Search Results (257)

Color vision deficiency (CVD), commonly referred to as color blindness, affects a significant portion of the global population, particularly among males. This narrative review synthesizes findings from peer-reviewed articles and published large-scale epidemiological studies identified through database searches using terms such as “color vision deficiency,” “color blindness,” “awareness,” and “diagnosis.” Studies were included if they addressed prevalence, awareness, diagnosis, or lived experiences of individuals with CVD. The prevalence of CVD varies by population, with red–green CVD affecting up to 8% of males and 0.5% of females of Northern European descent and lower rates reported in Asian and African populations. Although CVD is congenital in most cases, diagnosis is often delayed until school age or later due to limited routine screening, with many individuals remaining unaware of their condition until adolescence or adulthood. This delay can result in significant educational, occupational, and psychosocial challenges. This review synthesizes the current literature on the prevalence of CVD, levels of awareness, the age and process of diagnosis, and the lived experiences of individuals affected by this condition. Recommendations are provided for early detection, educational adaptations, and societal support. Full article

Background: Early identification of visual disorders in children is essential to prevent long-term visual impairment and support academic development. Despite the recognized importance of visual screenings, no universal consensus exists on which visual parameters or threshold values should be used, particularly for measuring visual acuity (VA) in pediatric populations. Objectives: This study aimed to develop age-related percentile norms for VA using LEA symbol charts. Methods: A sample of Italian schoolchildren aged 5 to 15 years (n = 1510) participated in the study. Data were collected retrospectively from school-based vision screenings conducted across 12 schools in the Lombardy and Piedmont regions from 2010 to 2019. Monocular and binocular VA were measured at 3 m using a standardized LEA symbol chart, and values were scored letter-by-letter on a LogMAR scale. Smoothed percentile curves were derived using Box–Cox, Cole, and Green distribution modeling and regression analysis. Results: The results showed a non-linear improvement in VA with age. Compared to prior studies, LEA symbols yielded slightly lower VA scores, reinforcing the need for chart-specific norms. The 50th percentile VA improved from approximately +0.07 LogMAR at age 6 to about −0.09 LogMAR at age 15. Conclusions: These findings highlight the importance of age-specific, chart-specific, and statistically robust reference data for VA screening in children. The derived percentile tables offer a more sensitive tool than fixed cut-offs for identifying visual anomalies and tailoring clinical interventions. This work contributes to standardizing pediatric VA screening practices and improving early detection of visual deficits. 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

Geographic disparities threaten equitable access for children to health-promoting safe green spaces, and quality early education in the communities in which they live and grow. To address gaps in the field, we integrated the fields of developmental psychology, public health, and environmental science to examine, at the population level, associations between the environmental burden, socioeconomic vulnerability, and kindergarten readiness in a diverse urban county. Three administrative datasets were integrated through an early childhood data sharing research partnership in Miami-Dade County. The Bruner Child Raising Vulnerability Index, the five domains of the Environmental Burden module from the Environmental Justice Index, and public school kindergarten readiness scores were aggregated at the census tract level. Analysis of variance and multiple regression analyses found associations between socioeconomic vulnerability and race/ethnicity. The socioeconomic vulnerability levels were highest in census tracts with a higher percentage of Black residents, compared to all other races/ethnicities. Areas of greater social vulnerability had lower kindergarten readiness and a higher environmental burden. A higher environmental burden predicted lower kindergarten readiness scores above and beyond race/ethnicity and socioeconomic vulnerability. The findings advance our understanding of global challenges to sustainable healthy child development, such as the persistence of a disproportionate environmental burden and inequitable access to resources such as green spaces and early education programs. The present study results can inform community health improvement plans to reduce risk exposures and promote greater access to positive environmental and educational resources for all children. Full article

