Search Results (3,282)

Artificial intelligence (AI) has become increasingly visible in higher education, making it important to understand how students in this context evaluate AI in general. Although students’ attitudes toward AI have been widely examined, less is known about the relative roles of broad psychological resources and technology-related adaptive capacities in shaping these attitudes. This study examined whether digital adaptability and general self-efficacy were associated with students’ general attitudes toward AI and whether they showed distinct comparative associations within the tested model. Using a cross-sectional design, data were collected from 550 undergraduate and master’s students enrolled in technical programs at a large university. Correlational analyses, group comparisons, and hierarchical regression analyses were conducted, controlling for faculty and year of study. The findings showed that both digital adaptability and general self-efficacy were positively associated with students’ attitudes toward AI; however, only digital adaptability showed a statistically significant unique association within the regression model. This comparative pattern should be interpreted as association-based rather than as evidence of explanatory superiority. The results suggest that students’ general attitudes toward AI are associated with adaptive digital resources, although the findings should not be interpreted as direct evidence regarding AI-supported learning environments, curriculum design, instructional strategies, or actual AI use. Full article

Background/Objectives: This study aimed to assess oral health values, oral hygiene habits, preventive dental attendance, and lifestyle-related risk factors among students at the University of Osijek and to compare findings between students enrolled in health-related and non-health-related study programs. Methods: A cross-sectional survey was conducted among 331 students (186 health-related and 145 non-health-related). Participants were recruited using a convenience sampling approach. Data were collected using an anonymous questionnaire comprising demographic information, oral health–related behaviors, and the Croatian version of the Oral Health Values Scale (OHVS-CRO). Group differences were analyzed using nonparametric statistical tests. Results: Students enrolled in health-related study programs reported significantly more favorable oral hygiene behaviors, including more frequent toothbrushing, greater use of dental floss, interdental brushes, and mouthwash, as well as more regular preventive dental attendance (all p < 0.05). They also achieved significantly higher OHVS-CRO scores across all domains and on the total scale (median total score: 42 vs. 40; p < 0.001). No significant differences were observed regarding smoking, alcohol consumption, or refined sugar intake. Conclusions: Students enrolled in health-related study programs demonstrated higher oral health values and more favorable oral health-related behaviors than students enrolled in non-health-related study programs. These findings suggest an association between educational orientation and oral health values and behaviors and may inform future oral health promotion initiatives targeting university students. Full article

Background/Objectives: Attitudes toward end-of-life care (EOLC) are a key component of nursing practice. This study aimed to assess nursing students’ attitudes toward EOLC and their perceived preparedness to manage end-of-life situations. Methods: A cross-sectional descriptive study was conducted with 593 undergraduate nursing students from a public Spanish university. Data were collected using an online questionnaire, including the validated Spanish version of the Frommelt Attitude Toward Care of the Dying Scale (FATCOD-S). Descriptive and inferential analyses were performed. Results: The median reverse-coded FATCOD-S total score was 125.0 (IQR 119.0–131.0), and 99.7% of students were classified as having positive or very positive attitudes when the descriptive cut-offs were applied. In the exploratory adjusted model, fourth-year status and previous EOLC training were associated with higher FATCOD-S total scores. However, 59.5% of respondents reported feeling unprepared to provide EOLC, and 59.0% perceived EOLC as a significant source of stress for nurses. Additionally, 62.0% of students with positive attitudes reported not feeling prepared to provide such care. Responses related to emotional involvement, communication about death, and ethical aspects showed greater variability. Conclusions: Although most nursing students display favorable attitudes toward EOLC, these coexist with a low perceived level of preparedness, with more than half of students reporting that they do not feel prepared to provide EOLC. Positive attitudes alone may not ensure confidence in clinical practice. Strengthening undergraduate education—particularly in emotional preparation, communication skills, and coping strategies—is essential to better prepare future nurses for the complexities of EOLC. These findings should be interpreted in light of the study’s cross-sectional design and single-university setting. Full article

