Search Results (620)

This paper presents a structured strategy for integrating the Sustainable Development Goals (SDGs) into university courses by linking them to competencies and learning outcomes. The proposed methodology, based on fuzzy logic, evaluates the degree of alignment between teaching activities and selected SDGs through matrices that connect competencies with assessment activities and expected learning outcomes, improving the gap regarding the inclusion of the SDGs and their articulation in terms of competencies. The approach was applied to two subjects from the Master’s Degree in Renewable Energy and Energy Efficiency at the Distance University of Madrid: “Electricity Market” and “Wind Energy”. In both cases, the learning outcomes were redesigned, and the activities were adjusted to ensure meaningful incorporation of sustainability principles into the curriculum. The method enables quantification of each activity’s contribution to the SDGs and supports a critical review of curriculum design to ensure coherent integration. The results indicate that project-based activities show the highest alignment with the SDGs, particularly with Goals 7, and 12, which achieve an average rating of 0.7 (high). The developed tool provides a practical and replicable solution for sustainability-oriented curriculum planning and can be adapted to other disciplines and educational programs. Full article

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape. Full article

The Clean Air Research and Education (CARE) program, launched in 2020, aims to enhance environmental health (EH) and noncommunicable disease (NCD) research capacity in the Republic of Georgia. This paper evaluates the first 4.5 years of CARE, summarizing fellows’ activities and achievements to date and fellow and faculty reactions to CARE. In February 2025, CARE leadership anonymously surveyed fellows (100% response rate: n = 23/23; 4 Master’s of Public Health [MPH], 19 PhD) and faculty (66.7%: n = 10/15; 6 Georgia-based, 4 US-based). Thesis/dissertation topics included tobacco (43.5%), air pollution and respiratory outcomes (each 21.7%), lead exposure and cancer-related and cardiovascular outcomes (each 13.0%), and others. Fellows leveraged CARE’s financial support for research execution (78.3%), scientific conferences (34.8%), specific training (21.7%, n = 5/23), and/or publication fees (26.1%). Fellows indicated that the most valuable program aspects were opportunities for (1) building/expanding professional networks; (2) exposure to experts and training; and (3) instrumental support to pursue their PhD and conduct research. Fellows and faculty prioritized sustaining the following: structured mentor–mentee relationships; involvement of US-based mentors; support identifying research funding and preparing publications; and training in methods/data analysis. This study provides a model for evaluating other research training programs and highlights the important role such programs may play in developing the capacity to conduct relevant public health research in low- and middle-income countries. Full article

This study investigated shifts in preservice teachers’ perceived preparedness, readiness to engage in the profession, and teaching self-efficacy before and after a culminating field experience within a two-year, master’s level initial teacher education program at a large Australian university. Employing the Pre-service Teacher Professional Experience (PTPE) scale, we examined pre-service teachers’ pre- and post-field experience changes for each construct. We then used structural equation modeling to test a hypothesized causal framework, confirming theorized relationships among preparedness, readiness to engage, and self-efficacy for teaching. Path analyses revealed significant shifts in how specific dimensions of preparedness contributed to preservice teachers’ readiness to engage in the profession, which, in turn, influenced their teaching self-efficacy. Findings support the utility of the PTPE and causal framework in future research on teacher preparation, particularly as a means for teacher education programs to assess pre-service teacher development in alignment with professional standards for teaching. Full article

This study investigates the impact of a gamified educational experience on the training of future teachers, focusing on a visit to the Natural History Pavilion at the University of Almería, compared to a traditional instructional approach. A quasi-experimental pre-test–post-test design was employed with both undergraduate and master’s degree teacher education students, combining quantitative analysis with complementary data. The findings indicate that participants in the gamified groups demonstrated significant gains in knowledge acquisition following the visit, as well as higher levels of appreciation for the activity itself. This study concludes that gamification cognitively enriches the museum learning experience and stands out as an innovative and pedagogically relevant strategy in teacher education. Full article

