Search Results (6,849)

Circular economy (CE) and green building (GB) are playing increasingly prominent roles in operationalising the Sustainable Development Goals (SDGs) within the built environment, including in rapidly urbanising Global South contexts such as India. Although often assumed to be complementary, their integration remains insufficiently examined, particularly in terms of their structural alignment and divergence. This study investigates the synergies and structural divergences between CE and GB through an empirical and analytical approach grounded in the Indian built environment sector. Qualitative data were collected from a multi-stakeholder participatory workshop with built environment practitioners in India and through follow-up interviews and analysed using qualitative content analysis to identify patterns in how these approaches are interpreted and applied in a participatory setting. The findings indicate that GB predominantly engages SDGs through performance-oriented, asset-level interventions, while CE operates through system-level strategies focused on material circulation and value-chain transformation. Although areas of convergence are evident, particularly in relation to SDGs 11 and 12, important structural divergences emerge across three key dimensions: scale, temporality, and underlying mental models. These divergences influence how sustainability interventions are framed and implemented with SDG targets. The alignment of CE and GB requires systemic reforms that incorporate circularity criteria within building rating systems, align CE and GB within unified regulatory and procurement frameworks, and embed systems thinking and life cycle approaches within professional education to translate CE from a conceptual framework into an operational paradigm in the built environment. Full article

Family medicine has attracted increasing policy and institutional support across the Gulf Cooperation Council (GCC) countries through health system reform, expansion of the healthcare workforce, and sustained public investment. Nevertheless, important challenges continue to affect the strength of primary healthcare systems, access to care, and the management of non-communicable diseases. The aim of the narrative review is to identify future trends, directions, perspectives, and opportunities that can strengthen implementation of family medicine across GCC countries and improve healthcare delivery. This review is based on a structured search of major databases such as PubMed, Scopus, and Google Scholar. The focus was evaluation of literature associated with family medicine and primary healthcare development in GCC countries. Regional priorities now include improving medical education and training, expanding the family medicine workforce, strengthening links with communities, promoting more equitable access to healthcare, and managing treatment costs through workforce development and digital health initiatives. Family medicine practice across the GCC is being supported increasingly by electronic health records, telemedicine, and interprofessional education. Policy directions in the region also suggest growing interest in value-based research, international collaboration, multidisciplinary care, and innovation in healthcare delivery. The future of development of family medicine in the GCC will depend on better integration of digital health, more effective use of data in planning and policy, continued investment in training, and broader adoption of patient-centred models of care. In general, strengthening family medicine through sustained investment in workforce development, primary healthcare infrastructure, research capacity, and digital health integration is essential for achieving resilient, equitable, and patient-centered healthcare systems across the GCC. Full article

Food waste presents a significant challenge to sustainable development, resulting in annual economic losses of more than USD 1 trillion. It contributes to 8–10% of global human-caused greenhouse gas emissions and accounts for nearly 30% of agricultural land use. Households are responsible for over half of this waste, with fruits and vegetables being the most frequently discarded items. This highlights the urgent need to promote sustainable consumption habits. This 2024 study surveyed a sample of 923 individuals who consume at least one of four categories: fresh fruits, fresh vegetables, processed fruits, or processed vegetables. It used cluster analysis to segment consumers based on the amount of food waste and fruit and vegetable losses. Three distinct segments were identified. Cluster 1 (Proactive & aware, 56%): Characterised by high environmental awareness (approximately 75%) and efficient food management skills, such as frequent shopping list preparation (48%), resulting in the lowest wastage levels. Cluster 2 (Convenient & situational, 38%): Driven by “convenience waste” mechanisms, where lack of time, poor portioning (44%), and a lack of culinary ideas lead to moderate waste levels despite mid-range awareness. Cluster 3 (Disorganised & wasteful, 6%): Reveals a significant attitude–behaviour gap; despite declaring a desire to limit waste, this group reported the highest perceived levels of waste. This is partly explained by the reverse sunk cost fallacy, where produce from own cultivation is devalued due to the absence of a market price. The findings emphasise that food waste is not a monolithic phenomenon but results from diverse behavioural deficits. The results provide a foundation for tailored behavioural interventions (nudges) and educational strategies to enhance food management skills and contribute to the achievement of sustainable development goals (SDGs). Full article

