Education Students Research Articles

The use of artificial intelligence in the education of people with visual impairment

Over the past decades, technological advances have led to the development of assistive technologies in the field of education. Specifically, in special education, access for people with a disability may require adaptations to educational programs and technological applications to enhance their independence and participation in society. One of these innovative educational technologies is artificial intelligence. Research has shown that the effective application of artificial intelligence is an important aid in the education of students with special educational needs, such as those with visual impairments. This article presents a brief review of recent studies on the application of AI in the education of people with visual impairments and whether it can contribute to improving their quality of life and their equal access to all levels of education. It also provides a case study, the "PeopleLens" system, for an in-depth analysis of the use of AI as an assistive technology.

Assessing the Grammatical Rules Proficiency among Polytechnic and Colleges of Education Students in Anambra State Using Evidence Centered Design Assessment

Language assessment is a broad concern in Applied Linguistics because it focuses on the measurement and judgment of learners’ proficiency, and the efficiency of the learning practice used by the learners as well as the teaching method employed by language teachers. This research paper adopted Evidence Centered Design (ECD) as its theoretical framework to form the bedrock of this study. The ECD methodology is an assessment approach or design which underscores the central sole of evidentiary reasoning in assessment. ECD assessment deisgn is used in this study to explore the efficiency of Evidence Centered Design in the assessment of English language proficiency level of the Igbo speakers of 200 undergraduates from three polytechnics and one college of education in Anambra State, Nigeria. The study adopted qualitative and quantitative research design, primary and secondary source of data to help the researcher make predictions and judge the communicative competence of these learners by using diagnostic model of test to determine their interactive knowledge in the use of parts of speech. The study used simple percentage which is the statistical analysis acceptable in Language studies, to analyze the data collected from the questionnaire and the test. The findings from this study proved the validity of ECD assessment in determining language proficiency.

Associations Between DCD Traits, Perceived Difficulties Related to ADHD, ASD, and Reading and Writing Support Needs Among Students in Higher Education: A Pilot Study

Background/Objectives: Since the Act for Eliminating Discrimination against Persons with Disabilities was enacted in 2016, the number of students with disabilities in higher education institutions has increased significantly, creating a greater need for support. Developmental Coordination Disorder (DCD) often coexists with other neurodevelopmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and reading and writing difficulties; yet, awareness of DCD remains low. This study aimed to investigate the prevalence of DCD traits among Japanese higher education students and their relationship with ADHD, ASD, and reading and writing support needs Methods: A pilot study was conducted with 77 university students (mean age: 19.17 ± 0.68) in the Kansai region, using the Adolescents and Adults Coordination Questionnaire (AAC-Q) to screen for DCD traits, along with a questionnaire assessing difficulties related to ADHD and ASD, and a survey on reading and writing support needs. Results: The study found that 12.9% of students scored more than 1 standard deviation above the mean on the AAC-Q. Students in the DCD trait group (n = 10) reported greater difficulties related to ADHD and ASD than those in the non-DCD group (n = 67). Correlation analysis revealed a moderate-to-strong association between AAC-Q scores and difficulties related to ADHD and ASD among students in the DCD trait group. Conclusions: This study suggests the need to raise awareness about DCD traits and to provide comprehensive support for students with ADHD and ASD in Japanese higher education institutions.

Understanding the behavioural intention of students for education via OTT platforms driven by social media advertisements

PurposeThe paper aims to examine students' feelings about studying through over-the-top (OTT) education and how they are influenced by social media advertisements (SMA) while browsing the Internet. The study looked into the factors influencing students' behavioural intention (BI) for OTT education, which helps meet their individual needs beyond the limits of traditional platforms.Design/methodology/approachData were collected through an online survey using a structured questionnaire from 345 students in the present study from various districts of Rajasthan in India. The collected data were analysed using the partial least square–structural equation modelling to substantiate the hypotheses and make inferences.FindingsThe study provided an inclusive model by probing the effect of four SMA features [Informativeness (INFO), Entertainment (ENT), Trust (TRU) and Reward (RWD)] on Brand Engagement (BE). It emphasises casing gaps in the literature regarding the consequence of BE on BI in the OTT market. The results highlighted a significant relationship between BE on BI. At the same time, all relationships proved significant for SMA, apart from TRU. The pioneering research jointly studies these factors in the model, predominantly in the streaming platforms, with empirical data.Originality/valueTo the best of the authors’ understanding, previous research lacks in focusing ENT, INFO, TRU and RWD’s relation to BE and identifying its effect on OTT education in the Indian context. Using the present study, marketers in the competitive world can better facilitate the adoption of OTT platforms, the factors impacting brand engagement for students and their views on the topic.

