Search Results (18,903)

Vocational high school students represent a substantial yet understudied population in school-based mental health research. Drawing on positive psychology and bioecological theory, this study examined whether personal growth initiative (PGI) shows a statistical indirect effect with respect to the relationships between multidimensional school climate and mental health outcomes among Chinese vocational students. Participants were 14,006 students from 112 vocational high schools. Two-level path models simultaneously entered different climate dimensions to estimate their unique associations with PGI, depressive symptoms, and Subjective well-being (SWB) at the within- and between-school levels, controlling for gender and socioeconomic status. Within schools, Safety, Interpersonal Relationships, Rules and Norms/Career Development Support, and Teaching and Learning/Diversity were positively associated with PGI, which in turn was associated with lower depressive symptoms and higher SWB. Wald tests indicated that Safety showed the strongest overall association with depressive symptoms, whereas Interpersonal Relationships showed the strongest overall association with SWB. At the between-school level, school-average climate and school-average PGI were associated with both outcomes, although these findings should be interpreted cautiously given the limited between-school power and substantial overlap among aggregated climate indicators. Overall, the findings are consistent with PGI being an important student-level pathway linking school climate to mental health in vocational education. Full article

This study develops a new concept of computer-assisted exercises (CAX) on constructive simulation systems and how the proposed concept affects the strategy and teaching methods. The current state of affairs in the field of defense and security, both in Europe and in the world, requires the acquisition of competencies (European Qualifications Framework—EQF: knowledge, skills, independence, and responsibility), i.e., the education and training of a significantly larger number of personnel in the field of defense and security than has been the case in the last 70 years. In addition, an important specificity of today is that students need to acquire some competencies that were almost unknown until recently. Most of these competencies are the result of the rapid development of technology, which has significantly changed human life in all areas. In order to respond to the modern requirements of conducting operations, where the transfer of information both horizontally and vertically is exponentially accelerated, current concepts of preparation and implementation of education and training, of which exercises are often the most important part, need to be replaced with new concepts, and one such concept is developed in this paper. New information introduced is mostly related to the new weapons that are being introduced (unmanned systems, hypersonic missiles, weapons based on microwaves and lasers, etc.), which all result in necessary changes to the traditional approach to conducting war, i.e., tactics, techniques, and procedures (TTP). This novel exercise concept allows for the simultaneous implementation of training for up to three or four hierarchical levels (e.g., TF Div, brigade, battalion, and company) in one exercise, while in most countries, including the NATO alliance, it is still common for such exercises to be conducted according to a concept that is over 20 years old and, as a rule, is focused on the implementation of exercises for one or two hierarchical levels. This approach allows key personnel from the headquarters of units from four hierarchical levels to be simulated in real time, which is not provided by current concepts for preparing and conducting exercises. The new concept was applied as a multi-level, computer-assisted exercise (CAX) on constructive simulation systems. In addition, significant advantages of the new concept relate to the flexibility and adaptability of the proposed concept to be applied in addition to operational units and in training institutions such as academies and higher education institutions. In addition to the above, the new concept requires a shorter planning period as well as fewer total resources needed for the preparation and implementation of the exercise. The management, organizational, and technological components of the proposed exercise concept are implemented in the CAX model. The hypotheses in this paper will be tested in an applied study, which was evaluated through an external evaluation body. The implemented CAX model was tested in Croatia on the example of using exercises at the Croatian Defense Academy. Full article

In social science degree programs, where Statistics is not a core subject, students often experience anxiety and negative attitudes that influence their engagement and may hinder academic performance. This study examines the role of positive emotions in the teaching of Probability Calculus and Inferential Statistics in Business Administration and Management studies, analyzing their relationship with students’ engagement in Problem-Based Learning (PBL). The research is framed as an exploratory single-campus case study conducted with a modestly sized sample of undergraduate students from a single Faculty. Moving beyond traditional approaches that view emotions merely as outcomes of learning, our model assumes that positive emotions, both prior to and following the PBL experience, shape students’ perceptions of its usefulness, their collaborative behaviors, and their communication with instructors. Using Structural Equation Modeling (SEM) and Cluster Analysis, the findings show that positive emotions are a key driver of students’ predisposition toward and engagement with PBL, indicating that cultivating a supportive emotional climate enhances participation and deepens the understanding of statistical concepts. These results suggest that fostering emotional engagement is essential not only for improving motivation and academic outcomes in Statistics but also for developing transversal and sustainability-related competencies such as critical thinking, collaboration, communication, and evidence-based decision-making. The study contributes to current discussions on sustainable and inclusive teaching practices by highlighting the importance of integrating socio-emotional dimensions into active learning methodologies in higher education. Full article

