Search Results (157)

In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. STEM education aims to contribute to sustainable development by training individuals equipped with 21st-century skills and competencies. In a globalizing world, countries must set sustainable development goals to gain a foothold in the global market. In today’s world, where artificial intelligence also shows itself in every area of human life, it is possible to discuss the importance of artificial intelligence-supported STEM education. This study aims to reveal the educational needs of primary school teachers regarding artificial intelligence-supported STEM education. The study was conducted according to the phenomenological design, and the data were collected using a semi-structured interview form and literature review techniques. The thematic analysis method was used in the analysis of the data. According to the research results obtained from the findings of the study, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration into courses, and artificial intelligence practices in courses to develop their knowledge and skills in the context of artificial intelligence-supported STEM education. Full article

Alternative proteins denote non-traditional, high-protein foods. These innovative sources aim to compete with conventional animal products by providing protein-rich, sustainable, nutritious, and flavorful options. Currently, five main categories of alternative proteins are being developed: plant-based proteins, cultured meat, single-cell proteins, edible insects, and seaweed. Nonetheless, several chemical and microbiological food safety hazards are associated with these alternatives Incorporating novel protein sources into food products may heighten the prevalence of existing food allergies. This could arise from extracting proteins from their natural matrices and utilizing them at significantly higher concentrations. Additionally, the introduction of new proteins may lead to the development of novel food allergies. Proteins that are currently seldom or never consumed may cause primary sensitisation or trigger cross-reactivity with known allergens. To date, alternative proteins have not been thoroughly studied for their allergenic potential, and there is no standardised method for assessing this risk. This review aims to explore non-traditional protein sources, discussing their nutritional and functional properties, as well as their potential allergenicity based on available research. We conducted a literature search in PubMed and Embase databases. We used specific keywords and MESH terms. A total of 157 studies were included in the review. The studies reviewed in our analysis reveal significant limitations, such as inconsistent methodologies, limited participant numbers, and a lack of long-term data, which hinder the ability to make clear conclusions regarding the safety of these new proteins for individuals with allergies. To address current challenge, future research should integrate food science, regulatory perspectives and advanced technologies. Full article

Building information modeling (BIM) has emerged as a fundamental component of Industry 4.0 recently. BIM construction engineers (BCEs) play a pivotal role in implementing BIM, and their personal competency is crucial to the successful application and promotion of BIM technology. Existing research on evaluating BIM capabilities has mainly focused on the enterprise or project level, neglecting individual-level analysis. Therefore, this study aims to establish an individual-level competency evaluation model for BCEs. Firstly, the competency of BCEs was divided into five levels by referring to relevant standards and domestic and foreign research. Secondly, through the analysis of literature data and website data, the competency evaluation indicator system for BCEs was constructed, which includes four primary indicators and 27 secondary indicators. Thirdly, variable weight theory was used to optimize the weights determined by general methods and calculate the comprehensive weights of each indicator. Then the competency levels of BCEs were determined by the interval grey clustering method. To demonstrate the application of the proposed method, a case study from a Chinese enterprise was conducted. The main results derived from this case study are as follows: domain competencies have the greatest weight among the primary indicators; the C9-BIM model is the secondary indicator with the highest weight (${\mathsf{\omega }}_j$ = 0.0804); and the competency level of the BCE is “Level 3”. These results are consistent with the actual situation of the enterprise. The proposed model in this study provides a comprehensive tool for evaluating BCEs’ competencies from an individual perspective, and offers guideline for BCEs to enhance their competencies in pursuing sustainable professional development. Full article

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. Full article

Classroom management is an essential yet frequently under-practiced competency in undergraduate teacher education, with important implications for sustainable teacher preparation. This study investigated whether pre-service teachers who feel more capable of managing classrooms also engage more deeply with simulation-based training. Fifty-seven Korean pre-service teachers (15 men, 42 women), all undergraduate students enrolled in a secondary teacher education program at a college of education, completed a five-item classroom-management-efficacy scale, then experienced a 15 min branching simulation that required choosing recognition, punishment, or aggression strategies in response to a disrespectful virtual student. Interest was assessed immediately afterwards with a 24-item instrument covering the four phases of the interest-development model (triggered situational, maintained situational, emerging individual, and well-developed individual). A post-test comparative design and MANOVA revealed that efficacy level had a significant multivariate effect on overall interest (Wilks Λ = 0.78, p = 0.029, partial η² = 0.12). Scheffe contrasts showed that high-efficacy participants outscored their low-efficacy peers on maintained situational and emerging individual interest, p < 0.05, and surpassed the middle-efficacy group in three of the four phases. Repeated measures ANOVA confirmed a general decline from situational to individual interest across all groups (F (3, 52) = 9.23, p < 0.01), underscoring the difficulty of converting short-term curiosity into lasting commitment. These findings position classroom-management efficacy as a key moderator of engagement and support the use of adaptive simulations as sustainable tools for teacher education. By tailoring challenge levels and feedback to participants’ efficacy, guided simulations can foster deeper engagement and promote individualized growth—helping build resilient and well-prepared educators. Full article

