Health professions educators widely agree that inquiry must be fostered in trainees, yet fundamental questions remain about how to cultivate it as a habit. This scoping review examined instructional approaches to teaching inquiry in medicine and nursing through the lens of John Dewey's philosophical framework, which conceptualizes inquiry as comprising both a five-phase method and a psychological attitude toward inquiry methods. Our analysis of 103 articles describing inquiry-focused educational interventions in medical and nursing education shows that, beyond clinical reasoning and evidence-based practice, current approaches predominantly emphasize research participation, focusing on building knowledge and skills in inquiry methods while largely neglecting two critical components of Deweyan inquiry. First, interventions rarely engage learners in the initial phase of recognizing and experiencing uncertainty-the crucial starting point that drives authentic inquiry. Second, despite well-established links between attitudes and behavior, promoting positive attitudes toward inquiry methods was rarely an explicit educational objective. We conclude that teaching inquiry purely as a method, without attending to the formative experiences of uncertainty and attitude development, falls short of cultivating inquiry as a sustained professional habit. Future educational interventions can be strengthened by explicitly designing for awareness of uncertainty, including clear attitudinal objectives, and measuring not only the skills acquired but also the attitude formed toward inquiry methods.

ABSTRACT Amid widening regional disparities in China and the concentration of university resources in eastern provinces, the role of research-intensive universities in promoting balanced regional growth remains insufficiently understood. Against the backdrop of China's distinctive institutional arrangements, including the Double First-Class Initiative, local government competition and regionally differentiated development strategies, this study examines how university research capacity influences regional economic growth through spatial knowledge spillovers. Using provincial panel data from China for the period 2005–2019, we employ a Spatial Durbin Model (SDM) to analyze these relationships. The findings show that university research capacity significantly promotes both local and cross-regional economic growth. These effects are conditionally moderated by institutional and capability-related factors: university–industry collaboration enhances spillovers, firms’ technological absorptive capacity exhibits a non-linear ‘J-curve’ pattern, and government innovation support operates primarily through long-term mechanisms. The findings highlight the cumulative and intertemporal nature of university-driven spillovers and advance spatial spillover theory by emphasising non-linear, moderated diffusion in an emerging economy context. Policy implications point to differentiated regional strategies – shifting developed regions from expanding collaboration scale to improving collaboration quality, while prioritising absorptive-capacity building and cross-regional knowledge platforms in less-developed areas.

Generosity can function as a scientific method—a disciplined stance that aligns curiosity with openness, credit-sharing, and stewardship of data, specimens, and ideas. Rather than a soft add-on, generosity structures how questions are framed, teams are built, and results are disseminated, thereby improving rigor, reproducibility, and impact. This viewpoint article advances a conceptual and operational framework for “generosity in science,” aimed at researchers, institutions, and funders seeking alternatives to competition-driven models of knowledge production. I examine generosity as practice at the levels of people, collectives, and institutions and argue that persistent global challenges in health demand pro-collaborative architectures. Seen this way, generosity is not mere altruism; it is part of the epistemic engine that turns uncertainty into shared knowledge while distributing opportunity and recognition more fairly. I define core principles of generous research and organize them across three domains: research design, governance, and evaluation. The paper draws on illustrative examples and relevant literature to situate generosity within ongoing debates on open science, team science, and research assessment reform. I outline practical principles for embedding generosity into research design, governance, and evaluation and discuss how these principles can counter vanity metrics and short-term incentives. I conclude that embedding generosity in the infrastructure of science enables better questions, faster learning, and greater public value.

Risk decision-making has evolved from a vernacular focused on risk assessment and management to fully integrated approaches designed to inform risk acumen. Consequently, there has been a renewed interest, particularly in areas with significant paradigm shifts, to understand the complex nature of the underlying intersections between data, ethics and risk. For example, building more awareness of the risk and ethical implications for applying artificial intelligence for generative (content creation) and agentic (decision-making) purposes or relying on next generation risk assessments grounded in models reflective of the Three Rs principles (i.e. the replacement, reduction and refinement of animal studies). Global thinkers in risk science and analysis have also developed frameworks and models, such as the Projector Model, to show the complex nature of these intersections relevant to public health and regulatory risk decision-making. This Comment article builds on this work by sharing real-life examples from an expert panel discussion, which occurred during the Chief Data & Analytics Officer (CDAO) Canada Public Sector 2025 meeting. These panel members relied on the Projector Model to navigate the discussion in a session titled 'Data-driven science - Transforming risk assessment and regulation in the public sector'. The examples showed how institutional values and norms serve as foundational elements for risk decision-making, and highlighted that data-driven science, especially that based on novel approaches and technologies, needs careful consideration from an ethical and risk perspective.

