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10 articles
Article 4 Dec 2025
Aivars Spilbergs, Biruta Dzērve, Sandra Ozoliņa, Gunta Innuse-Breidaka, Tatjana Mavrenko, Laima Čable, Agnese Vincēviča, Biruta Sloka, Ginta Tora and Kristīne Liepiņa
This study examines the primary risks associated with using generative artificial intelligence (GAI) in social science research and proposes a framework for higher education institutions to effectively manage these risks. As universities increasingly integrate GAI into
This study examines the primary risks associated with using generative artificial intelligence (GAI) in social science research and proposes a framework for higher education institutions to effectively manage these risks. As universities increasingly integrate GAI into teaching, research, and administration, concerns around intellectual property, academic integrity, data privacy, and ethical use have intensified. This paper explores the adequacy of current legal frameworks in addressing these challenges, drawing on recent legal analyses and institutional practices. Survey data reveal statistically significant differences in perceptions of the need for GAI guidelines based on respondents’ age, education level, field of study, research experience, and geographic region. The findings underscore the urgency of developing adaptive, risk-based policies that support responsible integration of GAI while safeguarding academic standards. The study concludes by proposing guiding principles for a dynamic legal framework that balances innovation with accountability. These recommendations aim to support sustainable and ethical GAI adoption in higher education institutions and contribute to the broader discourse on responsible AI governance in academia.
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Article 31 May 2025
Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
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Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
Volume 4 (2025), Issue 2, pp. 146–157
1813 Views307 Downloads
Article 16 Apr 2025
Enrique Javier Díez Gutiérrez, Luisa María García Salas, Sara Aguilar Moya, Kelly Romero Acosta, Antonio Pérez Robles, José Jesús Trujillo Vargas, Ignacio Perlado Lamo de Espinosa and Luis Miguel Mateos Toro
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 108–121
Volume 4 (2025), Issue 2, pp. 108–121
1978 Views512 Downloads
Article 15 Jan 2025
Michael Tarrant, Mikell Gleason, Steven Boyd and Tony Wellington
We adopt a normative model of crowd tolerance (expressed as a willingness to support more or fewer tourists) as a proxy for overtourism. Consistent with Social Exchange Theory, it is proposed that a person will perceive
We adopt a normative model of crowd tolerance (expressed as a willingness to support more or fewer tourists) as a proxy for overtourism. Consistent with Social Exchange Theory, it is proposed that a person will perceive the impacts of tourism at a destination as positive or negative depending on the extent to which they view visitor levels as under or over a threshold that they expect or support (i.e., their norms or tolerance level). A total of 420 residents and 1048 visitors completed a survey interview in the tourist shire of Noosa between 2022 and 2024. Results show that residents and visitors differed significantly on many of the perceived tourism impacts, with long-term residents less favorable to the positive impacts than visitors. There was broad consensus across both residents and tourists, and the highest level of agreement, with negative impacts (especially that tourism contributes to traffic and parking congestion, and higher prices). The lowest levels of agreement with positive tourism impacts were found for “over tourists” (respondents who supported a fewer number of tourists). Implications for sustainable destination management are discussed in the context of the Quadruple Bottom Line, including efforts that enable tourism communities to grow well using a guardianship ethos and collective action of Gifts and Gains.
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Highlights of Sustainability
Volume 4 (2025), Issue 1, pp. 1–15
Volume 4 (2025), Issue 1, pp. 1–15
2357 Views691 Downloads2 Citations
Article 30 May 2024
Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 255–274
Volume 3 (2024), Issue 2, pp. 255–274
2920 Views1873 Downloads4 Citations
Article 7 Feb 2024
Tsz Hin Hui, Nadine Itani and John F. O’Connell
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 61–75
Volume 3 (2024), Issue 1, pp. 61–75
7938 Views3324 Downloads5 Citations
Article 5 Jan 2024
Athanasios G. Giannopoulos and Tatiana P. Moschovou
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 16–32
Volume 3 (2024), Issue 1, pp. 16–32
2682 Views848 Downloads
Article 28 Dec 2023
Majbah Uddin, Nathan N. Huynh and Fahim Ahmed
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 1–15
Volume 3 (2024), Issue 1, pp. 1–15
2860 Views732 Downloads2 Citations
Article 26 Jul 2023
Maksym Diachuk and Said M. Easa
This article is part of the Special Issue Feature Papers to the Inaugural Volume of Highlights of Vehicles.
Highlights of Vehicles
Volume 1 (2023), Issue 1, pp. 29–53
Volume 1 (2023), Issue 1, pp. 29–53
3263 Views926 Downloads2 Citations
Article 7 Mar 2023
Olaniran Anthony Thompson, Agbotiname Lucky Imoize and Taiwo Timothy Amos
Highlights of Sustainability
Volume 2 (2023), Issue 1, pp. 35–49
Volume 2 (2023), Issue 1, pp. 35–49
3503 Views1108 Downloads2 Citations
Volume 4 (2025), Issue 4, pp. 285–298