Search Results (195)

This study investigates the relationship between architectural attributes of workspaces and employee satisfaction, situating its inquiry within the broader context of post-pandemic hybrid work models and the evolving understanding of territoriality in organizational environments. Drawing on the social production of space and the multidimensional framework of Quality of Work Life (QWL), this research employs a quantitative, questionnaire-based methodology across three diverse corporate settings in Belgrade, Serbia. A total of 124 participants took part in the survey, representing the logistics (Fercam), IT (UBConnect), and healthcare (Medigroup) sectors. The survey integrates validated instruments—the Workspace Characteristics Scale (WCS) and the Workspace Satisfaction Scale (WSS)—to assess the impact of 12 variables and spatial features, reflecting functional, sensory, and sociological dimensions. Multiple regression analyses reveal that aesthetics, flexibility, and a sense of belonging consistently emerge as significant predictors of workspace satisfaction, with sector-specific variations observed across the cases. Notably, the findings underscore the importance of aligning spatial design with organizational values and user expectations while also highlighting the nuanced roles of sociological and psychological dimensions. The results offer practical relevance for architects and interior designers, providing insights into how design strategies tailored to user needs and sector-specific cultures can foster more effective workplace environments. This study concludes that evidence-based, multidimensional design strategies are essential for fostering well-being and productivity in contemporary work environments, demonstrating the value of aligning design with user expectations to enhance organizational outcomes. It recommends further research into the interplay between flexibility and belonging as determinants of workplace satisfaction. Full article

This study investigates how pre-service Earth science teachers used ChatGPT in designing lessons based on the 5E instructional model and what educational opportunities and challenges emerged. As generative AI tools gain traction in education, understanding their integration into science lesson planning is increasingly important. Eight pre-service teachers from a South Korean university participated in a four-week instructional design project. They developed 5E-aligned Earth science lessons while interacting with ChatGPT for idea generation, explanation, activity development, and assessment. Data sources included lesson plans, ChatGPT interaction logs, reflective journals, and interviews. Thematic analysis was used to examine instructional uses of AI and the adaptations required during the process. Findings showed that ChatGPT supported different phases of the 5E model—providing metaphors and analogies in Engage, activity ideas in Explore, draft explanations in Explain, task prompts in Elaborate, and assessment questions in Evaluate. However, participants frequently revised or rejected AI-generated content to match inquiry goals, student readiness, and curriculum standards. The study highlights the importance of pedagogical reasoning in AI-supported lesson design. It contributes to the growing literature on teacher education and AI by offering a phase-specific view of GenAI use and underscoring the instructional mediation needed for effective application. Full article

At the beginning of the 21st century, rapid technological developments significantly impacted the field of education. As a result, university professors in recent years have been constantly searching and implementing teaching methods, such as blended learning, to increase the interest of their students and retain them in their courses. It is a matter of many academic discussions to create educational practices to reduce student dropout, especially in social sciences courses that are considered by students to be difficult subjects, such as accounting. The blended learning approach is based on constructivist theory and specifically on the Community of Inquiry model, where the educational experience of students is related to social, cognitive, and didactic presence, and it is orientated towards a more student-centred approach that maximises retention rates. The present study employs an exploratory blended-methods design. A questionnaire and individual interviews of students were used to collect data. The study was carried out in the context of an Advanced Financial Accounting course at a Greek university, through the implementation of an experiment with undergraduate students. Important findings include higher retention rates of undergraduate accounting students in the blended class compared to the traditional one, as the redesigning of content for the needs of blended learning, the incorporation of videos, the development of group work, and the good organisation of the course constitute the optimal mix for reducing student attrition. Full article

