Search Results (1,729)

In socio-economically disadvantaged communities, the challenges faced by children with special needs are often overshadowed by more visible issues such as poverty, family instability, and substance abuse. Children, especially those with special needs, are particularly vulnerable in these settings as they are disproportionately impacted by intersecting adversities, including neglect, exploitation, and limited access to education and healthcare. These adversities create a vicious cycle, where disability exacerbates financial hardship, and in turn, economic deprivation negatively impacts early childhood development, further entrenching disability. Conventional models, which require physical presence and focus primarily on diagnosis and treatment within clinical settings, often fail to address the broader social, environmental, and contextual complexities of disability. We propose an Information Technology-based Exit Pathway as an innovative, scalable solution to disrupt this cycle. Anchored in the five pillars of the Community-Based Rehabilitation (CBR) matrix of Health, Education, Livelihood, Social, and Empowerment, the model envisions a multi-level digital platform that facilitates coordinated support across individual, familial, educational, community, regional, and national levels. By improving access to services, fostering inclusive networks, and enabling early intervention, the proposed approach aims to promote equity, social inclusion, and sustainable development for children with special needs in marginalized communities. Full article

This study investigates the perceptions of economics students from Romania’s Central Region regarding the global phenomena of globalization, localization, and slowbalization (GLS), analyzed through the lens of environmental, economic, and educational sustainability. The research highlights a high level of awareness and understanding of globalization and localization, while the concept of slowbalization remains relatively unfamiliar and often perceived with uncertainty or neutrality. Most respondents view globalization as the most sustainable model for long-term economic development, emphasizing its contributions to international trade, market expansion, investment flows, and access to global education and research. At the same time, localization is recognized for its role in preserving cultural identity, strengthening local economies, and addressing pressing environmental issues through low-carbon solutions. Regarding educational sustainability, students support a hybrid model that balances global exposure with the appreciation of local knowledge and traditions—a glocal approach particularly endorsed by master’s students. The study also reveals statistically significant differences between undergraduate and graduate respondents, indicating more mature perspectives among those in advanced studies. The paper could help in course design and lesson engagement and concludes by recommending curricular reforms in economic education and proposing future interdisciplinary, comparative, and qualitative research to deepen understanding of GLS dynamics, particularly in the context of emerging global trends and technological transformations. Full article

In the context of the rapid digitalization of higher education, proactive artificial intelligence (AI) agents embedded within multi-agent systems (MAS) offer new opportunities for personalized learning, improved quality of education, and alignment with sustainable development goals. This study aims to analyze how such AI solutions are perceived by students at Narxoz University (Kazakhstan) prior to their practical implementation. The research focuses on four key aspects: the level of student trust in AI agents, perceived educational value, concerns related to privacy and autonomy, and individual readiness to use MAS tools. The article also explores how these solutions align with the Sustainable Development Goals—specifically SDG 4 (“Quality Education”) and SDG 8 (“Decent Work and Economic Growth”)—through the development of digital competencies and more equitable access to education. Methodologically, the study combines a bibliometric literature analysis, a theoretical review of pedagogical and technological MAS concepts, and a quantitative survey (n = 150) of students. The results reveal a high level of student interest in AI agents and a general readiness to use them, although this is tempered by moderate trust and significant ethical concerns. The findings suggest that the successful integration of AI into educational environments requires a strategic approach from university leadership, including change management, trust-building, and staff development. Thus, MAS technologies are viewed not only as technical innovations but also as managerial advancements that contribute to the creation of a sustainable, human-centered digital pedagogy. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

Innovative technologies have been helping to improve comfort and safety at work in high-risk sectors for years. The study analysed the impact, along with an assessment of potential implementations (opportunities and limitations) of innovative technological solutions for improving occupational safety in two selected sectors of the economy: mining and construction. The technologies evaluated included unmanned aerial vehicles and inspection robots, the Internet of Things and sensors, artificial intelligence, virtual and augmented reality, innovative individual and collective protective equipment, and exoskeletons. Due to the extensive nature of the obtained materials, the research description has been divided into two articles (Part I and Part II). This article presents the first three technologies. After the scientific literature from the Scopus database was analysed, some research gaps that need to be filled were identified. In addition to the obvious benefits of increased occupational safety for workers, innovative technological solutions also offer employers several economic advantages that affect the industry’s sustainability. Innovative technologies are playing an increasingly important role in improving safety in mining and construction. However, further integration and overcoming implementation barriers, such as the need for changes in education, are needed to realise their full potential. Full article

