Search Results (623)

We propose a one-shot, non-cooperative mechanism that implements the core in a large class of public goods games. Players simultaneously choose conditional commitment functions, which are binding unilateral commitments that condition a player’s contribution on the contributions of others. We prove that the set of strong Nash equilibrium outcomes of this mechanism coincides exactly with the core of the underlying cooperative game. We further show that these core outcomes can be found via simple individual learning dynamics. Full article

What if future teachers could learn to read the world like art historians, reason about it like mathematicians, and engage with it as sustainable change-makers? Through the lens of STEAM-H, this study examines their potential to become transformative educators fostering critical thinking and spatial–geometric competencies. The aim is to analyse how future teachers demonstrate Critical Spatial Literacy (CSL) skills—such as spatial literacy, critical thinking, and onto-semiotic dimensions—when carrying out hermeneutic readings of works of art and constructing models from AI-generated images within the framework of Critical–Visual Maker (CVM) Culture. This qualitative-descriptive study examines evidence from students’ analyses of pairs of classical and contemporary artworks, as well as models linked to the Sustainable Development Goals (SDGs), applying CSL categories in both cases. The findings reveal a transition from formal descriptions in mathematics and art history to more complex critical interpretations. Furthermore, the interrelationship among the three groups of categories proposed in the theoretical framework becomes evident. The study concludes that, by engaging in reflective and critical questioning, the interaction between STEAM-H, CSL, and CVM Culture can constitute an effective educational ecosystem for fostering geometric creativity, critical spatial literacy, and interdisciplinarity, thereby contributing to the development of a critical and egalitarian citizenship committed to global challenges and sustainable futures. Full article

The Asia-Pacific Network for Sustainable Forest Management and Rehabilitation (APFNet) Fellowship Program, established in 2008, aims to develop future leaders in sustainable forest management (SFM) within the Asia-Pacific region. This study represents the first systematic evaluation of the APFNet Fellowship Program, focusing on its effectiveness in building capacity for forest conservation and management. A mixed-methods approach was employed, combining quantitative pre- and post-program surveys with qualitative interviews and case studies of fellows. Quantitative analysis of survey data from 57 fellows revealed significant improvements in knowledge and skills related to forest conservation and sustainable development. Paired-sample t-tests showed statistically significant increases in the knowledge and abilities of participants, with an average improvement of 23% across key survey domains (t = 5.24, p < 0.05). The analysis also indicated that 95% of participants perceived the program to be highly relevant to their career goals and sustainable development objectives, with 87% reporting strong satisfaction with the quality of learning opportunities. Qualitative data from semi-structured interviews and focus groups revealed that while fellows appreciated the academic rigor and practical training, challenges such as financial limitations, language barriers, and institutional support issues were prevalent. Despite these challenges, fellows expressed strong commitment to applying their training to sustainable forestry practices in their home countries. This study highlights the critical role of the APFNet program in nurturing the next generation of forestry leaders in the Asia-Pacific region. The findings provide a foundation for future evaluations, highlighting the need for continued program refinement to address the identified challenges and maximize the long-term impact on forest conservation. Full article

Grounded in frameworks of decoloniality and transnationalism, this study examines how organizational behaviors in education—particularly in teacher preparation—can shift to more inclusively serve transnational youth, challenging Eurocentric, nation-bound assumptions about pedagogy, belonging, and professional development. The present study aims to understand Mexican-origin returnees and transnational migrants who came back to Mexico to pursue English teacher preparation degrees in Guanajuato and Hidalgo after spending significant periods of time on either side of the Mexico-U.S. border. Our study aimed to recognize and describe the experiences that shaped their English teaching practices and professional commitments to teaching English as a foreign language. Using narrative inquiry within a longitudinal qualitative study of 28 Mexican-origin pre-service English teachers, our research was guided by frameworks of decoloniality and transnationalism. Our findings reveal that for participants, U.S.-based teaching approaches were recalled most often as the best compared to Mexican ones. Participants also reflected on how their experiences of learning and adapting to a new culture contributed to their professional identity and how their ability to adapt constituted a form of international-mindedness. We argue that through the comparison and adoption of multiple decolonial practices, teacher preparation programs can produce culturally responsive pedagogies that cross borders. By illustrating how teacher preparation programs can cultivate culturally responsive pedagogies that transcend national boundaries, the study highlights the potential of decolonial and transnational perspectives to transform organizational behavior at multiple levels of educational practice and policy. Full article

