Search Results (896)

Background: A detailed understanding of cardiac anatomy and physiology is crucial in cardiovascular medicine. However, traditional learning methods often fall short in addressing this complexity. Augmented reality (AR) offers a promising tool to enhance comprehension. To assess its potential integration into the Heidelberger Curriculum Medicinale (HeiCuMed), we conducted a needs assessment among medical students and lecturers at Heidelberg University Medical School. Methods: Our survey aimed to evaluate the perceived benefits of AR-based learning compared to conventional methods and to gather expectations regarding an AR course in cardiovascular medicine. Using LimeSurvey, we developed a questionnaire to assess participants’ prior AR experience, preferred learning methods, and interest in a proposed AR-based, 2 × 90-min in-person course. Results: A total of 101 students and 27 lecturers participated. Support for AR in small-group teaching was strong: 96.3% of students and 90.9% of lecturers saw value in a dedicated AR course. Both groups favored its application in anatomy, cardiac surgery, and internal medicine. Students prioritized congenital heart defects, coronary anomalies, and arrhythmias, while lecturers also emphasized invasive valve interventions. Conclusions: There is significant interest in AR-based teaching in cardiovascular education, suggesting its potential to complement and improve traditional methods in medical curricula. Further studies are needed to assess the potential benefits regarding learning outcomes. Full article

Objectives: The aim of this study was to examine the impact of physical activity levels and body mass index (BMI) on the quality of life among university students. Methods: The sample consisted of 495 students (176 males and 319 females). Physical activity was assessed using the International Physical Activity Questionnaire—Short Form (IPAQ-SF), while quality of life was measured using the WHOQOL-BREF questionnaire. Pearson’s correlation coefficient and regression analysis were employed to determine relationships and predictive influence. Data were analyzed using SPSS version 20, with the level of significance set at p < 0.05. Results: The results indicated that male students reported significantly higher levels of moderate and vigorous intensity physical activity compared to female students (p = 0.015 and p = 0.001, respectively), as well as higher scores in the physical health and social relationships domains of quality of life (p = 0.002 and p = 0.001, respectively). Both physical activity and BMI had a statistically significant impact on the physical health (p = 0.040 for males; p = 0.024 for females) and psychological health (p = 0.047 for males; p = 0.000 for females) domains. Specifically, moderate-intensity PA positively influenced physical health (β = 0.21, p = 0.005), while BMI was a predictor of psychological health in males (β = 0.18, p = 0.016). Among females, BMI negatively influenced physical health (β = −0.18, p = 0.002), and both low-intensity PA (β = 0.17, p = 0.002) and BMI (β = −0.21, p = 0.000) significantly affected psychological health. Conclusions: These findings underscore the importance of promoting diverse forms of physical activity and maintaining a healthy BMI in student populations, with consideration for gender-specific approaches to maximize quality of life outcomes. Full article

Compassion is a critical competence for university students in the healthcare field when dealing with the suffering of patients and relatives. However, there are no tools that measure compassionate capacity during students’ training. Recently, the Compassion Capacity Scale (CCS) was developed for health professionals, exhibiting good psychometric properties. The aim of this study was to translate, culturally adapt, and validate the CCS for Portuguese university students in the healthcare field. The study was divided into two phases: (1) translation and adaptation of the CCS for Portuguese university students in the healthcare field; (2) validation and analysis of psychometric properties. The CCS-PHS showed good internal consistency (Cronbach’s α = 0.886), temporal stability (rho = 0.703), and content validity (CVI-i = 1). Criterion validity analysis showed strong correlations between all of the CCS-PHS’s dimensions and the chosen reference criteria scale. Construct validity analysis revealed that the CCS-PHS is composed of 17 items, classified into four factors. The differences found in the exploratory factor analysis in relation to the original scale may be due to the differences in the life experiences of healthcare professionals when compared to those of students. Our psychometric analysis suggests that the CCS-PHS is a reliable and valid tool to assess compassionate capacity in healthcare students. Knowing the compassionate competence of students is vital for guiding educational strategies, implementing compassion training programs and evaluating their effectiveness, as well as reinforcing key attitudes and behaviors for humanized and ethical healthcare. Full article

