Search Results (202)

The use of artificial intelligence (AI) in the radiological field has been extensively investigated from the radiologists’ perspective. Existing studies have primarily focused on AI’s contribution to diagnostic processes and on how its introduction has transformed—and continues to transform—radiologists’ professional practice. The perspectives of radiographers remain underrepresented in the literature, despite their central role in image acquisition and their position as the primary “on-the-ground” operators and managers of imaging technologies. The objective of this study was to analyze the perceptions, attitudes, and expectations of Italian radiographers regarding the introduction of AI, and to provide insights to inform professional training and organizational strategies within healthcare systems. A cross-sectional survey study with qualitative enhancement was adopted as the study design. A survey was administered to a convenience sample, comprising 222 respondents. The findings reveal a high level of familiarity with AI in everyday life, accompanied by an almost complete absence of cultural resistance, suggesting a workforce that is both receptive and ready to evolve. Nevertheless, this individual readiness is contrasted with a substantial institutional and operational gap, characterized by the lack of standardized protocols, regulatory uncertainty, and an uneven distribution of technological resources. The effective integration of AI therefore requires a comprehensive and coordinated approach. Educational reform is necessary to integrate AI and radiomics into university curricula and continuing professional development programs, encompassing not only technical competencies but also ethical, deontological and communication skills. Finally, national and European regulatory frameworks must evolve to clearly define radiographers’ responsibilities within AI-assisted workflows, to establish robust guidelines for data governance and the management of algorithmic outputs. Full article

Background/Objectives: To assess the knowledge, attitudes, and practices of ophthalmologists in Saudi Arabia towards genomic medicine and genetic testing, in light of the growing significance of genomics in ophthalmology and the national transition towards precision medicine. Methods: A cross-sectional, questionnaire-based survey was conducted among ophthalmologists, including consultants, specialists, fellows, and residents, across Saudi Arabia. The questionnaire included four domains: demographics, knowledge of genomic principles and gene therapy, self-rated confidence in genetic tasks (scored 1–10), and attitudes toward genetic testing. Data were analyzed using descriptive and inferential statistics, with subgroup comparisons performed using chi-square tests and t-tests/ANOVA. Results: A total of 115 ophthalmologists participated (46% male, 54% female; mean age 34 years; mean post-board experience 4 years). Most were consultants (40%) and practiced in Riyadh (52%). Knowledge was variable: 92% correctly identified human chromosome count, and 99% recognized autosomal recessive inheritance, but only 9% answered DNA base-pairing correctly, and 54% recognized mitochondrial inheritance. Confidence was highest for referral to specialists (mean 7.3/10) and lowest for test selection and counseling (4.7/10). The internet was the primary knowledge source among our sample (65%). The majority of individuals had positive attitudes towards genomic medicine: 90% believed testing was beneficial, 89% considered it enhanced health outcomes, and 89% indicated they would undergo testing themselves. On the other hand, 77% indicated difficulty in access, 91% strongly concurred on the significance of privacy and confidentiality, and more than half expressed concerns regarding misuse and bias. Conclusions: Ophthalmologists in Saudi Arabia acknowledge the importance of genetics. Yet, there are substantial gaps in knowledge and familiarity with genomic medicine and genetic testing. To overcome these challenges, it is essential to integrate genetics into ophthalmology curricula. Full article

Background: Jordan is increasingly recognized as a climate-vulnerable setting in the region, yet evidence on the psychosocial dimensions of climate change among young adults remains limited. Led by the Jordan Center for Disease Control, this study assessed climate change perceptual awareness and climate-related anxiety among university students and explored perceptions of climate impacts at global and national levels. Methods: In a cross-sectional survey conducted between April and May 2025, 1305 students were recruited from universities across Jordan using a questionnaire incorporating the 15-item Climate Change Perceptual Awareness Scale and the 13-item Climate Change Anxiety Scale. Results: Awareness of climate change and global warming was high (87% and 96%, respectively), yet only 23% were familiar with Jordan’s National Climate Change Policy 2022–2050. In regression analyses, higher climate anxiety was associated with female sex, married status, larger household size, diagnosed mental health conditions, and central-region university enrolment. Higher perceptual awareness was associated with female sex, older age, and the recognition of multidimensional climate impacts. Students identified heatwaves, drought, and forest fires as principal environmental threats, and respiratory and heat-related illnesses as foremost health concerns. Conclusions: Our findings position climate change as not only an environmental concern, but also as an educational, psychological, and public health priority. To support effective adaptation and resilience, climate awareness must be translated into informed engagement and action. Integrating climate and climate-health education into university curricula, improving youth-responsive communication of national climate strategies, and creating formal pathways for youth participation in climate governance are essential investments in Jordan’s climate resilience, health security, and long-term sustainable development. Full article

