Purpose This study evaluates the effectiveness of African Career Networks (ACN) disability inclusion efforts by examining barriers and facilitators experienced by youth with disabilities participating in employment transition programmes, assessing the role of reasonable accommodations and analysing stakeholder attitudes that influence employer and university engagement. Design/methodology/approach A mixed-methods study employed an online survey (n = 92), focus group discussions and individual interviews with youth with disabilities who were current students and alumni of African Leadership Academy or Mastercard Foundation Scholars programme. Data analysis utilised a critical occupational perspective informed by the International Classification of Functioning, Disability and Health framework. Quantitative data were analysed descriptively, while qualitative data underwent thematic analysis across environmental factors that influence participation. Findings Results revealed diverse participation patterns among youth with disabilities, with mobility (40%) and visual impairments (31%) representing the largest demographics. Key barriers included inaccessible technology platforms, physical infrastructure limitations, negative stakeholder attitudes and inadequate communication systems. Facilitators included assistive technology, disability-sensitised staff, supportive peer networks and understanding employers providing reasonable accommodations. Participants emphasised the need for universal design principles, mentorship opportunities and comprehensive disability awareness training for employers rather than focusing solely on training persons with disabilities. Research limitations/implications The study's findings are limited by the relatively small sample size of 92 survey participants and the total population of 12 youth who participated in ACN's customised Career Readiness Curriculum, which may restrict the generalisability of results across the broader population of African youth with disabilities. Qualitative methods of research, however, emphasises the transferability of findings to similar contexts over statistical generalisability. The reliance on online data collection methods through MS Teams and Zoom platforms may have inadvertently excluded youth with disabilities who lack reliable Internet access or appropriate assistive technology, potentially underrepresenting the experiences of those facing the most significant digital barriers to participation. Originality/value This research provides contemporary empirical evidence from an African context on employment transitions for youth with disabilities, addressing a knowledge gap in disability employment research from African scholars. The study contributes novel insights into the effectiveness of targeted inclusion strategies and offers evidence-based recommendations for improving equitable access in graduate employment transition programmes across Africa. The findings inform policy implications for programme design of youth with disabilities' transitional efforts that challenge standardised approaches to support of this marginalised group.

The article examines the use of contrast marking at track crossings in urban spaces as a means of improving pedestrian safety and developing a barrier-free environment. An analysis of international practices in the countries of the European Union, Scotland, Canada, the United States, Japan, and Australia was conducted, where the use of color, textured, and reflective contrasts is regulated at the normative level. It has been established that the effectiveness of such marking is determined by a combination of optical and material characteristics that provide clear visual orientation and comfortable movement for all population groups, including people with visual impairments. Particular attention is given to the economic aspects of implementing high-contrast solutions, as international studies show that reducing the number of incidents at track crossings directly correlates with decreased costs for medical treatment of injuries, infrastructure repairs, and compensation payments, and also indirectly contributes to improving the efficiency of urban mobility. The study identifies that Ukrainian legislation insufficiently regulates issues related to contrast marking. Existing documents, such as DBN V.2.3-5:2018 “Streets and Roads of Settlements” and DSTU 4100:2021 “Road Safety. Road Signs,” only partially define requirements for the arrangement of track crossings. There are no clear standards regarding the parameters of color contrast, the combination of visual and tactile elements, or criteria for assessing the effectiveness of their application. The research demonstrates the feasibility of adapting international standards to national conditions, taking into account climatic, technological, and social factors. Applying such approaches would make it possible to form a modern system of regulatory frameworks aimed at improving pedestrian safety, enhancing visual navigation, and advancing universal design in urban planning. The results of the study may be used in updating national standards and developing guidelines for the arrangement of track crossings within projects aimed at creating a barrier-free urban environment, as well as for formulating economically sound solutions in the field of transport infrastructure.

Objective.To design and validate a single, reconfigurable gamma probe that overcomes the static compromise between spatial resolution and sensitivity in radio-guided surgery, enabling both rapid lesion detection and precise margin delineation.Approach.A dual-layer lead collimator was designed for a LaBr₃(Ce)-SiPM detector. A validated analytical model coupled with a multi-objective genetic algorithm (NSGA-II) was used to explore the theoretical performance limits and identify optimal geometries. A two-phase computational search identified a single, universal geometry that can be switched intraoperatively between a high-sensitivity (HS) mode and a high-resolution (HR) mode by adjusting collimator positions.Main results.The universal design, at a 30 mm distance, achieves a spatial resolution of 6.41 mm full width at half maximum (FWHM) in HR mode and a sensitivity of 1483 counts per second (cps)/MBq in HS mode. The optimization framework identified specialized, distance-specific theoretical designs with resolutions as fine as 3.26 mm FWHM. The underlying detector's energy resolution is sufficient to distinguish between ⁹⁹mTc (140.5 keV) and123I (159 keV).Significance.This work presents a practical, single-instrument solution that offers surgeons the intraoperative flexibility to prioritize either rapid detection or precise delineation. The developed design methodology provides a robust framework for creating next-generation, application-specific surgical guidance tools.

