Search Results (7,684)

With the rise of generative artificial intelligence, the application of AI in learning environments has received widespread attention. Although empirical studies have explored the effect of AI on self-efficacy, the results have not been consistent. This study conducted a meta-analysis on the results from 23 empirical studies on the impact of AI use on self-efficacy. These studies were published between January 2005 and February 2025 and indexed in one or more of the three major educational research databases: Web of Science, Scopus, and ERIC. The results indicated that AI had a significant positive impact on self-efficacy in learning contexts (effect size of 0.758). Specifically, discipline (Q = 10.348, p < 0.05) and the specific role played by AI (Q = 3.991, p < 0.05) significantly moderated the effect of AI on self-efficacy. In our discussion, suggestions are provided for enhancing learner self-efficacy and improving the effectiveness of AI in the learning contexts. Full article

In the face of escalating environmental crises, sustainable development is becoming one of the key global challenges. A growing body of research indicates that transitioning to plant-based diets, including a vegan diet, can significantly improve environmental sustainability. Young people from Generation Z play a crucial role in shaping future consumption patterns, and their beliefs and attitudes toward sustainable food may serve as an important indicator of social changes in the area of nutrition and the potential for implementing pro-ecological practices. The aim of the study is to assess students’ perceptual attitudes toward plant-based products, which constitute an integral part of vegan diets, addressing a significant gap in the literature on sustainable consumption among Generation Z in emerging economies. The study allows for the identification of the main sources of information, psychosocial barriers, and motivational factors underlying the adoption of a vegan diet, situating them within sustainable development paradigms. The research group consisted of 263 university students in Warsaw (Poland). A CAWI survey method was used, with a proprietary questionnaire. The study shows that more than 60% of respondents were not interested in this dietary option, and a similar proportion did not expect to adopt veganism in the future. Students’ attitudes toward the vegan diet are shaped primarily by their self-assessment of nutritional knowledge, previous experiences with plant-based diets, and socio-cultural factors. Although many respondents recognize the health and environmental benefits of a plant-based diet, the lack of reliable knowledge, concerns about deficiencies, higher product costs, and social pressure remain key barriers limiting their willingness to change eating habits. From a practical perspective, the findings highlight the need to develop nutrition education focused on the competencies required to properly balance plant-based diets, to increase the economic and sensory accessibility of vegan food, and to counteract persistent stereotypes and misconceptions about veganism, especially on social media, which is the main source of information for this age group. Full article

Background: Food allergy [FA] is a growing public health concern among school-age children, with schools and childcare/daycare settings representing high-risk environments for accidental exposure and anaphylaxis. Objective: To systematically review evidence on digital health interventions supporting FA education, prevention, and management in school settings. Methods: A systematic search of PubMed, Scopus, Web of Science, and CINAHL was conducted to identify studies published between January 2015 and December 2025 [PROSPERO CRD420251185553]. Eligible studies evaluated e-learning, mHealth, or web-based programs targeting school staff, parents, or students. Results: Sixteen studies met inclusion criteria. Digital health emerged as a catalyst for professional development, interprofessional communication, and health equity within school communities. Interventions consistently improved knowledge, preparedness, and self-efficacy in anaphylaxis management among school staff, strengthened parental empowerment and communication with schools, and supported coping and inclusion among allergic children. Evidence on clinical outcomes; however, remains limited. Conclusions: Digital health can meaningfully enhance school preparedness and reduce inequalities in allergy management. Integrating digital tools into national school health frameworks—particularly where school nursing is not yet institutionalized—may represent a pivotal step toward safer, more equitable inclusion of children with food allergy. Full article

In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support pre-class preparation in two upper-division biology courses. Weekly AI-generated audio overviews—“podcasts”—were paired with timed, textbook-based online quizzes. These tools were not intended to replace reading, but to scaffold engagement, reduce preparation anxiety, and promote early familiarity with course content. We analyzed student engagement, perceptions, and performance using pre/post surveys, quiz scores, and exam outcomes. Students reported that the podcasts helped manage time constraints, improved their readiness for lecture, and increased their motivation to read. Those who consistently completed the quizzes performed significantly better on closed-book, in-class exams and earned higher final course grades. Our findings suggest that GenAI tools, when integrated intentionally, can reintroduce structured learning behaviors in post-pandemic classrooms. By meeting students where they are—without compromising cognitive rigor—audio-based scaffolds may offer inclusive, scalable strategies for improving academic performance and reengaging students with scientific content in an increasingly attention-fragmented educational landscape. Full article

