Search Results (1,003)

Introduction: Adolescent depression and anxiety are major public health concerns. Previous studies showed that low mental health literacy is associated with depressive and anxiety symptoms. However, how its core dimensions—knowledge, attitudes, and skills—differentially relate to emotional symptoms remains unclear. Methods: A school-based survey was conducted among 6400 adolescents in Guangdong, China. Eligible participants completed the MHL questionnaire and assessments for depressive and anxiety symptoms. We assessed whether MHL was associated with depressive and anxiety symptoms in adolescents. Machine learning algorithms with SHAP analysis were applied to explore complex associations and validate key findings. Results: A total of 5759 adolescents were included. MHL and the knowledge dimension were negatively associated with depressive and anxiety symptoms. The attitudes dimension showed a negative association with both mental health outcomes (depression: OR = 0.83; anxiety: OR = 0.84) and machine learning confirmed attitudes as the key factor. Skills were unrelated to depressive symptoms. At the highest quartile, skills showed a positive association with anxiety symptoms (OR = 1.29). Conclusions: The attitudes dimension is negatively associated with adolescent depressive and anxiety symptoms and emerged as a key feature in ML identification models. Full article

Background/Aims: The increasing complexity of disasters requires effective integration of nurses into Civil Defense (CD) systems. Despite their crucial role, the competencies needed to operate within these multi-agency frameworks remain fragmented and insufficiently defined. The main aim of the study was to map nursing competencies for disaster response within the CD context, identifying essential skills, contextual variations, and barriers to application. Methods: A scoping review was conducted following the JBI methodology and reported according to PRISMA-ScR guidelines. Major databases (PubMed, CINAHL, Scopus, Embase) were searched without time limits, resulting in the inclusion of 27 studies published between 2011 and 2025. Results: 12 core competency domains were identified. Clinical care was the most cited competency (70% of studies), followed by communication (63%), leadership (60%), triage (48%), and psychosocial support (48%). The lack of specific training emerged as the primary individual barrier (44%), while the absence of standardized curricula was the leading systemic obstacle (41%). Competency requirements varied significantly based on the hazard type and organizational setting. Conclusions: Disaster nursing is emerging as an essential specialized field in response to the increasing frequency of climate-related events and global conflicts. There is an urgent need to move beyond purely clinical training to integrate “organizational literacy” and psychological resilience, harmonizing educational pathways with national CD policies and competency-based disaster preparedness programs. Full article

AI technologies are changing the world of work in ways that are hard to predict, and this uncertainty is felt particularly strongly by young people who are just beginning to think about their futures. This study explores how high school students in Turkey perceive AI’s potential impact on their career choices, using Social Cognitive Career Theory (SCCT) and Uncertainty Management Theory (UMT) as interpretive lenses rather than formally tested models. SCCT helps frame AI as an environmental force that shapes how students think about their career options, while UMT helps explain how students emotionally and cognitively respond to uncertainty that cannot easily be resolved. Using a cross-sectional survey of 354 12th-grade students, we developed and validated the AI-Related Career Perception Questionnaire (AICP-Q), which yielded four factors: AI Anxiety and Career Precarity, AI Literacy and Technological Awareness, Proactive Career Adaptation, and Socio-Technical Uncertainty. Students showed moderate AI awareness but relatively high levels of socio-technical uncertainty. Academic track emerged as an exploratory statistical correlate of AI Anxiety, a descriptive association suggesting that students’ sense of threat from AI may relate more to the specific skill demands of their chosen field than to the prestige of their school, though no causal inference can be drawn from these cross-sectional data. A key finding is “the planning gap”: students recognized the potential career disruptions associated with AI but did not consistently respond with adaptive behaviors. Drawing on UMT, we advance the tentative hypothesis, to be tested in future research, that this pattern may relate to a lack of the appraisal resources needed to translate awareness into action; because these constructs were not directly measured, this remains an interpretive suggestion rather than an empirical finding. Full article

The purpose of this study is to examine the relationship between digital transformation, employee engagement, and turnover intention, with particular emphasis on the mediating role of employee engagement. Using a quantitative research design, data were collected from 240 employees working in public and private sector organizations in Saudi Arabia. Structural Equation Modelling (SEM) was employed to examine the proposed relationships. The findings reveal that employee engagement serves as a significant mediator in the relationship between digital transformation and turnover intention. Specifically, employees reporting higher levels of engagement are less likely to express intentions to leave their organizations during periods of technological change. In contrast, the direct relationship between digital transformation and turnover intention was not statistically significant, indicating a full mediation mechanism. These findings contribute to the literature by enhancing understanding of the human and organizational dimensions of sustainable digital transformation, particularly within emerging economies. The results suggest that the success of digital transformation initiatives depends not only on technological investments but also on fostering employee engagement to support workforce sustainability and long-term organizational resilience. By promoting engagement, organizations can strengthen employee retention, maintain workforce stability, and support sustainable organizational performance during periods of digital change. Consequently, the study highlights employee engagement as a critical mechanism for achieving both digital transformation objectives and broader sustainability goals related to human capital development, employee well-being, and sustainable organizational growth. Full article

