Search Results (87)

Artificial intelligence (AI) is one of the most influential and rapidly developing phenomena of our time. New fields of study are being created at universities, and managers are constantly introducing new AI solutions for business management, marketing, and advertising new products. Unfortunately, AI is also used to promote dangerous political parties and ideologies. The research problem that is the focus of this work is expressed in the following question: How does the symbiotic relationship between artificial and natural intelligence manifest across three dimensions of human experience—philosophical understanding, educational practice, and pastoral care—and what hermeneutical, phenomenological, and critical realist insights can illuminate both the promises and perils of this emerging co-evolution? In order to address this issue, an interdisciplinary research team was established. This team comprised a philosopher, an educator, and a pastoral theologian. This study is grounded in a critical–hermeneutic meta-analysis of the existing literature, ecclesial documents, and empirical investigations on AI. The results of scientific research allow for a broader insight into the impact of AI on humans and on personal relationships in Christian communities. The authors are concerned not only with providing an in-depth understanding of the issue but also with taking into account the ecumenical perspective of religious, social, and cultural education of contemporary Christians. Our analysis reveals that cultivating a healthy symbiosis between artificial and natural intelligence requires specific competencies and ethical frameworks. We therefore conclude with practical recommendations for Christian formation that neither uncritically embrace nor fearfully reject AI, but rather foster wise discernment for navigating this unprecedented co-evolutionary moment in human history. Full article

This paper examines the operational consequences and energy demands associated with the growing cultural diversity of air travellers at airport security checkpoints. The analysis focuses on how an increasing proportion of passengers requiring enhanced security screening, due to cultural, religious, or linguistic factors, affects both system throughput and energy consumption. The methodology integrates synchronised measurement of passenger flow with real-time monitoring of electricity usage. Four operational scenarios, representing incremental shares (0–15%) of passengers subject to extended screening, were modelled. The findings indicate that a 15% increase in this passenger group leads to a statistically significant rise in average power consumption per device (3.5%), a total energy usage increase exceeding 4%, and an extension of average service time by 0.6%—the cumulative effect results in a substantial annual contribution to the airport’s carbon footprint. The results also reveal a higher frequency and intensity of power consumption peaks, emphasising the need for advanced infrastructure management. The study emphasises the significance of predictive analytics, dynamic resource allocation, and the implementation of energy-efficient technologies. Furthermore, systematic intercultural competency training is recommended for security staff. These insights provide a scientific basis for optimising airport security operations amid increasing passenger heterogeneity. Full article

This study responds to the call by some scholars to establish a framework for ignorance. It challenges the myth that ignorance is all bad and an utterly undesirable state in organizations and proposes a new framework for the application of ignorance analytics in organizations. It includes a taxonomy of deliberate and unconscious ignorance in decision-making and judgment as well as the drivers of personal and corporate deliberate ignorance and their behavioral implications. Ignorance plays a substantial role in competency development, scientific progress, innovation, and organizational strategic advantage. The proposed framework can help developers of talent, including management trainers, educators, and HR practitioners, to recognize the drivers of willful ignorance and help managers design effective interventions to move employees from unconscious incompetence to mastery. This paper suggests an agenda and identifies opportunities for future research. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

This commentary evaluates contemporary equestrian sport governance through the lens of equine welfare science. Drawing on evidence from the FEI Sport Forum 2025 debates, the IFHA Racing Integrity Handbook, media coverage of horse sport, recent scientific presentations, regulatory texts, and published research, we identify systemic shortcomings in how horse welfare is assessed, prioritised, and protected. Key issues include reliance on performance as a proxy for welfare, inadequate “fit-to-compete” protocols, neglect of horses’ mental states, coercive tack and equipment practices (e.g., double bridles, tight nosebands, ear hoods), pharmacological and surgical interventions that mask pain, euphemistic regulatory language (e.g., whip “encouragement”), and inconsistent implementation of welfare rules. Through a series of case studies, from dressage and show jumping forums to racing integrity handbooks, we illustrate euphemistic language, defensive group dynamics, dismissive rhetoric towards evidence-based criticism, and a troubling “stable blindness” that sidelines the horse’s perspective. We conclude that meaningful reform requires (1) embedding validated behavioural and physical welfare indicators into all competition and pre-competition protocols, (2) transparent, evidence-inclusive rule-making under a precautionary principle, (3) genuine engagement with independent equine welfare experts, and (4) establishment of empowered, impartial oversight bodies to ensure that stated codes of conduct translate into consistent, enforceable practice. Only by catering to the horse’s subjective experiences and applying modern ethological and bioethical standards can equestrian sport retain its social licence and ensure integrity in all areas of competition management. Full article

