Search Results (1,294)

There is minimal research concerning the role of custom-trained artificial intelligence (AI) tools in higher education, with a lack of research concerning the pedagogical qualities of an AI-based personal tutor. To fill this literature gap, we examined how a custom GPT personal tutor shapes key teaching and learning qualities. Using the mixed-methods approach, we aimed to demonstrate preliminary and exploratory empirical evidence concerning the contribution of custom-trained AI tutors to building up students’ competencies. Our research analyzed the subjective assessments of students related to the GPT tutor’s contribution to improving their competencies. Both the qualitative and quantitative empirical results confirmed the positive contribution. In addition, we triangulated the results to evaluate the potential of custom-trained AI chatbots in higher education, focusing on undergraduate business courses. However, the results of this study cannot be generalized to the entire student population of business schools, since the participation in the AI-assisted tutor program was voluntary, attracting only intrinsically motivated students. Full article

This study examines the moral agency of French secondary school headteachers through the lens of the theory of conventions. Using qualitative data from interviews with fifteen headteachers involved in professional development, this study explores how these leaders justify their practices within a centralized, bureaucratic, and hierarchical education system. It identifies a variety of conventions—civic, domestic, industrial, project, market, inspired, and fame—that headteachers draw on to navigate institutional constraints, manage professional relationships, and foster pedagogical and organizational change. Particular attention is given to how civic and domestic conventions shape leadership discourse and practices, especially regarding trust building, decision making, and reform implementation. We also compare the French context with international examples from the International Successful School Principalship Project (ISSPP), focusing on Nordic countries, where leadership emphasizes democratic participation, professional trust, and shared responsibility. This study underscores the uniqueness of the French leadership model, which resists managerial and market logics while remaining rooted in republican and egalitarian ideals. It concludes by advocating for a more context-aware, ethically grounded, and dialogical approach to school leadership. Full article

Background: School-based tobacco control policies are critical for preventing youth tobacco use. While many districts adopt formal policies to create smoke- and vape-free environments, the degree to which these policies are enforced at the school level may vary, influencing their effectiveness. Little is known about how consistently such policies are implemented across schools within urban school districts. Objectives: This study aimed to examine the existence and enforcement of school-level tobacco control policies in an urban public school system, using Baltimore City schools as a case example. Methods: We conducted a survey of school personnel from 20 high schools in Baltimore City in 2024. The survey instrument assessed the presence and enforcement of policies related to tobacco use prevention, communication, signage, disciplinary actions, and institutional support. Descriptive statistics (frequencies and percentages) were used to summarize responses. Spearman correlations were also used for bivariate correlations. Additional school-level and neighborhood-level contextual data were collected from the internet (neighborhood socioeconomic status and school performance). Results: While many policies existed across the 20 participating schools, their enforcement was widely inconsistent. Most schools reported the existence of policies prohibiting tobacco use in school buildings (60%) and vehicles (55%). However, few schools had visible tobacco-free signage (35%) or offered cessation programs (15%). Communication of policies to students (70%) and staff (65%) was the most commonly enforced aspect of tobacco control policies. Conclusions: Findings suggest that while tobacco control policies may be adopted across urban school systems, their enforcement at the school level remains uneven. Greater attention may be needed to support policy implementation and to reduce variability in school-level practices. Baltimore City serves as a useful case study to understand these challenges and identify opportunities for strengthening school-based tobacco prevention efforts. 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

Educational buildings, including schools, nurseries and universities, face stricter regulation and design control on indoor air quality (IAQ) and thermal conditions than other built environments, as these may affect children’s health and wellbeing. In this scoping review, wide-ranging health, performance, and absenteeism consequences of poor—and benefits of good—IAQ and thermal conditions are evaluated, focusing on source control, ventilation and air purification interventions. Economic impacts of interventions in educational buildings have been evaluated to enable the assessment of tangible building-related costs and savings, alongside less easily quantifiable improvements in educational attainment and reduced healthcare. Key recommendations are provided to assist decision makers in pathways to provide clean air, at an optimal temperature for students’ learning and health outcomes. Although the role of educational buildings can be challenging to isolate from other socio-economic confounders, secondary short- and long-term impacts on attainment and absenteeism have been demonstrated from the health effects associated with various pollutants. Sometimes overlooked, source control and repairing existing damage can be important cost-effective methods in minimising generation and preventing ingress of pollutants. Existing ventilation standards are often not met, even when mechanical and hybrid ventilation systems are already in place, but can often be achieved with a fraction of a typical school budget through operational and maintenance improvements, and small-scale air-cleaning and ventilation technologies, where necessary. Full article

