Search Results (171)

Urban heat islands (UHIs) are a growing sustainability challenge impacting public health, energy use, and climate resilience, especially in hot, arid cities like San Antonio, Texas, where land surface temperatures reach up to 47.63 °C. This study advances a data-driven, interdisciplinary approach to UHI mitigation by integrating Machine Learning (ML) with physical and socio-demographic data for sustainable urban planning. Using high-resolution spatial data across five functional zones (residential, commercial, industrial, official, and downtown), we apply three ML models, Random Forest (RF), Support Vector Machine (SVM), and Gradient Boosting Machine (GBM), to predict land surface temperature (LST). The models incorporate both environmental variables, such as imperviousness, Normalized Difference Vegetation Index (NDVI), building area, and solar influx, and social determinants, such as population density, income, education, and age distribution. SVM achieved the highest R² (0.870), while RF yielded the lowest RMSE (0.488 °C), confirming robust predictive performance. Key predictors of elevated LST included imperviousness, building area, solar influx, and NDVI. Our results underscore the need for zone-specific strategies like more greenery, less impervious cover, and improved building design. These findings offer actionable insights for urban planners and policymakers seeking to develop equitable and sustainable UHI mitigation strategies aligned with climate adaptation and environmental justice goals. Full article

Sport volunteering plays an important role in achieving the goals of sustainable development by supporting the social dimension of sustainability, fostering social integration, and promoting a healthy lifestyle. However, there is a lack of systematic research in Poland on the motivations of sport volunteers, particularly in the context of mass endurance events. This study employed a quantitative, cross-sectional design involving 148 sport volunteers engaged in mass endurance events in Poznan, Poland. To measure motivation, the Polish adaptation of the VMS-ISE scale was used. Data analysis was conducted using one-way analysis of variance (ANOVA). The results showed that volunteer motivations were relatively homogeneous regardless of gender and education level, with the exception of passion for sport, which was significantly stronger among men (p = 0.037). Significant differences were found based on place of residence: residents of medium-sized cities demonstrated the highest motivation for personal development (p < 0.001), whereas individuals from rural areas exhibited stronger patriotism, a greater need for interpersonal interaction, and a higher valuation of external rewards (p < 0.05). The motivations of sport volunteers in Poland are complex and sensitive to environmental factors. Understanding these differences allows for better alignment of recruitment and volunteer management strategies, which can enhance both the effectiveness and sustainability of volunteer engagement. It is recommended to develop volunteer programs that take into account the demographic and socio-cultural characteristics of participants. Full article

Urban health planning requires a multi-scalar understanding of the territory, capable of capturing socio-economic inequalities and health needs at the local level. In the case of Rome, current administrative subdivisions—Urban Zones (Zone Urbanistiche)—are too large and internally heterogeneous to serve as effective units for equitable health planning. This study presents a methodology for the territorial redefinition of Rome’s Municipality III, aimed at supporting healthcare planning through an integrated analysis of census sections. These were grouped using a combination of census-based socio-demographic indicators (educational attainment, employment status, single-person households) and real estate values (OMI data), alongside administrative and road network data. The resulting territorial units—21 newly defined Mesoareas—are smaller than Urban Zones but larger than individual census sections and correspond to socio-territorially homogeneous neighborhoods; this structure enables a more nuanced spatial understanding of health-related inequalities. The proposed model is replicable, adaptable to other urban contexts, and offers a solid analytical basis for more equitable and targeted health planning, as well as for broader urban policy interventions aimed at promoting spatial justice. Full article

Certain industries will bear a disproportionate share of the burden of climate change. Climate change risk perceptions can impact workers’ mental health and well-being; increased climate change risk perceptions are also associated with more favourable adaptive attitudes. It is, therefore, important to understand whether climate risk perceptions differ across workers between industries. We conducted an online survey of British Columbians (16+) in 2021 using social media advertisements. Participants rated how likely they believed their industry (Natural Resources, Science, Art and Recreation, Education/Law/Government, Health, Management/Business, Manufacturing, Sales, Trades) would be affected by climate change (on a scale from “Very Unlikely” to “Very Likely”). Ordinal logistic regression examined the association between occupational category and perceived industry vulnerability, adjusting for socio-demographic factors. Among 877 participants, 66.1% of Natural Resources workers perceived it was very/somewhat likely that climate change would impact their industry; only those in Science (78.3%) and Art and Recreation (71.4%) occupations had higher percentages. In the adjusted model, compared to Natural Resources workers, respondents in other occupations, including those in Art and Recreation, Education/Law/Government, Management/Business, Manufacturing, Sales, and Trades, perceived significantly lower risk of climate change-related industry impacts. Industry-specific interventions are needed to increase awareness of and readiness for climate adaptation. Policymakers and industry leaders should prioritize sectoral differences when designing interventions to support climate resilience in the workforce. Full article

