Search Results (10,022)

Background: Suicidal ideation and attempts are major public health concerns among young adults, particularly those in demanding academic settings. Medical students exhibit disproportionately high rates compared to peers in the general population and other fields of study, highlighting the urgent need to understand and address mental health challenges in medical education. Objective: This scoping review summarizes evidence from systematic reviews and meta-analyses on the prevalence and risk factors of suicidal ideation and suicide attempts among medical students worldwide. Methods: Following PRISMA-ScR guidelines, six databases were searched for peer-reviewed reviews published in the last ten years. Studies focused exclusively on medical students and reporting prevalence or risk factors of suicidal ideation or attempts were included. Data were charted on prevalence, risk factors, study characteristics, and recommendations. Results: Twelve reviews comprising 378,081 medical students were included. Lifetime prevalence of suicidal ideation ranged from 2.9% to 53.6% among the systematic reviews, with pooled estimates from meta-analyses ranging from 11% and 25%. Attempted suicide pooled prevalences ranged from 1.64% to 8%. Depression was frequently reported as the most significant risk factor for both suicidal ideation and attempts. Other significant risk factors for suicidal ideation included anxiety, burnout, female gender, financial strain, and academic stress. Suicidal ideation was higher during the COVID-19 pandemic and among clinical-phase students. Gender differences in suicide attempts were inconsistent. Medical students’ rates of suicidal behavior exceeded those of other university students. Conclusion: Suicidal behavior remains a critical mental health issue for medical students globally. Despite known risk factors, targeted interventions are limited. Future research should emphasize longitudinal studies, post-pandemic effects, regional gaps, and intervention development. Implications are discussed. Full article

This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health Sciences, and Humanities disciplines. Utilising the online tool Padlet, these educators facilitated interactive activities that enhanced teaching and learning. This article analyses Padlet’s unique features and how they were employed to optimise student engagement and learning outcomes. Semi-structured interviews reveal how Padlet supported multimedia presentations, group work, and discussions. The findings underscore the versatility of Padlet in promoting critical thinking and knowledge sharing, ultimately enhancing the student experience in both online and hybrid learning settings. This study encourages educators to adopt innovative strategies that incorporate Padlet and similar technologies to enhance their teaching practices. Full article

Background: Research shows that experiences of sexual violence and the use of substances hurt mental health, predisposing individuals to the development of psychological symptoms of somatization, depression, and anxiety. Objective: The main objective of this study is to assess substance use, sexual violence, and psychological symptoms (BSI-18) in a community sample of Portuguese college students. Participants: 459 college students aged 18 to 50 years participated in this study (mean = 21.55; SD = 3.15). Methods: A survey was created online and disseminated via mailing lists and social networks, and the measurement instruments used were an informed consent form, a sociodemographic questionnaire, the Brief Symptom Inventory-18 (BSI-18), a Sexual Violence Questionnaire, and a Substance Use Questionnaire. Results: We found that men consume more substances, but women report more sexual victimization and psychological symptoms. Non-heterosexuals report significantly more sexual violence experiences and higher substance consumption and psychological symptoms than heterosexuals. Sexual victimization showed strong correlations with both substance use and psychological symptoms, while only some substances correlated with psychological symptoms. Age, gender, sexual orientation, sexual violence, and the substance “Hashish/Marijuana” were shown to be significant and strong predictors of psychological symptoms. Conclusions: As shown in previous studies, sexual and gender minorities are more at risk of experiencing sexual victimization and are more prone to consuming substances and developing psychological symptoms, except for men, who tend to consume more substances. Sexual violence and psychological symptoms are highly correlated, while the relation between substance use and psychological symptoms is not entirely clear. Our findings highlight the need for stronger educational and clinical interventions and increased mental health resources, with training on topics involving sexual violence, substance use, and addressing the specific challenges faced by minority groups, to create safer, inclusive, and more supportive Portuguese universities. Full article

