at predominantly white institutions within the context of an increasingly contentious national discourse surrounding diversity, equity, and inclusion (DEI) in higher education. Conducted prior to the 2024 election, a period marked by escalating resistance to DEI efforts, this research explores how America’s racial reckoning influenced institutional DEI initiatives and shaped the realities of those leading this work. Data were collected through a climate survey of 20 DEI administrators and semi-structured interviews with three senior-level Black women DEI leaders. The survey findings suggest that institutional commitments to DEI were largely reactive, emerging as crisis responses to national calls for racial justice. These efforts resulted in the short-term elevation of Black women into leadership roles, often without sustained structural support. The interview data revealed that Black women senior DEI leaders routinely encounter discrimination, marginalization, and the paradox of hypervisibility and invisibility within their roles. This study concludes with implications and suggestions for institutional policy and structural reform aimed at fostering more equitable and sustainable DEI leadership environments. Full article

In the context of increasing Artificial Intelligence integration in higher education, understanding the factors influencing university teachers’ adoption of AI tools is critical for effective implementation. This study adopts a perception–intention–behavior framework to explores the roles of perceived usefulness, perceived ease of use, perceived trust, perceived substitution crisis, and perceived risk in shaping teachers’ behavioral intention and actual usage of AI tools. It also investigates the moderating effects of peer influence and organizational support on these relationships. Using a comprehensive survey instrument, data was collected from 487 university teachers across four major regions in China. The results reveal that perceived usefulness and perceived ease of use are strong predictors of behavioral intention, with perceived ease of use also significantly influencing perceived usefulness. Perceived trust serves as a key mediator, enhancing the relationship between perceived usefulness, perceived ease of use, and behavioral intention. While perceived substitution crisis negatively influenced perceived trust, it showed no significant direct effect on behavioral intention, suggesting a complex relationship between job displacement concerns and AI adoption. In contrast, perceived risk was found to negatively impact behavioral intention, though it was mitigated by perceived ease of use. Peer influence significantly moderated the relationship between perceived trust and behavioral intention, highlighting the importance of peer influence in AI adoption, while organizational support amplified the effect of perceived ease of use on behavioral intention. These findings inform practical strategies such as co-developing user-centered AI tools, enhancing institutional trust through transparent governance, leveraging peer support, providing structured training and technical assistance, and advancing policy-level initiatives to guide digital transformation in universities. Full article

Based on recent work outlining the transformation of professional communicator roles and the desperate search for “curators” or “agents of change” in neighboring disciplines such as management, business and economics, sustainability studies and education, we present a systematic reflection of concepts in higher education for sustainability and their (missing) fit to professional communication education in a world in crisis. The blind spots and challenges identified, especially from a communication perspective, will be filled with concepts from environmental communication pedagogy, pointing to the need for more participatory strategies and radicality in professional communication education. Concrete modalities of instruction will be discussed and supported by eight reconstruction interviews with pedagogues, educators and students from diverse cultural contexts involved in sustainability communication education. The findings show the need for more radical pedagogy and unorthodoxy. The paper finishes with suggestions for practices that materialize sustainability in co-created sites of change. Full article

The global youth mental health crisis is increasingly intertwined with climate change, as young people experience heightened climate anxiety and ecological grief. This study examines the relationship between nature connectedness, climate worry, coping strategies, and mental health outcomes among Canadian university students. Drawing on Pihkala’s process model of eco-anxiety, we propose the Developing Ecological Consciousness Model, a three-act framework that traces young people’s journey from climate awareness to meaningful engagement. Using path analysis on two independent samples (N = 1825), we found that nature connectedness predicts increased climate worry, which in turn correlates with higher levels of depression and anxiety. However, meaning-focused coping emerged as a protective factor, mitigating these negative mental health impacts. Problem-focused coping alone was insufficient, highlighting the need for balanced strategies. The study underscores the dual role of nature connectedness—both as a source of climate distress and a foundation for resilience. These findings highlight the need for interventions that foster ecological consciousness while addressing the emotional toll of climate change, offering insights for policymakers, educators, and mental health practitioners working with youth in a warming world. Full article