Background/Objectives: Evidence-based practice (EBP) remains limited among clinical nurses worldwide, with Korean healthcare settings facing challenges. This study examined the effectiveness of the research practice ability enhancement program (RPAEP) in strengthening evidence-based practice (EBP) competencies among clinical nurses who had completed master’s coursework without a thesis. Methods: A non-randomized controlled trial was conducted at a tertiary hospital in Korea (June–December 2022). Thirty participants were assigned by convenience sampling to intervention (n = 15) or control (n = 15) groups. The intervention comprised 12 biweekly sessions. The primary outcome was research practice ability (RPA); the secondary outcomes were EBP beliefs (EBPBs), EBP Attitudes (EBPAs), and Nursing Professional Values (NPVs). Analyses employed Wilcoxon signed-rank and Mann–Whitney U tests. The qualitative evaluation used thematic analysis of focus group interviews (FGIs) (n = 12). Results: All participants completed the study. The intervention group showed significant improvements in RPA (within-group: Z = −1.96, p = 0.050, ES = 0.82; between-group: t = −2.39, p = 0.016, ES = 1.02) and EBPBs (t = −3.30, p = 0.005, ES = 0.87). NPVs showed significant between-group differences (t = 2.38, p = 0.024, ES = 0.87), while EBPAs remained unchanged. The FGIs revealed three major themes related to participation in the research practice ability enhancement program: “barriers to research practice,” “guidance for research practice,” and “enhancing research practice ability.” Conclusions: The RPAEP enhanced nurses’ EBP competencies despite the non-randomized design. However, single-site implementation and convenience sampling limit generalizability. Sustained EBP integration requires addressing individual and organizational barriers through comprehensive education with institutional commitment. Full article

This study explores the complex interplay between innovation, pro-innovative behavior, social capital, and farm viability in contributing to sustainability within agricultural cooperatives. Focusing on the United Winemaking Agricultural Cooperative of Samos (UWC SAMOS), a historic cooperative on the Greek island of Samos, this research aimed to measure and operationalize these concepts using literature-derived indicators and complex indexes. A mixed-method approach was employed, collecting data via semi-structured questionnaires and in-depth interviews. The findings revealed a highly intricate relationship among these factors which quantitative analysis alone could not fully capture. The findings revealed a complex interplay, with female respondents showing better results in all the created composite indexes of our study. Surprisingly, the respondents of our sample who were more than 60 years old had the highest values in the composite indexes of pro-innovative behavior and economic viability and a relatively high value in the social capital index, and considering the educational level of the interviewees, the proportion with a Master’s or an equivalent level had the highest results in the pro-innovative behavior index and trust but not in economic viability. Crucially, qualitative data highlighted the underlying mechanism of “institutionalization of cooperative members” as a significant mediating factor, explaining the weak innovation and low social trust observed. This study concludes that a holistic understanding of sustainability in agricultural cooperatives necessitates a deep integration of both quantitative measures and qualitative exploration of socio-cultural dynamics, offering a refined conceptual framework for future research and policy. Full article

Career choices of master’s students, particularly regarding the pursuit of doctoral degrees, have received limited scholarly attention. This study examines the employment pathways and influencing factors of engineering master’s students. Drawing on human capital theory, career preference theory, and the two-way selection model, we analyse nationwide survey data from 21,973 engineering master’s students collected in 2021. Using a multinomial logistic regression model, we examine their post-graduation choices, including pursuing a doctorate, joining universities or scientific research institutions, working in government agencies, or entering the workforce. The findings suggest that gender, family background, and human capital have a significant impact on students’ career destinations. Male students are more likely to choose academic sectors, while those from high-income families tend to opt for non-academic sectors. Higher parental educational attainment increases the likelihood of pursuing doctoral studies, and students with more academic publications are also more likely to pursue a doctorate. These results highlight divergence in employment intentions between academic and non-academic sectors and reveal their underlying logic. The study offers insights for reforming talent cultivation models in universities, enhancing graduate employability, and informing the development of educational policy. Full article

The rapid development of smart home and building technologies requires educational methods that facilitate the integration of theoretical knowledge with practical, system-level design skills. Computer-assisted tools play a crucial role in this process by enabling students to experiment with complex Internet of Things (IoT) and building automation ecosystems in a risk-free, iterative environment. This paper proposes a pedagogical framework that integrates simulation-based prototyping with collaborative and spatial design tools, supported by elements of design thinking and blended learning. The approach was implemented in a master’s-level Smart Building Systems course, to engage students in interdisciplinary projects where virtual modeling, digital collaboration, and contextualized spatial design were combined to develop user-oriented smart space concepts. Analysis of project outcomes and student feedback indicated that the use of simulation and visualization platforms may enhance technical competencies, creativity, and engagement. The proposed framework contributes to engineering education by demonstrating how computer-assisted environments can effectively support practice-oriented, user-centered learning. Its modular and scalable structure makes it applicable across IoT- and automation-focused curricula, aligning academic training with the hybrid workflows of contemporary engineering practice. Concurrently, areas for enhancement and modification were identified to optimize support for group and creative student work. Full article

