Search Results (4,122)

Generative AI tools such as ChatGPT are reshaping educational practice, yet first-year teacher-education students often lack the prompt-engineering skills and confidence required to use them responsibly. This pilot study examined whether a concise three-session clinic on prompt engineering could simultaneously boost AI literacy and reduce technology anxiety in prospective teachers. Forty-five freshmen in a Peruvian teacher-education program completed validated Spanish versions of a 12-item AI-literacy scale and a 12-item technology-anxiety scale one week before and after the intervention; normality-checked pre–post differences were analysed with paired-samples t-tests, Cohen’s d, and Pearson correlations. AI literacy rose by 0.70 ± 0.46 points (t (44) = −6.10, p < 0.001, d = 0.91), while technology anxiety fell by 0.58 ± 0.52 points (t (44) = −3.82, p = 0.001, d = 0.56); individual gains were inversely correlated (r = −0.46, p = 0.002). These findings suggest that integrating micro-level prompt-engineering clinics in the first semester can help future teachers engage critically and comfortably with generative AI and guide curriculum designers in updating teacher-training programs. Full article

The purpose of this study is to investigate the factors that influence tourist behavior and revisit intentions in the context of halal tourism. The antecedent variables in this study included religiosity, digital halal literacy, halal destination features, contentment, and trust. This is a quantitative study that used travelers that visited halal tourism attractions in West Sumatra, Indonesia, as the sample population. The sample size was 400 respondents. The data were analyzed using the partial least squares–structural equation model (PLS-SEM). We discovered that religiosity is an important predictor of contentment and trust. Satisfaction was achieved through digital halal literacy and halal destination qualities and was found to have a significant influence on trust, tourist behavior, and revisit intentions. Finally, trust was found to have a significant association with intention to revisit and behavior. The results of this research are insightful for managers and policymakers on how to provide halal tourism attributes and analyze tourists’ digital halal literacy that lead to tourist satisfaction. This study also provides further knowledge to policymakers and local authorities on how to promote future tourist participation in halal tourism development in Indonesia; thus, it can help create more tourist returns for further visits to the same location in the future. Full article

The proliferation of social media has paradoxically facilitated the widespread dissemination of fake news, impacting individuals, politics, economics, and society as a whole. Despite the increasing scholarly research on this phenomenon, a significant gap exists regarding its dynamics in developing countries, particularly how predictors of fake news sharing interact, rather than merely their net effects. To acquire a more nuanced understanding of fake news sharing behavior, we propose identifying the direct and complex interplay among key variables by utilizing a dual analytical framework, leveraging Structural Equation Modeling (SEM) for linear relationships and Fuzzy-Set Qualitative Comparative Analysis (fsQCA) to uncover asymmetric patterns. Specifically, we investigate the influence of news-find-me orientation, social media trust, information-sharing tendencies, and status-seeking motivation on the propensity of fake news sharing behavior. Additionally, we delve into the moderating influence of social media literacy on these observed effects. Based on a cross-sectional survey of 1028 Haitian social media users, the SEM analysis revealed that news-find-me perception had a negative but statistically insignificant influence on fake news sharing behavior. In contrast, information sharing exhibited a significant negative association. Trust in social media was positively and significantly linked to fake news sharing behavior. Meanwhile, status-seeking motivation was positively associated with fake news sharing behavior, although the association did not reach statistical significance. Crucially, social media literacy moderated the effects of trust and information sharing. Interestingly, fsQCA identified three core configurations for fake news sharing: (1) low status seeking, (2) low information-sharing tendencies, and (3) a unique interaction of low “news-find-me” orientation and high social media trust. Furthermore, low social media literacy emerged as a direct core configuration. These findings support the urgent need to prioritize social media literacy as a key intervention in combating the dissemination of fake news. Full article

Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as metacognitive readers of digital, academic texts in online asynchronous contexts. In the most recent iteration of this research, the authors designed asynchronous instruction on metacognitive reading using the gradual release of responsibility (GRR) framework. This paper provides rich descriptions of instructors’ instructional moves to scaffold and support students as metacognitive readers of digital, academic texts in asynchronous online classes. Future research should explore the efficacy of GRR as a pedagogical approach used online. Full article

In the context of increasing Artificial Intelligence integration in higher education, understanding the factors influencing university teachers’ adoption of AI tools is critical for effective implementation. This study adopts a perception–intention–behavior framework to explores the roles of perceived usefulness, perceived ease of use, perceived trust, perceived substitution crisis, and perceived risk in shaping teachers’ behavioral intention and actual usage of AI tools. It also investigates the moderating effects of peer influence and organizational support on these relationships. Using a comprehensive survey instrument, data was collected from 487 university teachers across four major regions in China. The results reveal that perceived usefulness and perceived ease of use are strong predictors of behavioral intention, with perceived ease of use also significantly influencing perceived usefulness. Perceived trust serves as a key mediator, enhancing the relationship between perceived usefulness, perceived ease of use, and behavioral intention. While perceived substitution crisis negatively influenced perceived trust, it showed no significant direct effect on behavioral intention, suggesting a complex relationship between job displacement concerns and AI adoption. In contrast, perceived risk was found to negatively impact behavioral intention, though it was mitigated by perceived ease of use. Peer influence significantly moderated the relationship between perceived trust and behavioral intention, highlighting the importance of peer influence in AI adoption, while organizational support amplified the effect of perceived ease of use on behavioral intention. These findings inform practical strategies such as co-developing user-centered AI tools, enhancing institutional trust through transparent governance, leveraging peer support, providing structured training and technical assistance, and advancing policy-level initiatives to guide digital transformation in universities. Full article

