Search Results (5,777)

This study investigates the integration of artificial intelligence (AI) into undergraduate and graduate curricula in journalism and new media programs in Türkiye, offering a systematic analysis of course structures and content. Utilizing a qualitative research approach, this study combines document analysis and thematic content analysis to examine course catalogs, syllabi, and institutional reports from 72 universities. The findings reveal that AI education in these programs is predominantly theoretical, with courses emphasizing AI ethics, media algorithms, and the impact of automation on news production. Practical applications, such as data journalism and AI-assisted content creation are comparatively scarce. This study highlights the uneven distribution of AI-related courses across institutions, illustrating significant disparities in curriculum depth and focus. While some universities have embraced a more comprehensive AI framework, others offer minimal exposure to AI-related competencies. By systematically mapping AI course distribution across institutions, this study provides empirical insights into the gaps and disparities in AI education, offering recommendations for a curriculum compatible with digital transformation. Full article

STEAM education has become a global agenda to integrate humanities subjects with STEM elements. With a lack of science-related teacher training, promoting STEM education under humanities curriculums faces challenges. However, limited research has been conducted to understand the concerns of humanities teachers in applying STEM education in their classrooms. In this study, we examined the concerns of pre-service and in-service geography (GEOG) teachers (N = 49) in Hong Kong (HK) secondary schools and evaluated the effectiveness of trainer workshops in alleviating their concerns. We applied an in-depth questionnaire analysis based on a 5-point Likert scale under a “Stages of Concern” model. The ordinal regression and t-test results suggested that (1) the pre-service and in-service GEOG teachers were highly concerned in most of the stages of concerns (Mean = 4.06/5); (2) unique yet different concerns about GEOG STEM education were identified from the pre-service teachers and in-service teachers; (3) teacher training workshops that offer scientific and STEM training could be effective in addressing the concerns of in-service teachers. As such, this study supports the development of geography STEM education and promotes the education community’s ability to address teachers’ concerns in embracing STEM education. Full article

The integration of sustainability in education has gained global attention as a critical component of achieving the United Nations Sustainable Development Goals (SDGs). Within the United Arab Emirates (UAE), significant efforts have been made to incorporate sustainability into national policies, reflecting the country’s vision for sustainable economic, social and environmental development. Within the context of Education for Sustainable Development (ESD), this research aims to investigate the alignment between national sustainability policies and their practical implementation in secondary schools, with a focus on identifying barriers and proposing actionable recommendations to enhance the integration of sustainability into education. This study employs a qualitative case study design with content analysis of data gathered from interviews and focus groups collected from a total of 21 teachers, school leaders, heads of departments and government officials, alongside the review of 14 relevant key policy documents. Key findings include a gap between policy and implementation, lack of a unified framework, resource disparities, and several barriers and strengths. This research concludes with recommendations to address these challenges, so that the UAE can strengthen its position as a leader in sustainability education, further aligning its national vision with global SDGs. Full article

The present study investigates the influence of peer coaching on the depth of reflection on the content of digital games in geography education. The results show that the combination of a reflection diary and reflection coaching in the debriefing session significantly increases the depth of reflection at different levels. In particular, students were able to formulate more precise and critical statements at the level of comparison between the game world and reality, as well as at the level of self-reflection. Working in tandem and targeted questions from the trainers proved to be key success factors in promoting depth of reflection. The study shows the importance of combining written and oral reflection after using digital games and provides impetus for integrating digital games and reflection methods into the classroom. Full article

Background/Objective: To address the growing demand for mental health services, Nova Scotia Health introduced the Rapid Access Stabilization Program (RASP) through its Mental Health and Addictions Program (MHAP) in April 2023. RASP is designed to help reduce long wait times, frequent emergency department visits, and admissions to provide early intervention for individuals experiencing mental health problems. The RASP focuses on rapid access and early mental health intervention, aiming to prevent the worsening of patients’ symptoms, improve access to psychiatric care, and reduce service pressures on programs like the Community Mental Health Program (CMHP), which provide more extended, ongoing mental health support. This study compared participants’ sociodemographic and clinical profiles in the RASP and the CMHP. Methods: Data were collected from 1392 participants accessing mental health support either through the RASP or CMHP. A comparative analysis of sociodemographic factors (e.g., age, education, and income) and clinical characteristics (e.g., depression, anxiety, resilience, and substance use) was conducted. Chi-square tests and independent sample t-tests were used to evaluate the mean differences between the groups. Results: Significant sociodemographic and clinical differences emerged between the RASP and CMHP participants. The RASP group was older (M = 40.10 vs. 34.52 years) and more socioeconomically stable, with higher rates of employment (55.3% vs. 47.9%) and homeownership (36.5% vs. 17.7%). In contrast, the CMHP group had higher unemployment (25.7% vs. 16.5%) and lower income levels, with 47.5% earning <CAD 29,590 compared to 30.3% in the RASP group. Clinical profiles differed markedly: depression was more prevalent in the RASP (48.2% vs. 19.3%), whereas the CMHP had higher rates of psychosis (10.6% vs. 2.5%) and substance use disorder (7.8% vs. 1.9%). The RASP participants exhibited higher anxiety (GAD-7: M = 14.17 vs. 11.81) and depression symptoms (PHQ-9: M = 16.62 vs. 14.20) but lower resilience (BRS: M = 2.47 vs. 2.77). The CMHP participants had more adverse childhood experiences (ACE: M = 3.92 vs. 3.16) and lower suicidal intent (81.4% vs. 99.4% had no intention to act). Conclusions: The findings highlighted the unique profiles between the RASP and CMHP participants, suggesting the need for program-specific interventions. While the CMHP participants may benefit from integrated social support and trauma-informed care, the RASP participants may require cognitive behavioral therapy and resilience-building interventions. Tailoring mental health services to meet these unique needs could enhance program effectiveness and patient outcomes across both groups. Full article

