We live in a complex world characterised by complex people, complex times, and complex social, technological, and ecological environments. There is clear evidence that governments are failing at most public matters. The recent COVID-19 pandemic is a high example of global governance failure both at preventing such pandemics and managing the COVID-19 pandemic. It is time that all of us take responsibility and look into ways of collaboratively improving the governance of public matters, our matters. While there are many reasons for government failures, we believe the lack of information availability is a fundamental reason that limits the government’s ability to act smartly and allows the lack of transparency to creep into policy and action leading to corruption and failure. To this end, this paper introduces the concept of deep journalism, a data-driven deep learning-based approach for discovering multi-perspective parameters related to a topic of interest. We build three datasets (a newspaper, a technology magazine, and a Web of Science dataset) and discover the academic, industrial, public, governance, and political parameters for the transportation sector as a case study to introduce deep journalism and our tool DeepJournal (Version 1.0) that implements our proposed approach. We elaborate on 89 transportation parameters and hundreds of dimensions reviewing 400 technical, academic, and news articles. The findings related to the multi-perspective view of transportation reported in this paper show that there are many important problems seen by the public that industry and academia seem to not place their focus on. On the other hand, academia produces much broader and deeper knowledge on the subject such as a wide range of pollutions affecting the people and planet do not get to reach the public eye. Our deep journalism approach could find the gaps and highlight them to the public and other stakeholders.

This article challenges the assumption that journals and peer review are essential for developing, evaluating and disseminating scientific and other academic knowledge. It suggests a more flexible ecosystem, and examines some of the possibilities this might facilitate. The market for academic outputs should be opened up by encouraging the separation of the dissemination service from the evaluation service. Publishing research in subject-specific journals encourages compartmentalising research into rigid categories. The dissemination of knowledge would be better served by an open access, web-based repository system encompassing all disciplines. There would then be a role for organisations to assess the items in this repository to help users find relevant, high-quality work. There could be a variety of such organisations which could enable reviews from peers to be supplemented with evaluation by non-peers from a variety of different perspectives: user reviews, statistical reviews, reviews from the perspective of different disciplines, and so on. This should reduce the inevitably conservative influence of relying on two or three peers, and make the evaluation system more critical, multi-dimensional and responsive to the requirements of different audience groups, changing circumstances, and new ideas. Non-peer review might make it easier to challenge dominant paradigms, and expanding the potential audience beyond a narrow group of peers might encourage the criterion of simplicity to be taken more seriously - which is essential if human knowledge is to continue to progress.

Commons and food are experiencing a revival in recent years and yet the links between both are almost absent in academic and political discourses. Commons are often portrayed as historical and yet innovative governing mechanisms that can challenge the State-Market hegemony. On the other side, food is both a relevant agent of change and a major driver of planetary destruction, being thus cause and solution to multiple crises that affect humankind. Departing from the commodification of food as one root cause of the broken global food system, this text firstly situates and discusses the different schools of thought (or epistemologies) that have addressed the private/public, commodity/commons nature of goods in general, and then explores how those schools have considered food in particular. To do so, the author has defined five epistemologies, four academic (economic, legal, historical and political) and one non-academic (grassroots activists). The analysis highlights how those epistemologies have yielded incommensurable understandings and conflicting vocabularies, hence creating confusion in the socio-political realm and even rejection around the idea of food being considered as a commons. The economic epistemic regard has reigned over the others by applying an approach to commons, public and private goods that is theoretical, reductionist and ontological instead of phenomenological, therefore preventing or obscuring other scholarly or practical understanding of commons. When applied to food, the iron law of economics dictated that food, a private good based on rivalry and excludability, shall be better allocated through market mechanisms with absolute proprietary rights and valued as a pure commodity. This reductionist view collides with the plurality of meanings of food in different societies, civilisations and historical periods, as other schools of thought indicate. The author uses diverse epistemic tools to re-construct food as a commons, based on its essentiality to human beings and societies and the customary and contemporary praxis to produce, consume and govern food collectively through non-market mechanisms for more than 2000 centuries. As commoning has instituting power to create different political and legal frameworks, if food is valued differently the entire architecture of the global food system would change, as the grassroots activist school claims. Re-commoning food defies the legal and political scaffoldings that sustain the hegemony of market and state decision-makers over eaters and food producers and informs sustainable forms of food production (agro-ecology), new collective practices of governance (food democracies) and alternative policies to regain control over the food system (food sovereignty). Food as a commons is an agent of change with transformative power, no matter what economists say.

