Search Results (350)

This mixed-methods research study focuses on the efficacy of virtual exchange (VE) in promoting authentic cross-cultural immersion, critical awareness of social issues, and collective engagement in local and global communities among undergraduate students. The partner institutions in this VE project were a large public US university and a small private university in Hong Kong. Discussions focused on access and opportunity issues in the US and Hong Kong for various communities, leading to a deeper analysis of the distribution of power and privilege in both countries. I analyzed the impact of VE on the US students (n = 45) through pre- and post-test surveys using the Intercultural Sensitivity Scale (ISS), which measures cross-cultural competence and thematic analysis of student artifacts. VE students’ competence significantly increased from pre-test to post-test on the ISS, while the students in a similar course without VE (n = 28) showed no change. Analysis of student artifacts revealed a shift in global awareness, an appreciation of authentic insights about another the culture, a critical understanding of social structures, and a need for collaboration concerning global issues among youth. Overall, VE offered powerful and enriching experiences for students by integrating international immersion into college education courses. Full article

Background/Objectives: Human papillomavirus (HPV) represents a major public health challenge due to its high prevalence and the complications arising from infection. The aim of the study was to investigate the reasons for adherence to the HPV vaccination campaign offered by the University of Milan to its students. Methods: A questionnaire, distributed via QR code, was utilized to investigate the motivations behind participation in the vaccination campaign, as well as the characteristics of the population participating in the vaccination campaign carried out at the University of Milan. Concurrently, a comprehensive analysis of the characteristics of students was also carried out at the vaccination sites where it was conducted, categorizing them into university hospitals and university campuses. Results: A comparison of vaccination sites revealed a significant disparity between hospitals and universities with regard to gender, age, and faculty. A higher average age (25 versus 24 years) and a higher prevalence of females (53.9% versus 51.1%) were observed in hospitals. The findings of the regression model demonstrate that demographic factors exert an influence on only two reasons for participation, with male gender proving a predictive factor for the response option entitled “It is a responsibility towards one’s partner(s)”. Furthermore, enrolment in a course of study has been found to correlate positively with the response option entitled “I have been convinced by advertising campaigns/friends/acquaintances”. Conclusions: A vaccination campaign implemented within educational institutions is a fundamental strategy for enhancing vaccination uptake rates among young population. Conversely, the utilization of health promotion interventions, such as pre-vaccination promotional campaigns, does not seem to be a pivotal factor in enhancing uptake. Full article

Evidence for flipped-classroom learning in the health professions is growing, yet its advantage over lectures when transferable learning is tested remains unclear. We conducted a cross-sectional, inter-institutional comparison of two European programs (anonymized as Center A—lecture-based; Center B—flipped classroom). Students in Years 1 to 3 completed two anatomy examinations (0–10 scale): their own institutional exam and the partner’s exam. A 10-item Likert questionnaire produced a 0 to 10 Global Satisfaction Index. Analyses included Welch’s t test, effect sizes, and 95% confidence intervals. Own scores were comparable between centers (mean difference ≈ +0.10; p = 0.66; Hedges’ g ≈ 0.07). Cross scores strongly favored Center B [difference ≈ −2.40; 95% CI −2.72 to −2.07; p < 10⁻³²; g ≈ −1.87]. By course, the Own → Cross drop was large in Center A across Years 1 to 3, moderate in Center B, and nearly absent in Year 3. Satisfaction was higher in Center B; internal consistency of the 10-item scale was modest overall (α ≈ 0.61). When assessment demands transfer to an unfamiliar format, flipped-classroom exposure confers a large performance advantage and higher satisfaction, while differences vanish on familiar exams. The findings support aligning anatomy curricula with active, application-focused learning and mixed-format assessment to promote durable, transferable learning. Full article

This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. Full article

The purpose of this study was to engage high school science teachers as co-design partners in refining and extending instructional frameworks to support multiple-document reading and writing in science classrooms. Using a participatory mixed-methods design, the project adapted the InSPECT framework for secondary science, developed professional development (PD) materials to introduce the framework, and explored the role of generative artificial intelligence (AI) in lesson planning. Five virtual focus group sessions guided the co-design of PD activities, followed by a pilot implementation in one biology classroom. Data included focus group and interview transcripts, surveys, and student work artifacts. Analyses examined teachers’ perceptions of PD features, framework usability, and student engagement. Teachers valued PD that was practical, relevant, and feasible within classroom constraints and described the frameworks as clear, stepwise structures that supported lesson design and literacy integration. Student work showed that paraphrasing was an accessible entry point, while bridging, elaboration, and source evaluation required additional modeling. Teachers viewed generative AI as a promising planning aid but expressed concerns about accuracy and ethics. Findings informed revisions emphasizing discipline-specific exemplars, scaffolds for higher-order strategies, and AI-literacy modules, illustrating how participatory design can yield feasible, teacher-centered PD. Full article

