Search Results (1,916)

Against the backdrop of global industrial sustainable transition and the advancement of UN Sustainable Development Goals (SDGs), higher education―a core carrier of sustainable human capital supply―plays a pivotal role in adjusting majors to meet labor market demands, resolving education–industry structural mismatch, and boosting regional sustainable development. From the perspective of “higher education supporting industrial sustainable transition,” this study explores how government Policy Mix Intensity enhances universities’ Major–Industry Alignment and its transmission mechanism, aiming to reveal higher education governance’s sustainable development path. Using panel data from 30 Chinese provinces (2012–2023), we constructed a PMI quantitative index and conducted empirical analysis via a two-way fixed-effects model. The results show the following: (1) high-intensity policy mixes significantly improve alignment, overcoming university organizational inertia and laying an institutional foundation for sustainable education–industry synergy; (2) Policy Mix Intensity acts through three pathways―optimizing capital allocation, deepening industry–education integration, and enhancing dynamic responsiveness―forming a “sustainable factor allocation—sustainable industry-education alignment” logic; (3) policy efficacy is more pronounced in highly marketized Eastern regions and via regulatory tools, reflecting the moderating effect of regional sustainable endowments and policy tool types. This study provides empirical evidence for the “policy mix intensity–sustainable efficacy” transformation mechanism, offers theoretical references and empirical insights from China for the global collaborative realization of SDG4, SDG8, and SDG9 through higher education policy optimization, and proposes that policy design should shift toward factor integration-based sustainable comprehensive governance. Full article

While there has been a recent focus on reforming kindergarten curricula to emphasize a play-based learning (PBL) approach, a lingering dichotomy remains between play-based learning and pedagogical instruction aimed at academic preparation. Early music education is a critical component of the current policy emphasis on arts education and PBL, yet there is scarce research on play-based pedagogy in music education, particularly regarding children’s engagement and the applied instructional models. This study investigates how instructional practices affect children’s behavioral and emotional engagement in musical play. Data were collected at two Hong Kong kindergartens (K1–K3) using classroom observations and the Engagement Check II (ECII) tool. Thematic content analysis revealed three instructional approaches: teacher-directed routines with minimal aspects of play, guided play within structured musical contexts, and open-ended, child-initiated musical play. Analysis of the ECII data revealed high levels of behavioral engagement, with guided-play contexts yielding higher levels of behavioral and emotional engagement compared to highly teacher-directed instructional approaches. Differences in engagement levels during musical play were revealed to be correlated with age. This study highlights the need for culturally responsive music teacher training, supportive school culture, and aligned curriculum and policy implementation. Full article

Greening, as a concept, is becoming an essential component of contemporary urban planning worldwide, and universities have begun adopting green policies. While there are numerous studies on climate change, green infrastructure, ecology, and sustainability in planning practice, limited scientific research explores how these concepts are embedded within the educational landscape. This paper aims to develop a methodological framework for mapping the “educational greenscape” by evaluating three levels of higher education in a top-down manner: (01) university, (02) faculty, and (03) subject. The research methodology relies on: an extensive literature review and content analysis; a multi-level case study of the University of Belgrade, focusing on an expert survey based on the European University Association framework; curriculum content evaluation at the Faculty of Architecture, using predefined keywords; and the identification of green interventions and their implementation within the subject “Sustainable Territorial Development,” at the Faculty of Architecture. The specific findings indicate that green activities at the institutional level lack resources, communication, and governance. At the faculty level, there is an apparent need for a more even distribution of green urban planning approaches across different faculty courses. However, subject-level assessment showed the successful implementation of the green urban planning concept into teaching and learning methodologies, with it showing transformative potential and providing a universally applicable methodological framework for mapping the educational greenscape. Full article

The shortage of qualified teachers across Europe has increased interest in flexible and decentralized pathways into teacher education. This study examines pre-service teachers’ background characteristics and programme-choice priorities when selecting between two study formats at a Norwegian university: a blended learning programme and a face-to-face campus-based programme. Survey data from 108 pre-service teachers revealed significant differences between the groups in age, place of residence, region of origin, prior teaching experience, current teaching employment, and confidence in securing a permanent teaching position. Campus-based students were younger, less experienced, and reported lower confidence in obtaining permanent employment than students in the blended learning programme. Three of fifteen choice-related factors differed significantly between study formats, most notably the importance assigned to programme organization, which was rated higher by blended-learning students. No differences were found for geographic location or for eleven content-related factors. In this sample, blended-learning students were more often from rural areas, and they placed greater value on organizational flexibility, suggesting that flexible formats may be particularly relevant for students balancing work, distance, or other commitments. However, this study is cross-sectional, based on a single institution, and cannot determine broader policy implications or effects on regional teacher supply. Longitudinal and multi-institutional research is needed to assess potential long-term outcomes. Full article

