Search Results (154)

Generative AI chatbots are becoming routine study companions in STEM, which raises a pedagogical question: what do students expect human lecturers to do differently when AI support is ubiquitous? This study examines STEM undergraduates’ expectations for a transformation of the lecturer role and their social ambivalence toward AI chatbots in Sino-foreign transnational education (TNE) programmes in China. We administered an online survey to 467 consenting undergraduates across four partnership institutions (three with sufficient subgroup sizes for institutional comparison). The survey instrument captured adoption readiness, perceived AI-enabled learning enhancement, expected changes to the lecturer role (multi-select), perceived social enhancement and social reduction mechanisms, and perceived support needs; it also asked an open-ended question, collecting 454 usable comments. We report descriptive statistics, χ² tests, Spearman correlations, and exploratory content analysis results. Students expected lecturers to shift from content delivery to facilitation: 52.7% anticipated that chatbots would handle routine questions, enabling more discussion and practical activities, and 49.7% expected greater emphasis on guiding deep thinking and problem solving. Perceived social impacts were strongly ambivalent: 92.2% endorsed at least one social enhancement and at least one social reduction mechanism, and enhancement and reduction indices were positively associated (ρ = 0.547, p < 0.001), a pattern that remained stable under alternative scoring and response-style trimming (ρ range = 0.526–0.590). Importantly, higher social ambivalence was linked to stronger expectations of lecturer governance and orchestration, including the curation of chatbot resources (42.5% vs. 9.7% in high vs. low ambivalence; χ²(1) = 44.12, p < 0.001) and accuracy checking (27.6% vs. 13.4%; χ²(1) = 8.82, p = 0.003). We therefore propose ambivalence literacy as a conceptual framework for responsible AI integration: a teachable capability to recognise and navigate simultaneous social benefits and risks of AI use, and to translate that recognition into concrete expectations for lecturer governance, orchestration, and facilitative teaching design in AI-integrated transnational STEM programmes. Full article

Background/Objectives: To date, limited focus has been given to the possible contribution of attachment theory to the comprehension of how paranoia and conspiracy beliefs may develop. Our study aimed to examine the potential mediating effects of the different adult attachment styles on the relationship between childhood trauma and paranoid/conspiracy thinking. Methods: This is a cross-sectional study that was conducted during September–January 2025 among Tunisian young adults (aged 18–35 years) from the general population. The Child Abuse Self Report Scale (CASRS-12), the Relationship Questionnaire (RQ), the eight-item Green et al., Paranoid Thoughts Scale (GPTS-8), and the Generic Conspiracist Beliefs Scale-5 (GCB-5) were administered to participants. Results: After controlling for potential confounders, analyses showed that secure attachment partially mediated the link between childhood trauma and paranoia (indirect effect: Beta = 0.001; Boot SE = 0.001) and conspiracy beliefs (indirect effect: Beta = 0.024; Boot SE = 0.01). On the other hand, preoccupied attachment acted as a significant mediator in the relationship between childhood trauma and paranoid thinking (indirect effect: Beta = 0.001; Boot SE = 0.001). In all these models, greater childhood trauma was directly related to higher paranoia and/or conspiracy thinking. Conclusions: Findings suggest that interventions and policies aimed at promoting a more secure attachment and addressing insecure attachment representations are likely to be effective in diminishing paranoia and conspiracy beliefs, especially for victims of childhood adversity. Full article

Critical thinking dispositions are essential motivational drivers for intellectual excellence; yet their relationship with socio-emotional traits, such as humour, remains under-researched. This study investigated associations between critical thinking dispositions and the four humour styles (Affiliative, Self-enhancing, Aggressive, Self-defeating) in higher education, controlling for gender, field of study, and academic year. A quantitative, correlational design was used with 382 Portuguese university students who completed the Critical Thinking Dispositions Scale and the Humour Styles Questionnaire. Our results showed that Open-mindedness predicted Affiliative humour, while CT Self-confidence and Cognitive maturity predicted Self-enhancing humour. Truth-seeking inversely predicted Aggressive humour, which was higher in males and students of Science and Technology. Self-defeating humour was uniquely predicted by lower Cognitive maturity. These findings underscore that adaptive humour aligns with reflective thinking, whereas maladaptive styles correlate with traits that may hinder epistemic engagement. These findings underscore that adaptive humour is associated with reflective thinking, whereas maladaptive humour styles correlate with dispositional traits that may impede epistemic engagement; taken together, the results highlight the importance of integrating educational strategies that foster critical thinking dispositions, as such strategies may facilitate the development of more adaptive humour styles. Full article

