Search Results (2,677)

This study addresses the growing necessity to understand how artificial intelligence (AI) competency and soft skills jointly influence organizational innovation and performance in the era of digital transformation. Despite the rapid adoption of AI technologies across industries, organizations continue to face significant challenges in effectively integrating technical AI capabilities with essential human-centric soft skills such as communication, adaptability, and leadership. This gap often limits the realization of AI-driven value and sustainable competitive advantage. The primary challenge in this research area is the lack of comprehensive models that simultaneously examine AI competency and soft skills within a unified framework, particularly in emerging economies where digital maturity varies widely. Existing studies tend to focus either on technical competencies or behavioral factors in isolation, leading to fragmented insights. To address these challenges, this study proposes a novel integrated research model that examines the combined effects of AI competency and soft skills on innovation outcomes and organizational performance. The model is empirically validated using structural equation modeling (SEM), providing robust evidence of the interrelationships among key constructs. The findings reveal that both AI competency and soft skills significantly contribute to innovation capability, which in turn enhances organizational performance. The study offers important theoretical and practical implications by bridging the gap between technical and human dimensions of AI adoption, thereby providing a more holistic understanding of digital transformation success. Full article

Doping remains a major threat to athlete health and sport integrity. Although anti-doping efforts have traditionally focused on athletes, increasing attention has turned to Athlete Support Personnel (ASP) due to their influence on athletes’ decisions, behaviors and involvement in anti-doping rule violations. This narrative review aimed to synthesize the existing literature on the role of ASP (including coaches, physicians, pharmacists, sport psychologists, nutritionists, physiotherapists, parents and other family members) in anti-doping, with particular attention to their influence on athletes’ knowledge, attitudes, behaviors, education and decision-making related to doping. Coaches, physicians, and pharmacists are among the ASP groups most frequently examined in the literature, although substantial knowledge gaps remain across all groups. Coaches shape motivational climates and ethical norms but often lack adequate understanding of anti-doping regulations and supplement risks. Physicians and pharmacists play key roles in medication management and Therapeutic Use Exemptions procedures, though incomplete regulatory knowledge may contribute to inadvertent violations. Nutritionists are central in preventing supplement-related doping, while research on sport psychologists and physiotherapists remains limited despite their preventive potential. Parents significantly shape athletes’ moral development and susceptibility to doping, acting as protective or risk factors depending on family dynamics. Overall, anti-doping education for ASP remains inconsistent. In conclusion, ASP plays an essential yet heterogeneous role in influencing doping-related behaviors. Strengthening role-specific and interdisciplinary anti-doping education, particularly within university programs and professional development, appears critical for enhancing ASP competence and promoting a sustainable culture of clean sport. Full article

Speedcubing, the competitive practice of fast solving the Rubik’s Cube, has gained global popularity both as a sporting and an educational activity. Aside from its recreational value, speedcubing may contribute to broader social and developmental outcomes. This study aims to examine the potential of speedcubing as a tool for sustainable social development, concentrating on its educational, psychological, and social implications and its relationship to selected United Nations Sustainable Development Goals (SDGs). An anonymous online survey consisting of 26 items (22 used for the main analysis and 4 demographic items) was conducted among 112 participants associated with the speedcubing community, including active competitors, coaches, and parents. The questionnaire addressed accessibility, cognitive and social competencies, and perceived educational and social benefits, as well as user preferences regarding digital tools supporting learning. The results indicate that participation in speedcubing supports the development of analytical thinking, problem-solving skills, perseverance, and self-control. Respondents also emphasized its educational value, accessibility, and role in fostering fair play and social integration. These findings suggest that speedcubing may contribute to several Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 11 and SDG 12 (Sustainable Cities and Communities; Responsible Consumption and Production). Full article