Bioethics education has become established as an essential component for addressing the ethical challenges associated with biomedical development, biotechnology, and decision-making in the healthcare field. Although numerous studies have analyzed the teaching of bioethics among medical students and other health professions, empirical research on bioethics literacy in religious formation contexts remains limited. The objective of this study was to evaluate the level of bioethical knowledge (here operationalized as bioethics literacy) among Catholic seminarians in Colombia and to explore the psychometric properties of a questionnaire designed to measure bioethics literacy in this population. A cross-sectional observational study was conducted through the administration of a structured questionnaire consisting of 32 multiple-choice items with a single correct answer addressing philosophical foundations, personalist bioethics, bioethical principles, clinical bioethics, and issues related to biotechnology. A total of 216 complete questionnaires were analyzed using descriptive statistics and exploratory psychometric analyses, including item difficulty and discrimination, internal consistency, and exploratory factor analysis. The results showed a moderate overall level of bioethics literacy, with better performance in applied domains such as clinical bioethics and bioethical principles, and lower levels of correct responses in philosophical foundations and personalist bioethics. The questionnaire showed moderate internal consistency and a preliminary factorial structure, suggesting its usefulness as an exploratory tool for assessing bioethical knowledge in seminary educational contexts. These results highlight the importance of strengthening the integration between philosophical and theological education and the applied analysis of bioethical problems in seminary educational programs. Full article

The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that they need to teach with place-conscious approaches. Therefore, this study explored how “new-to-town” teachers, with limited personal ties to a community, learn about their rural community and how they apply this knowledge to their teaching context. Additionally, this study examined which research-established factors that improve rural STEM education were deemed most important for novice, rural teachers. The exploration employed a floodlight research approach, whereby a census of the authentic pedagogical actions of the subjects was documented rather than investigating the efficacy of a single method. Data sources included qualitative instruments like concept maps and semi-structured interviews, alongside quantitative measures like ranked best-practices data and place-conscious lesson ratios, to provide both depth of interpretation and breadth of comparison across participants. Results from the deductive thematic analysis suggest that novice teachers aspire to implement asset-based pedagogical approaches in STEM instruction and possess some methods for integration but struggle to learn of local community assets without modeling and mentorship. Additionally, an unexpected pattern emerged from the findings: Novice, newcomer teachers that employed place-conscious lessons were more likely to remain teaching in their position. While this association cannot be interpreted causally, it might suggest that place-conscious mentorship practices may play a role in improving instruction and support the retention of non-local teachers in rural communities however, further, more robust exploration is warranted of this exploratory finding. Findings from this study can be used to inform recommendations for school districts, post-secondary institutions, and rural communities on how best to support beginning rural teachers with limited community connections. Full article

Background: Empathy and a positive attitude are essential competencies in healthcare, particularly when caring for older adults. Their development is therefore a critical component of undergraduate dental education. This study evaluates whether using aging simulation suits can enhance empathy and improve attitudes toward older adults among dental students. Methods: Third- to fifth-year dental students from the University Clinics of Dental Medicine in Geneva, Switzerland, participated in an aging-simulation experience using the GERonTologic age simulation suit (GERT^®), which replicates age-related physical impairments. Students performed tasks in four predefined scenarios, both with and without the suit. Changes in empathy and attitudes were measured using the Jefferson Scale of Empathy-Health Profession Students’ version (JSE-HPS) and the Geriatric Attitudes Scale (GAS) questionnaires. Perceptions of the intervention were evaluated using a 5-point Likert scale questionnaire. Results: Sixty-three undergraduate students (45 women, 18 men), aged 20–53 years, participated. The suit significantly impaired their physical abilities (p < 0.001). Empathy improved post-intervention (p = 0.038), particularly in the third-year group. Attitude towards older adults improved significantly post-intervention (p = 0.001), mainly among fourth- and fifth-year students. All participants endorsed the positive value of the intervention. Conclusions: The intervention’s impact varied by clinical experience: empathy increased mainly in less experienced students, while attitudes improved in those with more exposure to elderly care. This suggests that the timing of simulation within the curriculum influences outcomes. Aging simulation represents a promising educational approach to enhance empathy, improve attitudes toward older adults, and prepare dental students for the clinical and psychosocial aspects of geriatric care. Full article

