Search Results (2,616)

This study examines the systemic integration of entrepreneurship education and the culture of self employment within higher education as a component of sustainable institutional reform. Using a comparative analytical approach, it analyzes international practices across five higher education systems. Finland, the United States, Canada, the United Kingdom, and South Korea were selected to represent diverse yet mature models of entrepreneurship education integration. The findings reveal significant variation in the depth and coherence of integration across national contexts. Rather than identifying a single transferable model, the study shows that effective integration depends on the interaction of key institutional dimensions, including policy alignment, curricular embedding, faculty capacity, infrastructure, external partnerships, and impact evaluation. Finland demonstrates the most coherent configuration, while other systems exhibit partial or fragmented integration shaped by contextual factors. The study concludes that entrepreneurship education is most sustainable when embedded as a system-level institutional strategy rather than implemented through isolated initiatives. It offers an analytical framework, supported by an adapted ADKAR change model, to guide context-sensitive reform. For Arab higher education systems, the primary implication is diagnostic, emphasizing contextual adaptation over direct replication. Full article

Corporate Social Responsibility (CSR) has evolved into a strategic governance framework through which organisations address environmental sustainability, stakeholder expectations, and long-term institutional viability. In knowledge-intensive organisations such as universities, Green Artificial Intelligence (GAI) is increasingly recognised as an internal CSR agenda. GAI can reduce digital and energy-related environmental impacts while enhancing educational and operational performance. This study examines how higher education leaders, as organisational decision-makers, form intentions to adopt GAI within institutional CSR and digital sustainability strategies. It focuses specifically on leadership intentions to implement key GAI practices, including Smart Energy Management Systems, Energy-Efficient Machine Learning models, Virtual and Remote Laboratories, and AI-powered sustainability dashboards. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the study investigates how performance expectancy, effort expectancy, social influence, and facilitating conditions shape behavioural intentions to adopt GAI. Survey data were collected from higher education leaders across Saudi universities, representing diverse national and cultural backgrounds within a shared institutional context. The findings indicate that facilitating conditions, performance expectancy, and social influence significantly influence adoption intentions, whereas effort expectancy does not. Gender and cultural context also moderate several adoption pathways. Generally, the results demonstrate that adopting GAI in universities constitutes a governance-level CSR decision rather than a purely technical choice. This study advances CSR and digital sustainability research by positioning GAI as a strategic tool for responsible digital transformation and by offering actionable insights for higher education leaders and policymakers. Full article

In the face of escalating environmental crises, sustainable development is becoming one of the key global challenges. A growing body of research indicates that transitioning to plant-based diets, including a vegan diet, can significantly improve environmental sustainability. Young people from Generation Z play a crucial role in shaping future consumption patterns, and their beliefs and attitudes toward sustainable food may serve as an important indicator of social changes in the area of nutrition and the potential for implementing pro-ecological practices. The aim of the study is to assess students’ perceptual attitudes toward plant-based products, which constitute an integral part of vegan diets, addressing a significant gap in the literature on sustainable consumption among Generation Z in emerging economies. The study allows for the identification of the main sources of information, psychosocial barriers, and motivational factors underlying the adoption of a vegan diet, situating them within sustainable development paradigms. The research group consisted of 263 university students in Warsaw (Poland). A CAWI survey method was used, with a proprietary questionnaire. The study shows that more than 60% of respondents were not interested in this dietary option, and a similar proportion did not expect to adopt veganism in the future. Students’ attitudes toward the vegan diet are shaped primarily by their self-assessment of nutritional knowledge, previous experiences with plant-based diets, and socio-cultural factors. Although many respondents recognize the health and environmental benefits of a plant-based diet, the lack of reliable knowledge, concerns about deficiencies, higher product costs, and social pressure remain key barriers limiting their willingness to change eating habits. From a practical perspective, the findings highlight the need to develop nutrition education focused on the competencies required to properly balance plant-based diets, to increase the economic and sensory accessibility of vegan food, and to counteract persistent stereotypes and misconceptions about veganism, especially on social media, which is the main source of information for this age group. Full article

