Search Results (2,000)

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

Background/Objectives: Psychosocial care for siblings and caregivers of youth with cancer (SCYC) is a critical yet under-implemented component of comprehensive pediatric oncology care, as outlined by the Standards for Psychosocial Care for Children with Cancer and Their Families. Despite evidence supporting psychosocial interventions, such as integrative care interventions, as effective for stress mitigation and coping, barriers to implementation include revenue-generating funding models and siloed psychosocial disciplines, which hinder accessibility for adult caregivers within pediatric institutions and geographically dispersed families. This manuscript describes the relevant extant literature as well as a model for leveraging short-term funding opportunities and interdisciplinary collaboration to develop integrative care programs for these underserved groups. Methods: Philanthropic funding supported part-time child life specialist and creative arts therapist deployment to develop and implement integrative virtual group programs, as well as interdisciplinary integrative programs, to serve SCYC. Attendance, engagement, and qualitative feedback were used for program iteration and supported the transition to institutional funding. Results: Integrative programs provided 331 caregiver and sibling encounters during the two-year pilot. Qualitative feedback from caregivers highlighted the value of virtual services in reaching geographically dispersed families and addressing feelings of isolation among SCYC at the universal and targeted levels of care. Communication about these key outcomes led to operational funding and sustained integrated care programs. Conclusions: This manuscript illustrates a successful model of leveraging philanthropic funding to support the development of integrative care programs to serve SCYC. Future research should focus on refining the clinical and financial feasibility of such models and assessing their impact on family well-being. Full article

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

The conceptual design phase in architecture establishes the foundation for subsequent design decisions and influences up to 80% of a building’s lifecycle environmental impact. While Building Information Modeling (BIM) demonstrates transformative potential for sustainable design, its application during conceptual design remains constrained by perceived technical complexity and limited support for abstract thinking. This research examines how BIM tools can facilitate conceptual design through diagrammatic reasoning, thereby bridging technical capabilities with creative exploration. A mixed-methods approach was employed to develop and validate a Diagrammatic BIM (D-BIM) framework. It integrates diagrammatic reasoning, parametric modeling, and performance evaluation within BIM environments. The framework defines three core relationships—dissection, articulation, and actualization—which enable transitions from abstract concepts to detailed architectural forms in Revit’s modeling environments. Using Richard Meier’s architectural language as a structured test case, a 14-week quasi-experimental study with 19 third-year architecture students assessed the framework’s effectiveness through pre- and post-surveys, observations, and artifact analysis. Statistical analysis revealed significant improvements (p < 0.05) with moderate to large effect sizes across all measures, including systematic design thinking, diagram utilization, and academic self-efficacy. Students demonstrated enhanced design iteration, abstraction-to-realization transitions, and performance-informed decision-making through quantitative and qualitative assessments during early design stages. However, the study’s limitations include a small, single-institution sample, the absence of a control group, a focus on a single architectural language, and the exploratory integration of environmental analysis tools. Findings indicate that the framework repositions BIM as a cognitive design environment that supports creative ideation while integrating structured design logic and performance analysis. The study advances Education for Sustainable Development (ESD) by embedding critical, systems-based, and problem-solving competencies, demonstrating BIM’s role in sustainability-focused early design. This research provides preliminary evidence that conceptual design and BIM are compatible when supported with diagrammatic reasoning, offering a foundation for integrating competency-based digital pedagogy that bridges creative and technical dimensions of architectural design. Full article

Modern societies are increasingly experiencing limited contact with nature, a phenomenon referred to as the “nature deficit.” The article presents a systematic review of the literature on this issue, with particular emphasis on the role of forests in mitigating its effects. The analysis, based on the Scopus and Web of Science databases, synthesizes the current state of knowledge on the consequences of nature deficit for physical, mental, and social health, while also highlighting the potential of forests as spaces supporting human well-being. The review process followed a systematic methodology, using precisely defined keyword combinations and multi-stage screening. From an initial pool of 88 publications, a critical selection process led to 11 articles that met the inclusion criteria and were analyzed in depth. The findings show that regular contact with nature reduces stress, anxiety, and ADHD symptoms, supports cognitive development, and im-proves concentration, creativity, and social skills. At the same time, there is a lack of consistent tools for clearly diagnosing nature deficit, and existing studies face significant methodological limitations (small samples, subjective measurements, lack of laboratory control). The article also identifies research gaps, particularly in the context of sustainable forest management, cultural differences, and the long-term health effects of exposure to nature. Full article

