Search Results (124)

The proliferation of generative artificial intelligence (GenAI) has precipitated an urgent, global reassessment of how higher education evaluates critical thinking, creative agency, and academic integrity. However, scholarly and institutional responses remain fragmented across cultural contexts, impeding the development of robust, flexible, and discipline-adaptable assessment frameworks. Responding to the imperative to move beyond the traditional standardized assessment paradigm, this study conducts a comparative discourse analysis of 5368 academic articles in Anglophone/Western scholarly discourse (Web of Science, WoS) and Chinese (CNKI). Using LDA topic modeling and Word2Vec-enhanced semantic analysis, the study identifies two divergent orientations: an Anglophone/Western discourse that frames AI as an instrument for cognitive augmentation, efficiency optimization, and functional human–AI collaboration; and a Chinese discourse that emphasizes epistemic sovereignty, the reconstruction of creative subjectivity, and systemic institutional rebuilding against technological alienation. These pathways are mapped onto a tripartite framework of Tools, Creative Subjectivity, and Organizational Ecosystems. The findings demonstrate that AI integration is culturally embedded rather than technically determined, carrying profound implications for assessment validity, academic integrity policy, and equitable access to AI-enhanced learning. The study synthesizes these insights into a culturally responsive assessment framework that redirects evaluation from standardized, product-centric outputs toward process-oriented, transparent, and ethically governed human–AI co-authorship. By centering critical autonomy, AI literacy, and epistemological diversity, this framework offers actionable strategies for inclusive assessment redesign, institutional policy development, and sustainable competency cultivation in the GenAI era. Full article

In protracted humanitarian crises, solid waste management (SWM) becomes a major challenge due to limited resources, inadequate infrastructure, and competing response priorities. Waste generated in humanitarian settings typically consist of heterogeneous streams, where plastics, biodegradable fractions, and packaging materials represent the dominant components. Proper management of this waste is essential to reduce health risks and environmental impacts on local communities. Within this framework, sustainable bio-based alternatives and compostable solutions represent promising alternatives. The EU-funded Bio4HUMAN project promotes the integration of innovative bio-based solutions aligned with humanitarian and sustainability goals. An exploratory assessment focused on analyzing waste production, material composition, and handling practices in two case study locations in Sub-Saharan Africa (Democratic Republic of Congo (DRC) and South Sudan (SS)). The results indicate that humanitarian waste cannot be clearly distinguished from household or commercial waste, as streams are typically mixed. Waste composition is dominated by organic matter (43–65%), followed by plastics (15–33%), while other fractions such as paper, glass, metals, and textiles are less significant. Further insights into challenges and opportunities were obtained through a combination of quantitative surveys (n = 29), qualitative interviews with key informants (KIIs) (44) and group discussions sessions (FDG) (9), direct observations, and literature review. Subsequently, a scoping approach was applied to map and classify suitable sustainable solutions into two main categories: bio-based products (BBPs) and organic waste valorization technologies. These were assessed through life cycle assessment (LCA) in accordance with ISO 14040 and 14044, applying SimaPro v.10.2.0.3 software and the Ecoinvent 3.10 database, and compared against fossil-based alternatives. This study compares two case scenarios: a HDPE oil bottle versus PLA alternative (functional unit 6 L), and PE water container versus PLA alternative (functional unit 10 L). For the oil bottle, PLA shows a lower carbon footprint (1.33 kg CO₂-eq) than HDPE (2.37 kg CO₂-eq). In contrast, for the water container, PLA performs worse (2.22 kg CO₂-eq) compared to PE (1.59 kg CO₂-eq), due to higher material demand. The results suggest that benefits are context-dependent and most evident for lightweight products with high leakage risks, particularly when composting infrastructure is accessible. This study advances previous work on humanitarian SWM by integrating field-based waste flow characterization with context-specific screening and life cycle assessment of bio-based alternatives, providing quantitative evidence on the conditions under which these solutions can effectively reduce environmental burdens in protracted crisis settings. Full article