In Italy, several changes to academic and professional standards and rules in kinesiology and sport have recently occurred. On the university side, no data collection has started regarding these changes and effects on specific scholars. The aim of this study was to evaluate the opinions of Italian university scholars in Exercise and Sport Sciences regarding recent disciplinary reclassifications, the emergence of the kinesiologist as a formal profession, and related curricular updates. Specifically, this study aimed to measure scholars’ views on the usefulness of unification, hybridization with other fields of knowledge, interdisciplinarity with pedagogy, the distinctiveness of undergraduate education in light of the new kinesiologist profile, and the inclusion of Technical and Laboratory Activities (TLA) credited through the European Credit Transfer System (ECTS). These aspects were explored through an eight-question survey offering three multiple-choice answers. An exploratory survey was distributed to a defined population of 261 Italian scholars (48 full professors, 137 associate professors, and 76 researchers). A total of 83 responses were collected: 14 full professors, 45 associate professors, and 24 researchers (response rate: 31.8%). Descriptive statistics and inferential analyses (Chi-Square tests, Cramér’s V, and Pearson/Spearman correlations) were conducted. Results indicated that 72.3% perceived overlap between pedagogical and medical disciplinary groups, and 85.5% considered practical/laboratory activities essential to the kinesiologist’s role. Significant differences in keyword-sharing perceptions across academic ranks emerged (p = 0.012; V = 0.3), and a near-significant trend was found regarding the importance of discipline-aligned research (p = 0.058; V = 0.3). Full agreement was found on the use of updated scientific evidence in lectures (100%), and 81.9% supported standardized education for the kinesiologist profession (Q6). Positive correlations were observed between support for keyword sharing and belief in its usefulness for promoting interdisciplinarity among full professors (r = 0.58, p = 0.02), associate professors (r = 0.68, p < 0.01), and researchers (r = 0.83, p < 0.01). Conversely, negative correlations emerged between the importance placed on practical activities and support for interdisciplinarity among associate professors and researchers, with values ranging from r = −0.31 to −0.46. The results are significant and tended toward autonomy from pedagogy, training aligned with the bachelor’s and master’s degree kinesiologist, and interdisciplinarity inherent in typical Exercise and Sport Sciences (ESS) keywords. This study should be replicated to increase the sample and to expand the ad hoc questionnaire to other issues. These findings highlight the need for greater alignment between academic training, disciplinary definitions, and professional practice through shared epistemological frameworks and updated descriptors that reflect scientific and labor market developments. Full article

The evolving landscape of digital education, particularly in professional programs such as Master of Business Administration (MBA) programs, presents unique challenges in effectively transforming tacit professional knowledge into explicit academic understanding. While various pedagogical models address digital learning broadly, few offer structured frameworks that meet the specific needs of educators and students in digital MBA programs. This study addresses this gap by proposing an adapted integration of the Socialization, Externalization, Combination, and Internalization (SECI) model, originally developed by Nonaka and Takeuchi, with multi-layered ‘ba’ (shared context) and distributed leadership principles. The research problem centers on the lack of systematic models that bridge professional experience with academic theory in digital, collaborative environments. The originality of this work lies in the development of the Cadence of Course Design Model—a structured, iterative framework specifically designed to enhance knowledge creation in digital MBA programs. A mixed-methods approach evaluated this model’s effectiveness, combining pre- and post-course surveys with qualitative reflections. Results indicate significant improvement in students’ comprehension (from 3.1 to 4.3 on a five-point scale), strongly confirming hypothesis H1. While students reported high satisfaction with distributed leadership aspects, the correlation between perceived effectiveness and actual improvement was not statistically significant, and high satisfaction with distributed-leadership dynamics; however, the latter did not show a direct statistical link to learning gains, indicating partial support for H2. This study contributes to educational theory by demonstrating how knowledge management principles can complement existing pedagogical models, enhancing student engagement and professional readiness in digitally mediated learning environments. Full article

