During the COVID-19 pandemic, the spread of the SARS-CoV-2 virus forced many individuals to confront their mortality and worry about losing loved ones also because social distancing policies often made it impossible to say goodbye. Those not directly experiencing loss were inundated with information about COVID-19-related deaths through various media, leading to vicarious grief. This study aims to explore the long-term effects of direct and vicarious mourning on people's mental health during the COVID-19 pandemic. A sample of 171 adults (65% female) aged 19 to 66 years (mean age = 25.8, SD = 8.57) voluntarily participated in an online survey assessing self-reported psychological measures of complicated grief, anxiety, stress, depression, dispositional neuroticism, and situational anxiety using the Fear of COVID-19 Scale. MANOVA tests revealed that individuals experiencing direct mourning had extremely severe scores for anxiety, stress, and fear of COVID-19, while those without personal losses had moderate scores. Participants reporting high media exposure had higher scores for depression and stress. In line with Terror Management Theory, the study supported that people during the COVID-19 pandemic engaged more in proximal defenses than distal ones, taking health-protective measures, experiencing increased anxiety levels toward SARS-CoV-2 infection, and feeling more distressed. Additionally, vicarious mourning was more strongly associated with depression due to emotional empathy with others. The discussion also addresses the strengths and limitations of the study.

(1) Background: Emotional resilience is defined as the capacity of individuals to cultivate positive emotions and effectively navigate through negative emotions in terms of stress or adversity. Recent research has focused on the significant impact of adolescents’ negative emotions, as opposed to positive emotions, on mental health. The examination of positive emotion provides a distinct viewpoint on the relationship between emotional resilience and mental health in adolescents. Consequently, the current research conducted two separate investigations to examine the impact of adolescent emotional resilience on mental health, as well as the mediating influence of positive emotion. (2) Methods: Study 1 comprised a cross-sectional analysis of 3086 Chinese adolescents, while Study 2 involved a longitudinal examination of 266 Chinese adolescents. (3) Results: Results indicated that emotional resilience was associated with enhanced levels of life satisfaction, self-esteem, and overall mental health, while also demonstrating a negative correlation with symptoms of depression and anxiety. Positive emotions were found to have a partial mediating effect on the relationship between emotional resilience and mental health. These results indicate that emotional resilience not only has a direct impact on mental health but also influences mental health indirectly through positive emotions. (4) Conclusions: The findings highlighted the role of emotional resilience in mitigating psychological problems and enhancing mental health in Chinese adolescents. The implications and limitations were discussed.

This study highlighted the core and critical tenets that constitute culturally responsive science assessments (CRSciA) for K-12 education and aligned them with the capabilities of generative AI (GenAI). The tenets were identified based on their dominance in the literature, including Indigenous Language, Race and Ethnicity, Religious Beliefs, Family and Community, and Indigenous Knowledge. These tenets were instrumental in developing the GenAI-CRSciA framework and the subsequent prompts to generate CRSciAs aligned with the Next Generation Science Standards (NGSS) while comparing it with standard prompt strategies. The results showed that the GenAI-CRSciA prompting approach outperformed normal prompting strategies in terms of generating CRSciAs, proving its effectiveness in addressing the ongoing challenges in science assessments. Even though the GenAI-CRSciA framework presented assessments that cover a range of the cultural backgrounds, it presents potential challenges such as compromising curricula core competencies and overgeneralization of students’ backgrounds; overlooking subcultural variations within a country or region, for example differences between urban and rural students, or between different ethnic or linguistic groups within the same nation, which can lead to bias and less effective CRSciA outputs. To address this, we recommend that teachers provide comprehensive and specific background information about their students when using the GenAI-CRSciA prompting, ensuring that the generated content is truly reflective of the students’ unique cultural contexts. In larger class settings, teachers could implement comprehensive local data indexing, where detailed student background information is uploaded and retrievable for use in crafting more personalized CRSciAs. We strongly recommend educators to make conscious efforts to validate the generated assessments with input from human experts, including community or family, educators, and even students who are knowledgeable about the cultural nuances. We also suggest continuous professional development would be necessary to enhance teachers’ understanding of the cultural tenets.

This paper investigates the efficacy of YOLOv8 variants for vehicle detection and license plate detection within smart parking applications, emphasizing performance under varying ambient lighting conditions. The proposed system is to seize full video frames, extracts regions of interest containing vehicles, and feeds them into separate, pre-trained YOLOv8 models – one dedicated to vehicle detection and another for license plate detection. Four YOLOv8 variants, nano, small, medium, and large, are evaluated. As a pre-processing step, the images are processed with the help of OpenCV and Pillow libraries to adjust the luminosity and increase the images’ DPI so that they would be easy to perceive by the Tesseract OCR engine. Sixteen potential combinations arise from pairing the four YOLOv8 models for vehicle and license plate detection tasks. To identify the most suitable combinations, we employ the Multi-Criteria Decision-Making method, specifically Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) analysis. This analysis considers 4 critical metrics: Precision, mean average precision at 95% Intersection of Union threshold, Recall and Total Inference Time. The objective is to achieve an optimal balance between high accuracy and real-time processing. Following the selection of optimal YOLOv8 combinations through TOPSIS analysis, we assess their performance under varying ambient light intensity (measured in lux). This evaluation aims to identify the most robust model combinations that ensure accurate vehicle and license plate recognition across the diverse lighting conditions encountered in real-world environment.

This study explores innovative strategies to enhance hands-on learning experiences in a Database Management Systems (DBMS) course while addressing challenges related to software installation complexities and financial barriers. The investigation focuses on an online course format catering to students majoring in information systems, healthcare administration, business administration, and marketing. Traditional software installation hurdles, especially for complex systems like Microsoft Access and MySQL, can impede students' engagement and access. To overcome these challenges, the study proposes leveraging cloud-based solutions and clientless remote desktop gateways like Apache Guacamole. Results indicate that these approaches effectively eliminate software installation obstacles, ensuring seamless access to essential tools for all students. The study underscores the importance of innovative technological solutions in promoting inclusive and impactful learning environments in higher education.

Recent research emphasises the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students' use and intention to use artificial intelligence technology. For this purpose, a sample of 199 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers' intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. The study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed.

In this study, we examined the effects of the organizational power resources used by school principals on teachers' work alienation and trait anxiety levels. Then, we examined the mediating role of trait anxiety in the relationship between organizational power resources and work alienation. We used the correlational scanning model and mediation model in the research. The research sample consists of 400 teachers working in Turkish public schools. In our research, "Organizational Power Scale in Schools", "Work Alienation Scale" and "Trait Anxiety Scale" were used. As a result of the research, we found significant relationships between the variables. Accordingly, there is a positive relationship between trait anxiety and work alienation, a positive relationship between trait anxiety and coercive power and legal power, a negative relationship between trait anxiety and expert, charismatic and reward power, a positive relationship between work alienation and coercive power, and a positive relationship between work alienation and reward power. Negative relationships were observed between expertise and charismatic power. Finally, it was determined that trait anxiety had a mediating role in the relationship between the power resources used by school principals and the level of work alienation of teachers.

Recently, interest in STEM education has grown among researchers and educators, also considering the skills required to address the challenges of the 21st century. Supporting learning in STEM subjects is an open challenge, especially during secondary education, which is reflected in the implementation of innovative pedagogical practices, including approaches focused on Game-Based Learning (GBL). This study analyzed the main issues addressed by research on game-based educational approaches applied to STEM teaching and learning in secondary school and their evolving trends. A text analysis of abstracts published in the past decade was conducted using T-lab software. The “Word Analysis” function was used for preliminary visual mapping; then the “Specificity Analysis” and “Thematic Analysis of Elementary Contexts” functions were applied to explore changes in research directions and to map the themes covered by the most recent studies. The results showed that the implementation of games in STEM disciplines is a promising area of inquiry. A shift in research directions also emerged, currently more focused on studying how GBL can foster engagement and the emotional component of learning. Adapting to rapidly changing technology and integrating essential skills such as coding and computational thinking are additional challenges that the research community is facing.

Artificial Intelligence (AI) and Machine Learning (ML) are rapidly advancing. These technologies have significantly impacted the consumer goods market, including the smart footwear industry. AI and ML are extensively utilized in the design and production of smart and agile footwear. There are various methods for manufacturing smart footwear, which can be categorized based on their applications. These include medical and healthcare smart footwear, assistive footwear for individuals with impairments, footwear designed for navigation in unfamiliar areas, foot-wear for studying foot movements and gait analysis, safety footwear, anti-skid footwear, foot-wear for the elderly, army shoes, and energy-harvesting footwear, among others. These smart shoes enable real-time patient monitoring and provide appropriate suggestions for their care. Additionally, smart footwear can be classified based on the tools and techniques used in their production, as well as the sensors and Internet of Things (IoT) devices integrated into them. This paper reviews the various tools and techniques used in the creation of smart footwear for dif-ferent applications.

Human development encompasses the integration of neuromotor, psychological, social-emotional, and cognitive processes across time. However, a better understanding of the interconnectedness of motor and cognitive development throughout the lifespan is needed. The integrative and dynamic nature of short-term motor skill acquisition and long-term developmental processes may foster executive functions. Unfortunately, assessments of motor competence have traditionally focused on skillfulness from a movement perspective, using restrictive task protocols that decontextualize performance and limit cognitive involvement. Additionally, traditional motor-cognitive dual-task assessments centered on cognitive involvement during specific movement protocols, have minimized impacts of task complexity and motor competence on cognitive performance. To gain a more ecologically valid understanding of the relation between motor and cognitive development, a novel assessment paradigm using an integrative approach to motor-cognitive dual-tasking is needed. The purpose of the present paper is to: 1) provide a conceptual bridge, based on multidisciplinary evidence, to effectively link the concurrent development of motor competence and executive functions via learning-related and exercise-related neurotrophic mechanisms, and 2) use this conceptual bridge to inform the development of novel motor-cognitive dual-task assessments that account for the role of task complexity, current levels of motor competence, and the continuous decision-making inherent in “real world” performance environments.

The article presents the results of research work devoted to improving the characteristics of paint and varnish coatings based on aqueous dispersions of polyacrylates, it is proposed to modify them by introducing mineral raw materials as fillers and hydrated lime with subsequent processing in a vortex layer apparatus. Introduction of activated diatomite does not cause deterioration of covering power, adhesion and increase of porosity of the paint material. Modification of coatings contributes to the increase of their operational properties, which can be associated with the reduction of free volume in the composite, formation of polymer boundary layers with modified physical and chemical properties. The aim of the study is to obtain water-dispersion paint and varnish composition containing modified diatomite on polyacrylate basis and subsequent study of the main physical and mechanical parameters. The work has been carried out by the following method: determination of porosity, adhesion, elasticity, covering power of the control composition; determination of porosity, adhesion, elasticity, and covering power of the obtained composites using modified filler; investigation of the influence of radiation in the infrared spectrum of the paint coating surface using FLIRB620 thermal imager. As a result of research works it was noticed that modification of water dispersions with silica activated diatomite helps to eliminate the main disadvantages of materials and coatings based on acrylate binder - low water resistance and low physical and mechanical characteristics, introduction of modified diatomite into water emulsion paint on acrylate base does not lead to deterioration of the main performance characteristics of paint coatings - porosity, adhesion, elasticity and covering.

Objectives: Teachers’ intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students' action intention in class are still unclear; Methods: This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students’ normative and non-normative classroom actions under different text prompts (“how” and “why”); Results: The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students' classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students’ normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions.; Conclusions: This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers' brain electrophysiological activities related to social ability.

