Search Results (150)

Affective and Sexual Education (ASE) is becoming prominent in the educational field. The objective was to investigate teachers’ training in ASE, its practical application, and its impact on students’ psychosocial well-being. To this end, a qualitative study was conducted using inductive content analysis. Through convenience sampling, 11 teachers from Spain participated, completing an open-ended questionnaire via Google Forms. The data were analyzed using thematic coding in Atlas.ti 9. The results are organized into two themes (Teacher Competence and Pedagogical Practice, and Psychosocial Impact and School Climate), subdivided into four subthemes (Teacher Training in ASE, Teaching Practice in ASE, Psychosocial Aspects and ASE, and School Climate and ASE). The findings regarding teacher training needs and the positive impact on students’ holistic development and the school climate are discussed. The need for a collaborative approach with families and the structural and social barriers to its implementation are highlighted. Full article

Local communities residing near protected areas (PAs) play a crucial role in wildlife conservation and biodiversity management, as their knowledge, attitudes, and perceptions (KAP) significantly influence conservation outcomes. However, understanding the socio-ecological relationship between local communities and wildlife remains very limited. This study aims to explore the KAP of local communities toward wildlife conservation and sustainable biodiversity management in Bangladesh. A structured survey was carried out to analyze the local communities’ KAP in the selected wildlife areas. The collected data were systematically analyzed using both descriptive and inferential statistical approaches. The result showed that most of the respondents were male (>60%), aged 26–45 years (>65%), with substantial variation in education, including high proportions lacking formal schooling (40–55%). More than half of the respondents earned below BDT 20,000 per month, reflecting economic vulnerability. The results indicated a substantial level of knowledge regarding the ecosystem, human–wildlife conflict, and impacts of illegal hunting and wildlife trade. Attitudes toward conservation were similarly positive including support for wildlife education, reporting poaching, and avoiding harmful practices. In contrast, perception indicators showed a moderate to comparable level of agreement regarding shared conservation, impacts of urbanization, and the need for inclusive governance. The Receiver Operating Characteristic curve analysis demonstrated high predictive accuracy with Area Under the Curve (AUC) for knowledge (AUC = 0.91) and attitudes (AUC = 0.89), and moderate performance for perceptions (AUC = 0.68). The spearman correlation analysis revealed spatially heterogeneous KAP dynamics across wildlife-rich areas. Additionally, the logistic regression analysis revealed that demographic factors, particularly gender and age, were significant predictors of the local community’s KAP toward wildlife conservation (p < 0.05). The findings urged a comprehensive, integrated conservation strategy that combines community awareness with evidence-based interventions in forest-edge regions. Our study also suggests that a sustainable conservation model is essential for ensuring long-term biodiversity conservation and promoting human–wildlife coexistence in Bangladesh. Full article

Suffering and theodicy are two interconnected concepts: while the former indicates the embodied personal experience of pain, the latter represents the theological effort to explain the existence of suffering and evil by reconciling them with the idea of a world created by an omnipotent, omniscient, and infinitely good God. From a sociological perspective, the first scholar to address the problematic relationship between these two concepts was Max Weber. The problem of suffering in Weber was linked, first of all, to the process of social rationalization, that is, to the growing predominance of formal rationality in Western social life, the ultimate outcome of which he famously described through the metaphor of the “iron cage” as the existential suffering of modern Western humanity. Subsequently, in his Sociology of Religion, he adopted the concept of “disenchantment” to refer to the cultural rationalization of worldviews as a process characterizing most Asian religions within a broader universal perspective. According to Weber’s comparative investigation, at the origin of all attempts at religious rationalization lies the same universal problem of theodicy, namely the search for an explanation capable of justifying the unequal distribution of the goods of happiness among human beings and the resulting suffering, perceived as unjust. For Weber, the paradox of theodicy consists in the fact that the rationalization of thought (worldviews) and action (conducts of life), in an attempt to confer meaning on and alleviate suffering on the basis of one of the two conceptions of salvation (rebirth or redemption), instead produces the unintended consequence of making the human condition even more vulnerable to the experience of suffering, since it comes to be regarded as morally more outrageous and intellectually more unacceptable. Later, the founders of the Frankfurt School, Horkheimer and Adorno, essentially took up and expanded the Weberian thesis of the paradox of theodicy by showing that the second disenchantment brought about by modernity affected the rationalization of metaphysical–religious worldviews through the return of the irrational mythical–magical forces that had once been subjugated and turned into myth by the Enlightenment. As a consequence, the loss of individual freedom, reduced to a mere functional response within modern political and economic bureaucratic systems, comes to coincide with the loss of meaning of any autonomous cultural framework rationally grounded in value orientations. Habermas further developed Weber’s thesis of the loss of freedom by situating the process of social rationalization within a broader paradox that illustrates the contemporary inability of colonized lifeworlds, now completely bureaucratized and technicized, to confer meaning on the subjective experience of suffering. More recently, in the so-called Anthropocene, a non-linear and non-unidirectional dialectic of disenchantment and re-enchantment has emerged, in which the two coexist as constitutive processes of modernity, allowing the paradox of theodicy and suffering to be reconsidered in terms of a new anthropodicy. Full article