Brand personality is a strategic lever for higher education institutions facing intense competition. Although institutions commonly use social media video content to reach students, evidence on how content design affects brand personality perceptions is scarce. This study examines whether informational and entertaining Instagram videos differentially influence enrolled students’ brand personality perceptions and whether attitude toward the post mediates these effects. A between-subjects online experiment was conducted with enrolled students (N = 184) in Germany, a mature higher education system. Participants were randomly assigned to view a professionally produced video for a fictitious institution, either informational or entertaining. They then evaluated the post and the institution’s brand personality, measured with the University Brand Personality Scale and analyzed as vertical (prestige, sincerity, conscientiousness) and horizontal (appeal, liveliness, cosmopolitanism) facets. Effects were tested using simple mediation analyses. Informational content produced more favorable post attitudes than entertaining content. It had a large positive direct effect on vertical brand personality, complemented by a positive indirect effect via post attitude. For the horizontal facet, only the indirect effect was significant. The study provides the first experimental evidence on content-type effects on higher education brand personality in a mature system, guiding institutions’ social media communication. Full article

The ultimate goal of integrating artificial intelligence into education is to ensure the long-term stability, quality, and sustainability of the educational process, turning it into a tool that consistently improves teaching and learning. Yet its sustainable and responsible integration depends largely on a positive mindset and the pedagogical willingness of future teachers. This study examines the attitudes and readiness of pre-service teachers, specializing in preschool, primary, and subject-specific science education, toward AI integration, with a specific focus on sustainable science education and Green Lab concepts. A mixed-methods study was conducted on a sample of 251 students from the University of Split. Data were analyzed using exploratory factor analysis, standard and Welch ANOVA with Tukey’s HSD and Games–Howell post hoc tests, and multiple linear regression in IBM SPSS 20, and qualitative content analysis. The findings reveal perceived usefulness as a primary driver of AI acceptance across all groups. Science students demonstrated the highest levels of ethical and critical sensitivity but provided the lowest ratings for AI’s practical application in sustainable science education, expressing cautious attitudes and distinct concerns about system reliability. However, no significant difference was found between students with and without a science background in regard to AI’s potential to facilitate sustainable scientific concepts. Furthermore, behavioral analysis demonstrated that even initial, occasional exposure to AI tools significantly boosted students’ perceptions of its utility and sustainable application compared to non-users, whereas increasing the frequency of use resulted in no additional gains. The transition toward sustainable science education requires moving beyond technical literacy toward a comprehensive framework that integrates pedagogical usefulness with ethical responsibility and sustainable scientific application. Future studies should explore potential models that combine the methodological creativity of pre-service educators and teachers with the analytical rigor of science students. Ultimately, this research underscores that an educational policy must integrate digital advancements while strictly maintaining ethical standards and the essential role of human supervision. Full article

Background: According to well-known dietary recommendations, herbs and spices are part of a healthy, balanced diet, and their consumption may contribute to improved health. Globalisation fosters greater exposure to other cultures and cuisines, including the use of spices. This study aimed to assess the awareness and attitudes towards spices among Polish students in a rural area. Methods: A survey study was conducted among 278 Generation Z students (aged 18–28 years old) from a university located in a small town in southeastern Poland. Questions concerning, a.o., preparing meals, awareness of spices’ properties, and the use of seasoning were included. Results: Most of the respondents declared using a lot of spices beyond salt and pepper (61.2%), more often women than men (67.9% vs. 45.1%; p = 0.0004), and more often participants aged ≥23 years than ≤22 years (82.9% vs. 58.0%; p = 0.005). Participants who grew their own spices and often watched TV culinary programs used more seasonings (72.4%; p = 0.001 and 85.2%; p = 0.0002, respectively). Less than half of the respondents (45%) recognised health properties in some of the spices, and 28.1% of them recognised health properties in spices in general, with more older participants (45.7%; p = 0.0402). Respondents with the highest awareness of the health properties of spices used them more often to improve their health (42.3%; p < 0.00). Conclusions: Exposure to cuisines from other cultures and their spices and the willingness to try new flavours among respondents were low. This might be due to sociodemographic factors, including origin from small, rural, traditional communities, where attachment to familiar recipes might be observed. Moreover, awareness of the healing benefits of spice use was low. Therefore, education about the composition and use of local spices might be helpful in increasing their intake for the benefit of health. Full article

