Search Results (887)

Introduction: Radon is a radioactive noble gas formed from uranium decay in the Earth’s crust. The most significant isotope, 222Rn, emits alpha particles capable of damaging lung tissue and inducing cancer. Radon exposure is affected by geophysical and building characteristics and is recognized as a Group 1 carcinogen by the IARC. Despite regulatory thresholds (e.g., EURATOM standards), health risks remain. Various mitigation methods aim to reduce indoor radon exposure and its impact. Materials and Methods: This systematic review followed PRISMA guidelines. PubMed, Scopus, and Web of Science were searched up to 28 February 2025, using a defined string. Studies with original data on radon exposure and lung cancer risk or mitigation efficacy were included. Independent screening and quality assessment (Newcastle–Ottawa Scale) were conducted by multiple reviewers. Results: Of the 457 studies identified, 14 met the inclusion criteria. Eleven of these investigated the link between indoor radon and lung cancer risk, and three evaluated mitigation strategies. Radon levels were commonly measured using passive alpha track detectors. Levels varied depending on geographical location, season, building design and ventilation, these were higher in rural homes and during the colder months. Case–control studies consistently found an increased lung cancer risk with elevated radon exposure, especially among smokers. Effective mitigation methods included sub-slab depressurisation and balanced ventilation systems, which significantly reduced indoor radon concentrations. Adenocarcinoma was the most common lung cancer subtype in non-smokers, whereas squamous and small cell carcinomas were more prevalent in smokers exposed to radon. Discussion and Conclusions: This review confirms the robust association between indoor radon exposure and lung cancer. Risks persist even below regulatory limits and are amplified by smoking. While mitigation techniques are effective, their application remains uneven across regions. Stronger public education, building codes, and targeted interventions are needed, particularly in high-risk areas. To inform future prevention and policy, further research should seek to clarify radon’s molecular role in lung carcinogenesis, especially among non-smokers. Full article

The transition toward sustainable production requires engineering and science education to adopt active, interdisciplinary, and practice-oriented teaching strategies. This article presents a comparative analysis of two educational initiatives implemented in Panama aimed at fostering sustainability competencies at the university and secondary school levels. The first initiative, developed at the Technological University of Panama, integrates project-based learning and circular economy principles into an extracurricular module focused on production planning, sustainable design, and quality management. Students created prototypes using recycled HDPE and additive manufacturing technologies within a simulated startup environment. The second initiative, carried out in two public secondary schools, applied project- and challenge-based learning through the Design Thinking framework, supporting teachers and students in addressing real-world sustainability challenges. Both programs emphasize hands-on learning, creativity, and iterative development, embedding environmental awareness and innovation in both formal and informal educational settings. The article identifies key opportunities and challenges in implementing active methodologies for sustainability education. Challenges such as limited infrastructure and rigid schedules were identified, along with lessons learned for future implementation. Students connected local issues to global goals like the SDGs and saw themselves as agents of change. These initiatives offer practical models for advancing sustainability education through innovation and interdisciplinary collaboration. Full article

Conventional academic warning systems in higher education often rely on end-of-semester grades, which severely limits opportunities for timely intervention. To address this, our interdisciplinary study developed and validated a comprehensive socio-technical framework that integrates social-cognitive theory with learning analytics. The framework combines educational data mining with culturally responsive, personalized interventions tailored to a non-Western context. A two-phase mixed-methods design was employed: first, predictive models were built using Learning Management System (LMS) data from 2,856 students across 64 courses. Second, a quasi-experimental trial (n = 48) was conducted to evaluate intervention efficacy. Historical academic performance, attendance, and assignment submission patterns were the strongest predictors, achieving a Balanced Area Under the Curve (AUC) of 0.85. The intervention, specifically adapted to Confucian educational values, yielded remarkable results: 73% of at-risk students achieved passing grades, with a large effect size for academic improvement (Cohen’s d = 0.91). These findings empirically validate a complete prediction–intervention–evaluation cycle, demonstrating how algorithmic predictions can be effectively integrated with culturally informed human support networks. This study advances socio-technical systems theory in education by bridging computer science, psychology, and educational research. It offers an actionable model for designing ethical and effective early warning systems that balance technological innovation with human-centered pedagogical values. Full article

