BackgroundThe clean energy transition required for decarbonisation of our societies make policymakers targets for broad business and non-business advocacy to ensure one’s often conflicting interests are protected or taken into consideration in public policies. The concept of policy entrepreneurs foregrounds the role of agency in understanding such acts of advocacy. This paper compares strategies used by policy entrepreneurs from different social spheres, advocating policy change or status quo, in four longitudinal cases related to European Union energy and climate policy 2011–2023. ResultsPolicy entrepreneurship was mainly of a cultural-institutional nature, aiming at altering or diffusing people’s perceptions, beliefs, norms and cognitive frameworks, worldviews, or institutional logics. But the actions of the European Commission did also include structural entrepreneurship, aiming at overcoming structural barriers to enhance governance influence by altering the distribution of formal authority and factual and scientific information. Motifs of policy entrepreneurs in the four cases differ, but strategies do not differ significantly between the public, private and civic spheres of society. Results indicate that civil society policy entrepreneurs focus on building broader coalitions than public and private sector entrepreneurs. There is no indication that policy entrepreneurs from a certain sector would be more successful than others in setting the agenda, changing perceptions of policy actors, or influencing actual policy change. However, policy entrepreneurs advocating policy change are more active and use more elaborated strategies than policy entrepreneurs advocating status quo. ConclusionsIt is concluded that policy entrepreneurs advocating policy change are more active and use more elaborated strategies than policy entrepreneurs advocating status quo. Thus, they are more successful in influencing policy outcomes. The European Commission was the only policy entrepreneurs to use structural entrepreneurship. the Commission acts to expand its reach into areas where the European Union does not hold much legal competence according to the constitution of the European Union. This comes with democratic deficits related to accountability and legitimacy and should be combated to reinstate and reinforce the position and powers of both the national and European legislators in taking the important decisions that impact the lives of European citizens.

The utilization of artificial intelligence in education can contribute to sustainable development goals in various ways. AI in education can effectively convey sustainability issues to students. Through simulations and virtual environments, learners can experience sustainable practices firsthand. On the other hand artificial intelligence can assist administrators and educators in making data-informed decisions. This allows for more effective shaping of educational policies. This study explores how teachers and artificial intelligence (AI) address ethical dilemmas in edu-cation, comparing their decisions and examining the influence of variables such as gender, years of service, and education level. A total of 141 teachers from public schools in Turkey participated, and their responses were compared to AI-generated decisions using Yin's nested multiple-case de-sign. The scenarios were analyzed through five ethical frameworks: virtue ethics, deontological ethics, utilitarianism, social justice ethics, and situation ethics. Results showed that AI provided the same answer as the majority of teachers in six out of eight dilemmas but differed in two. AI favored a more analytical, result-oriented approach, while teachers emphasized empathy and rule adherence. Gender differences revealed that males leaned towards utilitarianism, while females favored social justice and situation ethics. Less experienced teachers preferred deontological and social justice ethics, while more experienced teachers leaned towards virtue ethics and utilitarian-ism. Elementary teachers emphasized virtue and social justice ethics, while middle and high school teachers favored deontological ethics and utilitarianism. The findings provide insights into ethical decision-making in education by highlighting the differences between solutions proposed by artificial intelligence and those offered by teachers. Additionally, they emphasize the im-portance of adapting artificial intelligence to everyday life to foster a sustainable world.

Background: Virtual Reality (VR) is transforming neuropsychological assessment by providing immersive environments that closely replicate real-world conditions. This study presents the Virtual Reality Trail Making Test (TMT-VR), a novel adaptation of the traditional Trail Making Test, aimed at evaluating cognitive functions in individuals with Attention Deficit Hyperactivity Disorder (ADHD). We examined the ecological validity, convergent validity, usability, and user experience of the TMT-VR compared to the traditional version. Methods: Fifty-three participants, including 25 with ADHD and 28 neurotypical controls, completed both the traditional and VR versions of the TMT. Participants also provided feedback on the VR experience via standardized questionnaires. Results: Statistical analyses demonstrated a significant positive correlation between TMT-VR scores and both the traditional TMT and ADHD symptomatology as measured by the Adult Self-Report Scale (ASRS), confirming the TMT-VR’s ecological and convergent validity. High usability and positive user experience ratings indicated strong acceptability of the VR platform. Notably, the ADHD group exhibited greater performance differences in the VR environment, suggesting that VR may more effectively capture real-world cognitive challenges. Conclusions: These findings suggest that TMT-VR is a valid, engaging, and ecologically valid tool for cognitive assessment in ADHD, and other clinical populations, offering enhanced insights over traditional methods.

