Search Results (11,219)

Background: Leptospirosis is a neglected tropical disease with substantial public health impact in Brazil, closely associated with socio-environmental vulnerabilities and climatic extremes. This study analyzed the epidemiological profile and spatiotemporal distribution of leptospirosis incidence and lethality rates in Brazil from 2015 to 2024. Methods: An ecological time-series study was conducted using secondary data from the Notifiable Diseases Information System (SINAN). Variables included geographic region, probable infection environment, and occupational and educational level (ISCED-2011). Results: A total of 31,397 cases were notified, with an annual average of 3140 cases. The South and North regions exhibited the highest incidence rates, while the Northeast and Southeast presented lethality rates above the national average (9.20%). A marked reduction in notifications occurred during the COVID-19 pandemic. Infections occurred predominantly in the domiciliary environment (64%). Rural workers (27.45%) and civil construction workers (18.63%) were the most affected occupational groups, with a higher incidence rate among illiterate and low-education populations. Conclusions: The dynamics of leptospirosis in Brazil are complex and multifactorial, influenced by climatic variations and driven by deficits in basic sanitation and education level. Mitigating the disease burden requires sustained, region-specific public health strategies, targeted infrastructure improvements, and enhanced epidemiological surveillance to address underreporting. Full article

Intellectual capital, learning organisation, innovative school structure, and sustainable management behaviours have generally been examined separately, leaving limited evidence on how these organisational capacities operate together in educational organisations. This study aimed to examine the pattern of relationships among intellectual capital, learning organisation, innovative school structure, and perceived sustainable management behaviours and to evaluate the indirect associations between intellectual capital and perceived sustainable management behaviours through learning organisation and innovative school structure. A quantitative, cross-sectional, and correlational research design was employed. Data were collected through stratified sampling from teachers working in educational institutions affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus. A personal information form and established scales measuring the constructs were administered. The hypothesised parallel indirect association model was evaluated through structural equation modelling after preliminary data screening and assessment of common method bias, multicollinearity, reliability, convergent validity, and discriminant validity. The model specified direct associations from intellectual capital to learning organisation, innovative school structure, and perceived sustainable management behaviours, together with parallel indirect pathways through learning organisation and innovative school structure. Bootstrap confidence intervals were used to evaluate the indirect associations. The findings indicated that intellectual capital was positively associated with learning organisation, innovative school structure, and perceived sustainable management behaviours. Learning organisation and innovative school structure were also positively associated with perceived sustainable management behaviours, and both indirect pathways were statistically supported. The study offers an integrated organisational capacity perspective on sustainable school governance by distinguishing a knowledge processing pathway from a practice-implementation pathway. Full article

Background: Atopic dermatitis (AD) is a chronic inflammatory skin disease with a relapsing course and a substantial multidimensional burden. Conventional clinical and patient-reported outcome measures mainly provide cross-sectional evaluations and may not fully capture the long-term impact of the disease. The concept of cumulative life course impairment (CLCI) has been proposed to describe the progressive and lifelong consequences of chronic dermatologic conditions. Methods: This narrative review is based on a non-systematic literature search conducted in PubMed/MEDLINE and Embase up to July 2026. Relevant studies addressing quality of life, mental health, comorbidities, and economic burden in AD were identified and narratively synthesized, with particular focus on evidence supporting the CLCI framework. Results: AD exerts a cumulative burden across multiple domains. Pruritus and sleep disturbance emerge as key drivers, contributing to a self-reinforcing cycle involving psychological distress and impaired daily functioning. Increased rates of anxiety and depression, along with social stigmatization, negatively affect interpersonal relationships, educational attainment, and work productivity. Comorbidities and the chronic relapsing nature of AD further amplify long-term impairment. Economic burden, including both direct and indirect costs, acts as both a consequence and a driver of cumulative disadvantage. Recurrent disease flares play a central role in sustaining and amplifying this trajectory over time. Conclusions: AD should be considered a life-course disease in which interacting biological, psychological, and social factors shape long-term outcomes. A CLCI-oriented approach may improve patient stratification and support earlier, multidisciplinary, and proactive management strategies aimed at reducing long-term burden and improving overall outcomes. Full article

Project-based learning (PBL) holds significant promise as a student-centered instructional approach in secondary mathematics, yet teachers’ capacity to leverage it for diverse learners is deeply shaped by their affective experiences during implementation. This narrative inquiry examines the affective journeys of three high school mathematics teachers as they adopted PBL in classrooms characterized by varied student readiness levels and engagement profiles. We document teachers’ affective journeys as they experience initial PBL awareness, participate in active experimentation, and work toward forming emerging commitments and facilitator identities. Analysis of focus groups and interviews reveals three affective tensions: comfort versus transformative reflection, epistemic ideals versus ontological school realities, and career risk versus identity change. The findings demonstrate how teachers can navigate iterative methods of trial, how teacher educators can better support future teachers’ use of student-centered pedagogies, and how administrators can be aware of the impact that teacher affect can have on performance and pedagogy. Implications address how this broader education community can support differentiated, inquiry-based mathematics instruction. This support can be advanced through scope-controlled projects, micro-evidence portfolios, and incremental adoption pathways. These approaches honor teachers’ emotional labor while supporting their sustained use of student-centered learning strategies intended to broaden opportunities for participation and learning in mathematics classrooms. Full article

