Search Results (3,047)

This study examines how future mathematics teachers perceive the importance of AI-related and digital competencies and their self-reported performance in these areas. The study was conducted in a Mathematics Education course in Spain with 198 Primary Education students. Using an Importance–Performance Map Analysis (IPMA) framework, the questionnaire assessed six dimensions: AI awareness, AI usage, AI evaluation, AI ethics, AI trust, and digital skills, with items adapted from previous studies. The results showed that students assigned higher importance to all competencies than the level of performance they reported. AI evaluation, AI trust, and digital skills received the highest importance scores, whereas AI awareness obtained the lowest scores. The IPMA identified AI usage as the main priority for improvement, as students considered it relevant but reported comparatively lower performance. Differences by academic year and self-reported AI knowledge level suggest that students’ stage of training and perceived AI knowledge influenced their perceptions. These findings reveal a gap between the importance future teachers assign to AI-related competencies and their perceived level of development. The study highlights the need for more specific and pedagogically grounded AI training in Mathematics Education and offers practical implications for teacher education curricula in response to the demands of 21st-century classrooms. Full article

Background: Diagnostic communication influences patient understanding, adherence, and shared decision-making in high-burden cardiometabolic disease and high-stakes oncologic care. However, scalable training models that allow standardized, repeatable practice and competency benchmarking remain limited. This study examined whether undergraduate medical students demonstrated higher diagnostic communication scores after completing a structured generative artificial intelligence (AI)-assisted simulation program across three clinically distinct diagnostic disclosure scenarios. Methods: We conducted a prospective, single-arm, pre–post educational study in undergraduate medical students completing AI-assisted diagnostic communication training across T2DM, obesity, and breast cancer scenarios. Students underwent baseline in-person assessments with standardized human simulated patients, completed 10 asynchronous AI-assisted encounters per scenario using standardized scenario-specific prompts and automated feedback, and then completed post-intervention in-person assessments. Scenario order was randomized. Performance was scored live by two physician raters using an adapted 24-item, eight-domain rubric. Cross-scenario analyses included three-scenario completers (n = 56; scenario-specific paired samples up to n = 77). Without a control group, analyses were interpreted as within-student pre–post associations rather than causal effects. Results: Students demonstrated higher post-test total rubric scores across all scenarios. Mean (SD) within-student changes were +24.26 (25.05) for T2DM, +26.17 (20.67) for obesity, and +36.31 (17.70) for breast cancer. Positive pre–post changes were observed across communication domains, with variation by clinical context. Exploratory analyses suggested limited cross-scenario gain-score associations and heterogeneous response patterns. Conclusions: Generative AI-assisted simulation was associated with higher post-intervention diagnostic communication scores across three diagnostic disclosure scenarios. The single-arm design precludes causal attribution and does not exclude testing effects, rubric familiarization, maturation, or concurrent clinical learning. Controlled studies are needed to determine its comparative educational value. Full article

Educational buildings are characterized by daily movement and continuous interaction between formal and informal learning spaces. Understanding how students navigate and occupy these environments and how these experiences affect their academic performance is essential for developing responsive, human-centered architectural strategies. This research investigates spatial behavior, movement patterns, and physical classroom environments, and their relationship with academic achievement among students in the College of Architecture and Digital Design building at Dar Al-Uloom University. A mixed-methods approach is adopted, combining student surveys, movement mapping, and grade analysis. Movement mapping was used to document circulation patterns, spatial occupancy, and pause behavior across different periods of the academic day. In addition, academic performance categories, together with observed movement and space-use patterns, are used to contextualize spatial engagement. Additionally, an investigative comparative analysis is conducted across two campuses (male and female). The findings indicate that higher-performing students generally exhibit greater movement diversity and spatial engagement, with observable differences in spatial behavior between male and female students. Full article

