Search Results (11,180)

This study investigates how the integration of artificial intelligence reshapes the professional identity of university English teachers within higher education. Against the backdrop of global digital transformation, AI presents both disruptive potential and a significant ‘adaptation crises’ for educators. Using Bronfenbrenner’s Ecological Systems Theory as an analytical framework, this research systematically reviews the existing literature to address three objectives: (1) identify directions and typologies of teacher identity transformation; (2) analyse multilayered ecological influential factors; and (3) examine core challenges teachers face and their corresponding coping strategies. The findings indicate that professional identity is dynamically reconstructed across nested ecosystems, from micro-level classroom interactions to chronological level sociocultural contexts. This study advances an integrative perspective on the complex technology–teacher relationship, highlighting that successful identity transformation requires coordinated support across all ecological levels. Theoretical and practical implications are discussed to facilitate sustainable teacher development in the face of AI. Full article

Background/Objectives: In neonatal intensive care, intraventricular haemorrhage (IVH) is one of the most frequent brain morbidities in very preterm infants, but maximum IVH grade may not fully capture developmental risk. We assessed whether a serial cranial ultrasound (CUS) phenotype integrating IVH grade, associated parenchymal lesion visible on serial CUS (visible APL) and ventricular morbidity refined developmental risk stratification. Methods: We studied 2756 very preterm infants from a single-centre cohort of 3081 who had at least two protocolised CUS examinations. IVH was classified by maximum serial CUS grade. Visible APL, severe ventriculomegaly (VM), post-haemorrhagic hydrocephalus (PHH), cerebral palsy (CP), clinically classified school-age cognitive sequelae and sustained developmental/educational support were analysed. Results: Visible APL and ventricular morbidity increased with maximum IVH grade. Among infants with grade 3 IVH (IVH3), visible APL was present in 60.5%, severe VM in 40.8% and PHH in 21.7%. In the isolated-IVH analysis, CP occurred in 1.4% of the reference group (no IVH/no visible APL), 2.9% with isolated grade 1 IVH, 2.8% with isolated grade 2 IVH and 27.5% with IVH3. Isolated IVH3 was associated with CP (aOR 28.55, 95% CI 11.31–72.11), school-age cognitive sequelae and sustained support. After adding severe VM, the CP aOR for isolated IVH3 attenuated to 12.94, while severe VM remained associated with CP, cognitive sequelae and support. Conclusions: Our findings support interpreting IVH as a multidimensional serial CUS risk-stratification phenotype beyond maximum grade alone, with the potential to inform bedside counselling and targeted developmental follow-up in neonatal intensive care, pending external validation. Full article

This study explores the role of arts-based educational interventions in fostering social mending and urban regeneration in disadvantaged urban contexts. The intervention consisted of participatory mosaic workshops designed to foster cooperation, inclusion, and civic engagement, culminating in the co-creation of public artworks installed in a degraded urban underpass and included 193 children aged 5–15 living in Tor Bella Monaca, a highly marginalized suburb of Rome (Italy). The analysis of the intervention used a mixed-methods approach, based on systematic observation, questionnaires, interviews, and document analysis. The findings indicate that the artistic process acted as a catalyst for both individual and collective transformation: at the individual level, participation enhanced relational skills, emotional expression, and sense of agency; at the community level, the intervention contributed to the reactivation of public space, increased social cohesion, and improved care for the urban environment. We interpret these outcomes through the capability approach, identifying art as a “conversion factor” linking individual capabilities to collective regeneration. The intervention aligns with SDGs 4, 10, 11, and 17 of the 2030 Agenda and supports the relevance of scalable, community-based models for inclusive and sustainable urban policies in deprived areas. Full article