Traditional villages, as repositories of cultural heritage and natural landscapes, have gained increasing prominence in the tourism industry. However, balancing authenticity preservation with visitor satisfaction remains a critical challenge. This study employs a combined Analytic Hierarchy Process (AHP)–Scenic Beauty Estimation (SBE) approach under the theoretical framework of 4E theory (Entertainment, Education, Aesthetics, and Escapism) to comprehensively evaluate visitor satisfaction in traditional village tourism landscapes. Eight nationally designated tourism-oriented traditional villages in Anhua County, China were selected as case studies. Findings from the AHP analysis reveal that aesthetic and escapism experiences are the most influential dimensions in shaping visitor satisfaction, while entertainment and educational experiences, though secondary, remain integral to a well-rounded tourism framework. The SBE evaluation corroborates these results, highlighting that seasonal characteristics, stress relief, and cultural landscape diversity significantly enhance visitor experiences. Conversely, deficiencies were observed in social interactivity, satisfaction with educational experiences, and fulfillment of aesthetic needs, indicating areas for improvement. A strong positive correlation between AHP and SBE scores (Pearson correlation coefficient = 0.867, p < 0.01) underscores the alignment between expert-driven evaluations and visitor perceptions. These insights suggest that integrating expert-based hierarchical analysis with empirical visitor assessments provides a more robust and multidimensional framework for sustainable tourism management. Recommendations include enhancing social interactivity, optimizing educational components, enriching aesthetic experiences, and ensuring the preservation of vernacular landscapes to foster sustainable, experience-driven rural tourism development. Full article

The transformative function of data-driven leadership in higher education institutions (HEIs) is becoming crucial for advancing sustainable development. By integrating data-driven decision-making with Sustainable Development Goals (SDGs), particularly SDG4 (quality education) and SDG10 (reduced inequalities), EIs can improve the efficacy, inclusivity, and employability of their graduates. To examine this influence, this study implements a systematic literature review (SLR) that adheres to the PRISMA standards and integrates empirical and theoretical insights regarding data-driven leadership in HEI governance, teaching, and learning strategies. The results indicate that combining data analytics into decision-making processes improves institutional efficacy, aligns curricula with the market demands, strengthens student outcomes, and cultivates an inclusive and sustainable academic environment. Moreover, this study introduces a conceptual model connecting sustainable development and data-driven decision-making, offering a structured framework for HEIs to navigate digital transformation responsibly. In addition, this model also emphasizes the importance of balancing technology, ethics, and human-centric leadership in developing educational institutions that are prepared for the future. Ultimately, these insights provide practical advice for academic leaders and policymakers aligning HEI strategies with global sustainability objectives. By advocating for innovative, inclusive, and data-driven leadership, HEIs can promote long-term societal transformation and higher education excellence. Full article

