Search Results (4,292)

Artificial intelligence is rapidly reshaping skill expectations across media, marketing, and journalism, however, university curricula are not evolving at a comparable speed. To quantify the resulting curriculum–skill gap in communication-related programs, two synchronous corpora were assembled for the period July 2024–June 2025: 66 course descriptions from six leading UK universities and 107 graduate-to-mid-level job advertisements in communications, digital media, advertising, and public relations. Alignment around AI, datafication, and platform governance was assessed through a three-stage natural-language-processing workflow: a dual-tier AI-keyword index, comparative TF–IDF salience, and latent Dirichlet allocation topic modeling with bootstrap uncertainty. Curricula devoted 6.0% of their vocabulary to AI plus data/platform terms, whereas job ads allocated only 2.3% (χ² = 314.4, p < 0.001), indicating a conceptual-critical emphasis on ethics, power, and societal impact in the academy versus an operational focus on SEO, multichannel analytics, and campaign performance in recruitment discourse. Topic modeling corroborated this divergence: universities foregrounded themes labelled “Politics, Power & Governance”, while advertisers concentrated on “Campaign Execution & Performance”. Environmental and social externalities of AI—central to the Special Issue theme—were foregrounded in curricula but remained virtually absent from job advertisements. The findings are interpreted as an extension of technology-biased-skill-change theory to communication disciplines, and it is suggested that studio-based micro-credentials in automation workflows, dashboard visualization, and sustainable AI practice be embedded without relinquishing critical reflexivity, thereby narrowing the curriculum–skill gap and fostering environmentally, socially, and economically responsible media innovation. With respect to the novelty of this research, it constitutes the first large-scale, data-driven corpus analysis that empirically assessed the AI-related curriculum–skill gap in communication disciplines, thereby extending technology-biased-skill-change theory into this field. Full article

This paper examines the role of architects in identifying and implementing design strategies that enhance labour skills, facilitate technology transfer, and support capacity building in developing economies. It examines whether specific design approaches can introduce technological robustness to address the social, cultural, and economic challenges of construction in fragmented industrial environments. The study develops a normative framework for ‘technological robustness,’ which counteracts socio-technical fragmentation and promotes resilient, adaptable building practices in low-resource settings. Through a practitioner-researcher case study of a community library project in Sri Lanka, the paper illustrates how design strategies can expand operational capacity, adjust to variations in workmanship, and encourage organic skill development on real construction sites. The research offers two main contributions: a scalable, structured design methodology that guarantees technical adaptability, cultural relevance, and economic resilience; and an empirical example demonstrating how design can actively generate opportunities for capacity building within fragmented socio-technical systems. Overall, the framework provides practical pathways to enhance construction outcomes in developing economies. Full article

This theoretical article examines how belongingness, defined as the sense that one’s participation is legitimate and valued, interacts with cultural value orientations to help explain persistent disparities in U.S. technology engagement, including emerging technologies, across racial and ethnic groups. While structural barriers (e.g., racism, poverty, linguistic bias, etc.) remain essential to understanding such inequity, we argue that engagement patterns in technology also reflect how different cultural communities may define and experience belongingness in relation to digital domains. Drawing on Triandis and Gelfand’s (1998) framework, and focusing specifically on educational contexts, we propose the Belongingness through Cultural Value Alignment (BCVA) model, whereby belongingness serves as a catalyst between cultural value orientations and technology engagement, with vertical collectivism deriving belongingness primarily through structured skill development and validation while horizontal collectivism focusing instead on belonging based on community integration. When technological environments value practices that are consistent with vertical collectivist norms, individuals from horizontal collectivist cultures may experience cultural misalignment not from disinterest in technology or exclusionary efforts but, instead, because dominant engagement modes conflict with their familiar frameworks for fostering a sense of belonging. By examining how cultural value orientations mediate the sense of belonging in contexts involving modern technologies, the proposed perspective offers a novel framework for understanding why access alone may have proven insufficient to address technological participation gaps, and suggests directions for creating technology spaces where individuals from a wider range of communities can experience the authentic sense of belonging. Full article

