Search Results (264)

Global environmental change, biodiversity loss, emerging infectious diseases, antimicrobial resistance, and widening social inequalities increasingly interact to create complex risks for human, animal, and ecosystem health. Although international One Health frameworks and funding mechanisms are essential, implementation at national and especially community levels often remains uneven, fragmented, and weakly evaluated. This Perspective presents a structured, reproducible networking model designed to strengthen community-level One Health implementation through voluntary global collaboration among civil society organisations. The model connects bottom-up community mobilisation with interdisciplinary scientific support, shared evaluation templates, and iterative learning cycles. It outlines a transparent process for identifying and engaging One Health-oriented organisations and for organising their collaboration through thematic Project Working Groups that support situation analysis, strategic planning, implementation, evaluation, and dissemination. The framework translates community action into seven intervention fields: surveillance and early warning, animal health and welfare, water/sanitation/hygiene, food safety and food systems, community awareness and education, environmental risks and ecosystem health, and multisectoral governance. By linking local practice to comparative synthesis, joint publication, and policy dialogue, the network aims to transform isolated initiatives into a coordinated learning system while preserving community and organisational autonomy. As a conceptual framework, the model is ready for empirical testing in diverse settings to assess feasibility, participation, and evaluation quality. Full article

Background: Highly educated migrants in Norway often experience prolonged delays before accessing employment that matches their qualifications. During this period, many participate in compulsory education or language training, or work in jobs unrelated to their professions. This study explores how the introductory program for migrants and work outside one’s professional field shape health, identity, and the broader integration process. Methods: This exploratory qualitative study used semi-structured interviews with eight highly educated migrants enrolled in the introductory program in Kristiansand municipality in Norway. Interviews were transcribed verbatim and analyzed using reflexive thematic analysis informed by Social Identity Theory. Findings: Participants described employment, and particularly their former professions, as central to their self-esteem, sense of meaning, and social belonging. Prolonged credential recognition processes and limited opportunities for meaningful social contact due to employment status loss contributed to feelings of stagnation, exclusion, and weakened professional identity. Many participants emphasized a strong desire to contribute to society and regain their professional status. While the introductory program offered valuable peer support and facilitated language learning, it was not experienced as a direct pathway to inclusion in Norwegian society and professional life. The findings indicate that early access to work-based integration opportunities, such as internships or relevant job placements, may enhance well-being, foster language acquisition, and strengthen social inclusion for highly educated migrants. Conclusions: The study findings suggest that policymakers and practitioners should prioritize measures that streamline credential recognition and expand early, relevant work-based integration opportunities. Such approaches can improve language development, support identity reconstruction, strengthen social belonging, and ultimately promote better health and integration outcomes for highly educated migrants. Full article

This paper analyzes perceptions of competencies and other employability-related factors in Social Work from two complementary perspectives: that of final-year Bachelor’s students in Social Work, and that of Social Work professionals serving as field supervisors during practicum. A quantitative, cross-sectional, and descriptive study was conducted. A total of 96 individuals from a Spanish public university participated: 77 fourth-year students and 19 professionals. Data were collected through two ad hoc questionnaires on competencies related to employability, the usefulness of practicum and the degree of job placement, additional training, geographic mobility, and the transition to employment. In both groups, although from different positions and perspectives, professional ethics and responsibility, social commitment, and teamwork were highlighted. Likewise, practicum and the Degree in Social Work were considered highly useful for finding employment, and the establishment of partnerships with companies and institutions was identified as the most effective measure to improve employability. In contrast, different results were observed among students and professionals with regard to additional training, mobility, and the transition to employment. The results underscore the value of further exploring the connection between higher education and the professional world, as well as studying the transition to professional practice. Full article