ABSTRACT Preparing nursing students to provide high-quality, person-centered dementia care is a global priority, yet most research has focused on measuring educational outcomes rather than understanding the mechanisms that underpin meaningful change. This qualitative study explored how a three-year Dementia Education Programme (DEP), embedded within an undergraduate nursing curriculum at a UK university, shaped students’ knowledge, attitudes, and clinical practice. Thirteen students participated in semi-structured interviews approximately ten months after completing the DEP, and data were analyzed using reflexive thematic analysis. Four interrelated themes captured students’ reflections on learning and professional development: (1) “It gave me such a good insight.” Building knowledge and awareness; (2) “What I took most from it was that not everybody’s the same.” Transforming attitudes and person-centered values; (3) “It was experiencing what people with dementia experience.” Enthusiasm for novel teaching methods; and (4) “I feel that I’m more confident going in now.” Impact on practice. Findings highlight how emotional impact, educator authenticity, and multimodal pedagogy acted as key mechanisms for deep learning. By moving the field beyond outcome measurement toward process and mechanism, this study provides insight into how dementia education translates into practice, a dimension rarely examined in gerontological and health professions education.

The Chamas for Change (Chamas) program is an innovative three-year community-based gender-responsive intervention in Western Kenya. During this period, the program provides peer support, microfinance initiatives, and health education to pregnant women. A randomized control trial demonstrated significant improvements in maternal and child health outcomes for program participants. This qualitative study explored community perceptions of the program. We conducted 9 focus group discussions and 4 key informant interviews between November 2017 and June 2019. Participants (n = 75) were recruited from four sub-counties in Trans Nzoia County representing diverse rural, peri-urban, and urban settings. They included 26 pregnant women (pre-intervention), 19 Chamas women, 10 spouses, 16 CHPs, and 4 county public health nurses (post-intervention). We used purposive sampling to ensure representation across all four sub-counties where the intervention was deployed. We recruited women aged 18-45 years who had experienced pregnancy within the previous two years from each sub-county in Trans Nzoia County, capturing experiences across rural, peri-urban, and urban settings. This sampling strategy ensured comprehensive geographic representation within the intervention catchment area to understand how pregnancy experiences and gender dynamics varied across different community contexts. CHP and local leaders in each sub-county facilitated recruitment. Pre-intervention FGDs explored pregnancy experiences, gender-related barriers to care, and social support needs. Post-intervention, we examined Chamas program components, implementation, cultural acceptability, and perceived effects across individual, interpersonal, and community levels using the socio-ecological model (SEM). Data were analyzed thematically with ATLAS.ti® version 23.4, organizing findings by SEM levels and participant type. Pre-intervention participants described deep-rooted gender inequities and structural barriers to care that shaped pregnancy experiences. Our analysis revealed four key themes: (1) The "heaviness" and isolation of pregnancy shaped by gender roles, (2) Building individual skills and knowledge for pregnant and parenting women and their children, (3) Enhancing interpersonal support and family dynamics, and (4) Community-wide effects and challenges of implementing a gender-responsive program. Participants reported increased self-reliance, health knowledge, and financial skills at the individual level. Interpersonally, the program fostered improved family dynamics, communication, and shifts in gender roles. At the community level, it enhanced social cohesion and collective action, gaining widespread acceptance due to its cultural relevance. The program's microfinance component created participation barriers for the poorest women. The Chamas program's integrated approach was viewed favorably across SEM levels showing benefits for individuals and communities. Results show benefits for individuals and communities. Multiple participant perspectives provided comprehensive understanding of the program's effect. Future research should examine modified microfinance models to enhance accessibility for the poorest women and explore program application in similar settings.

