Search Results (9,540)

The rapid integration of artificial intelligence (AI) into educational systems is transforming how student performance is analysed and how educational policies are informed by large-scale data. Within this context, machine learning techniques are increasingly used to identify patterns associated with academic success and educational inequality. However, the use of predictive algorithms in education also raises important questions regarding transparency, fairness, and potential algorithmic bias. This study examines the predictive performance and fairness implications of machine learning models used to identify academically resilient students using data from the Programme for International Student Assessment (PISA) 2022. The analysis is based on a dataset containing more than 600,000 student observations across multiple national education systems. Academic resilience is operationalised following the OECD framework, identifying students who belong to the lowest quartile of the socioeconomic status index (ESCS) within their country while simultaneously achieving mathematics performance in the top quartile (PV1MATH). A predictive framework incorporating six supervised learning algorithms—Logistic Regression, Random Forest, Gradient Boosting, XGBoost, LightGBM, and CatBoost—was implemented. The modelling pipeline includes data preprocessing, missing value imputation, class imbalance correction using SMOTE, and model evaluation through multiple classification metrics, including accuracy, F1-score, and the area under the ROC curve (AUC). In addition, fairness diagnostics are conducted to examine potential disparities in prediction outcomes across gender groups, while feature importance analysis and SHAP-based explanations are used to interpret the contribution of key predictors. The results indicate that ensemble-based models achieve the highest predictive performance, particularly those based on gradient boosting techniques. At the same time, the analysis reveals that socioeconomic status, migration background, and school repetition constitute the most influential predictors of academic resilience. Although gender displays relatively low predictive importance, measurable differences in positive prediction rates across gender groups suggest the presence of potential algorithmic disparities. These findings highlight the importance of integrating fairness evaluation, transparency, and interpretability into educational data science workflows. The study contributes to ongoing discussions on the responsible use of artificial intelligence in education by emphasising the need for governance frameworks capable of ensuring that algorithmic systems support equity-oriented educational policies. Full article

Computational thinking (CT) is increasingly recognized as a foundational skill in primary education, yet its developmental progression in the early school years remains underexplored. This study examined CT as a competence comprising three core concepts—sequences, loops, and conditionals—through a cognitive developmental lens. A total of 517 students in Grades 1 to 3 in Greece were assessed using the Greek adaptation of the Beginners Computational Thinking Test (BCTt), a validated tool for young learners. To examine performance trends, conceptual interrelations, and learner profiles, we employed repeated-measures ANOVAs, correlation analysis, and cluster analysis. The results showed that students performed highest in sequences, followed by loops and conditionals, with statistically significant differences across concepts. This pattern was also reflected in the cluster analysis, which identified three distinct student profiles differing in both overall performance and conceptual emphasis. Overall, the findings underscore the progressive nature of CT development and highlight the need for instruction aligned with students’ cognitive readiness and conceptual growth. Full article

Gender-based and sexual violence are major public health concerns, and norms about consent are central to their prevention. This study examines how attitudes toward sexual consent relate to digital sexual consent and to the occasional feeling of distrust in public consent campaigns and institutions. We conducted a cross-sectional online survey embedded in the evaluation of a municipal consent campaign in Zaragoza (Spain). Adults (N = 404; 56.7% women) completed a 14-item short version of the Sexual Consent Scale–Revised, two items on digital sexual consent, and three items on institutional reluctance (perceived “sermonizing” tone, distrust in effectiveness, and lack of personal identification with the message). Correlation and multiple regression models with robust standard errors were estimated, controlling for gender, age, education, income, relationship status, and social media use. Attitudes toward sexual consent were strongly and positively associated with digital sexual consent. Gender was the most consistent sociodemographic correlate: men showed less egalitarian attitudes than women across all consent measurements. Institutional reluctance was systematically related to less supportive consent attitudes: perceiving institutional messages as exaggerated or personally irrelevant predicted lower support for sexual and digital consent norms, whereas trust in the campaign’s effectiveness was associated with more egalitarian attitudes. The findings support the continuity between sexual and digital consent and highlight gender and institutional trust as key determinants for the prevention of gender-based and sexual violence. Public health and social policies should integrate digital consent into consent education and co-design campaigns that minimize defensive reactions and rebuild trust in institutions. Full article

