Search Results (2,156)

This paper explores the complexities of measuring impact from placemaking in the context of public and community housing (sometimes known as social or subsidised housing) in Aotearoa New Zealand. Placemaking refers to a range of practices and interventions—including the provision or facilitation of access to community infrastructure—that seek to cultivate a positive sense of place through everyday experiences, spaces, relationships, and rituals. Drawing on interviews with four community housing providers (CHPs), analysis of their documentation, and tenant survey and interview data from two of those CHPs, this research examines providers’ change theories about placemaking in relation to tenants’ experiences of safety, belonging and connectedness, including access to local amenities, ease of getting around, and a sense of neighbourhood and community affiliation. Based on the importance of these variables to wellbeing outcomes, the study highlights the potential of placemaking to support tenant wellbeing, while also recognising that providers must navigate trade-offs and co-benefits, limited resources, and varying levels of tenant engagement. While placemaking can help to foster feelings of connection, belonging and safety, its impact depends on providers’ capacity to initiate and sustain such efforts amidst competing demands and constraints. The study offers indicative findings and recommendations for future research. Although the impacts of placemaking and community infrastructure provision are difficult to quantify, research findings are synthesised into a prototype framework to support housing providers in their decision-making and housing development processes. The framework, which should be adapted and evaluated in situ, potentially also informs other actors in the built environment—including architects, landscape architects, urban designers, planners, developers and government agencies. In Aotearoa New Zealand, where housing provision occurs within a colonial context, government agencies have obligations under Te Tiriti o Waitangi to actively protect Māori rights and to work in partnership with Māori in housing policy and delivery. This underscores the importance of placemaking practices and interventions that are culturally and contextually responsive. Full article

Sustainable development in modern conditions is impossible without the support of processes by competent specialists with the necessary skills in technology and other areas of economic activity. Studying the methods and principles of implementing SDGs in higher education is crucial. The study was based on a multi-aspect sociological survey to determine the form of implementing SDGs in educational programs, as well as on the analysis of the possibilities of introducing educational modules in the environmental direction into the practice of existing educational programs as integrated modules. It was found that, on average, the allocation of the subject “Sustainable Development” as a separate course received 5.41 out of 10 possible points, which indicates the need to change the paradigm for implementing SDGs in higher education not as a separate discipline but as components of educational courses. While the integration of SDGs into curricula promotes value changes and highlights the importance of best practice examples, expert opinions differ on the need to establish “Sustainable Development” as a separate sub-discipline in the social sciences, despite the active implementation of SDGs by universities and the proven effectiveness of educational modules on reducing CO₂ emissions. When forming such components or modules, special attention should be paid to the practical focus, which is especially important when determining the potential positive impact of the results of using educational modules both in the primary and continuing education systems. Full article

This paper investigates the associations between urban form, neighbourhood characteristics, socioeconomic factors and commuting mode choice and neighbourhood-level active travel (walking and cycling) in Windhoek, Namibia. Despite growing interest in sustainable mobility, limited research has examined these relationships in medium-sized African cities, particularly in distinguishing between commuting and neighbourhood travel behaviour. To address this gap, the study explores three interrelated research questions: (1) In what ways are urban form, accessibility, and socioeconomic factors associated with residents’ choices between motorised and non-motorised commuting modes? (2) What factors determine the propensity of cycling within neighbourhoods? (3) How are similar factors associated with walking propensity at the neighbourhood level? Using survey data from 1000 residents across nine constituencies and spatial analysis through GIS, the study applies binary logistic and multiple linear regression models to analyse commuting and local travel patterns. The findings show that commuting mode choice is significantly associated with socioeconomic status, car ownership, commuting time, and urban sprawl around homes, all of which reduce the likelihood of walking or cycling. Neighbourhood walking, in contrast, is largely driven by necessity in underserved, high-density areas and is positively associated with population density, perceived safety, and community belonging but constrained by inadequate infrastructure and car access. Cycling, though less frequent, is associated with perceived security, access to local amenities, and cycling competence, while negatively constrained by inexperience and cultural norms. The study concludes that fragmented urban form and socioeconomic disparities reinforce mobility exclusion and calls for equity-oriented transport planning that integrates infrastructure and behavioural change. Full article

