Search Results (716)

How individuals and organizations interface with the digital economy has been largely influenced by transformations ushered in on the global financial map by the rapidly expanding Financial Technology (FinTech). This paper seeks to shed light on the successes of FinTech, namely on how it contributed to sustainability through financial inclusion, reduction in reliance on cash and the promotion of an innovation-driven economy known for being paperless. Based on contributions from students at Taif University in Saudi Arabia, determinants of FinTech adoption intentions are analyzed using data from n = 544. Our study focuses on evaluating the effects of financial, technical and external factors on adoption behavior by using a two-prong approach: first, we use the DeLone and McLean IS Success Model; then we employ a Second-Order Construct using Structural Equation Modelling (SEM). The results indicated that the strongest effects on attitudes stem from technical factors—information, system and service quality. Additionally, they also show that adoption intention is considerably shaped by financial as well as external dimensions. The Saudi Vision 2030 has set national goals of digital transformation, financial inclusion and human capital empowerment. This study provides a modest contribution to those goals by fostering FinTech adoption among the youth. Furthermore, its findings also offer educators, policymakers and Fintech providers a platform to enhance literacy, strengthen trust and develop sustainable digital finance ecosystems in line with the Kingdom’s Vision 2030 objectives. Full article

In the context of museums’ transformation into active social agents, the Entre Luces (Between Lights) project, developed at the Pablo Gargallo Museum in Zaragoza, serves as a compelling example of accessibility understood as a shared cultural responsibility. Implemented within a listed heritage building, where structural modifications were not possible, the project deliberately shifted the focus from architectural accessibility to communicative, cognitive, and sensory dimensions, placing the quality of the cultural experience at the centre. The study employed a qualitative case study design based on document analysis, participant observation, and semi-structured interviews with museum staff, educators, and members of disability organisations. Through a participatory and iterative co-design process, curators, educators, vocational students, and disability organisations collaborated to develop inclusive solutions. People with disabilities were not regarded as passive users but as co-authors of the process: they contributed to the creation of tactile replicas, audio descriptions, sign language resources, braille, pictograms, and motion-activated audio systems. The project generated three main outcomes. It expanded cultural participation among people with diverse disabilities, enriched the sensory and emotional experience of all visitors, and initiated an institutional transformation that reshaped staff training, interpretive approaches, and the museum’s mission towards inclusivity. Entre Luces demonstrates that even small and medium-sized museums can overcome heritage constraints and promote cultural equity and social innovation through inclusive and sensory-based approaches. Full article

Teacher wellbeing is a matter of social justice since burnout syndrome disproportionately affects those working in under-resourced and diverse educational contexts by limiting their ability to foster inclusive and equitable learning. To this situation, art museums respond as pedagogical spaces for wellbeing while contributing to socially just and sustainable arts education. School teachers are offered new opportunities for ongoing professional development tailored to their well-being needs, such as burnout prevention. A two-round international Delphi study with experts from universities, schools, museums, and arts-and-wellbeing organizations (n = 26 1st round, n = 17 2nd round)—rather than focusing on teachers’ personal accounts—develops consensus on a pedagogical framework for art-based programs designed to prevent teacher burnout and enhance wellbeing. The findings identify nine pedagogical guidelines highlighting participatory approaches—audience, objectives, content, methodology, scheduling, facilitators, activities, evaluation, and program adherence. By positioning art museums as democratic, inclusive, and relational spaces, the framework advances the role of the arts in addressing systemic challenges in education, such as supporting teachers’ wellbeing. This research contributes to the international debate on socially just arts education by demonstrating how teacher wellbeing can be fostered through innovative, evidence-based museum practices aligned with SDG 4. Full article

