Search Results (146)

The NewEcoSmart project addresses the need to foster inclusive green and digital transitions in rural habitat sectors by systematically assessing local socio-technical readiness and tailoring capacity-building interventions. We adapted the validated SCIROCCO Exchange Maturity Self-Assessment Tool—selecting eight dimensions relevant to environmental, technological and social innovation—and conducted a two-phase evaluation across three pilot sites in Italy, Portugal and Spain. Phase 1 mapped stakeholder evidence against predefined criteria; Phase 2 engaged local actors (45+ adults, SMEs and micro-firms) in a self-assessment to determine digital, green and entrepreneurial skill gaps. For each domain of the SCIROCCO Tool, local actors can assign a minimum of 0 to a maximum of 5. The final score of the SCIROCCO tool can be a minimum of 0 to a maximum of 40. Quantitative maturity scores revealed heterogeneous profiles (Pacentro and Majella Madre = 5; Yecla = 10; Adelo Area = 23), underscoring diverse ecosystem strengths and limitations. A qualitative analysis, framed by Smart Healthy Age-Friendly Environments (SHAFE) domains, identified emergent training needs that are clustered at three levels: MACRO (community-wide awareness and engagement), MESO (decision-maker capacity for strategic planning and governance) and MICRO (industry-specific practical skills). The adapted SCIROCCO tool effectively proposes the assessment of socio-technical maturity in rural contexts and guides the design of a modular, multi-layered training framework. These findings support the need for scalable deployment of interventions that are targeted to the maturity of the local ecosystems to accelerate innovations through equitable green and digital transformations in complex socio-cultural settings. Full article

This paper examines the role of architects in identifying and implementing design strategies that enhance labour skills, facilitate technology transfer, and support capacity building in developing economies. It examines whether specific design approaches can introduce technological robustness to address the social, cultural, and economic challenges of construction in fragmented industrial environments. The study develops a normative framework for ‘technological robustness,’ which counteracts socio-technical fragmentation and promotes resilient, adaptable building practices in low-resource settings. Through a practitioner-researcher case study of a community library project in Sri Lanka, the paper illustrates how design strategies can expand operational capacity, adjust to variations in workmanship, and encourage organic skill development on real construction sites. The research offers two main contributions: a scalable, structured design methodology that guarantees technical adaptability, cultural relevance, and economic resilience; and an empirical example demonstrating how design can actively generate opportunities for capacity building within fragmented socio-technical systems. Overall, the framework provides practical pathways to enhance construction outcomes in developing economies. 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

Background/Objectives: Hearing loss is a disorder that develops because of being exposed to high noise levels affecting the quality of life among affected individuals. A review of the literature was conducted to explore the prevalence of hearing loss and its associated factors among workers in the metal industry. Methods: The literature search was conducted on ScienceDirect, Google Scholar, Pub Med, ResearchGate and African Journals Online databases to identify articles according to the Preferred Reporting Items for Systematic Reviews and Meta analyses (PRISMA) guidelines. The studies published in scientific journals between January 2014 and December 2024 describing hearing loss and its associated factors among workers in the metal industry were considered for inclusion in the review. The articles were screened by the author. The Critical Appraisal Skills Programme (CASP) quality assessment tool with modified checklist questions was used to evaluate the quality of studies. Results: Following the literature search and using the relevant inclusion criteria, a total of 127 articles were identified, and 8 articles with a total of 2605 participants were included in the review. The sample sizes ranged from 93 to 606. The participants’ age ranged from 19 to 65 years. A review of studies showed varying prevalence of hearing loss ranging from 13.8% to 59%. Furthermore, the studies have found working experience, advanced age, cigarette smoking, tinnitus, working in areas of high noise levels and not using hearing protective devices to be associated with a risk of developing hearing loss. Conclusions: The review found that workers in the metal industry are at risk of developing hearing loss and, therefore, implementation of control measures to prevent the occurrence of hearing loss is necessary. Full article

