Artificial Intelligence in Risk Assessment and Prevention.

Older patients with frailty and complex needs require patient-centered care. This may challenge non-geriatric staff lacking the expertise to care for these patients. Geriatric Task Force (GTF) is a Quality Improvement initiative developed to integrate geriatric principles into non-geriatric departments through interdisciplinary workplace-based learning, using Comprehensive Geriatric Assessment (CGA) as a cornerstone for the intervention. To evaluate the implementation of the GTF initiative in a vascular surgical department (VSD). The intervention utilized the Model of Improvement and followed premises for workplace-based learning to implement a structured four-phase model: preparation, analysis and planning, implementation, and evaluation during a one-year period. Staff received CGA principles training through e-learning and supervision. Identified focus areas included identification of frailty using Clinical Frailty Scale (CFS), registration of treatment plan for resuscitation and intensive care, and the use of early discharge checklists. Evaluation measures included frequency and quality of Standardized Field Input (SFI), medical record audits, surveys, and semi-structured interviews. CFS was integrated into daily routines in the ward. Registered treatment plan for resuscitation and intensive care was well implemented, with 83% of SFIs rated as high quality, whereas the preparation of discharge checklists achieved moderate adoption, 44% rating as high quality. Staff and management reported improved frailty recognition and advanced holistic care approach. The GTF initiative embedded geriatric principles into VSD, improving patient-centered care for older patients with frailty. While challenges remain, the intervention demonstrates potential for sustainable improvements in non-geriatric departments. Tailored approaches and strong collaboration are essential for successful implementation.

This case study examines the transfer of argumentation skills from an English language development course to writing a literary research paper in a university literature course. It explores how explicit instruction in academic writing, argumentation, and intercultural awareness supports interdisciplinary learning, writing proficiency, and potential applications in STEM education. Data were collected through a personal diary and an interview. Findings suggest that structured instruction and interdisciplinary engagement help apply argumentation techniques across disciplines. The participant improved in constructing arguments, integrating evidence, and adapting writing for diverse audiences. Although based on a single case, this study highlights the pedagogical value of integrated curricula and explicit argumentation training. Future research could explore these processes across disciplines using triangulated methods.

Interdisciplinary learning and knowledge integration are among the core elements of project-based teaching, yet the comprehensive application of knowledge and the development of practical innovation skills are difficult to achieve through isolated teaching approaches. Taking the course Methods of Social Research as a case study, this paper proposes to introduce the concept of course linkage to optimize and reform the current project-based teaching method. This exploration not only facilitates the construction of a teaching system that connects multiple instructional stages, integrates various knowledge modules, and expands diverse research methods, but also contributes to cultivating sociology students problem awareness and theoretical awareness.

The research explores the advantages of integrating language arts with sciences in medical and engineering education throughout the Arab world by using cultural insights. The global community identifies interdisciplinary learning as a key driver for creativity and problem-solving and cultural competency which becomes more effective when applied to Arab higher education systems. The research evaluates integration models by analyzing Columbia University and Aalborg University and Finland's education system to offer adaptable solutions for Arab universities. The proposed method addresses current educational shortcomings by teaching students to meet modern workplace needs and achieve regional innovation targets and economic expansion. The paper provides recommendations for Arab implementation and describes evaluation methods that combine qualitative and quantitative assessment techniques to measure success.

Tectonic shifts in the global geo-political, public health, environmental, technological and institutional landscapes in the last decade have compelled the critical re-examination of our inherited ways of teaching, learning and doing mental health science. As mental health gains recognition as a global development and investment priority, education and training must evolve to meet the complex, ever-changing and context-sensitive demands of the field. Global mental health, a disruptive, interdisciplinary field of science and practice committed to redressing regional and in-country disparities in mental healthcare financing, access and outcomes, has a particularly strong mandate to rethink how professionals are prepared to act ethically, competently and adaptively. This editorial advocates for a shift towards competency-based, experiential and interdisciplinary learning frameworks that align with the field’s transformative ambit. Specifically, it puts forward promising pedagogical tools and other innovations, with the hope that they will become routine practice. It concludes with a call for papers exploring cutting-edge approaches to teaching, training and skills development in global mental health and allied disciplines.

