Search Results (769)

Background: Perceived social support is consistently associated with lower psychological distress among university students, but the strength of this association may vary. We examined whether help-seeking self-stigma modifies it. Methods: In a cross-sectional online survey, 507 Kuwait University students completed the Patient Health Questionnaire-4 (PHQ-4), the Multidimensional Scale of Perceived Social Support (MSPSS) and the Self-Stigma of Seeking Help Scale (SSOSH). Hierarchical linear regression tested the perceived support × self-stigma interaction, adjusting for age, sex, nationality and year of study; SSOSH structure was examined by confirmatory factor analysis. Results: Of 507 eligible students (80.9% female; mean age = 21.4 years, SD = 4.4), 458 had complete PHQ-4 data. The inverse association between perceived support and distress weakened as self-stigma increased (B = 0.003, 95% CI 0.001–0.005, p = 0.007; p = 0.040 with heteroscedasticity-consistent standard errors; ΔR² = 0.015) and was not detectable at high self-stigma. The Arabic SSOSH was not unidimensional: positively and reverse-worded items formed uncorrelated factors (r = −0.01), and the interaction was carried by the reverse-worded items. Conclusions: Help-seeking self-stigma may index variation in this association, but the finding is exploratory and constrained by the measurement properties of the SSOSH in this population. Full article

Background: Evidence-based practice (EBP) competencies remain limited in many low-income countries, where access to research training is often constrained by limited educational resources and humanitarian crises. This study evaluated the feasibility and preliminary effectiveness of a CREATE-based teaching strategy to improve EBP competencies among nurses and nursing students in Sudan. Methods: A quasi-experimental pre–post study without a control group was conducted among 29 participants (17 registered nurses and 12 nursing students) at Comboni College, Port Sudan. The intervention consisted of a 40 h synchronous online educational program based on the CREATE framework, integrating interactive lectures, practical group exercises, teach-back activities, and the collaborative development of an evidence-based Kangaroo Mother Care protocol. EBP competencies were assessed before and after the intervention using the EBP-COQ and EBP-COQ Prof© questionnaires. Paired-sample t-tests were used to compare pre- and post-intervention scores. Results: Nursing students demonstrated significant improvements in knowledge (p = 0.009), attitudes (p = 0.015), and overall EBP competency (p = 0.006), whereas changes in self-reported skills were not significant. Registered nurses showed significant improvements in knowledge (p < 0.001), skills (p < 0.001), and overall EBP competency (p < 0.001), while changes in attitudes and EBP utilization were not statistically significant. Conclusions: This pilot study suggests that a CREATE-based teaching strategy delivered through synchronous distance learning is feasible and may improve EBP competencies among nurses and nursing students in Sudan, despite the challenges of a resource-constrained and conflict-affected setting. Larger controlled studies are needed to confirm these findings and evaluate long-term educational and clinical outcomes. Full article

The diffusion of generative artificial intelligence has moved educational debate beyond access to new tools, placing teacher work, pedagogical mediation, assessment, and digital competence under renewed pressure. This article examines teachers’ perceptions, declared uses, and forms of engagement with generative AI in Gymnasien (academic-track secondary schools) and Gesamtschulen (comprehensive secondary schools) in North Rhine-Westphalia, Germany. The study is based on an anonymous and voluntary online questionnaire circulated through school leaderships. The operational database comprised 204 records, while the main analysis was based on 156 completed questionnaires. Closed-item responses were examined through descriptive statistics and interpreted through DigCompEdu and its AI-related supplement. The findings indicate an asymmetrical incorporation of generative AI across teachers’ work. Its presence is stronger in preparation, organisation, professional reflection, and risk awareness than in direct classroom mediation, process-oriented assessment, and institutionally supported student use. The strongest contrasts concern perceived student overreliance on AI-generated answers, the need to adapt assessment practices, limited school-level guidance, and weak use of AI-supported process monitoring. Rather than interpreting this imbalance as a simple delay in adoption, the article argues that teacher competence in relation to generative AI is produced through the interaction between professional judgement, pedagogical purposes, and institutional conditions. It therefore cannot be reduced to an individual technical attribute. Full article