Background/Objectives: Despite ongoing innovation, few interventions—including Clinical Decision Support Systems (CDSS)—are successfully integrated into routine care. Understanding the process through which innovations are implemented is therefore essential for advancing practice and research. In perinatal settings, evidence on how CDSS implementation unfolds and which strategies support adoption, scale-up, and sustainment remains limited. This study aimed to understand the implementation process, key determinants and implementation strategies of a shared antenatal psychosocial CDSS (i.e., the Born in Belgium Professionals [BIB-Pro]) implemented in a real-world, cross-sectoral perinatal care setting. Methods: A qualitative exploratory case study was conducted between January and March 2025. Data included semi-structured interviews with all seven implementation agents, document analysis of the implementation plan. Directed content analysis was applied using the Exploration, Preparation, Implementation, Sustainment (EPIS) framework to categorise contextual determinants and the ERIC taxonomy to classify implementation strategies. Data were synthesised across the four EPIS phases. Results: The implementation process unfolded across all EPIS phases, showing a shift in responsibility from the policy level to the implementation team and healthcare organisations. Implementation was shaped by key determinants across multiple levels: (1) the bridging functions by the BIB-Pro implementation agents connecting policy, innovation, and organisational practice; (2) the system-level leadership and funding by the National Institute for Health and Disability Insurance that enabled initiation and sustainability; and (3) the multilevel stakeholder involvement and inter-organisational collaboration across care settings. In addition, the personal attributes of implementation agents—accessibility, active listening, adaptability, and persistent follow-up—were also identified as relevant factors in the implementation process. Across the implementation process, a broad range of implementation strategies was identified. The most prominent ERIC strategies were developing stakeholder interrelationships, evaluative and iterative strategies, engaging stakeholders, training and educating stakeholders, and providing interactive assistance. Barriers encountered during the implementation process included fragmented care networks, inconsistent regional referral structures, legal uncertainties, and variable digital readiness. In response to these challenges, implementation strategies were applied to support collaboration, clarify procedures and provide targeted support. Conclusions: This study provides insight into how a CDSS was introduced, scaled, and sustained across complex multiple Belgian perinatal care settings. Strong bridging functions, stakeholder interrelationships, iterative evaluation, and system-level support were key factors throughout the implementation process. Across all phases, stakeholder interrelationship strategies and evaluative and iterative strategies were the most prominent and consistently applied, supporting stakeholder engagement and sustained use of the platform. These findings offer actionable guidance for implementing digital tools in multi-organisational and multi-level contexts within perinatal care and other healthcare settings. Full article

Background: Hepatocellular carcinoma (HCC) is the third leading cause of cancer-related mortality worldwide. Despite established guidelines recommending semiannual surveillance for high-risk patients, real-world adherence remains inconsistent. Gaps in healthcare personnel knowledge and care coordination are recognized contributors to this implementation failure. Methods: Under IRB approval, a quality improvement project using the Plan-Do-Study-Act (PDSA) framework was conducted in an ambulatory liver clinic in the southwestern United States. One PDSA cycle was completed. Retrospective and prospective chart reviews (n = 50 charts each) were conducted to assess HCC surveillance ordering and scheduling rates. Thirty healthcare personnel completed investigator-developed pre- and postintervention surveys measuring knowledge and perceptions. Intervention: A structured educational session grounded in current American Association for the Study of Liver Diseases (AASLD) surveillance guidelines was delivered to the full interdisciplinary clinic team, incorporating clinic-specific compliance data and role-specific coordination responsibilities. Results: Knowledge scores improved significantly from a mean of 41.67% to 95.33% (t [29] = −20.27, p < 0.001, d = 3.70). Perception scores improved (Wilcoxon z = −4.30, p < 0.001). Surveillance ordering increased from 88% to 94% and scheduling from 60% to 80%. Conclusions: A single structured educational PDSA cycle was associated with significant improvements in healthcare personnel knowledge and perceptions and with improved ordering and scheduling of HCC surveillance imaging. Postintervention imaging completion and result review rates were not assessed within the available follow-up period. Run chart monitoring of surveillance metrics across subsequent PDSA cycles is planned to evaluate sustainment and guide iterative improvement. Full article

