Search Results (645)

The deterioration of mechanical properties and seepage issues in fractured rock masses represent critical technical bottlenecks in the field of geotechnical engineering. Traditional remediation techniques suffer from drawbacks such as environmental pollution, poor filling effects in microfissures, and susceptibility to secondary cracking, making it difficult to meet the requirements for long-term effectiveness and environmental compatibility in fractured rock mass reinforcement. Microbially induced calcium carbonate precipitation (MICP) technology, which drives the formation of calcium carbonate crystals through microbial metabolic activities, achieves fracture filling and rock mass reinforcement. This technology offers several advantages, including environmental friendliness, high permeability, and excellent compatibility; thus, it represents a cutting-edge direction for green remediation in geotechnical engineering. In this paper, the core mineralization mechanisms of MICP technology, key influencing factors, and engineering applications in fractured rock masses are systematically analysed. Research has indicated that MICP can significantly increase the compressive strength, impermeability, and liquefaction resistance of fractured rock masses, enabling both self-healing of rock fractures and precise filling of existing fissures. Compared with traditional techniques, it demonstrates superior environmental compatibility and remediation efficacy. This review aims to serve as a reference for theoretical research and engineering applications of MICP in fractured rock mass reinforcement. Full article

As artificial intelligence (AI) changes educational practices, understanding what sustains pre-service teachers’ generative AI use beyond initial adoption becomes important. However, existing research mainly focuses on initial acceptance rather than continuance intention, which is a more realistic indicator for sustainable technology integration. This study drew on an integrated framework including psychological (GAI anxiety, GAI self-efficacy), contextual (facilitating conditions, social influence), and perceptual factors (perceived ease of use, perceived usefulness) to examine pre-service teachers’ continuance intention toward GAI in future teaching. Survey data from 549 Chinese pre-service teachers were analyzed using structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Results showed that GAI self-efficacy had the strongest positive associations with both perceived ease of use and perceived usefulness. GAI anxiety negatively influenced both perceptions. However, facilitating conditions did not significantly relate to perceived usefulness. The fsQCA identified six configurational pathways clustered into the following three patterns: intrinsic value driven, efficacy capability driven, and external support driven. These findings suggest that teacher education programs should prioritize building GAI self-efficacy and supportive peer environments and not focus solely on infrastructure provision. Full article

Background: Home-based digital healthcare interventions are increasingly used to support people living with dementia (PLWD) and their family caregivers. However, evidence regarding their effectiveness across patient and caregiver outcomes remains heterogeneous. Methods: This systematic review followed PRISMA 2020 guidelines and was prospectively registered in PROSPERO (CRD420261302166). Six databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, and Scopus) were searched from January 2000 to October 2025. Randomized and quasi-experimental quantitative studies evaluating home-based or remotely delivered digital interventions for PLWD and/or informal caregivers were included. Risk of bias was assessed using RoB 2 and ROBINS-I. Due to heterogeneity, findings were synthesized narratively. Results: Fourteen studies met the inclusion criteria. Interventions included web-based psychoeducation, telecoaching, digital cognitive training, assistive technologies, and multicomponent programs. Caregiver outcomes demonstrated the most consistent benefits, including reduced burden and stress, improved self-efficacy, and improved sleep efficiency in technology-supported trials. For PLWD, small-to-moderate improvements were observed in global cognition and selected neuropsychiatric symptoms, particularly in interactive and personalized programs. Multicomponent interventions combining caregiver education with patient activation and professional feedback showed more durable effects. Conclusions: Home-based digital interventions appear feasible and beneficial, particularly for caregiver outcomes. Future large-scale trials with longer follow-up and standardized outcome measures are needed to confirm durability, equity, and cost-effectiveness. Full article

