Search Results (5,172)

Computational thinking is increasingly regarded as an important component of digital education in primary school. Educational robotics is often discussed as a promising way to introduce computational thinking and promote problem-solving skills, which are key for the future, in early learning settings. However, empirical evidence on the extent to which computational thinking can be systematically fostered in Grade 1 students through short robotics-based instructional units remains limited. This study therefore investigates whether the computational thinking of first graders can be supported through an educational robotics intervention using the intelino Smart Train. A quasi-experimental pre-test/post-test design with an intervention group and a control group was employed. Students completed TechCheck-1 at two measurement points (before and after the intervention) to assess their basic computational thinking skills. The intervention group participated in a six-unit instructional intervention in which they controlled the intelino Smart Train through colour-coded commands. The findings indicate that the participating children already showed comparatively high computational thinking skills at the beginning of the intervention. No significant gender differences were found, and the intervention group did not demonstrate a significant advantage over the control group, which may also be related to ceiling effects. However, both groups showed learning gains across the measurement period. The results suggest that computational thinking can already be meaningfully addressed in Grade 1, but its systematic promotion may require longer-term curricular integration rather than a single short, isolated intervention. Full article

In the current labor market, perceived employability is a key resource for university students approaching the transition from university to work, which is often marked by heightened stress, vulnerability, and unhealthy behaviors, particularly in contexts with high youth unemployment rates. Despite prior research documenting the buffering role of perceived employability in the relationships between career-related stressors and well-being, limited evidence exists regarding the roles of faculty support and self-compassion, a fundamental factor for effective emotional regulation, during university years. Consequently, this study aimed to examine the relationships between faculty support, self-compassion, career self-efficacy, career planning, and perceived employability through a self-report questionnaire completed by 186 Italian university students, mainly female, with a mean age of 21.24 (SD = 2.57). Results from a partial least squares model indicated that faculty support was indirectly associated with perceived employability through self-compassion, career self-efficacy, and career planning. These findings could support higher education organizations by suggesting the design of interventions to promote supportive learning environments and to develop training in emotional regulation skills. Such an approach could empower students to effectively cope with career-related stressors and, in turn, engage in adaptive behaviors associated with employability. Full article

This study examined a maker-based approach to sustainable digital education in physical education (PE) through a laser-shooting program implemented over a three-year period (2022–2024). While prior studies have largely focused on short-term maker-based PE interventions, less is known about how such practices are refined, stabilized, and diffused across school contexts over time. Using a qualitative case study design, data were collected from lesson plans, instructional artifacts, implementation records, field notes, and semi-structured interviews with five PE teachers, and analyzed using inductive thematic analysis. The findings suggest that, according to teachers’ accounts and classroom documentation, the program was perceived to reduce barriers to participation, diversify student roles, and improve instructional feasibility in indoor PE settings. Over time, the program evolved into a stable and adaptable instructional approach aligned with sustainable digital education, integrating physical computing into embodied learning environments. Diffusion occurred through teacher agency within informal professional networks and institutional training contexts. These findings highlight the potential of maker-based PE as a sustainable digital education approach that may support context-responsive participation, instructional adaptability, and professionally scalable innovation in school PE, with possible relevance for inclusive physical education contexts. Full article

Eye tracking (ET) provides process-level indices of how students sample task-relevant information during core academic activities. In school-age learners (6–18 years) with specific learning disorders (SLDs; dyslexia, dysgraphia, and dyscalculia), ET can complement behavioural assessment by quantifying oculomotor patterns linked to decoding, model–production coordination, and stepwise strategy execution. This narrative review synthesises ET findings in SLD across reading, handwriting/copying, and arithmetic and translates them into an applied framework for school-oriented use. We summarise key metrics and Areas of Interest (AOI)-based analyses, highlight technical and data-quality requirements for valid acquisition in educational settings, and outline compact functional assessment protocols integrated with standard academic and neuropsychological measures. Building on these foundations, we propose six hypothesis-driven gaze-contingent paradigms (H1–H6) as preliminary models for future experimental testing rather than as established interventions, and we map each to its current level of empirical support, specifying primary gaze outcomes and curriculum-relevant behavioural endpoints. We emphasise that eye-movement findings in specific learning disorders are heterogeneous and may vary as a function of age, task demands, and comorbidity. Accordingly, credible training effects require retention and transfer probes under standard, non-contingent display conditions, appropriate controls, and explicit developmental interpretation. Eye tracking is positioned as complementary functional evidence and as a platform for experimentally testable, mechanism-based interventions in school-age specific learning disorders. Full article