This study identifies two stage-specific configurations of CLIL teacher well-being in Andalusia: an ecology of proximity in Primary Education and a disciplinary-departmental ecology in Secondary Education. Drawing on 14 semi-structured interviews with seven Primary and seven Secondary teachers, the study used a deductive–inductive ecological analysis combining within-case, cross-case, cross-stage, and subsystem-coupling procedures in QDA Miner. Participants described professional well-being not merely as a subjective psychological state but in terms of professional viability: the perceived ecological enactability of pedagogically legitimate and sustainable practice. Primary teachers’ accounts foregrounded sustained pupil contact, tutorial responsibility, family expectations, classroom routines, and adaptation for younger learners. Secondary teachers’ accounts foregrounded subject specialisation, departmental organisation, heterogeneous language proficiency, assessment ambiguity, and the Primary–Secondary transition. Across both stages, participants described compensatory overfunctioning—additional care, coordination, material redesign, translation, and assessment work undertaken to keep CLIL operational when implementation conditions were perceived as insufficient. Protected coordination time, stage-specific training, shared assessment frameworks, appropriate materials, and transition structures emerged as potential regulatory leverage points. The study advances a phase-sensitive systems interpretation of teacher well-being by identifying a fast balancing loop of frontline adaptation and a slower reinforcing stabilisation trap through which restored continuity may conceal persistent underprovision. Full article

Small-scale fisheries are socio-ecological systems in which resource users interact with environmental conditions, fishing regulations, community initiatives, and institutional actors. Understanding how fishers perceive and report these interactions provides information on the social context of fisheries management, although such perceptions cannot substitute for independent assessments of ecological sustainability, behavioural compliance, or governance effectiveness. This study characterized fishers’ environmental perceptions, self-reported fishing practices, participation in environmental education and conservation activities, and perceptions of community and institutional involvement in fisheries management in Tecomate Lagoon, Guerrero, Mexico. A cross-sectional quantitative design was used, and structured questionnaires were administered to 120 active artisanal fishers selected through simple random sampling. Data were analyzed descriptively using frequencies and percentages. Respondents primarily associated the lagoon with economic (49.17%) and food-related (25.83%) functions. Declining water levels (60.00%) and reduced species abundance (40.00%) were the environmental changes reported by respondents. Regarding fishing practices, 94.17% stated that they complied with fishing regulations, and 100% reported releasing organisms below the minimum legal catch size. Environmental training was reported by 95.00% of respondents, while 94.17% reported participation in conservation-related activities. CONAPESCA (80.83%) and UAGro (19.17%) were identified as institutions involved in fisheries-related initiatives. These findings characterize the perceptions and self-reported experiences of surveyed fishers and should not be interpreted as evidence of ecological sustainability, actual behavioural compliance, educational effectiveness, or governance performance. The contribution of the study lies in systematically documenting the resource-user perspective as a component of the social dimension of the fishery. This information provides a descriptive baseline that can complement future ecological, behavioural, institutional, and longitudinal assessments of small-scale fisheries in coastal lagoon systems. Full article

Transformation in the hospitality industry increasingly requires graduates who possess not only technical knowledge and operational skills, but also behavioural and interpersonal competencies for sustainability in the industry. This demand from higher education students focuses on employability skills, knowledge, and abilities relevant to the hospitality industry post-COVID-19. This study explored industry practitioners’ perceptions of the transversal competencies required for graduate employability in the South African hospitality industry. An interpretivist research philosophy was adopted to support a subjective viewpoint through a qualitative research study, implemented through interviews with 17 purposively selected industry practitioners in Gauteng, South Africa. This includes managers and supervisors responsible for overseeing student internships during their work-integrated learning programmes. Data were analysed using interpretive thematic analysis supported by Atlas.ti v25 software program. The findings reveal that, in addition to technical knowledge and practical skills, employers highly value behavioural competencies such as adaptability, positive attitude, passion, work ethics, and the ability to think critically under pressure. The study further highlights the need for stronger collaboration between industry and higher education institutions to improve curriculum relevance, internship structures, and competency development. The findings contribute to hospitality employability literature by identifying industry-informed transversal competencies necessary to enhance graduate preparedness and employability within the post-pandemic hospitality sector. Full article

