Search Results (1,259)

Systemic Lupus Erythematosus (SLE) is a multifaceted autoimmune disease that requires individualized care and informed patient counseling. Pharmacists are well-positioned to support SLE patients, yet gaps in knowledge and preparedness among pharmacy professionals may hinder optimal care. This study aimed to identify unmet educational and clinical needs related to SLE among pharmacy students and faculty, with the goal of informing strategies to incorporate SLE-focused education into pharmacy curricula. A systematic review of existing needs assessments was conducted, followed by a survey exploring participants’ confidence, knowledge, and perceived preparedness in managing SLE. Results revealed significant disparities in understanding and confidence, particularly among students. Faculty demonstrated moderate confidence in areas such as medication counseling and lifestyle guidance, while students reported low confidence in discussing self-care, psychosocial support, and disease management. Both groups expressed uncertainty about tools and strategies for patient education and engagement. These findings highlight educational gaps in pharmacy students’ and faculty’s preparedness to manage SLE, underscoring the need to use these insights as a foundation for curricular development. Integrating these materials into pharmacy curricula and continuing education programs can enhance pharmacists’ ability to deliver empathetic, informed, and patient-centered care. This study supports a broader effort to improve chronic disease management through interdisciplinary collaboration and educational innovation. Full article

Character strengths are the positive personality traits essential for a meaningful life. Recognising and applying character strengths is crucial to becoming high-quality learners. This study explores the role of character strengths in enhancing the quality of education within Hungarian Higher Education, an area often neglected in discussing quality education. Using purposive sampling, semi-structured interviews were conducted with ten international students enrolled in BA and MA Teacher Education programs. The study explored how students perceive and apply character strengths to support learning and academic engagement. Data were analyzed using qualitative content analysis with ATLAS.ti software. The findings highlight several key strengths—such as creativity, hope, curiosity, teamwork, and self-regulation—as essential to fostering effective learning environments. Four predominant thematic areas emerged: the importance of positive personality traits, the pivotal role of the teacher–student relationship in fostering a conducive learning environment, the integration of character strengths in education, and personal development and character strengths, elucidating the integral role of character strengths in promoting quality education, advocating for a harmonious equilibrium between academic knowledge and personal growth. The study also contributes to the limited literature on character strengths in Hungarian Higher Education and suggests directions for future research. Full article

Traditional teaching methods are often far from aligning with professional practice demands. Team-Based Learning (TBL), a variant of Problem-Based Learning, may foster motivation, autonomy, and deeper knowledge acquisition, especially in those educative contexts linked to practical knowledge. The objective of the present research was to explore the impact of a TBL program with digital support on Sport Sciences students’ psychological and learning outcomes. A quasi-experimental design with pre- and post-tests was applied to 68 fourth-year students (mean age = 21.45 ± 1.57 years). The intervention spanned 12 weeks, where the students had to solve specific case studies linked to the theoretical content of the subject and its applicability. Variables measured included motivational climate, satisfaction of basic psychological needs, intrinsic motivation, transversal competences, and academic performance. Significant improvements were observed in task- and ego-oriented climate, autonomy, competence, relatedness, knowledge scores, and competence in scientific searches and academic dissemination (p < 0.05). No significant changes were found in intrinsic motivation or audiovisual material competence. Sex influenced several outcomes, while project marks and prior transversal skills did not. TBL combined with digital tools enhanced learning outcomes and key psychological needs, though intrinsic motivation remained unchanged. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies. Full article

This study examines the potential of the AI chatbot ChatGPT-4o to support human-centered tasks such as qualitative research analysis. It focuses on a case study involving an initial university teaching training program at the Universidad Politécnica de Madrid (UPM), evaluated through student feedback. The findings indicate that ChatGPT can assist in the qualitative analysis of student assessments by identifying specific issues and suggesting possible solutions. However, expert oversight remains necessary as the tool lacks a full contextual understanding of the actions evaluated. The study concludes that AI systems like ChatGPT offer powerful means to complement complex human-centered tasks and anticipates their growing role in the evaluation of formative programs. By examining ChatGPT’s performance in this context, the study lays the groundwork for prototyping a customized automated system built on the insights gained here, capable of assessing program outcomes and supporting iterative improvements throughout each module, with the ultimate goal of enhancing the quality of the training program Full article

