Search Results (32,212)

This study advances Spanish Heritage Language (SHL) pedagogy by investigating the integration of Critically Oriented Sociolinguistic Topics (COST) into the heritage language curriculum. Thirteen self-identified SHL students from three courses (Intermediate, Advanced I, and Advanced II) at two universities in the Washington, D.C. metro area participated in semi-structured Zoom interviews exploring their motivations for enrolling in an SHL class, their perceptions of Spanish, and the impact of COST. Analysis identified recurring themes about underlying language ideologies and enrollment motivations, such as improving academic Spanish and grammar, career preparation, and connecting with course topics. Dominant ideologies, including essentialist, standard language, deficit, and commodification, were evident in students’ perceptions of Spanish and Latinx communities in the U.S. and abroad. Findings showed that students developed critical awareness of language variation that supported validation of their HL practices and the emergence of student agency. Some students moved from reproducing to contesting deficit and standard ideologies, asserting legitimacy for their own bilingual repertoires. These findings underscore the need for integrating COST in SHL courses to promote student agency, foster positive attitudes, and strengthen students’ linguistic confidence. Full article

Background/Objectives: Psychoanalytic theories of destructiveness highlight its deep, unconscious origins tied to primal emotional and motivational mechanisms. Traditional psychiatric models of suicidal risk assessment focus on classic risk factors, limiting diagnostic and intervention approaches. This study examines the neuropsychoanalytic foundations of destructive tendencies, integrating sublimation and evolutionary motivational systems, redefining their role in the destruction process. Methods: A total of 480 AI-generated illustrations were assessed for interpretative accuracy. The final set was used in an online projection task with 204 respondents. Analyses included factorial exploration of the structure of the tool, assessment of psychometric properties (Cronbach α, ROC, AUC), logistic regression and analysis of intergroup differences. Results: Factor analysis identified eight subscales. Six of the eight factors showed thematic resemblance to Panksepp’s emotional systems, although this interpretation remains theory-driven and requires empirical validation. The remaining two—pursuit of destruction and its sublimation—extend beyond natural evolutionary mechanisms. Destructiveness was best explained by depression and psychological pain (OR = 1.39, 95% CI [1.26–1.52]), aggression and impulsivity (OR = 1.68, 95% CI [1.36–2.06]), and anxiety and a sense of threat (OR = 1.55, 95% CI [1.27–1.90]). Key predictors of destruction sublimation were curiosity (OR = 3.15, 95% CI [2.43–4.09]), closeness and love (OR = 3.43, 95% CI [2.48–4.76]), and pleasure and fun (OR = 3.08, 95% CI [2.26–4.20]). Analyses showed higher levels of destructiveness in individuals receiving psychological or psychiatric support, those with prior diagnoses, and students compared to employed individuals. Conclusions: Results indicate high reliability (Cronbach’s α > 0.87) and discrimination among internal subscale-defined groups (ROC > 0.7), supporting the tool’s potential in assessing destructive and sublimation tendencies within a neuropsychoanalytic framework. Future studies will explore its external validity and clinical applications. Full article

Adolescents’ sustained engagement in STEM fields is critical for cultivating future scientific talent. While school belonging—a key form of emotional support perceived by students within the school environment—has been widely studied, its specific influence on STEM career interest, particularly within non-Western educational systems, remains insufficiently understood. Drawing on Social Cognitive Career Theory (SCCT), this study examines how school belonging, as a contextual affordance, shapes STEM career interest among Chinese high school students, and whether science identity, as a person input, mediates this relationship. Utilizing data from 451 students in a science-focused Chinese high school, multiple regression analyses demonstrated that school belonging significantly predicts higher STEM career interest. Science identity partially mediated this relationship, with science interest emerging as the strongest mediating component, followed by competence/performance beliefs; external recognition had a comparatively weaker effect. These findings suggest that fostering school belonging in science-oriented environments may support adolescents’ interest in STEM careers, both directly and indirectly through the development of science identity. From a cultural perspective, the study further sheds light on the mechanisms underlying students’ interest in STEM careers, and highlights the potential of inclusive environments that support the development of students’ sense of belonging and identity in promoting their long-term engagement in STEM fields. Full article

