Search Results (2,022)

Traditional approaches to university-level history education often fail to provide immersive and interactive environments that foster deep cognitive engagement. To address these limitations, we developed an AI-enabled virtual museum system that integrates AI-generated content with knowledge graphs through a multi-layered architecture. The system architecture follows a three-tier framework: a front-end interaction layer (Unity/Unreal Engine) for real-time user engagement, a core service layer for intelligent event scheduling and response control (Chat General Language Model/Stable Diffusion), and a data and model layer (My Structured Query Language/MongoDB) to provide structured knowledge. To evaluate the system’s effectiveness, a four-week controlled experiment was conducted with 83 university students. The experimental group using the AI virtual museum showed a significantly higher mean post-test score (84.5 ± 6.8) than that of the control group (71.6 ± 7.9), with statistical significance at p < 0.001, starting from nearly identical baseline scores (61.2 and 60.4 for the experimental and control groups). Correlation analysis was conducted to identify scenario simulations (r = 0.59) and deep inquiry tasks (r = 0.54) as key drivers of learning mastery. By aligning advanced system engineering with educational theory, the results of this study offer a solution for high-fidelity, intelligent digital educational platforms, proposing a validated model for integrated system innovation in education. Full article

Although research findings have indicated that obesity is associated with suicide behavior, especially in females, scant research has examined mediators in this relationship. Moreover, although suicides have increased in young Latina adults in the United States, no published studies have examined obesity and suicide risk in young Latina adults. The present study thus examined the relationship of obesity to suicide behavior in young Latina adults and assessed sleep problems, health problems, and dissatisfaction with personal appearance as possible mediators. Participants were 401 female students of Mexican heritage from South Texas who completed the National College Health Assessment II, from which data on suicide behavior, depression, sleep and health problems, personal appearance satisfaction, and body mass index were obtained. Obesity was significantly associated with sleep problems, health problems, dissatisfaction with personal appearance, depression, suicidal ideation, and suicide attempts. Parallel multiple mediation analyses and Sobel tests indicate that obesity had significant indirect effects on suicidal ideation through sleep problems, health problems, and personal appearance dissatisfaction. The present findings strongly suggest that sleep problems, health problems, and personal appearance dissatisfaction mediate the relationship between obesity and suicide behavior and thus help explain how obesity and suicide behavior are connected. Finally, the present study identifies suicide risk factors pertinent to young Latina adults while also identifying possible pathways for the prevention and treatment of suicide. Full article

Critical thinking is widely regarded as a key competency in STEM education, particularly in light of 21st-century challenges such as digitalisation, climate change, and technological transformation. Although critical thinking is included in educational policies, its implementation in classroom practice remains limited, partly resulting from a lack of a common understanding that is both theoretically grounded and usable for teachers. In this paper, we introduce a rubric that aims to support the integration of critical thinking into STEM education. The rubric is based on an epistemic understanding of critical thinking rooted in the scientific process of discovery. It was developed through an iterative design process grounded in the Synergy Model of Critical Thinking and piloted with pre- and in-service teachers in four European countries. Their feedback was collected using qualitative questionnaires and focus groups and was analysed using a comparative analysis of the pilot implementations. Results suggest that the rubric captures the central aspects of critical thinking from a scientific perspective and provides a useful reference point for STEM teaching and reflection. However, its use as an assessment tool for critical thinking in all its manifestations is limited, due to its reliance on subject-specific knowledge. Overall, the findings indicate that this rubric could be used to flexibly support instructional design and professional reflection, rather than as a standardised instrument for assessing student performance. Full article

Background/Objectives: Food insecurity remains a growing public health concern among university populations, particularly international students who often face financial constraints, limited social support, and cultural adaptation challenges. This study investigated the association between food insecurity and dietary diversity among international students in Hungary, a population for whom empirical evidence remains limited. Methods: A cross-sectional survey was conducted among 380 international university students using a structured questionnaire comprising sociodemographic items, the Food Insecurity Experience Scale (FIES), and a quantitative Food Frequency Questionnaire (FFQ). Dietary diversity was assessed through Food Group Diversity Score (FGDS) and Food Variety Score (FVS). Statistical analyses included chi-square tests, ANOVA, correlation analyses, and multiple regression using IBM SPSS 28.0. Results: Overall, 62% of participants experienced food insecurity, with 25% moderately and 20% severely food insecure, while 17% were classified as mildly food insecure. While 97% achieved high dietary diversity, only 31% exhibited high food variety. Group comparisons indicated differences in FGDS across food security categories (p = 0.006), whereas FVS did not differ significantly (p = 0.411). In multivariable regression models adjusting for socioeconomic and behavioural factors, food security status was not independently associated with FGDS or FVS. However, scholarship status, monthly income, employment, and meal skipping were significant predictors of dietary diversity indicators. Conclusions: These findings suggest that while food insecurity is prevalent among international students, socioeconomic resources and behavioural factors may play a more prominent role in shaping dietary diversity outcomes. Universities and policymakers should prioritise equitable food access, culturally inclusive meal services, and ongoing monitoring of student food security to promote nutrition equity and academic well-being. Full article