This article proposes an expanded framework of Professional Noticing (PN) for Sustainability in Higher Education by integrating intermedial semiotics and ecopoetry as pedagogical tools aligned with the United Nations Sustainable Development Goals (SDGs). Building on the PROMISE project, in which the author participated, the study conceptualises ‘noticing’ as an embodied, multimodal, and ethically inflected process of attending to human and more-than-human sign systems. The article introduces Intermedial Sustainability Noticing (ISN) as an extension of PN that foregrounds ecological awareness, intermedial perception, and cross-cultural interpretation. The study adopts a qualitative case study design based on the implementation of ISN within the Eurasia Foundation Cross-Cultural Partnerships hybrid course at Complutense University of Madrid. Participants included undergraduate students from diverse European and Asian institutions, who engaged in interdisciplinary and intercultural dialogues on sustainability through comparative literature and ecopoetry. In the course, students developed perceptual, interpretive, and ethical awareness of global challenges by emphasising ‘noticing’ and attentional depth while broadening understanding of ecological interdependence. Data were collected through reflective journals, written assignments, multimodal projects, and classroom discussions, and analysed using an interpretive, semiotically informed approach. Findings indicate that ISN fosters enhanced attentional depth, multimodal interpretive skills, and increased ecological awareness, particularly through structured engagement with ecopoetry. The work of Kathleen Jamie is presented here as exemplary of how literary texts can activate perceptual, interpretive, and responsive dimensions of noticing, enabling students to connect textual analysis with sustainability concerns. The article argues that ISN offers a transferable pedagogical model for embedding sustainability competencies within humanities curricula, contributing to Higher Education’s role in fostering ecological literacy, intercultural dialogue, and ethically grounded engagement with global challenges. Full article

The digital transformation has intensified demands for university teachers to develop technology-enhanced teaching competence, especially under China’s High-Quality Course initiative for blended learning excellence. While existing well-recognized frameworks (e.g., TPACK, DigCompEdu) provide valuable foundational guidance, they inadequately capture the dynamic, ecological processes through which teachers systematically reconstruct curricula and professional identities in blended contexts. This study addresses this gap by proposing an ecological model of competence development, building on the strengths of existing frameworks while capturing the dynamic interplay between teachers, technology, and blended environments. Using a qualitative multiple-case design, we conducted semi-structured interviews with six national recognized exemplary university English teachers. Data were analyzed via Braun & Clarke’s six-phase thematic analysis in MaxQDA. Findings reveal that technology-enhanced teaching competence comprises five co-evolving dimensions: Curriculum Empowerment (systematic course redesign), Role Transformation (shifting from lecturer to learning designer), Environment Integration (orchestrating online-offline spaces), Technology Application (selective tool use), and Competence Spanning (transferring expertise across contexts). These dimensions form an ecological system: when teachers redesign curricula, they simultaneously rethink their professional identities; when they adopt technologies, they reshape classroom environments; and when all four dimensions align, higher-order spanning competence emerges naturally. Theoretically, this ecological model advances beyond technology addition by illuminating relational mechanisms and emergent properties of competence. Practically, it informs a shift from fragmented tool-training to systemic faculty support architectures that honor the complexity of blended teaching transformation. Full article

Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in Romania between 2022 and 2025. Adopting a longitudinal single-case study design, the analysis combines program-level indicators with evaluation data across three implementation phases: pilot, structured regional expansion, and national consolidation. The findings indicate that financial literacy can be progressively integrated across disciplines through teacher-mediated approaches supported by continuous professional development, adaptable instructional resources, and balanced governance arrangements. The results further show that scaling occurs through multidimensional processes involving increasing pedagogical depth, sustained teacher engagement, and gradual institutional embedding. In this context, PPPs function as enabling governance mechanisms that facilitate resource mobilization and coordination while preserving pedagogical autonomy. The study contributes to the literature by conceptualizing financial literacy as a sustainability-relevant transversal competence, advancing understanding of ecosystem-based scaling in education, and providing a practice-oriented model for integrating such competencies within formal schooling systems. Full article

