Search Results (11,949)

This study demonstrates how Structural Topic Modeling (STM) can be used to analyze qualitative student comments in conjunction with quantitative student evaluation of teaching (SET) scores, providing a scalable framework for interpreting student evaluations of teaching. Drawing on 286,203 open-ended comments collected over fourteen years at a large U.S. research university, we identify eleven latent topics that characterize how students describe instructional experiences. Unlike traditional topic modeling methods, STM allows us to examine how topic prevalence varies with course and instructor attributes, including instructor gender, course discipline, enrollment size, and numeric SET scores. To illustrate the utility of the model, we show that topic prevalence aligns with SET ratings in expected ways and that students associate specific teaching attributes with instructor gender, though the effects are relatively small. Importantly, the direction and strength of topic–SET correlations are consistent across male and female instructors, suggesting shared student perceptions of effective teaching practices. Our findings underscore the potential of STM to contextualize qualitative feedback, support fairer teaching evaluations, inform institutional decision-making, and examine the relationship between qualitative student comments and numeric SET ratings. Full article

Sociotechnical systems (STSs) are generally assumed to be systems that incorporate humans and technology, strongly depending on a sustainable equilibrium between the following nondeterministic social context ingredients: social structures, roles, and rights, as well as the designers’ Holy Grail, the deterministic nature of the underlying technical system. The fact that the relevant social concepts are more mature than the supporting technologies qualifies the digital transformation of sociotechnical systems as a reengineering rather than an engineering endeavor. Preserving the social mission throughout the digital transformation process in varying social contexts is mandatory, making the digital twins (DT) methodology application a contemporary research hotspot. In this research, we combined continuous transformation STS theory principles, an observer-based system-of-sociotechnical-systems (SoSTS) architecture model, and digital twinning methods to address common STS context representation challenges. Additionally, based on model-driven systems engineering methodology and meta-object-facility principles, the research specifies the universal meta-concepts and meta-modeling templates, supporting the creation of arbitrary sociotechnical systems’ external context digital twins. Due to the inherent diversity, significantly influenced by geopolitical, economic, and cultural influencers, a higher education external context specialization illustrates the reusability potentials of the proposed universal meta-concepts. Substituting higher-education-related meta-concepts and meta-models with arbitrary domain-dependent specializations further fosters the proposed universal meta-concepts’ reusability. Full article

In an increasingly complex global context, higher education faces the challenge of preparing professionals who are innovative, committed, and socially responsible. Entrepreneurial competence is particularly prominent among the key skills required to meet this goal, given its significant personal and social impact. This study examines how final-year undergraduate students at the University of Deusto (Spain) perceive the importance of entrepreneurial competence—defined as a set of transversal skills, knowledge, and attitudes enabling initiative and opportunity recognition across various contexts—rather than entrepreneurial competence strictly understood as business creation. The sample included 267 students from different faculties. Descriptive, comparative, and ordinal logistic regression analyses (SPSS) were used. The results show that, while entrepreneurial competence was given significant importance, it was ranked comparatively low relative to other competencies. Significant differences by gender were observed, with women rating entrepreneurial competence more highly than men. The faculty variable showed slight disparities, and there were no relevant differences between campuses. These findings highlight the need to reinforce the integration of entrepreneurial competence into educational curricula on a transversal basis, adapting the teaching of this competence to the sociocultural context of students, as well as the need to increase students’ awareness of the importance of entrepreneurial competence. It is proposed that further research should focus on the relationships between intrapreneurship, gender, and academic disciplines, in order to enrich entrepreneurial competence education and its impact on the employability and social commitment of students. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

The growing concern over environmental sustainability has intensified the focus on consumers’ perceptions of eco-friendly food packaging, especially among younger generations. This study aims to investigate the attitudes, preferences, and barriers faced by Greek university students regarding sustainable food packaging, a demographic considered pivotal for driving future consumption trends. An online questionnaire assessing perceptions, preferences, and behaviours related to sustainable packaging was administered to students, with responses measured on a five-point Likert scale. Three hundred and sixty-four students took part in this survey, with the majority (60%) of them being female. Principal component analysis was employed to identify underlying factors influencing perceptions, and k-means cluster analysis revealed two consumer segments: “Innovatives”, including one hundred and ninety-eight participants (54%), who demonstrate strong environmental awareness and willingness to adopt sustainable behaviours, and “Sceptics”, including one hundred sixty-six participants (46%), who show moderate engagement and remain cautious in their choices. Convenience, affordability, and clear product communication emerged as significant factors shaping student preferences. The findings suggest that targeted educational campaigns and transparent information are essential to converting positive attitudes into consistent purchasing behaviours. This research provides valuable insights for policymakers and marketers looking to design effective sustainability strategies tailored to the student population. Full article

