United Nations Educational , Scientific And Cultural Organization Research Articles

Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

The Global Sustainable Development Goals of the 2030 Agenda

The Iberarchivos program, which is a financial fund for the implementation of archival projects, is a benchmark of archival cooperation in Ibero-America for archival development. Based on the perspectives of culture as a pillar of sustainable development advocated by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Quadruple Bottom Line (QBL), the aim of this study is to present the contributions of the Iberarchivos program to the achievement of the Sustainable Development Goals (SDGs). Methodologically, it is an applied, exploratory, and descriptive study in terms of objectives, as well as bibliographic and documentary research in primary sources as technical procedures. After a critical reading of each strategic plan for the Ibero-American partnership (PACCI) for the period of 2019 to 2026, all the initiatives related to the Iberarchivos program for the achievement of sustainable development will be identified and described to map the existence of sustainable practices and actions intended for the Ibero-American archives in their activities. This work has identified efforts and movements that highlight the relevance of guaranteeing the right of access to information, culture, and memory for citizenship and the objectives of the SDGs of the United Nations 2030 Agenda, as well as mobilization with other social sectors for the development and monitoring of cultural public policies. The conclusion of this research is that the contributions of the Iberarchivos program are essential for achieving the SDGs, consolidating the QBL, and, above all, the richness and diversity of Ibero-American culture in building sustainable knowledge for society in general and the archival community, as well as democratizing access to culture.

The State of Sex Education in Pakistan: The Way Forward

Sex education has been found to be associated with informed sexual decision making and enhanced sexual well-being. But in Pakistan, sex education has been remained a subject of taboo and stigma and has been associated with a number of myths. This article tries to discuss the current state of sex education in Pakistan by justifying the need for the sex education and uncovering the factors responsible for the non-implementation of sex education on mass level in Pakistan. Two major factors considered responsible for a lack of implementation of sex education are several myths associated with the sex education and portrayal of sex education as fundamentally non-Islamic. This article analyzes the scientific validity of several myths associated with the sex education and proposes that sex education is not against the Islamic traditions and values. The sex education needs to be embedded in existing cultural and educational setup of Pakistan so that it may be accepted. This study highlights the comprehensive nature of United Nations Educational, Scientific and Cultural Organization (UNESCO) guidelines in the development and implementation of sex education and explores the implementation of sex education under the umbrella of Life Skills Based Education (LSBE) developed by the School Education and Literacy Department of Government of Sindh. This article further proposes steps to implement LSBE on mass level by involving parents, religious leaders, teachers, provincial education boards, and universities. It is further suggested that LSBE should be delivered as part of traditional educational system in a step by step manner and should be in accordance with the cultural norms of Pakistan.

“Planeterranean” diet: the new proposal for the Mediterranean-based food pyramid for Asia

Background and objectivesThe Mediterranean Diet (MD) has been recognized for its benefits for human health and sustainability for the planet, but it has considered not easy to reproduce in other populations. The United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair on Health Education and Sustainable Development is fostering a research project (Planeterranea), aiming to identify a healthy dietary pattern based on local foods with the same MD features. The aim of our study is to develop a MD-based food pyramid for Asian populations.MethodsAsia was stratified into six areas according to pedo-climatic conditions. For each region a comprehensive scoping review of local crops and typical foods was conducted on several databases such as the US Department of Agriculture (USDA)’s database, the Food and Agriculture Organization of the United Nations (FAO) website, and PubMed, focusing on both plant-based and animal-based foods. Narrative review was then conducted on the identified foods to determine their nutritional composition and planetary health impact. Finally, the collected information was used to build up the Asian food pyramid with details for each respective region.ResultsWe proposed a food pyramid for Asian countries, guaranteeing the same nutritional intake and health benefits as MD, by considering dietary habits and typical foods of this population. From the bottom to the top, Asian fruits and vegetables present similar nutritional profile as those in MD. Whole grains (barley) may represent valid alternative to white rice. Sesame oil represents a source of unsaturated fats and an alternative to olive oil. Legumes (soybean), edible insects, mushrooms and algae, guarantee an adequate intake of plant-based proteins with a complete amino-acid profile and a low environmental impact with respect to animal-based ones.ConclusionsThis work is a new insight of healthy and sustainable local food system based on MD principles for the Asian population.

