Search Results (146)

Background: In China, a paradox has emerged: while the digital access gap narrows, a pronounced digital gradient—a sequential decline in outcomes from urban to county to township students—persists in innovation and entrepreneurship. This study investigates the hidden, cognitive mechanisms behind this enduring gradient inequality. Methods: Analyzing a national survey of 31,779 students, we employed statistical models designed to trace sequential pathways and account for institutional influences. Results: We found a clear urban > county > township gradient in students’ digital literacy, information perception, and innovation capabilities. The disparity is primarily driven by a cognitive mediation chain: rural students’ lower digital literacy inhibits their ability to perceive and evaluate information effectively, which in turn suppresses their innovation and entrepreneurial potential. This “digital literacy → information perception” pathway explains over 80% of the gap in entrepreneurial intention and one-third of the gap in innovation capacity. Crucially, elite “Double First-Class” universities mitigate this gradient; their robust offline support systems compensate for deficits in students’ digital literacy, reducing its necessity for entrepreneurial success. Conclusions: The contemporary digital divide is fundamentally a cognitive gradient. Moving forward, policy must look beyond infrastructure to foster a cognitive capacity to transform digital access into innovation capability, rather than merely expanding digital access. Our findings affirm that universities can act as powerful institutional compensators. A dual strategy that combines cognitive empowerment with targeted institutional support is essential to bridge the digital gradient and close the innovation gap across urban, county, and township student populations. Full article

This article explores how gender stereotypes and institutional practices influence the development and public image of women’s football in Romania, framing the case within debates on social sustainability (SDG 5), media representation, and sports governance. Using a mixed-methods approach, we triangulate (1) a qualitative content analysis of DigiSport online coverage (n = 57 articles; 2022–2025), (2) public testimonies collected at a national conference on gender and sport held in Timișoara in 2025 and (3) two in-depth, semi-structured interviews with one professional player whose multi-club career offers cross-organizational insights and one professional player who is still a student at the start of her career. The findings reveal systematic symbolic exclusion: in our sample, stories about women’s football make up approximately 2% of total football coverage and are mostly limited to results-only briefs, with little contextual information about athletes, resources, or structures. Historically, post-socialist policy changes have led to formal recognition but limited material support, resulting in symbolic compliance, such as UEFA/FRF mandates without corresponding investments. Current initiatives, like FRF’s Modele de Femeie campaign and UEFA-supported GOALSCORE, increase visibility but coexist with persistent gendered framings in media narratives and public discourse. The interviews support the media findings, highlighting recurring barriers—such as precarious funding, limited pathways, gendered disrespect in stadiums, and the psychological impact of marginalization—alongside stories of resilience and agency. We argue that achieving sustainable inclusion in women’s football requires more than regulatory measures; it calls for media parity, stable resources, and gender-competent leadership. Aligning policy with cultural change through equitable coverage standards, transparent funding, and accountability measures can transform football from a symbol of inequality into a space of social empowerment. Full article

In the 21st century, community participation in heritage management has become a worldwide phenomenon. Despite this shift in heritage management thinking and the inclusion of community members in such processes, these participatory efforts have not necessarily led to the empowerment of communities in decision making. Many studies have been conducted to probe this critical question and to better understand what hinders the active involvement of the public. This paper examines the question through Crossing the Pell, an academic project from the Rhode Island School of Design (RISD). With grant sponsors/clients and based in real-time heritage management issues of historic Newport, Rhode Island, this project emphasized creative and untested methods for engaging community through the use of immersive digital environments. As sponsored design with the stipulated objectives of funders and clients, the professors and students were charged with not only solutions for an adaptation of existing infrastructure but also the design of a unique community engagement process. This paper documents the multi-year academic endeavor, analyzes its outcomes in the context of the history of community engagement, and offers a hypothesis for implementing an active and meaningful participatory process in cultural heritage management through the use of extended realities. Full article