The rapid development of generative artificial intelligence (GenAI) has revolutionized how individuals and organizations interact with technology. These systems, ranging from conversational agents to creative tools, are increasingly embedded in daily life. However, their effectiveness relies heavily on the usability of their graphical user interfaces (GUIs), which serve as the primary medium for user interaction. Moreover, the design of these interfaces must align with ethical principles such as transparency, fairness, and user autonomy to ensure responsible usage. This study evaluates the usability of GUIs for three widely-used GenAI applications, including ChatGPT (GPT-4), Gemini (1.5), and Claude (3.5 Sonnet) , using a heuristics-based and user-based testing approach (experimental-qualitative investigation). A total of 12 participants from a research organization in Australia, participated in structured usability evaluations, applying 14 usability heuristics to identify key issues and ethical concerns. The results indicate that Claude’s GUI is the most usable among the three, particularly due to its clean and minimalistic design. However, all applications demonstrated specific usability issues, such as insufficient error prevention, lack of shortcuts, and limited customization options, affecting the efficiency and effectiveness of user interactions. Despite these challenges, each application exhibited unique strengths, suggesting that while functional, significant enhancements are needed to fully support user satisfaction and ethical usage. The insights of this study can guide organizations in designing GenAI systems that are not only user-friendly but also ethically sound. Full article

Tourism plays a vital role in promoting local economic growth and preserving cultural heritage, with creative cultural tourism increasingly recognized as a strategy for enhancing tourist engagement. This study examines antecedent factors influencing tourist engagement in creative cultural tourism activities at the Tha Plee Fishing Market community, focusing on creative tourism experience, cultural and emotional perception, and travel motivation. The research also evaluates the overall level of tourist engagement and explores the relationships between these factors and engagement. A quantitative research design was employed, with data collected from 400 Thai tourists visiting the community. Descriptive statistics and Structural Equation Modeling (PLS-SEM) were used to analyze the data. The results indicate that all three antecedent factors and overall tourist engagement were rated at a high level. Creative tourism experience had a significant positive effect on tourist engagement (β = 0.286). These findings suggest that immersive, hands-on cultural activities and strong emotional connections to local heritage can enhance engagement. From a practical perspective, community stakeholders and tourism planners should focus on developing unique cultural experiences, improving visitor interaction with local traditions, and promoting storytelling to strengthen emotional bonds. Future research should include international tourists to broaden the generalizability of the results. Full article

The integration of STEAM education is widely recognized as a pathway to foster creativity, problem-solving, and collaboration, yet its implementation remains fragmented due to systemic and organizational barriers. This study examines educators’ perspectives on STEAM by focusing on three key questions: their attitudes toward STEAM, the challenges and needs they report, and how these vary by professional development experience, disciplinary background, and teaching experience. Drawing on a large-scale survey of in-service educators, the analysis shows that teachers hold strongly positive attitudes across dimensions of application, higher-order thinking, motivation, and collaboration. However, these attitudes are accompanied by substantial needs, particularly in curriculum guidance, instructional time, resource availability, and assessment frameworks. Professional development was found to strengthen educators’ enthusiasm but did not reduce broader systemic challenges, while disciplinary background and years of experience shaped specific needs and perceptions. The findings highlight that teacher motivation is a necessary but insufficient condition for meaningful STEAM implementation. Addressing the gap between vision and practice requires a multi-level approach that integrates competence-based professional development with structural reforms in curriculum, leadership, and institutional culture. Full article

Fostering mathematical thinking, communication, and creativity has become a central goal in mathematics education as these competencies are strongly linked to flexible problem solving and innovative engagement. Prior research has shown that students’ beliefs and dispositions play a crucial role in shaping their learning, strategy use, and persistence, yet limited evidence exists on how these constructs interrelate among pre-service elementary mathematics teachers. Addressing this gap, the present study examines the relationships among mathematical thinking perceptions, mathematical communication dispositions, and creative thinking dispositions. A correlational survey design was employed to test a hypothetical model developed within the framework of structural equation modeling (SEM). Data were collected from 615 pre-service teachers. Analyses involved descriptive statistics, correlations, and predictive algorithms via IBM SPSS Statistics 24, along with standardized regression coefficients and fit indices using AMOS. The results revealed that while perceptions of problem-solving and higher-order thinking predicted creative thinking dispositions both directly and indirectly, perceptions of reasoning did so only indirectly through mathematical communication. Mathematical communication dispositions had the strongest direct effect on creative thinking dispositions, underscoring their mediating role. These findings highlight the importance of fostering communication alongside creativity in teacher education, thereby equipping future teachers to promote creative thinking through cognitive, social, and representational processes. Full article

