Search Results (440)

Background: Post-COVID-19 condition (‘long COVID’) involves fluctuating symptoms across multiple organ systems and disability or functional loss, which may be episodic, continuous, or permanent. Qualitative research is essential to capture lived experiences and explain how social and health system contexts may influence improvement, recovery, and service use. We synthesised perspectives from people living with long COVID and healthcare professionals to inform service design and policy. Methods: We conducted a systematic review and qualitative meta-synthesis. MEDLINE, Embase, PsycINFO, CINAHL, Scopus, and Web of Science were searched for studies published between 1 January 2020 and 19 August 2025. Eligible studies reported qualitative data from adults with long COVID (≥12 weeks after acute infection) and/or healthcare professionals in any setting. We excluded non-qualitative, non-primary, or non-English reports. Two reviewers independently screened, extracted, and appraised studies using the Critical Appraisal Skills Programme checklist. Data were synthesised thematically. The protocol was registered with the Open Science Framework. Findings: Of 1544 records screened, 49 studies met the inclusion criteria: 41 involving patients, two involving professionals, and six involving both. Eight patient themes (including symptom burden, identity disruption and stigma) and four professional themes (including recognition, care coordination and holistic care models) were identified. Recognition emerged as a cross-cutting mechanism: validation and consistent pacing guidance facilitated engagement and safer activity, whereas invalidation and inconsistent advice were associated with distress, avoidance, and disengagement. Trajectories showed gradual expansion of multidisciplinary care models, but major capacity and equity gaps persisted. Most studies had low methodological concerns, although heterogeneity in populations and settings was substantial. Interpretation: Long COVID is a chronic, biological condition that also intersects with social and psychological dimensions, and may present with episodic, continuous, or progressive trajectories. Healthcare services must prioritise early validation, provide consistent pacing and relapse prevention guidance, expand access to multidisciplinary and peer-supported rehabilitation, integrate mental healthcare, strengthen coordinated pathways, and support graded return to work. Explicit attention to equity is required to avoid widening disparities. Full article

Introduction: Mpox emerged as a multi-country outbreak in 2022 and disproportionately affected gay, bisexual, and other men who have sex with men (GBMSM). Stigma is known to exacerbate health crises by discouraging testing, treatment, and vaccination. This review aimed to explore stigma associated with Mpox among GBMSM from July 2022, when mpox was declared a public health emergency of international concern. Methods: The PICO framework guided this narrative review. A search was conducted across the following databases from inception to June 2025: PubMed/MEDLINE, Embase, CINAHL, and Web of Science. The literature had to be empirical, peer-reviewed research that focused on mpox-related stigma in GBMSM. Results: Forty-seven studies were included in this review. The following themes were derived: (1) healthcare experiences, (2) media influence, (3) internalised and anticipated stigma, (4) public health messaging, (5) community responses, and (6) psychosocial impact. Healthcare experiences were marked by anticipated discrimination; many GBMSM delayed testing or vaccination for fear of being disclosed or labelled promiscuous. This was especially apparent in contexts where same-sex relationships are criminalised, leading some men to self-medicate or seek clandestine services. Media analyses revealed that social and traditional platforms often amplified blame and homophobia, though community-led counter-messaging helped shift narratives. Internalised and anticipated stigma resulted in shame, concealment of symptoms, avoidance of care, and heightened anxiety. Public health messaging that framed mpox as a behaviour-linked rather than identity-linked risk was more acceptable, and flexible vaccination strategies (e.g., offering less conspicuous injection sites) increased uptake. Stigma contributed to psychosocial distress and may have impeded outbreak control. Conclusions: Mpox-related stigma among GBMSM operates at individual, community, and structural levels, echoing patterns from the HIV era. Effective mitigation requires rights-based, destigmatising communication, culturally competent care, and collaboration. Addressing stigma is vital to controlling future outbreaks and ensuring equitable healthcare access. Full article

