Search Results (1,026)

Information and communication technology (ICT) infrastructure can facilitate urban–rural integration. However, few studies have explored the role of virtual agglomeration in the mechanisms underlying this process, which can enable geographically dispersed market participants (both urban and rural) to achieve proximity in network space through digital connectivity provided by ICT. This study uses the PLS-SEM method to empirically analyzes the relationships among ICT infrastructure, virtual agglomeration, and urban–rural integration based on data obtained from 31 provincial-level regions in China from 2012 to 2022. The results indicate that: (1) ICT infrastructure can promote urban–rural integration. (2) Virtual agglomeration plays a significant mediating role in the relationship between ICT infrastructure and urban–rural integration. In relatively developed eastern China, virtual agglomeration fully mediates the impact of ICT infrastructure on urban–rural integration. (3) Other complementary infrastructures—including transport and education—have positive moderating effects on the process of virtual agglomeration facilitated by ICT. This study advances the understanding of ICT’s effects on regional development from the perspective of employing a new form of spatial agglomeration (i.e., virtual agglomeration). Meanwhile, this study indicates that in order to address the global challenge of urban–rural divide, it is necessary to strengthen the development of ICT infrastructure in remote rural areas, while developing complementary infrastructure such as transportation or education in alignment with regional characteristics. Full article

Rural poverty in Indonesia remains a complex issue involving various aspects. West Manggarai, East Nusa Tenggara, is a national tourist destination and a significant focus of national development, yet poverty rates remain very high. Therefore, this study developed a Composite Poverty Index (CPI) using the Sustainable Rural Livelihoods Approach (SRLA) to illustrate the complexity of rural deprivation in West Manggarai Regency. The CPI was developed by normalizing eighteen validated indicators across five livelihood capitals—human, social, natural, physical, and financial. These indicators were then classified using a Likert-type scale, and their weights were determined through the Analytic Hierarchy Process (AHP) to produce village-level CIP scores. The results show that most villages fall into the “Moderate” category (CIP: 0.40–0.60), reflecting chronic but not extreme deprivation. Spatial inequalities are evident, particularly in access to education, infrastructure, clean water, financial services, and ecological resources. Remote villages recorded higher CIP scores. Natural and economic capital were weakest, while human and social capital performed relatively well. Therefore, poverty alleviation in West Manggarai requires an integrated strategy tailored to local spatial conditions and livelihood capital. Full article

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape. Full article

Background: There is an emerging need for new scalable behavioral assays, i.e., assays that are feasible to administer from the comfort of the person’s home, with ease and at higher frequency than clinical visits or visits to laboratory settings can afford us today. This need poses several challenges which we address in this work along with scalable solutions for behavioral data acquisition and analyses aimed at diversifying various populations under study here and to encourage citizen-driven participatory models of research and clinical practices. Methods: Our methods are centered on the biophysical fluctuations unique to the person and on the characterization of behavioral states using standardized biorhythmic time series data (from kinematic, electrocardiographic, voice, and video-based tools) in naturalistic settings, outside a laboratory environment. The methods are illustrated with three representative studies (58 participants, 8–70 years old, 34 males, 24 females). Data is presented across the nervous systems under a proposed functional taxonomy that permits data organization according to nervous systems’ maturation and decline levels. These methods can be applied to various research programs ranging from clinical trials at home, to remote pedagogical settings. They are aimed at creating new standardized biometric scales to screen and diagnose neurological disorders across the human lifespan. Results: Using this remote data collection system under our new unifying statistical platform for individualized behavioral analysis, we characterize the digital ranges of biophysical signals of neurotypical participants and report departure from normative ranges in neurodevelopmental and neurodegenerative disorders. Each study provides parameter spaces with self-emerging clusters whereby data points corresponding to a cluster are probability distribution parameters automatically classifying participants into different continuous Gamma probability distribution families. Non-parametric analysis reveals significant differences in distributions’ shape and scale (p < 0.01). Data reduction is realizable from full probability distribution families to a single parameter, the Gamma scale, amenable to represent each participant within each subclass, and each cluster of similar participants within each cohort. We report on data integration from stochastic analyses that serve to differentiate participants and propose new ways to highly scale our research, education, and clinical practices. Conclusions: This work highlights important methodological and analytical techniques for developing personalized and scalable biometrics across various populations outside a laboratory setting. Full article