As the Kingdom of Saudi Arabia (KSA) accelerates its transition toward smart mobility under Vision 2030, establishing a robust digital infrastructure is paramount for the safe deployment of autonomous vehicles (AVs). High-definition (HD) maps serve as a critical foundation for this infrastructure, yet their deployment is severely bottlenecked by extreme operational costs, massive data processing payloads, and rapid environmental variations across vast highway networks. To address these challenges, this paper proposes a comprehensive, localized national strategy structured around three key tasks. First, it establishes a unified national HD map standard to guarantee seamless interoperability and data sharing among competing AV manufacturers and government transport authorities. Second, it implements an AI-powered baseline workflow using Mobile Mapping Systems (MMS) for high-fidelity static map construction, anchored and validated within designated pilot zones, including the King Abdulaziz University campus and key sectors in the Kingdom. Third, it deploys a decentralized, vision-based crowdsourcing system that leverages active public and commercial vehicle fleets for real-time map maintenance. By integrating a sovereign edge-cloud AI infrastructure that respects local Personal Data Protection Law (PDPL), this framework bridges the gap between high-accuracy baseline mapping and long-term economic sustainability, offering an actionable technical roadmap for scaling a resilient digital transport layer across the Kingdom. Full article

Background/Objectives: Effective clinical leadership is a critical driver of healthcare quality, patient safety, and organisational performance. However, evidence on the leadership competencies of healthcare professionals in formal management roles remains fragmented. It is dispersed across professional groups, healthcare contexts, and conceptual frameworks, limiting opportunities for synthesis and cumulative knowledge development. This systematic review examined three questions: how clinical managers perceive their leadership competency; what challenges they encounter in exercising leadership roles; and what development mechanisms the literature identifies. Methods: A systematic review was conducted following PRISMA 2020 guidelines and registered in PROSPERO (CRD420261305279). Four databases were searched: Ovid MEDLINE, CINAHL, EMCARE, and Web of Science from January 2010 to February 2026. Two reviewers independently screened studies; methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Reported competencies were mapped to the five domains of the Clinical Leadership Competency Framework (CLCF) using narrative integrative synthesis. Results: Forty-nine studies were included across quantitative, qualitative, and mixed-methods designs from 24 countries. Competencies in the Working with Others and Demonstrating Personal Qualities domains were reported as strengths across the largest number of included studies. Competencies in Managing Services, Improving Services, and Setting Direction were reported as areas of weakness or developmental need across multiple studies. Leadership challenges included inadequate preparation, role ambiguity, limited authority, and organisational constraints. Development needs spanned formal training, strategic competency building, mentoring, and sustained organisational support. Conclusions: Clinical leadership competency is unevenly distributed across CLCF domains. This pattern reflects not only individual developmental gaps but also the organisational and contextual conditions that shape how leadership is enacted in practice. The findings support a contextual-relational model of clinical leadership. Both individual capability and enabling organisational conditions must be addressed to strengthen leadership effectiveness across healthcare systems. Full article

Artificial intelligence (AI)-related harms are increasingly attributed to governance failures rather than to isolated technical malfunctions. This article reframes AI governance as a core managerial competence grounded in leadership authority, accountability design, and organizational communication. The study addresses a persistent gap in higher education and managerial training, namely the insufficient preparation of future leaders to govern AI-mediated decision systems responsibly. Using a structured conceptual synthesis grounded in socio-technical systems theory and the organizational governance literature, the paper identifies recurring governance failure modes, including authority drift from human decision-makers to automated systems, diffusion of accountability, governance debt accumulation, and reliance on average-case performance metrics that obscure worst-case risks. To illustrate early governance readiness, an exploratory survey of senior university students—representing early-stage managerial cohorts—was conducted, resulting in the AI Governance Readiness Composite Score (AGRCS). The findings illustrate preliminary patterns in self-assessed governance readiness among early-stage managerial cohorts, without implying statistical generalization or population-level conclusions. The study does not seek statistical generalization but uses empirical signals to support conceptual arguments. The main contribution lies in positioning leadership authority, intervention capacity, and governance-related communication as central pillars of sustainable AI governance. The article translates these governance principles into an educational agenda, proposing sustainable pedagogy practices such as authority mapping, escalation rehearsals, worst-case simulations, and governance-focused learning environments. By framing AI governance as a leadership and communication challenge rather than a narrow technical problem, the study contributes to sustainable organizational development, responsible decision-making, and long-term societal trust aligned with the United Nations Sustainable Development Goals. Full article

