Search Results (82)

This exploratory descriptive-correlational study analyses the perceptions of 257 adult students (doctoral, master’s, and teachers) at DPPD, USV Iași, during the 2025–2026 academic year regarding hybrid education, teaching quality, and environmental sustainability. Using a structured Likert-scale questionnaire, the analysis indicates good-to-excellent internal consistency, with Cronbach’s alpha values ranging between 0.886 and 0.901, and a high overall global average score of 4.64. The findings reveal strong support for the hybrid model. Perceived teaching quality received the highest subscale rating (M = 4.80), closely followed by the perceived ecological impact (M = 4.65). The analysis indicates strong Pearson correlations, specifically between the hybrid learning experience and perceived teaching quality (r = 0.818), as well as between the perceived ecological impact and pro-sustainability attitudes (r = 0.809). Regarding academic mobility, the estimate indicates 81,283 km of avoided commuting travel and approximately 12,295 kg of avoided commuting-related CO₂ emissions, based on self-reported distance, means of transport, and number of physical attendances replaced by online activities. These findings suggest that hybrid learning may represent a relevant managerial option for university sustainability policies. The model appears well suited to postgraduate programmes addressed to employed adults, although the ecological benefits should be read as partial and do not displace perceived teaching quality as the central factor. Full article

One-semester exchange programs place students in university courses within compressed, credit-bearing mobility timelines. This qualitative case study examines how eight Korean undergraduate exchange students described academic learning and adjustment during a one-semester exchange at a U.S. university. Drawing on online written interviews, the study analyzes students’ reported classroom experiences rather than formal course design or enacted instructional practice. The analysis focuses on how students navigated unfamiliar classroom expectations at the level of reported classroom practice. The findings show that participation became visible as academic work when students prepared texts, engaged in discussions, managed language risk, and judged what counted as an appropriate contribution. Feedback and academic help-seeking served as interpretive resources through peer review, instructor clarification, writing tools, and efforts to turn uncertainty into next steps. Across the accounts, adjustment appeared as selective and uneven additions to students’ academic strategies, most visible in discussion, peer feedback, open-ended writing, instructor clarification, and resource assembly. This study contributes to higher education and international student mobility research by showing how temporary exchange students made classroom expectations workable through targeted strategy additions rather than through a shift from one national learning culture to another. It offers implications for participation scaffolding, feedback design, and pre-departure preparation. Full article

Health tourism represents a dynamic sector operating at the intersection of medical services, international patient mobility, and tourism development. Despite its growing prominence, the academic literature frequently conflates health tourism with medical and wellness tourism—a conceptual ambiguity that complicates the establishment of robust, sustainable legal frameworks. Addressing this gap, the present paper conceptualizes health tourism as an overarching framework that encompasses recovery, wellness, and medical sub-sectors. Within this comprehensive paradigm, we explore the contemporary landscape of health tourism in Northern Cyprus through a stakeholder-driven qualitative lens. Utilizing a qualitative case study design, data were gathered via semi-structured interviews with 40 key respondents representing healthcare, travel, public administration, academia, and related professional domains, and subsequently subjected to thematic analysis using NVivo 15 software. The findings reveal that the sector in Northern Cyprus is heavily skewed toward medical tourism, with a concentrated focus on in vitro fertilization (IVF), cosmetic surgery, dental care, and bariatric procedures. Conversely, wellness and rehabilitation tourism remain largely untapped strategic niches. The analysis further indicates that sectoral growth is constrained by structural bottlenecks, including fragmented governance, limited international recognition, transport and accessibility barriers, inadequate accreditation systems, lack of stakeholder synergy, and ethical concerns regarding advertising and patient safety. Moving beyond standard environmental sustainability, this research underscores that long-term destination resilience requires ethical governance, clinical quality controls, patient-rights advocacy, transparent legal frameworks, and community-level economic integration. Ultimately, this study proposes an integrated, stakeholder-centric paradigm tailored to the unique socio-political and structural realities of Northern Cyprus, offering actionable policy recommendations that enrich the discourse on sustainable medical tourism from a small-island perspective. Full article

This paper examines the state of the academic literature on the development of after-sales and maintenance services for electric vehicles (EVs), highlighting their critical yet underexplored role in the transition to electrified mobility. Against the backdrop of rising EV sales, this study investigates how service ecosystems influence long-term adoption. A systematic review was conducted to identify recurring themes, barriers, and proposed solutions related to EV maintenance and after-sales systems. The findings indicate that, despite lower mechanical complexity compared to internal combustion vehicles, EVs generate new service demands due to their reliance on electronics, software, and high-voltage systems. Key barriers to EV adoption include high purchase costs, limited charging infrastructure, and shortages of skilled technicians, which collectively affect consumer confidence beyond the point of acquisition. The analysis shows that after-sales services constitute both a technical and economic bottleneck in large-scale EV diffusion. The existing literature predominantly emphasizes theoretical solutions, such as digitalized maintenance and data-driven business models, with limited focus on practical implementation strategies. This paper concludes that sustainable EV adoption depends not only on technological and infrastructural progress but also on workforce adaptation, proposing a transitional management framework to support independent workshops in shifting toward fully electric service operations. Full article

