Search Results (67)

At the beginning of the 21st century, rapid technological developments significantly impacted the field of education. As a result, university professors in recent years have been constantly searching and implementing teaching methods, such as blended learning, to increase the interest of their students and retain them in their courses. It is a matter of many academic discussions to create educational practices to reduce student dropout, especially in social sciences courses that are considered by students to be difficult subjects, such as accounting. The blended learning approach is based on constructivist theory and specifically on the Community of Inquiry model, where the educational experience of students is related to social, cognitive, and didactic presence, and it is orientated towards a more student-centred approach that maximises retention rates. The present study employs an exploratory blended-methods design. A questionnaire and individual interviews of students were used to collect data. The study was carried out in the context of an Advanced Financial Accounting course at a Greek university, through the implementation of an experiment with undergraduate students. Important findings include higher retention rates of undergraduate accounting students in the blended class compared to the traditional one, as the redesigning of content for the needs of blended learning, the incorporation of videos, the development of group work, and the good organisation of the course constitute the optimal mix for reducing student attrition. Full article

In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning. Full article

Background/Objectives: Children with Down syndrome are predisposed to various oro-dental conditions, which can impact their oral-health-related quality of life (OHRQoL) and overall well-being. Given their critical role, parents’ and caregivers’ perceptions are essential for understanding the challenges in oral care access and quality. This narrative review aimed to synthesise the available evidence on parental and caregiver perceptions regarding oral health, OHRQoL, and dental care access for children with Down syndrome. Methods: A literature search was conducted in PubMed, Web of Science, and Scopus, covering studies published between January 2015 and January 2025. The search included the keywords “Down syndrome”, “oral health”, “oral health-related quality of life”, “caregivers”, “parents”, “dental care access”, and “special needs children”. Thirteen studies were included after applying eligibility criteria, which selected original research focusing on the target population and themes. Results: The findings highlighted that oral health significantly affects the quality of life of children with Down syndrome, influencing their functional, emotional, and social well-being. Caregivers often reported a gap between perceived and clinically observed oral health. Barriers to dental care access included insufficient training of dental professionals, financial constraints, systemic limitations, and perceived biases. Variations across different countries also revealed the influence of cultural and healthcare system factors. Conclusions: Oral health plays a critical role in the lives of children with Down syndrome and their families. Strengthening caregiver education, improving communication, validating adapted OHRQoL instruments, and enhancing dental professionals’ training in special needs care are crucial steps to ensure equitable and family-centred oral healthcare. Full article

The rise of mental health concerns in today’s Higher Education (HE) students is a growing concern. Integrating mental health principles into curricular design can enhance the student experience and improve outcomes such as continuation, completion, and success. This paper aims to integrate mental health guidance into the design of a revalidated curriculum in sport, exercise, and health sciences. A further aim is to provide recommendations for future mentally healthy curricular design. A case study design exploring how mental health does, and might, feature across curricula was undertaken, employing a qualitative methodology. A range of stakeholders, including students, participated in workshops, interviews, and revalidation events over a 4-month period. The analysis and interpretation of the resulting transcripts proposed two main lines of action; ‘building students’ (centring on helping them navigate the nuances of the academic process and developing confidence in their university self, for example, through systematic scaffolding) and ‘building connections’ (focusing on enhancing social connections and psychological safety, for example learning student names). Recommendations proposed by this research highlight that induction should be primarily social, progressing to more fundamental skills, behaviours, and knowledge. Systematic scaffolding and mapping of relevant skills, behaviours, and knowledge throughout the course are fundamental to building students’ confidence. This could reduce both academic staff and students’ frustrations about a lack of ‘know-how’. Staff–student interactions and a focus on micro-behaviours could further enhance a student’s sense of belonging and desire to engage. Full article

The International CCN Society has been organizing workshops and conferences for the past two decades to advance our understanding of the biology and pathophysiology of the cellular communication network (CCN) proteins. The 12th CCN Workshop broadened the scope of discussions, introducing topics like CCN-dependent and -independent signaling networks involved in brain development, cellular senescence, efferocytosis, neurobiology, and the application of DNA-fabricated origami structures. This expansion proved fruitful and should continue in future events. Fostering collaborations across various fields has created a dynamic environment for innovative ideas, driving substantial progress to tackle both basic scientific questions and clinically relevant challenges. Three standout presentations sparked significant discussions and highlighted key advancements in these areas. These include the work of Li-Jen Lee (Neurobiology and Cognitive Science Center, National Taiwan University) on the involvement of the CCN2 protein in depressive and aggressive behaviors in mice; the studies of Anna Zampetaki (King’s College London British Heart Foundation Centre, School of Cardiovascular & Metabolic Medicine and Sciences) and Brahim Chaqour (University of Pennsylvania, Perelman School of Medicine, Dept of Molecular Ophthalmology) on the metabolome and mechanosensing in iPSC-derived human blood vessel organoids and in the microvasculature of genetically modified mice, and the talk of Björn Högberg (Karolinska Institutet, Department of Medical Biochemistry and Biophysics) on the promises of DNA origami. We believe that these examples illustrate better future directions, as they offer an opportune moment to pursue initiatives that broaden the focus of the CCN Workshops and other projects like ARBIOCOM (website link included below) that support collaboration among research societies, educational institutions, and private biomedical industries, all working together to further our understanding of biosignaling and cellular communication networks for the development of new drug discovery methods and disease treatments. Full article

Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students’ written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students’ abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning. Full article

The rapid advancement of artificial intelligence (AI) has spurred innovation across various domains—information technology, medicine, education, and the social sciences—and is likewise creating new opportunities in architecture for understanding human–environment interactions. This study aims to develop a fine-tuned AI model that leverages electroencephalography (EEG) data to analyse users’ emotional states in real time and apply these insights to architectural spaces. Specifically, the SEED dataset—an EEG-based emotion recognition resource provided by the BCMI laboratory at Shanghai Jiao Tong University—was employed to fine-tune the ChatGPT model for classifying three emotional states (positive, neutral, and negative). Experimental results demonstrate the model’s effectiveness in differentiating these states based on EEG signals, although the limited number of participants confines our findings to a proof of concept. Furthermore, to assess the feasibility of the proposed approach in real architectural contexts, we integrated the model into a 360° virtual reality (VR) setting, where it showed promise for real-time emotion recognition and adaptive design. By combining AI-driven biometric data analysis with user-centred architectural design, this study aims to foster sustainable built environments that respond dynamically to human emotions. The results underscore the potential of EEG-based emotion recognition for enhancing occupant experiences and provide foundational insights for future investigations into human–space interactions. Full article

Three spatial turns have occurred in innovation research, including focuses on regional, urban, and intra-urban scales. The primary focus of this study was to determine the spatial distribution of innovation and the innovation networks within urban areas based on a unit-network analytical framework. ArcGIS Pro was applied to identify innovation space units and to build a collaboration matrix among these units. Subsequently, Gephi 0.9.2 was used to analyse the networks. Guangzhou was used as a case study for empirical analysis, and the main conclusions are as follows. Guangzhou contains 53 innovation space units covering 495 grids and an area of 123.75 km² (1.67% of the land area). The 53 innovation space units encompass 231,698 patents, accounting for 72.28% of the total patents in Guangzhou. The 53 innovation space units can be categorised into three levels—innovation agglomeration zones (IAZs), innovation agglomeration sub-zones (IASZs), and innovation agglomeration nodes (IANs)—which can be further classified into nine types. The spatial distribution of innovation and the innovation networks in Guangzhou form a core–periphery structure, with the Wushan–Shipai Science and Education Innovation Zone, Tianhe Centre–Yuexiu East CBD Zone, and Guangzhou Science Town Innovation Zone forming three poles at the core. The weighted degree centrality of the three poles ranked among the top 3 of the 53 innovation space units, and the link frequency between poles was among the top 3 in the 143 pairs of connections between the 53 innovation spatial units. Full article

Background/Objectives: Academic libraries offer a range of activities and initiatives for their students and community users. However, wellbeing, as a concept in academic libraries, is not very well defined and is poorly understood. The objective of this scoping review was to examine the role of academic libraries in student and community wellbeing, identify the various kinds of activities and initiatives that they carry out to address their wellbeing, and uncover gaps that might require further research. Methods: An extensive search was conducted in the Library Information Sciences Association (LISA), Education Resources Information Centre (ERIC), Medline (OVID), Scopus, and Web of Science (WOS) databases. Grey literature was searched on a selection of library websites and digital repositories. Data were extracted from studies that met the inclusion criteria for the scoping review. Themes were identified by the authors and reported as a narrative summary. Results: Of the 5437 records identified, a total of 40 documents were included in this scoping review. The authors identified 11 different kinds of activities and initiatives carried out in academic libraries that promote student and community wellbeing, i.e., (1) animal-assisted activities; (2) facilitating dialogues about belonging and identity; (3) fun recreational activities; (4) study support; (5) physical activity promotion; (6) meditation, yoga, and mindfulness; (7) book clubs; (8) art exhibitions; (9) technology and digital support; (10) free food and tea; and (11) health awareness. These activities were found to promote the physical, emotional, and social wellbeing of student and community users. Conclusions: This review highlights the need for further systematic research on the long-term effects of wellbeing initiatives and activities on both student and community users, and how they might impact aspects of wellbeing for specific population groups such as senior citizens and LGBTQIA members. This scoping review demonstrates the potential of academic libraries in promoting health and wellbeing for their users. Full article