In response to growing pressures for sustainability in tourism, this paper examines the techno-economic evaluation of green innovations in small and medium-sized tourism enterprises (SMEs). Focusing on a single case study of a hotel in Greece, the research investigates how and why specific sustainability interventions were implemented and assesses their operational and economic impacts. The study adopts an interpretivist approach, combining process tracing with thematic analysis. The analysis is guided by innovation diffusion theory, supported by organizational learning perspectives, to explain the stepwise adoption of sustainability practices and the internal adaptation processes that enabled them. The techno-economic evaluation draws on quantitative indicators and qualitative assessments of perceived benefits and implementation challenges, offering a broader view of value beyond purely financial metrics. Data were collected through semi-structured interviews, on-site observations, and internal documentation. The findings reveal a gradual, non-linear path to innovation, shaped by adoption dynamics and organizational learning, reinforced by leadership commitment, contextual adaptation, supply chain decisions, and external incentives. Key interventions, including solar energy adoption, composting, and the formation of zero-waste partnerships, resulted in measurable reductions in energy use and landfill waste, along with improvements in guest satisfaction, operational efficiency, and local collaboration. Although it is subject to limitations typical of single-case designs, the study demonstrates how even modest sustainability efforts, when integrated into daily operations, can generate multiple types of outcomes (economic, environmental, and operational). The paper offers practical implications for tourism SMEs and policymakers and formulates propositions for future testing on sustainable innovation in the tourism sector. Full article

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth. Full article

Engineering education in developing countries faces critical challenges that hinder progress toward achieving the United Nations Sustainable Development Goals (SDGs). In the Democratic Republic of Congo (DRC), students entering engineering programs often exhibit significant apprehension toward foundational sciences, creating barriers to developing the technical competencies required for sustainable development. This paper introduces the AI-Integrated Practical Learning in Engineering (AIPLE) Framework, an innovative pedagogical model that synergizes Problem-Based Learning (PBL), hands-on experimentation, and strategic Artificial Intelligence (AI) integration to transform engineering education for sustainability. The AIPLE framework employs a five-stage cyclical process designed to address student apprehension while fostering sustainable engineering mindsets essential for achieving SDGs 4 (Quality Education), 7 (Affordable and Clean Energy), 9 (Industry, Innovation and Infrastructure), and 11 (Sustainable Cities and Communities). This study, grounded in qualitative surveys of engineering instructors at Université Loyola du Congo (ULC), demonstrates how the framework addresses pedagogical limitations while building technical competency and sustainability consciousness. The research reveals that traditional didactic methods inadequately prepare students for complex sustainability challenges, while the AIPLE framework’s integration of AI-assisted learning, practical problem-solving, and sustainability-focused projects offers a scalable solution for engineering education transformation in resource-constrained environments. Our findings indicate strong instructor support for PBL methodologies and cautious optimism regarding AI integration, with emphasis on addressing infrastructure and ethical considerations. The AIPLE framework contributes to sustainable development by preparing engineers who are technically competent and committed to creating environmentally responsible, socially inclusive, and economically viable solutions for developing countries. Full article

Vocational education and training (VET) plays a vital role in sustaining labour market competitiveness and supporting social cohesion, with vocational instructors holding a decisive role in transmitting occupational expertise and shaping the professional identity of future skilled workers. Although teacher motivation and professional identity have been widely examined, relatively little attention has been devoted to the role of personal resources in the education of vocational instructors. This study addresses this gap by analysing four cohorts of vocational instructor trainees at a Hungarian university between 2021 and 2024 (N = 221). Data were collected using the Values in Action (VIA) Inventory of Strengths, which measures 24 character strengths across six virtues, and analysed through descriptive statistics, cohort comparisons, correlation tests, and principal component analysis. The findings revealed a consistent profile dominated by fairness, kindness, love of learning, teamwork, and perseverance, reflecting a combination of ethical commitment, interpersonal sensitivity, intellectual curiosity, and resilience. Cohort-level comparisons indicated minor variations, such as stronger teamwork in 2022 and higher love of learning in 2023, while the correlation and Principal Component Analysis (PCA) confirmed that strengths clustered into broader constellations largely consistent with Peterson and Seligman’s six virtues. These results underscore the relevance of a strengths-based approach in vocational instructor education by showing how existing resources can support identity development, resilience, and long-term professional commitment, and point to the need for future longitudinal and multi-institutional studies. Full article