Background: Tooth preparation design strongly influences the long-term success of fixed prosthodontic restorations, affecting periodontal stability and esthetic outcomes. Conventional horizontal designs such as chamfer and shoulder remain widely used but present biological and technical limitations. The Biologically Oriented Preparation Technique (BOPT), a vertical approach, has been proposed as an alternative. Methods: This narrative review synthesizes evidence from clinical trials, histological investigations, and systematic reviews, comparing horizontal preparations with BOPT with emphasis on periodontal parameters and the role of digital workflows. Results: Horizontal designs provide predictable outcomes but may predispose to inflammation and marginal instability, especially with subgingival margins. BOPT has been associated with greater gingival thickness, stable probing depths, and favorable esthetic results, with prospective studies reporting stability for up to 10 years. Integration with CAD/CAM workflows appears to enhance precision and reproducibility. Conclusions: BOPT shows promising periodontal and esthetic benefits, particularly in thin gingival biotypes and esthetically demanding cases. However, current evidence is limited, and the available studies do not allow firm conclusions about superiority over conventional designs. Further randomized controlled trials with large cohorts and long-term follow-up are required before definitive clinical recommendations can be made. Full article

The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers’ conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were ‘cognitive based’ and ‘culturally context consistency’. Teachers expressed mixed perceptions, with concerns about SBQs’ alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers’ cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively. Full article

Background: Sports vision training improves perceptual–motor skills crucial for performance and injury prevention. Despite proven benefits, little is known about its perception and use among coaches in Portugal. Methods: A cross-sectional online survey was completed by active coaches from various sports, gathering sociodemographic data, awareness of visual training, perceived importance of ten visual skills, and implementation in training plans. Statistical analyses included descriptive tests to summarize sample characteristics, t-tests and two-way ANOVA to compare perceived importance of visual skills across sex and sport modalities, Spearman correlations to assess associations with age, and Firth-corrected logistic regression to identify predictors of incorporating visual training into practice plans. Results: Among 155 participants (88.5% men; mean age 36.9 ± 11.8 years), 73.2% reported incorporating visual training, with no association with self-reported knowledge (p = 0.413). Regarding perceived importance, reaction time was rated highest (1.20 ± 0.44), followed by hand–eye/body coordination (1.61 ± 0.71) and anticipation (1.34 ± 0.55). Age negatively correlated with importance given to visual memory, peripheral vision, concentration, depth perception, coordination, and moving-object recognition (p < 0.05). Multivariable analysis showed age (OR = 1.05; p = 0.0206) and volleyball (OR = 2.45; p = 0.031) positively associated with implementation, while higher perceived importance for visual concentration was negatively associated (OR = 0.54; p = 0.0176). Conclusions: Visual training implementation is high but not always linked to formal knowledge. Adoption is influenced by sport and demographics, and the counterintuitive role of visual concentration underscores the need for tailored educational programs to enhance performance and reduce injury risk. Full article

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

This study investigates the influence of technostress (Tech) on the well-being (WB) of employees in manufacturing sectors employing Industry 4.0 in Turkey, examining the effect of work exhaustion (WE) as a mediator in the association between technostress and well-being. How digital leadership (Dg) moderates these relationships is analyzed and discussed accordingly. This article also presents strategies for digital leaders to mitigate employees’ technostress in the digital transformation era and discusses their positive role. Using the Job Demands–Resources (JD-R) framework and Conservation of Resources (COR) theory, data were gathered from 329 workers employed at three manufacturing firms located in Istanbul. Structural equation modeling (SEM) was employed to test this study’s hypothesis. The results indicate that increased technostress notably reduces employee well-being, primarily because it heightens work exhaustion. Moreover, robust digital leadership effectively lessens these negative impacts, underscoring its value in managing technological stress. This research explains the importance of the Sustainable Development Goal (SDG 3) for better health and well-being practices in workplaces. It suggests practical implications for organizations, including developing digital leadership skills, routinely assessing technostress, and applying targeted actions to sustain employee health during digital shifts. Full article