Digital transformation in higher education necessitates a central role for university faculty, yet there is a lack of comprehensive tools to measure their actual pedagogical use of technology. This study aims to refine the definition of a composite indicator to evaluate mobile technology adoption among social science university teachers. Using the results of the validated MOBILE-APP questionnaire, administered to a sample of N = 295 teachers from various social science degree programs, we employed multilevel structural equation modeling (SEM) to develop and implement a synthetic indicator for assessing mobile technology adoption levels among educators. The analysis of the considered factors (motivation, training, tools, and use) revealed differences in mobile technology adoption based on degree program, age, and previous experience. High motivation, training, use of institutional tools, and propensity for use promote the adoption of mobile technologies. Three levels of mobile technology adoption are identified and characterized. This synthetic indicator can be used both technically and socially to track the evolution of mobile technology adoption, enabling comparative analyses and longitudinal assessments that inform strategic decisions in training, infrastructure, and curriculum development. This research represents a step forward in the development of quantitative indicators and the assessment of research practices. Full article

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

Makerspaces are increasingly integrated into educational activities in both formal and nonformal contexts, from primary to higher education, particularly as interdisciplinary learning spaces that foster creativity and the “do-it-yourself” approach. Their hands-on approach stimulates agency, critical thinking, and innovation—competences closely tied to the entrepreneurship competence. However, empirical studies exploring the relationship between makerspaces and the development of entrepreneurship competence remain limited, often addressing only specific types of makerspaces or partial aspects of entrepreneurial competence. The aim of this study is to identify, based on a systematic literature review, if/how makerspaces contribute to developing entrepreneurial competences of students in secondary education. In total, 35 articles published in the last 10 years, indexed in ERIC, Web of Science, and Google Scholar, selected according to the PRISMA guidelines, met the inclusion criteria. The selected databases ensure both quality and broad coverage. The studies were analyzed using a structured framework based on four thematic categories: identity (makerspace as learning space influencing entrepreneurial competences), competence (focus on entrepreneurial competences), program (educational initiatives fostering entrepreneurial competences), environment (contextual factors shaping entrepreneurial competences in makerspaces). The findings reveal that the identity of makerspaces, characterized by values such as collaboration, valuing ideas, and hands-on learning, converges with the intentional design of learning environments and the structure of educational programs to foster entrepreneurial competences. Makerspaces were found to cultivate dimensions such as creativity, problem-solving, teamwork, initiative, and ethical thinking, all of which are listed as units of the entrepreneurial competence by EntreComp. The study concludes that makerspaces can act as effective pedagogical means for supporting entrepreneurial competence development. The results provide valuable insights and examples that can inform the design of future educational strategies and programs to promote entrepreneurship education and develop entrepreneurial competences in nonformal and formal learning settings acting as makerspaces. Full article

Background: Self-medication (SM) among women during pregnancy poses a critical risk to maternal health, and SM is still commonly practiced in Saudi Arabia. Therefore, this study aims to assess the factors, attitudes, and prevalence of SM among pregnant women in the Ministry of Health (MOH) First Health Cluster. Methods: A cross-sectional design was used among 400 pregnant women who received care at primary, secondary, and tertiary healthcare levels. A structured tool was adopted and modified based on the literature review, expert and focus group interviews, and the experiences of the target participants. The dependent variables included history of illness, access to healthcare services, medication usage, and perception of SM, while the independent variables included socioeconomic status. Statistical Package for the Social Sciences (SPSS), Version 25 was used for analysis. Results: The prevalence of SM was 36.5%. Cough syrup and antipyretics were the most commonly used medications, while hair problems and weight loss were the most frequently reported reasons for SM. The primary sources of information guiding SM behavior were prior prescriptions and previous experience. Education level, occupation, age, number of pregnancies, and miscarriage history were all significantly associated with SM (p < 0.05). Conclusions: SM was found to be frequent among pregnant women in the First Health Cluster, highlighting the need for educational interventions and regulatory measures to reduce unsafe practices and improve maternal health. Full article

