Search Results (189)

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

The proliferation of digital health education content (DHEC) offers a transformative opportunity for medical training worldwide. While students in high-income countries routinely integrate these tools, their use and impact in low-resource settings such as Mozambique remain poorly understood. Exploring this topic offers interesting possibilities at the intersection of global health equity, digital literacy, and pedagogical innovation. This study assessed how Mozambican medical students engage with online health videos, examining the types of content they search for, preferred platforms, perceived benefits, and attitudes toward integrating these materials into medical training. A quantitative cross-sectional survey was administered to 151 second-year medical students at the Catholic University of Mozambique and Alberto Chipande University. A structured online questionnaire, comprising multiple-choice, Likert-scale, and open-ended questions, was used. Data were analyzed using descriptive statistics, cross-tabulation, chi-square test, and Cramer’s V effect size. All students (100%) reported searching for online health videos. They primarily do so via YouTube (92.1%) and use mobile phones (98.7%). Students mainly searched topics related to basic biomedical sciences (60%). They reported that video enhances their learning (86.8%), academic work (11.3%), and other skills (1.9%). Mean scores for utility (4.06), self-reported knowledge gain (4.05), and interest in continuing use (4.30) reflected positive perceptions. Furthermore, an overwhelming majority (91.4%) supported the institutional production of educational videos, whereas 8.6% disagreed, citing videos as a tool that diverts students’ focus from reading and a preference for traditional classes. No statistically significant gender-based differences were observed in usefulness, learning levels, or core interest in continuing to search for online videos (p > 0.05). Online health videos are widely used and positively perceived by Mozambican medical students as a supplementary learning tool. The findings highlight the need for institutions to create curriculum-aligned video libraries and strengthen students’ digital literacy, an affordable strategy for enhancing medical education in low-resource contexts. Full article

This study examines the role of artificial intelligence (AI) as a mediating tool in values training, based on university students’ reflections on their own values and those represented in literary characters. The research, developed at the Catholic University of Murcia (Spain) and University Collegue Cork (Ireland) integrated the humanistic approach of literature with the pedagogical potential of AI. An exploratory–descriptive mixed-methods design was applied with 126 students of Education and Philology. The instruments included the Hall–Tonna questionnaire, a 12-item Likert scale, and open-ended questions, analyzed using descriptive statistics, mean comparison, and thematic content analysis. The results reflect a preference for values such as justice, perseverance, and empathy, with cultural differences: in Spain, solidarity and community spirit stood out; and in Ireland, integrity and individual responsibility stood out. A total of 78% positively rated AI mediation for its capacity to stimulate critical reflection and ethical debate, although risks linked to technological dependence and cultural bias were noted. It is concluded that the synergy between literature and AI enhances ethical and civic education, provided it is implemented from an ethical and humanizing perspective. Full article

Background/Objectives: The aim of this study was to determine the relationship between self-efficacy and caregiving competence in family caregivers of patients with chronic kidney disease receiving renal replacement therapy. Methods: This was a quantitative, observational, descriptive, and correlational study, in which a sample of 275 caregivers was obtained through non-probabilistic convenience sampling. Information on the participants was collected using a sociodemographic characterization form, the Revised Caregiver Self-Efficacy Scale, and the Caregiver Competence for Care instrument, short version. Results: Most of the caregivers, with a median age of 50, were women, homemakers, cohabiting in a common-law relationship, with complete or incomplete high school education, in socioeconomic stratum 1, from urban areas, affiliated with the subsidized healthcare system, Catholic, wives of the person they care for, and receiving family support. A high linear correlation (Spearman’s Rho = 0.771) was found, which was statistically significant (p < 0.01): the greater the self-efficacy (confidence of the caregiver in performing their work), the greater the competence in caregiving. Conclusions: A positive and significant correlation between self-efficacy and caregiving competence was identified among the participating caregivers. Likewise, variables such as age, length of time as a caregiver, and number of hours per day devoted to caregiving were associated with higher levels of caregiving competence. Full article

High-intensity interval training (HIIT) provides substantial cardiovascular benefits; however, precise monitoring typically requires expensive devices. These systems are feasible in research laboratories but are costly for schools and the fitness industry. Low-cost, validated devices are required to facilitate broader implementation. A cross-sectional study was conducted with 213 students (173 men and 40 women) from the Catholic University of Valencia, Spain. The participants completed an HIIT protocol consisting of five 3 min blocks. Heart rate (HR) was recorded using a Moofit HW401 armband (ANT+ technology). Ratings of perceived exertion (RPE, Omni-Res scale) and the Wint index were also obtained. Pearson correlations were computed between reserve heart rate (HRr), RPE, and Wint index during the warm-up phases (T1, T2) and HIIT, stratified by sex, age, and body mass index (BMI). HRr was strongly correlated with the Wint index (r = 0.95, p < 0.0001) and moderately correlated with RPE (r = 0.235, p = 0.001). No significant sex differences were observed (men 83.66 ± 8.18% vs. women 82.31 ± 10.89%; p > 0.05). Correlations were weaker in participants with extreme BMI values (n < 10, obese). The Moofit HW401 armband showed consistent agreement between HRr, RPE, and Wint index during HIIT, supporting its practical use for group monitoring in educational settings, pending formal validation against gold standards. Full article

