Search Results (1,789)

This study evaluates the seismic performance and life-cycle economic implications of designing essential urban mid-rise reinforced concrete moment-resistant frame (MRF) buildings to maintain linear elastic behavior up to the Immediate Occupancy (IO) performance level. While most urban buildings are commonly designed to respond non-linearly in order to reduce initial construction costs, the current Mexico City Building Code (MCBC) permits that essential facilities, such as hospitals and schools, maintain linear behavior during moderate-to-strong earthquakes. This code establishes a maximum story drift ratio equal to 0.0075 for essential buildings constituted by MRF subjected to seismic events with a 250-year recurrence interval; in addition, it recommends ductile structural behavior to achieve Life Safety performance at a 450-year recurrence interval. Given the significant differences in occupancy, functionality, and contents of critical facilities, here it is analyzed whether the linear elastic design criterion is efficient for both secondary care hospitals and public schools. Two three-story and five-story MRF buildings, located on firm and transition soil, respectively, are analyzed. This study addresses the probability of brittle-type failure risk, the optimal allowable story drift at the IO performance level, the potential need for use-dependent drift limits, and the contribution of contents and nonstructural components to the total expected seismic losses. The seismic risk and economic performance are quantified through seismic hazard analysis, incremental dynamic analysis, fragility modeling, Monte Carlo simulation, and life-cycle cost evaluation. Full article

Eye tracking (ET) provides process-level indices of how students sample task-relevant information during core academic activities. In school-age learners (6–18 years) with specific learning disorders (SLDs; dyslexia, dysgraphia, and dyscalculia), ET can complement behavioural assessment by quantifying oculomotor patterns linked to decoding, model–production coordination, and stepwise strategy execution. This narrative review synthesises ET findings in SLD across reading, handwriting/copying, and arithmetic and translates them into an applied framework for school-oriented use. We summarise key metrics and Areas of Interest (AOI)-based analyses, highlight technical and data-quality requirements for valid acquisition in educational settings, and outline compact functional assessment protocols integrated with standard academic and neuropsychological measures. Building on these foundations, we propose six hypothesis-driven gaze-contingent paradigms (H1–H6) as preliminary models for future experimental testing rather than as established interventions, and we map each to its current level of empirical support, specifying primary gaze outcomes and curriculum-relevant behavioural endpoints. We emphasise that eye-movement findings in specific learning disorders are heterogeneous and may vary as a function of age, task demands, and comorbidity. Accordingly, credible training effects require retention and transfer probes under standard, non-contingent display conditions, appropriate controls, and explicit developmental interpretation. Eye tracking is positioned as complementary functional evidence and as a platform for experimentally testable, mechanism-based interventions in school-age specific learning disorders. Full article

This study examines the interplay among ICT skills, perceptions of employability, and entrepreneurial intention among university students, focusing on how generic and scarce ICT competencies influence their confidence in employment opportunities and their inclination toward entrepreneurial intentions. Drawing on the Theory of Planned Behaviour, the study explores how digital competencies shape entrepreneurial attitudes, perceived feasibility, and behavioural readiness. A quantitative research approach was adopted, and data were collected using a convenience sampling method from 117 university students enrolled in ICT-related programmes. A reliability analysis, exploratory factor analysis, correlation analysis, regression analysis, and chi-square tests were used to examine the relationships among ICT skills, employability perceptions, and entrepreneurial constructs. Findings reveal that students possess strong generic ICT skills and high self-efficacy, suggesting confidence in their general capabilities and labour market readiness. However, scarce ICT skills were found to be unevenly distributed across departments and campuses, indicating disparities in access to advanced technical training. Regression results show that both generic ICT skills (β = 0.27, p < 0.01) and scarce ICT skills (β = 0.34, p < 0.001) significantly predict employability (R² = 0.29), while generic (β = 0.29, p < 0.01) and scarce ICT skills (β = 0.46, p < 0.001) significantly influence perceived feasibility (R² = 0.41). Furthermore, employability (β = 0.31, p < 0.01) and perceived feasibility (β = 0.25, p < 0.05) significantly predict entrepreneurial intention (R² = 0.27). The results also show strong entrepreneurial desirability among students, yet perceived feasibility remains comparatively low, highlighting a gap between entrepreneurial aspiration and perceived capability. Importantly, advanced ICT competencies strengthen students’ confidence in their ability to pursue entrepreneurial activities. The study concludes that strengthening scarce ICT competencies, experiential entrepreneurship education, and industry collaboration within higher education institutions is essential for enhancing graduate employability and entrepreneurial potential in South Africa. Full article