The year 2025 marks the fifth anniversary of the COVID-19 pandemic, a crisis that profoundly disrupted secondary schools in England and intensified existing inequalities, including those experienced by LGBTQ+ students. Through an analysis of teacher interviews and the lens of intimate citizenship, this article explores how pandemic-driven changes, such as remote learning, school closures, and ‘social bubbles’, exposed the precariousness of LGBTQ+ inclusion and embodiment within educational institutions. The research highlights how cisheteronormativity was sustained through symbolic institutional compliance and cisheteronormative fragility, as LGBTQ+ inclusion was deprioritised through the erasure of safe spaces and restrictions on self-expression. While previous research has primarily focused on students’ well-being, this article centres the perspectives of teachers to consider what can be learned from their experiences to better support students in future crises. The pandemic revealed critical gaps in inclusion efforts, underscoring the urgent need for proactive strategies that extend beyond individual teacher initiatives or informal, hidden curriculum practices. The findings emphasise that LGBTQ+ visibility and inclusion must be structurally embedded within curricula, school policies, and teacher training and that the emotional and relational labour of inclusion must be institutionally recognised rather than left to individual educators. Full article

In this study, a vision-based remote and synchronized control scheme is proposed for the double six-DOF robotic manipulators. Using an Intel RealSense D435 depth camera and MediaPipe skeletal image feature technique, the operator’s 3D hand pose is captured and mapped to the robot’s workspace via coordinate transformation. Inverse kinematics is then applied to compute the necessary joint angles for synchronized motion control. Implemented on double robotic manipulators with the MoveIt framework, the system successfully achieves a collaborative teleoperation control task to transfer an object from a robotic manipulator to another one. Further, moving average filtering techniques are used to enhance trajectory smoothness and stability. The framework demonstrates the feasibility and effectiveness of non-contact, vision-guided multi-robot control for applications in teleoperation, smart manufacturing, and education. Full article

Connectivity is one of the essential needs in today’s standards in many aspects of life, starting with personal relationships, education, and remote work and ending with the security and economy of countries. However, connectivity is susceptible to intentional and unintentional disruptions, leading to great impact on critical infrastructures. Hence, maintaining connectivity is a crucial task to sustain the continuous flow of life. The challenge is to find an optimal recovery plan to reconnect all demands as soon as possible after the disruptive event, ensuring fairness in the process of reallocating the remaining resources. In this paper, we present a post-disruption recovery framework for networked systems to optimize the recovery plan to reconnect the network demands as soon as possible. More specifically, we introduce an algorithmic approach using a mathematical programming model that optimally recovers the disrupted arcs of the network while ensuring the highest connectivity. The proposed approach considers both fairness and efficiency through finding the MMF (max-min fairness) resource allocation throughout the recovery process. The proposed approach is tested on a variety of benchmark networks under a set of disruption levels; then, the results are compared with the maximum-flow model. Full article

Distance learning has become essential to higher education, yet its application in military officer training presents unique academic, operational, and security challenges. For Lithuania’s future officers, remote education must foster not only knowledge acquisition but also decision-making, leadership, and operational readiness—competencies traditionally developed in immersive, in-person environments. This study addresses these challenges by integrating System Dynamics Modelling, Contemporary Risk Management Standards (ISO 31000:2022; Dynamic Risk Management Framework), and Learning Analytics to evaluate the interdependencies among twelve critical factors influencing the system resilience and effectiveness of distance military education. Data were collected from fifteen domain experts through structured pairwise influence assessments, applying the fuzzy DEMATEL method to map causal relationships between criteria. Results identified key causal drivers such as Feedback Loop Effectiveness, Scenario Simulation Capability, and Predictive Intervention Effectiveness, which most strongly influence downstream outcomes like learner engagement, risk identification, and instructional adaptability. These findings emphasize the strategic importance of upstream feedback, proactive risk planning, and advanced analytics in enhancing operational readiness. By bridging theoretical modelling, contemporary risk governance, and advanced learning analytics, this study offers a scalable framework for decision-making in complex, high-stakes education systems. The causal relationships revealed here provide a blueprint not only for optimizing military distance education but also for enhancing overall system resilience and adaptability in other critical domains. Full article

Remote work has become a prevalent work model in Canada but there is limited research on how immigrants experience this type of work. This paper shares thematic findings from an instrumental case study that explored such experiences in two of Canada’s largest immigrant-receiving provinces. We interviewed 21 highly educated remote workers from the Global South who had immigrated to Canada in the last 10 years. We generated three themes from a reflexive thematic analysis of interview transcripts. (1) Shifting labour market value: despite enhancing their skillsets, many participants still faced labour market devaluation, which led to feelings of insecurity. (2) Occupational flexibility: participants enjoyed the flexibility remote work provided but often could not draw distinct boundaries between work and home. (3) Socialization and belonging: being physically removed from the workplace affected participants’ connections with others within and outside of the workplace. Participants viewed hybrid work as a possible solution for achieving better balance. Using a Bourdieusian lens, we conceptualize the Canadian job market as a site where social inequalities are reproduced by employers and immigrants. We suggest that greater governmental and workplace support systems for socialization, integration, mentorship and building cultural awareness could help immigrants better achieve their career goals. Full article

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: “Composition of Matter”, “Physical States and Changes in Matter”, and “Properties of Matter”. The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students’ hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education. Full article

