Search Results (667)

For students in animal science-related disciplines, animal welfare education may be associated with their understanding of human–animal relationships and willingness to pursue animal-related careers. However, empirical research from developing countries such as China remains limited. To address this gap, we conducted a survey among undergraduates at Northeast Agricultural University to examine the associations of demographic characteristics, educational exposure, and animal-related experiences with animal welfare awareness and career aspirations. A total of 346 valid responses were obtained. The results showed that students who encountered animal welfare through school demonstrated significantly higher levels of self-reported animal welfare awareness (p < 0.001). Binary logistic regression further confirmed that the channel remained significantly associated with the level of awareness (OR = 8.714, p < 0.001). Furthermore, gender and pet-keeping experience were significantly associated with career aspirations in both univariate and logistic regression analysis. In addition, although 50.00% of respondents considered primary school to be the optimal stage for animal welfare education, 81.48% of those exposed through school channels reported their first exposure at university. These findings highlight the need for a progressive animal welfare education framework, transitioning from life education and human–animal relationship training at the primary level to professional practice education in higher education. This approach may help students develop more stable and scientifically informed understanding of animal welfare, as well as a stronger sense of professional identity. Full article

This study examines the schooling experiences of transgender students in Malta within the broader historical and sociocultural influence of the Catholic religion, focusing on how religious discourse shapes processes of inclusion and exclusion. Drawing on semi-structured interviews with transgender students, parents, educators, and school administrators, the findings reveal that Catholic doctrine and its presence within school contexts contribute to the erasure of transgender identities from early childhood onward. In contrast to ecclesiastical narratives that frame transgender identity as a form of “gender ideology,” participants’ accounts demonstrate that social and medical transitions function as critical strategies for survival, well-being, and self-recognition. Methodologically, the study employs qualitative thematic analysis informed by a critical anticolonial framework, enabling an interrogation of how religious authority intersects with colonial legacies to regulate gender and embodiment. The analysis further highlights tensions between the Catholic religion and contemporary human rights and ethical frameworks, particularly in relation to inclusion. The study concludes that if the Catholic religion is to retain relevance within school contexts, it must undergo a substantive ethical reorientation toward inclusivity, recognizing transgender embodiment and agency. In line with emancipatory pedagogical traditions, this entails reimagining the role of the Catholic religion as one that actively supports social justice, critical consciousness, and transformative practices of inclusion. Full article

Background/Objectives: South Korea has experienced a rapid transition from widespread food insecurity and undernutrition to a comprehensive and institutionalized nutrition policy system. This study aimed to examine the historical evolution of Korean nutrition policy and nutrition education from the 1960s to the present and to explore its implications for global nutrition governance and nutrition-related Official Development Assistance (ODA). Methods: A narrative review was conducted using historical documents, government reports, nutrition policies, national health plans, legislation, and previous academic studies related to Korean nutrition policy and nutrition education. Results: Korean nutrition policy evolved through several developmental phases, including an aid-dependent relief period, a state-led food security and school feeding expansion phase, a preventive health and nutrition education phase, and a stage of legal and institutional consolidation. More recently, policies have shifted toward evidence-based, equity-oriented, and life-course approaches. Korea has also expanded its nutrition policy experience through ODA initiatives by supporting institutional development, workforce training, community-based nutrition education, and adaptable nutrition management systems in developing countries. Conclusions: Korea’s experience demonstrates how long-term governmental commitment, legislation, surveillance systems, and nutrition education can contribute to national nutrition improvement during rapid socioeconomic transition. These findings may provide useful insights for countries facing the double burden of malnutrition and seeking sustainable and adaptive nutrition policy systems. Full article

