Search Results (149)

Addressing Artificial Intelligence (AI) faculty deficiencies in higher education, this paper develops the AI+ Dual-qualified Teacher Capability Ecology Model (AI-DTCEM) based on Capability Ecology Theory. The model is developed after a thorough analysis of the current state of new engineering talent cultivation in universities and the innovative practical abilities required in the AI+ environment. This paper proposes an implementation framework characterized by “three-dimensional collaboration, four-tier progression, and five-element drive.” Additionally, it uses the collaborative education project involving Hangzhou Normal University, Zhejiang University, and Hangzhou Ruishu Technology Co., Ltd. as a backdrop to introduce a deep collaborative education model, showcasing the theoretical and practical achievements of this project. Using NetLogo as the simulation platform, this paper designs a 96-month system dynamics experiment to compare and analyze the outcomes of four scenarios: the baseline experiment, the AI-enhanced experiment, the policy-driven experiment, and the comprehensive optimization experiment. This study reveals the following findings: (1) Policy-driven initiatives are crucial for the successful construction of dual-qualified teacher teams, with the policy-driven scenario achieving the highest overall skill level (9.332). (2) The application of AI technology significantly enhances teacher skill development, resulting in AI skill improvements ranging from 116.6% to 163.4%. (3) The comprehensive optimization scenario (utilizing a collaborative mechanism) achieves systemic advantages, realizing a 100% dual-qualified teacher ratio. However, this comes with diminishing marginal returns on investment. This research provides a theoretical foundation, quantitative analysis, and practical pathways for developing dual-qualified teacher teams in the AI+ era. Full article

Futures Literacy, as defined and promoted by UNESCO, is the capability to imagine, question, and use the future as a resource for better understanding the present and acting with intention. When applied to Cultural Heritage Education, it reframes heritage from a static object of preservation into a dynamic anticipatory system that evolves through dialogue between past, present, and future. This integrative approach enables learners and communities to strengthen what can be called cultural adaptive capacity, understood as the ability to ensure continuity of identity and traditions, to promote responsive innovation in the face of change, and to transmit heritage knowledge across generations. This entry situates Futures Literacy within a wider theoretical framework that includes complexity theory, anticipatory systems, and sustainability education. It emphasizes that heritage education must increasingly address uncertainty, diversity of perspectives, and interconnected challenges such as globalization, climate change, and cultural transformations. UNESCO Futures Literacy Laboratories conducted in different regions of the world, as well as ICCROM’s foresight initiatives, provide concrete examples of how anticipatory competences can be fostered in varied cultural contexts, demonstrating both universal patterns and context-specific adaptations. By embedding Futures Literacy into heritage education, cultural heritage becomes a living resource for nurturing resilience, global citizenship, and creativity. It allows communities not only to preserve their legacy but also to reimagine it as a driver of innovation and inclusion. Ultimately, this perspective highlights the potential of education to enhance cultural sustainability, foster intergenerational solidarity, and cultivate temporal justice, preparing societies to face the uncertainties of the future with confidence and responsibility. Full article

This qualitative study investigates how academic faculty in a UK university conceptualise and implement alternative assessment practices aimed at fostering critical 21st-century skills—such as problem-solving, collaboration, and creativity—in an increasingly diverse higher education context. Drawing on in-depth interviews with six academic faculty members, the study explores the extent to which inclusive and alternative assessment practices are embedded in teaching and examines the institutional and cultural barriers that shape these practices. Thematic analysis reveals that while staff broadly value critical skills, there is considerable variation in how these skills are understood and operationalised in assessment. Many staff face structural constraints, including rigid assessment policies and market-driven accountability frameworks, that limit their ability to innovate. Furthermore, the findings highlight a disjunction between staff awareness of inclusive pedagogies and their capacity to enact them systematically in assessment design. The study contributes to the literature by foregrounding the complex interplay between institutional logics, assessment practices, and inclusive pedagogical aims. It argues that advancing genuinely inclusive and skills-oriented assessment requires systemic change at both institutional and policy levels. Full article