This study examines how beliefs about the causes of climate change relate to emotions, perceptions of its effects, and willingness to engage in collective action among residents of the Valparaíso Region in Chile, a territory particularly vulnerable to this phenomenon. A survey was conducted with 809 individuals using stratified probabilistic sampling. Analysis of variance revealed significant differences among those who attribute climate change to human, mixed, or natural causes. The results show that individuals who believe in the anthropogenic origin of climate change report higher levels of negative emotions, anxiety, perceived impacts, and willingness to participate in both direct and institutional collective actions. Moreover, these individuals perceive greater negative effects of climate change on their surroundings and daily lives. In contrast, those who attribute the phenomenon to natural causes show a lower predisposition to act and a lower risk perception. The study concludes that causal attribution of climate change significantly influences people’s emotional and behavioral responses, highlighting the importance of strengthening climate education and communication based on scientific evidence as key tools for fostering civic engagement in the face of the environmental crisis. The findings contribute to sustainability by strengthening environmental education, participatory governance, and collective action in vulnerable contexts. Full article

The COVID-19 pandemic sparked changes globally, as leaders scrambled to protect wellbeing and safety. With many U.S. students sent away from their campuses, undergraduate students still grappled with the time-old question: “what will I do after college,” except during an unprecedented time in history rife with heightened career uncertainty. This qualitative study presents the results of a survey administered as part of a mind–body health project conducted in the wake of the pandemic, speaking directly to undergraduate college students’ health-related career aspirations. Two open-ended survey questions—(1) what is your intended career, and (2) how (if at all) has the COVID-19 pandemic changed your perspective about your future career—were administered with thematic analysis conducted. Qualitative analysis using hybrid data and theory-driven approaches revealed several themes around an increased desire to work within health-related fields, decreased desire to work in healthcare, non-medical to medical career shift, and additional undecidedness. Connecting theory to practice, Super’s Life-Space, Life-Span Career Theory and Krumboltz’s Social Learning Theory of Career Decision-Making guide practical implications and grander discussion around career development during periods of crisis. Full article

To counter the consequences of climate change on both planetary and human health, a greater adoption of sustainable behaviors is required. In this context, two factors emerge as potentially crucial: Readiness to Change (RTC) and environmental sensitivity. The study aimed to investigate the interaction between these two constructs and their impact on the engagement of pro-environmental behaviors and levels of eco-anxiety, in order to assess potential differences in behavioral and affective factors that may support the improvement of sustainable habits. Data were anonymously collected online from 947 participants. A Random Forest Clustering (RFC) analysis was performed as well as Analysis of Variance (ANOVA) to explore differences between the identified clusters in terms of sustainable behaviors and eco-anxiety. The RFC revealed the presence of seven distinct clusters and highlighted that environmental sensitivity plays a key role in defining them. Moreover, the findings showed that high RTC combined with high environmental sensitivity is associated with greater engagement in pro-environmental behaviors and higher levels of eco-anxiety. These results represent a promising groundwork for the development of both future studies in this field of research and targeted educational and awareness programs addressing the climate crisis. Full article

Given recent geopolitical shifts to abandon an organized response to the climate crisis and the projections of the 2023 IPCC report, scientists have confirmed that climate collapse is likely, if not inevitable. In this perspective paper, we pose two questions: What is the job of a sustainability educator at this point in the climate crisis? What good is hope if the object of hopefulness is not achievable? We examine these questions through a literature review of climate emotions and hope discourse in sustainability education, narrowing our focus to critical hope. Building on existing research, we contend that a sustainability educator’s job in this phase of climate collapse is to convey a praxis of critical hope, which attends to the following realms: (a) the core sustainability curriculum, (b) engagement with emotions and coping skills, (c) the interrogation of complex systems and embedded injustices, and (d) pathways and strategies for organized action. The discussion presented herein analyzes student reflections from a higher-education sustainability course that integrated the principles of critical hope into applied projects. Ultimately, a praxis of critical hope might allow sustainability educators to encounter the dire realities of the climate crisis while sustaining themselves and their students through a long-term labor of love. Full article

