Search Results (1,180)

The contemporary debate on the climate crisis increasingly emphasizes the need to protect and enhance nature and biodiversity through the active involvement of local communities, including in tourism initiatives. In this context, there is growing demand for models and methodologies able to systematically support more sustainable approaches to territorial governance. This study explores how reflections developed in tourism studies, ecosystem restoration, and museology reveal converging interests and could benefit from a more explicit alignment of efforts. More specifically, we examine whether nature-based solutions (NbS) can support a local turn in tourism and whether ecomuseums can be considered NbS. The analysis combines a review of theoretical contributions with their application to ecomuseum experiences. Comparing the founding principles and criteria of each field, we identified four shared dimensions: place-based governance, community engagement, environmental sustainability, and education and awareness. Analysis of 94 questionnaires collected from Mediterranean ecomuseums showed how these dimensions are reflected in institutional practices. Results revealed a strong correlation between place-based governance and community engagement, and between environmental sustainability and education and awareness. Finally, an Integrated Ecomuseum Performance (IEP) Index was developed to assess the capacity of ecomuseums to act as community-based NbS and sustainable tourism actors. Ecomuseums, NbS, and the local turn in tourism are therefore presented as interconnected approaches promoting holistic, inclusive, and environmentally responsible development. The proposed criteria and index could be used as a tool to diagnose and strengthen ecomuseums’ role in sustainable tourism governance and NbS implementation at the local level. Full article

Environmental education projects can often be short-term or in extra-curricular spaces, rather than holistically nestled into a way of teaching and learning. Research has highlighted the importance of considering the emotional and active aspects of learning, arguing that we must address education for sustainability through the hands (doing) and the heart (feeling) as well as the head (thinking). Here we ask how this consciousness can be embedded into a school ethos. This paper reports on a co-created ethnographic case study, drawing primarily on observation data, aiming to understand how connectivity with nature is cultivated within a Steiner Waldorf school in the UK. We found that Steiner Waldorf Education cultivates connectivity with nature through play and creativity, the use of songs and verses, prevalence of natural materials, a reverence for Mother Earth and a focus on the rhythm of the seasons through festivals. Through this holistic practice, a strong connectivity with nature is fostered. Based on the evidence that connectivity with nature increases pro-environmental behaviours, we seek to contribute to the environmental education literature the potential of a holistic approach to education that foregrounds the hands and heart in the elementary stages of education rather than addressing environmental challenges head on. We argue that this approach can inspire change through strengthening our relationship to the natural world, thus empowering young people to shape a more sustainable future. Full article

In this study we describe the refinement process from the first to the second phase of a teaching–learning sequence development and implementation. The TLS comprises several experimental activities that aim to support understanding of Control of Variables Strategy (CVS) reasoning in the context of floating/sinking and properties of magnets. The research was carried out during a science laboratory course in a department of early childhood education. The participants numbered 67 in the first phase of the survey and 45 pre-service early childhood teachers (referred to as student teachers) in the second phase. The analysis is theoretically grounded in Pickering’s model of scientific practice, as adapted in science education, which provides the analytical framework for identifying and categorizing refinement changes. The results showed that the refinements are differentiated from each other according to the factors that guide them. Specifically, the three refinement changes guided by the educational factor were local-guided, i.e., related to a specific activity dealing with the student teachers’ educational needs, and the other two, also driven by the scientific factor, were holistic-open refinements, i.e., related to a set of activities adjusting the TLS to the new scientific trends. These findings contribute to the literature on Teaching-Learning Sequence development by illustrating how theoretically grounded analysis can make refinement processes more explicit and analytically interpretable. Full article

Hypertension frequently remains uncontrolled despite pharmacological therapy, supporting interest in complementary nutritional strategies. This narrative review evaluates human clinical evidence and mechanistic pathways for minerals, polyphenols, omega-3 fatty acids, probiotics, coenzyme Q10, and L-arginine in blood pressure regulation. Across these categories, antihypertensive effects appear to depend largely on post-ingestion metabolic biotransformation into bioactive metabolites that influence endothelial nitric oxide availability, vascular inflammation, renal sodium handling, and renin–angiotensin system activity. Randomized controlled trials and meta-analyses consistently demonstrate modest reductions in systolic blood pressure of approximately 2–8 mmHg, although most studies are short-term and frequently use supplementation models. The overall certainty of evidence is moderate due to consistent but heterogeneous randomized trials. Variability in response is partly explained by metabolic phenotype and gut microbiota composition, and combined dietary patterns targeting multiple mechanisms may produce additive effects. Overall, nutraceuticals function as adjunct physiological modulators that may contribute to cardiovascular risk reduction but are not intended to replace pharmacological therapy. The present review integrates post-ingestion metabolism, microbiota-derived mediators, and clinical trial evidence into a unified physiological framework explaining why consistent but modest blood pressure reductions occur across heterogeneous interventions. Nutritional strategies remain underutilized in routine clinical practice despite reproducible physiological effects. Incorporating evidence-based nutraceutical approaches alongside pharmacological management may facilitate patient engagement with lifestyle modification, as dietary interventions are often perceived as more achievable than isolated behavioral recommendations. A holistic management model integrating medical therapy, nutrition, and patient education may therefore enhance long-term adherence to cardiovascular prevention strategies and support sustained risk reduction. Full article

