Search Results (2,639)

Background: Educational environments grounded in respect, empathy, and fair treatment are vital for effective learning and clinical safety. Cultivating this positive culture is essential for improving professional practices and future development. The aim was to develop strategies collaboratively to promote good treatment practices within health programs across six Chilean universities. Methods: This study utilized a qualitative action research (AR) approach. Researchers conducted 23 co-creation workshops involving 188 students and 158 faculty members. The resulting data were analyzed using CAQDAS MAXQDA, version 24. Results: Participants favored short-term actions (61.6%; n = 94) over medium-term (17%; n = 26) or long-term (20.9%; n = 32) initiatives. Proposed short-term actions focused on curricular changes, faculty development, and well-being initiatives. Medium-term plans emphasized support systems and committees, while long-term goals targeted broader policies, labor conditions, and teaching hospitals, which presented the lowest frequency. The study identified three domains of actors involved: beneficiaries, groups, and those responsible for implementation. Conclusions: These community-driven, collaborative efforts provide a constructive framework for institutional intervention. By engaging stakeholders directly, the co-creation process allows for a comprehensive understanding of the scope and limitations of educational initiatives, effectively grounding them within the specific needs of the academic context. Full article

Architectural space is produced through decisions about form, material, construction, structure, program, and environment, and design education centers on it. In design studios, generative AI (GenAI) most often enters through visual representation, raising the risk we term the visualization trap: images can appear resolved before their tectonic implications are worked out. This exploratory study examines GenAI participation through protocol analysis of the documented process traces of 18 students in a single, AI-aware bioclimatic design studio, yielding 1107 protocols. The TRACE-SC methodology maps space-constituting components, GenAI use types, design phases, and cognitive breaking points; reliability was examined through a blind expert coding audit and cross-LLM comparison. GenAI appeared in 44.2% of protocols (489/1107), where visual generation and information gathering accounted for 81.2% (397/489). Suggestions were transformed before use in 68.1% (333/489) and adopted verbatim in 0.4% (2/489); interaction was designer-initiated. Cognitive breaking points appeared in 2.2% of protocols (24/1107), with indirect evidence in 70.8% (17/24). GenAI proves more than a visual production tool, but its engagement is limited, episodic, and designer-steered rather than a routine design partnership—partial support for the proposition. The transferable contribution is the TRACE-SC framework and codebook; its patterns describe this studio and invite comparison elsewhere. Full article

Objective: To compare disability-inclusion strategies and programmes in higher education institutions in Mexico and Colombia and identify organisational conditions associated with gaps between policy intentions and implementation. Methods: A qualitative comparative multi-case design used a documentary corpus of 15 materials and eight semi-structured interviews with adult professional key informants, one per case university. A criterion-based purposive sample of eight universities (four per country) balanced public and private institutions and prioritised cases with disability-support units or inclusive education programmes. Data were analysed through grounded theory-informed axial and selective coding, with triangulation across documents and interviews; informed consent was obtained. Results: Five categories structured the findings: inclusive cultures, inclusive policies, inclusive practices, educational trajectories and progress/challenges. Within this case set, Mexican universities showed stronger institutionalisation through protocols, structured support routes and more visible technological accessibility. Colombian universities showed more fragmented implementation, often dependent on local initiatives, with persistent attitudinal barriers and weaker systematisation. In both contexts, misalignment between normative discourse and implementation capacity constrained staff training and impact evaluation. Conclusions: Sustainable inclusion was most evident where institutional culture, policy and practice were aligned. Monitoring mechanisms, stable resourcing and longitudinal support pathways are needed to secure equitable student trajectories from admission to graduation. Full article

