The objective of this study is to analyze populism in the Peruvian Congress (from 2021 to 2025). Its growth, in the global context, affects democratic processes and transforms or restructures institutions according to the interests of a particular group or its leaders. This phenomenon is not foreign to Peru, where it is evident that the current (congressional) regime operates against institutions by enacting laws that are not in the public interest. A qualitative investigation was conducted based on the analysis of information disseminated in two of the most representative digital media outlets: the newspapers “La República” and “El Comercio,” which have different editorial lines. The information was consolidated based on the following categories: controversial laws passed by Congress; problems in the selection of members of important institutions; and the coalitions formed in Congress between the right and left. It is concluded that the populism practiced by Congress affects democratic processes, the laws that have been passed do not respond to the problems or needs of the population, and the election of members of the most important institutions has been carried out based on the interests of the politicians in power.
Digital technologies and sustainability are the main trends that impact supply chains. This study seeks to expand the knowledge of Structural Equation Modeling (SEM) in digital and sustainable supply chains within social sciences, business and management fields. It presents a bibliometric analysis of the SEM statistical method applied to digitised and sustainable supply chain management. It also analyses the different types of SEM used: classic SEM, PLS-SEM, Bayesian SEM, and Multilevel SEM. The paper focuses on constructs and latent variables, dependent and independent variables, and the main theories utilised by other authors. Web of Science Core Collection is the source database, addressing these research areas. The results show that SEM, PLS-SEM and sustainability-related topics are analyzed mainly. The limitation is that the research focuses solely on one statistical method (SEM) to analyse digitised and sustainable supply chains, which could be solved in further studies.
This study describes an automated system for verifying the use of Personal Protective Equipment (PPE) related to machine vision and the YOLOv8 model. The images were collected with a digital camera and analyzed through the OpenCV library. To evaluate performance, the paired T-test was applied, which showed a statistically significant reduction in verification time (p = 0.043). In practice, the average inspection time was reduced from 32.4 s under manual supervision to 16.8 s when the automated system was used. The normality of the data was verified by the Shapiro–Wilk test (p > 0.05) the system has a low operating cost of 7.49 USD per month. Economic analysis indicates a return on investment of 351.03
This study describes the first steps to designing and evaluating a MOOC on Hybrid Photovoltaic Thermal Systems (HVTS), an emerging topic in Renewable Energy Education. We piloted the MOOC using a small group of 15 learners and developed a Learning Analytics Dashboard (LAD) specifically to analyze Learner Engagement, Performance and Difficulty. The pilot led to a high Completion Rate of 73.3
This article explores what it means to be a “good school” in the digital age and reflects on the main contributions and challenges associated with the use of Information Technologies in Education in the Portuguese context. Its primary objective is to present key concepts related to the “good school” and to examine how digital technologies can support Portuguese schools in moving towards this ideal. Drawing on literature about effective schools, school quality and frameworks for the pedagogical integration of digital technologies, the paper argues that a good school today cannot be understood without considering how technologies shape learning, equity and participation. Methodologically, the article is conceptual and draws on a narrative review and synthesis of international and Portuguese studies on school effectiveness and digital education. On this basis, it proposes a set of reflections and recommendations aimed at helping Portuguese schools use technologies more strategically, critically and ethically, aligning digital initiatives with a broader vision of what counts as a “good school”. The paper concludes by suggesting that technologies can contribute to good schools only when they are integrated into coherent educational projects that prioritize pedagogical quality, equity and the relational fabric of school life.
This study aims to analyze the academic performance and perception of augmented reality (AR) use among students in engineering programs, comparing a control group and an experimental group in the context of programming education. This study involved students enrolled in programming courses from the Computer Science Engineering, Biomedical Engineering, Electronic Engineering, and Electrical Engineering programs. The experimental group engaged with a programming textbook enhanced by AR technology and a complementary mobile AR application. Instructional content included both structured programming and object-oriented programming. The control group, composed of 175 students enrolled in 2023, followed a traditional teaching methodology without the use of AR resources throughout a 19-week semester. In contrast, the experimental group consisted of 210 students enrolled in 2024, who utilized AR-based educational materials during a 19-week academic term. In addition to performance analysis, a survey was conducted to gather data on students’ perceptions regarding the use of AR in the learning process. Due to violations of assumptions required for parametric testing, non-parametric statistical methods specifically the Wilcoxon and Brunner-Munzel tests were employed to evaluate student outcomes. The results indicate that the experimental group achieved significantly higher academic performance compared to the control group, suggesting that AR-enhanced instructional tools can positively impact learning effectiveness in programming courses.
