Search Results (899)

Background/Objectives: Alcohol and tobacco use in adolescence are major public health concerns that shape long-term health trajectories and undermine healthy behaviour development. Schools are key settings for health promotion, offering structured environments to foster self-regulation, social skills, and protective behaviours. This scoping review mapped recent school-based educational strategies designed to prevent alcohol and tobacco use among adolescents and to examine whether the included studies reported any involvement of school nurses. Methods: Review followed Arksey and O’Malley’s framework and adhered to JBI guidance and PRISMA-ScR. Searches were conducted in PubMed and Web of Science (2019–2024) to identify school-based educational interventions targeting alcohol and/or tobacco use among primary or secondary school children. The primary search targeted prevention strategies, complemented by nursing-related terms to identify nurse involvement. A standardised charting form captured study characteristics, intervention formats, theoretical foundations, implementation factors, and any reported participation of health professionals. Data extraction was performed independently by two reviewers. Results: Eleven studies met the inclusion criteria. Most were randomised controlled trials (81.8%). Educational strategies included online (45.5%), hybrid (27.3%), and face-to-face (27.3%) formats. Programs focused on social skills, self-regulation, harm reduction, or resilience. Digital formats were cost-effective but showed challenges in engagement and sustained participation, while face-to-face or hybrid approaches offered relational support but were vulnerable to implementation drift. No study reported nurse involvement. Conclusions: School-based prevention strategies can contribute to healthier behaviours related to substance use by reinforcing socioemotional competencies and reducing early exposure to substances. However, persistent barriers such as low engagement, inconsistent delivery, and the absence of health professionals limit their impact. The role of school nurses could be considered in future school-based prevention programmes. Full article

Background: The impact of screen time is having serious adverse effects on people’s lives. Unfortunately, early childhood is the most vulnerable stage in the lifespan, and most children are using television, computers, parents’ and mothers’ mobile phones, or tablets, for longer than recommended. For this reason, the interest of the education community in proposing programs for reducing screen time has grown, which could be of interest for families and professionals in early childhood development and care for children adhering to a healthy lifestyle. For this reason, the objective of this study is to compile programs including families that have tried to reduce preschool-aged children’s time in front of screens. Method: The search strategy is designed based on the PICOS framework. A review was conducted in three databases (PubMed, Web of Science, and ProQuest Central) on 11 October 2024, following the PRISMA guidelines. The systematic review is registered in PROSPERO. Results: A total of 287 articles were initially found, and 15 met all inclusion criteria. Conclusions: The results reveal that programs based on training parents in addition to performing games with children have positive effects for reducing screen time in children up to six years old, even in a specific population. Full article

Background: Digital health technologies have reshaped continuing professional development (CPD) in healthcare. However, learning in digitally mediated programs is often assumed rather than explicitly designed and assessed. Project ECHO^® (Extension for Community Healthcare Outcomes), a globally implemented telementoring model, expands access to specialized expertise through videoconferencing-based, case-oriented learning. While prior literature has documented program reach, implementation, and clinical outcomes, comparatively less attention has been paid to the interactional mechanisms through which learning unfolds within ECHO sessions. Objectives: This article conceptualizes Project ECHO as a structured learning environment and proposes a theoretically grounded framework for examining and assessing learning processes in digital CPD. Methods: Using situated learning, communities of practice, and cognitive apprenticeship as analytical lenses, this conceptual analysis examines participation structures, distributed expertise, facilitation practices, and case-based dialogue in ECHO sessions. Principles of constructive alignment inform a process-oriented assessment approach aligned with CPD evaluation models such as Moore’s framework. Conceptual framework: This article develops a theory-informed framework that conceptualizes Project ECHO as a structured learning architecture for digital continuing professional development. The framework identifies how participation, distributed expertise, facilitation, and case-based dialogue support learning processes during ECHO sessions. It also proposes process-oriented indicators to make learning dynamics more visible alongside outcome-based evaluation approaches. Conclusions: By foregrounding learning processes, this analysis offers a conceptual foundation to strengthening pedagogical alignment, faculty development, and assessment design in ECHO programs. The framework contributes to digital CPD scholarship by clarifying how learning develops within telementoring environments and by guiding future research and program refinement. More specifically, the article contributes a process-oriented evaluation perspective that helps make learning quality more visible within telementoring environments, thereby complementing dominant outcome-focused CPD models. Full article

Self-regulated learning (SRL) is a fundamental competence for academic transition and success in higher education, especially in health sciences, where autonomy and learning management are essential. This systematic review analyzed the relationship between SRL, academic performance, and student well-being among undergraduate health sciences students. Following the PRISMA protocol, 39 articles published between 2015 and 2025 on Web of Science, Scopus, and PubMed databases were selected. The consolidated sample consisted of 24,835 participants. The methodological quality of the selected studies was assessed using the Newcastle–Ottawa scale (NOS). A predominantly positive association was found between high levels of SRL and academic performance (GPA) (with correlation coefficients ranging from r = 0.11 to r = 0.55 in the primary studies). Furthermore, evidence from standardized self-report questionnaires in the reviewed literature indicates that several studies report female students showed higher levels of organization and planning, but these findings were not consistently observed across all studies. SRL acts as a key protective factor against stress, anxiety, and academic burnout. However, a “stagnation paradox” was identified: SRL skills do not always evolve linearly, often showing regression or stagnation in advanced clinical years due to the high cognitive load and insufficient support structure in those environments. Regarding sociodemographic variables, female students reported higher levels of planning and responsibility. SRL does not develop spontaneously with academic progress. Therefore, higher-education institutions must implement systematic and intentional pedagogical strategies from the early years of training to foster student well-being and the development of resilient professionals. Full article