Generative Artificial Intelligence (GenAI) is reshaping how students engage with learning both within and beyond traditional classroom settings. In a time when the development of transferable skills is essential for enabling students to thrive in varied and rapidly evolving environments, the potential of GenAI to enhance learning engagement remains insufficiently understood. Despite rising interest in interactive, personalised learning companions that enable deep engagement and ongoing skills development, scholarly research remains limited. This gap constrains effective institutional use of GenAI, reinforces black-box thinking, and restricts understanding of meaningful student engagement and skills acquisition. This paper investigates how a GenAI-enabled AI teacher supports student learning engagement, focusing on behavioral engagement as evidenced by learner interaction and participation patterns across diverse international higher education institutions. Using a combination of quantitative engagement metrics and qualitative learner reflections, the study examines how GenAI supports personalised learning, sustained interaction, autonomy, and cognitive engagement among students with varying educational backgrounds. The findings demonstrate that GenAI-based teaching systems can promote meaningful learning engagement, enhance motivation, and strengthen the development of transferable and employability skills. The study contributes empirical evidence to current debates on GenAI integration, teacher practices, and student engagement, offering implications for curriculum design and institutional adoption of GenAI-enabled learning tools. Full article

Background: Problematic Internet use (PIU) among adolescents has emerged as a significant public health concern, associated with the types of online activities and underlying psychological processes rather than screen time alone. Methods: This cross-sectional study included 750 adolescents (46.4% female) with a mean age of 15.39 years (SD = 1.76; range = 13–19) recruited from 7th and 8th grade primary school students and secondary school students in Split-Dalmatia County (Croatia). The study investigated the associations between specific online activities, psychological variables, and PIU using hierarchical regression and multiple mediation analyses. Results: Results revealed that time spent online remains the most strongly associated with PIU. While streaming and online shopping showed significant associations with problematic use, reading and browsing for information did not. Stress and loneliness were identified as variables associated with higher that significantly statistically mediate the relationships between online engagement and PIU, whereas emotional competence functioned as a protective factor, particularly in relation to social media use. These findings support theoretical models that conceptualize PIU as a maladaptive coping strategy for psychological distress. Conclusions: Based on these findings, prevention efforts should move beyond simple screen-time reduction and focus on strengthening adolescents’ emotional competence, stress management, and self-regulatory skills to promote healthier and more adaptive patterns of digital engagement. Full article

The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research. Full article

Distance learners in higher education are often assumed to face limited peer interaction, potentially weakening their sense of belonging. This study examines peer relationships and belonging among students in distance and blended university programs, with attention to the role of virtual reality (VR) within digitally mediated learning environments. Immersive VR teaching is included in the curriculum for distance learning students in the studied programs. Using a mixed-methods design, survey data and open-ended responses were collected from 17 students in Information Studies and Information Service Design. An adapted Classroom Community Scale was supplemented with items addressing the perceived contribution of different communication technologies. Contrary to expectations, fully distance learners did not report weaker agreement with statements reflecting belonging than blended students; on several items, they expressed stronger agreement, particularly regarding perceived peer support and learning opportunities. Results indicate that conventional 2D communication tools, particularly chats and video calls, are central to sustaining peer relationships. VR was not perceived as essential but described by some students as an added value supporting shared experience and group cohesion. Overall, belonging emerges as a socio-technical achievement shaped by communication practices rather than physical proximity. Full article

This study investigates whether a university teaching complex equipped with CSA S600 continuous air purification and sanitation units can maintain indoor air quality (IAQ) within recommended thresholds under real occupancy conditions and evaluates the impact of renovation works on IAQ. The work provides the first real-world assessment of the CSA S600 integrated monitoring system in an academic environment. CO₂, PM_2.5, PM₁₀ and VOCs were continuously measured over three months; moreover, indoor PM₁₀ values were compared with outdoor data from the regional monitoring network. Indoor CO₂ generally remained below 800 ppm, with short peaks of 1000–1500 ppm during high occupancy. PM_2.5 and PM₁₀ consistently stayed below the latest WHO guidelines, showing uniform recurring temporal patterns overtime; furthermore, indoor PM₁₀ showed limited coupling with outdoor trends, indicating the predominance of internal sources and ventilation dynamics. After renovation of the main Lecture Hall, particulate levels remained low, while VOCs showed a modest increase attributable to new materials. Overall, the findings demonstrate that the CSA S600 system effectively supports healthy IAQ in educational settings and that continuous monitoring is essential for managing occupancy-driven fluctuations and assessing the effects of structural interventions. Full article

