Search Results (4,868)

Educational information systems have evolved into highly interconnected digital landscapes that support learning management platforms, student information systems, institutional repositories, and online assessment environments. As these systems increasingly operate across cloud infrastructures and mobile devices, ensuring the confidentiality, integrity, and availability (CIA Triad) of educational data is critical for safeguarding institutional operations and maintaining trust in digital education services. This paper investigates how next-generation security protocols, such as adaptive multi-factor authentication and advanced access control and data protection mechanisms, can reinforce ISO/IEC 27001:2022 requirements within contemporary educational information systems. The analysis maps emerging protocol capabilities to relevant new ISO/IEC 27001:2022 control domains, illustrating how they mitigate threats associated with unauthorized access, data manipulation, and service disruption. The proposed framework is further supported by an implementation-oriented mapping and an illustrative operational architecture that demonstrates the feasibility of translating prioritized security determinants into practical mechanisms. The FAHP analysis identifies access control mechanisms, backup and recovery, and data validation as the three highest-weighted determinants, with aggregate weights of 0.061, 0.059, and 0.057, respectively. These determinants are translated into a determinant-driven Security Operationalization Matrix that connects ISO/IEC 27001:2022 control domains, CIA dimensions, and technology recommendations, and is complemented by implementation feasibility considerations tailored to the budgetary, infrastructural, and resource constraints characteristic of educational institutions. Based on the prioritization results and conceptual operationalization, the proposed integrative approach provides a structured and progressively adoptable foundation for CIA-oriented security governance in digital educational environments. Full article

Engaging students in sustainability challenges is often easier in theory than in practice. This study examines first-year French undergraduates’ patterns of engagement with the TEDS module (Transition Ecologique pour un Développement Soutenable), a nationwide programme developed in France to promote ecological transition and sustainable development. Data were collected through an online questionnaire comprising 24 closed- and open-ended questions exploring students’ self-reported familiarity with, understanding of, concern about, and self-reported intentions to engage in sustainability-related actions, as well as perceived learning needs and background characteristics. Only 18 questions (143 items) were included in the present analysis, covering all dimensions except those related to the evaluation of the training programme. Results indicate that environmental concern is the factor most strongly associated with self-reported engagement intention, despite persistent gaps in conceptual understanding, particularly regarding the Anthropocene and alternative socio-economic models. Knowledge score and concern are structured hierarchically according to issue visibility, with climate change ranking highest. Engagement depends not only on concern but also on perceived opportunities for action, yet students struggle to identify concrete pathways. The absence of significant differences across gender and disciplines points to a strong generational convergence that reshapes the determinants of environmental engagement. Overall, the key challenge for sustainability education is linking systemic knowledge to concrete contexts of learning and everyday life. Full article

Background: This study aimed to compare a limited set of predefined diet-, lifestyle-, knowledge-, and psychosocial indicators across school youth, students, and adults in Poland, and to examine their associations with three predefined outcomes: BMI ≥ 25 kg/m², poorer mental well-being, and high stress/overload. Diet quality, daily health-related practices, psychosocial well-being, and stress/overload may co-occur across different life stages, but online survey data require a focused analytical framework to avoid overinterpretation. Methods: This cross-sectional anonymous online survey included 360 respondents: 154 school youth aged 15–19 years, 127 students aged 20–29 years, and 79 adults aged 30 years or older. Dietary assessment was based on the KomPAN questionnaire and included the pro-healthy diet index, non-healthy diet index, and Diet Quality Index. Study-specific scores were used for knowledge, healthy practices, psychosocial well-being, and stress/overload. Analyses were restricted to predefined group comparisons, selected correlations, and three whole-sample adjusted logistic regression models. Results: Adults had the highest BMI and waist/hip circumference, whereas school youth showed the highest non-healthy diet index and more frequent high processed-food intake. Among the knowledge and psychosocial indicators, only obesity knowledge differed significantly between groups, with the highest mean value among students. Stress/overload was inversely associated with psychosocial well-being, and DQI was positively associated with psychosocial well-being after adjustment for age, sex, and group. In adjusted whole-sample models, BMI ≥ 25 kg/m² was positively associated with age and DQI and inversely associated with physical activity frequency and regular meals; the positive DQI–BMI association was interpreted cautiously as potentially reflecting reverse causality, reporting bias, or compensatory dietary modification among respondents with excess body weight. Poorer mental well-being was associated with higher stress/overload and inversely associated with DQI, physical activity frequency, and family meals. High stress/overload was positively associated with highly processed food intake and inversely associated with regular meals. Conclusions: The findings suggest that diet quality, behavioral regularity, and psychosocial burden may be more informative than knowledge alone when describing health-related profiles across age-defined groups. Because the study was cross-sectional, self-reported, anonymous, and based on a modest sample, the results should be interpreted as preliminary and hypothesis-generating rather than causal. Full article

