Search Results (6,240)

Diabetes self-management education (DSME) programs are evidence-based interventions that improve glycemic control and self-care behaviors, yet their effectiveness may be limited by unaddressed health-related social needs (HRSN) (e.g., food insecurity, housing or utility instability, transportation barriers). This qualitative multiple case study examined the feasibility of integrating HRSN assessments into DSME delivery within three community-based organizations (CBOs) across urban and rural U.S. settings. Guided by the Consolidated Framework for Implementation Research, semi-structured interviews were conducted with 15 DSME facilitators and program leadership to identify contextual factors influencing implementation. Findings revealed that while DSME’s structured, manualized design promotes fidelity and client autonomy, it constrains responsiveness to the client’s HRSN. Facilitators expressed openness to integrating HRSN screening, particularly during intake, yet cited limited infrastructure, role clarity, and training as key barriers. CBOs were recognized as trusted, accessible spaces for holistic care, but growing expectations to address HRSN without adequate resources for referral created sustainability concerns. Participants recommended a parallel support model involving navigators or community health workers to manage HRSN screening and referrals alongside DSME sessions. Integrating HRSN assessment processes into DSME may enhance engagement, reduce attrition, and extend the reach of diabetes education to populations most affected by HRSN. However, successful implementation requires dedicated funding, workforce development, and cross-sector coordination. Findings underscore the importance of supporting CBOs as critical partners in bridging diabetes education and social care to advance whole-person, chronic disease management. Full article

This article discusses the policy of Bussed Education in Türkiye in the context of the fourth Sustainable Development Goal, “quality education”. The contributions made by the policy of Bussed Education, which aims to facilitate the access of students living in disadvantaged areas to education under equal conditions, to quality education were examined. The sample of the study, which was carried out using a qualitative research method, consisted of 38 teachers and 39 school principals (77 participants in total) selected via purposeful sampling. The participants were working at schools in different regions of Türkiye where education by busing was being implemented. Data were collected in interviews carried out using a semi-structured interview form. The results revealed four themes in the context of which the policy of Bussed Education supported Sustainable Development Goal 4. It was concluded that the policy of Busing in Education was a policy that facilitated the access of students living in disadvantaged areas to schools and supported access to quality education in terms of equal opportunities, sustainability, inclusivity, and employment. Recommendations made for policymakers included the acknowledgment of the shortcomings of busing in education and the resolution of arising challenges by the consideration of contextual conditions. Full article

United Nations Sustainable Development Goal 4 advocates for equitable access to and participation in quality inclusive education for all learners. Inclusive education has gained worldwide recognition for promoting equity and social justice for students with special educational needs. Although the existing literature acknowledges the significant role of teachers’ intention and behaviour towards the successful implementation of inclusive education, this area is under-researched in Sub-Saharan countries, including Ghana. In this study, applying the theory of planned behaviour (TPB), 484 teachers at pilot inclusive schools completed an online survey assessing the factors predicting their intention and teaching behaviour towards inclusive education. A path analysis of the TPB variables revealed that only attitude and self-efficacy significantly predicted the teachers’ intention to teach in inclusive classrooms. Moreover, both self-efficacy and intention were found to significantly predict inclusive behaviour. This study’s findings will strengthen the national commitment to implementing inclusive education policy and guide future research aimed at improving and expanding inclusive education in Ghana. Full article

Crescendo is a music-based social and emotional learning (SEL) programme designed for primary/elementary school children living in disadvantaged communities. It is a community-led, orchestra-delivered, and evidence-informed initiative aimed at improving children’s musical and SEL outcomes through sustained engagement. Children growing up in socioeconomically disadvantaged areas often experience challenges with SEL and limited access to orchestral music education. However, emerging research suggests a relationship between music participation and SEL development. This study evaluated the initial impact of Crescendo on 559 children aged 5–6 in their first year of participation (Year 1 of 7). A quasi-experimental, rolling cohort design compared pupils in four participating Crescendo schools with pupils in four matched control schools not receiving the programme. Outcome measures included music skills (beat, pitch, and reaction to music) and SEL (behavioural self-regulation). The findings indicated significant positive effects of the programme across all outcome domains, with moderate effects observed in self-regulation (Cohen’s d = 0.29) and reaction to music (Cohen’s d = 0.21) compared to control schools. These results suggest that collaboration between orchestral musicians and educators can positively influence young children’s musical and SEL development in resource-constrained settings. The findings also underscore the importance of clearly defined programme models to support replication and scalability. Full article