Digital wellbeing has been the subject of extensive research in educational contexts. Yet, there remains a paucity of studies conducted within the paradigm of generative AI, a field with the potential to significantly influence students’ sentiments and dispositions in this domain. This study analyses 474 student recommendations (information science and library science) for digital wellbeing in generative artificial intelligence. The research is based on the context of pragmatism, which rejects the differentiation between thinking and acting and ties both phenomena into one interpretive whole. The research method is thematic analysis; students proposed rules for digital wellbeing in the context of generative AI, which was followed by the established theory. The study has identified four specific areas that need to be the focus of research attention: societal expectations of the positive benefits of using generative AI, particular ways of interacting with generative AI, its risks, and students’ adaptive strategies. Research has shown that risks in this context must be considered part of the elements that make up the environment in which students seek to achieve balance through adaptive strategies. The key adaptive elements included the ability to think critically and creatively, autonomy, care for others, take responsibility, and the reflected ontological difference between humans and machines. Full article

Understanding who makes up online affinity spaces as well as how information flows within those spaces is important as more people access news, research topics, collaborate with others, and entertain themselves. During a month-long period in summer 2021, we collected 100,000 tweets from 53,311 Twitter users who used the hashtags #ScienceTwitter, #SciComm, and #AcademicTwitter. We then classified users and determined the type of social network they formed. Scientists, the public, and educators formed this affinity space. They built connections by initiating activities and interacting with others, which created a Community Clusters social network structure, characterized by several medium-sized groups of closely connected users and a fair number of isolates. All three categories of people were in positions of influence in this network leading and controlling the conversations. The results show that scientists, the public, and educators share the space and contribute to communication in this online world. This research is important as it illustrates that online affinity spaces about scientific topics are not solely spaces for scientists to communicate but rather act as spaces where people with varied expertise can exchange ideas and learn from one another. 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

Background: This paper aims to outline an ethical overview of the potential challenges related to AI technologies in the doctor–patient relationship. Methods: This study is structured as a narrative review of the literature (2015–2025), based on searches conducted in the main scientific databases (PubMed, Scopus, Web of Science, Google Scholar), supplemented by official documents issued by the following international organizations: World Health Organization (WHO), United Nations Educational, Scientific and Cultural Organization (UNESCO), and the World Medical Association (WMA), as well as key regulatory frameworks of the European Union, China, and the United States. The selection included academic contributions, guidelines, and institutional reports relevant to the clinical applications of AI and their ethical and regulatory implications. Specifically, the analysis herein presented is grounded on four key aspects: the rationale for AI in patient care, informed consent about AI use, confidentiality, and the impact on the therapeutic alliance and medical professionalism. Results and Conclusions: Depending on their application, AI systems may offer benefits regarding the management of administrative burdens and in supporting clinical decisions. However, their applications in diagnostics, particularly in fields as radiology and dermatology, may also adversely impact the patient–doctor relationship and professional autonomy. Specifically, the implementation of these systems, including generative AI, may lead to increased healthcare costs and jeopardise the patient–doctor relationships by exposing patients’ confidentiality to new risks and reducing space for healthcare empathy and personalisation. The future of the medical profession and the doctor–patient relationship will largely depend on the types of artificial intelligence that are integrated into clinical practice and how effectively such additions are reconciled with core ethical values on which healthcare rests within our systems and societies. Full article

The growing frequency of cybersecurity incidents, coupled with the increasing significance of blockchain technology in today’s digital landscape, highlights the urgent need for enriched, hands-on educational programs within Computer Science and Engineering curricula. While core blockchain curricula typically cover consensus protocols, smart contracts, and cryptographic foundations, more advanced topics like InterPlanetary File System (IPFS) and oracles pose teaching challenges due to their complexity and reliance on broader system knowledge. Despite this, their critical role in decentralized applications (dApps) justifies their inclusion at least through practical use cases. The integration of the IPFS protocol with Distributed Ledger Technologies (DLTs) can enable pure decentralized storage subsystems for dApps, avoiding single points of failure and ensuring data integrity and security. At the same time, as an external source of information, oracles are required to ensure data correctness while managing IPFS data. Despite the potential use of such components in real use cases, the current literature lacks detailed oracle implementations designed to interact with the IPFS protocol. To tackle such an issue, this article presents two open-source use cases that integrate smart contracts, an oracle and an IPFS-based storage subsystem that will allow future professors, students, researchers and developers to learn and experiment with advanced dApps and DLTs. Full article