Entrepreneurship education in film and the creative industries refers to a set of pedagogical approaches, curricula, and institutional frameworks designed to foster entrepreneurial mindsets, competencies, and practices among students and professionals operating within the cultural and creative industries (CCIs). Going well beyond conventional business training, entrepreneurship education in this context encourages learners to identify opportunities for value creation—cultural, social, and economic—to develop sustainable modes of creative practice, and to engage critically with the markets, institutions, and communities that constitute the contemporary creative economy. Within film studies and adjacent disciplines such as media production, design, music, and the visual arts, entrepreneurship education plays an increasingly prominent role in preparing graduates for careers characterised by self-employment, project-based work, portfolio careers, and the continuous negotiation of artistic autonomy with the imperatives of professional sustainability. This entry aims to compile and organise existing knowledge on entrepreneurship education as it applies to the CCIs, with particular attention to the film and audiovisual sector, drawing on academic literature, European policy frameworks, and empirical industry evidence. The entry uses a narrative literature review approach, synthesising scholarly works from the fields of education, cultural economics, and creative industry research alongside institutional documentation and policy instruments, in order to provide a systematic and accessible account of the current state of knowledge in this area. Full article

Science, Technology, Engineering, and Mathematics (STEM) education and workforce participation are growing increasingly important for economic and social development, yet STEM disengagement and participation challenges persist. Existing research has predominantly focused on the aspirations of young people, leaving the retrospective perspectives of STEM professionals relatively underexplored, particularly in non-metropolitan contexts. This study examines how 79 STEM professionals, educated in non-metropolitan settings, rated and described influential factors in their STEM career journeys. A predominantly female sample working in health fields was obtained through convenience and snowball sampling approaches. Using a convergent mixed-method design, participants quantitatively rated 10 STEM career influence factors and qualitatively reflected on their educational and professional pathways. Repeated-measures analyses indicated personal interest/ability was rated as the most influential factor, followed by secondary/high school education and teachers. Qualitative cluster analysis identified a bifurcated pattern in which proximal personal, social, and school-based influences contributed to STEM trajectory establishment, while broader economic and cultural influences were associated with STEM trajectory resilience and maintenance. Participants also described circumstantial impediments, alternate pathways, and real-world experiences that challenged linear pipeline assumptions about STEM careers. The findings suggest that rural STEM participation involves both the establishment and maintenance of career trajectories shaped by related, but distinct, influences. Full article

Intimate partner violence (IPV) is a significant global public health issue that requires accessible, scalable, and contextually appropriate interventions. Mobile health (mHealth) technologies provide a promising platform to deliver support, information, and safety planning tools for individuals at risk of IPV. This study aimed to develop and pilot-test iCanPlan, a mobile application designed to support IPV prevention in Thailand. The application evaluates IPV risk, identifies indicators of danger, and provides a countrywide list of assistance sources. iCanPlan consists of four main components: (1) an IPV risk assessment tool, (2) a list of support resources, (3) educational materials presented in the form of infographics, and (4) encouraging quotes from well-known public figures. The app features a clean, user-friendly interface with intuitive navigation and color-coded components to enhance usability. In addition, a preliminary study was conducted with 30 experts from multidisciplinary fields, including gender-based violence research, social work, psychology, public health, and non-governmental organizations. Participants used the application for one month and subsequently evaluated it using a structured questionnaire based on heuristic evaluation principles. The questionnaire assessed usability, safety features, content quality, cultural appropriateness, language clarity, ethical considerations, and overall evaluation using a five-point Likert scale. Data was analyzed using descriptive statistics (mean and standard deviation) in SPSS. The findings demonstrated excellent performance across all domains, with high mean scores for usability (M = 4.93), safety features (M = 4.73), and content quality (M = 4.82), while cultural appropriateness, language clarity, ethical considerations, and overall evaluation achieved perfect scores (M = 5.00). These results indicate strong agreement among experts regarding the application’s usability, safety, and relevance. The study highlights the potential of iCanPlan as a culturally appropriate and user-friendly digital intervention for IPV prevention. Further research involving the target population is needed to evaluate its effectiveness and long-term impact on help-seeking behavior and IPV-related outcomes. Full article