With the increasing application of robots in human-centred environments, there is increasing motivation for incorporating some degree of human-like social competences. Fields such as psychology and cognitive science not only provide guidance on the types of behaviour that could and should be exhibited by the robots, they may also indicate the manner in which these behaviours can be achieved. The domain of social child–robot interaction (sCRI) provides a number of challenges and opportunities in this regard; the application to an educational context allows child-learning outcomes to be characterised as a result of robot social behaviours. One such social behaviour that is readily (and unconsciously) used by humans is behavioural alignment, in which the behaviours expressed by one person adapts to that of their interaction partner, and vice versa. In this paper, the role that robot non-verbal behavioural alignment for their interaction partner can play in the facilitation of learning outcomes for the child is examined. This behavioural alignment is facilitated by a human memory-inspired learning algorithm that adapts in real-time over the course of an interaction. A large touchscreen is employed as a mediating device between a child and a robot. Collaborative sCRI is emphasised, with the touchscreen providing a common set of interaction affordances for both child and robot. The results show that an adaptive robot is capable of engaging in behavioural alignment, and indicate that this leads to greater learning gains for the children. This study demonstrates the specific contribution that behavioural alignment makes in improving learning outcomes for children when employed by social robot interaction partners in educational contexts. Full article

This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods. Full article

Background: Influenza poses a substantial health burden, especially among older adults in China. While vaccination is one of the most effective preventions, influenza vaccine uptake rates among Chinese older adults remain low. This study examines the individual and combined effects of behavioral interventions based on the Information–Motivation–Behavioral Skills (IMB) model and economic incentives in promoting influenza vaccine uptake among older adults living in China. Methods: The study will recruit 640 older adults living in eight communities that have not been covered by the free influenza vaccination policy. These eight communities (as clusters), stratified by urban and rural, will be randomized to four parallel arms, including a usual care arm, an IMB-based behavioral intervention arm, a conditional economic incentive arm, and a combined behavioral-economic arm. The interventions will start from the beginning of the flu season and last for about one month. Specifically, the IMB-based behavioral intervention encompasses health education brochures, healthcare provider-led lectures, interactive quizzes, and personalized consultations. The exact number of economic incentives is conditional on the timing of vaccination (a higher amount for early immunization) and the number of people within a household to be vaccinated at the same appointment (a higher amount for more people). The primary outcome is the influenza vaccination rate. Data will be gathered through vaccination records and questionnaires covering IMB-based vaccination cognitions. Mixed-effects models will be used to analyze the outcome of vaccination rate, reporting difference-in-differences estimates with 95% confidence intervals. Conclusions: The results of this study have the potential to inform influenza vaccination program scaleup among older adults who are not yet covered by the free influenza vaccination policy. Ethics and dissemination: Ethics approval has been granted by the ethics commission of Peking University Health Science Centre (IRB00001052-24090). Participants will be required to sign a written consent form. Findings will be reported in conferences and peer-reviewed publications in accordance with the recommendations of the Consolidated Standards of Reporting Trials. Registration number: This study was registered at the Chinese Clinical Trial Registry (ChiCTR2400090229). Full article

Utilizing the Web of Science database as a retrieval source, this study employs CiteSpace software to conduct a visualization analysis of 8380 documents related to outdoor education published from 1994 to 2023. The findings reveal a phased increase in the volume of outdoor education research, with a shift in research themes from environmental governance to environmental education, ultimately concentrating on education for sustainable development that is characterized by significant temporal features. Initially dominated by publications from Europe and North America, the geographical distribution of research has gradually expanded globally. The core research theme centres around environmental education, with experiential education, outdoor learning, and education for sustainable development evolving concurrently. The network structure of research collaboration predominantly involves higher education institutions, with a noticeable shift from limited disciplinary research to interdisciplinary integration across multiple fields. Full article

Urban botanical gardens collect, preserve, research, and utilize important regional plant resources and serve as ecologically friendly cores of development and renewal for urban organisms. Meanwhile, they offer garden landscape displays and public science education. Furthermore, biodiversity conservation has become important globally. Here, the connotation of urban botanical gardens is interpreted, the functional evolution of urban botanical gardens is examined, and the challenges of sustainably developing urban botanical gardens in the context of biodiversity conservation are analysed. Taking the Shanghai Botanical Garden as an example, the abilities of urban botanical gardens in high-density downtown areas to coexist with urban spaces and thrive along with cities—thus enhancing their five core functions of ex situ conservation, scientific research, popular science education, garden horticulture, and public service—are discussed. These discussions provide references for the sustainable development of urban botanical gardens in similarly high-density city centres. Full article

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge. Full article