The Cambodian Ministry of Education Youth, and Sport (MoEYS) has, over time, made noticeable progress toward Sustainable Development Goal 4 (SDG-4) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. However, the pace and extent of that progress remain uneven, particularly in the area of teacher training, which is central to achieving inclusive and quality education. Utilising a document analysis framework, this study draws upon national policy reform documents including the Teacher Policy Action Plan to examine the extent to which the MoEYS’s policy commitments to professionalise the teaching workforce are meeting SDG-4.c goals. Changes to pre-service programmes including the 12 + 4 programme, investments in teacher training centres, and continuous professional development (CPD) frameworks have strengthened the system. Yet, significant challenges persist. Limited access to effective CPD, high student/teacher ratios, teacher shortages, especially in rural locations, and resource constraints continue to undermine the consistency and quality of instructional practice. A contention of this paper is that for Cambodia to fulfil its SDG-4.c target relating to teacher preparedness, progress is contingent upon sustained investment, targeted support for rural and remote regions, and stronger implementation capacity to ensure all learners benefit from well-trained and effectively supported educators. Full article

Despite persistent inequalities and severe resource constraints in South Africa’s education system, some rural public schools continue to achieve strong academic results. This study investigates how curriculum accessibility and pedagogical strategies influence academic performance in public senior secondary schools in the Amathole West Education District in the Eastern Cape Province. Drawing on Freire’s Pedagogy of the Oppressed, the study examines how teachers negotiate structural inequalities through adaptive pedagogical practices. A qualitative research design was used that involved in-depth interviews with teachers, principals, and education officials. The findings reveal that collaborative learning, scaffolding, inquiry-based teaching, and informal resource sharing practices play a critical role in sustaining academic success in resource-constrained contexts. The study argues that teacher agency and community participation function as important mechanisms that mitigate structural inequalities in rural schooling. The paper contributes to debates on educational inequality and sustainable development by demonstrating how localized pedagogical strategies can support academic success in marginalized schooling environments. Full article

The last decade has seen a rapid increase in individuals turning to artificial intelligence (AI) for advice related to their personal development, especially with the introduction of general-purpose large language models (LLMs) to the general public in 2022. This narrative review examines the potential benefits and risks of using AI for coaching purposes in educational and health contexts. Given that empirical studies on using general-purpose LLMs in these domains remain limited, this paper first synthesizes findings from purpose-built coaching chatbots designed to perform specific tasks that facilitate personal development in these domains and discusses limitations associated with studies that use older versions of chatbots. The reviewed evidence suggests that purpose-built chatbot coaching systems may have some benefits as they are generally well received and can support short-term motivation and selected behavior change, but effects for sustained, meaningful outcomes are inconsistent. We then reflect on the potential risks of using general-purpose LLMs as a coach without appropriate human oversight, by reviewing features of general-purpose LLMs, such as sycophancy, accuracy, and problematic patterns of use. Synthesizing these findings, we consider their implications before identifying potential directions for future research. Full article

Sustainability education has produced four major traditions, Environmental Education, Climate Education, Education for Sustainable Development, and Climate Justice Education, that have developed largely in parallel. This fragmentation prevents cross-tradition comparison and leaves the most transformative dimensions of the field systematically underdeveloped. This article proposes a four-dimensional Taxonomy of Sustainability Education Design, organized around Educational Approach (D1), Cognitive Depth (D2), Disciplinary Integration (D3), and Real-World Connection (D4), for diagnosing dimensional gaps across educational programs and traditions. The taxonomy was constructed inductively from a critical literature review and interpreted through Edgar Morin’s philosophy of complex thought, whose seven principles explain why dimensional underdevelopment is paradigmatic rather than merely programmatic. The framework is illustrated through two contrasting cases: the UNESCO Associated Schools Network and the Brazilian National Environmental Education program. The mapping suggests a structural asymmetry: the dimensions most consistently underdeveloped, D1 Criticality and Advocacy, D3.5 Community and Indigenous Knowledge, and D4 Systemic and Political, are those most closely associated with transformative and epistemically plural education. The normative and policy implications of these gaps are examined in relation to the geopolitics of epistemological authority, climate-displaced communities, the historical production of colonial vulnerability, and the risk of epistemicide at algorithmic scale in AI-mediated education. Full article