This article explores the challenges surrounding the Scottish media graduate landscape after the COVID-19 pandemic. Contributing factors that impact Scotland-based students and educators include a shift in the jobs market, altering pedagogies during and post-pandemic, and social drivers including fewer students choosing media pathways of study due to the cost-of-living crisis. This study draws on insights from 40 students at five Scottish universities, all of whom graduated in the summer of 2023. The research presents a window into the mindset and expectations of this post-pandemic graduating class while drawing on current and relevant literature. In addition, the paper includes reaction from industry and academic experts in Scotland and questions what can be done to address trends surrounding the stability and sustainability of journalism education. The experts include senior broadcasters, an established media educator who has worked across further education and higher education in Scotland while also being a national news editor, and one of Scotland’s most experienced journalism educators who is the chair of the World Journalism Education Council. This work is predominantly qualitative, drawing on a mixed research approach of expert interviewing and surveys while providing recommendations for journalism educators. Full article

Population aging and the digital revolution have converged, creating challenges and opportunities for the social inclusion of older adults. This study examined social media usage patterns among Brazilian older adults during the COVID-19 pandemic, exploring their associations with sociodemographic factors, health, and well-being. Through an online survey with 441 participants aged 60 or older, we found that WhatsApp^® and Instagram^® were the most utilized platforms, with a significant increase in usage during the pandemic. Higher educational attainment and income were associated with more frequent and diverse social media use, while the presence of comorbidities positively correlated with seeking health information online. Notably, greater engagement in social media was associated with an improved perception of well-being. The results highlight the potential of social media as tools for digital inclusion, access to information, and promotion of well-being for older adults, especially in crisis contexts. However, they also reveal socioeconomic disparities in access to and use of these technologies. These findings have significant implications for public policies on digital inclusion and health promotion, suggesting the need for targeted interventions to reduce digital inequality among older adults and maximize the potential benefits of social media for active and connected aging. Full article

Background: Antibiotic resistance (AR) is a global public health crisis, largely driven by the misuse and overuse of antibiotics. This study aimed to assess the level of knowledge, attitude, and practice (KAP) toward AR among non-medical university students in Riyadh, Saudi Arabia and identify factors that influence antibiotic use. Methods: A cross-sectional survey was conducted with 672 students from both public and private universities in Riyadh. Data were collected using a self-administered questionnaire covering sociodemographic characteristics and KAP regarding antibiotics. Results: The findings indicated that 59.1% of students had sufficient knowledge of antibiotics, while 60% had positive attitudes, and 60.6% exhibited responsible practices. However, 40.9% of students demonstrated insufficient knowledge, and factors such as age, gender, and field of study significantly impacted KAP outcomes. Females had 65.8% higher odds of demonstrating a positive attitude toward AR prevention, compared to males, and 52% higher odds of adopting appropriate practices than males. The primary source of information on antibiotics was healthcare professionals, particularly doctors. Conclusions: These findings underscore the need for targeted educational interventions to enhance awareness and promote the responsible use of antibiotics among university students, helping to mitigate the threat of antibiotic resistance. Full article

Sickle cell disease (SCD) is a common genetic disorder affecting up to 2.6% of the population in Saudi Arabia. SCD results in severe disability, reduced quality of life, extensive use of medical resources, increased economic burden, and a high likelihood of increased mortality. Red blood cell transfusion remains a cornerstone in the management of SCD complications. This position paper highlights the current state of SCD management within the Kingdom of Saudi Arabia. Despite the advantages of automated red blood cell exchange (aRBCX) and guideline recommendations, its use remains limited. In practice, aRBCX is used for a variety of indications, including acute management and prophylaxis of stroke, systemic fat embolism, severe forms of acute chest syndrome, preoperative management, hematopoietic stem cell transplantation, hepatic crisis, and priapism. However, aRBCX is underutilized in pregnancy. Common gaps identified by the advisory panel include the absence of standardized national guidelines, limited access to aRBCX, issues with vascular access, lack of equipment, and insufficient staff training. Another limitation to the use of aRBCX is the higher blood requirements compared to other blood transfusion modalities. These factors contribute to geographical disparities in the management of SCD and suboptimal patient outcomes. To address these issues, the advisory panel recommended developing and implementing evidence-based national guidelines, expanding access to aRBCX, enhancing health staff education and training, and establishing a robust national SCD registry. By prioritizing these recommendations, we can help streamline SCD care, reduce practice variation, and nationalize sickle cell disease management in Saudi Arabia to improve patient care. Full article