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

Background/Objectives: Patient-level factors strongly influence antimicrobial resistance (AMR) through the pressure applied to healthcare professionals to prescribe antibiotics even for self-limiting viral infections, enhanced by knowledge and attitude concerns. This includes Africa, with high levels of AMR. However, validated measurement tools for African primary healthcare (PHC) are scarce. This study evaluated the reliability, structural validity, and interpretability of the Community Antimicrobial Use Scale (CAMUS) in South Africa. Methods: A cross-sectional survey was conducted with 1283 adults across 25 diverse public PHC facilities across two provinces. The 30-item theory-based tool underwent exploratory and confirmatory factor analysis (EFA/CFA), reliability, and validity testing. Results: EFA identified a coherent five-factor structure: (F1) Understanding antibiotics; (F2) Social and behavioural norms; (F3) Non-prescribed use; (F4) Understanding of AMR; and (F5) Attitudes. Internal consistency was strongest for knowledge and misuse domains (alpha approximation 0.80). Test–retest reliability was good-to-excellent (ICC: 0.72–0.89). CFA confirmed acceptable composite reliability (CR ≥ 0.63). Although average variance extracted (AVE) was low for broader behavioural constructs, indicating conceptual breadth, it was high for AMR knowledge (0.737). Construct validity was supported by positive correlations with health literacy (r = 0.48) and appropriate use intentions (r = 0.42). Measurement error metrics (SEM = 1.59; SDC = 4.40) indicated good precision for group-level comparisons. Conclusions: CAMUS demonstrated a theoretically grounded structure with robust performance in knowledge and misuse domains. While social and attitudinal domains require refinement, we believe the tool is psychometrically suitable for group-level antimicrobial use surveillance and programme evaluation in South African PHC settings and wider to help with targeting future educational programmes among patients. Full article

Monitoring the development of increasingly essential collaborative skills at the individual level within a classroom context requires effective, easy-to-use, and quick measurement tools. These tools should provide global feedback on the skillset rather than reflecting performance in a single group task. A self-rated questionnaire is a beneficial option for this purpose. The aim of our research is to develop a self-rated scale for adolescents, the Collaborative Skills Scale (CoSS), which provides a global assessment of students’ teamwork competence. Additionally, using our assessment instrument, we seek to explore what patterns adolescents’ self-ratings show to be connected to their collaborative skills. A total of 2128 Grade 8 students participated in our online data collection. The Collaborative Skills Scale was developed based on the collaborative problem-solving model of the ATC21S project. Confirmatory factor analyses yielded a reliable and structurally valid 18-item scale (Cronbach’s α = 0.90; χ² = 1802.83, df = 132, p < 0.01; CFI = 0.944; TLI = 0.935; RMSEA = 0.077; SRMR = 0.031), which can provide educational practitioners with an effective formative assessment tool for monitoring and supporting the development of teamwork skills. Ideally, it should be utilized in combination with other instruments, such as peer- or teacher-rated scales, to ensure a comprehensive understanding of students’ collaborative skills. In line with previous findings, students tended to rate their teamwork skills above average. The implications of this potentially biased self-evaluation among adolescents in terms of collaborative competence are discussed. Full article

(1) Background: Information and Communication Technology (ICT) integration in secondary education remains a critical challenge despite substantial investments in teacher training and infrastructure. This study investigated ICT certification levels, implementation patterns, and barriers among Greek secondary school teachers to understand the disconnect between policy aspirations and classroom realities. (2) Methods: A quantitative cross-sectional survey design was employed with 108 secondary teachers (61.1% female; mean age 47.3 years; 70.4% with >10 years’ experience) in the Prefecture of Ilia, Greece (response rate: 87.7%). Participants were permanent secondary school teachers employed in public schools during the 2021–2022 academic year; substitute teachers and private school staff were excluded. A three-section structured questionnaire was developed through literature review, expert validation (n = 3), and pilot testing (n = 10). Section A assessed demographics (5 items), Section B measured perceived barriers using a 7-item Likert scale, and Section C assessed implementation practices using a 10-item frequency scale (Cronbach’s α = 0.942). Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and correlation analyses. (3) Results: While 74.1% of teachers held Level A certification, only 25.9% achieved Level B, with overall implementation remaining moderate (M = 2.92/5.00). Leadership support deficiency emerged as the primary barrier (76.9%), followed by inadequate technical support (74.1%). Younger teachers (24–35 years) demonstrated significantly higher ICT implementation than their older colleagues (56+ years), and teachers with less experience showed greater implementation frequency than veteran teachers—a finding that paradoxically challenges the “digital natives” assumption, given the barriers they face. Teachers preferred flexible Internet resources to formal educational software, indicating strategic adaptation to institutional constraints. Key limitations include convenience sampling, cross-sectional design, self-reported measures, and regional specificity. (4) Conclusions: The certification–implementation gap reveals that individual competencies cannot overcome unsupportive institutional environments. Effective ICT integration requires systemic transformation, encompassing leadership development, technical support, and structural reforms beyond traditional teacher training approaches. Full article

