Search Results (645)

With deepening global higher education reforms, outcome-based education has emerged as the core paradigm for teaching model innovation. This study investigates the structural dependencies and teaching effectiveness of the Environmental Design curriculum at Hubei Engineering University in medium-sized cities, China, addressing challenges of enrollment decline and market contraction critical for urban sustainability. Using network analysis, we construct curriculum support and contribution networks and course temporal networks to assess structural dependencies and teaching effectiveness, revealing structural patterns and optimizing the OBE-based Environmental Design curriculum to enhance educational quality and student competencies. Analysis reveals computer basic courses as knowledge transmission hubs, creating a course network with a distinct core–periphery structure. Technical course reforms significantly outperform theoretical course reforms in improving student performance metrics, such as higher average scores, better grade distributions, and reduced performance gaps, while innovative practice courses show peripheral isolation patterns, indicating limited connectivity with core curriculum modules, which reduces their educational impact. These findings provide empirical insights for curriculum optimization, supporting urban sustainable development through enhanced professional talent cultivation equipped to address environmental challenges like sustainable design practices and resource-efficient urban planning. Network analysis applications introduce innovative frameworks for curriculum reform strategies. Future research expansion through larger sample validation will support urban sustainable development goals and enhance professional talent cultivation outcomes. Full article

We need to educate students and the public about addressing natural resource challenges to maintain civilization moving into a sustainable future. Because US mineral and energy resources are found in its continental crust and sedimentary basins, introductory geology students need to be well-informed about US crust and basins. We think that creating effective videos about these topics is the best way to engage students to want to learn more. In preparation for making these videos, we researched what introductory geology students are taught and what they learn about these topics. Student interviews informed us about learned curriculum, and taught curriculum was analyzed using a novel keyword-counting method applied to textbook indices. We found that geophysics is stressed twice as much as geology, radiometric dating, and sedimentary basins. We expected that students would have learned more about geophysics and less about the other topics; however, this was not the case. Students knew more about geology, and less about geophysics, radiometric dating, and sedimentary basins. To make effective videos on these topics, we need to explain the following threshold concepts: seismic refraction to scaffold student understanding of crustal geophysics, as well as radiometric dating and deep time to understand crustal geology and the economic importance of sedimentary basins. Full article

Background/Objectives: Improving health outcomes for Indigenous people by strengthening the cultural safety of care is a vital challenge for the health sector. University Departments of Rural Health (UDRH), academic centres based in regional, rural, and remote (RRR) locations across Australia, are uniquely positioned to foster a culturally safe rural health workforce through training, education, and engagement with Indigenous communities. This narrative review examines the contributions of UDRHs to health workforce issues through analysis of their publications focused on Indigenous health. Methods: Research articles relating to workforce were identified from an established database of UDRH Indigenous health-related publications published 2010–2021. Results: Of 46 articles identified across the 12 years, 19 focused on developing the understanding and cultural safety skills of university students studying in a health field, including campus-based Indigenous health education and support for students undertaking rural clinical placements. Twelve articles investigated cultural safety skills and recruitment and retention of the rural health workforce. Fifteen articles focused on Indigenous people in the health workforce, examining clinical training and resources, and the enablers and barriers to retaining Indigenous students and workers. Conclusions: This analysis highlights the sustained efforts of UDRHs to improve Indigenous health through multiple areas within their influence, including curriculum design, health student training on campus, and rural placement opportunities to transform understanding of Indigenous strengths and disadvantages and rural health workforce development. A continuing effort is needed on ways UDRHs can support Indigenous health students during their studies and while on placement, how to improve cultural safety in the health workforce, and ways to better support Indigenous health professionals. Full article