In a world where artificial intelligence is constantly changing education, taking students’ feelings into account is a crucial framework for enhancing their engagement and academic performance. This article presents LearnerEmotions, an online application that employs machine vision technology to determine how learners are feeling in real time through their facial expressions. Teachers and institutions can access analytical dashboards and monitor students’ emotions with this tool, which is designed for use in both in-person and remote classes. The facial expression recognition model used in this application achieved an average accuracy of 0.91 and a loss of 0.3 in the real environment. More than 9 million emotional data points were gathered from an experiment involving 65 computer engineering students, and these insights were correlated with attendance and academic performance. While negative emotions like anger, sadness, and fear are associated with decreased performance and lower attendance, the statistical study shows a strong correlation between positive feelings like surprise and joy and successful academic performance. These results underline the necessity of technological tools that offer immediate pedagogical regulation and support the notion that emotions play an important role in the learning process. Thus, LearnerEmotions, which considers students’ emotional states, is a potential first step toward more adaptive learning. Full article

Background: Multiple sclerosis (MS) is the most prevalent neurological disorder in young adults, characterised by physical, psychological and cognitive dysfunction. Exercise training is a safe management strategy. Healthcare providers (HCPs) acknowledge deficiencies in awareness, counselling strategies, and resources that prevent them from promoting and prescribing this effective treatment. We implemented an online evidence-based educational programme and evaluated the effect, acceptability, appropriateness, and feasibility of the programme in improving HCP confidence, knowledge, and attitudes towards remote exercise prescription to persons with MS. Methods: Physiotherapists and exercise physiologists were recruited and received the educational programme (online theory and 16-week experience of prescribing to persons with MS). Participants’ confidence, knowledge and attitudes towards exercise prescription, as well as their professional quality of life, were our primary outcomes—baseline (T1), immediately post-online theoretical learning (T2), post-application with clients (T3; approximately 16 weeks after T2), and at 12-month follow-up (T4). We gathered participants’ acceptability, appropriateness, and feasibility evaluation at T2, T3 and T4. We analysed the effect on primary outcomes using generalised linear mixed models, with secondary and evaluative outcomes analysed as counts and qualitative themes. Results: Of 40 participants who provided baseline data, 24 completed the theoretical programme, and 16 completed the experiential programme. Self-confidence improved significantly (|βs| ≥ 1.27, SEs ≤ 0.31, |zs| ≥ 5.28, ps < 0.001), with large effect sizes (percentage change: 256.8–479.4%). Some theoretical domains framework-based domains have improved, such as beliefs about skills to prescribe evidence-based principles. Participants expressed high satisfaction with the programme and showed increased delivery of implementation behaviour change strategies. Conclusions: An online evidence-based education programme for MS care improved HCPs’ self-confidence, perceived skills and delivery of evidence-based exercise behaviour-based prescription. Full article

During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanish universities: the University of La Laguna (ULL), the University of Extremadura (UEx), and the University of Valladolid (UVa). The aim was to understand how the university community experienced the transition from a traditional educational model to digital or hybrid modalities during and after the period of emergency remote teaching. The three institutions quickly implemented online strategies and subsequently moved to hybrid formats. Despite initial difficulties, there was a clear increase in the use of digital technologies and virtual environments. However, the research also revealed differing perceptions regarding the depth and permanence of these educational changes. The findings enabled the formulation of recommendations to support the digital transformation of university degree programmes, highlighting the importance of institutional policies focused on faculty training, equitable access to technological resources, and strong engagement in the provision of hybrid or fully online learning options. Full article

Museums offer significant value by preserving cultural heritage, fostering education and intellectual curiosity, and promoting social interaction, contributing to economic development and environmental sustainability. Underwater museums are relatively new and innovative and the Museum of Underwater Art, (MOUA) installed in 2017 in the Great Barrier Reef, Australia, offers an inspiring and educational experience that encourages positive conversations and garners significant media attention. Through a blend of art and science, MOUA provides a unique educational opportunity and initiates reef conversations on the challenging issues of citizen science, climate change, and coral bleaching, inviting snorkelers, divers, and the general community to protect the Great Barrier Reef. The MOUA asset is valued at $4 M and generates approximately $100 K per year from grants and earned income. The MOUA sculptures are seen by approximately 1.5 M people per year with the highest interactions associated with The Ocean Siren sculpture and approximately four thousand snorkelers and SCUBA divers a year visit the remote Coral Greenhouse and Ocean Sentinels sculptures at John Brewer Reef on commercial tourism trips. The MOUA has a large media reach of over 22 million. The Museum of Underwater Art demonstrates how art and culture can amplify reef conservation, achieving global research and community engagement beyond its small scale. This case study also exposes gaps in how ocean sustainability is measured across reef organizations and highlights the methodologies to fulfill those knowledge gaps. Our paper assesses Key Performance Indicators across other institutions and proposes methods to shift and improve conservation paradigms by the inclusion of cultural storytelling, citizen science, education, and carbon neutral events. Full article