The accelerated transformations in the education system marked by volatility, uncertainty, complexity, and ambiguity (VUCA) require a rethinking of pedagogical approaches. The VUCA environment requires a new educational management system in line with new technological trends in order to respond effectively to all the internal and external factors that may affect the quality of teaching. A particularly important course of action is updating teaching methods by combining traditional teaching methods with new interactive methods that promote the introduction of certain digital applications during the teaching of new topics. In this sense, the quantitative research carried out in the present study among second-year students from the psycho-pedagogical program organized by the Bucharest University of Economic Studies, Romania, has highlighted the fact that innovative teaching methods are more effective, contributing to the development of personality and communication skills among pupils and students. Also, the results obtained after applying the Mann–Whitney test showed that there is a significant difference between students involved in different educational activities and those who do not have contact with the educational environment in terms of perceiving the volatility, uncertainty, complexity and ambiguity of the educational environment. At the same time, in the context of the VUCA world, in order to ensure the effectiveness of the teaching–learning process, teachers need to develop new skills such as stress management, adaptability, creativity, technological skills, and time management. Addressing the specific competencies that teachers need to acquire in order to improve their teaching and to respond effectively to the volatility, uncertainty, complexity and ambiguity in education, this study contributes to the creation of a sustainable education system, which is able to cope with all transformations (technological, legislative, socio-economic, etc.). The article is based on the results obtained in the postdoctoral research conducted at the end of 2024. Full article

Teacher education plays a key role in promoting inclusion and educational equity, especially in contexts characterised by increasing socio-cultural diversity and technological advancement. In this framework, Universal Design for Learning (UDL) and digital technologies are presented as complementary and innovative strategies to create accessible, flexible, and motivating learning environments for all students. The study analysed the impact of UDL-focused learning activities and integrated Information and Communication Technologies (ICT). A comparative tool was applied before and after the intervention to measure the level of knowledge, perception, and digital competence of prospective teachers. Statistical analyses were carried out to evaluate the changes obtained. Findings reveal significant improvements in knowledge about UDL, as well as positive perceptions of ICT as a resource for inclusion. Participants demonstrated a greater understanding of UDL principles and strengthened their digital competences to design educational proposals adapted to diversity. The research confirms the value of integrating UDL and ICT in teacher training, fostering inclusive educational practices. It highlights the need to strengthen training programmes that respond to the current challenges of the education system. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Background/Objectives: Despite its well-established health benefits, adherence to the Mediterranean lifestyle (MedLife) has declined globally, including in its region of origin, alongside a significant shift toward ultra-processed food consumption. Understanding the factors associated with MedLife adherence is essential for developing targeted interventions and tailored policy recommendations. As part of the MEDIET4ALL PRIMA project, this cross-sectional study aimed to comprehensively examine geo-demographic, socio-economic, psychological, behavioral, and barrier-related factors associated with and potentially contributing to MedLife adherence. Methods: Data were collected from 4010 participants aged 18 years and above across ten Mediterranean and neighboring countries using the multinational MEDIET4ALL e-survey, which included the validated MedLife index, along with various other questionnaires. Results: Results indicate that only 22% of respondents demonstrated high adherence to the Mediterranean lifestyle (MedLife), with significant variability observed across countries, age groups, education levels, and health statuses. Spain had the highest proportion of participants with high adherence (38%). Factors associated with significantly higher adherence rates include older age, living in the Mediterranean region, higher education levels, a greater awareness of MedLife principles, lower perceived barriers, normal BMI, better health status, and stable economic and marital conditions (p-values ranging from 0.04 to <0.001). Additionally, individuals with high MedLife adherence exhibited more socially and physically active lifestyles and experienced less psychological strain (p < 0.001). Regression analyses identified MedLife awareness as the strongest positive predictor of adherence (β = 0.206), followed by social participation (β = 0.194) and physical activity (β = 0.096). Additional positive contributors include life satisfaction, sleep quality, living in the Mediterranean region, age, and education (β ranging from 0.049 to 0.093). Conversely, factors that are negatively associated with adherence include sedentary behavior, living environment, and barriers such as low motivation, taste dislike, price unaffordability, limited availability, and the time-consuming nature of preparing Mediterranean food (MedFood; β ranging from −0.036 to −0.067). Conclusions: These findings indicate that fewer than one in four adults across Mediterranean and neighboring countries demonstrate high adherence to MedLife, supporting prior evidence of suboptimal adherence even within Mediterranean regions. This study identified a range of behavioral, socio-demographic, and environmental factors—both positive and negative predictors—that can help guide the design of targeted, culturally adapted interventions to promote MedLife behavior. Future research should incorporate objective measurements and longitudinal monitoring to better understand underlying mechanisms, establish causality, and develop sustainable strategies for enhancing MedLife adherence in diverse populations. Full article

