Search Results (206)

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

This study investigates the effectiveness of contact and online biology teaching by assessing student performance and gathering perceptions from students, teachers, and parents. Conducted in autumn 2021 with 3035 students, 124 biology teachers, and 719 parents, this study combined post-instruction assessments of student performance in knowledge reproduction and conceptual understanding with questionnaires examining perceptions of contact and online biology teaching effectiveness across students, teachers, and parents. To investigate how various teaching-related factors influence perceived understanding of biological content, we applied a CHAID-based decision tree model to questionnaire responses from students, teachers, and parents. Results indicated that students value engaging, flexible instruction, sufficient time to complete tasks and support for independent thinking. Teachers emphasized their satisfaction with teaching and efforts to support student understanding. In contact lessons, students preferred problem-solving, teacher guidance, and a stimulating environment. In online learning, they preferred low-stress, interesting lessons with room for independent work. Parents emphasized satisfaction with their child’s learning and the importance of a focused, stimulating environment. This comparative analysis highlights the need for student-centered, research-based biology teaching in both formats, supported by teachers and delivered in a motivating environment. The results offer practical insights for improving biology instruction in different teaching modalities. Full article

Museums serve as essential cultural centers, yet their mostly visual exhibits restrict access for blind and partially sighted (BPS) individuals. While recent technological advances have started to bridge this gap, many accessibility solutions focus mainly on basic inclusion rather than promoting independent exploration. This research addresses this limitation by creating features that enable visitors’ independence through customizable interaction patterns and self-paced exploration. It improved upon existing interactive tangible user interfaces (ITUIs) by enhancing their audio content and adding more flexible user control options. A mixed-methods approach evaluated the ITUI’s usability, ability to be used independently, and user satisfaction. Quantitative data were gathered using ITUI-specific satisfaction, usability, comparison, and general preference scales, while insights were obtained through notes taken during a think-aloud protocol as participants interacted with the ITUIs, direct observation, and analysis of video recordings of the experiment. The results showed a strong preference for a Pushbutton-based ITUI, which scored highest in usability (M = 87.5), perceived independence (72%), and user control (76%). Participants stressed the importance of tactile interaction, clear feedback, and customizable audio features like volume and playback speed. These findings underscore the vital role of user control and precise feedback in designing accessible museum experiences. Full article

Background/Objectives: This study aimed to evaluate sociodemographic factors, features of the acute infection, and post-infection health status in survivors of COVID-19, assessing their association with post-acute COVID-19 syndrome (PACS). Methods: A multidisciplinary public clinic in Brazil assessed COVID-19 survivors between June 2020 and February 2022. Patients were classified as having PACS or subacute infection (SI). Data on the history of the acute infection, current symptoms, physical examination, and laboratory findings were collected and analyzed using multivariate models with PACS as the outcome. Results: Among the 113 participants, 63.71% were diagnosed with PACS at a median of 130 days (IQR: 53–196) following acute symptom onset. Admission to the intensive care unit was more frequent among individuals with PACS than those with SI (83.3% vs. 65.0% respectively; p = 0.037). Symptoms significantly more prevalent in the PACS group when compared to the SI cohort included hair loss (44.4% vs. 17.1% respectively; p = 0.004), lower limb paresthesia (34.7% vs. 9.8% respectively; p = 0.003), and slow thinking speed (28.2% vs. 0.0% respectively; p < 0.001). Logistic regression revealed that only the time interval between the onset of acute symptoms and the clinical evaluation was independently associated with a PACS diagnosis (β = 0.057; 95% CI: 1.03–1.08; p < 0.001). Conclusions: Patients with PACS had a higher frequency of intensive care unit admission compared to those with subacute infection. However, in the multivariate analysis, the severity of the acute infection did not predict the final diagnosis of PACS, which was associated only with the time elapsed since symptom onset. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

This study introduces the Skeptical Optimism Scale (SkO) and presents preliminary evidence of its content, construct, and criterion validity. Skeptical optimism refers to dispositional tendencies of having general positive expectations about the future, conditional on critical analysis and in-depth exploration of (potential negative) outcomes. We developed an initial pool of 31 items that explore positive expectations in three main life domains (finding solutions to difficult problems, mastering novel and challenging tasks, and effectively dealing with general life challenges) that were subject to content analysis by eight independent raters. The remaining items were tested for criterion and predictive validity in two samples (N = 198 and N = 417 participants). Factor analyses supported a three-factor structure and the refined 17-item version of the scale showed good reliability and validity. To support applications in settings requiring brief instruments, we also developed a 9-item version, preserving the factorial structure and psychometric qualities of the original scale. The results show that the 17 as well as 9-item SkO scales have a good criterion validity as they positively and significantly correlate with the core self-evaluation scale, critical thinking disposition, and grit. Moreover, our results show that the SkO has good predictive validity as it is the only significant predictor of the creativity quotient in our sample. Full article