Purpose: Owing to rapid economic development and increasing social complexity, parenting stress has intensified for many families. When parents are exposed to parenting-related stress without sufficient coping resources, they may become vulnerable to parental burnout. Based on two-wave parent–adolescent dyadic data, this study explored whether parental neglect and parental violence may serve as potential indirect pathways linking parental burnout to adolescents’ growth mindset. Methods: Using a semi-longitudinal design, we collected two waves of survey data one month apart from 382 middle-school students and their parents in a city in Central China. An initial cross-lagged panel model (CLPM) was estimated based on the proposed hypotheses. Because the initial model showed poor fit, it was modified based on the modification indices and theoretical considerations, yielding the final model. Results: The final model showed acceptable fit, χ²(15) = 39.15, RMSEA = 0.065, CFI = 0.978, and TLI = 0.952. T1 parental burnout was significantly and positively associated with T2 neglect (β = 0.20, p < 0.001), and T1 neglect was significantly and negatively associated with T2 growth mindset (β = −0.13, p < 0.01). The indirect effect = −0.02, 95% CI [−0.033, −0.003], p < 0.05. Supplementary analyses also showed a generally consistent pattern of results. Conclusions: These findings provide preliminary evidence that parental neglect may be an important linking pathway between parental burnout and lower levels of adolescents’ growth mindset. Full article

The contemporary educational system places complex demands on educators, emphasizing the importance of pedagogical-didactical competencies and teacher self-efficacy alongside subject-matter expertise. The purpose of this study was to examine how future STEM educators assess their own perceived pedagogical-didactical capabilities for direct teaching and classroom management through the construct of teacher self-efficacy, examining variations by gender, student cohort, and academic major. The research was conducted in autumn 2025 using a near-census sample of graduate teaching track students at the Faculty of Science in Split, utilizing the Norwegian Teacher Self-Efficacy Scale. The descriptive and non-parametric results indicate that future teachers express higher baseline scores in the domains of instruction and coping with changes, whereas the lowest self-assessment was recorded regarding the adaptation of teaching to individual student needs. While gender and student cohort demonstrated no statistically significant impact on overall self-efficacy, a significant difference was determined in the domain of maintaining discipline with respect to the study major, with Informatics and Technology students exhibiting the greatest sense of confidence. In conclusion, the findings highlight that while students are well-prepared for content delivery, there remains a critical need to enhance initial teacher education programs by introducing practical tools for managing challenging student behaviors and working within heterogeneous classrooms. Full article

The renowned Sufi, commentator and Qurʾānīc exegete ʿAbdul Razzāq Kāshānī (d. 735 H/1335?, also pronounced as al-Qāshānī or Qāsānī) played a major role in disseminating the teachings of Ibn ʿArabī (d. 638 H/1240) in Ilkhanid (654 H/1256–750/1353), Iran. By teaching and training students such as Sharaf al-Dīn Dāwūd Qayṣarī (d. 751 H/1350), writing tirelessly on the main elements of Akbarīan mysticism, including waḥdat al-wujūd (oneness of being), wilāya (guardianship, sainthood), and khatm al-wilāya (the sealing of the sainthood), as well as commenting on Fuṣūṣ al-ḥikam (the Bezels of Wisdom), Kāshānī proved to be a true heir to the legacy of his late master. However, the account of his contribution to this tradition, which was quite new in Iranian milieu at that time, will not be complete if we neglect to mention his initiative in systematizing and theorizing Ibn ʿArabī’s teachings through his complex and detailed lexicons, including Muʿjam iṣṭilāḥāt al-ṣūfīya, Rashḥ al-zulāl fī sharḥ al-alfāẓ al-mutadāwilat bayn arbāb al-adhwāq wa-al-aḥwāl, and Laṭāʾif al-iʿlām fī ishārāt ahl al-ilhām. By means of his lexicalization of the challenging language of Ibn ʿArabī, Kāshānī facilitated a gain in popularity of the former’s teachings, as well as the widespread usage of those teachings both among Sufi circles and in the Ilkhanid court. Full article

Background/Objectives: Collaboration between medical and dental professionals is essential for comprehensive, patient-centred healthcare, yet the two fields often remain separate in education and practice. This study explored attitudes, experiences, and perceptions of interprofessional relationships among medical and dental faculty and students at a Croatian university. Methods: A qualitative study using semi-structured interviews was conducted. Thirty-nine participants, including faculty members and students from medicine and dentistry, were interviewed. Data were analyzed using thematic analysis to identify patterns and themes related to interprofessional perceptions and collaboration. Results: Participants generally reported mutual respect, although their accounts revealed subtle hierarchies, persistent stereotypes, and implicit biases. Overt animosity was rare, often limited to humour, though instances of disrespect and status differentiation were described. Educational collaboration was minimal, with siloed curricula and few structured initiatives, while clinical collaboration was described as largely case-dependent and centred on referral rather than coordinated care. Personal exposure to the other profession mitigated some biases, suggesting that social proximity influences professional perceptions. Conclusions: Despite overall respect, participants identified structural, cultural, and educational factors that limited opportunities for interprofessional engagement within the studied setting. The findings suggest that creating opportunities for structured interprofessional learning and collaborative clinical practice may strengthen professional understanding, support more integrated models of care, and ultimately contribute to improved patient-centred healthcare. Full article