Urban short-haul cold-chain distribution operates under strict service constraints while facing increasing pressure to reduce carbon emissions under the dual-carbon goals. Existing emission-aware routing studies often treat carbon emissions as external constraints or ex post evaluation indicators, limiting their influence on operational decision making. This study addresses this gap by developing a cold-chain distribution network optimization model that integrates internal carbon pricing (ICP), enabling carbon emissions to be internalized as economic costs within routing and scheduling decisions. Using the student milk cold-chain distribution system serving 54 primary and secondary schools in Fuzhou as an empirical case, the model incorporates multiple cost components, including energy consumption, warehouse operation, carbon emissions, and low-load penalties, while embedding operational constraints such as vehicle capacity, delivery time windows, and minimum economic loading requirements. An improved genetic algorithm is applied to solve the model. Scenario analyses are conducted across carbon price variation and demand fluctuation. Results show that when the internal carbon price increases from 97.49 RMB/t to 2000 RMB/t, the total distribution cost rises from 3531.2 RMB to 4082.842 RMB, indicating that carbon costs become an increasingly important factor in operational decision making. The distribution network exhibits a core-route-dominated structure, with key routes remaining stable across carbon price scenarios, suggesting that the influence of ICP is primarily reflected through cost internalization rather than route substitution. Demand analysis further shows that a 10% demand reduction reduces costs through route consolidation, while a 20% reduction weakens load efficiency and reduces vehicle utilization without triggering low-load penalty costs. These findings demonstrate that integrating ICP into routing optimization provides an effective pathway for aligning operational decisions with low-carbon transition objectives in rigid-demand cold-chain distribution systems. Full article

Background: The aim of this study was to determine the optimal discipline position in the overall result of Olympic-distance triathlon. Methods: Data were extracted for free from the API (Application Programming Interface) service on the World Triathlon website and collected using a custom Python code. Statistical and machine learning analyses were employed within a Jupyter Notebook file. Linear and polynomial regressions were calculated between the overall race position and final positions in each discipline. Descriptive statistics and machine learning analyses were computed to identify the average position and most likely average position required in each discipline, respectively. A heatmap correlation analysis was conducted between the best overall triathletes and the best discipline triathletes. Differences between the two sub-databases were assessed using the student’s t-test. Results: Across all disciplines, the average position required in each segment remains consistently better than 13th place. The heat map shows a very small, negative correlation between the best time in each discipline and the overall best race time (p-values < 0.001). The student’s t-test establishes significant differences for all disciplines and overall race time (p-values < 0.001). Conclusions: Consistently high-level performance across all disciplines is essential for ensuring a podium finish or race victory in an Olympic triathlon. Achieving the best time in each discipline is not required to contend for victory, although running appears to be a strong predictor of overall race outcome. Full article

There is an unprecedented number of children in early childhood education and care (ECEC) settings owing to the increase in maternal employment over the past 40 years and recognition of the educational value of ECEC experience. What the educator does impacts children’s learning, yet pedagogical approaches with children under three years are not clearly understood by educators. Legislation across Australia requires educators to be university-qualified (or equivalent) early childhood teachers (ECTs) to work with children who are three to five years but does not require educators to be qualified ECTs to work with children under three years. However, the early childhood teacher students are required to learn about pedagogical practices with children under three years in their studies. This research investigated academics’ perspectives about pedagogical practices, and how they taught pre-service ECE teachers to work with children under three years. The findings highlight a diversity of approaches to pedagogical practices with six themes emerging: the need for unhurried time with children; understanding how children learn; the power of observation; intentionality and the learning environment; family pedagogy; and raising pre-service teachers’ awareness of pedagogical practices. It is time to think otherwise and have higher-qualified educators working with the youngest of children in ECEC centres. This study recommends further research regarding the impact of the lesser qualified educators who work with children under three years to improve the quality of the ECEC experience for children. Full article

