Search Results (238)

As an example of pedagogical approaches that blend online and face-to-face instruction, the flipped classroom model has seen exponential growth in business schools. To explore its effectiveness, expectancy-value theory and cognitive load theory were employed to develop a framework linking students’ perceived usefulness of the online and in-person content to their pre-class preparation, class participation, perceived learning, and skills development. A preliminary test of this framework was conducted using a flipped Organizational Behavior course within a business diploma program at a publicly funded Canadian college. The perceived usefulness of the online component was positively associated with students’ pre-class preparation, which, in turn, was positively related to both their perceived learning and skills development. Implications for practice and directions for future research are discussed. Full article

Background/Objectives: Acrylamide is a probably carcinogenic to humans that naturally forms during the thermal processing of foods. An individual’s lifestyle—especially dietary habits and physical activity—may influence the severity of acrylamide’s adverse health effects. This study aimed to examine the relationship between adolescents’ dietary and exercise behaviors and their dietary acrylamide exposure and associated health risks. Methods: This descriptive and cross-sectional study was conducted with 370 high school students in Türkiye. Data were collected using the Nutrition Exercise Behavior Scale (NEBS) and a retrospective 24-h dietary recall questionnaire. Acrylamide exposure was calculated based on food intake to estimate carcinogenic (CR) and non-corcinogenic (target hazard quotient: THQ) health risks and analyzed in relation to NEBS scores. Results: Findings indicated that while adolescents are beginning to adopt healthy eating and exercise habits, these behaviors are not yet consistent. Emotional eating and unhealthy food choices still occur. Higher acrylamide exposure and risk values were observed in boys and underweight individuals. This can be explained mainly by the fact that boys consume more of certain foods—especially bread, which contains relatively higher levels of acrylamide—than girls do, and that underweight individuals have lower body weights despite consuming similar amounts of food as other groups. Bread products emerged as the primary source of daily acrylamide intake. Positive correlations were found between NEBS total and subscale scores and acrylamide exposure and health risk values. Conclusions: The study demonstrates a significant association between adolescents’ health behaviors and acrylamide exposure. These results underscore potential public health concerns regarding acrylamide intake during adolescence and emphasize the need for targeted nutritional interventions to reduce risk and promote sustainable healthy behaviors. Full article

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. Full article

Disaster risk reduction (DRR) education is considered increasingly necessary, particularly for children. DRR educational interventions aim to enhance knowledge and attitudes related to self-protective capacity. However, comparative studies on students in areas prone to different disasters and comprehensive criteria covering both knowledge and attitudes toward behavior remain limited. A short DRR course was developed for primary schools across three regions (mountainous, low-lying, and coastal) in Hue City, one of Vietnam’s most vulnerable areas to extreme weather events. This study aimed to comprehensively evaluate student performance by applying Bloom’s taxonomy and treatment-control pre-post-follow-up design with panel analysis methods. From December 2022 to September 2023, three surveys, involving 517 students each, were conducted in six schools (three schools received the course and surveys, while the other three only participated in surveys). The intervention revealed similarities and differences between the groups. The course positively impacted on some elements of knowledge and preparedness intentions in students from low-lying and mountainous regions (including ethnic minorities). Higher-grade students in the mountainous region showed improvement in intentions, but not in attitudes toward self-protection. No gender differences in intentions were found. Although limited overall improvements, the study’s various methods, approaches and continuous assessment can be applied globally to design, implement, and assess DRR education courses effectively. Full article