New digital interventions have shown potential in managing asthma and improving patients' quality of life compared with conventional interventions. Our objective was to conduct an exhaustive survey of the application of digital health technologies in evaluating, treating, and self-managing psychological and psychopathological elements linked to asthma. We analyzed a compendium of research papers and systematic reviews pertaining to asthma, encompassing themes such as outdoor air pollution, early life wheezing disorders, atopic dermatitis, digital strategies for asthma self-management, psychiatric conditions and asthma, familial impacts on pediatric asthma, and the utilization of mobile health apps for managing asthma. We scrutinized eight chosen studies to evaluate the capacity of digital health technologies to enhance the man-agement and treatment outcomes of psychological factors related to asthma. The studies under review indicate that eHealth interventions, mixed reality instruments, mHealth technolo-gy-augmented nurse-led interventions, and smartphone apps incorporating Bluetooth-enabled sensors for asthma inhalers can markedly enhance self-management of symptoms, quality of life, and mental health outcomes, particularly in children and adolescents with asthma. Nonetheless, additional research is required to ascertain their efficacy and practicability across diverse populations and environments. Customized interventions that cater to the unique needs and preferences of asthma patients and associated psychological elements are vital to ensure the persistent and equitable adoption of these technologies. We underscore the significance of addressing psychological elements in the management and treatment of asthma and advocate for ongoing research and development in this domain.

The aim of the present work was to map Estonian primary school students' ratings of symptoms of digital addiction and to identify both class and gender differences. The sample consisted of 5493 primary school pupils from 46 schools in Estonia participating in the 2022 Student Survey conducted by the Tallinn University Centre for Educational Innovation (CIE). The results showed that the digital addiction symptoms scores were highest in 8th and 9th grades. Girls and those who did not disclose their gender, scored higher than boys on digital addiction symptom statements. Symptoms of digital addiction were moderately positively related to screen time during school days and weekends and to school burnout and weakly negatively related to feeling refreshed in the morning.

Multiple imputation by chained equations (MICE) is a popular and well-researched statistical approach to account for missing data in empirical research. However, applying the technique requires researchers to set dozens of smaller and larger parameters to build an adequate imputation model before estimating the analytical model of interest. It is somewhat unclear how severely small and potentially arbitrary decisions influence the quality of the produced findings. The current study tests this empirically using a simulation approach with datasets with low and high shares of missing data points that are missing at random (MAR). For each of the two specifications, 4,200 simulations are conducted where multiple parameters are randomly varied to create a diverse range of potential imputation models. The results demonstrate that even random imputation models can significantly reduce bias compared to listwise deletion since more than 90% of all simulations give less biased results. All minor decisions taken together explain between 11% and 21% of the variation in the statistics of interest. The most substantial influence on this variation is due to the selection of the imputation algorithm within MICE. These findings demonstrate that almost any imputation model, even those built with little care, will often result in a higher quality than applying listwise deletion, as long as critical assumptions, such as MAR and the avoidance of severe misspecifications, hold.

Regression models are highly popular in empirical research and come in many different forms to fit virtually any distribution, variable, or research question. Usually, these models also compute how much variation in the outcome variable can be explained by all predictors, which is relevant to understanding whether the predictors are, in sum, able to explain the outcome or whether other potentially unobserved factors are more relevant. This aspect is crucial for interventions and policy as even statistically significant regression coefficients can be meaningless if they have little influence on the outcome overall. Besides having a measurement to judge the overall goodness of fit, ranking predictors by their relative importance is also relevant. For such analyses, it is necessary to decompose the total explanatory power of a model and partition it so that each explanatory variable is assigned a share. This enables the computation of a predictor variable's absolute and relative influence. Dominance analysis is a statistical approach to achieve this goal.

Videogames have become educational, communicative and social tools among the youngest, favouring the acquisition of skills, abilities and values, encompassing an endless number of themes, and help to experience and to face, in the first person, a great diversity of environmental situations and ecology problems. Thus, the present article aims: a) the evaluation of a sample of 20 educational videogames about water, making use of some empirical criteria of quality; and b) the design, validation and application of an integrate quality indicator of educational videogames on water, based on the aspects of narrative, gameplay and didactics to that sample, which allows us to obtain a ranking. The findings reflect a ranking of games allows to suggest that the nature of the game (simulation, adventures, platforms or questions) does not determine the quality of the game, although generally simulations and adventure games are placed in a range of medium or high quality, as well as those games that pursue objectives related to the design and management of a territory in a sustainable way. The paper provides teachers with quality criteria based on narrative and gameplay that complement and enriches the pedagogical dimension.

Background: Aging impacts semantic abilities, therefore semantic exercises might be a valuable tool for cognitive stimulation in healthy older adults. However, programs in this area are limited. Methods: In the current paper, we adapted the BOX linguistic semantic program for online use via the CerUp platform. Our goal was to prepare the optimization future experience of CerUp users, including potential changes in task structure, level of difficulty and instructions, and participants’ adherence, engagement, performance accuracy, perceived difficulty, and adequacy ratings assigned to the instructions we provided that might guide future changes. Additionally, we created a map of hypothesized task-specific features that may guide tailor-made uses of the program. Results: To that end, we present preliminary results on the usability of CerUp. By analyzing task-specific usability data alongside the hypothesized map of task-specific features, we also tested the validity of the latter. Conclusions: These preliminary results on the usability of the CerUp platform highlight the potential of programs for semantic stimulation. Such findings can inform future optimizations of the program, tailored to users’ needs and effectively supporting overall language skills and general cognition.

The article presents the results of research work devoted to the study of composite materials on polymer binder with the content of modified mineral filler - water-dispersion paint and varnish materials on acrylic polymer with modified filler - diatomite. The aim of the study is to obtain polymer-based composites with modified diatomite (water-dispersion paint on acrylic binder) with improved performance properties. Methods: determination of porosity, adhesion, elasticity, hiding power of the control composition; determination of porosity, adhesion, elasticity, hiding power of the obtained composites with the use of modified filler; investigation of the influence of radiation in the infrared radiation (IR) region of the spectrum of the paint coating surface using FLIRB620 thermal imager. As a result of work it is noticed that modification of water dispersions by silica activated diatomite promotes elimination of the main disadvantages of materials and coatings on the basis of acrylate binder - low water resistance and low physical and mechanical characteristics, introduction of modified diatomite into water emulsion paint on acrylate basis does not lead to deterioration of the main operational characteristics of paint and varnish coatings - porosity, adhesion, elasticity and covering. When analyzing the effect of emissivity in the IR region of the spectrum of the paint coating surface, a significant effect of the quantitative content of modified diatomite on the reduction of emissivity of paint coatings in the IR region of the spectrum was established and it was shown that a significant effect of the reduction of emissivity of paint coatings in the IR region of the spectrum is provided by the introduction of modified diatomite in the amount of 40 wt.h. into the mixture. The influence of the time of full-scale tests in the investigated small range regardless of the quantitative composition of modified diatomite on the performance characteristics of the paintwork was established.

The use of educational robotics has become increasingly popular in STEM education, offering motivating and hands-on learning experiences. This paper explores the potential of educational robotics for teaching plane curves at the university level. Specifically, it investigates the development and implementation of a LEGO SPIKE Prime robot designed to draw various central trochoids, including epicycloids and hypocycloids. The robot’s construction and programming are described, emphasizing the relationship between the robot’s physical movements and the mathematical equations of the curves it produces. The study also examines the integration of dynamic geometry software, which allows for visualization of the curves and verification of the robot’s accuracy. The paper concludes that educational robotics can serve as a valuable tool for enhancing both theoretical and practical understanding of mathematical and engineering concepts, offering a more engaging and interactive approach to learning.

Introductory courses regarding radar technologies are very popular in undergraduate curriculum of many electrical and electronics engineering departments. Hands-on experience is an essential part for understanding the theoretical concepts given in lectures. In most cases, it is not affordable for universities to acquire experimental radar systems, especially those in developing countries. This paper presents a detailed description of a cost-effective easy-to-deploy radar system laboratory sessions and measures the educational effectiveness of the proposed material. The provided radar models can be used in teaching undergraduate students the working principles of frequency modulated continuous wave (FMCW) radar systems, as well as assisting graduate students in their research activities. The effectiveness of the laboratory sessions is measured thoroughly via qualitative and quantitative methods based on the proposed learning process and students’ success. The results show that the lab sessions have increased the students' understanding of the topics covered within the course, and the students' general perception is positive.

Based on the detailed exploration of AI techniques for the early identification of learning difficulties in education, this study underscores the pivotal role of educational data analysis in enhancing student outcomes. Educators can proactively identify and address learning challenges through systematic data collection and analysis, thereby minimizing long-term academic obstacles and emotional stress. The integration of AI, particularly through natural language processing and computer vision technologies, facilitates personalized learning paths and real-time interventions, offering tailored support that maximizes each student's learning potential. These advancements optimize educational resource allocation and foster a more inclusive and effective learning environment, paving the way for future advancements in personalized education and intelligent teaching practices.

The main goal of the study was to obtain objective measures of the impact of a complete pre-season of amateur football on the players’ physical activity parameters. 17 amateur football players (24.47 ± 4.53 years) enrolled in the same team agreed to participate. They were asked to wear one accelerometer on the right hip during each training practice. Moderate-to-Vigorous physical activity (MVPA), steps and metabolic-equivalent (METs), among other parameters, were obtained and analyzed. Results showed that players spent an average 54.86% of each training session in MVPA levels, for a total of 100.33 minutes every week (3 training sessions per week). Therefore, this group of amateur football players did not meet the requirements to obtain health benefits from their physical activity program: amateur football. This finding could be considered noteworthy because there are thousands of adults worldwide who play amateur football to maintain a healthy lifestyle. They should be aware that their weekly training load is not enough to help them meet the necessary requirements. They either need more practice time (90-minute sessions) or more sessions. The pre-season training program was rated as “somewhat hard” by the participants, and quadriceps and hamstrings were mentioned as the most exerted muscles

In this short paper we study some properties of the lines associated with van Aubel’s theorem in the special case when squares are replaced with equilateral triangles constructed on the sides of an arbitrary quadrilateral.

Because the integrity, availability, and confidentiality of digital assets are so important, cybersecurity is key to both the education sector and the critical infrastructure sector. This article investigates the state of cybersecurity in education, emphasizing strategies for securing the classroom against cyberattacks. We go over important subtopics including risk assessment, putting security measures in place, and incident response preparation. Furthermore, we examine how industry-academia partnerships might improve cybersecurity resilience. We also explore cybersecurity for critical infrastructure, stressing the need for risk assessment, security control implementation, and incident reaction and recovery planning. We introduce subtopics such as public-private partnerships in critical infrastructure protection and continuous monitoring and threat detection systems. By use of an extensive examination, this article seeks to provide perspectives on efficacious cybersecurity tactics for preserving education and vital infrastructure, guaranteeing the sustained steadiness and adaptability of the community against constantly changing cyber threats.

Improving the capabilities of faculty members, including competencies of emotional intelligence in professors, can play a major role in various education levels of success and achievement, adjustment, and mental health in students, and is a fundamental solution to the promotion of higher education quality. For accurate examination of the issue, the present study aimed to determine the association between basic science professors' emotional intelligence and the ability to teach at the School of Medicine of Iran University of Medical Sciences. The present descriptive-analytical study was conducted at the School of Medicine of Iran University of Medical Sciences by census sampling of faculty members of the basic sciences. We included 98 faculty members in the study. The research tools included Dr. Haghani's "Emotional Intelligence in Teaching" questionnaire and Dr. Akbari's "Teaching Ability" questionnaire. We analyzed data through descriptive statistics and analytical tests, including Spearman's correlation test, Pearson test, t-test, and two-way analysis of variance. The mean score of faculty members' emotional intelligence was 111.51±9.3 equal to 89.93±7.5 percent, and the median score of total teaching ability of the questionnaire was 101.89±8.59 equal to 87.84±7.4 percent. There was a positive correlation between faculty members' emotional intelligence and teaching ability. (p= 0.0001, r= 0.71). The faculty members' emotional intelligence can be a determinant in their teaching ability. Their emotional intelligence was evaluated as good and there was a positive relationship between emotional intelligence and teaching ability.

