Search Results (3,429)

(1) Background: In today’s digital society, challenges like cyberbullying, harmful social media use, and unhealthy digital habits demand innovative and inclusive educational responses. This study investigates the potential of service-learning (SL) and electronic service-learning (e-SL) as experiential approaches to enhance digital well-being among youth. By actively engaging students, educators, and community stakeholders in co-designed projects, SL/e-SL promotes critical awareness, digital citizenship, and prosocial values while addressing digital risks. (2) Methods: This review offers a literature-based analysis of existing programs and good practices that apply experiential education to encourage responsible digital engagement. It explores SL and e-SL experiences across various educational settings. (3) Results: The findings show that SL and e-SL can be effective educational tools, creating meaningful opportunities for youth to participate in tackling digital issues and building inclusive spaces where students, faculty, and communities collaborate to foster digital literacy and well-being. The analysis also led to the development of quality standards for SL and e-SL practices that promote digital well-being. (4) Conclusions: This study highlights key implications for teaching, underscoring the value of integrative pedagogies that connect experiential learning to digital challenges, promoting a more inclusive and responsible digital culture. Full article

Chad, a Sub-Saharan country, has some of the worst child mortality and health indicators. A lack of recent and accurate health records in Béré, rural Chad, due to decades of strife compromises the development of relevant health interventions by Project 21, a community health program. This study investigates child mortality, weight gain ability, and related factors in 0–2-year-olds through a cross-sectional study completed by trained community health workers using a survey questionnaire. Most household heads are Nangtchéré Christian males with secondary-level education. Male infants have the highest mortality rate. Infant mortality is predicted by non-exclusive breastfeeding started within 6 days after birth and by the number of household children who experienced and received treatment for meningitis. Toddlers’ mortality is predicted by the number of household adults who experienced and received treatment for meningitis and the number of household adults and children who were vaccinated. The odds of children having no difficulty gaining weight vary with their gender, age, the food or liquid given to them, the source of breastfeeding advice, handwashing and vaccination practices, and experiences with infectious diseases and their treatments. These findings provide targets for future health interventions towards achieving SDG3 in Sub-Saharan Africa. Full article

Despite increasing attention to inclusive education, the spatial and environmental requirements of individuals with Down syndrome remain insufficiently addressed within architectural research. This study investigates how educational environments can be redesigned to betteraccommodate the developmental, sensory, and behavioral needs of this user group, utilizing the interdisciplinary lens of building biology that emphasizes occupant health, well-being, and environmental quality. Employing a case study methodology, this study focuses on Gülseren Özdemir Special Education Practice School in Turkey. Fieldwork was conducted through structured qualitative spatial analysis based on principles derived from building biology and universal design. While the facility meets several baseline accessibility criteria, qualitative observations indicate areas for improvement, particularly in lighting quality, acoustic conditions, tactile stimuli, and spatial adaptability. These findings demonstrate the potential of building biology to serve as a comprehensive, health-centered design approach for inclusive educational settings. This study concludes by proposing spatial strategies applicable to both new construction and retrofit projects, offering a knowledge base that may inform future architectural practices aimed at fostering inclusive and supportive learning environments. Full article

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels. Full article

This paper introduces the overall design plan, development timeline, and preliminary progress of the Autonomous Pit Exploration System project. This project aims to develop an advanced multi-robot system for the efficient inspection of nuclear waste-storage tank pits. The project is structured into three phases: Phase 1 involves data collection and interface definition in collaboration with Hanford Site experts and university partners, focusing on tank riser geometry and hardware solutions. Phase 2 includes the selection of sensors and robot components, detailed mechanical design, and prototyping. Phase 3 integrates all components into a cohesive system managed by a master control package which also incorporates digital twin and surrogate models, and culminates in comprehensive testing and validation at a simulated tank pit at the Idaho National Laboratory. Additionally, the system’s communication design ensures coordinated operation through shared data, power, and control signals. For transportation and deployment, an electric vehicle (EV) is chosen to support the system for a full 10 h shift with better regulatory compliance for field deployment. A telescopic arm design is selected for its simple configuration and superior reach capability and controllability. Preliminary testing utilizes an educational robot to demonstrate the feasibility of splitting computational tasks between edge and cloud computers. Successful simultaneous localization and mapping (SLAM) tasks validate our distributed computing approach. More design considerations are also discussed, including radiation hardness assurance, SLAM performance, software transferability, and digital twinning strategies. Full article