Generative AI is an emerging tool in higher education; however, its connection with transversal competencies, as well as their sustainable adoption, remains underexplored. The study aims to analyze the scientific and conceptual development of generative artificial intelligence in higher education to identify the most relevant transversal competencies, strategic processes for its sustainable implementation, and global trends in academic production. A systematic literature review (PRISMA) was conducted on the Web of Science, Scopus, and PubMed, analyzing 35 studies for narrative synthesis and 897 publications for bibliometric analysis. The transversal competencies identified were: Academic Integrity, Critical Thinking, Innovation, Ethics, Creativity, Communication, Collaboration, AI Literacy, Responsibility, Digital Literacy, AI Ethics, Autonomous Learning, Self-Regulation, Flexibility, and Leadership. The conceptual framework connotes the interdisciplinary nature and five key processes were identified to achieve the sustainable integration of Generative AI in higher education oriented to the development of transversal competencies: (1) critical and ethical appropriation, (2) institutional management of technological infrastructure, (3) faculty development, (4) curricular transformation, and (5) pedagogical innovation. On bibliometric behavior, scientific articles predominate, with few systematic reviews. China leads in publication volume, and social sciences are the most prominent area. It is concluded that generative artificial intelligence is key to the development of transversal competencies if it is adopted from a critical, ethical, and pedagogically intentional approach. Its implications and future projections in the field of higher education are discussed. Full article

Background: Competency in providing high-quality, comprehensive patient care is essential for newly qualified dentists. Dental curricula are designed to equip graduates with necessary skills to develop competencies. Outplacement training has been incorporated into most dental curricula to provide broader clinical experience in a real-world situation. Methods: This cross-sectional study aimed to assess (1) the perceived confidence of final-year dental students (FYDSs) at an Australian university with reference to the Australian Dental Council (ADC) professional competencies for newly qualified dentists; (2) the association between perceived confidence and the timing of outplacement training; and (3) students’ perceptions on outplacement training in developing their competencies. Two online surveys were administered to a cohort of FYDSs at the end of the first and second trimesters. ‘Survey 1’ was based on the ADC competency requirements (2022) and assessed aims 1 and 2. The five domains assessed were (1) communication and leadership; (2) critical thinking; (3) health promotion; (4) scientific and clinical knowledge; and (5) person-centred care. ‘Survey 2’ assessed students’ perception on outplacement training and was administered towards the completion of their outplacement to assess aim 3. Results: Students’ perceived competency levels were high across all domains. Those with prior tertiary education were more confident in communication and leadership, health promotion, and scientific and clinical knowledge than students with secondary qualifications. The perceived confidence in professional competencies among FYDSs had no significant association (p > 0.05) with the location or the sequence of outplacement. The thematic analysis of survey 2 responses reported the guidance and constructive feedback received from supervisors while managing cases in a real-life setup as a significant contributor to their confidence development. Conclusions: FYDSs reported a satisfactory level of perceived confidence in professional competencies. Both in-house training and outplacement equally improve the levels of competency development. FYDSs perceive outplacement training as a positive integral component in the development of skills. Full article

Sustainable building practices face various problematic areas in the European region, such as climate change, high initial costs for sustainable materials and technologies, regulation, sourcing sustainable materials, performance, staff competencies, energy efficiency, waste management, environmental quality and impact, community perception and awareness, integration with existing infrastructure, and others. In order to address these problems, it is essential to adopt appropriate methods and techniques that facilitate informed decision-making and the creation of sustainable strategies for developing building practices. One of the methods for analyzing and developing sustainable building practices is multi-criteria assessment methods that allow for the consideration of multiple criteria simultaneously, providing a more holistic view of the alternatives being assessed. These methods enhance the transparency of the decision-making process by clearly defining the criteria and weights used in the evaluation, and they can be adapted to various building practices. In this study, the COPRAS (Complex Proportional Assessment) method was chosen which is a multi-criteria decision-making method that provides a systematic and quantitative approach for evaluating and ranking alternatives based on multiple criteria and ensures a more objective and data-driven decision-making process. This study aims to analyze the development peculiarities of sustainable building practices in the European region by applying the COPRAS approach and method. In this study, a scientific literature review, the COPRAS method, and expert evaluation were applied. The results of the expert evaluation showed that confidence in the quality and structural properties of secondary materials (traceability) criteria received the highest weight among other criteria. Applying the comprehensive COPRAS method highlighted that assessing the set of criteria is vital for the construction and manufacturing sectors. These findings could be significant for policymakers in developing sustainable building practices. Full article

