Search Results (1,009)

In recent years, Visual Education has emerged as an innovative and interdisciplinary teaching approach aimed at promoting meaningful learning through the conscious use of visual tools and languages. This educational paradigm helps to facilitate the understanding of complex concepts, translating them into clear and intuitive visual representations, while enhancing memorisation skills, critical information processing and the practical application of acquired knowledge. This systematic review, conducted according to the PRISMA (2020) protocol, analyses the most recent empirical evidence on the effectiveness of Visual Education in educational contexts. The main objective is to assess how the intentional use of visual tools—images, concept maps, educational videos, interactive digital materials, and virtual manipulatives—contributes to enhancing learning processes and developing transversal skills. Through a comparative analysis of fourteen international contributions published between 2020 and 2025, selected from the Scopus, Web of Science and EBSCO databases, the research highlights how Visual Education significantly influences the improvement of academic performance, motivation and cognitive and emotional engagement of students. The results also confirm the inclusive function of visual teaching, which can encourage participation, self-esteem and cooperation even in individuals with special educational needs. The discussion emphasises the need for the systematic integration of Visual Education into school curricula as a strategy to enhance soft skills and promote more equitable, effective learning geared towards the integral development of the individual. Full article

This study examines the role of religious–moral values in supporting the inclusion of students with special educational needs (SEN) within the broader framework of inclusive education. Using a sequential explanatory mixed-methods design, the research combines a qualitative phase based on semi-structured interviews with special education teachers (N = 9 participants) and a quantitative phase involving a questionnaire administered to a larger sample (N = 324 respondents). The qualitative findings indicate that teachers associate religious–moral values with the development of socio-emotional competencies, such as empathy, respect, solidarity, and a sense of belonging, which are considered essential for inclusion. The quantitative results support these perspectives, showing high levels of agreement regarding the contribution of these values to fostering positive attitudes, social acceptance, and the classroom integration of students with SEN. The findings also suggest that teachers attribute greater importance to core values than to formal religious instruction and prefer adaptive, student-centered strategies, including narrative and experiential approaches. Overall, the study highlights the potential of religious–moral values as a resource for inclusive education when applied in a flexible, interdisciplinary, and context-sensitive manner. These findings contribute to ongoing discussions on the role of religion in education, particularly in relation to inclusion, equality, and respect for diversity. Full article

This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as members of the Deaf community and share a common sign language and distinct cultural values) and hard-of-hearing (DHH) students in German schools for the Deaf. The study is situated within a structural–theoretical professionalization framework, which focuses on the relationship between institutional conditions, teacher education structures, and professional action. Semi-structured interviews were conducted with 16 teachers of DHH students and the data were examined using qualitative content analysis. The findings reveal five central areas of challenge: (1) heterogeneity of the student body; (2) limited time (for preparing and adapting materials); (3) restricted subject-matter and sign-language competence, including missing links between EFL didactics and Deaf education in teacher training; (4) uncertainties surrounding the language design of EFL instruction, particularly the role of American Sign Language (ASL), German Sign Language (DGS), and written English; and (5) the lack of consistent, accessible exam formats and standards. Teachers report substantial insecurity due to the absence of coherent concepts, policy frameworks, and specialized training pathways, which fosters divergent classroom practices and tensions within teaching staff. The results highlight an urgent need for systematic integration of Deaf education, sign language training, and EFL pedagogy in teacher education, as well as for evidence-based guidelines on language classroom practice and assessment for DHH learners. Full article

Gender differences in the prevalence of psychosocial problems during adolescence are well established, with girls reporting higher internalizing symptoms and boys higher externalizing symptoms. However, it remains unclear whether these differences extend beyond symptom levels to the structural organization linking psychosocial problems and school well-being (SWB). The present study examined gender-specific network structures comprising internalizing symptoms, externalizing symptoms, and six dimensions of SWB in a sample of 949 secondary school students in Germany (Grades 8–10; 50.6% boys, 49.4% girls). Partial correlation networks were estimated separately for boys and girls using EBIC-regularized graphical models, followed by network comparison tests and centrality analyses. Results indicated no significant differences in global strength, network structure, or individual edges between genders, suggesting a largely shared network structure. Across both networks, internalizing symptoms, particularly symptoms of anxiety and depression, emerged as central and bridging nodes connecting psychosocial problems with multiple dimensions of SWB. Externalizing symptoms showed minor descriptive differences in prominence but did not alter the overall structural pattern. These findings indicate that gender differences in adolescent mental health may reflect differences in symptom intensity rather than fundamentally distinct psychosocial systems, suggesting common structural patterns underlying SWB across gender. Full article

