Search Results (3,544)

The development of digital learning technologies has introduced innovative tools to enhance science and chemistry education, including PhET simulations. This study aims to evaluate the effectiveness of PhET simulations on students’ learning outcomes through a systematic literature review following the PRISMA 2020 guidelines. A systematic search of Scopus and Crossref databases was conducted (last search: January 2026) using predefined keywords. Eligible studies were empirical research published between 2020 and 2026 that investigated PhET simulations in science-related education and reported learning outcomes, while non-empirical studies and non-Scopus-indexed articles were excluded. Risk of bias was assessed using an adapted Joanna Briggs Institute critical appraisal tool. Due to heterogeneity in study designs and outcome measures, the results were synthesized using a narrative approach. A total of 14 studies across elementary to higher education levels were included. The findings indicate that PhET simulations consistently improve learning outcomes, particularly academic achievement and conceptual understanding, with effects generally favoring simulation-based instruction over traditional methods. However, higher-order skills and affective outcomes such as motivation and attitude remain less frequently investigated. The evidence is limited by variability in study designs, incomplete reporting of non-cognitive outcomes, and the absence of quantitative synthesis. Overall, PhET simulations demonstrate strong potential as an effective interactive learning medium, although their impact depends on instructional design, teacher facilitation, and technological accessibility. Full article

To clarify the internal mechanism through which the scale of higher education influences regional economic development, this work constructed an operational framework of education, talents, science and technology, and industry. Based on the 2023 data of 31 provincial administrative regions in China, covering 178 national high-tech industrial development zones, an empirical analysis was conducted using descriptive statistics and the Bootstrap mediating-effect test. The findings indicate that the expansion of higher education scale can enhance the level of talent supply, promote the agglomeration of scientific and technological innovation resources, drive the development of industrial scale, and thereby significantly boost economic growth. Among these pathways, the scale of the undergraduate and postgraduate student population exerts a complete mediating effect, while research and development investment and the number of enterprises in high-tech zones demonstrate a partial mediating effect. Notably, a striking contrast emerges between regular undergraduate institutions and double-first-class universities. The former exhibit significant positive mediating effects, whereas the latter’s economic driving effect remains largely unrealized. Furthermore, the uneven distribution of high-quality educational resources, particularly the spatial polarization of double-first-class universities, coupled with a mismatch between talent cultivation and industrial demands, and the “spatial isolation” of achievements, all restricted the radiating effect of higher education on regional economies. Therefore, it is necessary to implement a regionally differentiated layout of higher education, optimize the allocation mechanism of scientific and technological innovation resources, strengthen industry–university–research collaboration, and give full play to the effect of industrial agglomeration. Full article

School discipline disproportionately affects Black students and is associated with diminished academic outcomes. However, the mechanisms through which exclusionary discipline constrains college/university degree attainment—and the role of mental health in this pathway—remain underexplored with longitudinal data from a large urban birth cohort. This study examines whether depressive symptoms mediate the relationship between high school discipline and college/university degree attainment, and whether this mediation pathway varies by race and sex. Using data from the Future of Families and Child Wellbeing Study (N = 1417), I employed generalized structural equation modeling (GSEM) to test a serial mediation model: school discipline (Year 15) → depressive symptoms (Year 15) → college-going behaviors (Year 15) → college/university degree attainment (Year 22). Bootstrap confidence intervals (1000 replications) tested indirect effects. Moderation analyses examined whether the mediation pathway differed by race, sex, and depressive symptoms’ severity. School discipline significantly predicted higher depressive symptoms (b = 0.46, p = 0.001), which in turn predicted fewer college-going behaviors (b = −0.02, p = 0.001) and lower odds of college/university degree attainment (OR = 0.89, p = 0.001). The total indirect effect through depressive symptoms was significant (b = −0.06, 95% BC CI [−0.134, −0.017]). Sex, but not race (F = 0.24, p = 0.868), moderated the discipline–depressive pathway: discipline increased depressive symptoms more strongly for females (b = 0.78, p = 0.001) than males (b = 0.21, p = 0.251). Depressive symptoms amplified discipline’s effect on college/university degree attainment (interaction OR = 0.39, p = 0.037). Depressive symptoms partially mediate school discipline’s negative effect on college attainment, with the strongest effects among females. Higher education institutions must prepare to support students whose K-12 experiences were marked by exclusionary discipline. Full article