Generative artificial intelligence (GenAI), known for its personalization and intelligence, is gaining traction in special education as a tool to address diverse learner needs. As future key practitioners integrating intelligent technology to promote educational equity, how special education teacher trainees effectively utilize GenAI has become a critical issue. In the context of Chinese higher education, this study employed a cross-sectional design and administered a questionnaire survey to 434 special education teacher trainees. The aim was to examine the association between their GenAI self-efficacy and learning engagement, with particular attention to the potential mediating association of problem-solving ability and the moderating role of critical thinking. The results revealed the following: GenAI self-efficacy was positively associated with learning engagement, and problem-solving ability played a mediating role in the relationship between self-efficacy and learning engagement. Moreover, critical thinking significantly moderated the relationship between self-efficacy and problem-solving ability. Full article

The adoption of information technology (IT) has become essential for improving operational efficiency and service quality in the restaurant industry. However, integrating IT into organizational structures and daily work processes often requires employees to acquire new competencies and adapt to revised workflows, which may also generate technology-related stress. To address this issue, this study examines the relationship between IT adoption and organizational performance while considering technostressors and computer self-efficacy as moderating variables. A questionnaire-based survey was administered to restaurant employees, and hierarchical regression analysis was employed to test the proposed hypotheses. The empirical results reveal that IT adoption has a significant positive effect on organizational performance. However, this relationship is contingent upon individual-level factors: technostressors weaken, whereas computer self-efficacy strengthens, the positive impact of IT adoption on organizational performance. These findings suggest that organizations seeking to enhance performance through digital transformation should not only invest in IT systems but also address employees’ psychological and competency-related factors. Full article

As artificial intelligence (AI) drives significant challenges in education, understanding and addressing the training needs of in-service teachers has become a critical issue for ensuring a responsible and long-term technological transition. Framed within Sustainable Development Goal 4 (SDG 4) and the principles of Education for Sustainable Development (ESD), teacher preparation in AI is increasingly recognized as a key mechanism for promoting ethical, equitable, and inclusive educational transformation. This study explores the influence of several key variables on intention and learning behaviors in relation to AI among a sample of 704 Spanish in-service teachers (71% women) from all compulsory educational levels. Using a validated questionnaire, this study assessed teachers’ anxiety towards AI, basic AI knowledge, personal relevance of AI, AI for social good, perceived self-efficacy, social pressure, and perceived usefulness of AI. Structural equation modeling (SEM) was employed to analyze the direct and indirect relationships among these variables. The results indicate that the perceived usefulness of AI and self-efficacy directly and positively influence the behavioral intention to learn about AI. Furthermore, social pressure and basic AI knowledge indirectly influence this intention. In turn, both behavioral intention and social pressure significantly predicted AI learning behaviors. The model demonstrates strong explanatory power, accounting for 91% of the variance in the behavioral intention to learn about AI. These findings provide evidence to inform the design of teacher training initiatives and policies that promote responsible, ethical, and inclusive integration of AI in educational settings, contributing to sustainable development through education. Full article

