This paper discusses the educational value provided to learners and teachers when collaborative pedagogical practice is used to facilitate social work students’ engagement with the sensitive topic of disability and sexual wellbeing. Value for students includes the creation of safe, relational spaces where this sensitive topic can be explored and its relevance to professional practice discussed. In addition, the opportunity to gain increased understanding of an issue identified by disabled people and other research as important to human wellbeing is valuable to the learners’ future practice. Value for the co-teachers (the co-authors of this paper) include their increased confidence and sexual self-esteem flowing from the acknowledgement that sexual wellbeing is important to human wellbeing no matter the person’s age or disability. The authors argue that disabled and older people’s experiences of sexual exclusion discussed in the paper is a form of social exclusion, whereas incorporating sexual wellbeing into health and social care education is a form of ‘quiet activism’ that challenges the stereotypes, discrimination and oppression that lead to social exclusion. The authors do this in their pedagogical practice by modelling discussions of sexual wellbeing throughout the lifespan, as well as through promoting the expectation that disabled and older people can experience sexual pleasure, desire, agency, choice, consent and decision-making. Through narrative accounts from the co-authors and perspectives of students, the paper challenges negative stereotypes that view age and disability as inhibitors of sexual wellbeing and instead offers positive accounts of growing confidence through involvement in research and teaching.
The expansion of remote work has increased flexibility over where paid work is performed, potentially creating new options for how dual-earner couples organize unpaid work. This study examines whether remote-work availability (RWA) is associated with within-couple differences in childcare and housework among full-time dual-earner couples in Japan, while considering both gender and spouses’ relative income positions. Using the 2019–2021 Japan Household Panel Survey/Keio Household Panel Survey, household-year fixed-effects models compare spouses within the same household-year. The clearest finding is a persistent gender difference: male spouses are substantially less likely than female spouses to report almost-daily involvement in both childcare and housework. RWA does not significantly moderate the relative-income difference in almost-daily childcare involvement. For housework, the main specifications provide some evidence that the relative-income difference is smaller when RWA is available, although this pattern is sensitive to alternative specifications and should be interpreted cautiously. Overall, the findings suggest that RWA is associated with limited and activity-specific differences in domestic task allocation rather than a broad restructuring of unpaid work within dual-earner couples.
This systematic literature review synthesizes existing knowledge on wellness tourism, a sector increasingly influenced by demographic, technological, health-related, and environmental changes. The adaptation of wellness tourism to these evolving conditions is closely linked to branding. However, the existing literature lacks a systematic conceptual framework that explains the relationship between organizational adaptation and wellness tourism brand development. This study aims to examine adaptation and branding in health tourism, identify key factors and organizational adaptive capabilities, explore research gaps in the relationship between organizational adaptation and brand value, and develop an integrated conceptual framework linking organizational adaptation to brand development in the health tourism business. This study conducted a systematic literature review in accordance with the PRISMA 2020 guidelines and employed thematic analysis to synthesize 36 selected articles that underwent screening and descriptive appraisal. The literature was retrieved primarily from Google Scholar and SAGE, covering the period from January 2020 to August 2026. The synthesis identified six key themes: leadership and strategic capabilities; digital technology and branding; safety, trust, and brand reputation; culture and brand identity; the environment and sustainable brand development; and tourist experiences. Based on these issues, this study proposes an integrated conceptual framework linking adaptation and branding in health tourism, addressing the gap in their integration within the literature. The framework supports future empirical research and provides insights for stakeholders to align their responses with destination branding strategies, while guiding future research and tourism management practices.
The consolidation of digital society has transformed the communication practices of new generations, and with them, the literacy demands facing higher education. In this context, the video essay emerges as a practice situated at the intersection of technological innovation, social change, and university education: based on audiovisual analysis, it requires its creators to interpret, argue, and communicate through images. This study examines how Generation Z university students appropriate the video essay as a practice of audiovisual literacy and a communication strategy of their own. A qualitative case study was conducted on 24 sixth-semester students in the Communication program at Universidad Técnica del Norte (Ibarra, Ecuador), combining the production of video essays, classroom observation, and focus groups; the 15 highest-rated video essays were purposively selected for in-depth analysis through thematic coding. Within this high-performing corpus, students redefined the video essay as a language of their own: they incorporated visual codes from the platforms they used but oriented them toward critical and sustained argumentation, which nuances techno-deterministic readings of this generation. The study provides situated evidence from an underrepresented region and offers insights for rethinking digital literacy in the university education of media communicators.
Generative Artificial Intelligence (GenAI) is reshaping educational practice while raising pedagogical, ethical, and professional challenges. This study examined Spanish teachers’ self-reported GenAI tool use, perceived knowledge, perceptions and attitudes, and training-related experiences and orientations. A quantitative cross-sectional survey was conducted with 838 teachers from primary, secondary, vocational, and higher education, recruited through non-probability convenience sampling. Data were collected using an adapted and extended 47-item questionnaire comprising three scales derived from CAPIAG-P and a nine-item modality-based GenAI Tool Use scale developed for this study. Internal consistency was good to excellent (Cronbach’s α = 0.827–0.930). Descriptive statistics, Holm-adjusted non-parametric comparisons, Dunn–Holm post hoc tests, effect sizes, and hierarchical multiple regression with HC3 robust standard errors were applied. Use was concentrated mainly on text-to-text applications, whereas perceived GenAI knowledge was moderate. Teachers positively evaluated several educational applications but expressed reservations about critical thinking, educational quality, and replacement of the teaching role. They reported limited previous training and strong agreement with predefined pedagogical and ethical professional-development priorities. Perceived GenAI knowledge was most strongly associated with tool use, followed by perceptions and attitudes; training was not independently associated with use. The final model explained 42.0% of the variance. This pattern remained in a sensitivity analysis excluding knowledge items with the clearest behavioral overlap, although explained variance decreased to 37.7%. Holm-adjusted group differences by sex, school ownership, and teaching level were small, while none remained by age or experience. The findings support equitable institutional provision and continuous, pedagogically and ethically grounded professional development.