The digital economy is a key driver of industrial upgrading and regional growth. Focusing on Gansu Province—an under-represented, less-developed region in northwest China—this study constructs a multidimensional digital economy index (DEI) for 2009–2023 under a unified normalisation and weighting scheme. Two complementary MCDA approaches—entropy-weighted TOPSIS and SESP-SPOTIS—are implemented on the same 0–1 normalised indicators. Robustness is assessed using COMSAM sensitivity analysis and is benchmarked against a PCA reference. The empirical analysis then estimates log-elasticity models linking modern logistics production (MLP) and the DEI to the provincial GDP and sectoral value added, with inferences based on White heteroskedasticity–robust standard errors and bootstrap confidence intervals. Results show a steady rise in the DEI with a temporary dip in 2021 and recovery thereafter. MLP is positively and significantly associated with GDP and value added in the primary, secondary, and tertiary sectors. The DEI is positively and significantly associated with GDP, the primary sector, and the tertiary sector, but its effect is not statistically significant for the secondary sector, indicating a manufacturing digitalisation gap relative to services. Cross-method agreement and narrow sensitivity bands support the stability of these findings. Policy implications include continued investment in digital infrastructure and accessibility, targeted acceleration of manufacturing digitalisation, and the development of a “digital agriculture–smart logistics–green development” pathway to foster high-quality, sustainable regional growth. Full article

With increasing digitalization of learning environments, concerns regarding the psychological effect of seductive interface design on the motivational level and cognitive health of learners have been raised. This research investigates the effects of certain persuasive and adaptive design elements, i.e., Perceived Persuasiveness of Platform Design (PPS), Frequency of Nudge Exposure (NE), and Perceived Personalization (PP), on intrinsic motivation in virtual learning environments (INTR). We draw on Self-Determination Theory, Cognitive Load Theory, and Persuasive Systems Design to develop and test a conceptual model featuring cognitive overload (COG) and perceived autonomy (PAUTO) as mediating variables. We used a cross-sectional survey of university students (N = 740) and used Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis. The findings show that all three predictors have significant impacts on intrinsic motivation, with PP as the strongest direct predictor. Mediation analyses produced complementary effects for NE and PP in that these traits not only boosted motivation directly, but also autonomy, and they decreased cognitive overload. Alternatively, PPS showed competitive mediation, boosting motivation directly but lowering it indirectly by increasing overload and decreasing autonomy. Multi-Group Analysis also revealed that such effects differ by gender, age, education, digital literacy, exposure to persuasive features, and use frequency of the platform. The results underscore the imperative for educational technology design to reduce cognitive load and support user control, especially for subgroups at risk. Interface designers, teachers, and policymakers who are interested in supporting healthy and ethical digital learning environments are provided with implications. This work is part of the new generation of research in the field of the ethical design of impactful education technologies, focusing on the balance between motivational-enabling functions and the psychological needs of users. Full article

University students are subject to various demands in their role as academics. Such pressures tend to amplify emotional distress, making them more susceptible to mental health hazards. This study investigates the influence of enclosed courtyards on students’ mental health within educational facilities, focusing on their distinct spatial configurations, such as semi-open layouts and vegetation cover, as well as their effects on intellectual functioning and well-being. The research used electroencephalography (EEG) to examine brainwave activity and quantify the influence of the spatial design of enclosed courtyards on the mental and emotional well-being of students. An experiment with 16 students and EEG measurements was conducted in the Faculty of Engineering courtyard at Egypt’s Ain Shams University in Cairo, providing 60–70% statistical power to detect medium effect sizes (Cohen’s d = 0.5, α = 0.05), which is sufficient for exploratory research. The study explores the psychophysiological implications of the brain’s electrical signals as neurological measurements, such as alpha and theta brainwaves, in order to assess individuals’ relaxation, restoration, and attention levels. The findings show that natural characteristics of the courtyard, expansive space, and visual stimuli have a significant effect on restoration and attention. While the sample size is limited and the design is context-specific, the results provide preliminary evidence that meticulously designed enclosed courtyards can improve students’ mental well-being. These findings invite further multi-site validation to assess generalizability. This study contributes to the expanding domain of neurolandscape” by demonstrating the interplay between built environments and mental health in educational contexts. Full article

A learning management system (LMS) plays a crucial role in supporting students’ educational activities by centralized platforms for course delivery, communication, and student support. Recently, many universities have integrated chatbots into their LMS to assist students with various inquiries and tasks. However, existing chatbots often necessitate human interventions to manually respond to complex queries, resulting in limited scalability and efficiency. In this paper, we present a memory-augmented large language model (LLM) framework that enhances the reasoning and contextual continuity of LMS-based chatbots. The proposed framework first embeds user queries and retrieves semantically relevant entries from various LMS resources, including instructional documents and academic frequently asked questions. Retrieved entries are then filtered through a two-stage confidence filtering process that combines similarity thresholds and LLM-based semantic validation. Validated information, along with user queries, is processed by LLM for response generation. To maintain coherence in multi-turn interactions, the chatbot incorporates short-term, long-term, and temporal event memories, which track conversational flow and personalize responses based on user-specific information, such as recent activity history and individual preferences. To evaluate response quality, we employed a multi-layered evaluation strategy combining BERTScore-based quantitative measurement, an LLM-as-a-Judge approach for automated semantic assessment, and a user study under multi-turn scenarios. The evaluation results consistently confirm that the proposed framework improves the consistency, clarity, and usefulness of the responses. These findings highlight the potential of memory-augmented LLMs for scalable and intelligent learning support within university environments. Full article