Modeling is a fundamental scientific procedure for understanding nature, and it is also one of the basic strategies in inquiry-based science education. Among the various tools available for modeling, this article focuses on investigating a particular framework that uses embodiment to understand both macroscopic and microscopic phenomena. Within this approach, students actively engage as agents in the model and together build the final representation. For that, we present a specific methodology (the IBME approach) for inquiry-based modeling with embodiment. We specify the steps of the modeling approach, which were subsequently tested through instructional sequences based on this method with second-year students obtaining a degree in Primary Education at a public university. We analyzed the instructional sequences both quantitatively and descriptively. The quantitative analysis compares the results of an experimental group (n= 86) with a control group (n = 68) that does not work with inquiry-based modeling. Both groups address the same concepts, and at the end, they complete a questionnaire. The descriptive analysis discusses the details of the modeling process and the discussions that take place throughout the teaching sequences; on the other hand, it also summarizes the progress in the modeling process based on three qualitative parameters. The results obtained after implementing these sequences show significant differences compared to the control group. The descriptive analysis illustrates how students are able to reach the final model by inquiry, that is, through the discussion fostered by the modeling process itself, involving models of different levels of complexity. Full article

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article

This case study analyzes the academic emotions generated in a STEAM educational project developed in the controversial heritage of the Río Tinto and its surroundings. Twenty-five secondary education students participated in a didactic sequence that combined programming and the use of sensors for physicochemical data collection with inquiry- and modeling-based methodologies to address socio-scientific issues. Data were collected through open-ended questionnaires and field notebooks, allowing for an analysis of the emotions expressed at different stages of the project. The results show that epistemic emotions, such as curiosity and surprise, were predominant, highlighting the positive impact of experimental learning in this educational approach. Achievement emotions, such as pride and enjoyment, were linked to overcoming technological challenges, while thematic emotions, such as admiration and disgust, emerged from the heritage context, fostering critical reflection on environmental and historical issues. Negative emotions, such as frustration and anxiety, were also identified, mainly related to the technical difficulties and organizational challenges in group work. It is concluded that the proposed didactic sequence, by integrating the STEAM approach within a heritage context, mobilizes the epistemic emotions that were key in fostering analytical thinking and scientific exploration, while thematic emotions strengthened students’ connection with environmental and historical issues. Full article

The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom’s Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach—combining reflective practitioner inquiry, design-based research, and conceptual model development—the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom’s Taxonomy provides a scaffold for learning progression, while the Function–Structure–Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment. Full article

While archipelagos have a demonstrated role in the stepping-stone process of the global dissemination of Aedes-borne viruses, they are often neglected in epidemiological and modelling studies. Over the past 20 years, some Atlantic archipelagos have witnessed a series of Aedes-borne viral outbreaks, prompting inquiries into the local historical suitability for transmission. In this study, the climate-based suitability for transmission of Aedes-borne viruses between 1980 and 2019 across Madeira, the Canaries, Cape Verde, and São Tomé e Príncipe archipelagos was estimated. For each island, we characterized the seasonality of climate-based suitability, mapped the spatial landscape of suitability, and quantified the historical effects of climate change. Results show that both island-level suitability and the historical impact of climate change decrease with distance from the equator, while significant seasonality patterns are observed only in subtropical climates. This study provides a unique historical perspective on the role of climate in shaping Aedes-borne virus transmission potential in Atlantic archipelagos. The findings herein described can inform local public health initiatives, including human-based prevention, targeted viral surveillance, and mosquito control programs. Full article

Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, it is crucial to systematize existing research to identify well-established aspects and areas that require further exploration. This study conducts a systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It uses the foundational PBL model as a reference to analyze its essential elements in design and implementation, particularly in terms of their contribution to sustainable education. A total of 25 studies were included in the final review sample. The research aims to examine current practices and identify gaps or inconsistencies in application. The qualitative analysis highlights crucial aspects such as project design, evaluation strategies, and interdisciplinary alignment. Findings reveal challenges in ensuring consistency across practices, with a predominant focus on procedural execution. However, the review also uncovers that existing studies address cognitive and socio-emotional dimensions in ways that require further investigation. Based on these findings, the study proposes a refined framework for the implementation of PBL, aiming to guide more effective and context-sensitive applications. These findings underscore the need for further exploration of how PBL can holistically support learner growth, enhance engagement, and contribute to more sustainable and impactful educational practices. Theoretical implications point to a deeper understanding of how PBL can integrate cognitive, emotional, and interdisciplinary components to foster this holistic development, while operational implications highlight the importance of institutional support, teacher training, and flexible curricular policies to ensure successful and sustainable implementation. Full article