Education 4.0 arises to provide citizens with the technical/digital competencies and cognitive/interpersonal skills demanded by Industry 4.0. New technologies drive this change, though time-independent learning remains a challenge, because students might face a lack of support, advice and surveillance when teachers are unavailable. This study proposes complementing presential lessons with online learning driven by ChatGPT, applied as an educational tool able to mentor K-12 students learning science at home. First, ChatGPT’s performance in the field of K-12 science is evaluated, scoring A (9.3/10 in 2023, and 9.7/10 in 2024) and providing detailed, analytic, meaningful, and human-like answers. Then, an empirical interventional study is performed to assess the impact of using ChatGPT as a virtual mentor on real K-12 students. After the intervention, the grades of students in the experimental group improved 30%, and 70% of students stated a positive perception of the AI, suggesting a positive impact of the proposed educational approach. After discussion, the study concludes ChatGPT might be a useful educational tool able to provide K-12 students learning science with the functional and social/emotional support they might require, democratizing a higher level of knowledge acquisition and promoting students’ autonomy, security and self-efficacy. The results probe ChatGPT’s remarkable capacity (and immense potential) to assist teachers in their mentoring tasks, laying the foundations of virtual mentoring and paving the way for future research aimed at obtaining a more realistic view of the AI impact on education.

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.

The rapid development of advanced AI technologies poses serious existential threats and necessitates research on safe and responsible Human-AI alignment. We hypothesize that the evolution of AI may be viewed not as something accidental or artificial, but as a natural part of the evolution of intelligence in living species. This perspective suggests a different view of the Human-AI relationship, where AI is not seen as a threat or a mere enhancement of humans, but as a mean of revealing and establishing true human nature — achieving greater freedom and self-determination. While in previous evolutionary stages, more freedom was attained through inculturation, AI can serve as a tool in the next stage by providing a direct connection between individuals and culture, overcoming the limitations of traditional cultural acquisition processes and giving rise to post-human free beings. A specific step-by-step framework rooted in cognitive evolution theories is proposed, along with potential directions for empirical research.

Nature-based solutions (NbS) have gained global attention for addressing societal challenges, benefiting biodiversity, and promoting human well-being. NbS have been increasingly recognized for their role in mitigating climate change impacts, such as coastal flooding. However, despite their integration into policy frameworks in Europe and parts of Africa, there remains limited empirical evidence regarding their effectiveness. This study seeks to address this gap by exploring the factors influencing perceptions and awareness of the effectiveness of NbS in coastal communities. A structured survey questionnaire was administered in three coastal communities—Kula, Oyorokoto, and Bonny—examining how perception, knowledge, and socio-economic factors affect the effectiveness of NbS. Results show that socio-economic factors such as age, education, and occupation significantly influence the perceived effectiveness of NbS. Additionally, awareness was found to have a stronger impact on effectiveness than perception. The study concludes that awareness-raising initiatives, particularly those focused on the protective benefits of mangroves, are crucial for enhancing the effectiveness of NbS. Conservation, afforestation, and restoration of coastal ecosystems are recommended as key strategies for promoting NbS and their role in climate resilience.

This paper aims to assess the proximity of urban services through the lens of the 15-minute city concept, using the Municipality of Rome as a case study. The question of whether Rome qualifies as a 15-minute city is explored by examining proximity in terms of the "intensity" of urban services accessible within a 15-minute walking or cycling distance. A simple model, based on GIS techniques, is implemented to measure proximity to urban services at the neighborhood level. Furthermore, proximity levels in urban areas characterized by similar socioeconomic conditions, referred to as the "seven cities," are analyzed to identify potential inequalities.