Environmental sustainability is increasingly recognised as part of quality education, public health, and national development. However, sustainability education may unintentionally exclude students with disabilities when teaching materials, school activities, and environmental practices are not adapted to diverse learning and support needs. This study examined awareness, perceptions, preparedness, current practices, and barriers related to environmental sustainability among educators in the special education sector in Riyadh, Saudi Arabia. A cross-sectional survey was conducted among 432 educators and education-related professionals working in special education schools and general education schools with special education programmes in Riyadh. Data were collected using a structured self-administered questionnaire. Awareness, perceptions, preparedness, institutional support, current practices, and barriers were assessed using Likert-scale items and practice checklists. Descriptive statistics, chi-square tests, Cramér’s V, and multiple linear regression were used for analysis. Respondents showed moderate to high awareness of environmental sustainability, with a mean awareness score of 21.2 out of 30 (SD 4.9); 204 respondents (47.2%) had high awareness. Perceptions were generally favourable, with a mean perception score of 23.8 (SD 3.9), and 311 respondents (72.0%) classified as having high perception. Preparedness was positive but less consistent, with a mean score of 22.0 (SD 4.9); 239 respondents (55.3%) had high preparedness, while 176 (40.7%) had moderate preparedness. In regression analysis, preparedness was independently associated with perception score, special or inclusive education training, sustainability or climate education training, direct disability-related experience, and working in settings with structured sustainability activities. Educators in Riyadh’s special education sector generally recognise the relevance of environmental sustainability and support the inclusion of students with disabilities in sustainability-related learning and activities. Strengthening disability-inclusive sustainability education in special education settings will require integrated professional development, accessible teaching resources, curriculum guidance, leadership support, and whole-school sustainability planning. Full article

To balance indicator coverage, information redundancy, and the costs of annual data updating in urban sustainability assessment, this study constructs and validates a parsimonious district-level indicator set for SDG localization. Official statistical data for Shanghai’s 16 districts from 2016 to 2024 were used to establish a balanced panel dataset comprising 21 candidate indicators and 144 district-year observations, with no missing or interpolated values. Of these indicators, 18 with unambiguous directional interpretations were included in the screening process. Using 2016–2020 as the training period, deterministic exhaustive searches were conducted for combinations of 6–10 indicators, subject to six-dimensional coverage and a maximum variance inflation factor of 5. Data from 2021 to 2024 were reserved as an independent temporal test set. The results identified a seven-indicator set covering economic vitality, population and inclusion, education, health, ecological greening, and urban form. In the training period, the Pearson correlation, Spearman correlation, and calibrated R² between the parsimonious and full reference indices were 0.901, 0.908, and 0.812, respectively; the corresponding values in the independent test period were 0.867, 0.889, and 0.698. Leave-one-year-out validation further supported the temporal information-retention capacity of the indicator set. By contrast, leave-one-district-out validation and indicator reselection revealed substantial spatial context dependence, indicating that the selected indicators are suitable as a parsimonious core set for annual district-level monitoring in Shanghai rather than as a uniquely defined and universally invariant minimum set. Additive assessments based on equal, entropy, and CRITIC weighting exhibited relatively high consistency, and excluding 2022 had almost no effect on the results. However, geometric aggregation and alternative normalization produced appreciable differences in district rankings. Accordingly, this study proposes a hierarchical monitoring framework consisting of a stable core indicator set supplemented by context-specific indicators. Full article

Entrepreneurship Education (EE) is acknowledged for developing entrepreneurial skills, ideas, and knowledge to support individuals and foster independence, thereby promoting economic growth and national sustainability. Digitised EE has been proposed as a means to strengthen entrepreneurial effectiveness and economic transformation. This literature review classifies studies on digitised EE, emphasises how it supports entrepreneurial effectiveness, and suggests guidelines for digitised EE performance in Tertiary Institutions (TIs). A search strategy was used to identify publications in databases such as Scopus, ScienceDirect, DOAJ, WOS, IEEE, and Cochrane. The publication range spanned from 2012 to 2024. A total of 912 publications were identified in the database, of which 43 met the inclusion criteria. Digitised EE requires considerable study to determine its impact on reducing unemployment, economic development through TIs, and the Sustainable Development Goals (SDGs). A descriptive research design was adopted; the themes selected were acknowledged in the research and discussed based on data extracted from the included criteria. Additionally, most of the included criteria are recent publications, with journals the most frequently identified and quantitative methods the most commonly applied. The lack of improved EE deprives the realisation of entrepreneurial effectiveness, which is attributed to Artificial Intelligence (AI), entrepreneurial knowledge, competitiveness, and strategic decisions. It is imperative to research digitised EE practices for entrepreneurial effectiveness and efficiency in the education sector for a country’s growth. Recommendations for related studies are provided in the review. Full article

