Search Results (2,791)

Informal food trading is a cornerstone of urban livelihoods and food security in Namibia, yet traders operate under fragile conditions marked by limited capital, policy exclusion, and exposure to shocks such as COVID-19. Despite this vulnerability, traders exhibit resilience through everyday forms of social innovation. This study investigates how adaptive pricing, customer credit, and digital communication and e-payment practices function as pathways of resilience among 470 informal food traders in Windhoek, using Structural Equation Modelling to assess gender-differentiated determinants and outcomes. The analysis reveals that women’s adoption of adaptive pricing and digital tools is driven primarily by education and startup capital, while men’s innovation practices are shaped by vendor type and access to financing. Social innovations mediate the effects of these structural factors on enterprise growth, demonstrating that innovation acts as a critical mechanism linking resources and resilience. The study concludes that enhancing informal traders’ resilience requires policies that strengthen human and financial capital, improve digital inclusion, and recognize gendered differences in access to opportunity. It recommends targeted support for women’s entrepreneurial training, affordable credit, and digital infrastructure to transform the informal food sector into a more equitable and sustainable component of Namibia’s urban economy. Full article

Despite the growing adoption of generative artificial intelligence (GenAI) tools in higher education, limited research has examined how future educators perceive and use these technologies in their academic practices. This study investigates the practices, perceived benefits, and challenges associated with the use of GenAI tools—such as ChatGPT—among undergraduate students enrolled in programs that confer teaching qualifications. Using a mixed-methods design, data were collected from 314 students from the Early Childhood Education, Philosophy, and Philology departments. The findings indicate that the majority of students use GenAI tools primarily for academic purposes, most commonly for information searching, data analysis, study advice, and exam preparation. Students reported several perceived benefits, including rapid access to information, time efficiency, improved comprehension of complex concepts, enhanced study organization, and support with assignments and research-related tasks such as summarizing or translating academic texts. At the same time, participants expressed notable concerns, particularly regarding over-reliance on AI, reduced personal effort, risks to academic integrity, diminished critical thinking, and weakened research skills. Additional challenges included misinformation, reduced creativity, improper use of AI-generated content, skill underdevelopment, and potential technological dependence. The study concludes that teacher education programs should systematically integrate AI literacy and responsible-use training to prepare future educators to address the pedagogical and ethical implications of GenAI in educational settings. Full article

The Syrian conflict has created one of the largest displacement crises of the twenty-first century, disproportionately affecting adolescent girls. Syrian girls have been primarily portrayed as victims of war or “the lost generation”, neglecting the plurality of their experiences. Building on Bandura’s social cognitive theory, Giddens’ structuration theory, Kabeer’s empowerment framework, and Mahmood’s modalities of agency, this study examines how Syrian refugee adolescent girls in Lebanon enact agency within contexts of forced displacement and how structural factors shape these processes. We conducted a secondary analysis of 293 first-person narratives from Syrian girls and mothers collected in 2016 using Cognitive Edge’s SenseMaker^®. Thematic analysis revealed seven structural barriers—restricted access to education, economic insecurity, inadequate infrastructure/living conditions, limited healthcare, gender and social norms, xenophobia, and lack of legal status—as well as key enablers including community services, parental support, and peer networks. Girls expressed agency through seven interconnected processes: awareness/acknowledgement of barriers, emotional navigation, resource identification, decision-making, future planning, reflection, and action execution. These processes were adaptive and recursive, highlighting that agency during displacement is dynamic, relational, and conditioned by structural forces. These findings inform approaches that both reduce structural barriers and enable refugee girls’ agency. Full article

Background. The rapid expansion of esports within higher education, accelerated by the COVID-19 pandemic, has raised important questions regarding their impact on students’ physical and psychological development. While traditional sports are well known for their benefits on motor and physical skills, esports primarily engage cognitive processes through sustained interaction with digital environments. This study compares motor skills and cognitive performance among higher education male students participating in esports and traditional sports in a post-pandemic context. Methods. The present study employs a quantitative, comparative, cross-sectional design to examine differences in motor skills (using standardized physical tests) and cognitive performance (focused attention, short-term memory, and information processing speed) between higher education male students engaged in esports and those participating in traditional sports. Results. Male students engaged in traditional sports demonstrated superior motor outcomes, particularly in muscle strength and postural control. Cognitive performance was comparable between groups, with a slight advantage for traditional sports participants in focused attention and processing speed. Conclusions. Although esports may support certain aspects of cognitive performance to a degree comparable with traditional sports, they do not provide equivalent benefits in terms of motor and postural development. These results highlight the importance of maintaining physical activity within university settings and suggest that esports should complement rather than replace traditional sports in higher education programs. Full article