This study aims to explore the associations between menstrual health, lifestyle behaviors, biological traits, and coping strategies among female students at a Vietnamese medical university. A cross-sectional survey was conducted among 884 female students across five academic majors. Data on demographics, menstrual patterns, biological characteristics, lifestyle behaviors, and coping mechanisms were collected. Statistical analyses included descriptive statistics, correlation, and logistic regression to identify significant predictors of self-reported menstrual changes post university admission. Of the 884 participants, 49.8% reported menstrual changes after entering university. Among the lifestyle-related factors, increased daily electronic use (mean = 5.83 h) and later bedtimes (mean = 23:58) were associated with menstrual change (p < 0.01). Older age and higher academic year emerged as significant predictors of menstrual changes (p < 0.001). Additionally, students with blood groups A and B exhibited a higher risk compared to those with group O (p < 0.05), and Rh-positive status was also significantly associated with menstrual changes (p = 0.05). In terms of knowledge and coping practices, students who had premenstrual syndrome awareness since school were significantly less likely to report menstrual changes (p = 0.003). Although use of pain relief, particularly painkillers, correlated with higher reported pain severity, it was not directly linked to menstrual change. On the other hand, clinic consultations were positively associated with menstrual changes (p = 0.003), while students who relied on their mothers as counselors exhibited a protective association (p = 0.001). Menstrual health in university-aged women is influenced by a complex interplay of lifestyle behaviors, biological traits, and menstrual knowledge. Early education and structured coping support may serve as protective factors. The findings call for targeted menstrual health programs in university settings. Full article

Background and Objectives: The COVID-19 pandemic affected children’s lifestyle, due to strict lockdown restrictions. This study evaluated Romanian children’s lifestyle prior to and during the pandemic and their associated factors. Materials and Methods: A longitudinal study was performed in 7 urban schools from Romania. Data were gathered at baseline (T1), from October to November 2019, and follow-up (T2), from December 2020 to February 2021. Results: A total of 880 children were enrolled at baseline, 484 at T2, and 350 in both evaluations. Initially, 66.3% did not perform at least one hour of physical activity per day, two thirds did not sleep at least 9 h per night during the week, and more than one third used the internet more than 2 h daily. Investigating changes before and during COVID-19 among students participating at both evaluations, a statistically significant drop in physical activity and sleep time during the week was recorded, while weekend sleep and internet use increased. Several gender- and age-related differences were noted. Physical activity and sleep patterns as well as internet use behavior at T1 predicted the same behavior at T2. Reduced sleep during the week and internet overuse were positively associated at both waves as well as longitudinally. Conclusions: These findings highlight calls for combined strategies that include parents, schools, and community, aiming to enhance a healthier lifestyle among children. Full article

This study evaluates the effectiveness of a digital escape room designed according to the Universal Design for Learning (UDL) principles as an educational tool to raise awareness about school bullying and cyberbullying in lower secondary education. Using a quasi-experimental design with 137 students (66 in the control group and 71 in the experimental group), the gamified activity was compared to a traditional expository intervention. Empathy was measured using the Brief Basic Empathy Scale (BES-B), and bullying-related knowledge and experiences were assessed with the SPB-A scale. The escape room integrated key UDL principles, including multiple means of representation (e.g., video, images, text), action and expression (interactive tasks and puzzles), and engagement (narrative-based missions and collaborative challenges). The results indicate significant improvements in knowledge about behaviors related to school bullying among participants who completed the escape room. Although changes in affective and cognitive empathy were not statistically significant, positive trends were observed in the experimental group. The immersive, collaborative, and accessible nature of the activity positions the escape room as a promising tool within broader strategies for bullying prevention. Full article

Hands-on continuous glucose monitoring (CGM) training is yet to be integrated intentionally into most pharmacy curricula. The objective of this study was to examine pharmacy students’ perceptions of receiving hands-on CGM training as part of their core therapeutics in diabetes. Anonymous, voluntary pre-post surveys were administered to two cohorts of 3rd-year pharmacy students from a public pharmacy school in Southern California. Pharmacy students from other class levels were excluded. The surveys, consisting of Likert scale and open-ended questions related to different aspects of CGM, were administered via a web-based learning management system. Descriptive analyses were utilized to summarize the data. In total, 84 (98%) and 79 (92%) students completed the pre- and post-activity surveys, respectively, with an average of 12.5 days of CGM wear. After receiving the CGM training, 94% of the students recommended the integration of hands-on CGM training into the PharmD curriculum. In addition, the number of students who felt confident coaching patients on CGM use more than doubled from 30% to 85%, with 73% reporting added benefits of improved personal health behaviors. In conclusion, pharmacy students’ perceptions of integrating hands-on CGM education as part of their core curriculum were largely positive with added benefits of self-care. Full article