ABSTRACT The integration of dielectric inserts into hafnia‐based ferroelectric stacks has emerged as a promising route to expand memory windows in ferroelectric NAND. However, the physical origin of the associated coercive voltage enhancement has remained unclear. Here, we resolve this long‐standing question by demonstrating that coercive voltage enhancement originates from resistive voltage division between the ferroelectric and dielectric layers, governed primarily by leakage in both layers. Combining Preisach modeling, defect‐based Ginestra simulations, and polarization switching experiments with external leaky dielectrics, we show that minimizing leakage in the dielectric layer ‐ intrinsically through wide‐bandgap, low‐electron‐affinity dielectrics or extrinsically by reducing defect densities ‐ provides a universal design principle for coercive voltage control. Importantly, nucleation‐limited switching kinetics remain unchanged across the heterostructures, confirming that the enhancement is driven by resistive voltage division rather than trap‐assisted mechanisms. This discovery establishes a straightforward framework for engineering large memory windows using ferroelectric–dielectric heterostructures, thereby enabling multi‐level (TLC/QLC) operation in 3D NAND. Beyond memory applications, our findings also explain the contrasting behaviors of fluorite‐ vs. perovskite‐based ferroelectric–dielectric systems, offering fundamental guidance for interfacial materials design in next‐generation electronic devices.

The advancement of conversion-type anodes for Li/Na-ion batteries necessitates innovative strategies to synergistically address sluggish kinetics and structural degradation. Herein, a rational multi-scale engineering paradigm is proposed by constructing a MnO/MnSe-based heterostructure space-confined in a hierarchical carbon matrix. Such architecture synergizes oxygen vacancy (Vo) engineering, in situ phase-transition-driven heterointerface reconstruction, and dual-carbon space confinement. Systematic selenization control enables the formation of Vo-rich MnO coupled with metastable α-MnSe, which undergoes irreversible electrochemical transformation to conductive β-MnSe during initial cycling, creating dynamically stabilized heterointerfaces with optimized charge redistribution. First-principles calculations reveal that the α→β phase transition is thermodynamically driven by interfacial energy minimization, and the newly formed β-MnSe demonstrates robust structural stability and significantly enhanced Li/Na electrochemical kinetics. The space-confined carbon (scC) framework, integrating pyrolytic carbon and graphene confinement, orchestrates ion/electron highways while alleviating mechanical stress. The optimized MnO-Vo/β-MnSe@scC delivers exceptional rate capability and cycling performance, surpassing current state-of-the-art Mn-based anodes. This work establishes a universal materials design philosophy that couples phase transition manipulation, defect modulation, and heterointerface engineering with space hierarchical carbon confinement, providing transformative insights into overcoming intrinsic limitations of conversion materials for next-generation high-power energy storage systems.

Deep learning in inclusive schools demands an approach that able to accommodate the diversity of learners' needs, abilities, and learning styles. This article discusses the application of digital technology based on Universal Design for Learning (UDL) as a strategy to support deep learning in inclusive schools. The method used is a conceptual study with a descriptive analytical approach through literature review, education policies, and technology based inclusive learning implementation practices. The results of the study show that the use of digital technology, such as interactive video, learning management system, text to speech, automatic captioning, and digital portfolio assessment, able to improve accessibility, learning engagement, learning differentiation, and the quality of the deep learning process. In addition, the role of school management, teacher competence, and parental collaboration are key factors for the success of implementation. The conclusion of this article emphasizes that the integration of UDL based digital technology not only supports inclusivity, but also contributes significantly to realizing meaningful, equitable, and sustainable learning in inclusive schools.

Reconciling the reactivity-biocompatibility trade-off in nanoscale zero-valent iron with an amorphous core and pseudocapacitive biointerface for enhanced anaerobic methanogenesis.

