Search Results (10,038)

Rapidly expanding use of Generative Artificial Intelligence (GenAI) in higher education creates both opportunities and challenges for learning assessment. While GenAI can provide adaptive feedback and personalization, its pedagogical integration remains underdeveloped and often disconnected from established theories of learning and participatory design processes. This paper addresses this gap by proposing an integrative conceptual model of Hybrid Intelligent Assessment Systems (HIAS), which combines AI capabilities with human oversight to enable transparent, ethical, and pedagogically aligned assessment. HIAS is structured through three interdependent layers of adoption: a pedagogical layer, aligning AI-supported assessment with self-regulated learning and the development of knowledge, skills, and attitudes; a governance layer, ensuring transparency, fairness, and human-in-the-loop validation; and a technological layer, enabling scalable integration within digital learning environments. The study is situated in Estonia, a digitally advanced context with system-level AI integration through the national AI Leap initiative. To complement the conceptual model, an empirical study was conducted across three major Estonian universities, involving 66 professors and researchers and 153 students. In addition, a small-scale pilot implementation was conducted in a design thinking course to explore the practical feasibility of a course-specific HIAS-based AI assistant. The findings reveal a consistent pattern: while both groups demonstrate a broadly positive orientation toward AI, students approach AI primarily as an efficiency-driven learning tool, whereas academic staff emphasize pedagogical control, ethical considerations, and responsible use. Across both groups, AI literacy remains uneven, particularly in critical evaluation and structured application. These findings expose a critical gap between rapid AI adoption and insufficient pedagogical integration. In response, HIAS is proposed as a structured, human-centered framework that supports teachers in designing AI-enhanced learning environments and students in developing critical, self-regulated, and responsible use of AI. Full article

Generative Artificial Intelligence (GenAI) has been increasingly integrated into vocational education teaching and students’ learning. Thus, instructing higher vocational students to use GenAI effectively and improving their self-reported perceptions of learning outcomes are critical. Based on the talent development requirements of vocational education, this study developed and validated the GenAI Usage Behavior Scale and the Higher Vocational Students’ Perceived Learning Outcomes Scale. Subsequently, an empirical analysis was conducted using data from 1110 valid questionnaires collected from Chinese higher vocational students. According to the descriptive statistical analysis, the overall usage behavior of higher vocational students was generally at a medium–high level. They performed relatively well in terms of usage habits, moderately in usage contexts, and showed a relatively low frequency of use. The overall evaluation for higher vocational students’ perceived learning outcomes was rated as above average with competency development ranking highest, followed by skill application and knowledge mastery. As for group differences, the results of the independent samples t-test and one-way analysis of variance (ANOVA) revealed no overall significant differences in perceived learning outcomes across genders. Significant differences were only observed in the skill application dimension across grades, while all dimensions of perceived learning outcomes showed statistically significant disparities across major categories. From the perspective of the correlational mechanism, correlation and regression analyses revealed a statistically significant negative correlation between GenAI usage frequency and perceived learning outcomes. In contrast, usage habits and contexts exhibited statistically significant positive correlations. Among these factors, usage habits demonstrated stronger explanatory power. Accordingly, colleges, teachers, and students each must have clear priorities and work collaboratively to enhance students’ ability to use GenAI effectively, thereby leveraging its supportive role in improving perceived learning outcomes for higher vocational students more efficiently. Full article

Background/Objectives: Despite existing guidelines on limiting screen time, children and adolescents are spending an increasing number of hours in front of digital devices. This increase raises concerns about long-term health consequences, particularly in the context of the growing prevalence in childhood overweight and obesity. The aim of this review is to present the current state of knowledge regarding the relationship between increased screen time and weight-related health outcomes in the pediatric population. It also highlights the need for health education targeting both children and parents, based primarily on developing skills to manage time spent in front of electronic screens. Methods: A narrative review of the literature was conducted in the MEDLINE (PubMed), Web of Science and Scopus databases, including studies published between 2015 and 2025. Results: Available evidence suggests that prolonged screen exposure may be associated with reduced physical activity, circadian rhythm disturbances, including sleep problems, increased stress levels, and adverse mental health outcomes. These factors may interact and reinforce one another, potentially contributing to a positive energy balance and an increased risk of overweight and obesity among young people. Conclusions: The evidence reviewed highlights the ongoing digitalisation of younger generations and the potential consequences of excessive screen use. The underlying mechanisms appear complex and multidirectional. However, methodological heterogeneity across studies underscores the need for well-designed longitudinal and intervention research. Full article