Background: Dengue infection is an expanding public health threat in Indonesia, increasingly reported in semi-urban areas undergoing rapid demographic and environmental change, where household-level determinants remain poorly characterised. Methods: We conducted a case–control study in the Deli Serdang district, North Sumatra, evaluating sociodemographic and environmental risk factors for dengue. Patients admitted to the district referral hospital (July–September 2024) were screened via medical records. Laboratory-confirmed dengue cases were compared with non-dengue febrile controls. Housing conditions and sociodemographic characteristics were assessed using a validated electronic questionnaire with photographic documentation. Multivariable logistic regression identified independent risk factors. Results: Of 238 individuals screened, 39 dengue cases and 78 controls were enrolled. Male sex (aOR 6.7, 95% CI 1.3–33.7), student status (aOR 7.8, 95% CI 1.1–56.5), absence of window screens (aOR 12.9, 95% CI 3.1–53.8), and surrounding vegetation (aOR 7.3, 95% CI 1.7–31.9) were independently associated with dengue infection. Rural residence was overrepresented among cases, suggesting expansion beyond traditional urban boundaries. Conclusions: Dengue risk in a transitional setting is shaped by demographic exposure and modifiable structural vulnerabilities. Integrated prevention strategies, including window screening, covered water storage, environmental management, and school-based vector control, are needed in rapidly urbanising districts. Full article

Students with disabilities, particularly those needing additional support or intervention to manage emotions and behaviors, build healthy relationships, and navigate social and academic demands, face heightened risks of high school pushout that can be traced back to their transition into high school. Project Elevate (PE) is a multi-component intervention that strategically invests in early coordinated student, family, and school supports to prevent barriers associated with high school pushout, such as a lack of continuity of effective services across school sites. This mixed-methods pilot study examined the implementation of PE with three 8th-grade students and their parents during their last term in middle school. This study includes quantitative pre–post descriptive analyses of multi-informant reports of students’ social, emotional, and behavioral skills, as well as descriptive analyses of weekly teacher- and parent-reported behavior and student attendance. Qualitative analysis using the Framework Method was applied to student and parent interviews and open-ended responses on a satisfaction questionnaire to understand their experience receiving PE support. Session case notes were also used as contextual data to describe implementation processes and contextualize findings. Results indicated improvements in student attendance and reductions in home-based behavioral concerns, with mixed findings across school-based outcomes. Students and parents reported high satisfaction with the intervention, highlighting the value of individualized support, goal setting, and strengthened communication with schools. Findings from this intervention development pilot study provide preliminary evidence regarding the implementation and perceived value of PE. Results also highlight the importance of culturally responsive, relationship-centered practices that affirm student strengths and support access to educational opportunities. Further investigation of PE in larger studies is warranted. Full article

The decarbonisation of the building sector represents a key challenge for the European energy transition, particularly in the heating segment, which is still largely dependent on fossil fuels. In this context, data centres (DCs) offer a promising opportunity as local sources of recoverable waste heat. This study investigates the use of data centre waste heat for building heating through a comparative annual energy analysis applied to two building typologies in a Mediterranean climate (Italy): a residential building and a school. Three scenarios are considered: non-integrated scenario S0 (data centre with its own cooling system and buildings with gas-fired boilers), non-integrated scenario S1 (data centre with its own cooling system and buildings with air-to-water heat pumps), and integrated scenario S2 (data centre cooling system coupled with the buildings through waste heat recovery and heat pump technology). A theoretical 300 kW data centre was considered as the waste heat source. The integrated scenario significantly improves system performance. In the residential case, the seasonal COP increases from 2.15 to 4.50, reducing electricity consumption from 289.5 MWh to 128.9 MWh. In the school case, the COP increases from 2.51 to 8.00, with electricity consumption decreasing from 161.3 MWh to 49.1 MWh. These improvements lead to reductions in non-renewable primary energy demand of up to 63% and 79% for the residential and school buildings, respectively, compared to the baseline scenario. The results demonstrate that data centres can act as decentralised thermal sources, supporting the transition towards low-carbon and Nearly Zero-Energy Buildings. Full article