People with disabilities are underrepresented in clinical trials, which impacts generalisability and ethical integrity of results. Despite international mandates to diversify participants, there is a lack of guidance on how to make trials disability-inclusive. This scoping review identifies and synthesises guidance, practices and recommendations supporting the inclusion of people with disabilities in clinical trials. We conducted a scoping review following the Arksey and O'Malley framework and reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses for scoping reviews. Medline (OVID) and Public Affairs Information System Index (October 2024) searches identified peer-reviewed articles. Grey literature was identified through targeted advanced Google searches and website reviews (February-March 2025). Google Scholar was searched to identify recently published documents between March and April 2025. Documents with guidance or policies related to inclusion of people with disabilities in clinical trials published in English from 2019 to 2025 were included. Two independent reviewers screened titles, abstracts and full texts and extracted data, with adjudication by a third reviewer. A total of 69 documents met inclusion criteria. Thematic synthesis identified eight recommendation domains: (1) inclusive and universal trial design, (2) accessible recruitment, (3) inclusive data collection, (4) equitable data analysis, (5) accessible reporting and dissemination, (6) ethical oversight and institutional review board inclusion, (7) supported and accessible consent processes and (8) the inclusion of people with disabilities as researchers and stakeholders. Themes cutting across all domains included guidance emphasising universal design, anti-ableist frameworks, supported decision-making, flexible protocols and engagement with disability communities. Disability-inclusive clinical trials are essential to ensure the validity of clinical trial results, uphold ethical responsibilities and advance health equity. While emerging frameworks offer direction on how to include people with disabilities in trials, current implementation remains inconsistent and largely voluntary. Clear, enforceable standards are needed to support governments, ethics boards, institutions and funders in making clinical trials more disability-inclusive.

Neurodiversity is an umbrella term that describes a wide range of variation in cognition, learning, and behaviors. Neurodiversity impacts approximately 16% to 18% of undergraduate students across all disciplines. Educators have moderate knowledge about neurodiversity but require further guidance on how to foster educational success in this group of students with unique strengths and challenges. Current literature was reviewed to determine best practices in fostering teaching strategies that are inclusive and engaging for neurodivergent students. Incorporation of the principles of Universal Design for Learning, strategies supportive of executive function, social-emotional learning, and a sensory-friendly environment improves learning outcomes of all students.

Dual-channel fluorescent sensor for independent detection of hypochlorous acid and pH in live cells and actual sample.

ABSTRACT This study aimed to design, develop, and evaluate the teacher-based usability of a culturally responsive, web-based animated teaching package (WATP) aligned with Universal Design for Learning (UDL) principles for individuals with intellectual disabilities (ID). Guided by a design-based research (DBR) approach, the study employed an instructional framework grounded in direct instruction to address the learning characteristics of individuals with ID. Formative evaluation was conducted across three iterative design cycles with 10 special education teachers and 5 instructional technologists, whose feedback informed continuous refinement of the WATP. Summative evaluation focused on usability testing and was conducted with 30 special education teachers who were not involved in the design process. Usability was assessed using the System Usability Scale (SUS). The WATP achieved a mean SUS score of 78.17, corresponding to a Good-Excellent level of usability. Internal consistency was acceptable to high (Cronbach’s alpha = .823 for positively worded items; .708 for negatively worded items). The findings demonstrate that integrating culturally responsive content, direct instruction, and UDL principles within an iterative DBR framework can result in highly usable and accessible instructional materials for learners with ID.

Inclusive education requires teachers to plan and implement meaningful curriculum adaptations for students with special educational needs; however, training is often sporadic and has little impact on specific classroom decisions. This study therefore critically reviews teacher training strategies and implementation conditions that improve school inclusion. An exploratory literature review was conducted using a predefined protocol, searching highly indexed databases and complementary repositories, with a two-stage selection process by reviewers and a narrative thematic synthesis with methodological quality assessment. The findings converge on the most promising strategies combining proactive curriculum design through universal design for learning with differentiated instruction, sustained collaboration such as co-teaching and professional communities, and integrated multilevel support systems with instructional accompaniment and data use. When implemented faithfully and with protected time, they tend to be associated with small to moderate improvements in participation and achievement, mediated by self-efficacy and institutional coherence. It is concluded that sustainable improvement requires situated professional development, with modeling, guided practice, observation, and feedback, articulated with pedagogical leadership and routines for continuous improvement.