This study examines the alignment between the European Union’s climate policy rhetoric and the actual fossil fuel consumption behaviours of its Member States. By combining long-term and short-term time-series data with machine learning classification techniques, the analysis captures dynamic national energy trends and decarbonisation signals. Key innovations include the use of slope acceleration metrics and the identification of label reversals to detect volatility, acceleration, or stagnation in transition trajectories. The results show that, while some countries such as France and Denmark demonstrate consistent structural progress, others show deceleration or reversal, particularly in the use of gas and liquid fuels. This indicates that the relationship between EU-level policy ambition and national implementation is asymmetric and conditionally aligned. This study concludes that ongoing empirical monitoring and targeted diagnostics are essential to prevent conflating symbolic commitments with material change, and provides practical insights for improving climate policy accountability and adaptability across the EU. Full article

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, this process has been shaped by a progressive legislative framework, notably Decree-Law 54/2018 and its regional adaptation in the Autonomous Region of Madeira (RAM) through Regional Legislative Decree 11/2020/M. This case study combined qualitative documentary analysis with a questionnaire applied to coordinators of the Multidisciplinary Teams to Support Inclusive Education (EMAEI) from 11 of the 14 secondary schools in the RAM (79% of the total). The questionnaire covered five domains: inclusive principles, leadership, professional development, resources, and diagnosis of learning barriers. Descriptive statistics and content analysis were used to interpret the data. Results show that coordinators share a strong ethical commitment to inclusion and recognize EMAEI as a strategic organizational structure. However, they point to irregular and insufficient training, delays and mismatches in resource allocation, and limited institutionalization of co-teaching and joint planning. Leadership emerges as a decisive enabler of collaborative cultures. The study concludes that ambitious legislation must be complemented by agile resource management, sustained context-based training, and distributed leadership for inclusive schooling to become everyday practice. Full article

The burgeoning Internet of Medical Things (IoMT) offers unprecedented opportunities for real-time patient monitoring and predictive diagnostics, yet the current systems struggle with scalability, data confidentiality against quantum threats, and real-time privacy-preserving intelligence. This paper introduces Med-Q Ledger, a novel, multi-layered framework designed to overcome these critical limitations in the Medical IoT domain. Med-Q Ledger integrates a permissioned Hyperledger Fabric for transactional integrity with a scalable Holochain Distributed Hash Table for high-volume telemetry, achieving horizontal scalability and sub-second commit times. To fortify long-term data security, the framework incorporates post-quantum cryptography (PQC), specifically CRYSTALS-Di lithium signatures and Kyber Key Encapsulation Mechanisms. Real-time, privacy-preserving intelligence is delivered through an edge-based federated learning (FL) model, utilizing lightweight autoencoders for anomaly detection on encrypted gradients. We validate Med-Q Ledger’s efficacy through a critical application: the prediction of intestinal complications like necrotizing enterocolitis (NEC) in preterm infants, a condition frequently necessitating emergency colostomy. By processing physiological data from maternal wearable sensors and infant intestinal images, our integrated Random Forest model demonstrates superior performance in predicting colostomy necessity. Experimental evaluations reveal a throughput of approximately 3400 transactions per second (TPS) with ~180 ms end-to-end latency, a >95% anomaly detection rate with <2% false positives, and an 11% computational overhead for PQC on resource-constrained devices. Furthermore, our results show a 0.90 F1-score for colostomy prediction, a 25% reduction in emergency surgeries, and 31% lower energy consumption compared to MQTT baselines. Med-Q Ledger sets a new benchmark for secure, high-performance, and privacy-preserving IoMT analytics, offering a robust blueprint for next-generation healthcare deployments. Full article