Introduction: Medical care for transgender minors is understudied, largely because these forms of care are relatively recent. The primary objective of this work was to describe the cohort of transgender adolescents who initiated follow-up at the Strasbourg University Hospital before the age of 18, whether or not they began hormone therapy prior to reaching adulthood. Method: This was an observational, retrospective, single-center, descriptive study conducted among adolescents who had attended at least one consultation in our center before the age of 18 between January 2017 and March 2024. Results: Our population consisted of 115 patients predominantly made up of transmasculine (AFAB) adolescents (68%). Compared with the general population, we observed significantly higher rates of psychiatric co-occurrences, autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD). Only 46.1% initiated gender-affirming hormone therapy (GAHT) in our cohort, and just 34.8% before age 18. A total of 6% of adolescents received puberty blockers as monotherapy. The mean age at GAHT initiation was 16.99 years. Transition pathways appear to differ according to the adolescent’s type of schooling. The rate of retransition/treatment interruption in our sample ranged from 0% to 6.1%, depending on the criteria applied. We did not identify any adolescent who retransitioned to their sex assigned at birth after starting GAHT by the end of the data collection. Discussion: The high prevalence of psychiatric co-occurrences raises important questions regarding how to improve care for these adolescents. The predominance of AFAB adolescents similarly prompts reflection on the barriers that transfeminine adolescents may face when seeking to transition before adulthood. In addition, the substantial number of adolescents presenting with ASD or ADHD underscores the need for particular vigilance regarding their specific needs and overall well-being. Finally, the variability in retransition rates depending on the criteria applied highlights the absence of a consensual definition, which limits the comparability and validity of existing studies. Conclusions: Long-term prospective studies are needed to objectively demonstrate the effectiveness of current transition pathways. Academic research in this field should be strengthened, along with the development of larger prospective datasets, to improve the overall health of this population. Full article

Mathematical creativity is positioned as a key competency for sustainable development, yet its classroom enactment often remains episodic and teacher-dependent. This qualitative study examines how prospective teachers conceptualize and organize the dynamics between divergent thinking (DT) and convergent thinking (CT)—analyzed through continuity, complementarity, and interaction—across a semester-long course involving textbook critique, task design, and microteaching. Twenty-seven prospective teachers critiqued textbooks, transformed tasks, and enacted microteaching lessons on five middle-school topics. Data included recordings, lesson plans, transformed tasks, and reflection journals. During textbook critique, participants diagnosed an authoritative CT bias and emphasized inquiry/DT, but rarely articulated how DT should transition into CT for justification and generalization. In task design, inquiry and content goals were listed in parallel, yielding a role split between teacher and students and weak complementarity. In enactment, added CT prompts remained largely teacher-directed; DT episodes were more multi-authority, whereas CT episodes concentrated authority in the teacher, producing monotonous continuity and unrealized complementarity. Findings suggest teacher education should explicitly scaffold goal-bridging routines, DT–CT transition prompts, and mechanisms for distributing authority—contributing to ESD aims by enabling creativity-oriented instruction to operate continuously rather than episodically in everyday mathematics classrooms. Full article

World Youth Day (WYD) is a significant, reoccurring event in the contemporary Catholic Church. The Church remains in a transitional period marked by the disappearance and emergence of institutional structures. One major challenge is the capacity of the Church to nurture younger Catholics in the face of an increasingly dominant secular culture. This is a major concern of Catholic school systems which require large numbers of committed teachers to retain authenticity. WYD addresses the needs of religiously active teachers by, amongst other things, providing them with experiences of being part of a moral community and of the transcendent element of religious life. Both of these are often lacking in the conventional lives of many younger teachers. Encountering them at WYD all contributes to sustaining religious plausibility. Full article

