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This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional development with institutional planning. Grounded in the DigCompEdu framework, this action-oriented process moved beyond individual initiatives to create a coordinated, multi-level strategy involving educators, department leaders, and university authorities. Through a research-based design that included context analysis, participatory diagnosis, and co-designed interventions, the project built a shared understanding of digital teaching needs and institutional readiness. The implementation highlights how locally adapted frameworks, collaborative structures, and iterative decision-making can drive meaningful change across a complex university system. This case contributes to the international conversation on how higher education institutions can operationalize innovation at scale by investing in teacher competence, inclusive processes, and strategic alignment. Lessons learned from this experience are relevant for universities seeking to build institutional capacity for digital transformation in diverse educational contexts with potential downstream benefits for student learning and inclusion. Full article

Human-Wildlife conflict (HWC) presents a growing challenge for wildlife conservation, especially as species recover and reoccupy human-dominated landscapes, creating tensions between ecological goals and local livelihoods. Such conflicts are increasingly reported across Europe, including Romania, involving semi-aquatic species like the Eurasian beaver (Castor fiber L.) and Eurasian otter (Lutra lutra L.). Enhancing coexistence with wildlife through the integration of conflict mapping, stakeholder engagement, and spatial analysis into conservation planning is therefore essential for ensuring the long-term protection of conflict species. A mixed-methods approach was used, including structured surveys among stakeholders, standardized damage report collection from institutions, and expert field assessments of species activity. The results indicate that while most respondents recognize the legal protection of both species, a minority have experienced direct conflict, primarily with beavers through flooding and crop damage. Tolerance varied markedly among demographic groups: researchers and environmental agency staff were most accepting, whereas farmers and fish farm owners were the least accepting; respondents with no personal damage experience and those with university or post-secondary education also displayed significantly higher acceptance toward both species. Institutional reports confirmed multiple beaver-related damage sites, and through field validation, conflict forecast zones with spatial clustering in Harghita, Brașov, Covasna, and Sibiu counties were developed. These findings underscore the importance of conflict forecasting maps, understanding the coexistence dynamics and drivers of acceptance, and the need to maintain high acceptance levels toward the studied species. The developed maps can serve as a basis for targeted interventions, helping to balance ecological benefits with socioeconomic concerns. Full article

Social media has become a vital communication tool for higher education institutions (HEIs) to reach larger targets, attract followers, and engage with diverse audiences. This study conducted a quantitative and qualitative analysis of 4148 Facebook posts from 16 public and private HEIs in the United Arab Emirates (UAE). The aim of the study is to evaluate users’ engagement through their reactions to various post characteristics, including format, language, and content type. The posts generated 177,022 emotes, 17,269 shares, and 8374 comments. The results showed that images are an efficient format for boosting interaction, whereas plain text posts did not generate high engagement. The English language was more conducive for generating shares, while Arabic-language posts generated more emotes and likes. The comparative analysis results showed that private HEIs are more active on their Facebook pages than public HEIs. The content analysis suggested that student-related posts generate the highest level of engagement, while announcements and faculty- and research-related posts drive the lowest levels of engagement. These results offer valuable insights into how HEIs can optimize their social media strategies to enhance user engagement. Full article

The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalisability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice. Full article

Isoliquiritigenin (ISL) is a type of chalcone that widely exists in medicinal plants of the Leguminosae family and exhibits a remarkable anti-ischemic stroke (IS) effect. However, the anti-IS mechanisms of ISL remain to be systematically elucidated. In this study, network pharmacology was used to predict potential targets related to the anti-IS effect of ISL. The binding ability of ISL to potential core targets was further analyzed by molecular docking and molecular dynamics (MD) simulations. By establishing an oxygen–glucose deprivation/reoxygenation (OGD/R)-induced HT22 cell model, the anti-IS mechanisms of ISL were investigated via RT-qPCR and Western Blot (WB). As a result, network pharmacology analysis revealed that APP, ESR1, MAO-A, PTGS2, and EGFR may be potential core targets of ISL for anti-IS treatment. Molecular docking and molecular dynamics simulation results revealed that ISL can stably bind to the five potential core targets and form stable complex systems with them. The results of the cell experiments revealed a significant anti-IS effect of ISL. Additionally, mRNA and protein expression levels of APP, MAO-A and PTGS2 or ESR1 in the ISL treatment group were significantly lower or higher than those in the OGD/R group In conclusion, ISL may improve IS by regulating the protein expression levels of APP, ESR1, MAO-A, and PTGS2. Full article

Despite the significant volume of empirical research found in student-authored academic theses—particularly in the social sciences—these works are often poorly documented and difficult to discover within institutional repositories. A key reason for this is the lack of appropriate metadata frameworks that balance descriptive richness with usability. General standards such as Dublin Core are too simplistic to capture critical research details, while more robust models like the Data Documentation Initiative (DDI) are too complex for non-specialist users and not designed for use with student theses. This paper presents the design and validation of a lightweight, web-based metadata framework specifically tailored to document empirical research in academic theses. We are the first to adapt existing hybrid Dublin Core–DDI approaches specifically for thesis documentation, with a novel focus on cross-methodological research and non-expert usability. The model was developed through a structured analysis of actual student theses and refined to support intuitive, structured metadata entry without requiring technical expertise. The resulting system enhances the discoverability, classification, and reuse of empirical theses within institutional repositories, offering a scalable solution to elevate the visibility of the gray literature in higher education. Full article