Urban areas are responsible for most of Europe’s energy demand and emissions and urgently require building retrofits to meet climate neutrality goals. This study evaluates the energy efficiency potential of three public school buildings in western Macedonia, Greece—a cold-climate region with high heating needs. The buildings, constructed between 1986 and 2003, exhibited poor insulation, outdated electromechanical systems, and inefficient lighting, resulting in high oil consumption and low energy ratings. A robust methodology is applied, combining detailed on-site energy audits, thermophysical diagnostics based on U-value calculations, and a techno-economic assessment utilizing Net Present Value (NPV), Internal Rate of Return (IRR), and SWOT analysis. The study evaluates a series of retrofit measures, including ceiling insulation, high-efficiency lighting replacements, and boiler modernization, against both technical performance criteria and financial viability. Results indicate that ceiling insulation and lighting system upgrades yield positive economic returns, while wall and floor insulation measures remain financially unattractive without external subsidies. The findings are further validated through sensitivity analysis and policy scenario modeling, revealing how targeted investments, especially when supported by public funding schemes, can maximize energy savings and emissions reductions. The study concludes that selective implementation of cost-effective measures, supported by public grants, can achieve energy targets, improve indoor environments, and serve as a replicable model of targeted retrofits across the region, though reliance on external funding and high upfront costs pose challenges. Full article

In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider “quality” engagement techniques via the staff’s interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement “arises” from within parents’ motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals’ decisions about children and community groups that are informed by families’ knowledge are consequently meaningful and authentic. Full article

This paper examines the importance of ‘education outside the classroom’ (EOtC) in an Australian secondary school. The primary aim was to develop a sense of belonging, build resilience, and enhance wellbeing in female students. This study investigated two cohorts of Year 9 students (aged 14–15 yrs) who participated in a four-week residential EOtC pilot program. The first cohort (Wave 1; N = 58) undertook the program alongside (N = 39) boys. The second cohort was single-sex girls (Wave 2; N = 28). A mixed-methods research design was implemented to inform experiences of students, parents, and staff and to triangulate inferences drawn from the data. Quantitative data was gained from pre- and post-program surveys with students and parents, whilst qualitative data was gathered from student focus groups, staff, and parents through semi-structured interviews to assess more nuanced impacts. School belonging was measured using the PISA six-item scale. Academic buoyancy was quantified using the four-item Academic Buoyancy Scale. Self-efficacy, peer relations, and resilience were evaluated by employing the 34-item Adolescent Girls’ Resilience Scale. The findings revealed significant improvements in students’ sense of belonging, including higher levels of school belonging than reported Australia-wide averages for 15-year-olds. Despite students’ mean academic buoyancy scores being more than a point lower than reported baseline scores for Australian high school students, it was promising to see a modest increase following the EOtC program. In conclusion, EOtC is a potent vehicle for developing a sense of belonging, enhancing resilience, and equipping students to deal with academic challenges. Full article

As the demand for energy-efficient homes continues to rise, the importance of advanced mechanical ventilation systems in maintaining indoor air quality (IAQ) has become increasingly evident. However, challenges related to energy balance, IAQ, and occupant thermal comfort persist. This review examines the performance of mechanical ventilation systems in regulating indoor climate, improving air quality, and minimising energy consumption. The findings indicate that demand-controlled ventilation (DCV) can enhance energy efficiency by up to 88% while maintaining CO₂ concentrations below 1000 ppm during 76% of the occupancy period. Heat recovery systems achieve efficiencies of nearly 90%, leading to a reduction in heating energy consumption by approximately 19%. Studies also show that employing mechanical rather than natural ventilation in schools lowers CO₂ levels by 20–30%. Nevertheless, occupant misuse or poorly designed systems can result in CO₂ concentrations exceeding 1600 ppm in residential environments. Hybrid ventilation systems have demonstrated improved thermal comfort, with predicted mean vote (PMV) values ranging from –0.41 to 0.37 when radiant heating is utilized. Despite ongoing technological advancements, issues such as system durability, user acceptance, and adaptability across climate zones remain. Smart, personalized ventilation strategies supported by modern control algorithms and continuous monitoring are essential for the development of resilient and health-promoting buildings. Future research should prioritize the integration of renewable energy sources and adaptive ventilation controls to further optimise system performance. Full article

