Search Results (589)

This article discusses the development of a course maturity model, aimed at improving and aligning academic courses with labor market demands. The model, named Ten Tools for Improving Course (TTIC), is a continuous, cyclic, multi-component structure designed to assess and enhance course quality and effectiveness. Maturity models for the university environment are typically based on very specific, isolated domains, ignoring other key areas of university organizations. Moreover, existing university maturity models generally do not provide directions for activities and practices that enable assessment of the achieved level with the aim of fostering continuous improvement. The present study addresses these limitations by focusing on the “Algorithmization and Programming of Solutions” course at Riga Technical University, utilizing statistical data to predict student performance and reduce dropout rates. By using TTIC, the authors aim to enhance educational quality and develop professional competencies. The model evaluates various factors influencing student success, including content alignment, teaching methods, feedback, and adaptability. The paper highlights the use of statistical analysis to predict student performance and offers strategies for course enhancement. Full article

Soft skills are increasingly recognised as decisive factors for employability and career advancement in the global labour market. This study examines their role in the professional trajectories of university graduates in Ecuador, analysing both the competencies supplied by higher education and the structural demand of the labour market. Based on institutional surveys applied to 3358 graduates from the Salesian Polytechnic University (Cuenca campus), the results show that more than $90\%$ of graduates remain in operational positions, while only $5\%$ reach tactical or managerial levels. To address this phenomenon, five key soft skills—leadership, effective communication, teamwork, problem-solving, and adaptability—were evaluated through a structured questionnaire using Likert-type items. The findings reveal a persistent concentration of professionals in lower organisational levels and heterogeneous perceptions of the applicability of academic training. These outcomes highlight both individual skill gaps and structural limitations of the Ecuadorian labour market, such as the scarcity of managerial positions and the prevalence of family-based business structures. In response, the study proposes a sector-based curricular improvement strategy that systematically incorporates soft skills into university programmes, differentiated by economic sectors such as education, health, commerce, public administration, industry, and primary activities. Grounded in empirical evidence, this approach provides a practical framework to enhance graduates’ career progression, foster more equitable professional mobility, and strengthen the relevance of higher education. The model can be replicated across other Latin American universities facing similar challenges, while also aligning with international standards for competency-based education. Full article

The purpose of the current study is to determine the effect of the differentiated instruction approach on 3rd-grade primary school students’ academic achievement (N = 45) in the “Electrical Devices and Tools” unit and to explore their opinions regarding the differentiated instruction process. In this context, the content of the lessons prepared using student-centred approaches on students’ science achievement was examined, and students’ opinions on the differentiated instruction approach were also evaluated. The study was conducted in the spring term of the 2024–2025 school year in a major city located in the central region of Türkiye, and a mixed research design combining both quantitative and qualitative approaches was employed. In the current study, during the instructional process of the experimental group, differentiated instruction lesson plans available on the Education Information Network (EIN) portal provided by the Ministry of National Education (MoNE) were used. In the control group, the process outlined by the current curriculum was followed. When the findings were evaluated, statistically significant differences were found in favour of the experimental group, in which activities were implemented based on the differentiated instruction plan, compared to the control group that received instruction within the framework of the current curriculum. In addition, students’ opinions regarding the process indicated that the implementation contributed positively to their learning. In light of the findings obtained, recommendations were made for future research. Full article

In higher education, institutional quality is traditionally assessed through metrics such as academic programs, research output, educational resources, and community services. However, it is important that their activities align with student expectations, particularly in relation to interactive learning environments, learning management system interaction, curricular and co-curricular activities, accessibility, support services and other learning resources that ensure academic success and, jointly, career readiness. The growing popularity of student engagement metrics as one of the key measures to evaluate institutional efficacy is now a feature across higher education. By monitoring student engagement, institutions assess the impact of existing resources and make necessary improvements or interventions to ensure student success. This study presents a comprehensive analysis of student feedback from the StudentSurvey.ie dataset (2016–2022), which consists of approximately 275,000 student responses, focusing on student self-perception of engagement in the learning process. By using classical topic modelling techniques such as Latent Dirichlet Allocation (LDA) and Bi-term Topic Modelling (BTM), along with the advanced transformer-based BERTopic model, we identify key themes in student responses that can impact institutional strength performance metrics. BTM proved more effective than LDA for short text analysis, whereas BERTopic offered greater semantic coherence and uncovered hidden themes using deep learning embeddings. Moreover, a custom Named Entity Recognition (NER) model successfully extracted entities such as university personnel, digital tools, and educational resources, with improved performance as the training data size increased. To enable students to offer actionable feedback, suggesting areas of improvement, an n-gram and bigram network analysis was used to focus on common modifiers such as “more” and “better” and trends across student groups. This study introduces a fully automated, scalable pipeline that integrates topic modelling, NER, and n-gram analysis to interpret student feedback, offering reportable insights and supporting structured enhancements to the student learning experience. Full article