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

Postsocialist peri-urban spaces are characterized by a chaotic development as a result of the transition from communism to capitalism. Recent research has highlighted that liveability in peri-urban spaces encounters challenges of adaptation to the peri-urban areas. The aim of the present study is to identify and analyze patterns and contrasts that occur between age groups and gender in relation to the level of liveability as well as to better understand the daily mobility practices and commuting dependencies and how mobility shapes key contrasts and emerging tensions within Timișoara’s postsocialist peri-urban spaces. As liveability relates to local development, commuting, and accessibility to service facilities in the residential environment, the identification of patterns and differences is imperative when considering the perception of local residents on potential (un)sustainable liveability in peri-urban areas. This study utilizes a quantitative analysis, informed by a survey of considerable size (N = 954) conducted in peri-urban settlements of Timisoara, Romania, with a view to elucidating the distinctions and commonalities in the perceptions held by the local populace. The findings indicate that the elderly population exhibits a greater reluctance to adapt to the emerging peri-urban environment. In contrast, the younger and more educated demographic demonstrates a higher degree of adaptability to the contemporary challenges posed by peri-urban expansion and hazardous development. Daily mobility, including commuting, is directly influenced by the effects of dispersed and chaotic development (e.g., more than 79% of respondents rely on private cars for commuting), as well as the lack of facilities and services (e.g., 2.21 level of satisfaction regarding cultural events). This highlights Timisoara’s dependence on external services, as well as the significant role of personal vehicles in providing access to the city center and its neighborhoods. Therefore, we can observe the peri-urban area undergoing a transitional phase as it navigates the initial stages of sustainable urban development and pursues an enhanced quality of life. Finally, we propose several policy recommendations for local authorities, offering solutions for enhancing liveability in peri-urban areas. Full article

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

The global maritime and logistics sectors are undergoing rapid digital transformation driven by emerging technologies such as automation, the Internet of Things (IoT), and blockchain. Artificial Intelligence (AI), with its ability to analyze complex datasets, predict operational patterns, and optimize resource allocation, offers a transformative potential beyond the capabilities of conventional technologies. However, mixed results are shown in its implementation. This study examines the current state of AI applications to unlock higher levels of efficiency and competitiveness in logistics firms. A mixed-methods approach was employed, combining surveys from logistics companies with in-depth interviews from key stakeholders in ports and logistics firms to triangulate insights and enhance the validity of the findings. Our results reveal that while technologies such as automation and digital tracking are increasingly utilized to improve operational transparency and cargo management, AI applications remain limited and largely experimental. Where implemented, AI contributes to strategic decision-making, predictive maintenance, customer service enhancement, and cargo flow optimization. Nonetheless, financial conditions, data integration challenges, and a shortage of AI-skilled professionals continue to impede its wider adoption. To overcome these challenges, this study recommends targeted investments in AI infrastructure, the establishment of collaborative frameworks between public authorities, financial institutions, and technology-driven Higher Education Institutions (HEIs), and the development of human capital capable of sustaining AI-enabled transformation. By strategically leveraging AI, Oman can position its ports and logistics sector as a regional leader in efficiency, innovation, and sustainable growth. Full article

Background/Objectives: Adherence to the EAT-Lancet Planetary Health Diet (PHD) may promote human health and environmental sustainability, yet evidence regarding adherence and nutritional adequacy in Australia is limited. Globally, no research to date has used the recently updated 2025 PHD guidelines. We benchmarked the compatibility of Australian adults’ dietary patterns with the 2025 PHD and examined its associations with nutritional adequacy and sociodemographic factors. Methods: This was a cross-sectional analysis of dietary data from 5655 adults who participated in the National Nutrition and Physical Activity Survey. Usual intakes were estimated from two 24 h recalls using the Multiple Source Method. PHD adherence was measured using the Healthy Reference Diet Score (0–130 points). Nutrient adequacy was assessed using the full probability method for iron and the Australian/New Zealand Estimated Average Requirement Cut-Point Method for all other nutrients. Survey-weighted regression models examined associations with nutritional adequacy and sociodemographic factors. Results: The mean PHD adherence score was 50 (SE 0.3) points. Higher adherence was associated with lower odds of inadequate intakes of several micronutrients, but with higher odds of inadequacy for vitamin B12 (OR: 1.24; 95% CI: 1.06, 1.45) and calcium (OR: 1.09; 95% CI: 1.01, 1.17). PHD adherence was higher among females, older adults, those with higher educational attainment, those born in countries where English is not the main language, two-person households and non-smokers; adherence was non-linearly associated with alcohol and was lower among those with a Body Mass Index ≥ 30 kg/m². Conclusions: PHD adherence in Australia was low. Higher adherence was associated with improved adequacy for several micronutrients. Trade-offs for vitamin B12 and calcium warrant consideration. Equity-conscious strategies will be needed to support the adoption of nutritionally adequate, environmentally sustainable diets. Full article

