Search Results (565)

Addressing the multidimensional nature of structural racism requires a cross-sectoral response. Chicago United for Equity (CUE) is an organization in Chicago, Illinois that coordinates an annual Fellowship program for individuals from diverse institutions and social systems with the goal of building their capacity to do hyperlocal racial justice and systems change work. Researchers at the University of Illinois Chicago (UIC) School of Public Health partnered with CUE to design and conduct an evaluation study to assess the impact of the Fellowship. Twenty-four individuals who completed the Fellowship participated in semi-structured interviews that explored their experiences in the Fellowship. The UIC research team conducted qualitative content analysis of the interview transcript data. We found that the CUE Fellowship influenced the Fellows and their racial justice work by providing tools and exposure to racial justice concepts, fostering valuable relationships, and expanding the thinking of participants. The fellowship influenced the Fellows and their racial justice work within and across local institutions and social systems. This study highlighted how the program helped to build a network of racial justice leaders in Chicago and Cook County that are engaging in cross-sectoral systems change efforts, an essential aspect of addressing structural racism. Full article

Assessment practices are central to higher education, particularly critical in theory-based programs, where they facilitate the development of conceptual understanding and higher-order cognitive skills. They also support Saudi Arabia’s Vision 2030 agenda, which aims to drive educational innovation. This narrative review examines assessment practices in theory-based programs at a Saudi public university, identifies discrepancies with learning objectives, and proposes potential solutions. A narrative review synthesised peer-reviewed literature (2015–2025) from Scopus, Web of Science, ERIC, and Google Scholar, focusing on traditional and alternative assessments, barriers, progress, and comparisons with international standards. The review found that traditional summative methods (quizzes, final exams) still dominate and emphasise memorisation, limiting the development of higher-order skills. Emerging techniques, such as projects, portfolios, oral presentations, and peer assessment, are gaining traction but face institutional constraints and resistance from faculty. Digital adoption is growing: 63% of students are satisfied with learning management system tools, and 75% find online materials easy to understand; yet, advanced analytics and AI-based assessments are rare. A comparative analysis reveals that international standards favour formative feedback, adaptive technologies, and holistic competencies. The misalignment between current practices and Vision 2030 highlights the need to broaden assessment portfolios, integrate technology, and provide faculty training. Saudi theory-based programs must transition from memory-oriented evaluations to student-centred, evidence-based assessments that foster critical thinking and real-world application. Adopt diverse assessments (projects, portfolios, peer reviews), invest in digital analytics and adaptive learning, align assessments with learning outcomes and Vision 2030 competencies, and implement ongoing faculty development. The study offers practical pathways for reform and highlights strategic opportunities for achieving Saudi Arabia’s national learning outcomes. Full article

Soft skills remain fundamental for employability and sustainable human development in an increasingly technology-driven society. These interpersonal and cognitive competencies—such as communication, adaptability, and critical thinking—represent uniquely human capabilities that current Artificial Intelligence (AI) systems cannot replicate. However, assessing and developing these skills consistently remains a challenge due to the lack of standardized evaluation frameworks. This study explores the potential of commercial video games as engaging environments for soft skills enhancement and introduces an AI-based assessment methodology to quantify such improvement. Using player data collected from the Steam platform, we designed and validated an AI model based on Gradient Boosting Regressor (GBR) to estimate participants’ soft skill progression. The model achieved high predictive performance (R² ≈ 0.9; MAE/RMSE ≈ 1), demonstrating strong alignment between gameplay behavior and soft skill improvement. The results highlight that video game-based data analysis can provide a reliable, non-intrusive alternative to traditional testing methods, reducing test-related anxiety while maintaining assessment validity. This approach supports the integration of video games into educational and professional training frameworks as a scalable and data-driven tool for soft skills development. Full article

Ensuring accessibility in urban public spaces is a key challenge for contemporary cities, particularly in the context of ageing populations, socio-spatial inequalities, and the global call for inclusive urban development. Despite its importance, accessibility is often treated as a cross-cutting issue rather than as a central objective in planning practice. This study examines how accessibility can be addressed in participatory urban public space design through a geodesign workshop conducted with architecture students from the University of Alicante. Focusing on the area along Line 2 of the TRAM light-rail network in Alicante, Spain, the workshop applied the geodesign framework in four iterative phases: system analysis, stakeholder role-play, design negotiation, and consensus building. The workshop participants represented six stakeholder groups with varying objectives and priorities, proposing micro-interventions in vulnerable urban areas aimed at improving walkability, surface conditions, and access to services. The role-play phase highlighted contrasting views on accessibility, particularly emphasised by groups representing older adults and people with disabilities. Negotiation revealed both alliances and tensions, while the final consensus reflected a moderate but meaningful inclusion of wide accessibility concerns. The resulting proposals showed spatial awareness of socio-territorial inequalities. The findings suggest that geodesign fosters critical thinking, collaboration, and empathy in future urban professionals; however, challenges persist regarding inclusivity, contextual adaptation, and integration into practice. Future work should explore long-term impacts and co-creation of accessibility standards. Full article