Background: The growing use of digital health technologies in diabetes care offers new opportunities for self-management and clinical monitoring. However, there remains significant variability in the extent to which individuals engage with these digital tools. Understanding the psychosocial and clinical factors associated with the use of digital health technologies is crucial for developing targeted implementation strategies. Objectives: The aim of this study was to assess the use of digital health technologies among adults with diabetes and to explore their relationship with psychosocial factors—especially technology acceptance and self-efficacy—as well as certain clinical characteristics, including diabetes-related stress, age, and disease duration. Methods: We conducted a cross-sectional study involving 304 adults with diabetes. Digital engagement was measured using the Digital Adherence and Use Questionnaire (DAUQ), a 7-item self-report instrument (Cronbach’s α = 0.89), from which a composite Digital Engagement Score was calculated (range 1–5) to indicate the level of technology-related self-management behaviors. Participants were descriptively categorized into low- and high-engagement groups. Engagement patterns were also analyzed by diabetes type to understand structural differences in technology exposure. Relationships between psychosocial variables and the outcome were examined using correlation analyses. Since engagement among participants with type 1 diabetes (T1D) showed limited variability, multivariable regression analyses were performed on participants with type 2 diabetes (T2D) using beta regression, with linear regression as a sensitivity analysis. An exploratory beta regression was also conducted for T1D. Results: Overall, 35.5% of participants were classified as having high digital engagement. High engagement was observed in more than 90% of participants with T1D, compared to 4.1% of those with T2D. Median engagement scores differed significantly between low- and high-engagement groups (median [Q1–Q3]: 1.71 [1.71–2.39] vs. 3.86 [3.86–4.43]). Highly engaged participants reported much higher levels of openness to technology (median [Q1–Q3]: 5.00 [1.00–5.00] vs. 1.00 [1.00–1.00], p < 0.001) and self-efficacy (median [Q1–Q3]: 3.00 [3.00–3.00] vs. 5.00 [5.00–5.00], p < 0.001). In T1D, multivariable beta regression analyses showed that age was independently associated with digital engagement, with each 10-year increase corresponding to a decrease in engagement (β = −0.147, 95% CI −0.219 to −0.075, p < 0.001). Diabetes duration and psychosocial variables were not independently associated with engagement in the multivariable model. In contrast, among participants with T2D, insulin treatment emerged as the strongest independent predictor of engagement (β = 0.996, 95% CI 0.859–1.134, p < 0.001), and diabetes-related stress emerged as an independent predictor of engagement (β = 0.069, 95% CI 0.006–0.132, p = 0.033). Technology acceptance was positively associated with engagement (β = 0.694, 95% CI 0.350–1.037, p < 0.001), whereas higher self-efficacy was independently associated with lower engagement intensity (β = −0.366, 95% CI −0.608 to −0.124, p = 0.003). Age and diabetes duration were not independently associated with engagement after adjustment. Conclusions: Digital engagement appears to function as a structurally embedded component of self-management in T1D, with limited variability and largely independent of psychosocial modulation. In T2D, engagement is predominantly driven by treatment characteristics (insulin treatment), psychosocial dynamics (stress, technology acceptance), with higher self-efficacy associated with reduced reliance on digital tools. These findings suggest distinct behavioral mechanisms underlying digital health utilization across diabetes types and support the need for tailored implementation strategies. Full article

Although previous studies have examined factors influencing organizational appeal, how AI-adoption signals influence prospective applicants remains unclear. Building on signaling theory, this study explores whether, when, and how organizations’ AI-adoption signals enhance their attractiveness to potential applicants. Two experiments were conducted to test the hypothesized model. Study 1 (N = 145) employed a scenario-based design to compare organizational attractiveness between AI-adoption signal and no-signal conditions, confirming that AI-adoption signals are significantly positively associated with organizational attractiveness. Study 2 (N = 240) recruited active job seekers and validated a moderated mediation model: perceived innovation ability mediates the positive association between AI-adoption signals and organizational attractiveness, especially among job seekers with high AI self-efficacy. By conceptualizing AI adoption as an organizational signal, this research extends signaling theory to the context of technology-infused recruitment and offers practical insights for designing more effective recruitment strategies in the digital era. Full article

The economic and societal advantages of Science, Technology, Engineering, Mathematics, and Medicine (STEMM) occupations are considerable; however, access to STEMM education and training opportunities is unequal, especially for youth from low-socioeconomic-status (SES) areas. Young people from low-SES areas may experience sustained structural, financial, and social barriers that limit their ability to develop identities as STEMM practitioners and to persist in pursuing these fields. This case study describes the design, implementation, and evaluation of a community-based mini-medical summer camp held in a low-SES area to support the development of STEMM identities and to increase 6th–11th-grade students’ biomedical and medical knowledge and career interests. The program utilized partnerships with local entities to provide access to biomedical and medical content. Nineteen students completed the program; fifteen consented to and assented to assessment using pre- and post-tests of STEMM-related knowledge and self-efficacy, and completed all measurements. Students’ STEMM knowledge levels increased significantly; however, their STEMM self-efficacy did not change, possibly due to high initial confidence and the short duration of participation. Students reported high engagement and increased interest in the sciences and medicine. Overall, this study suggests that community-centered outreach programs can increase STEMM engagement and learning in low-SES environments. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