Objective: To evaluate whether professional status and training level influence attitudes toward artificial intelligence (AI) in dentistry, and to compare present-day AI attitudes with expectations for near-future AI applications. Materials and Methods: This cross-sectional questionnaire study drew on responses from 234 volunteers spanning four professional groups: 63 fourth-year dental students, 78 fifth-year dental students, 47 oral and maxillofacial radiology residents, and 46 oral and maxillofacial radiology specialists/faculty members. Present-attitude items, near-future-attitude items and awareness of selected AI applications were evaluated using multivariable models adjusted for professional status, sex, and age. Results: Internal consistency was high for both the present-attitude subscale (alpha = 0.852) and the near-future-attitude subscale (alpha = 0.872). Near-future ratings exceeded present-day ratings in all five paired domains (all p < 0.001). Professional status/training level was significantly associated with the present-attitude composite score (p = 0.017) and with the change score between near-future and present attitudes (p < 0.001), but not with the near-future composite score in isolation (p = 0.208). Radiology residents showed lower present-attitude scores (β = −2.41) yet a larger change score (β = +1.95) relative to fourth-year students. Conclusions: More experienced radiology groups were found to be relatively more cautious but more aware of certain present-day applications, yet showed a stronger tendency toward accepting near-future AI capabilities—particularly for structured, workflow-oriented tasks. Sustainable AI integration in dentistry may require more than attitudinal readiness—it may depend on grounded familiarity with validated tools and on addressing the practical and economic realities of clinical implementation. Full article

Background: During the recent COVID-19 pandemic, nursing students faced heightened infection risks during clinical practicum while managing significant psychological demands. However, factors predicting the preventive practices of future healthcare professionals remain poorly understood. Methods: This cross-sectional study examined 261 nursing students on COVID-19 knowledge, attitudes, practices, psychological distress, self-efficacy, and resilience during the fourth wave of the COVID-19 pandemic in South Korea. Grounded in the Knowledge–Attitudes–Practice (KAP) framework, hierarchical multiple regression analysis was conducted to identify predictors of preventive practice behaviors. Results: Depressive symptoms (β = 0.27, p = 0.023) and resilience (β = 0.29, p < 0.001) were significantly positive predictors of COVID-19 preventive practice. Conclusions: Resilience emerged as the strongest predictor of COVID-19 preventive practice among nursing students, highlighting the importance of psychological resources in sustaining infection prevention behaviors. Nursing education programs should incorporate resilience-building strategies to strengthen pandemic preparedness and clinical readiness among future healthcare professionals. Full article

Calls for transforming biological curricula have emphasized a need for improving quantitative skill development in STEM education. To address this, we designed six interdisciplinary modules to develop quantitative reasoning competencies for a sophomore-level Cell Biology course. After a comprehensive curriculum alignment procedure between a four-year institution and its primary community college sending institutions, we determined module topics, then developed and implemented the modules. We assessed the effects of the modules on student proficiencies using validated pre-post measurements of specific quantitative competencies. Students showed significant total growth in quantitative goals for all modules and for each module individually, even though modules varied widely in difficulty. Transfer students were equally able as direct entry students to gain in quantitative proficiency across the modules, which is an improvement over the findings of a previous study. Additionally, both transfer and direct entry students exposed to more modules had a higher score on a global assessment of quantitative and biological concepts. Attitude assessments showed that students had an overall positive experience with the modules. Our results suggest that adding quantitative modules to core biology courses can promote student understanding of quantitative concepts for both direct entry and transfer students and can benefit transfer students in particular. Full article