Background/Objectives: Herbal medicine is one of the most widely used forms of complementary medicine worldwide. Although traditionally associated with rural populations and older generations, its use among urban adolescents and young adults and the factors associated with its use remain insufficiently understood. This study aimed to evaluate herbal medicine knowledge, use, recommendation practices, and their associations with family-based recommendation, social media exposure, and previous experience using herbal medicine together with conventional medical treatment among urban adolescents and young adults in western Mexico. Methods: A cross-sectional study was conducted among 144 urban high school students in western Mexico. A structured questionnaire was used to assess sociodemographic characteristics, herbal medicine knowledge, use, recommendation practices, family-based recommendation, social media exposure, and self-reported concurrent use with conventional medical treatment. Bivariate and multivariable logistic regression analyses were performed to identify factors independently associated with herbal medicine use, recommendation, and self-reported knowledge. Results: Herbal medicine use was reported by 36.8% of participants, whereas 31.9% reported knowing what herbal medicine is. Family-based recommendation was independently associated with herbal medicine use (OR = 8.04; 95% CI: 2.99–21.61; p < 0.001), followed by self-reported herbal medicine knowledge (OR = 4.56; 95% CI: 1.97–10.58; p < 0.001). Recommendation behavior was independently associated with family-based recommendation (OR = 3.70; 95% CI: 1.45–9.44; p = 0.006) and previous herbal medicine use (OR = 4.16; 95% CI: 1.75–9.93; p = 0.001). Among herbal medicine users, all participants reported previous experience using herbal medicine together with conventional medical treatment, suggesting the coexistence of both therapeutic approaches within this study population. Social media exposure was associated with self-reported herbal medicine knowledge (OR = 2.97; 95% CI: 1.06–8.27; p = 0.038) but was not associated with herbal medicine use or recommendation. Conclusions: Among this study population, herbal medicine was commonly reported and appeared to be part of complementary healthcare practices among urban adolescents and young adults. Family-based recommendation was independently associated with herbal medicine use and recommendation, whereas social media exposure was associated primarily with self-reported knowledge rather than behavioral outcomes. These findings highlight the importance of considering herbal medicine use during clinical communication and adolescent health education while recognizing the coexistence of herbal and conventional healthcare practices. Full article

This study investigates place-based barriers to initial teacher training (ITT) recruitment in rural-coastal regions of England, focusing on Cornwall as a case study. Utilizing semi-structured interviews with nine ITT provider leaders and nine trainee teachers, the research applies the concept of educational isolation to ITT providers in areas that are geographically remote, socioeconomic disadvantaged, and culturally isolated. The analysis is framed by the critical pedagogy of place and social capital theory, moving beyond deficit-based interpretations of rurality to critically examine how place-based inequities are produced through urban-normative policy and resource allocation. Primary data were analyzed using reflexive thematic analysis. Four substantive themes emerged: transport dependency and accessibility constraints that structurally exclude lower-income and disabled trainees; housing displacement driven by the tourist economy, which compounds financial insecurity; an “employment precarity problem” where localized primary school oversaturation coexists with secondary teacher shortages; and cultural and professional isolation that disproportionately impacts ethnically diverse trainees in demographically homogeneous communities. The research further identifies that community resilience, while enabling individuals to navigate structural barriers, can obscure infrastructural inadequacy and diminish impetus for systemic policy reform. This paper contributes to international scholarship on spatial justice and rural teacher education by presenting an integrated conceptual framework with transferable relevance to similar rural-coastal and peripheral contexts globally and by offering policy recommendations for place-weighted ITT funding, infrastructure investment in educationally isolated areas, and the development of collaborative provider models. Full article