(1) Background: Each year, significant volumes of healthcare data are generated through both research and care. Since fundamental digital processes cannot function effectively without essential data competencies, the challenge lies in enhancing the quality of data management by establishing data literacy among professionals in outpatient healthcare and research. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional Use of Health Data in the Ruhr Metropolis), a didactic concept for interprofessional data literacy education is developed, structured as a learning objectives matrix. Initially conceived through a literature review, this concept has been continually developed through collaboration with interprofessional project partners. The study was conducted between February 2023 and June 2024. (3) Results: The foundational structure and content of the didactic concept are based on various scientific studies related to general data literacy and the outcomes of an interactive workshop with project partners. Eight distinct subject areas have been developed to encompass the data literacy required in healthcare professions: (1) Fundamentals and general concepts, (2) ethical, legal, and social considerations, (3) establishing a data culture, (4) acquiring data, (5) managing data, (6) analyzing data, (7) interpreting data, and (8) deriving actions. Within these, learners’ data literacy is assessed across the four competency areas: basic, intermediate, advanced, and highly specialized. (4) Conclusions: The learning objectives matrix is anticipated to serve as a solid foundation for the development of teaching and learning modules aimed at enhancing data literacy across healthcare professions, enabling them to effectively manage data processes while addressing the challenges associated with digital transformation. Full article

Background: The outbreak of emerging infectious diseases represents a crisis event that poses a threat to human beings. Nursing staff in the tertiary hospital, especially clinical nurses and nursing managers, serve as the frontline personnel in combating this crisis. However, there is a lack of clarity regarding the specific competencies required of them to respond to these emerging infectious diseases. Methods: The literature review, semi-structured interviews, and group discussion were adopted to collect and analyze the competency index. The Delphi technique was used for the examination and construction of the index system. Results: The development of the competency index system was a collaborative effort that involved 18 experts from eight provinces and cities across China. The system includes competency indexes for two types of nursing staff: clinical nurses and clinical nursing managers. Specifically, the competency index system for clinical nurses and nursing managers in tertiary general hospitals to respond to emerging infectious diseases comprises three first-level indexes. For clinical nurses, there are 20 second-level indexes and 65 third-level indexes, while for clinical nursing managers, there are 21 second-level indexes and 68 third-level indexes. Conclusions: The constructed competency index system for nursing staff in tertiary general hospitals to respond to emerging infectious diseases is scientific, reliable, comprehensive, and specific and may provide reference for nursing leaders to develop competency training programs for nursing emerging infectious diseases. Full article

Background: We examined four potential challenges for the implementation of the European Union (EU) Regulation 2021/2282 on Health Technology Assessment (EU HTAR): interaction with the European Medicines Agency (EMA), expert input, the interface of European health technology assessment (EU HTA) joint procedures with those within Member States, and the management of conflict of interest. This research aims to explore how to address these challenges in a balanced manner and prioritise key actions for effective collaboration in the context of the EU HTA. Methods: The methodology included a pre-convention survey among relevant stakeholders as well as working groups and the plenary ranking of discussion outcomes at the European Access Academy (EAA) Spring Convention 2024. Results: In the survey, 65.5% of respondents indicated that experts are currently not sufficiently included in the upcoming joint scientific consultations and clinical assessments; only 37.9% suggested that the EU HTA joint procedures would accelerate national appraisal decision-making, and 58.6% believed that the principles of ‘transparency’ and ‘competency’ are balanced in the EU HTA position on conflict of interest. The top priority action points identified in the working groups were the involvement of the best available expertise, the early and inclusive involvement of experts, strengthened early scientific dialogue, and the fostering of the political willingness/financial support of EU Member States to increase capacities. Conclusions: The key topics identified were an approach to conflict of interest that balances transparency obligations and the need for expertise, strengthens the involvement of clinical and patient experts, intensifies early interaction between the EMA and EU HTA, and increases the involvement of the EU Member States. Full article