Background: Pharmacy schools in the United Kingdom (UK) are required by the regulator to train pharmacy students to be culturally competent. To meet this requirement, the Reading School of Pharmacy (RSoP) incorporated an inaugural, stand-alone, introductory session on intercultural competency. This study aimed to gather students’ experiences of the lecture. Methods: A qualitative study documented the experiences of students in Years 2 and 3 of the Master of Pharmacy (MPharm) at the RSoP from 15 September to 31 December 2023. Semi-structured interviews were conducted online via Microsoft Teams^®. A demographic form was prepared and sent as an online survey link on the Online Surveys^® platform. All eligible students were invited to participate in the study via student mailing lists. An interview guide was prepared. Thematic analysis was conducted to identify key themes related to students’ awareness, the perceived importance of the subject in healthcare, and students’ preferred learning methods. The transcripts were coded, and similar codes were grouped to form sub-themes and themes. The study was approved by a research ethics committee. Results: A total of 11 students attended the interviews. Three major themes emerged: (1) awareness of and reflection on cultural competence, (2) understanding cultural competence and its importance, and (3) student-preferred pedagogy. The students suggested incorporating workshops and simulation-based assessments. Conclusions: MPharm pharmacy students at the RSoP appear to be receptive to new educational interventions aimed at enhancing cultural competence. They prefer practice-based learning and assessment methods when it comes to developing this skill. Full article

Land disputes pose a severe challenge for many developing countries worldwide. Understanding the driving factors of land disputes is crucial for social stability and sustainable development. China is one of the countries with the most severe situations of land disputes. This paper evaluates the land dispute intensity (LDI) across 30 provinces in China from 2011 to 2022. Using the GBDT model and interpretability methods, this study reexamines the importance of multidimensional variables in LDI, while also uncovering their nonlinear and interaction effects. The results show that LDI across 30 provinces generally and continuously increased after 2014, with this trend being notably curbed after 2019. In terms of the driving factors of LDI, the number of specialized farmers’ cooperatives plays the most critical role (mean |SHAP value| = 0.4). Variables such as share of primary industry, coverage of land transfer service centers, and agricultural product price index also exert a stronger influence on LDI. Clear nonlinear effects on LDI are observed for the agricultural product price index, the number of specialized farmers’ cooperatives, and the mediation rate of non-litigation disputes. In terms of interaction effects, when the mediation rate of non-litigation disputes is lower than 0.9, increases in the number of specialized farmers’ cooperatives and coverage of land transfer service centers tend to enhance their influence on raising LDI. When the ratio of cultivated land transfer is below 0.3, an increase in coverage of land transfer service centers is associated with a stronger effect in reducing LDI. Overall, this study uses the GBDT model, Shapley additive explanation (SHAP), and partial dependency plots (PDPs) to identify the main driving factors of land disputes. This paper can provide valuable references for developing countries and regions worldwide in addressing land disputes and conflicts. Full article

This study focuses on the mechanisms of behavior and cognition, providing a comprehensive analysis of the innovative path of multimodal learning theory in the teaching practice of the “Web Front-end Development” course. This study integrates different sensory modes, such as vision, hearing, and haptic feedback, with the core objective of exploring the specific impact of this multi-sensory integration form on students’ cognitive engagement status, classroom interaction styles, and long-term learning behavior. We employed a mixed-methods approach in this study. On the one hand, we conducted a quasi-experiment involving 120 undergraduate students. On the other hand, research methods such as behavioral coding, in-depth interviews, and longitudinal tracking were also employed. Results show that multimodal teaching significantly reduces cognitive load (a 34.9% reduction measured by NASA-TLX), increases the frequency of collaborative interactions (2.3 times per class), and extends voluntary practice time (8.5 h per week). Mechanistically, these effects are mediated by enhanced embodied cognition (strengthening motor-sensory memory), optimized cognitive load distribution (reducing extraneous mental effort), and the fulfillment of intrinsic motivational needs (autonomy, competence, relatedness) as framed by self-determination theory. This study fills in the gap between educational technology and behavioral science. We have developed a comprehensive framework that provides practical guidance for designing technology-enhanced learning environments. With such a framework, learners can not only master technical skills more smoothly but also maintain their enthusiasm for learning for a long time and continue to participate. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article