Purpose Global competence (GC) is becoming an increasingly important requirement for graduates of higher education (HE) institutions, as it helps them to be better prepared in overcoming the challenges and complexities of an interconnected world. As this requirement becomes more prevalent, this study aims to address the challenges of GC education within HE settings by proposing a conceptual framework that integrates design thinking (DT) with interdisciplinary learning (IL). This effort seeks to bridge existing opportunities within the literature and inculcate inclusive and scalable pedagogical strategies. Design/methodology/approach An integrative literature review (ILR) of 59 peer-reviewed studies was conducted based on existing literature related to GC, IL and DT. The framework is grounded in two established educational theories: the Intercultural Competence Model and Constructivist Learning Theory, given their alignment with the promotion of empathy, collaboration and creativity within DT. Findings The review confirms that while IL enhances GC, significant barriers persist in curriculum integration and effective assessment. To address this challenge, DT offers a practical and iterative methodology to support IL by fostering empathy, collaboration and experiential learning. The proposed “Integrative Framework of Design Thinking for Interdisciplinary Global Competence” aligns each stage of the DT process (i.e. empathise, define, ideate, prototype, test) with the developmental components of GC. Originality/value This study offers a framework that positions DT as both a pedagogical method and strategic approach for advancing interdisciplinary GC across all levels of the HE ecosystem (i.e. module design, curriculum structure, institutional policy). This proposal is intended for further empirical examination, as its conceptual and non-empirical nature is duly acknowledged.

Introduction Human pose estimation is a critical challenge in computer vision, with significant implications for robotics, augmented reality, and biomedical research. Current advancements in pose estimation face persistent obstacles, including occlusion, ambiguous spatial arrangements, and limited adaptability to diverse environments. Despite progress in deep learning, existing methods often struggle with integrating geometric priors and maintaining consistent performance across challenging datasets. Methods Addressing these gaps, we propose a novel framework that synergizes physics-inspired reasoning with deep learning. Our Spatially-Aware Pose Estimation Network (SAPENet) integrates principles of energy minimization to enforce geometric plausibility and spatiotemporal dynamics to maintain consistency across sequential frames. The framework leverages spatial attention mechanisms, multi-scale supervision, and structural priors to enhance feature representation and enforce physical constraints during training and inference. This is further augmented by the Pose Consistency_Aware Optimization Strategy (PCAOS), which incorporates adaptive confidence reweighting and multi-view consistency to mitigate domain-specific challenges like occlusion and articulated motion. Results and discussion Our experiments demonstrate that this interdisciplinary approach significantly improves pose estimation accuracy and robustness across standard benchmarks, achieving state-of-the-art results. The seamless integration of spatial reasoning and domain-informed physical priors establishes our methodology as a transformative advancement in the field of pose estimation.

In an era defined by rapid globalization, technological innovation, and deepening ethical crises, education faces the urgent challenge of redefining its purpose beyond mere technical proficiency. The growing moral vacuum in professional, political, and economic leadership underscores the need for a more holistic approach to human formation—one that integrates intellect, ethics, spirituality, and social responsibility. This paper advances the Holistic Curriculum Integration Model (HCIM), an innovative framework designed to bridge the divide between academic specialization and moral consciousness. The HCIM unites theology, health sciences, business, agriculture, information technology, philosophy, and education into a single transformative curriculum architecture aimed at nurturing well-rounded, ethically responsive graduates. Grounded in the African humanist philosophy of Ubuntu, which affirms the principle of interdependence and shared humanity, the model reimagines education as both a moral and communal vocation. Using Rusangu University in Zambia as a contextual case, the study employs a mixed-methods exploratory design combining qualitative and quantitative data to assess the practical application and transformative potential of HCIM. Data from faculty interviews, student focus groups, and curriculum analyses reveal that interdisciplinary and values-based learning significantly enhance moral reflection, collaborative problem-solving, and social engagement among learners. Findings further demonstrate that embedding Ubuntu ethics and theological principles within professional disciplines fosters intellectual humility, civic responsibility, and environmental stewardship—competencies vital for addressing Africa’s contemporary socio-economic and ecological challenges. The study concludes that the HCIM provides a scalable and contextually grounded blueprint for reimagining African higher education as a catalyst for moral renewal, sustainable development, and holistic human flourishing.