The objective of this research was to analyse the indirect effect of the flexibility and adaptability of the educational environment on the evaluation of academic performance, considering the mediating role of student autonomy in learning and the autonomous management of time and resources. A quantitative approach with a non-experimental, cross-sectional design was used. The sample consisted of 738 pre-university students from a public university in Arequipa, Peru. The instrument was designed for this study, undergoing a rigorous process that included exploratory and confirmatory factor analysis, as well as two preliminary tests to adjust the variables and items. Data collection took place between January and April 2025, in face-to-face sessions where participants accessed the online questionnaire after providing their informed consent. The most relevant result revealed that student autonomy in learning had a positive and significant mediating effect on the relationship between flexibility, sustainability, and the evaluation of academic performance. In contrast, time and resource management showed an adverse mediating effect. It is concluded that self-regulatory skills, particularly learning autonomy, are crucial for enhancing academic performance in flexible and sustainable virtual environments and should therefore be promoted through effective pedagogical design.
Technological infrastructure is often treated as a basic technical requirement for school digitalisation, while its organisational meaning receives less attention. This study explores how technological infrastructure relates to schools’ digital maturity, drawing on the DigCompOrg framework and data from the SELFIE instruments. A mixed-methods design was employed, combining survey data from school leaders (n = 349) and teachers (n = 2,190) with qualitative interviews conducted in 30 schools. The quantitative findings show that technological infrastructure is closely connected to all dimensions of organisational digital maturity. The qualitative findings add depth to these results by illustrating how infrastructure is experienced in everyday school life and how it supports or constrains digital practices. They also shed light on how a “good” technological infrastructure is understood in relation to reliability, access, sustainability, and its fit with everyday pedagogical and organisational needs. The study contributes an organisational and diagnostic perspective by examining infrastructure as part of schools’ broader patterns of digital maturity rather than as an isolated technical component. Overall, the study presents technological infrastructure as a dynamic and evolving element of school digitalisation and highlights the importance of leadership alignment and sustained support in schools’ ongoing development towards digital maturity.
The introduction of Internet of Things (IoT) technologies in the public education sector has represented a significant advance in the modernization of institutional processes and in strengthening management capacity and improving the strategic use of data. This study investigates the role of IoT in the evaluation of institutional performance and capacity planning in public educational institutions, with the aim of understanding how these technologies can contribute to administrative efficiency, sustainability and educational quality. The research is based on a Systematic Literature Mapping (SLM), conducted with the support of the Parsifal tool and high-impact scientific databases. In this context, the study seeks to identify and systematize approaches described in the literature regarding the use of IoT in public educational management, as well as the challenges. The results indicate that, although IoT initiatives have grown in recent years in areas such as environmental monitoring, energy management, and decision support systems, with the use of connected devices, distributed sensors, and integrated monitoring systems, structural challenges persist, especially in terms of technological integration, data governance, infrastructure, professional qualification, and the definition of institutional innovation policies. The study concludes that IoT, when articulated with management strategies and appropriate performance evaluation and capacity planning mechanisms, has the potential to play a central role in evaluation and planning and transform educational environments into smart and sustainable ecosystems, increasing transparency and administrative efficiency.
This study aims to contribute to the understanding of how intellectual capital efficiency and innovation influence financial performance in European ports operating within maritime supply chains, particularly under systemic shocks and crisis conditions. Using the Value Added Intellectual Coefficient as a measure of intangible asset management, the study assesses whether ports’ innovation capacity and intellectual capital efficiency enhance financial performance and resilience during adverse macroeconomic environments. Empirically, the analysis employs System GMM estimators to account for unobserved heterogeneity across ports and the dynamic nature of financial outcomes. The sample comprises 23 European ports observed from 2018 to 2023, encompassing disruptive events such as the COVID-19 pandemic, geopolitical conflicts, and economic uncertainty. Financial performance is modelled as a function of VAIC, innovation variables, port size, and macroeconomic controls. Results indicate that intellectual capital efficiency has a positive and significant impact on port financial performance, even during crisis periods. Innovation further strengthens value creation, competitiveness, and adaptive capacity within maritime logistics chains. This study advances port economics by integrating an adapted VAIC and innovation as organizational resilience drivers. Diverging from cross-sectoral analyses, the research demonstrates the strategic primacy of intangible assets in sustaining performance and viability during exogenous shocks. The results provide a robust framework for academics and policymakers to enhance the maritime sector’s adaptive capacity through intellectual capital.