ABSTRACT The development of foundational literacy skills, including phonological awareness (PA) and oral language, in childhood, provides the basis for future academic learning. Early childhood educators (ECEs) play a vital role in promoting this early literacy development and, as such, require self -efficacy and knowledge related to literacy instruction. The present quantitative study assessed the impact of professional development intervention targeting ECE’s knowledge and self -efficacy in phonemic awareness and oral language instruction. Fifty-four ECEs were randomly assigned to either the phonemic awareness workshop or the oral language development workshop, with 31 ECEs returning one month later to complete the alternate workshop. This quasi-experimental study used a repeated measures pre-post design, with participants serving as their own within-subject controls. ECEs were assessed before and after each workshop. Initial assessments consisted of closed-ended written assessments and later assessments measured early-literacy knowledge and self-efficacy. Findings suggest that the professional development intervention was effective in improving ECEs’ knowledge and self-efficacy. This study adds to the limited body of research on ECE’s knowledge and self-efficacy for early literacy instruction and suggests that through targeted professional development, significant improvements can be made.

Purpose The concept of value co-creation occupies a central role in marketing and service research, yet its usage has often been fragmented and inconsistent. This study aims to examine value co-creation as a case of conceptual fragmentation, offering a large-scale reassessment of its conceptual development. Design/methodology/approach Analyzing 2,960 articles published between 2004 and 2019, the authors conduct an integrative literature review and statistical analysis. The authors introduce analytical comprehensiveness (AC) as a systematic measure to evaluate how thoroughly the foundational dimensions of value co-creation – value proposition and value-in-use – are engaged. Findings The longitudinal analysis reveals both intuitive and counterintuitive patterns. While integration has generally increased, trajectories differ across article positioning, journal types and rankings. These findings indicate that integration is not simply a function of time but reflects mechanisms of scholarly learning, diffusion and institutionalization. Research limitations/implications To the best of the authors’ knowledge, this is the first quantified, large-scale review of value co-creation, clarifying its foundational dimensions and advancing conceptual fragmentation as an actionable research construct. It opens pathways for future work on conceptual stewardship and cumulative knowledge building. Practical implications This study enhances practical understanding by refining value co-creation into actionable dimensions – value proposition and value-in-use – that can guide managerial application. Originality/value This paper contributes by elaborating conceptual fragmentation as a central phenomenon in marketing, introducing AC as a replicable measure, showing its contingency on structural contexts and refining value co-creation’s conceptual core through the first large-scale empirical analysis of its fragmentation dynamics.

Background: Contemporary organizational management demands the strategic integration of ICTs to generate competitive advantages; however, manual practices and managerial resistance to change persist in SMEs in the optical sector in Lagunillas. Objective: To interpret the use of technological tools in the organizational management of optical companies in Lagunillas, Zulia, to foster competitive advantages through the collective construction of knowledge. Methods: Qualitative study with a focused ethnographic design. Semi-structured interviews and direct observation were applied to five key managers, reaching theoretical saturation. The analysis was performed using open and axial coding, ensuring rigor with Lincoln and Guba criteria. Results: Four categories emerged: managerial resistance to remote work, limited technological use to basic communication, passive information consultation, and rejection of process digitization. Spontaneous, non-institutionalized organizational learning was identified. Conclusions: Technology is underutilized due to cultures of in-person control and a lack of strategic adoption. Institutionalizing collaborative platforms and digital skills is needed to transform operational communication into knowledge building and a sustainable competitive advantage.

Recirculating Aquaculture Systems (RAS) are increasingly utilised farming systems, renowned for being water- and nutrient-efficient, yet they are energy demanding. However, systematic and comparable evidence on their energy requirements remains limited. This study aims to identify, review and synthesise current knowledge on key trends and reported factors influencing electrical energy consumption in RAS and to investigate resource use reporting. For this, energy use in fish RAS was examined in studies from 2010 to 2024 ( n = 25). The information on energy use linked to water use and feeding was analysed through regression and correlation analysis. Non-parametric tests investigated the influence of different production and data factors on energy use. Contrary to expectations, the findings indicate no direct relationship between energy use, water use, and feeding. Instead, systems operating with higher maximum stocking density operate more energy efficiently than those with lower density. Furthermore, commercial RAS demonstrated lower energy use than research systems, and freshwater systems operated more energy-efficiently than saltwater systems. Energy use was also influenced by species cultivated. The major limitation of this study was the small dataset on energy use in RAS available in the literature. The heterogeneity in data reporting need to be considered when interpreting these results and drawing general conclusions about energy and resource trade-offs in RAS. Nevertheless, this review offers a standardised assessment of RAS electrical energy use and its connections to other resource use indicators. Supporting the future development of comparable datasets for cumulative knowledge building, more consistent metrics and harmonisation are recommended. • Quantitative and standardised synthesis of factors affecting electricity use in RAS. • Species selection and rearing density influence energy use in RAS. • Data standardisation is essential for robust resource-use benchmarking. • High-yield, high-density species show potential for improving energy efficiency in RAS.