Over several decades, digital cultural heritage has been increasingly reused across research, education, creative practice and through public community engagement. However, these activities remain undescribed or inconsistently documented and difficult to compare. Organisations typically rely on ‘proxy metrics’ such as downloads, page views or reverse searches to assess use/reuse. However, these metrics reveal little about how materials were transformed, interpreted, or how they generated value and impact. GLAMs often rely on unstructured anecdotes to capture/trace reuse, as it is difficult to retrospectively document reuse when GLAMs publish cultural heritage data openly without the expectation of users to tell the organisation what they did with the digital cultural heritage they accessed and used. Documenting reuse approaches often focuses on single dimensions or factors such as sector, content type, audience or impact. This has resulted in fragmented knowledge about digital cultural heritage reuse, which has created limitations in carrying out evaluations across examples, learning from good practice and planning digital cultural heritage initiatives. This article introduces and empirically grounds a flexible, multi-dimensional schema for documenting and planning digital cultural heritage reuse. Using an abductive methodology that combines literature analysis and synthesis, practitioner interviews, user-journey examinations and iterative prototyping, we developed a six-category framework capturing (1) organisation and context, (2) heritage assets and technologies, (3) purpose and process, (4) users and engagement modes, (5) nature of use and availability, and (6) impact and sustainability. Applied across real-world examples, this framework can reveal forms of value, dependency and risk, often absent from conventional reporting in the reuse of digital cultural heritage. We argue that reuse documentation functions as a form of socio-technical infrastructure, enabling a shared vocabulary and understanding for cross-case comparison, cumulative learning and strategic design of digital heritage initiatives. By shifting categorisation from retrospective description to include prospective planning, the framework supports a more meaningful impact assessment and sustainable reuse of digital cultural heritage as a societal resource. Full article

Organizations increasingly face the challenge of integrating sustainability into strategic planning and governance systems while ensuring stakeholder participation, accountability, and long-term value creation. This study develops a stakeholder-based governance model by examining how strategic planning processes contribute to the integration of sustainability within organizational management. A mixed-methods approach was employed, combining documentary analysis of institutional planning instruments, surveys administered to students, professors, and administrative staff, and semi-structured interviews with seven senior institutional leaders responsible for strategic decision-making. The empirical evidence was obtained from an Ecuadorian higher education institution operating in the context of an emerging economy. The results revealed high levels of stakeholder support for sustainability integration, with positive perceptions reported by professors (89.8%), students (83.6%), and administrative staff (74.0%). The findings also highlighted the importance of leadership commitment, stakeholder engagement, governance mechanisms, performance indicators, monitoring, and continuous improvement in supporting long-term institutional sustainability. Based on these results, a stakeholder-based governance model is proposed that integrates Strategic Planning, Stakeholder Theory, Sustainable Governance, and Organizational Sustainability into a unified management framework. The study concludes that sustainability can be strengthened when governance structures and strategic planning processes operate as interconnected mechanisms that guide organizational decision-making, performance evaluation, and long-term institutional development. This study proposes an evidence-informed governance model derived from a mixed-methods case study conducted at a private technological university in Ecuador. Full article

Sustainable forest governance requires fiscal instruments responsive to community preferences for ecosystem services, yet compensation standards are rarely checked against those preferences. China’s ecological public welfare forest program, which covers 120 million hectares, sets graded provincial compensation rates across internally differentiated communities. Using contingent valuation data from 315 households in Lin’an District, Zhejiang Province (2024), this study compares compensation with community-expressed preferences and asks whether that comparison holds across social groups. The aggregate community willingness to pay (WTP) is CNY 41.07 million per year, with a mean household WTP of CNY 210, and the actual provincial compensation of CNY 41.34 million falls within its confidence interval. Because both quantities carry estimation uncertainty, this interval overlap is not a formal test of equivalence and does not establish that the two are equal. The aggregate correspondence also masks substantial heterogeneity. Income and education generate WTP differentials exceeding 30 percent, and rural residents report valuations 16.6 percent below those of urban residents. This pattern is associated with economic capacity rather than institutional trust or environmental awareness. Lin’an is a most-likely case for such correspondence, since its urban–rural income ratio (1.54:1) lies well below the national average (2.31:1). Preference heterogeneity is therefore plausibly more pronounced elsewhere, although cross-regional replication would be required to confirm this. Graded fiscal instruments for forest resource governance, even where broadly consistent with aggregate preferences, warrant differentiation to sustain community support for conservation across heterogeneous populations. Full article