Co-created research outputs are considered the gold standard in research translation projects. It is often a requirement for gaining funding to work with affected community members and partners when working to provide resources or support communities with a lived experience of trauma. However, there is limited literature on combining a co-creation framework and trauma-informed approaches. This paper adds to these studies by describing our project, which combined co-creation with trauma-informed principles to work with potentially vulnerable communities, specifically service families who experience high family mobility (e.g., military and first responder families). The approach taken prioritised safety, trust, transparency, peer support, collaboration, empowerment, and voices of those with lived and living experiences, while also emphasising participant choice to ensure safe engagement and maintain research partner commitment. After many rounds of feedback from those with lived and living experience (over 35 initial co-creation participants), we tested the suitability of the resources on other affected community and research partners. Twelve (additional) participants provided rich feedback that was analysed using inductive thematic analysis. This included the appropriateness of the resources for the age group, the use of children’s narrative story techniques and engagement, increasing caregiver capacity and knowledge, and integration into family, educational and professional settings. We examine here potential strategies to better support this type of research and propose an improved research framework that combines co-creation and a trauma-informed approach. Although complex and time-consuming, this combined approach offers an effective means of developing targeted supports. Further testing, research and refinement with potentially vulnerable populations are needed, and successful implementation may require institutional research systems to adapt to support this approach in the future. Full article

Background/Objectives: Although cyberbullying among adolescents has been widely studied, relatively little attention has been paid to the overlapping roles through which cyberbullying is experienced. This study reconceptualizes cyberbullying involvement by classifying perpetration, victimization, and witnessing into eight mutually exclusive involvement types, enabling systematic and non-overlapping comparison of adolescents’ experiences. The study further examines how engagement in individual-level cyber-risk indicators is associated with different patterns of cyberbullying involvement. Methods: The study analyzed nationally representative data from the 2022 Cyberbullying Survey conducted by the Korea National Information Society Agency, including 9693 students from elementary, middle, and high schools across South Korea. Individual-level cyber-risk indicators were assessed through multiple dimensions, including risky online behaviors, intensity of digital activity, peer environments, and awareness of harmful online behaviors. Multinomial logistic regression analyses were conducted to examine associations between individual-level cyber-risk indicators and the eight types of cyberbullying involvement. Results: Engagement in individual-level cyber-risk indicators was associated with increased odds of involvement in at least one cyberbullying type. Risky online behaviors and exposure to peers engaging in cyberbullying were linked to higher likelihood of both single and overlapping involvement patterns, whereas greater acceptance of harmful online behaviors was consistently associated with lower odds of victimization. Conclusions: These findings underscore cyberbullying as a relational and context-dependent phenomenon shaped by everyday digital practices and peer norms rather than isolated individual behavior. From a school social work perspective, the results support preventive, environment-focused interventions, including school-based media literacy education and institutionalized cyberbullying response systems, as promising strategies for reducing cyberbullying involvement among adolescents. Full article

Metaverse presents significant opportunities for educational advancement by facilitating immersive, personalized, and interactive learning experiences through technologies such as virtual reality (VR), augmented reality (AR), extended reality (XR), and artificial intelligence (AI). However, this potential is compromised if digital environments fail to uphold individuals’ privacy, autonomy, and equity. Despite their widespread adoption, the privacy implications of these environments remain inadequately understood, both in terms of technical vulnerabilities and legislative challenges, particularly regarding user consent management. Contemporary Metaverse systems collect highly sensitive information, including biometric signals, spatial behavior, motion patterns, and interaction data, often surpassing the granularity captured by traditional social networks. The lack of privacy-by-design solutions, coupled with the complexity of underlying technologies such as VR/AR infrastructures, 3D tracking systems, and AI-driven personalization engines, makes these platforms vulnerable to security breaches, data misuse, and opaque processing practices. This study presents a structured literature review and comparative analysis of privacy risks, consent mechanisms, and digital boundaries in metaverse platforms, with particular attention to educational contexts. We argue that privacy-aware design is essential not only for ethical compliance but also for supporting the long-term sustainability goals of digital education. Our findings aim to inform and support the development of secure, inclusive, and ethically grounded immersive learning environments by providing insights into systemic privacy and policy shortcomings. Full article