(1) Background: Simulation is an effective way to develop practical pharmacy skills; combining simulation and self-reflection can increase impacts on learning. While existing literature highlights the benefits of reflection in developing self-awareness, critical thinking, and professional skills, there are few specific insights into how reflective practices enhance learning in patient counselling role-plays. This study aimed to explore pharmacy students’ perceptions of self-reflection and peer and educator feedback on the development of patient counselling skills. (2) Methods: Thematic analysis of student reflections on learning in patient counselling activities. Responses to four structured self-reflection prompts were collected and analyzed thematically. (3) Results: Reflections from 201 students were analyzed. We identified four themes and ten associated subthemes: impact of peer feedback (subthemes supportive peer dynamics and developing a personal counselling style through peer practice); impact of self-reflection and assessment (subthemes goal setting through self-reflection and video review as a tool for skill refinement); impact of educator feedback (subthemes feedback variation in learning growth and addressing self-doubt); and professional identity (subthemes value pharmacists can bring, struggles in real-life practice, incorporating feedback to working opportunities, and reinforcing skills to self-reflect in future practice). (4) Conclusions: Integrating consistent, high-quality feedback from educators and peers with self-reflection in patient counselling activities is perceived as valuable to enhancing enhances students’ learning experiences and preparing them for professional practice. Full article

Eating disorders (EDs) disproportionately affect women and are associated with substantial morbidity, chronicity, and mortality. While established psychological models focus on the content of maladaptive cognitions related to body weight, shape, and eating behaviors, growing evidence suggests that additional process-level mechanisms contribute to symptom persistence and treatment resistance. Metacognitive models emphasize how individuals relate to their thoughts, emotions, and internal experiences, highlighting maladaptive beliefs about thinking and the resulting cognitive–attentional patterns (e.g., repetitive negative thinking, self-focused attention, and inflexible attentional control) as potential maintaining factors across psychopathology. This narrative review synthesizes the theoretical and empirical literature on metacognitive dysfunction in EDs, with a focus on mechanisms that may be particularly relevant for women. We integrate epidemiological data and gender-sensitive frameworks, and review evidence on metacognitive beliefs and cognitive–attentional syndrome (CAS)-related processes across anorexia nervosa, bulimia nervosa, and binge-eating disorder. Overall, studies indicate that dysfunctional beliefs about the uncontrollability and danger of thoughts, alongside perseverative cognitive styles, are associated with greater ED symptom severity. We discuss diagnosis-relevant patterns as clinically useful heuristics, interactions with sociocultural and emotional vulnerability factors, and implications for assessment, treatment integration, and prevention. The evidence base is largely correlational and derived from predominantly female samples, underscoring the need for longitudinal research and studies that explicitly test sex/gender as a moderator. Full article

Open-label placebos (OLPs) have demonstrated benefits across multiple conditions; however, the factors influencing their acceptance or rejection remain unclear. This study aimed to examine the relationship between willingness to take an OLP pill and variables such as thinking styles and health beliefs. We conducted an online survey in Austria with 326 participants (mean age = 33.5 years; 77% female; 57% university students). Given the divergent attitudes toward OLPs, we performed a binary logistic regression analysis (n = 241), excluding participants with intermediate acceptance scores to more clearly distinguish between acceptance and rejection. The results indicated that holistic thinking styles and holistic health beliefs were associated with the willingness to take an OLP. Due to the correlational nature of the study, causal inference is not possible. Full article

Introduction: Nursing educators and clinical leaders face persistent challenges in engaging the next generation of nurses, often characterized by short attention spans, frequent phone use, and underdeveloped communication skills. This article describes the design and delivery of a full-day interactive teaching workshop for nursing faculty, senior clinical nurses, and nurse leaders, developed using a design-thinking approach supported by generative AI. Methods: The workshop comprised four thematic sessions: (1) Learning styles across generations, (2) Interactive teaching methods, (3) Application of interactive teaching strategies, and (4) Lesson planning and transfer. Generative AI was used during planning to create icebreakers, discussion prompts, clinical teaching scenarios, and application templates. Design decisions emphasized low-tech, low-prep strategies suitable for spontaneous clinical teaching, thereby reducing barriers to adoption. Activities included emoji-card introductions, quick generational polls, colored-paper reflections, portable whiteboard brainstorming, role plays, fishbowl discussions, gallery walks, and movement-based group exercises. Participants (N = 37) were predominantly female (95%) and represented multiple generations of X, Y, and Z. Mid- and end-of-workshop reflection prompts were embedded within Sessions 2 and 4, with participants recording their responses on colored papers, which were then compiled into a single Word document for thematic analysis. Results: Thematic analysis of 59 mid- and end-workshop reflections revealed six interconnected themes, grouped into three categories: (1) engagement and experiential learning, (2) practical applicability and generational awareness, and (3) facilitation, environment, and motivation. Participants emphasized the workshop’s lively pace and hands-on design. Experiencing strategies firsthand built confidence for application, while generational awareness encouraged reflection on adapting methods for younger learners. The facilitator’s passion, personable approach, and structured use of peer learning created a psychologically safe and motivating climate, leaving participants recharged and inspired to integrate interactive methods. Discussion: The workshop illustrates how AI-assisted, design-thinking-driven professional development can model effective strategies for next-generation learners. When paired with skilled facilitation, AI-supported planning enhances engagement, fosters reflective practice, and promotes immediate transfer of interactive strategies into diverse teaching settings. Full article

