Search Results (1,091)

Background/Objectives: Engaging in regular physical activity (PA) and reducing sedentary behaviors benefits youth health, especially for those with disabilities. However, two-thirds of European children remain insufficiently active. In schools, Active Breaks, brief 5–15 min PA sessions led by teachers during or between lessons, offer a feasible strategy to increase movement. This study investigated teachers’ perceptions of ABs by comparing implementers and non-implementers, examining facilitators and barriers to implementation, and exploring their potential to support the inclusion of students with disabilities. Methods: An observational cross-sectional study was conducted among primary and secondary school teachers in the Emilia-Romagna region (Italy), all of whom had completed a 6 h training course on the implementation of ABs. Data were collected using an ad hoc questionnaire consisting of four sections: sociodemographic data, an adapted Attitudes Toward Physical Activity scale, ABs’ practicality/sustainability, and inclusiveness. Results: Overall, 65% of teachers reported implementing ABs, with higher adoption in primary (69.5%) than secondary schools (58.6%). Implementers reported more positive perceptions and attitudes across individual, classroom, and school-support domains (p < 0.05). In addition, primary teachers consistently scored higher than their secondary counterparts, particularly in terms of class characteristics and benefit perceptions (p < 0.001). Most teachers, especially in primary schools (84.2%), reported no difficulties, although one-third of secondary teachers reported challenges. Exploratory factor analysis on barrier items identified two dimensions (practical/logistical feasibility; institutional/procedural difficulties), but internal consistency was low. Teachers mainly reported using motor activities, with sessions lasting 5–10 min, typically scheduled mid-morning. Inclusion analysis revealed that 60% of teachers had students with disabilities in their classes. While most students participated without adjustments, 25% required occasional or consistent modifications. Conclusions: ABs are a practical and inclusive strategy to reduce SBs in schools. However, not all teachers are currently able to implement them, due to varying contextual constraints, levels of support, and perceived barriers. Primary school settings appear more conducive to their integration, whereas secondary schools may require more tailored support. Fostering teacher confidence, peer collaboration, and inclusive planning can enhance both the implementation and long-term sustainability of educational initiatives. Full article

Compared to studies in school settings, little attention has been paid to bullying in the child protection system (PS), even though these children, adolescents, and youth are one of the most vulnerable groups, with the highest prevalence of bullying. This study aims to analyze, according to gender and nationality, the perception of adolescents and youth in the Spanish PS of the bullying and gender-based bullying situations that take place in their protection facility, as well as their response to these situations and the relationship with the training they received in gender equality, sexual diversity and bullying. Two hundred forty-nine adolescents and youth from 58 centers/facilities of the PS in Spain, with an average age of 16.38 years, participated. Of these, 37.3% had Spanish nationality. A correlational study was conducted using a cross-sectional random sample survey. It was found that 30.9% of the participants identify bullying situations, which reached 34.9% for LGBTIQ-phobic bullying and 37.7% for sexist bullying. Girls identify situations of both bullying and sexist bullying more, and girls and both male and female Spanish adolescents and youth attribute greater severity to these problems and respond more positively in favor of the victims. Those who have received more training in gender equality, sexual diversity, and bullying support bully victims more significantly. According to our current knowledge, this study addresses for the first time the phenomenon of bullying and gender-based bullying in the context of the PS from a perspective of gender, nationality, and the formative dimension. It also highlights the need for mandatory training in gender-equality and sexual diversity for adolescents/youth and educational professionals of the PS, as well as the creation of specific anti-bullying protocols with an inclusive approach. Full article

Introduction: The educational inclusion of students with Autism Spectrum Disorder (ASD) in Spain has been promoted through regulations such as LOMCE and LOMLOE. However, its effective implementation depends on teachers’ attitudes and perceptions. This study analyzes teachers’ feelings, attitudes, and concerns regarding the inclusion of students with ASD. Methods: A quantitative, descriptive, and cross-sectional study was conducted with a sample of 2310 teachers from different educational stages in Spain. The SACIE-R and INTEA questionnaires were used to assess teachers’ perceptions of inclusion. ANOVA tests and Spearman correlations were applied for statistical analysis. Results: The results show that the variable “Attitudes” follows a normal distribution, indicating a stable perception of inclusion. In contrast, the variables “Feelings” and “Concerns” present an inverse relationship: the greater the concern, the fewer positive feelings toward inclusion. Significant differences were found based on gender, type of school, educational stage, and teaching specialty. Discussion: Positive attitudes toward inclusion are associated with greater training and specialization in diversity. Special Education teachers show better perceptions, while in Secondary Education, concerns and negative feelings prevail. Continuous training emerges as a key factor in improving teachers’ perceptions. Conclusions: The study highlights the importance of training programs and support strategies to promote effective inclusion. Strengthening support networks and teacher training is recommended to improve attitudes toward the inclusion of students with ASD. Full article

