Search Results (2,489)

Decarbonisation of urban areas is essential to reaching climate neutrality, as cities house half the global population and account for over 70% of carbon emissions. However, applying innovative approaches, such as establishing positive energy districts (PEDs), remains challenging due to stakeholder engagement and funding constraints, largely driven by knowledge gaps and a lack of best practices. This study examines barriers, facilitators and lessons learnt from six case studies in Europe, Canada and Singapore through a mixed-methods approach, including stakeholder interviews, grey literature analysis and a semi-structured review. Findings highlight district heating networks, heat pumps and photovoltaics as key technologies, with regional variations. While Mediterranean regions prioritise solar energy, northern climates employ a diverse range of solutions, including geothermal and seasonal storage. Political commitment and funding enable progress, whereas regulatory gaps and stakeholder misalignment hinder it. The study underscores the need for sharing best practices to enable PED implementation. Full article

Artificial Intelligence (AI) holds transformative potential to revolutionize teaching and learning, yet its rapid integration poses significant challenges for teacher preparation. While AI competencies—encompassing knowledge, skills, and attitudes—are critical for effective integration, limited research has holistically addressed these three interconnected domains. To bridge this gap, this quasi-experimental study (N = 259) evaluated a triadic instructional design synergizing the intelligent technological, pedagogical, and content knowledge (Intelligent-TPACK) framework, Synthesis of Qualitative Data model, and curated AI tools. Pre-service English as a foreign language (EFL) teachers were assigned to an experimental group (n = 137) receiving the structured intervention or a control group (n = 122) engaging in self-directed AI exploration. Results reveal that the experimental group achieved greater gains across all Intelligent-TPACK dimensions and demonstrated higher-order AI applications in lesson planning. Furthermore, the experimental group experienced a significant reduction in perceived pressure and reported higher perceived usefulness regarding AI integration. Qualitative data revealed that hands-on AI tasks enhanced participants’ confidence, yet challenges with prompts and critical adaptation persisted. The findings demonstrate that systematic training is essential for transforming pre-service teachers’ passive awareness into competent AI integration. Finally, this paper proposes practical implications for integrating this triadic framework into teacher education curricula to facilitate sustainable AI adoption. Full article

The increasing integration of artificial intelligence (AI) in education highlights the need for teacher preparation programs to support pre-service teachers in developing pedagogically grounded and ethically responsible AI competencies. This study designed and preliminarily examined an Experiential Design Learning model within a Digital Learning Ecosystem (EDL–DLE) to support the development of AI competencies and instructional innovation in pre-service science teacher education. A four-phase research and development framework was employed, including conceptual synthesis, model design and expert validation, implementation, and evaluation. Participants were 19 second-year pre-service science teachers from a university in Bangkok. Research instruments included a 40-item AI competency assessment and an instructional innovation evaluation rubric. Paired-sample t-test results indicated statistically significant pre–post difference across all AI competency dimensions, with large effect sizes (Cohen’s d = 0.82–1.59), reflecting notable within-group changes observed within the EDL–DLE learning context. The instructional innovation lesson plans were evaluated as generally strong across multiple dimensions, particularly in learner-centered pedagogy, creativity, and collaboration, while relatively lower performance was observed in appropriate AI technology selection and ethical use. Overall, the findings provide preliminary evidence supporting the feasibility of the EDL–DLE model as an exploratory instructional approach for fostering foundational AI-related pedagogical competencies in pre-service science teacher education. Full article

The COVID-19 pandemic disrupted the global construction industry, resulting in workforce shortages, project delays, and contractual disputes. This study used an online survey of private engineering and construction companies to assess their responses to the challenges posed by COVID-19. The survey focused on workforce management, technological advancements, safety protocols, and project execution. Workforce adaptations, particularly the shift to telework, saw 66% of respondents reporting partial telework and 22% indicating that telework became permanent after the pandemic. Technological advancements were crucial for maintaining operations during the pandemic, with 82% of respondents reporting the adaptation of new digital tools. These included widespread adoption of Microsoft Teams and Zoom by both office and field staff. Training was identified as essential for the effective implementation of these technologies, enabling employees to maximize their benefits. The pandemic affected project design and construction activities, with 69% of respondents reporting delays during the design phase and 70% during construction. Cost overruns of up to 25% were reported in the public sector and 67% of respondents in the private sector reported cost overruns, highlighting the financial impact of the pandemic. The findings provide insights into organizational resilience strategies adopted by private firms and offer lessons that can inform preparedness for future disruptions. Full article