Values are cultural tools that pre-service teachers can use in situations that require discernment and integrity. Promoting an axiological framework in the training of future educators is an urgent necessity for coexistence in today’s world. This study aimed to understand the preferences and meanings that third-year students studying to become primary school teachers of mathematics, Spanish, and English as a foreign language attribute to values, as well as how values are transmitted in degree programs and at selected universities. An exploratory case study was used as the research design. Thirty-two students were selected using purposive sampling until theoretical saturation was reached. Data were collected through semi-structured interviews with the participants. Reflective thematic analysis was used to analyze the data. The findings revealed three themes: students’ value preferences are conditioned by their pedagogical training; values, as constructions of shared meaning, are conceived as normative guidelines that orient human action in all its dimensions; and teacher educators transmit values linked to the pedagogical role and teacher identity, while universities emphasize moral values oriented toward professional development, thus articulating two complementary levels of training. The study provides an empirical framework for moving from spontaneous value education to intentional communication, both in teacher training curricula and in the educational activities of each university. Full article

Socio-emotional competencies are increasingly recognized as a relevant dimension of educational sustainability because they are theoretically and empirically linked to student well-being, school coexistence, participation, and the development of more inclusive educational communities. This article examines self-perceived emotional metaknowledge in 181 first-year secondary school students from two Chilean schools located in contrasting territorial contexts: Santiago and Quillón, Ñuble Region. The TMMS-24 was used to assess three dimensions: Emotional Attention, Emotional Clarity, and Emotional Repair. After data cleaning, 181 valid cases were analyzed. Given the repeated-measures structure of the data, a mixed ANOVA was conducted, with emotional dimension as the within-subject factor and locality as the between-subject factor. Reliability analyses, assumption checks, effect sizes, confidence intervals, and Holm-adjusted post hoc comparisons were also included. The results showed no significant main effect of locality, suggesting that the overall level of self-perceived emotional metaknowledge did not differ significantly between Santiago and Quillón. However, a significant main effect of emotional dimension and a significant dimension × locality interaction were found. Emotional Repair obtained the highest scores in the total sample, while Santiago showed significantly higher Emotional Attention than Quillón. These findings suggest that emotional metaknowledge should be interpreted as a multidimensional construct, with specific differences across emotional dimensions rather than broad territorial contrasts. From the perspective of SDG 4, the study suggests the relevance of socio-emotional learning approaches that are context-sensitive, territorially aware, and oriented toward quality, equity, inclusion, and school coexistence. Full article

Academically resilient students achieve high performance despite socioeconomic disadvantages. Although this population has received increasing attention, little is known about its motivational heterogeneity, a critical gap given the central role of motivation in persistence and success. Guided by Self-Determination Theory (SDT), this study examined motivational profiles among a population of academically resilient 10th-grade students in Italy (N = 15,751). Using a person-centered approach, Latent Profile Analysis (LPA) identified three profiles: a “multifaceted regulation resilient” profile (72%), marked by low amotivation and high levels across regulations; a “moderately amotivated resilient” profile (21%), with higher amotivation and lower levels of regulation; and a “strongly amotivated resilient” profile (7%), characterized by the highest amotivation and the lowest levels of regulation. Auxiliary analyses indicated that the amotivated profiles, particularly the “strongly amotivated resilient” profile, exhibited higher school dropout intentions than the “multifaceted regulation resilient” profile. Overall, although the majority of academically resilient students displayed multiple coexisting forms of regulation, a non-negligible subgroup showed significant motivational vulnerability, with amotivation emerging as a central risk factor. These findings challenge the assumption that academic resilience is sufficient to protect students from motivational disengagement and dropout risk. High academic achievement, in other words, should not be taken to imply the absence of motivational concerns. This highlights the importance of moving beyond a one-size-fits-all approach, recognizing that even within resilient populations, specific subgroups remain motivationally vulnerable and in need of tailored support. Full article