Providing equitable, high-quality education to all children, including those with intellectual disabilities (ID), remains a critical global challenge. Traditional learning environments often fail to address the unique cognitive needs of children with mild and moderate ID. In response, this study explores the potential of tablet-based game applications to enhance educational outcomes through an interactive, engaging, and accessible digital platform. The proposed solution, GrowMore, is a tablet-based educational game specifically designed for children aged 8 to 12 with mild intellectual disabilities. The application integrates adaptive learning strategies, vibrant visuals, and interactive feedback mechanisms to foster improvements in object recognition, color identification, and counting skills. Additionally, the system supports cognitive rehabilitation by enhancing attention, working memory, and problem-solving abilities, which caregivers reported transferring to daily functional tasks. The system’s usability was rigorously evaluated using quality standards, focusing on effectiveness, efficiency, and user satisfaction. Experimental results demonstrate that approximately 88% of participants were able to correctly identify learning elements after engaging with the application, with notable improvements in attention span and learning retention. Informal interviews with parents further validated the positive cognitive, behavioral, and rehabilitative impact of the application. These findings underscore the value of digital game-based learning tools in special education and highlight the need for continued development of inclusive educational technologies. Full article

Background/Objectives: Ear, nose, and throat (ENT) presentations are common across the UK healthcare system and are often managed initially by junior doctors on call. Short, structured teaching interventions (e.g., boot camps and simulation workshops) have been introduced to improve confidence and preparedness. This review evaluated evidence published since 2015 on such ENT teaching interventions for junior doctors, examining effectiveness, study design, and outcome measures. Methods: Five databases were searched (January 2015–July 2025). Eligible studies assessed ENT-specific courses for junior doctors and reported outcomes on confidence, preparedness, knowledge, or performance. Study quality was appraised using the Medical Education Research Study Instrument (MERSQI). Owing to heterogeneity, findings were narratively synthesised in line with Synthesis Without Meta-analysis (SWiM) guidance. Results: Eleven studies (n = 591) met inclusion criteria: nine single-group pre–post studies, one two-group comparative study, and one randomised controlled trial (RCT). Most studies reported increased confidence after the interventions, while three also showed gains in knowledge. A minority reported improvement using blinded performance assessments. Overall methodological quality assessed using MERSQI scores was moderate (mean 10.0/18). Limitations included reliance on self-reported outcomes, limited use of control groups, and generally short follow-up periods. Conclusions: Short, structured ENT courses for junior doctors are associated with immediate improvements in confidence and knowledge, with some evidence of objective performance gains. However, the predominance of single-arm designs and brief follow-up limits causal inference and conclusions regarding retention, workplace behaviour, and patient outcomes. More robust comparative studies with blinded assessment and longitudinal follow-up are needed to determine sustained impact. Full article

We introduce a novel, privacy-preserving AI authoring copilot designed for educational content creation, which uniquely combines a Markov Decision Process (MDP) as a reinforcement learning orchestrator with a locally deployed Qwen3-1.7B-ONNX large language model to iteratively refine text for clarity, unity, and engagement—all running on a modest CPU-only system (Intel i7, 16 GB RAM). Unlike cloud-dependent models, our agent treats writing as a sequential decision problem, selecting refinement actions (e.g., simplification, elaboration) based on real-time LLM and sentiment feedback, ensuring pedagogically sound outputs without internet dependency. Evaluated across five diverse topics, our MDP-orchestrated agent achieved an overall average quality score of 4.23 (on a 0–5 scale), statistically equivalent to leading cloud-based LLMs like ChatGPT and DeepSeek. This performance was validated through blind evaluations by four independent LLMs and human raters, supported by statistical consistency analysis. Our work demonstrates that lightweight local LLMs, when guided by principled MDP policies, can deliver high-quality, context-aware educational content, bridging the gap between powerful AI generation and ethical, on-device deployment. This advancement empowers educators, researchers, and curriculum designers with a trustworthy, accessible tool for intelligent content augmentation aligning with the Quality Education Sustainable Development Goal through innovations in educational technology, inclusive education, equity in education, and lifelong learning. Full article