Hydrological simulation of large, transboundary water systems like the Laurentian Great Lakes remains challenging. Although deep learning has advanced hydrologic forecasting, prior efforts are fragmented, lacking a unified basin-wide model for daily streamflow. We address this gap by developing a single Entity-Aware Long Short-Term Memory (EA-LSTM) model, an architecture that distinctly processes static catchment attributes and dynamic meteorological forcings, trained without basin-specific calibration. We compile a cross-border dataset integrating daily meteorological forcings, static catchment attributes, and observed streamflow for 975 sub-basins across the United States and Canada (1980–2023). With a temporal training/testing split, the unified EA-LSTM attains a median Nash–Sutcliffe Efficiency (NSE) of 0.685 and a median Kling–Gupta Efficiency (KGE) of 0.678 in validation, substantially exceeding a standard LSTM (median NSE 0.567, KGE 0.555) and the operational NOAA National Water Model (median NSE 0.209, KGE 0.440). Although skill is reduced in the smallest basins (median NSE 0.554) and during high-flow events (median PBIAS −29.6%), the performance is robust across diverse hydroclimatic settings. These results demonstrate that a single, calibration-free deep learning model can provide accurate, scalable streamflow prediction across an international basin, offering a practical path toward unified forecasting for the Great Lakes and a transferable framework for other large, data-sparse watersheds. Full article

Household food waste remains a persistent challenge despite widespread pro-environmental intentions. Drawing on Brehm’s Motivational Intensity Theory, this study examined how perceived difficulty and perceived ability interact with motivation to predict self-reported food waste. We surveyed 939 participants in Flanders and Spain, measuring motivation to avoid waste, self-rated perceived ability to manage food, meal planning perceived difficulty, and food waste. Moderated moderation analyses revealed that motivation and perceived ability each independently predicted lower waste. Crucially, a significant three-way interaction showed that motivation most effectively reduced waste when perceived difficulty was low and perceived ability was high; when perceived difficulty exceeded perceived ability, motivation had no mitigating effect. These findings underscore that effort mobilization influenced by both individual capacity and situational demands is key to closing the intention–behavior gap in food waste. Practically, interventions should go beyond raising awareness to simplify tasks and bolster consumers’ skills, aligning action demands with realistic effort levels. Full article

Soft skills are increasingly recognised as decisive factors for employability and career advancement in the global labour market. This study examines their role in the professional trajectories of university graduates in Ecuador, analysing both the competencies supplied by higher education and the structural demand of the labour market. Based on institutional surveys applied to 3358 graduates from the Salesian Polytechnic University (Cuenca campus), the results show that more than $90\%$ of graduates remain in operational positions, while only $5\%$ reach tactical or managerial levels. To address this phenomenon, five key soft skills—leadership, effective communication, teamwork, problem-solving, and adaptability—were evaluated through a structured questionnaire using Likert-type items. The findings reveal a persistent concentration of professionals in lower organisational levels and heterogeneous perceptions of the applicability of academic training. These outcomes highlight both individual skill gaps and structural limitations of the Ecuadorian labour market, such as the scarcity of managerial positions and the prevalence of family-based business structures. In response, the study proposes a sector-based curricular improvement strategy that systematically incorporates soft skills into university programmes, differentiated by economic sectors such as education, health, commerce, public administration, industry, and primary activities. Grounded in empirical evidence, this approach provides a practical framework to enhance graduates’ career progression, foster more equitable professional mobility, and strengthen the relevance of higher education. The model can be replicated across other Latin American universities facing similar challenges, while also aligning with international standards for competency-based education. Full article

Background/Objectives: Type 2 diabetes (T2D) is a pressing public health challenge in the United States (U.S.). Community-based diabetes education programs equip individuals with T2D with the knowledge and skills to improve dietary behaviors, build confidence, and better manage their condition to reduce complications. However, few studies evaluate self-care adherence and self-efficacy together. This study examined participant adherence to diabetes self-care practices and confidence in managing diabetes through a community-based education program. Methods: Do Well, Be Well with Diabetes (DWBWD) is a 5-week program focused on reinforcing the best practices in diabetes management through dietary practices, physical activity, and gaining self-confidence in managing T2D. The program was evaluated among 137 participants across 14 Texas counties using pre- and post-surveys that assessed the number of days per week participants engaged in diabetes self-care practices, as well as their confidence in performing these behaviors (rated on a scale from 1 = not at all confident to 5 = extremely confident). Results: Participants were mostly male (75.9%), White (60.6%), and over 65 years (58.4%). Most participants had T2D (57.7%) or prediabetes (27.0%). Compared to the program entry, participants reported improvements (p < 0.001) in self-care practices, as reflected by their mean differences (MD), including following a healthful eating plan (MD −1.46), consuming five servings of fruit and vegetables (MD −0.87), spacing carbohydrate intake evenly throughout the day (MD −1.64), engaging in at least 30 min of daily physical activity (MD −0.74), testing blood glucose (MD −1.08), and checking their feet (MD −1.09). Confidence in performing all self-care behaviors significantly improved (p < 0.001), with MDs between −0.53 and −1.13, indicating higher post-program scores. Conclusions: Participation in the DWBWD program increased confidence in diabetes management and enhanced engagement in key health behaviors associated with reducing diabetes complications. Full article