Teachers’ readiness in bilingual early childhood education is increasingly recognized as a multidimensional construct shaped by both professional and language-related factors. However, existing research has typically examined these factors separately, with limited evidence on how they combine across teacher groups, particularly in minority-language contexts. This study examined teachers’ readiness to deliver state-language instruction to dual language learners (DLLs) in Hungarian-medium kindergartens in Slovakia. A total of 313 kindergarten teachers participated in the study. Data were collected through a survey assessing multiple dimensions of readiness. Principal component analysis and confirmatory factor analysis supported a six-factor model comprising professional preparation, teacher competencies, challenge management, instructional aids use, professional needs, and Slovak language use outside kindergarten. Latent profile analysis identified three readiness profiles (low, moderate, and high), reflecting differences in overall preparedness. Background characteristics, particularly age, teaching experience, and language-related factors, were significantly associated with higher readiness. Teachers who used Slovak more frequently in everyday contexts showed higher readiness. Mediation analysis indicated that language proficiency and preferred language use did not mediate the relationship between teaching experience and teachers’ readiness, but functioned as independent predictors. These findings highlight the joint importance of professional and language-related factors in shaping teachers’ readiness and offer implications for teacher education and policy in bilingual early childhood settings. Full article

Artificial intelligence (AI) systems and tools are increasingly reshaping educational practices. This study examines perspectives shared in student-focused online communities on AI’s impact on education, comparing those of computer science (CS) and business students through an analysis of Reddit posts. Using natural language processing (NLP), sentiment analysis, and Latent Dirichlet Allocation (LDA) topic modeling, we analyzed 1108 posts collected from six subreddits. Results reveal distinct thematic focuses: CS students emphasize technical aspects, including programming efficiency, coding assistance, and concerns about job displacement, while business students focus on decision-making enhancement, financial analysis applications, and operational efficiency. Sentiment analysis indicates that the Business/Finance-oriented corpus is slightly more positive than the CS-oriented corpus (51.9% vs. 50.1% positive). The CS-oriented corpus also contains a higher proportion of negative posts (36.0% vs. 33.2%). These differences reflect discipline-specific epistemological frameworks shaping AI perception. The findings provide educators with guidelines for developing tailored AI integration strategies that address discipline-specific concerns and opportunities. This study contributes to understanding how academic background influences perceptions of AI in education, offering insights for curriculum design and policy development. Full article

The blue economy contributes significantly to Brazil’s gross domestic product due to the country’s vast coastline and abundant natural resources. Oil royalties represent a major component of this wealth; yet, their association with improvements in quality of life remains unclear. The aim of this study was to analyze the performance of 193 municipalities (coastal: 101; state of Rio de Janeiro: 92) that receive more than R$5 million in royalties per semester in 2022, using the socioeconomic indices IBP (Brazilian Deprivation Index), IDEB (Basic Education Index), and IQA (Water Quality Index). The results reveal conditional, non-linear, and regionally unequal relationships between oil revenues and socioeconomic indicators. Unsupervised learning identified four groups of municipalities. The group with the largest number of municipalities (n = 45) and the best performance in socioeconomic indices had a wide range of royalties (between R$7 and R$22 million). However, supervised analyses show that this group of municipalities, mainly from the south/southeast regions, receives relatively low oil revenues but performs well in the indices, suggesting a certain autonomy in relation to royalties. The municipalities of the state of Rio de Janeiro confirm the national trend, with cities with higher education levels benefiting, but with more specific aspects of the blue economy (water quality) not being well-represented. Policies are mandatory to redirect oil revenues to these sectors with the support of more appropriate indicators. Full article

Life expectancy (LE) varies widely across Organization of Islamic Cooperation (OIC) countries, reflecting differences in economic, social, environmental, and health-system conditions. This review aimed to synthesize quantitative evidence on determinants of LE at birth in OIC member countries. The study was conducted in accordance with the PRISMA guidelines, and a systematic search of electronic databases was performed up to September 2025. After screening 5312 records and assessing full texts, studies were appraised using the Joanna Briggs Institute checklists, with an inclusion threshold of ≥80%. A total of 54 studies, mainly ecological, time-series, and panel analyses using national-level data, were included. Higher gross domestic product per capita, education, employment, and health expenditure were consistently associated with longer LE. In contrast, poverty, income inequality, air pollution, and carbon dioxide emissions were associated with shorter LE. Clear differences were observed across World Bank income groups, with LE being lowest in low-income OIC countries and highest in high-income Gulf Cooperation Council states, where gains were driven more by health-system resources than by income growth. Improving LE in OIC countries requires integrated economic, social, environmental, and health-system policies. Full article

