cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.28144025
title: Designing and implementing foundation courses for allied health science students employing Kern’s six steps: a narration of perspective

description: This narrative paper describes the process of designing foundation courses for undergraduate programs in ‘allied health sciences’, at Madan Bhandari Academy of Health Sciences, Nepal. The primary objective of the courses was to provide a smooth transition for undergraduate students into their new academic, social, and professional responsibilities. Thirteen brief modules of foundational courses were designed on three social and cognitive domains: task mastery, acculturation and role clarification. We employed Kern’s six-step model, which is a widely accepted, evidence-based, and learner-centric systematic framework for curriculum designWhile implementing the courses, we, faced a multitude of challenges like budget shortages, training of human resources, low student readiness, and infrastructural limitations. This paper is an account of our experiences during the process . Through this perspective paper, we aim to highlight the importance of foundational courses in undergraduate programs and also draw the attention of policy-makers to the need of innovational strategies for easy transitioning and adjustmentof students from higher secondary to undergraduate level. We conclude that a smooth transition could offer better chances for the students to succeedin their academic programs too, and thus, save both personal and organizational resourcesotherwise spent in managing academic failures.
DOI: 10.6084/m9.figshare.28144025.v1
title: Designing and implementing foundation courses for allied health science students employing Kern’s six steps: a narration of perspective

description: This narrative paper describes the process of designing foundation courses for undergraduate programs in ‘allied health sciences’, at Madan Bhandari Academy of Health Sciences, Nepal. The primary objective of the courses was to provide a smooth transition for undergraduate students into their new academic, social, and professional responsibilities. Thirteen brief modules of foundational courses were designed on three social and cognitive domains: task mastery, acculturation and role clarification. We employed Kern’s six-step model, which is a widely accepted, evidence-based, and learner-centric systematic framework for curriculum designWhile implementing the courses, we, faced a multitude of challenges like budget shortages, training of human resources, low student readiness, and infrastructural limitations. This paper is an account of our experiences during the process . Through this perspective paper, we aim to highlight the importance of foundational courses in undergraduate programs and also draw the attention of policy-makers to the need of innovational strategies for easy transitioning and adjustmentof students from higher secondary to undergraduate level. We conclude that a smooth transition could offer better chances for the students to succeedin their academic programs too, and thus, save both personal and organizational resourcesotherwise spent in managing academic failures.
DOI: 10.6084/m9.figshare.30734994
title: Decoding leadership in Chinese higher education: a systematic review of insights and innovations (2016–2025)

description: This systematic review examines leadership styles in Chinese higher education institutions (HEIs), utilizing 24 studies published between 2016 and 2025, filtered from 14,068 articles via PRISMA-compliant selection. Most studies employ quantitative methods, complemented by qualitative and mixed-method approaches. The analysis reveals that leadership in Chinese HEIs is significantly shaped by organizational trust, psychological capital, gratitude, work engagement, and psychological safety. Contextual factors such as organizational culture, guanxi, team dynamics, empowerment, and generational differences emerge as critical moderators. Based on these insights, several key strategies are proposed to enhance leadership effectiveness, including strong communication, constructive feedback, effective remote management, and gender equality promotion. Bridging rural–urban divides, improving crisis management, and integrating advanced technologies are also highlighted as essential future directions. This review not only synthesizes current research but also identifies gaps, offering a roadmap for advancing leadership development in Chinese HEIs.
DOI: 10.6084/m9.figshare.30734994.v1
title: Decoding leadership in Chinese higher education: a systematic review of insights and innovations (2016–2025)

description: This systematic review examines leadership styles in Chinese higher education institutions (HEIs), utilizing 24 studies published between 2016 and 2025, filtered from 14,068 articles via PRISMA-compliant selection. Most studies employ quantitative methods, complemented by qualitative and mixed-method approaches. The analysis reveals that leadership in Chinese HEIs is significantly shaped by organizational trust, psychological capital, gratitude, work engagement, and psychological safety. Contextual factors such as organizational culture, guanxi, team dynamics, empowerment, and generational differences emerge as critical moderators. Based on these insights, several key strategies are proposed to enhance leadership effectiveness, including strong communication, constructive feedback, effective remote management, and gender equality promotion. Bridging rural–urban divides, improving crisis management, and integrating advanced technologies are also highlighted as essential future directions. This review not only synthesizes current research but also identifies gaps, offering a roadmap for advancing leadership development in Chinese HEIs.
DOI: 10.6084/m9.figshare.29481067
title: An action research study on AI video <i>vs.</i> written feedback: enhancing undergraduate academic writing and critical thinking