Our time is one of permacrisis, affecting the economy, the environment, and everything in between. In this context, UK higher education faces an existential crisis, where the university sector has been transformed into a marketplace, turning students into consumers and limiting the critical potential of education. In moving beyond these limits, this article explores Democracy in Action (DinA), a final-year undergraduate module offered in a UK university that creates spaces for critical and transformative education through democratic theory and practice. Grounded in traditions of transformative learning, community-based pedagogies, academic activism, and prefiguration, DinA positions students as democratic agents working in solidarity with staff and the wider community. Drawing on in-depth interviews with students, we analyse the interplay between theory and practice to understand how learning can be understood as a form of democratic participation. The article makes an original contribution to the fields of democratic education and critical university studies by offering a novel framework for integrating academic activism, community-based learning, and prefiguration in higher education. We show how students’ experiences of building community, campaign planning, and prefiguring change generate not only deep transformative learning but also new forms of civic agency and collective action. We argue that, through community organising, students embark on a process of learning that involves three key transformative moments: effecting a perspectival shift from the individual to the common, foregrounding the activist dimensions of democratic politics, and envisioning the world we want through prefiguration. This pedagogical model demonstrates that higher education can become a space of lived democratic possibility, where hope, critique, and collective transformation are not only imagined but enacted. Full article

One of the strategies to address the persistent youth mental health crisis is school-based educational programming. This paper reports on two distinct studies regarding Coming Up for AIR, a school-based mental health education program: (1) program effectiveness, measured as gains in student mental health literacy; and (2) trends in help-seeking behavior before, during, and after the pandemic. A survey on program content was administered to assess program effectiveness. Data collected between 2020 and 2023 from four schools yielded 473 responses. A comparison of pre- and post-scores demonstrated statistically significant gains in program content. Mental health literacy improved across gender and grade level (8th, 9th, and 10th), as well as for students with prior exposure to a mental health curriculum. In the second study, help-seeking behavior was evaluated before, during, and after the pandemic. While other programs measure intention, Coming Up for AIR measures actual behavior as students can ask for help for themselves or a friend. Data did not reflect individual student responses, but rather were aggregated and provided the number of students per presentation who requested help. Archived declaration card data from January 2019 through February 2024 was accessed, representing 28 different schools and 16,289 middle and high school student responses. School-level data were analyzed by grade level (middle school or high school) and date (pre-, intra-, or post-COVID-19). Significant differences in self-referral were found for both grade level and presentation date. Self-referrals were significantly higher post-COVID-19 compared to pre-COVID-19 with middle schoolers increasing 90% and high school students increasing 36%. Analysis of friend referrals showed a significant difference for grade level, but not presentation date. Again, middle school students were more likely to make a referral than high schoolers. The data suggest that the mental health crisis in middle school students persists at an alarming rate. Schools are at the forefront of addressing mental health issues for youth. External educational programming can bring awareness to mental health concerns and promote help-seeking in youth. Full article

Background/Objectives: The climate crisis has been associated with significant and complex challenges for youth mental health. Anxiety, sadness, and anger have been identified as core emotional responses to the climate crisis and its impacts. However, there are limited data on how these emotions correlate with climate awareness and engagement in pro-environmental behaviors. The present study explores parental accounts on climate crisis-related emotional responses, awareness levels, and engagement in climate actions among Greek youth, as well as the role of their parents’ emotional responses. Methods: This study employed a cross-sectional online survey of parents with children aged 10–18 years in Greece. A total of 186 parents completed questionnaires assessing their children’s and their own climate crisis-related emotional responses (worry, sadness, and anger), levels of climate awareness, and engagement in mitigating actions. Logistic regression analyses were conducted to examine associations between children’s emotions and sociodemographic factors, parental emotions, and climate-related behaviors. Results: The children in our study exhibited lower levels of climate-related worry, sadness, and anger compared to their parents. While 33.3% of parents reported worrying “very much”, only 7.5% of children were reported as experiencing this level of distress. Parental emotional responses were significant predictors of children’s emotions, with high parental worry associated with increased odds of child worry (adjusted OR: 7.80, 95% CI: 1.71–35.62). Climate awareness was higher among parents (64%) than children (44.7%), and children engaged less frequently in climate-mitigating behaviors than parents. Family communication about climate change was also strongly associated with children’s emotional responses. Conclusions: According to their parents’ accounts, children and adolescents in Greece exhibit moderate levels of overall climate distress, while parental emotions and communication within the family influence their responses. The present study’s findings support the need for climate education and policy initiatives that enhance emotional resilience and encourage active engagement among youth. Full article