Barriers to the application of simulation technologies in the education of health care students

Abstract Simulation technologies (ST) in health and medical education are undergoing rapid development due to the undoubted advantages of the methods and forms of simulation used - high quality, significant efficiency, economy, reliability and safety for the patient. At the same time, the application of ST is still underrepresented in the education of health care students. The main aim of this study was to identify the barriers and perspectives for the application of ST in the education of health professional students in Bulgaria from the perspective of the respondents’ expertise. A qualitative study of the expert (n = 17) opinion of those directly involved in the introduction, application, and evaluation of the use of ST in the education of healthcare students was conducted in 2023 in Varna. The questionnaire regarding the barriers and perspectives in the use of ST in the education of undergraduate and postgraduate students in health specialties students was used. The main barriers to the widespread use of ST in the training of students were identified as follows: the lack of adapted curricula that combine traditional practical sessions with patients and those on simulators; the lack of a sufficient number of trained and motivated trainers; the reluctance of trainers to introduce or more widely use ST; lack of or insufficient space to locate a simulation centre or equipment in relevant core units; the high cost of purchasing and maintaining ST and limited financial resources, as well as the large number of students in the groups. According to one of the experts, ‘there are no barriers to the use of ST, but real patient contact and a personalized approach to the patient is impossible to replicate through technology,’ highlighting the importance in combining traditional training with real patients and modern with the use of technology. Ethical issues in training healthcare professionals with simulators appear to be a new aspect of medical education with the application of ST. Key messages • In the effort for widespread implementation of ST in the training of health professions students, it is important to achieve a balance with traditional training experienced with real patients. • Identifying and overcoming barriers is an important prerequisite for the rapid and widespread application of ST in the training of health care students.

Development and validation of a questionnaire to evaluate Students Learning Needs using XR Technology

Abstract Background Extended Reality (XR) technology intends to combine or mirror the physical world, including innovative tools that can be applied in education increasing students’ engagement, improving comprehension, and leading to better outcomes. Under the umbrella of the PedXR project about an Extended Reality Learning Framework for Pediatric Nursing students in Higher Education (Erasmus +- 2023-1-EL01-KA220-HED-000161808), a survey was conducted aiming to validate a questionnaire to evaluate Students’ Learning Needs using XR technology (SLN-PedXR). Methods The questionnaire was developed by item generation through a literature review. The SLN-PedXR was validated in terms of content validity through PedXR Consortium (EL, CY, BE, BG) reviews. The psychometric properties of the final instrument were assessed in a sample of 106 nursing students of the Faculty of Nursing, University of Athens, Greece. Results The findings demonstrate high internal consistency (Cronbach’s alpha = .877). Principal component analysis was conducted to reduce dimensions and establish construct validity and internal consistency of the developed questionnaire. Following pilot-testing and consortium review, the final validated questionnaire consists of 45 items divided into 3 subcategories (current learning needs satisfaction, preferable learning modules, XR development). Conclusions The SLN-PedXR is a valid and reliable tool for evaluating students’ learning needs using XR technology. Key messages • In the rapidly evolving landscape of technological advancements, educational institutions must integrate innovative learning tools into their curricula. • The discernment of students’ learning needs and the formulation of tailored modules stand as pivotal determinants to optimize educational outcomes particularly within the domain of nursing education.

The cohort trends of social connectedness in secondary school students in Finland between 2017 and 2021.