Cultivating talent with digital literacy and the capacity for sustainable innovation performance is a critical mission of higher education. Merely enhancing digital skills does not necessarily lead to innovation, and the mechanisms underlying this transformation remain to be clarified. This study adopts human capital theory as its analytical framework and constructs a parallel mediation model, focusing on the dual mediation pathways of proactive social behavior and critical thinking dispositions as “soft skill” mediators. Using a sample of 18,534 undergraduate students from Chinese research universities, the study employed a questionnaire survey and analyzed the data using structural equation modeling and the Bootstrap method to examine the relationship between digital literacy and sustainable innovation performance, as well as the roles of the two mediation pathways. The results indicate a significant positive correlation between Chinese university students’ digital literacy and their sustainable innovation performance. Proactive social behavior and critical thinking dispositions exhibit significant mediating effects between the two variables, forming a dual-path mechanism in which the direct path effect is stronger. The findings deepen our understanding of how digital literacy relates to sustainable innovation performance and provide a reference for higher education institutions in cultivating talent for sustainable innovation. Full article

This paper explores the potential for aligning theoretical approaches and good practices for intersectional approaches to recruitment and career development in academia, focusing on a European university alliance comprising eight institutions. The study applies a participatory approach that includes comparative analysis and stakeholder engagement to assess how institutional practices can become more inclusive. The findings highlight structural barriers, including entrenched notions of meritocracy and inadequate legal and procedural frameworks. Current strategies often juxtapose inequalities rather than addressing their intersections, resulting in approaches remaining siloed. Based on a reflexive case study, the paper identifies critical factors such as the need for formalised procedures, training and financial investment to effectively operationalise intersectional frameworks. It emphasises the need for tailored approaches that take into account the diversity of institutional and legal contexts and enable more inclusive academic policies and services. Together, these efforts aim to address structural inequalities and create sustainable practises that support the professional development and mobility of marginalised groups in academia, responding to the persistent gaps between policy commitments to intersectionality and their practical implementation within higher education institutions. Full article

Higher education is undergoing a transition in which static multimodal resources are giving way to immersive learning environments powered by generative artificial intelligence (GenAI). This PRISMA 2020-compliant systematic review, prospectively registered in INPLASY (202610066), synthesizes evidence on immersive GenAI-based strategies in higher education, examining their reported contributions to sustainability, inclusion, and learning outcomes. Searches across Scopus, ScienceDirect, and ERIC (2022–2026) identified 1364 records; after quality appraisal using an adapted CASP instrument, 25 studies were included in a narrative and descriptive synthesis. Five strategy types emerged—VR-based simulations, virtual patient platforms, adaptive LLM tutoring systems, mixed/augmented reality environments, and 3D/metaverse configurations—with GPT-family models predominating (56%). The central finding is a structural reporting asymmetry: learning outcomes were explicitly documented in 23 studies (92%), whereas sustainability and inclusion were explicitly reported as outcome domains in only one study each (4%). Health sciences (36%) and educational technology (28%) dominated the evidence base, while Latin American, African, and most STEM contexts remained underrepresented. Immersive GenAI strategies are being evaluated for short-term instructional value, while their contribution to sustainable higher education remains underexamined. Advancing SDG 4 requires longitudinal designs, equity-oriented frameworks, and indicators capable of evaluating inclusion and durable learning gains across institutional contexts. Full article