Despite increasing interest in traditional games as pedagogical tools, research remains limited in explaining their interdisciplinary value, their contribution to children’s social-emotional well-being, their cultural relevance, and their applicability in online learning. This study addresses these gaps by examining the use of traditional games in a private primary school in Central Java with 120 students aged 7–11. Using a mixed-methods design, it integrates survey data on engagement, stress, and cultural awareness with focus group and interview insights to capture students’ and teachers’ experiences. Findings reveal that traditional games foster a heightened sense of cultural identity and promote cooperative behavior among students, thereby improving interpersonal skills and cultural understanding. Simultaneously, certain games posed challenges for students with varying physical abilities or differing familiarity with cultural practices, which occasionally led to frustration or disengagement. In the context of online learning, integrating traditional games required adaptive strategies, highlighting both the potential for innovative, interactive digital activities and the limitations imposed by technological infrastructure and student readiness. These results underscore the multifaceted role of traditional games as a bridge between cultural education, mental well-being, and interdisciplinary learning, suggesting careful selection, adaptation, and scaffolding are essential to maximize their educational value while mitigating situational challenges. Keywords: cultural awareness, mental health, online learning integration, traditional games

Abstract: The National Education Policy (NEP) 2020 symbols a significant change in India’s higher education setting by encouraging all-inclusive, multidisciplinary, and flexible learning frameworks. Media education takes on crucial importance in this perspective since it directly influences how upcoming journalists, communicators, and content producers perceive and impact society. This study explores how diverse pedagogies that are in line with NEP 2020 might change media education to promote digital ethics and critical thinking, two crucial skills. Based on international research, constructivist and interdisciplinary learning theoretical frameworks, and policy analyses, the study investigates how media curricula might be improved by integrating knowledge from sociology, psychology, law, political science, and technology. The study also identifies implementation-related issues such student flexibility, infrastructure limitations, and teacher readiness. Practical foundation is provided by case studies of Indian universities implementing NEP-inspired changes. The results imply that interdisciplinary integration fosters ethical responsibility in negotiating the difficulties of disinformation, digital manipulation, and algorithmic media in addition to giving students more acute analytical skills. In the end, the study makes the case that adopting NEP 2020's transdisciplinary ethos in media education is crucial to producing socially conscious media workers who can help create an informed and democratic digital society.

Product development is undergoing profound change: whereas the focus used to be on geometric modelling of individual components, today the focus is on networked systems. Classic CAD design is increasingly becoming a strategic integration tool that combines mechanics, electronics, software and simulation. Model-based approaches such as MBSE and semantically linked CAD models create consistent data chains that enable seamless collaboration across disciplinary boundaries. The shift from component design to systemoriented development processes is particularly evident in the growing importance of parametric and functionally linked models. Changes to a parameter automatically lead to adjustments in dependent geometries, simulations and parts lists, significantly reducing development times and error costs. At the same time, CAD is becoming increasingly linked to PDM and AI-based lifecycle management systems. This integration creates a uniform, always up-to-date database the ‘single source of truth’ across the entire product lifecycle. Modern CAD systems not only map geometries, but also manage semantic information such as functions, materials, manufacturing data and tolerances. Simulation plays a central role in this: it is no longer a downstream step, but an integral part of the design. Isogeometric analyses and automated feedback loops are increasingly blurring the line between design and verification. Another milestone is the connection between CAD and the digital twin. Here, real operating data is linked to virtual models, so that design, simulation and operation are part of a continuous cycle. Companies that implement this approach report shorter development cycles, higher product quality and better maintainability. But the transformation remains challenging: data quality, standardisation, interfaces and cultural change are key hurdles. The move towards ‘system-driven product development’ is forward-looking: CAD as a platform for interdisciplinary collaboration, automated adjustments and learning digital twins. This turns the CAD system into the control centre of networked development a place where mechanics, electronics, software and data management merge into an intelligent overall system.