Nigeria entered the 2020 COVID-19-related oil price downturn without the fiscal buffers that numerous resource-rich economies had built over time. Despite heavy dependence on petroleum revenues, the country has made limited use of stabilization tools such as structured hedging programs, sovereign savings mechanisms, or strategic reserves, leaving public finances exposed to external shocks. Drawing on political choice theory and the resource governance literature, this study examines how institutional conditions shaped crisis management during the 2020 oil price collapse and the COVID-19 pandemic. The study combines qualitative institutional analysis with a stochastic counterfactual simulation. It compares Nigeria’s policy approach with those of oil-producing countries including Mexico, Saudi Arabia, the United Arab Emirates, Angola, and Ghana, using data from the IMF, World Bank, Afreximbank, and peer-reviewed sources. The counterfactual simulation is calibrated to Nigeria’s 2019 federal budget oil benchmark of US $60 per barrel, with the IMF’s 2019 petroleum price assumption used as a robustness check. The model treats hedging as a form of partial fiscal insurance rather than full stabilization. Results suggest that hedging sufficient to offset 10%, 20%, and 30% of the shock would have improved 2020 GDP decline from −1.80% to approximately −1.62%, −1.44%, and −1.26%, respectively. The analysis identifies institutional gaps in Nigeria’s use of hedging, sovereign savings, and reserve infrastructure. The counterfactual results indicate that even modest oil hedging could have meaningfully softened the 2020 downturn, with the 20% scenario reducing GDP contraction by an estimated 0.36 percentage points. These findings suggest that governance constraints contributed materially to fiscal vulnerability. The study proposes a four-pillar framework centered on risk hedging, revenue savings, strategic investment, and institutional reform to strengthen fiscal stability and resilience to external shocks. Full article

The growing prevalence of home education necessitates exploration of parental involvement outside traditional schooling environments. This paper conceptualises parental involvement within home education decision-making. Core elements of decision making, including Choices, Contexts, Challenges and Changes, are integrated with Bronfenbrenner’s bioecological systems theory to create the 4Cs model of parental decision-making in home education. The 4Cs model is developed from integrating findings from the literature with previous empirical work on how parents make and explain decisions in home education. The present paper uses this model to organise and explain parental decision-making in a structured way. Building on critiques of school-centric parental involvement models, the 4Cs model steps away from assumptions that position parents as passive participants in schools’ agendas to instead illustrate parents’ active collaboration and involvement in their children’s education. The paper goes on to use the 4Cs model to help reframe Epstein’s typology of parental involvement to bridge home education research and broader scholarship on parental involvement. It provides a structured lens to analyse the decision-making processes that underpin why families choose home education and how it is enacted in practice. Central to this framework is the concept of parental agency, which is decoupled from school-based imperatives and positioned as the driving force in constructing tailored learning environments. This theorisation offers a critical lens for examining how parents navigate educational trade-offs, socioecological constraints, and adaptive strategies. We reframe parental involvement as deliberative, context-responsive praxis, creating potential for the 4Cs framework to act as a transferable model for analysing agency-driven parental engagement across diverse educational settings. Full article