Background: South African university students face escalating levels of psychological distress driven by academic overload, financial precarity, and social challenges. Health professions students are particularly vulnerable due to the demanding nature of clinical training and repeated exposure to human suffering. Aim: This study aims to propose an Integrated Student Well-being and Resilience Model tailored to the South African health professions education context. Methods: This conceptual paper draws on empirical evidence from South African studies on student mental health, global campus well-being frameworks, and socio-ecological theory. Bronfenbrenner’s Socio-Ecological Systems Theory and a tiered public health approach were synthesized to develop a multi-level model aimed at addressing the academic, financial, and social determinants of student mental health. Conceptual synthesis: The study unequivocally identified a syndemic of interconnected factors predisposing students to depression, which included the interplay of academic rigour and cognitive burnout, financial vulnerability as a determinant of mental health, the crisis of social connection and psychological safety, and institutional failure and the resilience fallacy. Conclusions: The Integrated Student Well-being and Resilience (ISWR) Model is a systemic architecture designed to coordinate institutional governance with the complex psychosocial needs of health professions students. The model provides a holistic, scalable framework for strengthening student well-being within health professions education. By shifting from reactive counselling to proactive, system-level interventions, the model offers a strategic blueprint for creating resilient, supportive learning environments capable of improving student mental health and fostering a healthier future healthcare workforce. Full article

Background/Objectives: Limited research has examined the correlates among the lifestyle habits of nursing students, whose suboptimal behaviors may compromise their ability to model and promote healthy lifestyles in future professional practice. This study aimed to assess health-promoting lifestyle behaviors, explore interrelationships among lifestyle domains, and identify key correlates of positive health-promoting lifestyle behaviors to inform the development of targeted interventions. Methods: A cross-sectional study was conducted among 476 undergraduate nursing students in Spain. Data included sociodemographic, academic, and health-related variables, along with Health-Promoting Lifestyle Profile II (HPLP-II) scores. Descriptive statistics, correlations, and hierarchical multivariate logistic regression were used to identify factors associated with positive health-promoting lifestyle behaviors. Results: Overall HPLP-II scores indicated modest health-promoting lifestyle behaviors (adjusted mean 2.62 ± 0.33), with the lowest scores observed for health responsibility (adjusted mean 2.20 ± 0.48) and stress management (adjusted mean 2.33 ± 0.44). Health-related variables showed stronger associations with positive health-promoting lifestyle behaviors than sociodemographic or academic variables (p < 0.001). Significant correlates of positive health-promoting lifestyle behaviors included higher adherence to the Mediterranean diet, greater levels of physical activity, and concurrent employment during studies. Conclusions: Support of nutrition, physical activity, and other health-promoting lifestyle behaviors should be strengthened in nursing curricula and training environments. Educational strategies should move beyond theoretical instruction through student-centered approaches, enhancing self-care and the ability to promote health in future professional practice. Full article

