Search Results (386)

Background and Objectives: Borderline personality disorder (BPD) is a complex psychiatric condition characterized by emotional instability, impulsivity, a fluctuating self-image, and persistent difficulties in maintaining close interpersonal relationships. Among university students, these traits may be associated with social adjustment and academic functioning difficulties. The present study aimed to examine the prevalence of borderline traits within a Romanian student population and to investigate the associations between these traits and interpersonal difficulties encountered in family life, romantic relationships, and academic environments. Materials and Methods: This cross-sectional study included a total of 151 undergraduate students enrolled in higher education institutions across Romania. Data were gathered through an online questionnaire available between March and May 2025. The instrument comprised items addressing socio-demographic characteristics, diagnostic criteria for borderline personality traits according to the DSM, as well as self-reported social behaviour patterns. Statistical analysis was performed using GraphPad Prism 9, version 9.3.1 for Windows, employing Fisher’s exact test and the odds ratio (OR), with a significance threshold set at p < 0.05. Results: Most participants reported experiencing affective instability (71.5%) and distorted self-image (58.9%). Fear of abandonment was present in 29.4% of the respondents, while impulsivity was identified in 37.7%. Borderline personality traits were significantly associated with a range of social difficulties, including relational anxiety, outbursts of anger, peer conflicts, social withdrawal, and dissociative symptoms. Individuals who exhibited impulsivity, self-injurious behaviours, or dissociative episodes demonstrated a markedly increased risk of social dysfunction, with odds ratios ranging from 3 to 10 (p < 0.0001). Conclusions: The findings reveal a high prevalence of borderline traits within the analysed sample, along with statistically significant associations with social and emotional difficulties. These results underscore the importance of implementing psychological screening programs in universities, as well as early intervention strategies focused on the mental well-being of young adults. Establishing a supportive academic environment and fostering collaboration between faculty members and mental health professionals may play a key role in preventing symptom escalation and in promoting healthy personal and relational development. Full article

This study investigates the concurrent implementation of resilience and sustainability concepts into undergraduate engineering curricula. Specifically, it examines the instructional strategies the faculty adopted, the most important aspects and applications of the two concepts, and the challenges faced in implementation. A qualitative study using semi-structured interviews was conducted with eight faculty members from four engineering disciplines. Faculty members employed various instructional strategies such as general discussions, project-based learning, and guest lectures. They considered practicality, the triple bottom line principle, and liability and environmental issues to be the most important aspects of sustainability. They also considered resiliency and rapidity or time recovery to be the most important aspects of resilience. Time constraint was the most common challenge for implementing resilience and sustainability. Packed curricula, struggles in finding the right strategy, students’ lack of motivation, and difficulty in teaching such concepts in introductory courses were also major challenges. As a result, students showed improvements in knowledge and attitudes, particularly regarding sustainability. This study offers practical insights for embedding both concepts into engineering education and recommends further research into instructional strategies and documentation to support integration. Full article

Students with disabilities in higher education often encounter challenges that hinder their graduation rates and impede their fundamental right to quality education. One significant barrier is the lack of accessible educational materials, which restricts their ability to acquire knowledge. University faculty respond positively to inclusive teaching practices, but they lack the relevant knowledge, skills, and experience. The study aimed to examine the knowledge of the higher education teaching staff regarding the types and forms of accessible educational materials, as well as their experience in using and developing such materials. Additionally, it explored their involvement in distance education programs and courses for students with disabilities and their related needs. Thirty-six members of the teaching staff, from Italy, Germany, Greece, and Spain, participated in interviews, and 131 members of the teaching staff in questionnaire-based research. The results showed that participants may present limited knowledge of accessible materials used by students with disabilities and appear to be even less experienced in developing and utilizing such materials. Teaching staff tend to be familiar only with the types of educational materials they regularly use in their teaching practice. Overall, the findings suggest that teacher training and upskilling initiatives remain the foundation of progress, but more massive approaches should be implemented. Full article