The aim was to investigate the cohort trends of the experienced social connectedness in secondary school students between 2017 and 2021 and whether these trends vary by gender, school level and sociodemographic background. We used nationally representative Finnish data of 450,864 students in lower and upper secondary education. Social connectedness was measured by number of close friends, feelings of loneliness and sense of belonging at school. Adjusted regression analyses included year, gender, school level and sociodemographic factors (parental education, immigrant status of the student and urban-rural area of the school). The results showed that social connectedness declined from 2017 to 2021: 11% decline in having 3+ close friends, 15% increase in loneliness and 8% decline in belonging at school. The decline was especially large in girls and upper secondary school. Although some socio-demographically disadvantaged groups showed lower levels of social connectedness, there were differences by gender, school level and year. Many differences diminished because the more advantaged groups declined faster, i.e. moved towards the less advantaged groups. Declining social connectedness in young people is a worrying trend that requires a public health focus on the whole cohort while accommodating the variation by the individual and environmental context.

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

Quality of life, anxiety and mindfulness during the prevalence of COVID-19: a comparison between medical and non-medical students

BackgroundThe Covid-19 pandemic has affected all areas of society, including students. However, medical students have faced many challenges due to direct contact with patients. The present study was conducted with the aim of investigating and comparing the quality of life (QoL), anxiety and mindfulness between Iranian medical and non-medical students during the COVID-19 pandemic.MethodFive hundred and six students (both medical and non-medical students) participated in the study from August to October 2022 with a convenience sampling method. The data were collected using an online questionnaire including a demographic form, the QoL Questionnaire (WHOQOL- BREF), the Generalized Anxiety Disorder 7-item survey (GAD‐7) and the Relaxation/Meditation/Mindfulness Tracker t-Persian version survey (RMMt-P). Pearson correlation and independent t-test and multivariate linear regression were used to determine the relationship between the study variables.ResultsThe samples included 272 medical students and 234 non-medical students with a mean age of 21.99 ± 3.46 and 24.17 ± 6.54 years respectively. Most of the medical and non-medical students were female, single and had a bachelor’s degree. The mean scores of medical and non-medical students’ QoL during the COVID-19 pandemic were 57.86 ± 13.26 and 56.75 ± 14.42, respectively which indicates the higher quality of life of medical students. Anxiety and mindfulness predicted 29% of the variance of the QoL in the medical students, while anxiety and mindfulness and having a chronic disease predicted 30% of the variance of the QoL in the non-medical students. No significant difference existed in the QoL and its subscales during the COVID-19 pandemic between medical and non-medical students (p > 0.05). There was a significant difference in terms of anxiety (p = 0.02) and mindfulness (p = 0.03) between medical and non-medical students during the prevalence of COVID-19.Discussion and conclusionThe findings of the present study indicated that medical students exhibited lower levels of anxiety and higher levels of mindfulness. Therefore, interventions aimed at reducing anxiety and increasing mindfulness among non-medical students are necessary. It is recommended that preventive approaches and psychological interventions to improve students’ quality of life become an integral part of crisis response during the COVID-19 pandemic. Additionally, reducing anxiety and enhancing mindfulness can improve the quality of education and professional performance of medical students, while also contributing to their mental well-being and effective clinical communication.

Novice clinician educator professional identity formation through a longitudinal mentorship: a qualitative study

BackgroundThe professional identity of doctors is evolving with physicians now required to be ‘scholars’, facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization.Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.MethodsA qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist.ResultsSeven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice.ConclusionsNovice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity.

Nduga Human Development Index 35.19 / 0.35: PENA as an Alternative to Human Resource Development in Mountainous Papua

This study examines alternative strategies for human resource development in Nduga Regency, Mountainous Papua, where the Human Development Index (HDI) is still very low. The region faces significant challenges, including economic underdevelopment, low access to education, and ongoing conflict. This research focuses on the efforts of the Tunas Harapan Papua Care Foundation (Pena Papua) in improving access to education for students from underprivileged backgrounds. Through qualitative descriptive methods, data are collected through interviews, observations, and document reviews involving stakeholders from foundations, students, and local communities. The findings show that Pena Papua has contributed significantly to improving access to quality education and character development among students. However, cultural erosion, particularly the loss of mother tongues, was identified as a critical problem. The study concludes that although foundations have made significant progress in developing human resources, the preservation of cultural identity remains a challenge that must be addressed along with educational initiatives.

