Search Results (718)

Background: Problematic Internet use (PIU) among adolescents has emerged as a significant public health concern, associated with the types of online activities and underlying psychological processes rather than screen time alone. Methods: This cross-sectional study included 750 adolescents (46.4% female) with a mean age of 15.39 years (SD = 1.76; range = 13–19) recruited from 7th and 8th grade primary school students and secondary school students in Split-Dalmatia County (Croatia). The study investigated the associations between specific online activities, psychological variables, and PIU using hierarchical regression and multiple mediation analyses. Results: Results revealed that time spent online remains the most strongly associated with PIU. While streaming and online shopping showed significant associations with problematic use, reading and browsing for information did not. Stress and loneliness were identified as variables associated with higher that significantly statistically mediate the relationships between online engagement and PIU, whereas emotional competence functioned as a protective factor, particularly in relation to social media use. These findings support theoretical models that conceptualize PIU as a maladaptive coping strategy for psychological distress. Conclusions: Based on these findings, prevention efforts should move beyond simple screen-time reduction and focus on strengthening adolescents’ emotional competence, stress management, and self-regulatory skills to promote healthier and more adaptive patterns of digital engagement. Full article

Outcome-Based Engineering Education (OBEE), a performance-driven approach at the forefront of curriculum design, offers a reliable and scalable framework for reforming engineering education. This research examines the industrial and logistics engineering major at the National School of Applied Sciences of Marrakesh as a case study to develop and implement a new hybrid model that merges the OBEE approach and Lean Management principles and methods through five layers. This paper presents the second and third layers of the Lean-OBEE architecture: the Target layer and Assessment layer, respectively. The target layer employs Hoshin Kanri’s X-Matrix in the OBEE process as a Lean strategic planning tool for visual and efficient management of the educational outcomes. Teachers and academic staff used the X-Matrix to monitor the unfolding of strategic educational objectives and progress throughout the course and curriculum. The assessment layer integrates a set of Lean principles, including PDCA (Plan-Do-Check-Act) cycles, Poka-Yoke, Flow, Muri, Standard Work, Takt Time, and Collective Intelligence, to design and assess the course session. The findings of this study provide preliminary evidence that the proposed Lean-OBEE model supports the development of sustainable engineering education by continuously improving the relevance and efficiency of the curriculum and teaching practices to meet the dynamic needs of industry and all stakeholders. This study serves as a practical reference for achieving the stated outcomes. Full article

This article presents a qualitative case study of two secondary school biology teachers who aligned their teaching to inquiry through an extended professional learning community (PLC) program. The case study used an inquiry-based knowledge mobility model developed within a sociocultural learning theory (SLT) framework, specifically, the zone of proximal development (ZPD). Data were collected from four PLC meeting transcripts, two lesson observations, and two post-lesson reflection interviews. Four main inquiry-based themes directly emerged from PLC dialogue: scaffolding student agency, phenomenon-based learning, prioritizing process over right answers, and managing students’ preconceptions. Overall, results from the ZPD component of SLT indicated that one teacher’s pedagogical shift was mainly driven by his willingness to take conceptual risks, whereas the other teacher was procedurally driven. The cyclical model challenges traditional views on professional learning and highlights the role of teachers’ epistemological stances on inquiry teaching. This study offers guidance for designing PLCs that support authentic inquiry-based learning in secondary school science classrooms. Full article

This study investigated waste segregation awareness and behavior, developed awareness-promoting activities, and evaluated their effectiveness among lower secondary school students in Phitsanulok Province, Thailand. The research was conducted in three phases: Phase I involved baseline data collection using interviews and structured observations. Phase II focused on developing awareness-promoting activities, including training workshops, printed public relations materials, video-based learning, and game-based waste segregation. Phase III evaluated the effectiveness of interventions using a pre-test–post-test design. The research instruments included awareness and behavior questionnaires, behavior observation forms, and records of segregated solid waste quantities. The results showed significant increases in awareness and waste segregation behavior scores after the intervention across all activity types (all p < 0.001). The mean awareness scores increased from 10.27 to 12.74 (p < 0.01), and mean waste segregation behavior scores increased from 11.82 to 13.64 (p < 0.001). However, after adjustment for pre-intervention scores and school, no significant differences were observed among activity types. Higher awareness levels were positively associated with improved waste segregation behavior, as reflected by changes in waste quantity and composition. These findings indicate that awareness-promoting activities can effectively enhance source-based waste management practices and may be applied in similar municipal and educational contexts. Full article

