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25 pages, 8686 KiB  
Article
Urban Shrinkage in the Qinling–Daba Mountains: Spatiotemporal Patterns and Influencing Factors
by Yuan Lv, Shanni Yang, Dan Zhao, Yilin He and Shuaibin Li
Sustainability 2025, 17(15), 7084; https://doi.org/10.3390/su17157084 - 5 Aug 2025
Abstract
With the global economic restructuring and the consequent population mobility, urban shrinkage has become a common phenomenon. The Qinling–Daba Mountains, a zone with a key ecological function in China, have long experienced population decline and functional degradation. Clarifying the dynamics and influencing factors [...] Read more.
With the global economic restructuring and the consequent population mobility, urban shrinkage has become a common phenomenon. The Qinling–Daba Mountains, a zone with a key ecological function in China, have long experienced population decline and functional degradation. Clarifying the dynamics and influencing factors of urban shrinkage plays a vital role in supporting the sustainable development of the region. This study, using permanent resident population growth rates and nighttime light data, classified cities in the region into four spatial patterns: expansion–growth, intensive growth, expansion–shrinkage, and intensive shrinkage. It further examined the spatial characteristics of shrinkage across four periods (2005–2010, 2010–2015, 2015–2020, and 2020–2022). A Geographically and Temporally Weighted Regression (GTWR) model was applied to examine core influencing factors and their spatiotemporal heterogeneity. The results indicated the following: (1) The dominant pattern of urban shrinkage in the Qinling–Daba Mountains shifted from expansion–growth to expansion–shrinkage, highlighting the paradox of population decline alongside continued spatial expansion. (2) Three critical indicators significantly influenced urban shrinkage: the number of students enrolled in general secondary schools (X5), the per capita disposable income of urban residents (X7), and the number of commercial and residential service facilities (X12), with their effects exhibiting significant spatiotemporal heterogeneity. Temporally, X12 was the most influential factor in 2005 and 2010, while in 2015, 2020, and 2022, X5 and X7 became the dominant factors. Spatially, X7 significantly affected both eastern and western areas; X5’s influence was most pronounced in the west; and X12 had the greatest impact in the east. This study explored the patterns and underlying drivers of urban shrinkage in underdeveloped areas, aiming to inform sustainable development practices in regions facing comparable challenges. Full article
(This article belongs to the Special Issue Sustainable Urban Planning and Regional Development)
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19 pages, 940 KiB  
Review
An Exploration of U.S. Nutritional Diet Policies: A Narrative Review for Transformation Toward Sustainable Food Systems
by Ana Daniela Gonzalez-Alvarez, Asma Tahir Awan and Manoj Sharma
Encyclopedia 2025, 5(3), 114; https://doi.org/10.3390/encyclopedia5030114 - 4 Aug 2025
Abstract
Background: Current food systems contribute significantly to poor public health and environmental degradation. With increasing rates of chronic disease and undernutrition globally and in the United States of America (U.S.), transforming food systems toward sustainability is a critical public health priority. Objectives: This [...] Read more.
Background: Current food systems contribute significantly to poor public health and environmental degradation. With increasing rates of chronic disease and undernutrition globally and in the United States of America (U.S.), transforming food systems toward sustainability is a critical public health priority. Objectives: This narrative review aimed to summarize U.S. policies from the past decade relevant to sustainable food systems, focusing on four domains—availability, accessibility, affordability, and desirability—proposed by the 22nd Annual Harvard Nutrition Obesity Symposium. Methods: Systematic searches were conducted using MEDLINE (PubMed), Scopus, U.S. Congress websites, and Google searches. Studies and policies published between 2013 and 2023 that addressed at least one of the four domains were included. Policies were reviewed according to their alignment with the policy lifecycle framework, encompassing formulation through implementation. Results: A review of the final 632 articles explained that, despite growing interest in sustainable food systems, there is a lack of comprehensive U.S. policies that address the four domains in an integrated manner. Most initiatives were limited in scope, often school-based, and not explicitly sustainability-focused. Food availability and accessibility policies exist but remain fragmented, while affordability and desirability domains are severely underrepresented. Few laws or bills have been enacted or evaluated for population-level or environmental outcomes. Conclusions: Transforming U.S. food systems requires more robust evidence-based policy development and evaluation. There is an urgent need for integrated multisectoral policy frameworks to ensure health, equity, and sustainability across all food system domains. Full article
(This article belongs to the Collection Food and Food Culture)
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26 pages, 2042 KiB  
Article
Primary School Teachers’ Needs for AI-Supported STEM Education
by Cizem Bas and Askin Kiraz
Sustainability 2025, 17(15), 7044; https://doi.org/10.3390/su17157044 - 3 Aug 2025
Viewed by 72
Abstract
In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. [...] Read more.