Integrating sustainability into higher education is a strategic priority of the 2030 Agenda, although its effective implementation remains uneven and understudied from internal institution comparative perspectives. This study analyzes the perceptions of faculty and students regarding the integration of sustainability at a higher education institution in Ecuador, using a convergent–complementary mixed-methods design that triangulates descriptive quantitative analysis and qualitative thematic content analysis. The quantitative component included 597 students and 88 faculty members, who responded to structured questionnaires of 15 items organized into five dimensions: curriculum and teaching, participation and engagement, resources and institutional support, impact and expectations, and vision for the future. The qualitative component was based on semi-structured interviews analyzed using thematic coding. The results show a generally favorable perception in both groups (Student Perception Index = 2.35; Faculty Perception Index = 2.23), with greater consensus in the impact and expectations dimension and significant gaps in resources and institutional support. Qualitative analysis revealed distinct relational models: faculty members articulate sustainability through professional responsibility and curriculum management, while students construct it from fragmented experiences and extra-university references. Triangulation of both components reveals a duality between solid normative legitimation and incipient structural institutionalization. These findings contribute to the debate on sustainable transition processes in Latin American universities and provide comparative empirical evidence for the design of institutional policies in emerging contexts. Full article

Sustainability and the Sustainable Development Goals (SDGs) are garnering significant attention due to growing global challenges, including poverty, inequality, environmental degradation, and climate change, with the latter addressed specifically through SDG 13. This study examined the level of self-reported awareness of six science-related SDGs—SDG 3 (Good Health and Well-Being), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land)—among science teachers in the Arab sector in Israel as a function of background variables: gender, seniority, degree type, academic institution, school type, area of specialization, and the integration of these SDGs into the science curriculum. The study employed a mixed-methods approach: in the quantitative component, 204 science teachers responded to a Likert-scale questionnaire; the qualitative component consisted of semi-structured interviews with 30 middle school science teachers from the Arab sector. The findings indicated a moderate level of self-assessed awareness regarding SDGs. Significant differences in awareness were found according to teaching subject: environmental studies teachers demonstrated the highest awareness, followed by general science, biology, and physics teachers, with chemistry teachers ranking lowest. No significant differences were found for the remaining variables (p > 0.05). Qualitative findings indicated that while teachers perceived SDG-related content as implicitly present in the curriculum, explicit and systematic integration of the SDG framework is largely absent. Overall, the findings suggest that teachers are not adequately exposed to the SDGs. Therefore, it is recommended to incorporate these topics into teacher-training courses and professional development programs and to further integrate them into curricula. This study contributes to the growing body of research on SDG integration in science education, particularly within underexplored minority educational contexts. Full article

This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, and collaborative course preparation. Survey data were collected from instructors at University of Southampton partner institutions in China (n = 431). Using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and paired-samples t-tests, the study examined the instrument’s measurement properties, the structural relations among knowledge domains, and changes over time. Results supported a stable four-factor structure—technological knowledge, content knowledge, pedagogical knowledge, and TPACK—with good model fit and acceptable reliability and validity. SEM showed that pedagogical knowledge and technological knowledge significantly predicted TPACK, whereas content knowledge did not directly predict it. Longitudinal analyses of matched pre–post responses (n = 172) indicated significant increases in technological knowledge, pedagogical knowledge, and TPACK after CPD participation, while content knowledge remained statistically stable. These findings suggest that routine online CPD is most responsive in strengthening instructors’ technology-related and pedagogical capacities, which in turn support integrative teaching competence in TNHE language teaching. Full article

Positioned at the intersection of instructional mediation, Visual Education, and Universal Design for Learning (UDL), this research aims to ascertain whether the use of Artificial Intelligence (AI) enhances accessibility for students with sensory disabilities. The study involved 137 pre-service teachers attending the “Special Didactics and Learning for Sensory Disabilities” course within the teacher specialization program (TFA) at the University of Foggia. Although the hybridization of AI, UDL, and Visual Education was favourably received, its application remains sporadic, highlighting the challenge of balancing the need for simplification with requisite conceptual accuracy. This underscores the necessity of integrating more structured and continuous training pathways into teacher education, grounded in visual education and featuring micro-modules dedicated to specific skills such as writing alternative text, subtitling, and verifying color contrast according to recognized standards. Full article