As the educational landscape evolves, understanding and fostering student adaptability has become increasingly critical. This study presents a comparative analysis of (XAI) techniques to interpret machine learning models aimed at classifying student adaptability levels. Leveraging a robust dataset, we employed several machine learning algorithms with a particular focus on Random Forest, which demonstrated a 91% accuracy. Our study utilizes (SHAP), (LIME), Anchors, (ALE), and counterfactual explanations to reveal the specific contributions of various features impacting adaptability predictions. Consistently, 'Class Duration' and 'Financial Condition' emerge as key factors, while the study also underscores the subtle effects of 'Institution Type' and 'Load-shedding'. This multi-faceted interpretability approach bridges the gap between machine learning performance and educational relevance, presenting a model that not only predicts but also explains the dynamic factors influencing student adaptability. The synthesized insights advocate for educational policies accommodating socioeconomic factors, instructional time, and infrastructure stability to enhance student adaptability. The implications extend to informed and personalized educational interventions, fostering an adaptable learning environment. This methodical research contributes to responsible AI application in education, promoting predictive and interpretable models for equitable and effective educational strategies.

Childhood nutrition is a cornerstone of long-term health, yet many children exhibit reluctance to consume healthy foods such as vegetables. This aversion can be influenced by various factors, including food neophobia and the sensory and visual appeal of the foods presented. Understanding how visual cues affect children's willingness behaviors can provide insights into effective strategies to enhance their dietary habits. This study aims to investigate the liking and emotional responses on the relationships between intrinsic and extrinsic cues and children's willingness to eat and to ask parents to buy. To understand how these factors influence children with food neophobia food-related behaviors and to identify effective strategies to promote healthier eating habits. A sample size consisting of 420 children recruited was needed in this cross-sectional study. A validated and reliable self-administered questionnaire was employed. Independent t-test and ANOVA were used to test the differences between gender and food neophobia means. Spearman correlations were used for correlation analysis. Hierarchical regression analyses were conducted to explore the relationships among intrinsic cues, extrinsic cues, and the mediating effect of liking and emotional responses. Attributes such as plate color and shape significantly influence children's food-related behaviors and their emotions. Liking and emotional responses significantly mediates the relationship between intrinsic/extrinsic cues and willingness. Positive visual cues experiences are crucial for increasing children's inclination to purchase and consume. Positive emotional responses enhance acceptance and purchase. There are significant differences between boys and girls. Boys prefer blue and triangular plates, while girls prefer pink plates and generate more positive emotions. Children with food neophobia will initially experience a disorder, but its negative effects can be mitigated by increasing sensory appeal and emotional engagement. By employing strategies designed to enhance visual cues and liking and emotions, children’s willingness to choose healthy eating habits can be effectively increased.

Self-sustained learning (SSL) is considered a crucial factor in promoting students’ long-term learning and development in a sustainable society. To deepen the understanding of SSL, especially in the context of learning English as a second language, the current study examined the influence of intercultural communicative skills, language mindset, and positive L2 self on SSL in English learning among 1,238 college students in China. The results showed that students not only had a strong language mindset, positive L2 self, and intercultural communicative skills but also scored higher in long-term self-sustained English learning. Findings from the Structural Equation Modeling indicated that both language mindset and intercultural communicative skills positively predicted positive L2 self and self-sustained English learning. Furthermore, language mindset and intercultural communicative skills had an indirect impact on self-sustained English learning through positive L2 self. These findings suggest that to promote English learners’ SSL, instructors should help facilitate students’ intercultural communicative skills and foster a growth language mindset, as well as positive language learning beliefs.

This article focuses on artificial intelligence in educational technology, starting with an introduction to educational technology, an interdisciplinary field of study that covers the design, development, utilization, and evaluation of technology and digital tools in educational Settings. A detailed description of its definition in an academic context - a multidisciplinary field of computer science and cognitive science that deals with the development of computational systems that exhibit intelligent behaviour, describing its areas of coverage and scope of application. It then introduces the benefits of AI in education technology, specifically addressing personalized learning, adaptive learning systems, automated scoring and feedback, virtual tutors and chatbots, data analytics, as well as content recommendations and natural language processing, accessibility and inclusion. Then it introduces the main concepts of AI personalized learning: AI personalized learning uses the power of artificial intelligence to meet the unique needs and preferences of individual learners, as well as its key principles and main characteristics. Adaptive learning systems harness the power of artificial intelligence and data analytics to tailor the learning experience to each student's needs and abilities, as well as its core principles and strengths. It also introduces the main operating principles of automated grading and feedback: it uses artificial intelligence and computer algorithms to evaluate and evaluate student assignments, tests and exams without the direct involvement of human graders, and its associated benefits. Secondly, the main concepts of virtual tutor are introduced: Virtual tutor is a computer-based system that uses artificial intelligence and machine learning algorithms to provide students with personalized and interactive educational support and its key characteristics and main advantages, and then the nature and benefits of chatbots and help in the field of education. The final conclusion summarizes the benefits and future challenges of integrating AI into educational technology.

This article is about school evaluation. The objective was to explain critically the mediating relationships between educational evaluation and the production of school knowledge from the perspective of the Dialectical Historical Materialism. With this interest, a documentary analysis was made, obtaining as result four explanatory categories: production, subsumption, distribution and exchange of knowledge, which form a concrete totality with distinctions and antagonistic relationships between them, limited by their opposite. It is concluded that the evaluation as a mediating form lacks antagonistic pair and consequently of control by opposition, emerging from the school daily as autonomous and sovereign entity, oppressive of school subjects.

There are several challenges on how to attain energy efficiency while maintaining balance among factors affecting energy consumption such as power rating and temperature setpoints of cooling units, room temperature and humidity, and indoor air quality (IAQ). A real-time energy and IAQ monitoring system were installed in an educational building to profile the operational power consumption of inverter-based air condition unit (ACU) installed in each room. Polynomial curve and neural fitting regression analysis were applied to the real-time power consumption, indoor temperature and humidity, and carbon dioxide (CO2) level data. The derived models were able to provide the stabilizing indoor thermal and air conditions of the room to reach steady state ACU power consumption. These collected data and calculated parameters can be used to define rules in automating control of cooling appliances for an efficient energy utilization. The regression approaches, using real-time data, have determined the influence of indoor heat conditions and carbon dioxide levels on ACU power consumption. These parameters were utilized to establish consistent values for temperature, humidity, and carbon dioxide levels under stable settings of inverter-based air conditioning units.

Cognitive interventions vary in their level of structure, encompassing standardized and unstandardized tasks, person-centered tasks. Addressing semantic knowledge/semantic memory/semantics is important, mainly because its efficiency impacts other cognitive domains. Semantic tasks are commonly included in preventive and rehabilitation programs, typically as standardized tasks with pre-defined semantic referents. In contrast, person-centered approaches have introduced personally relevant semantics, allowing for expressive language to share thoughts and experiences. Although these approaches offer benefits beyond cognitive improvement, their lack of structure may pose challenges. Our CQ program blends structured activities with personally relevant semantics, aiming to harness the advantages of both methods. Additionally, in this review we discuss future challenges and directions in the field of semantic interventions.

Digital Educational Recourses (DER) have undergone a rapid evolution and integration into the educational contexts. Teachers play a fundamental role in incorporating technology into their classrooms, so it is important to identify the value that teachers on DER and reflect on the implications for their practice. Through the qualitative methodology the necessary data is obtained with open-response inter-views with teachers. This dataset was analysed and categorised using AQUAD. The results suggest that teachers acknowledge the importance of integrating digital re-sources into their classrooms, although there was no consensus regarding the appropriate level at which to do so. Further the inter-views revealed that younger teachers tend to use more self-elaborated or selected resources. Teachers noted the benefits of using technology, especially in regard to maintaining student motivation, how-ever they also highlighted a number of extrinsic challenges and limitations. The results indicate there is a relationship between teachers’ perceptions and their practice, although this could be improved.

The Phubbing Scale (PS) is an instrument used to measure the frequency and extent of the behaviour of ignoring someone you are with and giving attention to your mobile phone instead. However, there is insufficient evidence about the psychometric adequacy of the Spanish version of the instrument. The main goal of this research was to analyse the psychometric properties of PS in a representative sample of Spanish adolescents and young adults. A total of 1351 participants comprised the sample. (42,78% females, age range = 12-21). The goodness-of-fit indices for the two-factor model were good. The McDonald’s Omega coefficient for the total score was 0.787. The phenomenon of phubbing was found to have statistically significant correlations with emotional well-being, other mental health indicators, and with Problematic Internet Use (PIU); with the sole exception of the hyperactivity subscale of the SDQ This study provided validity evidence for the Spanish version of the Phubbing Scale (PS), suggesting that PS is a reliable tool for quantifying phubbing in Spanish adolescents.

It’s always a challenge for a teacher to get their students to be more engaged or active in the classroom. Engagement happens when students are interested in the subject, have fun, and feel welcome in the classroom. But how do we make students more engaged? To make this happen, Educational escape rooms were introduced into studies. In this paper, we will discuss about the creation and evaluation of educational escape rooms within an engineering learning context. As part of our research project, four educational escape rooms were created for students and surveys were conducted among them to evaluate the success of our project. Our findings indicate that the escape room learning model is well accepted by the students. As a result of the activity, high levels of dedication and enthusiasm are recorded and students shows the eagerness to do more escape room activities.

The prevalence of diagnosed cases of autism has increased rapidly, which raise interest in studying the variables related to the well-being of these families. The purpose of this paper is to review recent literature on other variables related to family well-being such a parenting styles. We conducted a systematic review using PRISMA check list and bias assessment ESTROBE with the aim of analyzing if the concepts of autism, well-being and parenting style are related. We screened 753 references, 16 full text articles and abstracts were read. It was identified that authoritative parenting style, those based on warmth, establishing relationships and emotional bonding, and low expressed emotion were positively related to family well-being. On the other hand, authoritarian, permissive and overprotective styles, as well as critical, punishing and training-based were negatively associated with well-being and quality of family life.

The fundamental goal of modern medicine is to increase human life expectancy. Currently, most of the patients in hospitals with different clinical profiles are elderly and senile subjects, with a high incidence of comorbidities, as well as concomitant age-related changes in peripheral tissues. One such change is sarcopenia, a progressive loss of muscle mass, strength, and muscle function that is associated with a high risk of adverse outcomes, leading to an increased risk of disability and death among older adults. The mechanisms of development of sarcopenia are currently being actively studied. This narrative review presents the issues of epidemiology, pathophysiology, and diagnostic criteria for sarcopenia. The relationships between sarcopenia and metabolic dysfunction-associated steatotic liver disease (MASLD) with possible promising directions for the treatment of this comorbid pathology are considered.