Background: Childhood obesity is a significant public health issue linked to poor diet, low physical activity, and limited access to supportive environments. Green schoolyards may promote physical activity and improve health outcomes. This study evaluated the impact of the Green Healthy Primary School of the Future (GHPSF) intervention—greening schoolyards—on children’s BMI z-scores, waist circumference, and hip circumference over 18 months, and compared these effects to those observed in the earlier Healthy Primary School of the Future (HPSF) initiative. Methods: This longitudinal quasi-experimental study included two intervention and two control schools in Limburg, a province both in the Netherlands and Belgium. Children aged 8–12 years (n = 159) were assessed at baseline, 12 months, and 18 months for anthropometric outcomes. Linear mixed models were used to estimate intervention effects over time, adjusting for sex, age, country, and socioeconomic background. Standardized effect sizes (ESs) were calculated. Results: The intervention group showed a greater reduction in BMI z-scores at 12 months (ES = −0.15, p = 0.084), though this was not statistically significant. Waist circumference increased in both groups, but less so in the intervention group, at 12 months (ES = −0.23, p = 0.057) and 18 months (ES = −0.13, p = 0.235). Hip circumference and waist–hip ratio changes were minimal and non-significant. GHPSF effect sizes were comparable to or greater than those from the HPSF initiative. Conclusions: Though not statistically significant, trends suggest that greening schoolyards may support favorable changes in anthropometric outcomes. Further research with larger samples and longer follow-up is recommended. Full article

Sustainable development has emerged as a critical priority for the global community, influencing all aspects of development worldwide. Within this context, the role of education and training in advancing sustainable development can contribute to this. This research aims to explore whether the integration of Information and Communication Technology educational tools into the curricula of engineering technicians helps trainees better understand the concepts of climate change and resource management, which are directly linked to the green transition and the green economy, compared to traditional educational methods. The study was conducted with trainees from Higher Vocational Training Schools (SAEKs) in the wider Athens area, Greece. According to the results, using educational technology to teach engineering courses aids students in developing the competencies needed to change production processes and business models in the direction of a greener future. This is especially crucial as future technicians will be able to use cutting-edge methods to lower emissions and boost resource use efficiency. The findings of the study could provide important information for all those involved in the design of educational curricula of engineering technicians. Concerns and thoughts on the effective use of educational technology in the educational process are also expressed. Full article

While natural grass has been a reliable recreational surface for decades, artificial turf has gained popularity due to its durability, supposed ability to save water, and lower associated costs for municipalities and schools. Growing environmental and health concerns associated with artificial turf have prompted a necessary comparison of the environmental impact, chemical exposure, injury rates, surface heat, and costs of turf with natural grass. The township of Verona, New Jersey, engaged the PSEG Institute for Sustainability Studies’ Green Teams Program interns to perform an environmental impact assessment, literature review, and cost–benefit analysis to determine if the township should restore an aging artificial turf field in the town to natural grass. The environmental impact assessment revealed concerns regarding artificial turf’s high emission profile, microplastic pollution, lack of permeability, and the presence of per- and polyfluoroalkyl substances (PFAS). Natural grass’ high water usage was also identified as a drawback. The literature review revealed safety concerns of artificial turf regarding temperature disparities and no conclusive results regarding differences in overall injury rates. The artificial turf field in this case study was 182% hotter than the natural grass field when measured by an infrared thermometer during mid-day readings in June. The cost–benefit analysis revealed that natural grass offers a lower long-term expense over a 25-year period. Artificial turf has many benefits; however, natural grass was the recommended option when considering environmental sustainability, reduced chemical exposure, lower surface temperatures, and overall cost. The conclusions may further inform policy decisions and support the adoption of environmentally responsible and health-centered practices for sports fields across municipalities in New Jersey and beyond. Full article

The research explores three interconnected themes: philosophy, education, and ecology. It aims to be an interdisciplinary study that emphasizes the significance of the philosophy of environmental education and its practical implications. Initially, it addresses the contemporary hylomorphic production approach, followed by proposing educational solutions aimed at fostering a comprehensive understanding of the environment. This understanding includes recognizing humans as part of the environment, sharing equal rights to existence with all other life forms. The study advocates for a shift away from anthropocentrism, positioning humans in a non-privileged role within the ecosystem. It seeks to challenge long-standing notions where humans have historically placed themselves above other beings. The research is particularly inspired by the “Green Schools” in Bali, which embody a proactive educational philosophy aimed at reshaping how future generations perceive their role in production and environmental stewardship. These schools promote an educational framework that encourages students to reconnect with nature and develop sustainable practices from the ground up, moving away from exploitative and profit-driven paradigms. An example of this innovative approach is found in disciplines such as “eco-art,” where colors are derived from natural relationships rather than manufactured. The overarching goal is to cultivate a perspective that sees humans as integral components of nature, valuing it for its intrinsic worth rather than solely for its utility to humanity. Full article