International student mobility (ISM) is one of the most important and widespread features of international higher education today. One factor affecting ISM is the range and increase in scholarship providers, of which the China Scholarship Council (CSC) scholarship, is among the most influential and impactful globally. While many existing studies have focused on the national economic motivations of scholarship programmes, the research presented in our paper adopts a broader perspective, emphasising some of the organisational and political complexities in scholarship policy implementation. We use and build upon a framework that explains how scholarship policy is implemented. In it, scholarship organisations are mapped alongside the students as scholarship recipients as well as the universities as policy actors. The principal aim of this paper is to map out the roles and relationships of different actors in the implementation of scholarship policies, showing the importance of multi-level governance and stakeholder collaboration. The findings show that CSC scholarship policy involves multiple interconnected actors whose roles and relationships can be systematically identified through policy documents. By extending the framework, this study identifies not only scholarship organisations, universities, and sponsored students, but also local education departments and employers as important actors in the policy process. The analysis further shows that CSC scholarship policies have evolved over time, with changes in priorities, requirements, and selection criteria reflecting broader national development strategies. Given that fact that the complex structures and workings of the CSC are still little understood and under-researched in anglophone literature, our analysis provides practical insights as well as additional guidance for promoting effective, inclusive, and sustainable transnational higher education. The discussions offer valuable insights for policymakers and institutions committed to enhancing international scholarship programmes and global higher education capacity building. Full article

Market gardening is increasingly discussed as a sustainability-oriented farming model with the potential to support resilient, locally embedded food systems and to contribute to food security through diversified fresh-produce supply, short value chains, and closer producer–consumer relations. However, limited empirical evidence exists on the competences and training needs required for its professional and agribusiness development. This study examines perceived competence confidence and training priorities for market gardening across Ireland, Greece, France, Germany, and Austria. The research draws on 53 interviews with education and training providers and a cross-sectional survey of 275 respondents, including practitioners, advisory actors, and institutional stakeholders. The survey was structured around EntreComp, DigComp, and GreenComp to assess entrepreneurial, digital, and sustainability competences. The findings show that practitioners reported relatively strong confidence in motivation, vision, ethical thinking, environmental responsibility, and local contextual awareness, but weaker confidence in market research, resource mobilisation, record-keeping, planning, digital farm management, online sales, technical troubleshooting, stakeholder engagement, and participatory sustainability action. Advisory and institutional respondents rated entrepreneurial and sustainability competences as highly important, while digital competences were also considered relevant but showed stronger cross-country variation. The study concludes that market gardening education should move beyond technical horticultural instruction and adopt an integrated, competence-based curriculum combining entrepreneurial, digital, green, and practice-oriented learning. The findings highlight competence-development priorities that may strengthen market gardening and its potential contribution to local food availability, resilient short value chains, and food security. Full article

The increasing accumulation of polyethylene terephthalate (PET) bottles represents a significant environmental challenge due to their high consumption and limited recovery. The purpose of this study was to develop a sustainable alternative for reusing this waste by manufacturing educational test specimens for laboratory exercises in electrical mechanical engineering and industrial engineering programs. The proposed method was based on mechanical recycling and incorporated, as an innovation, a stage for measuring bottle parameters before processing to improve the quality and uniformity of the recycled material. The results were calculated with the participation of 6 students per test type, which showed that 66.66% of the specimens intended for impact tests and 83.33% of those intended for torsion tests exhibited adequate functional performance. Likewise, it was estimated that a weekly production of 1 kg of crushed PET would cover approximately half a week (three days) of laboratory practices, considering the large number of students. Therefore, it could use 60 to 80% of the total consumption during a standard 15-week course, depending on the situation, demonstrating that integrating recycling into academic activities supports the circular economy, reduces the environmental impact of plastic waste, and strengthens students’ practical training and professional skills. Full article

Sustainable web development focuses on designing web pages that minimize their environmental impact by reducing digital carbon emissions while maintaining optimal website performance and user experience. This study emphasizes the necessity of adopting sustainable web development practices in the Balkan region, highlighting the role of institutional education and web developers in encouraging environmentally responsible web practices within a Technology-Enhanced Education context. A descriptive cross-country analysis was conducted on a total of 8976 websites across five Balkan countries—Albania, Greece, Serbia, Montenegro, and North Macedonia—selected from public domain registries and categorized by sector (education, organization, government, and commercial domains). Data were collected during December 2025. DNS verification was conducted to identify active domains, and hosting sustainability was determined through the Green Web Foundation API. “Green hosting” is operationally defined as hosting that is completely powered by renewable energy sources. Overall, the findings suggest that the prevalence of green hosting in the region is very low, at approximately 27.77%, with substantial variation across sectors. Educational institutions (.edu) and non-profit organizations (.org) have higher adoption rates, while public administrations (.gov) and small commercial websites generally fall behind. The country with the highest percentage of green hosting is Greece (64.07%), while the lowest is Albania, with less than 1%. These findings reveal significant gaps in knowledge and practices among developers and institutions, indicating an urgent need for targeted educational interventions. Crucially, this study connects empirical evidence directly to education. Recognized knowledge gaps guide curriculum development and the design of practical training modules to equip developers and institutional personnel with the skills to adopt sustainable web practices. This research establishes a regional comparative baseline and offers practical recommendations for incorporating sustainability into web development education. The findings endorse strategies and policies aimed at promoting environmentally sustainable digital infrastructure in the Balkan area. Full article