This study examines the role of generative artificial intelligence in higher education, focusing specifically on creative degree programs and students’ perceptions of its academic and creative value. Employing a mixed-methods design, data were collected from 555 university students enrolled in communication- and design-related degrees in Spain. By combining an online survey with focus groups, the research analyzed the frequency, purposes, and meanings of AI use in academic tasks. The results show that students primarily use generative AI to clarify concepts, develop ideas, review literature, and support academic production. Although they acknowledge its utility as a learning tool, participants also raised concerns regarding overreliance, reduced creative effort, unreliable outputs, and potential threats to originality and authorship. Consequently, the study concludes that while generative AI is already influencing learning practices in higher education, its educational potential relies heavily on clear pedagogical guidance, ethical implementation, and active teacher mediation. Based on these findings, the article proposes a ten-step teaching framework for AI-supported creative interactive content design, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship. Full article

This literature review examines how gamification influences engagement, motivation, and learning outcomes in distance education. As online learning environments often face challenges related to student isolation and diminished motivation, gamification—the integration of game-design elements into non-game contexts—emerges as a strategic pedagogical tool. Following PRISMA guidelines, this study synthesizes 70 peer-reviewed articles, analyzing key mechanics such as points, leaderboards, and badges, alongside psychological and cognitive frameworks including Self-Determination Theory, Flow Theory, and Cognitive Load Theory. The findings indicate that while gamification positively influences student participation and emotional investment, its effectiveness is highly context-dependent, requiring strict pedagogical alignment and the avoidance of an over-reliance on extrinsic rewards (“pointsification”). Furthermore, the review highlights the role of personalized feedback, cognitive scaffolding, and social interaction in sustaining progress. The results suggest that when integrated thoughtfully, gamification can mitigate online attrition and foster a more resilient, interactive distance learning ecosystem. This work concludes by identifying gaps in current research, particularly regarding methodologically limited long-term cognitive outcomes, the novelty effect, and the necessity for instructor training in gamified methodologies. Full article

The rapid influx of generative artificial intelligence (GenAI) into higher education has resulted in a large number of research studies over the past three years. Much of the research to date has focused on the researcher/educator perspective of the optimal usage, benefits and challenges in the implementation of GenAI, often in a very general sense. The importance of the student voice and discipline-specific results must not be lost in this debate. This study investigates students’ decisions to use (or not use) GenAI for mathematics purposes and the reasons they give to support this choice. This was done by surveying almost 700 students in an Irish university, using an online, anonymous survey in March 2025. The students in the sample were all studying at least one mathematics module at the time. In addition, students were asked what they perceive the benefits and challenges to be of GenAI for mathematics in higher education. 91% of respondents were using GenAI for mathematics purposes. Both their reasons for using GenAI and the benefits they perceived for it fell into four main themes: Self-Improvement, Tools, Access, and Support. Their reasons for not using GenAI, and the challenges they perceived, were categorised under Unnecessary/Unknown, Inaccurate, Skill Loss, and Ethical Concerns. Students mentioned using GenAI for self-improvement reasons, such as bettering their understanding of mathematics, and found the lack of interaction with a person to be a benefit rather than a challenge. This study was conducted at a unique moment in time when the usage of GenAI was moving from sporadic to widespread and reflects students’ self-reported reasons for this. Full article

As digital media become deeply embedded in postgraduate students’ daily learning and social interactions, online narratives of supervisor–postgraduate relationships have emerged as a crucial means for them to express authentic experiences and seek emotional support. Adopting a sensemaking perspective, this study employs online ethnography and thematic analysis to investigate postgraduate students’ narratives of supervisor–postgraduate relationships on a Douban group. The findings reveal four core thematic dimensions of these online narratives: identity formation, emotional interaction, experience sharing, and social connection. These dimensions help postgraduate students clarify their self-perception, release emotions, acquire practical experience, and establish a sense of group belonging, particularly in contexts where institutional support is insufficient. Online narratives essentially serve as a compensatory self-help channel for postgraduate students to cope with real-world challenges. They highlight structural shortcomings in offline supervisory governance and offer theoretical and practical insights to optimize supervisor–postgraduate relationships in the digital age. Full article