Approximately 95% of skeletal size, bone, and muscle mass is achieved by the age of 18, with a rapid acceleration in bone mineral accumulation and muscle growth during the adolescent growth spurt. Bone mineral status in children and adolescents in Kazakhstan is a relevant subject for both clinical and fundamental research. The aim of this study was to investigate the prevalence of low bone mineral density (BMD) and the factors associated with it in children and adolescents living in the Abay region of Kazakhstan. The target group consisted of children and adolescents aged 5 to 17 years (n = 509) who had been residing in the Abay region of Kazakhstan since birth. Based on physiological age, participants were divided into two groups: 5–10 years (preschool and early school age) and 11–17 years (adolescence). All participants completed a questionnaire and underwent bone mineral density assessment using dual-energy X-ray absorptiometry (DXA). Comparisons were made between two age groups (5–10 and 11–17 years) and based on the presence or absence of reduced bone mineralization. Regression analysis identified four factors independently associated with reduced bone mineralization: ionized calcium (AOR 2099.9; p = 0.007), age (AOR 1.21; p = 0.013), body weight (AOR 0.97; p = 0.047), and green vegetables (AOR 0.46; p = 0.017). Conclusions: Our study demonstrated that 50.5% of children aged 5–10 years and 57.4% of adolescents aged 11–17 years had BMD below the age-specific norm. The study identified several risk factors that are associated with a decrease in BMD. These include blood ionized calcium, age, inadequate consumption of fruits and vegetables and dairy products, low physical activity, and insufficient sun exposure. These findings highlight the importance of early prevention of osteopenic conditions beginning in childhood and adolescence. Full article

Schools are vital infrastructures where students acquire essential skills and foster social values. Indoor air quality (IAQ) is of paramount importance in schools, given that students spend a considerable amount of time indoors. This study examines the influence of a natural green structure (NGS) on IAQ in an Eco-Campus classroom. The IAQ of a classroom with an NGS was compared to that of an adjacent classroom without an NGS. The thermal conditions were monitored, including air temperature (T) and relative humidity (RH), as well as indoor pollutants, including carbon dioxide (CO₂), volatile organic compounds (VOCs), and particulate matter (PM_2.5 and PM₁₀). The findings indicated a substantial improvement in indoor air quality in the classroom where the green structure was installed. This study lends support to the incorporation of biophilic solutions as sustainable approaches to fostering healthier learning environments, which in turn can lead to improvements in student performance and well-being. Full article

Climate adaptation in urban environments is often constrained by rigid institutional rules and fragmented governance, which limit inclusive and context-specific planning of public spaces such as schoolyards. This study addresses this challenge by examining how collaborative planning can transform schoolyards, from asphalt-dominated, monofunctional spaces into green, climate-resilient community assets. The research employed the Institutional Analysis and Development framework within a qualitative case study design. Two public schools in the San Cristóbal de los Ángeles neighbourhood of Madrid served as case studies, with data collected through document analysis, participant observation, and interviews with municipal officials, urban planners, educators, and community members. Results indicate that the collaborative planning process reshaped rules in use, expanded the network of actors, and transformed decision-making processes. Existing rules were flexibly reinterpreted to allow new uses of space. Children, teachers, and residents became co-producers of the public space, expanding the governance network, where new deliberative practices emerged that improved coordination across people and organisations. These institutional changes occurred without formal regulatory reform, but with the reinterpretation of the game’s rules by each organisation. Thus, schoolyards can serve as laboratories for institutional innovation and participatory climate adaptation, demonstrating how urban experiments have the potential to catalyse not only physical transformations but also transformations in urban management. Full article