This paper applies a hybrid multi-criteria decision-making (MCDM) model that integrates the Analytic Hierarchy Process (AHP) for structured weighting of evaluation criteria with the Net Worth Analysis (NWA) method for value-based aggregation of scores. The proposed framework was employed to evaluate Learning Management Systems (LMS) in higher education, involving two independent expert panels representing management and IT perspectives. Results of the AHP analysis show that cost (28%), security (22%), and usability (17%) are the most influential criteria in the decision-making process, reflecting institutional priorities for financial efficiency, safety and ease of use. Based on the combined AHP-NWA model, Moodle 4.3 emerged as the most sustainable choice (0.586), followed by Atutor 2.2.1 (0.541) and Blackboard (SaaS edition) (0.490). The inclusion of sensitivity and scenario analyses confirmed the robustness of the model, demonstrating that the ranking of alternatives remains stable under variations in weighting factors and different strategic priorities. By framing LMS evaluation within the context of sustainable digital transformation, the study emphasizes how transparent and systematic decision-making supports long-term institutional resilience and aligns with the principles of Education for Sustainable Development (ESD). In addition, the framework contributes to the achievement of Sustainable Development Goal 4 (Quality Education), by guiding higher education institutions toward inclusive, resilient and cost-effective digital solutions. Full article

Conventional innovation management methodologies (IMMs) often struggle to respond to the complexity, uncertainty, and cognitive diversity that characterise contemporary innovation projects. This study introduces Innovation Flow (IF), a human-centred and adaptive framework grounded in Flow Theory and enhanced by Generative Artificial Intelligence (GenAI). At its core, IF operationalises Personalised Innovation Techniques (PInnTs)—adaptive variations of established methods tailored to project genetics and team profiles, generated dynamically through a GenAI-based system. Unlike traditional IMMs that rely on static toolkits and expert facilitation, Innovation Flow (IF) introduces a dynamic, GenAI-enhanced system capable of tailoring techniques in real time to each project’s characteristics and team profile. This adaptive model achieved a 60% reduction in ideation and prototyping time while maintaining high creative performance and autonomy. IF thus bridges the gap between human-centred design and AI augmentation, providing a scalable, personalised, and more inclusive pathway for managing innovation. Using a mixed-methods design that combines grounded theory with quasi-experimental validation, the framework was tested in 28 innovation projects across healthcare, manufacturing, and education. Findings show that personalisation improves application fidelity, engagement, and resilience, with 87% of cases achieving high efficacy. GenAI integration accelerated ideation and prototyping by more than 60%, reduced dependence on expert facilitators, and broadened participation by lowering the expertise barrier. Qualitative analyses emphasised the continuing centrality of human agency, as the most effective teams critically adapted rather than passively adopted AI outputs. The research establishes IF as a scalable methodology that augments, rather than replaces, human creativity, accelerating innovation cycles while reinforcing motivation and autonomy. Full article

Effective classification and progress monitoring are central to inclusive education, ensuring that students with learning challenges receive timely and appropriate support. However, both international research and Qatari educators’ experiences reveal inconsistencies, limited resources, and a persistent gap between policy and practice. This qualitative study explored the perspectives of 20 stakeholders, including teachers, school leaders, coordinators, and policymakers. Thematic analysis conducted using ATLAS.ti 25 produced six main themes: inconsistent classification; staff and resource shortages; family resistance and collaboration; policy and accommodation gaps; fragmented monitoring; and innovative, inclusive practices. Participants described over-reliance on external diagnostic reports, inconsistent eligibility criteria, limited access to specialists, overcrowded classrooms, and insufficient early screening. Disconnected tools and the lack of a centralized data system hindered monitoring. Despite these barriers, educators showed adaptability through classroom-based interventions, behavioral support, and the emerging use of digital and AI tools. Stake-holders emphasized the need for a unified national framework, systematic early screening, expanded accommodations, integrated Education Management Information System (EMIS) records, and continuous professional development with parent involvement. Findings highlight that classification and monitoring depend on governance, capacity, and data culture, underscoring the need for coordinated policy and practice to achieve equitable, sustainable inclusion in Qatar. Full article

This study conducts a systematic scoping review to explore how universities are integrating digital and emerging technologies into administrative processes. Following the PRISMA-ScR methodology, we systematically searched four major databases—Web of Science, Scopus, IEEE Xplore, and Google Scholar—for peer-reviewed publications between 2019 and 2024. Fifty-two studies met the inclusion criteria after rigorous screening and quality assessment using the CASP and JBI checklists. The originality of this review lies in synthesizing cross-disciplinary perspectives—encompassing digital marketing, artificial intelligence (AI), learning management systems (LMSs), open data, and collaborative digital tools—into a unified framework of administrative innovation. Findings reveal that digital marketing strategies enhance student engagement and institutional visibility, AI improves efficiency and decision-making, LMSs streamline academic and administrative coordination, and open data initiatives promote transparency but encounter legal and cultural resistance. Despite the potential of these technologies, persistent challenges include data privacy concerns, uneven digital infrastructure, and limited institutional readiness. This review contributes to the literature by mapping the intersection of technological innovation and university governance, identifying research gaps, and outlining directions for sustainable digital transformation in higher education. Full article