Background/Objectives: The dental profession is undergoing significant transformation driven by societal changes, technological advancements, evolving patient expectations, and increased attention to sustainability. These developments challenge traditional notions of dental competence and highlight the need for educational frameworks that support adaptability and longitudinal professional development. The aim of this study was to develop a contextually grounded competence framework for undergraduate dental education through an iterative, multi-method process informed by key educational stakeholders. Methods: A multi-method approach was used, combining a preparatory phase (literature review, interviews) with a development phase (drafting and workshops) that was revisited in response to feedback, followed by iterative voting rounds that prompted further minor revisions. A deductive exploratory mapping analysis aligned the emerging framework with existing intended learning outcomes across the curriculum. Results: The multi-method process produced descriptions of a framework that deliberately integrates roles, skills, and attributes to capture key dimensions of professional competence in dentistry. The framework includes six domains: ‘Evidence-informed’, ‘Decision-maker’, ‘Communicator’, ‘Acting with professional conduct’, ‘Health ambassador’, and ‘Collaborator and leader’. Across voting rounds, the domains were generally rated between ‘neutral’ and ‘very important’, with each round prompting minor revisions. Mapping suggested alignment between the overarching framework and the detailed curriculum. Conclusions: This study presents the outcome of a structured, exploratory multi-method process to develop a locally relevant competence framework, integrated into a dental education. The participatory design supported clarity and relevance. While sharing similarities with existing frameworks, the new framework also includes differences. The term ‘professional conduct’ was preferred rather than ‘professionalism’, and the domains ‘collaborator and leader’ and ‘decision-maker’ were identified as relevant according to employer expectations. Although the work was based locally at one dental school, the approach may be transferable to similar contexts. Full article

Modular construction advances sustainability and is reshaping designer competencies, making workforce development critical to industry transition. Existing competency models rely mainly on expert interviews and Delphi methods, offering limited quantitative evidence on role-specific labor-market demands, causal relationships among competencies, or experience-based perceptual differences. This study presents a preliminary, data-driven competency-mapping study for modular construction designers by integrating BERTopic, Ward clustering, CVR, Bayesian BWM, and Fuzzy DEMATEL. Applied to 243 job postings from six countries, the text-mining stage identifies a candidate competency structure of 3 domains, 9 categories, and 36 performance statements. This candidate structure was then examined through an exploratory survey of 30 Korean respondents. The results suggest that Codes and Compliance represents the most clearly recognized high-consensus competency area within this local validation sample, whereas Modular Construction shows an indicative experience-related divergence in perceived causal position. Given the small and uneven subgroup sample and the formative state of Korea’s modular construction industry, the findings should be interpreted as preliminary evidence rather than as a validated competency framework or a confirmed expert–novice model. The study contributes a reproducible mixed-method workflow, a candidate competency map, and an illustrative maturity prototype for future validation and refinement. Full article

This study examines how digital transformation in higher education institutions (HEIs) contributes to public value creation, moving beyond efficiency-oriented narratives toward broader societal outcomes. Using a PRISMA-ScR approach, the study systematically reviews 47 peer-reviewed articles published between 2013 and 2025 across major academic databases. The review maps the evolution of scholarship and identifies the key mechanisms through which digital transformation influences public value. The findings reveal three interrelated dimensions shaping outcomes: digital competencies, institutional readiness, and governance alignment. Digital competencies enable the effective adoption and use of technologies, while institutional readiness—comprising digital infrastructure, leadership capacity, and organizational culture—acts as a mediating condition influencing implementation success. Governance alignment, including regulatory coherence, accountability mechanisms, and stakeholder engagement, plays a moderating role in determining whether digital transformation initiatives generate inclusive and socially beneficial outcomes. In addition to positive outcomes such as improved access, service quality, and transparency, the review identifies critical risks—including digital inequality, data governance challenges, and algorithmic bias—that may constrain public value creation, particularly in resource-constrained and Global South contexts. Building on these findings, the study develops the Global Digital Transformation—Public Value Creation (G-DTPVC) framework as an evidence-synthesized model derived from the reviewed literature. The framework specifies key constructs, causal relationships, and indicative measures to support future empirical research and policy application. By linking digital transformation processes in HEIs to broader public value outcomes and Sustainable Development Goals (SDGs 4, 9, and 16), this study advances theoretical understanding and provides actionable, context-sensitive guidance for policymakers and institutional leaders seeking to foster inclusive, accountable, and resilient higher education systems. Full article

