Search Results (402)

In this pilot study, the crossing behavior of elementary school students commuting on bicycles was investigated with the objective of enhancing safety around pedestrian crossings within school zones. With a noticeable increase in crashes involving young cyclists near schools, this research assessed the effectiveness of visual nudges in the form of red strips displaying “CYCLISTS DISMOUNT” instructions. Initial observations indicated a lack of compliance with dismounting regulations. After the initial observations, a specific elementary school was selected for the implementation of the nudging intervention and additional pre- (N = 91) and post-intervention (N = 71) observations. The pre-intervention observations again revealed poor adherence to the regulations requiring cyclists to dismount at specific points. Following our targeted intervention, the post-intervention observations marked an improvement in compliance. Indeed, the visual nudge effectively communicated the necessity of dismounting at a critical location, leading to a higher rate of adherence among cyclists (52.74% pre-intervention, 97.18% post-intervention). Although it also indirectly affected the behavior of the accompanying adult, who more often held hands with their children while crossing, this effect was weaker than the direct effect on dismounting behavior (20.88% pre-intervention, 39.44% post-intervention). The findings of the current pilot study underscore the possible impact of nudging on behavior and advocate for a combined approach utilizing physical nudges to bolster safety within school zones. Follow-up research, including, for instance, multiple sites, long-term effects, or children traveling alone, is called for. 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 The buildings, constructed between 1986 and 2003, exhibited poor insulation, outdated electromechanical systems, and inefficient lighting, resulting in high oil consumption and low energy ratings.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

This article explores Schipper’s scholarly contributions to the study of dongtian fudi (grotto heavens and blessed lands) and specifically situates this project in its broader intellectual context and Schipper’s own research. While Schipper was not the first to open discussions on this topic, his research in this direction still offers profound insights, such as the coinage of the concept of “Daoist Ecology” and his views on mountain politics. This article argues that Schipper’s work on dongtian fudi is a response to the school of Deep Ecology and its critics, and also a result of critical reflection on the modern dichotomy between nature and culture. In Schipper’s enquiry of dongtian fudi, the “mountain” stands as the central concept: it is not only the essential component of Daoist sacred geography, but a holistic site in which nature and society are interwoven, endowed with both material and sacred significance. Through his analysis of the Daoist practice of abstinence from grain (duangu), Schipper reveals how mountains serve as spaces for retreat from agrarian society and state control, and how they embody “shatter zones” where the reach of centralized power is relatively attenuated. The article also further links Schipper’s project of Beijing as a Holy City to his study of dongtian fudi. For Schipper, the former affirms the universality of the locality (i.e., the unofficial China, the country of people), while the latter envisages the vision of rewriting China from plural localities. Taken together, these efforts point toward a theoretical framework that moves beyond conventional sociological paradigms, one that embraces a total worldly perspective, in which the livelihoods of local societies and their daily lives are truly appreciated as a totality that encompasses both nature and culture. Schipper’s works related to dongtian fudi, though they are rather concise, still significantly broaden the scope of Daoist studies and, moreover, provide novel insights into the complexity of Chinese religion and society. Full article

Background: Electronic waste (e-waste) recycling in informal settings like Agbogbloshie in Accra, Ghana, releases toxic metals into the environment, posing serious health risks to nearby residents, particularly children. This study assessed the body burdens of lead (Pb), manganese (Mn), cadmium (Cd), chromium (Cr), nickel (Ni), and arsenic (As) and their association with cognitive function in schoolchildren living within 1 km of the Agbogbloshie site. Method: A cross-sectional study involving 56 pupils collected demographic data and blood and urine samples and administered the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). Blood was tested for Pb and Mn and urine for Cd, Cr, Ni, and As. Associations between metal levels and cognitive outcomes were examined using regression analyses, adjusting for confounders. Result: Children showed elevated metal levels, with mean blood Pb of 60.43 µg/L and urinary s of 21.50 µg/L. Symptoms of cognitive dysfunction were common: 75% reported confusion, 67.9% poor memory, and 66% poor concentration. Urinary Cr levels were significantly associated with lower Full-Scale IQ (β = −18.42, p < 0.05) and increased difficulty in decision-making (OR = 0.1, p < 0.05). Conclusion: These findings underscore the neurodevelopmental risks of heavy metal exposure from e-waste in low- and middle-income countries and call for urgent public health interventions and policy actions. Full article