Background/Objectives: Military identity serves as a foundational lens through which service members navigate the events of everyday military and civilian life. However, the very process that cultivates a sense of unity and purpose can be a double-edged sword in civilian life. Although the prevalence and transition needs are known, few studies have explored how chronic pain specifically disrupts military identity in depth. This qualitative study explores three distinct trajectories through which Veterans with chronic pain experience identity change. Methods: This study used narrative inquiry involving two sets of in-depth interviews with 20 Veterans. Reflexive thematic analysis was employed to describe and differentiate three distinct trajectories of chronic pain. Results: Veterans with chronic pain experience identity change through three overlapping pain trajectories: (1) traumatic injury -> immediate discharge; (2) misdiagnosed/non-traumatic injury -> delayed discharge; and (3) cumulative wear and tear -> gradual discharge. Regardless of trajectory, chronic pain consistently disrupted military identity and forced Veterans to confront tensions between institutional expectations of stoicism and combat readiness and the physical realities of chronic pain during military service. Those interviewed described experiencing fragmented institutional support, uneven access to care, and the systemic invalidation of pain that did not conform to military ideals. Conclusions: These findings underscore the need for Veteran-centred approaches, including responsive services, comprehensive pain science education throughout military careers, early detection of conditions that can lead to chronic pain, and flexible care pathways tailored to the nuances of each pain trajectory and grounded in military culture and lifestyle. Full article

The term Environmental Biotechnology is widely used, but lacks a universally accepted definition, with varying interpretations across disciplines and sectors leading to challenges in funding, policy formulation, and interdisciplinary collaboration. Through a literature review and engagement activities, this study examines existing definitions, identifies key areas of divergence, and explores pathways toward a more cohesive understanding. Findings reveal a spectrum of valid interpretations, often shaped by specific contexts, with researchers generally recognising a shared conceptual framework within their own subfields but encountering ambiguities across subject boundaries. Common points of difference include whether Environmental Biotechnology is restricted to microorganisms or encompasses other biological systems. Some understandings reflect sector-specific needs, contributing to fragmentation, though a broader approach could strengthen the field’s identity by providing a unifying framework, mapping overlaps with related fields such as Industrial Biotechnology. A working definition is proposed for Environmental Biotechnology as the use of biologically mediated systems for environmental protection and bioremediation, incorporating resource recovery and bioenergy production where these enhance system sustainability. Importantly, it was recognised that any definition must remain adaptable, reflecting the evolving nature of both the science and its applications. Full article

This article provides a compelling argument using qualitative analysis for the longitudinal impact of an all-girls’ summer camp that was recently canceled due to an Executive Order from the Federal government. This paper will discuss: (1) the history of the program, including its changing funding sources over time; (2) the support of the local community that sustained this program; and (3) the ways in which the program influenced girls long after they graduated from middle and high school. Since 2006, 611 girls have participated in the Girls in STEM (GIS) summer camp. Surveys to alumnae were sent in 2022 and 2024, and 81 GIS alumnae responded. Many of these women explained how the camp helped them to see STEM career options that they were not aware of; improved their confidence that they could pursue careers that were male-dominated; and provided them with peers and mentors who became part of their network. The article concludes with a discussion of the cancellation of the program and the potential consequences of that decision. Full article

Nutrition is a cornerstone of public health, yet the unique nutrition needs and considerations of lesbian, gay, bisexual, transgender, and others (LGBT+) communities remain largely invisible in the field of dietetics. These populations face disproportionate burdens of obesity, eating disorders, body dysmorphia, metabolic risks, and food insecurity, often driven by stigma, minority stress, and structural inequities. This narrative review aimed to synthesize current evidence on nutrition-related disparities among LGBT+ populations and identify opportunities for dietitians to advance equity in care. A comprehensive search of PubMed, Scopus, and Web of Science was conducted for studies addressing diet quality, obesity, eating disorders, food insecurity, and metabolic health in sexual and gender minorities. Evidence indicates clear subgroup differences: lesbian and bisexual women are more likely to experience obesity and food insecurity; gay and bisexual men report lower BMI but greater body image concerns and disordered eating; transgender individuals face nutritional challenges linked to gender-affirming therapy and high rates of food insecurity; and people living with HIV encounter additional metabolic risks associated with treatment. Despite these findings, LGBT+ health remains rarely reflected in dietary guidelines or professional training. Embedding inclusivity into dietetic education and clinical encounters, adopting culturally competent and structurally aware practices, and tailoring interventions to subgroup-specific needs are key priorities. Inclusive, equity-driven, and person-centered nutrition care is essential to closing health gaps for LGBT+ populations and ensuring that every patient receives guidance that affirms their identity and lived experience. Full article