This study evaluated the accuracy and educational potential of three generative AI models, ChatGPT 3.5, ChatGPT 4o, and Gemini 2.5, by addressing pharmacy-related content across three key areas: biostatistics, pharmaceutical calculations, and therapeutics. A total of 120 exam-style questions, categorized by Bloom’s Taxonomy levels (Remember, Understand, Apply, and Analyze), were administered to each model. Overall, the AI models achieved a combined accuracy rate of 77.5%, with ChatGPT 4o consistently outperforming ChatGPT 3.5 and Gemini 2.5. The highest accuracy was observed in therapeutics (83.3%), followed by biostatistics (81.7%) and calculations (67.5%). Performance was strongest at lower Bloom levels, reflecting proficiency in recall and conceptual understanding, but declined at higher levels requiring analytical reasoning. These findings suggest that generative AI tools can serve as effective supplementary aids for pharmacy education, particularly for conceptual learning and review. However, their limitations in quantitative and higher-order reasoning highlight the need for guided use and faculty oversight. Future research should expand to additional subject areas and assess longitudinal learning outcomes to better understand AI’s role in improving critical thinking and professional competence among pharmacy students. Full article

Focusing on concepts of community, authority and rule, this study re-thinks the traditional chronology and understanding of early western monastic rules. Beginning with the monastic programmes offered by early writers (Basil in Rufinus’ translation, Augustine, Jerome and Cassian), it questions the idea that the first western monastic rules emerged in the fifth century. It places the emergence of rules in the sixth century, highlighting the radical difference between their ideas of authority and community and those of the earlier texts whose words they often used, above all in the ‘abbatial turn’ that begins with the Rule of Benedict. Texts conventionally classified as early western rules for communal monasteries are re-identified as rules compiled in the seventh century for monasteries and satellite dependencies. Some are also interpreted as providing validation for the newer style of ‘Benedictine–Columbanian’ monasticism and use of the Rule of Benedict by means of a spurious early monastic provenance. Full article

From Galileo’s conviction that the Universe is written in the language of mathematics to the genomic and computational revolutions of the twentieth century, science has long sought to describe nature through external symbolic systems. However, mounting evidence across biology, physics, and cognitive science suggests that this reduction of semantics to syntax is insufficient. Life cannot be deterministically read only from DNA sequences, cognition cannot be reduced to just rule-based logic, and complex systems exhibit emergent behaviors that transcend symbolic description. We argue that these phenomena point toward an underappreciated principle, “the intelligence of matter”, whereby organized material systems inherently process information, adapt, and remember. Examples span from protein allostery and epigenetic memory to epitranscriptomic regulation, intelligent soft matter, and ecological reservoir computing. In these cases, computation emerges not from imposed codes but from the intrinsic dynamics of matter that is far from equilibrium. Recognizing intelligence as a general property of organized matter may inaugurate a new scientific style: one that deciphers the semantics of nature rather than superimposing ours and thus reshaping the epistemology of modern science. Full article

The World Health Organization identifies creative thinking as a key life skill essential for health promotion, personal development, and well-being. In line with recent perspectives on motor learning within the ecological dynamics approach, this study highlights the importance of self-organization, free initiative, and divergent thinking as processes that are deeply connected to individual emotional, experiential, and bodily engagement within dynamic environments. With this quasi-experimental study, conducted in Italy, we aimed to examine the impact of a physical education program, designed according to the principles of ecological dynamics, on the development of creative thinking in children. The sample included 107 primary school students (58 girls, 49 boys; mean age = 7.51 ± 0.50 years) who were randomly assigned to either an experimental group (n = 57) or a control group (n = 50). Creative thinking was assessed before and after the intervention using the WCR test. The WCR (Widening, Connecting, and Reorganizing) test assesses three core components of creative thinking through age-appropriate visual and verbal tasks. The results showed that there was a significant improvement (p < 0.05) in cognitive widening for the experimental group compared with the control group. The findings of this study suggest that physical education grounded in the ecological dynamics framework promotes the generation of ideas, cognitive flexibility, and motor adaptability, allowing children to explore original and self-determined movement solutions. Such programs may play a crucial role in supporting creativity and holistic development in educational contexts. Full article