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a cross-curricular, practice-oriented methodology designed to strengthen the integration of theoretical knowledge and professional competencies among engineering students. The method has been implemented in the degree in Industrial Design and Product Development Engineering at the University of Cádiz. Students engaged in a realistic design task—developing an outdoor clothesline system—requiring the application of content from Materials Science, Structural Analysis, and Computer-Aided Design. Digital tools such as MILAGE LEARN+ (for gamified content review) and MindMeister (for concept mapping) have been integrated to promote autonomous learning and interdisciplinary thinking. The methodology has also been designed to improve transversal skills such as initiative, communication, and teamwork through collaborative and student-led project development. The approach has been evaluated through pre- and post-intervention surveys, informal feedback, and internship outcomes. The results showed a 40% reduction in students reporting difficulty retaining theoretical content (from 78% to 38%) and a 29% increase in self-perceived autonomous learning. The proportion of students feeling unprepared for professional environments dropped from 73% to 34%. Those experiencing anxiety when facing real-world problems has been reduced from 92% to 57%. Students have also reported greater motivation and a clearer understanding of the practical relevance of the academic content. These findings suggest that structured interdisciplinary challenges, when supported by blended learning tools and authentic design problems, can significantly improve student readiness for professional practice. The proposed methodology offers a replicable and adaptable model for other engineering programs seeking to modernize their curricula and foster transferable and real-world skills. Full article

Work is historically evolving due to technological advancements, posing challenges for individuals and institutions. The actual Fourth Industrial Revolution, marked by AI, biotechnology, and nanotechnology, has rapidly increased these advancements, while the COVID-19 pandemic has anticipated future expected changes in the labor market. In this context, Higher Education Institutions must match their curricula with this dynamic labor market to equip graduates with relevant skills. However, the slow pace of educational transformation, partly due to a lack of data, hinders this alignment. This research introduces Future-oriented Higher Education Degree Employability (Fo-HECE) as an evaluation tool for the adherence of undergraduate degrees to the demands of the labor market in the next decade. We used a novel approach, combining the Operationalization of a social phenomenon with Multi-Criteria Decision-Making, with the participation of nine experts. As a use case, we applied the new approach to assess the future employability of ten undergraduate programs with the most enrolled students from one of the largest Brazilian universities. As a result, the indicators considered most relevant to measure Fo-HECE are Student-to-Job Ratio, Employment Balance, and Wage Premium. The degrees with the highest Fo-HECE grades were Law and Medicine, while Physical Education had the lowest grade. The Fo-HECE approach, as demonstrated in this case study, shows potential applicability to other HEIs and countries, provided that comparable labor market data are available. Full article

This study explores the subjective perceptions of project managers regarding barriers to implementing sustainable project management (SPM). Using Q-methodology and grounded in the theory of planned behavior (TPB), 28 project managers across diverse industries sorted and ranked statements about sustainability-related constraints. The analysis revealed three distinct belief patterns: “motivated yet confined”, characterized by structural and organizational limitations; “motivated yet lacking competency”, reflecting personal skill gaps and limited training; and “motivated yet unsupported”, highlighting weak normative support from peers and leadership. Despite differing barriers, all participants expressed positive attitudes toward sustainability, underscoring a common intention–behavior gap shaped by varying perceptions of behavioral control and normative reinforcement. The findings suggest that generic interventions are insufficient; instead, belief-sensitive strategies are needed to enable SPM adoption. Implications include reforming performance measurement systems, integrating sustainability into professional training, and cultivating supportive organizational cultures. The study contributes to both behavioral theory and project management practice by reframing sustainability barriers as belief-dependent phenomena and offers a foundation for more tailored, psychologically grounded interventions. These insights are relevant for educators, policymakers, and organizational leaders seeking to enhance sustainability outcomes through empowered and context-aware project management practices. Full article