Student dropout remains an important challenge in higher education because it affects degree completion, institutional resource efficiency, workforce preparation, and students’ long-term socioeconomic opportunities. This requires not only accurate predictions but also decision support that is both reliable and aware of uncertainty. This study posits that the amalgamation of probabilistic modeling, uncertainty quantification, and graph-based refinement can augment both predictive reliability and decision support for the early detection of dropouts. A reliability-centered predictive framework is presented, integrating Educational Competition Optimization (ECO)-based feature selection, probabilistic Support Vector Classification (SVC), isotonic regression for probability calibration, and split conformal prediction for distribution-free uncertainty quantification. In addition, a similarity-driven Graph-based Fuzzy Cellular Automata (Graph-FCA) refinement mechanism is developed, where student relationships are modeled using a k-nearest neighbor graph with radial basis function similarity. Entropy-based confidence weighting is used to control uncertainty-aware propagation. An Explainable Artificial Intelligence layer based on SHAP provides both global and local interpretability, and fairness-aware evaluation assesses consistency across demographic groups. The suggested framework maintains predictive performance while improving probabilistic reliability. The Graph-FCA refinement achieves an accuracy of 0.7503, which is close to the calibrated ECO–SVC baseline (Accuracy = 0.7537; Macro-F1 = 0.6704) and also reduces the Brier score. The conformal prediction layer achieves empirical coverage close to the desired confidence level, ensuring reliable uncertainty estimates. The ECO–SVC–Conformal–GraphFCA framework transforms traditional classification into a reliable, understandable, and uncertainty-aware early warning system, enhancing its usefulness for ethical and informed decision-making in engineering education. Full article

In vitro maturation (IVM) is a critical step affecting the efficiency of bovine in vitro embryo production; however, oxidative stress during in vitro culture can impair oocyte quality and subsequent developmental competence. This study investigated the effects of cysteine supplementation on bovine oocyte IVM, redox homeostasis, mitochondrial status, and transcriptomic changes. Bovine cumulus-oocyte complexes were cultured in IVM medium supplemented with 0, 25, 50, 75, 100, or 125 μM cysteine, and 75 μM was identified as the optimal concentration. Compared with the control group, 75 μM cysteine increased the first polar body extrusion rate from approximately 78% to 81% and improved the fertilization/cleavage rate from approximately 74% to 82%. It also significantly increased the proportions of 2-cell, 4-cell, and 8-cell embryos, whereas morula and blastocyst rates were not significantly affected. At the cellular level, 75 μM cysteine significantly reduced ROS levels and increased GSH content, as indicated by changes in relative fluorescence intensity. JC-1 staining showed that the JC-1 monomer signal decreased from approximately 16.0 to 13.5, whereas the JC-1 aggregate signal increased from approximately 13.2 to 14.8, indicating improved mitochondrial membrane potential status. In addition, lipid droplet fluorescence intensity increased from approximately 11.8 to 13.4, mitochondrial fluorescence intensity increased from approximately 6.0 to 7.0, and cytoskeletal fluorescence intensity showed no significant difference between groups. Smart-seq2 transcriptomic analysis identified 1935 differentially expressed genes, including 1778 upregulated and 157 downregulated genes, which were mainly enriched in translation, ribosomal structural components, RNA binding, oxidative phosphorylation, and metabolism-related pathways. qRT-PCR further confirmed the upregulation of key genes, including NDUFS2, VDAC3, ANXA2, MTHFD1L, and SCD. Overall, 75 μM cysteine improves bovine oocyte IVM quality by enhancing antioxidant capacity, improving mitochondrial membrane potential, increasing lipid-derived energy substrate storage, and regulating genes related to energy metabolism and developmental competence. Full article

Higher education policy on generative artificial intelligence has developed rapidly, yet much of this development remains stronger on governance, permission, disclosure, and assurance than on pedagogy. Universities increasingly move beyond blanket prohibition by distinguishing between restricted and permitted contexts, requiring acknowledgement of tool use, and introducing verification mechanisms to protect authorship and understanding. However, publicly visible institutional approaches appear less developed in providing structured, student-facing workflows that guide responsible AI engagement during assessment completion. This article, informed by a bounded qualitative document analysis, uses the term pedagogical middle layer to describe the process guidance needed between institutional permission settings and academic-integrity or misconduct procedures. Drawing on recent literature and a purposive scan of selected publicly available university policy and guidance documents, the paper argues that current public-facing models are often effective at defining boundaries but less explicit in guiding disciplined, transparent, and defensible forms of human–AI collaboration. In response, the paper presents the Structured AI-Guided Education Assessment Policy (SAGE-AP) as a theoretically grounded policy proposal for AI-assisted assessment, rather than as an empirically validated policy intervention. SAGE-AP frames assessment as a staged process in which students begin from their own understanding, engage with AI critically, document evaluative decisions, refine outputs responsibly, and defend the reasoning represented in the final submission. The paper contributes to institutional policy development by clarifying how permission settings may be complemented by pedagogical process guidance in the generative AI era. Full article