Recently, the usage of mobile phone-based games has increased due to the growing accessibility and convenience they provide. Using a descriptive-quantitative design, a disaster-based mobile application was developed in this study to enhance disaster literacy among the private senior high schools in science, technology, engineering, and mathematics (STEM) education in Davao City, the Philippines. The developed application was provided together with survey questionnaires to 364 students randomly selected from different schools in Davao City usingF a simple random sampling method. The technology acceptance (TAM) model was used to explain how users accepted the new technology. The mobile application was designed with features in four disaster scenarios—fire, flood, volcano, and earthquake. The results revealed a high acceptance, with an average score of the perceived usefulness (PE) of 4.52, perceived ease of use (PEOU) of 4.44, and a behavioral intention (BI) of 4.12. The students accepted the application to enhance disaster risk reduction and management. Aligned with SDG 4 and SDG 11, the application can be used to equip users with the knowledge to respond to disasters and ensure community resilience. Full article

Digital competence refers to the integration of digital technology in teaching and learning, as outlined in the national curriculum of Estonia for upper secondary schools. This study presents original research findings on Estonian science teachers’ use of digital tools and materials, their digital competence, and the main benefits and challenges they face. The findings emphasize the need for continued professional development, accessible digital resources, and equitable digital infrastructure to maintain Estonia’s leadership in digital science education. A survey of 58 secondary school science teachers revealed that computers (desktops, laptops, and tablets) are the primary digital tools used. The article explores digital literacy advancements in secondary science education, research methodologies used to assess digital tool usage, and key findings from recent studies. However, challenges such as digital equity, technological barriers, and digital fatigue persist. Additionally, discrepancies were found in teachers’ responses regarding digital tool effectiveness, implementation strategies, and perceived barriers. While some teachers reported a successful integration and improved student outcomes, others highlighted difficulties in aligning digital resources with curriculum requirements and pedagogical approaches. Full article

Family empowerment is a key component of effective family-centered practices in healthcare, mental health, and educational services. The Family Empowerment Scale (FES) is the most commonly used instrument to evaluate empowerment in families raising children with emotional, behavioral, or developmental disorders. Despite its importance, the FES for diverse populations, especially Latinx parents, has rarely been evaluated using innovative psychometric approaches. In this study, we evaluated key dimensions and psychometric evidence of the Family Empowerment Scale (FES) for 96 Latinx parents of children with intellectual and developmental disabilities (IDD) in the United States using an exploratory graph analysis (EGA). The EGA identified a five-dimensional structure, and EGA models outperformed the original CFA 3-factor models for both parents of children with autism and other disabilities. This study identified distinct, meaningful dimensions of empowerment that reflect both shared and unique empowerment experiences across two Latinx parent groups. These insights can inform the design of culturally responsive interventions, instruments, and policies that more precisely capture and boost empowerment in Latinx families. This study contributes to closing a gap in the literature by elevating the voices and experiences of Latinx families by laying the groundwork for more equitable support systems in special education and disability services. Full article

Background/Objectives: The social importance of health literacy (HL) is widely understood, and its measurement is the subject of various studies. Due to the recent pandemic, several instruments for measuring HL about COVID-19 have been proposed in different countries, including the HLS-COVID-Q22 questionnaire. The diversity of cultures and languages necessitates the cross-cultural adaptation of this instrument. Thus, the present study translates, adapts, and validates the psychometric properties of the HLS-COVID-Q22 questionnaire to provide its cross-cultural adaptation from English to Spanish (Peru). Methods: As part of ensuring that the final questionnaire accommodates the cultural nuances and idiosyncrasies of the target language, the following activities were carried out: (a) a survey of 40 respondents; and (b) a focus group with 10 participants, followed by expert approval. In addition, the validity and reliability of the health instrument have been ascertained through a further pilot test administered to 490 people in the city of Tacna in southern Peru. Results: The resulting questionnaire helps measure HL in Peru, aiding better-informed decision-making for individual health choices. Conclusions: The presence of such a tool is advantageous in case of similar global health emergencies, when the questionnaire can be made readily available to support a promotion of strategies towards better self-care. Moreover, it encourages other Latin American stakeholders to adjust the instrument to their own cultural, language, and socio-economic contexts, thus invigorating the regional and global expansion of the HL study network. Full article