Perceived employability is increasingly recognized as a core component of individuals’ capacity to build sustainable careers: occupational trajectories that remain viable, meaningful, and adaptive across the working lifespan. Within the broader framework of the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), higher education institutions play a strategic role in equipping students with the psychological resources needed for a successful and sustainable transition from education to employment. This study examined the university learning experience in relation to perceived employability, testing college satisfaction as a mediator between two key academic dimensions, good teaching and university commitment, and students’ occupational self-perception. A sample of 179 students (59.2% female; Mage = 24.40, SD = 5.95) enrolled at the University of Palermo completed self-report measures of all four constructs. A mediation model was tested on composite scale scores, with indirect associations estimated through bias-corrected bootstrapping (5000 resamples). Good teaching (b = 0.332, β = 0.338, p < 0.001) and university commitment (b = 0.250, β = 0.247, p = 0.001) were both positively associated with college satisfaction, accounting for 26.3% of its variance; college satisfaction, in turn, was positively associated with perceived employability (b = 0.258, β = 0.396, p < 0.001), with the full model accounting for 32.8% of the variance in perceived employability. College satisfaction fully accounted for the association between teaching quality and perceived employability, and partially accounted for the association between university commitment and perceived employability. These findings point to a consistent conclusion: a satisfying and supportive academic experience is not a peripheral feature of university life, but a key process through which students develop a confident sense of their own occupational potential. For universities, this translates into concrete levers, namely teaching quality and institutional belonging, that can meaningfully support students’ long-term and resilient integration into the labor market, while contributing more broadly to the sustainability of the higher education-to-work pipeline. Full article

Climate change education requires learners to understand complex systems and dynamic interdependencies, making systems modeling an important competence within education for sustainable development. This study investigated how instructional guidance influences students’ modeling of causal loop diagrams when working with the climate simulation En-ROADS. In a two-phase design, 242 secondary school students first explored En-ROADS and constructed an initial diagram representing their intermediate knowledge, then refined it while receiving conceptual guidance, procedural guidance, both, or none. Structural complexity of the causal loop diagrams and cognitive load were assessed after each phase. Structural complexity increased significantly in all four conditions, η²_p = 0.22. Procedural guidance was associated with a smaller increase, η²_p = 0.02, located primarily in the branching structures of the diagrams, and with higher germane cognitive load, η²_p = 0.02. Conceptual guidance showed no overall effect but interacted with intermediate knowledge, β = 0.23; as the conditional effects were not significant, this indicates that its influence differed across levels of intermediate knowledge rather than that it benefited either group. The structural complexity of the initial diagram was by far the strongest predictor of that of the refined one, underlining the importance of aligning instructional guidance with learners’ intermediate knowledge in complex digital modeling environments. Full article

Faculty innovation is central to the long-term innovative capacity of higher education institutions, yet institutional support is often studied either as a single overall condition or as a set of separate factors. Using a 2024 survey of 649 faculty members from 25 public higher education institutions in Zhejiang and Jiangsu, China, this study examines perceived institutional innovation support (PIIS) as a broad perceived support environment organized into three interrelated descriptive domains, namely internal resource and institutional environment, innovation service infrastructure, and external industry connection. Regression models assess associations with faculty innovation capability (FIC), measured as an observed index combining reported innovation behavior, activity, and performance, while Necessary Condition Analysis examines upper-end bottleneck-like patterns. Overall PIIS was positively associated with FIC across alternative inferential specifications. In the joint-domain model, innovation service infrastructure and external industry connection retained statistically distinguishable incremental associations, whereas internal resource and institutional environment did not. Across the association-based sensitivity analyses, innovation service infrastructure was the most consistently supported domain. The upper-end analysis revealed a different pattern, with external industry connection producing the largest observed ceiling effect under both ceiling techniques and remaining the clearest and most persistent bottleneck-like candidate across sensitivity analyses. Its empirical boundary became more restrictive mainly near the highest observed FIC levels. The findings suggest that conditions associated with variation across faculty need not be the same as those that become difficult to bypass near the upper end, while all conclusions remain associational and sample-grounded. PIIS is used here as a project-specific organizing framework rather than as a newly validated construct empirically distinct from adjacent support or climate constructs. Full article