Dance-making curricula in higher education often emphasize the “sole creator,” unintentionally fostering competition. Social media reinforces this happening, privileging product over process. Seeking an alternative, we explored pedagogy that balances shared responsibility with individual authorship. Grounded in feminist pedagogy, collaborative art making, Knowledge Building Theory, and 4E cognition, we designed a syllabus for advanced choreography where students collaboratively supported one another’s works. Tasks such as brainstorming, dramaturgy, research, and developing prompts were shared, and Liz Lerman’s Critical Response Process deepened feedback and inspired new movement ideas. Students also collaborated on production and logistical elements, including costuming, sound, and stage management. By semester’s end, we observed reduced fear of judgment and less competition, suggesting that sustained engagement in such methods across a four-year program could further cultivate collective authorship and peer support in dance education.

The subject of the study is the architecture and functional implementation of a prototype web-oriented intelligent tutoring system for adaptive mathematics learning in an online environment. The purpose of the work is to develop and substantiate the concept of an intelligent web-based system that provides parameterized generation of mathematical problems, automated answer validation, a multi-level hint mechanism, and an individual learning trajectory based on a probabilistic knowledge mastery tracing model. To achieve the goal, the following tasks were addressed: the analysis of modern approaches to building intelligent tutoring systems and knowledge tracing models; the formation of a domain model using a knowledge graph with prerequisite links; the development of modules for template-based problem generation and automated answer validation; the formalization of an adaptive learning scenario based on Bayesian updating of mastery probability; the design of a three-level contextual hint mechanism; the creation of interface solutions for entering mathematical expressions and providing immediate formative feedback; and the evaluation of the potential use of generative artificial intelligence for automating learning content creation. The research methods include systems analysis, functional decomposition, a comparative literature review on intelligent tutoring systems and computer-aided mathematics assessment, the implementation of the classical probabilistic knowledge tracing model, and prototyping of a client-server web system (with an Angular frontend). Conclusions. The developed prototype implements a closed-loop adaptive learning cycle that includes dynamic problem generation, answer input and validation, the provision of contextual hints, the updating of knowledge mastery assessment, and the selection of the next learning step. The system is already operational as a public web prototype and creates a foundation for the empirical evaluation of the effectiveness of adaptive mathematics learning. The scientific novelty lies in the comprehensive integration within a single web platform of: template-based problem generation, automated validation of mathematical expressions, a hierarchical hint mechanism, a probabilistic knowledge tracing model for trajectory management, a knowledge graph with prerequisites, and the justification for the use of generative artificial intelligence in automating content creation and error diagnostics.

Despite the rapid proliferation of artificial intelligence technologies in project management contexts, a systematic understanding of AI applications, outcomes, and ethical implications remains fragmented. This systematic literature review addresses this research gap by synthesizing evidence from peer-reviewed studies published between 2020 and 2026, following PRISMA guidelines to ensure methodological rigor and transparency. The review examined multiple databases including Scopus, Web of Science, and IEEE Xplore, employing comprehensive search strategies with predefined inclusion and exclusion criteria. Quality assessment was conducted using established frameworks appropriate to diverse study designs, and data synthesis combined narrative synthesis with thematic analysis. The findings reveal that AI applications in project management span all phases of the project lifecycle, with the planning phase receiving the most extensive research attention. AI technologies demonstrated substantial potential for enhancing estimation accuracy, optimizing schedules, improving risk identification, and enabling more effective monitoring and control. The emergence of agentic AI in 2026 represents a significant development, transforming the relationship between project managers and AI systems from tool-based augmentation toward autonomous agent collaboration. However, the evidence also reveals considerable variation in outcomes across contexts, highlighting the importance of implementation factors and organizational readiness in determining AI success. The systematic examination of ethical challenges identifies critical considerations including algorithmic transparency, accountability allocation for AI-influenced decisions, fairness in AI-driven resource allocation, and data privacy protection. These ethical dimensions have received insufficient attention in the project management literature, representing an important gap that warrants systematic examination. The review identifies several limitations in the current evidence base, including the predominance of cross-sectional studies, limited longitudinal evidence regarding sustained adoption impacts, concentration of research in certain geographic and industrial contexts, and sparse development of project management-specific AI ethics frameworks. These gaps point toward productive directions for future research, including longitudinal studies of AI adoption trajectories, implementation process research, examination of AI effectiveness across diverse project types and industries, and development of theoretical frameworks for AI-augmented project management. The findings contribute to cumulative knowledge building while providing evidence-based guidance for practitioners considering AI adoption in project management contexts. The review demonstrates that AI integration in project management has matured from experimental applications to practical deployments, while highlighting the need for continued attention to ethical considerations and implementation factors that influence successful adoption.