The rapid adoption of generative artificial intelligence (AI) in higher education has intensified a pedagogical dilemma: while AI tools can increase immediate classroom engagement, they do not necessarily foster the self-regulated learning (SRL) capacities required for ethical and reflective professional practice, particularly in human-service fields. In this two-time-point, pre-post cohort-level (repeated cross-sectional) evaluation, we examined a six-week AI-integrated curriculum incorporating explicit SRL scaffolding among social work undergraduates at a Taiwanese university (pre-test N = 37; post-test N = 35). Because the surveys were administered anonymously and individual responses could not be linked across time, pre-post comparisons were conducted at the cohort level using independent samples. The participating students completed the AI-Enhanced Learning Attitude Scale (AILAS); this is a 30-item instrument grounded in the Technology Acceptance Model, Attitude Theory and SRL frameworks, assessing six dimensions of AI-related learning attitudes. Prior pilot evidence suggested an engagement regulation gap, characterized by relatively strong learning process engagement but weaker learning planning and learning habits. Accordingly, the curriculum incorporated weekly goal-setting activities, structured reflection tasks, peer accountability mechanisms, explicit instructor modeling of SRL strategies and simple progress tracking tools. The conducted psychometric analyses demonstrated excellent internal consistency for the total scale at the post-test stage (Cronbach’s α = 0.95). The independent-samples t-tests indicated that, at the post-test stage, the cohorts reported higher mean scores across most dimensions, with the largest cohort-level differences in Learning Habits (Cohen’s d = 0.75, p = 0.003) and Learning Process (Cohen’s d = 0.79, p = 0.002). After Bonferroni adjustment, improvements in the Learning Desire, Learning Habits and Learning Process dimensions and the Overall Attitude scores remained statistically robust. In contrast, the Learning Planning dimension demonstrated only marginal improvement (d = 0.46, p = 0.064), suggesting that higher-order planning skills may require longer or more sustained instructional support. No statistically significant gender differences were identified at the post-test stage. Taken together, the findings presented in this study offer preliminary, design-consistent evidence that SRL-oriented pedagogical scaffolding, rather than AI technology itself, may help narrow the engagement regulation gap, while the consolidation of autonomous planning capacities remains an ongoing instructional challenge. Full article

This study investigates regional heterogeneity and spatial interdependence in digital skills mismatch across Indonesia by constructing a Digital Skills Supply–Demand Ratio (DSSDR) from the Indonesia Digital Society Index (IMDI). In line with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), the study aims to provide policy-relevant evidence to support a more inclusive and balanced digital transformation. Using district-level data and spatial econometric models (OLS, SAR, and the SDM), the analysis evaluates both local determinants and cross-regional spillover effects. Model comparison identifies the Spatial Durbin Model as the best specification, revealing strong spatial dependence in digital skills imbalance. The results show that most local socioeconomic and digital readiness indicators do not have significant direct effects on DSSDR, while school internet coverage exhibits a consistently negative association, indicating that digital demand expands faster than local supply. In contrast, spatial spillovers are decisive: a higher share of ICT study programs in neighboring regions improves local DSSDR through knowledge and human-capital diffusion, whereas higher GRDP per capita in adjacent regions exacerbates local mismatch, consistent with a talent-attraction mechanism. These findings demonstrate that digital skills mismatch is a spatially interconnected phenomenon driven more by interregional dynamics than by local conditions alone, implying that policy responses should move beyond isolated district-level interventions toward coordinated regional strategies integrating education systems, labor markets, and digital ecosystem development. The study contributes a spatially explicit, supply–demand-based framework for diagnosing regional digital inequality and supporting more equitable and sustainable digital development in Indonesia. Full article

The paper sought to examine the role of collaboration in sustaining citizen science activities and projects in academic libraries. The study applied a quantitative approach and a survey design to assess knowledge and understanding of citizen science by academic librarians to advance research relevant to SDGs. A standardised questionnaire was distributed to 185 academic librarians affiliated with the Higher Education and Libraries Interest Group (HELIG). The survey yielded a response rate of 34% since only 63 academic librarians volunteered to participate in the completion of the questionnaire. Data was analysed using SPSS version 29. Findings revealed that citizen science is a new concept in academic libraries in South Africa. To advance the use of citizen science in contributing towards SDGs, academic librarians need to raise awareness, foster collaborations, and initiate advocacy efforts to promote and support citizen science activities. The research further revealed that a work-integrated learning and community engagement department should be established within the library to advocate for citizen science activities. There is a need to visit schools to introduce citizen science at the grassroots level to increase the visibility of the field and to lay a foundation for scientific literacy at an early stage. Although the research setting was in academic libraries, for future research, it will be beneficial to conduct such a study in a public library setting to achieve varying perspectives from the community members where the concept of citizen science emanates. Full article

