Abstract: In the context of the evolving role of museums as social agents, the Entre Luces project, developed at the Pablo Gargallo Museum in Zaragoza, stands out as a notable example of accessibility conceived as a shared cultural responsibility. This study investigates the co-design of a multisensory space within a listed historic building, aimed at fostering the inclusion of people with disabilities. Adopting a qualitative and participatory research approach inspired by bottom-up methodologies, the study combines document analysis, participant observation, and semi-structured interviews with museum professionals, technicians, educators, and users. Central to the process was the active involvement of individuals with disabilities, who were engaged not merely as beneficiaries but as co-authors of the design process. The findings highlight a significant transformation in museum practices and the implementation of inclusive educational pathways, enabled also through collaboration with vocational craft students. Despite operating on a small to medium scale, the museum has developed strategic indicators to assess the social and cultural impact of the project. Entre Luces is proposed as a transferable model for cultural institutions seeking to embed inclusive design within their institutional identity.

Abstract: What does it mean to be full of drive but paralyzed at the edge of action? This review tackles a central paradox in human psychology: the phenomenon of “motivated inaction.” While motivation has long been treated as the force that initiates behavior, existing models struggle to explain why action sometimes fails even when motivation is high. This paper argues that the missing construct isreadiness ignition, the cognitive threshold at which internal intention becomes executable behavior. We trace the intellectual evolution of motivational theory, from early drive-based and expectancy-value models to the rise of cognitive control, effort cost computation, and cultural modulation. Across six decades and multiple disciplines, theories have described why we pursue goals and how we regulate them, but rarely why we stall when all systems appear go. The review culminates in the emergence of Lagunian Dynamics, a new theoretical foundation that redefines motivation as a dynamic interplay of latent cognitive architecture, effort thresholds, and internal task interference. As the core of the emerging field of Cognitive Drive Architecture (CDA), this perspective offers a systemic explanation for motivated inaction, with practical implications for procrastination, education, performance, and well-being. By reframing “stuckness” as a breakdown in ignition, not desire, we open the door to more precise, mechanistic, and context-sensitive models of human behavior.

Abstract: Impulsivity and compulsivity are key transdiagnostic constructs underlying addictive and criminal behaviors, often conflated as facets of impaired self-control. While impulsivity has been extensively assessed through experimental paradigms and self-report instruments, compulsivity is typically evaluated using similar tools, with few specific measures designed for its distinct characteristics. This study aimed to validate the Spanish version of the Impulsive-Compulsive Behaviours Checklist (ICB) in a prison population. The ICB was translated and administered to 700 incarcerated males (M_age = 37.33 years) who completed the instrument voluntarily. Confirmatory factor analysis supported a two-factor structure comprising 34 items. Internal consistency was satisfactory, with McDonald’s omega and Cronbach’s alpha coefficients ranging from 0.79 to 0.80 across factors. Convergent validity was established through correlations with related measures (UPPS-P, OBQ-44, EuropASI, SCL-90-R). Findings support the psychometric soundness of the Spanish ICB, providing a valid and reliable tool to assess impulsive and compulsive traits in forensic settings.

Abstract: Introduction: School belonging is a key component of adolescent well-being, associated with academic success, mental health, and social inclusion. This study explores the levels of school belonging among Portuguese students and examines the psychosocial factors associated with this perception. Methods: Data from 3,083 students (5th to 12th grade) were analysed from the 2024 National Study by the Observatory of Psychological Health and Well-Being. Socio-emotional skills, well-being indicators, psychological symptoms, and school engagement variables were assessed using validated instruments. Statistical analyses included ANOVA and linear regression. Results: Overall, boys and younger students reported higher levels of school belonging. Sociability, resilience, confidence, school engagement, and PYD components (competence, connection) were positively associated with school belonging. Conversely, depressive symptoms and experiences of bullying negatively predicted this outcome. Conclusions: Findings highlight the need to reinforce inclusive educational practices, foster positive youth development, and promote protective relational dynamics within the school context.