This study aims to empirically analyze the patterns, intensity, and perceived barriers to physical activity among Polish university students during the COVID-19 pandemic. The research utilized a diagnostic survey method, employing a questionnaire. The online survey was conducted from December 2020 to May 2022 via the Webankieta.pl platform. The minimum sample size, calculated using the standard formula for estimating a proportion in a large population, was set at 1100 participants and was exceeded, with 1260 students providing valid responses. The results show that over half (55.8%, mainly women) of the respondents did not participate in regular physical activity during the pandemic. Participants cited lack of desire, fatigue, and low motivation—not pandemic restrictions—as primary reasons. Conversely, 44.2% of respondents, mostly men, reported engaging in regular physical activity. Most engaged in moderate-intensity activities two to five times a week, with vigorous activities performed slightly less often. Women were more likely to do both types, while men favored strength training. The most common activities included walking (61.6%), simple gymnastic exercises (43.1%), strength training with equipment (35.0%), cycling (34.5%), and calisthenics (30.2%). The majority (81.3%) exercised at home or nearby (33.4%). Reported barriers, especially among those who exercised regularly, were pandemic-related, such as limited or closed access to gyms, fitness centers, and pools (59.1%), along with time constraints (44.7%) and low motivation or determination (32.0%). The findings emphasize the importance of targeted interventions to boost physical activity among university students, particularly women and those with fewer financial resources. Universities should consider implementing programs that promote accessible, regular activity and initiatives to enhance motivation and foster long-term, health-promoting habits. Full article

Background/Objectives: Eating disorders (EDs) are among the most severe psychiatric conditions affecting young people, with increasing prevalence in the post-pandemic period. This study assessed the prevalence of ED risk and dysfunctional eating behaviors among Italian university students, a population poorly characterized with respect to ED risk, and examined associations with key socio-demographic and anthropometric variables. Methods: A cross-sectional online screening study was conducted between August 2023 and February 2026 with 401 Italian university students (306 women and 95 men). Participants completed the validated Italian versions of the Eating Attitudes Test-26 (EAT-26) and the Eating Disorder Examination Questionnaire 6.0 (EDE-Q 6.0), alongside self-reported anthropometric data. Multiple linear regression analyses were performed to identify predictors of ED risk scores. Results: A total of 37.9% of participants had BMI outside the normal range (19.7% underweight; 18.2% overweight or obese). EAT-26 scores exceeded the clinical cut-off in 28.4% of participants (women: 35.6%; men: 5.3%). EDE-Q 6.0 global scores exceeded the clinical cut-off in 21.0% (women: 25.8%; men: 5.3%). Only 45.4% showed no anthropometric or questionnaire-based screening risk indicators (i.e., scores above the clinical cut-off on the EAT-26 or EDE-Q 6.0). BMI was negatively associated with EAT-26 scores in the total sample and in women, while a positive association between BMI and EDE-Q 6.0 scores was observed in men. Conclusions: A substantial proportion of Italian university students, particularly women, presented screening-based indicators of ED risk. The combined use of anthropometric and questionnaire-based screening tools provides a more comprehensive risk assessment than either measure alone, highlighting the need for multidimensional screening programs. Full article

