Search Results (2,680)

This research investigates topic-based sentiment classification in Greek educational-related data using transformer-based language models. A comparative evaluation is conducted on GreekBERT, XLM-r-Greek, mBERT, and Palobert using three original sentiment-annotated datasets representing parents of students with functional diversity, school directors, and teachers, each capturing diverse educational perspectives. The analysis examines both overall sentiment performance and topic-specific evaluations across four thematic classes: (i) Material and Technical Conditions, (ii) Educational Dimension, (iii) Psychological/Emotional Dimension, and (iv) Learning Difficulties and Emergency Remote Teaching. Results indicate that GreekBERT consistently outperforms other models, achieving the highest overall F1 score (0.91), particularly excelling in negative sentiment detection (F1 = 0.95) and showing robust performance for positive sentiment classification. The Psychological/Emotional Dimension emerged as the most reliably classified category, with GreekBERT and mBERT demonstrating notably high accuracy and F1 scores. Conversely, Learning Difficulties and Emergency Remote Teaching presented significant classification challenges, especially for Palobert. This study contributes significantly to the field of sentiment analysis with Greek-language data by introducing original annotated datasets, pioneering the application of topic-based sentiment analysis within the Greek educational context, and offering a comparative evaluation of transformer models. Additionally, it highlights the superior performance of Greek-pretrained models in capturing emotional detail, and provides empirical evidence of the negative emotional responses toward Emergency Remote Teaching. Full article

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

This study investigated individuals’ emotional responses to bed bugs and how these were influenced by sex, proximity, and educational intervention. Using a pre-post experimental design, participants (n = 157) completed emotional assessments before and after viewing an educational video about bed bugs. Contrary to our initial hypothesis that only fear and disgust would be observed, participants also exhibited high levels of anxiety and anger. Following the educational intervention, disgust, fear, and anger toward bed bugs increased significantly. Participants experienced greater disgust and fear when imagining encounters with bed bugs in closer proximity, with home infestations giving stronger responses than workplace scenarios. The educational video reduced disgust toward bed bugs in the home but increased fear of them in public spaces, potentially promoting vigilance that could limit bed bug spread. Females reported higher levels of disgust and fear than males across all proximity conditions, supporting evolutionary theories regarding sex-specific disgust sensitivity. The educational video successfully increased participants’ knowledge about bed bugs while simultaneously shifting emotional responses from contamination-based disgust to threat-specific fear. These findings suggest that educational interventions can effectively modify emotional responses to bed bugs, potentially leading to more rational management behaviors by transforming vague anxiety into actionable awareness of specific threats. Full article

Higher education has long been subject to feminist critique, contesting traditional practices, with calls for transformative pedagogies that empower marginalised students, address social injustices and promote gender equality. Despite this, most classrooms in Western European universities remain largely unchanged, with educators facing the difficulty of imagining and/or enacting decolonial futures within their curricula. However, some progress has been made, particularly the inclusion of transnational scholarship in syllabi and a turn to transformative pedagogies, which allow for alternative ways of interdisciplinary knowing to enter academia. In this paper, we examine this coming together of approaches which promote dialogue and personal reflection to restructure discussions on equality, gender and knowledge production in the ‘classroom’. Using a creative critical account of feminist ethnography conducted at a Western European university, we present and discuss two illustrative vignettes about cultural mapping and critical fabulation, considering how dissonant voices have challenged Western concepts, exemplifying transformative pedagogy working in tandem with transnational thought. Key insights from the study identify approaches for facilitation of more open and richer discussions to reshape staff and student perspectives of gender, equality and knowledge production. Full article

As digital transformation progresses, schools are increasingly confronted with psychosocial challenges such as technostress, digital overload, and unequal participation in digital (learning) environments. This article investigates the conceptual relevance of digital well-being for school development, particularly in relation to social inequality. Despite growing attention, the term remains theoretically underdefined in educational research—a gap addressed through a theory-driven review. Drawing on a systematic search, 25 key studies were analyzed for their conceptual understanding and refinement of digital well-being, with a focus on educational relevance. Findings suggest that digital well-being constitutes a multidimensional state shaped by individual, media-related, and socio-structural factors. It emerges when individuals are able to successfully manage the demands of digital environments and is closely linked to digital inequality—particularly in terms of access, usage practices, and the resulting opportunities for participation and health promotion. Since the institutional role of schools has thus far received limited attention, this article shifts the focus toward schools as key arenas for negotiating digital norms and practices and calls for an equity-sensitive and health-conscious perspective on school development in the context of digitalization. In doing so, digital well-being is repositioned as a pedagogical cross-cutting issue that requires coordinated efforts across all levels of the education system, highlighting that equitable digital transformation in schools depends on a critical reflection of power asymmetries within society and educational institutions. The article concludes by advocating for the systematic integration of digital well-being into school development processes as a way to support inclusive digital participation and to foster a health-oriented digital school culture. Full article