Makerspaces are increasingly integrated into educational activities in both formal and nonformal contexts, from primary to higher education, particularly as interdisciplinary learning spaces that foster creativity and the “do-it-yourself” approach. Their hands-on approach stimulates agency, critical thinking, and innovation—competences closely tied to the entrepreneurship competence. However, empirical studies exploring the relationship between makerspaces and the development of entrepreneurship competence remain limited, often addressing only specific types of makerspaces or partial aspects of entrepreneurial competence. The aim of this study is to identify, based on a systematic literature review, if/how makerspaces contribute to developing entrepreneurial competences of students in secondary education. In total, 35 articles published in the last 10 years, indexed in ERIC, Web of Science, and Google Scholar, selected according to the PRISMA guidelines, met the inclusion criteria. The selected databases ensure both quality and broad coverage. The studies were analyzed using a structured framework based on four thematic categories: identity (makerspace as learning space influencing entrepreneurial competences), competence (focus on entrepreneurial competences), program (educational initiatives fostering entrepreneurial competences), environment (contextual factors shaping entrepreneurial competences in makerspaces). The findings reveal that the identity of makerspaces, characterized by values such as collaboration, valuing ideas, and hands-on learning, converges with the intentional design of learning environments and the structure of educational programs to foster entrepreneurial competences. Makerspaces were found to cultivate dimensions such as creativity, problem-solving, teamwork, initiative, and ethical thinking, all of which are listed as units of the entrepreneurial competence by EntreComp. The study concludes that makerspaces can act as effective pedagogical means for supporting entrepreneurial competence development. The results provide valuable insights and examples that can inform the design of future educational strategies and programs to promote entrepreneurship education and develop entrepreneurial competences in nonformal and formal learning settings acting as makerspaces. Full article

Objectives: This study aimed to evaluate the effects of a 12-week Active Breaks (ABs) program on physical, cognitive, and academic outcomes in primary school children. Methods: Eighty primary school students (age: 7.52 ± 0.50) (BMI: 18.35 ± 3.07) were recruited and randomly assigned to three experimental groups—involving creativity-based (CRE) (age: 7.97 ± 0.18 years) (BMI: 20.01 ± 3.59), fitness-based (FIT) (age: 7.93 ± 0.26 years) (BMI: 16.74 ± 1.76), and combined (COM) (age: 7.97 ± 0.18 years) (BMI: 19.38 ± 4.24) ABs—and a control group (CON) (age: 7.42 ± 0.49 years) (BMI: 18.31 ± 2.64). The intervention consisted of two daily sessions (10 min each) three times per week over a 12-week period. Numerical skills, calculation abilities, and arithmetic problem-solving performance were evaluated using the “Test for the Assessment of Calculation and Problem-Solving Skills” (AC-MT 6-11). Attention and concentration performance were assessed using the Reynolds Interference Task (RIT). Motor skill performance was assessed using the MOTORFIT tests. Results: The FIT and CRE groups showed higher improvement in physical performances (p < 0.05). Regarding cognitive outcomes, the COM group outperformed the CON group in the Total Correct Index (p = 0.032). Regarding mathematical performance, all EGs achieved higher results than the CON group (p < 0.042), with the COM group achieving the highest scores in operations, problem-solving, and total scores (p < 0.032). Conclusions: Incorporating structured physical activity through ABs during curricular hours is an effective strategy to enhance physical, cognitive, and academic performance in primary school children. A combined approach appears to be especially beneficial, supporting both physical and cognitive development simultaneously. Full article