Cross-national public opinion surveys show that a significant majority of young people are frequently exposed to hateful content on social media, which suggest the need to better understand its political implications. This systematic narrative literature review addresses three key questions: (1) Which factors have been explored in political science as the main drivers of hate speech on social media? (2) What do empirical studies in political science suggest about the political consequences of online hate speech? (3) What strategies have been proposed within the political science literature to address and counteract these dynamics? Based on an analysis of 79 research articles published in the field of political science and international relations retrieved from the Web of Science Core Collection, this review found that online hate is linked to social media platform policies, national and international regulatory frameworks, perceived threats to in-group identity, far-right and populist rhetoric, politically significant events such as elections, the narratives of traditional media, the post-truth environment, and historical animosities. The literature shows that hate speech normalizes discriminatory behavior, silences opposing voices, and mobilizes organized hate. In response, political science research underscores the importance of online deterrence mechanisms, counter-speech, allyship, and digital literacy as strategies to combat hate during the social media era. Full article

Background: Social networking platforms offer promising educational value, particularly for undergraduate students whose daily lives are deeply embedded in online spaces. Yet in most courses, instructional technologies remain limited to institutional learning management systems (LMSs), which often do not foster informal interaction or community. This study examined whether supplementing LMSs with a Facebook group could enhance academic outcomes and retention in undergraduate Anatomy and Physiology (A&P) courses. Methods: Over two semesters, two student cohorts (n = 39) were taught by the same instructor using identical materials; one cohort also used a closed Facebook group for course-related engagement. Results: While final course grades were not significantly different between groups (p = 0.186), students in the Facebook cohort scored significantly higher on mid-semester unit exams (p < 0.001 to p = 0.006). Regression analysis revealed a 9.4% higher mean final course grade among Facebook users. Importantly, the pass rate in the Facebook cohort was 94.7% compared to 45.0% in the control group, with dropout rates significantly lower (5.3% vs. 55%, p = 0.001). Conclusions: These findings suggest that incorporating social media into undergraduate science instruction may promote academic success and retention by providing a familiar, collaborative space for active learning and peer support. Full article

This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of the camp. Data were analyzed using paired-samples t-tests and the constant comparative method. Data analysis revealed a significant overall increase (p = 0.008) in participants’ science identity scores following their participation in the summer science camp. Additionally, participants began to focus more on the epistemic goals of scientific investigations, rather than merely viewing science as experimentation. Their understanding of scientists’ work became more sophisticated, reflecting improved awareness of various scientific fields, types of scientists, specific experiments, and equipment. Participants also reported that camp activities more closely resembled the work scientists do, compared to their typical school science experiences. Most participants appeared to develop a heightened interest in science through the camp, which in turn fostered more positive attitudes toward pursuing STEM careers. Full article

Adolescents’ sustained engagement in STEM fields is critical for cultivating future scientific talent. While school belonging—a key form of emotional support perceived by students within the school environment—has been widely studied, its specific influence on STEM career interest, particularly within non-Western educational systems, remains insufficiently understood. Drawing on Social Cognitive Career Theory (SCCT), this study examines how school belonging, as a contextual affordance, shapes STEM career interest among Chinese high school students, and whether science identity, as a person input, mediates this relationship. Utilizing data from 451 students in a science-focused Chinese high school, multiple regression analyses demonstrated that school belonging significantly predicts higher STEM career interest. Science identity partially mediated this relationship, with science interest emerging as the strongest mediating component, followed by competence/performance beliefs; external recognition had a comparatively weaker effect. These findings suggest that fostering school belonging in science-oriented environments may support adolescents’ interest in STEM careers, both directly and indirectly through the development of science identity. From a cultural perspective, the study further sheds light on the mechanisms underlying students’ interest in STEM careers, and highlights the potential of inclusive environments that support the development of students’ sense of belonging and identity in promoting their long-term engagement in STEM fields. Full article