The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article

This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education. Full article

Amid global environmental changes, urbanisation erodes nature connectedness, an important driver of pro-environmental behaviours and human well-being, exacerbating human-made risks like biodiversity loss and climate change. This study introduces a novel hybrid agent-based model (ABM), calibrated with historical urbanisation data, to explore how urbanisation, opportunity and orientation to engage with nature, and intergenerational transmission have shaped nature connectedness over time. The model simulates historical trends (1800–2020) against target data, with projections extending to 2125. The ABM revealed a significant nature connectedness decline with excellent fit to the target data, derived from nature word use in cultural products. Although a lifetime ‘extinction of experience’ mechanism refined the fit, intergenerational transmission emerged as the dominant driver—supporting a socio-ecological tipping point in human–nature disconnection. Even with transformative interventions like dramatic urban greening and enhanced nature engagement, projections suggest a persistent disconnection from nature through to 2050, highlighting locked-in risks to environmental stewardship. After 2050, the most transformative interventions trigger a self-sustaining recovery, highlighting the need for sustained, systemic policies that embed nature connectedness into urban planning and education. Full article

As diversity, equity, and inclusion (DEI) efforts in higher education face increasing political resistance, it is critical to understand how equity-centered institutional change is fostered, and who is transformed in the process. This study examines the intended and emergent outcomes of faculty professional development initiatives implemented through the Howard Hughes Medical Institute’s Inclusive Excellence (HHMI IE) program. We analyzed annual institutional reports and anonymous reflections from four public universities in a regional Peer Implementation Cluster (PIC), focusing on how change occurred at individual, community, and institutional levels. Guided by Kezar’s Shared Equity Leadership (SEL) framework, our thematic analysis revealed that while initiatives were designed to improve student outcomes through inclusive pedagogy, the most profound outcome was the development of equity consciousness among faculty. Defined as a growing awareness of systemic inequities and a sustained commitment to address them, equity consciousness emerged as the most frequently coded theme across all levels of change. These findings suggest that equity-centered faculty development can serve as a catalyst for institutional transformation, not only by shifting teaching practices but also by building distributed leadership and deeper organizational engagement with equity. This effort also emphasizes that documenting emergent outcomes is essential for recognizing the holistic impact of sustained institutional change. Full article

This essay argues for the reciprocal benefits of joining the new theories of matter emerging out of critical posthumanism and the psychedelic drugs currently experiencing a so-called “renaissance” in global north societies. While the former’s twin emphasis on relationality and embodiment is perfectly suited to capture and ground the ontological, epistemological, and ethical implications of psychedelic experiences of interconnectedness and transformation, these substances are in turn powerful companions through which to enact a “posthuman phenomenology” that helps us with the urgent task to “access, amplify, and describe” our deep imbrication with our more-than-human environments. In other words, I argue that while the “new materialism” emerging out of posthumanism can help elaborate a psychedelic rationality, psychedelics can in turn operate as educators in materiality. It is from this materialist perspective that we can best make sense of psychedelics’ often touted potential for social transformation and the enduring suspicion that they are somehow at odds with the “ontoepistemological order” of modernity. From this point of view, I contend that a crucial critical move is to push against the common trope that this opposition is best expressed as a turn from the narrow scientific and “consumerist materialism” of modern Western societies to more expansive “spiritual” worldviews. Pushing against this science-–spirituality binary, which in fact reproduces modern “indivi/dualism” by confining psychedelic experience inside our heads, I argue instead that what is in fact needed to think through and actualize such potentials is an increased attention to our material transcorporeality. In a nutshell, if we want psychedelics to inform social change, we must be more, not less, materialist—albeit by redefining matter in a rather “weird”, non-reductive way and by redefining consciousness as embodied. By the end of the essay, attaching psychedelics to a new materialism will enable us to formulate a “material spirituality” that establishes psychedelics’ political value less in an idealistic or cognitive “politics of consciousness” and more in a “materialization of critique”. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article