Toxic romantic relationships, a popular term referring to intimate partner violence (IPV) characterized by psychological, physical, and sexual violence, are a growing concern among young people. This pilot study aimed to preliminarily validate the vignette task on IPV, the “Mind 4 partner abuse” task, and to investigate the cognitive patterns and emotional profiles concerning IPV. Our research involved 228 university students from the University of L’Aquila who participated in an online psychoeducational program to raise awareness of the risks of IPV. Participants completed the “Mind 4 partner abuse” task, which included five vignettes depicting escalating violence in relationships. The task assessed participants’ emotional responses (anger, anxiety/fear, sadness, shame/guilt) and cognitive responses (functional-assertive or dysfunctional) to each vignette. In addition, for convergent validation, the Interpersonal Reactivity Index (IRI) was administered to assess empathic abilities. Five distinct factors were identified: active coping and legal awareness (ACLA), emotional distress (ED), assertiveness and autonomy defense (AAD), assertive reaction and self-empowerment (ARSE), and refusal of public humiliation and dignity assertion (RDA). One factor out of the five, emotional distress (ED), identified a dysfunctional cognitive pattern. The instrument showed a good convergent validity with the IRI. The correlation analysis showed that the IRI personal distress scale was negatively associated with ACLA and positively associated with ED. The IRI Empathic Concern scale was positively associated with RDA. In the dysfunctional cognitive pattern, as measured by the “Mind 4 Partner Abuse” vignette task, the ED factor was positively correlated with anxiety, sadness, shame, and guilt. The potential of the vignette task to identify high-risk cognitive profiles is promising, but it has yet to be confirmed. Given the limitations of the study, the findings offer only preliminary indications of cognitive patterns in young adults and their perceptions of romantic relationships, as assessed through a psychoeducational intervention. Further research with larger and more diverse samples, as well as more robust task designs, is necessary before firm conclusions can be drawn. Full article

The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing support for Diploma pathway students to be successful in their studies and motivated and to stay in the profession post-graduation is vital. The aim of this study was to investigate a specific design element within one innovative initial teacher education programme for Diploma pathway students—the role of the teaching coach. The teaching coach role was designed to support Diploma pathway students to complete their degree and help create the professional networks needed to sustain them in the profession long term. Using a single site case study approach, qualitative data were collected via semi-structured interviews with teaching coaches. Using the theory of practice architectures to the analyse data, we interrogated the practices of the teaching coaches, how teaching coaches perceived they supported student success and the arrangements that enabled and constrained these practices. From the perspective of the teaching coaches, their role supported student learning and professional networks. The role also provided unanticipated benefits for the teaching coaches themselves. The study highlights the importance of universities going beyond traditional practices to contribute to professional learning and networks for ECEC professionals throughout their careers. Full article

Background/Objectives: Women’s sexual quality of life is a multidimensional construct shaped by individual, psychological, relational, and health-related factors. This exploratory cross-sectional study aimed to identify selected determinants of sexual functioning in young women, with a particular focus on partner relationships and sexual dysfunction symptoms within the couple. Methods: Data from 199 female university students aged 18–30 years, recruited via Facebook, were analyzed. Participants completed the Female Sexual Function Index (FSFI) and an author-designed questionnaire assessing sociodemographic variables, relationship characteristics, and self-perceived sexual difficulties in themselves and their partners. Descriptive statistics, bivariate analyses, and multivariable linear regression models were used to examine factors associated with the FSFI total and domain scores. Results: In this self-selected, non-representative sample, over 75% of women reported at least one self-perceived sexual difficulty, while 35.2% obtained FSFI scores at or below the established cutoff, indicating an increased risk of female sexual dysfunction rather than a confirmed diagnosis. In multivariable analysis, higher intercourse frequency, greater overall sexual satisfaction in the last 12 months, and fewer self-reported dysfunction symptoms emerged as the strongest independent predictors of higher FSFI total scores. Women who perceived premature ejaculation in their male partners tended to report lower orgasm and satisfaction domain scores, although this perception was not independently associated with the FSFI total score after adjustment for individual and relationship factors. Conclusions: These findings underline the role of both individual and relational factors in young women’s sexual functioning and support a holistic, couple-centred perspective in sexual health assessment. Full article