Small Island Developing States (SIDS) are champions on the global stage of sustainable and equitable ocean management. This paper addresses the contributions of SIDS to the negotiation and development of the legally binding agreement under the United Nations Convention on the Law of the Sea (UNCLOS) on the Conservation and Sustainable Use of Marine Biological Diversity of Areas beyond National Jurisdiction (BBNJ Agreement). Firstly, we reflect on how SIDS claimed space and asserted voice during the negotiation process. We illustrate SIDS’ emergence as active, effective and influential participants in the BBNJ negotiation process, highlighting issues key for SIDS such as special circumstances of SIDS as a principle, special considerations relating elements of the Agreement’s package, and representation on key institutional structures. Secondly, we analyse how and why SIDS created space and gave voice to important topics for equity in the agreement - such as transparency, participation, traditional knowledge, gender, and effective capacity building and technology transfer. We argue that these contributions by SIDS stand to benefit the implementation of the agreement as a whole. Thirdly, we look ahead to consider how SIDS might cement space and maintain voice, including in relation to promoting SIDS expertise in implementation, enabling knowledge exchange between SIDS negotiators, and filling capacity and financing shortfalls in SIDS. Our analysis illustrates a strategic approach of internal coordination geared towards targeted external influence that served SIDS well during the negotiations and stands to benefit SIDS and the ocean overall in future.

Off-the-ball behaviors play a decisive role in football performance, underpinning space creation, defensive balance, and team coordination. However, current research remains conceptually fragmented, with inconsistent terminology and limited comparability across studies. This Perspectives article addresses these limitations by introducing a structured conceptual-terminological framework for the systematic classification of off-the-ball behaviors. The proposed framework is descriptive in nature and organized along four complementary analytical axes: Possession-Function, distinguishing tactical intent and possession context; Unit of Analysis, specifying the observational scale from individual players to team dynamics; Performance Dimension, capturing physical, tactical, or perceptual-intentional characteristics of behavior; Behavioral Type, differentiating positioning, maneuvering, and high-intensity runs. Each behavior is encoded through a taxonomic string combining these four dimensions, enabling precise classification and cross-study comparison. The analytical utility of the framework is demonstrated through the reclassification of recent empirical studies, illustrating how distinct analytical focuses correspond to specific taxonomic combinations. By establishing clearer analytical boundaries and a shared language, this framework supports cumulative knowledge building and facilitates interdisciplinary dialogue among researchers from different backgrounds, including sport science, data science, and behavioral research. It also provides a foundation for translating the “invisible” dimension of football into quantifiable and interpretable tactical performance indicators.

Many college students experience introductory physics as psychologically threatening. In a preregistered RCT, we applied the biopsychosocial model of challenge-threat to describe patterns of threat in introductory physics and test whether a 5-d mindfulness training could reduce threat and increase engagement among undergraduates. Course-wide surveys (N = 954) screened students for the RCT and revealed roughly half of students experience psychological threat. Students identified with systemically excluded groups were more likely to experience psychological threat while systemically advantaged students were more likely to experience psychological challenge in their introductory physics course. In the RCT (N = 149), mindfulness training reduced psychological threat and fostered greater engagement in introductory physics, and, consistent with our theory of change, mindfulness training was associated with greater physics engagement through reductions in threat. The results demonstrate that mindfulness can help students manage stress more effectively by reducing psychological threat and fostering engagement in contexts like introductory physics.