Major powers compete over the 17 rare earth elements (REEs), which are strategic resources in traditional, green, and high-tech areas. The escalation of international trade conflicts poses a serious threat to the sustainable growth of the rare earth industry, triggering an investigation of the global trade landscape for diverse rare earth products. Taking cerium, the most abundant and widely traded REE, as an example, this study selected seven representative cerium products, constructed their global trade networks from 2000 to 2022, depicted macro, meso, and micro trade patterns, and revealed the impact of four major events on China’s trade influence. The findings demonstrate that (1) the trade volume of cerium products in green and high-tech sectors has increased significantly, surpassing that of cerium products in traditional sectors and upstream primary products, and (2) the global cerium trade networks are interconnected, regionalized, stable, and efficient. Germany, the U.S., and other European nations have long dominated mid- and downstream cerium product commerce, but China’s involvement has grown. (3) China’s cerium trade influence has significantly increased, positively shocked by major events. The research findings provide solid empirical support and policy insights for promoting the sustainable and high-quality development of the global cerium industry chain. Full article

Transportation Management Systems (TMSs) play a pivotal role in streamlining logistics operations, yet selecting the most suitable TMS software remains a complex, multi-criteria decision-making problem. This study introduces a hybrid evaluation framework combining the Bayesian Best–Worst Method (BBWM) and TOPSIS to identify, weigh, and rank software selection criteria tailored to the logistics business. Drawing on insights from 13 logistics experts, five main criteria—technological competence, service, functionality, cost, and software developer (vendor)—and 16 detailed sub-criteria are defined to reflect business-specific needs. The core novelty of this research lies in its systematic weighting of TMS software criteria using the BBWM, offering robust and expert-driven priority insights for decision makers. Results show that functionality (26.6%), particularly load tracking (35.8%) and cost (22.7%), mainly software license cost (39.8%), are the dominant decision factors. Beyond operational optimization, this study positions TMS software selection as a strategic entry point for sustainable digital transformation in logistics. The proposed framework empowers business to align digital infrastructure choices with sustainability goals such as emissions reduction, energy efficiency, and intelligent resource planning. Applying TOPSIS to a real-world case in Türkiye, this study ranks software alternatives, with “ABC” emerging as the most favorable solution (57.2%). This paper contributes a replicable and adaptable model for TMS software evaluation, grounded in business practice and advanced decision science. Full article

This study aimed to characterize students from the Instituto Tecnológico del Valle de Etla (ITVE), located in Oaxaca, Mexico, within the virtual learning environment (VLE) and to identify the main technological challenges affecting their learning experience. The research adopted a descriptive quantitative approach, using a self-administered questionnaire applied to a sample of 71 students enrolled in distance education programs. The instrument made it possible to analyze variables such as online instructional design, teaching experience, and information technologies. The results evidenced four distinct student profiles identified as follows: demanding, digitally competent, dependent on didactic material, and with technological barriers. These profiles reflect disparities in connectivity conditions, digital competencies, and expectations toward instructional design. The evidence generated by this research contributes to the formulation of more inclusive and resilient educational policies, in line with Sustainable Development Goal 4 (SDG 4), which promotes inclusive, equitable, and quality education for all. Full article

Cancer stem cells (CSCs), a subpopulation of tumor cells endowed with self-renewal capacity, drive cancer initiation and progression. While long non-coding RNAs (lncRNAs) are increasingly recognized as critical regulators of CSC stemness, their specific roles in gastric cancer stem cells (GCSCs) remain poorly understood. This study investigates the functional significance of lncRNA TSPEAR-AS2 in modulating GCSC properties and uncovers its underlying molecular mechanisms. Through integrated whole-transcriptome sequencing, bioinformatics analysis, and validation in 48 paired gastric cancer tissues and adjacent normal tissues, TSPEAR-AS2 was identified as a differentially expressed lncRNA upregulated in both GCSCs and tumor samples. Functional experiments revealed that TSPEAR-AS2 overexpression significantly enhanced GCSC sphere-forming ability, proliferation, cell cycle progression, epithelial–mesenchymal transition (EMT), and expression of stemness markers (CD54, CD44, OCT4, NANOG, and SOX2) while suppressing apoptosis. Conversely, TSPEAR-AS2 knockdown attenuated these malignant phenotypes. In vivo tumorigenicity assays in nude mice further confirmed that TSPEAR-AS2 promotes tumor growth, with overexpression accelerating and knockdown inhibiting tumor formation. Mechanistically, bioinformatics predictions and dual-luciferase reporter assays established TSPEAR-AS2 as a competing endogenous RNA (ceRNA) that sponges miR-15a-5p, thereby derepressing the miR-15a-5p target gene CCND1. Rescue experiments demonstrated that overexpression of miR-15a-5p phenocopied TSPEAR-AS2 knockdown, reducing GCSC stemness, while miR-15a-5p inhibition rescued the effects of TSPEAR-AS2 suppression. Collectively, these findings reveal a novel TSPEAR-AS2/miR-15a-5p/CCND1 regulatory axis that sustains GCSC stemness and tumorigenicity. These results highlight TSPEAR-AS2 as a potential therapeutic target for eradicating gastric cancer stem cells and improving clinical outcomes. Full article