description: This action research explores how AI-assisted feedback formats influence students’ academic writing and critical thinking, a gap particularly relevant in the digital learning landscape. This study involved 40 undergraduate Emirati students divided into two groups, receiving either AI-generated video or written feedback across three assignments. Using a quantitative design , data were gathered using standardized critical thinking and academic writing skills rubrics. Additionally, students completed post-surveys to capture their perceptions, engagement levels and use of AI tools in the learning process. Results showed written feedback significantly improvemed critical thinking (M = 2.80, SD = 0.75) compared to video feedback (M = 2.59, SD = 0.39, <i>p</i> &lt; 0.05). However, video feedback enhanced students’ engagement with AI tools, fostering creativity and ethical AI use. While both formats enhanced academic writing, written feedback provided clearer structural guidance, whereas video feedback promoted problem-solving. The study suggests hybrid feedback models can better address diverse learning needs and support effective AI integration. However, the study’s small sample size and short duration limit generalizability, highlighting the need for further longitudinal research. This study explores how AI-generated video and written feedback influence academic writing and critical thinking among Emirati undergraduates. It fills a critical gap in non-Western contexts by showing that written feedback improves critical thinking, while video feedback boosts engagement and ethical AI use. The findings support hybrid, culturally responsive feedback models and offer practical guidance for integrating AI in higher education. Findings of this study inform educators and institutions aiming to enhance student learning through effective, AI-assisted feedback strategies.
DOI: 10.6084/m9.figshare.29481067.v1
title: An action research study on AI video <i>vs.</i> written feedback: enhancing undergraduate academic writing and critical thinking

description: This action research explores how AI-assisted feedback formats influence students’ academic writing and critical thinking, a gap particularly relevant in the digital learning landscape. This study involved 40 undergraduate Emirati students divided into two groups, receiving either AI-generated video or written feedback across three assignments. Using a quantitative design , data were gathered using standardized critical thinking and academic writing skills rubrics. Additionally, students completed post-surveys to capture their perceptions, engagement levels and use of AI tools in the learning process. Results showed written feedback significantly improvemed critical thinking (M = 2.80, SD = 0.75) compared to video feedback (M = 2.59, SD = 0.39, <i>p</i> &lt; 0.05). However, video feedback enhanced students’ engagement with AI tools, fostering creativity and ethical AI use. While both formats enhanced academic writing, written feedback provided clearer structural guidance, whereas video feedback promoted problem-solving. The study suggests hybrid feedback models can better address diverse learning needs and support effective AI integration. However, the study’s small sample size and short duration limit generalizability, highlighting the need for further longitudinal research. This study explores how AI-generated video and written feedback influence academic writing and critical thinking among Emirati undergraduates. It fills a critical gap in non-Western contexts by showing that written feedback improves critical thinking, while video feedback boosts engagement and ethical AI use. The findings support hybrid, culturally responsive feedback models and offer practical guidance for integrating AI in higher education. Findings of this study inform educators and institutions aiming to enhance student learning through effective, AI-assisted feedback strategies.
DOI: 10.6084/m9.figshare.30112536
title: Adoption of AI tools and their impact on the academic research output of business school students

description: This study examines the impact of Artificial Intelligence (AI) tools on the academic research output of undergraduate students from a Business School in Peru during 2024. Likewise, seeks to understand how these AI tools can improve reference management, efficiency in writing, information management and, finally, its ethical and responsible use of technology. In addition, the gaps addressed refer to the scarcity of research in Latin America on students’ experiences of how AI influences their investigative learning. To achieve the objectives, a mixed concurrent methodology was applied, with data triangulation based on literature reviews and a survey of 88 students using a census sampling technique. The statistical data analysis was performed using Jamovi software with structural equation modelling (SEM) to assess the relationship between the adoption of AI tools and research productivity. Results indicate a positive perception of AI, with students reporting gains in literature review, writing clarity, and information organization in the Peruvian context. Findings reveal several research papers—co-authored with faculty—were accepted into Scopus-indexed conference proceedings. The practical implications suggest the role of AI, when used ethically and pedagogically, as a catalyst for student-led research and a model for business schools and universities, especially in emerging regions.
DOI: 10.6084/m9.figshare.30112536.v1
title: Adoption of AI tools and their impact on the academic research output of business school students