This study investigated psychological burnout among special education teachers in Qatar and analyzed its associations with professional and social factors. Employing a descriptive–correlational design, 204 special education teachers (M age = 42.73 years, SD = 10.23) completed two instruments: an 18-item burnout scale measuring emotional exhaustion, depersonalization, and reduced personal accomplishment, and a 20-item scale assessing administrative and institutional stressors, parent- and community-related pressures, and work–life balance difficulties. Descriptive statistics revealed a moderate overall level of burnout, with emotional exhaustion as the most prominent dimension, followed by reduced personal accomplishment; depersonalization was comparatively low. Professional and social factors were also rated at a moderate level, with work–life balance difficulties exhibiting the highest mean. Multivariate analyses identified significant differences in burnout dimensions by gender, whereas age, years of experience, educational qualification, and workplace setting were not significantly associated with burnout. Multiple regression analysis indicated that the three factors collectively explained a substantial proportion of variance in burnout, with work–life balance difficulties demonstrating the strongest unique association, followed by administrative and institutional stressors and parent- and community-related pressures. These results highlight the need for organizational and relational supports, as well as policies that protect teacher time and wellbeing, to sustain special education services in Qatar. Full article

While Artificial Intelligence (AI) approaches date back more than 60 years, there is no doubt that in the last 4 years, we have entered the era of AI. The advanced capabilities of Generative AI (GenAI) and Large Language Models (LLMs) have noticeably reshaped multiple sectors, becoming a driving force in participatory environments. Recent developments in Machine/Deep Learning (ML/DL) and Natural Language Processing (NLP) have enabled the introduction of tools and applications integrated into various professional fields. Areas ranging from education and media to art, tourism, and food science incorporate AI technologies to optimize established workflows, facilitate change, enhance creativity, and foster interaction. The current Special Issue includes nineteen multidisciplinary research works exploring AI in participatory environments, primarily focusing on technologies, ethics, and literacy aspects. Employing diverse methodologies, the research identifies various uses of AI along with the critical ethical and legal risks and challenges they entail. Concerns about inaccuracy, algorithmic bias, data infringements, and the potential erosion of transparency and interpretability need to be addressed in every phase of the design and implementation of AI technologies. Co-creative human-in-the-loop processes and human judgment need to be further strengthened and supported through digital/AI literacy initiatives. In this regard, effective regulatory frameworks, inclusive institutional strategies, and targeted training programs can ensure responsible and trustworthy AI use with a balance between technological evolution and human oversight. Full article

Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated approach to synthesise findings from qualitative, quantitative and mixed-methods studies through reflexive thematic analysis. Findings show that most students with and without disabilities perceive co-teaching as having positive academic, social, and affective impacts, with many preferring varied co-teaching models. Students valued support from special educators for all learners, but some reported frustration and limited academic benefits when collaboration between co-teachers was weak. Their voice calls for reconsidering co-teaching as an inclusive approach through changes in model implementation and co-teachers’ role delivery. Recommendations for future research include examining the distinct voices of students with and without disabilities and increasing their involvement as primary stakeholders in co-teaching research. Recommendations for policy and practice, particularly regarding students’ academic, social, and affective outcomes, highlight the importance of student engagement through participatory activities in promoting the inclusive orientation of co-teaching. Full article

Positioned at the intersection of instructional mediation, Visual Education, and Universal Design for Learning (UDL), this research aims to ascertain whether the use of Artificial Intelligence (AI) enhances accessibility for students with sensory disabilities. The study involved 137 pre-service teachers attending the “Special Didactics and Learning for Sensory Disabilities” course within the teacher specialization program (TFA) at the University of Foggia. Although the hybridization of AI, UDL, and Visual Education was favourably received, its application remains sporadic, highlighting the challenge of balancing the need for simplification with requisite conceptual accuracy. This underscores the necessity of integrating more structured and continuous training pathways into teacher education, grounded in visual education and featuring micro-modules dedicated to specific skills such as writing alternative text, subtitling, and verifying color contrast according to recognized standards. Full article