Executive functions (EF)—including working memory, inhibition, switching, and processing speed—are central to children’s literacy development. Building on evidence that rhythm-based reading interventions strengthen EF and reading fluency, this longitudinal study examined whether a brief EF “warm-up” preceding visual rhythmic reading training (RRT) enhances reading outcomes in early elementary school. Thirty-four first-grade children (mean age = 6.7 years) were followed to third grade, when twenty-five completed an eight-week intervention combining EF games and visual RRT (three sessions per week). Pre- and post-intervention assessments included EF and standardized reading measures. Children showed significant gains in consonant, word, and contextual reading fluency and in naming speed. Greater improvements were associated with enhanced inhibition and switching skills following training. However, EF measured in first grade did not predict later reading gains, suggesting developmental changes in EF–reading relations. Findings highlight the role of EF in supporting fluent reading and suggest that incorporating short EF warm-ups before literacy instruction may enhance children’s readiness for learning and promote more efficient reading development in the early school years. Full article

Aligning information technology (IT) workforce demands with educational assessments is essential for bridging skills gaps; yet, no prior corpus maps IT task reasoning to Programme for International Student Assessment (PISA) proficiency levels. This paper introduces a large language model (LLM)-powered framework aligning IT competencies with PISA 2022 and the OECD (Organisation for Economic Co-operation and Development) Learning Compass 2030, drawing on O*NET v30.2 (Occupational Information Network), ESCO (European Skills, Competences, Qualifications, and Occupations) v1.2.1, PISA descriptors and OECD definitions. The framework operates in two stages: Stage 1 aligns 562 IT task statements with minimum PISA 2022 proficiency levels via LLM annotation and cross-model validation; and Stage 2 extends this mapping to the OECD Learning Compass 2030 through the semantic clustering of task embeddings and a bidirectional gap analysis of 95 ESCO transversal skills. Using Gemini 2.5 Flash, 562 tasks are annotated with minimum PISA levels across Mathematical, Reading, and Science literacy (first stage). Annotation reliability is assessed through a five-model cross-validation against a blind human domain expert (treated as a reference benchmark, not a gold standard) on a stratified 100-task sample (17.8% of the corpus), with agreement ranging from fair (Gemini 2.5 Flash, κ = 0.29) to moderate (Claude Haiku 4.5, κ = 0.50; LLaMA 3.3 70B, κ = 0.44). A bias-correction sensitivity analysis confirms that distributional findings remain stable after accounting for the primary annotator’s systematic overestimation, and OLS-calibrated alignment against O*NET ability ratings provides directional plausibility support. Validated tasks are embedded and clustered into 25 technical profiles via K-Means, each classified against OECD dimensions. The framework is extended to 95 ESCO transversal skills in 24 clusters. Bidirectional analysis reveals that, while every PISA proficiency level is engaged by at least one transversal cluster, 33% of these clusters, covering creative, ethical, social–emotional, and dispositional competencies, fall entirely outside PISA’s cognitive scope. This boundary mapping identifies where the PISA-based alignment is valid and where complementary tools are required for a full readiness assessment. Full article

Visual–spatial abilities (VSAs) are increasingly recognized as essential for acquiring 21st-century competencies, such as digital literacy, creative problem-solving, and the ability to interact with virtual and 3D environments. This study explores whether participation in a Computer Animation (CA) course can effectively enhance VSA, thus supporting the broader development of these key skills. A total of 346 students participated, divided into an experimental group (231 students attending CA) and a control group (115 students). The Purdue Spatial Visualization Test (PSVT) was used to assess VSA before and after the course. The analysis considered three aspects: the impact of CA course participation, test–retest effects, and the role of prior 3D software experience. Results showed a significant VSA improvement in the experimental group (+7.08 points), particularly among students without prior 3D experience. The control group showed minimal gains (+1.76 points), confirming that course participation—not test repetition—drove the improvements. More intensive course attendance (full-time students) led to greater progress. These findings suggest that Computer Animation courses can effectively support the development of visual–spatial abilities, which in previous research, have been associated with competencies relevant to digital and creative domains. Full article