Background/Objective: Food insecurity refers to social or economic challenges that limit or create uncertainty around access to enough food. Among college students, food security status is usually determined with the USDA 10-item Food Security Survey Module, which has not been validated for this population. Nutrition security refers to consistent access to food and beverages that promote well-being, prevent disease, and emphasize equitable access to healthy, safe, and affordable foods. Currently, there is no standardized measure that assesses food and nutrition security tailored to the unique experiences of college students. This study aims to evaluate the validity and reliability of a newly developed College Student Food and Nutrition Security Survey Module (CS-FNSSM). Methods: A mixed-methods approach that combined an online survey with semi-structured cognitive interviews. Participants were students aged 18 and older from U.S. public universities. Quantitative data were analyzed using RStudio (version 4.4.1), and interview transcripts were thematically analyzed. Results: Survey responses were collected from 953 participants, including a subset of 69 participants for reliability testing and 30 participants for cognitive interviews. Rasch analysis showed good item performance and structural validity. The CS-FNSSM demonstrated strong sensitivity (89.09%), specificity (76.2%), moderate test–retest reliability (0.59), and good internal consistency (Cronbach’s alpha = 0.79). Qualitative findings confirmed participant understanding of the items. Conclusions: The CS-FNSSM effectively identifies food and nutrition insecurity, with nutrition security emerging as a key issue. Addressing both is crucial for promoting the overall health and well-being of college students. Full article

Background/Objectives: International students pursuing higher education in the United States face unique challenges that increase their risk of food insecurity, including limited financial resources, employment restrictions, and cultural barriers. While food insecurity among domestic students has been widely studied, limited research focuses on the lived experiences of international graduate students. This study explores the challenges, perceptions, and coping strategies related to food insecurity among international graduate students at a large public university in North Texas. Methods: This qualitative, ethnographic study involved 20 semi-structured interviews with international graduate students who were clients of the university’s food pantry. Participants were recruited using purposive convenience sampling. Interviews focused on students’ experiences with food access, financial constraints, campus resources, and cultural food preferences. Data were analyzed using thematic coding in MAXQDA. Two standardized food insecurity measures—the USDA and FAO scales—were also administered and analyzed using SPSS. Results: Findings revealed that 85% of participants experienced limited access to nutritious and culturally appropriate foods, with 70% reporting hunger due to financial constraints. Themes included lack of cooking skills, limited campus food options, difficulty accessing familiar groceries, and limited job opportunities. Students expressed that food insecurity significantly impacted their physical health, mental well-being, and social lives, though many continued to prioritize academics over personal nourishment. Conclusions: Food insecurity among international graduate students is multifaceted, shaped by financial, cultural, and institutional barriers. Addressing this issue requires culturally sensitive interventions, improved access to diverse food options, tailored student support services, and institutional efforts to better understand and meet the needs of international students. Full article

In the increasingly competitive landscape of higher education, student satisfaction and loyalty are recognized as essential components for institutional sustainability and long-term success. This study aims to examine the interrelationships between service quality, technological innovation, student satisfaction, and student loyalty within higher education institutions in the Turkish Republic of Northern Cyprus (TRNC). Grounded in relationship marketing theory and the expectancy–disconfirmation paradigm, the research develops and tests a structural model that investigates the impact of perceived service quality on technological innovation, student satisfaction, and loyalty. The data were collected from 448 undergraduate students studying in the faculties of education at five leading private universities in TRNC, selected based on their international academic rankings. The analysis, conducted using structural equation modelling (SEM), reveals that service quality significantly and directly influences technological innovation, student satisfaction, and student loyalty. Additionally, technological innovation has a positive but comparatively weaker effect on student loyalty. Among the variables, student satisfaction emerges as the strongest determinant of loyalty, serving as a key mediator in the relationship between service quality and loyalty. This research contributes to the higher education literature by extending the traditional service quality–loyalty framework with the inclusion of technological innovation. The findings offer practical insights for university administrators, emphasizing the importance of delivering high-quality educational services combined with continuous digital innovation to enhance the student experience and foster long-term student commitment. Full article