Childhood obesity increases chronic disease risk, but no comprehensive synthesis has evaluated the impact of school-based combined nutrition education and physical activity interventions on cardiometabolic biomarkers in children aged 3 to 12 years. This systematic review was conducted in accordance with PRISMA guidelines and registered in PROSPERO (CRD420251085194). Five databases were systematically searched through June 2025. Twelve randomized controlled trials involving 18,231 children were included and assessed using the PEDro scale. Ten trials demonstrated significant improvements in at least one cardiometabolic biomarker. Blood pressure (8 studies) outcomes showed systolic reductions of 1.41–6.0 mmHg in six studies. Glucose metabolism (5 studies) improved in two studies with reductions of 0.20–0.22 mmol/L. Lipid profiles (7 studies) improved in three studies, including total cholesterol (−0.32 mmol/L). Insulin levels (5 studies) decreased significantly in two investigations. Anthropometric improvements included BMI and body fat. Physical activity increased by >45 min/week and dietary habits improved significantly. Programs with daily implementation (90-min sessions 4x/week), longer duration (≥12 months), family involvement (parent education), and curriculum integration (classroom lessons) showed superior effectiveness. Interventions targeting children with overweight/obesity demonstrated higher changes compared to the general population. However, methodological limitations included a lack of assessor blinding, absence of subject/therapist blinding, and inadequate retention rates. School-based interventions combining nutrition and physical activity can produce significant improvements in cardiometabolic biomarkers, supporting comprehensive, sustained multicomponent programs for early chronic disease prevention. Full article

This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic trends, methodological approaches, and implications for curriculum development. The analysis reveals a strong focus on higher education, with articles from Asia and Europe dominating the discourse, while perspectives from early childhood education and the Global South are under-represented. Most articles favour qualitative designs, engaging with the SDGs as curricular content, institutional transformation frameworks, or community-based education tools. Despite these promising approaches, significant gaps remain in addressing behavioural change and equity across educational systems. Therefore, the study calls for more inclusive, context-sensitive, and interdisciplinary strategies to support the transformative ambitions of the 2030 Agenda. Full article

Sustainability has emerged as a prominent concern globally, extending its influence into various domains, including education. It is recognized as of utmost importance to address global environmental challenges. However, there is a critical gap in the perception of innovative teaching strategies, i.e., interdisciplinary collaboration, experiential learning, and targeted approaches, to improve sustainability literacy and its applications. This review analyzes existing environmental and sustainability education frameworks and approaches to determine desired learning outcomes and challenges associated with sustainability education. Also, it explores and identifies concepts, theories, and assumptions found within the literature review, promoting sustainability integration within engineering education. The review was conducted to facilitate the development and improvement of sustainability education within the Architectural Engineering discipline, a field known for emphasizing educational innovation and technical excellence. By synthesizing existing ideas related to sustainability and sustainable development, this work aims to guide curriculum designers and educators in fostering sustainability competencies among engineering students within the built environment. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

As the wood and furniture industry moves towards the vision of Industry 5.0, a major challenge remains addressing the lack of competencies. This study examines the self-perceived digital and sustainability competencies of 433 final year students at different levels of wood science and technology education in Slovenia and compares them with the expectations of 28 industry stakeholders. Using the established competency frameworks of DigComp and GreenComp, which represent generic competencies, as well as 24 profession-specific competencies related to digitalization and sustainability, the study uses survey data analysis to identify possible discrepancies. The results suggest that students’ self-assessment increases only slightly with increasing educational level, while the expectations of industry stakeholders increase significantly more, leading to notable discrepancies. At the secondary level, stakeholders place greater emphasis on developing students’ generic digital and sustainability competencies, while at the tertiary level, they place increasing importance on profession-specific competencies. It is worth noting that some stakeholders assessed certain competencies as not required for graduates on certain level of education. The study highlights the need for coherent and vertically aligned curriculum structures that reflect evolving competency expectations at all qualification levels. The study shows several areas in which the discrepancy between students’ self-assessments and the expectations of industry stakeholders is particularly pronounced. It highlights the need to better align educational content with the needs identified by industry stakeholders, while recognizing the role of wider social partnership in curriculum development. Such alignment and collaboration is essential to equip graduates with the competencies they need to make a meaningful contribution to the digital and sustainable transformation of the wood and furniture sector. Full article