The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article

This article explores strategies for integrating anti-racist approaches into university-level study of religion teaching on multiple levels, including curriculum design, selection of teaching materials, self-reflection practices, responses to concrete classroom situations and fostering environments that protect students of colour while encouraging “white” students to critically examine their own privileges. To contextualize this endeavour, the article first outlines the current situation and describes some challenges related to racism and anti-racism efforts within a Swiss university context, drawing on recent empirical studies. This is followed by an examination of the historical development of racial thought, culminating in contemporary discussions of neo-racism and its connection with the classification category religion. A working definition of racism suitable for academic teaching is then proposed. The article further investigates the relationship between racism and the study of religion, arguing that the discipline has a crucial role to play in addressing and combating racist ideologies. This argument is supported by some empirical data from the author’s doctoral research, as well as examples drawn from the author’s teaching experience at the University of Zurich. By combining historical analysis with practical teaching strategies, thearticle aims to provide a coherent framework for embedding anti-racist principles in higher education. Full article

The emergence of generative artificial intelligence (GenAI) in higher education offers new opportunities for academic support while also raising complex ethical concerns. This study explores how university students ethically evaluate the use of GenAI in three academic contexts: improving essay writing, preparing for exams, and generating complete essays without personal input. Drawing on the Multidimensional Ethics Scale (MES), the research assesses five philosophical frameworks—moral equity, relativism, egoism, utilitarianism, and deontology—based on a survey conducted among undergraduate social sciences students in Spain. The findings reveal that students generally view GenAI use as ethically acceptable when used to improve or prepare content, but express stronger ethical concerns when authorship is replaced by automation. Gender and full-time employment status also influence ethical evaluations: women respond differently than men in utilitarian dimensions, while working students tend to adopt a more relativist stance and are more tolerant of full automation. These results highlight the importance of context, individual characteristics, and philosophical orientation in shaping ethical judgments about GenAI use in academia. Full article

Background: Asprosin is a relatively recently discovered glucogenic adipokine secreted during fasting that plays an important role in various biochemical processes in the body, including those connected with obesity and insulin resistance. The aim of this exploratory study was to investigate the associations between selected hormonal, anthropometric, and lifestyle-related parameters and serum asprosin concentration. As studies concerning fertility and asprosin have so far been limited to men or women with PCOS, its role in the general female population remains largely unexplored. The direction of this exploration was thus pointed toward possible connections with female fertility. Methods: The case-control study group included 56 women of reproductive age (25–42 years), who were patients of the Reproductive Health Clinic and the Clinic of Endocrinology, Diabetology, and Internal Medicine of the Medical University of Białystok, Poland. The levels of selected hormones, including anti-Müllerian hormone (AMH), estradiol, sex hormone-binding globulin (SHBG), and testosterone, body composition parameters, and a lifestyle parameter—night fasting duration—were assessed to test their associations with serum asprosin concentration. Results: A weak negative correlation was found between AMH level and serum asprosin concentration, suggesting a potential link between asprosin and ovarian reserve. Furthermore, a moderate positive correlation was found between the percentage of total body water (TBW) and serum asprosin concentration. No significant associations were observed between the levels of the other tested hormones and serum asprosin concentration, or between body composition parameters or night fasting duration and serum asprosin concentration. The multivariate model designed in the study shows that AMH, TBW, and night fasting duration explain 23.4% of asprosin variability. Conclusions: Although the nature of the study is exploratory, the findings indicate that the role of asprosin in the female population—particularly its role in fertility—requires further research. Not only is the number of available studies on asprosin insufficient, but the results of this study partly contradict what is known about the hormone from previous studies, which were largely performed with male cohorts. In addition, the results of this study suggest that asprosin may indeed be involved in mechanisms related to female fertility, particularly those connected with ovarian reserve. Nevertheless, studies performed in larger, more homogeneous populations are necessary to confirm the role of asprosin in women, including its association with female fertility. Full article