As the global population ages, older adults face growing psychological challenges such as loneliness, cognitive decline, and loss of social roles. Meanwhile, artificial intelligence (AI) technologies, including chatbots and voice-based systems, offer new pathways to emotional support and mental stimulation. However, older adults often encounter significant barriers in accessing and effectively using AI tools. This review examines the current landscape of AI applications aimed at enhancing psychological well-being among older adults, identifies key challenges such as digital literacy and usability, and highlights design and training strategies to bridge the digital divide. Using socioemotional selectivity theory and technology acceptance models as guiding frameworks, we argue that AI—especially in the form of conversational agents—holds transformative potential in reducing isolation and promoting emotional resilience in aging populations. We conclude with recommendations for inclusive design, participatory development, and future interdisciplinary research. Full article

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

Osteoarthritis (OA) remains a major contributor to pain and disability; however, the current management is largely reactive, focusing on symptoms rather than preventing irreversible cartilage loss. This review first examines the mechanistic foundations for pharmacological chondroprotection—illustrating how conventional agents, such as glucosamine sulfate and chondroitin sulfate, can potentially restore extracellular matrix (ECM) components, may attenuate catabolic enzyme activity, and might enhance joint lubrication—and explores the delivery challenges posed by avascular cartilage and synovial diffusion barriers. Subsequently, a practical “What–How–When” framework is introduced to guide community pharmacists in risk screening, DMOAD selection, chronotherapeutic dosing, safety monitoring, and lifestyle integration, as exemplified by the CHONDROMOVING infographic brochure designed for diverse health literacy levels. Building on these strategies, the P4–4P Chondroprotection Framework is proposed, integrating predictive risk profiling (physicians), preventive pharmacokinetic and chronotherapy optimization (pharmacists), personalized biomechanical interventions (physiotherapists), and participatory self-management (patients) into a unified, feedback-driven OA care model. To translate this framework into routine practice, I recommend the development of DMOAD-specific clinical guidelines, incorporation of chondroprotective chronotherapy and interprofessional collaboration into health-professional curricula, and establishment of multidisciplinary OA management pathways—supported by appropriate reimbursement structures, to support preventive, team-based management, and prioritization of large-scale randomized trials and real-world evidence studies to validate the long-term structural, functional, and quality of life benefits of synchronized DMOAD and exercise-timed interventions. This comprehensive, precision-driven paradigm aims to shift OA care from reactive palliation to true disease modification, preserving cartilage integrity and improving the quality of life for millions worldwide. Full article

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

In an era where digitalization shapes economic and social landscapes, the intersection of digital skills, ethics, and integrity plays a crucial role in understanding the vulnerability of youth classified as NEET (Not in Education, Employment, or Training). This study explores how risky internet use and digital skill gaps contribute to socio-economic exclusion, integrating a multivariate and spatial approach to assess regional disparities in Europe. This study adopts a systems thinking perspective to explore digital exclusion as an emergent outcome of multiple interrelated subsystems. The research employs logistic regression, Principal Component Analysis (PCA) with Promax rotation, and Geographic Information Systems (GIS) to examine the impact of digital behaviors on NEET status. Using Eurostat data aggregated at the country level for the period (2000–2023) across 28 European countries, this study evaluates 24 digital indicators covering social media usage, instant messaging, daily internet access, data protection awareness, and digital literacy levels. The findings reveal that low digital skills significantly increase the likelihood of being NEET, while excessive social media and internet use show mixed effects depending on socio-economic context. A strong negative correlation between digital security practices and NEET status suggests that youths with a higher awareness of online risks are less prone to socio-economic exclusion. The GIS analysis highlights regional disparities, where countries with limited digital access and lower literacy levels exhibit higher NEET rates. Digital exclusion is not merely a technological issue but a multidimensional socio-economic challenge. To reduce the NEET rate, policies must focus on enhancing digital skills, fostering online security awareness, and addressing regional disparities. Integrating GIS methods allows for the identification of territorial clusters with heightened digital vulnerabilities, guiding targeted interventions for improving youth employability in the digital economy. Full article

Background/Objectives: Perceived physical literacy (PPL) appears to be a relevant strategy for combating the prevalent sedentary lifestyle among young people. Therefore, understanding their PPL levels will facilitate the implementation of appropriate strategies for this purpose. Therefore, this study aimed to analyze the differences in PPL considering the sex dimension (i.e., males and females) and the age-group (i.e., early compulsory secondary education, late compulsory secondary education and baccalaureate). Methods: Seven-hundred-and-four Spanish students (age = 14.3 ± 1.6 years old) belonging to three different Spanish secondary schools voluntarily participated in this study. To assess adolescents’ perceptions of their physical literacy, the Spanish Adolescents’ Perceived Physical Literacy Assessment (S-PPLI) was used. This instrument consists of nine items equally distributed across three categories: self-perception and self-confidence, self-expression and communication with others, and knowledge and understanding. Results: Males obtained higher scores in all the indicators of PPL, except for items 1, 8 and 9, compared to their female counterparts (p < 0.05), while the oldest age-group reported higher scores in the indicators of knowledge and understanding category compared to students in the early years of compulsory secondary education (p < 0.01). Conclusions: Programs based on increasing the PPL should be implemented specifically for females. Also, similar programs must be included into scholar curriculums from the beginning of secondary education, with the aim of promoting improvements in the health and physical condition of Spanish adolescents. Full article