A sense of school belonging predicts NEET outcomes for adolescents. However, young people from marginalized groups often have a lower sense of school belonging than their majority peers. Emerging understandings of belonging as a complex, agentic process shaped by multiple relational, contextual, cultural and structural factors have posed problems for real-world applications of belonging. NEET young people tend to be viewed through a lens of risk factors, with a lack of research accounting for their experiences and feelings. While recent research recognizes the intersectional effects of disadvantage, or ‘compound disadvantage’, on NEET outcomes for young people from certain social groups, there is a lack of viable alternatives for educators and policymakers to account for these differential experiences of belonging in order to be able to respond to them. Connected Belonging is a relational and identity-building approach to enhancing young people’s wellbeing through supporting their connectedness and sense of self across the eight social domains of their lives. This paper outlines the development and validation of a young people’s survey, which enables education professionals to attend to and respond to the differing belonging experiences of diverse groups, operationalizing an intersectional lens on school belonging. After introducing the views of young people about systemic priorities to better support their engagement in education, training or work (EET), gathered through a youth voice event as part of a parallel research project, the paper outlines the process of developing, piloting and validating the tool. We argue that this survey tool has the potential to support improved attention to the views and experiences of diverse young people in a systematic, regular fashion. Furthermore, it offers potential for the evaluation of supportive actions grounded in youth voice. Full article

The college access policy landscape across Alabama, U.S., has gained traction in K-12 schools and higher education institutions over the last few years. In Spring 2021, the Alabama State Board of Education approved a resolution to require all seniors to complete the Free Application for Federal Student Aid (FAFSA). In Fall 2025, the state began implementing its Alabama Direct Admission Initiative, a partnership between dozens of 2-year and 4-year in-state institutions to streamline college application processes for all seniors. Advocates of both anticipate an increase in college enrollment, particularly for students who have previously faced issues with financing postsecondary education. Despite such policies and initiatives, Black, rural students in Alabama still face unique challenges to college access. This paper addresses the following questions: How do Black, rural students access postsecondary education in Alabama? How do Black, rural students perceive and experience college access policies? What role does policy enactment play in Black, rural students’ college access experiences? Using a multi-site case study approach, we present insights gleaned from 16 virtual focus groups with students across five higher education institutions in Alabama. Findings from this study highlight how Black, rural students engage in three types of labor associated with college-going: assessment labor, simulation labor, and capacity-building labor. Full article

Despite being a biodiversity hotspot, the Republic of Seychelles faces a critical challenge with an estimated 90% of its food imported. This dependency exposes the country to global supply disruptions and climate-related risks, while pressure on protected ecosystems continues to rise. In response, the Erasmus+ Capacity Building Higher Education GreenTraINT project (Green Training INTernational Program for agriculture, livestock farming, and conservation), co-funded by the European Union (2024–2026), aims to strengthen local expertise in sustainable agriculture, livestock farming, and biodiversity conservation. Through a transnational partnership involving European and Seychellois universities and institutions, GreenTraINT is co-designing innovative higher education modules tailored to the island’s priorities in agriculture, livestock, and biodiversity conservation. This paper focuses on a detailed needs analysis conducted in early 2025 across a diverse group of 84 stakeholders, including students, educators, NGOs, and professionals. The findings reveal a strong demand for applied training in sustainable food systems and biodiversity conservation, blended teaching methods, and programs that bridge theory with hands-on skills. Inspired by other Erasmus+ projects such as NETCHEM and SPARKLE, GreenTraINT adopts a multi-stakeholder, needs-driven approach that aligns international academic expertise with local development goals. As a key milestone, a Summer School in 2026 will pilot the newly developed modules. In the long term, GreenTraINT seeks to leave a lasting legacy by integrating its curriculum into national education pathways, thereby contributing to food security and environmental resilience. With less than four years remaining to achieve the 2030 Agenda targets, the project positions higher education reform as a strategic accelerator for SDG implementation in small island developing states (SIDS). By linking curriculum innovation to measurable sustainability priorities, GreenTraINT helps narrow the SDG implementation gap in vulnerable island contexts. The project offers a model for international collaboration in higher education for sustainability in SIDS. Full article