Background/Objectives: Proper nutrition and a balanced lifestyle are key determinants of overall human well-being, influencing both physical and mental health. Likewise, physical activity and daily lifestyle choices play a vital role in sustaining the proper functioning of physiological systems and preventing chronic diseases. Methods: This qualitative study was conducted between April and July 2025 among students and employees of the Faculty of Exact and Natural Sciences at Jan Kochanowski University. Data were gathered using the standardized KomPAN^® 2.2 questionnaire, which assessed dietary habits, lifestyle behaviors, and demographic factors. Participants were selected according to defined inclusion and exclusion criteria, focusing on full-time students and research employees reporting well-being-related difficulties. Statistical analysis employed multivariate techniques, including Indicator Value Analysis in PAST 5.2.1 and Principal Component Analysis in Canoco 5.0, to identify significant differences between groups. Results: The results showed that students consumed more fruits and vegetables but also more fast food and sweetened beverages, while employees differed mainly in lifestyle characteristics such as urban residence and higher education level. Gender-related analyses indicated that women selected specific food products more often, whereas men were more physically active. Conclusions: The findings highlight the need for targeted well-being and nutrition support programs within academic institutions. Full article

This study investigates how university students perceive the ecosystem services provided by gardens, utilizing Q methodology to categorize subjective viewpoints and analyze distinct perception types. Thirty-two students majoring in forest and landscape architecture at Wonkwang University (Iksan, Republic of Korea) participated, sorting 30 Q-statements each for provisioning, regulating, cultural, and supporting services. Principal component analysis identified three factors for provisioning and regulating services, and two factors for cultural and supporting services. The findings reveal that students’ perceptions are primarily based on generalized, idealized expectations, while their understanding of specific practices, such as food production, distribution, and community economic integration, remains insufficient. This indicates that their perceptions are more conceptual than practical, reflecting themes such as eco-friendly resource sharing, environmental regulation, nature experience, biodiversity enhancement, and sustainability. These results suggest the need for enhanced educational efforts to improve students’ understanding of the role of ecosystem services in urban contexts. The study highlights the importance of bridging the gap between theoretical knowledge and practical recognition to foster more comprehensive perceptions, ultimately informing future garden design, management strategies, and environmental education programs. Full article

Background/Objectives: The semi-school-based model (SSBM) has gained momentum in Mexico post-COVID-19, providing flexibility for students managing work, family, and academics. However, little is known about how high-stakes academic evaluations affect the emotional well-being and lifestyle habits of students in this alternative setting. This study aims to assess two key research questions: (1) Does exposure to a high-stakes academic exam increase anxiety and depression levels in SSBM students? (2) Does exam-related stress affect dietary habits and physiological stress markers in these students? Methods: A prospective, longitudinal, quantitative study was conducted in September 2023 with 94 fourth-term high school students in an SSBM program in Mexico Assessments. Evaluations were conducted at two specific time points; Pre-exam Assessment Day (RCD): ~30–50 min before normal Saturday classes, and Exam-day Assessment (ED): ~30–50 min before the mathematics exam. Data included sociodemographic, HADS scores, dietary habits, and physiological measures (blood pressure, heart rate, oxygen saturation). Analyses were conducted in SPSS v28. Normality was tested using Kolmogorov–Smirnov. Paired continuous and categorical variables were compared with Wilcoxon signed-rank and McNemar’s or Fisher’s exact tests, respectively. Relative risks (RR) and multivariate logistic regression identified factors associated with anxiety and depression. Significance was set at p < 0.05. Results: Anxiety prevalence increased significantly on the exam day (from 22.3% to 59.6%, p < 0.001; RR = 14.281, 95% CI: 2.620–161.296), with no significant change in depression. Wilcoxon tests confirmed higher anxiety scores across both sexes. Systolic and diastolic blood pressure and heart rate increased significantly, particularly among females (p < 0.001), whereas oxygen saturation remained stable. Eating patterns shifted on ED, with higher consumption of fried foods, sweet bread, and sugar-sweetened beverages (p < 0.001), especially among males, and decreased intake of meat protein and vegetables, particularly among females. Meat consumption was significantly associated with increased anxiety (adjusted RR = 3.405; 95% CI: 1.035–11.194; p = 0.044). Conclusions: High-stakes academic exams in SSBM settings are associated with acute increases in anxiety and unhealthy dietary changes, even without significant depressive symptoms. These findings highlight the need for interventions supporting emotional regulation and healthy lifestyle behaviors among students facing academic stress in non-traditional educational environments. Full article