In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. STEM education aims to contribute to sustainable development by training individuals equipped with 21st-century skills and competencies. In a globalizing world, countries must set sustainable development goals to gain a foothold in the global market. In today’s world, where artificial intelligence also shows itself in every area of human life, it is possible to discuss the importance of artificial intelligence-supported STEM education. This study aims to reveal the educational needs of primary school teachers regarding artificial intelligence-supported STEM education. The study was conducted according to the phenomenological design, and the data were collected using a semi-structured interview form and literature review techniques. The thematic analysis method was used in the analysis of the data. According to the research results obtained from the findings of the study, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration into courses, and artificial intelligence practices in courses to develop their knowledge and skills in the context of artificial intelligence-supported STEM education. Full article
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26 pages, 758 KiB  
Article
Writing Is Coding for Sustainable Futures: Reimagining Poetic Expression Through Human–AI Dialogues in Environmental Storytelling and Digital Cultural Heritage
by Hao-Chiang Koong Lin, Ruei-Shan Lu and Tao-Hua Wang
Sustainability 2025, 17(15), 7020; https://doi.org/10.3390/su17157020 - 1 Aug 2025
Viewed by 292
Abstract
In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage [...] Read more.
In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article
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27 pages, 3107 KiB  
Article
Modeling School Commuting Mode Choice Under Normal and Adverse Weather Conditions in Chiang Rai City
by Chanyanuch Pangderm, Tosporn Arreeras and Xiaoyan Jia
Future Transp. 2025, 5(3), 101; https://doi.org/10.3390/futuretransp5030101 - 1 Aug 2025
Viewed by 81
Abstract
This study investigates the factors influencing school trip mode choice among senior high school students in the Chiang Rai urban area, Chiang Rai, Thailand, under normal and adverse weather conditions. Utilizing data from 472 students across six extra-large urban schools, a Multinomial Logit [...] Read more.
This study investigates the factors influencing school trip mode choice among senior high school students in the Chiang Rai urban area, Chiang Rai, Thailand, under normal and adverse weather conditions. Utilizing data from 472 students across six extra-large urban schools, a Multinomial Logit (MNL) regression model was applied to examine the effects of socio-demographic attributes, household vehicle ownership, travel distance, and spatial variables on mode selection. The results revealed notable modal shifts during adverse weather, with motorcycle usage decreasing and private vehicle reliance increasing, while school bus usage remained stable, highlighting its role as a resilient transport option. Car ownership emerged as a strong enabler of modal flexibility, whereas students with limited access to private transport demonstrated reduced adaptability. Additionally, increased waiting and travel times during adverse conditions underscored infrastructure and service vulnerabilities, particularly for mid-distance travelers. The findings suggest an urgent need for transport policies that promote inclusive and climate-resilient mobility systems, particularly in the context of Chiang Rai, including expanded school bus services, improved first-mile connectivity, and enhanced pedestrian infrastructure. This study contributes to the literature by addressing environmental variability in school travel behavior and offers actionable insights for sustainable transport planning in secondary cities and border regions. Full article
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37 pages, 5413 KiB  
Article
Can Green Building Science Support Systems Thinking for Energy Education?
by Laura B. Cole, Jessica Justice, Delaney O’Brien, Jayedi Aman, Jong Bum Kim, Aysegul Akturk and Laura Zangori
Sustainability 2025, 17(15), 7008; https://doi.org/10.3390/su17157008 - 1 Aug 2025
Viewed by 132
Abstract
Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based [...] Read more.
Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article
(This article belongs to the Special Issue Sustainability Education through Green Infrastructure)
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28 pages, 820 KiB  
Systematic Review
The Effects of Nutritional Education and School-Based Exercise Intervention Programs on Preschool and Primary School Children’s Cardiometabolic Biomarkers: A Systematic Review of Randomized Controlled Trials
by Markel Rico-González, Daniel González-Devesa, Carlos D. Gómez-Carmona and Adrián Moreno-Villanueva
Appl. Sci. 2025, 15(15), 8564; https://doi.org/10.3390/app15158564 (registering DOI) - 1 Aug 2025
Viewed by 122
Abstract
Childhood obesity increases chronic disease risk, but no comprehensive synthesis has evaluated the impact of school-based combined nutrition education and physical activity interventions on cardiometabolic biomarkers in children aged 3 to 12 years. This systematic review was conducted in accordance with PRISMA guidelines [...] Read more.
Childhood obesity increases chronic disease risk, but no comprehensive synthesis has evaluated the impact of school-based combined nutrition education and physical activity interventions on cardiometabolic biomarkers in children aged 3 to 12 years. This systematic review was conducted in accordance with PRISMA guidelines and registered in PROSPERO (CRD420251085194). Five databases were systematically searched through June 2025. Twelve randomized controlled trials involving 18,231 children were included and assessed using the PEDro scale. Ten trials demonstrated significant improvements in at least one cardiometabolic biomarker. Blood pressure (8 studies) outcomes showed systolic reductions of 1.41–6.0 mmHg in six studies. Glucose metabolism (5 studies) improved in two studies with reductions of 0.20–0.22 mmol/L. Lipid profiles (7 studies) improved in three studies, including total cholesterol (−0.32 mmol/L). Insulin levels (5 studies) decreased significantly in two investigations. Anthropometric improvements included BMI and body fat. Physical activity increased by >45 min/week and dietary habits improved significantly. Programs with daily implementation (90-min sessions 4x/week), longer duration (≥12 months), family involvement (parent education), and curriculum integration (classroom lessons) showed superior effectiveness. Interventions targeting children with overweight/obesity demonstrated higher changes compared to the general population. However, methodological limitations included a lack of assessor blinding, absence of subject/therapist blinding, and inadequate retention rates. School-based interventions combining nutrition and physical activity can produce significant improvements in cardiometabolic biomarkers, supporting comprehensive, sustained multicomponent programs for early chronic disease prevention. Full article
(This article belongs to the Special Issue Research of Sports Medicine and Health Care: Second Edition)
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21 pages, 1162 KiB  
Article
Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders
by Melissa D. Boston, Juli K. Dixon, Sarah B. Bush, Lisa A. Brooks, Brian E. Moore, Treshonda Rutledge and Angel M. Maldonado
Educ. Sci. 2025, 15(8), 982; https://doi.org/10.3390/educsci15080982 (registering DOI) - 1 Aug 2025
Viewed by 151
Abstract
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We [...] Read more.
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article
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24 pages, 3559 KiB  
Article
Advancing Online Road Safety Education: A Gamified Approach for Secondary School Students in Belgium
by Imran Nawaz, Ariane Cuenen, Geert Wets, Roeland Paul and Davy Janssens
Appl. Sci. 2025, 15(15), 8557; https://doi.org/10.3390/app15158557 (registering DOI) - 1 Aug 2025
Viewed by 182
Abstract
Road traffic accidents are a leading cause of injury and death among adolescents, making road safety education crucial. This study assesses the performance of and users’ opinions on the Route 2 School (R2S) traffic safety education program, designed for secondary school students (13–17 [...] Read more.
