Search Results (8,093)

Grounded in the United Nations Sustainable Development Goal 4 (SDG4), specifically addressing the urgent need to increase relevant skills for decent work (Target 4.4) while ensuring inclusive access and quality (Targets 4.3, 4.5, 4.c), this study develops a province-level indicator system for the “talent chain” and “industry chain” and integrates entropy-weighted composite evaluation, a coupling coordination model, correlation tests, and mismatch typology classification to systematically assess the alignment between higher education talent formation and industrial demand across 31 Chinese provinces during 2000–2022. The analysis aims to characterize China’s phase-specific progress in SDG4-consistent development at the education–industry interface and to provide a theoretical and empirical basis for improving graduate job matching. The results show that (1) overall talent–industry matching improved steadily from 2000 to 2022, yet pronounced regional disparities persist, with eastern provinces generally outperforming central and western regions; (2) educational quality and structural inputs—such as faculty capacity, per-student expenditure, and the composition of human capital—are the primary drivers of talent-chain performance, whereas expansion-oriented indicators exhibit limited marginal contributions, implying that sustainable graduate job matching hinges more on quality upgrading and supply-structure optimization than on quantitative expansion alone; (3) industry-chain advancement is jointly driven by industrial scale, structural upgrading, and employment absorptive capacity, with the tertiary sector playing a particularly prominent role in shaping demand for higher-skilled labor; and (4) a divergence in driving mechanisms—quality- and structure-oriented on the education side versus scale- and structure-oriented on the industry side—combined with regional heterogeneity produces stage-specific mismatch typologies, suggesting remaining scope for structural alignment between higher education systems and industrial upgrading. Overall, strengthening regional coordination, integration, quality, and upgrading drives synergistic development, advancing SDG 4 targets by validating that quality-driven education reform is the key lever for sustainable employment in China. Full article

Background/Objectives: Low back pain (LBP) is one of the most prevalent musculoskeletal disorders globally, significantly impacting quality of life across diverse populations. Despite its association with middle-aged and older populations, evidence indicates that LBP is increasingly prevalent among younger age groups. Health science students are considered a potential risk factor for LBP; however, longitudinal studies are scarce. This study aims to determine the risk factors for LBP among health science students over a 2-year follow-up. Methods: One hundred ninety-seven of the third-class health science students (Nursing, Physiotherapy, Medical laboratory science, and Emergency Medical services) were contacted in June 2024. A self-administered modified version of the Standardized Nordic Questionnaire, and data about sedentary and physical activity behavior, as well as 1-month LBP (lasting at least 12 h and numeric rating scale > 5) and stress scores, were recorded. Results: A total of 172/197 (87.3%) respondents completed the questionnaire at the end of the 2-year follow-up. The mean age was 25 ± 3.5 (years) and body mass index (BMI) value 23.5 ± 4.3 (kg/m²). About 49% (n = 84) and 20% (n = 34) of the participants had 1-month LBP and functional disability, respectively. No significant association was found between health science programs and the presence of 1-month LBP (χ² = 0.55, p > 0.05). The logistic regression analyses found that males (OR = 0.269, p = 0.005) and a history of pain frequency (OR = 3.377, p = 0.001) had a significant association with LBP over time. Conclusions: This prospective study shows a high prevalence of 1-month LBP (48.8%) among health science students at Zefat Academic College. LBP was significantly related to sex (female) and pain frequency, but not to health science students. We believe that implementing ergonomic and educational strategies is recommended for this population. Full article

Background/Objectives: Evidence-based recommendations are vital in healthcare to standardize care, reduce variability, and improve patient outcomes. In children, anaphylaxis, allergy to antibiotics, and hymenoptera venom allergy are among the commonest reasons for allergological evaluation. This work was intended to optimize the prescriptions for allergological evaluation and for the related diagnostic tests with the aim of improving the management of children with allergic diseases and promoting resource efficiency. Methods: A systematic literature review of the literature was performed to formulate recommendations on the diagnostic management of children with anaphylaxis, drug allergy, and hymenoptera venom allergy. Results: Effective management of anaphylaxis involves rapid assessment and specialist follow-up to identify triggers, prevent recurrence, and ensure patients and caregivers are educated and equipped with an adrenaline auto-injector. Integrating skin testing, specific serological assays, and oral provocation tests into the diagnostic process for children with suspected beta-lactam allergy enhances diagnostic accuracy and minimizes unnecessary avoidance of first-line antibiotics. Children and adolescents with systemic reactions to hymenopteran stings should be referred to an allergy specialist for diagnosis, risk assessment, management education, and adrenaline prescription. Conclusions: These recommendations may enhance care quality, minimize inappropriate prescriptions, and support standardized methods of diagnosis of allergological diseases in children. Full article