Educational inequality and early school leaving remain persistent challenges in stratified education systems, particularly for disadvantaged students in rural areas. Although mentoring programmes are widely promoted as compensatory interventions, relatively little is known about how institutionally embedded mentoring influences educational aspirations and trajectories within highly stratified school systems. This study examines the nationwide Hungarian Teach for Hungary mentoring programme, in which university students provide formally organised peer mentoring to disadvantaged lower secondary school students. The study adopts a triangulated mixed-methods design, integrating longitudinal administrative education data (2018–2024), pre–post survey data, and qualitative interviews. The dataset includes 25 higher education institutions, 108 partner schools, and more than 3300 mentored students, enabling an analysis of mentoring processes across diverse institutional and regional contexts. The findings suggest that mentoring is associated with more structured educational aspirations, smoother transitions to upper secondary education, and more stable patterns of school participation, particularly in disadvantaged rural settings. Rather than producing direct academic effects, mentoring appears to operate through institutional mechanisms that shape students’ access to educational information, expectations, and opportunity structures. Formal mentor preparation, ongoing supervision, and institutional coordination emerge as key conditions for sustaining high-quality mentoring relationships and supporting students’ educational orientation. The study contributes to international research on mentoring and educational inequality by conceptualizing mentoring as an institutionally mediated mechanism embedded within stratified education systems. Beyond the Hungarian context, the findings provide analytically transferable insights for education systems seeking to address persistent inequalities in educational access and transition opportunities. Full article

Sustainable consumption has become a central pillar of Sustainable Development Goal 12 (SDG 12), as current consumption patterns continue to generate significant environmental impacts. Although environmental awareness has increased, understanding the factors that drive sustainable consumption behavior remains an important challenge, particularly among university students in emerging economies. This study aimed to analyze the determinants of sustainable consumption behavior among engineering students using an extended Theory of Planned Behavior (TPB) model incorporating environmental awareness. A quantitative, cross-sectional design was employed using a structured questionnaire administered to 668 engineering students. The proposed relationships were evaluated through covariance-based structural equation modeling (SEM). The findings confirmed that attitude toward sustainable consumption was the strongest predictor of sustainable consumption intention (β = 0.93), while intention exerted a substantial positive effect on sustainable consumption behavior (β = 0.79). In addition, perceived behavioral control positively influenced sustainable consumption behavior (β = 0.27), whereas environmental awareness contributed indirectly by strengthening pro-sustainability attitudes. Overall, the results support the explanatory power of the extended TPB model, highlighting the complementary role of environmental awareness in promoting sustainable consumption behavior. This study contributes to the sustainable consumption literature by providing empirical evidence from engineering students in a Latin American context and offers practical implications for higher education institutions seeking to promote responsible consumption through educational strategies aligned with Sustainable Development Goal 12. Full article

Higher education institutions must sustain employees’ capacity and motivation amid organizational change. This study examined cross-sectional associations among perceived organizational support (POS), employee resilience, and sustainable employability in 202 university employees in Lima, Peru. Participants completed translated self-report measures. Following a measurement audit, POS was represented by a reduced unidimensional 10-item factor, resilience by nine items, and sustainable employability by a second-order factor reflected by productivity, workplace social climate, work control, and self-efficacy. Weighted least squares mean- and variance-adjusted latent-variable modeling showed acceptable fit, scaled chi-square (621) = 1330.81, CFI = 0.968, TLI = 0.965, RMSEA = 0.075, and SRMR = 0.080. POS was associated with resilience (beta = 0.469) and sustainable employability (beta = 0.374), while resilience was associated with sustainable employability (beta = 0.498). The indirect association through resilience was significant (B = 0.353, 95% Monte Carlo CI [0.209, 0.519]; beta = 0.234), and the direct association remained significant too, suggesting partial complementary mediation. Sensitivity analyses that excluded a productivity item with ceiling effects, used robust maximum likelihood, and added demographic controls led to the same conclusion. Since the data are cross-sectional and self-reported, the results are consistent but do not show a temporal or causal mediation process. Full article