Education for sustainability requires the integration of eco-social competences that encompass cognitive, affective, and behavioural dimensions to face today’s global challenges. This paper presents the development and initial validation of a multidimensional and adaptive assessment tool designed to assess these competences in early childhood education. Based on robust international frameworks and pedagogical models such as “CARE-KNOW-DO”, the instrument includes nine items that measure children’s environmental awareness, social responsibility, and ethical sense across three levels: knowledge, emotional engagement, and behaviour. The study involved a sample of 150 children aged 5–6 and showed that, while their knowledge was considerable, emotional engagement played a key mediating role in transforming awareness into action. These findings confirm the theoretical assumption that emotional resonance is essential to bridge the gap between knowledge and behaviour. The tool proposed provides educators with a reliable age-appropriate method to assess eco-social competences and promotes transformative learning practices from an early age onwards. This study addresses the urgent need for using empirical tools in the field and supports the implementation of the Sustainable Development Goals through critical, participatory, and values-based education. Full article

In the context of the rapid digitalization of higher education, proactive artificial intelligence (AI) agents embedded within multi-agent systems (MAS) offer new opportunities for personalized learning, improved quality of education, and alignment with sustainable development goals. This study aims to analyze how such AI solutions are perceived by students at Narxoz University (Kazakhstan) prior to their practical implementation. The research focuses on four key aspects: the level of student trust in AI agents, perceived educational value, concerns related to privacy and autonomy, and individual readiness to use MAS tools. The article also explores how these solutions align with the Sustainable Development Goals—specifically SDG 4 (“Quality Education”) and SDG 8 (“Decent Work and Economic Growth”)—through the development of digital competencies and more equitable access to education. Methodologically, the study combines a bibliometric literature analysis, a theoretical review of pedagogical and technological MAS concepts, and a quantitative survey (n = 150) of students. The results reveal a high level of student interest in AI agents and a general readiness to use them, although this is tempered by moderate trust and significant ethical concerns. The findings suggest that the successful integration of AI into educational environments requires a strategic approach from university leadership, including change management, trust-building, and staff development. Thus, MAS technologies are viewed not only as technical innovations but also as managerial advancements that contribute to the creation of a sustainable, human-centered digital pedagogy. Full article

Teaching with technology enhances instructional effectiveness and student engagement, particularly in mathematics, accounting, and ICT education. Digital learning creates an interactive environment that fosters deeper understanding and keeps learners updated with current trends. For teachers, it offers tools to assess student strengths and weaknesses better, guiding them to develop targeted interventions. However, successful technology integration depends on educators’ digital skills, an area where many still face challenges. This paper aims to assess teachers’ technological and pedagogical proficiency and identify barriers to integration. The study employed a mixed-method approach with 60 teacher respondents selected through stratified random sampling from both urban and rural schools. Data was collected through online interviews, classroom observations, and pre- and post-survey questionnaires focusing on confidence, competence, and willingness to use technology. Thematic analysis and paired sample t-tests using SPSS v.20 revealed a significant improvement in teachers’ technological skills following an intervention program. It also identified both internal and external factors hindering technological integration in the classroom. Findings emphasize that sustained support and training are essential for effective technology use in the classroom and recommend that school administrators embed technology in curriculum planning to enhance both instruction and extension activities. Full article

This work presents the Integrated Multi-Strategy Teaching (IMST) model, developed for science education to enhance autonomy, engagement, and professional competencies. Applied in a pharmacy course, IMST combines flipped classrooms, peer assessment, and scenario-based learning. A SWOT analysis based on student and faculty feedback highlights strengths in skill development and practical relevance, while noting challenges such as workload and classroom constraints. The results support the effectiveness of IMST and suggest improvements to promote broader acceptance and sustainability. Full article