Enhancing the dissemination of Cantonese Opera among youth via Bilibili: a study on intangible cultural heritage transmission

Intangible cultural heritage is an invaluable treasure for all human beings worldwide. In 2009, the United Nations Educational, Scientific and Cultural Organization (UNESCO) inscribed the Chinese Cantonese Opera, also known as Yueju in Chinese Pinyin, on the Representative List of Intangible Cultural Heritage of Humanity. The awareness of inheriting Yueju is not uncommon, but advancing methods to involve more young generations in this art form is still necessary. In this study, we focused on Yueju videos on Bilibili, a cultural community and video website popular among the younger generation. Through quantitative and qualitative research, we explored the types of Yueju videos that would have a significant spreading effect. The 1916 Bilibili videos related to Yueju were collected using Python crawler technology. We analyzed each video using seventeen variables. The elaboration likelihood model (ELM) forms the theoretical foundation of this research. We constructed the Yueju transmission model with two persuasive routes based on this model. The research methods mainly comprised regression analysis, multi-factor ANOVA, and analytic hierarchy process (AHP). We invited thirty-one experts to assess the importance hierarchy of those video factors and calculate the weight coefficient using AHP. This study demonstrated the central route concerning the causal relationship between video recognition and spreading effect through regression analysis. Additionally, this research identified the optimal combination of 8 video factors using multi-factor ANOVA in the peripheral route. In this study, we focused on the niche of Yueju video transmission on Bilibili. This research utilized the ELM and hybrid methods to obtain the statistical results. Then, we developed appropriate macro-level and micro-level strategies for transmitting Yueju culture, particularly those aimed at the younger generation.

Impact of financial inclusion on healthcare access: evidence from developing countries

PurposeThe aim of this study is to explore how financial inclusion can impact healthcare access in developing countries using panel data for the period 2004–2022.Design/methodology/approachTo check the impact of financial inclusion on healthcare access, the estimation techniques used are the fixed-effect model (FEM), two-stage least squares (2SLS) and the system generalized method of moments (GMM). The data were collected from different websites such as the World Development Indicators (WDI), the United Nations International Children's Emergency Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO).FindingsIt is found in the study that financial inclusion has a significant positive effect on healthcare access, and it is also confirmed from previous literature results. The study found that if there are high financial services in the countries, healthcare sectors can be improved by timely facilities, care and funds. Proper development of financial services could be possible by conducting awareness initiatives, financial planning and implementing literacy programs to educate individuals, particularly in rural and underdeveloped areas. According to the results, trade openness and foreign direct investment have a positive impact on healthcare access, while urbanization has negatively influenced healthcare access.Research limitations/implicationsThe limitations of this study were restricted to only 29 developing countries. The main reason behind the lack of availability of data insurance data for developing countries was the limitation in generalizing the results.Practical implicationsThe government and policymakers must check what are the best financial inclusion programs and policies that can be implemented to improve healthcare access. Previous literature does not show visibly the impact of financial inclusion’s dimensions on healthcare access.Originality/valueThis study presents a pioneering examination of financial inclusion and healthcare in 29 lower- and middle-income countries (developing countries). This study has used a comprehensive financial inclusion index of 29 developing countries to cover the overall impact of financial inclusion on healthcare in these countries.

LEVERAGING WEB SCRAPING TO GATHER TOURISM INFORMATION DATA

The influence of Information and Communication Technologies (ICT) on both individuals' daily lives and the economy is of significant importance. In this context, the tourism industry plays a crucial role, and it is essential to recognise the contributions of tourists in terms of sharing their experiences through tourism websites. Analysing this data is key to improving future tourists' experiences. Therefore, the objective of this study is to employ web scraping to gather data on places of interest (POI) and user attributes, specifically in the state of Melaka via the TripAdvisor website. Melaka is chosen as it is one of the places recognised by the United Nations, Educational, Scientific and Cultural Organization (UNESCO). The study focuses on the 200 POI locations (UNESCO) Map, encompassing both Melaka's core and buffer zones. These POIs are categorised into four heritage types: built heritage, natural heritage, personal heritage, and living heritage, with some belonging to more than one category. For the data collection process, this study utilised the TripAdvisor website and extracted a total of 14 attributes. Specifically, 27282 user data entries were collected from 163 POIs in the core zone area, and 8305 data entries from 37 POIs in the buffer zone area. The data is managed and stored in various formats, including CSV, JSON, and Excel files in the repository. The data helps in the development of a tourism application. Furthermore, the tourism industry can benefit from this study by enhancing their services and conserving the cultural heritage.