Product development in academia and its technology transfer are crucial activities for the sustainable development of society. Nevertheless, transferring academic research is a complex process that requires mature research results aligned with market needs. Existing approaches frequently focus on process management and the relationships between system participants, disregarding the importance of maturity assessment in the product development cycle. This paper proposes an approach, comprising a Framework and a Method, to guide the progressive maturation of ICT products from universities and to facilitate their transfer to productive and social sectors. The Framework maps the innovation trajectory from research to commercialization by phases, tasks, activities, and stakeholders. The Method articulates agile cycles inspired by Scrum, with a continuous TRL-based maturity assessment and sustained market engagement to align academic product development with market demands. Innovation experts evaluated the approach using content validity indices and qualitative content analysis. The results showed a high level of agreement on the relevance and usefulness of the Framework and the Method, and qualitative feedback informed improvements in presentation and clarity. In summary, the proposed approach provides a practical roadmap for aligning university research with market needs and enhancing the conversion of prototypes into transferable and marketable solutions. Full article

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

This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research. Full article

Background: Speech and Language Impairment (SLI) significantly affects children’s communication skills, limiting their social and academic development. Case Information: This single-case study evaluates the effects of a personalized intervention in a 9-year-old child diagnosed with SLI, integrating linguistic and cognitive strategies to remediate core deficits typically observed in children with SLI. Two main objectives were established: (1) to assess the child’s psycholinguistic competencies and cognitive processes and (2) to analyze the impact of the intervention on skills such as phonology, semantics, syntax, executive functions, and emotional well-being. The longitudinal and personalized design included pre- and post-intervention assessments conducted over two and a half years using tools such as the ITPA and Peabody Vocabulary Test. The intervention sessions were structured into linguistic and cognitive activities, with a frequency of two weekly language sessions and one cognitive functions session. Statistical analysis included ANOVA to evaluate significant changes. Conclusions: The results showed significant improvements in linguistic areas such as auditory comprehension (from 3–5 to 10 years) and verbal expression (from 5–10 to 9–6), as well as in cognitive aspects such as visuomotor sequential memory and visual comprehension, which exceeded the expected values for the child’s age. However, skills such as grammatical integration and auditory association did not show significant progress. This demonstrates that personalized and multidisciplinary interventions can considerably improve linguistic and cognitive abilities in children with SLI, although some areas require more specific approaches. The findings highlight implications for designing tailored intervention strategies, emphasizing the need for further research with larger samples and control groups to generalize the results. This case reaffirms the importance of comprehensive approaches in the treatment of SLI to maximize the academic and social development of affected children. Full article

Background/Objectives: Children and adolescents with neurodevelopmental disorders (NDDs) often experience deficits in executive functioning and emotional regulation, which impact their academic, social, and behavioral development. While physical activity is increasingly recognized as a promising non-pharmacological intervention, the specific effects on cognitive and emotional domains remain heterogeneous. This systematic review and meta-analysis aimed to assess the efficacy of physical–motor interventions in improving executive functions and emotional regulation in youths with NDDs. Methods: Following PRISMA 2020 guidelines, a comprehensive search of five databases was conducted (2010–2024) to identify randomized controlled trials (RCTs) evaluating the effects of structured physical activity programs on executive and emotional outcomes in children and adolescents diagnosed with NDDs. A total of 22 RCTs were included in the qualitative synthesis, while 16 were included in the quantitative analysis. Effect sizes were calculated using a random effects model, while heterogeneity was assessed with the Q, I², Tau², and Egger’s tests. Results: Physical activity interventions demonstrated a non-significant effect on executive functioning (g = 0.492; p = 0.215; 95% CI: −0.286 to 1.269). Although the point estimate suggested a small-to-moderate effect, the wide confidence interval and lack of statistical significance prevent firm conclusions. In contrast, a large and significant effect was observed on emotional regulation outcomes (g = −1.204; p < 0.001; 95% CI: −1.688 to −0.655), despite moderate heterogeneity (I² = 72.3%). Several studies also reported specific improvements in working memory, cognitive flexibility, and emotional control. Conclusions: Structured physical activity may be an effective complementary intervention for improving emotional regulation in youth with NDDs, with less consistent evidence for executive functioning. Future research should clarify optimal protocols and target populations to enhance intervention effectiveness. Full article