The purpose of this paper is to construct an evaluation system for AI painting software based on generative adversarial network technology, which optimizes the performance of the related software in terms of functionality, ease of use, system performance and safety. The results of the questionnaires are statistically analyzed. In addition, exploratory factor analysis was supported to extract the data of the study, which was ultimately used to calculate the weight and importance of each index through fuzzy hierarchical analysis method. The study constructed an evaluation system for AI painting software based on generative adversarial network technology, including 16 indicators of functionality, 16 indicators of ease of use, 7 indicators of system performance, and 8 indicators of safety respectively that their alpha coefficients were 0.882, 0.962, 0.932, 0.932, and 0.932, respectively. In addition, the accumulated explanatory variances of their coefficients were 84.405%, 84.897%, 84.013%, and 72.606%, respectively, 73.013%, and 72.606%, respectively. It is clear that the items included in each of the indicators are homogeneous, with a high degree of internal consistency. This paper suggests that the development of AI painting software focusing on functionality, ease of use, system performance and safety can enhance the market competitiveness of the software.

This essay examines the complex interplay between human rights developments in Saudi Arabia and the country's Vision 2030 initiative, which aims to modernize its social, economic, and political landscape. The research question posed is: How are human rights being addressed within the framework of Vision 2030? The goal of the essay is to provide a qualitative analysis of the reforms and policies emerging under Vision 2030, highlighting both advancements and ongoing challenges. Key discussions include historical human rights perspectives, specific strategies aimed at enhancing women’s rights and labor rights, and the implications of legal reforms. The essay draws upon a range of scholarly sources to underscore the intricate relationship between human rights improvements and socio-economic objectives in Saudi Arabia. The main conclusions suggest that while significant strides have been made, particularly in women's empowerment and labor rights, substantial obstacles—rooted in cultural norms and institutional practices—persist. Ongoing international scrutiny and a robust domestic dialogue on human rights remain critical for the success of these reforms. The essay ultimately advocates for sustained efforts to uphold human rights as a cornerstone of the Vision 2030 agenda.

Global biodiversity loss and climate change highlight the importance of environmental knowledge and behavior in the population at large. Americans gain environmental knowledge almost exclusively from sources outside of formal schooling, and increasingly, the internet and social networking sites (SNS) are the preferred sources of that specific, just-in-time learning. The North Carolina Native Plant Forum is a regionally specific Facebook group focused on environmental education with over 80,000 members. This case study used 14 forum member interviews and analysis of the Facebook site itself to explore the Native Plant Forum and its users through the lens of the Technologies for Pro-Environmental Actions Model (TPAM). These data revealed a process of information seeking, sharing experiences, obsession, and pro-environmental intentions leading to the planting of native plant species that host and support pollinators and wildlife. Users of the forum expressed how much they learned from the Facebook group and particularly valued the photographs shared daily by other forum members of their native planting projects. The ability of social networking sites to support and incentivize pro-environmental knowledge and behaviors is a critical area of research for adapting environmental education to a new information age and for combating multiple overlapping environmental crises.

Human induced climate change led to the recognition of Community-Based Adaptation (CBA) as one of the remedies in building adaptive capacity and resilience of communities. It recognizes the resources and the skills as well as the agency of communities in shaping the optimal strategy. CBA interventions are vital in addressing community needs and contextual specificities, enable participatory and inclusive engagement and thereby facilitate more profound adaptation impacts. Agent-based modelling (ABM) harbors the potential to be the ideal tool to support developing of tailored adaptation strategies while considering capacities, resources, skills, priorities, needs and the cultural context of local communities. ABM allows to capture the complex relationships among various components within community decision making on CBA actions, the CBA actions themselves and the environment. There exist plenty of tools, however they provide for varying degrees of freedom in agent definition, sensitivity analysis, scalability, experiment design and output analysis to name a few. A set of required key criteria for CBA modelling is developed and all available ABM modelling and simulation tools are assessed for their suitability for CBA. NetLogo emerges as the most fitting tool for incorporating and handling the special features of CBA. It is closely followed by GAMA and Envision. The article provides insights and guidance to researchers and practitioners in selecting ABM tools aligned with the specific requirements of their CBA simulations and projects.