The design of materials with programmable degradation profiles presents a fundamental challenge in pattern recognition across molecular space, requiring the identification of complex structure–property relationships within an exponentially large chemical domain. This paper introduces a novel physics-informed deep learning framework that integrates multi-scale molecular sensing data with reinforcement learning algorithms to enable intelligent characterization and prediction of polymer degradation dynamics. Our method combines three key innovations: (1) a dual-channel sensing architecture that fuses spectroscopic signatures from Graph Isomorphism Networks with temporal degradation patterns captured by transformer-based models, enabling comprehensive molecular state detection across multiple scales; (2) a physics-constrained policy network that ensures sensor measurements adhere to thermodynamic principles while optimizing the exploration of degradation pathways; and (3) a hierarchical signal processing system that balances multiple sensing modalities through adaptive weighting schemes learned from experimental feedback. The framework employs curriculum-based training that progressively increases molecular complexity, enabling robust detection of degradation markers linking polymer architectures to enzymatic breakdown kinetics. Experimental validation through automated synthesis and in situ characterization of 847 novel polymers demonstrates the framework’s sensing capabilities, achieving a 73.2% synthesis success rate and identifying 42 structures with precisely monitored degradation profiles spanning 6 to 24 months. Learned molecular patterns reveal previously undetected correlations between specific spectroscopic signatures and degradation susceptibility, validated through accelerated aging studies with continuous sensor monitoring. Our results establish that physics-informed constraints significantly improve both the validity (94.7%) and diversity (0.82 Tanimoto distance) of generated molecular structures compared with unconstrained baselines. This work advances the convergence of intelligent sensing technologies and materials science, demonstrating how physics-informed machine learning can enhance real-time monitoring capabilities for next-generation sustainable materials. Full article

Objectives: This study aimed to analyze the critical and reflective self-assessment capacity of dentistry students based on two clinical courses that employ self-assessment processes as a strategy to foster autonomy in health care. Materials and Methods: Reflections from third- and fifth-year students were evaluated over a three-year period. The methodology sought to identify the presence of critical reflections, perceptions of strengths and weaknesses, and the formulation of improvement plans. Results: The results revealed low levels of continuous reflection, with only 20.0% of third-year students and 24.1% of fifth-year students engaging in reflection in at least half of their clinical activities. However, 78.7% of third-year students and 90.8% of fifth-year students completed at least one reflection during the academic year. The ability to sustain continuous critical reflection was observed in only 22.1% of the 453 students evaluated. These findings present a concerning scenario, as critical reflection is directly linked to competence in health care and informed decision-making. Conclusions: The study concludes that formative assessment processes requiring critical and reflective self-assessment must be broadly integrated into the curriculum to foster significant gains in the development of professional competencies. Full article

The use of AI-generated content in education is significantly increasing, but its reliability for teaching natural sciences and, more specifically, biodiversity-related contents still remains understudied. The need to address this question is substantial, considering the relevance that biodiversity conservation has on human sustainability, and the recurrent presence of these topics in the educational curriculum, at least in Spain. The present article tests the existence of biases in some of the most widely used AI tools (ChatGPT-4.5, DeepSeek-V3, Gemini) when asked a relevant and objective research question related to biodiversity. The results revealed both taxonomic and geographic biases in all the lists of endangered species provided by these tools when compared to IUCN Red List data. These imbalances may contribute to the perpetuation of plant blindness, zoocentrism, and Western centrism in classrooms, especially at levels where educators lack specialized training. In summary, the present study highlights the potential harmful impact that AI’s cultural and social biases may have on biodiversity education and Sustainable Development Goals-aligned learning and appeals to an urgent need for model refinement (using scientific datasets) and teacher AI literacy to mitigate misinformation. Full article

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article

The UI GreenMetric World University Ranking has become a widely adopted instrument for benchmarking institutional sustainability performance; nevertheless, empirically grounded evidence from universities in diverse regional contexts remains scarce. This study undertakes a rigorous appraisal of the extent to which Mahasarakham University (MSU) has institutionalized the United Nations Sustainable Development Goals (SDGs) within its pedagogical offerings, research portfolio, community outreach, and governance arrangements during the 2021–2024 strategic cycle. Employing a mixed-methods design and guided by the 2024 UI GreenMetric Education and Research indicators, this investigation analyzed institutional datasets pertaining to curriculum provision, ring-fenced research funding, 574 peer-reviewed sustainability publications, student-led community initiatives, and supporting governance mechanisms; the analysis was interpreted through a Plan–Do–Check–Act management lens. The number of sustainability-oriented academic programs expanded from 49 to 58. Student participation in community service activities strongly recovered following the COVID-19 pandemic, and MSU’s GreenMetric score increased from 7575 to 8475, thereby elevating the institution to the 100th position globally. These gains were facilitated by strategic SDG-aligned investment, cross-sector collaboration, and the consolidation of international partnerships anchored in Thailand’s Isaan region. The MSU case provides a transferable model for universities—particularly those operating in resource-constrained contexts—endeavoring to align institutional development with the SDGs and internationally recognized quality benchmarks. The findings substantiate the capacity of transformative education and applied research to engender enduring societal and environmental benefits. Full article