The palace of Charles V in the Alhambra: graphic analysis of the ‘large plan’ (circa 1532)

Around 1526, Emperor Charles V decided to build a new Renaissance palace in addition to the Nasrid palaces in the Alhambra of Granada, a monumental site currently included in the United Nations Educational, Scientific and Cultural Organisation (UNESCO) World Heritage List. In that period, a large floor plan, which is preserved today at the Library of the Royal Palace of Madrid, was drawn to represent the building and its surroundings. Although this anonymous drawing has attracted considerable historiographic interest, a study of the graphical aspects analysed here, namely, paper assemblage, drawing technique, representation system, metrology, graphical scale, dimensioning, and labelling, is lacking. To accomplish this analysis, the original document was carefully examined and digitalised with high definition. This process allowed a comprehensive graphic analysis, utilising other drawings from the same period as a comparative reference and studying for the first time the major characteristics of one of the most relevant architectural drawings of the 16th century.

Smart Campus Innovative Learning Model for Social Practitioners of Universities’ Third Mission: To Promote Good Health and Well-Being

Currently, smart campuses represent the main development trend for higher education in Taiwan. The campus is transitioning toward digitization and dataization, which are key factors and important parameters for campus technology improvement. At the same time, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has pointed out that the third mission of higher education is university social responsibility (USR). It has also clearly stated that higher education should not ignore the major issues of sustainable development. The purpose of this study was to examine students’ understanding and attitudes toward the use of a “digital innovative health platform”, as well as a digital platform to lead participation in community “action plans”. Finally, it aimed to understand the connection between the “digital innovative health platform and action plan” in order to ensure the fulfilment of social responsibility and promote good health and well-being. This study sampled 400 students for a questionnaire survey and invited five student union representatives and one platform information center expert to conduct semi-structured in-depth interviewing. The results of this study indicated that the participants believed that digital platforms could highlight the importance of social responsibility and provide community service opportunities. Female students mainly focused on community “health services (health examinations and lectures)”, while male students mainly focused on “fitness activities”. This digital platform cultivates students’ knowledge and skills, and incorporates them into the community service system to allow students to participate in community activities independently. At the same time, students fulfill their social responsibility through actual services to promote good health and well-being.

Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education

ABSTRACT The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its Futures of Education policy initiative in early 2020. The process sought to open a sustained global policy debate on educational futures in a world typified by climatological instability, social inequity, and political unrest. Drawing on Deleuze and Guattari’s theory of assemblages, this paper explores how the Futures of Education initiative simultaneously produces, captures, and reroutes flows of desire by opening its policymaking process to global consultation. Following this line of thinking, the paper introduces a speculative method for critical policy analysis that utilises AI-powered tools to generate expressive images and imaginaries of education futures based on UNESCO’s three stages of policy development. The authors argue that this method enables a step beyond conventional interpretations of a policy’s discursive content toward a speculative analysis of its processual dynamics and expressive potentials. Ultimately, the paper underscores the generative possibilities of AI-assisted methods for tracking flows and expressions of desire within education policy assemblages under conditions of climatological and political upheaval. The authors encourage further experimentation with plugging emerging technologies into global policy assemblages to better understand how desire is invested into particular images and imaginaries of educational futures.

A conceptual framework for characterization of agricultural heritage in desert-prone areas