The objective of this study is to develop and incorporate a multidisciplinary engineering design experience into an academic success and professional development course that aims to retain non-calculus-ready first-year engineering students. The project followed the five-step engineering design process using knowledge from multiple engineering disciplines. Students were tasked to design a scale model of a safe, sustainable, and cost-efficient oil derrick with PASCO kits, engage in discussion to consider societal, global, cultural, and further factors in design, practice an elevator pitch with entrepreneurship specialists from the university start-up incubator, and present the final design to a multidisciplinary judge panel from academia and industry in engineering, math, social science, and business at a Poster Expo. This project-based learning aligned with the student outcomes of ABET and the Engineering for One Planet framework for sustainability education in engineering. Opportunities and challenges of this multidisciplinary learning experience were analyzed using triangulated data sources from student course performance, a student perception survey (N = 16; Cronbach’s α = 0.959), and student retention data. Results showed a positive student learning experience with 88% of students reporting that the multidisciplinary design experience was positive to their learning and increased their interest in engineering. Ninety-four percent of student retention in engineering was reported by the end of the semester (N = 17). Full article

The combination of Artificial Intelligence (AI) and Formative Assessment (FA) in Teacher Education explores how emerging technologies can enhance teaching practices and professional development. AI tools can provide personalized feedback, identify learning needs, and support reflective practice among educators. Integrating AI-driven formative assessment methods allows for continuous evaluation of teaching competencies, promoting adaptive learning, data-informed decision-making, and improved instructional quality in teacher education programs. The purpose of this study was to conduct a systematic review of the use of Formative Assessment (FA) and Artificial Intelligence (AI) in Teacher Education (TE) during the period 2020–2025 (inclusive). The review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which ensures a rigorous, transparent, and reproducible process in the selection and analysis of studies. To this end, scientific articles published in the Scopus, Web of Science and Dialnet databases were reviewed, considering publications in English and Spanish. The objective was to identify trends, methodological approaches, results, and research gaps that show how AI is being integrated, or not, into FA processes in TE. The review also sought to analyze the impact of AI on student participation in assessment, feedback, decision-making, and the learning and assessment process itself, synthesizing the current evidence on the relationship between AI and FA in TE. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

While scholars have written about programs that support community college (CC) students in STEMM and their transition to four-year institutions, less attention has been paid to culturally informed approaches addressing cultural mismatch and leveraging community cultural wealth (CCW). This paper presents results from qualitative research conducted through five focus groups with 43 CC students who attended a summer program over three summers. Grounded in strategies that address cultural mismatch by drawing on CCW and ancestral strengths to foster STEMM success, the summer program provides CC students with professional tools and skills for their educational trajectories and supports them as they pursue a STEMM pathway. The findings revealed that learning about multiple pathways through faculty members’ academic journeys, bonding with peers, and gaining the language to describe home–school mismatch experiences allowed students to reduce intimidation and self-blame, increase self-efficacy, develop a stronger science identity invested in social justice, and demonstrate greater willingness to engage with institutional actors. In sum, humanizing STEMM not only portrays a holistic picture of the field but also demystifies the notion of STEMM as a “cold” career, enabling students to more readily see themselves in role models and envision themselves on a viable career path. Full article

Jordan’s masonry archaeology across limestone, sandstone, and basalt faces escalating threats from a disconnect between conservation and architectural education. Though Jordanian archaeology has evolved into a multidisciplinary field, architecture curricula prioritize technical training over the engineering complexities of endangered sites. This study argues that engaging future architects with ancient engineering as recoverable technical knowledge, rather than as objects for specialist intervention, is essential for cultivating advocates of archaeology. It aims to develop a constructivist framework for architectural archaeology that reorients education from mere intervention toward knowledge transfer through reverse engineering. A mixed-methods experiment with architecture students at Hashemite University engaged participants in deconstructing ancient techniques through digital documentation and structural simulation and then reconstructing this knowledge for contemporary applications. A four-domain framework operationalized object-laden epistemology (technical acquisition) and value-laden ontology (constructed advocacy). Findings revealed four transformative outcomes: science-making (recovering ancient engineering as legitimate knowledge); heritage-making (sites becoming living practice); temporality-making (past–present dialogue within presentism and futurism); and advocacy-making (students as ‘custodian-transmitters’ assuming professional stewardship). By integrating architectural archaeology into core curricula, this framework reaches future architects beyond specialized programs, addressing regional gaps in community support for endangered heritage while maintaining critical reflexivity regarding power and selection in archaeological discourse. Full article