This study presents pedagogical innovations in the undergraduate course Postharvest Technology and Quality Management at Sultan Qaboos University (SQU), where project-based learning (PBL) is used to integrate academic quality assurance and sustainability education, aligning with the United Nations Sustainable Development Goals (SDGs). This study adopts a descriptive multiple-case approach to analyze five representative student projects and their alignment with the SDGs. The projects address real-world postharvest challenges, including quality preservation, renewable energy use, and food loss reduction. A qualitative cross-case analysis based on SDGs mapping criteria was used to evaluate project alignment and societal outcomes. Representative student projects demonstrate how inquiry-driven learning enhances technical competence and research skills. Quantitative outcomes include a reduction in weight loss from 27.1% to 18.8% in coated tomatoes, increased weight loss up to 46.37% under severe mechanical damage in zucchini, and significant firmness reduction in bruised apples (53.23 N to 21.64 N). Hybrid infrared–hot air drying improved drying efficiency by reducing drying time and enhancing moisture removal, while banana coating experiments showed reduced moisture loss and delayed ripening. The analysis shows that all five projects align with at least two SDGs, with SDG 12 addressed in 100% of the cases. The curriculum is explicitly aligned with SDG 2 (Zero Hunger), 7 (Affordable and Clean Energy), 9 (Industry, Innovation, and Infrastructure), 12 (Responsible Consumption and Production), and 13 (Climate Action). The study highlights the societal relevance of course-based projects through their contribution to SDG-related challenges and emphasizes the role of mentorship, teamwork, and experiential learning infrastructure in sustaining effective PBL implementation. Cross-case comparison highlights common sustainability contributions, including a reduction in postharvest losses, adoption of natural preservation methods, and improvements in energy-efficient processing. The findings highlight the potential of course-based PBL as a context-specific approach for integrating sustainability into undergraduate education. Full article

Background/Objectives: Digital systems are being increasingly used to mediate pediatric care, yet many competency models remain predominantly technical and may unintentionally dilute patient- and family-centered care. This study aimed to identify empirically grounded digital competencies that enable pediatric nurse leaders to sustain patient- and family-centered care and to propose a practice-ready competency map. Methods: An interpretative phenomenological study was conducted across three hospitals in Saudi Arabia, purposively selected for varying levels of digital maturity. Ten pediatric nurse leaders completed two in-depth, semi-structured interviews (60–90 min) and a four-week reflective journal. Data were analyzed ideographically and then across cases using interpretative phenomenological analysis. Interviews were conducted in Arabic or English; translation included professional translation, partial back-translation (30%), and bilingual review. Results: Four interlinked competency domains emerged: (1) Relational digital presence, co-viewing the electronic health record, narrating documentation, and coordinating gaze and screen use to preserve relational connection; (2) Vulnerable expertise, micro-coaching at the point of care and transparent discussion of near-misses to build psychological safety; (3) Culturally legible communication, multimodal, language-congruent communication and explicit boundaries for sensitive information; and (4) Judgment-with-data, documenting override rationales and balancing algorithmic indicators with contextual family need. Together, these domains formed a screen-side competency map translating lived experience into trainable micro-practices. Conclusions: Digital competence in pediatric nursing leadership is relational, culturally situated, and clinically interpretive rather than a linear technical checklist. Embedding these competencies into leadership development and digital workflow design may help protect and strengthen patient- and family-centered care in technology-mediated pediatric care. Full article

Background/Objectives: The rapid expansion of telemedicine has reshaped healthcare delivery, positioning telenursing as essential for continuity of care and patient management. This scoping review maps current evidence on telecare nursing practices, examining organizational models, professional roles, and key clinical and organizational outcomes. Methods: The review was conducted across five international databases, following the methodological framework proposed by Arksey and O’Malley, the interpretive extension by Levac et al., and the Joanna Briggs Institute guidelines, with reporting aligned to PRISMA-ScR recommendations. The search identified 1760 records, of which 1219 remained after duplicate removal. After title and abstract screening and full-text evaluation, 25 studies met the inclusion criteria. Results: Telenursing was implemented across diverse clinical contexts, particularly in chronic disease management, oncology, postoperative care, and emergency settings. Evidence indicates improvements in symptom management, therapeutic adherence, quality of life, and complication reduction, suggesting positive clinical and organizational impacts. The literature highlights the need for advanced digital, communication, and relational competencies, emphasizing the importance of targeted professional training. Cross-cutting trends include enhanced continuity of care, greater patient autonomy, improved integration between hospital and community services, and reduced healthcare costs. Conclusions: This review provides an updated overview of telenursing applications, highlighting their adaptability across clinical settings and the expanding strategic role of nurses in digital care. The findings indicate a rapidly evolving field and emphasize the need for further research to strengthen organizational frameworks, define advanced competencies, and support the sustainable integration of telenursing into healthcare systems. Full article