This article analyzes the revitalization process of the Kraków Fortress in the context of the amendment to the Revitalization Act of 29 July 2024, focusing on the legal, financial, social, and environmental effects of these changes. The aim of the work is to assess how the new regulations have affected the effectiveness of the revitalization of historic military facilities and the financial and participatory mechanisms that have enabled their effective implementation. The authors adopted an interdisciplinary approach, combining legal, urban, conservation, and social analysis, and applied the case study method of five forts: 52 “Borek”, 52a “Jugowice”, 2 “Kościuszko”, 49 “Krzesławice”, and 31 “Św. Benedict”. The selection of cases was based on different stages of implementation, financing models, and social functions. The research showed that the amendment to the Act accelerated decision-making processes and enabled more flexible management of space and better acquisition of financial resources, including from the EU and SKOZK. The use of a mixed financing model (local, European, private funds) and strong social participation contributed to the durability and acceptance of the projects. The effects of revitalization include, among others, an increase in the number of visitors (from 20,000 to 75,000 per year), the creation of approx. 120 jobs, and a reduction of energy consumption by over 30%. Revitalized facilities today perform cultural, educational, and recreational functions, supporting social integration and the development of a local identity. The article indicates that the Kraków model can be a model for other cities with military heritage. It also draws attention to the need to develop nationwide standards for the adaptation of historic buildings and recommends further research on the socio-economic durability of revitalization projects. Full article

Climate change, urbanization, and socio-economic inequality are increasing the severity of urban challenges, emphasizing the imperative for a resilient built environment. Yet, architectural education has lagged in adopting resilience principles into its central curricula. This paper critiques dominant pedagogical paradigms and identifies shortcomings in interdisciplinary collaboration, digital tool adoption, and practical problem-solving. Moving its focus from local to international best practices for resilience, the study extracts key dimensions for learning architecture and explores case studies in leading schools that reflect pioneering, resilience-centric pedagogies. The findings highlight the importance of scenario-based learning, participatory design, and the use of technologies like AI, GIS, and digital twins to strengthen resilience. The article also explores how policy reformulation, accreditation mandates, and cross-sector collaborations can enforce the institutionalization of resilience education. It demands a pedagogical shift toward climate adaptation design studios, inter/transdisciplinary methods, and technological skills. The study ends with action guidelines for teachers, policymakers, and industry professionals who want to ensure that architectural education becomes responsive to resilient urban futures. Full article

This concept-centric review identifies and synthesizes emerging drivers of Generative AI (GenAI) adoption in education, addressing a critical gap by offering the first structured integration of empirically supported predictors. Based on 27 peer-reviewed studies featuring validated research models, the review distils 11 predictors into a Three-Tier Framework. Core predictors—Performance Expectancy and Trust—consistently influence adoption across contexts. Moderate predictors—Effort Expectancy, Facilitating Conditions, Social Influence, Perceived Behavioral Control, and Perceived Compatibility—show variable relevance depending on technological and institutional factors. Emerging predictors—Habit, AI Literacy, Anxiety, and Playfulness—capture evolving socio-technical and individual dynamics, reflecting the rapid development of GenAI technologies. While the current literature offers valuable insights, gaps remain in addressing ethical concerns, barriers to adoption, teacher professional development, student engagement, and the influence of cultural and contextual diversity. The findings emphasize the need to iteratively refine the Three-Tier Framework by incorporating these dimensions and adapting to technological advancements. By consolidating empirical evidence and distinguishing between mature and emerging predictors, this review advances theoretical understanding of technology acceptance in education. It provides a structured foundation for guiding future research, informing policy and practice, and supporting responsible, context-sensitive GenAI integration across diverse educational settings. Full article

Plastic pollution and its environmental consequence are on the rise globally. In Nigeria, the proliferation of plastic bottle and sachet water (PBSW) manufacturing companies in various parts of the country has led to an increase in plastic waste generation. Existing studies have identified challenges and the critical need for the adoption of sustainable solutions to mitigate its adverse environmental impact, especially for developing countries. Therefore, the motivation for this study stems from the urgent need for a progressive shift in the studies focused on feasible solutions to the common challenges and strategies for implementation. This study aims to investigate the identified challenges of a lack of awareness and waste management of single-use plastics in Nigeria, towards achieving a circular economy of plastic waste whilst considering its socio-economic context. This study used a mixed method approach combining quantitative and qualitative data through interviews and questionnaires to investigate awareness on the impact of plastic pollution amongst key stakeholders in plastic waste management in the UNN. The potential of introducing a DRS in the sustainable collection of single-use plastic bottle and sachet water waste was also explored. The result reveals the perceived consequence of plastic pollution is short-term, at the level of mesoplastics, physically observed as plastic litter (68.2%), leading to a blockage of canals (65.0%), an excessive rate of flooding (19.1%) and other related issues; effective channels of creating awareness and educating the public on plastic pollution are social media (48.3%), school education (23.3%), mass media (21.7%), and others (6%). An implementation framework for sustainable plastic waste collection was developed from the research findings, adapting the Norwegian Deposit Return Scheme (DRS) to suit the current socio-economic context of the population. Additionally, awareness can be increased through targeted government policies that reward sustainable plastic waste management practices, public awareness campaigns, and the use of social media. Full article