Educational institutions must identify students who are academically struggling to provide them with necessary support to improve their performance. In this context, recommendation systems powered by deep learning techniques are vital for detecting and categorizing such students. These systems help students plan their future by uncovering patterns in their historical academic data. This study introduces a new deep learning model designed to classify academically underperforming students in educational settings. The model incorporates a Gated Recurrent Neural Network (GRU) and includes specific neural network features like a dense layer, max-pooling layer, and the ADAM optimization algorithm. The model's training and evaluation were conducted using a dataset comprising 15,165 student assessment records from various academic institutions. The performance of the developed GRU model was benchmarked against other educational recommendation systems, including Recurrent Neural Network models, AdaBoost, and the Artificial Immune Recognition System v2. The proposed GRU model demonstrated remarkable accuracy, achieving an overall rate of 99.70%.

Academic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the Sustainable Development Goals fourth goal. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students from elementary schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. This variable also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.

Generative artificial intelligence tools are flourishing across various sciences, particularly in the educational domain. ChatGPT, with its versions 3.5 and 4.0, stands out for its multilingual capabilities, catering to both students and educators. This research aimed to evaluate the performance differences between these versions, and importantly, to compare the accuracy of ChatGPT's responses in English versus Arabic. In our study, we presented ChatGPT with 39 chemistry problems related to 6th-7th grade curriculum, including twenty-five open questions and fourteen multiple-choice questions. Each response was categorized as accurate, partially accurate, or inaccurate. Our analysis, focused on trends across versions and languages, revealed significant enhancements in version 4.0, particularly in its ability to process Arabic. However, despite these improvements, our findings indicate that responses in English consistently outperformed those in Arabic in terms of accuracy. In light of this discrepancy, we suggest that ChatGPT either incorporates additional Arabic databases into its training regimen or develops a code that adopts the following strategy to ensure more accurate responses in science education: questions should first be translated from Arabic to English, addressed, and then retranslated into Arabic before being presented to the user. This approach takes advantage of the greater accuracy of responses in English to benefit Arabic-speaking users, and it may also improve outcomes for speakers of other languages who experience less precise answers in the fields of chemistry or science education.

Hydrogen is the lightest atom and composes roughly half of the atomic content in macromolecules, yet their location can only be inferred or predicted in most macromolecular structures. This is because hydrogen can rarely be directly observed by the most common structure determination techniques (such as X-ray crystallography and electron cryo-microscopy). However, knowledge of hydrogen atom positions, especially for enzymes, can reveal protonation states of titratable active site residues, hydrogen bonding patterns, and the orientation of water molecules. Though we know they are present, this vital layer of information, which can inform a myriad of biological processes, is frustratingly invisible to us. The good news is that, even at modest resolution, neutron crystallography (NC) can reveal this layer and has emerged this century as a powerful tool for elucidating enzyme catalytic mechanisms. Due to its strong and coherent scattering of neutrons, incorporation of deuterium into the protein crystal amplifies the power of NC. This is especially true when solvation and the specific participation of key water molecules are crucial for catalysis. Neutron data allow the modeling of all three atoms in water molecules and have even revealed previously unobserved and unique species such as hydronium (D3O+) and deuteroxide (OD-) ions as well as lone deuterons (D+). Herein, we briefly review why neutrons are ideal probes for identifying catalytically important water molecules and these unique water-like species, limitations in interpretation, and four vignettes of enzyme success stories from disparate research groups. One of these groups was that of Dr. Chris G. Dealwis, who died unexpectedly in 2022. As a memorial appreciation of his scientific career, we will also highlight his interest and contributions to the neutron crystallography field. As both the authors were mentored by Chris, we feel we have a unique perspective on his love of molecular structure and admiration for neutrons as a tool to query those structures.

This article analyzes the design of MasterMind, an escape room that served as a means of professional development in the use and implementation of online educational tools in academic teaching. Escape rooms have inspired educators all over the world to adapt the popular entertainment activity for education. The time-constrained and problem-based games require active and collaborative participants, which makes an escape room an interesting setting for educators. As there are differences in the settings and goals of educational and recreational escape rooms, there is a need for description of the design process, taking into account game design and educational aspects. MasterMind was developed by a multidisciplinary team of educators, educational researchers and game researchers. The design analysis of MasterMind focuses on three related challenges that have informed the design process: 1) the participants' transition from the real world to the game world; 2) the alignment of game design aspects and educational aspects in the game world; and 3) the transfer from experiences and knowledge obtained within the game world back into the real world. The description and analysis is guided by frameworks on persuasive games and the alignment of game goals and learning goals. The analysis gives insights in how to balance game and educational aspects in the design, in order for players to reach both persuasive and learning goals. We recommend an integrated approach of the different design challenges. Therefore, we propose a design model combining and aligning the used frameworks, leading to an integrated approach in tackling design challenges in persuasive, serious games.

This comprehensive statement explores the concept of educational excellence, emphasizing the limitations of traditional metrics and proposing a holistic model for excellent educational systems. The discussion delves into the ambiguity surrounding excellence, challenges in measurement, and the influence of social, cultural, and economic factors on education. The objectives of the study include shedding light on the nature of excellence, its global significance, and introducing a model for improving school performance. The theoretical framework integrates constructivism, Maslow's Hierarchy of Needs, and Ecological Systems Theory to emphasize student-centered learning, holistic development, and environmental factors. The proposed model envisions an educational ecosystem prioritizing personalized, inclusive, and relevant education, with key components such as student-centered learning, inspirational educators, curriculum innovation, and community involvement. The abstract concludes by highlighting the model's potential implications in transforming education, challenging the status quo, and fostering well-rounded individuals equipped for a rapidly changing world.

The expansion of university enrollment and the implementation of tuition fees have become focal points of discussion in both current educational practices and theories. While increased university enrollment offers more opportunities for higher education, the high cost of tuition fees has pushed economically disadvantaged students to the brink of discontinuing their studies, prompting widespread concerns about educational equality.

Tinnitus is an auditory phantom perception in the ears or head in the absence of a corresponding external stimulus. There is currently no effective treatment available that reliably reduces tinnitus. Educative counseling is a treatment approach that aims to educate patients and inform them about possible coping strategies. For this feasability study, we implemented educational material and self-help advice in a smartphone app. Participants used the educational smartphone unsupervised during their daily routine over a period of 4 months. Comparing the tinnitus outcome measures before and after smartphone-guided treatment, we measured changes in the tinnitus-related distress, but not in tinnitus loudness. Improvements on the Tinnitus Severity numeric rating scale reached an effect size of .408, while the improvements on the THI were much smaller with an effect size of .168. Analysis on the user behavior showed that frequent and intensive use of the app is a crucial factor for treatment success: participants that used the app more often and interacted with the app intensively, reported a stronger improvement of the tinnitus. Between study allocation and final assessment, 26 of 52 participants dropped out of the study. Reasons for the dropouts and lessons for future studies are discussed in this paper.

This study aimed to explore the experiences of teachers in the recovery of educational skills. Specifically, ten teachers of Andap National High School are selected for the in-depth interview. This study employed a qualitative-phenomenological research design of which in-depth interview (IDI) was used in gathering the data. The study utilized phenomenological approach to study a particular phenomenon concerning the post-pandemic experiences of teachers in the implementation of the face-to-face classes. After gathering sufficient amount of data through the conduct of in-depth interviews, thematic analysis was used to analyse further the results and to check the disparities and similarities of all responses gathered. This was the time wherein responses were categorized and organized into themes. The findings of the study revealed that the challenges encountered of educational skills recovery were sources of learning materials, learning gaps, learners characteristics, difficulty with comprehension and lack of interest. It was also revealed that the most challenging teaching experiences in the recovery of educational skills were catching attention, learning gaps, communicating to students, need for remedial instruction, retroactive interference and difficulty in understanding English Language. They frequently have to quickly convert lesson material they had intended to teach in a classroom setting to any learning modality implemented. Further, adjust and learn new trend, provide opportunities to develop new skills, helps to manage stress, improved educational outcomes, become well-rounded teacher, networking and learning and continue doing responsibilities helped in these insights had in confronting challenges brought by the pandemic.

In the field of robotics education, introductory courses would ideally utilize heavy industrial arms for hands-on learning. This would provide students with valuable experience in joint programming, which involves direct control of each joint motor in the arm to accomplish desired path planning and differential movements. This practice requires consideration of the physical dynamics of the arm. However, the use of heavy industrial arms has several drawbacks. They are large and expensive, require specialized maintenance, can pose safety risks, and they typically do not allow for direct control of the joint motors. One solution is to use a small, lightweight, toy-like arm. While these are cost-effective and provide direct access to the joint motors without posing safety risks, their lightweight construction means they exhibit minimal dynamic behavior, which limits their educational value. Another solution involves a robotic arm simulator that uses a virtual arm. However, a virtual arm doesn't offer the same level of hands-on engagement and excitement as a physical arm. We propose a hybrid solution that combines a small physical arm with a virtual arm. This approach provides students with the experience of working with an industrial arm, but without the associated difficulties. We demonstrate how this approach successfully improved the completion rate of joint programming assignments, offering a promising solution for practical robotics education.

Employees’ organizational commitment is considered to be a critical issue in higher educational setting for the success of its visions and goals, as well as to keep its employees motivation granted for achieving better work performance. This subject has therefore, been studied so as to draw attention to enhance effectiveness of higher educational institution in Ethiopia, particularly in reference to Haramaya University. The major objective of study was to find out the level of academic staffs’ commitment. The study assessed whether significant difference exist in academic staffs’ commitment level in terms of their gender and level of education. Researchers used cross-sectional research design and both primary and secondary data sources were used for the study; 242 participants were selected using stratified sampling technique. Questionnaire, focus group discussion and document review were used to collect data. The quantitative data were analyzed using descriptive and inferential statistics; and the qualitative data were also analyzed using narration methods of analysis. Study result showed there was moderate level of in overall commitment and in specific commitment dimensions among academic staffs. The study further indicated that there is no significance difference in commitment of academic staffs with reference to gender; however, a significant difference in commitment was existed in reference to level of education.

The objective of the study was to evaluate the risk factors associated with lower COVID-19 vaccination rates in the United States. The study evaluated the effect of red-blue political affiliation and the effect of the US state's average educational aptitude score and per capita income on states' vaccination rates. The study found that states with concomitantly lower income along with lower educational aptitude scores are less vaccinated while the states with higher income have higher vaccination rates even among those with lower educational aptitude scores. These findings stayed significant after adjusting for red-blue political affiliation where states with red political affiliation have lower vaccination rates. Further study is needed to evaluate how to stop online misinformation among states with low income and low educational aptitude scores; and whether such an effort will increase overall vaccination rates in the United States.

The PLM concept implies the use of heterogeneous information resources at different stages of the product life cycle, the joint work of which allows you to effectively solve the problems of product quality and various costs. According to the principle of isomorphism of regularities of complex systems, an effective PLM system must have these regularities. Unfortunately, this principle is not often fundamental when designing PLM systems. The purpose of the work is to show, using a simple example, the principles of development, operation and use of an educational multi-agent PLM system, the main purpose of which is to study and research these regularities in the life cycle of a special threaded connection. The multi-agent approach to the development of a PLM system provides the necessary prerequisites for the emergence of system-wide regularities in it. The parallel work of agents is implemented using the actor model and the Ray Python-package. Agents for the logical inference of knowledge base facts, CAD/FEA/CAM/SCADA agents, agents for optimization by various methods, and other agents have been developed. Open source software was used to develop the system. Each agent has relatively simple behavior, implemented by its rule function, and can interact with other agents. The system can work in interactive mode with the user or in automatic mode according to a simple algorithm: the rule functions of all agents are executed until at least one of them returns a value other than None. Examples of the operation of the system are given and such system-wide regularities as emergence, historicity and self-organization are demonstrated in it.