Assessing the effectiveness of Chatbots in providing personalized academic advising and support to higher education students: A narrative literature review

Assessing the effectiveness of Chatbots in providing personalized academic advising and support to higher education students: A narrative literature review

Caffeine intake, chronotype, and student sleep quality at Polytechnic of Leiria

Abstract Introduction Higher education students ingest very high doses of caffeine, on average twice the recommended safe dose. This excessive consumption can become problematic, ultimately affecting sleep quality and, consequently, academic performance. The aim of this work is to describe caffeine consumption, sleep quality and to characterize the chronotype and academic performance of students at Polytechnic of Leiria. Methods An online self-completion questionnaire was developed, consisting of several instruments: The Caffeine Consumption Questionnaire; Horne and Ostberg morningness-eveningness Questionnaire; Pittsburgh Sleep Quality Index (PSQI), to describe caffeine consumption, characterize chronotype and assess sleep quality, respectively. The mean, standard deviation, minimum and maximum values were calculated for the quantitative variables. Absolute and relative frequencies were calculated for the qualitative variables. Parametric tests were used to compare groups; when this was not possible, non-parametric tests were used. P < 0.05 was considered statistically significant. Results Of the 261 students (mean age: 23.26 ± 6.60 years), 64.2% had poor sleep quality and 45.3% reported an afternoon chronotype. It was found that men consumed more coffee and energy drinks than women, although women consumed more caffeine-containing food products. The average academic score was 14.56 ± 1.61. There was a statistically significant association (p < 0.01) between the afternoon chronotype and poor sleep quality and between the consumption of coffee and chocolate drinks and poor sleep quality. Conclusions Students at Polytechnic of Leiria tend to have poor sleep quality and an intermediate chronotype. Those with an afternoon chronotype or who drink coffee and chocolate drinks have poor sleep quality. Key messages • Accurately assessing the situation is essential for crafting suitable solutions. • Higher students should adjust their coffee consumption to achieve better sleep quality.

Students’ Perceptions of Food Offer in Portuguese Canteens and Adherence to Mediterranean Diets

Abstract Adherence to healthy eating behaviors, as in the Mediterranean Diet, is related to a better quality of life, better educational performance, and reduced risk of physical illness among higher education students. The provision of good quality and sustainable food is imperative in university environments. Nevertheless, the availability of healthy options tends to be limited across campuses (e.g., affordable fast food; the convenience of high-sugary foods in vending machines), including university canteens. Understanding students’ views on canteens and the factors that prevent them from embracing healthy eating habits may help to improve the food supply on campuses. In the present study, we aimed to examine students’ perceptions of canteen services and its food supply and to verify students’ knowledge and promptness to comply with a Mediterranean Diet menu. A large sample of academic students from Portuguese universities answered an online survey with a mixed approach. Specifically, participants were requested to characterize their dietary practices and report their perceptions about food services and offers in campus canteens. Additionally, students were asked about their knowledge, perceptions, and adherence to Mediterranean Diet. Our findings allow us to map perceptions and attitudes regarding food offered in university canteens and to identify the potential to adhere to more sustainable and healthier food patterns according to individual. Moreover, we identified the main psychological and environmental barriers to adhering Mediterranean Diet. Correlational data indicated a relationship between health-related measures and food-related factors. Advancing data about modifiable factors associated with better adherence to healthy dietary habits in the university context informs the development of actions/interventions to prevent unhealthy food choices and overcome limited and unhealthy food offers in canteen campuses.

Sexual harassment among higher education students: a worldwide review

Abstract Introduction Sexual harassment is an uprising problem in higher education systems worldwide with major impacts on students. The aim of this study was to describe and meta-analyze quantitative data on sexual harassment prevalence among higher education students. Methods We searched in seven databases and included studies published in English and French from 2000 until 2023 if they measured sexual harassment prevalence on students attending higher education, and they were quantitative cross-sectional studies. Prevalence estimates disaggregated by gender identity, and world region were meta-analyzed using a random-effects model and reported following PRISMA guidance. Results We identified 53 articles, from 6 different regions of the world, with highly variable sample sizes, ranging from 164 to 779,170. 45% of the samples were from the United States. 32% of studies used convenience or purposive sampling and 39% random sampling. The meta-analyzed prevalence of sexual harassment was globally 36.9% (95% CI [30.6, 43.6], 43.7% for women, 16.8% for men, 33.4% for non-binary. In additional, variations in prevalence were observed across the different world regions. In particular, the Eastern Mediterranean region presented the highest prevalence estimates for sexual harassment among women, reaching 67.5%, while the Americas region presented the highest prevalence estimates for sexual harassment among men, at 18.8%. Discussions Higher education institutions, especially in low- and middle-income countries, should commit to the conduct of surveys to monitor the prevalence of sexual harassment, and policymakers should allocate specific funds and resources to support the implementation of sexual harassment prevention and intervention initiatives in higher education, prioritizing the safety and well-being of students. Key messages • High prevalence of sexual harassment in higher education underscores urgent need for proactive measures to ensure student safety and well-being. • Policymakers should allocate specific funds and resources to support the implementation of SH prevention and intervention initiatives in higher education.