Background/Objectives: Nearly three-quarters of American adults are overweight or obese, leading to serious health challenges. Poor nutrition is a major contributor, highlighting the need for effective nutrition education and cooking interventions. This study evaluated the impact of the Dinner Tonight Healthy Cooking School (DTHCS) on improving nutrition knowledge and cooking confidence among participants. Methods: A secondary data analysis was conducted on self-reported retrospective surveys collected from 7932 individuals across 64 Texas counties between September 2017 and March 2024. The surveys assessed changes in participants’ understanding of key nutrition concepts (rated using a four-point scale from poor to excellent) and their confidence in cooking healthy meals (rated using a four-point scale from none to high) before and after attending the program. Results: The findings showed significant improvements in both nutrition knowledge (from fair to good p < 0.001) and cooking confidence (from low to moderate p < 0.001) following program participation. Conclusions: These results highlight the vital role of nutrition and culinary education in addressing the growing obesity epidemic and reducing the risk of diet-related chronic conditions. Given the positive program outcomes, DTHCS has the potential to inform future studies and guide successful planning and implementation of community-based cooking programs for adults to promote healthier eating behaviors. Full article

This interventional study aimed to assess the effectiveness of a school-based environmental education program on improving knowledge, attitudes, perceptions, and behavior related to air pollution among pupils in low-middle schools in Pristina, Kosovo. Air pollution is a pressing issue in Kosovo, particularly in urban areas, making it essential to raise awareness from an early age. As one of the first initiatives of its kind in the country, this study offers valuable insights into the impact of educational interventions on students’ understanding of environmental issues. The study involved an intervention group of fifth to ninth grade students who participated in a structured environmental education program, with data collected through pre-test, post-test, and follow-up assessment. We used a quantitative questionnaire with four sections—demographics, knowledge, perceptions, attitudes, and behavior. The findings revealed a significant improvement in knowledge and perceptions about air pollution among students in the intervention group, highlighting the crucial role of education in raising environmental awareness. However, the intervention had limited impact on changing attitudes and no significant effect on pro-environmental behavior, echoing challenges found in previous studies. Parental education, particularly maternal education, was found to play a substantial role in shaping attitudes, while gender and parental education positively influenced perceptions. The study also identified a negative association between higher grade levels and both knowledge and perception scores. Despite its success in enhancing knowledge, the short intervention period and challenges in participant engagement limited the program’s ability to drive long-term behavioral change. These findings emphasize the need for more sustained and comprehensive interventions to address the complex relationship between knowledge, attitudes, and environmental behaviors. Full article

This research explores the role of external feedback (provided by a foreign business community or FBC) in students’ learning. The aim is to determine whether indirect constructive feedback can sustain learning interest among disengaged students of upper secondary schools located in a large urban environment. The survey is constructed based on the Theory of Planned Behavior, while the feedback design stems from the Double-Loop Learning concept. Data were collected from 176 former and current students. The findings show that indirect constructive feedback has a significant influence on both attitude and paradigm (relating to learning). The findings show that indirect constructive feedback has a significant positive influence on both attitude and paradigm (relating to learning). Consistency, trust, teacher collaboration, and understanding students’ needs represent important factors when designing indirect constructive feedback from an external source. Full article

Adolescents who possess environmental health literacy are more equipped to handle the effects of the environment on their health. This study uses data from Portugal’s 2022 HBSC survey to investigate the environmental health literacy (EHL) of teenagers. The Environmental Health Literacy Scale (EHLS) was verified by confirmatory component analysis. Within the framework of an ecosystem, this study investigates factors related to health and well-being. There are 7355 adolescents in the sample. EHLS_Social Norms and participation in volunteering activities were found to be significant predictors of EHL_Knowledge, which explained 25.2% of the variance in the final model. EHLS_Social Norms and EHLS_Knowledge accounted for 42.9% of the variance in EHL_Behaviors, while school grade was adversely connected with pro-environmental behavior. While actions and knowledge were major positive predictors, gender and school grades showed negative relationships, and EHL_Social Norms accounted for 46% of the variance. This study establishes a valid measure of environmental health literacy in adolescents, informing science education strategies and public health interventions. Full article