In the field of engineering management, teaching emphasizes the cultivation of applied talents within the context of new engineering disciplines. Evaluating the effectiveness of this cultivation is particularly necessary. The evaluation system for teaching effectiveness plays a crucial role in enhancing teaching quality, promoting students’ comprehensive development, and driving educational reforms. In recent years, there have been numerous research achievements on the evaluation system for practice-oriented teaching quality. However, compared with other disciplines, the field of engineering management remains in its infancy. Therefore, this study clarified the ability goals that talents in this major should possess by studying the evaluation indicators of teaching effectiveness in the field. Based on an emphasis on cultivating different abilities, a practical teaching effectiveness evaluation system was constructed. This study used the Delphi method and the analytic hierarchy process (AHP) to construct a teaching evaluation indicator system for engineering management majors. The system assigns weights to each indicator based on the “Four Abilities”, including professional competence, practical skills, innovation abilities, and employability. This results in the establishment of a relatively scientific and reasonable teaching effectiveness evaluation system. Furthermore, based on the research results, teaching reform studies related to ability cultivation in the “Building Structures” course were carried out. The teaching effectiveness was verified through post-class student feedback, and a student assessment method was established. This study contributes to a better understanding of the path of practical teaching reform and provides a reference value for teaching practice research in related majors. Full article

The development of leadership competencies is a current topic in the scientific community. The weaknesses detected in our study reflect the limited treatment offered to this area of work and the current struggle of rural elementary school directors in navigating the challenges of the digital era. The following methods and techniques were used at the theoretical and empirical levels: analytical–synthetic, historical–logical, inductive–deductive, systemic, documentary analysis, observation, surveys, interviews, and self-assessment scales. The systematized theory is based on the process of development of leadership competence in school directors as a dimension of educational quality. This research introduced a professional development strategy for the development of leadership competence in primary school directors consisting of three stages, with their objectives and actions contributing to raising the scientific methodological level of these management teams, including workshops, consultancies, accompaniments, and case studies, as well as monitoring their transformation. The proposed strategy improves the educational leadership skills of school principals, encourages mastery of content, and increases the degree of motivation and interest in management work. It is based on the diagnosis of their reality, and it includes the combination of improvement, methodological, and self-improvement actions to stimulate reflection and the active involvement of participants in their own transformation process. Full article

Although dune systems play a crucial ecological role and offer various ecosystem services, they are listed among the habitat types of community interest in the European Union that are undergoing the most severe conservation challenges. The subject of this study was the monitoring of habitat types protected under Directive 92/43/EEC (Habitats Directive) along the coastal dune systems of the Taranto Ionian Arc. Vegetation sociological surveys, GIS mapping, landscape metrics, NBR and dNBR indices were employed to assess the conservation status of the dune system and the impact of disturbance factors. Special attention was given to habitat 2250* (Coastal dunes with Juniperus spp.), revealing that it expanded from 2006 to 2019 but then significantly reduced between 2019 and 2022, with increasing fragmentation, mainly due to wildfires. The study also highlighted the impact of invasive species such as Acacia saligna and Carpobrotus acinaciformis, which compete for space and vital resources. These findings provide scientific evidence for the management and restoration of coastal dune ecosystems, emphasizing the need for targeted conservation strategies to mitigate the effects of these disturbances. Full article

The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have become increasingly interested in acquiring proficiency, capitalization, and stimulation of digital creativity. As such, research must provide, primarily for teachers and those preparing for this career, systematic results on digital creativity. This study aims to identify the current state-of-the-art in scientific knowledge on the comprehensive topic of digital creativity: conceptual frameworks and theoretical highlights, elaborating a model of digital creativity, and identifying and formulating future research opportunities. The investigation relies on the key concept of digital creativity and aims to cover two aspects: 1. basic meanings of the concept of digital creativity, specifying its applicability in the educational process at pre-university and university levels, and 2. identifying a set of concepts that are complementary to digital creativity. The research is a conceptual literature review, implying the use of literature review and bibliographic analysis methods. The study relies on a comprehensive literature review of papers selected from the three international databases WEB of SCIENCE, Science Direct, and Scopus from 2020 to 2024. The literature search enabled us to identify an initial sample of 1848 studies in the three databases and finally select 31 relevant articles. The analysis of the relevant papers allowed us to formulate conclusions related to the two investigated aspects: 1. The concept of digital creativity has two types of definitions—explicit and implicit; 2. The concept of digital creativity is correlated with other complementary concepts: digital competence, mobile networking creativity, multi-team digital creativity, the use of artificial intelligence, and digital innovation. Our findings support us in proposing ways to effectively use and stimulate digital creativity in the educational process and build 21st-century skills and competences for students of all ages and at all levels of education. Full article