Background/Objectives: Traumatic dental injuries (TDIs), particularly avulsion, require immediate and appropriate first aid to ensure favorable outcomes. Adolescents are often the first responders during school or sports activities, yet their preparedness remains unclear. This study aimed to assess the knowledge, attitude, and awareness of adolescents regarding the emergency management of TDIs. Methods: A descriptive cross-sectional survey was conducted among 400 adolescents aged 15 to 18 years from four randomly selected colleges in Mangaluru, Karnataka. A structured, validated 16-item questionnaire assessed demographic characteristics and domains of knowledge (6 items), attitude (6 items), and awareness (6 items). Data was analyzed using descriptive statistics, chi-square tests, and one-way ANOVA. Results: The mean knowledge score was 2.50 ± 1.04 (95% CI: 2.40–2.60), indicating limited knowledge of dental trauma management; only 26.3% of participants recognized that avulsed permanent teeth can be replanted and 7% identified an appropriate storage medium. The mean attitude score was comparatively high (4.38 ± 1.12; 95% CI: 4.27–4.49), with 88.8% of students willing to assist an injured peer, reflecting a large attitude–knowledge discrepancy (Cohen’s d = 1.47). The mean awareness score was 2.24 ± 1.24 (95% CI: 2.12–2.36), indicating limited awareness of preventive practices, including low mouthguard use (11.5%). Shapiro–Wilk testing confirmed non-normal distribution of KAA scores (p < 0.05); accordingly, non-parametric analyses showed no significant differences across schools, academic streams, gender, or education level (Kruskal–Wallis and Mann–Whitney U tests; p > 0.05). Conclusions: Despite favorable attitudes toward assisting peers, adolescents demonstrated limited knowledge and awareness regarding the emergency management and prevention of traumatic dental injuries, particularly in tooth replantation, appropriate storage media, and mouthguard use, highlighting the need for targeted, school-based dental first-aid education programs. Full article

Urban areas require context-specific bioenergy solutions to advance toward circular and sustainable energy systems. In Bogotá, urban pruning and grass-cutting residues constitute a relatively stable biomass stream; however, the absence of district-scale valorization infrastructure leads to their direct disposal in landfill. This study develops and applies a GIS-based planning methodology to support the territorial design of a small-scale anaerobic digestion plant using urban green waste. In this study, “small-scale” is understood as an early-stage urban facility concept compatible with the available pruning stream of approximately 1200–1300 t/month of valorizable biomass, corresponding only to an order-of-magnitude energy range of a few hundred kW_e/kW_t, rather than to a final engineering design. The approach integrates official geospatial data with logistical, environmental, and institutional criteria to characterize biomass availability and evaluate location alternatives under real urban constraints. A continuous location model based on the Weber problem is first applied to estimate a theoretical lower bound of spatial effort, using public schools weighted by enrollment as a proxy for sensitive urban demand. Subsequently, a GIS-assisted Analytic Hierarchy Process (AHP) is implemented to incorporate environmental exclusions, territorial compatibility, and the operational structure of exclusive waste service areas. Results show that the optimal geometric location diverges from the territorially feasible alternative once environmental restrictions and biomass supply coherence are explicitly considered. The findings highlight that urban bioenergy infrastructure planning is governed less by pure spatial efficiency than by the integration of supply, demand, and institutional constraints. The proposed methodology provides a reproducible decision-support tool for urban bioenergy planning and contributes to sustainable waste management, circular economy strategies, and local energy resilience in cities of the Global South. Full article

Background: Childhood and adolescence represent a critical period for shaping long-term dietary habits, including whole grain consumption, which remains low despite well-documented health benefits. Objective: This cross-sectional study (November–December 2024) examined Slovenian adolescents’ attitudes toward whole-grain foods in the context of organized school meals. Methods: Participants aged 10–12 years and 14–19 years (N = 501; mean age 15.6 ± 2.6) completed an online questionnaire assessing knowledge, self-reported consumption frequency, preferences, motivational factors, and food neophobia using the translated Italian Child Food Neophobia Scale (ICFNS). Based on ICFNS scores, participants were classified as low (≤17), medium (18–24), or high (≥25) in food neophobia. Results: Older adolescents demonstrated better knowledge of whole-grain health benefits; however, greater knowledge was not associated with higher self-reported consumption. Food neophobia was strongly associated with lower consumption frequency and reduced willingness to try whole-grain foods, including whole-grain bread, oatmeal, buckwheat porridge and brown rice. Across all groups, taste was the most consistent motivator for trying whole-grain foods. Older adolescents prioritized health and appearance as key reasons for eating more whole grain foods. Conclusions: Findings suggest that improving taste, increasing exposure, and leveraging institutional settings such as schools, where availability, preparation, and social cues can be managed, may be effective in promoting whole-grain food consumption. Full article