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the growing importance of STEM disciplines and careers worldwide in recent decades, ensuring a long-term supply of skilled workers. A vital tool for this is the development of curricula that meet the needs of the 21st century, as well as the innovation of teaching methods in science subjects. The research involves a review of the literature on experiential science teaching and subject attitudes, the role of science centers, and relevant project documents. The present research, involving 592 students, focused on attitudes toward technology and science, openness to STEM careers, and the experiences and memories of participants in the student lab theme days. The results of the statistical data analyses confirm the effectiveness of the experiential education methods used in the theme day sessions, as the students’ openness to STEM careers is higher for those who participated in the sessions compared to the non-participants. There are significant differences in the attitudes of girls and boys participating in the program toward science subjects. The results suggest that the success in stimulating interest in science was mainly due to the experiential nature of the sessions. Moreover, the research found that the project led to the strengthening of the participants’ personal and social skills. This study is the first to look at the impact of the project. The results shed light on how teaching STEM subjects using experiential pedagogical methods can contribute to the long-term effectiveness of Széchenyi István University’s enrollment efforts and lead to the economic success of companies in a region facing a significant labor shortage in STEM careers. Full article

This project presents the development of an open-source educational platform based on an automotive Electrically Excited Synchronous Machine (EESM) repurposed from a KIA Sportage mild-hybrid vehicle. The introduction provides an overview of hybrid drive systems and the primary configurations employed in automotive applications, including classifications based on power flow and the placement of electric motors. The focus is placed on the parallel hybrid configuration, where a belt-driven starter-generator assists the internal combustion engine (ICE). Due to the proprietary nature of the original control system, the unit was disassembled, and a custom control board was designed using a Texas Instruments C2000 Digital Signal Processor (DSP). The motor features a six-phase dual three-phase stator, offering improved torque smoothness, fault tolerance, and reduced current per phase. A compact Anisotropic Magneto Resistive (AMR) position sensor was implemented for position and speed measurements. Current sensing was achieved using both direct and magnetic field-based methods. The control algorithm was verified on a modified six-phase inverter under simulated vehicle conditions utilizing a dynamometer. Results confirmed reliable operation and validated the control approach. Future work will involve complete hardware testing with the new control board to finalize the platform as a flexible, open-source tool for research and education in hybrid drive technologies. Full article

Lack of food security is a major threat at the local and global levels. This research focused on the design and implementation of a school garden at Carlos Albán Holguín school as a strategy to ensure food for vulnerable communities and promote environmental education. This project was structured in six stages including diagnosis, characterization, formulation, and pilot validation. Data were collected through surveys and checklists, which evaluated the garden’s conditions and students’ understanding of environmental practices. Key findings revealed significant improvements in students’ knowledge of sustainable agriculture upon implementing the garden, with 75% demonstrating outstanding comprehension and 80% effectively applying organic farming principles. Promoting and implementing urban agriculture benefits surrounding communities, reduces environmental impact, promotes social awareness of current food security challenges, and promotes economic growth in cities. The main conclusion of this research is that integrating environmental education within the school curriculum can significantly enhance food security and foster environmental stewardship. This research underscores the importance of sustainable urban gardens in addressing nutritional deficiencies and promoting sustainable agriculture practices in urban settings. Full article

For years, combining the immutability associated with blockchain technology with the European Union’s General Data Protection Regulation (GDPR) has been considered a practically unsolvable conflict due to the very nature of blockchain and the GDPR. This article presents the GAVIN project (GDPR-Compliant Blockchain-Based Architecture for Universal Learning, Education and Training Information Management), a pioneering initiative that overcomes this challenge through an innovative technical and legal approach to trusted digital academic certification. Developed by atlanTTic (University of Vigo) and funded by the European Union, GAVIN proposes a scalable architecture that combines off-chain storage, encrypted Hash-Based Message Authentication Code (HMAC) anonymization, access notarization, and blockchain-based access control. The legal validation of the working prototype under development demonstrates that blockchain decentralization is compatible with GDPR compliance. The model is presented as a replicable reference for institutions wishing to leverage distributed ledger technologies without compromising personal data protection. This paper details the legal design, technical architecture, and compliance mechanisms, offering a practical framework for implementing decentralized systems with privacy by design. Full article