Leadership speeches delivered within the United Nations and UNESCO play an active role in shaping global policy discourse. As widely circulated texts, they influence how policymakers understand sustainability, responsibility, and education by defining global challenges, allocating responsibility, and communicating shared priorities. This study examines how these concepts are articulated in selected leadership speeches delivered between 2022 and 2025. The analysis adopts a pragmatic framing approach informed by non-linear pragmatic theory. It focuses on six interrelated dimensions: problem definition, causal responsibility, treatment responsibility, value framing, future-oriented framing, and education-specific framing. The findings show that sustainability is consistently framed as a complex ethical challenge linked to climate change, social inequality, and global injustice. Responsibility is presented as shared but uneven, with greater obligations assigned to high-income countries, international institutions, and education systems. Education is addressed both directly, through references to curriculum reform, teacher preparation, and higher education leadership, and indirectly as a means of supporting climate resilience, ethical technological development, and global citizenship. Overall, the study demonstrates that leadership speeches function as influential discursive sites through which sustainability narratives are advanced and priorities for Education for Sustainable Development are communicated, highlighting the value of pragmatic framing for research on international sustainability communication. Full article

Amid global sustainability transitions, campus energy systems confront growing pressure to balance operational efficiency, resilience to extreme weather events, and sustainable development education. This study proposes an artificial intelligence-driven framework for smart campus microgrids that synergistically advances environmental sustainability and disaster resilience, while deepening students’ understanding of sustainable development. The framework integrates an enhanced multi-scale gated temporal attention network (MS-GTAN+) to realize end-to-end meteorological hazard-state recognition for adaptive dispatch mode selection. Compared with Transformer and Informer baselines, MS-GTAN+ reduces prediction RMSE by approximately 48.5% for wind speed and 46.0% for precipitation while maintaining a single-sample inference time of only 1.82 ms. For daily operations, a multi-intelligence co-optimization algorithm dynamically balances economic efficiency with carbon reduction objectives. During disaster scenarios, an improved PageRank algorithm incorporating functional necessity and temporal sensitivity enables precise identification of critical loads and adaptive power redistribution, achieving an average critical-load assurance rate of approximately 75%, nearly doubling the performance of the traditional topology-based method. Furthermore, the framework bridges the divide between theoretical knowledge and educational practice via an educational digital twin platform. Simulation results demonstrate that the framework substantially improves carbon footprint reduction, resilience to power disruptions, and student sustainability competency development. By unifying technical innovation with pedagogical advancement, this study offers a holistic model for educational institutions seeking to advance sustainability transitions while preparing the next generation of sustainability leaders. Full article

This article critically examines the role of Buen Vivir (Sumak Kawsay) as a Latin American alternative to development and to contemporary sustainability debates, clearly distinguishing this paradigm from Western approaches to sustainable development rooted in economic growth and the exploitation of nature. Guided by the question What are the contributions of Buen Vivir (Sumak Kawsay) as a Latin American alternative to the social, economic, and environmental dimensions of sustainability?, this study conducts a systematic review of scientific publications indexed in Web of Science and Scopus between 2018 and 2024. Following the PRISMA 2020 guidelines, a final sample of 69 documents was analyzed. The findings indicate that Buen Vivir is not only a cultural and philosophical framework but also a political and practical model articulated through education, territorial governance, solidarity and community-based economies, and the protection of nature as a subject of rights. The study concludes that Buen Vivir constitutes a decolonial, epistemic, and biocentric proposal in which the social, economic, and environmental dimensions function as complementary and interdependent. From this perspective, Buen Vivir contributes to the construction of sustainable communities from a Latin American standpoint and offers alternative pathways for rethinking global sustainability debates. Full article

The development of generative artificial intelligence tools, including large language models, opens new opportunities for adult education while simultaneously posing the risk of deepening inequalities resulting from differences in digital competences and individual dispositions. The aim of this article is to examine how digital skills (DS) and personal innovativeness (PI) shape differentiated and advanced use of ChatGPT (UC) among adult learners in Poland, with particular attention to the moderating role of gender. The study was conducted using the CAWI method on a nationwide sample of 757 adult ChatGPT users engaged in upgrading their qualifications. Validated scales of DS, PI, and UC were applied, along with confirmatory factor analysis (CFA) and structural equation modeling (SEM) using the WLSMV estimator, as well as multigroup SEM for women and men. The results confirm that both digital skills (β ≈ 0.46) and personal innovativeness (β ≈ 0.37) significantly and positively predict advanced use of ChatGPT, jointly explaining approximately 41% of the variance in UC, with stronger effects observed among men than women. Attention is therefore drawn to the need to incorporate a gender perspective in further research on the use of GenAI in adult education The findings point to a stratification of GenAI use in adult education and underscore the need to incorporate critical digital competences and AI literacy into sustainable education policies in order to limit the reproduction of existing inequalities. Full article