Rapid urbanization has intensified eco-economic trade-offs, necessitating integrated optimization frameworks that balance development with environmental conservation in land use planning. Traditional methods often fail to optimize both objectives simultaneously, highlighting the need for systematic approaches addressing competing demands. This study develops an integrated linear programming (LP) and CLUE-S modeling framework using Guangzhou, a rapidly urbanizing megacity in China, as a case study. The methodology combines LP quantitative optimization with CLUE-S spatial allocation under dual objectives: maximizing ecosystem service value and economic benefits across four policy scenarios: ecological protection, cultivated protection, economic development, and balanced development. Data inputs include the 2020 land-use database, 12 socio-economic and biophysical driving factors, and territorial planning constraints. Results show that the coupled framework effectively balances urban expansion with ecological protection, reducing habitat fragmentation and preserving key ecological corridors compared with business-as-usual scenarios. Accuracy assessments further confirm the robustness and reliability of the framework. The integrated LP-CLUE-S framework captures land use dynamics and spatial constraints, providing a robust tool for territorial spatial planning. This approach offers actionable insights for reconciling development pressures with environmental conservation, contributing a replicable methodology for sustainable land resource management with strong transferability potential for other rapidly urbanizing regions facing similar eco-economic challenges. Full article

This study analyzes how museums in Brașov County integrated digital technologies into their activities during the COVID-19 pandemic, with a focus on online communication and audience interaction. This research is based on a mixed-methods approach, including content analysis, semi-structured interviews with museum representatives, and a questionnaire applied to the visiting public. The aim is to identify the digital strategies used, the challenges encountered, and visitors’ perceptions regarding the usefulness of these tools. The results indicate an accelerated but uneven adoption of digital technologies, influenced by available resources, internal competencies, and institutional support. Frequent online interaction is positively correlated with the perceived quality of digital content, and openness to virtual activities is higher among younger and more educated audiences. Identified limitations include the lack of specialized personnel, reduced budgets, and administrative difficulties. This study emphasizes the need for institutional reforms and investments in digitalization to ensure the sustainability of the digital transition, without losing the value of the physical museum experience. Full article

This work draws on the principles of Environmental Education as a framework for designing meaningful teaching interventions that foster a critical understanding of socio-environmental issues. The proposal focuses on the specific case of plastic pollution and its impact on marine ecosystems, adopting an integrative perspective that connects animal, environmental, and human health. To this end, the One Health approach is incorporated, highlighting the close interdependence between the health of ecosystems, animals, and people, which allows the issue to be analyzed from a systemic and global perspective. The intervention is grounded in the principles of Transformative Environmental Education—a pedagogical orientation that seeks to promote deep changes in how students understand their environment and engage with the challenges of today’s world. This approach encourages ethical reflection, critical thinking, and the ability to imagine sustainable futures, as well as the development of competencies for action and civic engagement. The teaching proposal takes the form of a learning experience designed and implemented in three 7th-grade classrooms (1º ESO) in Cádiz, Spain, through a mixed-methods approach with 79 students (12–13 years old), structured around an escape box activity. This is a variation of the escape room format in which students, working in teams, must open a series of boxes by solving a sequence of puzzles. In this case, the escape box is set in a marine context. Through a gamified narrative, students receive a suitcase containing objects, clues, and materials that require the application of scientific knowledge about ocean acidification, biodiversity loss, and types of plastics. Data were collected through field notes, student artifacts, and a final questionnaire. The proposal is designed to foster critical environmental literacy, a holistic vision of environmental challenges, and the capacity to propose collective solutions from a One Health perspective. The results revealed high levels of motivation, engagement with the storyline, and a solid understanding of the link between marine plastic pollution and its effects on animal and human health, aligned with the One Health perspective. Full article

This study analyses how early childhood teachers experience their local curricula-updating process provoked by the national policy changes. This is a relevant problem related to teachers’ agency, which is critical in supporting and developing curriculum policies or opposing them. The hermeneutic phenomenological approach (van Manen) was used to uncover the pre-reflective lived experiences of teachers through phenomenological interviews with 16 teachers. The lived experiences of local curriculum updates triggered by the national preschool curriculum guideline were a dualistic phenomenon manifesting as open and hidden voices of teachers. The open voices metaphor revealed the pre-reflective experiences increasing the openness of teachers to changes, while the hidden voices represented a pre-reflective experience of threat to established concepts and practices resulting in defensive reactions. These dualistic experiences appeared in five emergent categories: resonating body: vitality vs. freezing (Corporeality); teamwork during a critical moment: safe sustainability vs. uncertainty (Relationality); competing spatial perspectives: new possibilities vs. conflicting visions (Spatiality); altered perception of time: third wave vs. lost time (Temporality); and awakened existential questions: intentional self-reflection vs. conflict of roles (Existentiality). This paper highlights tensions between the national policies and the professional authenticity of teachers and the importance of teachers’ agency in the change context. Full article