Suicide is a leading cause of death among construction workers, particularly younger and lower-skilled employees. Barriers such as stigma, low mental health literacy, and traditional masculine norms hinder help-seeking in this male-dominated sector. Few mental health interventions are tailored to this context. This study developed a co-designed, theory-informed training to improve mental health literacy, reduce stigma, and increase help-seeking among construction workers in Ireland. Using the Medical Research Council’s framework, the training was developed with the Theory of Planned Behavior (TPB), Behavior Change Techniques, and extensive stakeholder co-design. Two systematic reviews, a broad literature review, and focus groups with industry managers informed the content and structure. The training will be pilot-tested using validated measures: the Literacy of Suicide Scale (LOSS), the Stigma of Suicide Scale (SOSS), and the General Help-Seeking Questionnaire (GHSQ), the results of which will be the subject of a separate study. CAIRDE is a promising, evidence-based training that addresses key mental health barriers in Irish construction. Embedding the TPB within a co-design methodology has resulted in the development of a training program that is underpinned by theoretical fidelity and cultural relevance and provides a framework for other male-dominated industries to draw upon. Future work should address remaining challenges related to stigma and help-seeking, and explore broader implementation through integration into mandatory safety training. Full article

The development of E-commerce and digitalization drives the rapid change in logistics management practices and poses challenges to traditional talent training modes in logistics field. Nowadays, companies expect university graduates equipped with more practical logistics skills to connect tighter with the industry. This motivates universities to establish more practically relevant curriculums to enhance students’ career competitiveness. Under such background, industry–university collaboration courses are increasingly adopted in higher education institutes in logistics discipline. Due to the difference between this type of course and the traditionally taught courses, the learning outcome of it can be difficult to guarantee. Therefore, it is necessary to identify the influential factors of the learning outcomes of industry–university collaboration courses and establish the actionable strategies to enhance course quality. However, the current literature in logistics management education has little focus on this topic, resulting in gaps on clarifying the influential factors of learning outcomes of industry–university collaboration courses in this discipline. Applying a mixed method, this study conducted a case study for an industry–university collaboration course of a logistics discipline in a Chinese university. The interval-valued Pythagorean fuzzy (IVPF) numbers and the Weighted Aggregated Sum Product Assessment (WASPAS) methods were used. The results showed that there are 15 factors which can influence the outcomes of industry–university collaboration courses in logistics discipline. Among them, the most important factor is the working environment, followed by the students’ own ability. Also, the results indicated that students’ optimistic attitudes towards the course, whether students take the course seriously, and course evaluations can be influential factors for good learning outcomes. The sensitivity analysis was then conducted, showing that the results were robust. This study can contribute to the existing literature by providing a theoretical framework to understand and assess the quality of industry–university collaboration courses in logistics and relevant subjects, as well as offering new analytical tools for management educational studies. Moreover, this study can provide practical implications for educators to develop and maintain good industry–university collaboration courses and trainings. Specifically, a practical life-cycle view was suggested to put pertinent efforts in all periods before/during/after the course to achieve high course outcomes. Full article

Rotating electrical machine maintenance is a core component of engineering education curricula worldwide. Within this context, vibration monitoring represents a widespread methodology for electrical rotating machinery monitoring. However, the multi-physical nature of vibration monitoring presents a complex learning scenario, including concepts from both mechanical and electrical engineering domains. This article proposes a novel knowledge-based educational experience design leveraging an integrated FEA-assisted test bench aimed at comprehensively addressing the electromechanical link between stator current and frame vibration. To this aim, a Finite Element Analysis (FEA) model is utilized to link excitation electrical signals with airgap radial forces acting in the stator. The subsequent correlation of these FEA predictions with measured frame vibrations on a physical test bench provides students with the theoretical concepts and practical tools to adequately comprehend this complex multi-physical phenomenon of wide application in real industrial scenarios. The pedagogical potential of the method also includes the development of critical thinking and problem-solving soft skills, and foundational understanding for digital twin concepts. A Delphi-style expert survey conducted with 25 specialists yielded strong support for the pedagogical robustness and relevance of the method, with mean ratings between 4.32 and 4.64 out of 5 across key dimensions. These results confirm the potential to enhance deep understanding and practical skills in vibration-based electrical machine diagnosis. Full article