On the basis of analyzing the current situation and common challenges in cultivating the innovative abilities of energy graduate students in the new era of ecological civilization construction, peak carbon dioxide emissions, and carbon neutrality, a comprehensive evaluation index system for the innovative ability of energy graduate students was established using the analytic hierarchy process (AHP) and entropy weight method. The four main components of this system are course learning, academic exchange, innovation performance, and innovation practice. By incorporating survey data from a particular university’s 2022 cohort of energy graduate students, an empirical exploration was undertaken to identify the factors influencing their innovation ability. The findings reveal that, overall, energy discipline graduate students possess a solid grasp of specialized knowledge. However, notable disparities exist in the individual innovation abilities of these students, with doctors exhibiting significantly superior innovation abilities compared to masters. Furthermore, academic masters tend to possess a higher level of innovation ability than their professional counterparts. The insights gained from this research offer valuable implications for enhancing the cultivation of innovation abilities among graduate students in energy disciplines and allied fields. Full article

The field of electric vehicles and electric mobility, like other modern engineering practice, not only requires deep analytical skills but increasingly demands the ability to synthesise and integrate knowledge across multiple disciplines (e.g., electrical engineering, mechanical engineering, sustainability engineering, design engineering) to create innovative systems. Education today, however, still has a strong analysis focus: learning, exploring, and understanding theories and concepts is the main drive. Design and synthesis build on those and aim at bringing together theories and concepts into creative and innovative systems. Teaching design and synthesis is notoriously hard. The design of electric vehicles exemplifies the complexity of contemporary engineering problems, requiring the integration of multiple domains to experience the challenges connected to design and synthesis. This paper presents the need for, rationale behind, setup of, and experiences with a 5 European Credit (140 h) Master’s-level (postgraduate) course named “Electric Vehicle System Design” that we developed as a joint effort for the University of Twente and the University of South-Eastern Norway. The course is specifically designed to immerse students in the multidisciplinary design and synthesis processes central to electric mobility. In the paper, the course framework, project-based approach, and lessons learned are discussed. This highlights how engineering students can be equipped for the challenges inherent to designing electric vehicles. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

A State of Health (SOH) estimation of lithium-ion batteries is a core function of battery management systems, directly affecting the safe operation, lifetime prediction, and economic efficiency of batteries. However, existing methods still face challenges in balancing feature robustness and model generalization ability; for instance, some studies rely on features whose physical correlation with SOH lacks strict verification, or the models struggle to simultaneously capture the temporal dynamics of health factors and nonlinear mapping relationships. To address this, this paper proposes an SOH estimation method based on incremental capacity (IC) curves and a Temporal Convolutional Network—Relevance Vector Machine (TCN-RVM) model, with core innovations reflected in two aspects. Firstly, five health factors are extracted from IC curves, and the strong correlation between these features and SOH is verified using both Pearson and Spearman coefficients, ensuring the physical rationality and statistical significance of feature selection. Secondly, the TCN-RVM model is constructed to achieve complementary advantages. The dilated causal convolution of TCN is used to extract temporal local features of health factors, addressing the insufficient capture of long-range dependencies in traditional models; meanwhile, the Bayesian inference framework of RVM is integrated to enhance the nonlinear mapping capability and small-sample generalization, avoiding the overfitting tendency of complex models. Experimental validation is conducted using the lithium-ion battery dataset from the University of Maryland. The results show that the mean absolute error of the SOH estimation using the proposed method does not exceed 0.72%, which is significantly superior to comparative models such as CNN-GRU, KELM, and SVM, demonstrating higher accuracy and reliability compared with other models. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