Medication adherence following myocardial infarction (MI) is essential for effective secondary prevention, yet adherence rates remain suboptimal. Healthcare professionals (HCPs) are central to promoting adherence through clinical decision-making, patient education, and ongoing behavioural support. Understanding how HCPs perceive and experience the factors’ influencing adherence is key to developing effective, context-specific interventions. This study explored HCPs’ perspectives on medication adherence post-MI and identified behavioural determinants influencing medication management across the care pathway. A qualitative descriptive study was conducted using semi-structured interviews with HCPs in the southwest of Ireland. Participants included hospital pharmacists, community pharmacists, general practitioners (GPs), cardiologists, and nurses, recruited through purposive, convenience, and snowball sampling. Interviews were recorded, transcribed verbatim, and analysed using directed content analysis guided by the Theoretical Domains Framework (TDF). Twelve HCPs (eight female) were interviewed between December 2024 and May 2025, including four pharmacists, two GPs, three cardiologists and three nurses. Interviews lasted 30–50 min (mean 41 min). Analysis identified 15 facilitators, 13 barriers, and 7 dual-role determinants across 10 TDF domains. Novel contributions include demonstrating how HCPs’ real-world experiences contextualise adherence issues in the distinct post-MI setting characterised by abrupt care transitions, polypharmacy, and emotional vulnerability and identifying where HCPs feel most constrained and where their expertise could directly inform targeted intervention design. HCPs’ insights reveal complex, context-specific behavioural determinants influencing post-MI medication adherence and highlight the need for multidisciplinary, tailored, and system-level solutions. Enhancing collaboration, supporting patient-centred communication, and addressing resource barriers could empower HCPs to deliver more effective, personalised adherence support and inform the development of targeted intervention strategies. Full article

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview designed to gain insight into the context and nature of the experiences. Results showed that activities involving facilitation, such as tutoring, camp counselling, and volunteering at museums, were perceived as significant influences on career choice more than participatory experiences. Facilitating roles allowed individuals to practice and develop leadership and teaching skills. Experiences such as museum volunteering were reported as particularly impactful. The results suggest that some types and contexts of experiences play differential roles in the development of science teachers’ career aspirations. The findings underscore the potential of informal, facilitation-based experiences as tools to cultivate future science educators. This study examined reported experiences that contribute to science teachers’ identity and career aspirations, and the results can inform our understanding of the teacher pipeline by supporting opportunities for youth to be engaged in experiences where they can facilitate learning for others. Full article

Background/Objectives: This descriptive cross-sectional study examined adherence to the Mediterranean diet (MD) among primary school students and its associations with out-of-school physical activity, bicycle availability and use, and satisfaction with physical education (PE). The MD is regarded as an ideal dietary pattern for promoting health during childhood and adolescence. Its well-established benefits support its integration into nutrition and health education within the PE curriculum. However, the connection between adherence to the MD and factors such as satisfaction with PE, bicycle availability and use, and out-of-school physical activity during primary education remains insufficiently explored. Methods: The study included 347 primary school students (53.6% girls; M_age = 10.55, SD = 0.97). Data were collected using an ad hoc questionnaire including sociodemographic information, out-of-school physical activity, and bicycle availability and use. MD adherence was evaluated using the KIDMED index, while satisfaction with PE was measured with the Spanish version of the Physical Activity Class Satisfaction Questionnaire (PACSQ). Results: No significant associations were found between MD adherence and out-of-school physical activity (χ² = 0.882; p = 0.663) or bicycle use (χ² = 4.767; p = 0.092). In contrast, a significant association was observed between MD adherence and satisfaction with PE (p < 0.002), including most of its dimensions. Conclusions: Overall, the findings indicate an association between satisfaction with PE and MD adherence, which should be interpreted as exploratory and non-causal in nature. Full article

Background/Objectives: Achieving a balanced wholefood diet while stabilising glycaemic management is challenging for many people with type 2 diabetes (T2D) due to barriers such as food preparation skills, time, and medication effects. Diabetes-specific nutritional formulas (DSNFs) are nutritionally complete products designed to support glycaemic management and overall nutritional adequacy and may complement wholefood dietary approaches when these are not feasible or are insufficient. Despite growing clinical evidence of efficacy, practical guidance for routine use is limited. Methods: A multidisciplinary expert working group developed a Clinical Practice Guide (CPG) for integrating DSNFs into diabetes care. Development was informed by a literature review and iterative consensus among experts, including representatives of the Australian Diabetes Society, Australian Diabetes Educators Association, and the Royal Australian College of General Practitioners. Results: The CPG outlines a three-step pathway: (1) assess suitability (clinical indications, contraindications, preferences, cultural context); (2) tailor the approach (individual goals, dose/timing relative to weight and body composition goals and observed glycaemic patterns, integration with lifestyle care); and (3) monitor progress (baseline, 2–4 weeks to assess initial response, then 3, 6, and 12 months for glycaemic indices, weight/body composition where available, and medication review). Conclusions: This CPG provides practical, multidisciplinary guidance for the person-centred use of DSNFs as an adjunct to standard care, supporting translation of current evidence into clinical practice and promoting consistent, multidisciplinary implementation. Full article