The integration of financial technology expenditures and green total factor productivity (GTFP) constitutes a critical impetus for sustainable economic advancement. This study employs provincial panel data from China (2012–2020) and uses the SBM model with undesirable outputs, the PVAR model, moderation effect analysis, and threshold regression to investigate the underlying mechanisms and threshold effects of financial technology expenditure on GTFP. The results show that (1) financial technology expenditure has a significant promoting effect on the growth of GTFP, with a coefficient of 0.614 (p < 0.05), indicating the need for further increases in fiscal investment in science and technology; (2) the effect of financial technology expenditure on GTFP varies across the eastern, central, and western regions of China, with stronger effects observed in the eastern region, suggesting that the government should formulate differentiated financial technology expenditure policies on the basis of local conditions; and (3) that educational investment and industrial upgrading play strong moderating roles in the impact of financial technology expenditure on GTFP, with interaction term coefficients of 0.059 (p < 0.05) and 0.206 (p < 0.1), respectively. Threshold analysis further reveals that the positive effect strengthens significantly once educational investment surpasses a log value of 9.3674 and industrial upgrading exceeds a ratio of 0.0814. However, currently, China’s education investment and industrial structure upgrading are still insufficient, necessitating further increases in education investment and promoting the transformation and upgrading of the industrial structure. Full article

Generative AI (GenAI) tools, including ChatGPT, Microsoft Copilot, and Google Gemini, are rapidly reshaping higher education by transforming how students, educators, and researchers engage with learning, teaching, and academic work. Despite their growing presence, the adoption of GenAI remains inconsistent, largely due to the absence of universal guidelines and trust-related concerns. This study examines how trust, defined across three key dimensions (accuracy and relevance, privacy protection, and nonmaliciousness), influences the adoption and use of GenAI tools in academic environments. Using survey data from 823 participants across different academic roles, this study employs multiple regression analysis to explore the relationship between trust, user characteristics, and behavioral intention. The results reveal that trust is primarily experience-driven. Frequency of use, duration of use, and self-assessed proficiency significantly predict trust, whereas demographic factors, such as gender and academic role, have no significant influence. Furthermore, trust emerges as a strong predictor of behavioral intention to adopt GenAI tools. These findings reinforce trust calibration theory and extend the UTAUT2 framework to the context of GenAI in education. This study highlights that fostering appropriate trust through transparent policies, privacy safeguards, and practical training is critical for enabling responsible, ethical, and effective integration of GenAI into higher education. Full article

This article presents a scoping review of the academic literature published between 2021 and 2024 on the intersection of generative artificial intelligence (AI) and disinformation. Drawing from 64 peer-reviewed studies, the review examines the current research landscape and identifies six key thematic areas: political disinformation and propaganda; scientific disinformation; fact-checking; journalism and the media; media literacy and education; and deepfakes. The findings reveal that generative AI plays a dual role: it enables the rapid creation and targeted dissemination of synthetic content but also offers new opportunities for detection, verification, and public education. Beyond summarizing research trends, this review highlights the broader societal and practical implications of generative AI in the context of information disorder. It outlines how AI tools are already reshaping journalism, challenging scientific communication, and transforming strategies for media literacy and fact-checking. The analysis also identifies key policy and governance challenges, particularly the need for coordinated responses from governments, platforms, educators, and civil society actors. By offering a structured overview of the field, the article enhances our understanding of how generative AI can both exacerbate and help mitigate disinformation, and proposes directions for research, regulation, and public engagement. Full article

This study investigates the impact of digital technology propagation, specifically artificial intelligence (AI) and the TikTok application, on enhancing student entrepreneurs’ entrepreneurial knowledge, business experience, and the performance of their ventures. This research employs a mixed-methods design, combining qualitative and quantitative elements, with the quantitative aspect analyzed through Structural Equation Modeling–Partial Least Squares (SEM–PLS) and the qualitative aspect analyzed through in-depth interviews with student entrepreneurs. The survey included participation from 125 students, with three additional students serving as key informants. Research findings suggest that AI directly enhances entrepreneurial knowledge and business performance, whereas TikTok indirectly influences business success by affecting the acquisition of entrepreneurial learning. The utilization of AI has a substantial direct impact on entrepreneurial expertise and business performance. In contrast, the utilization of TikTok has a moderate influence on entrepreneurial knowledge, which in turn mediates its effect on entrepreneurial success. Offer practical implications for higher education institutions to integrate AI-driven analytics and social media marketing strategies into entrepreneurship curricula. Future research should investigate the regulatory framework, long-term implications, and the inclusion of other digital platforms to refine the digital transformation of entrepreneurship education further. Full article