Search Results (383)

This study explores the migration intentions of university students—representing the potential creative class—in Erzurum, a medium-sized city in eastern Turkey experiencing shrinkage. Within the theoretical framework of shrinking cities, it investigates how economic, social, physical, and personal factors influence students’ post-graduation stay or leave decisions. Survey data from 742 Architecture and Fine Arts students at Atatürk University were analyzed using factor analysis, logistic regression, and correlation to identify key migration drivers. Findings reveal that, in addition to economic concerns such as limited job opportunities and low income, personal development opportunities and social engagement also play a decisive role. In particular, the perception of limited chances for skill enhancement and the belief that Erzurum is not a good place to meet people emerged as the strongest predictors of migration intentions. These results suggest that members of the creative class are influenced not only by economic incentives but also by broader urban experiences related to self-growth and social connectivity. This study highlights spatial inequalities in access to cultural, educational, and social infrastructure, raising important questions about spatial justice in shrinking urban contexts. This paper contributes to the literature on shrinking cities by highlighting creative youth in mid-sized Global South cities. It suggests smart shrinkage strategies focused on creative sector development, improved quality of life, and inclusive planning to retain young talent and support sustainable urban revitalization. Full article

Background/Objectives: Effective teamwork is crucial for minimizing human error in healthcare settings. Medical teams, typically composed of physicians and nurses, supported by auxiliary professionals, achieve better outcomes when they possess strong collaborative competencies. High-quality teamwork is associated with fewer adverse events and complications and lower mortality rates. Based on this background, the objective of this study is to analyze the perception of non-technical skills and immediate learning outcomes in interprofessional simulation settings based on E-CRM items. Methods: A cross-sectional observational study was conducted involving participants from the official postgraduate Medicine and Nursing programs at the Catholic University of Murcia (UCAM) during the 2024–2025 academic year. Four interprofessional E-CRM simulation sessions were planned, involving randomly assigned groups with proportional representation of medical and nursing students. Teams worked consistently throughout the training and participated in clinical scenarios observed via video transmission by their peers. Post-scenario debriefings followed INACSL guidelines and employed the PEARLS method. Results: Findings indicate that 48.3% of participants had no difficulty identifying the team leader, while 51.7% reported minor difficulty. Role assignment posed moderate-to-high difficulty for 24.1% of respondents. Communication, situation awareness, and early help-seeking were generally managed with ease, though mobilizing resources remained a challenge for 27.5% of participants. Conclusions: This study supports the value of interprofessional education in developing essential competencies for handling urgent, emergency, and high-complexity clinical situations. Strengthening interdisciplinary collaboration contributes to safer, more effective patient care. Full article

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

Evidence from the lab suggests that women perform less well than men under competitive conditions, but the majority of this evidence relates to Western countries. Our study explores gender differences in performance in competitive environments among Chinese individuals. Using a five-round online experimental design, we recruited undergraduate and postgraduate students from a Shanghai university. Participants completed a series of word memory games under varying incentive schemes, including baseline, piece-rate, risk-based, and tournament-style competition. The results of this study suggest that there are no differences in performance under competitive conditions between Chinese men and women. However, women perform slightly better than men when the element of risk is added in a competitive environment. This study underscores the importance of examining cultural nuances when evaluating gender dynamics in competition and contributes to a more comprehensive understanding of these dynamics in the Chinese context. Full article

Most current undergraduate students have always lived in a world where climate change has been part of the popular discourse. Surveys show that younger individuals are more worried about climate change than older adults, but there has been relatively little examination of the role that concern is playing in the educational and career plans of undergraduate students. This study presents the results of a survey of undergraduates at a US public university that examines the impact of climate change on what these students choose to study and how they are preparing for post-graduation careers. The results show that the majority of respondents believe climate change is an important social problem, that humans have caused it, and that we have a responsibility to address it. About 15 percent of respondents also report that climate change has impacted their area of study or their post-graduation career plans. Respondents who have taken a class focused on climate change are most likely to report an impact, while respondents who have not discussed climate change in a university class are the least likely to report an impact. If the impact of climate change on educational choices grows as climate change impacts increase, universities should expect to see changing demands in areas of study as well as an increasing need for programming and support to prepare students for climate-oriented careers. Full article