Many academics are critical of the current publishing system, but it is difficult to create a better alternative. This review relates to the Sciences and Social Sciences, and discusses the primary purpose of academic journals as providing a seal of approval for perceived quality, impact, significance, and importance. The key issues considered include the role of anonymous refereeing, continuous rather than discrete frequency of publications, avoidance of time wasting, and seeking adventure. Here we give recommendations about the organization of journal articles, the roles of associate editors and referees, measuring the time frame for refereeing submitted articles in days and weeks rather than months and years, encouraging open access internet publishing, emphasizing the continuity of publishing online, academic publishing as a continuous dynamic process, and how to improve research after publication. Citations and functions thereof, such as the journal impact factor and h-index, are the benchmark for evaluating the importance and impact of academic journals and published articles. Even in the very top journals, a high proportion of published articles are never cited, not even by the authors themselves. Top journal publications do not guarantee that published articles will make significant contributions, or that they will ever be highly cited. The COVID-19 world should encourage academics worldwide not only to rethink academic teaching, but also to re-evaluate key issues associated with academic journal publishing in the future.

One of the needs of the teaching and learning processes is the lack of information during the process, such as the emotions of students. Emotions influence learning, the ability to process information and accurately understand what we are dealing with. They profoundly affect students’ academic engagement and performance. One new way of getting such information is monitoring students' emotions. This research aims to expose 6 groups of secondary school students to video recordings for further analysis and categorization of their emotions. A model of emotional recognition (ER) during classroom learning was designed, with a custom-made code, from recorded videos to images to identify faces, action units (AUs) and consequently the emotions of each of the students shown on the screen. In addition, the ER model was optimized, from detecting few students to many students during a class. Emotions were then analysed according to the academic year, subject, and comparing the emotions at the beginning and at the end of the class. The results indicate the presence of a variety of emotions in the classroom and we found significant differences in the presence of some emotions depending on the time of class, subject and academic year, although there are no clear patterns. We discussed how emotions influence students' academic performance, and we suggest future research focus on teachers utilizing tools like this to improve student well-being and performance.

Background University students’ psychological health is linked to their academic satisfaction. This study aimed to investigate students’ psychological health and academic satisfaction in the context of COVID-19 and academic year-end stress. Methods Standardized self-filled scales for anxiety, depression, stress, psychological well-being, and an ad-hoc COVID-19 stress scale were used in this cross-sectional study. Participants were first- to third-year students of eight different health-related tracks in Geneva, Switzerland. Descriptive statistics and hierarchical regression analyses were applied. Results In June 2020, out of 2835 invited students, 433 (15%) completed the survey. Academic satisfaction was a stronger mental health predictor than COVID-19, which mainly predicted stress and anxiety. Lower academic satisfaction scores were significantly associated with stress (β = -.53, p < .001), depression (β = -.26, p < .001), anxiety (β = -.20, p < .001), while higher scores with psychological well-being (β = .48, p < .001). Being female was strongly associated with anxiety and stress but not with depression or psychological well-being. Lower age was associated with stress only. The nature of the academic training had a lesser impact on mental health and the academic year none. Compared to students starting the academic year, year-end students reported significantly lower academic satisfaction, higher depression, and particularly higher anxiety and stress. There was, however, no difference in psychological well-being. Conclusion Students suffer more from anxiety, stress, depression, and lower satisfaction with studies at the end of the academic year than at the beginning. Academic satisfaction plays a more substantial role than COVID-19 in predicting students’ overall mental health status. Training institutions should address the underlying factors that can enhance students’ academic satisfaction, especially during the COVID-19 period, in addition to ensuring that they have a continuous and adequate learning experience, as well as access to psychosocial services that help them cope with mental distress and enhance their psychological well-being.