This research investigates the role of fossil fuel energy, renewable energy, and education in terms of years of schooling and mean years of schooling on the economic growth of 19 selected Sub-Saharan African countries. The primary objective is to assess whether renewable energy and educational attainment serve as viable long-term drivers of economic development in a region still heavily reliant on fossil fuels. We employed the newly developed and robust econometric estimators, including “Residual Augmented Least Squares (RALS) co-integration”, to estimate long-term links among the facets of study. Moreover, “Pooled Mean Group–Autoregressive Distributed Lag model (PMG-ARDL) and Quantile Autoregressive Distributed Lag (QARDL)” econometric estimator was employed to estimate the long and short coefficients of the antecedents of study. The estimations obtained from the PMG-ARDL and QARDL estimators provide evidence that the coefficients of fossil fuel energy and renewable energy on economic growth are positive. But surprisingly, the magnitude of renewable energy is greater than fossil fuel energy in Sub-Saharan countries that still depend on fossil fuels. Moreover, human capital and capital stock boost economic growth in the countries studied. The outcomes reveal that not only quality but also quantity of education play a vital role in boosting economic development. To deepen the understanding of the observed effects, the study also explores the transmission channels through which renewable energy and education foster economic growth. Renewable energy contributes by lowering the marginal cost of electricity, encouraging green industrial transformation, and serving as a catalyst for technological innovation. Concurrently, improvements in education—measured by both expected and mean years of schooling—elevate labor productivity and facilitate the absorption and diffusion of new technologies across sectors, thereby stimulating sustained economic performance. The empirical results provide valuable insights for government officials and policymakers in specific Sub-Saharan African countries. Full article

Built environment professionals are instrumental in envisioning, implementing and managing the urban realm to ensure that it is health supportive and sustainable. Central to their education is developing a deep understanding and appreciation of this responsibility and opportunity. Despite some progress in the classroom, challenges continue given the long history of siloed and separated disciplines and curricula. The climate emergency, ongoing chronic health conditions, and more recently the global pandemic demand a continued reframing of education away from the tradition of sequential, separated and unlinked faculty and school-based subjects to be transdisciplinary, experiential and authentic. Such principles are embraced by the Planetary Health Educational Framework and One Health. Against this theoretical context, we present our long-term educational practice using the GreenWay in Sydney, Australia, as an outdoor classroom for school and tertiary students. This multi-purpose, complex and nature-based green corridor in the urban heart of an international city facilitates experiential and transdisciplinary learning from a planetary health perspective. Based on the successes and challenges of our teaching, we reflect on the implications for environmental educators to deliver authentic and experiential outdoor education that inspires and empowers the next generation to create health-supportive and sustainable environments. Full article

This study addresses the critical gap in designing child-friendly school commuting routes in mountainous cities like Chongqing, where steep terrain and complex infrastructure pose unique challenges to children’s safety and accessibility. Combining Importance-Performance Analysis (IPA) and the Kano model, we systematically evaluated 19 design elements across safety, interest, and convenience dimensions through comprehensive field research and surveys involving 611 participants. Our analysis identified emergency signage systems, street greening, and parent pick-up points as pivotal optimization factors, while revealing significant improvement needs for vehicle speed limits and anti-slip pavement. The findings demonstrate how context-specific, evidence-based design solutions can effectively enhance children’s commuting experiences in challenging urban environments, providing urban planners with a scientifically-grounded framework that adapts child-friendly principles to mountainous contexts. This research advances the field of child-friendly urban planning by bridging the current theoretical-practical divide and offering actionable strategies tailored to geographically constrained cities. Full article

This study examines how academia–industry partnerships can be enhanced to promote sustainable building practices in sub-Saharan Africa, a region facing rapid urbanization, climate risks, and resource constraints. The research addresses the gap in existing frameworks that often overlook local context, material lifecycle, and the role of early adopters in sustainable construction. A conceptual framework was developed featuring the following seven core components: adaptation, technology, material lifecycle, early adoption, transformation, policy, and sustainability. The methodology involves a detailed literature review, a comparative analysis of existing global and regional frameworks, and case studies from countries such as Kenya, Nigeria, South Africa, Ghana, Rwanda, and Ethiopia. Findings revealed that context-specific adaptation strategies, access to digital tools, use of local materials, and strong policy support drive successful partnerships. Past projects like Kenya’s KOSAP, South Africa’s Green Star system, Makoko Floating School in Nigeria, and Burkina Faso’s use of earth bricks validated the framework’s relevance and flexibility. The study concludes that academia and industry can effectively collaborate when supported by structured processes, training, and policy alignment. These findings contribute to the fields of architecture and urbanism by offering a practical, scalable, and inclusive framework suited to Sub-Saharan realities. The study recommended further research into digital integration, cross-border cooperation, and culturally responsive design to build upon these results and support long-term sustainable development in the region. Full article