This study aimed to identify structural differences in shot characteristics between world-class badminton players and regional collegiate players using a hierarchical comparative framework. Match data were collected from top-ranking players in the Badminton World Federation (BWF) World Series and from regional university league players. All shots were recorded using a custom VBA-based notational analysis system, including player identity, court position, shot type, and rally outcome. Statistical analyses were conducted using chi-square tests with residual analysis and logistic regression modeling incorporating competitive level and tactical patterns. The results revealed that BWF players exhibited significantly lower error rates and higher proportions of building shots, indicating superior rally stability and tactical consistency. In contrast, collegiate players demonstrated higher variability in performance, including both higher ace rates and error rates. These findings suggest that world-class performance is characterized by the ability to sustain rallies while minimizing errors, rather than relying solely on offensive success. Although effect sizes were relatively small and the predictive performance of the regression model was modest (AUC = 0.53), the analysis successfully captured structural differences in tactical patterns between competitive levels. This supports the value of the model as a tool for understanding game dynamics rather than prediction. From a theoretical perspective, the findings align with the view of sport performance as a dynamic, self-organizing system, where outcomes emerge from interactions between players. Practically, the results suggest that improving defensive stability, reducing errors, and maintaining rally continuity are critical for achieving higher competitive performance. This study demonstrates the usefulness of a hierarchical comparative approach for bridging the gap between domestic and international performance standards and provides a foundation for future data-driven research in badminton. Full article

Over the past decade, Building Information Modelling (BIM) has become increasingly adopted across the Architecture, Engineering, Construction, and Operation (AECO) industry. As its use in practice has expanded, BIM has also received growing scholarly attention. Existing research has largely concentrated on specific applications of BIM, such as construction management, sustainable building design, infrastructure development, and facility management. However, comparatively limited attention has been given to examining BIM implementation from a global perspective. This study addresses this gap by applying a scientometric approach to analyse global BIM implementation research published between 2004 and 2023. The analysis is conducted using co-authorship, co-word, and co-citation analysis to map the structure and development of the research field. A total of 1349 published articles were obtained from the Scopus database for the analysis. The study identifies the most productive and influential contributors to BIM implementation research, including leading researchers, research institutions, countries, subject areas, and academic journals. In addition, the analysis highlights several key thematic domains within global BIM research. These include topics related to Industry Foundation Classes (IFC), Internet of Things (IoT), Geographic Information Systems (GIS), Historic Building Information Modelling (HBIM), and Digital Twin technologies, which appear as prominent keywords within the BIM implementation literature. Beyond mapping these trends, this paper integrates dispersed scientometric evidence into a coherent global perspective, revealing how BIM implementation research has evolved, matured, and diversified across regions and disciplines. It also establishes a structured knowledge base that can serve as a benchmark for future comparative studies, performance assessments, and policy development initiatives in the digital construction domain. These findings provide valuable insights for researchers, practitioners, and policymakers by illustrating landscape of BIM-related research and highlighting potential directions for future investigation. Full article

Across the United States, equity-oriented STEM initiatives are frequently launched through short-term grants, yet few persist once external funding ends, particularly in economically marginalized communities where institutional capacity is constrained. This longitudinal qualitative study investigates how an out-of-school-time (OST) robotics initiative developed the relational and organizational capacity to transition from a time-limited grant project into a functioning STEM ecosystem that has persisted for a decade. Drawing upon eight years of focus groups and field notes analyzed through integrated deductive and inductive approaches, the study traces how STEM ecosystem tenets were enacted, adapted, and reinforced as partners navigated resource constraints. Findings identify four mutually reinforcing mechanisms that stabilized the ecosystem beyond the grant period: relational infrastructure coordinating work across students, educators, families, university partners, and district leaders; community recognition and collective pride conferring legitimacy and mobilizing local support; parental validation and logistical advocacy; and youth identity development and near-peer leadership renewing commitment and circulating expertise. Together, these mechanisms converted initial grant-funded inputs into durable capacity by reducing coordination costs, strengthening shared responsibility, and embedding STEM participation within community meaning-making. The study contributes to STEM ecosystem research by advancing a theory-building, process-oriented explanation of how equity-focused initiatives achieve durability. Full article