Background: Sexuality education is essential for adolescent health and well-being, yet in Italy it is not included in a mandatory national curriculum, resulting in heterogeneous implementation across regions. Within the ESPRIT project, a multidisciplinary training-of-trainers (ToT) model was developed to prepare professionals to support school-based peer-education pathways. This study aimed to describe the training model and perform a pilot evaluation of short-term knowledge outcomes among trained participants. Methods: A pilot non-randomized controlled comparative study was conducted within the ESPRIT project framework. A multidisciplinary Training Team developed a structured ToT pathway based on WHO guidance, national recommendations, and peer-education models. Ten advanced public health residents in Hygiene and Preventive Medicine attended a three-day residential training course. One month later, a 10-item knowledge questionnaire was administered to trained participants (n = 10) and untrained advanced public health residents (n = 10). Results: Trained participants achieved higher questionnaire scores than the comparator group (median score 8 [IQR 2] vs. 3.5 [IQR 2]; p < 0.0005). Conclusions: Structured ToT programmes may represent a promising approach for strengthening professional preparation in sexuality education. Larger studies with longer follow-up are needed to evaluate sustainability and real-world implementation. Full article

Background/Objectives: Anemia in early childhood remains a key global health issue due to its impact on growth and development. While biological determinants of anemia have been extensively studied, parenting styles remain unexplored. This study aimed to examine the association between parenting styles, anemia, and developmental outcomes among under-five children. Methods: From February to March 2026, a cross-sectional study was carried out in Bandung, Indonesia, involving children aged 6–59 months who visited the Pasirkaliki Primary Health Centre. Anemia was confirmed by laboratory testing, defined as a hemoglobin level ≤ 11 g/dL. The Parenting Styles and Dimensions Questionnaire was used to assess parenting styles, while the Pre-Screening Developmental Questionnaire was used to examine child development. Statistical analyses were performed using the Mann–Whitney U test, Chi-square test or Fisher’s exact test, and logistic regression analysis. Results: One hundred and ninety-three subjects were included in the analysis, among which 20.2% were anemic, with a significantly higher proportion among children aged below 24 months (p < 0.001). Permissive parenting was significantly more common among children with anemia and was associated with higher odds of anemia (aOR = 10.31; 95% CI: 3.92–27.10). Children with anemia had significantly higher odds of developmental delay (aOR = 19.49; 95% CI: 6.46–58.84), after adjustment for child age, maternal education, and family income. Conclusions: Permissive parenting was associated with anemia, while anemia was associated with increased odds of developmental delay in under-five children, highlighting the importance of considering not only biological but also psychosocial factors in early child health interventions. Full article

Background: Virtual reality (VR) has attracted increasing attention in architectural design education because of its potential to support spatial cognition and embodied understanding of architectural space. Compared with conventional two-dimensional (2D) drawings and screen-based three-dimensional (3D CAD) tools, VR enables learners to experience space at a realistic scale through binocular disparity and motion parallax, which may reduce cognitive load and facilitate experiential learning. However, previous studies have mainly relied on subjective evaluations, such as questionnaires and observations, and have not sufficiently examined differences in educational effectiveness among design tools or among students with different learning levels. Objective and Methods: This study aimed to identify effective teaching tools for facilitating students’ understanding at different learning levels and to propose appropriate methods for applying VR to improve educational effectiveness. To achieve this, we proposed an objective experimental method for evaluating the effectiveness of VR in architectural design education based on students’ ability to identify incorrect content in architectural design plans. The experiment compared the performance of students using 2D drawings, 3D CAD, and VR environments and examined differences according to student grade levels (higher- and lower-year students) objectively. Results: The results revealed that both higher- and lower-year students identified more incorrect content items related to “Fitting” (such as door layouts) when using 2D drawings (finding rates were 43.8%~53.3% higher than those with 3D CAD or VR), whereas more incorrect content items related to “Furniture” size were identified when using VR (finding rates were 18.8%~56.3% higher than those with 2D drawings or 3D CAD). In addition, items related to sectional and elevation design, such as “Opening,” as well as issues concerning the size of “Space,” were identified by higher-year students regardless of the tool used. In contrast, lower-year students identified approximately twice as many of these items when using VR as when using 2D drawings. Conclusions: Based on the above results, the effectiveness of VR varied depending on both the type of design knowledge and the students’ learning levels. VR improved lower-year students’ understanding of spatial dimensions, furniture and fitting compared with conventional tools. Furthermore, VR encouraged more detailed consideration of spatial and design-related issues during architectural design tasks. These findings suggest that VR can reduce the cognitive load associated with learning architectural spatial concepts and promote experiential learning close to real spatial perception. Implications: This study supports the appropriate use of VR in architectural design education. The experimental method proposed in this study can also be used to objectively evaluate the effectiveness of educational tools other than VR before their implementation in architectural design education. Applying this method in architectural education is expected to enhance students’ awareness of architectural spatial issues and promote more comprehensive spatial understanding during the design process. Full article