This study aimed to evaluate the effects of jump rope training on cardiovascular capacity, assessed with the Ruffier test, and muscular strength, measured using isometric dynamometry (BioFET Mustec, Almere, The Netherlands), within a university physical education program. A total of 52 undergraduate students from non-specialist faculties at the University of Oradea were randomly assigned to either an experimental group (EG) or a control group (CG). Over eight weeks, the EG performed a ten-minute jump rope training session once per week in combination with cardiovascular exercises, while the CG participated only in cardiovascular exercises. Statistical analyses revealed a significant group effect on cardiovascular response (Ruffier Index: p = 0.019; Cohen’s d = −0.271) and a substantial increase in right lower limb strength (p = 0.003; d = 1.026) in the EG compared to the CG. Furthermore, improvements were observed in upper limb strength (left arm: p = 0.010; d = 0.922) and left lower limb strength (p = 0.027; d = 0.779). These findings suggest that incorporating jump rope training into university physical education classes may represent an effective and low-cost strategy to enhance both cardiovascular efficiency and muscular strength in young adults. Given its simplicity and affordability, jump rope training appears feasible for implementation in schools and universities, even where resources are limited. Future research should investigate its long-term effects across different populations. Full article

Long COVID, characterized by persistent symptoms following acute SARS-CoV-2 infection, has emerged as a significant public health challenge with wide-ranging clinical and socioeconomic implications. Developing an effective risk assessment strategy is essential for the early identification and management of individuals susceptible to prolonged symptoms. This study uses a quantitative approach to characterize the dose–response relationships between spike protein concentrations and effects, including Long COVID symptom numbers and the release of proinflammatory mediators. A mathematical model is also developed to describe the time-dependent change in spike protein concentrations post diagnosis in twelve Long COVID patients with a cluster analysis. Based on the spike protein concentration–Long COVID symptom numbers relationship, we estimated a maximum symptom number (~20) that can be used to reflect a persistent predictor. We found that among the crucial biomarkers associated with Long COVID proinflammatory mediator, CXCL8 has the lowest 50% effective dose (0.01 μg mL⁻¹), followed by IL-6 (0.39), IL-1β (0.46), and TNF-α (0.56). This work provides a comprehensive risk assessment strategy with dose–response tools and mathematical modeling developed to estimate potential spike protein concentration. Our study suggests persistent Long COVID guidelines for personalized care strategies and could inform public health policies to support early interventions that reduce long-term disability and healthcare burdens with possible other post-infection syndromes. Full article

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory mapping bridging history/geography subjects with digital innovation; identify learning benefits and implementation conditions; and generate transferable outputs and datasets for classroom reuse. Intellectual outputs include a methodological guide, an e-learning course, and an educational multiplatform comprising a mobile mapping app for in situ geocataloguing, an online database, and a geoportal with interactive StoryMaps. Evidence came from classroom testing across age groups, teacher feedback from the e-learning course, student mobilities in Spain, Italy, and Portugal, and platform usage records. More than 390 students and teachers participated, documenting over 100 hydraulic heritage elements. Additionally, dissemination through nine multiplier events and conferences reached over 550 external attendees. Findings show increased student engagement and ICT/GIS skills, clearer cross-curricular integration, and a replicable open workflow supported by structured coordination that strengthens school–university partnerships. Learner experience emphasised hands-on, place-based exploration and collaborative documentation of water heritage. Recommendations include using open geospatial standards, providing teacher training, and maintaining geoportals for classroom reuse. Full article