Engaging students in sustainability challenges is often easier in theory than in practice. This study examines first-year French undergraduates’ patterns of engagement with the TEDS module (Transition Ecologique pour un Développement Soutenable), a nationwide programme developed in France to promote ecological transition and sustainable development. Data were collected through an online questionnaire comprising 24 closed- and open-ended questions exploring students’ self-reported familiarity with, understanding of, concern about, and self-reported intentions to engage in sustainability-related actions, as well as perceived learning needs and background characteristics. Only 18 questions (143 items) were included in the present analysis, covering all dimensions except those related to the evaluation of the training programme. Results indicate that environmental concern is the factor most strongly associated with self-reported engagement intention, despite persistent gaps in conceptual understanding, particularly regarding the Anthropocene and alternative socio-economic models. Knowledge score and concern are structured hierarchically according to issue visibility, with climate change ranking highest. Engagement depends not only on concern but also on perceived opportunities for action, yet students struggle to identify concrete pathways. The absence of significant differences across gender and disciplines points to a strong generational convergence that reshapes the determinants of environmental engagement. Overall, the key challenge for sustainability education is linking systemic knowledge to concrete contexts of learning and everyday life. Full article

Environmental sustainability has become a critical priority for higher education institutions, which play a key role in promoting awareness and shaping students’ perceptions of sustainable practices. Understanding students’ awareness and perceptions is essential for evaluating the effectiveness of institutional sustainability initiatives. This study aimed to assess students’ awareness and perceptions of environmental sustainability at Prince Sattam bin Abdulaziz University and to examine the influence of demographic factors and the relationship between awareness and perception. A quantitative cross-sectional survey was conducted among 323 university students. Data were collected using a structured questionnaire measuring environmental awareness (18 items) and perception of sustainability practices (14 items) on a 5-point Likert scale. Composite scores were computed as the means of item responses. Descriptive statistics, independent t-tests, one-way ANOVA, and multivariable linear regression analyses were performed. Students demonstrated a moderate level of environmental awareness (mean = 3.116 ± 0.403) and moderate perceptions of sustainability practices (mean = 2.887 ± 0.199). Environmental awareness was significantly higher among female students and those in science-related disciplines (p < 0.001). Perception of sustainability was significantly associated with field of study and level of study (p < 0.001). In multivariable analysis, gender and field of study remained significant predictors of awareness, while gender, field of study, and level of study predicted perception. A significant but negative association was observed between awareness and perception of environmental sustainability (B = −0.496, p < 0.001). While students demonstrated a moderate level of environmental awareness, perceptions of sustainability practices were inconsistent. The findings highlight the need for enhanced sustainability education and engagement initiatives within universities. Future research should explore how awareness and perception translate into meaningful engagement with sustainability practices. Full article

Background/Objectives: Higher education requires students to communicate in complex academic and social contexts, including oral presentations, group work, help-seeking, assessment, and peer interaction. For students with developmental communication disorders, and communication-related developmental profiles, these demands may create hidden participation vulnerabilities that affect mental health, academic engagement, and belonging. This scoping review mapped empirical evidence among tertiary students, focusing on mental health, academic participation, social belonging, institutional support, and contextual influences. Methods: A scoping review was conducted in accordance with PRISMA-ScR guidance. Five databases, PubMed, PsycINFO, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed empirical studies published from 2000 onwards. Eligible studies involved university, college, or tertiary students with developmental speech, language, fluency, pragmatic communication, or communication-related developmental profiles, who reported at least one mental health, academic, or social participation outcome. Data were charted and synthesised thematically, with methodological quality appraised using CASP-informed criteria. Results: Twenty-one studies were included. Evidence was strongest for stuttering and fluency-related participation, while research on developmental language disorder, speech sound disorder, pragmatic language impairment, cluttering, and mixed communication profiles was limited. Across studies, communication needs intersected with anxiety, depression, stress, self-efficacy, oral assessment, help-seeking, disclosure, stigma, accommodation access, and belonging. Key limitations included reliance on self-report, cross-sectional or retrospective designs, inconsistent diagnostic confirmation, and limited evidence for intervention. Conclusions: The available evidence suggests that developmental communication disorders and communication-related developmental profiles can function as hidden participation vulnerabilities in higher education. These vulnerabilities are shaped by students’ communication profiles and by communication-intensive university environments. Universities may therefore need communication-accessible teaching, flexible assessment, visible support pathways, and coordinated support across disability services, counselling, academic support, and speech–language pathology. Full article