In wireless communications and radio frequency courses, Software-Defined Radios (SDRs) offer students hands-on experience with software-based signal processing on programmable hardware platforms such as Field Programmable Gate Arrays (FPGAs). While some remote SDR laboratories enable students to access real hardware, they typically lack support for Partial Reconfiguration (PR)—a powerful FPGA capability that allows sections of a design to be reconfigured at runtime without disrupting the main system operation. This capability enhances real-time adaptability and optimizes resource utilization, making it highly relevant for modern SDR applications. This study addresses this gap by extending an existing SDR remote lab to support PR, enabling students to explore reconfigurable hardware design within a remote learning environment. Two integration architectures were developed: one based on a graphical user interface (UI) and another utilizing a command-line workflow, both accessible via a web browser. Preliminary experiments using Red Pitaya SDR platforms—reportedly the first use of these devices for educational PR exploration—examined the impact of PR on logic resource utilization and total power consumption across three levels of design complexity. These results were compared to equivalent static FPGA designs performing the same functionality without PR. By making PR experimentation accessible through a remote platform, this work enhances STEM education by bridging advanced FPGA techniques with practical learning. It will equip students with industry-relevant skills for developing agile, resource-efficient wireless systems and foster a deeper understanding of adaptive hardware design. Full article

The continuous evolution of technology compels higher education leaders to adapt to VUCA (volatile, uncertain, complex, and ambiguous) and BANI (brittle, anxious, non-linear, and incomprehensible) environments through innovative strategies that ensure institutional relevance. While VUCA emphasizes the challenges posed by rapid change and uncertain decision-making, BANI underscores the fragility of systems, heightened anxiety, unpredictable causality, and the collapse of established patterns. Navigating these complexities requires agility, resilience, and visionary leadership to ensure that institutions remain adaptable and future ready. This study presents a bibliometric analysis of digital academic leadership in higher education transformation, examining empirical studies, reviews, book chapters, and proceeding papers published from 2014 to 2024 (11-year period) in the Web of Science—Science Citation Index Expanded (SCIE) and Social Science Citation Index (SSCI). Using CiteSpace software (version 6.3. R1-64 bit), we analyzed 5837 documents, identifying 24 key publications that formed a network of 90 nodes and 256 links. The reduction to 24 publications occurred as part of a structured bibliometric analysis using CiteSpace, which employs algorithmic thresholds to identify the most influential and structurally significant publications within a large corpus. These 24 documents form the core co-citation network, which serves as a conceptual backbone for further thematic interpretation. This was the result of a multi-step refinement process using CiteSpace’s default thresholds and clustering algorithms to detect the most influential nodes based on centrality, citation burst, and network clustering. Our findings reveal six primary research clusters: “Enhancing Academic Performance”, “Digital Leadership Scale Adaptation”, “Construction Industry”, “Innovative Work Behavior”, “Development Business Strategy”, and “Education.” The analysis demonstrates a significant increase in publications over the decade, with the highest concentration in 2024, reflecting growing scholarly interest in this field. Keywords analysis shows “digital leadership”, “digital transformation”, “performance”, and “innovation” as dominant terms, highlighting the field’s evolution from technology-focused approaches to holistic leadership frameworks. Geographical analysis reveals significant contributions from Pakistan, Ireland, and India, indicating valuable insights emerging from diverse global contexts. These findings suggest that effective digital academic leadership requires not only technical competencies but also transformational capabilities, communication skills, and innovation management to enhance student outcomes and institutional performance in an increasingly digitalized educational landscape. Full article