Background and Objectives: Unlike previous studies that have examined telemedicine primarily in pandemic contexts, this research adopts a dual-crisis perspective, assessing perceptions during both pandemics and armed conflicts. Recent health crises, including the COVID-19 pandemic and armed conflicts, have exposed vulnerabilities in health systems and underscored the need for evidence-based strategies to enhance resilience. Telemedicine has emerged as an essential tool for ensuring continuity of care, mitigating workforce shortages, and improving access for vulnerable groups. This study examines healthcare professionals’ perceptions of telemedicine in Romania across two exceptional contexts—pandemics and armed conflict—focusing on applicability, systemic integration, and limitations. Methods: A cross-sectional descriptive survey was conducted among 409 healthcare professionals. Perceptions were analyzed using a SWOT framework and descriptive statistics (percentiles, median) to identify strengths, weaknesses, opportunities, and threats in both scenarios. Results: Perceptions of telemedicine were shaped by prior experience, with strong support for its use in both contexts. Strengths included adaptability and improved access, while weaknesses highlighted technical barriers, insufficient training, and the risk of clinical errors. Threats referred to poor coordination across facilities and cultural or language barriers. Opportunities highlighted the potential for digital infrastructure and integration into preparedness frameworks. Conclusions: Telemedicine is positioned as a strategic tool for strengthening national health resilience. Adaptive, context-sensitive policies, combined with investments in infrastructure and workforce capacity, are essential for integrating telemedicine into emergency preparedness and ensuring sustainable, inclusive responses to future crises. This dual-crisis approach represents the novelty of our study, demonstrating how telemedicine can serve as a strategic tool for resilience in both epidemiological and conflict-related emergencies. Full article

Traffic safety is undergoing a profound transformation, driven by advances in data science, sensing technologies, and computational modeling. Proactive approaches are enabling the early identification of potential hazards, real-time decision-making, and the development of smarter, safer transportation systems. This Special Issue summarizes recent progress in traffic safety assessment, highlighting the application of emerging tools such as machine learning, explainable artificial intelligence, and computer vision. These innovations are used to predict crash risks, evaluate surrogate safety measures, and automate the analysis of behavioral data, contributing to more inclusive and adaptive safety frameworks, particularly for vulnerable road users such as pedestrians and cyclists. The research also addresses key challenges, including data integration across diverse sources, aligning safety metrics with human perception, and ensuring the scalability of models in complex environments. By advancing both technical methodologies and human-centered evaluation, these developments signal a shift toward more intelligent, transparent, and equitable approaches to traffic safety assessment and policy-making. Full article

Architectural heritage, as a highly symbolized medium of cultural expression, plays a vital role in transmitting collective memory and shaping intercultural tourism experiences. Yet, how visitors from diverse cultural backgrounds perceive and emotionally respond to Chinese architectural symbols remains insufficiently understood. This study addresses this gap by integrating architectural semiotics with cross-cultural psychology to examine perceptual differences across three visitor groups—Mainland China and Hong Kong/Macau/Taiwan (C), East and Southeast Asia (A), and Europe/North America (UA)—at eleven representative Chinese heritage sites. Drawing on 235 in-depth interviews and 1500 online reviews, a mixed-methods design was employed, combining semantic network analysis, grounded theory coding, and affective clustering. The findings reveal that memory structures and cultural contexts shape symbolic perception, that cultural dimensions and affective orientations drive divergent emotional responses, and that interpretive pathways of architectural symbols vary systematically across groups. Specifically, Group C emphasizes collective memory and identity, and Group A engages through structural analogies and regional resonance, while Group UA favors aesthetic form and immersive experiences. These insights inform culturally adaptive strategies for heritage presentation, including memory-anchored curation, comparative cross-regional interpretation, and immersive digital storytelling. By advancing a micro-level model of “architectural symbol–perceptual theme–emotional response–perceptual mechanism,” this research not only enriches theoretical debates on cross-cultural heritage perception but also offers practical guidance for inclusive and resonant heritage interpretation in a global tourism context. Full article