As a sustainability-oriented mode of education, cross-border digital education has distinct advantages, including a low carbon footprint associated with decreased student and staff commute times and expanded accessibility for disadvantaged learners. However, the intrinsic mechanisms by which globally mobile talent, including international students and transnational professionals, utilize their global skills and networks to create sustainable EdTech entrepreneurial initiatives need further investigation. Based on dynamic capability theory and resource orchestration logic, this study examines how human and social capital shape entrepreneurial engagement through resource integration capability (RIC) via PLS-SEM analysis of data collected from 318 transnationally mobile actors. The study finds that neither form of capital has a direct association on entrepreneurial entry; instead, both are associated with entrepreneurial entry indirectly through RIC, allowing mobile talent to combine and allocate knowledge, networks, and digital technologies across institutional and cultural boundaries. The study examines how cross-border EdTech entrepreneurship works towards creating inclusive and equitable quality education, as well as global partnerships, through scalable, adaptable, and low-carbon educational services, while meeting objectives 4 and 17 of the UN Sustainable Development Goals. This study reveals the transformation process centered around RIC, highlighting the need to create innovative ecosystems that transition from talent attraction to talent empowerment. The findings underline the importance of RIC in translating global mobility into sustainable digital education solutions. Full article

This study examines the relationship between institutional resource allocation to Multicultural Student Programs and Services (MSPS) and the retention rates of students of color at public higher education institutions as operationalized by the Unit Power held by MSPS leaders. Situated in the socio-political context influenced by the Black Lives Matter movement and rising anti-diversity, equity, and inclusion (DEI) legislation, the research seeks to understand if targeted investments in MSPS meaningfully enhance retention for Asian, Black, Hispanic, and Multiracial students. Using Quantitative Critical Race Theory (QuantCrit), the study employs correlation and multiple regression analyses to assess the effectiveness of MSPS expenditures. Results demonstrate that institutional investment in MSPS is positively associated with higher one-year retention rates for students of color. Additionally, the research highlights the critical role of MSPS administrators’ unit power, characterized by their environmental influence, institutional authority, and negotiation capabilities, in securing necessary funding. These findings contextualize the financial decisions institutions face amidst legislative pressures questioning the validity of diversity initiatives. This study contributes to the existing literature by demonstrating how resource allocation strategies directly impact equity and retention outcomes, advocating for strategic, data-driven investments in MSPS as essential components for institutional effectiveness, credibility, and sustainable diversity practices. Full article

This study analyses the development of digital and artistic competence among pre-service language teachers within the framework of a teaching innovation project (2018–2024) at the University of Oviedo. It not only explores student teachers’ perceptions of the proposal’s pedagogical usefulness but also seeks to determine whether statistically significant differences exist between participating master and undergraduate students. The research adopts a mixed-methods approach: the qualitative component is based on the European DigCompEdu framework, while the quantitative component employed an ad hoc questionnaire analysed using SPSS (v.22), including descriptive analysis, Levene’s test to assess equality of variances and Student’s t-test to identify potential significant differences according to the master–undergraduate variable. The results indicate, on the one hand, that this initiative successfully strengthens five of the six areas defined in the European framework, and on the other, that there is an overall high level of satisfaction, reflected in the high scores obtained in the competences examined in this study: artistic, digital and pedagogical. These findings underscore the value of integrating innovative, video-based strategies into teacher education programmes to support the development of key competences required for 21st-century teaching. Full article

Physically Active Learning (PAL) integrates physical activity into classroom teaching and has been shown to benefit students’ cognitive, social, and academic outcomes. Despite these advantages, PAL is not yet sustainably implemented in everyday school practice, highlighting the need for effective professional development (PD) formats for teachers. This randomized controlled experimental study examined how different PD formats, varying in their mode of engagement with ready-to-use PAL materials, affect teachers’ motivation, professional competence, and implementation of PAL. A total of 153 in-service primary teachers participated in a 2.5 h PD training and were randomly assigned to one of three formats: example-based learning, experience-based learning, or problem-solving. Data were collected at pre-test, post-test, and a six-week follow-up using standardized questionnaires. Results showed that teachers in the experience-based format reported significantly higher motivation during the PD training than those in the other formats. Across all formats, attitude and self-efficacy regarding PAL increased over time, whereas no significant gains in knowledge were observed. No significant differences between PD formats regarding overall implementation of PAL were observed. Exploratory analyses indicated a potential advantage of the experience-based format. Overall, the findings suggest that immersive, experience-based PD formats may be particularly effective in fostering teachers’ motivation. Full article