This study examines how the concept of academic success is constructed and represented both in international scientific literature and in the perceptions of higher education students, using the OPSA 2.0 project at the Polytechnic University of Leiria as a case study. Adopting an exploratory multimethod approach, the research combines bibliometric analysis of publications indexed in Scopus (2020–2025) with qualitative content analysis of students’ responses collected through participatory workshops. The bibliometric results reveal that academic success is increasingly conceptualised as a multidimensional construct, structured around institutional, pedagogical, psychological, and identity-related dimensions. However, the analysis of students’ perceptions shows a predominance of instrumental and performance-oriented representations, particularly associated with grades, course completion, and employability. At the same time, emerging references to well-being, resilience, and personal fulfilment suggest a gradual shift towards more holistic understandings of success. By articulating global research trends with local student narratives, the study highlights the coexistence of traditional and emergent conceptualisations of academic success in higher education. The findings underline the relevance of institutional strategies, such as OPSA 2.0 Project, that promote a comprehensive and preventive approach to student success. Methodologically, the study demonstrates the potential of combining bibliometric mapping with qualitative analysis to bridge macro-level scientific developments and micro-level lived experiences. Full article

Introduction: Traditional instruments for measuring lifelong learning of health professionals fail to capture digital-age learning, creating a critical measurement disconnect. To address this gap, we developed a 16-item Self-Pursuits, Aspirations, and Knowledge Endeavors in the Digital Era (SPArKED) instrument. Methods: To gather validity evidence for SPArKED, a cross-sectional survey was deployed to health professional students (n = 558). The survey questionnaire included: SPArKED, Jefferson scale of lifelong learning for students in health professions, basic psychological needs satisfaction scale, and human–computer trust scale assessing students’ trust in generative technology to support lifelong learning. Exploratory factor analysis (EFA) and correlation analysis were performed. Results: The EFA of the SPArKED revealed a three-component structure: networked learning, i-learning (individual mastery), and AI-powered learning, together explaining 55% of the total variance. The SPArKED demonstrated good internal consistency (α = 0.86) and convergent validity with the Jefferson scale of lifelong learning (r = 0.75). The correlations between SPArKED and psychological needs satisfaction scores were moderately high: autonomy (r = 0.50), competence (r = 0.48), and relatedness (r = 0.51). SPArKED had a higher correlation with students’ trust in generative technology to support lifelong learning than the Jefferson scale (r = 0.52 and r = 0.32, respectively). Conclusions: Compared to the Jefferson scale, the SPArKED instrument appears to better capture digital-age learning behaviors among students in health professions. By assessing these evolving behaviors in learners, education programs can better guide future health practitioners in developing desired lifelong learning competencies and digital literacies. Future research should gather validity evidence for SPArKED across diverse learner samples and educational stages, informing a critical re-assessment of established instruments in the rapidly evolving learning landscape. Full article

This study aims to determine the effect of an education intervention on female athletes’ menstrual health knowledge, communication, and perceived importance of menstrual cycle tracking, and whether factors such as age, education level, or hormonal contraceptive use influence these outcomes. Three athlete cohorts engaged in two workshops and received targeted handouts. Participants (n = 51) completed surveys before, after, and 3 months following the intervention, which included a menstrual health knowledge assessment and a series of ratings to ascertain perceived knowledge; likelihood that they would discuss menstrual health with teammates, coaches, medical staff, and performance staff; and perceived importance of menstrual cycle tracking. Bayesian generalised linear mixed models and Bayesian linear mixed models were used to understand the effect of time and interactions between time and age, educational level, or hormonal contraceptive use. Actual and perceived knowledge and likelihood to communicate with teammates and performance staff appeared to be higher post-intervention and were retained for at least three months. The importance of menstrual cycle tracking increased from post-intervention to follow-up, while no change in communication with coaches or medical staff was observed. There appeared to be some effect of age, education level, and hormonal contraceptive use on knowledge and communication with medical staff. A menstrual health education intervention could be a practical and effective strategy to promote menstrual health literacy and communication in sport settings. Full article