The development of the Chatbot-Supported Making BGCE Thinking Visible (CS-MBTV) program is an important part of fostering the creativity, self-regulation, and growth mindset that students must have. High school students in Malang carry out the learning process by following five supporting modules on chatbot technology, supported by a learning process that follows a design thinking pattern. The study involved up to 120 high school students in Malang, divided into an experimental group (62 students) that participated in a series of CS-MBTV programs. In addition, the control group consisted of 58 students who did not receive special treatment. This study employed a quasi-experimental research design with a pretest and posttest to assess students over 12 weeks. The findings indicate that implementing chatbots can optimize student creativity and develop students’ mindsets. The current learning process cannot consistently reduce students’ fixed mindsets. Reflective learning can help students become aware of the need to continue developing and processing cognitive transitions throughout program implementation. The implications of this research can inform policy to improve entrepreneurship education programs and BGCE learning in schools, achieving greater impact. Full article

Inclusive insurance plays a critical role in reducing household vulnerability in developing countries such as Indonesia. This study investigates the factors influencing inclusive insurance participation across regencies in the Special Region of Yogyakarta Province using multinomial logistic regression and stereotype logistic regression. Insurance participation status is classified into three categories: uninsured, government-subsidized, and insured-without-support. Socioeconomic, demographic, and regional characteristics are examined. The results indicate that households with higher spending, higher education, and formal employment are less likely to be uninsured or to rely on government-subsidized insurance. Urban residence has varying effects across regencies. Furthermore, the results from the stereotype logistic regression model suggest that the uninsured group is conceptually closer to the government-subsidized group than to the insured-without-support group. These findings highlight the need for targeted, region-specific policies to expand coverage and facilitate transitions toward stable, non-subsidized insurance, thereby promoting inclusive insurance in Indonesia. Full article

Artificial Intelligence (AI) has transitioned from a specialized research area to a ubiquitous socio-technical infrastructure influencing sectors from healthcare and law to manufacturing and defense. In tandem with its transformative promise, AI has created an exponentially expanding ethics literature questioning, fairness, transparency, accountability, and justice. This review synthesizes publications and key policy developments between 2019 and 2025, bringing sectoral discourses together with cross-cutting frameworks. Grounded in a systematic scoping review methodology, we frame the field along four meta-dimensions: trust and transparency, bias and fairness, governance & regulation, and justice, while we investigate their expression across diverse sectors. Special attention is dedicated to healthcare (patient trust and algorithmic bias), education (integrity and authorship), media (misinformation), law (accountability), and the industrial sector (data integrity, intellectual property protection, and environmental safety). We ground abstract principles in concrete case studies to illustrate real-world harms and mitigation strategies. Furthermore, we incorporate pluralistic ethics (e.g., Ubuntu, Islamic perspectives), environmental ethics, and emerging challenges posed by Generative AI and neuro-AI interfaces. To bridge theory and practice, we propose an operational governance framework for organizations. We contend that success involves transitioning from principles toward ethics-by-design, pluralistic governance, sustainability, and adaptive oversight. This review is intended for scholars, practitioners, and policymakers who need a comprehensive and actionable framework for navigating the complex landscape of AI ethics. Full article

Background/Objectives: Online sexual violence is an increasingly prevalent form of gender-based harm facilitated by digital technologies, with significant consequences for the health, well-being, and rights of adult women. Despite growing attention to this phenomenon, women’s lived experiences remain underexplored, particularly regarding sexual consent and institutional responses. This study aimed to examine how adult women experience online sexual violence, how consent is negotiated or constrained in digital contexts, and how coping and institutional mechanisms are perceived. Methods: A qualitative study with a hermeneutic phenomenological approach was conducted. Data were collected through three focus groups with 23 women aged 21 to 42 years who were active users of social media. Results: Participants reported diverse forms of online sexual violence, including unsolicited sexual messages and images, persistent harassment, coercion, blackmail, and threats. Sexual consent was often undermined by emotional manipulation, social pressure, and fear, placing women in vulnerable positions. These experiences negatively affected well-being, contributing to anxiety, reduced self-esteem, fear, and difficulties in sexual and emotional relationships. Coping strategies were mainly individual, such as blocking perpetrators or reporting content, while social support was frequently perceived as insufficient. A generalized distrust of institutional responses emerged, with formal mechanisms viewed as ineffective or inaccessible. Conclusions: For the study participants, online sexual violence is increasingly normalized and concealed within digital environments, reinforced by anonymity and impunity. The findings highlight the need for continued research and the development of interventions that include early sexual and emotional education, awareness-raising initiatives, digital regulation, specialized professional training, and the strengthening of victim-centered support networks. Full article