(1) Background: This paper outlines key issues to consider when implementing Design Thinking methodology in health-based qualitative research to achieve a meaningful outcome. The purpose is to share our learnings with others. (2) Methods: Using the case study of an Australian region with high rates of chronic kidney disease, we describe a design-led methodological approach (co-design) that ensures end users remain central to research for the lifespan of the project; from conception of the research question and protocol design, through to solution generation and change implementation. (3) Results: Representation of the four Design Voices—people with lived experience, expertise, intent, and design knowledge—was imperative to minimise bias towards researchers as the main drivers of the project. A commitment to the five core elements of design thinking (empathising, defining, ideating, prototyping, and testing) was maintained throughout the research. Empathising through direct interaction with users was crucial to creating a meaningful understanding of their problems and challenges. Ideation ensured user-centred solution generation, with solutions aligned with addressing the ‘real’ problem and creating an improved future state. (4) Conclusions: Incorporation of Design Thinking principles in health research is a valuable adjunct to traditional qualitative methodologies, with the potential to facilitate meaningful outcomes for people in our community experiencing a wicked health problem. Full article

This article explores how gender biases in STEM education persist despite formal commitments to equality. Based on data from the Erasmus+ project STEMGenderIN, we analyze responses from lower-secondary school teachers (ISCED 2; ages 11–15), of STEM subjects, in Portugal, Italy, Belgium, and Romania using the TPGESE scale, which assesses three dimensions: perceived gender equality in education (PGEE), the awareness of the effects of gender segregation (AEGSE), and the naturalization of gender stereotypes (GSNGI). Findings show a consistent gap between teachers declared support for gender equality and their limited awareness of structural and cultural barriers faced by girls in STEM. While most teachers affirm equality in principle, many attribute girls’ underrepresentation to personal choice or aptitude, overlooking the influence of stereotypes, social expectations, and systemic inequalities. The results point to a paradox: formal recognition of gender equality coexists with low engagement in reflexive practice or institutional change. Differences between countries suggest varying degrees of critical awareness, with some contexts showing greater openness to questioning dominant narratives. This study highlights the urgent need for teacher training that goes beyond rhetoric, promoting deep pedagogical transformation and equipping educators to create more inclusive STEM learning environments. We argue that addressing the perception–practice gap is essential to closing the gender gap in STEM. To situate these findings, we also note how national cultural–political debates—such as Portugal’s public controversy around so-called “gender ideology” in Citizenship and Development—may shape teachers’ perceptions and self-reports, reinforcing the need for context-aware training. Full article

This paper explores ways to use AI for active learning strategies so that students in higher education may perceive generative artificial intelligence (generative AI) as a collaborative partner in their learning experience. This study proposes AI can help advance educational sustainability when students read texts on critical posthumanism, reflect on the philosophical and ontological paradigms through which the human has been understood, and discuss the collaborative relationship between humans and AI using literary texts. By analyzing AI-collaborated writing assignments, student questionnaires, and peer evaluations, this study concludes there are three learning types based on the different levels of students’ perceived difficulties: a cognitive learner, who focuses on AI’s functional aspects such as information retrieval; a metacognitive learner, who engages with generative AI in a two-way communication; and an affective learner, who strictly differentiates the human from the nonhuman and claims reciprocity in human–AI communication to be impossible. This study utilizes a mixed-methods approach by integrating quantitative analysis of the student questionnaires and qualitative analysis of the writing assignments. The findings of the study will serve as a valuable resource for researchers and educators committed to fostering future-oriented citizenship through collaboration between humans and generative AI in higher education. Full article

Despite widespread recognition of the critical role that family–school partnerships play in student learning, preservice teacher programs globally still provide only limited preparation for authentic parent engagement. This article synthesizes thirty years of international research, policy analysis, and accreditation standards to identify persistent gaps in teacher education. A review of legislation and professional frameworks from the United States, Europe, and Ireland, shows that although most jurisdictions now mandate family–school collaboration competencies, implementation remains uneven. A practical framework for reimagining teacher education is presented, centered on relational skills, cultural competence, experiential learning, and reflective practice. Authentic parent partnership must be treated as a core professional competency—on par with subject expertise—and systemic alignment among accreditation bodies, teacher education institutions, and school leadership is essential for translating policy into practice. Recommendations target policymakers and educators committed to preparing all teachers to collaborate effectively with the families they serve. Full article