This research examines the impact of multiple-choice question (MCQ) sequencing—forward (instructional order) versus randomized—on undergraduate student performance in education courses. Grounded in cognitive perspectives on memory organization and retrieval, the study investigates whether question order influences test outcomes. Using a 2 × 2 mixed repeated-measures design across four courses at an Arab Gulf university, data were collected from 212 students who completed two MCQ-based assessments administered under alternating sequencing conditions. Repeated-measures Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were employed to analyze performance differences while controlling for testing phase and academic achievement (GPA). Results indicated no statistically significant main effects of question order or testing phase, nor any significant interaction between sequencing and testing phase. GPA did not moderate the relationship between sequencing format and performance. However, descriptive trends suggested slightly higher performance under forward sequencing conditions, pointing to the possibility of small or context-dependent sequencing influences. Overall, the study findings indicate that undergraduate students perform similarly across forward and randomized MCQ formats under typical classroom conditions. By integrating within- and between-subject analyses and controlling for individual academic achievement, the study strengthens the methodological evidence base on MCQ sequencing. The findings provide cautious support for the use of randomized sequencing as a fairness-oriented assessment strategy, highlighting the importance of test design features and contextual factors. Future research should examine sequencing effects in high-stakes settings, assessments targeting higher-order cognitive skills, and diverse disciplinary contexts. Full article

Physical activity (PA) participation among university women is influenced by behavioural, psychosocial, and contextual factors. This study aimed to identify hierarchical profiles associated with PA participation using exploratory segmentation methods. A multicentre cross-sectional study was conducted with 417 university women from Chile, Spain, Italy, and Mexico (mean age = 22.2 ± 5.1 years). Participants completed validated questionnaires assessing habitual PA (IPAQ-SF), perceived barriers to PA (BBAQ-21), dietary quality (HEI), and health-related characteristics. Classification and Regression Trees (CART) and Exhaustive Chi-square Automatic Interaction Detection (CHAID) analyses were performed. Self-reported PA change since the pandemic emerged as the first-order segmentation variable within both exploratory models. Women reporting reduced PA since the pandemic had lower observed compliance with WHO recommendations (62.7%) than those reporting stable or increased PA (85.8%). Lack of energy (χ² = 18.61, p < 0.001) and lack of willpower (χ² = 28.63, p < 0.001) were the barriers most strongly associated with less favourable PA profiles. These findings support the value of segmentation-oriented approaches for understanding behavioural heterogeneity and informing gender-sensitive health-promotion initiatives in higher education settings. Given the cross-sectional and self-reported design, findings should be interpreted as exploratory segmentation patterns rather than predictive or causal evidence. Full article

The present study investigates the semantic structure, dominant themes, and temporal evolution of research on giftedness in early childhood through a comparative topic modeling approach. A final analytic sample (n = 518) of peer-reviewed journal articles indexed in the Scopus and Web of Science databases was analyzed. Three topic modeling methods, Latent Dirichlet Allocation (LDA), Structural Topic Modeling (STM), and BERTopic, were systematically compared using multiple evaluation metrics. BERTopic demonstrated the strongest overall performance, producing approximately 11% higher coherence than STM and approximately 34% higher coherence than LDA. In terms of diversity, it achieved 14% to 17% greater thematic variety and, according to the Gini coefficient, revealed a 58% to 60% more balanced thematic distribution. BERTopic-based analyses identified five major thematic axes: Socio-Linguistic Development and Family Context, Psychometric Intelligence, Identification, and Cognitive Differences, Program Access, Identification, and Educational Equity, Early Academic Skills and Cognitive Development, and Creativity, Higher-Order Thinking, and Enrichment Programs. Thematic mapping and topic similarity analysis were used to examine the semantic structure of the field, while linear regression-based trend analysis over the 1918–2026 publication period showed that family context, socio-linguistic development, and equity-related themes have gained increasing importance over time, whereas psychometric identification largely maintained its central position within the field. These findings indicate that the field is moving toward a more inclusive, semantically grounded, and equity-oriented perspective. However, they should be interpreted in light of the study’s reliance on article abstracts, the sensitivity of BERTopic clustering parameters, and the use of linear trend modeling. Full article