Road traffic accidents are a leading cause of injury and death among adolescents, making road safety education crucial. This study assesses the performance of and users’ opinions on the Route 2 School (R2S) traffic safety education program, designed for secondary school students (13–17 years) in Belgium. The program incorporates gamified e-learning modules containing, among others, podcasts, interactive 360° visuals, and virtual reality (VR), to enhance traffic knowledge, situation awareness, risk detection, and risk management. This study was conducted across several cities and municipalities within Belgium. More than 600 students from school years 3 to 6 completed the platform and of these more than 200 students filled in a comprehensive questionnaire providing detailed feedback on platform usability, preferences, and behavioral risk assessments. The results revealed shortcomings in traffic knowledge and skills, particularly among older students. Gender-based analysis indicated no significant performance differences overall, though females performed better in risk management and males in risk detection. Furthermore, students from cities outperformed those from municipalities. Feedback on the R2S platform indicated high usability and engagement, with VR-based simulations receiving the most positive reception. In addition, it was highlighted that secondary school students are high-risk groups for distraction and red-light violations as cyclists and pedestrians. This study demonstrates the importance of gamified, technology-enhanced road safety education while underscoring the need for module-specific improvements and regional customization. The findings support the broader application of e-learning methodologies for sustainable, behavior-oriented traffic safety education targeting adolescents. Full article
(This article belongs to the Special Issue Technology Enhanced and Mobile Learning: Innovations and Applications)
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23 pages, 511 KiB  
Article
Dietary Acrylamide Exposure and Its Correlation with Nutrition and Exercise Behaviours Among Turkish Adolescents
by Mehtap Metin Karaaslan and Burhan Basaran
Nutrients 2025, 17(15), 2534; https://doi.org/10.3390/nu17152534 - 1 Aug 2025
Viewed by 264
Abstract
Background/Objectives: Acrylamide is a probably carcinogenic to humans that naturally forms during the thermal processing of foods. An individual’s lifestyle—especially dietary habits and physical activity—may influence the severity of acrylamide’s adverse health effects. This study aimed to examine the relationship between adolescents’ dietary [...] Read more.
Background/Objectives: Acrylamide is a probably carcinogenic to humans that naturally forms during the thermal processing of foods. An individual’s lifestyle—especially dietary habits and physical activity—may influence the severity of acrylamide’s adverse health effects. This study aimed to examine the relationship between adolescents’ dietary and exercise behaviors and their dietary acrylamide exposure and associated health risks. Methods: This descriptive and cross-sectional study was conducted with 370 high school students in Türkiye. Data were collected using the Nutrition Exercise Behavior Scale (NEBS) and a retrospective 24-h dietary recall questionnaire. Acrylamide exposure was calculated based on food intake to estimate carcinogenic (CR) and non-corcinogenic (target hazard quotient: THQ) health risks and analyzed in relation to NEBS scores. Results: Findings indicated that while adolescents are beginning to adopt healthy eating and exercise habits, these behaviors are not yet consistent. Emotional eating and unhealthy food choices still occur. Higher acrylamide exposure and risk values were observed in boys and underweight individuals. This can be explained mainly by the fact that boys consume more of certain foods—especially bread, which contains relatively higher levels of acrylamide—than girls do, and that underweight individuals have lower body weights despite consuming similar amounts of food as other groups. Bread products emerged as the primary source of daily acrylamide intake. Positive correlations were found between NEBS total and subscale scores and acrylamide exposure and health risk values. Conclusions: The study demonstrates a significant association between adolescents’ health behaviors and acrylamide exposure. These results underscore potential public health concerns regarding acrylamide intake during adolescence and emphasize the need for targeted nutritional interventions to reduce risk and promote sustainable healthy behaviors. Full article
(This article belongs to the Section Nutrition Methodology & Assessment)
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12 pages, 664 KiB  
Article
A Quasi-Experimental Pre-Post Assessment of Hand Hygiene Practices and Hand Dirtiness Following a School-Based Educational Campaign
by Michelle M. Pieters, Natalie Fahsen, Christiana Hug, Kanako Ishida, Celia Cordon-Rosales and Matthew J. Lozier
Int. J. Environ. Res. Public Health 2025, 22(8), 1198; https://doi.org/10.3390/ijerph22081198 - 31 Jul 2025
Viewed by 161
Abstract
Hand hygiene (HH) is essential for preventing disease transmission, particularly in schools where children are in close contact with other children. This study evaluated a school-based intervention on observed HH practices and hand cleanliness in six primary schools in Guatemala. Hand cleanliness was [...] Read more.