The growing emphasis on 21st-century skills underscores the importance of multiliteracies for pre-service English language teachers in navigating diverse, digital, and multimodal classrooms. However, research on their perceived multiliteracies and associations with demographic factors remains limited. Thus, this study bridges this gap by determining how pre-service English language teachers perceived their multiliteracies using Teacher Multiliteracies Scale (TMS) encompassing four key dimensions: multimodal literacy (ML), digital literacy (DL), critical literacy (CL), socio-cultural literacy (SCL), and analyzing the variations based on demographic characteristics involving a total of 393 pre-service English language teachers. The result showed that the participants generally perceived themselves as moderately competent across all the dimensions, with DL dimension scoring the highest, followed by SCL, ML, and CL dimensions. Interestingly, no significant differences were found for gender, age, or academic level. Further regression analysis confirmed that teaching experience was modestly associated with ML, CL, and SCL dimensions, whereas DL showed no significant variations across the demographic variables among pre-service English language teachers. These findings suggest that teacher education programs may consider providing more authentic teaching experiences and practice-based learning opportunities to support multiliteracies development. Full article

Purpose: This study examines the preparedness of the Ghanaian construction workforce for Industry 5.0 by assessing digital readiness, identifying skill gaps, and proposing human-centred upskilling strategies. Design/Methodology/Approach: A qualitative approach was adopted, using six focus group discussions with 32 construction professionals from Accra and Kumasi. Participants were selected using purposive and snowball sampling, while data were analysed thematically. Findings: Four major themes emerged: digital readiness, skill gaps, upskilling strategies, and human–machine collaboration. The findings showed that digital readiness was uneven across roles, with design and managerial professionals demonstrating higher exposure to digital tools than site-based workers and supervisors. Six key barriers were identified: limited BIM competence, low digital literacy, poor technological infrastructure, weak organisational support, inadequate structured training, and resistance to technological change. Three upskilling priorities were also identified: role-specific digital training, continuous professional development, and inclusive training models. Originality: The study provides empirical evidence on Industry 5.0 workforce readiness within a developing-country construction context. Practical Implications: The findings support stronger CPD systems, inclusive training programmes, and collaboration among industry, government, academia, and professional bodies. Research Limitations: The study was limited to 32 professionals in Accra and Kumasi; therefore, the findings are context-specific. Full article

Tidal-flat changes during typhoon events are controlled by compound interactions among waves, tides, runoff, sediment transport, and vegetation resistance. However, rapid prediction remains challenging because high-resolution process-based morphodynamic models are computationally expensive. This study developed an observation-supported coastal morphodynamic emulator for rapid prediction of typhoon-induced tidal-flat erosion and deposition in the Jiuduansha Wetland, Yangtze Estuary. Multi-source field observations collected during Typhoons Bebinca and Pulasan in September 2024 were first used to validate a coupled MIKE21 FM model. The validated model was then applied to generate hydrodynamic and morphodynamic samples for emulator training and testing. Generalized Lagrangian mean velocity and bottom shear stress were selected as physically meaningful inputs. Current-timestep bed-level change was predicted using a UNet model enhanced with the Convolutional Block Attention Module (CBAM), hereafter referred to as CBAM-UNet. The numerical model reproduced the observed processes with acceptable accuracy, with Skill values of 0.98–0.99 for water level, 0.83–0.84 for wave height, and 0.82 for suspended sediment concentration. Compared with the conventional UNet, CBAM-UNet reduced the final cumulative RMSE from approximately 17.2 mm to 8.8 mm, corresponding to an error reduction of about 49%. Under prescribed wave, runoff, and tidal perturbations, the emulator reproduced the main erosion–deposition patterns, with final cumulative RMSE values of approximately 6.67 mm, 5.43 mm, and 10.68 mm, respectively. Across validation cases, replacing the morphodynamic module with the emulator reduced the average runtime by 42.50%. These results indicate that observation-supported morphodynamic emulation can support rapid tidal-flat assessment under compound typhoon forcing. Full article