This short communication examines the intersection of academic freedom concerns and doctoral student experiences at Hispanic-Serving Institutions (HSIs) during a period of increasing legislative restrictions on diversity, equity, and inclusion (DEI) initiatives. Drawing from faculty observations during doctoral residency weeks at one HSI educational leadership program, this piece explores how doctoral students navigate dissertation topic selection in an environment where diversity-related research may be perceived as entering legal or political “gray areas.” The communication contextualizes these observations within the broader landscape of academic freedom challenges facing higher education, particularly at institutions serving predominantly minoritized populations. Recent data reveals that 91% of faculty across the United States believe academic freedom is under threat, with particularly acute challenges facing institutions designated as Hispanic-Serving Institutions. These observations reveal a fundamental disconnect between educational practitioners pursuing doctoral degrees and policymakers, where research-based inclusive practices designed to benefit all students are misperceived as politically controversial. These observations suggest that doctoral students at HSIs face unique pressures as they balance their commitment to addressing educational equity issues with concerns about professional and academic risks in an increasingly restrictive policy environment. Full article

This study evaluates the impact of Generative AI (Artificial Intelligence) algorithms on human decision making in complex problem-solving tasks. Rather than assessing the algorithms in isolation, we focus on how their use shapes three critical cognitive components of decision making: analytical thinking, creative thinking, and systems thinking. In an experimental setting, student participants were randomly assigned to solve management consulting cases either with or without access to an AI algorithm. Their solutions were evaluated using a structured rubric that captures sub-skills across the three cognitive dimensions. The results of this exploratory study reveal that AI-supported participants achieved stronger outcomes in logical reasoning, structuring, and problem definition, but showed weaknesses in novel idea generation, multidisciplinary integration, and critical rejection of unsupported conclusions. These findings highlight how algorithmic support influences the configuration of human cognitive processes in decision making. Full article

This autoethnographic study examines my transformation as an educator teaching gender and sexuality to future helping professionals in South African higher education. Through systematic analysis of personal journals, teaching reflections, and pedagogical materials collected over 180 contact hours, I explore how innovative approaches can create collaborative learning environments in traditionally sensitive subject areas. Drawing on critical pedagogy, queer theory, and decolonizing methodologies, the research reveals three interconnected pedagogical innovations: structured vulnerability protocols that transcend traditional “safe space” models, progressive exposure pedagogy that challenges heteronormative assumptions by introducing diverse content early, and indigenous knowledge integration that positions students as knowledge co-creators. The findings demonstrate how my professional evolution from knowledge authority to learning facilitator enabled authentic engagement with diverse epistemologies while maintaining academic rigor. Students consistently contributed concepts absent from academic literature—from social media discourse about sexual identity hierarchies to traditional cultural practices—enriching collective understanding. This study addresses significant gaps in South African literature on tertiary-level sexuality education pedagogy, offering concrete strategies for implementing transformative approaches. The research contributes to autoethnographic scholarship by demonstrating how systematic reflection can generate theoretical insights about collaborative knowledge construction while acknowledging the ongoing challenges of teaching sensitive subjects within complex cultural contexts. Full article

Amid growing urban climate uncertainty and complex water demand, conventional standalone rainwater harvesting (RWH) systems often fail to ensure supply reliability and overflow control. Most existing studies focus on single-function building clusters, leaving a gap in understanding how functionally diverse groups with complementary demand patterns can be coordinated. This study addresses this gap by applying an hourly water balance model to compare decentralized and coordinated modes for an integrated RWH system serving a campus and adjacent student dormitories in Kitakyushu, Japan. Five performance metrics were evaluated: potable water supplementation, reliability, non-potable replacement rate, overflow volume, and overflow days. The results show that coordinated operation reduced annual potable supplementation by 14.1%, improved overall reliability to 81.7% (a 9.6% gain over decentralized operation), and increased the replacement rate to 87.9%. Overflow volume decreased by 295 m³ and overflow days by five, with pronounced benefits during summer rainfall peaks. Differential heatmaps further revealed distinct spatiotemporal advantages, though temporary disruptions occurred under extreme events. Overall, the study demonstrates that cross-functional coordination can enhance system resilience and operational stability, while highlighting the need for adaptive scheduling and real-time information systems for broader urban applications. Full article