Academic Development (AD) represents a fundamental strategy for improving the quality of university teaching in the digital era. This entry proposes a critical analysis of technologies supporting AD, examining theoretical models, emerging practices, and contemporary challenges through a systematic review of academic literature. The TPACK (Technological Pedagogical Content Knowledge) framework emerges as a crucial model for the effective integration of educational technologies, while innovative approaches such as blended learning, flipped classroom, and communities of practice demonstrate significant potential in promoting teaching innovation. However, the analysis highlights structural criticalities: resistance to change, lack of institutional recognition, technological pedagogical gaps, and identity tensions related to the teaching role. The concept of “Age of Evidence” orients future perspectives toward evidence-based, personalized, and collaborative programs. The entry concludes with operational recommendations for policymakers and institutions, emphasizing the need for systemic investments that valorize teaching as a core scholarly activity. The original contribution lies in the critical integration of established theoretical frameworks with analysis of post-pandemic transformations and in identifying strategic directions to make universities “transformative” in addressing global challenges of sustainability, technological innovation, and critical thinking education. Full article

This paper develops a new conceptual and operational understanding of cultural heritage transformation, interpreting it as a systemic and dynamic process rather than a static state. It explores the realities and opportunities for action when cultural heritage is understood and managed as a complex, adaptive system. The study builds on a critical review of contemporary literature to identify the multi-scalar challenges currently facing urban heritage systems, such as climate change, disaster risks, social fragmentation, and unsustainable urban development. To respond to these challenges, the paper introduces a metamodel for heritage-based urban transformation, designed to apply systems thinking to heritage management that was developed based on cases from the Western European context. This metamodel integrates key variables—actors, resources, tools, and processes—and is used to test the hypothesis that a systems-oriented approach to cultural heritage can enhance the capacity of stakeholders to connect, adapt, use, and safeguard heritage in the face of complex urban transitions. The hypothesis is operationalized through scenario-based applications in the fields of disaster risk management (DRM), circular economy, and broader sustainability transitions, demonstrating how the metamodel supports the design of cross-over resilience strategies. These strategies not only preserve heritage but activate it as a resource for innovation, cohesion, identity, and adaptive reuse. Thus, cultural heritage is reframed as a strategic investment—generating spillover benefits such as improved quality of life, economic opportunities, environmental mitigation, and enhanced social capital. In light of the transition toward a greener and more resilient society, this paper argues for embracing heritage as a driver of transformation—capable of engaging with well-being, behavior change, innovation, and education through cultural crossovers. Heritage is thus positioned not merely as something to be protected, but as a catalyst for systemic change and future-oriented urban regeneration. Full article

Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education. Full article

This study suggests the concept of multifunctional social spaces (MSSs) as intergenerational communication platforms, contributing to SDG achievement and environment awareness in local communities. Retirees could perform socially significant practices via local MSS premises supported by municipalities and initiative groups. The basic social vector of an MSS is supposed to produce a synergy effect with the educational and environmental impetus of the Sustainable Environmental Education (SEE) approach. Lifelong education underlies the process of adapting various age groups to different local spaces, namely metropolis, suburb, or rural areas. Test qualitative interviews were conducted with pensioners and young people to discover attitudes towards MSS-prescribed functions within different reference groups. These interviews helped to define the preferred communication instruments for MSS operation. General types of MSSs were classified based on mini case studies. MSS introduction is supposed to influence basic social indices such as population health, life expectancy, and fertility levels in the long term, and support several environmental awareness markers. Future studies could examine such influences in detail and discuss more national and regional specifics. Municipal and regional authorities, as well as local community leaders, could use the results of this study to consider local development, SDG strategies, and roadmaps. Full article