Heating, Ventilating, and Air Conditioning (HVAC) systems are important and essential for use in our daily comfort, either in homes, work, or transportation. And it is crucial to study the air movement coming from the inlet diffuser for a better design to enhance thermal comfort and energy consumption. The primary objective of the presented work is to investigate the thermal comfort within a faculty office occupied by two faculty members using the Computational Fluid Dynamics (CFD) methodology. First, an independent mesh study was performed to reduce the uncertainty related to the mesh size. In addition, the presented CFD approach was validated against available experimental data from the literature. Then, the effect of inlet air temperature and velocity on air movement and temperature distribution is investigated using Ansys Fluent. To be as reasonable as possible, the persons who occupy the office, lights, windows, tables, the door, and computers are accounted for in the CFD simulation. After that, the Predicted Mean Vote (PMV) was evaluated at three different locations inside the room, and the approximate total energy consumption was obtained for the presented cases. The CFD results showed that, for the presented cases, the sensation was neutral with the lowest energy consumption when the supply air velocity was 1 m/s and the temperature was 21 °C. Full article

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

Background/Objectives: The aim of this study was to evaluate the level of awareness among dental students and practitioners regarding the utilization of endocrowns in clinical settings, along with any differences in knowledge based on gender, educational level, and workplace. Methods: A cross-sectional online survey-based study was conducted, including 1154 participants from various dental institutions across Saudi Arabia. The questionnaire included demographic data and closed-ended questions focused on knowledge and awareness of endocrowns. Data was analyzed using statistical tests, including chi-square, to see any significant differences. Results: Most participants (81%) had knowledge about endocrowns, mainly from their colleagues. Knowledge levels and preferences (like the use of lithium disilicate and adhesive resin cement) differed based on gender, educational level, and workplace. Male participants and undergraduates showed better awareness in some areas. Faculty members mostly depend on college training, while private practitioners obtain most of their information from workshops. Conclusions: Males showed significant superiority in knowledge about endocrown usage. Colleges were the most prevalent source of information regarding endocrown restorations. Significant molar tooth loss and restricted inter-arch space were the most common reasons for utilizing endocrowns. Moreover, endocrowns were considered a viable alternative to traditional post and core. Full article

Educational facilities are the physical environment that supports the academic process for a better education. The quality of offices as workspaces is crucial in creating a supportive environment to enhance the staff and students’ experience. This paper aims to study the concept of space personalization and its impact on faculty members’ productivity, performance, and satisfaction in universities’ educational facilities. To achieve this aim, the research applied the qualitative research method of semi-structured interviews to gather comprehensive data about user experience. Approaching 39 faculty members within Al Yamamah University across three departments within the College of Engineering (Architecture, Industrial, and Computer). Data were analyzed using thematic analysis for qualitative insights, focusing on environmental aspects (such as: natural lighting, ventilation, noise control, etc.), psychological factors (such as: privacy, aesthetic appeal, etc.), and architectural settings (such as: area, space layout, materials, etc.). The research proposes a methodological framework for design considerations for office spaces in universities, fostering more flexible and personalized designs for enhancing sense of ownership and well-being. Findings indicate that personalized office spaces significantly enhance faculty satisfaction and productivity. Qualitative data highlighted that a lack of privacy in standardized offices adds stress and an overwhelming environment. These findings suggest that universities should consider flexible office designs to optimize academic work environments. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states, including technostress—stress associated with the use of technology. Objectives: This study aimed to map the available scientific evidence on technostress among nursing faculty in higher education, through a scoping review conducted according to the methodology proposed by the Joanna Briggs Institute (JBI). Methods: The literature search was performed across eight databases, including Medline (via PubMed), CINAHL Complete, Scopus, and the Teacher Reference Center. Results: Of the 266 studies identified, only 3 met the inclusion criteria. Conclusions: Findings reveal varying levels of technostress among nursing educators, with higher levels observed among older faculty members, frequently associated with limited technical and administrative support. Although the direct impact on job satisfaction was not significant, the anxiety induced by intensive technology use and the perceived necessity for constant professional updating—often driven by FoMO—was shown to affect daily academic life, highlighting the need for effective coping strategies. Understanding technostress within the context of nursing education is essential for addressing the challenges of pedagogical modernization. This review supports the need for future institutional interventions aimed at preventing technostress and fostering a more balanced, reflective, and sustainable relationship with technology in academic settings. Full article