This article analyses the official Catholic Religious Education (CRES) programmes in Chile, Brazil, Costa Rica and Colombia from the perspective of complexity sciences, using the concept of self-organisation as a central analytical axis. Given Latin American contexts marked by religious pluralism, cultural transformation, institutional crisis and youth subjectivities, it is proposed that the adequacy of CRES does not depend solely on content or methodologies, but also on the systemic architecture that articulates students, classrooms and institutions in relation to their environment. Methodologically, the study develops a framework of three thresholds of educational self-organisation—reactive, reflective, and ecological—and applies it comparatively to the four national programmes, examining how they distribute agency, learning capacity, and openness to context at the student, classroom, and school-environment levels. The analysis reveals that, although all programmes activate relevant forms of reactive and reflective self-organisation, only some partially enable thresholds of ecological self-organisation capable of sustainably integrating contemporary sociocultural and religious complexity. The results allow us to identify structural tensions between current curriculum designs and the demands of increasingly complex environments. Full article

This paper argues that Catholic Education needs to be based on the foundation of Trinitarian theological anthropology. It explains where this fits within the architectonic framework of Catholic systematic theology. Trinitarian theological anthropology is the work of the theological virtues (faith, hope and love), operating upon faculties of the soul (intellect, memory and will) in pursuit of the transcendental properties of being (truth, beauty and goodness). Through the operation of these virtues a person is brought into a relationship with the Holy Trinity. A consideration of these fundamental elements of Catholic systematic theology and their place in Catholic Education is offered as a contribution to the celebrations of the Jubilee Year of 2025, with its title “Pilgrims of Hope”. Full article

This article—addressed to students, parents, teachers, and administrators alike—argues that the close study of creation is not optional to any authentic form of education, most especially the Catholic Liberal Arts tradition. Such a study, however, must take our incarnational reality, and thus our sensory experience, as normative and primary. Modern secularism has stunted this fundamental mission of education by enforcing a mechanistic and materialistic ontology that has severed the bond between education and the love of wisdom. Drawing on Plato, Aristotle, and Aquinas, as well as twentieth century Catholic authors, the need to recognize the authority of creation in education, and the nature of that authority, is examined. Five lessons of a close study of nature are offered as features of the path from the knowledge and love of creatures to the knowledge and love of God. Ultimately, an authentic education cultivates goodness and love via wonder, contemplation, and self-gift in the teacher and the student, participating in the redemption of the world wrought by Christ through witness to His truth, goodness, and beauty in all things. Full article

Integrating renewable energy into heritage buildings poses technical, aesthetic, and regulatory challenges, especially in Andean cities with a rich historical legacy, such as Cuenca, Ecuador. This study addresses the design and implementation of a prototype for handcrafted photovoltaic roof tiles that comply with the conservation regulations of the Historic Center. The proposed solution is sustainable, visually unobtrusive, and suitable for heritage urban environments. A technical assessment was conducted for 23 educational institutions located in the Historic Center to evaluate the structural suitability of their roofs for solar panel installation. Based on this assessment, a photovoltaic roof tile prototype was developed using accessible materials, such as terracotta-tinted acrylic, and evaluated in terms of energy efficiency, architectural integration, and regulatory compliance. As a result, 12 buildings were found to be structurally suitable for system installation, of which 11 had sufficient roof space to meet their daytime energy demands. The prototype proved to be functional, replicable, aesthetically harmonious with the heritage setting, and fully compliant with current municipal regulations. The School of Law at the Catholic University of Cuenca was selected as a demonstration site due to its technical suitability and heritage significance. Thus, handcrafted photovoltaic roof tiles emerge as an innovative and viable solution for incorporating solar energy into protected urban settings, offering environmental, technical, and social benefits. Lastly, this study outlines future research pathways aimed at developing new materials, advancing energy storage strategies, and exploring community perceptions in heritage environments. Full article