Changes in overweight and overweight-related health behavior in higher education students in Finland

Abstract Introduction Covid-19 pandemic may have had negative effects on overweight and overweight-related health behavior in young adults. The aim was to examine the changes in overweight, physical activity, sedentary behavior and daytime tiredness in higher education students during and after the pandemic. Methods Two cross-sectional student representative surveys (aged 18-34 y) were conducted in 2021 (n = 6258, response rate 53 %) and 2024 (n = 3638, response rate 31 %). Overweight (BMI ≥25 kg/m2) was based on self-reported height and weight. Physical activity was dichotomized into those meeting physical activity recommendations and others. Sedentary behavior was dichotomized into sitting in front of TV, computer or smart device over three hours a day during leisure time and others. Daytime tiredness was dichotomized into those feeling tired 6-7 days a week and others. Results The preliminary results indicate that overweight in women increased from 34 % to 39 % whereas no increase was observed among men (47 % vs. 46 %) between 2021 and 2024. Meeting the physical activity recommendation increased from 46 % to 55 %, the change being similar for both sexes. Sitting over three hours in leisure time in front of TV, computer or smart device decreased from 54 % to 50 %. In men, the prevalence of sitting decreased (62% vs. 57 %) whereas in women no statistically significant change was observed (47% vs 45 %). No statistically significant change was observed in feeling tired almost every day (26 % vs 24 %). Conclusions Among higher education students, an increase in prevalence of overweight in women was observed for three years period. Favourable changes were observed in physical activity in both men and women, and sedentary behavior in men. Surveillance of the long-term health consequences of the pandemic in young adults is important for planning and targeting preventive activities. Key messages • Overweight increased among female higher education students after COVID-19 pandemic. • Factors supporting favourable changes in health behaviour of young adults after pandemic should be examined in longitudinal setting.

Depressiveness in German higher education students – a systematic review and meta-analysis

Abstract Introduction Evidence shows that German higher education students are vulnerable to depressive symptoms. However, there is no recent review compiling these findings. Thus, our study aims at describing the extent to which higher education students in Germany are affected by depressive symptoms. Methods We searched three databases for suitable publications using three core concepts (‘depressive symptoms’, ‘students’, and ‘Germany’). The inclusion criteria were: (a) the population studied consisted of students from higher education institutions, (b) data was assessed at higher education institutions in Germany, (c) information on depressive symptoms were pro-vided as outcome of instruments assessing depressive symptoms, (d) articles were published in peer-reviewed journals, in (e) English or German and (f) between 2002 and 2023. Random effects models were used to calculate both general and subgroup-specific pooled prevalence rates. Subgroups were formed based on the included literature (e.g. gender, before or during the COVID-19 pandemic, study phase and programme). Results The literature search resulted in 992 articles. After the removal of duplicates and the two-stage screening process, prevalence data was extracted from 60 articles. The overall pooled prevalence rate was 21.1% (95% CI: 17.6% - 24.6%). Medical students (13.2%; 95% CI: 9.9% - 16.4%) and first-year students (11.0%; 95% CI: 7.7% - 14.3%) were less likely to be affected than students in general. Women (29.0%; 95% CI: 21.4% - 36.5%) were more prone to depressive symptoms than men (23.1%; 95% CI: 16.5% - 29.6%). In samples collected during the COVID-19 pandemic, the pooled prevalence rates were higher than in pre-pandemic times (30.6%; 95% CI: 22.1% - 39.1% vs. 18.0%; 95% CI: 14.7% - 21.2%). Conclusions This analysis emphasizes the pressing need to address the mental health of higher education students both at the policy level and within universities. Key messages • German higher education students show alarming levels of depressive symptoms, demanding immediate action. • During the pandemic mental health was even poorer than before, highlighting the need for tailored interventions and support in challenging times.