Background/Objectives: Alcohol misuse among medical students is commonly attributed to academic stress, yet the specific role of coping mechanisms in this relationship has received limited attention. We investigated whether substance use coping, rather than stress exposure itself, drives alcohol use risk in Romanian medical students, and whether distinct coping-based subgroups can be identified through cluster analysis. Methods: We conducted a cross-sectional survey among 244 medical students (mean age 21.95 ± 3.27 years; 67.2% female) at the University of Medicine and Pharmacy of Craiova, Romania. Alcohol use was measured with the AUDIT and coping strategies with the Brief COPE. Analyses included Mann–Whitney U tests, Spearman correlations, multiple linear and binary logistic regression, and k-means clustering. Results: At-risk drinking (AUDIT ≥ 8) was identified in 19.7% of participants. The tendency to use substances to cope with stress (substance use coping) was the strongest predictor of AUDIT scores in both linear regression (B = 2.090, p < 0.001, R² = 0.513) and logistic regression (OR = 2.026, p < 0.001). Male sex independently predicted at-risk status (OR = 2.572, p = 0.025), while planning was protective in both models (B = −0.657, p = 0.005; OR = 0.691, p = 0.029). Humor also emerged as a significant risk factor (OR = 1.638, p = 0.005). K-means analysis (k = 5) revealed five coping profiles with significantly different AUDIT distributions (Kruskal–Wallis H = 47.26, p < 0.001). The Substance-Oriented cluster (13.1% of students) had a mean AUDIT of 12.66, compared with 3.00–4.13 in other clusters. Conclusions: In a subgroup of medical students, alcohol use appears integrated into the coping repertoire rather than merely being a consequence of stress. The identified coping profiles should be interpreted as prototypical configurations with overlapping boundaries rather than discrete categorical types, given the low silhouette coefficient (0.094) of the cluster solution. The strong predictive effect of substance use coping should be interpreted with the caveat that the Brief COPE Substance Use subscale and the AUDIT share content related to alcohol use behavior, which may inflate the observed association. These findings point to the need for coping-specific interventions. Planning skills training and a more nuanced understanding of humor’s role in drinking contexts may offer avenues for prevention. However, the logistic model’s sensitivity of 50.0% indicates that coping-based identification alone would miss approximately half of at-risk students, underscoring the need for further refinement before clinical application. Full article

Cattle behavior constitutes important phenotypic information reflecting animals’ health status, activity level, and welfare condition, and is therefore of considerable significance for automated monitoring and precision management in smart livestock farming. However, under complex barn conditions, cattle behavior recognition is easily affected by factors such as illumination variation, partial occlusion, background interference, and individual differences, thereby reducing recognition stability and generalization capability. To address these challenges, this study proposes a pose-driven method for cattle behavior recognition in complex barn environments. First, a 16-keypoint annotation scheme suitable for describing bovine posture, termed cow16, was constructed. Based on this scheme, OpenPose was employed to extract heatmaps (HMs) and part affinity fields (PAFs), which were then used to build an intermediate HM/PAF posture representation. Subsequently, this representation was taken as the input to a lightweight convolutional neural network for classifying three behavioral categories: stand, walk, and lying. On this basis, class-imbalance correction during training and a multi-random-seed logits ensemble strategy during inference were further introduced. In addition, knowledge distillation was adopted to transfer knowledge from a high-performance teacher model to a lightweight student model. Experimental results demonstrate that training-stage class-imbalance correction and inference-stage multi-random-seed logits ensembling exhibit strong complementarity; when combined, the AB configuration improves the test-set Macro-F1 by 3.83 percentage points. Moreover, the distilled student model still achieves competitive recognition performance while maintaining 1× inference cost, indicating a favorable trade-off between accuracy and efficiency. This study provides a useful reference for deployment-oriented cattle behavior recognition in smart farming scenarios and offers a lightweight technical basis for subsequent practical applications. Full article