Advanced three-dimensional extended reality (XR) technologies are highly suitable for cultural heritage research and education. XR tools enable the creation of realistic virtual or augmented reality applications for curating and disseminating information about cultural artifacts and sites. Developing XR applications for cultural heritage requires interdisciplinary collaboration involving strong teamwork and soft skills to manage user requirements, system specifications, and design cycles. Given the diverse end-users, achieving high precision, accuracy, and efficiency in information management and user experience is crucial. Human–computer interaction (HCI) design and evaluation methods are essential for ensuring usability and return on investment. This article presents ten case studies of cultural heritage software projects, illustrating the interdisciplinary work between computer science and HCI design. Students from institutions such as the State University of New York (USA), Glasgow School of Art (UK), University of Granada (Spain), University of Málaga (Spain), Duy Tan University (Vietnam), Imperial College London (UK), Research University Institute of Communication & Computer Systems (Greece), Technical University of Košice (Slovakia), and Indiana University (USA) contributed to creating, assessing, and improving the usability of these diverse cultural heritage applications. The results include a structured typology of CH XR application scenarios, detailed insights into design and evaluation practices across ten international use cases, and a development framework that supports interdisciplinary collaboration and stakeholder integration in phygital cultural heritage projects. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Typo-morphology, as interpreted by the Italian School of Planning, provides an approach to investigate the relationship between built form and socio-cultural patterns in vernacular settlements. This study examines Harran, a heritage site in southeastern Türkiye known for its distinctive conic domed dwellings, to explore how typo-morphological analysis can inform culturally sensitive design and adaptive reuse approaches. Despite its historical significance and inclusion in the UNESCO tentative list, Harran faces insufficient documentation, fragmented governance, limited conservation, and increasing pressure from urbanization and natural disasters. Using multiple sources and fieldwork, the research reconstructs the morphological evolution of Harran through diachronic maps across compound, district, and town scales. Reflections from Alberobello, Italy, i.e., the sister city of Harran and a UNESCO-listed town with a similarly unique vernacular fabric, provide a comparative view to explore different heritage management approaches. Harran evolved through informal, culture-driven growth, whereas Alberobello followed a regulated path. While Alberobello benefits from planned development and institutional preservation, Harran faces partial abandonment and neglect. By positioning typo-morphology as a conceptual planning tool, this paper emphasizes the need for context-responsive, ethically grounded, and inclusive approaches to heritage planning and conservation. It argues for planning practices that are not only technically competent but also attuned to place-based knowledge, local identities, and the long-term sustainability of living heritage. Full article

The preservation of historical monuments is vital, especially in societies that do not have a rich written history. One method to ensure the preservation and transmission of cultural heritage is to reuse abandoned historical buildings. “On-site documentation” is fundamental for effective adaptive reuse. During this process, the plans and construction phases of many historical buildings are obtained for the first time. This study goes beyond theoretical boundaries and focuses on approaching the documentation, evaluation, reuse and preservation of cultural heritage from an operational perspective. The historical building in question was built as a primary school by Armenian craftsmen at the end of the 19th century in the town of Zara, Sivas. After changing hands, it became a mansion and is currently abandoned. This study discusses and proposes the buildings’ reuse as an urban memory museum by means of CAD-supported on-site analytical surveys based on classical, laser, and total station measurements. Full article