Background: Unintended adolescent pregnancy and sexually transmitted infections (STIs) remain pressing public health concerns in Northeastern Thailand. Although school-based sexuality education is widespread, risk behaviors persist, underscoring the need for innovative approaches. This study evaluated the SESS (System–Empowerment–Support–Social Network) model, a multi-component framework designed to strengthen adolescent sexual health. Methods: A quasi-experimental, two-school study was conducted among 240 students aged 15–19 years in Nakhon Ratchasima Province. One school (n = 120) implemented a 16-week SESS program, while a comparison school (n = 120) continued with the standard curriculum. The SESS model combined system coordination, empowerment workshops, peer and institutional support, and digital platforms (Facebook, LINE). Data were collected with validated questionnaires and analyzed using ANCOVA, adjusting for baseline values. Exploratory analyses reported mean differences with 95% confidence intervals (CIs). Results: Groups were comparable at baseline. Post-intervention, the intervention school showed higher perception scores (mean difference = +13.0; 95% CI: 10.5–17.0) and preventive practice scores (mean difference = +14.0; 95% CI: 10.1–17.9). Attitudes showed minimal change. No pregnancies or self-reported STI cases were documented among intervention participants during the follow-up period. Conclusions: In this two-school quasi-experimental evaluation, the SESS model was associated with improvements in perceptions and practices, though attitudinal changes were limited. Findings suggest the feasibility of integrating empowerment, social support, and digital engagement into school-based programs while highlighting the need for multi-school trials to establish effectiveness. Full article

The focus of this research is Gen Z, aiming to fill a research gap by determining the key empowering factors that motivate Gen Z to participate in tourism. The research employed a quantitative approach, utilizing a structured questionnaire-based survey method and descriptive statistics, Exploratory Factor Analysis (EFA), and Partial Least Squares Structural Equation Modeling (PLS-SEM). The study was conducted on students as an appropriate convenience sample since most students belong to the Gen Z population. By implementing Exploratory Factor Analysis (EFA) on the Resident Empowerment through Tourism Scale (RETS 2.0), a modified four-factor structure was identified and adapted for measuring empowerment for Gen Z (ZRETS—Gen Z as Residents’ Empowerment through Tourism Scale) as a validated instrument. Identified ZRETS’s (Gen Z as Residents’ Empowerment through Tourism Scale) empowering factors are related to participation within an integral ZRETP model (Gen Z Residents Empowerment through Tourism for Participation). PLS-SEM was employed to examine the structural relationships between empowerment and participation within the ZRETP model (Gen Z Residents Empowerment through Tourism for Participation). The main findings indicated socio-psychological empowerment as a key theoretical base for understanding Gen Z’s participation in tourism. For environmental empowerment and economic empowerment, their mediating role was confirmed, where environmental empowerment is a key mediator and economic empowerment is a result of socio-psychological empowerment effects. Political empowerment was found irrelevant and was excluded from the model, indicating the need for creating a new approach for engaging Gen Z in participation and alternative participation channels more oriented on digital media. The main paper contribution represents the validated ZRETP model (Gen Z Residents Empowerment through Tourism for Participation), as an integrated empowerment–participation framework tailored for Gen Z. Theoretically confirmed importance of Gen Z’s internal empowerment (evident from socio-psychological empowerment effects) and environmental values (evident from environmental empowerment effects) in creating benefits (evident from economic empowerment effects) can guide practitioners in creating sustainable tourism strategies, emphasizing socio-psychological and environmental empowerment, which motivate Gen Z to participate and lead to economic prosperity. Limitations in this paper are related to the convenience sample of students and the PLS-SEM that is used in validating the ZRETP model (Gen Z as Residents’ Empowerment through Tourism Scale). Full article

Background/Objectives: Existing research has highlighted the stress associated with the transition from student to practitioner among newly hired nurses, often resulting in diminished professional quality of life (ProQOL). However, there remains a dearth of understanding regarding the impact of the teaching methods during the COVID-19 pandemic on this transition period. This study aims to test a model assessing the mediating role of ProQOL in the association between structural empowerment and successful transition among newly hired nurses who underwent education during the COVID-19 pandemic. Methods: This study utilized a cross-sectional correlational design and was conducted in two university hospitals and four government hospitals in Saudi Arabia. The study sample was selected using purposive sampling. The Casey–Fink Graduate Nurse Experience Survey, the Arabic version of the ProQOL version 5, and the Conditions for Workplace Effectiveness Questionnaire Second Arabic version were used in the study. Data were analyzed using the Statistical Package for Social Sciences (SPSS) Version 28.0.1.1. The model was examined using Hayes’ process macro. Results: Structural empowerment significantly predicts successful transitions, both directly and indirectly through its impact on ProQOL. Conclusions: Nurse managers should employ optimal strategies and innovative structures within orientation programs to effectively facilitate the transition of Saudi graduate nurses. Moreover, nursing leaders and policymakers should leverage the increased attention garnered during the COVID-19 pandemic to enhance structural empowerment among newly hired nurses, thereby improving their transition and overall well-being. Structural empowerment was a direct and indirect predictor of successful transitions. Full article