Background: The effective use of electronic health records (EHRs) is an essential clinical skill, but medical schools have traditionally provided limited systematic teaching on the topic. Inefficient use of EHRs results in delays in diagnosis, fragmented care, and clinician burnout. This study investigates the impact on medical students’ confidence, efficiency, and proficiency in extracting clinically pertinent information from patient records following an organised EHR teaching programme. Methods: This observational cohort involved 60 final-year medical students from three London medical schools. Participants received a structured three-phase intervention involving an introductory workshop, case-based hands-on practice, and guided reflection on EHR navigation habits. Pre- and post-intervention testing involved mixed-method surveys, simulated case tasks, and faculty-assessed data retrieval exercises to measure changes in students’ confidence, efficiency, and ability to synthesise patient information. Quantitative data were analysed using paired t-tests, while qualitative reflections were theme-analysed to identify shifts in clinical reasoning. Results: All 60 students successfully finished the intervention and assessments. Pre-intervention, only 28% students reported feeling confident in using EHRs effectively, with a confidence rating of 3.0. Post-intervention, 87% reported confidence with a rating of 4.5 (p < 0.01). Efficiency in the recovery of critical patient information improved from 3.2 to 4.6 (p < 0.01). Students also demonstrated enhanced awareness regarding system-related issues, such as information overload and fragmented documentation, and provided recommendations on enhancing data synthesis for clinical decision making. Conclusions: This study emphasises the value of structured EHR instruction in enhancing the confidence and proficiency of medical students in using electronic records. The integration of structured EHR education to medical curricula can better prepare future physicians in managing information overload, improve diagnostic accuracy, and enhance the quality of patient care. Future research should explore the long-term impact of structured EHR training on clinical performance, diagnostic accuracy, and patient outcomes during real-world clinical placements and postgraduate training. Full article

This short review provides an overview of the bioinorganic chemistry of molybdenum and tungsten, offering insights into current research perspectives and fundamental concepts in the field, as well as gaps in our knowledge. It is designed to highlight areas where future research is needed to fully elucidate the mechanisms of molybdenum- and tungsten-dependent enzymes and their broader significance in biochemistry and bioinorganic chemistry. It also provides an accessible introduction for senior undergraduate students and novice postgraduate researchers who are new to the field of bioinorganic chemistry. Towards this end, illustrative examples are presented, showcasing the essential roles these metals play in biological systems, their coordination chemistry, and their catalytic functions in metalloenzymes. Full article

Background and objectives: Post-operative pain (POP) is a common complication after root canal treatment and is influenced by various clinical and patient-related factors. The present study evaluated the incidence and intensity of POP following root canal treatment using a bioceramic sealer performed by operators with different levels of experience. Methods: A total of 115 patients were included in this prospective observational study. Patients were treated by operators with different levels of experience: postgraduate students (PGSs) and endodontic specialists (ESs). Standardized protocols were used in two distinct appointments: an instrumentation visit and an obturation visit. Obturation was performed using the continuous wave condensation technique and Total Fill Hi-Flow BC Sealer (TFHF). POP, mastication discomfort, and sleep disturbance were assessed at 24, 48, and 72 h after the instrumentation and obturation phases using a numeric rating scale (NRS). Results: The results indicate significantly higher POP after the instrumentation phase, compared to the obturation phase (p < 0.001). The pain intensity progressively decreased over time for both phases. No significant differences were observed between the PGS and ES groups regarding POP, mastication discomfort, or sleep disturbance at any time. Sealer extrusion did not significantly impact POP (p > 0.05). Conclusions: This study found that operator experience does not significantly influence POP when a standardized protocol is followed. The use of TFHF with the continuous wave condensation technique was associated with minimal POP. Full article