Background: Basic emergency care is an important component of health system strengthening in resource-limited settings in sub-Saharan Africa. Objectives: This scoping review mapped and synthesised evidence on the implementation, capacity-building approaches, and policy implications of the WHO/ICRC Basic Emergency Care (BEC) course in the region. Methods: Twenty studies from 13 countries were included. Reported facilitators of BEC implementation included perceived relevance to frontline practice, practical and structured course content, contextual adaptation, mentorship, and training-of-trainers or cascade approaches. Reported barriers included time constraints, staffing shortages, limited infrastructure and emergency care resources, and technological challenges affecting digital reinforcement strategies. Across studies, BEC was generally associated with short-term improvements in provider knowledge, confidence, and perceived competence. However, implementation outcomes were reported inconsistently and were largely limited to acceptability, feasibility, and appropriateness, with less evidence on adoption, cost, penetration, and sustainability. Evidence on longer-term retention, practice change, patient outcomes, and broader system-level impact remained limited. Conclusions: Overall, BEC appears to be a potentially useful and context-appropriate approach to strengthening frontline emergency care training, but stronger longitudinal and implementation-focused evaluations are needed. Full article

There is often a disconnect between what university students know and believe about climate change and their level of engagement in meaningful, pro-environmental practices. The purpose of this research is to evaluate the climate change knowledge and behaviors of undergraduate students, compared to state and national respondents and to recognize existing and potential support for supporting engagement in climate change mitigating behaviors. A survey instrument aligned to the Yale Program on Climate Change Communication (YPCCC) Opinion Maps was administered to 1032 undergraduate students at Kean University in New Jersey. Odds ratio analysis suggests the likelihood of students to respond to statements regarding knowledge, risk perceptions, policy support, and behaviors, compared to surveyed populations in New Jersey and the United States. Results indicate that Kean University students are (1) knowledgeable about climate change, (2) express strong concern and policy support, and (3) regularly engage in accessible, low-barrier actions, yet are less frequently involved in less readily accessible, high-barrier actions. Interpreting these patterns through Self-determination Theory, we suggest that students’ basic psychological needs for autonomy, competence, and relatedness are more fully supported for individual engagement than for collective forms of engagement and discuss campus initiatives that may sustain meaningful climate engagement. Full article

This paper analyses seven project deliverables from the Interreg Euro-MED “MAST” project to examine its sustainability protocol as a sociotechnical boundary object facilitating ISO 21401:2018 adoption among Mediterranean tourism SMEs. Using Science and Technology Studies (STS) and boundary object theory, we conducted qualitative content analysis (QCA) to map how the protocol translates global standards into SME roadmaps addressing implementation costs, skill gaps, and legitimacy barriers. Results reveal a tension between managerial scripting (actionable tables and KPIs) and relational openings (peer learning and stakeholder prompts). While enabling SME access to certification, the protocol risks “smart compliance” by prioritising formal verification over substantive transformation. Universities emerge as key boundary brokers, potentially translating technical standards into entrepreneurial competencies and curricula. Limited to pre-implementation project documents, the analysis identifies discursive conditions under which standardised tools could support regenerative governance. Findings suggest university–SME partnerships as promising mechanisms for aligning certification with Mediterranean socio-ecological priorities, warranting empirical testing through SME implementation studies. Full article

Within the context of the UN 2030 Agenda for Sustainable Development and Education for Sustainable Development (ESD), this study draws on a Web of Science dataset (n = 815, 1991–2025) and employs a mixed approach combining scientometric mapping with framework analysis and tool comparison. It systematically reviews the knowledge structure, methodological evolution, and tool genealogy of Campus Sustainability Assessment (CSA). The results reveal a paradigmatic shift from an operations-oriented focus to a whole-of-institution and impact-oriented perspective. Representative tools can be grouped into five categories by purpose—improvement-oriented, ranking and benchmarking, education and curriculum, standards and certification, and policy advocacy and recognition—and can be mapped onto the four domains of governance, academics, operations, and engagement in alignment with the Sustainable Development Goals (SDGs). Synthesizing quantitative and qualitative evidence, three systemic shortcomings are identified: excessive reliance on self-reporting with limited verification, insufficient evidence of learning outcomes and key competencies, and weak interoperability of indicators across educational stages and frameworks. Looking ahead, four actionable research pathways are proposed: (1) assessment of key competencies centered on learning outcomes with stronger curriculum–practice alignment; (2) policy–indicator interoperability and vertical integration grounded in SDGs and national or sectoral standards; (3) stakeholder co-design enabling an assessment–improvement loop; and (4) remote-sensing-based multi-scale monitoring and data governance. The contribution of this study lies in advancing a unified four-domain framework under a process–outcome–impact evidence chain, while suggesting cross-stage and cross-tool alignment and complementarity. This provides methodological support and an implementation roadmap for shifting CSA from measuring performance to empowering improvement. Full article