Over the past two decades, the concept of physical literacy (PL) has gained increasing attention across research and policy domains. Grounded in holistic and embodied theoretical frameworks, PL encompasses physical, affective, cognitive, and social dimensions that underpin lifelong engagement in movement. Global policy frameworks, including the World Health Organization’s Global Action Plan on Physical Activity (2018–2030) and UNESCO’s Guidelines for Quality Physical Education, highlight PL as a foundation for health and wellbeing. Despite this recognition, research examining the associations among PL, physical activity (PA), and mental health in Mediterranean contexts remains scarce. This study examined the interrelationships among perceived PL, PA, and MH in a sample of 542 Cypriot children and adolescents aged 6–18 years. Participants completed the Perceived Physical Literacy Instrument (PPLI), the Physical Activity Questionnaire for Older Children (PAQ-C), and the Depression, Anxiety, and Stress Scale (DASS-21). Structural Equation Modelling (SEM) was used to test direct and indirect effects, and multi-group analyses explored measurement and structural invariance across gender and age. Results indicated that higher perceived PL was associated with better MH, both directly and indirectly through increased PA. Boys and younger participants reported higher PA levels, whereas adolescents displayed higher symptoms of depression, anxiety, and stress. However, the structural relationships among PL, PA, and mental health were consistent across genders. The findings highlight the role of PL as a multidimensional determinant of youth wellbeing and underscore the importance of promoting physical literacy aligned behaviours from early childhood within educational and community settings. Full article

As global education steps into a new era marked by core literacy and sustainable development, teacher literacy has become a critical pillar for fulfilling United Nations Sustainable Development Goal 4 (SDG 4) and advancing Education for Sustainable Development (ESD). Guided by the Educator Spirit and based on the logical framework of dual professional roles and four professional relationships, this study constructs a teacher literacy model for Chinese teachers in the new era, which consists of seven dimensions: disciplinary literacy, general literacy, learning support literacy, holistic education literacy, communication and collaboration literacy, development and improvement literacy, and teacher ethics literacy. Adopting systematic literature review and international comparative research methods, this study integrates mainstream international teacher literacy frameworks issued by the European Union, OECD, UNESCO, the United States and Australia with China’s educational policies and practical experience to establish the proposed model. It further elaborates how the model directs sustainability-oriented teacher education, facilitates transformative teaching approaches, boosts interdisciplinary teaching practice, highlights social justice and global citizenship awareness, and embeds sustainable development principles into curriculum design and teaching practice. This model can effectively tackle prevailing practical dilemmas including teachers’ weakened professional identity, vague professional development paths, unitary evaluation systems, inadequate digital teaching competence, insufficient interdisciplinary integration capacity, deficient ESD literacy and inefficient collaborative education mechanisms. It can systematically support teachers in carrying out sustainability-oriented teaching, innovating curriculum design, conducting transformative teaching and promoting students’ sustainable learning while practicing social justice and educational equity and cultivating global citizenship awareness in educational scenarios. It also provides a theoretical basis and practical guidance for promoting the transition of Chinese teachers toward high-quality, professional and sustainable development, and also offers localized solutions with distinctive Chinese characteristics and universal international implications for the implementation of global ESD initiatives and the achievement of SDG 4. Full article

