The challenge of campus design, like other aspects of contemporary environmental design, reveals a serious problem in education and practice. The foundational design theories of a century ago have been exposed as an obsolete way of thinking about cities, human nature, biological nature, and even the nature of mathematical and physical structures. Yet in practice, these discredited models persist, obscured by new theoretical language and extravagant “neoplastic” forms, but embodying persistent though untested ideologies and driven by systems inertia. This paper considers the campus design typology (including business campuses, commercial districts, hospitals, and schools) as a design paradigm for pedestrian public space with implications for human flourishing and well-being. We propose a specific human-oriented design method to encourage the well-being of occupants and improve the outcomes for creative development, education, and health.

From 1964 to the early 1970s, Orson Anderson led a research program at the Lamont Geological Observatory in the newly-emerging field of “mineral physics”. In collaboration with colleagues Edward Schreiber and Naohiro Soga, Orson exploited the techniques of physical acoustics to study the behavior of the sound velocities of minerals at elevated pressures and temperatures. This research program also included semi-empirical studies of relationships between the bulk modulus and the molar volume of solids and the use of lattice dynamics to calculate the elastic moduli of cubic structures as a function of pressure to predict instabilities, as well as theoretical investigations of the Lagrangian vs. Eulerian formulations of finite strain equations of state.

This study analyzed the relationship between contextual factors, personal factors, and entrepreneurial intentions of business area students from the perspective of the Theory of Planned Behavior. Data were collected using a questionnaire applied to 229 entering the courses, and the analysis was carried out using Structural Equation Modeling (PLS-SEM). The results demonstrated that: a) H1a: education had a positive influence on the choice of an entrepreneurial career, and b) H1b: business-friendly environments reinforce this choice, influenced by broader social and cultural support. This demonstrates that environmental, factors enhance cognitive factors and the intention to undertake. The results also showed that: c) H2c: the perception of abilities to start a business, and d) H2a: the favorable evaluation of choosing an entrepreneurial career, are determining elements of entrepreneurial intentions in the studied context. However, the negative relationship between e) H1c: government incentives and the ability to start a business, and f) H2b: the influence of social and environmental on entrepreneurial intentions requires attention from universities and governments in promoting environments conducive to entrepreneurship, the choice of an entrepreneurial career and the decision of young people to get involved in sustainable business projects. In conclusion, environmental and psychological aspects have positive and significant effects on the entrepreneurial career intentions of higher education students, opening space for governments and universities to promote student entrepreneurship with the sustainability business as beliefs and values.

The COVID-19-medical emergency has ended worldwide, yet there is still a need to evaluate the psychological impact of these years of unprecedented changes on students’ life. Methods: This study aims to assess and compare COVID-19-related stressors (Relationships-and-Academic-Life; Isolation; Fear-of-Contagion) and psychophysical symptoms reported by university students in April-2020, April 2021, and April 2022. The predictive role of COVID-19-related stressors on psychophysical symptoms within each time was also tested. Data were collected among 637 university students in April-2020 (n = 197), April-2021 (n = 200), April-2022 (n = 240). Results: In April-2022, perceived Isolation and Fear-of-Contagion decreased from the peak registered in April-2021, but stress related to Relationships-and-Academic-Life remained noteworthy high. A sharp and ongoing increase in psychophysical symptoms was found, with more than 50% of students reporting clinical levels of Sleep-Disorders, Depression, Psychoticism, and Interpersonal-Sensitivity. In April-2022, students still perceiving stress related to Relationships-and-Academic-Life and Isolation were at risk for Anxiety, Somatization, and Sleep-Disorders, while those still perceiving stress related to Fear-of-Contagion were also at risk for Depression, Obsessive-Compulsive, and Psychoticism. Conclusion: Findings emphasized the long-lasting detrimental effects of the COVID-19-related stress. Interventions must pinpoint the complex post-pandemic adjustment process and their effects on university students' psychophysical health.

Keywords: gender equality policy; initial teacher education; teacher educators’ perceptions; gender perspective; university teaching; sustainable development; SDG5; SDG4.