A reduction in population sodium (as salt) consumption is one of the most cost-effective strategies to reduce the burden of cardiovascular disease and it is a global health priority. High potassium intake is also recommended to reduce cardiovascular disease. To establish effective policies for setting targets and monitoring effectiveness within each country, the current level of consumption should be known. Greece lacks data on actual sodium and potassium intakes. The aim of the present study was therefore to assess dietary salt (using sodium as biomarker) and potassium intakes in a sample of healthy adults in northern Greece and to determine whether adherence to a Mediterranean diet is related to different sodium intakes or sodium-to-potassium ratio. A cross-sectional survey was carried out in Thessaloniki greater metropolitan area (northern Greece) (n=252, aged 18-75 years, 45.2% males). Participants’ dietary sodium and potassium intakes were determined by 24h urinary sodium and potassium excretions. In addition, we estimated their adherence to Mediterranean diet by the use of an 11-item MedDietScore (range 0-55). The mean sodium excretion was 175 (SD 72) mmol/day, equivalent to 4,220 (1,745) mg of sodium or 10.7 (4.4) g of salt per day and potassium excretion was 65 (25) mmol/day, equivalent to 3,303 (1,247) mg/day. Men had higher sodium and potassium excretions compared to women. Only 5.6% of the sample had salt intake <5g/d, which is the target intake recommended by the WHO. Mean sodium-to-potassium excretion ratio was 2.82 (1.07). There was no significant difference in salt or potassium intake or their ratio across MedDietScore quartiles. No significant relationships were found between salt intake and adherence to Mediterranean diet, suggesting that the perception of the health benefits of the Mediterranean diet does not hold when referring to salt consumption. These results suggest the need for a larger nation-wide survey on salt intake in Greece and underline the importance of continuation of salt reduction initiatives in Greece.

The need to alleviate the difficulties of abstraction and improve students’ achievement in Physical Geography informed this research. This study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students’ Achievement in Physical Geography. The study adopted the quasi experimental non-equivalent pre-test, post-test control group design. The Multi-stage sampling technique at four levels was used to select four co-educational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was “Physical Geography Achievement and Retention Test” (PGART). The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test. The results showed that Mastery Learning Strategy has the potentials to improve students’ learning outcomes, retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method. Hence the need to incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

Background: Colorectal cancer (CRC) can significantly impact mental health, increasing suicide risk. Variables such as pain and threat perception may be crucial. This study aims to identify predictors of suicide risk in individuals with CRC. Methods: A total of 71 participants (76.06% men) aged 27 to 88 years (M = 65.18, SD = 12.02) were assessed using the SF-36 for pain, the Brief Illness Perception Questionnaire (B-IPQ) for threat perception, the Hospital Anxiety and Depression Scale (HADS) for emotional distress, and the Plutchik suicide risk scale for suicide risk. Descriptive, comparative, and correlational analyses were performed, followed by a linear regression analysis. Results: Nearly 20% of participants exhibited high suicide risk. There was a moderate to high association between suicide risk and the perception of threat, pain, and emotional distress. The linear regression model explained 39% of the variance in suicide risk, with threat perception, pain, and emotional distress as significant predictors. Conclusions: These results indicate the need for multidisciplinary care for individuals with CRC, including emotional support from health psychologists, and holistic, human-centered care from nursing and medical professionals. Future research is necessary to further explore these relationships and improve patient care strategies.

Open Educational Resources (OER), educational materials permit unrestricted use and adaption, have proven beneficial for cost savings and curriculum flexibility. However, OER are not frequently used in college courses. An OER initiative was designed to understand the factors contribute to increasing access to STEM course materials. This study employed a survey to investigate faculty awareness and usage of OER and explore support needed to increase the use of OER in STEM. Results indicated that one-sixth of the respondents were unaware of OER, and 53% had never used OER. The motivating factors for OER usage included cost-free licenses, day-one availability to students, and increased access. The support strategies for new OER creation included OER workshops, grants, and recognition for OER authoring. In conclusion, the current study fills a gap in the existing literature by documenting motivating factors for faculty to integrate OER into STEM for the first time.

On return to campus after the pandemic, students were subjected to receiving lectures online, in class, or by the emerging hybrid approach. This study reports students' preference over the three approaches based on the experience gained during the 2022/23 academic session. One hundred and twenty-seven (127) on-campus Education students in one public university in Malaysia participated in the study. Data was collected through an online forum and interviews with the participants. The data collected was analyzed using content and thematic analysis. Preference for the hybrid approach emerged as a finding with three themes describing what makes the wholly online class unpopular (themes one and two); and, the popularity of the hybrid approach (theme three): 1. On-campus learner-environment challenges; 2. Perceived lack of Faculty engagement and support in the online learning environment; and, 3. Student engagement through faculty presence and technology innovation. What the students valued most in the hybrid approach is the face-to-face technology-enhanced classroom interaction that is retained, believing that learning is more effective and interesting in class than online. They considered the additional online learning activities as complementing the classroom learning. The approach provides an opportunity for fundamental learning in class and supplementary learning online. These findings imply that institutions should prioritize technology integration into face-to-face instruction, leveraging innovative approaches to enhance student engagement and learning outcomes. Lecturers should consider adopting hybrid teaching models that combine the benefits of in-person interaction with the flexibility of online learning, catering to diverse student preferences and optimizing the educational experience.

Video lectures are becoming more popular and in demand as online classroom teaching is becoming more prevalent. Massive Open Online Courses (MOOCs), such as NPTEL, have been creating high-quality educational content that is freely accessible to students online. A large number of colleges across the country are now using NPTEL videos in their classrooms. So more video lectures are being recorded, maintained, and uploaded. These videos generally contain information about that video before the lecture begins. We generally observe that these educational videos have metadata containing five to six attributes: Institute Name, Publisher Name, Department Name, Professor Name, Subject Name, and Topic Name. It would be easy to maintain these videos if we could organize them according to their categories. The indexing of these videos based on this information is beneficial for students all around the world to efficiently utilise these videos. In this project, we are trying to get the metadata information mentioned above from the video lectures.

Within the European Union (EU), new plant varieties, to be included at the Common catalog of a member state, has to be registered at the national list, after plant variety testing processes to establish whether the candidate variety is distinguishable, uniform and stable (DUS) and meets the requirement of the cultivation or use value requirement (VCU). Technical development, climate change and changing consumer needs, including the detection of GMOs, necessitate the innovation of plant variety testing methods. Within the EU-funded "InnoVar" project, it has been sent out questionnaires to several countries, which were aimed at analyzing strengths, weaknesses, opportunities and threats (SWOT) of the current methods and with their help it is possible to have look for a new direction, opportunity and strategy, which can incorporate together with the innovation results into the development of the new methods. Our study confirmed that the SWOT analysis could be used to achieve the set goals; according to the answers to the questionnaires, it became necessary to introduce new characters (e.g. cold tolerance) and new test methods (molecular markers, precision techniques, organic farming) into the variety testing procedures. The development of high-yielding, disease and/or pest-resistant plant varieties with good adaptability and the accurate evaluation of genotypes play a crucial role in ensuring that farmers can access high-performing plant varieties and contribute to sustainable food production.

The use of Information Communication Technologies (ICT) in education brings up new possibilities of promoting the learning and health experiences. In this sense, education contexts of 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices developed with mobile devices and games, in order to improve learning and well-being in children and adolescents undergoing cancer treatment in non-formal educational setting. The methodology is based on qualitative case studies with content-based data analysis, involving informal interviews and observation methods. The study considers data from 5 patients who participated in the research between 2015 and 2019. The results demonstrate a positive influence of the practices with mobile technologies and games in terms of learning and in the well-being feeling of patients during the treatment.

The strong competition in the automotive industry has required manufacturers to implement lean production, both with methods and techniques specific to Industry 4.0. At the same time, universities must provide graduates with specific skills for applying these new production methods and techniques. In this context, a Lean Learning Factory was developed in the Pitesti University Center, which allows students to learn, experiment, and research, in an environment similar to that of enterprises, the new Lean Manufacturing methods and techniques, and Industry 4.0. The research presented in this study had as its objective identifying the minimum number of repetitions necessary to train operators who serve two differently organized workstations, one classic, the other including digital techniques, but on which the same assembly operation is performed. Several indicators were considered in the analysis, such as the number of errors, the number of stops, the effective duration of the work cycle, and the percentage ratio between the standard duration of cyclical activities and the effective duration of the work cycle. The evolution of these indicators was mathematically modelled by regression functions, using the least squares method. The obtained results also highlight the usefulness of applying the DOJO method as a Lean manufacturing-specific learning technique and the efficiency of implementing digital techniques in work organization.

This study explores the complexities of risk communication practices in orthodontics, specifically examining the perspectives of orthodontists in Greece and Slovakia. Informed by the foundational importance of effective communication in health sciences, particularly in facilitating valid consent and shared decision-making, this research addresses gaps identified in the literature concerning the consistent communication of potential treatment risks based on demographic and cultural characteristics. The study identifies 15 potential critical risks with orthodontic treatment. These risks include root necrosis; temporary undesired changes to the occlusion; sleep difficulties; not achieving an ideal result; development of black triangles between teeth; taking additional X-rays; speech difficulties; using a protective splint during sports; duration of treatment; number of visits; transmission of infectious diseases; and swallowing orthodontic appliances. The questionnaire, distributed electronically to orthodontists in Greece (n=570) and Slovakia (n=210) from Sept. 2022 to Dec. 2022, aimed to assess risk communication practices, with consideration to country, gender, and degree-related variations. 168 valid questionnaires (91 from Slovakia and 77 from Greece) were obtained indicating significant disparities in the risks emphasized and preferred forms of consent. The Greek orthodontists focused more on the risks involved such as on relapse, root resorption, temporal occlusal changes, and failure of desired movement, while the Slovak practitioners tend to be interested more about sleeping difficulties, temporal occlusal changes and not achieving an ideal result. They also tend to obtain written or digital consent from patients or their parents/guardians more frequently than the Greek team. Male orthodontists discussed specific risks more frequently, including relapse and extractions, whereas females preferred written or digital consent. PhD-trained orthodontists prioritized certain risks, indicating the need for tailored approaches. This study underscores the dynamic nature of risk assessment in orthodontic practice, emphasizing its ethical and strategic dimensions. The findings advocate for tailored risk communication strategies, that recognize individual, contextual, and cultural factors and the need of an orthodontic informed consent protocol for tailored communication approach for patients to elevate the standard of care in European orthodontics. The reliance on digital tools reflects contemporary trends in enhancing patient understanding, thereby supporting ongoing innovation in orthodontic practices.

Amidst the transformative backdrop of the post-Covid-19 context, the researcher embarks on a qualitative exploratory study to investigate the intricate interplay of religiosity, educational engagement, and campus life among college students at St. Michael's College, Iligan City. Guided by a theoretical framework integrating Vygotsky's sociocultural theory, Fredricks et al.'s engagement theory, and Pascarella & Terenzini's educational impact theory, this study delves into the dynamic fruition of religiosity in response to the pandemic's impact. Employing purposeful and maximum variation sampling, the investigation unravels narratives from interviews, focus group discussions, and observations. Through thematic analysis, themes of "Adaptive Integration," "Religious Resilience," "Community Nexus," "Challenges of Synchronization," and "Identity Negotiation" emerge. In the discourse of these themes, strategies students employ to navigate challenges arising from this confluence are unearthed. Rooted in a deep understanding of the context, this study presents implications for fostering holistic growth within an inclusive educational environment. As the findings and insights are presented, stakeholders are invited to reimagine the role of religiosity, educational engagement, and campus life in shaping the holistic student experience in a world forever changed.