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Full article

Background: Despite the widespread implementation of childhood vaccination programmes, hepatitis B virus (HBV) infection remains an ongoing occupational risk for healthcare students. In multi-ethnic and international university settings, differences in vaccination programmes and immune responses must be considered. This retrospective study aimed to assess the prevalence of protective levels of anti-HBs among medical students at an international university in Rome, exploring associations with demographic and vaccination-related factors. Methods: Data were collected from routine occupational health surveillance conducted in 2023. Anti-HB titres were measured in 507 students, and information on age, sex, country of birth, age at vaccination, and time since the last dose was analysed. Results: Overall, 55.0% of students had antibody levels of at least 10 mIU/mL, indicating serological protection. Higher seroprotection rates were observed among students vaccinated in the first year of life compared to those vaccinated later. A significant decline in antibody titres was also associated with longer intervals since vaccination. Students born outside Europe tended to show lower levels of protection. Conclusions: These results emphasise the importance of screening future healthcare professionals and continuously monitoring antibody titres to help reduce HBV infections. Full article

Video surveillance systems have become pervasive in contemporary society, prompting growing concerns about their psychological and behavioral effects on individuals. This study investigates how perceived surveillance influences self-censorship and behavioral regulation in monitored environments, drawing on the conceptual framework of panoptic self-regulation and surveillance-induced anxiety. A structured questionnaire was administered to 358 university students, and data were analyzed using exploratory and confirmatory factor analysis to validate latent constructs, followed by ordinal logistic regression and mediation analysis to test key hypotheses. The results indicate that individuals who perceive higher psychological pressure due to surveillance are more likely to modify their behavior, exhibiting heightened self-awareness and restraint. Additionally, belief in the active monitoring of surveillance footage significantly amplifies behavioral vigilance. The perception of the technological omnipresence of surveillance further intensifies psychological discomfort, which mediates behavioral change. These findings conceptualize video surveillance as a socio-technical system that exerts behavioral influence through internalized psychological mechanisms. The study highlights the importance of considering the unintended consequences of surveillance technologies on autonomy and freedom, and it suggests that regulatory frameworks should account not only for legal compliance but also for the psychological impact of surveillance. The results provide empirical support for viewing surveillance systems as dynamic regulators of human behavior. Full article

Lublin University of Technology has been offering computer science studies for over 25 years. From the beginning, computer graphics have played a crucial role in the studies program. The Lab3D international efforts aimed at cultural heritage 3D digitization allowed for enriching the regular introductory course of computer graphics with elements of digitized real-life heritage, without disturbing the regular didactic process, nor the scope of the course learning outcomes. Such an activity was aimed at increasing the students’ engagement in learning and fits into the contemporary trend of including real-life cases in the course of teaching. The article presents the curriculum (including the changes introduced) together with an extensive analysis of the effect of such changes on students’ achievements. In total, 3042 grades of 1522 students from the years 2018–2024 underwent statistical analysis in order to support answering placed hypotheses related to keeping the effects positive or neutral. Luckily, students’ achievements did not worsen, and in fact significantly improved. To the authors’ knowledge, such an analysis in relation to computer graphics courses has never been published before. Full article

The accelerated transformations in the education system marked by volatility, uncertainty, complexity, and ambiguity (VUCA) require a rethinking of pedagogical approaches. The VUCA environment requires a new educational management system in line with new technological trends in order to respond effectively to all the internal and external factors that may affect the quality of teaching. A particularly important course of action is updating teaching methods by combining traditional teaching methods with new interactive methods that promote the introduction of certain digital applications during the teaching of new topics. In this sense, the quantitative research carried out in the present study among second-year students from the psycho-pedagogical program organized by the Bucharest University of Economic Studies, Romania, has highlighted the fact that innovative teaching methods are more effective, contributing to the development of personality and communication skills among pupils and students. Also, the results obtained after applying the Mann–Whitney test showed that there is a significant difference between students involved in different educational activities and those who do not have contact with the educational environment in terms of perceiving the volatility, uncertainty, complexity and ambiguity of the educational environment. At the same time, in the context of the VUCA world, in order to ensure the effectiveness of the teaching–learning process, teachers need to develop new skills such as stress management, adaptability, creativity, technological skills, and time management. Addressing the specific competencies that teachers need to acquire in order to improve their teaching and to respond effectively to the volatility, uncertainty, complexity and ambiguity in education, this study contributes to the creation of a sustainable education system, which is able to cope with all transformations (technological, legislative, socio-economic, etc.). The article is based on the results obtained in the postdoctoral research conducted at the end of 2024. Full article