Air pollution is one of the major environmental challenges threatening global sustainable development and human health. The World Health Organization identifies it as a critical factor contributing to non-communicable diseases and inequality, especially in vulnerable populations such as children. The findings highlight the negative effects of environmental degradation on physical health and underline the urgent need to incorporate health metrics, such as children’s fitness, into sustainability monitoring frameworks and public policies aiming at cleaner and healthier urban environments. The aim of this study was to examine the association between ambient particulate pollution and cardiorespiratory fitness in school-aged children from two rural villages in southern Spain characterised by relatively higher and lower levels of particulate matter. A total of 938 children (primary and secondary school levels) participated in a naturalistic pre–post study design. Cardiorespiratory fitness was assessed using the 6 min walk test, where maximal oxygen uptake (VO₂max) was estimated. Assessments were conducted before and after a period characterised by unfavourable air-quality conditions in the higher-pollution village. The students were assigned by convenience into an experimental [n = 476 (EG)] and a control group [n = 462 (CG)]. The t-test, repeated measures analysis and MANOVA test were used in order to report differences within and between groups, as well as time-points and academic levels. The significance level was set at p < 0.05. Significant differences between groups were reported within the pre-test period, showing elevated pre-test values in the CG compared to the EG. The EG showed a higher pre–post difference in estimated VO₂max compared to the CG for primary education level (16.19%, ES(d) = 0.91 vs. 3.07%, ES(d) = 0.26; p < 0.001, respectively); secondary education (EG: 12.29%, ES = 0.91 vs. CG: 1.69, ES(d) = 0.16); and the whole population (EG: 14.72%, ES = 0.91 vs. CG: 2.84, ES = 0.25). It seems that the environmental context, and specifically the air pollution in the area of residence, may be an important factor to consider in relation to the assessment of physical fitness in the school-aged youth population. Full article

Synthetic datasets are increasingly used in education research for methodological validation, privacy-preserving data sharing, and reproducible equity analysis; however, most generative approaches prioritize marginal distributional similarity without ensuring preservation of multilevel inferential properties. This limitation is consequential for repeated-measures data analyzed using intersectionality-focused hierarchical models, where conclusions depend on variance partitioning, partial pooling, and stratum-level heterogeneity. We introduce MAI-GAN, a hybrid generative framework that implements a structure–residual decomposition approach combining Bayesian longitudinal MAIHDA with conditional GAN-based residual generation. Inferential fidelity is operationalized with respect to multilevel intersectional models by explicitly targeting the preservation of fixed effects, variance components, and variance partitioning coefficients, while baseline composition is maintained via stratified bootstrap resampling. Applied to a six-semester undergraduate biology dataset (N = 2669 students), MAI-GAN was evaluated across multiple independent random seeds and consistently reproduced baseline-dependent residual structure and key inferential quantities. These results demonstrate that model-aligned generative strategies can produce synthetic longitudinal datasets that remain coherent under intersectionality-focused multilevel analysis, offering a principled foundation for equity-oriented synthetic data generation. Full article