The accelerated integration of digital technologies in schools over the past decade has significantly increased levels of technostress among teachers, impacting their psychological well-being and professional engagement. In this context, engagement and technostress emerge as critical constructs for understanding the well-being and quality of teaching in primary and secondary school teachers. However, the available evidence is fragmented across rural and urban contexts, making it difficult to gain a comprehensive understanding of this relationship. A systematic review was conducted following the PRISMA 2020 guidelines, including 13 studies published between 2015 and 2025, with a total of 6630 participants. The PEC model was used to define eligibility criteria and search strategies in five databases (Web of Science (n = 18), Scopus (n = 734), PsycNet (n = 32), SciELO (n = 0), PubMed (n = 135)). Methodological quality was assessed using the EACSH Scale, and the analysis integrated qualitative and quantitative descriptive approaches. A consistent inverse relationship was found between technostress and teaching engagement, moderated by contextual factors, educational level, and technological infrastructure. Technostress was associated with digital fatigue, reduced vigor, and lower professional dedication. Protective factors supporting engagement included digital self-efficacy, institutional support, adaptive emotion regulation, and a sense of meaning in work. Teachers in digitally demanding environments maintained high engagement when they had adequate personal and organizational resources. These findings highlight the urgent need for training and psychosocial support policies that mitigate technostress and strengthen teaching engagement across diverse territorial contexts. Within the broader landscape of digital transformation, including emerging artificial intelligence applications in education, this review underscores the importance of preparing teachers not only for technical proficiency but for sustainable digital practice. This literature review identifies research gaps on rural dynamics and the longitudinal nature of the phenomenon. Full article

Background: Postoperative bleeding is a frequent complication in otolaryngology and head and neck surgery, often leading to readmissions and increased healthcare costs. Objectives: This systematic review evaluates the clinical efficacy, safety, and impact of RADA16, a synthetic self-assembling peptide hydrogel, as a topical haemostatic adjunct in this surgical field. Methods: In adherence with PRISMA 2020 guidelines, a systematic search of PubMed, Scopus, and Web of Science was conducted through December 2025. Eligible studies included adult patients undergoing otolaryngological or head and neck surgical procedures where RADA16 (CAS 289042-25-7, PuraBond^®/PuraStat^®/PuraGel^®, ^®, 3-D Matrix SAS; Caluire et Cuire, Lyon, France) was applied intraoperatively. Exclusion criteria included non-English publications, reviews, and studies without clinical outcome data. Risk of bias was assessed using the Cochrane Risk of Bias tool for RCTs and the Newcastle-Ottawa Scale for observational studies. A narrative synthesis was performed due to heterogeneity in outcome reporting. Results: Eight studies involving 1761 patients were included. In oropharyngeal surgery, RADA16 significantly reduced postoperative haemorrhage (6.3% vs. 16.7%, p = 0.016) and was associated with faster resumption of normal diet and lower pain scores (p = 0.016). In nasal surgery, it significantly lowered epistaxis rates (0.4% vs. 2.2%, adjusted OR 0.027, p = 0.026) and reduced the need for nasal packing. In cervical endocrine surgery, the rate of hematoma requiring revision was low (0.84%), with no delayed bleeding beyond 24 h. Surgeons consistently reported high satisfaction and ease of application. No serious device-related adverse events were reported. Discussion: Current evidence suggests RADA16 is a safe and effective haemostatic adjunct that can improve postoperative recovery and reduce readmission rates in specific surgical contexts. Limitations include heterogeneity in study designs, small sample sizes in some domains, and a lack of long-term follow-up. Further large-scale randomized controlled trials are needed to quantify its economic impact and formalize its role in surgical pathways. Funding: This study was funded by 3-D Matrix Medical Technology for article processing charges. The funder had no role in study design, data collection, analysis, interpretation, or writing. Registration: This review was not registered in a systematic review registry. Full article