PurposeThis study aims to propose a comprehensive conceptual framework for the characterization of agricultural heritage in desert-prone areas, with a focus on Siwa Oasis in Egypt.Design/methodology/approachThe research utilizes a multidimensional approach, integrating perspectives from sustainability principles, stakeholders and the agricultural heritage frameworks of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and Food and Agricultural Organization (FAO). It involves thematic analysis of qualitative data collected through focus group discussions and interviews with a diverse range of participants, including community members, government officials, nongovernmental organizations (NGOs) and researchers.FindingsThe study identifies five key elements of agricultural heritage in Siwa Oasis: cultural, ecological, economic, social and scientific. Cultural elements include traditional farming practices, irrigation systems and architectural features, while ecological elements encompass crop biodiversity, wildlife habitats and traditional landraces. Economically, date palm cultivation, olive production and agritourism activities play crucial roles in livelihood security and local economies. Socially, community cohesion, gender roles and cultural practices shape the social fabric of the oasis, with festivals and rituals fostering a sense of belonging. From a scientific perspective, the integration of traditional knowledge with modern agricultural practices enhances sustainability and resilience.Research limitations/implicationsThe study focused solely on Siwa Oasis as a case study, limiting generalizability to other desert-prone areas. Further research could explore additional regions to enhance the understanding of agricultural heritage in diverse contexts. Additionally, the qualitative nature of the study may limit statistical analysis. Future studies could employ mixed-methods approaches for a more comprehensive understanding of agricultural heritage dynamics.Practical implicationsUnderstanding the multifaceted aspects of agricultural heritage in Siwa Oasis can inform sustainable development initiatives, tourism planning and cultural preservation efforts. Local policymakers and stakeholders can utilize these insights to develop policies that support traditional farming practices, ecotourism and community development. Furthermore, the promotion of agricultural heritage can enhance economic opportunities, food security and environmental sustainability in desert-prone regions.Social implicationsRecognition of the social elements embedded within Siwa Oasis’s agricultural heritage highlights the importance of community cohesion, gender roles and cultural practices. By acknowledging and preserving these aspects, initiatives can be developed to empower local communities, promote gender equality and preserve cultural identity. Such efforts can enhance social cohesion, strengthen cultural bonds and promote inclusivity in the development agenda of desert-prone areas.Originality/valueThis study contributes a novel conceptual framework that bridges multifunctionality concepts, sustainability principles and stakeholder perspectives to characterize agricultural heritage in desert-prone areas. It offers insights into the complex interplay of cultural, ecological, economic, social and scientific dimensions of agricultural heritage systems.

“Wonder of Sciences and Technology Behind Magnificent Indian Temples which Leads These to UNESCO World Heritage list” A Review

ABSTRACT: From ancient time India has religious, spiritual and cultural heritage. Probably India was the land of engineering and artist. India has lot of marvellous temples from 6 to 7th century which indicates its rich culture as well as knowledge of science and technology of Indians. This is the reason why Indian temples are continuously added to world heritage list. UNESCO World Heritage list is compiled by United Nations Educational Scientific and Cultural Organization (UNESCO) through the world heritage committee according to the provision of the world heritage convention which was established in 1972. As of November 2021, India has 40 world heritage sites including 32 cultural, 7 natural and 1 under mix category. In 2023- 24 more sites are added to the list…… Shanti Niketan (Ravindanath Tagore house) and Temples of Hoysael rulers in Helibid. In India there are lot of temples which are part of UNESCO World Heritage list from 1983 onwards. Rock cut temple of Ellora 1983 Sun temple Konark 1984 Monument of Mahabalipuram 1984 Khajuraho group of monuments 1986 Group of monuments in Hampi 1986 Group of monuments in Pattadakal 1987 Chola temple (Brihadisawar temple Tanjavur) 1987 Mahabodhi temple Bihar 2002 Kakatiya Ramappa temple 2021 And recently in September 2023 Heysel rulers’ temples in Helibid also added to the list. Through this research paper we are going to know about the science and technology behind these marvellous temples which make these magnificent in structure and design also.