Human energy production and consumption have significantly contributed to the environmental crisis, impacting human health, wellbeing, and social justice. In this context, the concept of energy citizenship has emerged, referring to civic engagement in fostering sustainable and democratic energy systems and transitions. Under the Horizon Europe project EnergyPROSPECTS (PROactive Strategies and Policies for Energy Citizenship Transformation), we investigated the conditions and dynamics that promote or hinder energy citizenship and empower citizens to contribute to sustainable energy transformations. Through 44 in-depth interviews and four deliberative workshops in four European case study regions with individuals and organizations engaged in different forms of energy citizenship, we identified key psychological and organizational factors driving citizen empowerment. These findings informed the development of an interactive empowerment toolkit, a digital learning resource designed to enhance energy citizenship literacy and skills. This toolkit, although primarily targeting adults interested in energy citizenship, is adaptable for students and educators at various levels, offering two tracks: one for beginners with no prior involvement in the exercise of energy citizenship, and another for those with experience in energy activism. We highlight the scientific basis of the toolkit, detailing its components and demonstrating its application in fostering energy citizenship empowerment. The tool aims to equip users with the skills and knowledge necessary to actively participate in sustainable energy transitions. Full article

Palestinian female students from East Jerusalem face multiple forms of discrimination as Palestinians in Israeli universities, as women in traditional society, and as residents of a politically contested area. These intersecting challenges create unique difficulties that traditional educational systems cannot adequately address. Despite worldwide higher education expansion, severe inequalities persist, particularly affecting students with multiple disadvantaged identities who face institutional barriers designed to maintain disparities. This study examines how Palestinian women transform structural challenges into opportunities for empowerment within Israeli higher education. This qualitative research used in-depth semi-structured interviews with 40 Palestinian female students from East Jerusalem enrolled in Israeli institutions. Participants were recruited through snowball sampling until data saturation was achieved. An interview analysis examined educational choices, institutional navigation strategies, experiences of discrimination, cultural identity preservation, and career planning approaches using a thematic methodology. Seven interconnected themes emerged, highlighting empowerment strategies: strategic educational choice-making, institutional navigation skills, academic resilience development, cultural identity preservation, intercultural bridge-building, community-oriented career planning, and the development of critical political consciousness. The findings demonstrate how these women utilize community cultural strengths to succeed in environments not designed for their advancement, positioning themselves as institutional change agents rather than passive recipients of support. This research contributes to diversity science by revealing how intersectional marginalization creates distinctive forms of empowerment, providing insights for developing antiracist teaching approaches that recognize the cultural assets that multiply-marginalized students bring to higher education. Full article

This study investigated youth’s empowerment through EU-funded climate change projects (CCPs) and the role that social research and public engagement play in that process. The importance of considering youth empowerment in a time of climate change is increasingly recognized. Youth are exposed to interrelated health, socioeconomic, and political vulnerabilities caused by climate change, but they often lack resources to address and navigate these changes. To help address these issues, youth empowerment holds the potential to give youth a greater influence over their lives in the context of an evolving climate. EU-funded CCPs play a crucial role in EU’s climate mitigation and adaptation policies, and the implementation of these projects can have widespread implications for youth across the EU. However, there is little research exploring the local youth implications of EU-funded CCPs. In this paper, we want to start addressing this knowledge gap by exploring how youth empowerment was facilitated, shaped, and restrained over a year-long collaboration with students from a Greek school as part of a Horizon 2020 project on the social acceptance of Carbon Capture and Utilization (CCUS) technologies. The findings indicate that the activities provided the students with opportunities to explore and express different types of concerns, knowledge, and perspectives on issues related to climate change, social acceptance, and CCUS. However, the empowering potential of these activities was also shaped by power differentials and contestations around the validity of different knowledge sources. For meaningful youth engagement through Horizon 2020 initiatives, more longitudinal and meaningful participation is needed. Full article