This review paper evaluates the integration of sustainable agriculture curricula into STEM (Science, Technology, Engineering, and Mathematics) education and its implications for student engagement, skill acquisition, and long-term career outcomes. As global priorities shift toward sustainability and climate resilience, embedding agricultural literacy within STEM education promotes interdisciplinary learning and fosters innovation in food systems, environmental stewardship, and green technology. The paper explores the pedagogical frameworks that support sustainability education, the role of experiential and project-based learning in linking theory with practice, and how exposure to sustainable agriculture concepts can shape students’ career trajectories in agri-tech, environmental science, and renewable energy sectors. Through a synthesis of recent empirical studies and educational models, the review highlights best practices, barriers to curriculum adoption, and strategies for aligning educational policy with industry needs. The findings underscore that early integration of sustainable agriculture within STEM not only enhances critical thinking and systems-based problem-solving but also cultivates a workforce prepared to address the complex challenges of sustainable development.

The article is devoted to the discussion of the development of giftedness of younger schoolchildren. The technology of interdisciplinary learning is considered as an effective approach for the further development of motivation and cognitive interest of this group of students. It is noted that only in an atmosphere of mutual assistance and cooperation between school and family can a positive result be achieved. The results of a survey of parents are presented, which show a fairly high level of openness in communicating with children, support for abilities and talents, which creates a favorable environment for the development of students' giftedness. Ultimately, the current situation in the education of gifted children requires new approaches and support from all subjects of education.

This study developed and implemented a three-year educational program aimed at fostering local human resources for sustainable regional development in a depopulated area of Japan. The program was conducted within the “Period for Integrated Studies”, a compulsory cross-curricular subject in Japanese junior high schools designed to promote interdisciplinary and community-based learning. A longitudinal questionnaire survey (2021–2023) of students assessed changes in knowledge, attitudes, and awareness related to regional sustainability. The results showed significant improvements in students’ understanding of sustainability and awareness of local issues, indicating that continuous, school-based programs can promote more enduring learning outcomes than one-time interventions. However, the increase in students’ willingness to take concrete actions was limited, suggesting the need for further curriculum refinement to strengthen the link between awareness and behavioral change. This study provides empirical evidence that embedding sustainability education systematically within the existing curriculum framework can effectively foster young people’s capacity to engage with the future of their local communities.

The study explores the pedagogical and technological potential of the online platform Canva in the context of generative artificial intelligence (AI). The article focuses on how the integration of AI-powered tools within Canva’s Magic Studio – namely Magic Write, Text-to-Image, and Canva Code – transforms the process of creating educational materials and enhances teachers’ digital and creative competencies. The research aim is to analyze the educational value of Canva as a multifunctional AI ecosystem that supports teachers in content creation, visualization of complex concepts, and development of interactive learning tools without programming skills. Methodologically, the study employs analytical and experimental approaches to demonstrate the implementation of Canva’s AI features in the design of text-based, visual, and interactive educational resources. The results indicate that Magic Write significantly accelerates the preparation of lesson materials, Text-to-Image facilitates the generation of customized illustrations, and Canva Code enables interactive components that promote engagement and inclusivity in the learning environment. The use of Canva in education contributes to the realization of STEM and STEAM principles, encouraging interdisciplinary learning, creativity, and problem-solving. The findings confirm that Canva serves not merely as a design platform but as an intelligent, human-centered system that fosters a new culture of educational design adapted to the needs of the 21st century. Prospective directions for future research involve addressing ethical, copyright, and legal aspects of using generative AI in educational content creation.

This paper introduces music performance as an innovative form of communication that extends beyond verbal and textual language, positioning it as a valuable pedagogical tool in education. While conventional teaching methods often prioritise spoken and written expression, music offers a non-verbal system of semiosis through rhythm, phrasing and dynamics. By drawing parallels between musical and linguistic structures, this paper proposes music as language, embodied in a framework for enhancing creativity, empathy and intercultural understanding. The key innovation lies in reframing performance as a communicative practice that develops learner sensitivity to nuance and their capacity for non-verbal literacy. This approach highlights how improvisation and interactive choices in piano and jazz guitar performance are presented as models for reflective and adaptive learning. The contribution to education is twofold: First, it broadens the concept of language to include artistic and embodied forms; second, it offers educators a strategy for cultivating more inclusive or culturally responsive classrooms. By positioning performance as “language beyond words”, the paper underscores its potential to transform communication, enrich interdisciplinary learning and advance education innovation in globalised learning environments.