Between February 2024 and February 2025, 27public buildings, selected to be representative of the region, located in the Silesia region of Poland and comprising schools, offices, and cultural facilities, were equipped with advanced measuring systems that allowed the measurement of energy consumption for the purposes of heating and the powering of electrical devices. Thermal and energy data were logged in one minute intervals. After the measurement campaign, the buildings were subjected to multi-variant analysis for the possibility of generating sufficient energy on-site to cover the energy needs of the buildings. Four different photovoltaic panel technologies and three different heat sources were modeled for each building, using the real measurement data. The effects of energy storage were also evaluated. It was determined that despite the diversity of the buildings, and despite the assumption of no further thermal modernization in the buildings other than on the side of the supply, the results are generally favorable. Full article

In the 19th century, the British archaeologist Sir Alexander Cunningham identified the remains of an unidentified Buddhist monastery at Jamāl Gaṛhī, an ancient site located approximately 13 km from present-day Mardān, Pakistan. Subsequent excavations by the Archaeological Survey of India between 1920 and 1921 unearthed a schist inscription dated to the year “359”. Heinrich Lüders, the renowned German Indologist and epigraphist, attributed this inscription to the Dharmaguptaka sect/school. Despite this early attribution, the Monastery’s precise sectarian characteristics have remained largely unexplored in later scholarship. This article reevaluates the site’s sectarian identity by employing a “ground-to-text” methodology that integrates archaeological evidence with textual analysis, with a particular focus on the Chinese translation of the Dharmaguptaka Vinaya. Through this comparative framework, this study seeks to elucidate the religious ideas reflected in the site’s material culture and their relationship with Dharmaguptaka disciplinary thought. The analysis encompasses the architectural remnants of the stūpa excavated by Cunningham and the “Fasting Buddha” statuary, now preserved in the National Museum of Pakistan, the British Museum, and other sites, situating these artifacts within the distinctive visual and contemplative traditions linked to the Dharmaguptaka Vinaya. By integrating architectural, sculptural, textual, and epigraphic materials, this article provides a nuanced understanding of sectarian developments at Jamāl Gaṛhī and argues that an explicit emphasis on the ‘Middle Way’ ideology constituted a defining feature of the Dharmaguptaka tradition during this period. Full article

There is a need for more attention to the importance of substantial parent involvement in programming for autistic children in community-based care. More encouragement is needed to ensure that practitioners prioritize parental training and involvement throughout interventions, including practitioner-led in-home applied behavioral analysis (ABA) interventions. There has been little to no research on the feasibility and efficacy of adding parental training to in-home practitioner-led ABA interventions. This study is intended to begin the consideration of efficacy by reporting on a series of focus groups involving parents of autistic children and the Board Certified Behavioral Analysts (BCBAs) and Registered Behavior Technicians (RBTs) who work with them. Method: Focus group meetings were conducted with a total of 18 participants: 7 family members, 5 RBTs, and 6 BCBAs drawn from two provider sites. Transcripts were generated, and data was analyzed using Braun & Clarke’s reflexive thematic analysis, a method for analyzing and interpreting qualitative data that involves systematically generating codes in order to develop themes. Findings: The findings are described using three main themes: (1) barriers to family involvement in applied behavioral analysis programming, (2) facilitators of family involvement in applied behavioral analysis programming, and (3) recommendations for improving family involvement in applied behavioral analysis programming. Conclusions: There are logistical challenges in involving parents in in-home interventions when they occur in evening hours when the family has multiple other responsibilities. However, being in-home also presents opportunities not available in school or clinic settings. The recommendations provided offer an initial road map to advancing parent training components. Full article