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

This study examines the gap concerning occupants’ perceived thermal comfort and objectively measured indoor conditions in a green university building in Riyadh. The purpose is to assess occupant satisfaction with thermal conditions, compare subjective responses with physical measurements, and derive design and operational implications for educational buildings in hot-arid climates. The primary aim was to assess occupant satisfaction with indoor thermal conditions and to measure key environmental parameters to provide a thorough assessment of thermal comfort. A cross-sectional approach was used, combining subjective data from the Center for the Built Environment (CBE) Occupant Indoor Environmental Quality (IEQ) survey with objective measurements of air temperature, relative humidity, mean radiant temperature, and air velocity, which were documented over five consecutive working days during the mid-winter period in Riyadh. These parameters were explored using the CBE Thermal Comfort Tool to calculate Predicted Mean Vote (PMV) and Predicted Percentage Dissatisfied (PPD) indices. Statistical analyses examined the relationship between occupant-reported comfort and measured environmental conditions. Results showed that only 36% of occupants reported satisfaction with thermal comfort, while 48% expressed dissatisfaction. In contrast, objective measurements indicated stable indoor conditions within recommended comfort ranges (average temperature 23 °C, humidity 30–34%, MRT 24 °C, air velocity 0.5–1.0 m/s), with PMV values near neutral (−0.2 to 0.0) and PPD below 6%. The observed discrepancy highlights the influence of regional climate, individual adaptability, and perceived control. These findings emphasize the need to integrate both subjective feedback and objective measurements to develop occupant-centered strategies that enhance comfort and well-being in sustainable educational buildings in hot-arid climates. Full article

The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that they need to teach with place-conscious approaches. Therefore, this study explored how “new-to-town” teachers, with limited personal ties to a community, learn about their rural community and how they apply this knowledge to their teaching context. Additionally, this study examined which research-established factors that improve rural STEM education were deemed most important for novice, rural teachers. The exploration employed a floodlight research approach, whereby a census of the authentic pedagogical actions of the subjects was documented rather than investigating the efficacy of a single method. Data sources included qualitative instruments like concept maps and semi-structured interviews, alongside quantitative measures like ranked best-practices data and place-conscious lesson ratios, to provide both depth of interpretation and breadth of comparison across participants. Results from the deductive thematic analysis suggest that novice teachers aspire to implement asset-based pedagogical approaches in STEM instruction and possess some methods for integration but struggle to learn of local community assets without modeling and mentorship. Additionally, an unexpected pattern emerged from the findings: Novice, newcomer teachers that employed place-conscious lessons were more likely to remain teaching in their position. While this association cannot be interpreted causally, it might suggest that place-conscious mentorship practices may play a role in improving instruction and support the retention of non-local teachers in rural communities however, further, more robust exploration is warranted of this exploratory finding. Findings from this study can be used to inform recommendations for school districts, post-secondary institutions, and rural communities on how best to support beginning rural teachers with limited community connections. Full article

Background: Empathy and a positive attitude are essential competencies in healthcare, particularly when caring for older adults. Their development is therefore a critical component of undergraduate dental education. This study evaluates whether using aging simulation suits can enhance empathy and improve attitudes toward older adults among dental students. Methods: Third- to fifth-year dental students from the University Clinics of Dental Medicine in Geneva, Switzerland, participated in an aging-simulation experience using the GERonTologic age simulation suit (GERT^®), which replicates age-related physical impairments. Students performed tasks in four predefined scenarios, both with and without the suit. Changes in empathy and attitudes were measured using the Jefferson Scale of Empathy-Health Profession Students’ version (JSE-HPS) and the Geriatric Attitudes Scale (GAS) questionnaires. Perceptions of the intervention were evaluated using a 5-point Likert scale questionnaire. Results: Sixty-three undergraduate students (45 women, 18 men), aged 20–53 years, participated. The suit significantly impaired their physical abilities (p < 0.001). Empathy improved post-intervention (p = 0.038), particularly in the third-year group. Attitude towards older adults improved significantly post-intervention (p = 0.001), mainly among fourth- and fifth-year students. All participants endorsed the positive value of the intervention. Conclusions: The intervention’s impact varied by clinical experience: empathy increased mainly in less experienced students, while attitudes improved in those with more exposure to elderly care. This suggests that the timing of simulation within the curriculum influences outcomes. Aging simulation represents a promising educational approach to enhance empathy, improve attitudes toward older adults, and prepare dental students for the clinical and psychosocial aspects of geriatric care. Full article