Background/Objectives: As part of China’s efforts to build a high-quality and efficient integrated healthcare delivery system, tightly knit urban medical groups (TKUMGs) have emerged as a key model for promoting inter-institutional collaboration. While existing studies have focused on organizational outcomes, limited empirical evidence is available regarding the personal benefits experienced by healthcare professionals within TKUMGs. Methods: This study evaluated 2200 healthcare professionals’ perceived benefits from TKUMG participation in six pilot medical groups across two Chinese cities to identify factors associated with variations in career development outcomes. Results: Three distinct latent classes were identified: (1) A Limited Growth Group (32.4%), with minimal improvement across all dimensions; (2) a Skill Recognition Group (35.6%), with improvements in recognition and expertise utilization but limited gains in compensation and promotion; and (3) a Comprehensive Growth Group (32.0%), with comprehensive improvements in all six areas. Higher levels of participation and more positive attitudes toward TKUMG construction were significantly associated with inclusion in the more advanced development groups. Other significant factors included age, educational attainment, institutional role (leading vs. member), and departmental affiliation. TKUMG construction has generated heterogeneous benefits for healthcare professionals. Active engagement and institutional environments play critical roles in shaping individual development trajectories. Conclusions: Despite limitations related to this study’s cross-sectional design and self-reported data, these findings offer valuable insights for policymakers aiming to design incentive mechanisms, optimize human resource allocation, and enhance the sustainability of integrated healthcare models in urban China. Full article

Background/Objectives: To critically evaluate the current scientific literature on the physiological and preventive functions of vitamin D, with special emphasis on its possible involvement in multi-organ pathologies, and to assess the effectiveness of supplementation strategies for maintaining homeostasis. Methods: A review of the literature was conducted following a methodological approach in accordance with the PRISMA 2020 statement for systematic reviews. The bibliographic search was carried out in the PubMed, Scopus, and Web of Science databases, using controlled terms and Boolean operators. Rigorous inclusion and exclusion criteria were applied in three phases: blind search, selection by title/abstract, and full-text evaluation. Articles published in first quartile journals (JCR 2023) were prioritized. The search was complemented with targeted strategies such as consulting ORCID profiles, using the Jábega tool, and tracking cross-references. Results: The selected studies reinforce that vitamin D acts as a transcriptional modulator with effects beyond the skeletal system, including immunomodulatory, neuroprotective, and antitumor functions. Associations were identified between low levels of 25(OH)D and a higher prevalence of autoimmune, neurodegenerative, and metabolic diseases, as well as certain types of cancer. However, evidence of causality is still limited, and clinical trials have shown mixed results regarding its preventive efficacy. Supplementation strategies are useful in vulnerable populations, although their indiscriminate use without a documented deficiency is not recommended. Conclusions: Vitamin D is emerging as a potentially relevant agent in preventive medicine. While its benefits extrapolated from bone metabolism still require robust clinical validation, current findings support its role in regulating key systemic functions. A balanced approach combining sun protection, health education, food fortification, and targeted supplementation, tailored to the clinical context of each individual, is recommended. Full article

