Search Results (33)

Background: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. Methods: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. Results: Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (p < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. Conclusions: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care. Full article

Improving students’ thermal comfort in university courtyards and indoor spaces promotes walkability, enhances livability, and fosters social interaction among students. This study aims to improve students’ outdoor thermal comfort in university courtyards, to reduce heat transfer to classrooms, and to accordingly reduce energy consumption in university buildings in hot arid climates. Thus, the proposed coupled methodology for the case study, the Faculty of Agriculture, New Sohag University, Egypt, consists of three stages. First, monitoring and questionnaire surveys were conducted in the open courtyard and the classroom to obtain air temperature, wind speed, thermal image, and CO₂ and thermal comfort analysis. Secondly, the Envi-met model was used to investigate the impact of six improvement solutions on improving thermal comfort in the courtyard. Third, retrofitting strategies in the building envelope were evaluated to decrease heat transfer and energy consumption by DesignBuilder software. Consequently, the findings revealed a high outdoor air temperature, which causes discomfort for students. Hence, the simulation results concluded that the significant reduction of physiological equivalent temperature (PET), which ranged between 11.1 °C and 13.9 °C, occurred after applying the hybrid improvement solutions (vegetation area and semi-shading or pergola-shading). Moreover, integrating a combination of retrofitting strategies into the faculty buildings contributed to a 30% reduction in energy consumption. Ultimately, the proposed methodology aims to assist architects and urban designers in the early design stages by providing the appropriate environmental solutions for the universities’ courtyards and buildings in hot arid climates. Full article

In this study, a thermal analysis of the building envelope of Atatürk University Faculty of Architecture and Design, located in Erzurum in the cold climate zone, was conducted. It is aimed to analyze the thermal efficiency of the educational building on the façade. Firstly, situation analyses were conducted using infrared thermography in the interior spaces and on the exterior. Secondly, a thermal analysis simulation was performed on façade designs used in the faculty. The configurations of indoor and outdoor spaces were obtained with the instantaneous field of view (IFOV) calculator using the Testo 872 thermal camera. Convection thermal loads were applied with the SolidWorks 2022 to simulate the designs. According to the analysis, optimum values were shown in classroom D-306 on glass surfaces, studio D-202 on external walls, studio E-301 on interior walls, studio E-201 on floors, and classroom E-301 on ceilings. According to the surface temperatures on façade sections, the D-202 studio has a 4.1% advantage over the closest performing D-305 and a 33.4% advantage over the farthest performing D-101. According to the simulation results, the glass surfaces used in the autoclaved aerated concrete (AAC) wall had a 39.6% advantage in terms of U-value compared to the glass surfaces in the curtain wall. Full article

The indoor climate quality in classrooms at the University of Coimbra, Portugal, was investigated as part of the 3SqAir project, supported by the Interreg SUDOE program. This research focused on two equipped classrooms with different ventilation systems: natural and mechanical ventilation. Both classrooms were continuously monitored for IEQ parameters: thermal comfort, indoor air quality, noise, and lighting during heating and cooling seasons. Air temperature, relative humidity, CO₂ concentration, particulate matter, nitrogen dioxide, volatile organic compounds, formaldehyde, sound pressure level, and illuminance were measured. Outdoor weather conditions were also recorded. The primary focus was on air temperature, CO₂ concentrations, and relative humidity, while air change rates (ACH) were estimated using the Tracer Gas Method. The results showed inadequate thermal conditions in both classrooms, particularly during the heating season. Most weekly mean CO₂ concentrations were within acceptable limits, while ACH were below standard recommendations in four CO₂ decay phases. Simulations of CO₂ decay revealed further air quality gaps in each room. Corrective measures within the 3SqAir project framework were suggested for approval and implementation while monitoring continues. This work represents the first phase in an evolving study towards developing sustainable strategies for improving indoor air quality in classrooms. Full article

This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Primary Education. Based on a questionnaire completed by 1224 pre-service teachers from five Spanish universities and one Colombian university, the main results indicate that the majority received training on this phenomenon during their school years (78.3%), though the percentage nearly halves in higher education (44.0%). In addition, future Social Science teachers have a moderate level of preparation—half of the participants selected “3” on a Likert scale (1 to 5), accounting for 54.2% of responses. For this reason, it is necessary to expand climate change education in higher education in order to equip teachers for addressing future environmental issues in the classroom. Education represents one of the most important factors in adapting to climate change, helping present and future societies build resilience to climate change scenarios. Full article