Hand hygiene (HH) is essential for preventing disease transmission, particularly in schools where children are in close contact with other children. This study evaluated a school-based intervention on observed HH practices and hand cleanliness in six primary schools in Guatemala. Hand cleanliness was measured using the Quantitative Personal Hygiene Assessment Tool. The intervention included (1) HH behavior change promotion through Handwashing Festivals, and (2) increased access to HH materials at HH stations. Handwashing Festivals were day-long events featuring creative student presentations on HH topics. Schools were provided with soap and alcohol-based hand rub throughout the project to support HH practices. Appropriate HH practices declined from 51.2% pre-intervention to 33.1% post-intervention, despite an improvement in median Quantitative Personal Hygiene Assessment Tool scores from 6 to 8, indicating cleaner hands. Logistic regression showed higher odds of proper HH when an assistant was present. The decline in HH adherence was likely influenced by fewer assistants and changes in COVID-19 policies, while improvements in hand cleanliness may reflect observational bias. These findings emphasize the importance of sustained behavior change strategies, reliable HH material access, and targeted interventions to address gaps in HH practices, guiding school health policy and resource allocation. Full article
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27 pages, 1164 KiB  
Review
Physical Literacy as a Pedagogical Model in Physical Education
by Víctor Manuel Valle-Muñoz, María Mendoza-Muñoz and Emilio Villa-González
Children 2025, 12(8), 1008; https://doi.org/10.3390/children12081008 - 31 Jul 2025
Viewed by 386
Abstract
Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging [...] Read more.
Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article
(This article belongs to the Section Global Pediatric Health)
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15 pages, 494 KiB  
Article
The Mediating Role of Physical Literacy in the Relationship Between e-Health Literacy and a Sustainable Healthy Lifestyle Among Adolescents
by Mehmet Akarsu, Mehmet Güllü, Gül Polat Günata, Aysel Kızılkaya, Savaş Aydın, Ecesu Özcan, Göktuğ Norman and Cihad Onur Kurhan
Healthcare 2025, 13(15), 1870; https://doi.org/10.3390/healthcare13151870 - 31 Jul 2025
Viewed by 229
Abstract
Background: It is well-established that, for adolescents to adopt sustainable healthy lifestyle behaviors, not only access to information but also the skills required to translate that information into action are critical. In this field, research that examines the relationship between e-health literacy and [...] Read more.
Background: It is well-established that, for adolescents to adopt sustainable healthy lifestyle behaviors, not only access to information but also the skills required to translate that information into action are critical. In this field, research that examines the relationship between e-health literacy and sustainable healthy lifestyle behaviors within the context of physical literacy is notably scarce. In this context, the aim of this study is to examine the effect of e-health literacy on a sustainable healthy lifestyle and to evaluate the mediating role of physical literacy in this relationship. Methods: A total of 835 adolescents from high schools across Türkiye voluntarily participated in this study. During the data collection process, the e-Health Literacy Scale, the Perceived Physical Literacy Scale, and the Healthy and Sustainable Lifestyle Scale were utilized. Data were analyzed using the JASP (version 0.18.3.0) software. Correlation analysis and structural equation modeling were conducted, and the bootstrap method (n = 5000) was employed for mediation analysis. Results: The effect of e-health literacy on a sustainable healthy lifestyle was found to be positive and statistically significant (β = 0.452, p < 0.001). Similarly, e-health literacy significantly predicted physical literacy (β = 0.755, p < 0.001), and physical literacy significantly predicted a sustainable healthy lifestyle (β = 0.310, p < 0.001). The mediating effect was also statistically significant (β = 0.234, p < 0.001). The model explained 32% of the variance in healthy lifestyle behaviors. Conclusions: The findings indicate that evaluating e-health literacy and physical literacy together provides a holistic approach to fostering sustainable healthy lifestyle habits among adolescents. It is recommended that intervention programs be structured to encompass both areas of competence. Full article
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17 pages, 1620 KiB  
Article
Practices and Awareness of Disinformation for a Sustainable Education in European Secondary Education
by Ana Pérez-Escoda and Manuel Carabias-Herrero
Sustainability 2025, 17(15), 6923; https://doi.org/10.3390/su17156923 - 30 Jul 2025
Viewed by 171
Abstract
The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, [...] Read more.