The COVID-19 pandemic is one of the worst catastrophes that we have faced globally in recent years. It has not only taken its toll on the economic sector but also on the education sector. The social distancing norms that are in place as a direct response to the pandemic have turned conventional classroom teaching into a problematic minefield; as such, students all over the world have been forced into unprecedented situations that have served only to worsen the situation. The current pandemic has given rise to one of the worst crises the 21^st Century has ever seen, resulting in a surge of unemployment. Many companies have taken the route of firing employees or making redundancies, as they cannot afford the monthly reimbursement for staff. While this issue primarily concerns full-time workers, it also carries significant consequences for students – a considerable number of students are required to earn their daily living costs, and, without a job, they cannot pay their educational fees, accommodation costs, or living expenses. This comprehensive study briefly discusses the multitude of problems faced by students in the UK regarding higher education, as a direct result of the coronavirus pandemic. It contains six individual sections: a detailed introduction; the methodological procedures employed; educational disruptions, covering issues from hindrances in field research to examinations and student evaluations; personal problems experienced by students, such as accommodation and loss of income; concerns arising from the global pandemic; and finally, a conclusion and summary of the study’s findings.

Issues related to the duration of university studies, have attracted the interest of many researchers from different scientific fields, as far back as the middle of the 20th century. In this study, a Survival Analysis methodology, and more specifically a Cox Proportional hazards model, has been pro-posed to evaluate a theoretical framework/model that relates the risk a student either graduating on time or having a late graduation, with a number of observed and latent factors that have been proposed in the literature as the main determinants of degree completion. The major findings of the analysis suggest that the factors contributing to the shortening of the duration of studies in-clude high academic achievements at early stages, positive motivation, expectations, attitudes, and beliefs about studies. On the contrary, external situations, negative academic experiences and some individual characteristics of the students contribute to an extended duration of studies.

The study was aimed at examining the status of research productivity and exploring the factors behind the identified status in Ethiopian universities from SDT and RBVT perspectives. In phase I, a null hypothesis was tested using a one-sample t-test at 0.05 alphas while in phase II one RQ was solved using qualitative analysis. The sample involved 531 academics, of whom 13 were interviewed. The mixed-methods research approach and explanatory sequential design guided this research. The status of research project production, indexed publication, and conference presentation performances in Ethiopian universities demonstrated statistically significant mean differences below the institutional, national, and world average cut-off points (performing at least one research project, one indexed journal, and one conference paper presentation per year per academic staff). Furthermore, we explored scarcity of funds, low research capacity, weak research culture, lack of productive institutional leadership, and political instability in the country as major causes of the low research productivity status. The researchers felt that the study would contribute to both promoting academic staff's research productivity and enriching the higher education research literature. MOE, university presidents, and deans should intervene in causes to improve academics’ research productivity status towards the desired local and global standards.

The online learning necessitated by COVID-19 social distancing limitations has resulted in the utilization of hybrid online formats focused on maintaining visual contact among learners and teachers. The preferred option of video conferencing for academic meetings has become that of Zoom. The needs of one voluntary, democratic, self-reflective university research group—grounded in responses to writing prompts—differed in learning focus. Demanding a safe space to encourage and record both self-reflection and creative questioning of other participants, the private Facebook group was chosen over video conferencing to maintain the concentration on group members’ written responses rather than how they saw themselves (and thought others saw them) on screen. A narrative research model initiated in 2015, the 2020/21 interaction of the group in the year’s worth of Facebook entries, and the yearend feedback received from group participants, will be compared with previous years when the weekly group met in-person. The results in relation to COVID-19 limitations indicate that an important aspect of self-directed learning related to trust that comes from team mindfulness is lost when face-to-face interaction is eliminated regarding the democratic nature of these meetings. With online meetings the new standard, maintaining trust requires improvements to online virtual meeting spaces.