Background: Optimal coping with chronic pain (CP) has a positive impact on minimizing the barriers to patients’ quality of life. Mindfulness-based approaches have been shown to improve emotional regulation and coping strategies in CP management, promoting a greater acceptance of pain and reducing psychological distress. Given that personality traits may influence the adjustment to chronic pain, this study aimed to investigate whether specific personality dimensions, based on Cloninger’s model of temperament–character dimensions, affect the enrolment and the response to pain treatment in an innovative hybrid arts-based CBT-CP group intervention for patients with non-malignant CP. Methods: A pre-and-post assessment design was implemented in a non-randomized control trial. A total number of 100 outpatients at a University Pain Management Unit were allocated through self-selection in either an arts-based CBT-CP group intervention (N = 50) or a treatment-as-usual (TAU) control group (N = 50). All participants completed the Brief Pain Inventory (BPI), the Orbach and Mikulincer Mental Pain Scale (OMMP), the Tolerance for Mental Pain Scale (TMPS), and the Temperament and Character Inventory (TCI-140). The assessment took place at baseline and at the end of the intervention, after a 10-week period. The statistical analyses included a t-test for independent samples, Chi-square, and linear regression analyses. Results: At baseline, the arts-based CBT-CP intervention group had a higher score in the novelty seeking character dimension (M = 64.04; SD = 9.56), whereas the TAU group was found to have higher scores in self-directedness (M = 74.34; SD = 11.22) and self-transcendence (M = 51.42; SD = 6.61). The arts-based CBT-CP group reported a lower loss of control (M = 22.94; SD = 6.70) and higher belief in the ability to cope with pain (M = 21.10; SD = 3.76) after the intervention, compared to the control group. Self-transcendence was found to be a significant predictor of average pain as well as of patients’ belief in their ability to cope with pain. Conclusions: The current study provides practice-based evidence suggesting that an arts-based CBT-CP group intervention is a promising treatment for non-malignant CP. Personality dimensions affect patients’ enrolment and response to pain treatment. Furthermore, integrating mindfulness-based strategies within such interventions may further enhance treatment outcomes by fostering acceptance, improving coping mechanisms, and reducing the emotional burden associated with chronic pain. Full article

The emergence of generative AI has caused a major dilemma—as higher education institutions prepare students for the workforce, the development of digital skills must become a normative aim, while simultaneously preserving academic integrity and credibility. The challenge they face is not simply a matter of using AI responsibly but typically of reconciling two opposing duties: (A) preparing students for the future of work, and (B) maintaining the traditional role of developing personal academic skills, such as critical thinking, the ability to acquire knowledge, and the capacity to produce original work. Higher education institutions must typically balance these objectives while addressing financial considerations, creating value for students and employers, and meeting accreditation requirements. Against this need, this multiple-case study of fifty universities across eight countries examined institutional response to generative AI. The content analysis revealed apparent confusion and a lack of established best practices, as proposed actions varied widely, from complete bans on generated content to the development of custom AI assistants for students and faculty. Oftentimes, the onus fell on individual faculty to exercise discretion in the use of AI, suggesting an inconsistent application of academic policy. We conclude by recognizing that time and innovation will be required for the apparent confusion of higher education institutions in responding to this challenge to be resolved and suggest some possible approaches to that. Our results, however, suggest that their top concern now is the potential for irresponsible use of AI by students to cheat on assessments. We, therefore, recommend that, in the short term, and likely in the long term, the credibility of awards is urgently safeguarded and argue that this could be achieved by ensuring at least some human-proctored assessments are integrated into courses, e.g., in the form of real-location examinations and viva voces. Full article

The lack of proper integration of inclusive design, accessibility standards, and universal design principles into urban planning has resulted in public open spaces that exclude many individuals, particularly those with disabilities or other marginalized groups. Integrating these principles is essential to create environments that are accessible, equitable, and beneficial for all individuals, regardless of their abilities, backgrounds, or socioeconomic status. To address this gap, this study analyzes existing research on universal design and accessibility standards to identify challenges and opportunities in the design of inclusive public open spaces. This systematic review seeks to critically explore how the application of universal design principles and accessibility standards supports the creation of inclusive public open spaces. Although universal design focuses on physical accessibility, inclusion in public spaces entails a more complex web of spatial, social, and policy factors. This research systematically evaluates international literature to determine key gaps, best practices, and action-oriented policy and design recommendations. The scope is situated within the Global South, particularly India, to align with the paper’s geographical focus. The findings emphasize that robust enforcement structures, contextual adjustments, and global standards are crucial for the successful implementation of universal design and accessibility integrated with inclusive design. This integration must begin at the initial stages of the design process and be maintained throughout planning, construction, management, and operation. The study further highlights the importance of stakeholder involvement as a critical component at every stage of the design and implementation process. It underscores the need for tailored strategies for urban spaces that incorporate cultural, regional, and socioeconomic characteristics. Additionally, the study highlights the potential of technology and innovation, such as digital accessibility tools and smart city efforts, to improve inclusivity. Finally, the study proposes future research directions, including the impact of inclusive design on social cohesion, the challenges faced in rural and peripheral areas, and the role of modern technology in enhancing public open space design. Full article

