Search Results (241)

This study investigates the interrelationship between artistic, architectural, and technological interventions and cultural continuity in the heritage renewal process in China from a sustainability-oriented design perspective. Amid increasing pressures from urbanization, tourism, and technological development, many heritage renewal projects face persistent challenges in balancing conservational authenticity with contemporary functional and economic demands. To address this gap, the study proposes an empirically grounded, sustainability-oriented decision-support framework aimed at reconciling these competing priorities. A mixed-methods research design was employed, integrating case studies, expert interviews, and quantitative analysis. Thematic analysis identified eight sustainability criteria, which were subsequently validated using descriptive statistics, reliability and validity testing, and exploratory factor analysis. The relative importance of these criteria was determined through the Analytic Hierarchy Process, followed by the application of the Technique for Order Preference by Similarity to Ideal Solution to rank preferred heritage renewal strategies. The findings indicate that cultural authenticity, architectural integrity, and artistic continuity represent the core dimensions of sustainable heritage renewal, while technological integration and environmental sustainability primarily function as facilitating components. Across all evaluated criteria, integrated design strategies consistently outperform single-dimension approaches. The study concludes with a decision-support framework for China. Full article

Higher Education Institutions (HEIs) are increasingly called upon to integrate sustainability across curricula and to prepare students to respond critically and responsibly to complex environmental challenges. While sustainability education is often associated with scientific, technological, or policy-oriented disciplines, the contribution of the humanities remains underexplored, particularly in digitally mediated university teaching. This paper argues that ancient texts, approached through the lens of the Environmental Humanities and supported by digital pedagogy, can offer a valuable framework for fostering sustainability literacy in higher education. Drawing on a humanities-based pedagogical model, this article explores how practices such as collaborative close reading, ecocritical discussion, narrative mapping, reflective writing, and digital storytelling can help students connect classical representations of nature, fragility, order, and human responsibility with contemporary ecological concerns. These activities encourage the development of sustainability-related competencies—including critical thinking, ethical reflection, interpretive complexity, and ecological awareness—while also supporting Inner Development Goals such as self-awareness, empathy, relational thinking, and responsible action. Based on a conceptual pedagogical model supported by exploratory qualitative evidence from a small-scale higher education course, this paper suggests that digital pedagogy can make sustainability learning in the humanities more dialogic and reflective. In doing so, this article proposes a practice-based pedagogical framework that may help Higher Education Institutions explore ways of embedding sustainability meaningfully beyond traditionally environmental fields. This article’s primary contribution is therefore pedagogical: it presents a humanities-based model for sustainability education while using exploratory qualitative evidence from one course context to illustrate how such a model may support interpretive, ethical, and sustainability-oriented learning. Full article

Disability is frequently theorized through a polarized medical-versus-social binary that can obscure the developmental, relational, and sociocultural processes through which bodily difference becomes psychologically meaningful. This study examines how adults with congenital or early-onset physical disabilities narrate and negotiate disability in everyday life, using psychoanalytic concepts as a complementary heuristic lens within an explicitly interdisciplinary framework that integrates developmental resilience and disability theory. Thirty-five in-depth life-story interviews were conducted with seven adults (25–40 years) across approximately five sessions per participant over two months. Data was analyzed using thematic qualitative content analysis, combining systematic coding of manifest content with interpretive attention to symbolic and relational meanings, while cross-checking psychoanalytic interpretations against developmental and social-disability perspectives. Four recurring compensatory patterns were identified: (1) symbolic resignification and verbal normalization (discursive reframing and minimizing disability); (2) achievement-oriented self-positioning (performance and perfectionistic striving); (3) compensatory role assumption (caregiving/protector roles and mastery enactments); and (4) silent family dynamics (familial denial and narrative). Within the specific context of this study, these patterns appeared to function as regulatory efforts to sustain self-cohesion, agency, and belonging. However, the narratives suggest that when these strategies manifest as rigid ideals of ‘overcoming’ and hyper-competence, they may carry a significant subjective cost for participants. Compensatory behaviors are best understood as ecologically embedded regulatory processes shaped by relational resources (experienced as containing/“holding”) and by sociocultural devaluation linked to ableist norms. An integrated model is proposed in which body, self, and environment co-constitute disability across development, clarifying when compensatory strategies support creative adaptation versus defensive rigidity. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in Romania between 2022 and 2025. Adopting a longitudinal single-case study design, the analysis combines program-level indicators with evaluation data across three implementation phases: pilot, structured regional expansion, and national consolidation. The findings indicate that financial literacy can be progressively integrated across disciplines through teacher-mediated approaches supported by continuous professional development, adaptable instructional resources, and balanced governance arrangements. The results further show that scaling occurs through multidimensional processes involving increasing pedagogical depth, sustained teacher engagement, and gradual institutional embedding. In this context, PPPs function as enabling governance mechanisms that facilitate resource mobilization and coordination while preserving pedagogical autonomy. The study contributes to the literature by conceptualizing financial literacy as a sustainability-relevant transversal competence, advancing understanding of ecosystem-based scaling in education, and providing a practice-oriented model for integrating such competencies within formal schooling systems. Full article