Background: Indigenous populations worldwide face a disproportionate burden of HIV due to structural inequities, cultural marginalization, and limited access to health services. Despite growing recognition of the need for culturally adapted responses, the effectiveness of combination HIV prevention strategies in these communities remains underexplored. Objectives: This study aimed to evaluate and compare the effectiveness of multiple HIV prevention strategies among Indigenous populations using a systematic review and network meta-analysis (NMA), to inform equity-oriented public health interventions. Methods: Following PRISMA-NMA 2020 guidelines, a comprehensive literature search was conducted across four databases (PubMed, SciELO, LILACS, Science Direct) for quantitative studies published between January 2000 and June 2025. Eligible studies evaluated HIV prevention interventions among Indigenous populations and reported risk or odds ratios. A frequentist NMA model was used to calculate effect estimates (OR, 95% CI) and SUCRA rankings for seven types of interventions, combining biomedical, behavioral, and structural approaches. Results: Four high-to-moderate quality studies enclosing 4523 participants were included. The most effective intervention was home-based counseling and testing for HIV, followed by medical consultation combined with HIV testing. Standalone testing, while effective, was significantly less impactful than when combined with culturally sensitive educational strategies. Information-only strategies showed the least efficacy. The SUCRA analysis ranked home-based testing highest (45.17%), highlighting the importance of decentralization, community participation, and intercultural mediation. Conclusions: Culturally adapted combination prevention strategies—especially those integrating home-based testing and counseling—are more effective than isolated biomedical interventions in Indigenous populations. These findings reinforce the urgent need for participatory, context-driven public health responses that center Indigenous knowledge, reduce stigma, and expand equitable access to HIV care and prevention. Full article

Introduction: Paramedics are increasingly being recognized as essential contributors to sports medicine, where their role extends beyond emergency response to prevention, planning, and collaboration with other medical professionals. Yet their scope of practice and effectiveness across sporting levels and regions remain insufficiently synthesized. Methods: This scoping review mapped international evidence on paramedics in sports medicine. Literature published in English between 2013 and 2023 was systematically searched in PubMed, Scopus, and ScienceDirect, and eligible studies were analyzed thematically. Thirty studies were included, spanning professional and amateur sports in North America, Europe, Asia, Oceania, and Africa. Results: The findings demonstrate that paramedics provide critical value across six domains. First, rapid emergency response, supported by innovations such as motorcycle-based ambulances, significantly reduced access times and improved survival rates. Second, preparedness and ongoing training, including physical fitness and interprofessional education, were shown to enhance effectiveness in demanding sporting environments. Third, collaboration with athletic trainers and other professionals improved on-field care and reduced unnecessary hospital transfers. Fourth, paramedics contributed to injury prevention programmes that lowered injury incidence and healthcare costs. Fifth, their involvement at mass gatherings ensured safety, streamlined triage, and reduced pressure on hospitals. Finally, evidence indicates that paramedic-led initiatives are cost-effective, generating both clinical and economic benefits. Conclusions: Paramedics play a multifaceted role in athlete care, emergency response, and injury prevention. Strengthening their integration through targeted training, protocol standardization, and equitable resource allocation can improve both athlete safety and system efficiency. Future research should focus on grassroots contexts and the use of paramedic-generated data to inform prevention and policy. Full article

This mixed-methods study investigated how a personalized, narrative-integrated digital gamification framework (with FantasyClass) was associated with motivation and presence among preservice elementary teachers in a science education course. The intervention combined HEXAD-informed personalization (aligning game elements with player types) with a branching storyworld, teacher-directed AI-generated narrative emails, and multimodal cues (visuals, music, scent) to scaffold presence alongside autonomy, competence, and relatedness. Thirty-four students participated in a one-group posttest design, completing an adapted 21-item PENS questionnaire and responding to two open-ended prompts. Results, which are exploratory and not intended for broad generalization or causal inference, indicated high self-reported competence and autonomy, positive but more variable relatedness, and strong presence/immersion. Subscale correlations showed that Competence covaried with Autonomy and Relatedness, while Presence/Immersion was positively associated with all other subscales, suggesting that presence may act as a motivational conduit. Thematic analysis portrayed students as active decision-makers within the narrative, linking consequential choices, visible progress, and team-based goals to agency, effectiveness, and social connection. Additional themes included coherence and organization, fun and enjoyment, novelty, extrinsic incentives, and perceived professional transferability. Overall, findings suggest that narrative presence, when coupled with player-aligned game elements, can foster engagement and motivation in STEM-oriented teacher education. Full article