This paper proposes a conceptual framework addressing a significant gap in the existing literature with regards to the development of digital skills and their connection to teachers’ wellbeing. While traditional wellbeing programs for educators have historically centred on concepts like mindfulness, compassion, and resilience (with proven benefits in reducing stress and burnout) the rapid digital transformation of education accelerated by the need for remote teaching introduces new challenges determining a shift towards interdisciplinary training. The paper aims to bridge the similarities and differences between conventional wellbeing interventions and newer, broader programs that integrate wellbeing modules alongside the development of essential competencies. The authors argue that the recently published EU framework for digital competencies, DigComp 3.0, connects wellbeing with the digital transformation of education by emphasizing AI integration, cybersecurity, and digital citizenship. Also, a case study on the EU-funded VirtualEdu project is presented and discussed. By integrating the proposed conceptual framework in teachers’ training, integrated programs address both digital proficiency and wellbeing to mitigate issues like technostress and enhance professional effectiveness.
The purpose of this article is to analyze the impact of applying adaptive technological tools in the teaching-learning process of the Principles of Microeconomics course on economics students enrolled in the face-to-face modality (control group) and online modality (experimental group) at the Universidad Técnica Particular de Loja (UTPL). To achieve this objective, a quasi-experimental study was conducted with 300 students, divided into three groups: a control group (n = 60) and two experimental groups (n = 120 each) that used an interactive exercise platform with timely feedback, integrated into the Virtual Learning Environment (VLE). The methodology consists of applying diagnostic tests (pre-test) and final evaluations (post-test), in addition to records of VLE use. The findings show that the experimental group achieved a significant improvement in learning, reaching an average gain of 21 points compared to 12 in the control group (p < 0.01), as well as a higher level of motivation and participation. Statistical analysis confirmed a medium effect size (Cohen's d = 0.47). The findings allow us to determine that the use of adaptive technologies significantly improves the understanding of abstract microeconomic concepts and promotes more active learning.
Education 5.0 represents a transformative paradigm in higher education, aligning with the principles of Industry 5.0 and Society 5.0. This approach emphasizes human–technology collaboration to create personalised, sustainable, and ethically responsible learning environments. The study explores the impact of technological integration on specialised university programs, focusing on nursing students’ experiences in virtual and group learning contexts. Using qualitative methods and case studies, the research reveals how students adapt to digital tools, remote collaboration, and constructivist learning environments. Findings indicate that while virtual communication platforms enhance flexibility and efficiency, challenges persist in engagement and tool selection. Education 5.0 promotes holistic development, integrating technical skills with creativity, empathy, and social responsibility, preparing learners for complex, technology-driven societies. The results underscore the importance of monitoring human factors in technology-based education and fostering competencies for lifelong learning and adaptability.
This pilot experimental study evaluates the pedagogical competencies of three leading AI chatbots—ChatGPT, Gemini AI and Claude—through the lens of established educational frameworks and standards. Conducted with 14 pre-service teacher students in a Master of Education program, the research employs a within-subjects design to assess AI assistants' alignment with key teaching dimensions derived from Romania’s Teacher Profile, Australia’s AITSL Standards, and OECD Education 2030. A novel rubric, operationalizing five core competencies (cognitive scaffolding, adaptability, formative feedback, accuracy, and academic integrity) was developed to quantify AI performance. Results indicate Claude outperformed competitors across most metrics, particularly in promoting student agency and personalized learning, while ChatGPT scored lowest. However, all models demonstrated significant ethical limitations, scoring below 3/5 on academic safety. The study highlights AI’s potential as pedagogical partners while underscoring critical gaps in ethical implementation. As an initial phase of a broader research, this work establishes foundational metrics for AI teacher evaluation, with future directions targeting expanded participant diversity, cross-disciplinary prompts, and longitudinal student outcome analysis. Findings contribute to the emerging discourse on human-AI teaching collaboration, emphasizing the need for context-specific benchmarks beyond traditional accuracy metrics. words.
This study examines the state of knowledge and information transfer in rural areas between incoming urban residents and permanent rural residents. The study (surveys and in-depth interviews) covered these two social groups in 18 villages across Poland. The study sought answers to the following research questions: (1) What types of knowledge and information are transferred to rural areas by urban residents? (2) What are the main directions of knowledge and information transfer? (3) What are the consequences of knowledge transfer? It appears that the flow of knowledge between the two groups studied is primarily informational, serving to meet the daily needs of residents; it occurs through occasional meetings, primarily in public places. The flow of knowledge and information has two-way nature; the interviews clearly show that rural residents are primarily a source of practical information, while urban newcomers provide, in addition to information, advice and intangible knowledge.
