Search Results (594)

Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article

Background/Objectives: Improving health outcomes for Indigenous people by strengthening the cultural safety of care is a vital challenge for the health sector. University Departments of Rural Health (UDRH), academic centres based in regional, rural, and remote (RRR) locations across Australia, are uniquely positioned to foster a culturally safe rural health workforce through training, education, and engagement with Indigenous communities. This narrative review examines the contributions of UDRHs to health workforce issues through analysis of their publications focused on Indigenous health. Methods: Research articles relating to workforce were identified from an established database of UDRH Indigenous health-related publications published 2010–2021. Results: Of 46 articles identified across the 12 years, 19 focused on developing the understanding and cultural safety skills of university students studying in a health field, including campus-based Indigenous health education and support for students undertaking rural clinical placements. Twelve articles investigated cultural safety skills and recruitment and retention of the rural health workforce. Fifteen articles focused on Indigenous people in the health workforce, examining clinical training and resources, and the enablers and barriers to retaining Indigenous students and workers. Conclusions: This analysis highlights the sustained efforts of UDRHs to improve Indigenous health through multiple areas within their influence, including curriculum design, health student training on campus, and rural placement opportunities to transform understanding of Indigenous strengths and disadvantages and rural health workforce development. A continuing effort is needed on ways UDRHs can support Indigenous health students during their studies and while on placement, how to improve cultural safety in the health workforce, and ways to better support Indigenous health professionals. Full article

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Currently, the role of a university in promoting the development of rural areas has been emphasized. However, an increase in academic training can lead to a growth in rural migration due to the lack of job opportunities for university graduates. Given the scarcity of studies on the impact of higher education institutions in areas at risk of depopulation, a research study has been conducted with university students residing in Castilla y León (Spain) in order to understand their insights on the benefits that university education can bring to rural areas, as well as to comprehend the reasons that would motivate the migration of university students or even the interest of institutions in addressing the issue of depopulation. The results achieved suggest that an increase in education could help slow down this process, with the proximity of the university being a decisive factor for population settlement. Additionally, while the shortage of job opportunities would be the main cause of migration, there would also be other factors contributing to depopulation, such as lack of leisure or services, despite a will to stay. Finally, the survey respondents expressed skepticism about the institutions’ interest in addressing this problem. Full article

Background/Objectives: Hypertension (HTN) continues to be a leading cause of death and disability in older adults, especially in the southeastern United States. A cross-sectional study was conducted to evaluate the relationships among measured, diagnosed, and treated (HTN) in community-dwelling adults participating in student-led health screenings in eastern Alabama. Methods: Between 2017 and 2019, students from health-related disciplines facilitated screenings at 23 community and independent living sites to conduct health assessments, including measuring blood pressure (BP), obtaining medical history, and evaluating current prescriptions. Statistical analyses including chi-square tests, t-tests, and backward stepwise linear regression were performed. Results: The current sample includes data from 357 adults aged 60 to 99 years (mean age 74.6 ± 8.7), who were 70.9% females, 60.8% identifying as Black/African American (BA), and 36.8% residing in rural areas. The majority of clients had a prior HTN diagnosis (71.1%) and/or currently measured HTN (78.7%). Forty-three percent of adults screened had measured, diagnosed, and pharmaceutically treated HTN, while 31% had measured but untreated HTN. Black clients had higher measured systolic and diastolic BP and were more likely to also have been diagnosed with HTN (p < 0.05 for all). Linear regression indicated that lower systolic BP was predicted by not living alone (p = 0.003), White race (p = 0.004), and previous HTN diagnosis (p = 0.012), while female gender (p = 0.079) and decreasing body mass index (p = 0.053) had marginal predictive value. Conclusions: These results indicate that awareness and screening of HTN in this population are noteworthy, though management of the disease through ongoing screening and referrals is essential to reduce disparities. Full article

Despite extensive prevention strategies in Spain since the 1980s, gender-based violence, including among adolescents, remains prevalent, as observed in the Romance SUCC-ED Project (R&D&I Operating Programme ERDF Andalusia 2014–2020). This research study investigates the dimensions, meanings, relationships, and practices shaping the culture of romance in digital Andalusian adolescence (12–16 years) and its potential impact on school trajectories in Compulsory Secondary Education. Based on the premise that equality-focused relationship education is key to preventing gender violence, the study employs an ethnographic methodology with 12 Andalusian school case studies (4 out of them are located in rural areas) and 220 in-depth interviews (126 girls, 57.3%; 94 boys, 42.7%). This article aims to empirically explain gender violence in early adolescence by analysing the culture of romance as an explanatory factor. Findings reveal an interconnected model where dimensions (love, couple, sexuality, pornography, social networks, and cultural references), meanings (constructed by adolescents within each of them), relationships (partner), and practices (control and jealousy) reinforce romanticised femininity and dominant masculinity, thus explaining the high incidence of gender-based violence among students in the study. Full article

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students’ access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

The rapid secularisation of society has made the work of religious education in Catholic secondary schools increasingly difficult. Contemporary RE teachers are often faced with wildly disparate knowledge and interest levels in their classrooms, to say nothing of their own religiosity. Many systems focus on new curricula, new forms of professional development opportunities, or tertiary courses as a means of enriching what is happening in the classroom. This article examines the approach developed in a small rural diocese in accompanying the RE teachers working in its five secondary schools. It is an accompaniment model that is grounded in the theological and pedagogical insights of Luigi Giussani and adapted to the realities of contemporary education in an Australian setting. The results are a surprising proliferation of enrichment and innovation that can be immediately shared with students in each RE classroom. Moreover, accompaniment offers a more sustainable, agile, and targeted mode of supporting the evangelising work of RE teachers working in Catholic secondary schools. Full article