To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher education are necessary to prepare educators for implementing comprehensive QPE programs that prioritize students’ holistic development and foundational movement competence. This manuscript examines the intricate role of the “Canadian Physical and Health Education Competencies” and its Essential and Foundational Elements, PE Competencies Wheel, and Wholistic Verb Wheel serve as a competency-informed approach for supporting PE curriculum updates and policy reform nationwide. Furthermore, the results section explores how the Canadian PHE Competencies serves as a foundation for advancing QPE and introduces two interconnected frameworks: the QPE Foundations Framework and the QPE Outcomes Framework—Skills for Life. Building on the overarching goals of the Canadian Physical and Health Education Competencies, the QPE Foundations Framework outlines essential components for program implementation, while the QPE Outcomes Framework—Skills for Life identifies eight core skills students develop through quality movement experiences. Together, these frameworks offer a transformative and progressive approach for understanding and assessing QPE, with the intention to serve as practical tools for pre-service and in-service educators, Physical Education Teacher Education (PETE) teacher educators, administrators, and policymakers. This manuscript concludes by advocating for enhanced pre-service educator training and ongoing professional development for in-service educators, ensuring all students have access to QPE experiences and equitable opportunities for developing the knowledge, skills, and attitudes to live active and well—for life. Full article

Teacher identity emerges from the intertwined relationship of past, present, and future experiences, shaped through active reflection within individual, social, and cultural contexts. This study investigates how initial teacher education programs for future primary school teachers and future mathematics teachers influence their perceptions of mathematics education. Questionnaires with predominantly open-ended questions were distributed to 369 students: 195 enrolled in mathematics teacher education programs and 174 in primary school teacher education programs. The survey examined their preferences for school subjects in prior education, motivations for choosing teaching as a profession, important teacher qualities, and attitudes toward mathematics. The results reveal significant differences between the two groups: future primary school teachers emphasize the focus on children and relational aspects of teaching, while future mathematics teachers highlight mathematics as a scientific discipline. Both groups’ responses reflect their respective educational programs and experiences. The findings suggest that adopting a holistic approach in teacher education, integrating content knowledge with pedagogical practice, and supporting reflective processes can foster deeper self-understanding and the development of a professional teacher identity. Full article

Background: Life satisfaction during the perinatal period has gained increasing attention as a relevant indicator of mental health, providing a more complete view of women’s adaptation to motherhood. Methods: This study examines the evolution of life satisfaction across four time points: the third trimester of pregnancy (T1), 8 weeks after birth (T2), 5 months after birth (T3) and 5 years postpartum (T4). A total of 231 women participated in this longitudinal study. Participants completed an ad hoc questionnaire for sociodemographic data and standardized self-report measures assessing different personality variables (attachment style, social support, maternal self-efficacy and positive/negative affect) at T1 as well as the Satisfaction with Life Scale (SWLS) (T1–T4). Statistical analyses were performed in order to evaluate the relationships between variables (Student’s test, ANOVA, Pearson’s correlation), and a linear regression analysis was conducted to explore the contribution of psychosocial variables at each time point. Additional subgroup analyses (employment status and parity) were carried out. Results: Results showed that at the first and second time points, life satisfaction was maintained, but five months after birth (T3), it decreased, and then it changed again five years after birth, increasing to its highest level. The psychosocial variables significantly associated with changes in life satisfaction varied across time points. Differential profiles are also observed depending on the subgroup. Conclusions: These findings suggest that monitoring these variables throughout the perinatal period may help identify women at risk and guide interventions in addition to preventive programs aimed at promoting well-being during the perinatal period and into motherhood. Full article

This dataset contains detailed information on student trajectories and dropout factors at a Spanish technological university offering Science, Technology, Engineering, Arts, and Mathematics programs. The data comprise demographic, socioeconomic, and academic variables for all enrolled students, including those in bachelor’s, master’s, doctoral, and lifelong learning programs, across three complete academic years, excluding periods affected by the SARS-CoV-2 pandemic. The data were collected and standardized from disjointed internal data sources, and fully anonymized. The dataset contains information about 39,364 students, 4989 courses in 163 degrees, and 77 variables related to admission pathways, academic performance indicators, socio-demographic background, digital activity in the Learning Management System, and Wi-Fi access records. Each of the 464,739 records corresponds to a course enrolment per student per year, enabling longitudinal analyses of academic progression and dropout. This data has the potential to be reused to support research on factors influencing student retention, allow for the development of predictive models to identify students at risk of leaving their studies, and offer a resource for comparative studies in higher education. Full article