The field of electric vehicles and electric mobility, like other modern engineering practice, not only requires deep analytical skills but increasingly demands the ability to synthesise and integrate knowledge across multiple disciplines (e.g., electrical engineering, mechanical engineering, sustainability engineering, design engineering) to create innovative systems. Education today, however, still has a strong analysis focus: learning, exploring, and understanding theories and concepts is the main drive. Design and synthesis build on those and aim at bringing together theories and concepts into creative and innovative systems. Teaching design and synthesis is notoriously hard. The design of electric vehicles exemplifies the complexity of contemporary engineering problems, requiring the integration of multiple domains to experience the challenges connected to design and synthesis. This paper presents the need for, rationale behind, setup of, and experiences with a 5 European Credit (140 h) Master’s-level (postgraduate) course named “Electric Vehicle System Design” that we developed as a joint effort for the University of Twente and the University of South-Eastern Norway. The course is specifically designed to immerse students in the multidisciplinary design and synthesis processes central to electric mobility. In the paper, the course framework, project-based approach, and lessons learned are discussed. This highlights how engineering students can be equipped for the challenges inherent to designing electric vehicles. Full article

Background/Objectives: Cervical cancer (CC), caused mainly by high-risk human papillomavirus (hrHPV), remains a global health challenge despite being preventable. The disease’s incidence and mortality rates significantly vary across regions, highlighting the need for effective screening programs. The World Health Organization prioritizes CC screening to monitor and eliminate the disease. The Screening for Cervical Cancer and Early Treatment (SCCET) project aligns with this goal by adhering to the 2012 National Program for Cervical Cancer Screening and implementing the European Guidelines of Quality Assurance. Methods: The SCCET initiative facilitates access to equitable and high-quality preventive medical services for Romanian women, incorporating the Babeș–Papanicolaou smear (Pap test) and/or hrHPV DNA screening. Focused on the Muntenia Region of South Romania, the project leverages a methodical approach to gather substantial medical data on hrHPV infection rates and cervical lesions, thereby improving health management for women in the screening program. Results: Through public information and educational campaigns about HPV and its link to CC, the SCCET project has significantly enhanced participation in the screening program. In the study conducted between September 2022 and March 2023, 14,385 women aged 30 to 64 years voluntarily participated; of these, 11,996 (83.4%) underwent primary hrHPV DNA screening and were tested using the PowerGene 9600 Plus Real-Time polymerase chain reaction (PCR) system and the commercial Atila BioSystems AmpFire^® HPV Screening 16/18/HR test, version 4.1. This substantial participation indicates a positive shift in public attitudes towards CC prevention and highlights the success of the project’s outreach efforts. The study revealed an overall prevalence of hrHPV infection of 12.24%; of these, the most common genotype was other hrHPV types (9.84%), followed by HPV 16 (2.3%) and HPV 18 (0.71%). Conclusions: The SCCET project’s recent data on primary hrHPV DNA screening showcases its pivotal role in advancing the management and prevention of CC in Romania. By providing accessible, high-quality screening services and fostering public education on HPV, the initiative has made significant strides toward reducing the burden of CC. This effort aligns with global public health goals, and providing updated information on the prevalence of hrHPV types will allow the development of personalized national screening and vaccination programs to eradicate CC. Full article

This study investigates Project-Based Learning (PBL) to boost student engagement in a Transport Phenomena course at the Federal University of Mato Grosso do Sul (UFMS). Through a hands-on project involving Floating Treatment Islands (FTIs) for water quality improvement, PBL was hypothesized to enhance student involvement and analytical skills. Students designed and optimized FTIs, experimenting with configurations like root length and plant type. Quantitative outcomes reveal a standard deviation of 1.5 in project scores among top performers (course average > 6), reflecting diverse problem-solving strategies, while a standard deviation of 0.8 near the passing threshold (course average ≈ 6) indicates consistent efforts to improve grades. Additionally, 80% of students rated their experience ≥ 4 on a 5-point scale, signaling high satisfaction, although 40% identified data interpretation as a challenge requiring targeted support. Outcomes were assessed by analyzing score variability, revealing higher standard deviations among top performers, indicating diverse problem-solving approaches, while lower deviations near the passing threshold suggested uniform efforts to improve grades. Despite general satisfaction, some students faced data interpretation challenges, highlighting areas for instructional refinement. The results affirm PBL’s effectiveness in fostering engagement and practical skills but suggest that adaptive teaching methods are essential to support comprehension and maintain engagement across different performance levels. Full article

