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The Impact of Self-Regulated Learning Strategies on Argumentative Writing in Flipped Learning Environments
Leyli Nouraei Yeganeh,
Majid Nemati
Posted: 13 February 2025
The Cognitive Load of a Task Suggests That Induced Alpha Desynchronization Is Not Directly Related to the Recruitment of Neural Resources
Manuel Vazquez-Marrufo,
Rocio Caballero-Diaz,
Esteban Sarrias-Arrabal,
Ruben Martin-Clemente
Posted: 13 February 2025
Upgrading Data Governance to Improve Disability-Related Services in Thailand
Sitthisak Chaiyasuk,
Krish Rugchatjaroen,
Somboon Sirisunhirun,
Nopraenue Sajjarax Dhirathiti,
Somsak Amornsiriphong,
Phut Ploywan
Posted: 13 February 2025
Exploring the Potential of ChatGPT in Human Resource Management: Opportunities, Challenges, and Strategic Insights
Raha Aghaei,
Ali Akbar Kiaei,
Mahnaz Bush,
javad Vahidi,
Zeinab Barzegar,
Mohammad Zavvar,
Mahan Rofoosheh
Posted: 13 February 2025
Methodology for Assessing Spatial Perception in Martial Arts
Vyacheslav Romanenko,
Wojciech J. Cynarski,
Yrui Tropin,
Yuliya Kovalenko,
Georgiy Korobeynikov,
Svitlana Рiatysotska,
Volodymyr Mikhalsky,
Valerii Holokha,
Shukurjon Gaziyev
Posted: 13 February 2025
Trustworthy AI for Whom? GenAI Detection Techniques of Trust Through Decentralized Web3 Ecosystems
Igor Calzada,
Géza Németh,
Mohammed Salah Al-Radhi
As generative AI (GenAI) technologies proliferate, ensuring trust and transparency in digital ecosystems becomes increasingly critical, particularly within democratic frameworks. This article examines decentralized Web3 mechanisms—blockchain, decentralized autonomous organizations (DAOs), and data cooperatives—as foundational tools for enhancing trust in GenAI. These mechanisms are analyzed within the framework of the EU’s AI Act and the Draghi Report, focusing on their potential to support content authenticity, community-driven verification, and data sovereignty. Based on a systematic policy analysis, this article proposes a multi-layered framework to mitigate the risks of AI-generated misinformation. Specifically, as a result of this analysis, it identifies and evaluates seven detection techniques of trust stemming from the action research conducted in the Horizon Europe lighthouse project called Enfield: (i) federated learning for decentralized AI detection, (ii) blockchain-based provenance tracking, (iii) Zero-Knowledge Proofs for content authentication, (iv) DAOs for crowdsourced verification, (v) AI-powered digital watermarking, (vi) explainable AI (XAI) for content detection, and (vii) Privacy-Preserving Machine Learning (PPML). By leveraging these approaches, the framework strengthens AI governance through peer-to-peer (P2P) structures while addressing the socio-political challenges of AI-driven misinformation. Ultimately, this research contributes to the development of resilient democratic systems in an era of increasing technopolitical polarization.
As generative AI (GenAI) technologies proliferate, ensuring trust and transparency in digital ecosystems becomes increasingly critical, particularly within democratic frameworks. This article examines decentralized Web3 mechanisms—blockchain, decentralized autonomous organizations (DAOs), and data cooperatives—as foundational tools for enhancing trust in GenAI. These mechanisms are analyzed within the framework of the EU’s AI Act and the Draghi Report, focusing on their potential to support content authenticity, community-driven verification, and data sovereignty. Based on a systematic policy analysis, this article proposes a multi-layered framework to mitigate the risks of AI-generated misinformation. Specifically, as a result of this analysis, it identifies and evaluates seven detection techniques of trust stemming from the action research conducted in the Horizon Europe lighthouse project called Enfield: (i) federated learning for decentralized AI detection, (ii) blockchain-based provenance tracking, (iii) Zero-Knowledge Proofs for content authentication, (iv) DAOs for crowdsourced verification, (v) AI-powered digital watermarking, (vi) explainable AI (XAI) for content detection, and (vii) Privacy-Preserving Machine Learning (PPML). By leveraging these approaches, the framework strengthens AI governance through peer-to-peer (P2P) structures while addressing the socio-political challenges of AI-driven misinformation. Ultimately, this research contributes to the development of resilient democratic systems in an era of increasing technopolitical polarization.