Since the early 2000s, there has been rising research interest in using tangible user interfaces (TUIs) in geospatial education, terrain modeling and analysis, landscape design and planning, and collaborative decision making. Many of these systems explicitly model geospatial data and allow users to interact with complex computational workflows by direct manipulation of a shared tangible interface. However, prior research has largely examined these systems within disciplinary silos and with a wide variety of terminology, limiting synthesis and cross-domain applicability. To address this gap, we define a unifying term, geocomputational tangible user interfaces (G-TUIs), and establish a set of criteria for identifying such systems. We then conduct a systematic literature review to examine the types of technologies (interfaces, sensors, software) used and how these systems are applied across different fields. We find G-TUIs are most commonly applied in educational and urban or landscape design contexts, yet empirical evidence evaluating their effectiveness remains limited. We highlight the potential for these systems in participatory approaches to social–environmental challenges and provide four case studies from our own work that demonstrate how geocomputational TUIs can be impactful and purposeful in education, participatory science, and stakeholder collaboration. We conclude by highlighting current research directions, challenges, and future research opportunities. Full article

Mohandas K. Gandhi (popularly known as Mahatma Gandhi) has primarily been recognized for his work in developing the theory and practice of nonviolence (ahimsa) for the purpose of building a culture of sustainable peace. Although Gandhi’s writings do not explicitly engage such categories as negative and positive peace, peace and international relations, or pacifism and nonviolence, scholars in peace studies have nonetheless assessed his contributions to the evolution of the field. This article advances the study of peace by emphasizing the dynamic nature of nonviolence (ahimsa), which is inextricably connected to Gandhi’s vision of sarvodaya (uplift of all). It further argues that his approach to peacebuilding, grounded in the upholding of pluralism across civic life, offers a conceptual framework for disrupting hegemonic monolithic systems. Gandhi lived in a time when the concept of pluralism had not gained currency; however, his vision, rooted in the values of diversity and tolerance, can appropriately be understood under the now widely accepted concept of pluralism. Gandhi thus uniquely connected nonviolence, peace, pluralism, and sarvodaya. For him, peaceful co-existence mandates attention to diversity—an approach that can enrich contemporary conversations in a divided political, social, and religious landscape. As a political leader and social reformer, he promoted indigenous languages, diverse village industries, local economies, and multi-faith religious education. In his later life, he also advocated for inter-caste and interreligious marriages in order to mitigate communal tensions. Such attention to diversity offers a promising path toward realizing the goal of sustainable peace and sarvodaya in a contemporary landscape increasingly prone to monolithic systems. Sarvodaya inherently requires a commitment to pluralistic, dialogical, dialectical, and nonviolent engagement in all spheres of life. By emphasizing shared humanity and committing to diversity, Gandhi offers a social philosophy of respect for all life as well as uplift of all trades, languages, and belief systems grounded in the vision of welfare of all. His practical methods of engaging diverse actors, along with his radical efforts to disrupt autocratic, authoritative, and centralized systems, affirm that the objectives of sarvodaya and sustainable peace can be realized only through a radical pluralism. Full article

This study falls within the field of lifelong education and investigates the role of aesthetic-sensory experiences—particularly those mediated by digital visual arts—in the development of critical thinking, a key competence identified in the European LifeComp Framework. In light of contemporary social transformations characterised by complexity, uncertainty, and change, critical thinking emerges as a transversal skill of fundamental importance for the education of conscious and autonomous citizens. The objective of this research is to analyse how digital sensory experiences, integrated with innovative teaching methodologies—such as laboratory-based teaching and collaborative learning—can foster the activation and enhancement of critical thinking in educational contexts. The work is based on a narrative analysis of the literature, conducted through the consultation of academic databases (e.g., Scopus, ERIC, and Google Scholar), and is developed within a theoretical framework encompassing digital education, laboratory didactics, and collaborative learning strategies. Studies published in recent years were selected according to their relevance to digital aesthetic experiences and critical thinking in educational contexts and were analysed through a thematic synthesis of the main conceptual contributions. The knowledge activities include the selection, categorisation, and discussion of recent studies that relate aesthetic experiences to the development of soft skills, in line with the principles of visual education understood as aesthetic and critical literacy in visual languages. The results of the review indicate that the intentional use of aesthetic digital environments, in combination with active and reflective teaching approaches, can stimulate complex cognitive processes and significantly contribute to the formation of critical thinking. The contribution implements an interdisciplinary approach among visual education, digital education, and experiential aesthetics, emphasising the need for further empirical research to consolidate the evidence and guide the implementation of innovative educational practices based on this approach. Full article