Thermal comfort in educational environments affects not only students’ well-being but also their concentration and academic performance. In the context of climate change, university classrooms in Mediterranean climates face particular challenges due to higher and more variable temperatures. This study evaluates thermal comfort in classrooms in southern Portugal, comparing natural ventilation (NV) and air-conditioning (AC) modes. Through environmental measurements and student surveys, thermal perceptions, preferences and factors such as position within the classroom were analysed. The results reveal that NV classrooms offer sustainable benefits, but their effectiveness decreases when outside temperatures exceed 28 °C, increasing thermal discomfort. In contrast, AC classrooms maintain more stable and comfortable conditions, although they have thermal gradients that affect specific zones, such as areas near windows or air vents. This study highlights the need for hybrid strategies that prioritise NV in moderate temperatures and use AC as a support in extreme conditions. Furthermore, it underlines the importance of appropriate architectural design and specific adaptive models for Mediterranean climates, balancing thermal comfort and energy efficiency. Full article

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable. Full article

Daylighting in educational buildings is a key factor in ensuring visual comfort and maintaining indoor environmental quality. In this context, daylight quality plays a crucial role in enhancing the lighting conditions within classrooms. Due to the local climate, classrooms with double-side windows are widely prevalent in southern China; however, these wide windows can sometimes lead to uncomfortable glare and uneven daylight distribution. In response, and to address and improve daylight quality, this study selected some classrooms at Guangxi University as a typical case study. The investigation of indoor daylighting performance and visual comfort was conducted through field surveys (questionnaires), on-site measurements, and software simulations. A comprehensive analysis was conducted using lighting environment metrics, including Daylight Factor (DF), Illuminance Uniformity, Effective Illuminance, Daylight Glare Probability (DGP), and Useful Daylight Illuminance (UDI). The findings revealed that large window glass areas on both sides could lead to high DF values, pronounced glare, and low UDI within classrooms. Subsequently, by analyzing influencing factors such as the window-to-floor ratio, window type, the optical properties of classroom interior surfaces, and window shading devices, strategies for improving daylight quality in these classrooms were proposed. The results of this study provide guidance for future daylighting design in university classrooms in hot and humid regions. Moreover, it offers valuable benefits to a wide range of stakeholders, including researchers, practitioners, and policymakers, while providing crucial insights for improving national building standards in this region. Full article

While the vertical transfer process and culturally responsive approaches to education have been studied extensively, few scholars have addressed these two areas of concern simultaneously, particularly within higher education contexts. This study explores what cultural responsiveness means and how it matters for low-income community college (CC) students aspiring toward STEM careers and transferring to STEM majors at a local university. As part of a bridge program, students received two STEM faculty mentors, one faculty mentor from the community college and the other from the local university, beginning in their last year of enrollment at the community college. Each STEM mentor was trained in culturally responsive mentoring, and their mentorship extended post-transfer. Students participated in focus groups to share their experiences. The findings reveal that specific aspects of the community college students’ identities, primarily their race and language, were relevant as aspects of culture that mattered for their STEM aspirations. The findings also show that cultural responsiveness in mentoring and support outside the classroom are important steps toward humanizing STEM spaces, but they are wholly insufficient when not paired with extensive culturally responsive efforts in STEM teaching and within the curriculum to improve the internal classroom climate for those with racialized identities. Full article

The number of colleges and universities in China has been increasing year by year. University buildings have tremendous energy-saving potential due to their high personnel density and energy consumption demand. However, there is a lack of research and regulations focusing on such buildings and taking functional requirements, operating patterns, and climate conditions into account. In the HSCW zone of China, the overlap of energy consumption peak and universities’ winter and summer vacations will lead to improper or excessive implementation of energy-saving measures in practice. This research study on a university teaching building in Shanghai simulated the energy consumption with EnergyPlus (Version 22.1.0) to compare the variation trend of the building’s energy consumption (heating, cooling and annual energy consumption) under different design parameter settings. The influence of orientation and window–wall ratio on the energy consumption intensity of classrooms of various sizes was analyzed, and design strategies were proposed. The research indicates that the annual energy consumption of educational buildings in hot summer and cold winter areas can be reduced by approximately 44.4% during vacations. However, cooling energy consumption remains 18.0–19.4% greater than heating energy consumption. The energy intensity of classrooms decreases as the space size increases. Medium-sized classrooms, with an energy intensity ranging from 44.2–47.6 kWh/m², require priority in energy-efficient design owing to their considerable quantity and high utilization. The findings offer design suggestions for the optimal orientation and window-to-wall ratios of classrooms of different scales, which can be used as a reference for the design of university teaching buildings and the energy-saving retrofit of existing campus buildings. Full article