The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article
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23 pages, 3216 KiB  
Article
Spatial Prediction and Environmental Response of Skipjack Tuna Resources from the Perspective of Geographic Similarity: A Case Study of Purse Seine Fisheries in the Western and Central Pacific
by Shuyang Feng, Xiaoming Yang, Menghao Li, Zhoujia Hua, Siquan Tian and Jiangfeng Zhu
J. Mar. Sci. Eng. 2025, 13(8), 1444; https://doi.org/10.3390/jmse13081444 - 29 Jul 2025
Viewed by 249
Abstract
Skipjack tuna constitutes a crucial fishery resource in the Western and Central Pacific Ocean (WCPO) purse seine fishery, with high economic value and exploitation potential. It also serves as an essential subject for studying the interaction between fishery resource dynamics and marine ecosystems, [...] Read more.
Skipjack tuna constitutes a crucial fishery resource in the Western and Central Pacific Ocean (WCPO) purse seine fishery, with high economic value and exploitation potential. It also serves as an essential subject for studying the interaction between fishery resource dynamics and marine ecosystems, as its resource abundance is significantly influenced by marine environmental factors. Skipjack tuna can be categorized into unassociated schools and associated schools, with the latter being predominant. Overfishing of the associated schools can adversely affect population health and the ecological environment. In-depth exploration of the spatial distribution responses of these two fish schools to environmental variables is significant for the rational development and utilization of tuna resources and for enhancing the sustainability of fishery resources. In sparsely sampled and complex marine environments, geographic similarity methods effectively predict tuna resources by quantifying local fishing ground environmental similarities. This study introduces geographical similarity theory. This study focused on 1° × 1° fishery data (2004–2021) released by the Western and Central Pacific Fisheries Commission (WCPFC) combined with relevant marine environmental data. We employed Geographical Convergent Cross Mapping (GCCM) to explore significant environmental factors influencing catch and variations in causal intensity and employed a Geographically Optimal Similarity (GOS) model to predict the spatial distribution of catch for the two types of tuna schools. The research findings indicate that the following: (1) Sea surface temperature (SST), sea surface salinity (SSS), and net primary productivity (NPP) are key factors in GCCM model analysis, significantly influencing the catch of two fish schools. (2) The GOS model exhibits higher prediction accuracy and stability compared to the Generalized Additive Model (GAM) and the Basic Configuration Similarity (BCS) model. R2 values reaching 0.656 and 0.649 for the two types of schools, respectively, suggest that the geographical similarity method has certain applicability and application potential in the spatial prediction of fishery resources. (3) Uncertainty analysis revealed more stable predictions for unassociated schools, with 72.65% of the results falling within the low-uncertainty range (0.00–0.25), compared to 52.65% for associated schools. This study, based on geographical similarity theory, elucidates differential spatial responses of distinct schools to environmental factors and provides a novel approach for fishing ground prediction. It also provides a scientific basis for the dynamic assessment and rational exploitation and utilization of skipjack tuna resources in the Pacific Ocean. Full article
(This article belongs to the Section Marine Biology)
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