Open Educational Resources (OER) are increasingly recognized as key tools for promoting quality, inclusive, and equitable education. Their ease of access and the possibility of free adaptation to different contexts contribute to continuous improvement in teaching and learning. Drawing on data collected from teachers and students, this study looks at teachers’ perceptions of OER, how they influence collaboration and educational practices, and the impact of OER on students’ learning and motivation. The findings reveal both enabling and constraining factors and highlight how OER foster teacher collaboration and self-reflection on pedagogical practices. Moreover, the use of OER is associated with active and constructive teaching approaches, positively influencing student engagement. These results are triangulated with data from Likert-scale responses, indicating that students who engage with OER demonstrate significantly higher levels of motivation and deep learning compared to those who do not. Based on these findings, the study recommends implementing strategies to encourage broader integration of OER in classroom settings, alongside ongoing professional development to address existing barriers. In this context, institutional support and community-building initiatives emerge as critical levers to scale the adoption of OER. Finally, the importance of further investigation is emphasized to explore long-term impacts on teaching practices and student outcomes across diverse educational settings Full article

This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research. Full article

The transition of electric systems from a centralized, fossil-based model toward a decentralized, renewable-powered architecture is reshaping the way electricity is generated, managed and consumed. As distributed energy resources (DERs) proliferate, grid management becomes increasingly complex, especially at the distribution level. In this context, flexibility emerges as a key enabler for more stable and efficient grid operation, while also facilitating greater integration of DER and supporting the electrification of energy demand. Local flexibility markets (LFMs) are gaining importance as structured mechanisms that allow grid operators to procure flexibility services from prosumers, aggregators and other actors. However, to ensure widespread participation, it is essential to develop digital tools that accommodate users of different profiles, regardless of their size, technical background or market experience. The REEFLEX project addresses this challenge by designing and developing 14 interoperable flexibility tools tailored to diverse stakeholder needs. To ensure that these tools are aligned with real market conditions and user expectations, REEFLEX conducted extensive stakeholder-centric surveys. This paper presents the methodology and key findings of those surveys, providing insights into user perceptions, technical requirements and adoption barriers. Results are contextualized within existing literature and other funded initiatives, highlighting implications for the design of inclusive and scalable flexibility markets. Full article

This study investigates how Estonian L1 students with high self-perceived English proficiency experience and (re)produce the language ideological regime at the University of Tartu. Situated within the broader context of globalization and Englishization in higher education, and informed by scholarships on language ideologies, critical language policy, and stakeholder perspectives within EMI, the study explores how students position themselves in relation to their peers and academic staff, and how they evaluate the advantages and challenges associated with different language repertoires. The analysis is based on 17 semi-structured interviews conducted in 2024 with students enrolled in Estonian-medium programs that incorporate English expectations and practices. Findings show that students perceive their repertoire as an asset, granting full access to academic content and networks. Yet, their accounts also reveal challenges related to academic literacy. Students position themselves as competent users of English and sometimes question the legitimacy of those with perceived weaker skills. The study highlights how English privilege and native-speakerism intersect to shape perceptions of academic competence and authority. It calls for great attention to stratifying language ideologies to foster more inclusive and equitable academic environments. Full article

This qualitative descriptive case study explored the perceptions of six general education and six special education teachers regarding their joint participation in professional learning communities (PLCs) in a rural district in Texas. Through semi-structured interviews and thematic analysis, two major categories emerged: (1) the differentiated roles of special education teachers within PLCs and (2) the collaborative construction of pedagogical strategies based on interdisciplinary teamwork. Both of the teacher groups described the contributions of their counterparts as integral to their teaching effectiveness and spoke of the need for protected time for PLC team meetings and the inclusion of special education teachers in PLCs. Although existing literature acknowledges the importance of PLCs, few studies critically examined how special education teachers contribute to shared planning and pedagogical decision-making alongside their general education colleagues. The findings suggest that inclusive PLCs can become collaborative ecosystems that redefine teacher education and innovation in diverse educational contexts. Full article

Millions of LGBTQ+ individuals worldwide continue to face discrimination that affects their rights, opportunities, and everyday lives. In Greece, one of the most debated public issues in recent years has been the legalization of civil marriage for same-sex couples. Media plays a crucial role in shaping public perceptions, often reinforcing stereotypes and societal biases. This paper examines Greek media coverage of the legalization of same-sex marriage in Greece in February 2024, through a peace journalism lens. Using quantitative content analysis, the study analyzes a sample of news stories from the online editions of five Greek media outlets representing a range of political orientations. The analysis applied a broad set of criteria, including the presence or absence of LGBTQ+ voices, conflict framing, and lack of context or solutions, to assess how the issue was framed. Findings indicate a heavy reliance on official sources, with limited or no representation of LGBTQ+ individuals and their lived experiences. The framing often emphasized conflict and controversy, while about one-fifth of the stories portrayed same-sex marriage as a threat to traditional Greek family values and Christian norms. Such coverage hinders visibility, understanding, and the inclusion of LGBTQ+ identities in public discourse. Full article