This research aims to understand Chinese international students’ perceptions of the academic support provided by Spanish universities. It explores students’ feedback on their participation in such support, its perceived effectiveness, and their expectations and needs. Drawing from a hybrid sociocultural framework, this study employed a qualitative research design, conducting semi-structured interviews to collect data from 14 Chinese postgraduate students at the Autonomous University of Barcelona. Data were analysed using thematic analysis to uncover key themes related to the students’ experiences with the academic support system. The findings reveal that, although UAB offers various forms of academic support, both participation in, and the perceived effectiveness of, these provisions remain limited. Chinese students encounter challenges such as language barriers, unfamiliarity with the academic support system, and varying attitudes from faculty. The findings highlight a need for more practical and systematic academic writing and speaking courses, as well as culturally sensitive and internationalised support mechanisms. As a practical implication, the study suggests that universities should prioritise “situational” oral communication training that prepares students for active classroom participation and implement proactive outreach strategies, such as engaging departmental coordinators to directly promote available library and digital resources, thereby overcoming the current lack of student awareness. This study contributes to addressing a gap in the literature by providing empirical insights into the learning experiences of Chinese postgraduate students regarding academic support in Spain. It offers recommendations for UAB and other Spanish institutions to enhance their academic support systems, promoting a more inclusive and international environment for international students. Full article

Understanding teachers’ attitudes towards statistics is essential, as these attitudes influence both teaching practices and students’ learning outcomes. This study examines attitudes toward statistics among Chilean teachers, comparing pre-service and in-service teachers across emotional, cognitive, and behavioral dimensions. Using quantitative methods, data were collected from 111 teachers through a modified version of the Attitudes Toward Statistics and Its Teaching Scale survey. The results show that in-service teachers display more positive attitudes toward statistics than pre-service teachers, suggesting that professional experience and continuous development contribute to greater confidence and competence in teaching statistics. Positive emotional experiences, such as enjoyment and interest in statistics, are strongly associated with higher engagement in both learning and teaching the subject. Additionally, perceiving statistics as valuable has a positive effect on teachers’ instructional behavior. These findings have important implications for teacher education. They highlight the need for targeted professional development initiatives that strengthen statistical knowledge while addressing emotional and attitudinal barriers. Furthermore, integrating real-world statistical applications into teacher training programs can enhance relevance and engagement. Overall, promoting positive attitudes toward statistics among teachers is key to improving the quality of statistics education and preparing students to function effectively in an increasingly data-driven society. Full article

Nature-based education, characterized by authentic contexts and experiential learning, has increasingly been recognized as a potentially effective educational approach for fostering sustainable development literacy among university students. This study aimed to examine the influence of nature-based education on university students’ sustainable development behavior. It further investigated the sequential mediating roles of sustainability knowledge and attitudes. A cross-sectional self-administered questionnaire survey was conducted among 1248 university students across 21 prefecture-level cities in China. Data were analyzed using SPSS (Version 28.0) and SmartPLS (Version 4.0). Partial least squares structural equation modeling (PLS-SEM) was employed to test the hypothesized model and assess the relationships among latent constructs. The results indicated that nature-based education was positively associated with sustainability knowledge (β = 0.337, p < 0.001) and, to a lesser extent, sustainability attitudes (β = 0.106, p < 0.01), but had no significant direct effect on sustainable development behavior. Instead, sustainability attitudes mediated the knowledge–behavior relationship, while sustainability knowledge and attitudes jointly formed a significant sequential mediation pathway. Full article