Understanding Earth as a complex, dynamic, and interconnected system is crucial to addressing the contemporary environmental challenges intensified in the Anthropocene. This article reviews foundational Earth System Science (ESS) developments, emphasizing its transdisciplinary nature and highlighting how it has evolved to address critical issues like climate change, biodiversity loss, and sustainability. Concurrently, Earth System Education (ESE) has emerged as an educational approach to foster holistic a understanding, environmental insights, and geoethical values among citizens. Integrating geoethics into ESE equips citizens with scientific knowledge and the ethical reasoning necessary for responsible decision making and proactive engagement in sustainability efforts. This article identifies system thinking and environmental insight as the key competencies that enable individuals to appreciate the interconnectedness of Earth’s subsystems and humanity’s role within this complex framework. This study advocates for embedding a holistic and geoethical view of the Earth system into formal and non-formal education, promoting inclusive, participatory, and action-oriented learning experiences. This educational shift is essential for empowering citizens to effectively address the environmental, social, and economic dimensions of sustainability, thereby fostering resilient, informed, and ethically responsible global citizenship in the Anthropocene. Full article

Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the Erasmus + Teacher Academy Project ‘Teaching Sustainability’ (TAP-TS) (2022–2025), which aimed to develop the sustainability competences of student teachers, teachers, and teacher educators through the co-design of learning and teaching resources during online, hybrid, and face-to-face events as part of an international community of practice. Activities linking LCRP and ESF were presented and evaluated in four discrete teacher education courses, as part of TAP-TS. The study found that connections between LCRP and ESF were meaningful for educators but that this differed between individuals related to their personal and professional experience. The transdisciplinary and international nature of TAP-TS provided learning opportunities, but significant changes are likely to require sustained support for teachers in schools and as part of school communities. Full article

In an era of rapid digital transformation, organisations must cultivate dynamic capabilities that promote innovation and continuous learning. This study examines how self-determined motivation and innovation adoption are crucial enablers in developing the digital competencies essential for employees to navigate digital transformation. Grounded in Self-Determination Theory and the Diffusion of Innovation framework, our research underscores the systemic role of individual agency, technological advancements, and organisational structures in facilitating workforce adaptation. Employing a quantitative approach with 152 survey participants, our findings reveal that self-determined motivation alone is inadequate, while adopting innovation significantly influences digital competence. We demonstrate that human-centred factors must align with systemic digital transformation efforts. Moreover, we highlight the necessity of integrating employee capabilities into broader enterprise and government digital innovation strategies. The implications of this study are both theoretical and practical. We stress the need for organisations to design change processes that support digital knowledge acquisition and adaptability in evolving workplaces. Our research offers a systemic perspective on digital transformation, reinforcing that successful organisational innovation requires structured learning environments that empower employees. By fostering an ecosystem where digital competencies are nurtured, organisations can enhance agility, resilience, and sustained competitiveness in the digital age. Full article

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η²_p = 0.17), Individual Support (η²_p = 0.04), and Participation (η²_p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article

In this article, we provide theoretical and empirical reflections on the agency of secondary school students acting as an enabler in cultivating sustainable competencies, with the aim of providing new insights regarding how to reduce skill gaps in people-oriented technical professions. For this study, we used a complex mixed methods research design consisting of three sequential phases. In addition to a bibliometric analysis, a survey was carried out in a group of students aged 16–19 years (n = 219). The results indicate that the individual constructs of agency are developed unequally, where self-efficacy and locus of control are the most pronounced, while maintained motivation and anticipatory thinking are less present. Next, self-efficacy, persistence, strategic thinking and self-regulation are found to contribute significantly to successful sustainable transformations through fostering resilience, leadership, interdisciplinary thinking and adaptive problem solving. The future orientation of students might be especially critical toward the end of their study, while students in the early years of the study require scaffolding to make better sense of their effort in learning. Student agency acts as a powerful enabler, preparing future professionals to not only master technical skills but also understand and value the human element that is central to their work. Schools should therefore give priority to fostering the development of personal transformative agency in every student, especially during key transition periods. Full article

Aedes albopictus has established populations in several European countries with a sustained spreading pattern through the continent. This invasive mosquito is a public health threat due to its vector competence for multiple arboviruses. Notably, the peri-domestic habits of this hematophagous insect greatly diminish the efficacy of regular control activities, as individuals may harbor in private areas. The oviposition behavior can be exploited for targeting adults and immature stages through different types of traps. An experimental integrated control program, which included a community-based mass trapping intervention in private areas, control of public street-catch basins, and an educational campaign, was developed in an infested residential area in Valencia (Eastern Spain). Focusing on mass trapping, participating residents deployed traps belonging to three modes of action in their gardens during the mosquito season. A total of 1028 families participated in the project, and 2884 traps were deployed. The study sector where adult lethal ovitraps were used showed the lowest adult collections, and residents living in this sector reported the highest satisfaction rates in a perception survey. The mass deployment through a community-based approach of the adulticidal oviposition trap type appears to be a promising tool for controlling Ae. albopictus in residential areas. Full article