Open Educational Resources (OER) are widely promoted as mechanisms for expanding access to knowledge and supporting sustainability in higher education. Yet their long-term viability remains constrained by fragmented governance, unstable funding arrangements, weak faculty incentives, policy gaps, and uneven digital infrastructure. This article develops a conceptual and policy-oriented framework that reconceptualizes OER as sustainable knowledge commons embedded within higher education systems rather than merely repositories of open content. Using an integrative review and thematic synthesis of global scholarship on OER sustainability, commons governance, and higher education policy, the study identifies four interrelated governance dimensions: institutional embedding, participatory stewardship, equitable access and inclusion, and long-term resource sustainability. The analysis shows that sustainable OER ecosystems depend not only on open licensing and technological platforms but also on coherent policy design, institutional alignment, academic recognition structures, and collaborative governance arrangements. Each dimension is associated with indicative governance mechanisms and policy indicators such as institutional OER strategies, faculty incentive programs, and shared digital infrastructure. The framework also recognizes institutional diversity, emphasizing that governance models must be adapted to different policy environments, academic cultures, and stages of OER adoption across higher education systems. By conceptualizing OER as governable knowledge commons, the article clarifies how open knowledge initiatives can con-tribute to social equity, educational resilience, and sustainable transformation in higher education. Full article

Artificial intelligence has been considered as a transformative element capable of reshaping STEM education into equitable, resource-efficient, and scalable learning environments. However, realizing this potential requires striking a careful balance between technological innovation, pedagogical considerations, and ethical concerns. This study sought to examine the implementation of artificial intelligence (AI) tools by STEM university faculty members in Saudi Arabia to promote Sustainable Development Goal 4 (quality education). While doing so, the study attempted to explore how Saudi STEM university faculty members integrated AI tools in their instructional practices and analyze their perceptions towards these tools. To achieve these goals, the study employed an explanatory sequential mixed-methods design. In the first phase of data collection, a close-ended questionnaire was applied to a random sample of (324) STEM university faculty members. The second phase involved gathering qualitative data using a semi-structured interview administered to 12 purposively selected experts. Key quantitative findings revealed an overall AI integration at a medium level with a mean of (2.71) and standard deviation of (0.36) across three instructional practices, namely planning, implementation, and assessment. The highest integration level was in assessment (M = 2.93, medium) while the lowest was in planning (M = 2.61, medium). The results also revealed that the participants’ perceptions towards integrating AI tools were highly positive (M = 4.00, high), albeit with some concerns regarding the effect of excessive and unguided use of AI tools on students’ higher-order thinking skills, particularly the risk of AI functioning merely as an information delivery mechanism rather than serving its more pedagogically valuable role as a brainstorming scaffold. Furthermore, the study unveiled a number of barriers to integrating AI tools, including the weakness of digital infrastructure, lack of professional development, the limited credibility of AI-generated content, and ethical concerns related to academic integrity and copyrights. The research suggests the establishment of a sustainable digital environment by improving the infrastructure, providing specific training in accordance with the principles of sustainability, and implementing policies that promote equitable, transparent, and responsible integration of AI. These strategies can coordinate the growth of technology with the larger needs of the quality of education, inclusion, and sustainability of STEM education in the long term. Full article

This study examines the determinants of household biogas adoption among dairy farmers in West Java, Indonesia. Despite ongoing government efforts to promote renewable energy, adoption remains limited and often not sustainable. Using cross-sectional survey data from biogas users and non-users, a binary logistic regression model was applied to assess the role of socioeconomic characteristics, resource availability, and institutional support. The results indicate that perceived time savings, fuel-cost pressure, and participation in training programs are significant positive drivers of adoption. In contrast, higher levels of formal education and livestock ownership are associated with a lower likelihood of adoption, suggesting that resource availability alone does not guarantee use. Overall, the findings highlight that adoption depends not only on economic factors but also on how well biogas systems align with household practices and capabilities. The study provides policy-relevant insights for improving the design and implementation of biogas programs in rural Indonesia. Full article