To address the global challenge of sustainable energy transition in cities, there is a growing demand for innovative solutions to provide flexible, low-carbon, and socio-economically profitable energy systems. In this context, there is a need for holistic evaluation frameworks for the prioritization and economic optimization of interventions. This paper provides a literature review on sustainable planning and economic impact assessment of innovative urban areas, such as Positive Energy Districts (PEDs), to analyze research trends in terms of evaluation methods, impacts, system boundaries, and identify conceptual and methodological gaps. A dedicated search was conducted in the Scopus database using several query strings to conduct a systematic review. At the end, 57 documents were collected and categorized by analysis approach, indicators, project interventions, and other factors. The review shows that the Cost–Benefit Analysis (CBA) is the most frequently adopted method, while Life Cycle Costing and Multi-Criteria Analysis result in a more limited application. Only in a few cases is the reduction in GHG emissions and disposal costs a part of the economic model. Furthermore, cost assessments usually do not consider the integration of the district into the wider energy network, such as the interaction with energy markets. From a more holistic perspective, additional costs and benefits should be included in the analysis and monetized, such as the co-impact on the social and environmental dimensions (e.g., social well-being, thermal comfort improvement, and biodiversity preservation) and other operational benefits (e.g., increase in property value, revenues from Demand Response, and Peer-To-Peer schemes) and disposal costs, considering specific discount rates. By adopting this multi-criteria thinking, future research should also deepen the synergies between urban sectors by focusing more attention on mobility, urban waste and green management, and the integration of district heating networks. According to this vision, investments in PEDs can generate a better social return and favour the development of shared interdisciplinary solutions. Full article

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article

Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with an abundance of both factual and misleading information, the persistence of action bias within education jeopardizes the cultivation of initial critical thinking capable of addressing multifaceted global challenges. The analysis indicates how institutional norms may foster a performative academic identity that conflates speed and compliance with intellectual competence. Through workshops conducted with university students ranging from undergraduate to PhD levels, participants were tasked with solving a practical yet ambiguous problem to highlight potential cognitive differences across educational stages. Despite prior training in critical thinking, participants consistently defaulted to immediate ideation, bypassing fundamental inquiries into the problem’s legitimacy or broader implications. Using a sensemaking approach, this study demonstrates that reflexive actions are not interpreted as merely cognitive shortcuts but behaviors shaped by educational systems prioritizing visible outputs over critical inquiry. The findings reveal how institutional norms foster a performative academic identity, conflating speed and compliance with intellectual competence. This research challenges traditional pedagogical models, advocating for educational reforms that emphasize assessing the process of learning. By situating action bias within the broader framework of active learning, this study offers actionable insights for educators, policy makers and researchers to foster critical innovative thinking, essential in an increasingly digital future. Full article

The conceptual design phase in architecture establishes the foundation for subsequent design decisions and influences up to 80% of a building’s lifecycle environmental impact. While Building Information Modeling (BIM) demonstrates transformative potential for sustainable design, its application during conceptual design remains constrained by perceived technical complexity and limited support for abstract thinking. This research examines how BIM tools can facilitate conceptual design through diagrammatic reasoning, thereby bridging technical capabilities with creative exploration. A mixed-methods approach was employed to develop and validate a Diagrammatic BIM (D-BIM) framework. It integrates diagrammatic reasoning, parametric modeling, and performance evaluation within BIM environments. The framework defines three core relationships—dissection, articulation, and actualization—which enable transitions from abstract concepts to detailed architectural forms in Revit’s modeling environments. Using Richard Meier’s architectural language as a structured test case, a 14-week quasi-experimental study with 19 third-year architecture students assessed the framework’s effectiveness through pre- and post-surveys, observations, and artifact analysis. Statistical analysis revealed significant improvements (p < 0.05) with moderate to large effect sizes across all measures, including systematic design thinking, diagram utilization, and academic self-efficacy. Students demonstrated enhanced design iteration, abstraction-to-realization transitions, and performance-informed decision-making through quantitative and qualitative assessments during early design stages. However, the study’s limitations include a small, single-institution sample, the absence of a control group, a focus on a single architectural language, and the exploratory integration of environmental analysis tools. Findings indicate that the framework repositions BIM as a cognitive design environment that supports creative ideation while integrating structured design logic and performance analysis. The study advances Education for Sustainable Development (ESD) by embedding critical, systems-based, and problem-solving competencies, demonstrating BIM’s role in sustainability-focused early design. This research provides preliminary evidence that conceptual design and BIM are compatible when supported with diagrammatic reasoning, offering a foundation for integrating competency-based digital pedagogy that bridges creative and technical dimensions of architectural design. Full article