Objectives: Oral health-related quality of life (OHRQoL) reflects the functional and psychosocial impacts of oral conditions on daily life. In low-resource settings such as rural Tanzania, limited access to dental care and preventive services may increase the burden of oral disease. This study assessed the association between clinical oral health conditions and OHRQoL among schoolchildren in rural Tanzania. Methods: A cross-sectional study was conducted among 293 schoolchildren at Igelehezda Primary School, Ilembula, Tanzania. Clinical examinations assessed dental caries using the DMFT index and oral hygiene using the OHI-S index. OHRQoL was measured with the Child Oral Impact on Daily Performances (C-OIDP) questionnaire. Behavioral data included sugar intake, number of daily meals, and toothbrushing-related symptoms. Associations between clinical, behavioral factors and OHRQoL were analyzed using descriptive statistics, bivariate tests, and multiple linear regression (p < 0.05). Results: All 293 children completed the study (mean age 12.2 ± 1.2 years; 157 females, 136 males). Mean DMFT was 2.7 ± 4.1, with 80.5% free of untreated caries, and mean OHI-S indicated good oral hygiene (0.4 ± 0.6). Most participants were periodontally healthy (68.3%). Toothache, gum pain, or bleeding during brushing were reported by 26.0–31.6%. Eating was the most affected daily activity (42.7%). Missing teeth, toothbrushing-related symptoms, and consumption of high-sugar sweets were significantly associated with higher C-OIDP scores (p < 0.05), while a higher number of daily meals was associated with fewer impacts. Conclusions: Missing teeth, toothbrushing-related symptoms, and high sugar intake were associated with greater impairment in daily life, particularly affecting eating. These findings highlight the need for preventive and educational oral health interventions in rural, resource-limited settings. Full article

Background/Objective: Cognitive frailty, the coexistence of physical frailty and cognitive impairment, is a potentially reversible and high-risk state for dementia. This study examined the association between Color Kanji Pick-out Test (CKPT) app performance and cognitive frailty independent of Mini-Mental State Examination (MMSE) scores in community-dwelling older women. Methods: In this cross-sectional study, the participants were 102 community-dwelling older women without dementia and with MMSE scores ≥ 27 (73.6 ± 6.0 years). Reversible cognitive frailty was defined as subjective cognitive decline (≥1 point in the cognitive domain of the Kihon Checklist) plus physical frailty or prefrailty, according to the Japanese Cardiovascular Health Study (J-CHS) criteria. Firth’s penalized logistic regression using three prespecified models, adjusted for age and education, was used to examine the independent associations between CKPT app performance and MMSE scores with reversible cognitive frailty. Results: Fourteen participants (13.7%) met the criteria for cognitive frailty. In separate models, higher CKPT app and MMSE scores were significantly associated with lower odds of cognitive frailty (CKPT: odds ratio [OR] 0.470, p = 0.019; MMSE: OR 0.548, p = 0.020). In a multivariable model including both measures, the CKPT app (OR 0.499, p = 0.031) and MMSE scores (OR 0.553, p = 0.031) remained independently associated with cognitive frailty, and this model had the lowest Akaike information criterion. Conclusions: The CKPT app performance was independently associated with cognitive frailty beyond global cognition. The CKPT app may detect subtle executive and attentional vulnerabilities not captured by the MMSE, supporting practical, objective, early screening and risk stratification of cognitive frailty. Full article

This study investigates whether a university teaching complex equipped with CSA S600 continuous air purification and sanitation units can maintain indoor air quality (IAQ) within recommended thresholds under real occupancy conditions and evaluates the impact of renovation works on IAQ. The work provides the first real-world assessment of the CSA S600 integrated monitoring system in an academic environment. CO₂, PM_2.5, PM₁₀ and VOCs were continuously measured over three months; moreover, indoor PM₁₀ values were compared with outdoor data from the regional monitoring network. Indoor CO₂ generally remained below 800 ppm, with short peaks of 1000–1500 ppm during high occupancy. PM_2.5 and PM₁₀ consistently stayed below the latest WHO guidelines, showing uniform recurring temporal patterns overtime; furthermore, indoor PM₁₀ showed limited coupling with outdoor trends, indicating the predominance of internal sources and ventilation dynamics. After renovation of the main Lecture Hall, particulate levels remained low, while VOCs showed a modest increase attributable to new materials. Overall, the findings demonstrate that the CSA S600 system effectively supports healthy IAQ in educational settings and that continuous monitoring is essential for managing occupancy-driven fluctuations and assessing the effects of structural interventions. Full article