New STI/HIV diagnoses disproportionately impact U.S. Black cisgender women at higher rates compared to other racial/ethnic U.S. cisgender women. Biomedical HIV prevention interventions, such as HIV Pre-Exposure Prophylaxis, have demonstrated lower uptake among Black women. Given the need to further develop prevention interventions that meet the sexual and reproductive health (SRH) needs of U.S. Black women, this study aimed to identify and characterize condom use behaviors, sexual communication efficacy, and SRH healthcare utilization among sexually experienced young Black women (YBW) aged 18–25 (N = 206). Participants completed a self-administered questionnaire assessing sexual and conception vulnerability, sexual/reproductive healthcare utilization, and sexual communication efficacy. Descriptive statistics and univariate analyses were conducted to identify correlations in sexual and reproductive behaviors. The results showed that 32% of YBW used a condom during their last sexual encounter. Five distinct trends in condom use were identified, three of which included condomless vaginal/oral sex. YBW reported high levels of sexual communication with sexual partners and consistent engagement in sexual/reproductive health care, including abortion care. Young Black women have diverse sexual/reproductive health needs and require culturally responsive patient-centered clinical practices aimed at reducing STI/HIV rates and unintended pregnancies. Future research could examine healthcare providers’ understanding of Black women’s SRH priorities and assess how this knowledge aligns with or diverges from established clinical guidelines and best practices. Such inquiries could illuminate potential gaps in provider education and clinical practice, ultimately informing the development of care models that are both evidence-based and responsive to the lived experiences of young Black women. Full article

The architectural artefacts, materials, and techniques used for constructing shelters may share some common properties derived from the architectural culture that has evolved within the human species. This article examines the material features and settlement organisations employed in the nest-building activities of early human species and the shelter forms of indigenous peoples residing in sub-Saharan Africa. It questions whether early modern human notions of architectural heritage, which lack substantiation, might have influenced nest construction, typological differentiation, material utilisation, and the transmission of practices to subsequent generations and habitats. The focus is on home-based spatial organisation and the construction of structures. We recognise the need to clarify some fundamental misunderstandings regarding the nature of cultural and archaeological taxonomies, as well as the misuse of analogical reasoning when comparing contemporary hunter–gatherer populations with certain hominin groups. The paper aims to explore whether the early ‘Homo architecture’ in Africa bears any resemblance to that of modern Africans. The central inquiry of this study is whether indigenous architectural artefacts, materials, and techniques have been passed down throughout the evolution of architectural culture. The discussion suggests that the architectural products found in the settlement remains of early Homo species may exhibit characteristics similar to the huts of the indigenous people, who live as hunter–gatherers in sub-Saharan Africa. Discussing the architectural activities of different human species proves fruitful, as early architectural understanding and principles can be adapted to contemporary placemaking scenarios, urban design approaches, and housing models. We believe that, with further evidence, this foundational idea has the potential to be developed further. Full article

The integration of machine learning (ML) into self-governing spraying systems is one of the major developments in digital precision agriculture that is significantly improving resource efficiency, sustainability, and production. This study looks at current advances in machine learning applications for automated spraying in agricultural mechanisation, emphasising the new innovations, difficulties, and prospects. This study provides an in-depth analysis of the three main categories of autonomous sprayers—drones, ground-based robots, and tractor-mounted systems—that incorporate machine learning techniques. A comprehensive review of research published between 2014 and 2024 was conducted using Web of Science and Scopus, selecting relevant studies on agricultural robotics, sensor integration, and ML-based spraying automation. The results indicate that supervised, unsupervised, and deep learning models increasingly contribute to improved real-time decision making, performance in pest and disease detection, as well as accurate application of agricultural plant protection. By utilising cutting-edge technology like multispectral sensors, LiDAR, and sophisticated neural networks, these systems significantly increase spraying operations’ efficiency while cutting waste and significantly minimising their negative effects on the environment. Notwithstanding significant advances, issues still exist, such as the requirement for high-quality datasets, system calibration, and flexibility in a range of field circumstances. This study highlights important gaps in the literature and suggests future areas of inquiry to develop ML-driven autonomous spraying even more, assisting in the shift to more intelligent and environmentally friendly farming methods. Full article