The transition toward sustainable production requires engineering and science education to adopt active, interdisciplinary, and practice-oriented teaching strategies. This article presents a comparative analysis of two educational initiatives implemented in Panama aimed at fostering sustainability competencies at the university and secondary school levels. The first initiative, developed at the Technological University of Panama, integrates project-based learning and circular economy principles into an extracurricular module focused on production planning, sustainable design, and quality management. Students created prototypes using recycled HDPE and additive manufacturing technologies within a simulated startup environment. The second initiative, carried out in two public secondary schools, applied project- and challenge-based learning through the Design Thinking framework, supporting teachers and students in addressing real-world sustainability challenges. Both programs emphasize hands-on learning, creativity, and iterative development, embedding environmental awareness and innovation in both formal and informal educational settings. The article identifies key opportunities and challenges in implementing active methodologies for sustainability education. Challenges such as limited infrastructure and rigid schedules were identified, along with lessons learned for future implementation. Students connected local issues to global goals like the SDGs and saw themselves as agents of change. These initiatives offer practical models for advancing sustainability education through innovation and interdisciplinary collaboration. Full article

There is little research exploring the grey area of sexual violence (SV), considered in the literature as being a more subtle manifestation of SV, and therefore tending to be trivialized, legitimized, and normalized by society. This study aimed to compare students’ perceptions of the grey area of SV based on the gender of those involved, in a cis-hetero context, as well as potential sex differences in these perceptions. A vignette methodology was employed to gain valuable insights into the topic. The sample consisted of 164 university students living in Portugal, 71.3% (n = 117) female, with an average age of 23 (SD = 5.84). The thematic analysis revealed a central theme, Severity, reflecting participants’ perceptions of the seriousness of sexual violence within the “grey area”. This theme is expressed through four sub-themes: Attribution of severity, referring to how seriousness is assigned depending on context and beliefs; Identifying sexual violence, highlighting difficulties in recognizing certain behaviors as abusive; Frequency, capturing perceptions of how often such situations occur; and Report, addressing the barriers and facilitators to formal reporting. Our results indicated that while some participants minimized the scenario, the majority of the sample considered the situation as somewhat or very serious. Only few participants trivialized subtle forms of SV, perceiving incidents without overt physical force as less severe. Notably, sex differences emerged, despite being in the minority of the sample, female participants were more inclined to recognize these behaviors as abusive and to view the allegations as credible, whereas male participants tended to downplay the severity. Full article

Background and Objectives: Young people of all ages are now prematurely overexposed to a tech-addicted life, with negative psychological, physiological, sociological, and educational effects. Ease of access to and normalization of exposure to technology are indicated as the main causes of internet addiction and a mental health concern, especially in Romania, a country with widespread and easy access to the internet. Methods: This exploratory cross-sectional study with 132 participants investigated the relationship between emotional regulation difficulties (ERDs) and the risk of internet addiction (IA) among medical and technical students—two educational cultures defined by intense educational and emotional stress—with the aim of identifying specific patterns of variability. Standardized self-report data were collected, and specific descriptive and correlational statistical methods were used. Results: Key findings suggest similar moderate difficulty in emotional regulation for each student sample and normal-to-mild internet use for technical and medical students. A moderately strong Pearson correlation was observed between internet addiction and emotional regulation difficulties across the entire group of students (r = 0.54, p < 0.001). However, higher levels of emotional dysregulation and internet addiction risk were evident for the medical students. Conclusions: These results suggest that IA is closely linked to ERD rather than to the exposure to technology itself, as we presumed in the case of technical students. Moreover, medical students have a greater need for institutional support measures than their technical peers to cope with a highly challenging educational environment that exceeds individual levels of effective self-regulation. Full article