description: This study examines the impact of Artificial Intelligence (AI) tools on the academic research output of undergraduate students from a Business School in Peru during 2024. Likewise, seeks to understand how these AI tools can improve reference management, efficiency in writing, information management and, finally, its ethical and responsible use of technology. In addition, the gaps addressed refer to the scarcity of research in Latin America on students’ experiences of how AI influences their investigative learning. To achieve the objectives, a mixed concurrent methodology was applied, with data triangulation based on literature reviews and a survey of 88 students using a census sampling technique. The statistical data analysis was performed using Jamovi software with structural equation modelling (SEM) to assess the relationship between the adoption of AI tools and research productivity. Results indicate a positive perception of AI, with students reporting gains in literature review, writing clarity, and information organization in the Peruvian context. Findings reveal several research papers—co-authored with faculty—were accepted into Scopus-indexed conference proceedings. The practical implications suggest the role of AI, when used ethically and pedagogically, as a catalyst for student-led research and a model for business schools and universities, especially in emerging regions.
DOI: 10.6084/m9.figshare.29875133
title: Towards meeting futures’ educational needs: a case study of CERN IdeaSquare planet

description: With the future being increasingly perceived as uncertain, education must develop skills to foster sustainability and responsibility in unpredictable circumstances. This study explores how CERN IdeaSquare Planet (I2P), an innovative educational program at the intersection of innovation and transformative futures education, works towards meeting this need. I2P teaches key skills such as transformative thinking, openness to alternatives, and comfort with uncertainty, while also addressing the largely unexplored impact of futures exercises on present behavior. For explorative study of the impacts of I2P on these skills, we study three pilot program runs. We employ both thematic analysis of reflection text data from participants and facilitators, and ethnographic participant observation as methodologies. Findings suggest that I2P develops essential futures skills such as openness to alternative futures, managing uncertainty and complexity, and self-organized transdisciplinary teamwork. However, while openness to alternatives increased, participants ultimately gravitated towards adopting presently dominant future narratives like techno-optimism, limiting the consideration of fully transformative futures imaginaries. This study provides practical insights for educators interested in implementing similar methodologies for transformative innovation education, raises new questions for further research in futures education, and offers novel insights on previously unexplored futures imaginaries’ impacts on present problem solving.
DOI: 10.6084/m9.figshare.29875133.v1
title: Towards meeting futures’ educational needs: a case study of CERN IdeaSquare planet

description: With the future being increasingly perceived as uncertain, education must develop skills to foster sustainability and responsibility in unpredictable circumstances. This study explores how CERN IdeaSquare Planet (I2P), an innovative educational program at the intersection of innovation and transformative futures education, works towards meeting this need. I2P teaches key skills such as transformative thinking, openness to alternatives, and comfort with uncertainty, while also addressing the largely unexplored impact of futures exercises on present behavior. For explorative study of the impacts of I2P on these skills, we study three pilot program runs. We employ both thematic analysis of reflection text data from participants and facilitators, and ethnographic participant observation as methodologies. Findings suggest that I2P develops essential futures skills such as openness to alternative futures, managing uncertainty and complexity, and self-organized transdisciplinary teamwork. However, while openness to alternatives increased, participants ultimately gravitated towards adopting presently dominant future narratives like techno-optimism, limiting the consideration of fully transformative futures imaginaries. This study provides practical insights for educators interested in implementing similar methodologies for transformative innovation education, raises new questions for further research in futures education, and offers novel insights on previously unexplored futures imaginaries’ impacts on present problem solving.
DOI: 10.3535/fw6-y0p-7z4
title: †Acrosalenia L. Agassiz, 1840