The article explores the task of making higher education more profession-oriented. In this context, we consider the technology of structuring and matching professional activities and content of professional education curricula with the help of ontology. This technology employs intelligent analysis of labor market and educational content matching with the aim to organize educational programs and verify professional competences based on their ontological properties. The article also considers development of a professional training cognitive map that can help design the student’s personalized educational trajectory factoring in the given parameters.

One of the main challenges for autonomous learning in virtual environments is finding the right material that fits students’ needs and supports their learning process. Personalized recommender systems partially solve this problem by suggesting online educational resources to students based on their preferences. However, in educational environments (which need a proper characterization of both users and educational resources), most existing recommendation algorithms either fail to include all the available information or use hybrid processes that do not exploit possible relationships between users and item features. This article presents a personalized recommender system for educational resources aimed at combining user and item information into a single mathematical model based on matrix factorization. As a result, estimated latent factors can provide insight into possible interactions between users and item features, improving the quality of the information retrieval process. We validated the proposed model on a real dataset that contains the ratings assigned by students from Universidad Nacional de Colombia and Universidade Feevale to educational resources in the Colombian Federation of Learning Object Repositories (FROAC in Spanish). User characterization included learning style and educational level, whereas item characterization (obtained from the objects’ metadata), included interactivity level, aggregation level and type, and resource format. These results, compared to those obtained when not all the available information is included, show that our method can improve the recommendation process.

The implementation of teaching interventions in learning needs has received considerable attention, as the provision of the same educational conditions to all students, is pedagogically ineffective. In contrast, more effectively considered the pedagogical strategies that adapt to the real individual skills of the students. An important innovation in this direction is the Adaptive Educational Systems (AES) that support automatic modeling study and adjust the teaching content on educational needs and students' skills. Effective utilization of these educational approaches can be enhanced with Artificial Intelligence (AI) technologies in order to the substantive content of the web acquires structure and the published information is perceived by the search engines. This study proposes a novel Adaptive Educational eLearning System (AEeLS) that has the capacity to gather and analyze data from learning repositories and to adapt these to the educational curriculum according to the student skills and experience. It is a novel hybrid machine learning system that combines a Semi-Supervised Classification method for ontology matching and a Recommendation Mechanism that uses a hybrid method from neighborhood-based collaborative and content-based filtering techniques, in order to provide a personalized educational environment for each student.

The purpose of the article is to determine the peculiarities of using of teaching elements of research-based training at the Institute of Human Sciences of Borys Grinchenko Kyiv University. Based on the focus group methodology, the authors identify the key methodological characteristics of research-based training, which have been put into basis of analysis of educational programs for the purpose of determining the application of tasks that contribute to the development of research skills of students. The study used a method of focus group. Its purpose was to obtain the necessary information from the participants to describe the methodological basis and justification of methods, forms, indicators, etc. of research-based training system among people who are competent, have experience in this field. After that, the method of "theoretical sampling" was used, which enabled to formulate generalized characteristics according to the results of focus groups. The practical value of the study is determination of the methodological characteristics of research-based training which is the basis for the application of tasks by university teachers that promote the development of research competence of students. The research is one of the first attempts to determine the methodological characteristics of research-based training in Ukraine.

The article explores the integration of generative artificial intelligence with active methodologies in modern education, highlighting how this combination can transform pedagogical practices and promote more personalized and effective learning. The study investigates the application of tools such as ChatGPT , which enhance the personalization of teaching, providing immediate feedback and adjusting content to students' individual needs. The research is structured into three chapters: the first addresses practical strategies for applying these methodologies with AI, the second evaluates their effectiveness in learning and the third presents practical examples of integration. Adapting teaching through AI was a central element in developing a more efficient learning environment aligned with the specific needs of each student. The results point to a significant increase in student engagement, understanding and retention of content, although they highlight the need for careful and ethical implementation to avoid challenges such as superficiality in learning and data privacy issues. It is concluded that the integration of generative AI with active methodologies can significantly transform the educational environment, but must be carried out in a balanced and responsible way, complementing traditional pedagogical practices and ensuring the comprehensive training of students.

Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning to optimize teaching and achieve excellent student learning. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N=32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.

Introduction: Emotional intelligence plays a critical role in nursing leadership, influencing organizational dynamics and patient care. However, there is limited understanding of the impact of Emotional Intelligence on leadership in Primary Health Care in the Greek context. Methods: A longitudinal experimental design assessed the effects of an educational intervention on EI and leadership among Greek Primary Health Care nurses. Questionnaires, including the Wong and Law Emotional Intelligence Scale (WLEIS) and Multifactor Leadership Questionnaire - form 5x (MLQ), were administered pre- and post-intervention. Results: The intervention group exhibited significant improvements in Emotional Intelligence and adoption of transformational leadership styles compared to the control group. Tables highlighted nuanced changes in leadership dynamics post-intervention. Conclusions: Educational interventions effectively enhance nurses' Emotional Intelligence and influence leadership styles, emphasizing the need for tailored professional development programs in nursing education.

The use of hydrogen fuel cells as a mobile source of electricity might prove to be a keystone in future decarbonization of heavy duty road and marine transport. Due to complex interplay of various physicochemical processes in the fuel cells, further development of these devices will rely on concerted effort of researchers from various fields, e.g. chemistry, physics, electric and mechanical engineering. This results in knowledge gaps which are filled by the information, dispersed in wide range of literature, but rarely covered in a short and condensed form. To address this issue and with the aim of providing a concise and simple explanation of fuel cell operation, we propose a simple educational model of the most relevant processes in the fuel cell, aimed at proper description of causal relations. The derivation of model equations provides an intuitive understanding of electric potentials acting on protons on the microscopic level and relates this knowledge to the common terminology in fuel cell research community, such as catalyst electric overpotential and internal membrane resistance. The results of the model fit well with experimental data, indicating that a simple description, provided in the paper, is sufficient for intuitive understanding of fuel cell operation.

This study seeks to measure the degree of agglomeration of educational quality in Colombia, based on the non-socialization of the population that exhibits low educational quality, with the population that exhibits high educational quality, and thus determine how such agglomeration affects the phenomenon of academic segregation. To this end, we perform a spatial analysis of the educational quality in Colombia and of variables that may influence to the phenomenon of educational agglomeration. The level of agglomeration in educational quality in Colombia is demonstrated by the calculation of the Moran’s Index, in which a result of 0.62 was obtained. High educational quality is concentrated in the Andean region, while low educational quality is agglomerated in the periphery of the country, in areas such as the Pacific region. A spatial regression model was carried out to measure the dependence of municipalities on their neighbors, and to determine the main socio-economic factors affecting the phenomenon of educational agglomeration in Colombia, finding that living conditions, unsatisfied basic needs and fiscal transparency have all an impact on the educational quality of the municipalities. It is also found that the number of homicides in the municipalities does not seem to have a significant relationship with education.

This study used the National Demographic and Health Survey 2013 data to provide empirical answer the question of the relevance of western education in Nigeria relative to ethnic-regional practices of almajiri in the light of women’s educational attainment and wealth index in Nigeria. Women are the most vulnerable in the cultural practices in Nigeria as women’s education in Sub-Saharan Africa is far below the world average. Nigeria was recently proclaimed the world capital of poverty because it is among one of the countries with the highest number of people living below poverty line in the world with a larger proportion of poor being women. Ordinary Least Square (OLS) and Ordered Probit Model were employed to analyse the data. The results revealed a significant effect of western education on women asset accumulation and the precaurious position of women resulting from lack of western education. This implies that higher attainment of western education increases the likelihood of being wealthy. The counterfactual effect of ethnic-regional practices of almajiri confirmed the disadvantage and backwardness of women staying in the region or coming from the ethnicity. This partly explains the likelihood of the differences in the level of development across the geopolitical zones and women welfare. Based on the findings the study recommends that policy maker should provide easy access to quality education, especially at both pre-primary and primary levels for all especially women. Also issues of graduate unemployment should be addressed as it reduces return from education.

Education and awareness raising are the primary tools of global health policy to change public behaviour. Considering the limitations of awareness agenda and the lack of social research to inform alternative approaches, our objective was to generate new empirical evidence on the consequences of antibiotic-related awareness raising in a low-income country context. We implemented an educational activity in two Lao villages to share general antibiotic-related messages, but also to learn about people’s conceptions and health behaviours. Two rounds of census survey data enabled us to assess the activity’s outputs, its knowledge outcomes, and its immediate behavioural impacts in a difference-in-difference design. Our panel data covered 1,130 adults over two rounds, including 58 activity participants and 208 villagers exposed indirectly via conversations in the village. We found that activity-related communication circulated among more privileged groups, which limited its indirect effects. Among participants, the activity influenced the awareness and understanding of “drug resistance,” while effects on attitudes were minor. Evidence on behavioural impacts was sparse and mixed, but the range of possible consequences included a disproportionate uptake of antibiotics from formal healthcare providers. Our study casts doubt on the continued dominance of awareness raising as a behavioural tool to address antibiotic resistance.

The Predicted Mean Vote (PMV) and the Predicted Percentage of Dissatisfied (PPD) indices are used to assess the indoor environment in terms of human thermal comfort-discomfort. In this study, an experimental combined objective and subjective investigation of thermal comfort perception has been performed in students between 16-18 years old, in a non-air-conditioned school building. The objective approach included instrumentation measurements and data processing according to ISO 7730, whereas, the subjective one was based on answers collection following ISO 10551. The study is mainly devoted to the verification of Fanger’s approach in a building, in free running conditions, under a mild (moderate) climate.The comparison between instrumentation data and questionnaire results presented an underestimation of the mean vote, predicting a cooler sensation than the actual one.

The existence and family living with a sibling with a disability implies a dynamic and a structure with meaning to children and their circumstances. However, a sibling that accompanies, helps, or takes part in family life, usually is lower analysis compared with children with disabilities. The goal of this work is to analyze the behavior of children before siblings with disabilities. Following two children’s opinions in this context. It is intended to make some analysis about the children's behavior towards their sibling, and finally, seek reflection on the structure of family relationships.

The use of mobile devices facilitates access to knowledge and is at the base of the education of the future. Although the digital society has contributed a number of benefits, however, it has also been associated with worrying behaviours. The study design consisted of a quantitative approach that was descriptive, inferential and ex post-facto in nature. Its purpose was to better understand the opinion of young people regarding mobile phone use and describe dependence deriving from regular use. The sample was formed of 420 students from the Faculty of Education at the University of Granada. Results indicate that mobile phone use has displaced use of other technologies such as the television, and is associated with communication and recreational activities. In addition, a profile was identified for young people at greater risk of developing a dependence on their mobile devices. This profile constituted females, mobile phone users with recreational motives and individuals who exceeded mobile phone use by more than six hours a day. To improve the educational use of mobile phone, prevention and intervention plans must be designed which ensure correct management of this device, taking advantage of the benefits it offers whilst avoiding problems derived from inappropriate use.

Background: The COVID-19 pandemic has exacerbated existing healthcare disparities among American Indian/Alaska Native (AI/AN) populations, rooted in historical traumas and systemic marginalization. Methods: This study conducted at a single Indian Health Service (IHS) clinic in central Michigan examines the effectiveness of educational interventions in enhancing COVID-19 knowledge and attitudes among AI/AN populations. Utilizing a pre/post prospective study design, participants received either a video or infographic educational intervention, followed by a survey assessing COVID-19 knowledge and attitudes. Results: The results indicate significant improvements in knowledge and attitudes post-intervention, with both modalities proving effective. However, specific factors such as gender, political affiliation, and place of residence influenced COVID-19 attitudes and knowledge, emphasizing the importance of tailored interventions. Conclusions: Despite limitations, this study highlights the critical role of educational interventions in addressing vaccine hesitancy and promoting health equity within AI/AN communities. Moving forward, comprehensive strategies involving increased Indian Health Service funding, culturally relevant interventions, and policy advocacy are crucial in mitigating healthcare disparities and promoting health equity within AI/AN communities.