In fragile and unstable regions, entrepreneurship education is increasingly viewed as the path to economic resilience and youth empowerment. However, research indicates that there is relatively little empirical evidence on how entrepreneurial education promotes entrepreneurial intention and behavior, especially in situations of uncertainty and a lack of resources. This study explores this relationship based on a sample of 402 Palestinian university students and graduates, applying the Partial Least Squares Structural Equation Modeling (PLS-SEM). The study concludes that entrepreneurial education has a positive influence on students’ self-efficacy, attitudes toward entrepreneurship, and their perception of the entrepreneurial environment. Self-efficacy was found to be the most potent mediating factor of entrepreneurial intent, closely followed by attitude. Although intention is a good predictor of action, the relationship is modest, which illustrates a clear intention-action gap. The study also reports that entrepreneurial education indirectly affects actions by shaping environmental perception, and that its total influence on entrepreneurial action operates primarily through these psychological and contextual pathways. Furthermore, the availability of resources has a significant moderating effect, as students having strong intentions are more likely to act when there is a strong perception that sufficient support and resources are available to them. The research builds on the Theory of Planned Behavior and complements related work on the intention–action gap, by considering a combination of psychological and contextual influences. Additionally, it offers actionable recommendations for policy-makers, educators, and development practitioners working to realize youth aspiration in fragile economies through integrated, context-appropriate entrepreneurship interventions. Full article

This study explores the relationship between academic motivation, Machiavellian traits, and lying tendencies among Romanian engineering students, with a focus on how these psychological variables influence academic performance. Data were collected from 706 students using the MUSIC Model of Motivation, the Machiavellianism Scale, and the Lie Attitude Questionnaire. Statistical analysis included Spearman correlations, regression models, and moderation analysis using PROCESS Macro (Model 7). The results showed significant negative correlations between Machiavellianism and all five motivational dimensions (e.g., ρ = −0.259 for Empowerment, p < 0.001), as well as between lying tendencies and motivation (e.g., ρ = −0.206 for Empowerment, p < 0.001). Surprisingly, Machiavellianism had a positive effect on academic grades (β = 0.107, p = 0.043), suggesting strategic academic behavior. Motivation was a stronger predictor of performance among female students. These findings highlight the importance of promoting ethical, intrinsic motivation in university settings and call for thoughtful integration of behavioral variables into academic success models. Full article

The present study focuses on investigating the contribution of puppetry as a pedagogical and psychosocial tool in special education, addressing the literature gap in the systematic documentation of the experiences of special education teachers, concerning its use in daily teaching practice. The main objective is to capture the way in which puppetry enhances the learning, social and therapeutic support of students with complex educational and psychosocial needs. The study employs a qualitative phenomenological approach, conducting semi-structured interviews with eleven special education teachers who integrate puppetry into their teaching. Qualitative data were analyzed using thematic analysis. The findings highlight that puppetry significantly enhances cognitive function, concentration, memory and language development, while promoting the active participation, cooperation, social inclusion and self-expression of students. In addition, the use of the puppet acts as a means of psycho-emotional empowerment, supporting positive behavior and helping students cope with stress and behavioral difficulties. Participants identified peer support, material adequacy and training as key factors for effective implementation, while conversely, a lack of resources and time is cited as a key obstacle. The integration of puppetry in everyday school life seems to ameliorate a more personalized, supportive and experiential learning environment, responding to the diverse and complex profiles of students attending special schools. Continuous training for teachers, along with strengthening the collaboration between the arts and special education, is essential for the effective use of puppetry in the classroom. Full article

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article

Efforts to promote gender-inclusive education must extend beyond STEM fields to encompass all academic disciplines, including those that are traditionally feminized. This study examines how undergraduate students enrolled in Early Childhood, Primary, and Social Education degrees at the University of the Basque Country address gender issues in their final academic projects. Of the 2708 undergraduate dissertations (UDs) reviewed, only 383 met the criteria for gender-related content and were analyzed using lexical software (the Reinert method via Iramuteq). The analysis revealed a low overall engagement (12–14%) with gender themes, despite the critical role these educators will play in shaping future generations. Thematic clusters emerged around teacher training, gender stereotypes, and women’s empowerment. We argue that the invisibility of gender issues in these programs reflects a systemic problem, and that gender-inclusive reform must span the full spectrum of educational disciplines if broader social transformation is to be achieved. Full article