The mud crab Scylla paramamosain is a key economic crab species along the southern coastal regions of China. This study systematically compared the physiological and biochemical characteristics of low-temperature (LT) and normal-temperature (NT) strains of S. paramamosain at different life stages (juveniles and adults), integrating temperature gradient experiments with conventional aquaculture evaluations. The experimental results revealed the following: (1) Growth superiority: LT-strain crabs exhibited significantly greater final weight, survival rate, hepatopancreatic index, and gonadal index than their NT counterparts (p < 0.05). Moreover, LT individuals displayed an enhanced nutritional profile, with 16.56% higher muscle crude fat and a 23.80% increase in ovarian ash content. (2) Immune competence: Juvenile LT crabs exhibited greater antioxidant capacity at 18–21 °C, with significantly higher total antioxidant capacity (T-AOC) and superoxide dismutase (SOD) activity than NT crabs (p < 0.05). In adults, immune enzyme activity remained superior, particularly in serum acid phosphatase (ACP). (3) Nutritional advantage: LT mature females exhibited higher accumulation of essential amino acids (e.g., lysine, threonine) and polyunsaturated fatty acids (C18:2n-6, C20:2n-6) in the hepatopancreas and gonads (p < 0.05). These findings confirm the LT strain’s superior cold resilience and aquaculture potential, offering practical insights for S. paramamosain selective breeding programs and sustainable aquaculture development. Full article

Improving well-being at work is crucial for increasing employment among construction workers and ensuring the healthy and sustainable development of China’s construction industry. Construction workers generally experience insufficient sleep, heavy workloads, work–family conflict, etc. At present, the new generation of construction workers (NGCWs) born after 1980 is gradually becoming the main force at construction sites in China. The value concepts, life attitudes, and personality traits of this group are significantly different from those of the older generations. Given the generational differences among construction workers, this study focuses on the formation mechanism and explores the evolutionary laws of well-being at work among NGCWs. In-depth interviews with 23 new-generation construction workers were conducted, and data analysis followed a three-step coding process based on grounded theory. Then, a three-stage formation mechanism model was constructed through continuous analysis. Finally, the casual and stock–flow diagrams were drawn and simulated on the basis of the system dynamics. The results indicated that well-being at work was directly influenced by internal work motivation. Both individual characteristics and the external environment played a role in shaping work motivation; however, the key difference lay in the fact that the external environment impacted internal work motivation through the mediation of individual-environment matching. Moreover, enhanced well-being at work led to a higher level of workers’ internal needs, which, in turn, further increased the complexity of individual-environment matching. Meanwhile, individual characteristics affected the process by which motivation was transformed into well-being at work. The level of well-being showed an upward tendency under the synergistic influence of different factors; the increasing rate was high and subsequently low. Furthermore, salary, job competence, and belonging needs can significantly affect well-being at work. These findings provide theoretical support and practical references to China’s construction companies and government departments for the purpose of improving NGCWs’ well-being at work. Full article

Successful Education Actions (SEAs) have proven to be key to generating opportunities for vulnerable groups. Building a sustainable future requires ensuring inclusive education that addresses inequalities and fosters social cohesion, aspects that SEAs promote by addressing educational and occupational inclusion. Recent studies underline the effects of SEAs on education and social cohesion. However, their impact on employability development has been insufficiently explored. Therefore, this study presents a systematic review that explores how SEAs contribute to the development of transversal competences that improve the employability of people in vulnerable situations, impacting on three dimensions: individual characteristics, personal circumstances, and contextual factors. PRISMA2020 methodology was used, and 30 empirical articles were analysed. After analysis, the results show that the high social and educational expectations, participation, quality relationships, community engagement, and co-creation promoted by SEAs have a significant impact on the employability of participants. These factors can contribute to more sustainable cities by fostering inclusive and lasting employability. The study systematises the positive effects of SEAs on employability and proposes optimal educational strategies that facilitate informed decisions for managers and policy makers. Full article

The purpose of this study is to identify motivational profiles in sustainable career trajectories via emerging latent class methods using a multilevel schema between engagement in sustainable career practices, developing and utilizing job competency—a key marker for human capital development—and leader–member interaction. Using latent class analysis (LCA), we further identify different types of motivational profiles that reflect the principle and adaptable nature with which individuals can relate their sustainability values to career decisions. Results indicate large practical differences within latent classes, evidencing higher career adaptability and sustainability principles congruence in some groups. These differences highlight that intrinsic motivation, adaptability, and elements connected to the sector drive sustainable career engagement that should ensure enduring satisfaction with commitment to a chosen profession. In explaining why sustainability drives career advancement, this study takes a theoretical standpoint from three overarching theories: Career Construction Theory, Social Cognitive Career Theory (SCCT), and Sustainable Career Theory. The practical recommendations are that companies must offer programs at the sector level to increase career adaptability (readiness) and help employees build sustainable careers. This study calls attention to the importance of producing participative content that is demanded by organizations seeking greater resilience, well-being in work contexts, and their long-lasting survival as institutions. Full article