Autonomous robots are increasingly integrated into social contexts, making affective human–robot interaction (HRI) critical for their effectiveness and acceptance. However, existing research remains dispersed across domains and techniques, lacking a unified framework to characterize core robotic capabilities. To address this gap, we adopt a capability-oriented perspective and conduct a comprehensive literature review, through which we propose a structured taxonomy of capabilities for robots in affective HRI. The taxonomy comprises five core dimensions: perception (recognizing human internal states), strategy (planning responses based on human states and context), expression (conveying robot lifelikeness and social presence), sustainability (maintaining effective and reliable operation over time), and ethics (ensuring behavior within ethical constraints). By organizing diverse research efforts into a structured framework, this taxonomy provides a systematic foundation for designing socially competent robots and guiding future research. Full article

In response to increasing demand for environmental sustainability, construction firms are progressively adopting green-oriented management approaches to enhance long-term project success. This study examines the relationship between Green Human Resource Management (GHRM), Green Human Capital (GHC) and Sustainable Project Success (SPS) within the construction sector, with Green Work Climate (GWC) as moderator and Green Construction Practices (GCP) as mediator. Drawing upon the Resource-Based View (RBV), Natural Resource-Based View (NRBV), and Ability-Motivation-Opportunity (AMO) theory, the study explains how green human competencies and HR systems are associated with project sustainability. Data were collected from 436 construction professionals in Bangkok, Thailand, through online questionnaires, and analyzed using SmartPLS 4 and Structural Equation Modeling (SEM) analysis. The findings indicate that GHRM is positively associated with SPS, while GHC demonstrates an indirect relationship with SPS through GCP. The moderating effect of GHC was not supported. These results contribute to sustainable construction management literature by clarifying the mechanisms through which green human resources are converted to sustainability, offering practical implications for construction firms seeking to institutionalize sustainability through structured HR policies and operational practices. Full article

Competence-oriented Education for Sustainable Development requires evidence that immersive and gamified learning experiences elicit sustainability-relevant change beyond short pre–post windows. This study examines the Art Nouveau Path, a location-based mobile augmented reality heritage game implemented in Aveiro, Portugal, using a four-wave repeated cross-sectional design with anonymous student samples: baseline (S1-PRE, N = 221), immediate post-activity (S2-POST, N = 439, validated n = 438), follow-up (S3-FU, N = 434), and distant follow-up (S4-DFU, N = 69, validated n = 67). Analyses were anchored in a shared 25-item GreenComp-based questionnaire (GCQuest) block targeting Embodying Sustainability Values (ESVs; scale of 1 to 6) and combined distribution-aware descriptives, nonparametric omnibus, and pairwise tests with Holm correction, and planned robustness checks including equal-n downsampling and alternative scoring. Results displayed a pronounced post-activity peak (S2-POST), partial attenuation at follow-up (S3-FU), and convergence toward baseline at distant follow-up (S4-DFU), accompanied by loss of the high-agreement tail. Item-level contrasts suggested that later-wave declines concentrated in effortful self-regulation and critical appraisal items, whereas value endorsement items were more stable. These findings indicate that field-deployable mobile AR heritage paths may generate strong proximal competence-aligned signals; nevertheless, durable enactment-oriented change is likely to require structured reinforcement and integration into broader curricular sequences. Full article