Physical literacy is widely conceptualized as a holistic, multidimensional construct that encompasses the affective, physical, cognitive, and social domains. However, the assessment in early childhood education (ECE) contexts is conceptually fragmented and inconsistent in practice. This study aims to develop a practice-informed physical literacy assessment model based on practitioners’ perspectives and empirical patterns. A quantitative, cross-sectional survey was conducted with 324 practitioners working with children aged 1.5–7 years in various ECE contexts in Latvia. The questionnaire examined three dimensions of assessment practice: (1) physical literacy domains and components, (2) assessment processes (functions, methods, forms, and documentation), and (3) perceptions of assessment quality (validity, reliability, and usability). Descriptive statistics and nonparametric analyses were used to identify dominant patterns. The findings suggest that all four domains of physical literacy are included in assessments of early childhood educational contexts. However, the components of these domains are not consistently defined. More observable components are assessed more consistently, while less visible components are more frequently interpreted within specific pedagogical contexts. Assessment is predominantly formative, process-oriented, and embedded in play-based activities typical of early childhood education (ECE) contexts, with limited use of diagnostic approaches. Based on these findings, we propose a practice-informed assessment model. This model is conceptualized as a structured framework of content, assessment processes, and quality conditions applicable within early childhood education contexts. In this model, assessment criteria function as an interpretive filter that shapes the selection of methods and the interpretation of content. This positions assessment as a dynamic, context-dependent process mediated by the early childhood practitioners. These findings suggest the need to transition from standardized approaches to more context-sensitive and theoretically grounded assessment practices in early childhood education contexts. This framework has the potential to enhance the alignment between physical literacy conceptualizations and their subsequent implementation in practice. Full article

Diabetes Mellitus is a chronic metabolic disorder characterized by elevated blood glucose due to defects in insulin secretion or action, or both, leading to serious short- and long-term complications if not effectively managed. However, there is limited qualitative evidence exploring how youths diagnosed with Type 1 Diabetes Mellitus (T1DM) experience disease onset, management, complications, emotional adaptation, and education within the South African public healthcare system. The study aims to investigate the lived experiences of youths living with T1DM in a selected public hospital in Limpopo province, South Africa. The objectives were to explore and describe the lived experiences of youths living with T1DM. A qualitative, explorative, descriptive, and contextual design was used to gain a thorough understanding of the experiences of youths living with T1DM. A non-probability sampling technique was used to select 12 participants using a pre-determined criterion. Data were collected through individual semi-structured interviews using an interview guide. The data were analyzed using Colaizzi’s method, where themes and sub-themes were developed with the inclusion of an independent coder. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study. The findings revealed that, despite the participants sharing the same diagnosis, they experience multiple interrelated barriers that significantly hindered effective self-care management, such as limited access to diabetic diet, glucometers and supplies, treatment and informational-related barriers, school-related challenges, transportation constraints and inadequate social support. Furthermore, the findings highlighted gaps in early recognition of symptoms, standardized diabetes education, psychosocial support, and continuity of care. The study recommends the need for holistic, patient-centred, and contextualized interventions that do not only address medical management but the socioeconomic, educational, and psychological needs of youths. Full article

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers. Full article

Background: Specialized palliative care requires nursing professionals to address the complex physical, psychological, social and spiritual needs of patients with advanced incurable illness. This study aimed to assess the perceived adequacy of formal educational preparation among nurses working in specialized palliative care services in the Republic of Croatia and examine its association with self-assessed knowledge and the perceived need for additional education. Methods: A nationwide cross-sectional survey was conducted among nursing professionals employed in specialized palliative care services across Croatia. Data were collected using a structured questionnaire assessing sociodemographic characteristics, perceived adequacy of formal education, self-assessed knowledge, as well as the need for additional education in physical, psychological, social and spiritual care domains. An Educational Sufficiency Discrepancy Index (ESDI) was calculated to quantify the difference between perceived educational sufficiency and continuing education needs. For inferential statistics significance was set at p < 0.05 (two-tailed). Results: Among the 194 nursing professionals who participated in the study, perceived educational sufficiency was highest in the physical domain (87.5%), where it exceeded the reported need for additional education (31.6%). Negative discrepancies were observed in social (−12.9) and spiritual care (−17.6), indicating perceived educational deficits. Representation of physical care content in formal education was significantly associated with higher self-assessed knowledge across several domains (physical p < 0.001; psychological p = 0.008; social p < 0.001; spiritual p = 0.008). No significant associations were found between self-assessed knowledge and age, work experience or level of education. Conclusions: Formal nursing education alone may not fully meet the multidimensional competency requirements of specialized palliative care practice. Strengthening structured continuing professional development, particularly in psychosocial and spiritual care, may support holistic palliative care delivery and sustained professional competence. Full article