This study reviewed the benefits of outdoor activities and educational programs that take place in nature in terms of the cognitive and mental development of children. Research has highlighted the benefits offered to children by their participation in experiential activities that take place outdoors and are related to natural phenomena. These activities help children realize how important it is to conserve nature and protect sites of world heritage, thus becoming active citizens in the future. In this study, the uniqueness of Syros Island is presented, emphasizing the need for the world-renowned geological heritage of Syros to be preserved and promoted, both for the scientific community and for the public, with the aim of establishing a geopark in Apano Meria, as proposed by local authorities, along with a local museum. In this context, a working methodology was developed involving the design and implementation of a pilot educational program combining field-based activities, guided interpretation, and interactive learning tools. An indicative educational program was piloted with primary and secondary school students, as well as postgraduate students from the University of Athens. Recognizing the important role of geoparks in school education, the program focused on the rare geological phenomena on the northern side of Syros and was adapted to the characteristics of each participant age group. Full article

In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article

With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 questionnaire was adapted with minor changes to make it suitable for the EFL context. Data were collected from the English departments of the top ten general universities in Pakistan to make the findings generalizable. Another step taken to ensure generalizability was the sampling of 611 students randomly from both undergraduate (BS and ADP) and postgraduate (MPhil and PhD) programs studying in different semesters. PLS-SEM was employed for data analysis. In the first step, the PLS algorithm was run for the measurement model, which confirmed the reliability, validity, and fitness of the model. Second, the bootstrapping method was used for hypothesis testing. The findings reveal that six of the ten hypotheses for direct relationships are supported. Habit (0.489) was found to be the strongest contributor to BI, followed by PE (0.141), SI (0.100), and FC (0.093). Moreover, actual use behaviour was predicted by habit (0.325) instead of BI and FC. These findings are supported by metacognition theory, as the habit of AI seems to shape the metacognitive knowledge of EFL learners in place of traditional learning methods, and other factors seem to reinforce the metacognitive experience of using AI language. The study suggests implications for EFL experts, academia, and policymakers to strategically integrate AI into language learning by informing them of its potential benefits and risks. Full article

Generative AI tools offer opportunities for enhancing learning and assessment, but raise concerns about equity, academic integrity, and the ability to critically engage with AI-generated content. This study explores these issues within a psychology-oriented postgraduate programme at a UK university. We co-designed and evaluated a novel AI-integrated assessment aimed at improving critical AI literacy among students and teaching staff (pre-registration: osf.io/jqpce). Students were randomly allocated to two groups: the ‘compliant’ group used AI tools to assist with writing a blog and critically reflected on the outputs, while the ‘unrestricted’ group had free rein to use AI to produce the assessment. Teaching staff, blinded to group allocation, marked the blogs using an adapted rubric. Focus groups, interviews, and workshops were conducted to assess the feasibility, acceptability, and perceived integrity of the approach. Findings suggest that, when carefully scaffolded, integrating AI into assessments can promote both technical fluency and ethical reflection. A key contribution of this study is its participatory co-design and evaluation method, which was effective and transferable, and is presented as a practical toolkit for educators. This approach supports growing calls for authentic assessment that mirrors real-world tasks, while highlighting the ongoing need to balance academic integrity with skill development. Full article

Background: The Museum for Anatomy and Pathology at the Radboud University (The Netherlands) has created a permanent teratological exhibition, which is enhanced with augmented reality (AR) modalities. This exhibition serves various (post)graduate educational purposes and is open to the general public. However, data on visitors’ views and experiences regarding the teratological collection and AR models are currently lacking. Methods: To address this, a qualitative study was conducted to explore visitors’ opinions and experiences. One-on-one in-depth interviews were conducted using a predefined topic list, with audio recordings transcribed verbatim. Thematic analysis was applied to the twenty-six interview transcripts. Results: The findings indicate that publicly displaying teratological specimens alongside AR modalities is valued and positively received by both (bio)medical students and laypeople alike. AR enhances understanding of dysmorphology and provides a more interactive and engaging learning experience for complex topics. Conclusion: The use of AR within a teratological exposition holds tremendous educational potential and improves public awareness and acceptance of developmental anomalies. Moreover, it provides a unique opportunity to reflect on both historical and contemporary bioethical issues. Full article