Posted: 12 February 2025
An Overview of Essential 21st Century Skills for Labour Market and Education
Eirini Golegou,
Manolis Wallace,
Kostas Peppas
Posted: 12 February 2025
The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment
David Amiel,
Cynthia Blitz
Posted: 12 February 2025
The Psychosocial Impact of Social Media on the Youths in Hwange Urban Area
KUZIWA BHIRI,
DAVID MAPFUNDE
Posted: 12 February 2025
Scientific, Professional and Technical Activities. European Mountain Series Analysis (2)
Mihai Covaci,
Brindusa Covaci
Posted: 12 February 2025
The Progressive Human Motivation And Needs
Nikolay Ozherelev
Today we all take into account the fact that the human personality does not always act rationally at first glance and how the previous intentions and needs of the ancestors correspond to the person's own actual motives and needs. This also created the need for a new motivational model. Having new data that indicate the incompleteness of currently accepted motivational models, the basis of this study was the creation of a new and more complete one. Based on Maslow's hierarchy of 8 needs, it has been expanded to include the irrational, neutral, and ambivalent areas of human needs, as well as how their value and impact change throughout each individual's life. This also made it possible to update the generally accepted model in relation to modern data.
Today we all take into account the fact that the human personality does not always act rationally at first glance and how the previous intentions and needs of the ancestors correspond to the person's own actual motives and needs. This also created the need for a new motivational model. Having new data that indicate the incompleteness of currently accepted motivational models, the basis of this study was the creation of a new and more complete one. Based on Maslow's hierarchy of 8 needs, it has been expanded to include the irrational, neutral, and ambivalent areas of human needs, as well as how their value and impact change throughout each individual's life. This also made it possible to update the generally accepted model in relation to modern data.
Posted: 12 February 2025
Lessons About Teaching Maths and Science That We Can Learn from the Performance of Greek Students in the Panhellenic Exams
Eirini Golegou,
Kostas Peppas
Posted: 12 February 2025
Supervised Machine Learning Insights into Social and Linguistic Influences on Cesarean Rates in Luxembourg
Prasad Adhav,
Maria Bélen Farías
Posted: 12 February 2025
Understanding Nasty Rhetoric: Hate, Threats and Violence in Swedish Climate Politics
Fredrik von Malmborg
Posted: 11 February 2025
The Neglected Impact Of The Livestock Sector On Climate Change: The Role Of Intergovernmental Organizations
Melina Moreira Campos Lima
Posted: 11 February 2025
Psychometric Properties of the Adverse Childhood Experiences Abuse Short Form (ACE-ASF) in Ecuadorian Youth
Andrés Ramírez,
Luis Burgos-Benavides,
Jessica Vanessa Quito-Calle,
Hugo Sinchi,
Javier Herrero Díez,
Francisco Javier Rodríguez-Díaz
Posted: 11 February 2025
Green Infrastructure and Integrated Optimisation Approach Towards Urban Sustainability: Case Study in Altstetten-Albisrieden, Zurich
Yingying Jiang,
Sacha Menz
Posted: 11 February 2025
An Overview and Evaluation of Pedagogical Methods for 21st Century STEM Education
Eirini Golegou,
Manolis Wallace,
Kostas Peppas
The period of time spent in secondary education is of great consequence, as the interests and skills acquired during this period can have a significant impact on the development of the individual as an active citizen and as a professional. In this study, methods centred on the learner and designed 3 to facilitate the acquisition of 21st-century skills were identified. Subsequently, a critical analysis of 4 these methods was conducted. This critical analysis was based on the findings of a survey of teachers’ views on the difficulties they face in implementing STEM education. In particular, the criteria under consideration are the time required for lesson preparation, the time needed for classroom activities, and the availability of digital resources. The results of the survey indicate that each teacher is at liberty to select the methodology that aligns with their pedagogical approach and the characteristics of their classroom.