This study explores the optimization of the admission process at the Escuela Colombiana de Ingeniería Julio Garavito through data anal- ysis. By integrating advanced tools like Power BI, Python Flask, and data mining techniques, a model has been developed to improve student selection and retention, enabling more informed and effective decisions. The results indicate that applying data science not only facilitates efficient data management but also promotes more inclusive and equitable educational poli- cies. This pioneering approach in the field of higher education in Colombia offers a frame- work for future research and technological de- velopments, highlighting the vital importance of data science in improving educational and administrative processes.

This study investigates stress perceptions, somatization, and coping strategies among 271 nursing and dentistry (n=126 and n=145, respectively), undergraduate and postgraduate students. For the study, an e-questionnaire was designed in a two-step process, uploaded in Google Forms and staying open for submissions during February 2024 in the School of Health Sciences, National and Kapodistrian University of Athens. In our sample, predominantly female (68.60%), the majority were undergraduates (80.10%). Females reported higher stress somatization (M=10.22, SD=5.23) compared to males (M=7.94, SD=6.14), with a moderate effect size (Cohen’s d=0.412, p

To handle the challenges and uncertainties of the actual labor market, the concept of employability becomes increasingly relevant, especially for graduates facing the transition from university to work. Graduate employability is a complex concept comprising different dimensions that may trigger effective job search and career management. This study introduces a new multifaceted tool, labeled the Orientamentis Questionnaire, to assess graduate employability from an agentic perspective, testing its psychometric properties. The Orientamentis questionnaire measures 14 dimensions merged into four 4 areas, namely graduate psychological capital, graduate agentic capabilities, graduate career perspective, and graduate proactive strategies. The tool was administered to a sample of 1238 graduate students (66% females) examining its factorial structure and reliability. To test its criterion validity, associations with three occupational outcomes collected one year later were explored on a subsample of 273 participants (66% females). Results attested the factorial structure of the Orientamentis questionnaire and the reliability of all dimensions. Moreover, the four areas and most of the dimensions were differently related to at least one subsequent occupational outcome. The Orientamentis Questionnaire represents a sound and reliable tool providing a multifaceted profile of graduate employability strengths and weaknesses, that could be used in academic placement programs to foster graduates’ self-awareness and proactive job search.

Late January 2020, COVID-19 unexpectedly imposed world-wide limitations on daily life. Deemed a pandemic mid-March 2020, lockdowns were imposed for an indefinite period, including at academic institutions. Consequently, interest in digital literacy—an on-going and increasing concern of academic institutions in the 21^st century—exponentially heightened. Continuing meetings of academic groups now necessitated online communication. In the almost overnight closure of all non-essential services, academic units at one post-secondary institution expeditiously selected Zoom—a popular video conferencing application—as the preferred platform for meetings until social distancing was lifted. In contrast to this widely accepted use of Zoom for scheduled meetings, one unique health-related group at the institution, tailored to the 4Cs of 21^st century learning of critical thought, communication, cooperation and creativity, found social networking through a private Facebook group a more appropriate and satisfying group experience than likely possible with the Zoom app. Pros and cons of both online platforms are presented along with when each choice is warranted. In promoting digital literacy as the primary goal in online communication for academic meetings, private Facebook groups hold promise for collaborative online academic meetings with similar features to this health-related group.