Biophilic design has emerged as a multidimensional response to growing concerns about health, well-being, and ecological balance in the built environment. Despite its rising prominence, research on the topic remains fragmented across building typologies, user groups, and geographic contexts. This study presents a comprehensive review of the biophilic design literature, employing a hybrid methodology combining structured content analysis and bibliometric mapping. All peer-reviewed studies indexed in the Web of Science and Scopus were manually screened for architectural relevance and systematically coded. A total of 435 studies were analysed to identify key trends, thematic patterns, and research gaps in the biophilic design discipline. This review categorises the literature by methodological strategies, building typologies, spatial scales, population groups, and specific biophilic design parameters. It also examines geographic and cultural dimensions, including climate responsiveness, heritage buildings, policy frameworks, theory development, pedagogy, and COVID-19-related research. The findings show a strong emphasis on institutional contexts, particularly workplaces, schools, and healthcare, and a reliance on perception-based methods such as surveys and experiments. In contrast, advanced tools like artificial intelligence, simulation, and VR are notably underused. Few studies engage with neuroarchitecture or neuroscience-informed approaches, despite growing recognition of how spatial design can influence cognitive and emotional responses. Experimental and biometric methods remain scarce among the few relevant contributions, revealing a missed opportunity to connect biophilic strategies with empirical evidence. Regarding biophilic parameters, greenery, daylight, and sensory experience are the most studied parameters, while psychological parameters remain underexplored. Cultural and climate-specific considerations appear in relatively few studies, and many fail to define a user group or building typology. This review highlights the need for more inclusive, context-responsive, and methodologically diverse research. By bridging macro-scale bibliometric patterns with fine-grained thematic insights, this study provides a replicable review model and valuable reference for advancing biophilic design as an evidence-based, adaptable, and human-centred approach to sustainable architecture. Full article

This study explores the perceptions of primary school teachers in Sparta, Greece, regarding toxic leadership behaviors and their impact on job satisfaction (JS) and organizational commitment (OC). The study was motivated by the need to investigate how school management practices, particularly in smaller regional communities, influence teacher well-being—an area underexplored in the Greek educational context. A total of 163 teachers participated by completing validated questionnaires assessing toxic leadership, job satisfaction, and organizational commitment. Exploratory factor analysis (EFA) identified two factors explaining 61.3% of the variance: one linking toxic leadership and job satisfaction and another centered on organizational commitment. Spearman’s correlation analysis revealed significant negative correlations between toxic leadership and both OC (r = −0.230, p < 0.001) and JS (r = −0.476, p < 0.001). Multiple regression analysis confirmed the predictive effect of toxic leadership on both variables. Interestingly, teachers with over 15 years of experience exhibited higher OC compared with those with up to 5 years of teaching experience, suggesting the resilience-building benefits of tenure. This study underscores the urgency for leadership development programs emphasizing ethical practices, emotional intelligence, and accountability to mitigate the adverse effects of toxic leadership. Full article

The last stop on the Muslim pilgrimage is the Kaʻba. Like all other holy and religious places, the Kaʻba has survived due to the repairs it has undergone since its construction. However, the Kaʻba has been rebuilt at times when it was destroyed for various reasons. Since the interruption of the pilgrimage would undermine the legitimacy of the caliph, Muslims attached great importance to rebuilding the Kaʻba in such cases. The Kaʻba was last rebuilt by the Ottoman Sulṭān Murād IV after the flood of 1039/1630. However, the rebuilding process has not been without its controversies. Although the Ottoman Empire attempted to rebuild the Kaʻba out of necessity, some scholars objected to this initiative. Ibn ʻAllān, one of the leading Shafiʻi muftis of Mecca, followed the rebuilding work day by day and did not hesitate to intervene when necessary. Riḍwān Agha, who carried out the rebuilding of the Kaʻba, was able to overcome Ibn ʻAllān’s objections with fatwas from the muftis of the four sects (four Sunni schools of law) and thus completed the building work. After the Kaʻba was rebuilt, Turkish works on its history began to be produced. In this way, the public was informed that the Kaʻba could be rebuilt if necessary, and attempts were made to anticipate and prevent any potential reactions. This study aims to contribute to the history of the Kaʻba by analysing its rebuilding after the flood of 1039/1630 through debates between scholars (ʻulamāʼ) and administrators (umarāʼ) during this period. Access to the details of this issue from the works of the ʻulamāʼ who witnessed the rebuilding makes this paper unique. Full article