Background/Objectives: Children in early childhood experience higher rates of suspension and expulsion than K–12 students, with persistent racial disparities. Methods: This retrospective descriptive observational study examined exclusionary practices among children ages 0–5 reported by providers participating in a state-level Infant and Early Childhood Mental Health Consultation (IECMHC) initiative within the United States. Results: Providers (n = 689) reported that 3.50% of children were excluded in the 12 months prior to service initiation (1.90% suspended; 1.60% expelled), with higher rates among older children (ages 3–5), males, and Black, Indigenous, People of Color (BIPOC) children. Among a subset of providers of children (n = 395) receiving child-and-family-focused (CFF) consultation, only 28 were expelled (7.09%), with the highest rate observed in children ages 30–36 months. Children expelled during CFF consultation more frequently exhibited atypical protective factors, elevated behavioral concerns, aggression at referral, and higher cumulative adverse childhood experiences (ACEs). Conclusions: Findings suggest that CFF consultation may help mitigate childcare exclusionary practices when children present with severe social-emotional-behavioral challenges. Important considerations for future childcare research and prevention efforts are provided. Full article

The aim of the article is to analyze the impact of selected corporate social responsibility (CSR) initiatives in the area of human rights on the decisions regarding employer choice made by representatives of Generation Z. A survey was conducted among students at Polish universities, who belong to Generation Z, including both those currently employed and those soon to enter the labor market, and builds on previous research and analyses conducted by the authors. The study focused on analyzing selected CSR initiatives related to respect for human rights and their potential impact on the respondents’ choice of employer. The varied results in the statistical models point to the complex nature of the relationships under study. The application of various analytical methods has shown that the impact of the analyzed variables is not always direct or linear. The results confirm the significance of all the CSR initiatives analyzed, and the evaluation of these initiatives varies both among employed and unemployed respondents and according to educational background. Respondents’ willingness to accept employment increases under the influence of factors such as salary and opportunities for professional development, while the impact of CSR is minimal. The results indicate that CSR initiatives in the area of human rights are perceived by employed members of Generation Z, as well as those who will soon enter the labor market, as a factor that has only a minor influence on employment decisions. The findings provide practical guidance for employers on shaping CSR strategies and employer branding initiatives tailored to the needs and values of Generation Z. Full article

The timely integration of technology in education is a key factor in developing competitive specialists. Given this, the development of a digital educational platform for training engineering specialists is of strategic importance. The paper presents the development of a proprietary digital educational platform using immersive technologies for training engineering specialists while providing educators with easier access to their educational progress and ability to spend less time processing it. The results are considered data from an initial test, aimed primarily at assessing user perception, usability, and the potential of the immersive environment. The platform’s effectiveness stems from its ability to simulate complex processes and allow students to independently control the experiment. Full article

Education about AI, including its opportunities and limitations, is essential for responsible academic development. It helps students, teachers, parents, researchers and practitioners understand both the strengths and the limitations of generative AI and ensures that it is applied in ways that are ethical and socially responsible. Without this knowledge, there is a risk that generative AI will be misused or misunderstood, reducing its potential benefits. This study evaluates an educational game designed to integrate generative AI in elementary education (in art lessons), aiming to create awareness regarding the limitations of generative AI. Data was collected from 204 game sessions in two primary education schools in Greece, using serious games for art education, while the accuracy of AI outputs and the usability and level of user satisfaction were recorded. Following these tasks, researchers used the concurrent think-aloud (CTA) protocol to identify specific usability issues and responses of elementary students in biased, incomplete or inaccurate AI results. Experimental findings from this small-scale exploratory pilot study (16 students) indicated that combining RTA with serious games in art courses successfully reveal how children understand AI outputs and evaluate them based on their initial expectations. Full article