Purpose: Most children with autism live in resource-limited settings with limited access to timely interventions. To address this gap, the World Health Organization developed Caregiver Skills Training (CST) to support caregivers and expand intervention access globally. This study examined the feasibility and preliminary outcomes of a modified CST in mainland China. Methods: Using the ecological validity model and qualitative interviews, the CST materials were culturally adapted and modified for the Chinese context. A pre- and post-test controlled trial was conducted with caregivers of children with autism aged 2–9 years, who were assigned to either the CST intervention group (N = 15) or a caregiver education control group (N = 15). Clinical outcomes for caregivers and children were evaluated at baseline and after a 10-week intervention period. Results: Cultural adaptation and modifications focused on language adjustments, localization of case examples and demonstrations, and optimization of teaching methods and training schedules. Supplementary within-group analyses indicated pre–post changes in caregiver knowledge and skills, parenting stress, and selected child outcomes, including speech/language/communication, sensory/cognitive awareness, and overall autism symptoms. However, most between-group differences were not statistically significant after baseline adjustment. Conclusions: The findings provide preliminary evidence for the feasibility of culturally adapted and modified CST in mainland China. Given the pilot nature of the study and the absence of statistically significant between-group effects for most outcomes, the outcome findings should be interpreted as exploratory and hypothesis-generating rather than evidence of efficacy. Further large-scale studies with greater statistical power and objective outcome measures are needed to evaluate effectiveness and implementation feasibility. Full article

Background/Objectives: Chronic kidney disease (CKD) requires complex Medical Nutrition Therapy, yet dietary non-adherence remains high (20–70%) due to a gap between theoretical knowledge and practical application. This scoping review aims to map the literature exploring the intersection between nutritional requirements, dietary knowledge (food literacy), and culinary skills in adults with CKD (stages 3–5 and dialysis). Methods: Following JBI methodology and PRISMA-ScR guidelines, a systematic search was conducted across PubMed, Web of Science, Scopus, and EBSCO. Studies were screened using the PCC (Population, Concept, Context) framework and mapped according to the WHO International Classification of Functioning, Disability and Health (ICF). Results: Out of 617 identified records, 49 studies from 24 countries were included. Findings reveal that while high-income regions focus on e-Health and precision technology, developing regions prioritize visual literacy and culturally adapted analog tools. Culinary skills, such as leaching and moist-heat cooking, represent practical strategies for reducing mineral bioavailability; however, the evidence directly linking these skills to clinical outcomes remains fragmented. However, culinary skills remain the least represented component in the current literature, despite being a critical facilitator for adherence. Conclusions: Current literature has not yet established a robust empirical link between food literacy and culinary skills in CKD. This review maps a precise research agenda: future large-scale, validated studies must characterise this relationship before scalable culinary medicine interventions can be designed and evaluated. Full article

The rapid integration of generative artificial intelligence (GenAI) into education offers significant opportunities for talent development; however, current applications remain predominantly tool-centric and lack grounding in cognitive and intelligence theory. To address this limitation, the present study introduces the Human-AI Co-Competency Framework for Education (HACC-E), a human-centered, mastery-driven model intended to promote the synergistic development of creativity and cognitive intelligence. Drawing on contemporary intelligence research, including executive function theory, creative cognition models, and socio-emotional competence frameworks, HACC-E positions AI as a cognitive amplifier that supports higher-order reasoning, reflective thinking, and adaptive problem-solving, rather than as a replacement for human judgment. Employing a design science research methodology, the framework integrates competency-based progression, AI-augmented formative feedback, and simulation-based experiential learning within a governance structure that ensures human oversight and ethical accountability. The model aligns fluid reasoning, systems thinking, creative ideation, emotional regulation, and collaborative intelligence with structured AI-mediated feedback loops and authentic performance evidence. Analytical validation confirms pedagogical coherence, measurable competency mapping, and mitigation of critical AI-related risks, including automation bias and overreliance. By operationalizing distributed human–AI agency within a mastery-based progression architecture, HACC-E advances a theoretically grounded approach to AI-enabled talent development. This framework contributes to the ongoing discourse on human-centered artificial intelligence by providing a scalable and ethically robust model for cultivating cognitive, creative, and socio-emotional intelligence in educational systems designed for future readiness. Full article