Background/Objectives: Adolescent mental health problems have increased in recent years, with growing concern about the impact of digital behaviors such as problematic video game use and gambling. Internet Gaming Disorder (IGD) and Problem Gambling Symptoms may share psychological risk markers, but evidence in Spanish adolescents is limited. This study aimed to examine the relationship between IGD, problem gambling symptoms, and mental health, and to identify sociodemographic, psychological, and behavioral factors associated, including microtransactions and loot boxes. Methods: A cross-sectional study was conducted with secondary education students from Extremadura (Spain). The final sample included 343 participants. Measures included an ad hoc questionnaire on video game use, the IGDS9-SF, SOGS-RA, and the Strengths and Difficulties Questionnaire (SDQ). Descriptive analyses, Spearman correlations, and multivariable regression (Poisson and negative binomial) were performed. Results: IGD and gambling were positively correlated (Spearman’s ρ = 0.386, p < 0.001) and associated with higher mental health difficulty scores (IGD: ρ = 0.299, p < 0.001; gambling: ρ = 0.214, p < 0.001). Male gender was associated with both outcomes (IGD: incidence rate ratio [IRR] = 1.21 [95% Confidence Interval: 1.13–1.30]; gambling: IRR = 2.90 [1.85–4.60]). Microtransactions were associated with both behaviors (IGD: IRR = 1.17 [1.09–1.25]; gambling: IRR = 1.74 [1.19–2.54]), while loot box use was related only to IGD (IRR = 1.13 [1.05–1.21]). Total SDQ score was positively associated with both IGD (IRR = 1.02 [1.02–1.03]) and gambling (IRR = 1.10 [1.06–1.13]). Younger age was associated with higher IGD scores (IRR = 0.97 [0.96–0.99]). Conclusions: There are similarities in the associations among the examined factors and increased scores of IGD and gambling in adolescents, particularly male gender, higher mental health difficulties scores, and involvement in monetized gaming systems. School-based, family, and public health prevention strategies may benefit from addressing the importance of psychological well-being and increase awareness of the potential risks associated with digital gaming practices. Full article

Background: Pharmacy students in France complete an equivalent six-month full-time hospital placement during the fifth year of their university curriculum. At our school, it includes a clinical pharmacy within a medical ward, with daily supervision by a clinical pharmacist and a pharmacy resident. This training has been strengthened by the introduction of a workplace-based formative assessment conducted at the end of the clinical pharmacy rotation, alongside weekly clinical case discussions at the school, culminating in an end-of-year oral assessment. Objective: To assess the performance, determinants, and acceptability of this assessment model. Methods: We conducted a retrospective, single-center study over ten academic years (2013–2023). The evaluation combined three complementary components: the workplace-based clinical assessment based on real patient interactions, the case-based oral assessment, and students’ satisfaction. Results: Nearly one thousand students were included. Students’ performances remained stable over time. Higher scores were observed among students with prior clinical experience and those enrolled in hospital-focused training pathways. Student satisfaction was high, particularly in settings with direct pharmaceutical supervision, which was strongly associated with improved perceived learning, engagement, and supervision quality. Conclusions: Beyond performance measurement, this model appears to foster clinical reasoning, professional development, and student engagement, suggesting its relevance for competency-based pharmacy education. Full article

Whale watching is frequently presented as a benign form of wildlife interaction, yet its ethical and ecological acceptability depends on two conditions: vessel practices must minimize disturbance to free-ranging cetaceans, and tours must provide meaningful conservation-oriented education. This study assessed whale-watching operations in the New York City Metropolitan Area using three complementary frameworks: the Whale SENSE “On the Water” evaluation, the World Cetacean Alliance (WCA) Best Practice Guidance, and a Higher-Order Thinking Skills (HOTS) framework for interpretation. Eight trips representing the active full-time commercial sector in the study area were observed between May and November 2022. The results have revealed that certified operators generally performed better than uncertified operators, but the difference was not large enough to demonstrate that certification alone ensured welfare-protective practice. Educational content was often present but shallow, with limited discussion of cetacean threats, conservation measures, and legal protections, while higher-order engagement and multilingual accessibility were notably weak. Vessel behavior showed a similar pattern: certified operators achieved higher average scores, yet close approaches, inconsistent adherence to conservative speed and maneuvering guidance, and occasional unacceptable practices were still recorded. Overall, some operations still expose whales to avoidable disturbance and fail to meet the educational standards that give ecotourism its conservation value. Responsible whale watching should therefore be evaluated not only by whether vessels find whales and satisfy tourists, but also by whether operators demonstrably protect animal welfare and cultivate informed conservation attitudes. As such, this study offers a regionally novel benchmark for future comparative research, management evaluation, and the development of more responsible cetacean ecotourism. Full article