Universities are increasingly expected to bridge the gap between higher education, skills development, and graduate employability, yet evidence-based approaches to curriculum–labour market alignment remain limited in Communication Studies. This study examines which ESCO-mapped occupational profiles and transversal competencies are represented in official curricula of leading Spanish Communication programmes (RQ1), how demand for communication-related occupations evolved in Spain over 2018–2023 (RQ2), and where the most salient alignment gaps emerge to inform curriculum redesign (RQ3). We used an explanatory sequential mixed-methods design combining documentary analysis of programme verification reports and national disciplinary documentation, an ESCO-based mapping of curricular profiles, and labour-market intelligence from 2,701,503 job postings (2018–2023) mapped to ESCO to analyse demand dynamics, volatility, and skill patterns. Results show strong curricular convergence around a shared core of ESCO profiles (71.8% of identified codes shared across institutions) alongside institution-specific specialisations (28.2%). Labour demand fluctuated markedly across the period and exhibited heterogeneous volatility by occupation, and transversal competency patterns differed significantly across professional groupings, supporting segment-specific interpretations of alignment and mismatch. Overall, ESCO combined with job-posting analytics provides a replicable framework for continuous curriculum calibration and employability-oriented programme redesign, particularly for hybrid profiles that integrate technical, analytical, relational, and ethically grounded capabilities. Full article

A significant amount of recent scientific literature emphasizes the importance of mother tongue education, as minority languages continue to be underrepresented in formal schooling. While some progress has been made in integrating these languages into curricula, the situation varies widely across different regions. Ideally, populations would achieve proficiency in multiple languages, yet in practice, this phenomenon is relatively rare. This article examines the status of minority language education across five regions of the post-USSR. The analysis is conducted according to specific principles, with attention to demographic patterns, economic conditions, legislative frameworks, national and regional educational policy documents, and the types and outcomes of programs involving minority languages. Methodologically, the study employs a comparative qualitative approach, combining document analysis, secondary data review, and the synthesis of existing case studies. By applying these methods, the research seeks to identify correlations between the presence of minority languages in the public sphere and their incorporation into educational programs. Findings indicate that active use of minority languages in everyday life and public domains provides the strongest motivation for sustained investment in education. At the same time, the introduction of modern educational technologies offers promising opportunities to achieve more positive results in the future. Full article

As the global learning environment increasingly aligns with the Sustainable Development Goals (SDGs), social sustainability, often described as the missing pillar of development, has gained a more central position in national education agendas. However, these global tendencies do not translate directly into local curricula, as sustainability constitutes a multidimensional framework shaped by contextual conditions, cultural negotiations, and policy-oriented discussions. This study presents an empirical analysis of the conceptualization of social sustainability within the framework of the Turkey Century Education Model (Türkiye Yüzyılı Maarif Modeli), introduced as part of a curriculum redesign in Turkey in 2024. Turkish Language and Literature textbooks used in Grades 9 and 10 are analyzed through Critical Document Analysis (CDA). A hybrid pedagogical model is developed by integrating the Virtue–Value–Action curriculum framework with the tripartite sustainability model formulated by Vallance et al. The findings indicate that Bridge Sustainability is evident through conceptual tools and performance-based activities promoting active and responsible citizenship. In contrast, Development Sustainability remains limited, particularly regarding gender equity and inclusive practices. Cultural continuity is prioritized over structural accommodation within the curriculum. Overall, the results suggest that the Turkey Century Education Model prioritizes cultural continuity while engaging with internationally valued competencies. Full article

This paper examines the development process that frames the professionalization of social work in Jordan between 2019 and 2023, situated within the European Union-funded Support to Social Protection Programme: Helping Deliver Social Inclusion. Working in collaboration with the Ministry of Social Development (MoSD), the initiative sought to strengthen the professional infrastructure through legislative development, specialist training, and the establishment of accredited university-level curricula to support a coherent, national career pathway for social workers. This paper critically analyses the transition from semi-professional to full professional status, with particular attention to the model used to facilitate ownership by four Jordanian universities and harness and strengthen the practice of social work. It further examines the academic framework underpinning the development of a national Common Core Curriculum for Social Work, drawing on established curriculum theories to guide the negotiated application of global approaches within the Jordanian context, with sensitivity to indigenous knowledge and cultural awareness. Reflections on the strengths and limitations of the development process are informed by stakeholder feedback, current outcomes, and anticipated future developments, with an emphasis on the value of interagency collaboration and networking approaches. Full article

Purpose: This study examines (1) the change in partnership between local health departments (LHDs) and schools of public health or public health programs (SPHs/PHPs) from 2016 to 2019, and (2) the LHD characteristics associated with this partnership. Background: The Council on Education for Public Health updated accreditation criteria in 2016, shifting from core curricula to competencies to better prepare public health graduates for the workforce. Strong partnerships between LHDs and SPHs/PHPs can enhance practical training and employment opportunities for students, ultimately bolstering the public health workforce. Methods: We analyzed the 2016 and 2019 National Profiles of Local Health Departments, using descriptive statistics to evaluate partnership levels and multivariable logistic regression to identify LHD characteristics associated with collaboration. Results: The partnership between LHDs and SPHs/PHPs was suboptimal and unevenly distributed. Engagement in activities like formal training agreements and advisory roles declined. Notably, the presence of formal written agreements for staff training and active recruitment of SPH/PHP graduates by LHDs showed significant improvements (χ² = 3.84; p = 0.049; χ² = 8.19; p = 0.004). Factors such as top executive characteristics, workforce capacity, and governance context influenced these partnerships. Conclusions: The study identifies gaps in LHD engagement with SPHs/PHPs and highlights opportunities for advocacy. Addressing these gaps can lead to a more competent workforce, thereby benefiting both LHDs and SPHs/PHPs in their service to communities. Full article