Worldwide, hypertension is a major risk factor for stroke and cardiovascular diseases, creating serious public health issues. This study aimed to evaluate the risk factors and the prevalence of hypertension in a community in South Africa. Between 2019 and 2023, an observational study with 1029 participants was carried out. The South African Hypertension Society hypertension guidelines were used to determine the prevalence of hypertension. Risk factors, such as anthropometric factors, socioeconomic factors, and lifestyle choices, were evaluated using univariate and multivariate logistic regression analysis. Within the total study population, the mean age was 48 years, and 81.1 percent of the participants were female. The mean blood pressure was 128/82.5 mmHg and 48.7% of the participants were obese. The prevalence of hypertension was 53.6%. Significant risk factors for hypertension included ageing, diabetes, having a higher body mass index, not having formal education, being unemployed, leading a sedentary lifestyle, and living in a rural area. The study highlights the increased prevalence of hypertension in this South African population. The findings were consistent with the current literature with regard to hypertension risk factors, such as age, body mass index, education, and physical activity. Current data highlights the need for focused health education and awareness initiatives that encourage healthy living. Improving healthcare access and addressing the socioeconomic factors should be the main goals of policy initiatives to lessen the impact of hypertension in underprivileged rural communities. Full article

The college access policy landscape across Alabama, U.S., has gained traction in K-12 schools and higher education institutions over the last few years. In Spring 2021, the Alabama State Board of Education approved a resolution to require all seniors to complete the Free Application for Federal Student Aid (FAFSA). In Fall 2025, the state began implementing its Alabama Direct Admission Initiative, a partnership between dozens of 2-year and 4-year in-state institutions to streamline college application processes for all seniors. Advocates of both anticipate an increase in college enrollment, particularly for students who have previously faced issues with financing postsecondary education. Despite such policies and initiatives, Black, rural students in Alabama still face unique challenges to college access. This paper addresses the following questions: How do Black, rural students access postsecondary education in Alabama? How do Black, rural students perceive and experience college access policies? What role does policy enactment play in Black, rural students’ college access experiences? Using a multi-site case study approach, we present insights gleaned from 16 virtual focus groups with students across five higher education institutions in Alabama. Findings from this study highlight how Black, rural students engage in three types of labor associated with college-going: assessment labor, simulation labor, and capacity-building labor. Full article

This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (SE) and satisfaction, factors linked to educators’ capacity to manage dual roles effectively. The hypotheses were that (1) WFC would negatively correlate with parenting SE and satisfaction; (2) support from friends and family and from the workplace would be associated with lower WFC and higher parenting SE and satisfaction; and (3) WFC would mediate the relationship between support and parenting outcomes. Using a mixed-methods design with quantitative scales combined with open questions, data were collected through retrospective self-report questionnaires in relation to the COVID-19 lockdowns. The sample included 474 teachers who teach in schools in Israel and have children aged 0–12. The predictive mediation model confirmed the first two hypotheses, with partial support for the third. Qualitative findings provide insight into parent-teachers’ experiences, including gender-based differences, and emphasize factors associated with their adjustment to remote instruction. These findings contribute to understanding how social and organizational support—forms of collaborative and resilience-promoting mechanisms—may have an important role in promoting educator wellbeing through their negative association with work–family conflict. The findings should be examined further in longitudinal or experimental research and in additional cultural and educational contexts to examine their generalizability, as well as causality. Nonetheless, the findings provide possible directions for policy and interventions aimed at fostering resilience and sustainable wellbeing among teachers, particularly those navigating dual roles in their personal and professional lives. Full article

Since 1978, Chinese–foreign cooperation in running schools (CFCRS) has evolved from fragmented pilot initiatives into a policy-coordinated system of higher education internationalization. This study employs an exploratory sequential mixed-methods design to examine how national policy shifts reshaped the structure of CFCRS collaboration networks between 1978 and 2025. Integrating longitudinal policy analysis with Social Network Analysis (SNA), the research identifies five policy-driven stages: exploratory opening, legal institutionalization, regulated development, quality enhancement, and strategic repositioning. Network analysis shows that increasing density, expanding degree centrality of leading institutions, and greater diversification of international partners reflect growing integration into global transnational higher education networks. At the same time, persistent structural concentration in key institutional hubs and regulated entry into partnerships indicate strong path dependence shaped by state-steered governance. The network also exhibits a disciplinary shift toward engineering and STEM collaborations aligned with national innovation strategies, alongside gradual spatial diffusion from coastal regions toward central and western provinces. Conceptually, the findings demonstrate that state-coordinated internationalization can generate dense and diversified collaboration networks without fully liberalizing governance structures. The CFCRS case thus illustrates a model of hybrid governance, where centralized policy coordination coexists with expanding network-based international partnerships. Full article