This study analyzes how museums in Brașov County integrated digital technologies into their activities during the COVID-19 pandemic, with a focus on online communication and audience interaction. This research is based on a mixed-methods approach, including content analysis, semi-structured interviews with museum representatives, and a questionnaire applied to the visiting public. The aim is to identify the digital strategies used, the challenges encountered, and visitors’ perceptions regarding the usefulness of these tools. The results indicate an accelerated but uneven adoption of digital technologies, influenced by available resources, internal competencies, and institutional support. Frequent online interaction is positively correlated with the perceived quality of digital content, and openness to virtual activities is higher among younger and more educated audiences. Identified limitations include the lack of specialized personnel, reduced budgets, and administrative difficulties. This study emphasizes the need for institutional reforms and investments in digitalization to ensure the sustainability of the digital transition, without losing the value of the physical museum experience. Full article

There is a growing global emphasis on reducing environmental pollution through innovative clean energy technologies, with photovoltaic systems gaining prominence as a sustainable solution. This study presents an integrated approach, combining advanced architectural modeling and dynamic energy simulation to evaluate the utilization of rooftop photovoltaic panels on a high-density higher educational building in Saudi Arabia. Utilizing detailed modeling involving Autodesk Revit and energy simulation through DesignBuilder to Level of Detail 3, the research provides unprecedented accuracy, validated against actual energy consumption data with a remarkable 92.28% precision. Notably, approximately 60% of the rooftop area is identified as suitable for photovoltaic installation, demonstrating a significant capacity to generate 1,028,494.50 kWh annually, covering 61.7% of the building’s energy needs. Financial analysis reveals robust economic benefits, including annual savings of USD 74,938.84, a payback period of under 7 years, and lifetime savings exceeding USD 1.87 million over 25 years. Seasonal variations and surplus energy during winter months are also detailed, highlighting the system’s resilience. Importantly, this study aligns with Saudi Arabia’s “Vision 2030” by showcasing the feasibility and strategic importance of rooftop photovoltaic solutions in urban educational settings within hot-climate regions, offering a pioneering contribution to sustainable urban energy planning. Full article

Respirable crystalline silica is a well-established occupational hazard in construction work. Despite increased awareness, consistent exposure control remains a challenge, particularly in dynamic and resource-constrained environments. Respirable crystalline silica exposure in construction environments challenges the achievement of the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being) and SDG 8 (Decent Work and Economic Growth). Respirable crystalline silica particles cause severe health complications, including silicosis, lung cancer, cardiovascular diseases, and autoimmune disorders, representing a significant barrier to achieving SDG 3.9’s target of reducing deaths and illnesses from hazardous chemical exposures by 2030. This systematic review evaluates two decades of advancements (2004–2024) in respirable crystalline silica identification, characterisation, and mitigation within construction, synthesising evidence from 143 studies to assess progress toward sustainable occupational health management. This review documents a paradigmatic shift from traditional exposure assessment toward sophisticated monitoring approaches incorporating real-time detection systems, virtual reality–Computational Fluid Dynamics simulations, and wearable sensor technologies. Engineering controls, including local exhaust ventilation, wet suppression methods, and modified tool designs, have achieved exposure reductions exceeding 90%, directly supporting SDG 8.8’s commitment to safe working environments for all workers, including migrants and those in precarious employment. However, substantial barriers persist, including prohibitive costs, inadequate infrastructure, and regional regulatory disparities that particularly disadvantage lower-resourced countries, contradicting the Sustainable Development Goals’ principles of leaving no one behind. The findings advocate holistic approaches integrating technological innovation with context-specific regulations, enhanced international cooperation, and culturally adapted worker education to achieve equitable occupational health protection supporting multiple Sustainable Development Goals’ objectives by 2030 and also highlighting potential areas for future research. Full article