As South Korea positions itself as a competitive global education hub, understanding the determinants that attract and satisfy international students is critical. This study investigates the factors influencing the selection of South Korea as a higher education destination and examines the key predictors of international students’ satisfaction with their academic and social experiences within an integrated analytical framework that links destination choice and post-enrollment satisfaction. The study addresses two research questions: (1) What factors predict international students’ selection of South Korea as a higher education destination? and (2) What factors predict international students’ satisfaction in South Korea (academic and social experience)? Drawing on a quantitative, cross-sectional design, the study surveyed 231 international students across various South Korean higher education institutions. Key destination choice factors included safety, quality of education, scholarship availability, and cultural interest. Data were analyzed using SPSS version 29, with one-way ANOVA and binary logistic regression as the primary statistical methods. The ANOVA results indicate that these factors reflect primarily structural and institutional drivers of student mobility. Satisfaction predictors were assessed through logistic regression analysis, revealing that quality of education, facilities and resources, research opportunities, support services, cultural engagement, and exploration of Korea significantly influenced overall student satisfaction. Safety and living conditions emerged as the most influential reasons for destination choice, while language barriers and geographic proximity were less critical at the aggregate level, although variability across student groups suggests differential experiences. The study underscores the importance of tailored institutional support, culturally inclusive strategies, and expanded academic opportunities to enhance student satisfaction and retention, and highlights the divergence between factors that attract students and those that sustain their satisfaction. The findings offer evidence-based recommendations for policymakers and educational leaders aiming to strengthen South Korea’s global education appeal while addressing diverse international student needs. This research contributes to the broader discourse on international student mobility by highlighting the interplay between destination appeal and student satisfaction in a non-traditional host country and by addressing a gap in the literature where these two dimensions are often examined separately. Full article

The present article employs a discursive and neurocommunicational lens to analyze Donald J. Trump’s discursive playbook. By means of a qualitative approach founded upon Critical Discourse Analysis and framing theory, the present study examines the manner in which the tactics of denial, deflection, and discrediting have structured the politician’s political communication since 2016, throughout his new presidential term. The corpus under scrutiny encompasses a range of sources, including official speeches, social media posts, media coverage, and academic literature. A particular emphasis is placed on the Epstein case, which serves to expose the structural limitations of his rhetorical strategy. The findings demonstrate the efficacy of these tactics in polarized contexts, characterized by the mobilization of emotions such as fear, anger, and victimhood, while reinforcing cognitive biases such as dissonance and confirmation bias. However, in situations involving crises that are characterized by strong social consensus—such as sexual abuse, corruption, or demands for transparency—discursive saturation has been shown to generate contradictions, cognitive fatigue, and psychological reactance, leading to a so-called ‘boomerang effect’. From a neurocommunicational perspective, this phenomenon elucidates the process by which emotional triggers, which initially serve to strengthen audience cohesion, can subsequently act as factors of disaffection and internal fragmentation. The study posits that Trump’s rhetorical populism is contingent on a delicate equilibrium between emotional mobilization and perceived credibility, whose disruption threatens to undermine the stability of his leadership and facilitate the emergence of alternative leadership figures within the MAGA movement. Full article

The paper explores the implementation of inclusive, student-centered pedagogies in an internationally co-taught EAP course. Designed within the Erasmus+ W.I.D.E. framework, the course brought together students from Italy and Israel to collaboratively work on academic conference presentations delivered in English as a lingua franca. The study employs an Action Research and Case Study approach, allowing iterative cycles of planning, implementation, observation, and reflection to inform pedagogical decisions. This embraces three intersecting priorities in contemporary higher education: preparing students for global academic participation, fostering inclusive and supportive learning environments, and cultivating intercultural competence in digitally mediated settings. More specifically, drawing on a project-based teaching framework, the study examines how students are socialized into academic discourse through delivering presentations, engaging in intercultural dialogue, and developing cross-curricular soft skills. Our findings suggest that project-based work in small multicultural teams can support both autonomy and cooperation, while contributing to the development of critical thinking, mediation and confidence in public speaking, essential for participation in international academic communities. The findings also point to the potential role of responsive and compassionate pedagogy in digital collaboration. The study offers a practice-informed model that may be adaptable to similar contexts for bridging EAP and international research practices, highlighting implications for intercultural academic communication, virtual mobility, and inclusive language education. Full article