Understanding student artificial intelligence (AI) literacy in the context of higher education is crucial as technology advances and AI use increases. The purpose of this study is to better understand how university students perceive, define, and apply AI literacy within their own educational experiences and from their own disciplinary lens. Collecting electronic survey responses from 130 graduate and undergraduate students across several disciplines including First-Year Writing, Communication Studies, and Education, this study attempts to elucidate how students articulate and perceive their own degree of AI literacy—Access, Understanding, Critical Thinking, Application, and Ethics—in the educational context. Overall, students reported infrequent use, using ChatGPT most often. Education students reported a lower understanding of AI than non-education students. Undergraduates reported higher rates within ethics than graduate students. No significant differences in AI literacy were found between students who were or were not first-generation students, students who did or did not receive financial aid, or by gender. Students reporting higher rates of use also reported higher rates of AI literacy. Crucially, this study provides key qualitative and quantitative insights exploring how students perceive their own AI literacy. Understanding the current state of students’ AI literacy is important to facilitating holistic student success in academic environments and career readiness as institutions of higher education adapt and prepare curricula, programs, and interventions addressing AI literacy across disciplines. Full article

AI literacy is a fundamental competency for preventing social exclusion, yet its integration into rural education is hindered by a double divide: the reliance of current tools on unavailable connectivity and their mismatch with the heterogeneous realities of rural classrooms, including multigrade settings. This study evaluates a purpose-built offline mobile application through participatory workshops with 96 rural teachers in Los Lagos, Chile, using the System Usability Scale (SUS) and inductive thematic analysis. The application achieved acceptable usability (SUS = 76.1, SD = 16.3), with teachers perceiving it as responsive to classroom heterogeneity (92.0%, $n=81$ of 88) and as promoting AI concept understanding (95.6%, $n=65$ of 68). Qualitative analysis revealed a substantial digital gap: teachers identified hardware scarcity and deficiencies, unstable infrastructure, and the absence of specialized training as primary barriers. These findings suggest that while the application addresses immediate connectivity and pedagogical constraints, sustainable AI literacy in rural schools requires a holistic strategy combining purpose-built tools with infrastructure investment and teacher training. Full article

This study explores how concepts related to the Sustainable Development Goals (SDGs) are represented in upper-primary school textbooks, with a focus on identifying patterns of inclusion, emphasis, and conceptual balance. Using a qualitative content evaluation approach, this study examines textbooks across Grades 4–6 to assess how sustainability is framed through environmental, social, and economic lenses. The analysis reveals that sustainability is predominantly presented through environmental themes such as natural resource conservation and ecological awareness, while social dimensions—particularly those related to inclusion, equity, and participation—are only partially addressed. Economic aspects, including financial literacy, responsible consumption, and entrepreneurship, appear marginal or implicit. The findings suggest that although sustainability is present in the curriculum, it is not consistently articulated as an integrated, multidimensional framework. Instead, it is conveyed as a set of fragmented themes, with stronger emphasis on environmental knowledge than on social responsibility or economic preparedness. This imbalance may shape students’ early understanding of sustainability in a limited way, emphasizing care for nature while underrepresenting its broader societal and economic implications. This study highlights the need for a more coherent and balanced integration of SDG concepts in primary education to support holistic sustainability literacy from an early stage. Full article

Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within everyday school practice. This paper presents an interpretive ethnographic study of teacher sensemaking and resistance regarding LA adoption in K-12 schools. Informed by the unified theory of acceptance and use of technology (UTAUT), we implemented a small-N ethnographic study with school teachers to explore their perceptions and experiences regarding LA adoption. The research question was “How do teachers interpret, negotiate, and make sense of learning analytics adoption in K-12 school settings?” The findings indicate that teachers’ responses to LA adoption were shaped through complex sensemaking processes involving perceived usefulness, institutional culture, emotional ambivalence, ethical issues, and human-centered understandings of data-driven educational practices. Full article

Higher education institutions (HEIs) are rapidly developing to meet Industry 5.0 demands, highlighting human–machine collaboration, sustainability, and institutional resilience. Existing literature primarily explores artificial intelligence (AI), learning analytics (LA), and sustainability as discrete components within HEI. Limited studies examine how these disciplines intersect to impact institutional developments, especially from the perspective of strategic decision-making. Hence, this research explores how HEI leaders perceive the integration of artificial intelligence, learning analytics, and sustainability within strategic planning. Semi-structured interviews were conducted with 29 leaders from diverse HEIs using the Technology–Organization–Environment (TOE) and the Triple Bottom Line (TBL) theory frameworks. Thematic analysis demonstrated that AI and LA improve efficiency and decision-making but face ethical and cultural obstacles, while sustainability is often fragmented despite its reputational value. The results highlight a lack of holistic integration across domains. This research suggests theoretical and practical insights for aligning innovation and sustainable principles to build agile, ethically grounded, and future-ready universities. Full article