Background: Irritable bowel syndrome (IBS) is a chronic disorder of brain–gut interaction closely linked to psychological stress and highly prevalent among university student populations, yet data from Bahrain remain scarce. This study estimated the frequency of self-reported IBS-like symptoms among university students in Bahrain and examined their associations with sex, age, qualification level, body mass index (BMI), psychological stress, and lifestyle behaviors. Methods: A cross-sectional, online questionnaire-based survey was conducted among 310 students at the University of Bahrain in October 2021. A self-administered 16-item instrument, based on the Rome III symptom domains and used as a symptom-screening rather than a diagnostic tool (face validity only; no formal psychometric validation was performed), assessed sociodemographic characteristics, self-reported IBS-like symptoms, stress and anxiety, and lifestyle behaviors. Data were analyzed using chi-square tests and one-way ANOVA; effect sizes were quantified using Cramér’s V (chi-square) and partial eta-squared (η², ANOVA); the significance threshold was α = 0.05 (two-tailed). Results: Self-reported IBS-like symptoms were common: 52.9% (95% CI 47.3–58.4) reported recurrent abdominal pain, 58.1% (95% CI 52.5–63.4) abdominal bloating, and 80.3% (95% CI 75.5–84.4) reported interference with academic activities. Most participants perceived their mental state (84.8%) and examinations (73.2%) to worsen symptoms, yet only 48.7% correctly identified IBS. Exploratory subgroup analyses suggested differences by qualification level, with diploma-level students reporting higher rates of abdominal pain (p < 0.001; Cramér’s V = 0.22), bloating (p < 0.05; Cramér’s V = 0.13), and perceived psychological impact on symptom severity (p < 0.001; Cramér’s V = 0.19) compared with bachelor- and master-level counterparts. The substantial female over-representation (79%) precluded formal sex-based inference; all findings should be interpreted in this context. Conclusions: Self-reported IBS-like symptoms were commonly endorsed, and participants frequently perceived psychological stress to worsen symptoms. Diploma-level students may represent a previously unrecognized potentially at-risk subgroup warranting further investigation and, if confirmed, targeted stress-focused health-promotion strategies, particularly through brief psychoeducation modules integrated within diploma-program curricula, and dedicated prospective research. Future studies should incorporate validated Rome IV diagnostic criteria, multivariable regression modeling, and biomarker assessment to elucidate underlying brain–gut mechanisms. Full article

Background: Gaming is a common leisure activity among university students, a life stage marked by late adolescence and emerging adulthood, when digital habits and psychosocial outcomes are still developing. However, gaming behaviors and motivations differ by gender, making it important to understand these variations to identify trends and potential risks linked to excessive use. This study examines whether gender is associated with differences in gaming habits, motivations, and perceived toxicity within a sample of Italian university gamers. Methods: A total of 394 participants (M = 22.8 years, SD = 3.6; 58% male) who actively played video games completed an online questionnaire on sociodemographic and gaming variables. Data were analyzed using t-tests and linear discriminant analysis. Results: Results showed gender differences in age of gaming onset, weekly gaming time, perceived toxicity, and motivations such as violent gratification, cognitive challenge, coping, and social interaction. However, discriminant analysis identified weekly gaming hours, violent gratification, and age as key differentiating factors, but the model accounted for a limited proportion of between-group variability. Conclusions: These findings suggest that gender accounts for a limited proportion of variability, indicating a trend toward gender parity in the analyzed gaming variables. Full article

Background/Objectives: The digital transition in school settings is reshaping children’s learning, writing practices, and mental health trajectories. This narrative review examines whether handwriting still matters in contemporary hybrid educational environments from a multidisciplinary perspective. Methods: Evidence from neuroscience, developmental psychology, educational sciences, pediatrics, and child psychiatry was narratively synthesized, with attention to handwriting, digital exposure, learning, emotional regulation, and vulnerable populations. Results: Handwriting uniquely integrates fine motor control, visuomotor coordination, orthographic processing, attention, and embodied cognition, supporting early literacy, memory consolidation, conceptual learning, and reflective writing. Conversely, excessive or poorly mediated digital exposure may interact with attentional fragmentation, sleep disruption, online stressors, problematic use, and internalizing symptoms, particularly in vulnerable children and adolescents. Digital tools remain essential for personalization, accessibility, and compensatory support, especially for students with neurodevelopmental or learning difficulties. Conclusions: Handwriting and digital technologies should not be framed as competing educational paradigms. A developmentally sensitive hybrid model is needed, preserving handwriting during key stages of literacy and self-regulation while integrating digital tools as purposeful, individualized resources for learning, inclusion, and school mental health promotion. Full article