Generative large language models (LLMs) are increasingly used to support writing feedback. However, the pedagogical safety and usefulness of LLM feedback for primary students remains under-evaluated. This study reports an educator-centered evaluation of GPT-4 Turbo for Year 5 narrative and persuasive writing in the context of an established online tutoring program. Using authentic students’ drafts paired with tutor feedback, we generated parallel LLM feedback via rubric-aligned prompting and compared the two feedback sources in a blinded, within-script design. Four experienced English specialists co-designed a six-dimensional rubric (clarity, specificity, helpfulness, feasibility, relevance, and overall effectiveness) and rated tutor versus LLM feedback for each script; their written reflections were analyzed thematically to surface boundary conditions and risk perceptions. Across dimensions, tutor feedback received slightly higher mean ratings, with the clearest descriptive advantage in perceived helpfulness; however, none of the differences remained statistically significant after Holm-Bonferroni correction. LLM feedback was often rated similarly for clarity and feasibility but was frequently characterized as generic, surface-focused, and occasionally misaligned with the student draft, which increased verification effort and posed a risk of misleading learners if used without mediation. Synthesizing ratings and educator reflections, we identify conditions under which LLM feedback is most appropriate as rapid first-pass support for routine structure and surface revision, and least appropriate for developmental judgment and context-sensitive guidance. We translate these findings into design requirements for teacher-in-the-loop primary writing feedback systems, including alignment to explicit pedagogical constructs, editable workflows, and safeguards that reduce unsupported feedback before release to students. Full article

Background: Empathy, compassion, self-compassion, and resilience are essential to medical practice and education. While some evidence shows that these traits may decline during medical school, few studies have examined all these capacities in the same cohorts or trends within an academic year. This study examines first-year longitudinal findings on cohort and within-year changes in these constructs among medical students. Methods: 98 students (58.2% female; M_age = 26.34 (2.86); 37.8% White; MS1 25.5%, MS2 25.5%, MS3 20.4%, MS4 26.5%) from a large US school participated in at least one wave of an online survey distributed 4 times during the 2023–2024 academic year. Validated measures assessed empathy (IRI), compassion (SCBCS), self-compassion (Neff SCS), and resilience (CD-RISC-10). Linear mixed models analyzed between-cohort differences over time with gender and race/ethnicity as covariates. Results: Compared to MS4 students, MS2 and MS3 students had significantly lower cognitive empathy and self-compassion, with marginally lower compassion and higher resilience (p = 0.06). Women reported higher compassion toward others but lower self-compassion and resilience than men. Conclusions: Lower empathy and compassion were observed as early as the second year of medical school, suggesting erosion factors, such as academic pressure and standardized testing, may impact trainees earlier than previously reported. Full article

Persistent disparities in literacy outcomes affect deaf learners, who may experience writing instruction that does not align with their linguistic contexts. This study examined how teachers’ instructional reasoning about writing developed during participation in an online Strategic and Interactive Writing Instruction (SIWI) professional development (PD) program. Nineteen teachers of deaf students completed a 30-hour virtual PD that combined asynchronous modules and synchronous collaborative sessions focused on evidence-based writing instruction. Teachers completed video-based situational simulations at three time points across the PD; responses were scored using a 5-point holistic scale to assess growth in pedagogical content knowledge. A post-workshop survey also asked teachers to rate prior use, anticipated implementation, and readiness to implement SIWI-aligned practices on a 3-point scale. Survey results indicated relatively low pre-workshop use of practices and higher anticipated implementation and readiness after PD. Repeated-measures analyses of simulation scores indicated significant improvement over time, reflecting strengthened ability to identify instructional priorities, integrate language and writing instruction, and justify responsive teaching decisions. To illustrate what this growth looked like in practice, the manuscript includes an embedded illustration of one teacher’s scenario responses across the three time points, showing a shift from more general/imprecise instructional commentary to more SIWI-aligned, objective-driven reasoning that explicitly links language supports to targeted writing instruction and next instructional steps. These findings suggest that video-based simulations offer a feasible, practice-oriented way to assess teacher learning in online PD, and that programs preparing teachers of deaf writers should pair self-report measures with simulation-based tasks that document how teachers apply pedagogical content knowledge to writing instruction. Full article