The United Nations Sustainable Development Goals (SDGs) have been one of the benchmarks for academic research. This study addresses global SDG-related challenges through top research in physical sciences (PS) at the University of Split (UNIST). UNIST was selected as a case study of a small and relatively new EU university, with moderate funding and research capacity. A bibliometric approach was applied, and articles related to SDGs were presented (with 1 to 50 authors) in the top 5% Q1 journals within the Web of Science Core Collection (WoSCC) for Physical Sciences. Sixty-three of the eighty-three articles are related to SDGs (subcategories: Astronomy & Astrophysics, Chemistry, Geoscience, Multidisciplinary, Mathematics, Meteorology & Atmospheric Science, Multidisciplinary Sciences, Oceanography, Physics, Thermodynamics, and Water Resources). The study presents the following: (a) UNIST articles in the top 5% Q1 journals and corresponding SDGs up to 2022; (b) their citations; (c) their contribution to SDG achievement; (d) drivers of top performance in PS; (e) comparison with other universities in Mediterranean Croatia; (f) policy recommendations. The SDG-related research output in PS at UNIST has expanded through interdisciplinary approaches and international collaborations addressing complex global challenges. The highest citation impacts were found for SDG13 (191.88), SDG14 (167.4), and SDG6 (145.56). Although 26 articles were related to SDG3, their citation impact was lower (not targeting core biomedical research). For 10 articles related to SDG14, the citation impact was very high (167.4). The drivers of the top 5% performance of UNIST in PS are identified and policy recommendations as well as lessons learned are mentioned to improve the participation of small universities in EU or national research programs and foster international cooperation across the European Research Area (ERA) to address the SDGs. Full article

Quality education is highlighted in UNESCO’s Sustainable Goal 4 for Sub-Saharan Africa, with one of the chief areas of focus being equity of access for learners of diverse backgrounds and abilities. Currently, South African learner performance in Mathematics is of grave concern. Hence, this paper examines whether the ethnomathematical indigenous game of Kgati improves learner understanding of Mathematics. The theory of Culturally Responsive Teaching is the chosen theoretical framework for the paper. A qualitative case study of two teachers at separate schools, both of whom teach Intermediate Phase learners in rural KwaZulu-Natal, was undertaken to explore the phenomenon through semi-structured observations. The findings show that Kgati may be used to teach numerous Mathematics concepts, and that the game generates a high level of learner engagement; however, teachers require training to effectively draw out more mathematical principles embedded in the game. The authors recommend that teachers throughout the country be trained in the use of ethnomathematical indigenous games to teach Intermediate Phase Mathematics and that ethnomathematics be mandated in curriculum policy. The paper is significant in that it highlights the value of basing lessons on cultural artefacts and experiences, which can enrich Mathematics lessons, aligning with curriculum policy guidelines. Full article

The 2023 Al Haouz earthquake (Mw 6.7–6.9) is the strongest quake ever recorded in modern Morocco and ranks among North Africa’s most significant seismic events of the century. It struck the High Atlas region, causing widespread land changes, thousands of landslides, destruction in remote mountain villages, and heavy losses of life and cultural heritage. The earthquake not only had immediate humanitarian and economic effects but also dramatically transformed the landscape, uncovered new geological features, and reshaped the region—providing a unique opportunity to study seismic activity as geoheritage. Researchers have begun systematically documenting how this earthquake affected perceptions of seismic hazards in the High Atlas area. Although often considered a dark geoheritage, the event holds valuable lessons that can inform programs to strengthen resilience to geohazards. This research places the 2023 Al Haouz earthquake in a geoheritage context, underscoring its scientific, educational, and cultural importance. By analyzing how the earthquake altered the terrain, exposed tectonic activity, and left lasting geological marks, this work aims to bridge the gap between the high scientific interest in seismic events and their limited roles in geoheritage, conservation, tourism, and education. Full article

Cities play a central role in shaping opportunities for physical activity, health, and social well-being. However, municipalities often lack operational methodologies capable of translating active living and healthy urban environment strategies into coordinated, implementable, and evaluable local action. This study addresses this gap by proposing a methodology for creating Active City Master Plans, an integrative planning and governance framework designed to support municipalities in the systematic creation, implementation, and monitoring of local active living strategies. This structured approach integrates urban planning, public health, sport policy, and social development via a multi-phase planning process combining political anchoring, evidence-based diagnosis, participatory prioritization, project programming, and indicator-based monitoring. Emphasis is placed on intersectoral governance, institutional coordination, and the use of spatially locatable indicators to support decision-making and resource allocation. The methodology was developed through the synthesis of international active living and healthy urban planning frameworks. It is currently in the second stage of development, following refinement through pilot application in the medium-sized Spanish municipality of Torrelodones, which served as a methodological testing environment. While early results demonstrate feasibility and policy integration potential, further research is required to evaluate long-term population-level outcomes and transferability across diverse urban contexts. By providing a transferable methodology rather than a predefined plan model, municipalities—particularly small and medium-sized cities—can develop context-adapted Active City Master Plans aligned with sustainability, equity, and public health objectives. Full article