The Chocó Andino Biosphere Reserve in Ecuador faces growing challenges associated with food consumption and waste management in rural contexts. However, the role of educational institutions in promoting sustainable practices in these territories has been scarcely studied. This paper analyzes how rural schools contribute to circularity processes in food and waste management, shaping what we conceptualize as school trajectories toward circularity. A mixed methodology was applied in four public institutions in the Reserve. The quantitative component consisted of characterizing and measuring the weight, composition, and generation of waste, while the qualitative component was based on observations and semi-structured interviews with administrators and teachers. The results indicate that recyclable dry fraction constitutes the predominant fraction across schools, revealing an overlooked but significant potential for reuse and recycling in rural educational settings. They also reveal that sustainable practices within the schools are primarily supported by pedagogical leadership and active community participation. These practices shape environmental learning trajectories in which care and co-responsibility become integrated into everyday school life. The findings contribute empirical insights on the sociocultural determinants of circular food behavior in contexts of the Global South. Full article

Past research has shown engagement during lessons to be pivotal for secondary education students to develop learning skills and to master curriculum objectives. Knowing which teaching behaviours matter most in creating sustainable student engagement is of the utmost importance for schools and school managers to be able to decide on the nature of the support beginning teachers need during their induction period to become competent teachers. Which dimensions of beginning teachers’ teaching behaviours are most in need of monitoring and support to guarantee active student engagement are still unclear. To provide some light on this issue, this study used data from a large database containing data of Dutch students’ perceptions of their teachers’ teaching behaviours during lessons, measured with the My Teacher Questionnaire, and data about self-reports of their own emotional and behavioural engagement during lessons. Our findings, based on multilevel analyses, indicate that differences between teachers’ classroom management skills and activating learning practices are the most salient components of teaching behaviour that impact the level of student engagement, regardless of student gender and family background. These findings suggest that, in general, students in Dutch secondary education seem to benefit in terms of academic engagement from efficient classroom management and more intensive and activating instruction practices of their beginning teachers. Full article

Household food waste constitutes a major sustainability challenge with worldwide implications. In the current study, an online survey (N = 252) was developed to explore how routine food management practices in Greek households influence food waste. The survey was combined with a Social Practice Theory (SPT) framework and an exploratory high-school educational intervention (N = 27) with app-based diary tracking. Under the context of SPT, indices for meanings (MNG), competencies (CPT) and materiality (MAT) were constructed, along with a Food Waste Frequency (FWF) index. Respondents were highly willing to follow educational advice (87.3%) but more moderately open to using a food-tracking app (48.1%). FWF index results (M = 2.01, SD = 0.64) suggested that household food waste was present but not established as a daily routine of the participants. Pearson’s correlations and hierarchical regression of SPT indices and FWF showed that MNG were the main predictor of household FWF (R² = 0.38), with CPT providing a marginal contribution. Also, a positive correlation (r = 0.619, p < 0.01) was observed between FWF and MNG. The results from the food waste tracking app showed that legumes (14.6%), vegetable peel (14.6%), and meat (12.5%) were the most frequently discarded food categories and that 56.3% of the discarded food was used for animal feed. However, a decrease in the use of the application was observed after the second week. The results highlight the need for prevention policies that focus on practice configurations (i.e., MNG, CPT, and MAT). The current study operationalizes key SPT elements as measurable indices for quantitative analysis on these practice-based aspects. Full article

Teaching is widely recognized as a highly stressful profession, and recent educational changes have further increased the pressure on teachers to manage demanding classroom situations while adapting to new technologies. To address this challenge, the present study examines the feasibility and user acceptance of XRSkills, a virtual reality serious game designed to strengthen teachers’ coping and problem-solving strategies through realistic school-based scenarios. A feasibility evaluation was conducted with teachers from all school grades and students from multiple European countries, combining a standardized usability measure with open-ended feedback on the game experience. Overall results indicate that XRSkills achieved a good level of usability and was generally perceived as engaging and relevant, particularly for in-service teachers. Participants appreciated the game format and learning approach, while also reporting areas for improvement such as clearer guidance, richer content, and smoother technical performance. These findings support the potential of virtual reality serious games as a practical and scalable training pathway to help teachers rehearse responses to stressors in a safe environment, while also fostering confidence in using immersive technologies for professional development. Full article