This study, which aimed to instill values effective in developing social adaptation skills in students with special needs through traditional Turkish Cypriot children’s games, employed an action research model within a qualitative research design. The participants in the study were 5 students with mild intellectual disabilities aged 9 to 12. In the first step of the two-stage implementation plan, data were collected by having the students play traditional Turkish Cypriot children’s games, selected by the researchers and containing the relevant values, three times a week. In the second step, on the day following the game phase, the students’ acquisition of the target value was assessed through worksheets containing activities prepared by the researchers, which covered the basic points related to the target value. The aim was to instill 8 core values through applications that continued for a total of 5 weeks. After the completion of the application phase, a one-week break was given. During this period, the aim was to determine the short-term retention level of the targeted values. After a one-week follow-up, the researchers evaluated whether the students had learned the relevant values permanently in the short term through visuals and texts. The findings of this study, in which traditional Turkish Cypriot children’s games were practiced three times a week for five weeks, show that the games positively contributed to the learning of the targeted values and that the children adopted these values. However, the findings reflect only short-term retention; longer-term follow-up studies are needed to assess the long-term internalization of the values. Full article

The concept of the 15 minutes city is increasingly present in the structure of spatial planning for large urban centers, with the main goal of improving quality of life by facilitating access to basic necessities for the population. This study aims to provide an integrated assessment of spatial accessibility for two urban centers that differ in structure and organization, with the main goal of identifying best practices that can be borrowed from one urban center to another in order to streamline sustainable spatial planning based on the strategic concept of the 15 minutes city. The entire research process is based on the development of a completely new and innovative GIS spatial analysis model that will add value to the specialized literature both through the geoinformational approach to the analysis, integration and through the exclusive use the freely available GIS databases (using the OpenStreetMap database), functionally integrated through network analysis and equations weighing the importance of accessibility needs for the population. For the analysis of pedestrian accessibility, in minutes, a total of 4826 locations were used for Cluj–Napoca and 5050 for Pecs, which were structured into 12 subclasses and five main classes (Recreational and Cultural, Public Services and Safety, Education and Health, Commercial, and Public Transport) established in accordance with the main requirements of the 15 minutes city development methodology. The integration of subclasses and accessibility classes was achieved by weighting their importance according to the responses obtained after the implementation of questionnaires to identify the working population’s perception of accessibility in their daily routine. The comparative analysis of the intermediate and final results of the proposed model leads to the establishment of directions and decision-making in the territorial planning process through the transfer of knowledge, solutions, and techniques between the two urban centers to eliminate or reduce negative hotspots and develop a more sustainable urban center in terms of accessibility and as close as possible to a 15 minutes city. Full article

Generative Artificial Intelligence (GAI) is rapidly transforming higher education by introducing new mechanisms for supporting the development of advanced cognitive processes and research-related capabilities. This study examines how postgraduate students employ GAI to develop their cognitive and research talent, conceptualized here as higher-order academic skills such as analysis, synthesis, and critical reasoning, across six domains: literature review, theoretical development, research design, data analysis, academic writing, ethical use, and challenges encountered—signaled explicitly rather than listed line by line. We administered a validated multidimensional scale to 214 postgraduate students, and the results indicate a moderate overall use of GAI, with notably high involvement in practices that emphasize ethics and responsibility. Students reported clear cognitive benefits in tasks involving information processing, linguistic refinement, and conceptual clarification while showing caution toward delegating higher-order analytical or theoretical reasoning to AI systems. Key challenges included limited institutional training, concerns about data privacy and academic integrity, and difficulties evaluating the originality and reliability of AI-generated content. Inferential analyses indicated significant differences based on gender, academic level, and general technology proficiency, whereas no differences emerged across age groups, departments, or specializations. Overall, this study demonstrates how GAI can contribute to the development of higher-level cognitive skills and research competencies, with “moderate use” operationalized as consistent but selective engagement across domains, while underscoring the need for structured training, clear guidelines, and teaching approaches that foster the responsible and effective incorporation of AI within postgraduate research. The results highlight practical implications for higher education, including the importance of institutional training programs, governance frameworks for responsible AI use, and pedagogical models that foster critical engagement with GAI. Full article