Education 4.0 promotes active, personalized, and competency-based learning aligned with the Sustainable Development Goals (SDGs), yet most current platforms rely on centralized architectures that restrict access, agency, and adaptability. To address this problem, Web3 technologies—including blockchain, decentralized identifiers (DIDs), peer-to-peer storage, and smart contracts—enable the creation of platforms that uphold equity, data sovereignty, and pedagogical flexibility. This paper investigates how the convergence of Education 4.0 and Web3 technologies can drive the development of sustainable, inclusive, and learner-centered digital education systems. We examine two decentralized education platforms, EtherLearn and DeLMS, to assess their design affordances and limitations. Building on these insights, we propose a layered architectural framework grounded in sustainability principles. Our analysis shows that decentralized infrastructures can expand access in underserved regions, increase credential portability, empower learners with greater autonomy, and foster participatory governance through decentralized voting, token-based incentives, and community moderation. Despite these advantages, significant challenges remain around usability, energy efficiency, and regulatory compliance. We conclude by identifying key research priorities at the intersection of sustainable educational technology, digital equity, and decentralized system design. Full article

Sustainable energy entrepreneurs promote sustainable development by focusing more on energy efficiency. This study examines the interdependence and driving–dependent relationships among the socioeconomic factors (SEFs) influencing sustainable energy enterprises (SEEs). A mixed-methods approach is used, beginning with a literature review and expert consensus, followed by total interpretive structural modeling (TISM) and cross-impact matrix multiplication applied to classification (MICMAC) analysis. Seven key SEFs are finalized through interviews with 12 experts. Data are then collected from 11 SEEs. The study reveals that the regulatory and institutional framework emerges as the primary driving factor influencing other SEFs, including financial accessibility, market demand, technological innovation, and infrastructure readiness. Social and cultural acceptance is identified as the most dependent factor. The study proposes future research directions by identifying the United Nations sustainable development goals (SDGs) related to the antecedents, decisions, and outcomes with theoretical linkages through the Antecedents–Decisions–Outcomes (ADO) framework. The major SDGs identified are SDG 4 (education), SDG 7 (energy), SDG 9 (industry), SDG 11 (communities), and SDG 13 (climate). The study highlights that regulatory support, funding access, skill development, and technology transfer are required areas for strategic focus. Understanding the hierarchy of SEs supports business model innovation, investment planning, and risk management. Full article

This study critically examines the integration of artificial intelligence (AI) into education through the lens of Marx’s theory of alienation, engaging with contemporary critiques of digital capitalism and academic labour. Drawing on an exploratory survey of 395 educators in Northern Cyprus, a context of early-stage AI adoption, the paper identifies four distinct forms of alienation exacerbated by AI: from the product of academic labour, from the educational process, from professional identity (species-being), and from interpersonal relations. Findings suggest that while educators who view AI more positively tend to report lower levels of alienation, particularly with respect to their pedagogical outputs, this association is tentative due to the low reliability of the AI perception scale (Cronbach’s α = 0.42). The results, therefore, serve as hypothesis-generating rather than conclusive. Situating the empirical findings within broader critiques by Noble, Hall, Preston, and Komljenovic, the study highlights how algorithmic governance, commercial platform logics, and data-driven performance regimes threaten teacher autonomy, creativity, and relationality. The paper concludes with a call for participatory governance, ethical oversight, and human-centred design to ensure that AI integration supports, not supplants, educators. In doing so, it contributes to critical debates on the ethical sustainability of digital education under conditions of intensifying automation. Full article