This study provides empirical evidence on the reading and writing profile of adolescents with twice-exceptionality (2e), specifically those presenting both intellectual giftedness and dyslexia (G-D). Using a quantitative approach, the performance of the G-D group was compared with that of gifted students without dyslexia (G) and students with dyslexia without intellectual giftedness (D) in a sample of Spanish secondary school students. The results indicate that G-D adolescents exhibit a heterogeneous performance pattern across literacy-related measures, characterized by relative weaknesses in lexical and syntactic processes alongside comparatively stronger performance in semantic skills. Although they do not systematically outperform or fall behind the other groups, in specific subtests, G-D students show significantly higher scores than the D group and lower scores than the G group in global reading measures, particularly in the General Reading Index and comprehension tasks. These findings highlight the heterogeneous nature of the G-D profile and suggest that cognitive strengths associated with intellectual giftedness may partially compensate for difficulties related to dyslexia. Understanding this dual profile is essential for improving identification processes and for designing more precise and responsive interventions. Full article

Across semi-arid and environmentally vulnerable regions, intensifying climate pressures, land degradation, and resource scarcity are placing growing demands on institutions, communities, and land users. However, the knowledge and technical skills required to respond effectively remain uneven and often poorly aligned with local needs. This study presents a comparative skills audit in Kimberley, Upington, and Rietfontein in the Northern Cape, identifying capacity gaps, stakeholder-specific training priorities, and structural barriers in natural resource and sustainable land management. Using questionnaires, semi-structured interviews, participatory site visits, and multi-stakeholder consultations, competencies were assessed across GIS and remote sensing, climate resilience, soil and land restoration, water conservation, sustainable agriculture, and policy literacy. Results show significant disparities in skills proficiency. GIS and remote sensing (0.8) and climate resilience strategies (1.0) were weakest, while policy literacy (1.5) and soil management (2.0) were also limited. Sustainable agriculture (4.0) and water conservation (2.8) showed relatively stronger capacity. Training needs varied by stakeholder, with government prioritizing geospatial tools and governance, and farmers emphasizing climate adaptation and resource management. Key barriers include limited digital infrastructure (83%), insufficient government support (80%), high training costs (78%), and contextual mismatches (50%). Integrated, place-based capacity development is essential to strengthen adaptive governance and long-term resilience. Full article

Mental health disorders among adolescents have risen significantly in recent years, particularly following the COVID-19 pandemic, highlighting the need for effective preventive and supportive interventions. Nurses play a key role in the promotion, early detection, and management of mental health issues in adolescents, both in school and community settings. This study aimed to synthesize quantitative and qualitative evidence on the role, effectiveness, and implementation of nursing interventions for adolescent mental health. A systematic mixed-methods review was conducted in accordance with the PRISMA 2020 guidelines. It was registered in PROSPERO (CRD42024502076). Databases including PubMed, Scopus, SciELO, Dialnet, BVS, and Cuiden were searched for studies published between 2014 and 2024. Twelve studies met the inclusion criteria, comprising randomized and non-randomized quantitative studies, qualitative studies, and previous reviews. The interventions identified included cognitive-behavioral therapy programs, resilience and life skills training, physical activity initiatives, digital interventions, and mental health literacy strategies. Overall, the findings suggest improvements in symptoms of anxiety and depression, coping skills, resilience, and knowledge about mental health, particularly in structured school-based programs. Qualitative evidence highlighted the importance of accessibility, multidisciplinary collaboration, cultural sensitivity, and sustained commitment for successful implementation. However, considerable heterogeneity was observed in study designs, interventions, and outcome measures. In conclusion, nursing interventions can make a positive contribution to adolescents’ mental health, particularly in school and community settings. However, further rigorous, long-term studies are needed to strengthen the evidence base. Full article

Background/Objectives: Urinary catheterization is common across care settings, but safe management at home and during care transitions often depends on caregivers who receive limited and inconsistent training. Mobile health (mHealth) applications may support caregiver education and decision-making. This review mapped and synthesized evidence on interactive mobile applications for caregiver training in urinary catheterization and developed a conceptual framework to inform nursing practice. Methods: A scoping review was conducted according to Joanna Briggs Institute guidance and reported following PRISMA-ScR. Searches were performed in PubMed/MEDLINE, Scopus, Web of Science, and LILACS, with complementary grey literature searches. Studies evaluating interactive mobile applications for caregiver training in urinary catheterization were included. Data were extracted and synthesized descriptively and narratively. Results: Five studies published between 2020 and 2025 were included. Most were early-stage studies with small samples and heterogeneous designs. Interventions generally combined educational content with interactive features, such as decision-support tools, and less often behavioral strategies, including reminders and feedback. Outcomes mainly addressed knowledge, skills, and self-efficacy, while clinical outcomes, such as infection reduction, were rarely assessed. A conceptual framework was developed showing how intervention components may influence caregiver competence and care outcomes, moderated by contextual factors such as health literacy and digital access. Conclusions: Interactive mobile applications may represent a promising approach to support caregiver training and improve the safety of urinary catheter management. However, current evidence remains preliminary and limited. Full article