This article investigates the potential of the block as a tool for sustainable and inclusive urban design. It aims to identify the morphological and typological principles that make the block a resilient structure, capable of ensuring density, spatial clarity, and a balanced relationship between public, collective, and private spheres. Focusing on reformed urban blocks built in Berlin between 1890 and 1940, this paper examines the intersection of urban morphology, housing reform, and metropolitan architecture, addressing them not primarily as historical objects, but as spatial and typological models relevant to contemporary urban challenges. The research is based on historical and archival sources, morphological analysis, typological classification, and the systematic redrawing of selected case studies at multiple scales, from the urban fabric to apartment layouts and architectural details. Exemplary cases were selected and redrawn in order to allow direct comparison and measurement of spatial and typological features. The results identify recurring block configurations, housing layouts, and architectural solutions that mediate density, livability, and urban clarity, showing the Berlin reform block as a lasting design paradigm that offers enduring lessons for contemporary challenges of density, sustainability, and urban quality. Full article

Sleep and circadian research in real-life environments is challenging but essential. This study presents the design and implementation of a data-collection protocol in a highly challenging real-life setting over 56 days, examining both researchers’ and participants’ perspectives on its strengths, limitations, and key challenges, and highlighting the lessons learned relevant to future studies in similar contexts. Thirty military submariners completed a questionnaire after the 56-day pre-mission, mission, and post-mission data collection to assess their views on the study and each task. Compliance with measurements (questionnaires, diaries, actigraphy, and blood collections) was quantified and correlated with participants’ answers. Mean global satisfaction was 3.57 ± 0.77 (0–5 scale) and declined across study phases, with a significant change only in the post-mission phase (p < 0.001). Higher work satisfaction correlated with better global study satisfaction (ρ = 0.396; p = 0.030). Diaries were rated the most burdensome task, while blood collections generated the most polarized responses. Compliance with continuous measurements was high, but these also decreased in the third phase of the study, significantly for actigraphy (p < 0.001), although without clear predictors, including satisfaction. In this extreme setting, satisfaction and compliance declined significantly in the final phase of the study, without clear predictive factors. Having different engagement strategies for different work shifts is also an important consideration for future studies. Full article

Generative AI (GenAI) is increasingly embedded in higher education workflows for teaching preparation and academic work, yet lecturers’ affective readiness and perceived alignment between AI use and professional values remain underexplored. This mixed-methods study investigated 191 Indonesian university English lecturers’ GenAI-related anxiety and satisfaction, mapped adoption patterns through profile analysis, and identified key integration challenges. Quantitative data were collected using a reliable 10-item AI Anxiety Scale (α = 0.89) and a global satisfaction item and analyzed using descriptive statistics, Spearman’s correlations, and K-means clustering. The strongest anxieties concerned over-reliance (M = 4.20, SD = 0.80, d = −1.12) and content accuracy (M = 3.70, SD = 1.10, d = −0.76). Anxiety was negatively associated with satisfaction, most notably for perceived complexity (r = −0.197, p = 0.006) and dependency concerns (r = −0.184, p = 0.012). Three profiles emerged: high-anxiety lecturers reported distrust and pedagogical discomfort; moderate-anxiety lecturers adopted GenAI conditionally with verification; and low-anxiety lecturers used GenAI confidently and proactively. Qualitative reflections and interviews revealed five dominant use cases, involving writing support, material development, assessment design, translation, and lesson planning, while stressing persistent barriers related to ethical uncertainty, mistrust in AI-generated outputs, and concerns about diminished educator agency. The findings suggest that aligning GenAI with higher education workflows requires human-centered support, including context-sensitive AI literacy, clear ethical guidance, and institutional governance that strengthens responsible adoption. Full article

This study aims to identify students’ perceptions of the teaching strategy employed by teachers during the Geography teaching–learning process, given that the experimental group used Google Earth Pro. The research sample consisted of 229 participants. The research methods were surveys and statistical analysis. The research hypotheses were based on the following premises: the use of Google Earth Pro software could influence students’ perceptions differently in terms of its impact on their personal learning experience and the teaching strategy applied in the classroom as a whole; there could be an association between how students perceived Google Earth Pro software and the benefits of this digital tool as a learning aid and as an integral part of the teaching strategy. The research hypotheses were statistically validated using the statistical test for comparing proportions and means and the chi-square test—Pearson’s correlation coefficient. The research results highlighted statistically significant differences between the experimental group (B) and the control group (A) in most components of the teaching–learning–assessment strategy (method, learning tools and teaching resources used, student organization) but also in terms of students’ interest and motivation for learning Geography, the content taught, the targeted skills, and the time allocated by students to preparing for Geography lessons. GEP brings numerous benefits to the teaching–learning process of Geography, having a positive impact on: understanding the content taught, applying what has been learned and transposing it into a new context, making connections with other disciplines, critical thinking, consolidating prior knowledge, and improving STEM knowledge. Full article