This practice-based implementation report describes the adoption of the My Abilities First (MAF) initiative for children with developmental delays in Taiwan. Grounded in the International Classification of Functioning, Disability and Health (ICF) framework, MAF emphasizes a strengths-based, participatory, and human rights-oriented approach to early childhood intervention. The purpose of this report is to describe the development of the MAF framework and the details of its innovative, culturally sensitive implementation in Taiwan, using implementation science principles to support the national adoption of My Abilities ID Cards (ABIDs). Central to the MAF initiative is the ABID, a tool that empowers children to express their abilities, preferences, and support needs using their own voice or preferred mode of communication. Guided by implementation science, the MAF team in Taiwan engaged stakeholders in urban and rural centers, developed training programs, and integrated ABID into early intervention and special education systems. Preliminary outcomes indicate that from 2021 to 2025, 140 training sessions reached a total attendance of 6961. Notably, satisfaction with training was high (>95%), and practitioner subjective competence adopting positive language improved. The number of children under age 12 creating ABIDs grew to approximately 700. Preliminary evidence suggests that ABIDs might increase systematic adoption of children’s opinions in assessments and interventions. Qualitative feedback from parents and professionals highlights the contribution of ABIDs, ensuring self-expression, motivation, and meaningful participation. The pioneering Taiwanese experience demonstrates the feasibility and impact of MAF and ABIDs in promoting children’s rights and participation, offering practical insights for global adaptation in diverse contexts. Full article

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education. Full article

This study examined the role of e-modules and learning applications in enhancing scientific literacy among Grade 11 Life Sciences learners in a South African secondary school. Grounded in constructivist and connectivist learning theories, the research responded to persistent challenges in learners’ conceptual understanding, scientific reasoning, and application of scientific knowledge. A mixed-methods case study design was employed, combining quantitative pre- and post-test data with qualitative classroom observations and semi-structured learner interviews. Thirty learners participated in a technology-enhanced instructional intervention using curriculum-aligned e-modules delivered through Binogi and Google Classroom. Quantitative findings revealed a statistically significant improvement in scientific literacy following the intervention. Learners’ mean scores increased from 39.20% (pre-test) to 63.07% (post-test), representing a gain of 23.87 percentage points. A paired-samples t-test confirmed that this improvement was extremely significant (t (29) = 11.58, p < 0.0001), with a very large effect size (Cohen’s d = 2.11). Qualitative findings indicated that learners experienced enhanced engagement, improved conceptual clarity, and greater motivation when using digital learning tools, particularly through visualisations, animations, and self-paced learning. However, persistent difficulties with graph interpretation were also identified. The study concludes that the intentional integration of e-modules and learning applications can substantially enhance scientific literacy in Life Sciences by supporting conceptual understanding, reasoning, and learner engagement. These findings highlight the importance of pedagogically guided digital integration and teacher professional development to strengthen science learning outcomes. Full article

Introduction: Despite the growing emphasis on inclusion, evidence on the longitudinal effects of consecutive training pathways in physical activity remains limited, particularly within initial university-level education. Objective: To assess the impact of a consecutive inclusive physical activity training pathway on the academic and professional development of Physical Activity and Sport Sciences students, focusing on academic self-concept, perceptions of educational inclusion, and evaluations of theoretical and practical training. Method: A longitudinal, quantitative repeated-measures design was employed across one full academic year. University students responded to questionnaires at three time points (R1, R2, and R3), corresponding to key phases of the training pathway. Within-subject analyses were conducted to examine changes over time throughout the complete course sequence. Results: Significant reductions were observed in academic self-concept, perceived academic performance, and academic self-efficacy across the training pathway. Concurrently, significant improvements were found in key dimensions of inclusive practice, particularly in methodology, supports, and community participation, whereas the conception of diversity remained stable. Perceived adequacy of theoretical training increased progressively over time, while perceived adequacy of practical training improved following the first course and subsequently stabilized. Conclusions: The training pathway positively influences students’ preparedness for inclusive education. However, the findings suggest the need to strengthen structured practical experiences that facilitate the transfer of learning to professional practice. Full article

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions. Full article

Tennis match analysis is a critical component of sports science, offering data on player performance, workload management, and competitive stress. We developed a data-driven framework to classify tennis matches as high-stress or low-stress using the Association of Tennis Professionals’ match statistics. High-stress matches are characterized by extended duration or frequent break points, both representing elevated physical and psychological demands. We implement TabNet and compare its performance with recurrent deep learning models, including long short-term memory (LSTM), bidirectional LSTM, attention-enhanced LSTM, and convolutional LSTM. Experimental results show that TabNet achieves the best accuracy (98%), while the recurrent models maintain accuracies above 93%, demonstrating consistent predictive capability. To enhance interpretability, SHAP analysis identifies break points faced, break points saved, and match duration as the most influential determinants of match stress, with serving and returning features providing secondary contributions. These findings confirm the effectiveness of interpretable deep learning in sports analytics and highlight its potential for guiding training and match preparation. Full article