Search Results for
"human"

This research paper systematically explores the integration of Artificial Intelligence (AI) within Neurocognitive Behavioral Therapy (NcBT) and its implications for global health tourism, particularly emphasizing human–Computer Interaction (HCI). AI's role in enhancing NcBT includes personalizing treatment plans, providing real-time monitoring, and offering predictive analytics, thereby improving cognitive function and addressing maladaptive behaviors. The study highlights the advantages such as increased accessibility, cost-effectiveness, and high-quality care, while also addressing challenges like privacy concerns, cultural sensitivity, and regulatory hurdles. The literature review underscores AI's potential in personalizing NcBT interventions and its growing role in health tourism, driven by the demand for accessible and tailored solutions. The review identifies significant research findings, including AI's ability to predict cognitive decline, enhance cognitive screening, and provide scalable diagnostic tools. It emphasizes the diverse applications of AI—from VR technologies for cognitive assessment to AI-based serious games for monitoring attention levels in children with ADHD. Despite its potential, the paper calls for addressing ethical and regulatory considerations to ensure sustainable and equitable implementation of AI-enhanced NcBT. The conclusion suggests a promising future for AI in global neurocognitive wellness, provided that thorough scientific research and rigorous regulatory frameworks are established. The findings offer valuable insights for advancing AI-driven cognitive wellness interventions, highlighting the need for adaptive, ethical, and effective solutions in the ever-evolving landscape of global health tourism. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of Education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.

Background: The integration of the 6E instructional model into STEM education, focusing on Health and Well-Being, has gained attention for its potential to enhance students’ computational thinking and self-efficacy. However, limited research exists on how this approach addresses gender-specific needs in vocational education, particularly in terms of reducing gender disparities in STEM skills. Purpose: This study aimed to examine the impact of integrating ‘6E-oriented STEM instruction on Health and Well-Being’ into an IT course on vocational high school students’ computational thinking abilities and self-efficacy. The research also investigated whether the curriculum differentially impacted male and female students, focusing on gender-related differences in these outcomes. Sample: The study involved 67 second-year vocational high school students in Taiwan. Design and Methods: A quasi-experimental design with pretest-post-test control groups was used. Data collection included computational thinking tests and self-efficacy questionnaires administered before and after the intervention. Statistical analysis, utilizing paired t-tests and ANCOVA, was conducted to assess the effectiveness of the intervention and examine gender differences. Results: Findings indicate that the ‘6E-oriented STEM instruction on Health and Well-Being’ significantly enhanced students’ computational thinking abilities and self-efficacy. The curriculum’s human care themes had a particularly positive effect on female students’ computational thinking and self-efficacy. Additionally, gender differences were observed, with female students benefiting more from the curriculum’s focus on real-world health issues. Conclusion: The study demonstrates the potential of the 6E instructional model to improve computational thinking and self-efficacy, particularly among female students. Future research should explore the long-term effects of this approach and its applicability in diverse educational contexts, as well as investigate how curriculum design can further address gender differences in STEM education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Conceptualisations of the knowledge economy are highly contested. They range from descriptive accounts that associate it with a particular understanding of Post-fordism as well as with specific currents in Neo-liberalism that emphasise the salience of digitalisation and immaterial labour. In the case of the latter, there is a resonance with discussions of the fourth industrial revolution that address the changing nature of waged labour and its pedagogic requirements (Avis, 2021). Unger (2019), in a largely abstract account, provides a suggestive analysis of the knowledge economy that articulates with the previous conceptualisations. These overlapping constructions form a backdrop to the chapter whose specificity lies in its engagement with Higher Vocational Education (HIVE). The question the chapter poses serves as a provocation and is unanswerable given HIVE’s complexity. However, it enables an exploration of several issues: the relationship of the knowledge economy to STEM-ification, vocationalisation, employability and professionalism. These are set within a policy context in which there is an affinity between Post-fordist rhetoric and the knowledge economy which bear upon pedagogy, knowledge and critical practice. Importantly the issues the chapter addresses enable the problematisation of some of the tenets of the knowledge economy and the tensions graduates of VET/HIVE encounter when facing un-under-employment. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.

Introduction: When considering personal characteristics in undergraduate medical admission, professional prequalification (i.e., previous work experience in the medical field) and performance on situational judgement tests (SJTs) are prominent criteria. Despite evidence on the ability of professional prequalification and SJT performance to predict general interpersonal skills, their benefit for students’ concrete behavior in everyday situations remains unclear. Methods: With the present study, we examined how undergraduate medical students with prior professional qualification and students with better SJT performance act in actual social situations by using a behavior-focused observer approach. Supervisors rated the students after a mandatory one-week practical training in general medicine on three distinguishable interpersonal dimensions, namely agency (i.e., assured-dominant), communion (i.e., warm-agreeable), and emotional stability (i.e., calm and stable). Prior to admission, participants (N = 210) completed a traditional SJT (i.e., HAM-SJT), a natural science test (i.e., HAM-Nat), and responded to sociodemographic questions. Results: Controlling for cognitive admission criteria, age, and gender, students with prior professional qualifications were rated as more assured-dominant (β = 0.21; 95% CI [0.04; 0.39], p = 0.019), whereas students with better HAM-SJT performance were rated as more warm-agreeable (β = 0.17, 95% CI [0.02; 0.31], p = 0.024). Discussion: The results value both admission criteria as complements to cognitive criteria in undergraduate selection but emphasize their differentiated focus on students’ interpersonal behavior. Medical schools are invited to review their admission criteria based on the present findings and on the question of required and learnable skills. © 2025 The Author(s).