This study examines how integrating Creative Problem Solving (CPS) and generative artificial intelligence (GenAI) within animation storytelling education can foster sustainability-related competencies in higher education. A twelve-week mixed-methods action research design was implemented in a “Storytelling and Scriptwriting” course at a university of technology in northern Taiwan (N = 60). The intervention design combined a CPS-aligned instructional sequence, six scaffolded assignments (including a text-to-image resemiotization task), pre–post CPS cognition and affect scales, CPS-dimensioned assignment self-assessments, reflective journals, and expert evaluations of final story prototypes using the Consensual Assessment Technique. Quantitative results showed significant gains in students’ CPS-related narrative cognition and affective resilience (p < 0.001), as well as consistently high self-reported engagement across CPS dimensions for all assignments, particularly for the text-to-image and personal narrative tasks. Expert ratings indicated high levels of originality, narrative coherence, emotional impact, and social relevance in final prototypes, while qualitative data highlighted reduced “blank page” anxiety, greater willingness to revise, and more collaborative, systems-oriented narrative reasoning. The findings suggest that a CPS- and GenAI-supported teaching model can function as a cognitive bridge for heterogeneous cohorts, positioning GenAI as a conditional amplifier embedded within a reflective CPS framework and helping to translate abstract sustainability-related competencies—such as anticipatory, normative, strategic, and interpersonal competencies—into concrete creative media practices. Full article

Parenting research and policy increasingly emphasize visible practices, measurable outcomes, and parental effort as indicators of competence. Across welfare, education, and family intervention contexts, “good parenting” is often evaluated through intensive doing: monitoring, documenting, optimizing development, and managing risk. While these frameworks foreground parental responsibility, they frequently obscure the relational dimensions of care and intensify existing classed, gendered, and racialized inequalities. Building on feminist scholarship that has long conceptualized parenting as relational, ethical, and socially situated, this paper develops a theoretical framework for rethinking parenting by integrating family studies scholarship on intensive parenting, emotional labor, and inequality with Hannah Arendt’s distinctions among labor, work, and action. Parenting is commonly framed as labor, the daily work of sustaining children’s lives, or as work, the longer-term project of producing competent future adults. Drawing on Arendt’s concept of action, the paper reinterprets parenting as a relational practice grounded in presence, responsiveness, and mutual recognition. Using illustrative examples from diverse family contexts, including Indigenous and immigrant communities, the analysis shows how privatized and performance-oriented models of care place strain on families while rendering collective forms of support less visible. The paper concludes by outlining implications for family research and policy, including a shift from outcome-based evaluation toward relational engagement and from individualized responsibility toward strengthened social infrastructures of care, arguing for greater attention to relational care, shared responsibility, and the structural conditions that shape parenting practices and family well-being. Full article

Under the dual carbon strategy and the sweeping tide of digital transformation in education, higher education confronts an urgent imperative: cultivating talent equipped with interdisciplinary skills and sustainable decision-making capabilities. To meet this critical challenge, this study pioneers the PAMD (Patient Capital–Accounting–Matrix–Development) interdisciplinary teaching framework. Rooted firmly in Education for Sustainable Development (ESD) principles, PAMD uniquely weaves together patient capital, carbon asset accounting, and linear algebra matrix modeling. Utilizing a quasi-experimental design with undergraduate business students, we implemented “Carbon Asset Accounting and Low-Carbon Transition Investment Analysis” as a case study. We rigorously evaluated teaching effectiveness across academic performance, competency, and cognitive attitude dimensions using Welch’s t-test, Hedges’ g, and ANCOVA. After controlling for baseline scores, the experimental group significantly surpassed the control group in comprehensive decision-making (81.22 vs. 72.41, g = 0.71) and matrix modeling competency (3.74 vs. 3.22, g = 0.77). The experimental cohort also demonstrated consistent gains in carbon accounting reporting precision and data representation clarity. Cognitive assessments revealed moderate effect sizes for both low-carbon investment literacy and interdisciplinary learning interest. These compelling results demonstrate that embedding a long-term value orientation into accounting representation and matrix modeling powerfully cultivates students’ ability to transfer interdisciplinary knowledge and make sound sustainable decisions within complex contexts. This study offers a robust, evidence-based, and replicable pathway for driving sustainability-oriented interdisciplinary reform within business education. Full article