There is a growing demand for digital innovation to facilitate authentic communication during the learning experience at Australian Universities. Student’s communication is considered ‘authentic’ in various ways, from using discipline-specific professional language to expressing personal values through honest self-reflection. Enhancing authentic rational decision-making during social learning online is one priority area now available for students developing clinical reasoning skills. Using a Design-based Research (DBR) methodological framework, 34 students, 26 educators, and 5 learning designers from Torrens University Australia provided iterative feedback on the development and implementation of a simple digital decision wheel tool, aimed at supporting independent and collaborative decision-making. Three DBR phases were implemented, encompassing an initial pilot and development stage with 3 subjects, and two subsequent phases with an additional 17 subjects that were incorporated using a decision wheel tool for independent and problem-based learning. Data were generated through 44 semi-structured interviews and 20 focus groups across twenty undergraduate subjects delivered in various learning modes across five 12-week DBR action cycles. Reflexive thematic analysis and bounded rationality theory guided analysis. Outputs reveal that a simple digital tool contributed positively to making authentic learning moments visible and promoted inclusive and formative dialogue. Benefits included development of psychological authenticity when preparing to make authentic industry decisions. The initiative aligns with broader educational goals for resourcing and developing tools to scaffold a ‘critical pause’ before articulating authentic thinking when engaging with humans and machines. Full article

Background: Human papillomavirus (HPV) is a highly prevalent sexually transmitted infection that can lead to cervical and other anogenital and oropharyngeal cancers. Despite available vaccines, vaccination coverage remains low in Bulgaria. This study aimes to assess the knowledge, attitudes, and practices of Medical University students in HPV prevention. Materials: A cross-sectional anonymous survey was conducted at the Medical University-Plovdiv, Bulgaria. Results: A total of 1485 students, primarily women (60.1%) with a median age of 22.78 years, participated. Four hundred fifty-two (30.4%) reported having received the HPV vaccine. Of the unvaccinated, 800 (77.8%) expressed willingness to receive the vaccine. Vaccinated respondents were more likely to report having had five or more sexual partners (37.1%) compared to unvaccinated respondents (21.1%) (χ² = 77.136, p < 0.001). Approximately one-third (36.4%) mistakenly believe condoms provide complete protection and that antibiotics effectively treat HPV. Students who opposed the assertion that vaccinating minors suggests early sexual activity is permissible were 1.89 times more likely to be vaccinated. Conclusions: Medical University students possess insufficient understanding of HPV transmission, health outcomes, and prevention. Their attitudes and practices require improvement. Enhancing the curriculum with comprehensive HPV information will better equip future healthcare providers and improve public health outcomes. Full article

The integration of generative artificial intelligence (AI) tools has become a game-changer in educational practices, particularly in collaborative academic writing. This study explores gender-based disparities in perceptions, emotions, and self-efficacy regarding students’ utilization of AI tools during a collaborative Wikibook writing project. Grounded in the Technology Acceptance Model (TAM), the research investigates how male and female undergraduates in Hong Kong perceive the usefulness and ease of use of ChatGPT 3.5 and Padlet AI image generation function, as well as their emotions and self-efficacy when engaging with these tools. Using a 5-point Likert scale questionnaire and an independent sample t-test, the study compares gender perspectives with a sample size of 140 undergraduates. The results reveal that (1) both genders found the AI tools beneficial for language polishing and essay reconstruction in academic writing; (2) both genders experienced a range of emotions, including enjoyment, satisfaction, frustration, anxiety and tension during the writing task; (3) both male and female students demonstrated AI literacy to critically evaluate AI-generated information. These findings underscore the importance of fostering an equitable and engaging approach to AI-supported learning environments for both genders. The study highlights the benefits of AI tools in enhancing learning outcomes and emphasizes the role of students’ AI literacy in ensuring the responsible and effective use of these tools as learning partners. Full article