Background/Objectives: This study evaluates students’ awareness and perceptions of interdisciplinary education. It focuses specifically on digital dentistry among students in the Department of Dental Technology. The findings aim to support the development of interdisciplinary courses and programs to enhance students’ skills in response to the growing digitalization of dental healthcare. Methods: A cross-sectional survey was conducted using a 23-item online questionnaire administered to a total of 203 students to collect data on general characteristics, perceptions of interdisciplinary education, the perceived necessity of such education, and the demand for interdisciplinary training, including topics related to CAD/CAM and 3D printing technologies. A t-test was performed to analyze grade-level differences in perceptions. Correlation analysis was conducted between perceptions and digital dental laboratory technology skills. Results: Despite the relatively low level of awareness regarding interdisciplinary education, students expressed a strong perceived need for it. A total of 76.6% of respondents preferred to collaborate with the Department of Dental Hygiene. No clear link exists between students’ perceptions of interdisciplinary education and their digital dental competencies. Practical training is more important than awareness. A significant difference in competencies was seen between lower- and higher-year students, indicating that advanced programs for higher-year students may be effective. Conclusions: Clear guidance on interdisciplinary education can enhance student understanding and acceptance. Interdisciplinary education with the dental hygiene department may increase engagement. Full article

In this study, we present a professional development programme for teachers launched to introduce Computer Science and Informatics (CSI) in primary education in Slovenia. The study aims to examine which CSI core concepts teachers most frequently choose to integrate into their lessons when given the freedom to select the topics within the framework, and to explore how students engage with and respond to these activities, as reported in teachers’ reflections. This study is based on reflective feedback from forty-seven teachers from seven primary schools who implemented interdisciplinary lessons that integrate CSI content into existing primary school curricula. Qualitative data from 152 reflections were used to support our research findings. The results show that teachers most frequently introduced the concepts from the content area of algorithms and programming. In contrast, content areas such as computing systems, networks and the internet, data and analysis, and impacts of computing received less attention. Teachers reported that students were motivated and engaged, although some challenges emerged, including difficulties in solving tasks or following instructions. As this pilot study reports on the first year of a two-year initiative, the findings provide preliminary insights into how a structured professional development programme for teachers can support interdisciplinary approaches in CSI education. Full article

Engineering education in developing countries faces critical challenges that hinder progress toward achieving the United Nations Sustainable Development Goals (SDGs). In the Democratic Republic of Congo (DRC), students entering engineering programs often exhibit significant apprehension toward foundational sciences, creating barriers to developing the technical competencies required for sustainable development. This paper introduces the AI-Integrated Practical Learning in Engineering (AIPLE) Framework, an innovative pedagogical model that synergizes Problem-Based Learning (PBL), hands-on experimentation, and strategic Artificial Intelligence (AI) integration to transform engineering education for sustainability. The AIPLE framework employs a five-stage cyclical process designed to address student apprehension while fostering sustainable engineering mindsets essential for achieving SDGs 4 (Quality Education), 7 (Affordable and Clean Energy), 9 (Industry, Innovation and Infrastructure), and 11 (Sustainable Cities and Communities). This study, grounded in qualitative surveys of engineering instructors at Université Loyola du Congo (ULC), demonstrates how the framework addresses pedagogical limitations while building technical competency and sustainability consciousness. The research reveals that traditional didactic methods inadequately prepare students for complex sustainability challenges, while the AIPLE framework’s integration of AI-assisted learning, practical problem-solving, and sustainability-focused projects offers a scalable solution for engineering education transformation in resource-constrained environments. Our findings indicate strong instructor support for PBL methodologies and cautious optimism regarding AI integration, with emphasis on addressing infrastructure and ethical considerations. The AIPLE framework contributes to sustainable development by preparing engineers who are technically competent and committed to creating environmentally responsible, socially inclusive, and economically viable solutions for developing countries. Full article

In this paper, we present selected findings from a 2024/2025 study on the reading habits of students from two major Slovenian universities enrolled in teacher education programs and compare them with data from a similar study conducted in 2017/2018. Understanding the reading practices of future educators is essential for improving reading engagement in schools and society as a whole. The data obtained from a selected student sample corroborate previous research indicating that early reading socialization—particularly childhood reading within the family, maternal education, and attendance in preschool—are factors positively associated with the number of books read in adulthood. The findings also highlight the important compensatory role of preschools and schools in fostering adult readers, especially in cases where family support for reading is lacking. In certain respects, the reading habits of students have deteriorated compared to the initial study: the time devoted to reading has decreased, and students more frequently choose less demanding texts. Female students read a greater number of books than male students, though their chosen texts tend to be less demanding, while male students more often select more challenging texts. Reading for pleasure and intrinsic motivation to read significantly influence the number of books read. Full article