Any Geiger counter can be used as an effective cosmic ray detector on its own. In fact, it is known that even in the absence of a radioactive source, the instrument detects what is known as background radiation, which consists of various types of ionizing particles present in the environment. Remarkably, it is estimated that up to 15% of this background radiation is attributable to cosmic rays, high-energy particles originating from outer space. The remaining radiation detected by the Geiger counter originates from terrestrial sources, such as natural radioactivity in the ground and in the air. The main goal of this project is to build a muon detector for scientific and educational purposes using two commercial DIY Geiger counter kits and just a few additional components. To identify cosmic radiation from terrestrial radiation and improve the accuracy of cosmic ray measurements, the use of a coincident circuit is essential. This coincident circuit was introduced in cosmic ray physics by Walther Bothe and Bruno Rossi in the early 1930s and allows for the detection of a subatomic particle passing through two or more sensors, thereby reducing false positives and enhancing the reliability of cosmic ray detection.The following idea is an alternative to our AMD5 detectors, instruments that we have been using for years to teach and perform scientific experiments in the cosmic ray field under the umbrella of the ADA project (2023 Particles, Arcani et al.). The resulting device offers a reliable and cheap solution for the same goal, making it a valuable tool for both educational purposes and even scientific surveys.

This paper examines the potential of large language models, specifically ChatGPT, BingChat, and Bard, in enhancing the work of teachers in various educational settings. These models, powered by cutting-edge artificial intelligence, offer a wide range of applications that can aid educators in curriculum development, personalized instruction, student engagement, and administrative tasks. By harnessing the capabilities of these language models, teachers can not only streamline their workload but also improve the overall quality of education. This paper explores the ways in which these models can empower educators and revolutionize teaching practices.

In an ever-evolving landscape of higher education, this study delves into the transformative potential of merging deep learning principles and meaningful pedagogy in language acquisition, aided by artificial intelligence (AI) technologies. Drawing from a qualitative research design, it navigates the post-pandemic educational landscape, examining shifts in language education, student perspectives, and adaptations. Through comprehensive data collection methods, including literature review, interviews, and classroom observations, the study presents insights from 30 participants from SMC. The qualitative findings reveal emerging themes related to deep learning, meaningful learning, AI integration, and language acquisition, underscoring their profound impact on teaching methods and student engagement. This research contributes to the field by shedding light on innovative approaches that elevate language acquisition in an AI-evolving educational environment. The study concludes with implications for school administrators, teachers, and students, offering recommendations for future research directions, ultimately striving to enhance language education in the modern era.

This study investigates the multifaceted aspects of 21st century teaching and identifies gaps in current educational practices. The researcher employed a qualitative approach, utilizing interviews, observations, and document analysis. Grounded in a theoretical framework emphasizing student-centered pedagogy, technology integration, and innovative instructional strategies, the study involved a diverse sample of 30 participants, including teachers, students, and administrators. Rigorous measures were implemented to ensure validity and reliability, such as researcher triangulation and member checking. The findings revealed significant gaps in areas such as student engagement, digital literacy, and pedagogical innovation. These findings are discussed in relation to existing literature, highlighting the implications for educational practice and the urgent need for educational transformation. The study's limitations include the small sample size and its focus on a specific educational context. Future research should explore the identified gaps using different methodologies and extend the investigation to other educational settings. The study contributes to the growing body of knowledge on 21st century teaching, providing valuable insights for educators, policymakers, and researchers aiming to promote effective and transformative teaching practices in the modern era.

The problem of real-time estimation of occupancy of buildings (number of people in various zones at every time instant) is relevant to a number of emerging applications that achieve high energy efficiency through feedback control. The measurement of CO2 concentration can be considered an important indicator that allows to define the occupation of closed and crowded spaces. Interesting cases can be school buildings and other buildings used in civil and residential (shopping centres, hospitals, etc.). This paper, starting from an experimental analysis in different classrooms of a University campus in real operating conditions, in different period of the year, proposes a possible correlation between CO2 concentration and the occupancy profile of the spaces. The acquired data are used to present some graphical correlations and to understand the most important variables or combination of them. Starting from an accurate analysis of the data, attempts are made to define a preliminary estimation method through the development of a mathematical models of occupancy dynamics in a building, which show interesting results.

Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

Cartoons in the era of digital media are among the most prevalent medium of entertainment for the children, parents also encourage them to view such contents to engage the children which make an area need to be explained exhaustively by adopting new approaches. There are lot of studies in the past conducted to explain the impacts of the cartoons on the children however, it is remarkable fact that there is lack of the studies in the literature which directly address the observation about the above mentioned impacts in view of the teacher’s. This study deals with the educational, emotional, behavioral and Religious etc. impacts of cartoons on kids in view of teachers of the primary schools as they are considered as the one who can observer these impacts in a profound way. of the of Multan. Different areas of impacts have been analyzed in this study by using survey technique and analysis is conducted and presented in the teacher’s views in this study to examine what they feel that how cartoons are effecting the personalities of the children.

Background:Caregiving for individuals with neurological disease involves providing physical, emotional, and social support, which can be a challenging and stressful experience. This study aims to compare the caregivers' burden, including the impact on mental and physical health, social support, and quality of life, in different neurodegenerative disorders. Methods:Fifty-five primary caregivers (F=41;mean age=53.07±12.29) of patients with Parkinson's Disease (PD=26), Multiple System Atrophy (MSA=16), and Amyotrophic Lateral Sclerosis (ALS=13), took part in the study. Standardized screening scales for the quality of life (EQ-5D/EQ-VAS and PQoL), levels of the caregiving burden (CBI and FSQ), and the assessment of the anxiety-depressive axis (HADS) were administered. Results: The mean CBI score was higher for caregivers of MSA patients (28.81±21.90) and ALS (25.15±16.23) than for caregivers of PD patients (16.08±10.34; p=0.036). Critical burden (cut-off>36) was present in the caregivers of MSA (31.3%), ALS (23.1%), and PD (19.2%) patients. Caregivers of patients with ALS had a worse perception of quality of life (EQ-5D total score) than caregivers of patients with MSA and PD (p

ABSTRACT: This paper explores Augmented Reality (AR) as an innovative active methodology for student assessment in the Higher Education Authority of Arcoverde, proposing an alternative to the traditional assessment model. It investigates how AR can transform the educational process, making assessments more interactive, engaging and effective. The study focuses on three main issues: the impact of AR on student motivation and engagement, its effectiveness in improving content comprehension and retention, and the challenges and limitations of its implementation as an assessment method. Employing dialectical methods, action research and literature reviews, this research documents a 34% increase in students’ content comprehension and a 47% increase in their participation in practical activities. These findings suggest that, despite the technical and curricular integration challenges, AR not only improves assessment methodologies, but also enhances learning, promoting a more dynamic and interactive environment. The overall objective is to demonstrate the ability of AR to replace conventional approaches with a more innovative and efficient practice, highlighting the importance of this technology in advancing pedagogical practices and improving student performance. This study sheds light on the relevance of AR in the educational field, encouraging its adoption to enrich the learning and assessment experience.

Escape room’s games are educational gamification technologies that consist of introducing a team of players into a physical or digital space to solve a mystery or a problem in search of clues to solve puzzles, riddles, or enigmas. This study aims to determine the effectiveness of escape room’s games on the training of nurses and nursing students. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms: "Education, Nursing" and "Educational Technology", and the free term "Escape room", combining with Boolean operators AND/OR. Intervention studies in Spanish, English and Portuguese were included, without limitation for the year of publication. Selection and critical appraisal were conducted by two independent reviewers. A total of n=15 interventional studies were included (n=2 Randomized Clinical Trials and n=12 quasi-experimental). Escape rooms are a recent and booming educational methodology, which is increasingly used in academia and training of nurses and nursing students; however, it is necessary to expand their use to more countries, as well as the number and quality of interventional studies, being necessary to homogenize and standardize criteria and to use validated instruments to evaluate the effectiveness of escape rooms in the field of nursing.

The SWOT analysis, pivotal in the competitive healthcare sector, aids dentists in identifying and analyzing internal strengths and weaknesses, as well as external opportunities and threats. This study focuses on senior dental students, aiming to scrutinize their use of SWOT analysis and evaluate its efficacy as an educational tool for career decision-making in dental entrepreneurship. The research sample comprises 116 senior dental students in the final stages of their dental education, with data collection accomplished through the administration of an e-questionnaire. The data extracted from the SWOT analysis encompass internal and external factors, gender distinctions, and outcomes derived from Stepwise Binary Logistic Regression concerning predictor markers. The results from the SWOT analysis of 114 questionnaires, revealed that participants identified communication skills (50%) and organization skills (49.10%) as their primary strengths, followed by favorable personal traits contributing to goal success (36%). Weaknesses predominantly centered around emotional and personal traits like anxiety (41.20%) and other characteristics, alongside practical challenges such as lack of initial capital (24.60%). Main opportunities included collaboration with experienced dentists (33.30%) and access to training programs (27.20%), while economic instability in Greece (77.20%) and the saturated dentist profession (26.30%) were perceived as significant threats. Gender differences were notable, with female dentists more likely to report organization skills as a strength and anxiety as a weakness. Values such as industriousness, persistence, and ethics were commonly shared, with actions focusing on training programs (57.9%) and gaining experience with experienced dentists (29.8%). Cluster analysis identified two subgroups, with one emphasizing on utilizing all available options (n=49) and the other prioritizing on gaining professional skills and experience (n=65). Logistic regression indicated that participants valuing industriousness were less likely to explore all available options, while those recognizing personal traits were more likely to do so. The study's outcomes highlight key predictor factors linked to a proactive orientation in career decision-making among senior dental students. These insights offer valuable implications for educational institutions and career counselors.

This comprehensive research investigates the multifaceted role of integration in modern education systems, aiming to advance educational equity and inclusivity.Introduction: The introduction sets the stage by delineating the historical evolution of integration in education, highlighting pivotal milestones, and contextualizing the current discourse on fostering inclusive learning environments.Materials and methods: This section details the research design, participant selection criteria, and data collection methods. By employing a mixed-methods approach, combining surveys, interviews, and observations, the study seeks to capture the complexities of integration. Results: Presenting the results entails a meticulous examination of the impact of integration on academic outcomes and social dynamics within educational settings. Statistical analyses and qualitative insights converge to reveal the nuanced relationships between integration practices and student experiences. Discussion: The discussion section critically analyzes the findings in the context of existing literature, offering insights into the broader implications of integration. By addressing challenges and barriers identified during the study, the discussion aims to guide educators, administrators, and policymakers in navigating the complexities of integrating diverse student populations effectively. Conclusions: The concluding section synthesizes the key findings, emphasizing their significance in advancing educational equity through integration. Recommendations are made for educators, policymakers, and researchers to leverage the transformative potential of integration. The section acknowledges study limitations, calls for future research directions, and concludes with a resounding commitment to fostering an inclusive educational system that reflects the principles of equity and social justice.