Background: Multicultural education and second-language acquisition engaged neural networks, supporting executive function, memory, and social cognition in adulthood, represent powerful forms of brain-inspired multisensory learning. The neuroeducational framework integrates neuroscience with pedagogical practice to understand how linguistically and culturally rich environments drive neuroplasticity and cognitive adaptation in adult learners. Objective: This systematic review synthesizes findings from 80 studies examining neuroplasticity and cognitive outcomes in adults undergoing multicultural and second-language acquisition, focusing on underlying neural mechanisms and educational effectiveness. Methods: The analysis included randomized controlled trials and longitudinal studies employing diverse neuroimaging techniques (fMRI, MEG, DTI) to assess structural and functional brain network changes. Interventions varied in terms of immersion intensity (ranging from limited classroom contact to complete environmental immersion), multimodal approaches (integrating visual, auditory, and kinesthetic elements), feedback mechanisms (immediate vs. delayed, social vs. automated), and learning contexts (formal instruction, naturalistic acquisition, and technology-enhanced environments). Outcomes encompassed cognitive domains (executive function, working memory, attention) and socio-emotional processes (empathy, cultural adaptation). Results: Strong evidence demonstrates that multicultural and second-language acquisition induce specific neuroplastic adaptations, including enhanced connectivity between language and executive networks, increased cortical thickness in frontal–temporal regions, and white matter reorganization supporting processing efficiency. These neural changes are correlated with significant improvements in working memory, attentional control, and cognitive flexibility. Immersion intensity, multimodal design features, learning context, and individual differences, including age and sociocultural background, moderate the effectiveness of interventions across adult populations. Conclusions: Adult multicultural and second-language acquisition represents a biologically aligned educational approach that leverages natural neuroplastic mechanisms to enhance cognitive resilience. Findings support the design of interventions that engage integrated neural networks through rich, culturally relevant environments, with significant implications for cognitive health across the adult lifespan and for evidence-based educational practice. Full article

This paper presents a structured, expert-informed framework for inclusive waste management in marginalized urban areas (MUAs), addressing critical challenges at the intersection of environmental governance, infrastructure inequality, and social exclusion. The framework was developed through extensive consultations with 37 international experts and tested through a deployment plan piloted in Reșița, Romania. The framework is adaptable to site-specific realities and is intended to evolve annually based on monitoring and feedback. With a strong focus on community engagement, institutional coordination, and policy alignment, the framework lays out an incremental implementation path. The Reșița pilot demonstrates how targeted, participatory actions—ranging from stakeholder mobilization and tailored education to infrastructure enhancements and policy reforms—can drive sustainable improvements in waste management and civic inclusion. This study contributes to the literature on environmental justice and urban sustainability by providing a dynamic, scalable model that can be customized to diverse socio-spatial contexts. Full article

Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, it is crucial to systematize existing research to identify well-established aspects and areas that require further exploration. This study conducts a systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It uses the foundational PBL model as a reference to analyze its essential elements in design and implementation, particularly in terms of their contribution to sustainable education. A total of 25 studies were included in the final review sample. The research aims to examine current practices and identify gaps or inconsistencies in application. The qualitative analysis highlights crucial aspects such as project design, evaluation strategies, and interdisciplinary alignment. Findings reveal challenges in ensuring consistency across practices, with a predominant focus on procedural execution. However, the review also uncovers that existing studies address cognitive and socio-emotional dimensions in ways that require further investigation. Based on these findings, the study proposes a refined framework for the implementation of PBL, aiming to guide more effective and context-sensitive applications. These findings underscore the need for further exploration of how PBL can holistically support learner growth, enhance engagement, and contribute to more sustainable and impactful educational practices. Theoretical implications point to a deeper understanding of how PBL can integrate cognitive, emotional, and interdisciplinary components to foster this holistic development, while operational implications highlight the importance of institutional support, teacher training, and flexible curricular policies to ensure successful and sustainable implementation. Full article