Middle school is a critical period for science education, yet the collective impact of socialization agents on students’ longitudinal science learning trajectories and subsequent STEM careers remains underexplored. This study investigates how seventh-grade (typically aged 12–13) socialization agents—parental educational encouragement, peer academic support, constructive school learning environment, and student self-esteem—collectively shape the developmental growth trajectories of science performance throughout middle school and predict the attainment of a college STEM degree and later engagement in STEM professions in adulthood. Using five-wave longitudinal data from the Longitudinal Study of American Youth (LSAY, N = 3116), we employed latent growth curve modeling (LGCM) to analyze these relationships. Results indicated that all four grade-7 socialization agents significantly predicted a higher initial level of science achievement. In addition, parental encouragement and a constructive school learning environment also predicted a positive growth rate of science achievement. Furthermore, both the initial level and growth of science performance significantly predicted successful graduation with a STEM degree. These middle school science trajectories, along with obtaining a STEM degree, sequentially mediated the relationships between the grade-7 socialization agents and adult STEM career engagement. The findings underscore the necessity of educational policies and interventions that foster a synergistic pro-learning socialization context in middle school to bolster students’ science education and pave the way for long-term STEM success. Full article

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

Breastfeeding is universally regarded as the cornerstone of infant feeding, as it is the ideal infant feeding choice for optimal nutrition and development. Socio-structural factors of breastfeeding in child health play an important role in guiding women’s decisions on options to feed their babies. A cross-sectional study was conducted among mothers with infants aged 0–6 months in Mthatha, Eastern Cape, with the aim of assessing the role of socio-structural factors in shaping feeding intentions and practices among mothers with infants. Written Informed consent was obtained in accordance with the Declaration of Helsinki from the participants prior to data collection. Data was gathered with a validated designed questionnaire as well as analyzed using Social Sciences (SPSS) version 29. A total of 181 mothers were enrolled. Only 45.9% reported that they exclusively breastfed their babies, of which the highest proportion of exclusive breastfeeding (EBF) was observed among the 21–29 age group at 51.8%, and the lowest among those aged 20 years and below (3.6%). Marital status (p = 0.005) and employment status (p < 0.001) were significantly associated with exclusive breastfeeding, with higher EBF rates observed among married mothers and those who were self-employed. Both the EBF mothers and non-EBF mothers shared a common belief that colostrum was not beneficial for infants (p = 0.854), whereas their views differed significantly on the amount of water given to infants before they reached six months (p = 0.001). There was no significant relationship between EBF status and having a family member who had breastfed in the past six months (p = 0.815); also, a weak association was noted for having a friend who had breastfed recently (p = 0.057). The difference in EBF practice between those receiving antenatal care (ANC) breastfeeding education and those not receiving it was not statistically significant (p = 0.591). A statistically significant association was found between the support level and exclusive breastfeeding status (p < 0.001). This study highlights that the successful practice of exclusive breastfeeding (EBF) is strongly associated with high levels of social support. Interventions are needed to engage active partners, family members, and community members in creating a supportive environment for breastfeeding mothers. Full article

The rapid adoption of generative artificial intelligence (AI) in higher education has intensified a pedagogical dilemma: while AI tools can increase immediate classroom engagement, they do not necessarily foster the self-regulated learning (SRL) capacities required for ethical and reflective professional practice, particularly in human-service fields. In this two-time-point, pre-post cohort-level (repeated cross-sectional) evaluation, we examined a six-week AI-integrated curriculum incorporating explicit SRL scaffolding among social work undergraduates at a Taiwanese university (pre-test N = 37; post-test N = 35). Because the surveys were administered anonymously and individual responses could not be linked across time, pre-post comparisons were conducted at the cohort level using independent samples. The participating students completed the AI-Enhanced Learning Attitude Scale (AILAS); this is a 30-item instrument grounded in the Technology Acceptance Model, Attitude Theory and SRL frameworks, assessing six dimensions of AI-related learning attitudes. Prior pilot evidence suggested an engagement regulation gap, characterized by relatively strong learning process engagement but weaker learning planning and learning habits. Accordingly, the curriculum incorporated weekly goal-setting activities, structured reflection tasks, peer accountability mechanisms, explicit instructor modeling of SRL strategies and simple progress tracking tools. The conducted psychometric analyses demonstrated excellent internal consistency for the total scale at the post-test stage (Cronbach’s α = 0.95). The independent-samples t-tests indicated that, at the post-test stage, the cohorts reported higher mean scores across most dimensions, with the largest cohort-level differences in Learning Habits (Cohen’s d = 0.75, p = 0.003) and Learning Process (Cohen’s d = 0.79, p = 0.002). After Bonferroni adjustment, improvements in the Learning Desire, Learning Habits and Learning Process dimensions and the Overall Attitude scores remained statistically robust. In contrast, the Learning Planning dimension demonstrated only marginal improvement (d = 0.46, p = 0.064), suggesting that higher-order planning skills may require longer or more sustained instructional support. No statistically significant gender differences were identified at the post-test stage. Taken together, the findings presented in this study offer preliminary, design-consistent evidence that SRL-oriented pedagogical scaffolding, rather than AI technology itself, may help narrow the engagement regulation gap, while the consolidation of autonomous planning capacities remains an ongoing instructional challenge. Full article