This study examines the interplay among ICT skills, perceptions of employability, and entrepreneurial intention among university students, focusing on how generic and scarce ICT competencies influence their confidence in employment opportunities and their inclination toward entrepreneurial intentions. Drawing on the Theory of Planned Behaviour, the study explores how digital competencies shape entrepreneurial attitudes, perceived feasibility, and behavioural readiness. A quantitative research approach was adopted, and data were collected using a convenience sampling method from 117 university students enrolled in ICT-related programmes. A reliability analysis, exploratory factor analysis, correlation analysis, regression analysis, and chi-square tests were used to examine the relationships among ICT skills, employability perceptions, and entrepreneurial constructs. Findings reveal that students possess strong generic ICT skills and high self-efficacy, suggesting confidence in their general capabilities and labour market readiness. However, scarce ICT skills were found to be unevenly distributed across departments and campuses, indicating disparities in access to advanced technical training. Regression results show that both generic ICT skills (β = 0.27, p < 0.01) and scarce ICT skills (β = 0.34, p < 0.001) significantly predict employability (R² = 0.29), while generic (β = 0.29, p < 0.01) and scarce ICT skills (β = 0.46, p < 0.001) significantly influence perceived feasibility (R² = 0.41). Furthermore, employability (β = 0.31, p < 0.01) and perceived feasibility (β = 0.25, p < 0.05) significantly predict entrepreneurial intention (R² = 0.27). The results also show strong entrepreneurial desirability among students, yet perceived feasibility remains comparatively low, highlighting a gap between entrepreneurial aspiration and perceived capability. Importantly, advanced ICT competencies strengthen students’ confidence in their ability to pursue entrepreneurial activities. The study concludes that strengthening scarce ICT competencies, experiential entrepreneurship education, and industry collaboration within higher education institutions is essential for enhancing graduate employability and entrepreneurial potential in South Africa. Full article

This study aims to ascertain whether academic co-creation and attitudes towards research serve as predictors of environmental action among a sample of Peruvian environmental engineering students. The study sample comprised 460 environmental engineering students enrolled in Peruvian universities. For the analysis, the Environmental Action Scale, the Attitudes Towards Research Scale, and the Academic Co-Creation Scale were utilized. Additionally, the data collected were analyzed using correlation coefficients and multiple linear regression models. The findings reveal positive and significant correlations between academic co-creation, attitudes towards research, and environmental action within the studied sample. Linear regression analyses indicated a satisfactory model fit (test F = 70.1, p < 0.001), with attitudes towards research (β = 0.431, p < 0.001) and academic co-creation (β = 0.108, p < 0.05) emerging as significant predictors of environmental action in the participating students (adjusted R² = 0.231). Consequently, the results suggest that, in this group of Peruvian environmental engineering students, attitudes towards research and academic co-creation are relevant predictors of environmental action. These results may inform directors and educators working with similar student populations in the promotion of pedagogical strategies and institutional policies that integrate academic co-creation as a transversal axis in the training process, while also fostering positive attitudes towards research, without implying generalization to other academic disciplines or broader populations. Full article

Background: Professional identity formation (PIF) and wellbeing are increasingly being recognised in postgraduate Family Medicine (FM) education. Role models are central to both, yet traditional learning activities often struggle to implement them effectively. Podcasts offer a flexible medium that may support these goals. This study examines the potential of postgraduate medical education (PGME) podcasts, such as the European Young Family Doctor’s Movement (EYFDM) podcast, to promote PIF and wellbeing. Methods: This mixed-methods study analyses podcast use, role modelling effects, and PIF among young general practitioners (GPs). In 2024, 57 participants, including students, FM trainees, and specialists, completed an online questionnaire with quantitative and qualitative items. Descriptive and analytical statistics were combined with qualitative content analysis (Kuckartz). Sentiment analysis was conducted using artificial intelligence, and triangulation enhanced credibility. Results: Within the trainees and specialists of the study population, most participants (70%; 32/46 SPs) reported regularly using podcasts for PGME, and particularly young female GPs in Western Europe. In our study population, 90% (27/30 SPs) agreed that the podcasts broadened their perspective on professional opportunities in FM. Many participants reported reflections on potential career pathways and PIF. Exposure to role models significantly increased motivation to work in FM (χ² (1) = 10.7, p < 0.001). Conclusions: Podcasts may help address gaps in affective competency training, including wellbeing and PIF, while integrating easily into busy routines. Findings suggest a positive influence on career attitudes, with role modelling supporting PIF and motivation in FM. Full article