Background/Objectives: Multidisciplinary hybrid educational programs combined with continuous glucose monitoring may contribute to improved self-management in adults with type 1 diabetes mellitus (T1DM); however, real-world evidence remains limited. This study assessed the effects of an educational intervention integrated with continuous glucose monitoring on glycemic control and patient-reported outcomes in adults with T1DM. Methods: We conducted a single-group quasi-experimental study including 210 adults with T1DM from a public hospital. The nurse-led hybrid intervention consisted of a 2-h in-person group educational session followed by an individual telematic follow-up session. All participants used continuous glucose monitoring. The primary outcome was the change in HbA1c at 9 months. Secondary outcomes included continuous glucose monitoring metrics, diabetes-related quality of life, treatment satisfaction, and hypoglycemia awareness. Results: HbA1c showed a statistically significant but modest reduction from 7.70 ± 1.10% to 7.45 ± 0.91% following the intervention (p = 0.003). No statistically significant changes were observed in continuous glucose monitoring metrics, including time in range, time below and above range, mean glucose, glycemic variability, or sensor wear time. In terms of emotional well-being, treatment satisfaction increased significantly (8.17 ± 7.86 vs. 12.73 ± 5.49; p < 0.001), and the Clarke score showed a statistically significant but modest decrease (2.49 ± 1.90 vs. 2.12 ± 1.88; p = 0.017). Although the overall quality of life score did not change significantly, statistically significant differences were observed in several subscales, including satisfaction, impact, and diabetes-related concern. Conclusions: A multidisciplinary hybrid educational intervention integrated with continuous glucose monitoring was associated with modest improvements in HbA1c and statistically significant, though limited, enhancements in quality of life, treatment satisfaction, and hypoglycemia awareness in adults with T1DM. These findings suggest that similar educational models may have a supportive role in routine care. Full article

Effective communication is essential for professional practice, yet medical curricula rarely incorporate systematic, performance-based training. The Sell Yourself!—Presentation Techniques course was developed to address this gap through a two-day, practice-oriented program integrating rhetorical training, evolutionary psychology, and structured peer feedback. We examined anonymized institutional evaluations from 450 medical students using descriptive statistics and combined inductive–deductive thematic and content coding to gauge the perceived educational utility of the course. The course received a mean satisfaction rating of 9.6/10, with approximately 74% of students assigning the maximum score. Inductive analysis identified interactivity (143 mentions), practical usefulness (76), feedback and improvement (75), positive atmosphere (51), instructor quality (47), and multimedia examples (37) as key strengths, while critiques primarily concerned breaks and scheduling (62), course length and intensity (59), and smaller concerns regarding feedback processes, content structure, and technical issues. Deductive coding indicated perceived improvements across five predefined dimensions: increased confidence, rhetorical fluency, feedback quality, peer recognition, and cultural inclusivity. Structured rhetorical training appears to be well received by learners and may provide a feasible model for embedding communication competence in medical education. These findings also offer a transferable template for integrating performance-based communication training into other programs. However, conclusions are limited by reliance on self-reported perceptions and the absence of a control group or direct assessment of applied communication outcomes. Full article