In the context of universal higher education and labor market polarization, undergraduates in universities of applied sciences (UAS) face growing challenges in forming career orientation. Drawing on data from a UAS in China (N = 3138), this study examines how perceived career advising influences students’ career orientation. Three key findings emerge: (1) Only perceived perspective advising (PPA) exhibits significant and direct effects on career orientation, underscoring the developmental value of structured guidance. In contrast, perceived emotional advising (PEA) and perceived growth advising (PGA) show no direct effect. (2) Both PPA and PGA are positively associated with career exploration, whereas PEA exhibits a negative association. This suggests that when advising interactions are overly affective, they inadvertently reduce students’ initiative to explore. (3) Career exploration fully mediates the effects of PEA and PGA, while it partially mediates the effect of PPA. This reflects that different types of career advising influence career orientation through distinct mechanisms, with PEA and PGA relying more heavily on exploratory engagement. The cultural and educational context in China shapes how students respond to different types of career advising. This study offers theoretical and practical insights for building career advising systems to actively foster students’ autonomous, cognitively engaged exploration processes. Full article

Diversity, equity, and inclusion, most commonly known as DEI, serves as a framework for practices that promote the fair treatment and full participation of all members of a community. Culturally responsive teaching and critical pedagogy are commonly associated with DEI as part of the larger strategy to validate and inspire learners while improving their self-efficacy and using education to challenge oppressive systems. While DEI is becoming increasingly better known in higher education, Historically Black Colleges or Universities (HBCUs) are heralded in the literature as a model for this work. Nevertheless, there is relatively limited empirical research exploring facets of DEI and culturally responsive teaching on HBCU and other minority-serving institutions’ campuses. This paper examines the campus of an HBCU located in the Mid-Atlantic United States, with an institutional commitment to diversity, equity, and inclusion, via a comprehensive DEI climate study that included separate surveys of students and faculty/staff. More specifically, the study explored whether all community members consider the campus inclusive, whether all community members experience a culture of belonging, whether adequate resources and supports exist for all campus members to succeed, whether faculty exhibit culturally responsive teaching practices, and whether the perceptions of faculty and staff differ from those of students. The purpose of the study was to help address the gap in the DEI literature exploring the practices of minority-serving institutions. According to the results, participants found the University to be an inclusive place, expressing strong satisfaction with the campus climate and experience. Further, when the presence of culturally responsive teaching practices was explored, strong evidence was indicated. Possible areas for improvement include greater supports and resources for LGBTQIA+, Indigenous, and disabled community members. Full article

Background/Objectives: Effective clinical handover is a critical component of nursing care, particularly in mental health settings, where the transfer of clinical and behavioral information is essential for both patients’ and health personnel’s safety. Gamification has emerged as a promising strategy to enhance clinical education, yet few interventions have focused specifically on mental health care contexts. This study aimed to evaluate the effectiveness of a serious game designed to teach the SBAR (Situation, Background, Assessment, Recommendation) handover framework to undergraduate nursing students through a psychiatric care unit scenario. Methods: A quasi-experimental pre–post design was employed with a convenience sample of 48 nursing students from a Northern Italian university. Participants completed a test assessing their ability to organize clinical information according to the SBAR model before and after the game intervention. Students’ experience was assessed using the Player Experience Inventory. Results: A statistically significant improvement in SBAR application was observed post-intervention. The majority of students reported a positive experience across PXI domains such as Meaning, Challenge, Progress Feedback, and Enjoyment. Comparisons with a previously validated video-based nursing serious game showed a consistent overall pattern in response trends. Conclusions: The SG was an effective and engaging educational tool for improving structured handover skills in nursing students. Gamification may represent a valuable complement to traditional instruction in nursing education, especially in high-communication clinical areas such as mental health. Further research is needed to assess long-term retention and to explore more immersive formats. Full article

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article

Self-medication is increasingly prevalent among healthcare students, raising concerns about the adequacy of current medical education in promoting safe medication practices. This study aimed to assess the frequency, motivations, and perceptions of self-medication among medical and pharmacy students and to identify educational gaps. A cross-sectional survey was conducted using a structured, anonymous questionnaire distributed to medical and pharmacy students at a single academic institution. The questionnaire assessed self-medication frequency, substances used, motivations, perceived risks, confidence in knowledge, sources of information, and attitudes toward curriculum improvements. Over 50% of participants reported practicing self-medication at least once a month. The most commonly used substances were analgesics and dietary supplements. Main motivations included recognition of symptoms, confidence in personal knowledge, and avoidance of waiting times. Despite receiving university instruction on self-medication risks, students continued to self-medicate, with many relying on the internet as a primary source of information. Only 8% felt very confident in counseling patients on self-medication. A majority (over 70%) expressed a strong interest in integrating dedicated educational modules into the curriculum. There is a clear need for improved, practice-oriented education on self-medication. Future interventions should focus on interdisciplinary teaching, digital literacy, and simulation-based training to foster safer medication practices. Full article