Household food waste is a complex issue shaped by socioeconomic conditions, household size, time and resource constraints, and routine food management behaviors. Understanding the practices, attitudes, barriers, and motivators that influence food waste is crucial for designing effective and sustainable interventions for low-income households experiencing high rates of food insecurity. Guided by community input, a food waste reduction education program was developed and piloted in seven California counties. In total, 50 adults were enrolled; 40 completed pre/post surveys, 17 completed food waste audits, and 14 responded to a four-month follow-up survey. Survey results showed significant increases in key food management behaviors: making and using a shopping list, freezing food, and using leftovers in future meals. The percentage of participants discarding food because of package dates declined from 53% to 30%. All measures of barriers and self-efficacy improved. Food audit results indicated the volume and weight of solid and liquid food waste decreased, although the changes were not statistically significant. At follow-up, all respondents reported checking their refrigerator and cupboards before shopping, making a shopping list, and storing and reheating food safely all or most of the time. Overall, the findings demonstrate that practical, skills-based education can help low-income households reduce food waste. Full article

Background: Sexually transmitted infections (STIs) represent a significant public health problem due to their impact. Knowledge about them, perceptions of the risk of contracting them, and adherence to prevention strategies such as HPV vaccination are, at various levels, key factors in preventing the spread of STIs. The study therefore aimed to investigate and evaluate, in a group of young Italians, the level of knowledge, perception of risk and propensity to adhere to preventive strategies, including vaccination against papillomavirus. Methods: A cross-sectional study was conducted by administering a questionnaire to young people aged between 16 and 30, residing in four macro-geographical areas, collecting socio-demographic, behavioral and knowledge data. Levels of knowledge about STIs and HPV were classified into four categories (low, medium without awareness, medium with awareness, high). Risk perception was assessed on a scale of 1 to 10. Results: A total of 2576 questionnaires were collected, revealing that general knowledge about STIs is limited: only 12.5% of participants demonstrated a high level of knowledge, while 27.1% demonstrated a low level; with regard to HPV, 41.3% of the sample demonstrated a low level of knowledge. The perception of the risk of contracting HIV and HPV was low in most subjects (average score of approximately 2.9 out of 10), with no significant differences related to levels of knowledge about HPV. Potential adherence to HPV vaccination was high (83.0% considered vaccination useful), but among unvaccinated subjects, almost half expressed concerns about vaccination, related to poor knowledge and mistrust of vaccines in general. Factors associated with a higher frequency of self-reported STIs included older age, transgender identity, non-heterosexual orientation, and risky sexual behavior. Conclusions: The results emerging from the study highlight the urgent need to strengthen educational and preventive interventions aimed at young people. Raising awareness of the risk of contracting STIs and the importance of vaccination are key targets for health promotion interventions. Full article

Background/Objectives: Youth with type 1 diabetes (T1DM) face unique challenges in balancing dietary choices, physical health outcomes, and social–emotional well-being in school settings. This cross-sectional exploratory pilot study examined the associations of diet with physical health and teacher-reported social–emotional functioning in students with T1DM. Methods: Students with T1DM (mean age = 13.42; 47 female, 50 male; 50% White, Non-Hispanic, 50% minority) self-reported their nutritional habits using the KBlock Dietary Screener for Children when school was in session. Teacher-rated school-related behaviors were assessed through the Behavior Assessment Scale for Children-2nd Edition (BASC-2). Canonical correlation analysis was conducted to determine whether the variable sets (diet with physical health and school-related behavioral health) shared a significant multivariate relationship. Results: Youth with lower glycemic loads and consuming more sugar, dairy, and meat/poultry/fish but fewer legumes, fruit, and less saturated fat exhibited fewer externalizing symptoms and higher BMI. Diet uniquely accounted for modest variance in combined social–emotional and physical health, controlling for demographics and T1DM duration. Findings support increasing the availability of whole, nutrient-rich foods, integrating comprehensive nutrition education into curricula, and ensuring access for all students, regardless of socioeconomic status. Conclusions: Comprehensive dietary assessments and school-based randomized control trials are needed to enact more evidence-based dietary recommendations or interventions for youth, aiming for a balanced approach that addresses both mental and physical health outcomes. Full article