Poor social connection is a risk factor for mortality comparable to smoking or obesity. Expert recommendations encourage clinicians to identify and address isolation, loneliness and absent social support; however, screening and documentation norms remain unstandardised in graduate medical education (GME) social determinants of health (SDOH) curricula. We assessed the knowledge, attitudes, and behaviours (KAB) of internal medicine resident physicians in a large, urban, academic medical centre regarding screening for and documenting social connection. Between October 2022 and February 2023, a voluntary, anonymous mixed-methods survey was disseminated to assess resident physicians' KAB about social connection as a SDOH. Quantitative data were analysed descriptively. Qualitative responses underwent content analysis. An electronic medical record (EMR) chart review of resident notes corroborated survey data. Sixty-three residents of an eligible 153 responded to the survey (41% participation). Sixty-five per cent reported never receiving formal GME about social connection as a SDOH. Familiarity with validated screening tools was low. Although 51% of respondents reported often/always documenting patients' social support systems, few chart notes explicitly mentioned social contacts. Respondents agreed that physicians are responsible for assessing and documenting social connection and noted key challenges of time constraints, inadequate screening and documentation norms and EMR navigation difficulty. Targeted didactics, EMR improvements and interdisciplinary learning opportunities were identified as potential solutions. This study identified notable gaps in resident physician KAB to address social connection as a SDOH. Challenges could be addressed with standardised screening and documentation norms and skill development in patient communication and interdisciplinary teamwork.

Abstract Background Capstone design courses are foundational to undergraduate biomedical engineering (BME) education, fostering technical and professional competencies through project-based learning. However, sustaining clinical mentorship is challenging due to faculty and physician time constraints, prompting exploration of alternative mentorship models. Purpose/Hypothesis This pilot study evaluates the feasibility and acceptability of integrating medical students as mentors for undergraduate BME senior design teams. We hypothesized that (i) the model would be feasible (routine meetings and mentor availability maintained), (ii) acceptable to students (project satisfaction and perceived mentorship impact non-inferior to faculty-led mentorship), and (iii) would enhance clinical engagement (greater stakeholder interaction) without adversely affecting academic outcomes. Design/Method A prospective, survey-based study was conducted in the Virginia Tech BME senior design program (2024–2025). Students were grouped by mentorship models: faculty-led, medical student-led, or mixed. Surveys assessed clinical engagement, teamwork, and project satisfaction; statistical analysis included Mann–Whitney U and Kruskal–Wallis tests. Results Among 66 eligible students, 20 completed the survey (38% response rate). Baseline characteristics were similar across groups. While overall satisfaction and academic performance were comparable (no statistically significant differences) between mentorship models, teams with medical student mentors reported enhanced clinical insight, greater engagement with clinical stakeholders, and increased regulatory exposure. Both mentorship models were positively rated, with medical student mentors uniquely contributing to clinical relevance and stakeholder interaction. Conclusions Integrating medical student mentors into undergraduate BME capstone teams is feasible and enriches interdisciplinary learning, bridging gaps between engineering and clinical practice. Medical student mentors foster clinical engagement and offer practical perspectives, without compromising project satisfaction or academic outcomes. Structured frameworks and clear role definitions are essential for optimizing mentorship models. Larger, multi-institutional studies are recommended to validate these findings and inform best practices.

Abstract Herbarium collections serve as vital archives of plant diversity, taxonomy, and ecological history. However, in many colleges, these collections have deteriorated over time due to poor preservation, outdated documentation, and limited accessibility. The integration of Artificial Intelligence (AI) tools offers a promising approach to modernize and restore old herbarium collections. AI-driven techniques such as image recognition, machine learning, and Optical Character Recognition (OCR) can automate specimen identification, enhance digitization, and recover valuable label information from aging records. By converting physical specimens into digital formats, AI facilitates efficient data management, improved accuracy, and linkage with global biodiversity databases. Moreover, predictive analytics supported by AI can extract ecological and biogeographical insights from historical specimens, contributing to climate change and conservation studies. In educational contexts, this technological integration fosters interdisciplinary learning and research, bridging botany with data science. The study highlights the transformative potential of AI tools in preserving botanical heritage, promoting accessibility, and revitalizing traditional herbaria as modern centers of research and education. Key words : Artificial Intelligence (AI); Herbarium Digitization; Machine Learning; Optical Character Recognition (OCR); Botanical Data Management; Specimen Restoration; Biodiversity Informatics; Digital Preservation