O-068 Educating young people about reproductive health

Abstract Comprehensive sex and reproductive health education is crucial for promoting overall health and wellbeing, as it plays a vital role in dispelling misinformation, fostering positive attitudes toward reproductive health, and empowering informed decision-making among young people. Despite its recognised importance by global entities such as the World Health Organisation (WHO) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), comprehensive sex and reproductive health education remains insufficient worldwide. This inadequacy is a multifaceted issue, stemming from various factors, including governmental policies, social norms, cultural beliefs, inadequate curriculum, and insufficient teacher training. Schools, as primary providers of reproductive health education, often prioritise pregnancy prevention over other important reproductive health topics, leading to significant gaps in students' knowledge, further prompting young individuals to seek supplementary knowledge from external sources, like the internet or social media. To address this disparity and to promote reproductive health awareness, the International Reproductive Health Education Collaboration (IRHEC) was established in 2019 and aims to provide educational resources for the public, teachers and health professionals. The IRHEC have created a teaching guide specifically for teachers to cover all aspects of reproductive health, to be used in schools globally. To develop this resource, it has been essential to determine what is taught in schools and the attitudes of teenagers to reproductive health education and family building. In the UK, we examined the curriculum in the four nations and huge gaps were identified in reproductive health education. Subsequently, a survey was conducted with 931, 16–18-year-olds in England and pupils were asked their views on their education, if they had been taught about a list of reproductive health topics in school and their attitudes to these topics. They reported that topics around pregnancy prevention were taught, such as contraception (90%), and sexually transmitted infections (90%) but key subjects such as fertility (30%) endometriosis (3%) and PCOS (2%) were not taught. This survey has been repeated in Belgium, Greece and Japan and similar patterns observed. Teenagers in the UK (21%) and Belgium (18%) rated their school sex and reproductive health education to be either poor or very poor compared to teenagers in Japan (3%). In the UK, Belgium, and Japan, young people have similar future parenthood intentions. Most young people in the UK (64%), Japan (60%), and Belgium (60%) want to have children in the future. A higher percentage of young people in Japan (70%) expressed a desire for two children compared to those in Belgium (60%), Greece (53%) and the UK (49%). To ensure comprehensive sex and reproductive health education, efforts must be tailored to the needs of each community and demographic. Collaboration among policymakers, educators, healthcare professionals, and communities is essential to enhance school curricula to include a broader spectrum of reproductive health topics and promote culturally sensitive educational approaches. By doing this, we can empower young people with the knowledge and skills necessary to navigate their reproductive health journey with confidence. There is an urgent need for a concerted action to bridge knowledge gaps and ensure that young people receive comprehensive sex and reproductive health education.

Fact check: Still not core journalism curriculum

Fact-checking has become a global industry, with more than 417 fact-checking outlets in 100 countries operating in 69 languages (Stencel, Ryan & Luther, 2023). According to the Duke Reporters’ Lab, half of the world’s fact checkers are associated with media outlets, but there are also 24 affiliated with academic institutions. Although the work is time consuming and resource intensive, fact-checking has increasingly been introduced to journalism programmes at universities and in professional settings. This expert article brings together some insights from a United Nations Educational, Scientific and Cultural Organisation (UNESCO) World Journalism Education Council (WJEC) roundtable event ‘Fact-Check and Verification as Core Journalism Curriculum’ hosted by RMIT University in Australia in 2021, alongside relevant literature exploring the nature and presence of fact-check based education approaches at that time. It concludes that while fact-checking and verification are important skills for student journalists, fact checkers do not necessarily need to be journalists, nor indeed have journalistic training. However, more students are needed who are excellent journalists and the authors argue that fact-checking is just part of that training.

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

The United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair in the open educational movement for Latin America aims to promote scientific, technological, entrepreneurial, and innovative development. In Mexico, face-to-face bootcamps occur every two years, where prototypes of high-value solutions for education are developed using design and active learning methodologies, with the aim of scaling complex thinking and sustainable development. In the 2023 edition, 94 academicians from 12 countries participated (Argentina, Bolivia, Chile, Colombia, Ecuador, Germany, Guatemala, Mexico, Peru, Spain, the Dominican Republic, and the United Kingdom). Experts from Tecnológico de Monterrey, the Open University, the University of Leeds, and Siemens Stiftung supervised the process. This article presents the prototyped proposals and the results of applying the Play2Train4C methodology, enabling participants to develop educational innovation projects under the paradigm of complex thinking. The results indicate that (1) the participants managed to prototype ten proposals validated by experts and (2) their perceptions of their systemic, critical, scientific, and innovative thinking (sub-competencies of complex thinking) improved by the end of the bootcamp. The conclusion was that the UNESCO Chair boosted solution-building skills for the complex problems arising in Latin America and enabled key agents in education to improve their complex thinking skills for quality education, as promulgated by sustainable development goal 4.