This study examines how international educators come to understand Lesson Study as a form of professional learning through participation in the Lesson Study Immersion Program in Japan (LSIP-JR). While prior research has documented the impact of Lesson Study on individual teachers’ knowledge and instructional practices, less attention has been paid to how teachers recognize the norms of learning communities and how they conceptualize curriculum and instructional tasks as objects of collective inquiry. Drawing on reflective journals produced by program participants, this study analyzes how these often-implicit dimensions of Lesson Study were interpreted through engagement with Japanese classroom practices and professional learning discourse. The findings suggest that participants did not view research lessons as polished demonstrations but rather as provisional inquiries shaped by uncertainty, shared responsibility, and openness to critique. Such interpretations brought into focus norms that are deeply embedded—and often taken for granted—within the Japanese educational context. In addition, participants came to recognize curriculum materials and instructional tasks not simply as tools for implementation but as shared research objects through which hypotheses about student learning are generated and examined, within both normative and institutional conditions. Rather than presenting Japanese Lesson Study as a model to be replicated, this study clarifies the conditions under which Lesson Study functions as collective inquiry. By making these typically unarticulated elements visible, the study offers a conceptual foundation for teachers and professional development leaders seeking to design and sustain meaningful Lesson Study across diverse educational contexts. Full article

Families with low income are faced with various intertwined public health issues, including low literacy levels and nutrition insecurity. Although numerous studies have detailed effective methodologies for delivering literacy or nutrition education in silos, there is no protocol for developing, implementing, and evaluating a brief, interdisciplinary literacy and nutrition education program for parent–child dyads. Books & Cooks, a seven-week literacy and nutrition education program aimed at improving families’ literacy and nutrition capacities by providing parents with strategies to assist their child, facilitating interactive education lessons, and providing take-home reflection activities, was piloted during the 2023–2024 school year. Results informed the protocol for current and future cohorts in efforts to further enhance outcomes. Family literacy capacity is addressed using evidence-based, grade-appropriate literacy techniques and evaluated using validated and internally developed instruments. Family nutrition capacity is addressed through education and cooking lessons based on the 2020–2025 Dietary Guidelines and MyPlate and evaluated using validated instruments. Results will be analyzed by assessing change from baseline to post-program completion, addressing potential confounding factors, and utilizing randomization. By detailing the development, implementation, and evaluation of this study, we anticipate that this protocol will provide guidance for cross-functional collaborators who seek to address various public health concerns in at-risk populations. Full article

Background/Objectives: A persistent challenge in adolescent health promotion is insufficient exercise intensity during physical education (PE) lessons, limiting their potential to reduce cardiometabolic risk. National curricula further restrict teacher flexibility in implementing effective preventive strategies. Brief, high-intensity exercise protocols may provide a scalable solution within school systems. Although their general effectiveness is established, less is known about the variability of individual health responses, particularly across multiple outcomes and in relation to sex and intervention type. This study aimed to (1) assess the prevalence of responders (Rs) and non-responders (NRs) by sex and intervention type, (2) examine sex-by-intervention interactions, and (3) evaluate the likelihood of combined positive health responses across body fat percentage (BFP), systolic and diastolic blood pressure (SBP and DBP), and cardiorespiratory fitness (maximal oxygen consumption [VO₂max]). Methods: A total of 145 adolescents (aged 16 years; 48% males) from experimental school-based PE programs were analyzed. Two intervention modalities were implemented: high-intensity interval training (HIIT) and high-intensity plyometric training (HIPT). Rs were identified using typical error (TE) methodology. Statistical analyses included chi-squared tests (χ²), log-linear modeling, and odds ratios (ORs). Results: Chi-squared analyses indicated sex-by-intervention associations in the distribution of responder classifications for body fat percentage (BFP), systolic blood pressure (SBP), diastolic blood pressure (DBP), and VO₂max (χ² range = 8.26–10.10, p < 0.01). A simple association between intervention type and DBP was also observed (χ² = 6.49, p = 0.011). However, logistic regression analyses yielded odds ratios with wide 95% confidence intervals crossing the null value for all outcomes, indicating limited precision and the absence of statistically robust interaction effects. Multinomial logistic regression examining combined responses (two or three concurrent improvements) revealed no statistically significant main or interaction effects (all p > 0.05). Conclusions: Brief high-intensity exercise protocols delivered within school-based physical education were associated with favorable changes in adiposity, blood pressure, and cardiorespiratory fitness in a substantial proportion of adolescents. However, sex- and intervention-specific differences in responder classification were not statistically significant and should be interpreted as exploratory. Further adequately powered studies are required to determine whether individual characteristics meaningfully moderate responsiveness to specific high-intensity exercise modalities. Full article