Contrasting mainstream operational definitions of mindfulness, this article introduces the Dialectical Mandala Model of Mindfulness (DMMM), a dialectically articulated framework integrating Daoist internal alchemy and Buddhist contemplative theory. It reconceptualizes mindfulness as a multilayered developmental architecture rather than a set of techniques or cognitive skills, extending beyond cognitive adjustment to encompass the psycho-physical dynamics of qi, shen (spirit), hun (cloud-soul), and po (white-soul). Grounded in the catuṣkoṭi framework, the DMMM proposes a reconstruction of the dialectical logic underlying certain contemplative traditions through a systematic integration of the subject–object polarity, and aligns with the second stage of Kwang-Kuo Hwang’s three-step epistemological strategy for developing indigenous psychology, contributing to theory-building within cross-cultural and indigenous psychological discourse. The study combines close textual analysis with a reflexive use of autoethnographic vignettes from long-term practice, not as reports of experience themselves but as an epistemically situated resource for model construction. The DMMM formalizes a recursively unfolding developmental trajectory of mindfulness cultivation into a system of four interrelated cycles, each comprising four distinct phases. Across these phases, the developmental qualities of faith, understanding, practice, and realization function as recurrent structural principles rather than merely experiential descriptors. By articulating the internal dynamics and causal coherence of these phases, the model offers a systematic theoretical account of how spontaneous or non-discursive states may be understood as structured by a deeper dialectical logic. These four cycles provide a framework for analyzing transformations in mindfulness across stages and traditions, thereby contributing to religious studies, contemplative studies, and cross-cultural psychological theory-building. Full article

Portrait drawing is effective in cultivating artistic skills and visual understanding for a lot of people. Since drawing facial features with proper proportions, structures, and spatial relationships is hard for novices with no professional guidance, we developed the Portrait-Drawing Learning Assistance System, which offers auxiliary lines to assist in the drawing of portraits by acting as references; these auxiliary lines are extracted by applying OpenPose and OpenCV to a facial image. The drawing exactness assessment method using the Localized Normalized Cross-Correlation algorithm is also implemented to evaluate drawing accuracy. Unfortunately, previous experiments involving the use of the Portrait-Drawing Learning Assistance System by novices found that Localized Normalized Cross-Correlation scores for eyes are relatively low compared with others because of two drawbacks: (1) eye boundaries are often blurred by eyelids and eyelashes, which can make eyes bigger, and (2) the iris and pupil are not considered in auxiliary lines. In this paper, we propose an improved eye auxiliary line for the Portrait-Drawing Learning Assistance System to address these concerns. For the first drawback, we shift the lines for eye boundaries outside and add hatching (a series of short line segments) to them. For the second one, we expand region of interest of an eye and apply the Canny edge detector to capture its iris and pupil. In a preliminary within-subject evaluation, eight graduate students at Okayama University used the previous and proposed eye auxiliary lines in Procreate on an iPad. The average localized NCC scores increased for both eye regions under the tested conditions. These results suggest that the proposed auxiliary line may improve immediate eye-region reproduction accuracy; however, they do not constitute definitive validation of drawing-skill learning. Full article

Understanding long-term hydroclimatic variability in the central Alps is essential when placing recent changes in precipitation and streamflow within a broader temporal context. This study reconstructs warm-season hydroclimatic variability in the central Alps using tree-ring-based hydroclimatic proxies from the Old World Drought Atlas (OWDA). Seasonal April–May–June–July–August (AMJJA) precipitation at Innsbruck, Austria, and seasonal May–June–July–August (MJJA) streamflow at the St. Jodok gauge were reconstructed using OWDA self-calibrating Palmer Drought Severity Index (scPDSI) predictors and moving-window Stepwise Linear Regression (SLR) models. Calibration windows of 30, 40, and 50 years were developed to account for temporal variability in predictor–climate relationships, and reconstruction uncertainty was quantified using multi-model ensemble bounds. An independent Deep Learning reconstruction was also developed for precipitation to provide an assessment of reconstruction skill and long-term climate trends. Specifically, the results demonstrate a robust reconstruction skill, with mean calibration R² values of 0.65 for streamflow and 0.59 for precipitation. The streamflow reconstruction indicates that recent sustained increases represent the strongest positive anomaly in approximately 650 years, while reconstructed precipitation suggests recent decades are among the wettest sustained intervals of the last ~2000 years. Both records reveal a pronounced transition from severe late 19th-century drought conditions to persistent modern pluvial conditions. Agreement between regression and Deep Learning reconstructions supports the robustness of the identified long-term wetting trend and highlights the exceptional nature of recent hydroclimatic conditions in the central Alps. Full article