Background: Sarcopenic obesity, defined as the coexistence of low muscle mass and excess adiposity, is an emerging public health concern in aging populations. However, longitudinal evidence on the association between socioeconomic status (SES) and incident sarcopenic obesity remains limited, particularly in Asian populations. This study aimed to investigate the association between SES and the long-term incidence of sarcopenic obesity in a large Korean cohort. Methods: We conducted a prospective cohort study using data from the Korean Genome and Epidemiology Study (KoGES). Community-dwelling adults aged ≥ 40 years without sarcopenic obesity at baseline were followed for a mean of 17 years. Sarcopenic obesity was defined as low body mass index (BMI)-adjusted skeletal muscle mass (sex-specific lowest 20th percentile) combined with obesity (BMI ≥ 25 kg/m²). SES indicators included educational attainment, household income, and marital status. Kaplan–Meier methods were used to estimate cumulative incidence, and Cox proportional hazards models were applied to calculate hazard ratios (HRs) and 95% confidence intervals (CIs) with sequential adjustment for demographic, lifestyle, and metabolic factors. Results: In the fully adjusted model, participants with elementary school education showed a higher hazard ratio of incident sarcopenic obesity compared with those with college education or higher (HR 1.39; 95% CI 1.11–1.73; p = 0.003). Similarly, individuals with a household income < 1.0 million KRW per month had a higher hazard ratio compared with those earning ≥4.0 million KRW (HR 1.31; 95% CI 1.02–1.70; p = 0.037). Unmarried participants also showed a higher hazard ratio compared with married individuals (HR 1.31; 95% CI 1.09–1.57; p = 0.003). Conclusions: Lower SES was independently associated with a higher incidence of sarcopenic obesity over long-term follow-up in this population-based cohort. These findings highlight the importance of considering socioeconomic factors in the prevention of sarcopenic obesity. Full article

Business schools, and universities more generally, find themselves within a constant tension between different and often conflicting institutional logics. Scholars have identified two primary and coexisting institutional logics in particular—an academic logic and a market logic—that universities must reconcile. To date, however, we still know little about how university leaders navigate persistent frictions between these institutional logics. To fill this gap, we conduct a grounded qualitative study of business schools’ top leaders who have recently introduced new revenue-generating programs. We develop a process model of institutional alignment that explains how leaders navigate and resolve tensions between competing logics over time. Our aim was to explore how these administrative leaders navigated frictions across institutional logics throughout the process of introducing, motivating, developing, and implementing these programs. We find that frictions between the competing institutional logics were indeed prominent in decision-makers’ minds and actions throughout the entire process. These frictions occurred at various levels, both within and outside the business school. To reduce these frictions, leaders describe employing adaptive strategies such as framing, collaboration, and structural adjustments to align the logics and position the new program as consistent with both. That is, the new programs are interpreted as institutional innovations that serve to align the logics. Full article

This study examines the multicultural school as a micro-organizational unit, focusing on the interplay of power relations, organizational culture, and everyday pedagogical practices. Drawing on semi-structured interviews with educators at the 16th General Lyceum of Thessaloniki, the analysis situates school life within broader institutional and normative frameworks. Grounded in Sustainable Development Goal 4 (SDG 4), specifically Target 4.7 of the 2030 Agenda for Sustainable Development, the findings show that while educators actively promote intercultural coexistence and democratic participation, their initiatives are constrained by centralized governance and curricular rigidity. Nonetheless, teachers’ personal agency and informal leadership play a crucial role in fostering inclusion, care, and global citizenship values at the micro-organizational level. The study contributes theoretically by reframing the multicultural school through an organizational sociology lens, emphasizing the micro-politics of discretion, institutional logics, and cultural reproduction within school settings. Practically, it highlights the need for structural policy reforms that move beyond reliance on individual teacher initiative and institutionalize inclusive, care-oriented, and sustainability-driven practices within centralized educational systems. Full article