Artificial intelligence tools are quickly being applied in many areas of science, including learning sciences. Learning requires various types of thinking, sustained by distinct sets of neural networks in the brain. Labelling these systems gives us tools to manage them. This paper presents a pilot application of Large Language Models (LLMs) to physics textbook analysis, grounded in a well-developed neural network theory known as the Five Pillars of the Mind. The domain-specific networks, innate sense, and the five pillars provide a framework with which to examine how physics is learnt. For example, one can identify which pillars are active when discussing a physics concept. Identifying which pillars belong to which physics concept may be significantly influenced by the bias of the author and could be too time-consuming for longer, more complex texts involving physics concepts. Therefore, using LLMs to identify pillars could enhance the application of this framework to physics education. This article presents a case study in which we used selected Large Language Models to identify pillars within eight pages of learning material concerning forces aimed at 12- to 14-year-old pupils. We used GPT-4o and o4-mini, as well as MAXQDA AI Assist. Results from these models were compared with the authors’ manual analysis. Precision, recall, and F1-Score were used to evaluate the results quantitatively. MAXQDA AI Assist obtained the best results with 1.00 precision, 0.67 recall, and an F1-Score of 0.80. Both products by OpenAI hallucinated and falsely identified several concepts, resulting in low precision and, consequently, low F1-Score. As predicted, ChatGPT o4-mini scored twice as high as ChatGPT 4o. The method proved to be promising, and its future development has the potential to provide research teams with analysis not only of written learning material, but also of pupils’ written work and their video-recorded activities. Full article

The integration of STEAM education is widely recognized as a pathway to foster creativity, problem-solving, and collaboration, yet its implementation remains fragmented due to systemic and organizational barriers. This study examines educators’ perspectives on STEAM by focusing on three key questions: their attitudes toward STEAM, the challenges and needs they report, and how these vary by professional development experience, disciplinary background, and teaching experience. Drawing on a large-scale survey of in-service educators, the analysis shows that teachers hold strongly positive attitudes across dimensions of application, higher-order thinking, motivation, and collaboration. However, these attitudes are accompanied by substantial needs, particularly in curriculum guidance, instructional time, resource availability, and assessment frameworks. Professional development was found to strengthen educators’ enthusiasm but did not reduce broader systemic challenges, while disciplinary background and years of experience shaped specific needs and perceptions. The findings highlight that teacher motivation is a necessary but insufficient condition for meaningful STEAM implementation. Addressing the gap between vision and practice requires a multi-level approach that integrates competence-based professional development with structural reforms in curriculum, leadership, and institutional culture. Full article

Conventional frameworks often reduce architectural production to a linear sequence of deterministic technical and managerial stages. This study challenges that paradigm, arguing that such a view overlooks the adaptive, multi-layered, and context-responsive nature of contemporary built environment creation. Grounded in systems theory, biomimicry, and human physiology, a novel “Building Anatomy” model is proposed that treats architectural practice as a living organism. This conceptual framework is first established, and its validity is then tested through a mixed-methods empirical study conducted with 126 Turkish architects, analyzing the continuous feedback loops between internal (e.g., designer identity, team dynamics) and external (e.g., regulations, socio-cultural currents) factors. It was confirmed that the dynamic interaction between these internal and external factors is central to architectural processes. “Systemic dysfunctions” were identified and diagnosed that arise from breakdowns in these metabolic feedback loops, providing empirical evidence for the model’s explanatory power. By offering a systemic lens, this study shifts the focus from a product-centric to a process-oriented view of design. The Building Anatomy model demonstrates its potential for diagnosing “metabolic failures” and redefining the architect’s agency, ultimately advocating for more adaptive, responsive, and resilient architectural outcomes. Full article