Background: A solid understanding of dental and craniofacial anatomy is essential for reliable clinical practice, yet long-term retention of anatomical knowledge is known to decline as students progress through their training. Although digital- and image-based resources are widely used in anatomy education, it remains unclear whether two-dimensional (2D) representations support durable recognition of complex anatomical structures. This study investigated whether tactile engagement with real three-dimensional (3D) anatomical specimens enhances long-term identification accuracy compared with standardized 2D images. Materials and Methods: Eighty-nine fifth-year dental students at the University of Oslo were assessed approximately 2.5 years after completing their formal anatomy course. All students completed two sequential identification tests on the same day: a 2D image-based test followed immediately by an equivalent test using real extracted human teeth and real skull bones. The assessments comprised 28 osteology structures and 14 teeth. Performance between conditions was compared using mixed-effects logistic regression with test modality as a fixed effect and participant and anatomical item as crossed random effects. Results: Overall identification accuracy increased from 52% in the 2D condition to 74% in the 3D tactile condition (p < 0.0001). Mean accuracy for osteology improved from 0.519 (SD = 0.074) to 0.708 (SD = 0.072) (p < 0.0001), while tooth morphology scores increased from 0.535 (SD = 0.097) to 0.795 (SD = 0.110) (p < 0.0001). All individual teeth and nearly all osteological structures showed significantly higher identification accuracy in the 3D condition. The largest gains were observed for structures with low 2D recognition. Conclusions: Tactile interaction with real 3D anatomical specimens substantially enhances long-term recognition of dental and craniofacial anatomy. These findings support the continued integration of hands-on, three-dimensional learning alongside digital resources in dental anatomy education to promote durable anatomical understanding and clinical preparedness. Full article

Background: Psychological stress is a common concern among university students, which is also pronounced among nursing students due to the academic and clinical demands of their training. Persistent stress can negatively affect students’ mental well-being, academic performance, and professional development. Social support has been identified as an important protective factor. However, evidence on the relationship between perceived social support and stress among nursing students in Middle Eastern educational contexts remains limited. Methods: A cross-sectional survey was conducted among nursing students. The survey included the Multidimensional Scale of Perceived Social Support (MSPSS) and the 10-item Perceived Stress Scale (PSS-10), along with sociodemographic and academic characteristics. Multivariable linear regression was used to examine the association between perceived social support and perceived stress after adjusting for age group, sex, program type, living arrangement, and employment status. Differences in stress across levels of social support were also examined using analysis of variance (ANOVA). Results: A total of 182 nursing students participated in the study. The mean perceived social support score was 4.95 (SD = 1.42), while the mean perceived stress score was 15.49 (SD = 2.82). We found that higher perceived social support was significantly associated with lower perceived stress (β = −1.9, 95% CI: −3.4 to −0.44), indicating that a one-point increase in the MSPSS score was associated with a 1.9-point decrease in perceived stress. Other sociodemographic factors were not significantly associated with stress. ANOVA indicated significant differences in stress across social support levels (F(2,179) = 6.91, p = 0.001). Conclusions: Perceived social support was significantly associated with lower levels of perceived stress among nursing students. These findings highlight the potential importance of strengthening supportive social environments to promote psychological well-being in nursing education. Full article

Emerging adults who are students (EAS) face challenges balancing academic demands with early career development in a competitive labour market. Career and vocational interventions (CVIs) aim to support this transition by improving employability, academic outcomes, career self-efficacy, and mental health protective factors. This systematic review assesses the effectiveness of CVIs compared with standard approaches in improving employment-related outcomes for EAS, following Cochrane and PRISMA guidelines. Multiple databases were searched for studies published between 2018 and May 2025. Three independent reviewers screened abstracts and full texts in duplicate. Eligible studies were primary research evaluating CVIs for students aged 12–25 yrs and reporting employment-related outcomes. Thirty-one moderate- to low-quality studies examining middle school, high school, and university students were included from an initial 5765 records. CVIs were typically multi-component, combining training, school- or work-based learning, and additional supports. Overall, CVIs were associated with improved career readiness, academic outcomes, employment, resilience, and career adaptability. However, some studies reported lower employment rates and income for women and students with disabilities compared with men and peers without disabilities. These findings suggest that CVIs can support school-to-work transitions but underscore the need for tailored, integrated approaches, and higher-quality longitudinal research to guide policy and practice. Full article

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes. Full article