Background/Objectives: Palliative care education is a core component of undergraduate nursing preparation; however, many nursing students report limited exposure and confidence in providing end-of-life care. Digital and web-based educational approaches have increasingly been adopted to address gaps in palliative care training and to provide flexible, scalable learning opportunities. This mixed-methods systematic review examined the use of digital and web-based approaches in palliative care education for pre-registration nursing students. The aim was to synthesize existing evidence on educational outcomes, confidence development, practice preparation, and acceptability to guide future design and implementation of technology-enhanced learning in this field. Methods: The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The search was conducted across Medline (Ovid), Embase, CINAHL, Scopus and PsycINFO in October 2025. Studies employing qualitative, quantitative, or mixed-methods designs were eligible if they evaluated fully digital or web-based palliative care educational interventions for nursing students. Screening, quality appraisal, and data extraction were undertaken independently by multiple reviewers. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Extracted data were synthesized narratively to integrate qualitative and quantitative findings. Results: The search yielded 1826 records; after removing duplicates and applying eligibility criteria, 12 studies were included in the final synthesis. Considerable heterogeneity in design and outcomes was observed. Most included studies reported improvements in students’ knowledge, self-efficacy, and reflective capacity, alongside high levels of acceptability. Conclusions: Digital and technology-enhanced learning appears feasible and acceptable for palliative care education; however, the current evidence base is limited by methodological heterogeneity, reliance on self-reported outcomes, and predominantly short-term evaluations. Further rigorous, large-scale studies with objective outcome measures are required to determine sustained educational and practice impact. Full article

This study develops an immersive marine Information and Communication Technology (ICT) convergence framework designed to enhance coastal climate resilience by improving accessibility, visualization, and communication of scientific research on Dokdo (Dok Island) in the East Sea. High-resolution spatial datasets, multi-source marine observations, underwater imagery, and validated research outputs were integrated into an interactive virtual-reality (VR) and web-based three-dimensional (3D) platform that translates complex geophysical and ecological information into intuitive experiential formats. A geospatially accurate 3D virtual model of Dokdo was constructed from maritime and underwater spatial data and coupled with immersive VR scenarios depicting sea-level variability, coastal morphology, wave exposure, and ecological characteristics. To evaluate practical usability and pro environmental public engagement, a three-phase field survey (n = 174) and a System Usability Scale (SUS) assessment (n = 42) were conducted. The results indicate high satisfaction (88.5%), strong willingness to re-engage (97.1%), and excellent usability (mean SUS score = 80.18), demonstrating the effectiveness of immersive content for environmental education and science communication crucial for achieving Sustainable Development Goal 14 targets. The proposed platform supports stakeholder engagement, affective learning, early climate risk perception, conservation planning, and multidisciplinary science–policy dialogue. In addition, it establishes a foundation for a digital twin system capable of integrating real-time ecological sensor data for environmental monitoring and scenario-based simulation. Overall, this integrated ICT-driven framework provides a transferable model for visualizing marine research outputs, enhancing public understanding of coastal change, and supporting sustainable and adaptive decision-making in small island and coastal regions. Full article

This study explores the role of Applied Theatre as a form of cultural mediation in addressing issues of environmental justice within higher education. Eight university professors participated in the study, providing qualitative data through semi-structured interviews that focused on their perceptions of environmental inequalities, their teaching practices, and the potential of theatrical approaches to foster critical engagement with sustainability issues, drawing on their prior use of drama-based methods in university teaching. Using a directed content analysis framework, the study highlights that environmental inequalities are not only material or ecological but are closely intertwined with social relations, access to resources, and collective experiences. The findings indicate that Applied Theatre can create an intermediate learning space where knowledge, emotion, and action intersect, enabling students to engage critically and experientially with social and environmental injustices. Essential conditions for successful integration include targeted professional development of faculty, institutional support, and interdisciplinary collaborations, while challenges such as limited resources, time constraints, and lack of curricular recognition remain significant. The study contributes to the development of a theoretical framework that positions Applied Theatre as cultural mediation in higher education, framing it not only as an artistic methodology but also as a social and educational practice. This framework provides directions for future research and policy, particularly in the design of sustainable teaching practices that connect higher education with social justice and ecological responsibility. Full article