Background: The clinical translation of natural nanomaterials and smart delivery systems in regenerative dentistry relies heavily on practitioner acceptance; however, end-user perspectives remain under-investigated. Objective: This study evaluated dental practitioners’ self-reported knowledge, attitudes, and perceived barriers regarding these innovations. The questionnaire examined stated intention and self-reported willingness, not clinical behaviour. Methods: A cross-sectional survey using convenience sampling was conducted among 713 Romanian dentists. Statistical analysis included Chi-square tests and odds ratio estimation to identify factors associated with willingness to adopt nano-formulations. Results: Self-reported familiarity was moderate, with only 19.1% of respondents describing themselves as “very familiar” with nanodentistry; nevertheless, 77.3% believed natural nano-formulations could match synthetic efficacy. High costs (36.5%), lack of long-term evidence (35.9%), and staining concerns (46.0%) were identified as primary perceived barriers. Experience with digital technologies (CAD/CAM) was significantly associated with a positive attitude toward adoption (OR = 2.05, 95% CI: 1.41–2.98, p < 0.001). Conclusions: Respondents demonstrated a generally positive attitude toward integrating bioactive nanomaterials, though widespread adoption is currently limited by economic, educational, and evidentiary gaps. Future strategies should focus on establishing clear clinical protocols, providing robust long-term safety data, and improving the aesthetic stability of natural biomaterials. Full article

Background: Immersive technologies are increasingly used to support interprofessional education and team training in healthcare. Holographic display technology (HDT) offers a novel approach for delivering distributed, simulation-based TeamSTEPPS training; however, evidence regarding its short-term feasibility remains limited. Methods: This mixed-methods pilot feasibility study examined the acceptability and limited efficacy (defined as learning satisfaction and self-reported gains) of HDT for interprofessional TeamSTEPPS-based team training across two geographically distributed campuses. Quantitative measures assessed changes in UTAUT-informed constructs, including attitude toward technology use (ATU) and behavioral intention (BI), while qualitative focus groups explored learner experiences and perceptions. Results: Of 64 participants, 47 consented to analysis. Quantitative analyses demonstrated post-training improvements in key technology-acceptance constructs, including significant gains in ATU and strengthened alignment between BI and UTAUT predictors. Qualitative findings reflected high learner engagement and perceived educational value, alongside practical considerations related to technical and instructional coordination. Conclusions: HDT was feasible for assessment of short-term foci of acceptability and perceived limited efficacy through the delivery of interprofessional TeamSTEPPS training, with observed gains in ATU and BI. These findings inform future assessment of long-term feasibility foci, including implementation studies examining the role of holographic simulation in advancing interprofessional education, healthcare workforce development, and the quality of healthcare delivery. Full article

Infertility treatment often requires patients to self-administer hormonal injections, creating significant physical, logistical, and psychological burdens. While medical technologies have improved pharmacological efficacy and safety, design aspects addressing usability, portability, and emotional distress remain underexplored. This study presents Blloom, a compact self-injection device that integrates ergonomic, thermal, and emotional considerations designed through an interdisciplinary design-thinking framework. This study identified critical user needs related to self-injection anxiety, medication refrigeration, and treatment-related stigma through in-depth, multi-method qualitative design research. The resulting prototype is characterized by one-handed operation, concealed needle delivery, and built-in passive cooling (2–8 °C for up to 8 h). Formative evaluations with patients and clinicians confirmed its improved usability, emotional comfort, and contextual compatibility. At this prototypical stage, medication- and container-specific compatibility, as well as long-term reliability, require further bench testing and clinical validation. Process analysis further revealed how designer–engineer collaboration evolved from empathic exploration to implementation-driven convergence. The findings demonstrate how human-centered design can mitigate the multidimensional burdens of infertility treatment and provide a replicable framework for interdisciplinary innovation in self-managed healthcare devices. Full article