Digital transformation (DT) has become one of the most significant trends in higher education institutions (HEIs) in both EU and non-EU countries. Using Information and Communication Technologies (ICTs) to reinvent higher education is contingent upon several factors, including an institution’s development stage regarding the application and strategic integration of ICTs across its key activities and processes. In the extant literature, multiple frameworks of ICT development (maturity) paths have been developed. However, there is a lack of empirical studies on how well those models predict the DT success, and which of their dimensions are most relevant. In this paper, we use a research instrument, adapted from the HigherDecision research project, to capture the subjective assessments of academics and students at three public higher education institutions in Bosnia and Herzegovina and Croatia. Using seven dimensions of the DT construct, prescribed by the HigherDecision framework, we examine their contribution to the subjectively evaluated success of each HEI’s DT initiative and identify the most impactful dimension(s). Our results show that the digital infrastructure and academic teaching and learning are perceived as critical drivers of DT in the academic sector. Provided that the University of Mostar, as a mid-sized public university located in Bosnia and Herzegovina, currently represents one of the DT leaders in the Western Balkans (WB) region, we discuss implications for scaling its good practices in smaller HEIs across the region. Full article

Background/Objectives: As global aging accelerates, there is a pressing and empirically substantiated demand for integrated and sustainable strategies, as evidenced by the rising prevalence rates of chronic conditions, social isolation, and digital exclusion among older adults worldwide. These factors underscore the urgent need for multidimensional interventions that simultaneously target physical, psychological, and social well-being. The HOPE-FIT (Hybrid Outreach Program for Exercise and Follow-up Integrated Training) model and the SAGE (Senior Active Guided Exercise) program were designed to address this need through a hybrid framework. These programs foster inclusive aging by explicitly bridging digitally underserved groups and mobility-restricted populations into mainstream health promotion systems through tailored exercise, psychosocial support, and smart-home technologies, thereby functioning as a scalable meta-model across healthcare, community, and policy domains. Methods: HOPE-FIT was developed through a formative, multi-phase process grounded in the RE-AIM framework and a Hybrid Type II effectiveness–implementation design. The program combines professional health coaching, home-based and digital exercise routines, Acceptance and Commitment Performance Training (ACPT)-based psychological strategies, and smart-home monitoring technologies. Empirical data from pilot studies, large-scale surveys (N = 1000), and in-depth user evaluations were incorporated to strengthen validity and contextual adaptation. Culturally tailored content and participatory feedback from older adults further informed ecological validity and program refinement. Implementation Strategy/Framework: The theoretical foundation integrates implementation science with behavioral and digital health. The RE-AIM framework guided reach, fidelity, and maintenance planning, while the Hybrid E–I design enabled the concurrent evaluation of effectiveness outcomes and contextual implementation strategies. Institutional partnerships with community centers, public health organizations, and welfare agencies further facilitated the translation of the model into real-world aging contexts. Dissemination Plan: The multi-pronged dissemination strategy includes international symposia, interdisciplinary academic networks, policy briefs, localized community deployment, and secure, authenticated data sharing for reproducibility. This design facilitates evidence-informed policy, empowers practitioners, and advances digital health equity. Ultimately, HOPE-FIT constitutes a scalable and inclusive model that concretely addresses health disparities and promotes active, dignified aging across systems and disciplines. Full article

With the rapid industrialization, excessive reliance on fossil fuels has resulted in energy crises and environmental pollution, driving the search for sustainable alternatives. Biomass-derived resources have emerged as promising candidates to replace fossil-based feedstocks. Among these, furfural (FF) serves as a key platform molecule that can be catalytically hydrogenated to various high-value chemicals, with furfuryl alcohol (FA) representing one of the most valuable products. Currently, Cr-based catalysts remain predominant for the selective hydrogenation of FF to FA. However, the severe environmental toxicity of Cr necessitates urgent development of alternative Cr-free catalytic systems. This study systematically reviews recent advances in FF hydrogenation to FA, providing an in-depth discussion of reaction mechanisms, including adsorption configurations, solvent effects, and side reactions, as well as a comprehensive analysis of structure–activity relationships, involving active metal, support, promoter, and preparation methods. Furthermore, we evaluate the application of the advanced characterization techniques for monitoring the reaction processes. Finally, we propose the future research directions: (1) designing efficient and stable non-noble metal catalysts and (2) elucidating reaction mechanisms via the combined in situ characterization and theoretical calculations. These efforts would facilitate the academic understanding and industrial implementation of the FF-to-FA conversion process. Full article