The period of time spent in secondary education is of great consequence, as the interests and skills acquired during this period can have a significant impact on the development of the individual as an active citizen and as a professional. In this study, methods centred on the learner and designed 3 to facilitate the acquisition of 21st-century skills were identified. Subsequently, a critical analysis of 4 these methods was conducted. This critical analysis was based on the findings of a survey of teachers’ views on the difficulties they face in implementing STEM education. In particular, the criteria under consideration are the time required for lesson preparation, the time needed for classroom activities, and the availability of digital resources. The results of the survey indicate that each teacher is at liberty to select the methodology that aligns with their pedagogical approach and the characteristics of their classroom.
Posted: 11 February 2025
Attitudes and Opinions of Greek Teachers Regarding STEM Education
Eirini Golegou,
Manolis Wallace,
Kostas Peppas
STEM education is a means of linking the knowledge acquired at school with the skills that individuals will develop in their working lives. It is precisely because this type of education is gaining ground worldwide that it is considered appropriate to explore the attitudes and opinions of Greek teachers towards STEM education, since they are the ones who will be called upon to implement it. In order to make a change towards this type of education, it seems appropriate to be aware of the obstacles that teachers encounter in their everyday life and to what extent they think that it can contribute. The survey was carried out in the form of a questionnaire with closed questions. The survey showed that teachers consider learning 21st century skills to be important and that they consider themselves ready to use them. They also believe that any knowledge they have acquired has come from their own initiative.
STEM education is a means of linking the knowledge acquired at school with the skills that individuals will develop in their working lives. It is precisely because this type of education is gaining ground worldwide that it is considered appropriate to explore the attitudes and opinions of Greek teachers towards STEM education, since they are the ones who will be called upon to implement it. In order to make a change towards this type of education, it seems appropriate to be aware of the obstacles that teachers encounter in their everyday life and to what extent they think that it can contribute. The survey was carried out in the form of a questionnaire with closed questions. The survey showed that teachers consider learning 21st century skills to be important and that they consider themselves ready to use them. They also believe that any knowledge they have acquired has come from their own initiative.
Posted: 11 February 2025
Traits of STEM Teachers for 21st Century STEM Education
Eirini Golegou,
Manolis Wallace,
Kostas Peppas
STEM education is a growing global trend, but what are the essential characteristics that should be cultivated in the curricula of the higher education institutions that teachers attend, as well as through the training programmes they follow throughout their careers? This literature review aims to identify the characteristics that a STEM educator should possess in order to achieve the goals of such education. Beyond basic pedagogical knowledge, educators themselves need to acquire 21st century skills. As mentors, they are responsible for setting a positive example for their students. A STEM classroom is characterised by democratic principles and the desire to find innovative solutions. The teacher is the intermediary between the goals of the educational system and their achievement. It is therefore essential to study the aspects of their training that can contribute to this direction.
STEM education is a growing global trend, but what are the essential characteristics that should be cultivated in the curricula of the higher education institutions that teachers attend, as well as through the training programmes they follow throughout their careers? This literature review aims to identify the characteristics that a STEM educator should possess in order to achieve the goals of such education. Beyond basic pedagogical knowledge, educators themselves need to acquire 21st century skills. As mentors, they are responsible for setting a positive example for their students. A STEM classroom is characterised by democratic principles and the desire to find innovative solutions. The teacher is the intermediary between the goals of the educational system and their achievement. It is therefore essential to study the aspects of their training that can contribute to this direction.
Posted: 11 February 2025
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