Background: Complementary and alternative medicine (CAM) is increasingly used to supplement evidence-based medicine (EBM), especially in the treatment of cancer patients. Objective: The study aimed to analyze the beliefs, attitudes, and expectations of healthcare professionals and cancer patients regarding the integration of CAM into the Western medical system, and to examine differences between these groups in their expectations for CAM effectiveness. The hypotheses were that there are no statistically significant differences in attitudes between healthcare professionals (nurses and physicians) and cancer patients regarding CAM integration into EBM and the effectiveness of CAM. Methods: The study was conducted on a stratified sample of 832 respondents: 411 cancer patients and 421 health professionals (100 physicians and 321 nurses). Validated questionnaires based on CHBQ and IMAQ instruments were used. Descriptive and inferential statistics were applied in the analysis. Results: Patients showed a significantly more positive attitude toward CAM methods than healthcare professionals. A total of 70% of respondents believed that CAM should be integrated into EBM. Most respondents supported formally noting CAM therapies in medical records and including them in medical history. Healthcare professionals, especially physicians, expressed greater concerns about the effectiveness of CAM, while patients had more positive expectations about its benefits. Conclusions: The findings suggest that healthcare professionals require better education on CAM therapies and that greater openness is necessary to integrate these methods into medical practice. Although patients have high expectations for CAM, its inclusion in the formal medical system requires further research on safety and efficacy. Full article

Background: Interprofessional collaboration is vital for comprehensive, patient-centered care. Despite growing recognition of oral–systemic health links, the integration of dentists into healthcare teams remains limited. This scoping review mapped existing evidence on dental professionals’ roles within interprofessional healthcare, identifying key benefits, barriers, and facilitators. Methods: A systematic search of PubMed, SCOPUS, and Web of Science identified English-language studies (2014 to 2024) focused on collaboration between dental and non-dental providers. Studies addressing oral–systemic health without team-based integration were excluded. Screening and data charting followed the PRISMA-ScR framework using JBI data extraction and critical appraisal tools. Data were synthesized thematically by collaboration model, outcomes, and influencing factors. Results: Nine studies met the inclusion criteria. Integrating dental professionals into healthcare teams improved patient outcomes, quality of life, and satisfaction. Effective models included nurse practitioner–dentist partnerships and medical–dental collaboration in pediatrics and chronic disease care. Barriers included poor communication, lack of interoperable electronic health records, role ambiguity, and limited interprofessional training. Key facilitators were supportive policies, integrated care structures, professional education, and strong team communication. Conclusions: Integrating dentists into interprofessional teams enhances healthcare delivery and patient outcomes. However, significant barriers remain. Addressing communication gaps, implementing shared health records, and expanding interprofessional education are essential steps toward more cohesive care. Future research should evaluate scalable integration frameworks and incorporate patient perspectives to inform team-based care. Full article

Background: Childhood cancer survivors (CCSs) are at heightened risk of long-term neurocognitive and emotional difficulties that can affect educational attainment, social participation, and overall quality of life. These outcomes vary across developmental stages and are influenced by treatment modality, age at diagnosis, and central nervous system (CNS) involvement. Methods: A comprehensive literature search was conducted in PubMed, Scopus, PsycINFO, and Web of Science for articles published between January 2000 and June 2024. Search terms included combinations of “childhood cancer survivors,” “neurocognitive outcomes,” “executive function,” “emotional regulation,” and related MeSH terms. Inclusion criteria required peer-reviewed studies assessing CCS using standardized neuropsychological or emotional measures. Results: Evidence indicates persistent deficits in processing speed, working memory, and higher-order executive functions, with additional challenges in attention and memory. Emotional difficulties, including anxiety, depression, and social withdrawal, were prevalent and often co-occurred with cognitive impairments. Developmental timing of cancer and treatment was a key determinant of outcome. Family functioning, school reintegration support, and broader social environments emerged as important moderators of resilience. Conclusions: CCSs face complex, interrelated cognitive and emotional challenges that warrant early identification and ongoing, developmentally tailored intervention. Integrated approaches combining cognitive remediation and psychosocial support appear most effective. Future research should prioritize longitudinal designs, multi-informant assessments, and culturally sensitive frameworks to inform targeted prevention and rehabilitation strategies. Our synthesis highlights that deficits in processing speed and working memory are most pronounced following CNS-directed therapies during early developmental stages, whereas emotional vulnerabilities such as anxiety and social withdrawal often emerge later in adolescence. Interventions combining cognitive remediation, targeted psychosocial support, and structured school reintegration show the strongest evidence for improving adaptive outcomes. Coordinated survivorship care across healthcare, educational, and family systems is essential to sustain developmental recovery. Full article