Abstract: Socially assistive robots are increasingly deployed in educational environments, yet many systems rely solely on verbal interactions, limiting engagement and fairness in group-based activities. This study presents the first sound-driven robot quiz system integrating multimodal feedback and Octalysis-based gamification to enhance user experience and fairness. The system uses non-verbal sound-based first responder detection (via cross-correlation), combined with verbal quiz answering, real-time gestures, music, and competitive rewards. A between-subject experiment was conducted with 32 university students comparing a verbal-only baseline against the proposed multimodal system. To evaluate user perceptions, we used subscales from the Technology Acceptance Model (TAM), Intrinsic Motivation Inventory (IMI), and Godspeed Questionnaire. We assessed students’ perceptions of perceived usefulness, ease of use, motivation (measured through the IMI subscales of enjoyment and competence), social presence (measured through the Godspeed subscales of likeability and anthropomorphism), and behavioral intention. Results show significantly higher scores (e.g., enjoyment d=3.11) across all measured dimensions for the multimodal group. The findings suggest that integrating fairness mechanisms and expressive feedback significantly increases acceptance and motivation in robot-assisted learning, providing a foundation for scalable, engaging educational HRI systems.

Abstract: Targeted climate education can help to encourage people to act sustainably in the long term, thus helping to overcome the climate crisis. This study validated a Ger-man-language questionnaire, based on the Transtheoretical Model (TTM), to assess five discrete stages of behavior change (pre-contemplation, contemplation, preparation, action, and maintenance). For this purpose, the Climate Change Stages of Change Questionnaire (CCSOCQ) by Inman et al. (2022) was translated into German and tested on a sample of 731 students of higher education in Germany. The results showed that the translated CCSOCQ has sufficient psychometric properties and empirically maps the five stages of the TTM. The German version of the CCSOCQ proved to be a reliable and valid instrument for measuring change processes in students' sustainable behavior and confirms that the TTM is a valuable model for measuring sustainability-related behavior change. This offers the opportunity to develop interventions based on this, which address the needs of the re-spective person and thus actively promote behavior change.

Abstract: COVID-19 and deep learning have each marked pivotal milestones in the evolution of modern science. Since the onset of the pandemic, researchers from diverse disciplines have converged to address urgent, real-world challenges, while deep learning has catalyzed methodological innovation across fields. These two phenomena exemplify distinct scientific paradigms: spread-out science, which propagates novel ideas and methods, and merge-in science, which synthesizes existing knowledge to solve complex problems. We introduce the concept of sci-entropy, defined as the difference between the semantic entropy of a paper’s citations and references. Positive sci-entropy reflects the diffusion of new ideas (spread-out), whereas negative values indicate knowledge consolidation (merge-in). Our analysis, spanning deep learning, COVID-19, and 19 additional disciplines, reveals that scientific progress is governed by the dynamic interplay between these two forces. Excessively high sci-entropy may fragment research, while overly low values can stifle innovation. Our findings suggest that the balance between innovation and synthesis is fundamental to the trajectory of scientific development, offering a new framework for understanding interdisciplinary research and knowledge integration.

Abstract: This study examines the dependence on and attitudes toward artificial intelligence (AI) among university students in Ecuador, with the aim of informing pedagogical strategies for ethical and inclusive AI integration in higher education. Based on a cross-sectional quantitative design, 540 students completed the Artificial Intelligence Dependence Scale (DAI) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS). The findings indicate a moderate level of AI dependence and an ambivalent attitudinal profile, characterized by balanced positive and negative perceptions. Structural equation modeling revealed that both attitudinal dimensions significantly predict AI dependence, highlighting the functional but critical role of these technologies in academic settings. Urban students reported greater dependence and ethical concerns, underscoring contextual inequalities in technological access. The study contributes to the discourse on technology-enhanced education for sustainable development by addressing how digital competencies, academic integrity, and critical thinking can be fostered through responsible AI use. These findings align with the United Nations’ Sustainable Development Goals (SDGs), particularly those related to quality education (SDG 4) and reduced inequalities (SDG 10), and advocate for learner-centered, equity-driven approaches to AI adoption in educational systems.

Abstract: The pervasive integration of artificial intelligence (AI) into societal systems—from workplaces to education—has ushered in an era where AI literacy is no longer optional but essential. This international study explores the self-perceived AI literacy, confidence, readiness and engagement of school librarians from over 50 countries (n = 319). Utilizing a mixed-methods exploratory design, the study combined quantitative survey data with qualitative insights to provide a comprehensive view of school librarians' AI preparedness. The findings revealed that while many participants rated themselves at an intermediate level of AI literacy, confidence and readiness to teach or integrate AI tools remained limited. Correlation analysis revealed significant associations between AI familiarity, literacy and confidence, highlighting the potential for professional development. Qualitative responses revealed four major barriers: institutional and policy limitations, educator mistrust and knowledge gaps, time constraints and lack of professional development, and student misuse coupled with ethical concerns. Based on these findings, an AI Leadership Framework is proposed to guide librarians in building critical and ethical AI competencies. The results underscore the need for targeted professional development and institutional support to empower school librarians as leaders in AI literacy, thereby preparing students for an AI-driven future.