The purpose of this conceptual and explorative study is to investigate whether health-promoting self-leadership could be used as a coping strategy enabling employees to deal with negative emotions in an organizational change process, providing a conceptual framework. A total of 18 faculty members from a Nordic university college were interviewed about their experiences, perceptions, and emotional reactions. The study reveals that new IT-systems; heavier workloads; and a lack of involvement, trust, and information, in particular, were stated to be the main reasons for negative emotions, detachment from the university-status aim, and the disruption of employee work–life balance. A few faculty members practiced fragments of what, in theory, is defined as health-promoting self-leadership to successfully manage the organizational change processes. Some were unconscious of their self-leadership practices, while others had no tools to enable them to cope with changes, leading to negative emotions. I discuss the findings regarding health-promoting self-leadership practice based on self-leadership, change management, and emotion theory. Based on both the findings in this study and relevant theories regarding self-leadership and coping strategies, I propose a health-promoting self-leadership-based coping model that could provide both individual and organizational health and performance benefits. Full article

In the face of escalating sustainability challenges globally, such as climate change, poverty, inequality, and injustices, the need for a systematic approach to tackle them through the infusion of Sustainable Development Goals (SDGs) in higher education has become increasingly critical. This article explores the crucial issue of professionalizing academic teaching, emphasizing the readiness of academic teachers to cope with sustainability and SDGs in higher education. Using the Stages of Concern Theory and the Concerns-Based Adoption Model (CBAM) to professionalize academic teaching to address SDGs in teaching, learning, and the curriculum, a sample of 1566 academic teachers in nine Latin American universities responded to the survey. This study aimed to answer two key questions, as follows: (1) How do the years of teaching experience affect academic staff’s stages of concern? (2) How do different academic teaching areas influence the academic staff’s stages of concern? The trend reveals that faculty members with fewer than four years of service scored higher than those with twenty or more years. Similarly, academic teaching staff from the Education Sciences have a significantly higher mean score and effect size than faculty members from the Humanities, Engineering, Social Sciences, Sciences, and Health Sciences across all stages of concern. However, despite these differences, professional development initiatives should be designed to match all teaching staff regardless of years of service and subject area by encouraging teamwork and increasing understanding of the critical importance of transformative teaching and learning. Full article

Citizen science (CS) has the potential to be a crucial tool to effectively address positive contributions in the global context of the challenges of change in our societies and environment. Recent research highlights the growth of CS in formal education, but little is known about scientists’ perceptions. This study investigated the perception of 170 faculty members from 32 Brazilian federal universities regarding public engagement across different stages of CS. We conducted a cross-sectional, descriptive study using a semi-structured questionnaire distributed via Google Forms and composed of 40 open and closed questions covering the sociodemographic, professional, and conceptual aspects of CS. The data were analyzed using descriptive statistics in Microsoft Excel^®, Likert-scale responses were processed in R (version 4.1.4), and qualitative perceptions were synthesized through a word cloud analysis. The results show that most participants were women, with significant representation from the humanities. CS is widely perceived by scientists as positive and educational, despite concerns about methodological and practical limitations. Future perspectives emphasize the importance of the adoption of standardized protocols and fostering collaborative projects, particularly involving quilombola and Indigenous communities. The recognition of volunteer contributions—through acknowledgements, nominal mentions, and co-authorship—is valued, as are training programs and data validation by professional scientists, which are strongly recommended. Although many faculty members believed that CS democratizes access to science, active participation among this group remains limited. This study concludes that although faculty shows a favorable attitude toward CS, practical challenges hinder broader participation. Future efforts should focus on fostering faculty engagement, implementing robust training and validation procedures, and developing inclusive, community-based research models. Full article