Social anxiety is a prevalent mental health concern among college students, often intensified by academic and interpersonal pressures on campus. This study investigated the relationship between physical activity, loneliness, and social anxiety among college students, aiming to examine the mediating role of loneliness in the process of physical activity affecting social anxiety, as well as the moderating role of gender in this mediating effect. A cross-sectional research design was adopted, and data on physical activity levels, loneliness, and social anxiety were collected through questionnaires completed by 638 students at a university in China. This study conducted a single-factor Harman test, descriptive statistical analysis, reliability analysis, correlation analysis, and independent-samples t-tests, and it modeled the moderated mediation effect. The results showed that physical activity was significantly and negatively correlated with both loneliness and social anxiety. Loneliness played a mediating role in the influence of physical activity on social anxiety, and this mediating effect was moderated by gender, being more pronounced in the female group. This study concluded that physical activity can help alleviate social anxiety, but the mechanism involving the reduction of loneliness is more apparent in women, indicating the need to consider gender differences when developing interventions, as there may be other, more significant reasons for men. Full article

Teacher education faces persistent challenges, including limited access to authentic field experiences and a disconnect between theoretical instruction and classroom practice. While virtual reality (VR) simulations offer an alternative, most are constrained by inflexible design and lack scalability, failing to mirror the complexity of real teaching environments. This study introduces TeacherGen@i, a generative AI (GenAI)-enhanced VR simulation designed to provide pre-service teachers with immersive, adaptive teaching practice through realistic GenAI agents. Using an explanatory case study with a mixed-methods approach, the study examines the simulation’s usability, design challenges, and instructional utility within a university-based teacher preparation course. Data sources included usability surveys and reflective journals, analyzed through thematic coding and computational linguistic analysis using LIWC. Findings suggest that TeacherGen@i facilitates meaningful development of teaching competencies such as instructional decision-making, classroom communication, and student engagement, while also identifying notable design limitations related to cognitive load, user interface design, and instructional scaffolding. This exploratory research offers preliminary insights into the integration of generative AI in teacher simulations and its potential to support responsive and scalable simulation-based learning environments. Full article

Directed Energy Deposition is an additive manufacturing subgroup that uses a laser beam to melt the wire or powder to create a melt pool. In the current study, a scientometric analysis has been carried out to analyze the contribution of countries, publication type analysis, distribution of publications over the years, keywords analysis, author analysis, cited journal, categories, institutes of publication, and report the practical implications. Firstly, the database was extracted from the Web of Science and then post-processed with CiteSpace 6.2.R4 and VOSviewer 1.6.20 software. Afterward, the associated results had been extracted and reported. It was found that China is the leader according to publication, followed by the USA and Germany, which mostly published their achievements in article and proceeding paper formats, which are increasing annually. According to the keywords, additive manufacturing, Laser Metal Deposition, and fabrication are the most commonly used. Based on the CiteSapce and VOSviewer results, Lin, Xin and Huang, Weidong are the authors with the highest publication rates. In addition, Additive Manufacturing, Materials & Design, and Materials Science and Engineering: A are the most cited journals, and regarding the categories, materials science, multidisciplinary, applied physics, and manufacturing engineering are the most commonly used DED processes. Northwestern Polytechnical University, Fraunhofer Gesellschaft, and the United States Department of Energy (DOE) have performed the most research in the field of DED. Full article

Background: Quality care of individuals with sickle cell disease (SCD) is dependent upon education of the providers on their care team. Previous studies demonstrate lack of resident and provider comfort regarding care of patients with SCD, yet none have assessed these in medical students. Objective: This study aims to evaluate the adequacy of the research instrument for measuring medical students’ knowledge, confidence, and comfort regarding SCD and related complications prior to wider distribution. Methods: A self-assessment survey was distributed to medical students at two universities to evaluate their knowledge, confidence, and comfort in general SCD topics, in all clinical settings, and regarding common complications. Results: Of the 98 responses, knowledge (p < 0.001) and confidence (p = 0.02) were significantly different between topics, including epidemiology and genetics, pathophysiology, and treatment options. For “treatment options”, there were significant differences in knowledge (p = 0.02) and confidence (p = 0.02) between medical students at different levels of training. Students felt least knowledgeable and least comfortable with care of pregnant women and most knowledgeable and most comfortable with acute pain management. Caring for patients with specific SCD-related conditions increased knowledge and comfort across all domains. Conclusions: This instrument was adequate for measuring knowledge, confidence, and comfort in caring for those with SCD across all clinical settings. We identified a lack of knowledge, confidence, and comfort regarding treatment for those with SCD starting early in medical careers, which improves after caring for patients with various complications. Thus, educating and providing SCD patient experiences is crucial for medical student management confidence related to SCD. Full article

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article