Introduction: Financial support is a key driver of international student mobility. This study examines whether the financial incentives attracting international students to Hungary also translate into meaningful academic and social integration and a sense of belonging, comparing scholarship holders with self-funded students. Methods: A mixed-methods, cross-sectional online survey was conducted among international students enrolled in Hungarian higher education institutions (N = 232). The survey assessed motivations for choosing Hungary, academic and social integration, and willingness to recommend the country as a study destination. Group differences were analysed using independent-samples t-tests, Mann–Whitney U tests and multivariate analyses, while open-ended responses were examined using thematic analysis. Results: Scholarship programmes, academic quality, and Hungary’s relative affordability emerged as dominant motivational factors. While no significant difference was observed in overall academic integration (p = 0.127), scholarship recipients reported stronger inclusion within the Hungarian community (p = 0.032) and were markedly more likely to recommend Hungary (p < 0.001). Nonetheless, language barriers, limited interaction with host-country students, and social isolation persisted across groups, indicating that financial support alone does not ensure holistic engagement. Conclusion: Scholarship schemes yield the greatest impact when paired with institutional and social initiatives that actively foster integration, inclusion, and a sense of belonging. The study offers empirical insights from a non-traditional study destination, highlighting strategies to enhance international student experiences and strengthen Hungary’s competitiveness globally. Full article

Kazakhstan has aggressively pursued the internationalization of higher education, evidenced by the strategic Bolashak scholars’ program, adoption of the Bologna Process, and expanded academic mobility. In this paper, we argue that these efforts, while structurally significant, have yielded results that have prioritized institutional outputs over intercultural learning outcomes. To achieve genuine modernization, internationalization must move beyond technical compliance and be grounded in the cultivation of intercultural competence and citizenship. We review the trajectory of Kazakhstan’s educational history, development, and reforms and conclude that current efforts lack the cohesion and theoretical grounding necessary to foster globally engaged, interculturally competent citizenship. We narratively review selected international case studies of higher education institutions that have developed intercultural competence and citizenship programs to develop cross-case themes and practices. Consequently, we suggest a contextualized paradigm for developing intercultural competence within Kazakhstani higher education. We present a series of theoretical, practical, and institutional suggestions tailored for Kazakhstani higher education institutions to consider. Ultimately, intercultural competence in Kazakhstan must begin with a critical exploration of national and local values to engage the global community from a “glocalized,” culturally resonant, and decolonized standpoint. Full article

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education. Full article

Industry 5.0 challenges higher education to adopt human-centred and sustainable uses of artificial intelligence, yet many current deployments still treat generative AI as a stand-alone tool, neurophysiological sensing as largely laboratory-bound, and governance as an external add-on rather than a design constraint. This article introduces Nested Learning as a neuro-adaptive ecosystem design in which generative-AI agents, IoT infrastructures and multimodal deep learning orchestrate instructional support while preserving student agency and a “pedagogy of hope”. We report an exploratory two-phase mixed-methods study as an initial empirical illustration. First, a neuro-experimental calibration with 18 undergraduate students used mobile EEG while they interacted with ChatGPT in problem-solving tasks structured as challenge–support–reflection micro-cycles. Second, a field implementation at a university in Madrid involved 380 participants (300 students and 80 lecturers), embedding the Nested Learning ecosystem into regular courses. Data sources included EEG (P300) signals, interaction logs, self-report measures of engagement, self-regulated learning and cognitive safety (with strong internal consistency; $\alpha /\omega \ge 0.82$), and open-ended responses capturing emotional experience and ethical concerns. In Phase 1, P300 dynamics aligned with key instructional micro-events, providing feasibility evidence that low-cost neuro-adaptive pipelines can be sensitive to pedagogical flow in ecologically relevant tasks. In Phase 2, participants reported high levels of perceived nested support and cognitive safety, and observed associations between perceived Nested Learning, perceived neuro-adaptive adjustments, engagement and self-regulation were moderate to strong ($r=0.41$–$0.63$, $p<0.001$). Qualitative data converged on themes of clarity, adaptive support and non-punitive error culture, alongside recurring concerns about privacy and cognitive sovereignty. We argue that, under robust ethical, data-protection and sustainability-by-design constraints, Nested Learning can strengthen academic resilience, learner autonomy and human-centred uses of AI in higher education. Full article