Globally increasing educational pressures and associated decreases in well-being among adolescents and young adults make educational burnout a major challenge in sustainable education, which is becoming more systematically investigated. This paper overviews previous studies on the structure of educational burnout. It provides new data on the validity of the School Burnout Inventory (SBI) among 650 Polish university students, including associations between educational burnout and problematic study-related attitudes and behaviors, stress, and anxiety. The original three-factor structure of the SBI was revised to a two-factor model due to the collinearity between cynicism and a sense of inadequacy. The adjusted model demonstrated a good fit and was cross-validated in an independent subsample. The SBI showed good reliability. Exhaustion was strongly and positively correlated with study overload. It showed a more consistent pattern of correlations with problematic study-related attitudes and behaviors than the cynicism/inadequacy component, which showed distinctive associations with learning competencies (learning self-efficacy and study enjoyment). Both components showed relatively strong positive correlations with stress and anxiety. The findings suggest that educational burnout is significantly associated with problematic overstudying and well-being, with exhaustion playing a central role in this construct. This research contributes to understanding educational burnout and its components in a Polish academic context, highlighting the importance of preventing its development to enhance student well-being and educational outcomes. Full article

Background: Understanding how sociodemographic factors influence knowledge, attitudes, and practices (KAP) related to Parkinson’s disease (PD) is essential for developing targeted interventions. This study examines the associations between KAP components and variables such as gender, age, education, and marital status. Methods: A cross-sectional survey was conducted among the general population from October 2024 to February 2025. Data on sociodemographic characteristics and KAP related to PD were collected using structured questionnaires. The analysis was done by SPSS version 28. Results: Male participants demonstrated higher mean knowledge scores (4.16 ± 0.7) compared to females (3.93 ± 0.7), with a significant difference (p = 0.01). Participants aged 50–59 years had the highest mean knowledge scores (4.53 ± 0.8), while those aged 21–29 years had the lowest (3.85 ± 0.6), with a significant difference (p = 0.01). High school-educated participants exhibited the highest mean knowledge scores (4.51 ± 0.7), whereas those without formal education had the lowest (3.89 ± 0.5), with a significant difference (p = 0.01). Regarding attitudes, participants aged 40–49 years scored highest (8.24 ± 1.5), and those over 60 years scored lowest (7.10 ± 1.1), with a significant difference (p = 0.03). Single participants had higher attitude scores (8.16 ± 1.3) than married ones (7.60 ± 1.6), with a significant difference (p = 0.01). In practice, males scored higher (4.16 ± 0.7) than females (3.93 ± 0.7), with a significant difference (p = 0.01). Participants aged 50–59 years had the highest practice scores (4.53 ± 0.8), and those aged 21–29 years had the lowest (3.85 ± 0.6), with a significant difference (p = 0.01). Conclusions: Sociodemographic factors significantly influence KAP related to PD. Tailored educational interventions, considering these variables, are crucial for enhancing PD awareness and management. Our study indicates that the general population has moderate knowledge regarding PD. Most participants have a positive attitude regarding helping and supporting people who are suffering from PD. Educational attainment emerged as a critical determinant, with those having a high school education showing the highest mean scores in both knowledge and practices, underscoring the role of education in health literacy and proactive health behaviors. Furthermore, marital status influenced attitudes toward PD, with single participants displaying more positive attitudes than their married counterparts. Full article

This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy relate to the program’s implementation fidelity across 23 Swedish schools. A total of 653 school personnel participated, completing surveys on classroom climate, problem behaviors, and collective efficacy. The Benchmark of Quality (BoQ) was used to assess implementation fidelity after seven months. Chi-square analyses revealed no significant association between program fidelity and student problem behaviors at either the classroom or school level. Similarly, no significant relationship was found with collective teacher efficacy. Interestingly, a significant association emerged between poor classroom climate at baseline and higher implementation fidelity, suggesting that schools facing greater challenges may engage more rigorously with the program to address pressing issues. These findings underscore the complexity of implementation processes and highlight the importance of contextual factors, particularly classroom climate, in influencing the successful adoption of evidence-based interventions in educational settings. These findings provide valuable insights for educators and policymakers, emphasizing the need to consider classroom climate when implementing evidence-based interventions like SWPBIS, ultimately supporting more effective and sustainable positive behavior programs in schools. Full article