Hugo González-González, Gemma Fernández-Caminero, Carmen-María Hernández-Lloret, Luis Espino-Díaz and José-Luis Álvarez-Castillo

https://doi.org/10.54175/hsustain5010008

Waleed Mugahed Al-Rahmi

https://doi.org/10.54175/hsustain4040019

Aivars Spilbergs, Biruta Dzērve, Sandra Ozoliņa, Gunta Innuse-Breidaka, Tatjana Mavrenko, Laima Čable, Agnese Vincēviča, Biruta Sloka, Ginta Tora and Kristīne Liepiņa

https://doi.org/10.54175/hsustain4040017

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 ... Read More ... Read More 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. ... « or Access Full Article

Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar

https://doi.org/10.54175/hsustain4020009

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 ... Read More ... Read More 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. ... « or Access Full Article

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

https://doi.org/10.54175/hsustain4020007

Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi

https://doi.org/10.54175/hsustain3020015

Olaniran Anthony Thompson, Agbotiname Lucky Imoize and Taiwo Timothy Amos

https://doi.org/10.54175/hsustain2010004