This paper focuses on a comprehensive historical analysis of Colombia’s war and peace trajectory from 1964 to 2023. We use a resilience thinking approach and the adaptive cycle conceptualization of change to analyze this trajectory, based on qualitative and quantitative information on violence, political and social interaction processes, and deforestation, including a statistical analysis of actor dynamics to identify nonlinear phase transitions. As a result, we propose a new narrative: namely, that war is the regular regime, and peace is the collapse of this regime, initiating a process of reorganization and regrowth. This narrative holds for the period between 1964 and 2000, but in the early 2000s, the system was transformed. Actors and their interactions have changed, and a new system has emerged. Secondly, we observe that the increase in violence between 1995 and 2001 coincided with a clear national trend of rising deforestation. However, since 2002, deforestation has remained high while violence has declined, challenging simple causal assumptions. These findings caution against interpreting deforestation dynamics solely through national-scale or post-agreement perspectives. Our results show that peace in Colombia has been fragile and partial, and instead of marking a definitive transition, the post-agreement period reveals a reconfiguration of armed conflict. This complexity underscores the need for future research that considers regional patterns and actor-specific dynamics in forest governance during conflict transitions. Full article

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a cross-curricular, practice-oriented methodology designed to strengthen the integration of theoretical knowledge and professional competencies among engineering students. The method has been implemented in the degree in Industrial Design and Product Development Engineering at the University of Cádiz. Students engaged in a realistic design task—developing an outdoor clothesline system—requiring the application of content from Materials Science, Structural Analysis, and Computer-Aided Design. Digital tools such as MILAGE LEARN+ (for gamified content review) and MindMeister (for concept mapping) have been integrated to promote autonomous learning and interdisciplinary thinking. The methodology has also been designed to improve transversal skills such as initiative, communication, and teamwork through collaborative and student-led project development. The approach has been evaluated through pre- and post-intervention surveys, informal feedback, and internship outcomes. The results showed a 40% reduction in students reporting difficulty retaining theoretical content (from 78% to 38%) and a 29% increase in self-perceived autonomous learning. The proportion of students feeling unprepared for professional environments dropped from 73% to 34%. Those experiencing anxiety when facing real-world problems has been reduced from 92% to 57%. Students have also reported greater motivation and a clearer understanding of the practical relevance of the academic content. These findings suggest that structured interdisciplinary challenges, when supported by blended learning tools and authentic design problems, can significantly improve student readiness for professional practice. The proposed methodology offers a replicable and adaptable model for other engineering programs seeking to modernize their curricula and foster transferable and real-world skills. Full article

In the current digital era, as global industries transform due to technological advancements, tracking trends in emerging services has assumed increased significance. This study proposes an innovative model that integrates circular picture fuzzy sets (CPFSs) with the Weighted Aggregated Sum Product Assessment (WASPAS) method to evaluate and rank various AI-driven trends within the service industry. The CPFS approach offers enhanced responses to uncertainty, symmetric information, indecision, and varying expert opinions, while the WASPAS method ensures a dependable system for ranking prominent trends. To facilitate the evaluation process, experts and relevant studies were consulted to establish criteria that address technological developments, organizational dynamics, and market fluctuations. A hybrid fuzzy Multi-Criteria Decision-Making (MCDM) framework enabled the analysis of several potential innovations related to AI and their prioritization in the context of digitalized sectors, including healthcare, finance, online shopping, retail, and logistics. This framework is a well-structured and flexible tool for professionals and policymakers seeking to navigate the challenges of identifying new trends within unpredictable digital environments. The findings indicate that the circular picture fuzzy WASPAS approach significantly enhances trend prioritization and fosters strategic thinking in digital innovation. Furthermore, the research provides valuable insights into the complexities of fuzzy decision-making and the promotion of AI-based innovation management. Full article

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University of Singapore, using a convergent parallel design. Using a longitudinal student survey (baseline upon entry: n = 289; graduation upon completion: n = 78) and cross-sectional stakeholder survey (n = 17), quantitative analysis included chi-square tests for competency changes and Wilcoxon rank-sum tests for group comparisons. Thematic analysis of open-ended responses highlighted strengths in systems thinking, analytical skills, and interdisciplinary integration, but also gaps in practical experience, specialised knowledge, and professional communication. Students reported significant improvements in 10 of 13 competencies from baseline to graduation and rated their attainment higher than stakeholders across all competencies. Those who achieved all competencies also gave significantly more positive ratings of the programme in the domains of teaching and learning, and in engagement, assessment, and feedback. These findings underscore the role of reflective practice in aligning education with workforce needs and offer a scalable approach for curriculum development. The study provides actionable insights for educators to design responsive and reflective curricula that support the preparation of competent public health professionals in diverse global contexts. Full article