This study examines the impact of Environmentally Specific Servant Leadership (ESSL) on employees’ pro-environmental behavior (PEB) by proposing a serial mediation model that incorporates green psychological empowerment and green creativity as central mechanisms. Guided by social exchange theory (SET), survey data from managers in Saudi Arabia were analyzed using PROCESS Model 6 with bootstrapping to test direct, indirect, and serial mediation effects. The results show that ESSL has a significant positive influence on PEB, with both psychological empowerment and green creativity acting as partial mediators. Moreover, the serial mediation analysis confirms that empowerment enhances creativity, which in turn drives employees’ pro-environmental actions. The findings support the social exchange theory, SET, in the contextual environmental settings of the rapidly developing economy of Saudi Arabia. These findings highlight the critical role of psychological empowerment and creativity in translating leadership values into sustainable behaviors. Practically, the study suggests that organizations can advance sustainability goals by fostering servant leadership practices, empowering employees with autonomy and resources, and encouraging innovative solutions for environmental challenges. Within the context of Saudi Vision 2030, the findings provide valuable insights for aligning leadership development with national sustainability objectives. Full article

Background: The European Doctoral Conference in Nursing Science provides a unique platform for doctoral students in nursing and health sciences to present their research in a supportive environment. Celebrating its 20th anniversary, the 2024 conference embraced the motto “looking back and looking forward,” offering an opportunity to reflect on the development of nursing science and future challenges. Results: Held at the Medical University of Graz, Austria, the conference hosted 90 participants from 13 countries. It featured two keynote lectures, three workshops, 48 presentations, and a science slam. Abstract submissions underwent peer review to ensure the quality of presentations. The presentations highlighted key challenges and opportunities across nursing practice, healthcare work environments, education and digitalization in nursing, and health perspectives. Topics included, for example, workforce retention, artificial intelligence in nursing practice, leadership in error management, and culturally sensitive care. The keynotes emphasized the importance of patient and public involvement in research and the benefits of survey data in nursing science. Workshops imparted knowledge and skills regarding funding acquisition, guideline development, and effective research presentation. A science slam introduced innovative and creative ways to present research. Conclusions: The conference showcased the evolving landscape of nursing science, emphasizing the importance of evidence-based practice, supportive working conditions, and constructive collaboration. It demonstrated the enthusiasm and readiness of a new generation of researchers to advance nursing science in a rapidly changing healthcare environment. Full article

Digital transformation (DT) is rapidly reshaping education at multiple levels, including curriculum, instructional practices, and institutional culture. Within this context, entrepreneurship education has become a key field for preparing individuals to navigate uncertainty and generate social and economic value in a digital society. Entrepreneurial competencies are increasingly conceptualized as a multidimensional construct that encompasses creativity, problem-solving, critical thinking, collaboration, and digital literacy. This study aims to identify core entrepreneurial competencies relevant to the digital era and examine how technology-integrated instructional strategies contribute to their development. A systematic literature review was conducted in accordance with PRISMA 2020 guidelines, analyzing 72 peer-reviewed journal articles published between January 2021 and June 2025. The findings indicate that DT drives structural changes in education beyond tool adoption, with technologies such as artificial intelligence (AI), data analytics, and digital collaboration platforms serving as catalysts for innovative thinking and entrepreneurial behavior. These technologies are not merely supportive tools but are embedded in competency-based learning processes. This review provides a comprehensive competency framework integrating three domains, AI-collaborative pedagogy validation, and implementation strategies, enabling educators, curriculum developers, and policymakers to redesign entrepreneurship education that aligns with the realities of digital learning environments and fosters future-ready entrepreneurial capabilities. This conceptual framework theoretically systematizes the integration of innovative thinking and ethical execution capabilities required in the digital era, contributing to defining the future direction of entrepreneurship education. Full article

Inclusive education is a legal right, and its origin is linked to human rights, which has established a resonance in global movements. In this study, we analyzed inclusive pedagogical practices that favor creativity in the high school context. We chose to carry out a qualitative scoping systematic review and defined the inclusion and exclusion criteria in advance to guide the team’s work. We selected articles from the Web of Science database on 14 April 2025 (registration: INPLASY202570121; (registered 30 July 2025)), and we performed a quality control check on the reporting using the PRISMA-ScR checklist. We established the timeframe between 2008 and 2025 and identified 368 articles, of which 25 were chosen for this study. The data were analyzed with the support of Rayyan and VOSviewer software (version 1.6.20). The findings demonstrate a wide range of practices developed across diverse high school contexts employing multiple strategies that advance an inclusive perspective. Moreover, among these strategies, several explicitly foster creativity through varied resources, collaborative work, and the use of assistive technologies. Overall, the articles show a significant convergence around multifaceted approaches that design and implement innovative strategies to address student diversity. Full article