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.28736283
title: Investigating the impact of pre-primary education duration on executive functions in elementary pupils

description: Preschool education is considered to lay the foundations for lifelong learning, contributing significantly to the physical, emotional, and social development of children. Executive functions- working memory, cognitive flexibility, and inhibition- are crucial for academic success and overall child development. Since these functions begin to develop at an early age, the duration of pre-primary education can substantially influence their initial levels and further development during the early years of elementary school. This study employed a longitudinal design to assess how the length of pre-primary education affects cross-sectional levels and longitudinal trajectories of executive functions among 896 children from 11 regions of the Czech Republic, representing 67 schools. Using standardized assessments, such as the BRIEF scale, teachers evaluated executive functions including inhibition, working memory, and cognitive flexibility at five timepoints: the final year of preschool, and the first and second years of elementary school (4 times). The findings indicate that the duration of preschool education positively impacts most executive functions at school entry, with effects diminishing over time. An exception was noted for the inhibition, which showed increased difficulties with longer preschool attendance. These results underscore the importance of pre-primary education in shaping early cognitive development and highlight areas for targeted intervention.
DOI: 10.6084/m9.figshare.28736283.v1
title: Investigating the impact of pre-primary education duration on executive functions in elementary pupils

description: Preschool education is considered to lay the foundations for lifelong learning, contributing significantly to the physical, emotional, and social development of children. Executive functions- working memory, cognitive flexibility, and inhibition- are crucial for academic success and overall child development. Since these functions begin to develop at an early age, the duration of pre-primary education can substantially influence their initial levels and further development during the early years of elementary school. This study employed a longitudinal design to assess how the length of pre-primary education affects cross-sectional levels and longitudinal trajectories of executive functions among 896 children from 11 regions of the Czech Republic, representing 67 schools. Using standardized assessments, such as the BRIEF scale, teachers evaluated executive functions including inhibition, working memory, and cognitive flexibility at five timepoints: the final year of preschool, and the first and second years of elementary school (4 times). The findings indicate that the duration of preschool education positively impacts most executive functions at school entry, with effects diminishing over time. An exception was noted for the inhibition, which showed increased difficulties with longer preschool attendance. These results underscore the importance of pre-primary education in shaping early cognitive development and highlight areas for targeted intervention.
DOI: 10.3535/wvy-ez9-brp
title: Porifera Grant, 1836

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.28131776
title: University students’ health literacy during the COVID-19 pandemic: a review of observational studies

description: University students faced significant personal and educational challenges during the COVID-19 pandemic. With health literacy (HL) being an important resource in navigating the pandemic-associated overabundance of information, this study aimed to summarize the current literature on university students’ HL during the pandemic. We searched PubMed, CINAHL Complete, APA PsychINFO, and ERIC for relevant publications. We included studies that focused on college or university students, used standardized HL assessments in community samples, and reported HL data collected between March 2020 and May 2023. Data extraction focused primarily on students’ HL levels and correlates. Although students displayed moderate to high HL, creating written content and evaluating the reliability of online information posed the greatest challenges. HL varied with preferred information sources. Younger age, female gender, low socioeconomic status, and enrollment in an undergraduate or non-health science program were typically associated with lower HL. HL significantly contributed to better health outcomes through improved health behaviors. Based on our findings, university students could benefit from early HL training and support assessing the reliability of information sources and communicating clearly in writing. More research is needed on the HL of students from traditionally marginalized populations and its impact on health outcomes during public health crises.
DOI: 10.6084/m9.figshare.28131776.v1
title: University students’ health literacy during the COVID-19 pandemic: a review of observational studies

description: University students faced significant personal and educational challenges during the COVID-19 pandemic. With health literacy (HL) being an important resource in navigating the pandemic-associated overabundance of information, this study aimed to summarize the current literature on university students’ HL during the pandemic. We searched PubMed, CINAHL Complete, APA PsychINFO, and ERIC for relevant publications. We included studies that focused on college or university students, used standardized HL assessments in community samples, and reported HL data collected between March 2020 and May 2023. Data extraction focused primarily on students’ HL levels and correlates. Although students displayed moderate to high HL, creating written content and evaluating the reliability of online information posed the greatest challenges. HL varied with preferred information sources. Younger age, female gender, low socioeconomic status, and enrollment in an undergraduate or non-health science program were typically associated with lower HL. HL significantly contributed to better health outcomes through improved health behaviors. Based on our findings, university students could benefit from early HL training and support assessing the reliability of information sources and communicating clearly in writing. More research is needed on the HL of students from traditionally marginalized populations and its impact on health outcomes during public health crises.