Background: Parents of children with type 1 diabetes play a key role in managing their child’s self-management, which can be stressful and burdensome. High involvement can lead to reactions such as emotional, cognitive, and physical exhaustion in parents. Understanding parents’ psychosocial impact due to their child’s disease is crucial for the family’s overall well-being. The purpose of this study was to describe stress and burden experienced by parents in families with children living with type 1 diabetes. Methods: This study utilized a qualitative approach, analyzing interviews with 16 parents of children aged 10 to 17 years living with T1D through qualitative content analysis. The data collection occurred between January and February 2025. Results: Managing a child’s Type 1 diabetes can be tough on family relationships, affecting how partners interact, intimacy, and sibling relationships. The constant stress and worry might leave parents feeling exhausted, unable to sleep, and struggling to think clearly, on top of the pain of losing a normal everyday life. The delicate balance between allowing a child with type 1 diabetes to be independent and maintaining control over their self-management renders these challenges even more demanding for the parents. Conclusions: Parents’ experiences highlight the need for robust support systems, including dependable school environments, trustworthy technical devices, reliable family and friends, and accessible healthcare guidance. These elements are essential not only for the child’s health and well-being but also for alleviating the emotional and practical burdens parents face. Full article

This study examined the influence of student–teacher relationships and school infrastructure on preschool children’s motor creativity, encompassing fluency, originality, and imagination. Twenty teachers completed the Student–Teacher Relationship Scale for 200 children (10 children per teacher). The research team recorded aspects of the school’s physical environment through Movement Play Scale and assessed children’s motor creativity via the Thinking Creatively in Action and Movement test. The results revealed that dimensions of the student–teacher relationship, such as conflict and dependency, negatively impacted fluency, and originality components of motor creativity. Contrary to expectations, teacher participation in movement activities did not significantly contribute to motor creativity, potentially due to over-direction limiting children’s autonomy. Similarly, the school’s infrastructures were negatively linked to fluency and originality. The findings underscore the importance of nurturing autonomy-supportive environments and balancing guidance with opportunities for independent exploration. Teachers should also invest in adaptable educational spaces to foster creativity without encouraging dependency. This study emphasizes the critical role of supportive relational and environmental factors in shaping preschool children’s creative movement abilities. Full article

This study aims to examine the relationship between social media addiction and social skill levels of university students from the perspective of social learning systems, systems thinking and social economy. Furthermore, the objective is to reveal how these dynamics are related to larger challenges at the societal level. Social media addiction has emerged as an important factor shaping individuals’ social interactions, social participation and personal development. The population of the study consists of students studying at a university in Turkey, and the sample consists of 394 university students selected by convenience sampling method. The research was conducted using the relational survey model, with the data being collected through scales. The research was conducted using the relational survey model, with the data being collected through scales. The findings indicate that individuals experience a decline in social skill levels with the increase in social media use. Furthermore, an examination of the impact of demographic characteristics on this relationship utilized independent sample t-test and one-way ANOVA analyses, revealing that female students exhibited higher levels of social media addiction, while male students demonstrated higher levels of social skills. Moreover, the findings underscore the notion that social media addiction is not merely an individual problem, but rather a phenomenon that exerts influence on learning systems, social interactions and economic factors at the societal level. The impact of social media use on societal challenges and individual development can be more effectively understood through the utilization of a systems thinking approach. The current study offers significant implications for the manner in which social media addiction and social skills are shaped in the context of social learning systems, technology and the social economy and explores the social effects of social media addiction and suggests effective interventions in the fields of education, policy and social work. Systems thinking helps to understand addiction in a broad context. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having received no instruction on floods, either during their school years or university studies. However, Secondary Education trainee teachers demonstrated a higher level of preparedness compared to their Primary Education counterparts. Regarding didactic proposals, two approaches stood out: activities based on real experiences (32.6%) and drills/talks led by experts (21.5%). Notably, Primary Education trainee teachers preferred expert-led sessions (24.7%), suggesting a lack of confidence in teaching these topics independently. This study underscores the crucial role of educators in risk reduction. Given their ethical responsibility to equip students with critical thinking skills, proper training is essential to fostering informed citizens capable of making sound decisions in the face of climate-related challenges. Full article

In recent years, the rapid integration of artificial intelligence (AI) technologies into education has sparked intense academic and public debate regarding their impact on students’ cognitive development. One of the central concerns raised by researchers and practitioners is the potential erosion of critical and independent thinking skills in an era of widespread reliance on neural network-based technologies. On the one hand, AI offers new opportunities for personalized learning, adaptive content delivery, and increased accessibility and efficiency in the educational process. On the other hand, growing concerns suggest that overreliance on AI-driven tools in intellectual tasks may reduce students’ motivation to engage in self-directed analysis, diminish cognitive effort, and lead to weakened critical thinking skills. This paper presents a comprehensive analysis of current research on this topic, including empirical data, theoretical frameworks, and practical case studies of AI implementation in academic settings. Particular attention is given to the evaluation of how AI-supported environments influence students’ cognitive development, as well as to the pedagogical strategies that can harmonize technological assistance with the cultivation of autonomous and reflective thinking. This article concludes with recommendations for integrating AI tools into educational practice not as replacements for human cognition, but as instruments that enhance critical engagement, analytical reasoning, and academic autonomy. Full article