The number of AI applications in education is growing every day. One recent AI application in the educational sector is Chatbot technology, which is used to support teaching and administrative tasks. This document presents the design and implementation of a Chatbot called Tashi-Bot that helps applicants and university students to obtain information from an educational institution about certain academic and administrative processes. Among these are processes related to well-being, tuition, costs, admission, and other services. In order to design the Chatbot, an analysis of the state of the art, methodologies, and suitable tools was carried out, and a survey was conducted to discover the needs of users and their preferences in the use of a Chatbot for this specific purpose. Tashi-Bot was implemented on the SnatchBot platform and later deployed on a Telegram channel. In its evaluation, a final survey was carried out to check on the satisfaction of the users. The results suggest that Tashi-Bot could help applicants and university students to find information on academic and administrative processes with great certainty and without the need for human interaction. Tashi-Bot can be found at: https://web.telegram.org/#/im?p=@TashiE_Bot..

The sense of uncertainty and fragility due to the effects and magnitude of global challenges we are facing (from pandemic circumstances to climate change impacts) requires – much more than in the past – the capacity to generate a visionary and forefront design approach in the young gen-erations aiming at stimulating their reaction attitude rather than providing consolidated tools from past conditions that no longer exist or will rapidly evolve. Within this general framework, we have investigated the effectiveness and impacts of experienced-based methods of learning and innovative educational tools in architecture aimed at shaping expertise in which the environ-mental dimension and the climate-change challenge dialogues with the context's complexity in terms of socio-cultural dynamics, real potentialities and constrains, addressing their transdisci-plinary trajectories. The paper analyses 5 international pioneering teaching experiences that provide the opportunity to understand the outcomes of collaborative and experiential learning processes in which the educational activities leverage a dialogue between diverse communities (academia-citizens-policymakers-practitioners). The study outcomes show that shifting the pedagogical paradigm towards in-field-experience-based models can improve the awareness of future practitioners for climate implications of architectural design, implement their analysis and project skills while triggering processes of knowledge transfer and co-production at community level, and allow them to better address the societal and cultural issues involved within decision making.

Irrational use or misuse of antibiotics, particularly by outpatients, increases antibiotic resistance. A lack of public knowledge about ‘Responsible use of antibiotics’ and ‘How to obtain antibiotics’ is a major cause of this. This study aimed to assess the effectiveness of an educational video about antibiotics and antibiotics use to increase outpatient's knowledge in two public hospitals in East Java, Indonesia. A quasi-experimental research setting was used with a one-group pretest-posttest design, carried out from November 2018 to January 2019. The study population consisted of outpatients, to whom antibiotics were prescribed, in two public hospitals in East Java, Indonesia. Participants were selected using a purposive sampling technique; 98 outpatients at MZ General Hospital in S regency and 96 at SG General Hospital in L regency were included. A questionnaire was used to measure the respondents’ knowledge and consisted of five domains, i.e. definition of infections and antibiotics, obtaining the antibiotics, directions of use, storage instructions, antibiotic resistance. The knowledge test score was the total score of the Guttman scale (a dichotomy of ‘yes’ or ‘no’ answers). To determine the significance of the difference in knowledge before and after providing the educational video and in the knowledge score between hospitals, the (paired) Student’s t-test was applied. The educational videos significantly improved outpatients' knowledge, which increased with 41% in MZ General Hospital and 42% in SG General Hospital. An educational video is a useful method to improve the knowledge of the outpatients regarding antibiotics.

Traditional education, particularly at a university level isn’t necessarily very engaging1 or strong at building teamwork skills. Educational escape rooms are a recent game based learning2 approach which combines team based problem solving with a story-line and cryptic clues. In this3 paper we apply the concept of educational escape rooms to the telecommunications engineering4 classroombycreatingaseriesoftwoseparatescenarios,eachcontainingthreepuzzles. Ourevaluation5 is based on beta tester survey results which suggest that this will be an engaging and challenging6 tool for teaching telecommunications engineering. Although educational escape rooms are rapidly7 being deployed in education, these are the first educational escape rooms that specifically addresses8 the field of telecommunications engineering.

Traditionally understood in reference to distance education, cognitive presence may be defined as "the extent to which the participants in any particular configuration of a community of inquiry can construct meaning through sustained communication. The purpose of this paper was to create a blueprint for the reflective ePortfolio as the capstone project for my graduate degree. The blueprint was accomplished by adapting for use cognitive presence as a tool for both analysis and framing, which has never been done to the best of my knowledge. I considered myself to be a participant in a “community of inquiry” model and substituted the result of my interaction with each of the required instructor-course content pairings I took to serve as fellow participants in this community model. The result of my participation was understood to be the knowledge and experience that I have gained, which was reflected in eight of my academic research papers. These selected papers were the artifacts around which my ePortfolio was ultimately developed and demonstrated my participation as an active member in this community of inquiry constructing meaning through sustained communication.

Development of early math skills is linked to future success in mathematics and other academics. Educational videogames have been shown to promote academic achievement; however, few rigorous studies have evaluated the use of educational videogames in supporting math development, especially in early primary education. In the current study, an open-label randomized controlled trial was conducted involving 134 first grade students to determine, using standardized assessments, the impact of the educational mathematics tablet-based videogame, Knowledge Battle, on math scores and self-competency. Overall, Knowledge Battle did improve math skills in participants who played the game. Among those with lower pre-game math skills, the Knowledge Battle group’s mean math score increased more than the control group’s mean math score (9.7 vs. 6.0; p=0.02). There was no association between perceived sense of self-competency and total math score (p=0.8141). However, players who had a higher sense of self-competency were more likely to enjoy playing the game. In conclusion, our findings suggest that Knowledge Battle was an acceptable and enjoyable educational mathematical videogame for first grade students, and may be most impactful for those with low math skills.

The genetic variants identified by three large genome-wide association studies (GWAS) of educational attainment were used to test a polygenic selection model. Average frequencies of alleles with positive effect (polygenic scores or PS) were compared across populations (N=26) using data from 1000 Genomes. The PS of 161 GWAS significant SNPs in a recent meta-analysis was highly correlated to population IQ (r=0.863) and to the polygenic score of four alleles independently associated with general cognitive ability. High correlations with PISA scores for a subsample were observed.SNP p value predicted correlation to population IQ and factors from the two previous GWAS (r= -.25). Factor analysis produced similar estimates of selection pressure for educational attainment across the three datasets. Polygenic and factor scores computed using the top 20 significant SNPs showed very high correlation to population IQ (r=0.88; 0.9). Similar findings were obtained using 52 populations from another database (ALFRED). The results together constitute a replication of preliminary findings and provide strong evidence for recent diversifying polygenic selection on educational attainment and underlying cognitive ability.

contaminated sites located in each school district. Previous studies showed that various environmental factors, such as exposure to toxic substances negatively impacts human health depending on their concentration and occurrence. Therefore, the study aims to use Geographical Information System (GIS) technology and secondary data on IEP numbers of each school district, chemical occurrence in contaminated sites, and demographic data to conduct a correlational analysis. The secondary data obtained from school districts and contaminated sites from Iowa Department of Natural Resources Facility Explorer were populated in ArcMap 10.5 (a GIS software) for generating maps and data to conduct statistical analysis. The contaminants were categorized into metals, polyaromatic hydrocarbons (PAH), and solvents with weighing factors as 1, 0.5, and 0.25. A total of 1 Superfund site and 39 CERCLA sites were identified as contaminated sites for this study. The majority of contaminants were heavy metals such as lead, arsenic, mercury, and cadmium. The mean toxic score of all contaminated sites combined was 13.4 (sd 14.4). The correlational analysis between the IEP numbers from each school districts and toxic scores from the contaminated sites was positive indicting that increased toxic score increased the number of students enrolled in the IEP program (F=23.7, p<0.0001). The correlational analysis between toxic score and demographics indicated some interesting results. Children under the age of 10 were living in areas with high toxic score and the showed mild correlation (p<0.00052). Similarly, higher number of black population resided in areas with high toxic score (p=0.0032) than the white population (p<0.0001). The result also indicated that children enrolled in IEP were predominantly among the black population (p<0.0001). The correlational analysis between household income and poverty percentage of people residing near the contaminated area indicated that people had low average household income (p=0.0002) and high poverty percentage (p=0.0203) residing in areas with higher toxic score. Regarding the educational status, less number of people with post graduate degree (p<0.0001) resided in areas with high toxic score and more number of people with no degree (p<0.0001) resided in areas with high toxic score. Finally, the study showed the increasing trend of eligible children enrolling in free and reduced lunch programs with increasing toxic scores (p=0.0012) and IEP levels (p=0.0416). This study emphasize on developing multiple exposure to correlate environmental factors contributing to the negative health outcome on people.

Depression and anxiety in cardiovascular disease worsen the prognosis of patients. Treatments for these disorders often provide limited improvement. The present study aimed to test, for the first time, the impact of educational technology on anxiety and depressive symptoms in patients participating in a cardiac rehabilitation program. A 12-month randomized controlled trial was conducted, in which 207 patients were randomly assigned to either the experimental (n=76) or control (n=69) groups. The intervention involved a structured patient education program provided by medical students who had undergone specially designed training in cardiac rehabilitation. The primary outcomes were death, hospitalization, heart failure, and recurrent myocardial infarction. The study also assessed anxiety and depression. A year later, the experimental group showed a statistically significant decrease in anxiety and depression on the HADS scale, with reductions of 2.0 and 1.9 points respectively (p&lt;0.05). The control group showed reductions of 1.5 and 1.2 points (p&lt;0.05). The difference in depression (HRDS) between the groups at 12 months was -1.29 in favor of the main group (95% CI, -0.7 to -1.88), and the standardized effect size (SMD) was 0.36 (95% CI, 0.03 to 0.69). No treatment-related adverse events were observed. The results suggest that educational interventions can have a positive impact on mental health. The study's strengths include a structured intervention, randomization, and long-term follow-up. Limitations include the lack of blinding of study participants and a relatively small sample size.

One of the major areas of research in a business setting has been the effect of the transformational leadership style on workplace engagement. Much debate has taken place on the definitions of both constructs but in recent years, general agreement appears to have been reached on the Multi-Factor Leadership Questionnaire (MLQ) (Avolio and Bass, 2004) as the measure of transformational leadership, and on workplace engagement measured by the Utrecht Work Engagement Scale (UWES) (Schaufeli et al, 2006). However, in the education setting, there is much less agreement on the definition of transformational leadership. Furthermore, there is less of a focus on workplace engagement than in the business field even though available evidence suggests that workplace engagement worldwide is in crisis. This study sought to address both the lack of agreement on the transformational leadership definition and the lack of focus on workplace engagement in educational research by means of a meta-analysis. The meta-analysis resulted in a significant pooled effect size although due recognition is given to the endogeneity problem in causal studies. The endogeneity issue together with the results of the meta-analysis are discussed with a view to furthering educational leadership research.

This overview study set out to compare and synthesise the findings of review studies conducted on predicting student academic performance (SAP) in higher education using educational data mining (EDM) methods, EDM algorithms and EDM tools from 2013 to June 2020. It conducted multiple searches for suitable and relevant peer-reviewed articles on two online search engines, on nine online databases, and on two online academic social networks. It, then, selected 26 eligible articles from 2,050 articles. Some of the findings of this overview study are worth mentioning. First, only 2 studies explicitly stated their precise sample sizes with maths and science as the two most mentioned subject areas. Second, 16 review studies had purposes related to either EDM techniques, EDM methods, EDM models, or EDM algorithms employed to predict SAP and student success in the higher education sector. Third, there are six commonly used typologies of input variables reported by 26 review studies, of which student demographics was the most commonly utilised variable for predicting SAP. Fourth and last, seven common EDM algorithms employed for predicting SAP were identified, of which Decision Tree emerged both as the most used algorithm and as the algorithm with the highest prediction accuracy rate for predicting SAP.