The Bardo Thodol (bar do thos grol), commonly known in the West as The Tibetan Book of the Dead, has traditionally served as a spiritual manual guiding consciousness through the postmortem bardo (bar do) states toward liberation or rebirth. While prior interpretations have framed the text in ritualistic, psychological, or mystical terms, this essay proposes an original and interdisciplinary expansion: that the bardo model can serve as a framework for understanding digital identity dissolution and transformation. Drawing from Tibetan Buddhist thought, extended mind theory, digital anthropology, and cognitive science, this study reinterprets the bardo states as phenomenological thresholds that manifest not only in physical death but also in virtual liminality—moments of radical ego disintegration, avatar deconstruction, and reidentification in digital and augmented environments. By mapping the six bardos onto digital experiences, this paper presents a unique synthesis of esoteric Tibetan metaphysics and contemporary posthuman theory, offering new insights into consciousness, ethical selfhood, and the future of identity. Full article

The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community. Full article

Cultural heritage is important for every group and society, as it represents a part of their identity and helps preserve traditions, along with significant tangible and intangible elements. These elements are not only passed on to future generations but also play a role in education today. Many studies have examined digital applications that promote cultural heritage, particularly those that use Augmented Reality (AR) technology. However, few have systematically examined the methodologies used in the design, development and evaluation of AR applications for cultural heritage. This narrative review addresses that gap by analyzing 45 papers published between 2008 and 2024 from the Scopus and Web of Science databases. The review identifies the main motivations for AR applications, such as enhancing the learning experience, promoting tourism and the use of gamification. The majority of these applications concentrate on tangible cultural heritage, such as historical buildings and cultural routes, while intangible heritage remains less explored. In most cases, AR applications were developed with a focus on user experience, using various development tools and showing different levels of technical complexity. Although many applications initiated evaluation processes, few completed them thoroughly. These evaluations vary widely, ranging from usability tests to pre-/post-tests. The results generally report positive impacts in terms of learning and user experience. This review offers a structured framework and useful insights for researchers regarding the design and evaluation of AR applications and helps identify research gaps and limitations for future work. Full article

Background/Objectives: Migrant youth often experience multiple, intersecting systems of oppression (e.g., racism, poverty, and discrimination) that may contribute to disparities in pediatric pain prevalence, severity, and management. However, pain in migrant youth remains poorly understood. This rapid scoping review will examine the nature and extent of the existing literature on pain among migrant youth. Methods: This protocol has been preregistered on the Open Science Framework. The review will follow guidelines for conducting and reporting rapid and scoping reviews, and will be guided by PCC (population, concept, context) and PROGRESS-Plus methodological frameworks. Electronic searches will be conducted in MEDLINE, CINAHL, and Scopus for primary research studies published since 2015 that describe and examine pain among migrant youth (age < 18 years). Two reviewers will independently screen titles, abstracts, and full texts, with disagreements resolved by consensus or a third reviewer. Data charting will be piloted on 5–10 studies, then independently conducted by two reviewers. Extracted data will include study characteristics (authors, year, purpose, methodology); participant sociodemographic information (e.g., racial and/or ethnic identity, age, sex, gender identity, sexual orientation, socioeconomic position); migration status; countries of origin and destination; definition and characteristics of pain; and measures of systemic factors (e.g., racism). Results: Findings will be synthesized descriptively and interpreted within sociocultural and geopolitical contexts to better understand pain among migrant youth. Conclusions: This review will aim to provide critical insights into the intersections between migration and pediatric pain, offering guidance for future research, clinical practice, and policy to improve pain management and outcomes for migrant youth. Full article

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