This study examines the availability and outcomes of Advanced Placement (AP) courses in secondary schools in Georgia (USA) and South Carolina (USA), focusing on how school locale (rurality) and demographic composition influence AP availability and student achievement. The authors analyzed population-level school data from the 2021–22 academic year using a two-step quantitative approach. A zero-inflated negative binomial regression model (ZINB) was employed to assess AP course participation and AP exam performance while addressing overdispersion and excess zeros in the data. Key predictors included school locale (rural versus nonrural), state (Georgia versus South Carolina), and minoritized-majority status. This study finds that rural schools and those where minoritized students make up the majority (i.e., fewer than 50% White students) are significantly less likely to offer AP courses or have any students participate in AP exams. Moreover, these schools had a significantly lower success rate; for example, rural schools were 59% less likely to have students with scores above three. The findings indicate that gaps in access to advanced curriculum may exacerbate existing college and career readiness disparities. Moreover, this study confirms that previous research using sampled datasets underestimates the disparity of AP access. Full article

Ample evidence has recognized the importance of teacher support for children’s mental health. However, less is known about the factors that may play a role in the association between teacher support and children’s mental health. In the present study, we examined the mediating role of self-concept and the moderating role of area (i.e., rural vs. urban area) in the relationship between teacher support and children’s mental health (i.e., depression and anxiety). We used a sample of Chinese elementary students who enrolled in grades 3 to 6 (N = 525, aged 8–13, 44.54% girls). Results showed that children who perceived more teacher support tended to report better mental health. Moreover, the relationship between perceived teacher support and mental health was mediated by each domain of self-concept. Lastly, the association between teacher support and mental health was moderated by area, with a stronger effect found for urban children compared with rural children. These findings highlight the importance of considering both individual and contextual factors in the association between teacher support and children’s mental health. Practical strategies are proposed for school teachers, professionals, and policymakers to foster children’s psychological well-being. Full article

This study aimed to longitudinally analyze changes in body mass index (BMI) among Korean middle and high school students before and after the COVID-19 pandemic. Data were obtained from the national-level Physical Activity Promotion System (PAPS), collected between 2018 and 2024. A total of 171,705 adolescents aged 13 to 18 were included in the analysis (86,542 males and 85,163 females), with a mean age of 15.2 years (SD = 1.68). Time-series analysis and two-way analysis of variance (ANOVA) were conducted to examine differences in BMI by year, sex, region (capital vs. non-capital), and urban–rural classification. The results indicated a significant increase in BMI during the pandemic period (2020–2022), peaking in 2022, followed by a gradual decline thereafter. Notably, male students and those living in rural or non-capital areas consistently exhibited higher BMI levels, suggesting structural disparities in access to physical activity opportunities and health resources. This study employed the Socio-Ecological Model and the Health Equity Framework as theoretical lenses to interpret BMI changes not merely as individual behavioral outcomes but as consequences shaped by environmental and policy-level determinants. The findings underscore the need for equity-based interventions in physical education and health policy to mitigate adolescent health inequalities during future public health crises. Full article

This article presents a structured review of literature published between 2015 and 2025 on the experiences of rural LGBTQIA+ youth. Using targeted search terms—including “LGBT*,” “rural,” “country,” “young people,” “sexual and gender minority (SGM),” “small town,” “youth,” and “students”—a research team identified 26 peer-reviewed articles that met inclusion criteria. Through team-based thematic analysis, six core themes emerged: (1) gaps in intersectional analysis, (2) mental health outcomes, (3) culturally responsive services and resources, (4) community climate and context, (5) experiences of victimization, and (6) policy. Across these themes, the review highlights the resilience, agency, and strength of LGBTQIA+ youth navigating rural environments. The literature consistently demonstrates how experiences of victimization are closely linked to mental health outcomes, while access to social support—particularly from affirming adults in systems (such as schools)—can mitigate harm and foster well-being. Implications for social work research, practice, and policy are discussed, with an emphasis on supporting LGBTQIA+ youth in U.S. Southern rural settings. Full article

With the development of higher education, college students have become a new and important group for environmentally sustainable development. How to evaluate and strengthen the practical effect of ecological education is of great significance. Based on the survey data of 1579 university students, this study constructed a systematic index system of ecological education by using a hierarchical evaluation method. Moreover, OLS (Ordinary Least Squares), Oprobit, and intermediary effect models were used to analyze the influence relationship and mechanism of the two empirically and IV-Oprobit was used to solve the endogeneity problem. The results show the following: (1) Ecological education can effectively promote the sustainable behavior of university students, and the probability of university students implementing sustainable behavior increases by 10.7% with each unit increase in the level of ecological education. (2) Environmental value perception such as in individual economic value perception, social value perception, and health value perception are all important mediating channels of ecological education, among which health value perception has the strongest mediating effect. (3) Particulate Matter 2.5 (PM2.5) exposure positively moderates the impact of university students’ environmental value perception on their sustainable behavior. (4) There is a significant correlation between university students’ household registration, participation in environmental associations and hometown social networks, and sustainable behaviors. (5) The influence of ecological education on students’ behaviors shows heterogeneity in family household registration. Students from rural families have a higher level of environmental behavior and value perception than those from urban families. Moreover, they are more likely to exhibit behaviors under the influence of ecological education. The above results provide reference suggestions for the ecological education policy system and offer theoretical support and policy inspiration for promoting sustainable behaviors among global college students and enhancing the efficiency of ecological education in universities. Full article