Urban parks are central to public health and equity, yet less is known about how park travel distance, park “attractor” types, and time-of-day visitation rhythms co-evolved through and after the COVID-19 pandemic. Using anonymized smartphone mobility traces for public parks in Las Vegas, USA (2018–2022), we construct weekly origin–destination flows between census block groups (CBGs) and parks and link origins to socio-economic indicators. We first estimate visitor-weighted mean travel distance with a segmented time-series model that allows pandemic-related breakpoints. Results show that average park-trip distance (≈8.4 km pre-pandemic), including a substantial share of long-distance trips (≈52% of visits), contracted sharply at the onset of COVID-19, and that both travel radii and seasonal excursion peaks only partially rebounded by 2022. Next, cross-sectional OLS/WLS models (R² ≈ 0.08–0.14) indicate persistent socio-spatial disparities: CBGs with higher educational attainment and larger shares of Black and Hispanic residents are consistently associated with shorter park-trip distances, suggesting constrained recreational mobility for socially disadvantaged groups. We then identify a stable two-type park typology—local versus regional attractors—using clustering on origin diversity and long-distance share (silhouette ≈ 0.46–0.52); this typology is strongly related to visitation volume and temporal usage profiles. Finally, mixed-effects models of evening and late-night visit shares show that regional attractors sustain higher nighttime activity than local parks, even as citywide evening/late-night visitation dipped during the mid-pandemic period and only partly recovered thereafter. Overall, our findings reveal a durable post-pandemic re-scaling of park use toward more proximate, CBG-embedded patterns layered on enduring inequities in access to distant, destination-oriented parks. These insights offer actionable evidence for equitable park planning, targeted investment in high-need areas, and time-sensitive management strategies that account for daytime versus nighttime use. Full article

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation. Full article

Background: Dementia is an increasing public health challenge in Mexico, yet recent national data on mortality patterns remain limited. This study examines temporal trends in dementia-related mortality and its sociodemographic and ecological characteristics among adults aged ≥65 years from 2017 to 2023. Methods: National mortality records from the General Directorate of Health Information were analyzed. Annual dementia-related mortality rates were calculated based on mid-year population estimates from CONAPO. Trends were assessed with regression analysis, including population offsets, and individual- and state-level characteristics were evaluated. Results: Between 2017 and 2023, dementia-related deaths increased from 761 to 1425, corresponding to an observed rise from 7.9 to 14.6 deaths per 100,000 inhabitants aged ≥65 years. Period trend indicated an average annual expected increase of 18.6% in dementia related mortality. A transient decline occurred in 2020–2021, coinciding with the COVID-19 pandemic. At the individual level, higher education was associated with greater odds of dementia certification, whereas Indigenous ethnicity appeared protective, which may reflect patterns consistent with diagnostic and reporting disparities. Higher state-level life expectancy correlated with higher dementia mortality, while greater population aging was inversely associated. Conclusions: Dementia-related mortality in Mexico shows a sustained upward trend with regional heterogeneity and apparent inequities in diagnosis and reporting. Strengthening mortality surveillance, improving certification quality, and integrating dementia indicators into national non-communicable disease registries are essential to guide equitable policy responses. Full article

Green cities can contribute to greater mental and physical well-being. In addition, many people enjoy being active outdoors (green exercise). As yet, no questionnaire jointly emphasises mental health, willingness to pay for sustainability, and the incentive of a green environment for physical exercise in cities. Therefore, I developed the new Green Cities Questionnaire (GCQ), comprising 18 items, and used it to survey the perceptions of 249 participants (130 female, 119 male, 0 diverse; aged 18 to 84). Then, I applied exploratory factor analyses where the three factors of mental health (MH; nine items), willingness-to-pay (WTP; five items), and green exercise (GE; four items) were extracted. Additional statistical analyses revealed that women reported higher values on the MH and GE factors than men. In particular, women and men reported a beneficial effect of green cities on mental health (higher ratings on MH than on GE and on WTP). However, there was no gender effect on WTP. From an urban-planning perspective, the two strongest implications are as follows: First, the GCQ facilitates measurement of the three key latent factors: MH, WTP, and GE. However, future validation studies with larger sample sizes and applications of the GCQ alongside additional similar and different recognised scales are necessary to establish convergent and discriminant validity. Second, mental health is reported to be much more important than WTP and GE. Hence, green initiatives, educational programs, and green city workshops should not only focus on expanding urban green spaces but also on providing appropriate relaxation areas to promote and foster psychological well-being and quality of life in green cities. Full article