Search Results (8,598)

Design Thinking (DT) has emerged as a relevant methodology for addressing global challenges aligned with the United Nations Sustainable Development Goals (SDGs). This study presents a systematic literature review, conducted following PRISMA 2020 guidelines, which analyzes 42 peer-reviewed publications from 2013 to 2023. Through inductive content analysis, 10 core DT principles—such as empathy, iteration, user-centeredness, and systems thinking—I identified and thematically mapped to specific SDGs, including goals related to health, education, innovation, and climate action. The study also presents five real-world cases from diverse sectors such as technology, healthcare, and urban planning, illustrating how DT has been applied to address practical challenges aligned with the SDGs. However, the review identifies persistent gaps in the field: the lack of standardized evaluation frameworks, limited integration across SDG domains, and weak adaptation of ethical and contextual considerations, particularly in vulnerable communities. As a response, this paper recommends the adoption of structured impact assessment tools (e.g., Cities2030, Responsible Design Thinking), integration of design justice principles, and the development of participatory, iterative ecosystems for innovation. By offering both conceptual synthesis and applied insights, this article positions Design Thinking as a strategic and systemic approach for driving sustainable transformation aligned with the 2030 Agenda. Full article

Sociotechnical systems (STSs) are generally assumed to be systems that incorporate humans and technology, strongly depending on a sustainable equilibrium between the following nondeterministic social context ingredients: social structures, roles, and rights, as well as the designers’ Holy Grail, the deterministic nature of the underlying technical system. The fact that the relevant social concepts are more mature than the supporting technologies qualifies the digital transformation of sociotechnical systems as a reengineering rather than an engineering endeavor. Preserving the social mission throughout the digital transformation process in varying social contexts is mandatory, making the digital twins (DT) methodology application a contemporary research hotspot. In this research, we combined continuous transformation STS theory principles, an observer-based system-of-sociotechnical-systems (SoSTS) architecture model, and digital twinning methods to address common STS context representation challenges. Additionally, based on model-driven systems engineering methodology and meta-object-facility principles, the research specifies the universal meta-concepts and meta-modeling templates, supporting the creation of arbitrary sociotechnical systems’ external context digital twins. Due to the inherent diversity, significantly influenced by geopolitical, economic, and cultural influencers, a higher education external context specialization illustrates the reusability potentials of the proposed universal meta-concepts. Substituting higher-education-related meta-concepts and meta-models with arbitrary domain-dependent specializations further fosters the proposed universal meta-concepts’ reusability. Full article

This study examines the influence of mass media on the career choices of high school students from Brașov County, Romania, with a focus on their underlying motivational factors. Employing a quantitative design, it draws on data from a standardized questionnaire completed by 1314 students from local high schools. Descriptive and inferential statistical methods were used in the analysis. While some students identify mass media as a key source of career guidance, documentaries and career fairs are more frequently cited as trusted sources. Students’ perceptions of mass media are ambivalent: 55.1% see it as manipulative, while 41.7% and 24.7% acknowledge its informative and educational roles. Personal motivation emerges as the most significant influence, with 64.8% guided by individual talents and abilities, compared to a lower influence from family or media role models. Correlational analysis highlights the importance of personal development, creativity, and collaboration in career motivation. This study suggests that mass media indirectly shapes students’ aspirations by reinforcing values like social recognition, mobility, and identity. Finally, it reveals a strong link between career interest and expectations for respectful, stable, and growth-oriented work environments, pointing to a pragmatic orientation toward professional sustainability. Full article

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role. Full article

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

The successful deployment of sustainable building construction (SBC) is connected to sound knowledge sharing. Concerning SBC, knowledge sharing has been identified to directly and indirectly increase innovation, environmental performance, cost saving, regulatory compliance awareness and so on. The necessity of enhancing SBC practice globally has been emphasised by earlier research. Consequently, this study aims to investigate knowledge-sharing elements to enhance SBC in South Africa (SA). Utilising a questionnaire survey, this study elicited data from 281 professionals in the built environment. Data analysis was performed with “descriptive statistics”, the “Kruskal–Wallis H-test”, and “principal component analysis” to determine the principal knowledge-sharing features (KSFs). This study found that “creating public awareness of sustainable practices”, the “content of SBC training, raising awareness of green building products”, “SBC integration in professional certifications”, an “information hub or repository for sustainable construction”, and “mentoring younger professionals in sustainable practices” are the most critical KSFs for SBC deployment. These formed a central cluster, the Green Education Initiative and Eco-Awareness Alliance. The results achieved a reliability test value of 0.956. It was concluded that to embrace the full adoption of SBC, corporate involvement is critical, and all stakeholders must embrace the sustainability paradigm. It is recommended that the principal knowledge-sharing features revealed in this study should be carefully considered to help construction stakeholders in fostering knowledge sharing for a sustainable built environment. Full article