Introduction: The invasive European catfish (Silurus glanis) is actively spreading across Iberian freshwaters, with no effective management measures in place to control its growing abundance or prevent its establishment in new localities. It poses a severe threat to endemic and already endangered species, and is simultaneously a preferred target by few anglers who continuously promote its spread. The LIFE-PREDATOR project aims to stop the spread of European catfish in lentic systems in Portugal and Italy, particularly in protected areas. Objectives: This talk will present the mid-term results of the LIFE-PREDATOR in Portugal, and discuss the difficulties and future challenges to reduce the size of local populations of European catfish. Methodology: The LIFE-PREDATOR team developed several tasks in Portugal: (1) established the reference situation of fish communities in six reservoirs in the Tagus Basin, using scientific fishing, fish telemetry and eDNA-based tools; (2) determined the optimal protocols for sampling catfish; (3) implemented an early detection programme based on warning teams, data-mining and eDNA tools; (4) developed population control actions in four reservoirs; and (5) organised dissemination events for the general public, anglers, and students from kindergarten to university levels. Results: Overall, there is a grim view about recipient communities in the studied lentic systems, which tend to be dominated by invasive fish species, including common carp (Cyprinus carpio), gibel carp (Carassius gibelio), European catfish, pikeperch (Sander lucioperca), European perch (Perca fluviatilis) and largemouth bass (Micropterus nigricans). At least three new localities harbouring catfish were identified from online data-mining and warning teams. A total of 8 tons of catfish were removed by mid-June of 2025, mostly from the Natural Park of International Tagus. Outreach activities were conducted in nearly 60 schools, reaching more than 5000 students. Moreover, 67 general public events have reached more than 4500 people since the project started (September 2023). Conclusions: Despite its positive outcomes, the LIFE-PREDATOR team has encountered challenges in engaging key stakeholders such as anglers, involving local municipalities, and implementing catfish removal actions in remote areas. Difficulties and challenges in catfish management must therefore be debated in order to assure the after-LIFE implementation across Portuguese protected areas. Full article

Objective: Extending prior psychometric work with a Hawaiʻi-based college sample, this secondary cross-sectional study examined racial and gender group differences in mindfulness, engaged living, and psychological inflexibility within that same Hawaiʻi-based sample. Methods: Consistent with the grouping strategy used in that previous psychometric work, participants were categorized into 402 Asian American (263 women, 139 men), 260 White American (199 women, 61 men), and 406 combined All Others (301 women, 105 men) students, all recruited from a four-year public university in Hawaiʻi. After informed consent, participants voluntarily and anonymously completed an online survey containing self-report measures of interest. Results: Asian American students reported lower scores on measures of observing, describing, and non-judging facets of mindfulness than White American students. Men reported higher describing, non-distractibility, non-judging, and non-reacting scores than women, and White American men showed higher non-autopiloting than White American women. For engaged living and psychological inflexibility, White American students reported greater life fulfillment and lower psychological inflexibility than Asian American and All Others groups. Asian American women reported lower recognizing-values scores than White American women, and women overall endorsed greater psychological inflexibility than men. These differences, although statistically significant, were generally small and did not appear to be clinically meaningful. Associations among study variables as well as their roles in psychological distress were also examined within each racial group. Conclusions: Keeping several notable limitations in mind, this secondary cross-sectional investigation provided a preliminary examination of mindfulness, engaged living, and psychological inflexibility across racial and gender group categories, using methodological and psychometric decisions tailored to the present Hawaiʻi-based sample. We hope that our preliminary findings encourage further investigation in this domain. Full article