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

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

With the advance of digital transformation, the assessment of the environmental impact of digital tools and technologies grows more relevant. Considering the inflated expectations of environmental responsibility in higher education, this study analyses how websites of Polish universities conform to sustainable web design criteria. The sustainability audit employed a methodology encompassing carbon emissions measurement, technical website analysis, and SEO evaluation. The author analysed 63 websites of public universities in Poland using seven independent audit tools, including an original AI Custom GPT agent preconfigured in the ChatGPT ecosystem. The results revealed a substantial differentiation in CO₂ emissions and website optimisation, with an average EcoImpact Score of 66.41/100. Nearly every fourth website exhibited a significant carbon footprint and excessive component sizes, which indicates poor asset optimisation and energy-intensive design techniques. The measurements exposed considerable variability in emission intensities and resource intensity among the university websites, suggesting the need for standardised digital sustainability practices. Regulations on the carbon footprint of public institutions’ websites and mobile applications could become vital strategic components for digital climate neutrality. Promoting green hosting, “Green SEO” practices, and sustainability audits could help mitigate the environmental impact of digital technologies and advance sustainable design standards for the public sector. The proposed auditing methodology can effectively support the institutional transition towards sustainable management of digital infrastructure by integrating technical, sustainability, and organisational aspects. Full article

Ujimqin sheep, known for its distinctive multi-vertebrae phenotypes (T13L7, T14L6, and T14L7) and economic value, has garnered significant attention. However, conventional phenotypic detection methods suffer from low efficiency and high costs. In this study, based on a key SNP locus (ABCD4 gene, Chr7:89393414, C > T) identified through a genome-wide association study (GWAS), a TaqMan-MGB (minor groove binder) genotyping system was developed. the objective was to establish a high-throughput and efficient molecular marker-assisted selection (MAS) tool. Specific primers and dual fluorescent probes were designed to optimize the reaction system. Standard plasmids were adopted to validate genotyping accuracy. A total of 152 Ujimqin sheep were subjected to TaqMan-MGB genotyping, digital radiography (DR) imaging, and Sanger sequencing. the results showed complete concordance between TaqMan-MGB and Sanger sequencing, with an overall agreement rate of 83.6% with DR imaging. For individuals with T/T genotypes (127/139), the detection accuracy reached 91.4%. This method demonstrated high specificity, simplicity, and cost-efficiency, significantly reducing the time and financial burden associated with traditional imaging-based approaches. the findings indicate that the TaqMan-MGB technique can accurately identify the T/T genotype at the SNP site and its strong association with the multi-vertebrae phenotypes, offering an effective and reliable tool for molecular breeding of Ujimqin sheep. Full article

Inspired by the human ability to learn continuously and adapt to changing environments, researchers have proposed Online Open-World Object Detection (OLOWOD). This emerging paradigm faces the challenges of detecting known categories, discovering unknown ones, continuously learning new categories, and mitigating catastrophic forgetting. To address these challenges, we propose Category Prototype-guided Streaming Multi-Level Perturbation, PSMP, a plug-and-play method for OLOWOD. PSMP, comprising semantic-level, enhanced data-level, and enhanced feature-level perturbations jointly guided by category prototypes, operates at different representational levels to collaboratively extract latent knowledge across tasks and improve adaptability. In addition, PSMP constructs the “contrastive tension” based on the relationships among category prototypes. This mechanism inherently leverages the symmetric structure formed by class prototypes in the latent space, where prototypes of semantically similar categories tend to align symmetrically or equidistantly. By guiding perturbations along these symmetric axes, the model can achieve more balanced generalization between known and unknown categories. PSMP requires no additional annotations, is lightweight in design, and can be seamlessly integrated into existing OWOD methods. Extensive experiments show that PSMP achieves an improvement of approximately 1.5% to 3% in mAP for known categories compared to conventional online training methods while significantly increasing the Unknown Recall (UR) by around 4.6%. Full article

This paper investigates how governance frameworks shape sustainable tourism outcomes in protected areas by comparing Tara National Park (Serbia) and Triglav National Park (Slovenia). Both parks, established in 1981 and classified under IUCN Category II, exhibit rich biodiversity and mountainous terrain but differ markedly in governance structures, institutional integration, and local community engagement. Using a qualitative, indicator-based methodology, this research evaluates ecological, economic, and social dimensions of sustainability. The findings reveal that Triglav NP demonstrates higher levels of participatory governance, tourism integration, and educational outreach, while Tara NP maintains stricter ecological protection with less inclusive management. Triglav’s zoning model, community council, and economic alignment with regional development policies contribute to stronger sustainability outcomes. Conversely, Tara NP’s centralized governance and infrastructural gaps constrain its potential despite its significant conservation value. This study highlights the importance of adaptive, inclusive governance in achieving the Sustainable Development Goals (SDGs) within protected areas. It concludes that hybrid approaches, combining legal rigor with participatory flexibility, can foster resilience and sustainability in ecologically sensitive regions. Full article

This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Analysis (MIA), it analyzes 270 min of video-recorded lessons across three instructional stages, supported by visual transcripts and pitch-intensity spectrograms. The analysis reveals each teacher’s transformation from textbook-reliant instruction to student-centered pedagogy, facilitated by multimodal strategies such as gaze, vocal pitch, gesture, and head movement. These shifts unfold across the following three evolving identity configurations: compliance, experimentation, and dialogic enactment. Rather than following a linear path, identity development is shown as a negotiated process shaped by institutional demands and classroom interactional realities. By foregrounding the multimodal enactment of self in a non-Western educational context, this study offers insights into how novice EFL teachers navigate tensions between traditional discourse norms and reform-driven pedagogical expectations, contributing to broader understandings of identity formation in global higher education. Full article

Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform. Full article