Graduate education is important for career and social mobility, but it is inaccessible to many students with disabilities. Prior research describes structural and societal barriers—including but not limited to ableism and discrimination—and their impact on graduate students with disabilities. This review discusses challenges unique to graduate education such as faculty-student power differentials, unwillingness to disclose disability for fear of appearing incapable, classification of graduate students as both students and employees, and limited applicability of formal accommodations beyond organized coursework. Informed by our lived experience as disabled graduate students and faculty, we conduct a qualitative evidence synthesis of 28 articles, theses, book chapters and reports into actionable steps graduate faculty can take to mentor and support graduate students with disabilities. Using a mentoring-across-difference framework, we endorse reciprocal mentoring relationships that support trust, mutual learning, and sustained connection between mentors and mentees. Recommendations range from developing trust, questioning ableist disciplinary and graduate program norms, advocating for students and helping students develop advocacy skills, and providing scaffolding for disabled graduate students’ learning and professional development. Full article

Background: The nursing profession is currently facing a critical challenge with a noticeable decline in interest among young people to pursue nursing as a career. Objectives: This study examined academics’ perceptions of factors driving low enrollment in Greek baccalaureate nursing programs and explored incentives that could motivate young people to pursue nursing careers. Methods: We performed a cross-sectional study. We collected our data during October 2025 through an anonymous questionnaire. Source population included all academics in the nine nursing departments in Greece. Response rate was 54.2% (90 out of 166). Results: We classified the factors contributing to the low interest in baccalaureate nursing education programs into four groups: (a) poor working conditions, (b) negative social and cultural perceptions, (c) educational constraints, and (d) impact of the COVID-19 pandemic. Academics identified negative social and cultural perceptions of nursing and poor working conditions as the primary drivers of low interest in baccalaureate nursing programs. The COVID-19 pandemic was viewed as having a moderate influence on young people’s career choices, while educational constraints were considered least important overall. Academics in nursing departments based in Greece’s capital perceived the pandemic’s impact as more substantial than colleagues outside the capital and attributed greater importance to educational constraints. Respondents without prior clinical nursing experience emphasized educational barriers more strongly. To attract students, academics prioritized improving working conditions, increasing salaries, and expanding scholarships and support. Conclusions: Academics reported that unfavorable nursing work environments, intensified during COVID-19, influence students’ career choices, underscoring the need for urgent policy and organizational actions informed by this study and existing evidence. Full article

This study analyzes the perspectives of support providers to survivors of child sexual abuse (CSA) on the potential links between pornography and the sexual abuse of children. Drawing from fifty interviews, eight focus group discussions, and post-interview surveys with frontline child advocacy support professionals from various backgrounds and settings, each with at least five years of experience in the field, this paper presents a conceptual model that situates pornography and CSA within interconnected “zones of violence” across digital, institutional, and community environments. Participants identified overlapping risk factors that can heighten pornography exposure and CSA vulnerability, including strained guardian–child relationships, inadequate supervision and digital literacy, socioeconomic precarity, limited access to services, and restrictive or patriarchal sexual norms. They described mediating processes linking pornography to abuse—social modeling, normalization of coercive and violent sexual scripts, grooming, power/threat dynamics (including sextortion and blackmail), and the production and circulation of child sexual abuse material (CSAM). Respondents perceived pornography as pervasive in young people’s lives, reported that it contributes to perceived shifts in CSA patterns, and emphasized the absence of best practices. They advocated comprehensive, digitally literate sex education; routine, developmentally appropriate screening; trauma-informed responses that avoid labeling and criminalizing children; and coordinated, multidisciplinary reforms. Full article

Sustainable management of indoor and outdoor air quality is essential for protecting public health, enhancing well-being, and supporting resilient urban environments. Low-cost air quality sensors enable continuous, real-time monitoring of key pollutants and, when combined with data analytics, provide scalable and cost-effective insights for smart building operation and environmental decision-making. This pilot study evaluates an indoor–outdoor air quality monitoring system deployed at the Faculty of Electrical Engineering and Information Technologies in Skopje, with a focus on: (i) PM2.5 and PM10 concentrations and their relationship with meteorological conditions and human occupancy; (ii) sensor responsiveness and reliability in an educational setting; and (iii) implications for sustainable building operation. From January to March 2025, two indoor sensors (a classroom and a faculty hall) and two outdoor rooftop sensors continuously measured PM2.5 and PM10 at one-minute intervals. All sensors were calibrated against a reference instrument prior to deployment, while meteorological data were obtained from a nearby station. Time-series analysis, Pearson correlation, and multiple regression were applied. Indoor particulate levels varied strongly with occupancy and ventilation status, whereas outdoor concentrations showed weak to moderate correlations with meteorological variables, particularly atmospheric pressure. Moderate correlations between indoor and outdoor PM suggest partial pollutant infiltration. Overall, this pilot study demonstrates the feasibility of low-cost sensors for long-term monitoring in educational buildings and highlights the need for adaptive, context-aware ventilation strategies to reduce indoor exposure. Full article