The aim of this study was to investigate older adults’ engagement in sport through the lens of the Positive Development in Sport (PDS), a framework aimed at fostering human growth in sport environments. This qualitative study involved 80 older athletes (M = 71.91 years, SD = 7.91; 45 women) engaged in regular sport practice and four experienced coaches (37–57-years-old). Data was collected across multiple contexts: brief in-person individual or small-group interviews during a competitive event; five in-person focus groups; and individual interviews. Data was analyzed using reflexive thematic analysis. Findings revealed a central theme, autonomy to engage in sport, supported by three subthemes: competence and confidence, health, and setting priorities. Participants described sport as a meaningful component of their identity, with sustained engagement driven by intrinsic motivation and harmonious passion. They reported increased self-awareness, intentional health management, and the ability to balance sport participation with other life domains, highlighting positive implications for mental health. Coaches who actively supported athletes’ psychological needs played a key role in fostering autonomy and personal development. Participants also emphasized the importance of inclusive relationships and pedagogical strategies tailored to older athletes’ goals and lived experiences. The findings suggest that sport in older adulthood can be a context for personal growth and mental health development. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

Background: Although pre-exposure prophylaxis (PrEP) has demonstrated strong clinical efficacy in preventing HIV infection among men who have sex with men (MSM), real-world utilization remains suboptimal. In South Korea, MSM constitute a major population within the domestic HIV epidemic; however, PrEP uptake has not increased pro-portionally to awareness. This discrepancy has been conceptualized as the “awareness–uptake gap,” reflecting multi-level barriers beyond individual knowledge. Purpose: This integrative review aimed to compare PrEP awareness, acceptance, and utilization among MSM populations in South Korea and international settings, and to identify structural, institutional, and psychosocial determinants contributing to the awaness, uptake gap. The study further sought to derive practical implications for nursing practice and health policy. Methods: An integrative literature review was conducted following Whittemore and Knafl’s five-step methodology and reported in line with PRISMA guidance. Electronic searches were performed in PubMed, Google Scholar, RISS, ScienceON, and DBpia for peer-reviewed studies published between 2015 and 2025 in English or Korean. The final search was completed on 31 January 2026. A total of 5952 records were identified, and 187 studies met the inclusion criteria after screening and duplicate removal. Quality appraisal was conducted using AXIS, Newcastle-Ottawa Scale, RoB 2.0, CASP, and MMAT according to study design, and the findings were synthesized within an environmental–structural–individual framework. Results: The included studies consistently showed that awareness of PrEP exceeded actual uptake. Across settings, the awareness–uptake gap was shaped by policy environment, service accessibility, stigma, privacy concerns, economic burden, institutional complexity, and provider preparedness. Comparative evidence from China, Thailand, Belgium and France, Brazil, and West Africa further suggested that awareness alone did not ensure uptake when service pathways were fragmented, culturally unsafe, or poorly understood. Conclusions: Closing the awareness–uptake gap requires integrated policy and practice strategies that extend beyond cost reduction. Strengthening confidentiality systems, simplifying service pathways, and enhancing provider competency—particularly through nurse-centered PrEP navigation and counseling models—may support more sustainable PrEP expansion among MSM populations in global settings. Full article

(1) Background: The global educational landscape increasingly necessitates pedagogical approaches capable of addressing complex socio-environmental challenges. While STEAM education is widely adopted, its contribution to the 2030 Agenda and Global Competence requires further theoretical consolidation. This study proposes a reconceptualization of STEAM as a Transformative STEAM Framework, explicitly aligned with Sustainable Development Goals (SDGs) 4, 5, and 10, as well as the development of Global Competence. (2) Methods: Guided by PRISMA 2020 principles for study retrieval, a search for peer-reviewed research, literature reviews, and relevant institutional documents conducted in Scopus, Web of Science, and ERIC yielded a final corpus of 32 studies (2014–2024). A multi-layered methodological design was applied, integrating a Critical Interpretive Synthesis (CIS) framework for conceptual evaluation alongside a hybrid thematic synthesis to ensure rigorous data coding. (3) Results: The findings indicate that STEAM bolsters Global Competence by fostering intercultural interaction and critical thinking, demonstrating robust alignment with quality education (SDG 4) and gender equality (SDG 5). However, significant gaps remain concerning broader structural inequalities (SDG 10) and the paucity of validated, multidimensional assessment tools for evaluating Global Competence. (4) Conclusions: This review establishes a conceptual framework that positions STEAM as a catalyst for equity and the 2030 Agenda. To realize its transformative potential, future research must explicitly address the reduction in inequalities and develop robust assessment mechanisms. Full article

Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (2) the influence of collaboration with societal partners on learning outcomes, framed by the Quadruple Helix Model (academia, industry, government, and community). The study adopts a qualitative research design via semi-structured interviews with seven laboratory leaders across five well-established living labs in Finnish Universities of Applied Sciences. Interview transcripts were analyzed using Julius.ai and in vivo coding to identify and categorize themes. The respondents highlighted that in their experience, combining physical and digital settings often facilitates experiential, reflective, and innovative learning while equipping students with practical skills and competencies that improve their employability. Furthermore, the respondents reported that engagement with stakeholders fosters co-creation and well-rounded innovation. These collaborations also help ensure that the living labs can effectively sustain their operation, offering students the opportunities to engage in globally relevant issues such as digital transformation. Nonetheless, obstacles include resource limitations, maintaining enduring teamwork, and adjusting to rapid technological changes. The paper concludes that living labs serve as supplementary instruments and their adoption can help match academic learning curricula and practices with industry needs, while also enhancing student learning in preparation for the world of work. Full article

Educational trajectories developed by students throughout their schooling are shaped by experiences across multiple domains, where learning opportunities coexist with factors that may hinder academic achievement and the development of successful trajectories. The aim of this study was to analyze the personal, family, school, and contextual factors associated with educational trajectories and academic achievement among primary and secondary school students. A systematic review of the literature was conducted based on quantitative longitudinal studies published between 2022 and 2025 and identified through the Web of Science, Scopus, and Education Resources Information Center databases. The results indicate that educational trajectories linked to academic achievement tend to begin in primary education and show relative stability throughout secondary education, with variations over time associated with the interaction of individual, family, school, and contextual factors. These findings have practical implications for behaviorally informed interventions aimed at strengthening self-regulation, teacher support, socioemotional competencies, and family engagement to promote more equitable academic pathways. Overall, the evidence underscores the need to implement comprehensive and differentiated educational interventions articulated across multiple levels to reduce inequalities and foster sustainable academic development. Full article

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

Phosphorus is an essential and finite resource critical for global food production, yet its inefficient use and discharge from wastewater systems contribute to eutrophication and resource depletion. The transition from conventional wastewater treatment plants to water resource recovery facilities has intensified interest in technologies that enable phosphorus recovery within a circular economy framework. This review provides a critical and up-to-date synthesis of phosphorus recovery strategies from wastewater, with primary emphasis on struvite (MgNH₄PO₄·6H₂O) crystallization as one of the most mature and practically implemented recovery routes. The occurrence and chemical forms of phosphorus in wastewater streams are discussed alongside conventional approaches, such as enhanced biological phosphorus removal and chemical precipitation, in order to position struvite recovery within the broader phosphorus management landscape. In addition to struvite crystallization, selected competing and complementary recovery pathways, including electrochemical systems, biochar-assisted processes, and sludge ash recovery, are discussed to compare technological maturity, recovery potential, and practical applicability. Particular attention is given to reactor configurations, full-scale applications, and commercial technologies to assess operational reliability, recovery performance, and fertilizer product quality. Life-cycle assessment results and regulatory developments are also discussed to contextualize sustainability claims, technology selection, and market integration. The review identifies key technical and economic challenges, particularly regarding magnesium supply, competing ions, wastewater matrix effects, and the feasibility of mainstream application. Overall, controlled sidestream struvite crystallization appears to offer the most favorable balance between recovery efficiency, operational reliability, and fertilizer product quality under suitable plant conditions. Full article

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary school students. A quasi-experimental pre-test–post-test design with a control group was employed. The initial sample consisted of 64 second-grade students, with final analyses conducted on 39 complete cases. Decision-making competence was assessed using a researcher-developed multidimensional scale encompassing six dimensions: identification of alternatives, justification of decisions, anticipation of consequences, autonomy, collaboration, and responsibility. The results indicated a significant improvement in decision-making competence from pre-test (M = 13.23, SD = 1.68) to post-test (M = 20.05, SD = 4.49), t(38) = 8.45, p < 0.001, d = 1.35. Additionally, analysis of covariance revealed a significant effect of group on post-test scores, F(1, 36) = 9.82, p = 0.003, ηp² = 0.21, with the experimental group demonstrating greater improvement than the control group. A 2 × 2 repeated-measures ANOVA further indicated that gains were more pronounced in the cognitive domain than in the socio-emotional domain. These findings suggest that structured classroom activities involving inquiry, problem-solving, and role-play can support primary school students’ ability to analyse situations, generate alternatives, and justify decisions, particularly within the cognitive dimensions of decision-making competence. At the same time, the more moderate gains observed in collaboration and responsibility highlight the need for sustained, interaction-based learning contexts to support the development of socio-emotional dimensions. Full article