This article provides a critical review of the current design and research challenges in contemporary timber architecture. Conducted from the perspective of a designer-researcher, the review focuses on the role of wood as a material at the intersection of environmental performance, cultural meaning, and spatial practice. The study adopts a conceptual, problem-oriented approach, eschewing the conventional systematic aggregation of existing data. The objective of this study is to identify, interpret and categorise the key issues that are shaping the evolving discourse on timber architecture. The analysis is based on peer-reviewed literature published between 2020 and 2025, sourced from the Scopus and Web of Science Core Collection databases. Fifteen thematic challenges have been identified and classified according to their recognition level in academic and design contexts. The subjects under discussion include well-established topics, such as life cycle assessment and carbon storage, as well as less commonly explored areas, such as symbolic durability, social acceptance, traceability, and the upcycling of low-grade wood. The review under consideration places significant emphasis on the importance of integrating technical, cultural, and perceptual dimensions when evaluating timber architecture. The article proposes an interpretive framework combining design thinking and transdisciplinary insights. This framework aims to bridge disciplinary gaps and provide a coherent structure for understanding the complexity of timber-related challenges. The framework under discussion here encourages a broader understanding of wood as not only a sustainable building material but also a vehicle for systemic transformation in architectural culture and practice. The study’s insights may support designers, educators, and policymakers in identifying strategic priorities for the development of future-proof timber-based design practices. Full article

This study explores the perceptions of future educators, specifically Early Childhood Education students at the Universities of Cádiz and Gdansk, regarding the interconnections between critical thinking and sustainability. The work aims to provide valuable insights into general teacher training, examining how these students’ experiences are contextualized within their respective educational systems and cultural contexts. To achieve this, eleven group interviews (three in Cádiz, eight in Gdansk) were conducted using a structured and expert-validated script. The transcribed data were qualitatively analyzed using QDA MINER v.6 software. Key findings reveal divergent perceptions of critical thinking among pre-service teachers: while Spanish students leaned towards a subjective understanding, Polish students emphasized an objective, data-driven approach. This distinction has significant implications for the conceptualization and teaching of critical thinking in educator training. Despite these differences, both groups of participants highlighted the necessity of implementing active methodologies in higher education (such as cooperative learning, problem-solving, and debates) to foster critical thinking, both for their own development and for preparing for their future practice with young children. This study also identified an excessive emphasis on theoretical aspects of sustainability in these future teachers’ training and a limited understanding of their practical application in the classroom. Furthermore, explicit connections between critical thinking and sustainability were scarce in student responses, highlighting a gap in current educator training in these areas. Collectively, the results suggest significant weaknesses in current teacher training efforts regarding the development of critical thinking and its effective integration with sustainability competencies. Full article

This study aims to evaluate the level of awareness and practical adoption of green wall systems in the Nigerian construction industry. It seeks to examine the current state of green wall implementation and recommend strategies to enhance their integration into construction practices among Nigerian construction professionals. A thorough review of the existing literature was conducted to identify different types of green wall systems. Insights from this review informed the design of a structured questionnaire, which was distributed to construction professionals based in Lagos State. The data collected were analyzed using statistical tests. The study reveals that while there is generally high awareness of green wall systems among Nigerian construction professionals, the practical use remains low, with just 8 out of the 18 systems being actively implemented, eclipsing the mean value of 3.0. The findings underscore the need for targeted education, industry incentives, and increased advocacy to encourage the use of green wall systems in the Nigerian construction sector. The results have significant implications for the Nigerian construction industry. The limited awareness and adoption of green wall systems highlight the need for strategic actions from policymakers, industry leaders and educational institutions. Promoting the use of green walls could drive more sustainable building practices, improve environmental outcomes and support the broader goals of decarbonization and circularity in construction. This research adds to the body of knowledge on sustainable construction by offering a detailed evaluation of green wall awareness and adoption within the Nigerian context. While green wall systems have been studied globally, this research provides a regional perspective, which in this case focuses on Lagos State. The study’s recognition of the gap between awareness and implementation highlights an important area for future research and industry development. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