The integration of artificial intelligence in interventional radiology is an emerging field with transformative potential, aiming to make a great contribution to the health domain. This overview of reviews seeks to identify prevailing themes, opportunities, challenges, and recommendations related to the process of integration. Utilizing a standardized checklist and quality control procedures, this review examines recent advancements in, and future implications of, this domain. In total, 27 review studies were selected through the systematic process. Based on the overview, the integration of artificial intelligence (AI) in interventional radiology (IR) presents significant opportunities to enhance precision, efficiency, and personalization of procedures. AI automates tasks like catheter manipulation and needle placement, improving accuracy and reducing variability. It also integrates multiple imaging modalities, optimizing treatment planning and outcomes. AI aids intra-procedural guidance with advanced needle tracking and real-time image fusion. Robotics and automation in IR are advancing, though full autonomy in AI-guided systems has not been achieved. Despite these advancements, the integration of AI in IR is complex, involving imaging systems, robotics, and other technologies. This complexity requires a comprehensive certification and integration process. The role of regulatory bodies, scientific societies, and clinicians is essential to address these challenges. Standardized guidelines, clinician education, and careful AI assessment are necessary for safe integration. The future of AI in IR depends on developing standardized guidelines for medical devices and AI applications. Collaboration between certifying bodies, scientific societies, and legislative entities, as seen in the EU AI Act, will be crucial to tackling AI-specific challenges. Focusing on transparency, data governance, human oversight, and post-market monitoring will ensure AI integration in IR proceeds with safeguards, benefiting patient outcomes and advancing the field. Full article

This study aimed to evaluate Romanian university students’ perceptions of career counseling and guidance (CCG) services provided in 2022–2023. A quantitative methodology was employed, analyzing survey data (n = 7402 respondents from 18 universities) to explore awareness of, utilization of, and satisfaction with such services. Data analysis via SPSS included descriptive statistics (mean, median, standard deviation), bivariate correlations (Pearson, Spearman), and Chi-Square tests to identify significant relationships between variables, such as academic year, knowledge of CCG staff/services, and overall service evaluation. Preliminary results suggest low rates of CCG awareness and use, highlighting a disparity between student needs and available resources. This study contributes to understanding the Romanian CCG context by integrating theoretical perspectives from the international literature on dropout prevention, workforce adaptability in the digital age, and higher education quality assurance models. Limitations regarding reliance on secondary data and subjective response biases are discussed, and directions for future research aimed at improving CCG efficacy and student career transition support are proposed. Complete findings will be presented in the full work, providing an empirical foundation for CCG policy and strategy development aimed at enhancing career guidance services in Romanian higher education. Full article

Background/Objective: As the global aging population grows, digital leisure services have emerged as a potential solution for improving older adults’ social engagement, cognitive stimulation, and overall well-being. However, their adoption remains limited due to digital literacy gaps, psychological barriers, and varying levels of adaptability. This study aims to analyze and predict older adults’ intention to adopt digital leisure services by integrating psychosocial factors, demographic characteristics, and digital adaptability using artificial intelligence (AI)-based predictive models. Methods: This study utilized data from the 2022 Urban Policy Indicator Survey conducted in Seoul, South Korea, selecting 2239 individuals aged 50 and above. A two-step clustering approach was employed: hierarchical clustering estimated the optimal number of clusters, and K-means clustering finalized the segmentation. An artificial neural network (ANN) model was applied to predict digital leisure adoption likelihood, incorporating demographic and psychosocial variables. Logistic regression was used for validation, and model performance was assessed through accuracy, precision, recall, and F1-score. Results: Four distinct clusters were identified based on digital adaptability and social media engagement. Cluster 3 (highly educated males in their 60s with family support) showed the highest probability (84.35%) of digital leisure adoption despite low social media engagement. Cluster 4 (older women with high social media usage) exhibited lower adaptability to structured digital services. The ANN model achieved an overall classification accuracy of 85.2%, highlighting digital adaptability as a key determinant of adoption. Conclusions: These findings underscore the need for targeted policy interventions, including tailored digital education programs, intergenerational digital training, and simplified platform designs to enhance digital accessibility. Future research should further explore psychological factors influencing digital adoption and validate AI-based predictions with real-world behavioral data. Full article

This article explores the methodological framework and examines the learning and scientific outcomes of a workshop activity centred on the innovative integration of digital heritage approaches with design thinking methodologies. The workshop was developed in the Italian central Apennines and it investigated the design implications of working on heritage contexts in marginal areas using innovative digital tools, as well as the impact of this approach on the community. The activities engaged international students and professors, employed a multidisciplinary, transdisciplinary, and trans-scalar approach encompassing field research, data processing, dialogue, and collaborative visioning. The findings are both methodological and thematic. Methodologically, the workshop introduced a novel approach to architectural education by integrating digitalization in the design process and by fostering an urban vision that bridges research with local needs. Thematically, the outputs explore new uses for “potential spaces”, sustainable mobility, heritage-led strategies, and tourism, emphasizing community involvement. The workshop’s originality lies in its cognitive, narrative, and design processes, where digital data are part of the creative process. Despite the workshop’s compressed timeline, it successfully fostered creative thinking and practical solutions, demonstrating the value of intense, interdisciplinary collaborative visioning for heritage regeneration. The workshop’s broader implications include potential spin-offs into future community engagement and knowledge-transfer activities, highlighting its social and practical relevance. Full article