Cryogenic technologies are a crucial field of modern engineering, with applications in liquefied gas transport, renewable energy, aerospace, and high-precision medicine. Their advancement relies heavily on the performance and reliability of cryogenic tanks, which ensure the safe storage and handling of fluids at extremely low temperatures. This paper presents a concise review of recent engineering innovations, focusing on fluid behavior in single- and two-phase regimes, boil-off mechanisms, advanced thermal insulation, and energy loss control strategies. Recent numerical and experimental studies indicate that optimized insulation configurations, such as the placement of a low-emissivity intermediate layer near the cold wall, can reduce radiative heat loads by approximately 40–60%, thereby significantly mitigating cryogenic liquid boil-off. Developments in structural materials, functional coatings, and numerical simulations are also discussed, as they contribute to enhancing tank efficiency under demanding operational conditions. Particular emphasis is placed on material selection and surface engineering solutions aimed at reducing corrosion, improving cryogenic resistance, and extending service life. These approaches not only lower maintenance costs but also strengthen safety and sustainability in cryogenic applications. In addition, current industry trends are highlighted, including equipment miniaturization, integration into mobile platforms, and the adoption of international standards for safety and efficiency. The paper aims to provide an interdisciplinary synthesis that supports both academic research and the development of durable, high-performance cryogenic systems. Full article

The increasing number of international students choosing a non-traditional study destination, such as Hungary, underscores the country’s growing appeal in the global higher education landscape. This trend is driven by Hungary’s competitive and quality educational programmes, supportive policies, and rich cultural and historical heritage. This exploratory study examines the cross-cultural experiences of international students studying in the country, drawing on data from a cross-sectional online survey conducted in 2024. Through descriptive and thematic analyses, three principal findings emerged. First, students are attracted to study in Hungary by a combination of instrumental and cultural factors, including the quality and affordability of education, the country’s cultural heritage, and its strategic location in Central Europe. Second, the most significant challenges involve adapting to a different academic culture and overcoming language barriers, both of which hinder everyday communication. Third, difficulties in establishing meaningful connections with Hungarian peers often exacerbate feelings of social distance, thereby limiting the integration of international students. By foregrounding student perspectives in an under-researched, non-traditional study destination context, this study contributes to a deeper understanding of international student mobility beyond the traditional study destinations of Anglophone and Western European settings. The findings offer valuable insights for higher education institutions and policymakers to improve the integration of international students, enhance support structures, and further strengthen Hungary’s position as an attractive and inclusive study destination for global talent. Full article

This study evaluates the impact of different territorial contexts on academic mobility within the framework of the Erasmus Programme, using data on Key Action 1 exchanges between 2015 and 2023. Using official EU datasets and a gravity model framework, the research investigates how economic performance, geographical distance, EU membership, AUF (Agence Universitaire de la Francophonie) regional affiliation, and state contiguity shape international academic flows. The research developed two gravity models: one aimed to measure the potential barriers to academic flows through a residuals analysis, and the second integrated territorial delineations as predictors. In both models, the core of the explanatory variable is formed by indicators describing the economic performance of states and the distance between countries. When applied, the models converge in emphasizing that the inclusion of states in different territorial configurations has a strong effect on the structuring of academic flows. This suggests that the Erasmus Programme exhibits trends of overconcentration of flows in a limited number of countries, questioning the need for a more polycentric strategy and a reshaping of the funding mechanisms. Even if the gravity models behave well, given the limited number of predictors, further studies may need to incorporate qualitative indicators for a more comprehensive evaluation of the interactions. Full article

Soft skills are increasingly recognised as decisive factors for employability and career advancement in the global labour market. This study examines their role in the professional trajectories of university graduates in Ecuador, analysing both the competencies supplied by higher education and the structural demand of the labour market. Based on institutional surveys applied to 3358 graduates from the Salesian Polytechnic University (Cuenca campus), the results show that more than $90\%$ of graduates remain in operational positions, while only $5\%$ reach tactical or managerial levels. To address this phenomenon, five key soft skills—leadership, effective communication, teamwork, problem-solving, and adaptability—were evaluated through a structured questionnaire using Likert-type items. The findings reveal a persistent concentration of professionals in lower organisational levels and heterogeneous perceptions of the applicability of academic training. These outcomes highlight both individual skill gaps and structural limitations of the Ecuadorian labour market, such as the scarcity of managerial positions and the prevalence of family-based business structures. In response, the study proposes a sector-based curricular improvement strategy that systematically incorporates soft skills into university programmes, differentiated by economic sectors such as education, health, commerce, public administration, industry, and primary activities. Grounded in empirical evidence, this approach provides a practical framework to enhance graduates’ career progression, foster more equitable professional mobility, and strengthen the relevance of higher education. The model can be replicated across other Latin American universities facing similar challenges, while also aligning with international standards for competency-based education. Full article