In the Hexaflex model of Acceptance and Commitment Therapy (ACT), psychological flexibility refers to the ability to openly embrace difficult thoughts and emotions while acting in alignment with personal values. In contrast, psychological inflexibility involves rigid avoidance and control strategies that hinder adaptive functioning. Although previously studied, more culturally relevant evidence is needed to inform interventions that promote well-being and mental health among Latin American students. This study explored manifestations of psychological flexibility and inflexibility in 15 undergraduate students from the University of Magdalena in Colombia (mean age = 20.13 years; 53.33% female) through semi-structured, face-to-face interviews (~45 min each). Data were analyzed using Interpretative Phenomenological Analysis (IPA), focusing on how participants described and made sense of their experiences. A total of 25 emergent themes were identified and grouped into 12 subordinate themes, mapped onto the 6 core ACT processes. The participants reported efforts to control or avoid distressing internal experiences, often resulting in difficulty acting in accordance with their values. The findings highlight a recurring ambivalence between avoidance and acceptance, and barriers to committed action, underscoring the dynamic interplay between flexibility and inflexibility. These results support the relevance of ACT-based interventions, such as structured group sessions that foster acceptance, mindfulness, and values-based behavior. Integrating this training into counseling and academic support services could enhance students’ well-being and performance. Future research should examine these dynamics longitudinally and across diverse contexts. Full article

Advanced three-dimensional extended reality (XR) technologies are highly suitable for cultural heritage research and education. XR tools enable the creation of realistic virtual or augmented reality applications for curating and disseminating information about cultural artifacts and sites. Developing XR applications for cultural heritage requires interdisciplinary collaboration involving strong teamwork and soft skills to manage user requirements, system specifications, and design cycles. Given the diverse end-users, achieving high precision, accuracy, and efficiency in information management and user experience is crucial. Human–computer interaction (HCI) design and evaluation methods are essential for ensuring usability and return on investment. This article presents ten case studies of cultural heritage software projects, illustrating the interdisciplinary work between computer science and HCI design. Students from institutions such as the State University of New York (USA), Glasgow School of Art (UK), University of Granada (Spain), University of Málaga (Spain), Duy Tan University (Vietnam), Imperial College London (UK), Research University Institute of Communication & Computer Systems (Greece), Technical University of Košice (Slovakia), and Indiana University (USA) contributed to creating, assessing, and improving the usability of these diverse cultural heritage applications. The results include a structured typology of CH XR application scenarios, detailed insights into design and evaluation practices across ten international use cases, and a development framework that supports interdisciplinary collaboration and stakeholder integration in phygital cultural heritage projects. Full article

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. Full article

Community-engaged learning (CEL) is a popular educational approach for sociology teaching across Canada and globally. Students in sociology courses with this experiential component can opt in to enhance their learning by working with community members and organizations in structured, low-stakes ways that forward community priorities. Evidence shows that CEL in sociology courses supports students in developing a wide variety of skills. However, little is known about how international students in sociology courses engage with this pedagogy. Drawing on 20 semi-structured interviews with international students from Asia, South America, and Eastern Europe who completed CEL programming as part of their sociology course curriculum at a large Canadian university, I show how these students engaged in unique learning practices. The findings indicate that international students draw upon their life experiences from diverse national contexts to navigate and reflect upon their CEL placement in sociological ways. These students’ voices offer rich insights for sociology educators designing course-based CEL opportunities with a multinational student body. Full article