Abstract: The integration of Information and Communication Technologies (ICTs) as mediators of EI represents an innovative path to transforming the traditional teaching of chemistry, a subject often linked to low student motivation. This study presents a comprehensive diagnosis based on three instruments: a university teacher survey, a student satisfaction survey, and a pre-intervention diagnostic questionnaire administered to students. Findings show that over 50% of students report never using ICTs in their chemistry classes, and 100% state they are unfamiliar with the concept of EI. Moreover, only 14.5% believe their teachers are trained to apply ICTs in emotionally oriented strategies. Nonetheless, both students and teachers express a strong willingness to adopt more active, technology-based, and emotionally meaningful methodologies. These results highlight the urgent need for teacher training programs that integrate digital and emotional competencies, and support the design of student-centered, empathetic, and digitally mediated instructional models aimed at enhancing motivation and meaningful learning in chemistry education.

Abstract: Saccharin, chemically known as benzoic sulfimide (C7H5NO3S), is an artificial sweetener with no calories and a high level of sweetness, approximately 300 to 400 times more than sucrose. Constantin Fahlberg first discovered and commercialized saccharin, and it quickly gained popularity due to its sweetness and affordability, leading to widespread use of the substance from pharmaceuticals to diet drinks in the early 20th century. Following its growth, saccharin faced significant controversy, primarily due to studies in the 1970s that linked it to bladder cancer in lab rats. These findings led to mandatory warning labels on products containing saccharin and regulatory bans in several countries. The controversy intensified with the 1958 Food Additive Amendment and the FDA's 1977 attempt to ban saccharin. By the early 2000s, health organizations such as the FDA reevaluated saccharin, declaring it safe for consumption, leading to the removal of bans and warning labels. Saccharin's global regulatory history highlights significant regional differences, and these regional variations underscore the complexities of saccharin's safety and regulation, emphasizing the importance of ongoing scientific review and adaptive policies. This paper seeks to determine the safety of saccharin and analyze the impacts of saccharin on human by considering the results of biochemical studies, epidemiological data, and experimental research. Findings suggest that saccharin is safe for consumption though contradictory data may suggest a need for continued research. This review acknowledges the challenges associated with conducting human-based versus animal-based studies but ultimately recommends further research on long-term effects and studies with human subjects when possible.

Abstract: In the context of universal higher education and labor market polarization, undergraduates in universities of applied sciences (UAS) face growing challenges in forming career orientation. Drawing on data from a UAS in China (N = 3,138), this study examines how perceived career advising influences students’ career orientation through the mediation of career exploration. Three key findings emerge. (1) Only perceived perspective advising (PPA) exhibits significant and stable direct effects on career orientation, underscoring the developmental value of structured guidance. In contrast, perceived emotional advising (PEA) and perceived growth advising (PGA) show no direct effect. (2) Both PPA and PGA positively associated with career exploration, whereas PEA exhibits a negative association. This suggests that when advising interactions are overly affective, they inadvertently reduce students’ initiative to explore. (3) Career exploration emerges as a robust mediator between advising and orientation. It fully transmits the effects of PEA and PGA and partially mediates the effect of PPA. This study enriches career development research by demonstrating the initiating role of perceived career advising in fostering career orientation through career exploration. It also offers practical insights for building career advising systems to actively foster students’ autonomous, cognitively engaged exploration processes.

Abstract: Objectives: This study aimed to assess changes in anthropometric measures, cardiometa-bolic markers, and physical fitness following a structured basketball training program in prepubertal boys. Methods: The intervention consisted of a 6-week pre-season phase fol-lowed by a 32-week basketball training season, conducted during the academic year. Training sessions were held three times per week at moderate to vigorous intensity and a weekly match. The program was registered at ClinicalTrials.gov (identifier: NCT07007624). Results: Seventeen boys completed the program and were assessed at baseline, 6, 9, and 12 months. A reference group of boys was evaluated at baseline for comparison. At baseline, there were no significant differences in physical fitness between groups. After nine months, participants in the intervention showed significant improve-ments in fitness tests, including the Course Navette (p < 0.001), horizontal jump (p = 0.001), and abdominal test (p < 0.001). Conclusion: Anthropometric assessments revealed increases in fat-free mass in the trunk and lower limbs, along with maintenance of a nor-mal BMI. These findings suggest that a structured, school-based basketball program may enhance physical fitness and improve body composition in healthy prepubertal boys.