Systematic reviews require labor-intensive screening processes—an approach prone to bottlenecks, delays, and scalability constraints in large-scale reviews. Large Language Models (LLMs) have recently emerged as a powerful alternative, capable of operating in zero-shot or few-shot modes to classify abstracts according to predefined criteria without requiring continuous human intervention like semi-automated platforms. This review focuses on the central challenges that users in the biomedical field encounter when integrating LLMs—such as GPT-4—into evidence-based research. It examines critical requirements for software and data preprocessing, discusses various prompt strategies, and underscores the continued need for human oversight to maintain rigorous quality control. By drawing on current practices for cost management, reproducibility, and prompt refinement, this article highlights how review teams can substantially reduce screening workloads without compromising the comprehensiveness of evidence-based inquiry. The findings presented aim to balance the strengths of LLM-driven automation with structured human checks, ensuring that systematic reviews retain their methodological integrity while leveraging the efficiency gains made possible by recent advances in artificial intelligence. Full article

This study examines the environmental science curricula in secondary- and high-school education, as well as the prior knowledge of first-year university students regarding environmental pollution and sustainability. To this end, an inquiry-based methodology was implemented, focusing on the assessment of agricultural pollutants, with particular emphasis on the use of herbicides and pesticides. Through field studies, students developed analytical skills to evaluate crop conditions and understand the impact of agrochemicals on ecosystems. This study carried out in Spain, but may be transposable to other countries with similar characteristics. The results reveal significant variability in students’ prior knowledge, allowing for the identification of two distinct groups: those with no prior knowledge (G1) and those with a partial understanding of sustainability concepts (G2). This heterogeneity highlights the need for educational strategies that integrate scientific knowledge with environmental action, thereby strengthening ecological literacy. In this regard, this study underscores the importance of awareness programs that bridge theoretical concepts with practical applications in chemical risk management within agricultural production. Based on these findings, measures are proposed to mitigate the impact of pollutants on human health and the environment, including phytosanitary control strategies and the promotion of sustainable agricultural practices. In conclusion, this educational approach plays a key role in shaping citizens committed to sustainability and the transition toward responsible production and consumption models. Full article

Architectural design education aims to balance creativity and analytical thinking. However, design studios have traditionally emphasized intuitive approaches over systematic processes. This study developed and evaluated a pedagogical model termed Computational Precedent-Based Instruction (CPBI), which integrates precedent-based instruction with BIM-based parametric modeling in the architectural design studio. The research explored CPBI’s impact on students’ design skills, identified perceived benefits and challenges, and assessed its effectiveness in promoting systematic design thinking. The study employed a mixed-methods approach, combining model-based inquiry and quasi-experimental research. It involved 19 third-year undergraduate architecture students in a 14-week design studio course. Data collection utilized pre–post surveys, external experts review of student work, and observational data. The pedagogical intervention focused on developing architectural forms, defining aesthetics, and refining building programs using the works of the New York Five architects as precedents. The results showed statistically significant improvements in students’ self-reported design competencies, particularly in precedent analysis, principle application, and design articulation. A shift towards more structured design reasoning was evident. The CPBI model provides a systematic framework for extracting and applying design knowledge from precedents, bridging the gap between conceptual design thinking and digital tools. It contributes to repositioning BIM as an integral design environment in the early design stages, offering implications for both architectural education and professional practice. Full article