In response to the growing demand for interdisciplinary leadership education within higher academia, this paper presents an action research initiative entitled “Who Am I and What Do I Do as a Designer?” The study involved 14 first-year environmental design and planning students, aiming to foster leadership qualities like independent thinking and self-reflection. The transformative process spanned several phases, including collaborative assignment statement development, design topic selection guided by a diagnostic survey, peer-coaching sessions for constructive feedback, active participation in the design process, and a culminating phase of meaningful self-reflection on their roles as designers. Initially faced with the challenging question of their identity as designers, the students ultimately created designs that authentically reflected their unique designer personas. Notably, 92% of students reported a stronger sense of identity as designers and 70% highlighted significant improvements in time management and planning. This work underscores the vital role of design education in not only honing technical and adaptive skills but also nurturing personal and leadership growth. Full article

Introduction: Alexithymia is a multidimensional construct characterized by difficulties in identifying and describing emotions, distinguishing emotional states from bodily sensations, and an externally oriented thinking style. Although the prevalence in the general population is around 10%, it is significantly higher in clinical groups, including those with autism spectrum disorders, depression, anxiety, and neurological conditions. Neuroimaging research, especially using magnetic resonance imaging, has documented structural and functional alterations in alexithymia; however, electroencephalography (EEG)—an older yet temporally precise method—remains less comprehensively explored. This mechanistic review aims to synthesize EEG-based evidence of the neural correlates of alexithymia and to propose potential neurophysiological mechanisms underpinning its affective and cognitive dimensions. Methods: A thorough literature search was conducted in December 2024 across PubMed/Medline, ResearchGate, Google Scholar, and Cochrane using combined keywords (“EEG”, “QEEG”, “electroencephalography”, “alexithymia”) to identify English-language clinical trials or case studies published from January 1980 to December 2024. Two reviewers independently screened the titles and abstracts, followed by a full-text review. Studies were included if they specifically examined EEG activity in participants with alexithymia. Of the 1021 initial records, eight studies fulfilled the inclusion criteria. Results: Across the reviewed studies, individuals with alexithymia consistently demonstrated right-hemisphere dominance in EEG power and connectivity, particularly in the theta and alpha bands, during both neutral and emotion-eliciting tasks. Many exhibited reduced interhemispheric coherence and disrupted connectivity in the frontal and parietal regions, potentially contributing to difficulties in cognitive processing and emotion labeling. Some studies have also reported diminished gamma band activity and phase synchrony in response to negative stimuli, suggesting impaired higher-order integration of emotional information. Crucially, subjective reports (e.g., valence ratings) often do not differ between alexithymic and non-alexithymic groups, highlighting that EEG measures may capture subtle emotional processing deficits not reflected in self-reports. Conclusions: EEG findings emphasize that alexithymia involves specific disruptions in cortical activation and network-level coordination, rather than merely the absence of emotional experiences. Right-hemisphere over-reliance, reduced interhemispheric transfer, and atypical oscillatory patterns in the alpha, theta, and gamma bands appear to be central to the condition’s pathophysiology. Understanding these neural signatures offers avenues for future research—particularly intervention studies that test whether modulating these EEG patterns can improve emotional awareness and expression. These insights underscore the potential clinical utility of EEG as a sensitive tool for detecting and tracking alexithymic traits in both research and therapeutic contexts. Full article

Background: Cognitive processes play a crucial role in the perception of pain. Catastrophizing, defined as a tendency to focus on a painful experience or amplify its unpleasantness, even in an anticipated form, might increase patients’ negative expectations and feelings of helplessness. In fact, high levels of pain catastrophizing are associated with a reduction in resilient behaviors among patients with physical pain. The objective of the present study is to investigate the employment of psychological and psychotherapeutic interventions in patients reporting pain, focusing on their improvements in terms of resilience and catastrophizing. Methods: This review was conducted following the PRISMA guidelines using three databases including articles published from 2006 to February 2024: PubMed, Scopus, and Web of Science. The search strategy was based on the PIO (Population, Intervention, Outcome) scheme. Following the Cochrane recommendations, quality assessment was performed using the Cochrane Risk of Bias tool (RoB 2.0) for randomized studies and the Cochrane Risk of Bias for NonRandomized Studies (ROBINS-I). We included all English language studies reporting on psychological interventions in the context of pain management and related catastrophic thinking and resilience behaviors. Reviews, book chapters, editorials, conference abstracts and notes, observational studies, and non-English studies were excluded. Two independent authors were involved in the screening and data extraction phase. Results: A total of 10 studies were finally selected. The selected studies included five randomized controlled trials (RCTs); three single group, nonrandomized pilot trials; one single case study; and one nonrandomized pilot trial. The studies were mostly conducted in the United States (n = 7). Overall, the studies reported that psychological interventions in patients with physical pain may improve their psychological health and pain management. Reduced levels of catastrophic thinking and improved psychological resilience were found in subjects undergoing psychological treatments in most selected studies. Conclusions: Further studies are needed, above all controlled trials, to confirm the impact of these interventions in improving patients’ emotional and physical health in the long-term management of physical pain, improving their resilience and reducing catastrophic thinking. Full article