Background/Objectives: Smartphone addiction has emerged as an important public health concern among university students and has been linked to risky movement patterns, such as physical inactivity, prolonged sitting time, and poor sleep outcomes. The purpose of this study was to examine the relationships between smartphone addiction, sleep quality, sleep duration, sitting time, and physical activity among Portuguese higher education students, as well as to see if physical activity moderates the relationship between smartphone addiction and health-related behaviors. Methods: A cross-sectional correlational study included 147 Portuguese higher education students (70.1% male; mean age = 20.11 ± 1.94 years). Data were gathered by an online questionnaire that included the Smartphone Addiction Scale-Short Version (SAS-SV), the International Physical Activity Questionnaire-Short Form (IPAQ-SF), and the Pittsburgh Sleep Quality Index (PSQI-PT). Descriptive statistics, Spearman correlations, Mann–Whitney U tests, and hierarchical multiple linear regression analysis were run. Results: The prevalence of smartphone addiction was 22.4%. Smartphone addiction was positively associated with sitting time (r = 0.226, p = 0.007) and negatively associated with physical activity (r = −0.169, p = 0.047). The link between smartphone addiction and sleep quality (ΔR² = 0.035, p = 0.028) and sleep duration (ΔR² = 0.039, p = 0.017) was associated with a weaker relationship with physical activity. However, neither interaction survived Bonferroni correction for multiple comparisons (adjusted α = 0.017). Conclusions: Smartphone addiction is associated with increased sedentary behavior and decreased physical activity levels. The exploratory moderation pattern observed suggests a potential role of physical activity in the relationship between smartphone addiction and sleep indicators, pending replication in larger and more heterogeneous samples. Full article

This paper focuses on the development of 3D digital resources and a learning platform for the Engineering Drawing course, exploring construction pathways and implementation methodologies while further investigating the application potential of artificial intelligence techniques in model construction and instructional processes. The 3D digital resources encompass basic geometric elements, complex structures, and engineering entities, supporting interactive operations such as rotation, scaling, and sectioning. These resources effectively overcome the inherent limitations of traditional engineering drawing laboratories, including high costs, fragility, delayed updates, limited coverage, and inadequate adaptability to individual student differences. The integration of AI technologies significantly enhances the efficiency of digital resource development and effectively stimulates student engagement in learning. At the pedagogical practice level, this paper proposes two AI-based conceptual teaching frameworks, namely the Adversarial Learning Model and the Challenge-based Learning Model. The learning platform incorporates knowledge graphs and process-based assessment mechanisms, achieving an organic integration of personalized and contextualized learning. A three-year longitudinal teaching performance analysis reveals a marked improvement in overall student grades, with a notable increase in high-grade proportions and a decrease in failure rates. Questionnaire survey results further confirm that students’ spatial imagination, comprehension, and practical application abilities have been strengthened, with minimal adverse effects. Moreover, in extracurricular activities, students participating in graphic design competitions have achieved outstanding performance. Comprehensive findings indicate that the synergistic application of digital resources, online learning platforms, and advanced AI technologies show a positive correlation with improved teaching effectiveness and provide robust support for the cultivation of innovative engineering talents. Full article