In 2024, Estonia launched a major educational reform: kindergartens and schools began a gradual transition to Estonian-medium education, to be completed in preschool and basic education by 2030. In Tartu, the transition began already in 2023. Until now, Estonia has maintained a dual school system—Estonian- and Russian-medium—inherited from the Soviet occupation. This paper examines the attitudes of Russian-speaking parents toward supporting their children’s mother tongue during the transition in Tartu’s bilingual schools and kindergartens. While Estonian legislative and strategic documents emphasise the importance of maintaining the mother tongue of pupils who study in a language different from their family language, institutional support and resources remain limited, placing the responsibility largely on families. The qualitative study is based on 25 in-depth interviews conducted in early 2023 with Russian-speaking parents whose children were attending transition schools and kindergartens in Tartu. The theoretical framework is based on research highlighting the importance of first-language development for additional language learning, academic achievement, and cognitive development. Content analysis reveals divergent parental attitudes. Some emphasise the need to preserve the mother tongue and expect schools to provide support, viewing multilingualism as a resource that strengthens identity and future prospects. Others prioritise rapid transition to Estonian-medium education, considering L1 development in educational settings less important. The findings highlight how legislative appreciation of multilingualism is undermined by the lack of institutional support. Full article

Systemic educational change in Colombia refers to coordinated transformation across policy, teaching, curriculum, assessment, school leadership, teacher professionalization, data use, and community participation, oriented toward improving learning quality, equity, citizenship, and transitions to further study and work. This entry treats systemic change as a continuous, context-sensitive process rather than as a single reform event. Its success depends on the alignment of national direction, territorial implementation, institutional capacity, teacher agency, family and community engagement, and reliable feedback on whether students are developing the knowledge, skills, dispositions, and opportunities needed for social and labor participation. Full article

Zhao’s Guzheng: Traditional Chinese Performance Techniques refers to a comprehensive pedagogical and performance framework within the Shandong–Northeast lineage of the Guzheng (Chinese plucked zither). This system is historically rooted in a 200-year family tradition that underwent a pivotal transition in 1953, when it migrated from Shandong Province to the Shenyang Conservatory of Music in Northeast China. It is formally defined by three primary evolutionary pillars: the physical transition from 16-string silk-string folk instruments to standardized 21-string S-shaped academic models; a rigorous right-hand symbolic codification system that serves as a technical grammar for practitioners; and its status as recognized Intangible Cultural Heritage. The tradition represents a sophisticated synthesis of regional folk esthetics, noted for its robust, vigorous acoustic identity and structured conservatory training. By bridging the gap between oral folk apprenticeships and formal institutional pedagogy, the Zhao lineage maintains its specific stylistic authenticity, known as Yun Wei (musical flavor), ensuring that the technical soul of the school remains reproducible within the modern global musical landscape. Full article

Background: In March 2026, a meningococcal cluster centred on the University of Kent, England, caused two deaths and resulted in over 20 reported cases within the first week, including confirmed and suspected invasive cases. Subsequent UKHSA updates in early April 2026 reported 21 laboratory-confirmed MenB cases (18 linked to the outbreak strain) and two deaths, with the outbreak subsequently spreading to a second Canterbury university, Canterbury Christ Church University, and confirmed as Neisseria meningitidis serogroup B (MenB). Sub-Saharan Africa (SSA) bears a disproportionate global burden of meningococcal disease, yet university settings remain a critically understudied outbreak amplifier. This narrative review extracts epidemiological and policy lessons from the Kent event and applies them to the SSA context. Methods: We conducted a narrative review following the SANRA criteria, searching PubMed, Embase, Scopus, Google Scholar, and African Journals Online (2000–2026), with supplementary grey literature retrieved from World Health Organisation (WHO), Africa Centre for Disease Control, and United Kingdom Health Security Agency (UKHSA). Outbreak data were drawn from official UKHSA public-health statements (grey literature, archived), the University of Kent communications, and peer-reviewed expert commentary. Results: The Canterbury outbreak exposed six reproducible vulnerabilities: unprotected serogroup circulation (confirmed MenB, not covered for the current university-age cohort), nightlife-linked transmission amplification, delayed serogroup identification, poor student symptom-recognition, inadequate institutional response capacity, and, critically, multi-institutional spread via shared nightlife venues (confirmed extension to Canterbury Christ Church University within five days). Each vulnerability is demonstrably more severe in SSA universities, which face a broader multi-serogroup threat environment (NmA, B, C, W, X), virtually no university-entry vaccination requirement, and critical evidence gap of campus-specific meningococcal evidence in the published literature. Conclusions: This review proposes a five-pillar preparedness framework for SSA tertiary institutions, derived from a synthesis of the Kent outbreak and broader epidemiological evidence, intended to inform policy discussion and future research. Moreover, these should be embedded within a broader age-linked prevention strategy that begins before university entry, particularly during the transition into secondary school in high-risk settings. Priority measures include meningococcal vaccination at key educational transition points, prophylactic antibiotic pre-positioning, serogroup-capable surveillance, symptom-recognition training, and pan-continental alert A predominantly reactive response may carry substantial risk in SSA settings. Full article