In English-dominant Singapore, Chinese families make decisions about shared reading quantity, language allocation, and reading orientation at home. This study examined these three dimensions among 39 Singaporean Chinese families with children aged 5–6 years and their associations with children’s language abilities and socio-emotional outcomes. Families reported an English-dominant reading pattern (73.9% English vs. 26.1% Chinese). Although 92.3% of parents valued Chinese exposure, their ideal Chinese reading allocation (44.7%) substantially exceeded their actual practice (26.1%); parents also reported stronger behavioral than cognitive reading orientation. In exploratory regression analyses, Chinese weekly reading time and parental Chinese proficiency were positively associated with children’s Chinese language ability, although the overall Chinese model was marginal; the English language model did not reach significance, and English weekly reading time was not retained. For socio-emotional outcomes, reading orientation and children’s Chinese language ability were positively associated with prosocial behavior, whereas the disruptive behavior model did not provide evidence of a reliable association. These findings suggest that home shared reading may relate to bilingual children’s language and socio-emotional outcomes through input-related and interaction-related dimensions, but require cautious interpretation and replication in larger, longitudinal samples. Full article

Rapid digitalization has reshaped financial decision-making, and anxiety about later life is an important concern among middle-aged and older investors. Yet it remains unclear whether the traditional Big Three financial knowledge component captures the aspects of financial capability most closely associated with lower anxiety in digital financial environments. This study examines the association between old-age anxiety and digital financial literacy (DFL) components among digitally active Japanese retail investors aged 40–64. Using data from a large-scale survey of 94,695 investors, we estimate ordered probit models to examine overall DFL and its eight subdimensions. While overall DFL is negatively associated with anxiety about life after age 65, decomposing the index reveals substantial heterogeneity across components. The traditional Big Three financial knowledge component does not show a robust independent negative association with old-age anxiety once actionable and protective digital competencies are accounted for. In contrast, practical know-how, positive financial attitude, and self-protection are more consistently associated with lower anxiety. Supplementary heterogeneity analyses suggest that the positive conditional association between financial knowledge and anxiety is most visible among men aged 50–59, although these subgroup patterns should be interpreted cautiously. These findings do not imply that financial knowledge is unimportant. Rather, they suggest that Big Three financial knowledge alone may be an insufficient proxy for the dimensions of financial capability associated with lower self-reported old-age anxiety in digital financial environments. Given the cross-sectional design, the findings are interpreted as conditional associations rather than causal effects. Full article

In the context of digital transformation, teachers’ information literacy has become a key factor for critical and effective teaching. This study seeks to determine its assessment and strengthening through a training intervention based on the Flipped Classroom model with a Massive Open Online Course (MOOC), supported by the DigComp Framework. To this end, a quasi-experimental pre-test–post-test design with a single group was used, complemented by comparative and correlational analyses according to sociodemographic variables. The study involved 810 primary school teachers from the Lambayeque region of Peru, considering sociodemographic variables such as age, gender, educational level, teaching experience, UGEL, and geographic area. It was found that teacher training based on the Flipped Classroom model with MOOC produced a statistically significant improvement in teachers’ information and digital literacy skills, evidenced by the increase in the post-test compared to the pre-test and confirmed by the Wilcoxon test (p < 0.05). It is concluded that training through Flipped Classroom with MOOC significantly strengthened teachers’ information skills; however, sociodemographic variables influence the levels and improvement achieved, which requires differentiated training strategies. Full article

In the epistemological constellation of contemporary visual education, web comics establish themselves as semiotic devices with a dual pedagogical value. On the one hand, they represent the advanced synthesis of multimodal codes (visual, textual, sound); on the other, they structure participatory learning environments typical of digital culture. This contribution starts from the theoretical premise that digital comic narratives, in their hypertextual and algorithmic essence, constitute true liminal spaces where ontological meanings are negotiated and transformative visual literacy skills are developed. The research, conducted according to the methodological paradigm of design-based research and rooted in the framework of multimodal social semiotics, demonstrates how sequential narrative structure and visual metaphors reduce cognitive load, through scaffolding. The interactive mechanisms typical of the medium (comments, sharing, remixes) promote an aesthetic of participation, transforming students from passive users to producers of knowledge, according to the principles of connected learning. The analysis focuses on: Panda Likes Bevilacqua, Totally Unnecessary Comics by Leone; Rossoni’s Rouge Worms, Lele Corvi’s strips, Natangelo’s cartoons. The limitations of the study lie in the limited sample and its preliminary nature, as it analyses the device itself without evaluating its implications in the classroom or the professional skills (TPACK) necessary for teachers. Large-scale teaching feasibility remains to be investigated in future applied experiments, which involve the direct involvement of classes and teachers. From a pedagogical perspective, web comics are effective teaching tools for students with ASD. Their community-based nature requires a recalibration of traditional pedagogical frameworks towards more ecological approaches. Full article