Background/Objectives: The dental profession is undergoing significant transformation driven by societal changes, technological advancements, evolving patient expectations, and increased attention to sustainability. These developments challenge traditional notions of dental competence and highlight the need for educational frameworks that support adaptability and longitudinal professional development. The aim of this study was to develop a contextually grounded competence framework for undergraduate dental education through an iterative, multi-method process informed by key educational stakeholders. Methods: A multi-method approach was used, combining a preparatory phase (literature review, interviews) with a development phase (drafting and workshops) that was revisited in response to feedback, followed by iterative voting rounds that prompted further minor revisions. A deductive exploratory mapping analysis aligned the emerging framework with existing intended learning outcomes across the curriculum. Results: The multi-method process produced descriptions of a framework that deliberately integrates roles, skills, and attributes to capture key dimensions of professional competence in dentistry. The framework includes six domains: ‘Evidence-informed’, ‘Decision-maker’, ‘Communicator’, ‘Acting with professional conduct’, ‘Health ambassador’, and ‘Collaborator and leader’. Across voting rounds, the domains were generally rated between ‘neutral’ and ‘very important’, with each round prompting minor revisions. Mapping suggested alignment between the overarching framework and the detailed curriculum. Conclusions: This study presents the outcome of a structured, exploratory multi-method process to develop a locally relevant competence framework, integrated into a dental education. The participatory design supported clarity and relevance. While sharing similarities with existing frameworks, the new framework also includes differences. The term ‘professional conduct’ was preferred rather than ‘professionalism’, and the domains ‘collaborator and leader’ and ‘decision-maker’ were identified as relevant according to employer expectations. Although the work was based locally at one dental school, the approach may be transferable to similar contexts. Full article

Hope is an important emotion for fostering action regarding global warming (GW). This article’s experiment utilizes (a) a cognitive hope theory that combines agency and pathways-thinking and (b) prior (numerically driven inferencing) research on how estimating germane quantities, followed by surprising numeric feedback, impacts one’s beliefs and decision-making. We designed and assessed a short intervention that focally had 226 Americans estimate quantities regarding the impact/uptake of three GW solutions: sustainable (e.g., solar) electrification, energy efficiency (e.g., recycling), or reduced meat consumption. Changes in climate-change hope and GW beliefs represented the intervention’s effectiveness. (Nationalism, etc., were also assessed.) The intervention was generally successful—statistically significantly increasing participants’ (1) hope about humanity’s ability to tackle climate change and (2) GW acceptance/concern. Our results demonstrate climate-change hope’s close relationship with various constructs (particularly, acceptance of GW’s reality)—and that central facts can quickly modify such hope. We further replicated findings that core/surprising statistics can spawn environmental conceptual changes. Our results additionally support earlier-identified phenomena that people revise GW beliefs upon encountering salient, valid, surprising information. The findings (a) increase our laboratory’s (now 12) ways in which brief materials will boost GW acceptance/concern, and (b) imply that GW messaging should balance climate-dangers explications with hopeful solutions. Full article

This study investigates the Business Model Canvas (BMC) as a visual education tool within a training pathway aimed at enhancing human capital in inner areas. Using a qualitative case study involving 22 participants, data were collected through observations, analysis of four canvases, trainers’ reflections, and jury evaluations. Findings show that the BMC reduces cognitive load, supports distributed cognition, and fosters reflexivity, creativity, and collaborative learning. Moreover, it enables the development of entrepreneurial and strategic skills, contributing to social innovation and sustainable territorial development. Full article

Food waste is a global problem involving the loss of natural resources, human labour and money. This paper presents an educational proposal implemented as an exploratory pilot case study in a rural primary school classroom in Spain, aimed at raising awareness of food waste and promoting pupils’ involvement in its reduction. The Sustainable Development Goals and the European framework of sustainability competences (GreenComp) enabled the work to be aligned with current education legislation and global sustainability challenges. The intervention was assessed through a questionnaire administered before and after the implementation of the proposal to analyse students’ progress, adapted rubrics, and sets of questions used to review the content covered. The comparison between the initial and final questionnaires, analysed using the Wilcoxon signed-rank test, showed statistically significant differences (W = 3.0; p = 0.019), suggesting an improvement in students’ knowledge after the implementation of the teaching proposal. The results suggest that working from pupils’ initial misconceptions may support both understanding of key concepts related to food waste (such as the causes of food waste, use of resources in its production and the difference between expiry dates and best-before dates) and the development of sustainability competences, particularly critical thinking, systemic thinking and adaptability in consumption-related situations. Overall, this pilot study suggests that food waste can be meaningfully addressed in primary education not only through school-canteen practices, but also through classroom-based activities grounded in pupils’ prior ideas and supported by hands-on, competence-oriented activities. Full article