Abstract: This article examines the complex interrelationship between digital transformation, artificial intelligence adoption, and inclusive education in creating more equitable learning environments. Through mixed-methods research combining systematic literature review, survey data from 412 educational practitioners, and 37 semi-structured interviews with diverse stakeholders, the study explores how these three forces collectively reshape educational access, engagement, and outcomes for diverse learners. Statistical analyses reveal significant correlations between implementation patterns and equity outcomes (r=0.57, p<.001), with institutional commitment to inclusion (β=0.42, p<.001) emerging as the strongest predictor in regression models. Findings identify five key implementation patterns that significantly influence equity outcomes, including intentional design approaches, comprehensive integration strategies, continuous evaluation practices, stakeholder participation models, and balanced innovation-support frameworks. The study identifies critical barriers to equitable implementation, including persistent digital divides, algorithmic biases, professional development gaps, and governance challenges. The research contributes an empirically grounded Education Equity Technology (EET) model conceptualizing the interaction zones where these domains converge, while providing evidence-based recommendations for educational leaders and policymakers. These findings have important theoretical implications for understanding sociotechnical systems in education and practical applications for creating more inclusive digital learning environments.

Abstract: Having opportunities to access bereavement cancer support programs tailored to individual needs and preferences is central to any comprehensive people-centered cancer care. Hope & Cope, a community-based cancer support organization in Montreal, Quebec, offers professional- and volunteer-led programs in “drop-in” (open) and closed group formats. This qualitative study sought to explore contributions and potential drawbacks of open versus closed group formats as reported by bereaved participants (N = 18). Semi-structured individual interviews were conducted among participants in the drop-in (called Mourning Walk) (n = 7) and in the closed-group program (called Living with Loss) (n = 11). Interviews, lasting between 30 and 60 mins, were transcribed verbatim. Data were analyzed using thematic analysis. Three themes were revealed: 1) Program structure according to grief timeline, 2) Flexibility in the choice of topics and impact on grief experiences, 3) Grief support dynamics in relation to group composition. Study findings indicate that format played a significant role in participants’ experiences within the program. Formats’ strengths included tailored support in open groups (i.e., when needed) and member consistency within closed groups. Some limitations included group member turnover in open groups, and in closed groups, more or less relevant topics as the program progressed.

Abstract: Efficiency and transparency in university public procurement depend largely on sound and consistent strategic planning. This research analyzes the level of planning in remedial actions in the university sector and its relationship with institutional perceptions of efficiency and transparency in the period 2019–2024. It is applied in nature, with a quantitative approach, non-experimental design, and descriptive-correlational level. A structured Likert-type questionnaire was administered to 152 officials from administrative, technical, and academic units, complemented by a documentary analysis of contractual files and a regulatory review. The results show that planning is perceived as moderate, with critical gaps in the preparatory stages. A positive and significant correlation was identified between planning and the perception of efficiency/transparency (ρ = 0.566; p < 0.01), which reinforces the strategic role of planning as an enabler of good governance. In addition, similarities were found between national and international standards, although limitations persist in terms of sustainability, citizen participation, and results-based evaluation. The recommendations propose institutionalizing the assessment of the Annual Procurement Plan, strengthening the preparatory phase, digitizing procedures, and training staff. The study provides empirical evidence from a university environment with structural vulnerabilities, contributing to the design of more efficient and transparent public policies.

Abstract: The approach particularly analyzes the decentralization of unitary states into federated states, with economic transformation through fiscal decentralization naturally being the objective of the analysis. Thus, in particular, the evidence shows that unitary states do indeed have inefficiencies related particularly to their capacity for economic transformation, while regions in non-federal states depend largely on decisions that must be made by policymakers, which in fact have a negative impact on the levels of public policy implementation. In particular, the study shows that subnational levels in a federal system can in fact become resilient and naturally transformative of the economy if, on the one hand, they achieve profound fiscal decentralization, which nevertheless converges with the lower levels of the subnational region. In this approach, I propose inclusive decentralization, with community councils as the lowest possible level for the implementation of public and fiscal policies, which can channel economic transformation and assertive territorial cohesion.