Background/Objectives: Climate change and environmental degradation pose increasing public health threats, while healthcare systems significantly contribute through high energy use, water consumption, and waste generation. In hospital settings, healthcare technicians play a critical role, as their routine practices directly influence environmental sustainability. Despite this central role, healthcare technicians remain an under-recognized group in sustainability research and health policy. Green hospital practices therefore constitute a key public health strategy, requiring strategic management attention to this operational workforce. This study aimed to assess green hospital awareness among healthcare technician students in Türkiye and to examine associated sociodemographic factors from a public health perspective. Methods: This descriptive cross-sectional study included 313 students enrolled in health services vocational programs who were receiving hospital-based practical training. Data were collected using a personal information form and the validated Green Hospital Awareness Scale. Descriptive statistics, independent t-tests, one-way ANOVA, and Spearman correlation analyses were conducted using SPSS version 26.0, with statistical significance set at p < 0.05. Results: Although most participants reported no prior knowledge of the green hospital concept, overall awareness levels were moderate to high. The highest mean scores were observed in indoor environmental quality and materials–resources subdimensions, whereas water efficiency scores were the lowest. Female students demonstrated significantly higher total awareness and materials–resources scores (p < 0.05). No significant differences were observed by age or academic department. Conclusions: Healthcare technician students exhibit measurable green hospital awareness; however, important gaps remain in resource- and infrastructure-related sustainability domains. Strengthening educational and policy initiatives targeting this often-overlooked yet operationally essential workforce may improve environmentally responsible practices, enhance resource efficiency, and support sustainable healthcare systems and population health. Full article

Today, university counselling services play a crucial role in creating places where personal and professional skills can be developed. Universities provide an environment where people can grow as individuals and improve their quality of life. The aim of the study was to evaluate the impact of a counselling service that uses positive psychology as a theoretical and practical framework on students’ well-being and positive resources. Methods: Seventy students aged between 19 and 54 (M = 24.2; SD = 5.87), of whom 68.6% were women and 31.4% were men, participated in 10 psychological counselling sessions. The sessions focused on academic and general well-being, non-intellectual skills related to academic performance and satisfaction (e.g., academic self-efficacy, motivation, reaction to failure, time management), as well as positive resources (e.g., hope, resilience, courage). Participants completed a questionnaire protocol on these variables before and 6 months after the intervention. Results: The results show a significant increase in almost all indices of general and domain-specific well-being and in positive psychosocial resources. The participants themselves stated that the counselling intervention produced significant changes in their lives in general and as university students. Conclusions: The results seem to suggest that structuring counselling programmes with a positive, well-being-oriented perspective can promote students’ professional and personal development. Building psychological support environments can guide everyone on the path to maximising their potential in life and professional trajectories. The university services must pay constant attention not only to student performance but, above all, to improving their quality of life, preventing distress and promoting well-being. Full article

Assistive Technology (AT) is legally mandated via the Individuals with Disabilities Education Act (IDEA), Section 504, and Every Student Succeeds Act (ESSA), but remains unevenly implemented in K-12 schools, in part due to teachers having limited preparation for selecting and using AT in inclusive classrooms. In this practice-oriented article, we describe how we designed two co-taught courses to systematically embed AT within a special education teacher preparation program. Guided by Disabilities Studies in Education (DSE) and Universal Design for Learning (UDL), we organized instruction around the AT Multi-Tiered Systems of Support (AT-MTSS), positioning service teachers as being responsible for various assistive technologies. In this article, we outline course structures and assignments, including accessibility labs grounded in Web Content Accessibility Guidelines (WCAG); structured labs for text-to-speech, speech-to-text, and AAC tools; field-based AT consideration and intervention using the SETT Framework; and an emerging focus on ethical consideration around the use of artificial intelligence (AI) in special education. We describe an emerging co-teaching practice, “One Teach–One Tech” through which we pair methods-based instruction with a real-time model of AT. We argue that the intentional embedding of assistive technology in pre-service programs is critical to expanding technology-assisted instruction and realizing the access promised to students under policies (i.e., IDEA, Section 504, and ESSA). Full article