Since the late Qing, Christianity helped reconfigure China’s modern intellectual landscape not simply by importing “Western knowledge” but by constructing the epistemic frameworks through which knowledge was named, classified, and circulated. This article examines how the Christian idea of “homemaking” was scientized through translation and became jiazheng (家政, Home Economics) in Republican China, emerging as a new discipline within women’s education. It centers on Laura Marsden White (1867–1937), an American Protestant missionary and pioneer of women’s education who founded China’s first Christian women’s monthly, Nüduo (The Woman’s Messenger, 1912–1951) and initiated its jiazheng column as an institutional infrastructure for domestic science knowledge. Foregrounding White as a missionary–translator and translingual mediator, this study argues that her work participated in the construction of modern home economics rather than merely transmitting a ready-made field. Strategically aligning her translation with Confucian gendered ethics, White rendered home economics intelligible as jiazheng while simultaneously reorganizing household practices into a systematic, science-based curriculum. By circulating scientific knowledge, standardized curricular categories, and credentialed forms of expertise, White recast women’s domestic responsibilities as socially recognized knowledge and employable labor. Her translation offered Chinese women a historically specific route into schooling, writing, and public service, allowing them to negotiate the traditional gender divide without abandoning the culturally legible language of the family. Translation thus serves as both a medium of Protestant moral pedagogy and an engine of disciplinary formation and gendered social change. Full article

This study examines the evolution of qualitative research in the Social Sciences and Arts & Humanities over time through an extensive bibliometric analysis of 15,115 publications indexed in Scopus between 1985 and 2026. This research maps the scope of the field, the most prevalent methodologies, types of publications, linguistic distribution, and geographical origin of the works. Simultaneously, it correlates qualitative, quantitative, and mixed methodologies, highlighting the tensions, differences, and synergies between them. Using PRISMA-guided selection and bibliometric techniques, the analysis revealed a gradual and steady increase in qualitative research over the last decade. In the Arts and Humanities, there is a particular emphasis on narrative research, discourse analysis, and ethnography, while in the Social Sciences, qualitative, quantitative, and mixed methodologies coexist more evenly, with case studies and semi-structured interviews being used extremely frequently. Analysis of the document types revealed the predominance of scientific articles (over 85%), with English being the main language of publication. In terms of geographical distribution, the US and the UK are the strongest producers of qualitative knowledge, with Australia and Canada contributing significantly and a gradual strengthening of the participation of research communities from Latin America and Asia. The data show that publications referring to qualitative and mixed methodologies demonstrate comparatively higher citation visibility within the analyzed corpus, particularly in education, culture, and public policy. The findings indicate that the qualitative approach continues to play a key role in understanding the complex and lived dimensions of human experience, while opportunities for more integrated hybrid methodological frameworks will emerge in the future—both within individual scientific fields and in their interconnections. This study provides one of the largest bibliometric mappings of qualitative research internationally and systematically clarifies how the qualitative tradition differs between the Social Sciences and the Arts & Humanities. The findings can be used for evidence-based curriculum design, targeted development of research collaborations, and formulation of publication policies that enhance the visibility and influence of qualitative research. Full article