Background and objectives: Social media use has become pervasive among the general population, with growing concern regarding its potential effects on mental health and sleep. While existing studies report associations between social media engagement and psychological outcomes, limited attention has been given to users’ self-perceived impact. To assess the self-perceived impact of social media use on mental health and sleep-related outcomes among healthy adolescents and adults aged 16–50 years old, and to identify associated demographic and behavioral factors. Methods: A cross-sectional survey was conducted among residents of Jeddah, Saudi Arabia, aged 16–50 years without a history of psychiatric or chronic sleep disorders, using a structured online questionnaire. Perceived mental health impact was assessed using a six-item study-specific questionnaire evaluating participants’ subjective perceptions regarding emotional and psychological responses to social media exposure. Higher perceived impact was defined as a composite score of 12–24 points on the study-specific scale. Data included sociodemographic characteristics, patterns of social media use, perceived mental health impact assessed through a 6-item Likert scale, and sleep-related outcomes. Associations were evaluated using chi-square tests and logistic regression analysis. Results: Most participants reported daily social media use exceeding 3 h, with 44.9% engaging in late-night use and 87.6% using devices within 30 min before sleep. Overall, 18.6% exhibited higher perceived mental health impact. Higher odds were observed among younger participants, students, and single individuals. Snapchat and YouTube use, and late-night engagement were independently associated with increased perceived impact. Approximately one-third reported insomnia after social media use, and 44.3% perceived improved sleep with reduced usage. Conclusions: Social media use is widely prevalent and commonly perceived to negatively affect mental well-being and sleep, particularly with intensive and late-night use. Self-awareness of these effects may represent a valuable leverage point for prevention, supporting the need for targeted digital wellness strategies and public health interventions. Full article

Background/Objectives: Antimicrobial resistance (AMR) is a major public health problem driven partly by inappropriate antibiotic use. Students of health studies represent future healthcare professionals with an important role in patient education, infection prevention, and antimicrobial stewardship. This study assessed knowledge, attitudes, and behaviours regarding antibiotic use and AMR among students of the Faculty of Health Studies, University of Mostar. Methods: An anonymous cross-sectional online survey was conducted in March 2025 using a self-selected convenience sample. The questionnaire was adapted from a previously published survey among Cypriot university students and distributed through student WhatsApp groups and by e-mail. Of 1113 invited students, 220 completed the survey, yielding a response rate of 19.8%. Results: During the previous 12 months, 39.5% of respondents reported antibiotic use. Most respondents reported adherence to medical instructions regarding dosage and duration of therapy, while 20.5% reported self-medication with antibiotics and 29.5% reported keeping unused antibiotics at home. Approximately 42% perceived antibiotics as easy or very easy to obtain without a prescription. Only 36.4% of respondents correctly distinguished antibiotics from other medications. Although most respondents recognised that bacteria can develop resistance, misconceptions persisted regarding humans and viruses. Differences between study programmes were observed for some attitudes and perceptions, whereas gender and year of study were not significantly associated with most responses. Conclusions: Health studies students demonstrated partial knowledge of antibiotics and AMR, together with behaviours that may contribute to inappropriate antibiotic use. Strengthened curricular content on rational antibiotic use, infection management, infection prevention, and antimicrobial stewardship appears justified. The findings are also consistent with the need to consider broader stewardship measures, including better enforcement of existing prescription-only dispensing requirements in Bosnia and Herzegovina. Full article