This paper examines how relationship marketing strategies can mitigate stakeholder conflicts and foster alignment during the twin transition, understood as the simultaneous green and digital transformation of organizations. A PRISMA-based systematic literature review was conducted, resulting in a final sample of 35 articles from Scopus and Web of Science in the fields of business, management and marketing, which evidences a recent surge of interest in this topic. The findings show three main tension clusters – economic, rational and legitimacy – arising from the misalignment between cost efficiency, data-driven tools and stakeholders’ emotional and ethical expectations. Relationship marketing emerges as a critical mediator, translating digital tools into sustainable value through relational/service-oriented approaches, transparency-enhancing technologies, and emotional engagement/personalization. The study contributes by consolidating a fragmented body of knowledge and clarifying the central role of relationship marketing in governing the twin transition.
This paper examines how Industry 4.0 technologies are transforming brand strategy within hyperconnected service ecosystems, advancing the convergence between digital innovation and sustainability. Building on the paradigm of Services 4.0, it explores how intelligent technologies, such as artificial intelligence, blockchain, and the Internet of Things, reconfigure service design, user experience, and value co-creation. Through a structured literature review, the study synthesizes emerging themes related to hyper-personalization, algorithmic co-creation, and ethical digital transformation across service sectors. The discussion highlights how AI and blockchain form a dual mechanism in building trust-rich ecosystems: AI enhances relevance through predictive personalization, while blockchain ensures verifiability and transparency in brand-consumer interactions. Generational shifts, particularly among Gen Z and Alpha consumers, amplify the demand for immersive, inclusive, and ethically aligned brand experiences, positioning brands as cultural co-authors rather than passive storytellers. Yet, these advances raise complex ethical tensions between personalization and privacy, automation and agency, and innovation and inclusion. The paper argues that sustainable competitiveness in Industry 4.0 depends on transparency, inclusivity, and algorithmic fairness, requiring ethical governance of data and digital experiences. By framing branding as a fluid, co-created construct embedded in smart service systems, this research contributes to a deeper understanding of how organizations can balance innovation, authenticity, and responsibility in the era of sustainable digital transformation. It offers conceptual contributions for researchers, managers, and policymakers seeking to navigate the evolving landscape of hyper-digital brand ecosystems.
This article presents a strictly conceptual study that examines the role of design and visual identity in stakeholder management within large-scale collaborative innovation projects, using the NEXUS Agenda as a reference context. Drawing on a narrative literature review in branding, strategic design, organizational communication and stakeholder theory, the study proposes a theoretical framework explaining how visual coherence, communicational clarity and brand consistency contribute to the development of trust, understanding and alignment among stakeholders. The conceptual application of the framework to the NEXUS Agenda Illustrates how design and visual identity function as strategic instruments for institutional alignment and interorganizational coordination in ecosystems characterizes by high technological complexity and stakeholder diversity. The study contributes to the literature on collaborative branding and strategic design, while acknowledging the absence of empirical validation as its main limitation.
Automatic documentation of endoscopic procedures is critical to improve report completeness, standardization, and downstream use of data for quality monitoring. However current workflows still rely heavily on manual reporting. This work presents an end-to-end pipeline for automatic transcription and structuring of endoscopic audio, focusing on colonoscopy and Endoscopic Retrograde Cholangiopancreatography (ERCP) procedures. Initially, ambient audio was captured using conference microphones in the examination room, but this produced long recordings with high background noise. The acquisition protocol was therefore redesigned so that, immediately after each procedure, the performing endoscopist recorded a short, structured summary using a smartphone microphone, yielding clearer audio segments better suited for processing. These targeted recordings are processed by Voxtral, an open-source, multilingual medical speech recognition model optimized for noisy clinical environments. The transcribed text is then validated and passed to a modular Large Language Model (LLM)-based pipeline, developed in a companion study, which extracts key clinical and quality-related categories. The finalized reports are exported in JSON and Excel formats, enabling integration with electronic health records, quality dashboards, and downstream analytics, while also facilitating expert review of extracted indicators. A pilot dataset of 13 ERCP audio recordings (approximately 35 s each) was used to develop and test the workflow, including comparison of audio acquisition strategies and hardware. The results of this proof-of-concept confirm the technical feasibility of combining medical-grade automatic speech recognition with modular LLM-based report generation and highlight a promising path toward reducing documentation burden, enhancing standardization, and enabling scalable, automated quality assessment in digestive endoscopy.