In response to challenges around student engagement and teacher technological proficiency, this paper looks at the impact of gamification on students’ mathematical resilience whilst monitoring their mathematical anxiety plus investigating teachers’ experiences, willingness, and professional development ambitions to utilise gamified instructional tools in the mathematics classroom. Drawing on strategies to motivate students, the aim of this paper is to unbundle gamification in enacting curriculum change and the role of teacher professional development in using the pedagogical approach in mathematics in Ireland. Ireland is currently experiencing second-level curriculum reforms that are placing particular emphasis on digital competence and technological fluency from both teachers and students. With teachers highlighting the gap in educators’ pedagogical skills for the smooth roll out of recent curriculum reform due to the lack of knowledge and competency in technological teaching strategies, this study is both relevant and timely. Games have been used in multiple industries aiming to motivate participants and increase engagement on a particular matter. However, the term “gamification” has been coined by Pelling as the use of games in a non-gaming context. Current students are very technologically savvy due to the exposure of software applications from a young age and the integration of technological appliances in all walks of life. Traditional teaching and learning strategies are potentially seen as monotonous and somewhat boring to today’s students. Utilising game-based design such as leaderboards, points, and badges encourages motivation and enhances engagement of students. With this in mind, and the rate of change in mathematics curricula globally in recent years, there is a significant emphasis on the necessity of professional development initiatives to adapt at the same rate. Full article

This scoping review investigates the digital transition of critical energy infrastructure (CEI) in maritime ports, which are increasingly vital as energy hubs amid global decarbonisation efforts. Recognising the growing role of ports in integrating offshore renewables, hydrogen, and LNG systems, the study examines how digital technologies (such as automation, IoT, and AI) support the resilience, efficiency, and sustainability of port-based CEI. A multifaceted search strategy was implemented to identify relevant academic and grey literature. The search was performed between January 2025 and 30 April 2025. The strategy focused on databases such as Scopus. Due to limitations encountered in retrieving sufficient, directly relevant academic papers from databases alone, the search strategy was systematically expanded to include grey literature such as reports, policy documents, and technical papers from authoritative industry, governmental, and international organisations. Employing Arksey and O’Malley’s framework and PRISMA-ScR (scoping review) guidelines, the review synthesises insights from 62 academic and grey literature sources to address five core research questions relating to the current state, challenges, importance, and future directions of digital CEI in ports. Literature distribution of articles varies across continents, with Europe contributing the highest number of publications (53%), Asia (24%) and North America (11%), while Africa and Oceania account for only 3% of the publications. Findings reveal significant regional disparities in digital maturity, fragmented governance structures, and underutilisation of digital systems. While smart port technologies offer operational gains and support predictive maintenance, their effectiveness is constrained by siloed strategies, resistance to collaboration, and skill gaps. The study highlights a need for holistic digital transformation frameworks, cross-border cooperation, and tailored approaches to address these challenges. The review provides a foundation for future empirical work and policy development aimed at securing and optimising maritime port energy infrastructure in line with global sustainability targets. Full article

The objective of this study is to investigate perceptions among HR managers in Saudi Arabia and compare these perceptions across demographic characteristics. Furthermore, the study examines the influence of AI knowledge and frequency of use on perceptions. An online survey was administered to a purposive sample of 420 HR managers working in the chemical industry in Saudi Arabia, and 234 complete responses were received. Data were analyzed using descriptive statistics, one-way ANOVA, and structural equation modeling. Findings show that AI was perceived positively, particularly in salary management, recruitment, performance evaluation, and training, but there were concerns about the loss of jobs and privacy. HR managers with higher education had a higher positive perception towards recruitment, selection, training, and performance appraisals. Knowledge and frequency of AI use had a positive influence on performance appraisal, recruitment and selection, and training, but had no influence on compensation and rewards. This study contributes to the literature by investigating perceptions of HR managers in the Saudi Arabia context. This is especially relevant in the context of technological advancement and Vision 2030 ambitions. Specifically, AI has the potential to create a skilled workforce eager for green innovation. Full article