This systematic literature review investigates how the concept of time is taught and learned in early mathematics education. While young children are commonly expected to learn how to tell time, this review explores what additional aspects should be emphasised to foster a deeper and more sustainable understanding of time. Using the EBSCO database, 36 relevant articles published up to December 2024 were identified. To cover different aspects related to the teaching and learning of time, peer-reviewed scientific articles as well as practice-based reports were included in the search. A majority of the articles focused on clock reading as an aspect of time. The aspects duration, sequencing, and measurement of time also frequently appeared whereas expressions of time, or cross-disciplinary aspects were seldom mentioned. Drawing on the findings, this review proposes a comprehensive framework outlining key aspects that should be included in early mathematics education to support the teaching and learning of time. Full article

The growing concern over environmental sustainability has intensified the focus on consumers’ perceptions of eco-friendly food packaging, especially among younger generations. This study aims to investigate the attitudes, preferences, and barriers faced by Greek university students regarding sustainable food packaging, a demographic considered pivotal for driving future consumption trends. An online questionnaire assessing perceptions, preferences, and behaviours related to sustainable packaging was administered to students, with responses measured on a five-point Likert scale. Three hundred and sixty-four students took part in this survey, with the majority (60%) of them being female. Principal component analysis was employed to identify underlying factors influencing perceptions, and k-means cluster analysis revealed two consumer segments: “Innovatives”, including one hundred and ninety-eight participants (54%), who demonstrate strong environmental awareness and willingness to adopt sustainable behaviours, and “Sceptics”, including one hundred sixty-six participants (46%), who show moderate engagement and remain cautious in their choices. Convenience, affordability, and clear product communication emerged as significant factors shaping student preferences. The findings suggest that targeted educational campaigns and transparent information are essential to converting positive attitudes into consistent purchasing behaviours. This research provides valuable insights for policymakers and marketers looking to design effective sustainability strategies tailored to the student population. Full article

Motivation remains a central concern in second language (L2) and English as a foreign language (EFL) education, yet its underlying mechanisms are insufficiently understood. This study employs the theory of Directed Motivational Currents (DMCs) to explore periods of intense, sustained L2 motivation among Chinese adolescent EFL learners across secondary and tertiary levels. Through in-depth interviews with ten participants, this research identified the conditions (e.g., collaborative peer dynamics, vivid goal visualization) that triggered their DMC experiences. The data also highlighted how facilitative elements—such as clear starting points, personalized goal alignment, behavioral routines, and timely feedback—played a crucial role in initiating and sustaining these motivational currents. These findings contribute to DMC theory by revealing how intrinsic and extrinsic factors jointly foster and maintain high levels of motivation over time, offering valuable insights for designing targeted interventions to enhance EFL motivation and learning among Chinese adolescents. Full article

The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article

This convergent mixed-methods study explores the lived experiences of Black women DEI leaders at predominantly white institutions within the context of an increasingly contentious national discourse surrounding diversity, equity, and inclusion (DEI) in higher education. Conducted prior to the 2024 election, a period marked by escalating resistance to DEI efforts, this research explores how America’s racial reckoning influenced institutional DEI initiatives and shaped the realities of those leading this work. Data were collected through a climate survey of 20 DEI administrators and semi-structured interviews with three senior-level Black women DEI leaders. The survey findings suggest that institutional commitments to DEI were largely reactive, emerging as crisis responses to national calls for racial justice. These efforts resulted in the short-term elevation of Black women into leadership roles, often without sustained structural support. The interview data revealed that Black women senior DEI leaders routinely encounter discrimination, marginalization, and the paradox of hypervisibility and invisibility within their roles. This study concludes with implications and suggestions for institutional policy and structural reform aimed at fostering more equitable and sustainable DEI leadership environments. Full article