Background/Objectives: Sexual health research involving young adolescents remains scarce despite rising rates of early sexual debut, pregnancies, and sexually transmitted infections (STIs) in this population. We explored community stakeholders’ perspectives on engaging young adolescents in sexual health research in Western New York to inform strategies for engaging young adolescents in sexual health research. Methods: This qualitative descriptive study was conducted from April 2022 to June 2023. Seventeen community stakeholders, including health education teachers, youth counselors, and adolescent health providers, participated in semi-structured in-depth interviews. Data were analyzed using conventional content analysis, managed by MAXQDA 2020. The rigor and trustworthiness of the data were ensured through triangulation with observations, peer debriefing, team analysis, and respondent validation. Results: Participants were predominantly female (94.1%), 52.9% Black/African American, 41.2% White, and 5.9% Caucasian–Indian American, and aged 23–59 years. Four themes emerged: perspectives on conducting sexual health research with young adolescents, recruitment strategies, sexual health questions appropriate for young adolescents, and building readiness for participation in sexual health research. Participants reported the need for sexual health research with young adolescents and recommended building a trusting relationship and involving schools, parents, and trusted community organizations in the research process. Suggested research questions included those related to awareness of sex, STIs, available resources, experiences with sexual education, and desired support. The findings also revealed the need to initiate sexual health conversations early when children start asking questions, as a foundation for meaningful participation in sexual health research. Conclusions: The findings suggest that sexual health research with young adolescents is feasible and necessary, with implications for the design of developmentally appropriate sexual health research and interventions grounded in trust and community collaboration. Future research should explore the perspectives of caregivers and young adolescents to inform studies and programs that are attuned to young adolescents’ developmental needs. Full article

Safe and adequate water supply, sanitation, and hygiene (WASH) in schools are prerequisites within the right to basic education. WASH facilities across schools in developing nations, particularly in Africa, are unsatisfactory and expose children to risks of disease and infection. This study aims to gather insights into the WASH status of secondary schools in Ibadan, Nigeria, to develop a sustainable water management framework for schools. A concurrent mixed-method design (questionnaires and interviews) was adopted to benchmark water management in schools and inform the design of a framework. Results reveal a wealth of issues and concerns that include infrastructure challenges accessing reliable and safe water supplies, rundown and unhygienic toilet/urinal facilities, and dilapidated sinks/taps, plus resource challenges, such as an absence of tissue paper and soap. These issues are exposing schoolchildren to unnecessary health risks, further supported by reported illnesses and reduced school attendance. Based on these findings, and guided by the UN SDG#6 targets, a water improvement framework has been created and validated by school officials. The framework identifies both short-term and long-term guidance/actions to improve water management in schools across Sub-Saharan Africa. These form crucial steps toward better WASH, building healthier communities and enhancing educational environments and outcomes for schoolchildren. Full article

Few studies have explored the views of children and young people (CYP) with selective mutism (SM), and even less is understood regarding their experiences in relation to the support that they receive within school. Across three case studies, direct interviews with CYP with SM attending mainstream secondary school were conducted non-verbally, aiming to explore their current experiences of school and support. Subsequent interviews were conducted with the CYP’s key stakeholders, including parents/carers, school staff, and professionals with ongoing involvement. These interviews aimed to build on information shared by the CYP. Analysis highlighted the importance of individual experiences and support, relationships with peers and trusted adults, collaboration, communication across the setting, and importantly, a secure understanding of SM across the school setting. Clear implications for school professionals emerged. Future research should continue to work toward the exploration and development of knowledge and understanding of SM and gather the experiences of a wider range of CYP and families. Full article