Between 2019 and 2023, sixteen universities increased their research output by more than fifteen times the global average, alongside significant changes in authorship dynamics (e.g., decreased first authorship, increased numbers of hyperprolific authors, increased numbers of multiaffiliations, and increased numbers of authors per publication). Using bibliometric methods, this study detected patterns suggesting a reliance on unconventional authorship practices, such as gift, honorary, and sold authorship, to inflate publication metrics. This study underscores the need for reforms by universities, policymakers, funding agencies, ranking agencies, accreditation bodies, scholarly publishers, and researchers to maintain academic integrity and ensure the reliability of global ranking systems.

The present study aimed to evaluate the psychometric properties of the Greek version of the Jefferson Scale of Empathy—Student version (JSE-S) and its association with potential predictors among Greek-speaking undergraduate medical students. This study adopted a cross-sectional, comparative–descriptive research design. The study was conducted during October and November 2023. Cronbach’s α for the JSE-S was 0.846. Cronbach’s α values for the factors “perspective taking”, “compassionate care”, and “standing in the patient’s shoes” were 0.800, 0.715, and 0.748, respectively. The intraclass correlation coefficient for the JSE-S score in the test–retest study was 0.827 (95% CI = 0.647 to 0.915, p-value &lt; 0.001), indicating a high level of reliability. The participants showed moderate empathy levels. Females scored higher than males on the Greek version of the JSE-S (108.8 vs. 102.8, p-value &lt; 0.001). Moreover, students enrolled in the fourth academic year showed higher empathy mean scores than those enrolled in the first year (108.6 vs. 103.6, p-value = 0.012). Statistically significant empathy differences by specialty preferences or faith in God/supreme power were not found. The present study provided satisfactory evidence that the Greek JSE-S is a psychometrically sound measurement instrument. Empathy differences by gender were found in line with prior literature.

Quality of life (QOL) is based on their perception of their position in life in respect to their goals, expectations, standards, and concerns, as well as their culture and value systems, their workflow and workplace situations while it influences quality of services. In this study we aim to report on dental and nursing academians’ QOL and well-being at the end of the third year of the COVID-19 pandemic. The World Health Organization Quality of Life-BREF Scale (WHOQOL-BREF) tool, recording Physical, Psychological, Social and Environmental dimensions of QOL, was used. The WHOQOL-BREF was modified on a spiritual, coaching/mentoring approach in a two-step designing and validated procedure. The modified SHQOL-BREF (Spiritual Healthcare version) designed for this study, was uploaded, and filled in online during April-June 2023. Staff (N=120, 75% female) of both departments of Dentistry (44.2%) and Nursing (55.8%) of the National and Kapodistrian university of Athens, participated in anonymity. QOL in terms of physical health was reported at a higher level (M=72.2 points) compared to social relationships (M=69 points), psychological health (M=65 points) and environment (M=59 points) (scores reported in 0-100 score). Overall QOL was rated at 66 points while satisfaction from health at 72 points. Job satisfaction (M1=3.2) and spirituality (M2=3.0) were reported at a medium level in a 5-point scale, while personal beliefs and values were reported at a high level (M3=4.0). Participants age presented a significant, moderate to strong effect on physical health [F(3,97)=2.89, p&lt;.05, η2p=.08] and on environment [F(3,97)=2.80, p&lt;.05, η2p=.08] and marital status on social relationships [F(1,97)=9.66, p&lt;.05, η2p=.09]. Married participants reported consistently higher levels of QOL compared to single participants, for all age groups. Department had a significant moderate effect on social relationships (F(1,97)=5.10, p&lt;.05, η2p=.05) and education a significant moderate to strong effect on psychological health (F(2,97)=3.74, p&lt;.05, η2p=.07). PhD level participants in both departments presented higher levels of psychological health compared to lower educational levels. Also, participants from the department of Dentistry reported higher levels of social relationships QOL in all educational groups, compared to the department of Nursing. Strategic planning on sustainability and QOL initiatives should be introduced after the COVID-19 pandemic for dental and nursing academic personnel to promote resilience and QOL scores.