This study provides a comprehensive assessment of water infrastructure, consumption management, and educational practices across all public pre-university educational institutions in Cluj County, Romania. The research addresses the increasingly urgent imperative of sustainable water resource management within educational settings, in alignment with both European and global priorities. This analysis is based on a comprehensive data set collected in June 2025 from all 392 public pre-university educational institutions in Cluj County, encompassing both urban and rural areas, all educational levels, and all types of institutions. Data was gathered using a standardized questionnaire, which was validated with the official support of the Cluj County School Inspectorate. The quantitative analysis highlights significant urban–rural disparities: 95.566% of urban institutions are equipped with modern meters and connected to public water networks, compared to only 68.254% in rural areas. Water consumption monitoring relies predominantly on invoice data (69.388%), while the adoption of advanced monitoring technologies remains limited. Reported water losses are minimal (1.531%), and only 0.765% of educational institutions have indicated non-compliance issues related to water quality in the past three years. Educational measures and water-saving awareness campaigns are present in 65.562% of institutions, yet only about one-third (32.908%) have implemented dedicated projects or partnerships. The financial analysis reveals that 90.487% of annual water and sewerage costs are borne by urban institutions. The study highlights both the progress achieved and the persistent challenges, particularly in rural infrastructure and the expansion of educational interventions. The results provide a robust empirical basis for informing regional and national policies, supporting targeted investments, integrated educational programs, and continuous monitoring to ensure sustainable water resource management in the Romanian educational system. Full article

Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built environment, the socius is treated peripherally within architectural pedagogy, limiting students’ capacity to develop civic agency, spatial justice awareness, and critical reflexivity in navigating complex societal conditions. This article argues for a socius-centric reorientation of architectural pedagogy, postulating that socially engaged studio models, which include Community Design, Design–Build, and Live Project, must be conceptually integrated to fully harness their pedagogical merits. The article adopts two lines of inquiry: first, mapping the theoretical underpinnings of the socius across award-winning pedagogical innovations and Google Scholar citation patterns; and second, defining the core attributes of socially engaged pedagogical models through a bibliometric analysis of 87 seminal publications. Synthesising the outcomes of these inquiries, the study offers an advanced articulation of studio learning as a process of social construction, where architectural knowledge is co-produced through role exchange, iterative feedback, interdisciplinary dialogue, and emergent agency. Conclusions are drawn to offer pragmatic and theoretically grounded pathways to reshape studio learning as a site of civic transformation. Full article

Progress in clinical practice, research, and teaching needs a common language. Agreement among veterinary endocrinologists on definitions of concepts related to Cushing’s syndrome (CS) and hypoadrenocorticism is lacking. After a successful inaugural cycle on diabetes mellitus terminology, project Agreeing Language in Veterinary Endocrinology (ALIVE) held a second cycle, with simplified methodology, and brought together 10 experts of the European Society of Veterinary Endocrinology (ESVE) and the Society of Comparative Endocrinology (SCE). It employed a four-round modified Delphi Method to generate draft definitions and try and achieve consensus. A final round used an endorsement survey of the expert-generated definitions distributed to the ESVE and SCE memberships, seeking a simple majority endorsement. A minimum of 20% membership participation was sought. The 10 experts achieved 100% consensus on the definition of 35 adrenal disease-associated concepts, including disease definitions, diagnostic criteria, and test definitions, a disease classification system for CS and hypoadrenocorticism, and a clinical scoring system for CS. Definitions were subsequently assessed by 78 ESVE and SCE members (26% of combined memberships). All definitions achieved a simple majority, ranging from 83.1 to 100%. ALIVE proved effective in creating a body of terminology for adrenal disease in companion animals, which met the overall approval of a majority of those participating in the endorsement phase. The prospective use of these definitions could help improve comparability and standards for adrenal disease research, education, and clinics. Full article