This work analyses what the systematic effect of public awareness on domestic water consumption is. In some parts of the world, the availability of water is continually decreasing, mainly due to reduced rainfall, so it is of paramount importance to raise awareness among the population. We conducted an experiment on a large sample of participating units located in urban areas of Italy, mainly in the central portion of the country. Approximately 750 people participated, belonging to 250 buildings, mainly domestic residences, but also professional offices, small companies, and student residences. In the first phase, lasting three weeks, normal per capita water consumption was quantified. Subsequently, instructions were given on how to save water during various uses in the household (showers, cleaning hands, use of water in toilets and in the kitchen, watering small green areas, use of water in the kitchen, and so on), and small visual messages conveyed through stickers were posted on water dispensers to remind users to behave properly. Finally, household consumption was assessed again during a further 3-week period. An average water-saving (WS) rate of +17.20% was found, in line with results obtained from a previous similar experiment involving a much smaller sample. Higher WS rates were recorded for buildings with less inhabitants. This experiment enabled us to quantify the significant effect of the awareness-raising action on the reduction in water consumption, without the use of any structural action (e.g., replacement of dispensers, improvement of the water system, realization of recycling systems). Moreover, the simplicity of the proposed methodology makes it suitable for implementation in other regions worldwide, thus promoting a step forward towards more sustainable use of water. Full article

The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community. Full article

Conventional academic warning systems in higher education often rely on end-of-semester grades, which severely limits opportunities for timely intervention. To address this, our interdisciplinary study developed and validated a comprehensive socio-technical framework that integrates social-cognitive theory with learning analytics. The framework combines educational data mining with culturally responsive, personalized interventions tailored to a non-Western context. A two-phase mixed-methods design was employed: first, predictive models were built using Learning Management System (LMS) data from 2,856 students across 64 courses. Second, a quasi-experimental trial (n = 48) was conducted to evaluate intervention efficacy. Historical academic performance, attendance, and assignment submission patterns were the strongest predictors, achieving a Balanced Area Under the Curve (AUC) of 0.85. The intervention, specifically adapted to Confucian educational values, yielded remarkable results: 73% of at-risk students achieved passing grades, with a large effect size for academic improvement (Cohen’s d = 0.91). These findings empirically validate a complete prediction–intervention–evaluation cycle, demonstrating how algorithmic predictions can be effectively integrated with culturally informed human support networks. This study advances socio-technical systems theory in education by bridging computer science, psychology, and educational research. It offers an actionable model for designing ethical and effective early warning systems that balance technological innovation with human-centered pedagogical values. Full article

Pancreatic ductal adenocarcinoma (PDAC) represents a malignancy characterized by one of the lowest survival rates; furthermore, at the time of diagnosis, the majority of tumors are deemed unresectable. Consequently, there exists a pressing need to investigate early signs and symptoms, as well as to implement screening protocols for patients at risk of developing PDAC. By doing so, we may enhance the potential for improved treatment outcomes in light of the typically poor prognosis associated with PDAC. A review of recent literature focused on symptoms that manifest prior to the diagnosis of PDAC has been conducted, emphasizing the underlying biological mechanisms and potential screening applications, alongside data pertaining to the influence of these symptoms on prognosis and treatment. Additionally, the roles of pre-existing pain, depression, diabetes mellitus, and paraneoplastic syndromes in treatment and outcomes were scrutinized to ascertain the feasibility of integrating these factors into clinical practice. Full article

Background: Posttraumatic growth (PTG) refers to positive psychological change following trauma. While its psychological aspects are well-documented, the biological mechanisms remain unclear. Epigenetic changes, such as DNA methylation (DNAm), may offer insight into PTG’s neurobiological basis. Aims: This study aimed to identify epigenetic markers associated with PTG using an epigenome-wide association study (EWAS), the first of its kind in a trauma-exposed population. Methods: A longitudinal EWAS design was used to assess DNAm before and after trauma exposure in first-year paramedicine students (n = 39). Genome-wide methylation data were analyzed for associations with PTG, applying epigenome-wide and gene-wise statistical thresholds. Pathway enrichment analysis was also conducted. Results: The study identified two CpGs (cg09559117 and cg05351447) within the PCDHA1/PCDHA2 and PDZD genes significantly associated with PTG at the epigenome-wide threshold (p < 9.42 × 10^–8); these were replicated in an independent sample. DNAm in 5 CpGs across known PTSD candidate genes ANK3, DICER1, SKA2, IL12B and TPH1 were significantly associated with PTG after gene-wise Bonferroni correction. Pathway analysis revealed that PTG-associated genes were overrepresented in the Adenosine triphosphate Binding Cassette (ABC) transporters pathway (p = 2.72 × 10⁻⁴). Conclusions: These results identify genes for PTG, improving our understanding of the neurobiological underpinnings of PTG. Full article