This qualitative research examines how sustainable educational transformation emerges through teachers’ participation in enduring professional learning communities, with a specific focus on inclusive education practices. By investigating the intersection of educational sustainability and professional development, this study analyzed ten teacher communities comprising 156 educators who met regularly throughout the school year. The research revealed how sustainable professional networks create lasting institutional change through four critical stages of teacher transformation: initial resistance to inclusion, recognition of pedagogical misconceptions, development of non-judgmental professional discourse, and establishment of sustainable, inclusive practices. The communities functioned as a sustainable infrastructure that fostered both the environmental and social dimensions of educational development, enabling teachers to build lasting professional confidence and emotional resilience through integrated theoretical learning and practical application. This sustainable approach to professional development helped educators overcome initial resistance to individualized solutions and empowered them to adopt more responsive, inclusive classroom strategies. By creating supportive knowledge-sharing networks that extend beyond initial implementation, these professional communities demonstrated their capacity to generate lasting educational change. The findings illuminate how systematic, collaborative professional development can create sustainable educational frameworks that enhance both teacher growth and inclusive pedagogical approaches, contributing to the broader goals of sustainable educational development. This research offers insights into building sustainable professional learning environments that support long-term institutional change while advancing inclusive education practices. Full article

It is surprising that, despite focusing on delivering engaging and informative content to zoo and aquarium visitors nationwide, relatively few zoos or aquariums incorporate culture or the extensive species and place-based knowledge of local communities, also known as traditional ecological knowledge (or TEK). In an exploratory study of educational programming at the Wildlife Conservation Society’s five zoo and aquarium institutions, we found that only 15% of onsite signage, webpages, and in-person animal programs used cultural or TEK elements to educate visitors. The TEK presented was primarily limited to a place or cultural group’s name only or an image of native communities who live in the region where a particular species originated. We found little to no focus on providing more detailed accounts of the knowledge of the many different communities contributing to conservation at a local level. We conclude there are many opportunities for further research and for informal education facilitates to readily incorporate culture and TEK into existing exhibits and programming. Extending relationships with local native community members and integrating indigenous perspectives, among other strategies, can extend a zoo’s reach in novel ways. Full article

Background: As technology continues to shape society, younger generations are increasingly accustomed to its integration into daily life, making it mandatory for medical educators to adopt innovative tools like virtual reality (VR). This systematic review examines the efficacy of VR in obstetric training and patient care, focusing on its impact on educational engagement, procedural skill acquisition, and pain management in obstetric patients. Methods: A systematic review of the current literature was conducted using databases: PubMed, Web of Science, Science Direct, Scopus, Embase, The Cochrane Library, and Clinicaltrials.gov analyzing randomized controlled studies on VR’s use in obstetric training and patient care. Inclusion criteria focused on studies evaluating VR’s role in enhancing clinical skills, and pain and anxiety management during labor and procedures. Only randomized controlled trials published in English were considered. The risk of bias was assessed using RoB 2 for RCTs. Data extraction and quality appraisal were performed independently by two reviewers. Results: A total of 19 studies met the inclusion criteria. Among them, 13 studies focused on VR for pain relief and anxiety reduction, and 6 studies on medical training and skill acquisition. Most studies used immersive VR headsets, while some utilized interactive VR or serious gaming platforms. Adverse effects such as motion sickness and visual discomfort were reported in a few cases but did not significantly impact participant engagement. Conclusions: VR holds the potential to improve obstetric training and patient care by aligning with the learning preferences of younger generations and enhancing both educational and patient care experiences. However, heterogeneity in sample sizes, participants, and intervention types limits generalizability. Further large-scale, high-quality RCTs are needed to validate findings and standardize VR applications in obstetrics. This review was registered in PROSPERO (Registration ID: CRD42024619197). Full article

Preservice teachers’ beliefs play an important role in shaping their future instructional practices. While creativity is increasingly recognized as a key element in education, little is known about how preservice teachers perceive creative versus good teachers. The current study explored preservice teachers’ views on the characteristics associated with creative and good teachers, identifying both shared and unique attributes. A total of 438 preservice teachers participated in this study. The results revealed that preservice teachers value relationship building, professional competence, and creativity in both categories. Notably, the emphasis on creativity in both creative and good teachers suggests an evolving perspective on teaching that highlights the significance of fostering creativity in classrooms. Additionally, good teachers were associated with a wider range of social and personality traits, whereas creative teachers were characterized by a stronger focus on adaptability and leadership. The findings underscore the need for teacher education programs to adopt an integrative approach that values both teaching effectiveness and creativity, ensuring that future educators are well-prepared to meet the demands of 21st-century education. Full article