This study investigates the primary technological and socio-environmental factors influencing the adoption intentions of AI-powered technology at the corporate level within higher education institutions. A conceptual model based on the Diffusion of Innovation Theory (DOI), the Technology–Organization–Environment (TOE), and the Technology Acceptance Model (TAM) combined framework were proposed and tested using data collected from 367 higher education students, faculty members, and employees. SPSS Amos 24 was used for CB-SEM to choose the best-fitting model, which proved more efficient than traditional multiple regression analysis to examine the relationships among the proposed constructs, ensuring model fit and statistical robustness. The findings reveal that Compatibility “C”, Complexity “CX”, User Interface “UX”, Perceived Ease of Use “PEOU”, User Satisfaction “US”, Performance Expectation “PE”, Artificial intelligence “AI” introducing new tools “AINT”, AI Strategic Alignment “AIS”, Availability of Resources “AVR”, Technological Support “TS”, and Facilitating Conditions “FC” significantly impact AI adoption intentions. At the same time, Competitive Pressure “COP” and Government Regulations “GOR” do not. Demographic factors, including major and years of experience, moderated these associations, and there were large differences across educational backgrounds and experience. Full article

As the US population ages, the number of prescriptions managed by patients and healthcare teams is increasing. Thus, discontinuing or reducing medications that are considered to pose more risks than benefits can be achieved through deprescribing. Despite increasing calls for a stronger focus on deprescribing in healthcare education, current discussions highlight the lack of training on this topic within healthcare curricula. This is a significant barrier to effectively implementing the deprescribing process. This study aimed to characterize healthcare professional students (HPSs)’s perspectives on deprescribing within an interprofessional healthcare team, particularly regarding the motivations and roles of these future practitioners. Methods: Focus groups were conducted with HPSs at the University of Tennessee Health Science Center. The data collection, guided by a conceptual model, took place over three months in 2022. Data analysis was performed using thematic analysis, during which themes were identified through inductive coding. Results: Participants (n = 36) represented various faculties, including medicine, pharmacy, health professions, nursing, and dentistry. Two themes emerged: (1) Healthcare Team Members’ Roles and Responsibilities (2) “Put Me in, Coach”: Patient Safety Motivates Deprescribing. Conclusion: Data from HPSs highlighted the importance of an interprofessional healthcare team approach to deprescribing. Based on these insights, educators and practitioners should focus on establishing strong interprofessional healthcare teams that privilege open communication. Teams should consider deprescribing as a patient safety concern, as this may galvanize the team and provide additional motivation for performing the necessary work of deprescribing. Full article

Background: The Hall Technique (HT) in pediatric dentistry is a minimally invasive method for treating carious primary molars by sealing cavities with preformed stainless-steel crowns, eliminating the need for local anesthesia, caries removal or tooth preparation. Objectives: To assess the knowledge, attitude, and teaching of HT among pediatric dentistry faculty in Riyadh, Saudi Arabia. Methods: A cross-sectional descriptive study involved 36 pediatric dentistry faculty members from six dental colleges in Riyadh. Data were collected using a validated questionnaire covering demographics and professional information, HT knowledge, attitude, and teaching strategies. Results: Thirty-one pediatric dentistry faculty responded to the questionnaire, and 67.74% of participants use HT clinically, primarily for asymptomatic carious primary molars. Most participants learned about HT during postgraduate residency (61.29%), while only 6.45% were introduced to it in undergraduate training. Teaching practices varied, with 51.61% teaching HT to undergraduate and/or postgraduate students, and 16.13% omitting it from their curriculum. Key barriers to HT adoption included limited undergraduate exposure, misconceptions, and a lack of standardized guidelines. Fisher’s Exact Test showed that gender, academic position, and years of experience were significantly associated with HT use. Only years of experience were significantly associated with recommending HT use by undergraduate students. No factors were significantly associated with teaching HT. Conclusions: While awareness of HT is high among pediatric dentistry faculty, inconsistent teaching and limited clinical use hinder its full integration. Addressing these barriers through curriculum updates and professional development could enhance the acceptance and quality of HT use in pediatric dentistry in Saudi Arabia. Full article