The adoption of Circular Economy approaches in agriculture offers opportunities to transform agricultural waste into valuable resources. This study was conducted within the TANGO-Circular project, which implemented Rural Lab training activities in four European countries: Greece, Italy, Portugal, and Spain. A structured questionnaire was administered to participants involved in these activities. Overall, 197 questionnaires were collected, of which 195 valid responses were included in the final quantitative analysis. Respondents included farmers, technicians, students, and other actors connected to agricultural and sustainability-related contexts. The results indicate that, despite differences in sample composition across countries, no statistically significant differences were observed in awareness and interest toward Circular Economy practices within the analyzed sample. Conversely, statistically significant differences emerged in gender distribution, professional profile, and perceived barriers among countries. Overall, respondents exhibited a generally positive attitude toward agricultural waste valorization and a high level of interest in further training activities. However, key barriers were identified, including lack of technical knowledge, limited institutional support, lack of awareness, and high initial costs. These findings suggest that the adoption of Circular Economy practices in agriculture requires not only positive attitudes, but also targeted training, accessible support services, and institutional and logistical frameworks adapted to local contexts. Full article

Background/Objectives: School feeding is a fundamental component of public policies aimed at promoting health, improving educational outcomes, reducing inequalities, and guaranteeing the human right to adequate food. This study aimed to evaluate the nutritional quality of school meals offered to public school students in a federal unit of Brazil, quantify the environmental impacts using carbon and water footprints, and simulate potential reductions through a strict vegetarian menu. Methods: This cross-sectional, descriptive study analyzed 130 daily menus (390 meals) from full-time public schools in the Federal District of Brazil in 2024. Nutritional quality was assessed based on energy, nutrients, food groups, degree of processing, and food origin. Carbon and water footprints were estimated using literature-based indicators. A nutritionally adequate strict vegetarian menu was then developed and compared with the observed menus. Results: The current menus presented good overall nutritional quality, with high food diversity and predominance of fresh or minimally processed foods. Most nutritional parameters met the recommended levels; however, protein and saturated fat exceeded the recommended limits. Animal-based foods accounted for most of the carbon and water footprints. The simulated strict vegetarian menu demonstrated significantly lower environmental impacts while maintaining nutritional adequacy. Conclusions: These findings highlight the importance of integrating nutritional and environmental strategies, such as a weekly “Meatless Monday” initiative alongside food and nutrition education, to improve student health outcomes and reduce the environmental burden of public school meals. Incorporating environmental sustainability criteria into school meal planning and public food procurement may advance nutritional quality, resource efficiency, and climate goals, positioning school feeding programs as strategic instruments for sustainable development. Full article

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

Background: High-risk human papillomavirus (HPV) is a leading cause of cervical cancer, particularly in settings with high-risk sexual behaviours and limited preventive care. HPV prevalence peaks in adolescence and early adulthood due to early sexual initiation, multiple partners, inconsistent condom use, anal intercourse, and oral–genital contact. To assess the prevalence and associated risk factors for high-risk HPV infections among female students in Benin City, Nigeria. A faith-based college in Benin City, Nigeria. Methods: A cross-sectional study was conducted among 133 female nursing students. Self-collected genital swabs were analysed using real-time fluorescence quantitative PCR to detect 14 high-risk HPV types. Participants completed a structured questionnaire on sexual behaviour, contraceptive use, and HPV knowledge. Results: The overall high-risk HPV prevalence was 45/133 (33.8%), with 39 (29.3%) presenting multiple infections. HPV66, 58, and 56 were the most common types detected. Significant associations were observed with oral contraceptive use (OR = 3.2, 95% CI = 1.01–9.97) and abnormal vaginal discharge (p = 0.028). Conclusions: The predominance of HPV66, HPV58, and HPV56 highlights the increasing importance of non-vaccine HPV genotypes and shows the need for targeted screening and vaccination. Associations with abnormal vaginal discharge and oral contraceptive use emphasize the importance of sexual health education and routine gynaecological care among young women. This study underscores the need for targeted HPV screening, vaccination, and sexual health education to reduce cervical cancer risk among young women in Nigeria. Full article