This study examines the relationship between national open educational resource (OER) policies and Sustainable Development Goal 4 (SDG4) outcomes across 187 countries between 2015 and 2024, with particular attention to the moderating role of artificial intelligence (AI) readiness. Despite widespread optimism about digital technologies as catalysts for universal education, systematic evidence linking formal OER policy frameworks to measurable improvements in educational access and completion remains limited. The analysis employs fixed effects and difference-in-differences estimation strategies using an unbalanced panel dataset comprising 435 country-year observations. The research investigates how OER policies associate with primary completion rates and out-of-school rates while testing whether these relationships depend on countries’ technological and institutional capacity for advanced technology deployment. The findings reveal that AI readiness demonstrates consistent positive associations with educational outcomes, with a ten-point increase in the readiness index corresponding to approximately 0.46 percentage point improvements in primary completion rates and 0.31 percentage point reductions in out-of-school rates across fixed effects specifications. The difference-in-differences analysis indicates that OER-adopting countries experienced completion rate increases averaging 0.52 percentage points relative to non-adopting countries in the post-2020 period, though this estimate remains statistically imprecise (p equals 0.440), preventing definitive causal conclusions. Interaction effects between policies and readiness yield consistently positive coefficients across specifications, but these associations similarly fail to achieve conventional significance thresholds given sample size constraints and limited within-country variation. While the directional patterns align with theoretical expectations that policy effectiveness depends on digital capacity, the evidence should be characterized as suggestive rather than conclusive. These findings represent preliminary assessment of policies in early implementation stages. Most frameworks were adopted between 2019 and 2022, providing observation windows of two to five years before data collection ended in 2024. This timeline proves insufficient for educational system transformations to fully materialize in aggregate indicators, as primary education cycles span six to eight years and implementation processes operate gradually through sequential stages of content development, teacher training, and institutional adaptation. The analysis captures policy impacts during formation rather than at equilibrium, establishing baseline patterns that require extended longitudinal observation for definitive evaluation. High-income countries demonstrate interaction coefficients between policies and readiness that approach marginal statistical significance (p less than 0.10), while low-income subsamples show coefficients near zero with wide confidence intervals. These patterns suggest that OER frameworks function as complementary interventions whose effectiveness depends critically on enabling infrastructure including digital connectivity, governance quality, technical workforce capacity, and innovation ecosystems. The results carry important implications for how countries sequence educational technology reforms and how international development organizations design technical assistance programs. The evidence cautions against uniform policy recommendations across diverse contexts, indicating that countries at different stages of digital development require fundamentally different strategies that coordinate policy adoption with foundational capacity building. However, the modest short-term effects and statistical imprecision observed here should not be interpreted as evidence of policy ineffectiveness, but rather as confirmation that immediate transformation is unlikely given implementation complexities and temporal constraints. The study contributes systematic cross-national evidence on aggregate policy associations while highlighting the conditional nature of educational technology effectiveness and establishing the need for continued longitudinal research as policies mature beyond the early implementation phase captured in this analysis. Full article

This mixed-methods study examines the digital competence of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles-high, moderate, and low-while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended responses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual factors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms. Full article

Background/Objectives: Even with solid proof of its benefits for cardiovascular health and metabolism, adherence to the Mediterranean Diet (MD) in Spain has noticeably declined in recent years. The socioeconomic changes occurring in recent decades have prompted shifts in cooking habits and in how food is socially experienced, particularly among children and adolescents. The MD is more than just food: it is a cultural tradition and a lifestyle, rich in food and cooking skills, and food wisdom passed down over generations. When these practices fade, it affects both health and the environment, making them vital components in strengthening support for food knowledge, cooking abilities, and a healthier lifestyle. Considering these shifting dietary patterns and the growing need for targeted educational strategies, the present study aimed to investigate the association between cooking skills, MD-related health literacy, and adherence to the Mediterranean Diet across different developmental stages: childhood, adolescence, and adulthood in a sample of the Spanish population. Additionally, a secondary objective was to identify potential critical windows for intervention based on the strength of these associations. Methods: This cross-sectional study included 832 Spanish participants grouped by age: children and early adolescents (n = 408), older adolescents (n = 136), and adults (n = 288). Cooking skills were assessed using CooC11 for children and FCSk for older groups. Adults also completed Lit_MEDiet to assess MD-related health literacy. Adherence was measured with KIDMED (children/adolescents) and MEDAS (adults). Spearman correlations and standardized linear regressions were used. All statistical tests were two-sided, and statistical significance was set at p < 0.05. Results: In children, no significant association was found between cooking skills (CooC11) and KIDMED scores (β = 0.008; p = 0.875). Among adolescents, a strong positive association emerged between FCSk and KIDMED (β = 0.313; p < 0.001; ρ = 0.371), indicating a large, standardized effect and suggesting that this stage is particularly sensitive to food skills. In adults (18+), both food and cooking skills (FCSk) (β = 0.189; p = 0.001) and MD-related health literacy (Lit_MEDiet) (β = 0.187; p = 0.004) were moderately associated with MEDAS scores. Conclusions: These findings suggest that mid-adolescence could represent a favourable developmental window where food skills may hold potential to influence positive dietary behaviours. Regarding adults, the results indicate that combining practical and educational components appears to beneficial for dietary quality. Overall, this study supports the relevance of age-tailored public health strategies to potentially enhance long-term adherence to the Mediterranean Diet. Full article

Grounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and perceived learning) and outside (intention to be physically active) the Physical Education context. A total of 431 Spanish secondary school students (M_age = 14.92; 53% girls) participated. Latent profile analysis identified three profiles: (1) high control—moderate chaos (35%), (2) moderate control—high chaos (9%), and (3) high demanding—low chaos (56%). Mean comparisons revealed that students in the “high demanding—low chaos” profile reported the most adaptive outcomes, including greater autonomy and competence satisfaction, more positive Physical Education experiences, higher perceived learning, and stronger intentions to be physically active. Conversely, the “moderate control—high chaos” profile was linked to the most maladaptive outcomes, characterized by greater basic psychological needs frustration and poorer experiences, learning, and physical activity intentions. The “high control—moderate chaos” profile yielded intermediate results. Overall, findings indicate that chaotic teaching, especially in its abandoning form, was associated with the worst quality of students’ motivation, while a demanding approach may be comparatively less harmful but still detrimental. Teacher training should therefore reduce controlling and chaotic practices and foster autonomy support and structure. Full article

Background: Occlusal dysesthesia (OD), also known as phantom bite syndrome, is characterized by the subjective sensation of an uncomfortable or “wrong” bite despite the absence of objective occlusal pathology. This scoping review aimed to synthesize the current evidence on the epidemiology, etiology, clinical presentation, diagnosis, and management of OD. Methods: The PubMed, Google Scholar, Scopus, Web of Science, ScienceDirect, and Cochrane Library databases were systematically searched using the terms “phantom bite,” “occlusal dysesthesia,” “occlusal hyperawareness,” “occlusal hypervigilance,” “uncomfortable occlusion,” and “oral cenestopathy.” Studies were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria (2020), and evidence quality was assessed using the Oxford Center for Evidence-Based Medicine levels of evidence. Results: A total of 20 studies were included. OD predominantly affected middle-aged women, with symptom durations often exceeding several years, and was believed to be caused by disorderly central sensory processing or maladaptive signal processing rather than by a primary occlusal abnormality, with high rates of psychiatric comorbidities reported. Current evidence supports conservative multidisciplinary management, including patient education, cognitive behavioral therapy, and supportive pharmacotherapy, and irreversible dental interventions are contraindicated. Conclusions: OD is a complex biopsychosocial condition requiring multidisciplinary care. The current low-quality evidence is primarily obtained from case reports and case series. Therefore, high-quality controlled trials are urgently required to establish evidence-based diagnostic criteria and treatment protocols. Full article

This study examines the effectiveness of an eight-week AI training program aimed at enhancing teacher candidates’ pedagogical competence and AI literacy in rapidly changing and evolving educational environments. As the modern world continues to change and develop, the transformation of education, which is one of the most important elements of our lives, cannot be ignored. Accordingly, the integration of teacher candidates, who constitute key education stakeholders, into technological developments is very important in terms of both efficiency and sustainability. The “parallel–simultaneous design”, one of the mixed research methods in which quantitative and qualitative research methods are used together, was employed. In line with the stated purpose, the study started with a needs analysis conducted with 33 teacher candidates studying in different branches at the faculty of education. As a result of the needs analysis, knowledge gaps, digital skill levels and readiness for integration of artificial intelligence tools in future classrooms were determined. Its application to teacher candidates, instead of teachers in the profession, was determined by the needs analysis. The results indicate that it would be more beneficial to apply the education of the future to the teachers of the future and that they will find it easier to adapt to such training. Accordingly, a pre-test–post-test design was applied to observe how the participants changed, and an artificial intelligence literacy scale was also used. QDA Miner Lite was used for the analysis of the qualitative data, and SPSS 29.0 was used for the analysis of the quantitative data. During the eight-week training, Gamma programs were used for the presentation, Suno for audio, Midjourney for visuals and ChatGPT-4 for a descriptive search in order to provide better quality education to the participants. While practicing with these applications, the aim is to provide more up-to-date education that reveals problem-solving skills that include critical thinking exercises. According to the results, the teacher candidates who expressed that they were undecided or had insufficient knowledge reached a sufficient level in the post-test. In the light of these results, it can be stated that artificial-intelligence-oriented education is effective in developing sustainable pedagogical skills, digital literacy, readiness and professional self-confidence. The study also offers evidence-based recommendations for the design of future teacher training programs. Full article