Working equids support millions of people globally, especially in low-income, lower-middle-income, and upper-middle-income countries. However, they commonly suffer from poor welfare and are typically overlooked in policy and funding decisions. This scoping review aimed to collate evidence on two topics related to working equid use in low- and middle-income countries: their socioeconomic value to their owners and the impact of educational interventions for owners/handlers aiming to improve equid welfare. Original research published from 2014 onwards was eligible for inclusion. This scoping review followed the JBI methodology and PRISMA-ScR framework. One search strategy encompassing both topics was applied to five databases (CAB Abstracts, MEDLINE, Embase, Web of Science, and IBSS) on 24.04.24. Key characteristics and findings of eligible studies were charted. In total, 3514 sources were independently screened by two reviewers. In total, 61 socioeconomic value studies (47 journal articles, 2 reports, and 12 conference contributions) and 23 educational intervention studies (11 journal articles and 12 conference contributions) were included. Working equids supported their owners’ livelihoods in wide-ranging ways and contributed to the United Nations’ Sustainable Development Goals. Educational interventions employed varied approaches, and most reported success. Multilevel initiatives and those developed through participatory engagement may be more likely to directly improve equid welfare in the long term. These aspects should be prioritised during intervention development. The included studies used inconsistent terminology and were of variable quality. This review highlights the importance of including working equids within policy and funding strategies and provides recommendations to increase the discoverability, quality, and impact of working equid research. Full article

This study analyses the integration of Generative Artificial Intelligence (GenAI) in agro-environmental higher education in Ecuador, focusing on its contribution to sustainable digital transformation aligned with Sustainable Development Goals (SDGs) 4 and 9. The research was conducted at the Faculty of Agricultural and Environmental Engineering (FICAYA) of Universidad Técnica del Norte (UTN) using a quantitative, cross-sectional, and analytical design. A validated digital survey grounded in established technology-acceptance frameworks—the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) was administered to 94% of the student population, showing satisfactory internal consistency (Cronbach’s α = 0.87). Data was analysed using descriptive statistics and multivariate techniques, including Principal Component Analysis (PCA) and k-means clustering. The results obtained in Microsoft Forms^® indicate that ChatGPT-5 is the most widely used GenAI tool (54.2%), followed by Gemini (11.9%). Students reported perceived improvements in academic performance (62.5%), conceptual understanding (74.6%), and task efficiency (69.1%). PCA explained 67% of the total variance, identifying three latent dimensions: effectiveness and satisfaction, institutional access and support, and ethical concerns versus operational benefits. Furthermore, k-means clustering (k = 2) segmented users into two distinct profiles Integrators, characterised by frequent use and positive perceptions, and Cautious Users, exhibiting lower usage and greater ethical or technical concerns. Overall, the findings highlight GenAI as a catalyst for sustainable education and underline the need for institutional and ethical frameworks to support its responsible integration in Latin American universities. Full article

This study examines the effectiveness of the University–Government–Kindergarten Collaboration (UGK) model in training early childhood teacher candidates (TCs), using the Education for Sustainable Development (ESD) framework to assess its role in enhancing TCs’ competencies. Data were collected through a survey of 210 TCs and in-depth interviews with 12 participants. The findings indicate a structural imbalance in UGK: while university–kindergarten collaboration shows some effectiveness, the lack of governmental leadership weakens tripartite synergy. From an ESD perspective, although UGK fosters basic collaborative skills, it does not systematically develop higher-order ESD competencies such as systems thinking, normative awareness, critical thinking, and strategic action. By shifting the focus from institutional to student experience, this study offers a new analytical framework for teacher education models. It concludes that optimizing UGK requires stronger governmental coordination, deeper university–kindergarten cooperation, and explicit integration of ESD core competencies throughout the training system. Full article

This paper provides a systematic review of scholarly and gray literature on the education of displaced Ukrainian students and scholars in the aftermath of the 2022 Russian invasion. Drawing on 119 papers published between 2022 and 2025, the analysis identifies major research themes, including the sudden disruption of education, challenges of integration into host countries, psychological well-being, risks of long-term brain drain, and the emerging agency and resilience of displaced learners. This review highlights a clear shift in the literature from documenting immediate humanitarian responses toward examining long-term adaptation, equity, and institutional support mechanisms, accompanied by increasing methodological diversity and rigor. Despite these advances, significant gaps remain: few studies adopt longitudinal or comparative perspectives and underrepresented groups such as internally displaced students, LGBTQ+ learners, students with disabilities, and international students remain largely overlooked. The paper concludes with recommendations for future research and policy development, emphasizing the need for inclusive, sustainable, and evidence-based strategies to support displaced Ukrainian students and scholars in both the short and long term. Full article