Global dietary habits are one of the main drivers of climate change. At the same time, they contribute to 11 million premature deaths every year. This raises the question of how the urgently needed transformation of food systems can be realized. Regardless of their degree paths, all university students, in their role as potential future experts and leaders in their fields, can serve as important change agents in society. In this paper, we (a) introduce a university curriculum in a teaching kitchen setting that is based on the planetary health diet (PHD) of the EAT-Lancet Commission, (b) investigate its feasibility, and (c) analyze its effects on the planetary health diet literacy of a pilot cohort of university students enrolled in various degree programs. We developed seven flipped classroom teaching kitchen sessions based on social cognitive theory (SCT), each consisting of a one-hour seminar with student presentations on various nutrition- and sustainability-related key topics, followed by corresponding two-hour hands-on cooking classes. To assess feasibility, specific questions from the official teaching evaluation of the University of Göttingen were analyzed. Changes in self-assessed planetary health diet literacy were measured using a pre- and post-survey. During the pilot phase, 26 students successfully completed the course. A total of 25 participants responded to the teaching evaluation and expressed high satisfaction with the course, the learning outcomes, and the level of demand. A total of 26 participants completed the pre- and post-survey. At the post-intervention, the students rated their planetary health diet literacy as 21 to 98% higher than before their course participation. The findings of this pilot study indicate that the curriculum was well-received and feasible with the target group, and they demonstrate that the course participation increased the university students’ self-assessed ability to disseminate strategies for more sustainable and healthy diets. Through replication at other universities worldwide, the teaching kitchen-based planetary health diet curriculum might foster a social shift towards healthier and more climate-friendly food systems. Full article

In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter “Framework”) focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders’ engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars. Full article

This document presents a study of thermal inertia in the subsoil adjacent to the Civil Engineering laboratory of the Technological Institute of Sonora (ITSON) in the south of Sonora, Mexico, in service of the development of a solution proposal of a ground-coupled air heat exchanger for the cooling months. The research was divided into three phases: first, the monitoring of temperature in 10 layers of the ground; second, the analysis of thermal ground properties; and last, the design and simulation of a ground-coupled air heat exchanger. The objectives were to determine the variation in the thermal inertia of the soil with depth and over time and to determine the optimum depth for a ground-coupled heat exchanger system. The second objective was to develop a design proposal for a ground-coupled heat exchanger for the university laboratory. We found that the optimum depth is 3.0 m in a soil with high-compressibility clay with 21% humidity and 0.152 W/mK of thermal conductivity. However, the proposed design identified the best depth for the cooling system as 3 m considering a ground-coupled heat exchanger for a volume of 222.2 m³, corresponding to the volume of the classrooms of the building. With this design, the approach was to reduce the temperature by at least 10 °C on the hottest day (41 °C) of the year studied. We concluded that with this kind of system, the climate of the building studied could reduce the thermal load of active AC systems and reduce the energy load by 59%. Full article

Creating a comfortable indoor environment in education buildings is an important design objective. Climate change has resulted in rising summer indoor temperatures in the severe cold regions of China, and evidence of summer overheating risk in these regions has not yet been fully investigated. This study presents evidence of overheating in a university building in a severe cold region of China, discusses the potential of integrated shading devices for mitigating overheating, and proposes design ideas for the application of shading devices. Temperature monitoring and simulation were performed in a university building with natural ventilation located in Harbin, and various configurations of integrated shading devices were simulated using IES Virtual Environment software. The results demonstrate that 69% of classrooms were overheated; furthermore, south-facing classrooms could be overheated for up to 152 h during summer occupancy hours. This study finds that integrated shading devices reduce overheating hours by up to 59.2%. The design of appropriate parameters for shading devices can effectively improve indoor thermal comfort while maintaining daylight levels and controlling the increase in energy consumption. The methodology and results presented in this study offer a reference point and practical guidance for mitigating regional overheating, aiming to promote the improvement of regional standards and optimisation of thermal environments in the severe cold regions of China. Full article

This paper discusses political discourses as a resource for climate change education and the extent to which they can be used to promote critical thinking. To illustrate this, we present here an activity developed in the online course, Freirean Communicative Educational Situations for Climate Change Education, designed and developed as part of postdoctoral research at the Federal Rural University of Pernambuco, Brazil. The activity aimed to analyze the speeches of the Presidents of Colombia and Chile at the United Nations Climate Action Summit (2019) in a way which approached climate change as a socio-scientific issue. We argue that climate change education should not only involve learning about risk, adaptation, resilience, and basic scientific concepts, but also critical reflection on public policy and discourses and transformative content. This includes consideration of non-formal and informal communications and analysis of how power relations can restrict, motivate, or boost the impetus towards climate change education. These kinds of classroom activities enable teachers to work with a combination of core critical thinking skills, attitudes, and abilities, as well as discussing the details of science and scientific knowledge. This in turn enables the gap between the scientific and political aspects of climate change education to be bridged. Full article