Background: Time perception (TP) is increasingly recognized as a key cognitive domain in children and adolescents with cerebral palsy (CP), yet existing studies are scarce, heterogeneous, and methodologically limited. Objective: To synthesize empirical evidence on TP in pediatric CP, distinguishing perceptual timing deficits from motor-based impairments and outlining putative cognitive mechanisms. Methods: Following PRISMA where appropriate, we systematically searched Scopus, Embase, and PubMed Central for studies on TP in individuals with CP under 18 years. Four studies met inclusion criteria. Risk of bias was appraised with STROBE, AXIS, and RoB 2. Results: Available evidence suggests that TP difficulties in CP are not solely due to motor dysfunction but also reflect broader cognitive–perceptual challenges. Studies using low-motor-demand tasks sometimes report intact TP, whereas tasks requiring overt movement often confound perceptual timing with execution demands. Intervention findings are mixed: time-related supports show promising but inconsistent effects on everyday time processing, while motor-focused timing training demonstrates limited impact on TP itself. However, conclusions are constrained by the small number of studies and variability in samples, tasks, and outcomes. Conclusions: TP should be considered a distinct, clinically relevant construct in pediatric CP. Future work should employ motor-minimal paradigms, report standardized CP classifications, and adopt longitudinal designs to isolate TP deficits and guide targeted interventions. Clarifying TP profiles may improve cognitive characterization and rehabilitation planning in CP. Full article

Background/Objectives: There is a paucity of research evaluating factors associated with healthy eating behaviors in reproductive-age, non-pregnant women. This study aims to examine the association between sociodemographic, perceived health, and environmental factors with fruit and vegetable (F&V) consumption and adherence to dietary recommendations among women of reproductive age who lived, worked, or attended school in Flint, Michigan, during the Flint water crisis (April 2014–October 2015). Methods: This cross-sectional study used data collected from enrollment surveys completed by participants in the Flint Registry (December 2019–2021). Inclusion criteria were females aged 18–55 having complete data on sociodemographic indicator, general health perception, and dietary assessment data (n = 1239). Pearson chi-square measures of association were used to compare frequencies within groups between sociodemographic characteristics, perceived health and wellbeing (PHW), F&V quality/selection, adherence to recommendations, and total F&V intake. Results: Few participants met recommendations for fruits (22.8%) and vegetables (20.3%). Approximately 50.5% reported having access to a wide variety of F&Vs in their neighborhood and perceived F&V quality to be high. Factors significantly associated with meeting F&V recommendations included education, income, homeownership status, and PHW (p < 0.05). Conclusions: Associations between environmental and socioeconomic factors and daily F&V intake among women of reproductive age offer important considerations for designing interventions to improve this demographic’s nutritional status. Results indicate low adherence to recommended F&V intake but perceived access and quality as high in this population. Targeted interventions addressing key components of socioeconomic barriers, perceived access and quality, and perceived wellbeing are needed to improve F&V intake. Full article

The link between oral health and Alzheimer’s disease (AD) has gained increasing attention in recent years. Emerging evidence suggests that this association is bidirectional, involving both biological mechanisms and behavioral consequences that reinforce one another over time. Literature Review: A narrative synthesis of systematic reviews, meta-analyses, and scoping reviews published between January 2010 and March 2024 was conducted. Searching was performed in four electronic databases (PubMed, Scopus, the Web of Science, and the Cochrane Library), using a combination of MeSH terms and free-text keywords related to dementia and oral health. Inclusion criteria targeted human studies published in English with full-text access and a clear focus on the interplay between oral status and Alzheimer’s disease. Results: The reviewed literature indicates that periodontal disease, tooth loss, and oral microbiome alterations may contribute to neuroinflammation and cognitive decline, potentially influencing the onset and progression of AD. Conversely, Alzheimer’s disease negatively affects oral health through impaired self-care, reduced motor coordination, salivary changes, and altered pain perception. Conclusions: By mapping out these interconnections, the findings support a shift in perspective; oral health should be considered a relevant factor in both the prevention and management of Alzheimer’s disease. Dentistry and neurology must move closer together in clinical practice, particularly in the care of older adults. Promoting oral health is not just about preserving teeth; it may be part of preserving cognitive function and quality of life. Full article