Background: In contemporary society, marked by rapid transformations in the sphere of communication and social interaction, social networks have gone beyond the role of simple communication platforms, becoming places where identities are formed, cultural norms are negotiated and self-perceptions are shaped. This reality has generated a growing interest in studying the relationship between the digital environment and health behaviors, especially among young people, a social category extremely receptive to visual and normative influences promoted online. Methods: A cross-sectional study was conducted among students enrolled in different kinds of faculties and specialties. An online questionnaire was distributed to gather socio-demographic, academic and medical data along with lifestyle and health-related behaviors. Several psychometric instruments were used: Health Behaviour Scale (HBS) to measure various dimensions of health-related actions, Bergen Social Media Addiction Scale (BSMAS) to screen for addictive or problematic social media use, Social Media Disorder Scale (SMDS) to measure the problematic social media use among adolescents, Body Appreciation Scale–2 (BAS-2) to evaluate measure of one’s acceptance, favorable opinions and respect of their own body, and Dutch Eating Behavior Questionnaire (DEBQ) to identify the psychological motives behind overeating. Results: More than 70% of students declared that they had their first smartphone before the age of 12 and 65% of students had screentime higher than 3 h per day during the weekdays, with a small increase during the weekends. Women scored higher than men in emotional eating (food consumption in response to negative emotions), and external eating (response to food stimuli in the environment, independent of hunger). Respondents from rural areas showed a significantly lower level of respect and acceptance of their own body and higher risk for Social Media Disorder compared to participants from urban areas. Important statistical correlation has been identified among the variables of the research. Social media addiction was associated with higher emotional eating both directly and indirectly, via lower body appreciation. The analysis also indicated that it does not show a direct relationship with restrictive eating behaviors; rather, its association with restrained eating is fully mediated by the individual’s body appreciation. Conclusions: The use of social platforms is a challenging process, with a great impact on psychological and emotional balance of young people. Even if the study identified a normative use among young people with a high education level, the risks factors should be taken into consideration when dealing with screentime, psychological and mental health and the risk for addiction. Full article

The COVID-19 pandemic compelled higher education to resort to e-learning, posing new challenges to the teaching/learning of pharmacy students worldwide. While digital learning provided flexibility, diverse technological infrastructure and institutional availability of resources greatly influenced the student experience. This scoping review aims to assess the perceptions relating to the pivot to e-learning among pharmacy students in the League of Arab States due to the COVID-19 pandemic and how the shift affected student engagement, learning outcomes, and institutional preparedness. Following PRISMA-ScR guidelines, a comprehensive search across ten databases was conducted to identify relevant studies published between January 2020 and December 2025. Forty studies satisfied the inclusion criteria. Pharmacy students in this region responded to the transition to e-learning in diverse ways. While most appreciated the convenience of online modalities, several challenges were consistently enumerated. These were limited technological infrastructure, reduced interpersonal interaction, and disruption of hands-on practical training. Blended learning approaches were largely favored, particularly for their ability to marry online theoretical instruction with face-to-face experiential learning. Reliability and validity issues of internet-based tests were felt by both faculty and students. Stress and mental health problems among students surfaced. Student complaints in general depicted pharmacy education’s need for pedagogic reform, better infrastructure, and student mental health services during e-learning. Areas identified from this review are instructional technology infrastructure improvement, adopting a blended learning strategy, and the need to consider the mental health of students learning at a distance. Full article

Background: Driven by Vision 2030, Saudi Arabia is rapidly integrating Artificial Intelligence into its healthcare ecosystem. This study investigates the patterns, predictors, and sociodemographic determinants of AI reliance and dependence in healthcare decision making, focusing on how trust influences the shift toward personalized digital diagnosis. Methods: A cross-sectional study was conducted with 627 adults in Saudi Arabia using convenience sampling. Data collected via online questionnaires were analyzed using JMP student edition version 18 software to evaluate user interaction with symptom checkers, wearables, and generative AI. A multidimensional framework assessed how trust and dependence influence health-seeking behaviors. Results: The findings reveal high AI engagement, with 63.7% of respondents using AI tools weekly. Conversational AI and LLMs are the dominant interfaces (92.2%), primarily serving as “gatekeepers” for personalized diagnosis (71.6%) and treatment suggestions (76.9%) before formal consultations. While gender significantly impacts reliance (p = 0.0037), trust was identified as the only significant predictor of overall engagement (p < 0.0001). Notably, age, education, and income had no statistical impact (p > 0.05), indicating uniform adoption across groups. Conclusions: For surveyed cohorts, trust is the primary determinant of AI reliance, overriding traditional demographic factors. Fostering user trust is essential for the successful implementation of AI-driven personalized healthcare solutions. Full article