Q-method analysis is used to determine participants’ subjective viewpoints on a given subject. A review of the extant literature revealed a paucity of research examining participants’ viewpoints on environmental awareness within Education for Sustainable Development (ESD) using Q-method analysis. The aim of this study is to uncover teachers’ viewpoints on environmental awareness within ESD using Q method analysis. Accordingly, the study employed Q-method analysis as a mixed research methodology. Issues related to ESD are addressed in primary and secondary school curricula in Türkiye, primarily within the scope of science and social studies courses. The participants in the study consist of science, social studies, and primary school teachers working in the Gaziantep province of Türkiye. The data collection instrument, developed through criterion sampling, was a Q-method form created by the researchers based on insights from the relevant literature and field specialists. Quantitative and qualitative data were analyzed using PQ Method 2.35 statistical software. The findings indicate that participants’ viewpoints on environmental awareness within ESD were grouped into two factors and were predominantly positive (93%), showing consistency across gender and teaching field variables. While all 66 participants in Factor 1 demonstrated wholly positive attitude towards ESD, the 5 participants in Factor 2 exhibited partially positive attitudes. Participants expressed the most positive viewpoints regarding the protection of forests, energy resources, and recycling, whereas the least positive viewpoints were related to the ozone layer, climate change, and the economical use of resources. Based on these findings, it is recommended that teachers’ awareness of issues such as the ozone layer, global warming, and the economical use of resources be enhanced. Full article

In addition to the transformative impact of learning and instruction on individuals and society, there is also the possibility that cultural, social, and political structures may reshape the educational system. Religious education, as a component of this system, is one of the area’s most susceptible to such influence. Transformations in the field of religious instruction are clearly observable in the lands we inhabit. In the period following the establishment of the Republic of Turkey, religious instruction and women’s learning experiences were addressed as two separate topics. Given the fact that the history of women’s educational participation has followed a distinct developmental trajectory from that of men, this topic could benefit from further discussion and clarification, and its boundaries should be more clearly defined. Individuals who successfully complete higher religious studies are qualified to work as formal and informal religious educators. The fact that graduates of these institutions are employed in formal religious teaching contexts, together with the recent growth in the number of women opting for advanced religious studies, highlights the importance of this topic. Although various studies have addressed religious education and women’s education separately, the sources accessed for this study do not examine women’s learning experiences in the context of higher religious education as a distinct and chronological analytical framework; this constitutes the originality of the present research. In line with this gap, the aim of the study is to describe the learning processes of women in the context of higher religious studies. Accordingly, the fundamental problem of this research is to demonstrate how women’s learning experiences in higher religious education have developed within the historical context and how this change can be interpreted in terms of the relationship between religious education and modernisation. The description has been carried out in chronological order. Here, religious instruction refers to the Islamic faith. The research method employed was qualitative document analysis. This study examines the historical process and reveals how women’s learning experiences have transformed since the emergence of Islam. It is understood that women with similar religious beliefs experienced these educational processes in different ways in different regions. In this context, it is seen that the institutional changes that emerged in the Ottoman Empire during the Tanzimat period had a structure that transformed and differentiated educational institutions. Women’s adaptation to the education system and the qualitative developments in women’s education also took place during this period. With the establishment of the Republic of Turkey, the modernisation efforts that began during the Tanzimat period showed rapid development. The increased visibility of women in higher religious studies led to social and institutional shifts. The study addresses this transformation within the broader framework of religious instruction and modernisation. Full article

Student employment is an increasingly common feature of higher education, yet psychological research on students who combine paid work and study remains conceptually and methodologically fragmented. This scoping review mapped the extent, range, and nature of empirical evidence on working students’ psychological experiences, summarized key psychosocial correlates, and identified gaps for future research. Consistent with PRISMA-ScR guidance, we searched EBSCOhost, Scopus, and Web of Science using tailored Boolean title-field strategies without year limits, screened records against eligibility criteria, and charted and thematically synthesized extracted data. Forty-two peer-reviewed English-language studies were included. Evidence clustered into six recurrent domains, such as work–study interface processes, resources and supports, health, stress and recovery, academic engagement and performance, career development and employability, and identity and social relations. The literature was predominantly quantitative and cross-sectional, with comparatively few intervention studies. Findings suggest that psychological outcomes are frequently examined through, and may be more closely contingent on, the quality of the work–study interface and contextual supports than on employment intensity alone, highlighting the potential value of interventions and institutional/employer practices that enhance role fit, flexibility, and supportive climates, alongside more longitudinal and multi-level research. 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