School-related anxiety constitutes one of the most prevalent and disruptive mental health challenges in secondary education, particularly during adolescence—a developmental stage marked by emotional sensitivity, academic pressure, and heightened social evaluation. Persistent anxiety associated with school demands has been linked to impaired academic performance, emotional dysregulation, absenteeism, and increased risk of school refusal. In recent years, advances in Artificial Intelligence (AI) have generated new opportunities for the early identification, prevention, and management of school-related anxiety through adaptive, personalized, and data-driven digital interventions. This paper examines how AI-based technologies can be employed to support adolescents experiencing school-related anxiety within secondary education settings, drawing on an integrative narrative review of literature published between 2010 and 2025. The review focuses on AI-supported mental health applications, affective computing systems, intelligent tutoring environments, and digital anxiety-regulation tools explicitly targeting anxiety-related symptoms and stress responses. The analysis is grounded in psychological and educational frameworks relevant to anxiety, including cognitive-behavioral theory, self-determination theory, Universal Design for Learning (UDL), and inclusive education perspectives. The paper critically discusses the potential of AI to detect early indicators of anxiety, provide individualized anxiety-management strategies, and support timely school-based interventions while avoiding stigmatization and exclusion. Ethical concerns related to data privacy, surveillance, algorithmic bias, and equity of access are also examined. The findings suggest that AI-based tools can enhance school-based anxiety support when implemented within human-centered, inclusive, and ethically governed educational ecosystems. Implications for educational policy, teacher mediation, and future research on AI-supported anxiety interventions in secondary education are discussed.

<p>Currently, due to the United Nations (UN) Agenda 2030 specifically goal 4 focused on education, higher education institutions (HEI) are striving to address inclusive education in the best possible way, it is a pending issue that is on the agenda of HEI educational policies. Personal learning environments (PLE) are educational technologies that are ideally suited to support the implementation of inclusive education because they provide a personalized learning space for each student. Machine learning techniques are used to process students' academic information and thus detect patterns of information in the data. This study has as a priority to present at an architectural level a Personal Learning Environment that integrates a Federated Learning model and through the students’ data interaction this way is possible to know the learning needs of each one with the help of Universal Design for Learning (UDL).</p>

Adolescent emotional well-being is increasingly recognized as a fundamental determinant of academic success and holistic development within secondary education. Concurrently, inclusive education paradigms mandate the creation of learning environments that actively support the diverse emotional, cognitive, and social needs of all students. This theoretical and policy-oriented paper examines the confluence of these two imperatives through the lens of Artificial Intelligence (AI)-supported pedagogy. It argues that AI, when conceptualized and implemented as a tool for inclusive pedagogical enhancement rather than a standalone technological solution, holds significant potential to scaffold teacher practice, personalize learning experiences, and foster systemic conditions conducive to student well-being. Drawing upon an integrative narrative review of literature from education, psychology, and learning sciences (2010–2025), this analysis explores the theoretical foundations of inclusive education and Universal Design for Learning (UDL), investigates AI's role in operationalizing these frameworks within teaching and learning processes, and underscores the critical importance of teacher mediation and professional capital. The paper further addresses the essential policy, ethical, and data governance structures required to steer AI integration towards equity and human flourishing. Ultimately, it posits that the future of emotionally supportive secondary education lies in synergistic ecosystems where AI augments the professional judgment of educators within ethically governed, inclusive school systems.

ABSTRACT This ethnographic study analyses the co-design of Mamah Warak, a Balinese ritual effigy (Ogoh-Ogoh) collaboratively produced by a youth collective and a ritual specialist (Undagi) for the 2025 Kesanga Festival. The project reanimated a 19th-century gaguritan narrative through a hybrid workflow combining digital modelling with traditional, fully biodegradable materials, while the entire design cycle was governed by sacred temporalities embedded in the Nyepi ritual calendar. Operating within a pluriversal cosmological framework, the study challenges secular and liberal Participatory Design (PD) models that presuppose human consensus, iterative flexibility, and material endurance as universal design values. Drawing on decolonial design theory and design anthropology, the analysis advances two conceptual contributions. Cosmologically Attuned Participation (CAP) reframes co-design as an ethical alignment with layered authorship rooted in ancestral narrative authority and ritual decree. Ephemeral Cosmotechnics (EC) articulates a design logic in which impermanence is the ontological condition of fulfilment, positioning the effigy’s ritual destruction (mralina) as the culmination of its design purpose rather than its negation. The findings demonstrate that the re-enactment of ancestral narratives operates as a mode of speculative heritage that strengthens cultural resilience, underscoring the need for PD methodologies capable of engaging sacred, non-replicable, and more-than-human design ontologies.