The long-term psychological consequences of COVID-19 remain insufficiently understood in student populations. This study examined the association between post-COVID-19 consequences and psychological functioning in university students, focusing on the mediating role of trait anxiety. A total of 7482 students aged 17 to 23 years completed an online survey assessing COVID-19 history, post-COVID-19 consequences, psychological well-being (WHO-5), subjective happiness (SHS), life satisfaction (SWLS), and trait anxiety (STAI). Participants were classified into three groups: no history of COVID-19, COVID-19 without post-COVID-19 consequences, and COVID-19 with post-COVID-19 consequences. Group differences were analyzed using ANOVA with Tukey post hoc tests, followed by regression and mediation analyses controlling for age and sex. Students reporting post-COVID-19 consequences showed higher trait anxiety and lower psychological well-being, subjective happiness, and life satisfaction than both comparison groups. Regression analyses indicated that poorer psychological functioning was associated specifically with post-COVID-19 consequences rather than COVID-19 history per se. Mediation analyses among previously infected students showed that trait anxiety statistically mediated these associations, accounting for 61% of the effect on psychological well-being, 84% on subjective happiness, and 68% on life satisfaction. These findings highlight trait anxiety as an important psychological factor statistically accounting for the association between post-COVID-19 consequences and reduced well-being. Full article

Background: Human papillomavirus (HPV) causes nearly all cervical cancers and a growing share of HPV-related malignancies in both sexes, yet HPV vaccine knowledge and acceptance among medical students in Saudi Arabia, the next generation of clinicians shaping recommendations, remain poorly characterized across the full training continuum. Methods: We conducted a cross-sectional online survey of 300 medical students at the College of Medicine, Qassim University. A pre-validated questionnaire captured sociodemographic data, HPV knowledge (14 items), vaccine awareness, attitudes and behavioral intent (4 items), and barriers. Multivariable logistic regression assessed independent predictors of awareness, personal willingness, and intent to recommend the vaccine to family members and future patients. Results: A total of 91.7% of students had previously heard of HPV, and 79.3% had heard of the HPV vaccine. However, only 44.3% reached the predefined threshold for good knowledge, and 56.3% reported personal willingness to receive the vaccine. Willingness to recommend the vaccine to future patients was the most frequently endorsed intent (78.3%), followed by recommending it to a family member (73.3%), with male gender reported as the leading reason among decliners. After adjustment, each one-point increase in the knowledge score independently raised the adjusted odds of vaccine awareness (aOR 1.40, 95% CI 1.22 to 1.61), of recommending the vaccine to a future patient (aOR 1.28, 95% CI 1.13 to 1.45), of recommending it to a family member (aOR 1.19, 95% CI 1.06 to 1.33), and of personal willingness (aOR 1.16, 95% CI 1.04 to 1.29). Female gender was associated with higher odds of personal willingness (aOR 2.31, 95% CI 1.37 to 3.88), and senior training phase predicted vaccine awareness (aOR 2.71, 95% CI 1.33 to 5.52). Conclusions: Human papillomavirus vaccine knowledge independently predicted both awareness and behavioral intent among medical students at Qassim University. However, personal willingness to receive the vaccine lagged behind willingness to recommend it, particularly among male students. Embedding HPV prevention more explicitly into the medical curriculum, with particular emphasis on its relevance to male health, may help narrow this gap. Full article

Despite the promise of human–AI interaction in enhancing learning outcomes, its contribution to fostering sustainable learning resilience, particularly in underdeveloped regions, remains insufficiently examined. Prior research has inadequately investigated the psychological processes underlying the relationship between human–AI interaction and the development of resilience. To address these gaps, this study adopts the Cognition–Affect–Conation (CAC) framework to explore how task–technology fit and system quality collectively shape the dynamics of sustainable learning resilience, mediated by perceived value and trust. Survey responses were collected from 617 students across 34 universities in Western China, using both online and offline methods. The findings indicate that task–technology fit and system quality substantially influence students’ perceptions of value and trust in human–AI interactions, which in turn strengthen their sustainable learning resilience. Additionally, these mechanisms exert a significant positive influence on different academic disciplines. This research advances the understanding of how human–AI interactions facilitate sustainable learning resilience and provides actionable insights for implementing equitable technology solutions in higher education, particularly in resource-constrained environments. Full article