Anorexia nervosa (AN) in adolescence is associated with substantial morbidity and complex family processes. Family-based approaches are the best-established psychosocial treatments, but remission rates remain modest and broader family and emotional processes are often only partly addressed. This case series describes the development and preliminary evaluation of a behavior-analytic family intervention combining parent-led refeeding with structured work on parental socioemotional and educational skills. Eight families were screened, five entered treatment, and four completed a 20-session outpatient protocol delivered weekly over approximately six months, with assessments at baseline, post-treatment, and three-month follow-up. Outcomes included anthropometric indicators, menstrual status, eating-disorder psychopathology, adolescent and caregiver functioning, parenting style, perceived family support, and parent satisfaction. Among completer families, attendance was 100%. Mean BMI increased from 16.72 at baseline to 18.91 post-treatment and 19.03 at follow-up; mean EDE-Q total score decreased from 4.25 to 1.40 and 0.73, respectively. All four adolescents achieved physiological remission and reliable EDE-Q improvement by follow-up; three also met multidimensional remission criteria. The intervention was feasible, acceptable, and clinically promising, but larger studies with independent assessment and comparison conditions are needed. Full article

Background/Objectives: Postural stability is considered a key component of motor development during early childhood; however, its specific association with different components of physical fitness in preschool children remains insufficiently explored. This study aimed to evaluate the association between postural stability and physical fitness components in preschool children. Methods: A cross-sectional study was conducted in 134 preschool children. Physical fitness was assessed through lower-limb muscular strength (standing long jump), speed/agility (4 × 10 m shuttle run), cardiorespiratory fitness (20 m shuttle run), and flexibility (sit-and-reach test). Object-control skills and postural stability were evaluated using selected tasks from the Movement Assessment Battery for Children-2. Composite indices were created for object-control skills and postural stability. Multiple linear regression analyses were performed adjusting for age, sex, body mass index (BMI), and object-control skills. Additional analyses included ANCOVA by postural stability tertiles and sensitivity analyses using HC3 robust standard errors, exclusion of influential observations, and bootstrap resampling. Results: Greater postural stability was independently associated with better lower-limb muscular strength (B = 9.49; 95% CI: 4.39–14.60; p ≤ 0.001) and cardiorespiratory fitness (B = 0.27; 95% CI: 0.06–0.49; p = 0.014). An association with speed/agility was observed in the primary model but lost statistical significance in sensitivity analyses. No significant association was found with flexibility. ANCOVA analyses confirmed significant differences across postural stability tertiles for lower-limb muscular strength (p = 0.033) and cardiorespiratory fitness (p = 0.011). Sensitivity analyses supported the robustness of the associations for lower-limb muscular strength and cardiorespiratory fitness. Conclusions: Greater postural stability was consistently associated with better lower-limb muscular strength and cardiorespiratory fitness in preschool children. These findings suggest that postural stability is associated with selected components of physical fitness during early childhood. Longitudinal and intervention studies are needed to clarify the direction and potential implications of these associations. Full article

Background/Objectives: This study compared the capabilities of four periodontal assessment instruments (CP11 probe, WHO probe, explorer, and #11/12 explorer) to detect subgingival calculus and assess calculus morphology when used by dental hygienists, with a focus on their clinical and educational relevance. Methods: Typodont models with artificially placed subgingival calculus of various shapes were used by 27 dental hygienists to assess the presence and morphology of calculus using each instrument, and a questionnaire on the usability of the #11/12 explorer was completed. Results: Subgingival calculus detection rates did not significantly differ between instruments in either entire mandibular jaw model or individual anterior and posterior regions. Calculus morphology detection did not differ for the entire model or anterior regions but did significantly differ in posterior regions, with the #11/12 explorer showing the highest detection accuracy. Morphology-dependent differences were observed between CP-11 and WHO probes. Qualitative analysis of free-text responses regarding #11/12 explorer use with KH Coder identified clusters related to tactile perception, operability, and experiential/educational aspects. Conclusions: Although the overall calculus detection performance did not significantly differ among the instruments, the #11/12 explorer demonstrated higher detection accuracy in the posterior regions and was favorably rated in terms of tactile feedback and operability. These findings suggest that the #11/12 explorer may be a useful instrument for subgingival calculus assessment and may have educational value for developing tactile assessment skills. Full article