Early-stage architectural decisions strongly condition long-term energy demand and thermal comfort; however, their combined effects are often evaluated in isolation. This study investigates the interactive influence of mass configuration, orientation and the window-to-wall ratio (WWR) on the energy and thermal comfort performance of school buildings in Erbil, Iraq. Five representative school mass typologies were assessed using a structured two-phase simulation framework based on an Interactive Architectural Approach (IAA). The results reveal that mass configuration functions as a conditioning variable, governing not only absolute energy demand but also responsiveness to design variation. Articulated typologies showed amplified increases in cooling demand, overheating, and mean radiant temperature under a higher WWR, whereas compact forms exhibited comparatively stable behavior. Importantly, orientations minimizing energy demand did not consistently correspond to those minimizing thermal discomfort, revealing typology-dependent divergence between performance objectives. By quantifying interaction-based sensitivity rather than isolated parameter effects, the study advances IAA as a structured early-stage assessment framework for school design. Full article

In recent decades, the Ucayali region, the main territory of the Asheninka communities, has experienced increasing socio-environmental pressures associated with climate change, educational inequality, and territorial vulnerability in rural and indigenous contexts. In response, this research proposes the design of a sustainable agricultural school for the Asheninka community, conceived as an educational building that integrates biophilic strategies to enhance environmental performance and spatial quality. The methodological approach comprises a literature review, site-specific environmental analysis based on hydrometeorological data, and the development of an architectural proposal focused on sustainable building design. Digital tools such as Revit and SketchUp were employed alongside official climatic data sources to support design decision-making. The proposal includes twelve biophilic agricultural classrooms incorporating passive design strategies, rainwater harvesting systems with a capacity of 22.5 m³ per day per classroom, and photovoltaic-powered public lighting systems. Results indicate that the integration of natural ventilation, green infrastructure, and locally sourced materials contributes to significant improvements in thermal comfort, humidity control, and energy autonomy within the educational facilities. The architectural complex is complemented by green corridors and collective open spaces that reinforce environmental performance at the site scale. This study demonstrates that sustainable educational buildings adapted to local ecosystems and climatic conditions can function as effective infrastructures for environmental mitigation and resilient rural development, contributing to more sustainable forms of urban and rural living. Full article

The aim of this scoping review is to categorize and examine the relationships between school neighbourhood built environment categories and the physical health of children and adolescents worldwide. The search strategy initially found 8837 studies in four databases (Web of Science, PubMed, SportDiscus and Transportation Research Board) and after applying the inclusion and exclusion criteria 55 articles were included. The findings report on seven school neighbourhood built environment categories: building, connectivity and network, food environment, greenness, land use, safety and other variables. Interestingly, the connectivity and network category comprises 32 variables. Likewise, this category, together with the food environment, shows a clear predominance, with both categories accounting for 71.04% of all significant associations. The greenness category stands out due to its association density similarly to the predominant categories. The physical health categories were body composition, mode of commuting, physical activity, sedentary behaviour and weight status. Complementary weighted cross-tabulation analyses showed that when associations were weighted by participant sample size and school sample size, the food environment–weight status relationship became the most prominent, whereas connectivity-related associations became less dominant. The findings indicate preferential links between school neighbourhood built environment and physical health domains, with the connectivity and network category mainly associated with commuting mode and physical activity, and the food environment was primarily linked to weight status and dietary intake. Consequently, special attention must be given to urban planning and policies in the school neighbourhood built environment. Full article

Youth-led STEM programming depends on skilled adult facilitators who can support authentic teen leadership, yet professional learning for developing these specialized skills remains understudied. Through three cycles of design-based research, we iteratively developed and studied a professional development model that trained informal educators from museums, libraries, afterschool programs, and schools to launch Teen Science Café programs—a youth-led model where teens organize STEM events. Analysis of data from trainer reflections, trainee interviews, trainee surveys, and implementation tracking across three iterative design cycles revealed six interconnected principles essential for effective professional development: focusing on a committed adult leader; personalized training characterized by mutual respect; learning by doing; establishing accountability that builds momentum; enabling learning from peers and near-peers; and recognizing success to nurture professional pride. Implementing these principles to prepare educators to center youth voice requires substantial, coordinated investment across stakeholders—commensurate with the complexity of developing youth agency and STEM identity in informal settings. From our findings, we contrast this approach with the “efficiency trap,” in which scaled training without sustained support wastes resources when many educators are trained but youth-centered programs fail to materialize. Full article