This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development

University-Business partnership for collaborative curriculum design, development and delivery is possibly the less explored dimension of University Business Collaboration (UBC). Even if some models for curricular design and development might be available, scarce information exists on how the partnership is constructed, the new curricula are designed, developed and how they are implemented. This article intends to present and discuss the experience obtained during a three-year European funded Project, namely Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates' employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project's success was attributed to key practices, including defining a common conceptualization of CT, employing participatory co-design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

Abstract: Background: The practice of menstrual hygiene(MH) is a public health issue and depends on various factors. Taboos and incorrect MH practices can lead to health hazards. This study aimed at assessing the Knowledge, Attitude, and Practice of MH among the female students and faculty of Medical and Health Sciences University. Materials and methods: This cross-sectional questionnaire survey between February and June 2023 using consecutive sampling. Univariate analysis and comparisons were done with a significant p-value <.05. Results: A total of 253 women participated in the study. The knowledge and practices of MH were good. There were significantly more irregular and painful periods in younger females (p=.005,.0001). 89% of women used disposable pads and least used menstrual cups. Younger women were unaware of menstrual cloth. The attitude towards menses varied, with younger females feeling annoyed (p=.002), and older females embarrassed (p=.0001) at menarche. About 1/3rd of participants perceived menstrual blood as unhygienic. Younger women were more open about talking about menses (p=.005). Conclusion: There was good knowledge and practices of MH among participants. There were differences in menstrual history and attitude among older and younger women. The attitude and beliefs vary among the participants, due to sociocultural factors and age differences.

The review of previous works shows this study is the first attempt to analyse the lockdown effect using Natural Language Processing Techniques, particularly sentiment analysis methods applied at large scale. On the other hand, it is also the first of its kind to analyse the impact of COVID 19 on the university community jointly on staff and students and with a multi-country perspective. The main overall findings of this work show that the most often related words were family, anxiety, house and life. On another front, it has also been shown that staff have a slightly less negative perception of the consequences of COVID in their daily life. We have used artificial intelligence models like swivel embedding and the Multilayer Perceptron, as classification algorithms. The performance reached in terms of accuracy metric are 88.8% and 88.5%, for student and staff respectively. The main conclusion of our study is that higher education institutions and policymakers around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.

Deep Learning (DL) oriented document processing is widely used in different fields for extraction, recognition, and classification processes from raw corpora of data. The article examines the application of deep learning approaches, based on different neural network methods, including Gated Recurrent Unit (GRU), Long Short-Term Memory (LSTM), and Convolutional Neural Networks (CNN). The compared models were combined with two different word embedding techniques, namely: Bidirectional Encoder Representations from Transformers BERT and Gensim Word2Vec. The models are designed to evaluate the performance of architectures based on neural network techniques for the classification of CVs of Moroccan engineering students at ENSAK(National School of Applied Sciences of Kenitra, Ibn Tofail University). The used dataset included resumes collected from engineering students at ENSAK in 2023 for a project on the employability of Moroccan engineers in which new approaches were applied, especially machine learning, deep learning, and big data. Accordingly, 867 resumes were collected from five specialties of study (Electrical Engineering, Networks and Systems Telecommunications, Computer Engineering, Automotive Mechatronics Engineering, Industrial Engineering). The results revealed good performance of the proposed models based on the BERT embedding approach compared to models based on the Gensim Word2Vec embedding approach. Accordingly, the CNN-GRU/Bert model achieved slightly better accuracy with 0.9251 compared to other hybrid models.

The prevalence of internet gaming disorders (IGD) is considerably high among youth, especially with social isolation imposed by the ongoing COVID-19 pandemic. IGD adversely affects mental health, quality of life, and academic performance. The Internet Gaming Disorder Scale (IGDS9-SF) is designed to detect IGD according to DSM-IV diagnostic criteria. However, inconsistent results are reported on its capacity to diagnose IGD evenly across different cultures. To ensure the suitability of the IGDS9-SF as a global measure of IGD, this study examined the psychometric properties of the IGDS9-SF in a sample of Sri Lankan university students (N = 322, mean age =17.2 ± 0.6, range = 16-18 years, 56.5% males) and evaluated its measurement invariance across samples from Sri Lanka, Turkey, Australia, and the USA. Among Sri Lankan students, a unidimensional structure expressed good fit, invariance across different groups (e.g., gender, ethnicity, and income), adequate criterion validity (strong correlation with motives of internet gaming, daily gaming duration, and sleep quality), and good reliability (alpha = 0.81). Males and online multiplayers expressed higher IGD levels, greater time spent gaming, and more endorsement of gaming motives (e.g., Social and Coping) than females and offline players. Across countries, the IGDS9-SF was invariant at the configural, metric, and scalar levels, albeit strict invariance was not maintained. The lowest and highest IGD levels were reported among Turkish and American respondents, respectively. In conclusion, the IGDS9-SF can be reliably used to measure IGD among Sri Lankan youth. Because the scale holds scalar invariance across countries, its scores can be used to compare IGD levels in the studied countries.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.