This study provides a comprehensive assessment of water infrastructure, consumption management, and educational practices across all public pre-university educational institutions in Cluj County, Romania. The research addresses the increasingly urgent imperative of sustainable water resource management within educational settings, in alignment with both European and global priorities. This analysis is based on a comprehensive data set collected in June 2025 from all 392 public pre-university educational institutions in Cluj County, encompassing both urban and rural areas, all educational levels, and all types of institutions. Data was gathered using a standardized questionnaire, which was validated with the official support of the Cluj County School Inspectorate. The quantitative analysis highlights significant urban–rural disparities: 95.566% of urban institutions are equipped with modern meters and connected to public water networks, compared to only 68.254% in rural areas. Water consumption monitoring relies predominantly on invoice data (69.388%), while the adoption of advanced monitoring technologies remains limited. Reported water losses are minimal (1.531%), and only 0.765% of educational institutions have indicated non-compliance issues related to water quality in the past three years. Educational measures and water-saving awareness campaigns are present in 65.562% of institutions, yet only about one-third (32.908%) have implemented dedicated projects or partnerships. The financial analysis reveals that 90.487% of annual water and sewerage costs are borne by urban institutions. The study highlights both the progress achieved and the persistent challenges, particularly in rural infrastructure and the expansion of educational interventions. The results provide a robust empirical basis for informing regional and national policies, supporting targeted investments, integrated educational programs, and continuous monitoring to ensure sustainable water resource management in the Romanian educational system. Full article

This study aims to explore the effectiveness of a problem-solving method, grounded in Pólya’s methodological proposal and complemented by a STEM electronic educational kit, in strengthening the research competences of newly admitted nursing students at a public university in Peru. The research followed a quantitative approach using a quasi-experimental design with pre- and post-test measurements applied to a group of students who addressed real community health issues in their local context. The intervention was structured into four phases: understanding the problem, planning activities, execution, and reviewing the solution. The results showed significant improvements across all phases, particularly in problem analysis, autonomous planning, technological application, and critical thinking. The Wilcoxon test yielded p-values < 0.05 in all evaluated dimensions, allowing the rejection of the null hypothesis and confirming the effectiveness of the intervention. It is concluded that the problem-solving method, when integrated with relevant technological tools, is an effective strategy to promote formative research in vulnerable educational contexts. Moreover, it aligns with the Sustainable Development Goals—specifically SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)—by fostering inclusive, equitable, and contextually relevant education through socially and technologically meaningful innovation. Full article

Modern technologies are transforming occupational health and safety training by enhancing education, innovation, fire prevention, and promoting sustainability conditions in various sectors of industries. Digital tools such as virtual reality, artificial intelligence, and interactive simulations improve learning efficiency, engagement, and risk awareness. By integrating the technologies, companies can better prepare employees for hazardous situations, reduce workplace accidents, and ensure compliance with safety regulations. Fire courses on fire prevention and control are an essential element in health and safety trainings, and a crucial aspect of safety management. In any business, employees should be prepared for emergency situations, including fires by using modern tools like artificial intelligence. This article aimed to assess the implementation of modern technologies in Polish occupational health and safety training across various industrial sectors. Additionally, this research considered variations in training program development based on company size and financial capacity, highlighting the importance of integrating training, education, and innovative technologies into the company’s overall development strategy. The relationships between safety training programs, education, and innovation in 597 industrial companies were evaluated. The research findings suggest that integrating innovative technologies into training can improve working conditions in a more sustainable way and enhance the market competitiveness of enterprises. Full article

In the digital era, integrating technology into education is essential to meet contemporary educational demands. This systematic review examines the competencies and skills in educational technology required from in-service teachers serving in elementary, middle, and high schools, alongside the training models and methods implemented over the past decade. Following PRISMA guidelines, a systematic search was conducted in the Scopus, WOS, and ERIC databases, focusing on studies published between 2014 and 2025. A total of 82 studies were selected based on predefined inclusion criteria. The review analyzed competencies, skills, training models, and methods, identifying prevailing trends in teacher training for educational technology. The review identified seven key competencies, emphasizing skills such as using software, educational applications, and platforms, as well as virtual collaboration. The TPACK model emerged as the predominant framework for teacher training, encompassing various methods, including professional learning communities and Problem-Based Learning. A progressive and structured approach is necessary to develop teachers’ competencies, encompassing both basic technical skills and the adoption of emerging technologies. Continuous and context-specific teacher training in educational technology is critical for sustainable integration and pedagogical transformation. Barriers such as limited infrastructure and resistance to change highlight the need for strong institutional support and mentorship. Future research should aim to expand to diverse educational settings to validate and extend these findings. Full article