Implicit bias, automatic attitudes or stereotypes outside conscious awareness, may influence clinicians’ communication, diagnosis, and treatment decisions, contributing to inequities in care. We conducted a scoping review to map measurement strategies used to assess implicit bias among health professionals and students in healthcare and training settings. Using Joanna Briggs Institute guidance and PRISMA-ScR, we searched PubMed, Embase, BVS, Google Scholar, and institutional repositories for studies to November 2025; two reviewers independently screened and charted data (protocol was developed a priori but submitted internal in organization, and then uploaded in OSF. Of 1864 records, 93 studies from 28 countries were included. We identified 57 bias domains, most often race/ethnicity, weight, and sexual orientation. Across studies, 42 unique instruments were reported; the Implicit Association Test was most common, while psychometric validation and administration details were frequently limited, constraining comparability and interpretation. Evidence gap mapping showed concentration in academic and hospital settings, with fewer studies in primary care or community contexts and limited attention to age, disability, and intersectionality-related biases. The evidence base is growing but fragmented; future work should prioritize standardized administration and reporting, stronger validation, and tools that better capture automatic responding across diverse identities and care settings to support education and equity-oriented interventions. Full article

Background: Suicide is a major mental health concern, particularly among university students facing unique stressors. Understanding their attitudes toward suicide is essential for effective prevention, yet the existing literature lacks a systematic review on this population. This review synthesises and evaluates the literature on attitudes toward suicide among university students. Methods: A systematic search was conducted on four databases (MEDLINE, Web of Science, Scopus, and PubMed) using Medical Subject Headings terms and keywords identified from previous studies. The search, conducted in February 2024, included studies published between 2014 and 2024. One researcher screened the titles and abstracts, while two independent researchers extracted the data. Twenty-one articles (N participants = 13,424) were selected for further assessment. Quantitative designs were the most common (n = 18), followed by qualitative (n = 2) and mixed-method designs (n = 1), spanning multiple regions. Themes were derived by organising findings into thematic categories based on recurring patterns across the studies. Results: Two core themes emerged: Factors associated with attitudes toward suicide and their associations with suicide outcomes. Conclusions: The review underscores the need for culturally sensitive approaches to address negative attitudes toward suicide and promote help-seeking among university students, highlighting the importance of further research in this area. Full article

Despite the growing attention paid to sustainability education, limited quasi-experimental research has examined how metacognitive guidance can integrate cognitive, affective, and agency-oriented learning in food-related climate education. This classroom-based quasi-experimental study, complemented by student interviews, investigated a six-lesson metacognitive guidance-based unit designed to strengthen ninth-grade students’ sustainable food literacy (SFL), climate-change perceptions and attitudes, and constructive hope. Participants were 59 students from two intact classes in northern Israel; one class received the intervention, and the other received traditional instruction on the same content. Quantitative data were collected through a sustainable food and climate change knowledge test and a climate change literacy questionnaire and were analyzed using mixed-design repeated-measures ANOVA, t-tests, and multiple regression. Qualitative data were obtained from individual semi-structured interviews with students in the experimental group. Results indicated significant intervention-related gains in SFL knowledge, climate-change perceptions, climate-change attitudes, and constructive hope, with moderate-to-large time × group effects across the main outcomes (partial η² = 0.16–0.33). Climate-change perceptions emerged as the strongest post-intervention predictor of constructive hope (β = 0.92, p < 0.001). Interviews illustrated how reflective prompts, self-monitoring, discussion, and learning artifacts supported conceptual understanding, moral responsibility, perceived agency, and self-reported short-term intentions for sustainable food choices. The findings suggest that metacognitive guidance can support integrative, hope-oriented sustainability learning among adolescents. These findings should be interpreted cautiously given the small non-random sample, the use of two intact classes, the short six-lesson intervention, and the reliance on short-term self-reported outcomes. The study’s novelty lies in integrating sustainable food literacy, climate-change perceptions and attitudes, and constructive hope within a metacognitively guided food–climate unit in a culturally underrepresented Druze school context. Full article