This systematic review comprehensively explores the integration of Extended Reality (XR) technologies, comprising Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), into New Zealand’s STEM education framework. In alignment with PRISMA 2020 guidelines, we systematically analyzed 127 peer-reviewed studies from the Web of Science (n = 48), Scopus (n = 57), and Dimensions (n = 22) and incorporated 15 grey literature sources, resulting in 142 studies included in the review. Our meta-analysis found substantial improvements in student conceptual understanding from XR-enhanced STEM modules. Specifically, we observed an average increase of 23.4% when compared to traditional instructional methods (95 percent Confidence Interval: 18.7 to 28.1 percent, p < 0.001). These gains were especially prominent in interactive learning environments where immersive XR applications supported deeper engagement and the visualization of abstract STEM concepts. The qualitative synthesis highlighted several key barriers that limit effective XR integration. These include technological infrastructure gaps reported in 68 percent of reviewed studies, a critical need for educator training cited by 82 percent of studies, and curriculum alignment issues present in 57 percent of cases. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) 2018, and the qualitative component employed a deductive thematic coding approach with inter-coder reliability verification. Successful institutional implementations were also identified. At Auckland University of Technology, XR-supported courses produced a 67 percent increase in student engagement, while Wellington High School achieved a 41 percent reduction in STEM achievement gaps through targeted XR interventions. Based on the evidence, we propose a four-phase implementation framework that addresses the technological, pedagogical, and policy requirements for sustainable XR adoption. These findings highlight the role of immersive technologies in supporting human-centered digital transformation and future skills development in the transition to Industry 5.0. The review contributes evidence-based insights that support the transition from technology-driven approaches associated with Industry 4.0 to the human-centered, socially oriented priorities of Industry 5.0. It also identifies critical research gaps, particularly in long-term learning outcomes and the integration of Mātauranga Māori within XR-enabled STEM environments. Full article

Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic review of empirical studies on employability in Chilean higher education published between 2000 and 2025. The review used the PRISMA 2020 framework to systematically search four academic databases: Scopus, Web of Science, SciELO, and ERIH Plus. The initial search identified 445 records. After applying inclusion and eligibility criteria, fourteen empirical studies were selected for the final analysis. These studies were then examined using thematic content analysis. The findings show a significant increase in employability studies since 2019 and a shift toward qualitative methodologies. The literature mainly addresses four analytical dimensions: (1) education-to-work transitions and career trajectories; (2) employability resources, such as skills, credentials, and social capital; (3) institutional strategies to foster employability; and (4) structural inequalities related to gender, social origin, and institutional selectivity. The findings suggest that graduate employability in Chile is shaped by the interaction between individual resources, institutional practices, and labour market structures within a highly segmented higher education system. Additionally, the review notes a lack of longitudinal research and calls for comparative studies and institutional policies to address structural inequalities. This article contributes by advocating a relational approach to employability that links individual capital, institutional habitus, and labour market structures. Full article