Digital teaching competence (DTC) emerges as a fundamental strategic element in today’s higher education, where the DigCompEdu framework is consolidated as a key tool for assessing the digital skills of teachers. The study sample is composed of 3309 students from educational programs in Andalusian universities, and this study uses the PLS-SEM methodology to examine the interrelationships among six critical dimensions: professional engagement, digital resources, digital pedagogy, assessment and feedback, student empowerment, and digital competence development. The research proposes five main hypotheses that explore how digital resources drive pedagogy and assessment and how professional engagement directly influences student empowerment and the development of their own digital competencies. The results reveal the complexity inherent in developing digital competencies in the university setting, underscoring the need to implement ongoing training programs that address not only essential technical skills but also innovative pedagogical strategies adapted to digital environments. These programs should train teachers to effectively use digital resources, design interactive learning activities, and encourage active student participation. In addition, the importance of promoting teachers’ professional engagement is highlighted, as this factor significantly influences students’ empowerment and their ability to develop strong digital competencies, thus preparing them for the technological challenges of the 21st century and equipping them with the skills and competencies needed to thrive in an increasingly digitized world. Full article

In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P²BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P²BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P²BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P²BL approach throughout their undergraduate studies. Full article

Toxoplasmosis (TG) is a zoonotic disease that, if contracted during pregnancy, can lead to fetal infection with severe complications. Currently, the only way to prevent maternal infection during pregnancy is to adopt hygiene practices. Our study aimed to evaluate pregnant women’s awareness of TG infection, their knowledge of TG-specific preventive hygiene measures, and factors linked to inadequate knowledge as potential targets for intervention. A prospective survey study was conducted at a university hospital between May and November 2023. A self-administered questionnaire was given to pregnant women. Out of 402 participants, 95.3% were aware that TG could be a potential issue in pregnancy. However, only 22.5% of them were able to identify all four correct hygiene behaviors to prevent TG infection acquisition during gestation. Women with a higher level of education, of European origin, and who had heard of other potentially serious conditions in pregnancy were more likely to have an appropriate level of knowledge about TG. Healthcare professionals and mass media, when employed as sources of information before conception, played a positive role in enhancing pregnant women’s awareness of TG. In conclusion, while pregnant women showed high levels of awareness of TG infection, their knowledge of preventive measures was limited, with only less than one-fourth with appropriate knowledge. This highlights the need for innovative strategies, possibly face-to-face interactions, digital tools, and public health campaigns, to improve the ability of healthcare professionals to deliver accurate and accessible information to reduce the risk of infection acquisition during gestation. Full article

The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation and in nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge and skill, clear goals, immediate feedback, intrinsic motivation, and perceived risk. Moreover, flow experience, characterized by deep concentration and effective attention allocation, is essential in facilitating innovative behavior by enhancing problem-solving and analytical abilities. This study explores the relationship between flow experience and innovative behavior among university teachers, providing a fresh theoretical perspective for encouraging such behavior. To investigate this, the study developed the “University Teacher Flow Experience Scale” and the “University Teacher Innovative Behavior Scale”. A survey of 316 university teachers in China was conducted, with statistical analysis utilizing variance analysis and structural equation modeling. Results showed that both flow experience and innovative behavior were at moderate levels. Significant variations in innovation levels were noted across disciplines, professional titles, and positions, but no gender differences were found. Antecedents such as a balance between challenges and skills, clear goals, immediate feedback, and intrinsic motivation positively influenced flow experience, while perceived risk had a negative impact. Flow experience itself significantly enhanced innovative behavior among university teachers. The findings highlight the importance of optimizing the factors contributing to flow experience at institutional and individual levels to promote innovation in higher education. Full article