Risk perceptions and risk behavior among children attending a road safety education program in Greece

Abstract Background Road Traffic Injuries (RTI’s) are a significant public health concern for children, placing a considerable burden on their well-being. Greece has consistently recorded high numbers of RTI’s among adolescents. Methods A university lab (LaHeRS, HMU) offers a road safety education program for primary and secondary students in Heraklion, Greece. The program consists of two parallel sessions (practical training using a driving simulator and activity-based risk-perception training) aimed at enhancing competencies in resilience to peer influence, empowering children to engage in informed decision-making and fostering hazard perceptions skills. The current presentation reports on 800 students who attended the program between October 2023 and April 2024. A structured questionnaire was used to collect data on student’s beliefs, attitudes and practices on road safety. Results A total of 800 students attended the program from the broader Crete Region. 50.5% were girls with a mean age of 12.6 (SD = 2.3) years, 60.9% secondary education students, 58% resided in rural areas. 33.9% reported using a motorcycle and 33.8% a car without a driving license. 23.3% reported experiencing a road traffic incident while commuting. 57.1% identified road safety as a problem in their place of residence, only 26.5% felt safe on local streets and only 9.1% considered other road users as watchful. Additionally, 66.8% highly valued helmet use as a precaution in short distances. 71.6% reported always wearing seatbelt in front seats and 68.9% thought seatbelts are important at back seats. 52.1% did not identify themselves as risk takers on the street, and only 22.5% felt competent in avoiding road risks. 32.9% admitted experiencing peer pressure while commuting. Conclusions Risk taking behaviors and low use of protective measures are prevalent among school aged children and need to be addressed through targeted road safety education programs and interventions. Key messages • Promoting safe behaviors and enhancing risk perception is critical among children and young adolescents. • Road safety education should be integrated into school curricula, starting from pre-school education.

Promoting mental health in higher education students: a pilot study

Abstract Introduction The mental health and well-being of higher education students is a relevant topic today, given the high prevalence of mental disorders and their increasing trend. Therefore, it is imperative to develop health education programs that aim to develop strategies to promote psychological well-being and reduce suffering in this population. Objectives To develop and implement a mental health promotion program, with interventions based on Yoga/meditation and Auriculotherapy, and evaluate its impact on the mental health of higher education students. Methodology Pretest-posttest design, with assessment before (T0), after the intervention (T1) and with a three-month follow-up (T2). Evaluation with the Portuguese version of the Mental Health Inventory (Pais-Ribeiro, 2001), and physiological assessment (heart rate, respiratory rate and blood pressure). 22 students participated in the intervention, randomly divided into two groups: Yoga/meditation group (GY) and Auriculotherapy group (GA), each with 11 students. Results The physiological parameters evaluated showed, in all sessions, a decrease in averages, regardless of the technique implemented. In the assessment at T0 and T1, it was found that there was a significant decrease in the Distress (p = 0.037) and Anxiety (p = 0.031) dimensions. In the evaluation over time (T0, T1 and T2), it was found, regardless of the technique implemented, that the intervention had a positive effect on the mental health of the students. Discussion The results point to the importance of developing mental health promotion programs in higher education.

Development of a Lagrange Mechanics E-Module Based on a Flipbook Pendulum Spring System

This research is a type of Research and Development (R D) research that uses the 4D development model, namely Define, Design, Develop, Disseminate. This research produces a Lagrange Mechanics E-Module based on a flipbook pendulum spring system. The aim of this research is to produce a Lagrange Mechanics E-Module that is suitable for use as a learning medium for Analytical Mechanics. The data collection instrument used in this research is a questionnaire as a validation assessment for material experts and students, data analysis uses percentages with predetermined categories. The research sample was 14 Physics Education students. The validation results by material experts were 73% in the feasible category. The student response results were 85% in the very appropriate category. From these results, the Lagrange Mechanics E-Module is suitable for use with revisions as an alternative source of learning.