Educational sustainability necessitates a holistic development paradigm where academic resilience and physical literacy are mutually reinforcing. Within the framework of the United Nations Sustainable Development Goals (specifically SDG 3: Good Health and Well-being and SDG 4: Quality Education), this study investigates the predictive capacity of kinesthetic profiles—encompassing both intelligence and learning styles—on sports attitudes and academic achievement among adolescents. Employing a quantitative cross-sectional design, data were collected from a substantial sample of 695 adolescents. The regression analyses revealed a critical pedagogical distinction: unlike kinesthetic intelligence, the kinesthetic learning style (β = 0.612), emerged as the paramount predictor of sports attitudes explaining a substantial 42.3% of the total variance. Furthermore, a significant positive correlation was identified between kinesthetic traits and academic performance, challenging the traditional dichotomy between physical and cognitive development. These findings advocate for a strategic paradigm shift from “one-size-fits-all” instruction to kinesthetic-based pedagogies that align with students’ sensory preferences. Consequently, integrating movement-oriented strategies into curricula is proposed not merely as an instructional choice, but as a vital sustainable education strategy to foster both academic excellence and the lifelong physical and mental well-being of the next generation. Full article

Despite the growing prominence of the triple bottom line (TBL) framework in university sustainability discourse, empirical research examining how environmental, social, and economic outcomes are realized across diverse national contexts within higher education institutions remains limited. This qualitative study explored how 12 STARS-rated universities from both Anglo-American and Emerging regions have achieved TBL outcomes and the institutional and contextual factors that influence them. In-depth interviews with sustainability coordinators revealed that environmental outcomes, such as zero-waste goals and carbon neutrality, were well developed; social outcomes, such as student engagement, SDG-aligned curricula, and gender equity, showed emerging integration; and economic outcomes, such as sustainable procurement and green budgeting, remained less defined. The findings also showed that internal drivers, such as governance arrangements, capacity, culture, and external drivers, such as rankings, funding availability, and national policies, shaped the scope and success of initiatives. These findings highlight that TBL implementation in universities is an uneven, contextually mediated process and provide insights for higher education leaders seeking to strengthen institutional strategies for sustainability transformation. Full article

This study aimed to evaluate the integration of national climate change policies into the educational curricula of Türkiye, the United Kingdom, and South Korea within the framework of SDG 13 (climate action). The findings reveal that in all three countries, education is regarded as a strategic instrument in addressing climate change, with curricula designed accordingly. But this integration varies across countries and at different levels of education within each country. In this context, Türkiye has incorporated climate change policies into its curricula, primarily to enhance environmental awareness. In contrast, the United Kingdom’s national policies focus more on teaching practical green skills and changing the workforce, while its curricula focus more on climate change. In South Korea, there is a more organized connection between national climate change policies and school curriculum. However, because the course is optional and focuses on green transition and capacity-building goals set by national policies, it may be harder to use widely and sustainably. The study concludes that national climate change policies in these countries must be integrated into curricula at all educational levels through a more comprehensive, experiential, and interdisciplinary approach. Full article

Under the Belt and Road Initiative, whether architectural education effectively supports sustainability-oriented overseas practice remains insufficiently evidenced. Anchored in the Royal Institute of British Architects (RIBA) and the National Architectural Accrediting Board (NAAB) competency frameworks, this study constructs a tripartite analytical framework linking international standards, educational curricula, and overseas job requirements. Based on curriculum texts and 200 overseas job postings from major international recruitment platforms, paragraph-level semantic alignment is quantified using TF-IDF weighting, SBERT-based embeddings, cosine similarity, and clustering analysis. The results indicate a clear structural divergence: while domestic architectural education shows moderate alignment with overseas demand in foundational technical competencies (average similarity 0.58–0.62), it consistently underperforms in sustainability-critical dimensions—including BIM-based collaboration, international standard adaptation, cross-cultural coordination, and professional ethics—with similarity values below 0.45. This misalignment reflects a systemic imbalance between design-centered training and the governance-oriented competency structure required for sustainable overseas projects, providing a quantitative diagnostic basis for reconfiguring sustainability-oriented architectural education. Full article