Higher education institutions face growing pressure to demonstrate excellence and strategic alignment in quality assurance, particularly to meet international accreditation standards. This paper presents a case study of a business faculty that undertook a leadership-driven initiative to develop a comprehensive Quality Manual aimed at continuous improvement and accreditation readiness. The project was structured as a multi-phase, collaborative effort involving broad stakeholder engagement, benchmarking of best practices, and alignment with international accreditation frameworks and the European Standards and Guidelines (ESG), as well as relevant national quality assurance requirements. The resulting Quality Manual provides a unified framework for quality assurance (QA) across all key areas—governance, academic programmes, research, student support, partnerships—linking institutional strategy to daily processes. Key outcomes of the case include clarified roles and procedures, integrated feedback loops, and enhanced readiness for accreditation. The development process highlighted the critical role of educational leadership in fostering a quality culture; by engaging faculty, staff, students, and external partners, the leadership built shared ownership of QA goals. The study is guided by two research questions: (1) How can collaborative and distributed leadership support the development of a strategically aligned Quality Manual at the faculty level? (2) How does the process of designing and implementing a Quality Manual contribute to strengthening internal QA and fostering a quality culture? The study discusses challenges and lessons learned in leading such change, emphasising the importance of stakeholder collaboration, strategic alignment, and change management. The findings contribute theoretically by illustrating how faculty-level leadership operationalizes QA frameworks into concrete institutional tools, and practically by offering a structured model for developing a strategic Quality Manual in higher education. Full article

Engineering education is evolving to train students to work more closely with communities to support holistic sustainability. This has increasingly involved collaborative and participatory research models that address environmental justice challenges within local communities. This research evaluates student learning experiences and changes in perceptions about race, justice, and community in a pair of undergraduate service learning courses in environmental engineering and environmental anthropology that were developed to center environmental justice through service learning. Pre- and post-class attitudinal surveys were administered to 55 students across two courses in environmental engineering and environmental anthropology and then analyzed using content analysis to identify shifts in students’ knowledge and perceptions about community engagement and environmental justice. Before their participation in the classes, many students in the environmental engineering course understood environmental injustice as harm done to the environment. At the conclusion of the semester, their understandings were broadened to include social and infrastructural injustices in communities. For the anthropology course, students had a general working knowledge of environmental justice before participating in the course, but their understanding was expanded to include a more interconnected perspective that included infrastructural systems. In both classes, student learning outcomes enhanced the value of partnering with communities and learning from community members’ lived experiences. By approaching engineering from the perspective of environmental justice, students developed broader and more holistic perspectives about the roles and values of community-based research. Students also gained greater understanding of the complex interplay between race and environment, especially when it comes to infrastructural challenges. Full article

Silence has historically been the greatest ally of sexual violence (SV); the #MeToo movement disrupted this silence on a global scale through an unprecedented wave of collective denunciation. Sexualizing behaviors—including intrusive gazes, inappropriate cues, and non-consensual contact—have become pervasive, often exacerbated by the reach of digital technologies and social media. Accordingly, the primary objective of this study was to provide empirical data on SV victimization among young people in Spain. A total of 1102 anonymous college students (aged 17–30; M = 22.22, SD = 2.09) completed a survey administered via the Qualtrics platform. Data were subsequently analyzed using R software. This study (1) reports retrospective and recent prevalence rates of (non-)partner SV and sexual harassment; (2) highlights the most common forms of perpetration; (3) determines the age at which the first incident occurs; (4) identifies the most frequent perpetrators by SV type and victim characteristics; and (5) examines sociodemographic correlates by gender, age, and sexual orientation using a cross-sectional analysis approach. Finally, acknowledging methodological limitations, the psychological, social, and political implications of the findings are discussed, underscoring the urgency of recognizing key victimological profiles through an intersectional lens that incorporates sexual and gender diversity. Full article

Background: It is essential that leaders in education and behavioral health partner with youth to build Comprehensive School Mental Health (CSMH) systems. One mechanism to elevate youth perspectives in CSMH system building is by engaging youth as members of CSMH teams. Method: The current study describes the structure, process and impact of a school-based Youth Leadership Academy (YLA) that integrated youth leaders into CSMH teams with state, district, and school leaders. The YLA offered student leaders opportunities to (1) receive training and mentorship to enhance their capacities to serve as leaders on CSMH teams, (2) provide input on CSMH priorities and (3) set MTSS goals to advance emotional well-being in schools. This study summarizes youth-driven multi-tiered systems of support (MTSS) goals and action plans by youth participants and the impact of youth participation in the YLA on indicators of positive youth development. Results: Youth most often contributed to planning and/or implementation of Tier 1-Universal Mental Health supports related to mental health literacy and school climate. Pre-post surveys revealed YLA participation was associated with statistically significant increases in youth reports of core social and emotional learning skills, positive identity, and contribution. Conclusions: Schools can replicate the YLA structure to enhance MTSS and foster youth leader skill development. Full article