As global environmental challenges intensify, there is an increasing need to equip younger generations with the knowledge, values, and sense of responsibility necessary for a sustainable future. This study explores how environmental citizenship education (ECE), implemented through a nature-based learning program within a Nature and Science School (NSS) in Türkiye, was experienced and interpreted by primary school pupils in relation to their development of understanding of sustainability and environmental citizenship. NSSs, integrated into the formal education system by the Turkish Ministry of National Education, offer inquiry-driven and experiential learning in natural settings. The study took place in Talat Göktepe Grove, a biodiverse site including forest and marine ecosystems, where a four-month ECE program was conducted. A holistic single-case study design was employed, drawing on pupil diaries and semi-structured interviews. A total of 88 pupils engaged in structured outdoor activities addressing biodiversity, sustainability, and the climate crisis. Initially, pupils described environmental citizenship through individual actions. Over time, their perspectives expanded to include civic participation, environmental rights, and collective responsibility. Their reflections also revealed a more nuanced understanding of sustainability, encompassing concepts such as ecosystem balance, renewable energy, and environmental justice. The study provides insight into how nature-based education may support meaning-making around environmental citizenship and sustainability in early education. Full article

Communication between families and schools is foundational for students’ academic success, community support for schools, and teachers’ experience. Yet, few preservice teacher education programs teach novices how to engage in equitable and effective collaborations with families. This manuscript reports on a pilot study in which preservice teachers traveled to a local community school and role-played academic conversations with adults whose children were enrolled in the school. The analysis of the transcripts of the role plays, a debrief panel by family participants, and written reflections of eight participating preservice teachers and six family participants used codes derived from the Dual Capacity-Building Framework for Family-School Partnerships. The findings show that both groups of participants found opportunities for thoughtful engagement. In the role plays, preservice teachers were most likely to demonstrate cognition by thinking flexibly about how to accommodate family and student needs. Family participants were most likely to demonstrate confidence by displaying their expertise and coaching the teachers. Activities like this may be useful sites for teachers and community members to practice effective collaboration skills. More broadly, the results may point toward an underutilized capacity within preservice teacher education to support family- and community-oriented schooling. Full article

This study reviewed the benefits of outdoor activities and educational programs that take place in nature in terms of the cognitive and mental development of children. Research has highlighted the benefits offered to children by their participation in experiential activities that take place outdoors and are related to natural phenomena. These activities help children realize how important it is to conserve nature and protect sites of world heritage, thus becoming active citizens in the future. In this study, the uniqueness of Syros Island is presented, emphasizing the need for the world-renowned geological heritage of Syros to be preserved and promoted, both for the scientific community and for the public, with the aim of establishing a geopark in Apano Meria, as proposed by local authorities, along with a local museum. In this context, a working methodology was developed involving the design and implementation of a pilot educational program combining field-based activities, guided interpretation, and interactive learning tools. An indicative educational program was piloted with primary and secondary school students, as well as postgraduate students from the University of Athens. Recognizing the important role of geoparks in school education, the program focused on the rare geological phenomena on the northern side of Syros and was adapted to the characteristics of each participant age group. Full article

Achieving both indoor environmental quality (IEQ) and energy efficiency in school buildings remains a challenge, particularly in older structures where renovation strategies often lack site-specific validation. This study evaluates the impact of energy retrofits on a 1970s primary school in France by integrating in situ measurements with a validated numerical model for forecasting energy demand and IEQ. Temperature, humidity, and CO₂ levels were recorded before and after renovations, which included insulation upgrades and an air handling unit replacement. Results indicate significant improvements in winter thermal comfort (PPD < 20%) with a reduced heating water temperature (65 °C to 55 °C) and stable indoor air quality (CO₂ < 800 ppm), without the need for window ventilation. Night-flushing ventilation proved effective in mitigating overheating by shifting peak temperatures outside school hours, contributing to enhanced thermal regulation. Long-term energy consumption analysis (2019–2022) revealed substantial reductions in gas and electricity use, 15% and 29% of energy saving for electricity and gas, supporting the effectiveness of the applied renovation strategies. However, summer overheating (up to 30 °C) persisted, particularly in south-facing upper floors with extensive glazing, underscoring the need for additional optimization in solar gain management and heating control. By providing empirical validation of renovation outcomes, this study bridges the gap between theoretical predictions and real-world effectiveness, offering a data-driven framework for enhancing IEQ and energy performance in aging school infrastructure. Full article