Poly(vinyl alcohol)/chitosan (PVA/CS) biodegradable films reinforced with acid-functionalized multi-walled carbon nanotubes (f-MWCNTs) were fabricated via solution casting to investigate the effects of nanotube incorporation on structural, mechanical, thermal, dielectric, and physicochemical properties. Unlike conventional CNT-reinforced systems, this study focuses on the role of acid functionalization in improving nanotube dispersion and interfacial interactions, enabling simultaneous enhancement of multiple performance characteristics. Fourier transform infrared spectroscopy (FTIR) analysis confirmed strong intermolecular interactions between PVA/CS functional groups and carboxyl groups on f-MWCNTs, while scanning electron microscopy (SEM) revealed homogeneous nanotube dispersion at low loadings and partial aggregation at higher contents. X-ray diffraction (XRD) indicated that crystallinity was modified in a non-monotonic manner with increasing nanotube concentration due to competing nucleation and chain-restriction effects, while dielectric measurements showed an increase in dielectric constant from 3.78 to 4.27 as a result of enhanced interfacial polarization. The thermal conductivity improved from 0.195 to 0.247 W·m⁻¹·K⁻¹, and tensile strength increased from 19.8 to 24.5 MPa at 0.2 wt.% f-MWCNT, with elongation at break decreasing from 37.9% to 25.1%, reflecting increased stiffness. The degree of swelling and water solubility decreased with higher nanotube content, indicating reduced hydrophilicity and enhanced structural compactness. The results provide new insights into how surface-functionalized nanofillers can be used to tailor the multifunctional performance of biodegradable polymer nanocomposite films, highlighting their potential in advanced applications such as sustainable packaging, flexible electronics, sensors, and membrane technologies. Full article

Autonomous robots are increasingly integrated into social contexts, making affective human–robot interaction (HRI) critical for their effectiveness and acceptance. However, existing research remains dispersed across domains and techniques, lacking a unified framework to characterize core robotic capabilities. To address this gap, we adopt a capability-oriented perspective and conduct a comprehensive literature review, through which we propose a structured taxonomy of capabilities for robots in affective HRI. The taxonomy comprises five core dimensions: perception (recognizing human internal states), strategy (planning responses based on human states and context), expression (conveying robot lifelikeness and social presence), sustainability (maintaining effective and reliable operation over time), and ethics (ensuring behavior within ethical constraints). By organizing diverse research efforts into a structured framework, this taxonomy provides a systematic foundation for designing socially competent robots and guiding future research. Full article

Energy transition is most often examined through the lens of technological development and integration, including renewable energy sources, energy storage systems, and digital energy management solutions. In practice, however, the actual performance of energy systems—understood as both energy efficiency and environmental impact across the life cycle—depends not only on technical parameters but also on decision-making processes, operational practices, and management capabilities. This paper aims to conceptualize energy and environmental awareness as a determinant influencing energy system performance at organizational and system levels. The study is based on a structured review of the literature from energy engineering, life cycle assessment, and energy management, complemented by a comparative analysis of how similar energy technologies are utilized under different decision-making contexts. On this basis, an integrated analytical framework is proposed that combines conventional energy and environmental performance indicators with awareness-related dimensions, including energy knowledge, perception of environmental risk, and managerial competence. The analysis demonstrates that insufficient energy awareness leads to systematic gaps between the technological potential of energy systems and their actual performance, resulting in increased environmental burdens despite high nominal technical efficiency. The proposed framework helps to explain performance variability in energy systems operating under comparable technical conditions and highlights the importance of incorporating managerial and competency-related factors into life cycle assessments and energy transition policies. The paper contributes to the literature by extending energy system evaluation beyond purely technical criteria and offers practical implications for the design of energy systems, industrial energy management, and policy instruments supporting sustainable energy transitions. Full article