Metabolic control is poor in East Africa for youth with type1 diabetes (T1D). Self-monitoring of blood glucose (SMBG) by fingerstick 2–3 times daily is routine care. This randomized controlled trial (RCT) will test the hypothesis that providing continuous glucose monitoring (CGM) to Ugandan youth with T1D will improve glucose time-in-range (TIR glucose 3.9–10.0 mmol/L) and be cost effective in this setting. Ugandan youth with T1D (n = 180, age 4–26 years) will be divided into four 12-month cohorts (August 2022–August 2027). Half will receive unblinded Freestyle Libre 2 Flash CGM for 12 months. For six months, control subjects received sufficient test strips for SMBG three times daily while wearing blinded Freestyle Libre Pro CGM (for endpoint assessment), and then they switch to unblinded CGM for six months. Everyone receives monthly diabetes education. The primary endpoints are as follows: (1) the six-month change from baseline in glucose TIR, unblinded CGM versus SMBG; (2) a cost analysis of CGM versus SMBG. The TIR hypothesis will be tested by linear mixed effects models. Cost analysis assumptions include direct material and indirect costs like hospitalizations, missed school/work, and diabetes complications. The study will inform T1D management guidelines in a low resource setting using evidence-based recommendations. Full article

Objectives: With the rapid development of digital technology, the risk of internet addiction among adolescents has increased. However, the influence mechanism of emotional eating behavior on internet addiction remains unclear. This study aimed to explore the association pathway of emotional eating on internet addiction in junior high school students and test the chain-mediating effects of sleep quality (sleep quality was measured using the PSQI, with higher scores indicating poorer sleep quality) and depression. Methods: Based on data from 3245 junior high school students in Shenzhen, China, internet addiction was measured using Young’s questionnaire, and emotional eating was assessed via the Dutch Eating Behavior Questionnaire’s subscale. The PROCESS macro (Model 6) was used to test the chain-mediating effects. Results: Emotional eating was positively but modestly associated with internet addiction (β = 0.024, p < 0.01). Three significant mediating pathways were identified: (1) emotional eating → sleep quality → internet addiction (β = 0.0062, 14.52% of total effect); (2) emotional eating → depression → internet addiction (β = 0.0084, 19.67%); and (3) emotional eating → sleep quality → depression → internet addiction (β = 0.0041, 9.60%). Conclusions: Based on cross-sectional data, this study found that emotional eating is associated with internet addiction through the independent and chain-mediating effects of sleep quality and depression, revealing a statistical mediation pathway of “maladaptive emotion regulation → circadian disruption → psychopathology → addictive behavior.” These findings provide a basis for interventions targeting sleep management and emotional regulation. Full article

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on specific demographic and workload criteria. Using a quantitative descriptive survey approach, data were obtained from 67 Science HoDs using a paper-based questionnaire adapted from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistics and inferential analysis were employed (t-tests and ANOVA). The data indicate that Science HoDs frequently used tactics such as goal planning and communication, curriculum coordination, learner progress monitoring, teaching time management, and instructional resource availability. However, high-impact pedagogical approaches, such as classroom observation, formal written feedback, and systematic evaluation of teacher learning, were less frequently implemented. Except for the number of courses taught, instructional leadership strategies showed no significant differences by age, gender, qualification, experience, teaching load, or school location. The study reveals a preference for administrative rather than pedagogical instructional leadership, highlighting the need for targeted professional development and policy support to improve HoDs’ capacity for sustained instructional practices in science education. Full article

Background: Children with emotional disturbance (ED) frequently display highly unpredictable behaviors compared to other children. The magnitude and unpredictability of childhood ED make finding effective management strategies difficult for parents. Prior research has examined parents’ stress and the children’s behaviors in schools, but we know very little about how parents manage at home. Methods: This qualitative study used Naturalistic Inquiry to explore how parents respond to the challenges which arise at home due to childhood ED. Eight mothers raising 10 children with ED were recruited nationally. Data were gathered through semi-structured, individual interviews. Results: Consequences-based parenting strategies were unsuccessful, but mothers achieved greater success with pre-planned, intentional responses and adapting the child’s environment. Mothers learned their child’s world view was very different than their own. This realization caused mothers’ perspective toward their child to change. Mothers saw their child as struggling with a problem, instead of simply being defiant. The perception shift allowed mothers to approach situations with greater compassion and inner peace. Conclusions: The findings provide suggestions for pediatric healthcare providers who work with such parents seeking assistance and advice. Full article