Fact check: Still not core journalism curriculum

Fact-checking has become a global industry, with more than 417 fact-checking outlets in 100 countries operating in 69 languages (Stencel, Ryan & Luther, 2023). According to the Duke Reporters’ Lab, half of the world’s fact checkers are associated with media outlets, but there are also 24 affiliated with academic institutions. Although the work is time consuming and resource intensive, fact-checking has increasingly been introduced to journalism programmes at universities and in professional settings. This expert article brings together some insights from a United Nations Educational, Scientific and Cultural Organisation (UNESCO) World Journalism Education Council (WJEC) roundtable event ‘Fact-Check and Verification as Core Journalism Curriculum’ hosted by RMIT University in Australia in 2021, alongside relevant literature exploring the nature and presence of fact-check based education approaches at that time. It concludes that while fact-checking and verification are important skills for student journalists, fact checkers do not necessarily need to be journalists, nor indeed have journalistic training. However, more students are needed who are excellent journalists and the authors argue that fact-checking is just part of that training.

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

Ways of defining digital competences and their components in the EU, EC and UNESCO recommendations

The aim of this article is to comprehensively examine the ways in which digital competences and their components are defined in the recommendations of the European Union (EU), the European Commission (EC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The study delves into the evolving landscape of digital competences and highlights commonalities and differences in the frameworks proposed by these influential bodies. Through a comparative analysis, the paper seeks to contribute to a deeper understanding of conceptualisations of digital competences, which may facilitate the development of a unified framework that can guide educational policies and practices.

Do Cultural Activities and Happiness Matter to the Tourism Sector?

Abstract Research purpose. The primary goal of this research is to determine the impact of the efficiency of the tourism sector in the European Union (EU). Design / Methodology / Approach. The analysis involved 25 selected EU countries using Data Envelopment Analysis (DEA) and the Tobit regression modelling. For DEA expenses according to the stays per visit (1 night or over) when going to a foreign country, individuals actively working in the tourism industry and tangible heritage inscribed on the United Nations Educational, Scientific and Cultural Organisation (UNESCO) are used as inputs and inbound tourism as an output. Variables for the Tobit model were as follows: cultural activities, Happiness index and tourist expenditure of Gross Domestic Product (GDP). Findings. In nations characterised by lower efficiency levels, policymakers ought to enhance their strategies and encourage the advancement of their country's appeal to tourists. Additionally, there should be an increased emphasis on enhancing the well-being and happiness of the local population. Originality / Value / Practical implications. Theoretical research on the efficiency of the tourism sector in the EU lacks comprehensive studies that systematically examine the factors influencing efficiency across diverse EU member states. Although some research exists on specific aspects of tourism efficiency, such as environmental sustainability or economic impacts, there is a scarcity of holistic investigations that encompass various dimensions of efficiency, including resource utilization, infrastructure development, policy effectiveness, and socio-cultural impacts, within the EU's overarching context. Moreover, there is a limited exploration of potential variations in tourism efficiency among different EU regions and the underlying factors driving these differences. Bridging this research gap could offer valuable insights for policymakers, industry stakeholders, and academics seeking to enhance the overall efficiency and sustainability of the tourism sector in the EU. The study’s constraint lies in the exclusion of Denmark and Luxembourg, which is attributed to insufficient statistical data.

Approaches for Maintaining Ethics in AI-Drive Education Solutions and Foster Sustainability

Abstract This article introduces sequential strategies regarding the way to use artificial intelligence as a learning facilitator for both teachers and students while preserving ethics and the legislative norms launched. Learning solutions are proposed to be used both by students, to study at school, but also at home, and by teachers to meet all the needs of students. The intelligent systems that are in general proposed to be part of the educational process can be designed so that the norms of ethics and responsibility are taken into account and as many actors involved in the educational environment, whether they are teachers, students, people who run educational institutions or decide to country level to be as it embraces with a much higher level of confidence artificial intelligence learning systems. For this work, a qualitative analysis was carried out to answer the question of how learning systems implemented with artificial intelligence should be built so that ethical principles are not neglected. While ensuring a sustainable environment. Specifically, a review of academic articles was conducted to highlight the concerns and importance of artificial intelligence in education. An analysis was also made of documents produced by specialised institutions such as the Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organisation (UNESCO), U.S. Department of Education, World Economic Forum, European Commission, European Parliament, Council of the European Union, and The Institute for Ethical AI in Education on the topic of ethics in artificial intelligence and and the guidelines outlined for building ethical systems and including sustainability. In the conclusion section of the article, admissions are made that there is necessary support from the institutions, so it is still possible to make educational systems with artificial intelligence that respect ethical norms and pay attention to sustainability.