This article investigates the housing precarity of EU migrant workers in the Dutch–German border region, focusing on the Venlo Greenport area. Drawing on documentary analysis, 28 interviews, field observations, and stakeholder engagement, it explores how local governance, market dynamics, and framing practices shape housing outcomes. While EU law guarantees free movement, housing remains excluded from the EU rights frameworks, leaving workers dependent on employer-linked or agency-controlled short-stay facilities. These arrangements—often overcrowded, surveilled, and formally temporary—become long-term solutions, producing what we term short-stay sedentarism: prolonged residence in housing designed to deny permanence. The study conceptualises the local “battleground” where municipalities, employers, housing providers, NGOs, and residents negotiate competing interests. Seven interpretive frames—nuisance/disorder, cowboys, human rights, NIMBY, shadow power, integration, and unwanted accumulation—structure these debates, legitimising certain strategies while obscuring structural deficiencies. Findings reveal that certification and enforcement, while intended to improve standards, often entrench precariousness by sustaining the short-stay model. Emerging integration-oriented policies signal a shift but remain fragile amid economic imperatives and spatial constraints. The paper argues that addressing housing precarity requires structural reforms: expanding access to regular housing, reducing employer dependency, and recognising migrant workers as long-term residents rather than temporary labour inputs. Full article

The increasing emphasis on sustainable governance and Environmental, Social, And Governance practices has heightened the need for banks to strengthen internal mechanisms that support sustainable finance, particularly in emerging market contexts. The aim of this study is to examine the roles of capacity building, green competencies, and financial technology in shaping sustainable finance in small-capital banks. Survey data were collected from employees of small-capital banks classified under Indonesia’s capital-based bank grouping KBMI 1 and listed on the Indonesia Stock Exchange, and were analyzed using partial least squares structural equation modeling. The results show that capacity building has a significant positive effect on both green innovation and sustainable finance, highlighting the importance of organizational learning and human capital development. Green competencies positively influence green innovation but do not have a direct effect on sustainable finance. Financial technology has a significant positive effect on sustainable finance, whereas its effect on green innovation is not supported. In addition, green innovation does not directly influence sustainable finance and does not mediate the relationships between internal organizational drivers and sustainable finance. These findings demonstrate that sustainable finance in small-capital banks is advanced through Environmental, Social, And Governance-oriented governance mechanisms that prioritize internal organizational readiness and digital enablement. By clarifying how internal organizational capabilities translate Environmental, Social, And Governance practices into sustainable financial outcomes, this study contributes to the sustainability literature by providing context-specific evidence on governance pathways for advancing sustainable finance in emerging market banking systems. Full article

As the global learning environment increasingly aligns with the Sustainable Development Goals (SDGs), social sustainability, often described as the missing pillar of development, has gained a more central position in national education agendas. However, these global tendencies do not translate directly into local curricula, as sustainability constitutes a multidimensional framework shaped by contextual conditions, cultural negotiations, and policy-oriented discussions. This study presents an empirical analysis of the conceptualization of social sustainability within the framework of the Turkey Century Education Model (Türkiye Yüzyılı Maarif Modeli), introduced as part of a curriculum redesign in Turkey in 2024. Turkish Language and Literature textbooks used in Grades 9 and 10 are analyzed through Critical Document Analysis (CDA). A hybrid pedagogical model is developed by integrating the Virtue–Value–Action curriculum framework with the tripartite sustainability model formulated by Vallance et al. The findings indicate that Bridge Sustainability is evident through conceptual tools and performance-based activities promoting active and responsible citizenship. In contrast, Development Sustainability remains limited, particularly regarding gender equity and inclusive practices. Cultural continuity is prioritized over structural accommodation within the curriculum. Overall, the results suggest that the Turkey Century Education Model prioritizes cultural continuity while engaging with internationally valued competencies. Full article

Digital transformation and sustainability have become key priorities in strategic HR management; however, their implementation and integration remain inconsistent and are strongly influenced by organizational context. This study examines strategic HR management at the intersection of digital transformation, sustainability, and organizational culture. The objective is to explore how Romanian organizations align these dimensions within strategic human resource management. The research employed a qualitative approach, consisting of nine semi-structured interviews with HR professionals and managers from diverse organizational settings. Interview data were analyzed using thematic analysis to identify recurring patterns across the three dimensions. Although limited to the characteristics of the qualitative sample and not intended to generate findings applicable to the entire Romanian HR practice, the findings suggest that digital transformation in HR is primarily experienced as a capability development process, supported by integrated digital systems that enhance employee efficiency and autonomy, while also presenting challenges related to resistance to change and skills shortages. Sustainability emerges as a developing component of HR strategy, often limited by inadequate measurement mechanisms and competing organizational priorities. Organizational culture serves a mediating role by shaping how digital and sustainability initiatives are interpreted, adopted, and evaluated. The study highlights the need to align technological, sustainability, and cultural dimensions to support coherent and future-oriented HR strategies. Full article