As a journal dedicated uniquely to open-access publishing promoting design knowledge building and sharing, the International Journal of Designs for Learning (IJDL) has benefited greatly from the unwavering support of Dr. Phillip (Phil) Harris (1939-2026).

Research suggests that both the comprehension processes readers use and their background knowledge about a text’s topic influence reading comprehension. It is less clear whether and how building knowledge through reading shapes readers’ use of comprehension processes. In this study, fourth-grade students were randomly assigned to read and respond to a set of informational texts that cohere around concepts about the ocean or a set that addresses a range of science concepts. We assessed students’ (a) knowledge of ocean vocabulary and concepts, (b) reading processes revealed through think-alouds while reading new ocean texts, and (c) retelling of the new tests. Results indicated that the students who read the ocean texts acquired more knowledge about the ocean, used a higher proportion of higher-level processes in their think-alouds, and offered stronger retellings. These findings suggest that building knowledge through reading may fuel students’ use of higher-level comprehension processes and their reading comprehension.

Chronic pain is a significant global public health problem affecting 1 in 4 adults and 1 in 5 young people. Despite the high prevalence of chronic pain, research into its prevention is scarce. In this review, we draw from current, interdisciplinary evidence to present a conceptual Situate - Experience - Learn - Feel (SELF) Framework that takes a developmental and biopsychosocial-societal approach to building children's resilience against future chronic pain. The SELF Framework considers the impact of one's Situation, including social and societal supports and structures, early life Experiences, Learning of skills and knowledge, and the ability to understand and differentiate Feelings, in establishing SELF-empowerment, SELF-enablement, and SELF-reliance for the management of future pain experiences. We argue that childhood (∼0-10years) is a developmental period that provides a potentially critical and thus far untapped opportunity to build resilience to chronic pain in adolescence and beyond. Our framework has three pillars: (1) LEARN: 'Building Knowledge and Skills' - targets children's understanding of pain and healthcare and associated behaviours; (2) EXPERIENCE: 'Strengthening Social Support and Building Emotional Resilience' - targets the fostering of social supports, community, positive childhood experiences, and emotional wellbeing; and (3) FEEL: 'Building Brain-Body Integration' - targets the development and maintenance of movement, interoception, and body awareness. For each pillar, we present its definition and scope, an evidence-based rationale, and provide implementation strategies that could reduce the risk of chronic pain in the future. Importantly, the SELF Framework considers that disadvantageous aspects of a child's broader societal/structural and social SITUAT[ION] may demand additional supports to mitigate risk, and we present several avenues for future research on this.

Radiographer role extension into image interpretation has gained global attention, particularly in low-resource settings where radiologist shortages hinder timely diagnosis. However, limited methodological guidance exists to support the design of complex, context-specific implementation research in this area. This paper outlines and reflects on a four-phase sequential mixed methods design employed to develop and validate a framework for Preliminary Image Evaluation (PIE) by radiographers in Ghana. This methodological paper presents a reflective account of the design decisions and integration strategies that guided a multi-phase mixed methods study on radiographer role extension. Rather than reporting new empirical data, the focus is on the philosophical positioning, analytical choices, and integration logic that shaped the study. Key methods included qualitative interviews, a validated online survey, performance-based image interpretation tests, curriculum document analysis, and a Delphi consensus process. Sequential integration of qualitative, quantitative, documentary, and performance-based data generated meta-inferences that supported cumulative knowledge building and iterative refinement of research tools. The design enabled alignment across data strands, enhanced interpretive trustworthiness, and culminated in a validated PIE framework tailored to resource-constrained environments. Stakeholder engagement throughout the process reinforced contextual relevance and legitimacy. This study demonstrates the methodological strength and contextual value of methodological diversity and purposeful method integration in addressing complex workforce issues. It shows how mixed methods designs can move beyond isolated findings to inform sustainable education reform, workforce development, and policy alignment in radiography. This work offers a methodological model that can guide educators, researchers, and policymakers in designing contextually responsive workforce research. By showcasing how integrated mixed methods can generate policy-relevant and actionable insights, it supports the development of strategic approaches to radiographer role extension.