Abstract: Background/Objectives: Humanitarian trauma care has traditionally focused on immediate physical stabilization and the reduction of acute psychological symptoms. However, survivors of physical trauma—such as amputations, burns, or spinal cord injuries—often face significant disruptions to their sense of identity, purpose, and coherence. Meaning in life has been consistently linked to resilience, psychological adjustment, and post-traumatic growth, yet its integration into trauma care, particularly in low-resource settings, remains underexplored. This review identifies and synthesizes existing literature to highlight critical gaps and emerging opportunities for meaning-centered trauma care among physically injured populations in humanitarian contexts. Methods: This narrative review draws from interdisciplinary research across trauma psychology, global mental health, and palliative care. A targeted literature search was conducted focusing on meaning-making, physical trauma, humanitarian emergencies, and psychosocial support in resource-limited environments. Conceptual frameworks such as the Meaning Maintenance Model and Park’s model of meaning-making were applied to interpret findings. Results: Three key gaps were identified: (1) the neglect of existential dimensions in trauma care, (2) the scarcity of research on meaning-making processes in low-resource or non-Western settings, and (3) the limited integration of meaning-centered interventions into widely used humanitarian mental health and psychosocial support (MHPSS) toolkits. Emerging strategies for addressing these gaps include culturally adapted, community-delivered interventions and narrative-based approaches, though empirical validation remains limited. Conclusions: Addressing meaning in life is essential for holistic trauma recovery, especially for physically injured individuals in humanitarian and low-resource contexts. Integrating culturally sensitive, meaning-centered approaches into trauma care and research can enhance psychological resilience, identity reconstruction, and overall well-being.

Abstract: This study investigates the impact of Visual electronic Word-of-Mouth (VeWOM) on consumer purchase decisions (PD) in terms of hotel bookings in the post-pandemic British hospitality market, emphasizing the mediating role of brand-related constructs. Drawing on Attribution Theory, the research proposes a structural model to assess both direct and indirect pathways through which VeWOM influences behavioural outcomes. A stratified, non-probability sampling approach yielded 443 valid responses from hotel bookers who engaged with user-generated visual content prior to booking. Partial Least Squares Structural Equation Model (PLS-SEM) was employed to test the hypothesized relationships. Findings reveal that VeWOM significantly influences Brand Value (BV), eWOM Credibility, and Information Quality, which in turn shape consumer purchase behaviour. Crucially, Brand Value emerges as a key mediating variable, bridging VeWOM and Purchase Decision, while VeWOM alone does not directly affect booking behaviour. Moreover, Brand Awareness showed no significant mediating effect. The study underscores the indirect attribution process in visual review contexts, demonstrating that the influence of VeWOM is channelled primarily through brand perception mechanisms rather than direct persuasion. These insights extend Attribution Theory by highlighting the distinct cognitive pathways activated by visual content compared to text-based reviews. Practically, the research suggests that hoteliers should focus on enhancing brand value—via bundled offerings and relationship-based marketing—rather than relying solely on visual appeal or awareness to drive bookings. The study contributes to the growing body of VeWOM literature by clarifying its nuanced effects on decision-making in digital hospitality environments.

Abstract: The rise of the digital economy is profoundly transforming urban landscapes by reshaping how people live, work, consume, and move. This paper conducts a systematic literature review of peer-reviewed articles to explore how digital disruptions are altering urban activities, human behaviours, and mobility patterns—and how these changes redefine land use and land value. Findings reveal that the digital economy is decoupling urban functions from geographic proximity, undermining traditional land value determinants. E-commerce, remote work, and gig economies are restructuring retail, office, and housing demand, while platform urbanism is driving the privatisation of public spaces and corporatisation of governance. Digital behaviour shifts, including on-demand consumption and digital engagement, are creating new spatial and economic inequalities. Urban mobility is transitioning toward shared, electric, and autonomous solutions, supporting 15-minute city concepts but also challenging infrastructure and regulatory norms. This study underscores the urgency of rethinking planning, land valuation, and equity in the digital era. The paper concludes with implications for urban policymakers, planners, and real estate professionals seeking adaptive, inclusive, and forward-looking land use strategies.