Energy poverty poses a critical threat to global sustainable development by undermining household well-being and deepening social inequality. This study draws on data from 17,778 households across six waves of the China Family Panel Studies (CFPS) from 2012 to 2022 to examine the dynamics, determinants, and predictive patterns of household energy poverty in China. Our study also enhances and optimises the four-quadrant classification framework within the Low-Income, High-Cost (LIHC) framework, which jointly evaluates income and energy expenditure using dynamic thresholds. This approach enables us to identify not only households experiencing energy poverty but also those facing heightened vulnerability. In the sample, 7.96% were classified as energy-poor, 29.10% as at risk of energy poverty, 24.14% as at risk of income poverty, and 38.81% as not at risk, indicating that the number of households facing hidden risks far exceeds that of households identified as poor using traditional binary diagnostic methods. Next, we implement a Bayesian-optimised Extreme Gradient Boosting (XGBoost) model to improve predictive accuracy. Thus, the trained model achieved a prediction accuracy of 78%. We employ Shapley Additive exPlanations (SHAP) analysis to interpret the relative importance and interaction of explanatory variables. Our findings reveal three key patterns. First, households at risk of energy insecurity substantially outnumber those already in energy poverty, indicating a large latent vulnerable population that conventional measures often overlook. Second, housing conditions and energy expenditures remain the dominant structural drivers of energy poverty; however, financial pressures related to healthcare, education, and other non-energy expenditures increasingly intensify vulnerability. Third, Bayesian optimisation significantly enhances the model’s capacity to capture nonlinear relationships and complex household heterogeneity. By integrating dynamic measurement with interpretable machine learning, this study advances methodological approaches to energy poverty assessment and provides robust empirical evidence for early-warning systems, differentiated governance strategies, and targeted policy design in the context of China’s energy transition. Full article

Background: Artificial intelligence (AI)-supported learning environments are increasingly used in music education; however, evidence regarding their effectiveness in solfège instruction remains limited. This action research study evaluated the effects of AI-supported solfège instruction on undergraduate students’ attitudes and performance. Materials and Methods: This action research study included 36 undergraduate students enrolled in a conservatory program. A 10-week AI-supported solfège training was implemented using the EarMaster intelligent tutoring system. Data were collected through a solfège attitude scale and a performance test administered before and after the intervention, along with a delayed retention test. Results: Following the intervention, significant improvements were observed in both attitude scores (104.6 vs. 117.3, p < 0.001) and performance scores (32.8 vs. 51.52, p < 0.001). However, retention test scores showed a significant decline after a no-practice period (51.5 vs. 48.8, p < 0.001). Qualitative findings indicated increased motivation, engagement, and individualized learning opportunities. Conclusions: AI-supported solfège instruction improved students’ performance and learning attitudes in higher music education. The findings suggest that adaptive feedback, individualized practice, and continuous engagement may contribute positively to auditory skill development and student motivation. However, sustained practice remains necessary for long-term retention. Artificial intelligence-supported systems should therefore be integrated as complementary tools alongside teacher-guided instruction to support more flexible and personalized learning environments. Full article

Developing countries often face challenges in the effective implementation of the Sustainable Development Goals (SDGs). Within diverse sustainability discourses, a context-specific understanding of the SDGs contributes to the development of sustainability awareness (SA), reflecting individuals’ recognition of the importance of sustainability and its dimensions. Empirical evidence highlights the need for reliable and valid measures of sustainability awareness (SA) among learners in educational contexts. In response, this study reports the development and psychometric validation of the Sustainability Awareness Scale (SAS), a self-report instrument designed to assess pre-service teachers’ awareness across three dimensions: economic, environmental, and social. The scale was administered to undergraduate pre-service teachers in Bachelor of Science (Honours) in Education programs at Pakistani universities. The sample was split into two independent subsamples for exploratory factor analysis (EFA; n = 144) and confirmatory factor analysis (CFA; n = 145). EFA supported a three-factor structure, and CFA confirmed a refined 12-item model with acceptable model fit (χ²/df = 1.68, RMSEA = 0.068, SRMR = 0.056, CFI = 0.93, TLI = 0.91). Construct validity was supported by acceptable composite reliability (CR = 0.715–0.780), average variance extracted (AVE = 0.489–0.569), and heterotrait–monotrait ratio (HTMT = 0.78–0.83) values. Internal consistency was satisfactory for the full scale (α = 0.872; ω = 0.875) and acceptable for all subscales. The findings indicate that the SAS is a reliable and contextually relevant instrument for assessing SA among pre-service teachers in Pakistan. The scale offers a practical tool for evaluating and strengthening Education for Sustainable Development (ESD) initiatives and supports the design of sustainability-focused educational programs. Full article