Background: Physical activity, metacognitive awareness, and empathy are interconnected factors that play a significant role in the overall well-being of university students. Together, these elements contribute to the development of more self-aware, emotionally intelligent, and academically engaged students. The aim of this study is to explore the relationship between physical activity, empathy, and metacognition among physiotherapy students, as well as determining whether differences exist between undergraduate and graduate students. Methods: A cross-sectional study evaluated 468 physiotherapy students using the International Physical Activity Questionnaire—short version, the Metacognitive Awareness Inventory, and a shortened version of the Empathy Quotient supplemented with demographic questions. The respondents were students of undergraduate and graduate studies of physiotherapy, were male and female, and were between the ages of 18 and 25 years. Results: Higher levels of vigorous-intensity physical activity, walking, and total physical activity are significantly associated with increases in Declarative Knowledge (p = 0.000; p = 0.001; p = 0.000), Empathy Quotient (p = 0.029; p = 0.000; p = 0.006), and Cognitive Empathy (p = 0.002; p = 0.000; p = 0.001). Undergraduate students demonstrated higher levels of Declarative Knowledge (p = 0.000), whereas graduate students scored higher in Procedural Knowledge (p = 0.020), Planning (p = 0.000), Information Management Strategies (p = 0.000), and Evaluation (p = 0.005). Undergraduate students demonstrated higher overall empathy, cognitive empathy, and social skills (p = 0.000). Conclusions: This is the first study to examine this issue in the context of physiotherapy students. Our findings highlight the importance of creating integrated programs that promote physical activity, metacognitive awareness, and empathy concurrently among physiotherapy students. Enhancing metacognitive skills through targeted educational strategies helps students strengthen their critical thinking and self-regulation, enhance academic outcomes, and better prepare students for their professional role. Full article

Nursing students frequently experience considerable stress, impacting their mental well-being and preparedness for professional practice. Psychological resilience is paramount in navigating these demands. This scoping review synthesized studies on resilience levels in nursing students, particularly those in their entry year, utilizing the Wagnild and Young Resilience Scale within the Latin American academic context. Following JBI methodology and PRISMA guidelines, a systematic search identified six relevant studies. Findings indicate that newly enrolled nursing students often exhibit low to moderate resilience, which may decline during the first academic year. Importantly, resilience acts as a protective factor against psychoemotional stress, depressive symptoms, and poor sleep quality. Family support, engagement in leisure activities, and course satisfaction positively correlate with higher resilience. These findings underscore the imperative for educational institutions to actively integrate resilience-building strategies, such as curricular adjustments and psychoeducational programs, to bolster student well-being and cultivate competent future professionals. Further longitudinal research is essential to deepen understanding and evaluate intervention efficacy. Full article

Background: Previous studies showed that workplace physical activity programs (WPAPs) could improve general health among employees. However, there is a lack of correlation between oxidative redox status and the metabolic and physical fitness (PF) of workers. The objective of the study was to evaluate the improvements of a 24-week combined circuit training and mobility training program on PF, oxidative redox status, and metabolic parameters on healthy academic employees. Methods: Twenty-six university employees (52.8 ± 11.5 years) followed a 24-week WPAP composed of two circuit training sessions and one mobility training session per week. PF components were assessed through one leg stand, shoulder/neck mobility, handgrip, dynamic sit-up, jump and reach, and 2-Minute step test (2MST). Oxidative stress and antioxidant potential were evaluated through derived-Reactive Oxygen Metabolites (d-ROM) and biological antioxidant potential (BAP) tests, respectively. Metabolic measurements included total cholesterol, LDL-C, HDL-C, triglycerides, and fasting plasma glucose. All assessments were conducted at baseline and after 24 weeks. Results: D-ROM values increased significantly likely due to an acute adaptive response to exercise and a stable BAP/d-ROM ratio was maintained. At baseline, subjects with higher 2MST scores showed a better BAP/d-ROM ratio compared to those with lower 2MST scores, which was also associated with normal weight status (p < 0.05), healthy values of triglycerides (p < 0.01), and LDL-C (p < 0.01). Excluding statin-treated subjects, an intriguing shift toward a condition of enhanced antioxidant capacity was observed. Conclusions: Overall, the 24-week WPAP improved metabolic health and maintained redox balance, despite increased reactive oxygen species (ROS) production. Statin supplementation may have hidden antioxidant adaptations to physical exercise, an intriguing observation that warrants further studies. Full article