Dual-atom catalysts (DACs) are regarded as promising electrocatalysts owing to their abundant active sites and tunable electronic structures, whereas precisely controlling diatomic-site configurations for optimal performance remains challenging. Herein, we precisely engineer a Cl-induced dangling N-bridged dual-atom Fe catalyst (Fe2NC-Cl), where the Cl introduction results in an out-of-plane dangling N-bridge to the di-Fe sites, mitigating the steric hindrance for reactants, and a strategic modulation of the d-band center of Fe sites, optimizing the adsorption-desorption equilibrium of oxygen-containing intermediates, thereby leading to a lower overpotential. The Fe2NC-Cl catalyst achieves an exceptional oxygen reduction reaction (ORR) activity, exhibiting a half-wave potential of 0.924 V with minimal potential decay (0.067 μV per cycle). When integrated into quasi-solid-state zinc-air battery, it delivers a remarkable power density of 231 mW cm-2 at 25 °C and maintains 82 mW cm-2 at -40 °C, alongside stable operation for 2400 h (14400 cycles). This work underscores the critical role of synergistic geometric-electronic engineering in breaking the activity-stability trade-off, providing a universal design paradigm for high-performance electrocatalysts.

Purpose This study proposes the Tangible User Interfaces (TUIs) design guideline to support learning to read and spell for children with dyslexia. Design/methodology/approach Seven experts with backgrounds in human–computer interaction, art and design verified the TUIs design guideline and provided feedback on the proposed design guideline of TUIs. It was then validated through an experimental study with 16 participants diagnosed as dyslexia from primary school between 7 and 12 years old. The participants were asked to complete the learning content (letter recognition and spelling) based on their reading level in the Malay language. Following that, the participants were assisted by the researcher to identify their system preferences through questionnaires. Findings On average, the results showed significant improvement among the children with dyslexia, particularly those who had difficulties with letter recognition and spelling when using the Tangibell prototype. The task results indicated that the design guideline was deemed suitable for children with dyslexia. Thus, the study meets its objective in validating the guideline through an experimental study with children with dyslexia. Originality/value A dyslexia-friendly prototype called Tangibell was developed to evaluate the effectiveness of TUIs design guideline during learning activities with children with dyslexia. The design features of the prototype supported with Universal Design principles and Interaction Design dimensions adapted to the TUIs design concept tailored to the needs of children with dyslexia for a good and effective design. Collectively, TUIs design guideline may assist researchers and developers in developing prototypes tailored to the needs of children with dyslexia, contributing to better learning outcomes and improved educational experiences.

Tertiary mathematics teaching is predominantly face-to-face, yet large, diverse cohorts and limited contact hours constrain opportunities for individually paced practice and timely feedback. We developed three bespoke, self-paced online numeracy modules, each targeting a specific mathematical concept and disciplinary context. Module design was informed by learning theory (constructivist, active learning, Universal Design for Learning, inclusive learning practices). We ran a qualitative pilot study to gain insight into user perceptions of modules in terms of engagement and perceived learning support, conducting semi-structured interviews with undergraduate science students (n = 11) and educators (n = 7). We applied thematic analysis to interview data, which generated the following insights. Students—many reporting high mathematics anxiety—responded positively, valuing low-stakes iterative practice, clear stepwise scaffolding, multimodal presentation, contextualized examples aligned to their course, and a supportive instructor voice. These features were described as reducing anxiety, reframing errors as part of learning, and supporting inclusion, despite prevalent math avoidance in the cohort. Staff feedback was more cautious, recognizing similar strengths but focusing on areas for improvement. We argue that bespoke, contextualized modules can augment face-to-face instruction by delivering individualized pacing and immediate feedback at scale, while contributing to the creation of an accessible, inclusive, supportive learning environment. Future work should quantify learning outcomes, track affective changes longitudinally, and isolate contributions of specific design features across diverse cohorts and disciplines.

Despite the vast diversity of B cell repertoires, serum antibody responses during viral infection often focus on a limited set of epitopesa phenomenon known as immunodominance. This inherent bias establishes a hierarchy of epitope responses, which often facilitates viral immune evasion and presents a major challenge for universal vaccine design. It remains unclear whether serum immunodominance is primarily driven by antigen-intrinsic properties or by the spatial constraints imposed by virion-bound antigen presentation. Here, using Ebola virus glycoprotein (GP) as a model system, we found that trimeric GP elicited varied epitope hierarchies between individual animals during primary immunization. In contrast, multivalent GP presentation on either a vesicular stomatitis virus or ferritin nanoparticlesin the native orientation found on the Ebola viruselicited highly consistent and more refined epitope hierarchies across multiple mice and guinea pigs. These findings reveal a key role of oriented multivalent presentation in shaping serum immunodominance. The striking consistency of epitope hierarchy among individuals suggests that oriented multivalent presentation may promote more uniform immune protection at the population level, beyond increasing the magnitude of antibody binding and neutralizing responses.