Background: Involvement of parents in their children’s academic learning is important, yet some Japanese elementary school teachers face challenges in involving linguistically, culturally, religiously, and ethnically diverse immigrant parents. Strong parental involvement is essential for the success of the child and the school and should be an ongoing, comprehensive, and purposeful process that ensures parents’ connection to the school culture, purpose, and organization. In physical education (PE), teachers must create a physically and psychologically safe learning environment for all children as well as enhance mutual understanding of the educational purposes and instructional concepts in the curriculum. To facilitate communication and collaboration with immigrant parents, teachers must become more culturally responsive and overcome linguistic problems and cultural conflicts. Therefore, in this study, the researchers developed an online professional development (PD) training to help Japanese elementary school teachers gain the knowledge and skills to implement culturally responsive approaches in their communication with immigrant parents. The researchers designed the PD training based on andragogy theory [Knowles, M. S., E. F. III. Holton, R. A. Swanson, and P. A. Robinson. 2020. The Adult Learner: The Definitive Classic in Adult Education and human Resource Development. 9th ed. London: Routledge]. The purpose of this study was to investigate the teachers’ learning experiences during the PD training. Participants and setting: This study used a purposeful sampling method to recruit nine Japanese elementary school teachers (male n = 4; female n = 5) from eight schools who met the sampling criteria: (a) they were teachers in a Japanese public elementary school, (b) who experienced teaching a Japanese language learner in PE as a classroom teacher, and (c) who faced difficulty in involvement of immigrant parents regarding PE. Research design: This study used a descriptive-qualitative research design using an interview method with an in-depth, semi-structured approach [Seidman, I. 2019. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 5th ed. New York: Teacher College Press]. Data were collected from the online PD training and online semi-structured interviews and a constant comparative method was used to analyze and interpret the data to develop a theory more or less inductively through coding, categorizing, and making a segment of categories. Findings: Three major interrelated and complex themes were identified from the data analysis: (a) use of multiple tools as culturally responsive communication strategies, (b) the borderline between socially acceptable and unacceptable responses to religious backgrounds of immigrant parents, and (c) the necessity of anti-bias curriculum to minimize teachers’ unconscious biases. To address the increasing cultural diversity in Japanese elementary schools, continuous PD opportunities must be created to foster teachers’ professionalism in promoting culturally responsive communication with immigrant parents regarding PE. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background/purpose: Entrepreneurship training interventions (ETI) have rapidly grown in domestic and international higher education systems. There is evidence that education focusing on entrepreneurship programs can increase employability. Entrepreneurship has been the driving force behind this expansion as a survival approach for economic improvement in South Africa. This study aims to identify the types of entrepreneurship capacity development interventions that are available to unemployed youth. human capital theory is used as a theoretical foundation to argue that poverty, unemployment, and inequality can be reduced through skill development. Materials/methods: 18 participants from three institutions were interviewed using a semi-structured interview technique: the Youth Business Advisory Centre (YBAC) in Eshowe, the Zululand Chamber of Commerce and Industry (ZCCI) in Richard's Bay, and the Small Enterprise Development Agency (SEDA) in Richard's Bay. The collected data were analysed using NVIVO version 12 and Microsoft Excel. Results: Findings revealed that the entrepreneurial capacity development programs available to the unemployed in KDC included, and were not limited to, mentorships, business expos, workshops, coaching, training, online courses, business seminars, and conferences. These programs focused on building critical entrepreneurial skills such as financial management, customer service, and digital marketing. Conclusion: The study recommends a mandatory computer literacy program before engaging the youth in other programs. The findings are valuable to policymakers who want to develop more effective entrepreneurial programs tailored to the unique needs of the unemployed. © The Author(s), 2025.

This study investigates the role of perceived support from teachers, peers, and parents in fostering school belonging among vocational high school students. A total of 567 students participated in this research. Data were analysed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that perceived teacher emotional support, perceived teacher instrumental support, and perceived parental emotional support significantly predict students’ sense of school belonging. Among these, only perceived teacher emotional support demonstrated a substantive impact, albeit with a small effect size. These findings differ from those of prior studies, suggesting the need for further research that explores how variations in the conceptualization of school belonging and sample characteristics may influence the results. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Geography plays a pivotal role in shaping the development of societies worldwide, influencing cultural practices, economic activities, and political structures. Through the study of human geography—examining the spatial distribution of populations, resources, and activities—we gain insights into the intricate dynamics of societal evolution. This field provides a framework for understanding the interconnections between human activities and the natural world, while fostering critical thinking by encouraging alternative perspectives and challenging conventional wisdom. Such analytical exploration cultivates nuanced, independent thought—essential for active citizenship in a complex, rapidly changing world. Geography Education and Explorations on human Development and Culture provides a theoretical, practical, and global vision of geography. It further provides various research around geography, culture, and education. Covering topics including intercultural skills, citizen participation, and disaster risk reduction, this book is an excellent resource for educators, researchers, scientists, academicians, professionals, and more. © 2025 by IGI Global Scientific Publishing. All rights reserved.

There is a clear knowledge gap in the area of vocational education and training (VET) in the United Arab Emirates (UAE) literature. This study aims to review systematically the literature review in VET in the UAE over the last 25 years. This research employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology to determine the appropriate inclusion of studies in the literature review. The results are derived from an analysis of 35 studies conducted between 1999 and 2024, primarily focused on Emiratization and the importance of innovative technology to be incorporated in the VET process. Additionally, this research has identified a set of recurring challenges and future opportunities for VET in the UAE. This research makes a significant contribution to the literature on sustainable development in the UAE by highlighting the crucial role of VET in fostering human capital development and economic growth. Due to the scarcity of studies in the UAE, the findings of this study are constrained. However, this limitation opens up new opportunities for researchers and investigators to delve into and examine the field of VET in the UAE. © 2025 the author(s), published by De Gruyter.