This study advances the conceptual and practical scope of social education by integrating Security and Safety Education (SSE) categories into its theoretical foundation. We demonstrate that SSE encompasses multidimensional areas highly relevant to social education and offer a structured competence model to guide curriculum design. Using a mixed-methods approach, 2926 Web of Science publications were analysed through an NVivo Word Frequency Query to identify key domains associated with security and safety. The temporal scope of the corpus (2019–2021) provides a coherent analytical baseline, capturing intensified security and health-related discourse during the COVID-19 period while preceding geopolitical disruptions that could otherwise distort thematic patterns. The results show that security is associated with broad social and geopolitical issues, including food, political, economic, public, national, and international affairs, as well as health and information. In contrast, safety is mainly linked to transport-related concerns, although both domains converge in areas such as health, social, public, national, and information matters. These findings indicate that SSE encompasses multidimensional areas relevant to social education. To support curricular integration, we propose an eMEDIATOR-derived competence model that structures SSE content into measurable, outcomes-based components. Ultimately, this research provides actionable tools to elevate social education and promote active, informed citizenship in times of global uncertainty. Full article

This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, and collaborative course preparation. Survey data were collected from instructors at University of Southampton partner institutions in China (n = 431). Using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and paired-samples t-tests, the study examined the instrument’s measurement properties, the structural relations among knowledge domains, and changes over time. Results supported a stable four-factor structure—technological knowledge, content knowledge, pedagogical knowledge, and TPACK—with good model fit and acceptable reliability and validity. SEM showed that pedagogical knowledge and technological knowledge significantly predicted TPACK, whereas content knowledge did not directly predict it. Longitudinal analyses of matched pre–post responses (n = 172) indicated significant increases in technological knowledge, pedagogical knowledge, and TPACK after CPD participation, while content knowledge remained statistically stable. These findings suggest that routine online CPD is most responsive in strengthening instructors’ technology-related and pedagogical capacities, which in turn support integrative teaching competence in TNHE language teaching. Full article

Due to the high energy demand of buildings, especially educational buildings, it is crucial to improve total building energy consumption. The proposed methodology is the integration of a photovoltaic (PV) system with a smart control plan for educational buildings. The main aim is to improve energy consumption in an educational building (Electrical Engineering Department, Assiut University, Egypt) using photovoltaic integration and a smart control plan to regulate energy and boost indoor comfort without requiring a significant change in the building architecture. This study was conducted in two main phases: field measurements for annual energy consumption in Assiut University over a five-year period from 2009 to 2014, and an analysis of energy consumption for the Electrical Engineering Department. Then, integration of PV panels on the roof to generate electricity was considered, with the calculation of the shading factor and tilt angle to ensure a realistic estimation of energy yield and to improve energy efficiency using smart control plans. The findings indicate that the average annual peak consumption reached about 30 GWh in Assiut University during the academic years 2009 to 2014. The maximum energy consumption for a typical occupied day in the educational building is 47 kWh. An improvement in building energy consumption was achieved using PV, producing 33–35 MWh annually with an effective smart control plan and without installing sensor-based systems. The results of this study will help improve energy consumption for educational buildings in hot arid climates without building modifications. This study highlights that unoccupied periods—when human activity is absent in classrooms and other rooms—account for up to 40% of the scheduled energy consumption. Using PV panels will result in a shading factor of 0.562 from the total roof area. Full article