Based on the cognitive-behavioral model of pathological internet use (PIU), this study examined the longitudinal impact of parenting styles on college students’ PIU and the roles played by rumination and environmental sensitivity. A total of 652 freshmen were tracked three times over one year by means of Parenting Style Questionnaire, the Pathological Internet Use Scale, the Rumination Thinking Scale and the High Sensitivity Personality Questionnaire. T1 positive parenting significantly negatively predicted T3 PIU, while T1 negative parenting significantly positively predicted T3 PIU; T2 rumination partially mediated the longitudinal relationship between T1 parenting styles and T3 PIU; environmental sensitivity plays a moderating role in both the direct pathway and the first half pathway of the mediating effect of parental rearing styles on pathological Internet use through rumination thinking, and the results of the moderating effect support the differential susceptibility model. We found that the indirect effect of parenting styles on PIU among college students through rumination was moderated by environmental sensitivity. Specifically, environmental sensitivity strengthened the pathway from parenting styles and rumination to PIU. Full article

Background/Objectives: Treating critically ill patients is complex and often subjective. This study investigates adherence to clinical guidelines for sepsis among different providers. Considering the strengths of the recommendations, we hypothesize that heterogeneity in the decision-making process will be low and independent of provider background and psychological makeup. Methods: This cohort study used two clinical vignettes of sepsis. Providers were given standardized treatment plans for 7 days, and their responses were recorded. Demographical, professional, and psychological (ambiguity tolerance, defensiveness, anxiety due to uncertainty, risk-taking behavior, decision styles, and optimism) variables were acquired. Results: Crystalloids were commonly used in both vignettes. Pressor engagement, especially norepinephrine, increased significantly after the third day. Providers recommended antibiotics and no provider stopped antibiotic therapy. Cluster analysis revealed no differences in therapy implementation among provider types, but some differences existed between the two vignettes. Cluster #1 was characterized by the implementation of early light bundle therapy combined with the use of pressors and a notable enhancement in therapies by the fifth day (Early Cluster). Cluster #2 (Minimalists) involved consistent engagement only in light bundle therapy throughout the treatment period. Cluster #3 (Escalation) comprised providers who rapidly escalated treatment using multiple different modalities. Cluster #3 stood out as most providers were female, non-MD, with significant ICU duties, and enhanced rational thinking. Conclusions: Providers differ in implementation styles of the sepsis treatment standard based on types of therapies selected not studied psychological variables. Full article

Background: Parental cognitive characteristics may represent environmental risk factors in obsessive–compulsive disorder (OCD). This study compared obsessive beliefs, metacognitions, and ruminative thinking in parents of adolescents with OCD and healthy controls (HCs), and examined links with clinical features in patients. Methods: Participants were 45 adolescents with OCD, 45 HCs, and both their mothers and fathers. The Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS) assessed symptom severity in adolescents. Parents completed the Obsessive Beliefs Questionnaire (OBQ), Ruminative Thought Style Questionnaire (RTSQ), 30-item Metacognitions Questionnaire (MCQ-30), and Patient Health Questionnaire-9 (PHQ-9). Data were analyzed using linear mixed-effects models, followed by correlation and regression analyses. Results: Parents of patients had higher scores on the importance/control of thoughts, the need to control thoughts, and cognitive self-consciousness (MCQ-CSC). Mothers of adolescents with OCD had the highest scores on inflated responsibility/threat estimation (OBQ-RTE), perfectionism/intolerance of uncertainty (OBQ-PIU), rumination, and cognitive confidence (MCQ-CC). Regression analyses showed that lower maternal MCQ-CC predicted earlier OCD onset, while higher rumination predicted later onset. Obsession severity in adolescents was linked to higher maternal MCQ-CSC, obsessive slowness to maternal OBQ-PIU, and pathological doubt to greater maternal rumination. Children’s indecisiveness correlated with paternal OBQ-RTE and OBQ-PIU. Conclusions: Our findings revealed elevated cognitive vulnerabilities for OCD in mothers of affected adolescents and identified specific associations between parental cognitive characteristics and their children’s symptom profiles. Future longitudinal studies using dyadic parental design with larger samples may further elucidate the role of parental cognitive patterns in the development and course of OCD. Full article

This study examines the structure of student argumentation on artificial intelligence (AI) within the framework of the Toulmin model. We analyzed essays on AI written by 452 Hungarian secondary school students, coding for the presence of the six Toulmin components (claim, data, warrant, backing, qualifier, rebuttal). The results show that students frequently use fundamental argumentation components such as claim, data, and rebuttal. However, elements that provide deeper, more nuanced argumentation, such as backing and qualifiers, appear rarely. Using hierarchical cluster analysis, we identified three distinct argumentation profiles: Critical Arguers, who construct complex structures that also reflect on counterarguments; Minimal Arguers, who follow a simplified, primarily claim-based strategy; and Direct Rebutters, who employ a confrontational style of argumentation that omits the warrant but focuses on rebuttal. Based on our findings, we propose differentiated pedagogical strategies to foster the development of critical thinking in students with different argumentation styles. Full article