This entry focuses on an Aristotelian approach to contemporary discourses about the implications of Artificial Intelligence (AI) regarding what it teaches and learns, with special regard to virtue or arete, practical wisdom or phronesis, and human flourishing or eudaimonia. Even though AI technologies provide new options for personalized learning, adaptive assessment, and data-driven instruction, their increasing entrenchment in the education ecosystem raises fundamental philosophical questions about the essence of teaching and learning, and about how we become better people. Aristotle’s distinction between intellectual and moral virtues can help us determine whether AI meaningfully contributes to the cultivation of good judgment, ethical character, and responsible agency. While AI is not completely antithetical to virtue formation, its knowledge and skill acquisition cannot replace the social, experiential, and habituated processes through which virtues are grown. AI should be designed and deployed as a “technological partner” to support (not replace) the teacher’s moral and pedagogical role. Guided by Aristotle’s view of eudaimonia and the common good, this analysis suggests that education should be structured to promote human flourishing in the age of AI, ensuring that learners develop their capacities for ethical reasoning, autonomy, and co-responsible participation to build a more sustainable and just society. Full article

Despite Mozambique’s substantial natural gas reserves, most households rely on solid biomass for cooking, with serious consequences for public health, livelihoods, and the environment. The domestic use of these resources could improve energy efficiency, security, and sustainable development. This mixed-methods study uses household interviews, descriptive statistics, multinomial, and conditional logit models, analyzing data from a random survey of 434 households in energy-rich peripheries of northern Inhambane and Maputo City to ascertain the determinants of household cooking energy choice. Results reveal that rising income increases the odds of choosing electricity, LPG, and biomass over natural gas. In energy-rich peripheries, the odds of selecting biomass over natural gas are reduced by 96.2% compared to non-energy-rich regions. Educational and urban habitation are positively correlated with the adoption of electricity and liquefied petroleum gas (LPG). Price serves as a significant negative predictor of fuel selection (OR ≈ 0.000001), whereby each unit increase in price per GJ substantially diminishes the likelihood of opting for alternatives over domestic gas. Monthly fuel expenditure positively predicts electricity, LPG, and biomass adoption (OR = 1.0042), with effects accumulating meaningfully across realistic spending ranges. Households that experienced energy system incidents were more than twice as likely to switch away from natural gas (OR = 2.072), reflecting the critical role of infrastructure reliability in fuel choice. Given natural gas’s potential as a clean cooking transition fuel, the government should prioritize investment in gas infrastructure, expand domestic supply, and promote public awareness of the health and environmental benefits of clean cooking energy. Full article

This study examines how socioeconomic conditions shape learning outcomes in rural schooling contexts through a narrative review of the recent empirical literature. Studies published between 2020 and 2026 were identified through thorough systematic searches of EBSCOhost, Scopus, Web of Science, and Google Scholar. Following screening and eligibility assessment, 50 empirical studies were included in the final synthesis. The review explores how household economic resources, parental education and involvement, and community and institutional conditions interact to influence literacy, numeracy, attendance, grade progression, and educational persistence in rural schools. The findings reveal strong convergence across the literature that structural socioeconomic disadvantage contributes to unequal learning outcomes by limiting access to educational resources, constraining school and institutional capacity, and weakening formal and informal support systems. At the same time, the evidence points to substantial contextual variation and conditionality. The effects of household and parental characteristics are mediated by school quality, governance coherence, and community support structures, while institutional improvements generate uneven outcomes across different rural settings. Building on these patterns, the study develops a multi-level conceptual framework that illustrates how convergence, divergence, and conditionality interact within rural education systems. The review argues that rural educational inequality emerges from the dynamic interaction of socioeconomic and institutional mechanisms rather than from isolated determinants, underscoring the importance of integrated, context-sensitive policy interventions that advance social sustainability objectives. Full article