The nature of Catholic schools is ever-changing, as they increasingly draw upon young people from a wide variety of social, cultural and religious backgrounds. This has often impacted upon religious instruction and people’s commitment to and support of the mission and ecclesial identity of the school. For the greater part, Catholic schools are pluralistic in nature. This diversity has become more pronounced in recent decades with the emergence of cultural postmodernity, characterized by a significant shift in people’s core values, and their religious beliefs and practices. Catholic schools can effectively respond to these challenges, and to the diversity of their own communities through the provision of a robust Religious Education curriculum that is engaging, promotes dialogue and is characterized by quality pedagogical practices. Through the integration of the Liberal Arts, Sydney Catholic Schools found that Religious Education can be enriched by the search for ‘truth, beauty and goodness’, which represents a dialogue with the divine. Full article

Although St. John Henry Newman lived before the official birth of the ecumenical movement, he already carried, even as an Anglican, a deep desire for the unity of the Church, which he promoted through prayer and dialogue. After his conversion, he defended the authenticity of the Catholic Church but also recognized the work of God’s grace in other Christian communities. Based on his teaching on freedom of conscience, he did not press others to convert but instead called for better education and a more sincere life according to the Gospel. This article presents Newman’s legacy and the relevance of his ideas for contemporary ecumenism, not only within the Catholic Church. Full article

This article examines the legal and practical dimensions of religious education (RE) in Austria with a particular focus on interreligious education as an emerging pedagogical and societal response to increasing religious and cultural diversity. It begins by situating the discussion within Austria’s historical and constitutional framework, in which RE is governed as a res mixta—a joint responsibility shared between the state and legally recognized churches and religious societies (CRSs). The analysis highlights how this model of power-sharing is enshrined in both constitutional and ordinary legislation, granting CRSs extensive autonomy in the organization, content, and supervision of denominational RE. Despite the absence of explicit legal provisions for interreligious education, the article demonstrates that interreligious teaching practices can be implemented through cooperative arrangements between CRSs, particularly when aligned with national educational goals and international commitments to tolerance, religious freedom, and other human rights. It further analyses curricular references to interreligiosity across various denominational RE programs and discusses the institutional potential for integrating interreligious competencies into teacher training and school practice. Drawing on the example of the project Integration through Interreligious Education at the University Graz, a cooperative initiative between the Catholic Church and the Islamic Religious Society in Austria (IGGÖ) from 2017 to 2023, the article outlines how interreligious education was legally contextualized and contractually formalized. The article concludes that interreligious education, though legally unregulated, is both feasible and desirable within Austria’s current legal and educational framework. It calls for greater normative clarity and policy support to ensure the sustainability and broader implementation of such models, which foster mutual understanding and peaceful coexistence in a pluralistic society. Full article

This study examines the evolution and current challenges of Catholic Higher Education (CHE) in South Korea within the context of globalization and neoliberal educational reform. It explores how Korean Catholic universities balance their distinctive mission with intensifying pressures for competitiveness, external validation, and adaptation to secular academic norms. Drawing on P. Boudieu’s field theory and H. Richard Niebuhr’s typology of Christian responses to culture, the analysis frames the ways institutions of Korean CHE navigate the sometimes contrary currents of their institutional aims—simultaneously striving for academic excellence and maintaining Catholic identity. Case studies of three major Korean Catholic universities illustrate how leadership and curricular programs reflect the ongoing negotiation between mission-driven imperatives and market demands. The paper contends that living within this tension is not a sign of deficiency. It can actually be a source of resilience and innovation. The Korean experience of CHE offers insights for Catholic universities facing similar dilemmas globally, suggesting that engaging proactively with the seemingly contrary paradoxical demands can sustain the integrity of mission while fostering adaptive capacity amid the rapidly changing landscape of higher education. Full article

During the parliamentary elections in Italy after World War II, rumours spread in the public sphere about the occurrence of “miracles.” These “miracles” were interpreted as warning messages from the divine about the danger posed by the Communist Party. This was considered part of a strategy to promote Christian Democrats by representatives of the Catholic Church and was viewed with concern by communist countries in Eastern Europe as the phenomenon began to spread. In the second half of 1948, the Romanian authorities initiated measures to abolish the Greek Catholic Church and persecute the Roman Catholic Church. In this context, rumours spread in Catholic circles about “miracles” intended to stimulate the resistance of believers in the face of persecution. The phenomenon of “miracles” also spread among Orthodox believers, who were dissatisfied with the elimination of religious education in schools and the beginning of the collectivization of agriculture. For this reason, this phenomenon was considered a danger by the communist authorities in Romania. In this study, we aim to examine how the authorities dealt with the issue of “miracles,” what measures were taken, which institutions were involved, and what the consequences were for long-term religious policy in communist Romania. Full article