This paper describes design, implementation and initial evaluation of Digital Twin Metaverse Classroom for higher education. Digital Twin Metaverse Classroom refers to highly realistic digital replicas or virtual replicas or prototypes of university classrooms or learning spaces. This paper focuses on creating high-fidelity digital replica of typical university lecture room. The main purpose of the Digital Twin Metaverse Classroom is to support teaching and learning in addition to traditional videoconferencing. The pilot involved thirty-two undergraduate students. A single-group pre-test/post-test quiz measured short-term learning, while the Technology Acceptance Model (TAM) measured acceptance through perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention. A single session raised the mean quiz score from 6.41 to 9.19, a within-session gain that reached statistical significance, while all four TAM constructs scored highly. Because the sample was small and confined to one institution, with neither a control group nor a follow-up, these findings are best read as early evidence of feasibility, short-term improvement, and favorable acceptance rather than as proof of comparative effectiveness. Full article

Higher-education institutions increasingly use AI-enabled chatbots, personalised communication, recommendation systems, and predictive information services in academic marketing. Adoption of these systems depends not only on technical availability, but also on institutional trust, emotional engagement, and skepticism regarding the reliability, transparency, and autonomy implications of AI. This study examines the Trust-Tech Nexus framework using stakeholder survey data collected at MIT Art, Design and Technology University, Pune, India (N = 300). The analysis combines psychometric validation, WLSMV confirmatory factor analysis for ordered indicators, and cross-validated predictive modelling. Four three-item constructs were measured with five-point Likert indicators, as follows: AI Adoption, Institutional Trust, Emotional Engagement, and AI Skepticism. Reliability and convergent validity were acceptable, and the WLSMV CFA showed strong practical fit (CFI = 0.991, TLI = 0.988, RMSEA = 0.040, SRMR = 0.039). Discriminant validity was supported by HTMT and Fornell–Larcker evidence, while Harman’s single-factor result was treated only as an initial diagnostic. Construct-only ridge regression produced positive out-of-sample predictive evidence (CV R-squared = 0.352; RMSE = 0.642; MAE = 0.501). Exploratory classification results were moderate and are interpreted only as supplementary segmentation evidence because the binary targets were derived from the AI Adoption composite. The study supports a validated four-construct measurement structure and moderate predictive association in one institutional context, while avoiding causal claims. Full article

Rapid rewarming is the most conventional and primary treatment for frostbite, yet effective adjunctive strategies remain absent. Conventional wound dressings, such as therapeutic hydrogels, tend to freeze and lack the necessary rewarming ability, rendering them unsuitable for direct application. Herein, we engineered an environmentally tolerant photothermal hydrogel, named 5A-Gel, featuring anti-swelling, anti-pressure, antioxidant, anti-freezing, and anti-drying capacities, for the treatment of frostbite. 5A-Gel was formed via dynamic crosslinking between gelatin and tea polyphenols in a glycerol/water solvent system. The incorporation of glycerol endowed the hydrogel with superior anti-swelling, anti-freezing, and anti-drying performance (remaining flexible at −20 °C and 37 °C for at least 60 days), along with concentration-dependent antioxidant activity due to tea polyphenols. Furthermore, 5A-Gel exhibited excellent photothermal effects, maintaining stable temperature and softness under 808 nm laser irradiation with robust cyclic durability. In addition, 5A-Gel showed slow degradability, excellent hemocompatibility, and favorable in vivo biosafety. Functionally, in a mouse frostbite wound model, photothermal rewarming therapy using 5A-Gel markedly expedited frostbite healing, promoting re-epithelialization, enhancing collagen deposition, alleviating inflammatory response, and stimulating neovascularization. Therefore, the as-prepared 5A-Gel serves as a competent therapeutic platform for in situ frostbite treatment and offers innovative principles for the rational engineering of high-performance hydrogel systems targeting frostbite tissue injuries. Full article