This study evaluates the competency-based performance of Initial Incident Commander (IIC) candidates—fire officers who serve as first-arriving, on-scene incident commanders—in South Korea and identifies sub-competency deficits to inform training improvements. Using evaluation data from 92 candidates tested between 2022 and 2024—of whom 67 achieved certification and 25 did not—we analyzed counts and mean scores for each sub-competency and integrated transcribed radio communications to contextualize deficiencies. Results show that while a majority (72.8%) passed, a significant proportion (27.2%) failed, with recurrent weaknesses in crisis response, progress management, and decision-making. For example, “Responding to Unexpected or Crisis Situations 3-3” recorded 27 unsuccessful cases with a mean score of 68.8. Candidates also struggled with resource allocation, situational awareness and radio communications. The study extends recognition-primed decision-making theory by operationalizing behavioral marker frameworks and underscores the need for predetermined internal alignment, scalability and teamwork synergy. Practical implications recommend incorporating high-fidelity simulation and VR scenarios, competency frameworks and reflective debriefs in training programs. Limitations include the single-country sample, reliance on predetermined scoring rubrics and absence of team-level analysis. Future research is indispensable to adopt multi-jurisdictional longitudinal designs, evaluate varied training interventions, assess skill retention and explore the interplay between physical and cognitive training over time. Full article

This study presents a vertically integrated Project-Based Learning (PBL) and Community-Based Learning (CBL) framework that connects postgraduate and undergraduate programs in Applied Chemistry and Agricultural Engineering. Postgraduate students synthesized zeolite-based materials for nutrient recovery, which were subsequently applied by undergraduate students in field trials conducted in collaboration with rural farming communities. The project was evaluated using rubrics, surveys, focus groups, and reflective journals. Results demonstrated substantial development of technical, communication, and critical thinking skills, with students highlighting the value of linking theory to practice. Community feedback confirmed the perceived benefits of the material for soil improvement and fertilizer efficiency, while also underscoring the need for sustained engagement. Despite challenges such as curricular coordination and resource constraints, the model effectively fostered interdisciplinary learning and social impact. These findings highlight the contribution of this sequentially instructional design to STEM education by connecting research, teaching, and outreach within a constructivist, sustainability-oriented approach. Full article

In recent decades, simulation has emerged as a pivotal educational tool, bolstering scientific knowledge and honing decision-making skills across diverse disciplines. Surgery and flight simulators are well-known tools used to practice and train safely in surgeries and piloting. Meanwhile, the development of simulation games advances in other scientific fields, such as economics, management, engineering, and mathematics. These simulations offer learners a risk-free virtual platform to apply and refine their knowledge, leveraging animations, graphics, and interactive environments to enrich the learning experience. In engineering, while simulation is widely utilized as a powerful training tool for heavy equipment and process handling, the creation of strategy games for educational purposes is less frequent. This gap primarily stems from the challenge of converting complex engineering concepts and theories into a user-friendly yet comprehensive setup that preserves the more difficult aspects. This study adopts a design-based research approach to develop and evaluate an educational simulation game aimed at enhancing probabilistic and spatial reasoning in mineral exploration. The application generates random scenarios, within which users deploy strategies based on their knowledge, while accommodating the randomness of physical phenomena. The simulation game is adopted as an educational tool in the course “Introduction to Mineral Exploration” in the School of Mining and Metallurgical Engineering of the National Technical University of Athens. Additionally, we present the outcomes of game analytics and a qualitative evaluation derived from three workshops at higher education institutions in Greece. Full article