Background: School feeding programs aim to improve child nutrition, and they may influence weight outcomes insofar as program modalities and household responses alter children’s total energy intake. This is especially relevant in countries facing the double burden of malnutrition, where undernutrition and micronutrient deficiencies coexist with rising overweight and obesity. This study estimates the effect of Peru’s former National School Feeding Program on obesity and excess weight among children aged 36 to 59 months under a selection-on-observables identification strategy and assesses whether impacts differ across operational modalities, particularly breakfast-only versus breakfast plus lunch and ready-to-eat rations versus foods delivered for preparation. Methods: We use repeated cross-sectional microdata from the Demographic and Health Survey (ENDES) pooled over 2014 to 2018 and link them to administrative information. The sample includes 18,959 children aged 36 to 59 months. To improve comparability, we estimate propensity score weights targeting the average treatment effect on the treated (ATT) using a machine learning generalized boosted model (GBM), and assess covariate balance using standardized mean differences and Kolmogorov–Smirnov statistics. Identification assumes conditional independence given observed covariates and overlap (common support). Main estimates rely on weighted probit models with fixed effects, progressively adding exposure duration, modality indicators, and controls. Distributional effects are examined using quantile regression on the continuous weight-for-height z-score. Results: Without differentiating modalities, beneficiary status is not associated with a statistically significant change in obesity, while pooled baseline estimates indicate a statistically significant higher probability of excess weight. Modality-specific results show that obesity declines only when Qali Warma is delivered as breakfast plus lunch through products to be prepared (approximately −1.0 percentage point in parsimonious models and −0.4 percentage points after controls). Evidence for excess weight is directionally consistent by modality but less conclusive once controls are included. Conclusions: Qali Warma’s effects on early-childhood weight outcomes depend on implementation modality. Evaluations of school feeding programs should incorporate operational heterogeneity, particularly during program redesign. Full article

The return to in-person classes after the COVID-19 pandemic revealed an increase in physical violence among students of secondary school. This article examines the role of the school as a setting that enables students to learn how to coexist with others. Based on an educational qualitative research study conducted in two state-run schools in the Metropolitan Area of Buenos Aires, located in urban poverty contexts, it investigates the effects of COVID-19-induced isolation on school coexistence. The fieldwork involved participant observation, interviews, and analysis of student productions during school workshops. Students and teachers were selected through purposive sampling. The working hypothesis posits that learning to coexist involves not only dealing with conflicting situations but also the need to verbalize them, a practice that schools actively foster. The findings show that, by providing a place where time and space are shared, the school acts as a key mediator, where students’ physical and verbal interactions become essential to reconfiguring relationships among classmates. The study concludes that the school plays a decisive role in transforming conflict into voiced experience, replacing physical aggression with meaningful narratives. Full article

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development. Full article

Since 1978, Chinese–foreign cooperation in running schools (CFCRS) has evolved from fragmented pilot initiatives into a policy-coordinated system of higher education internationalization. This study employs an exploratory sequential mixed-methods design to examine how national policy shifts reshaped the structure of CFCRS collaboration networks between 1978 and 2025. Integrating longitudinal policy analysis with Social Network Analysis (SNA), the research identifies five policy-driven stages: exploratory opening, legal institutionalization, regulated development, quality enhancement, and strategic repositioning. Network analysis shows that increasing density, expanding degree centrality of leading institutions, and greater diversification of international partners reflect growing integration into global transnational higher education networks. At the same time, persistent structural concentration in key institutional hubs and regulated entry into partnerships indicate strong path dependence shaped by state-steered governance. The network also exhibits a disciplinary shift toward engineering and STEM collaborations aligned with national innovation strategies, alongside gradual spatial diffusion from coastal regions toward central and western provinces. Conceptually, the findings demonstrate that state-coordinated internationalization can generate dense and diversified collaboration networks without fully liberalizing governance structures. The CFCRS case thus illustrates a model of hybrid governance, where centralized policy coordination coexists with expanding network-based international partnerships. Full article