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The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.

This study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.

The results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.

Although the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.

The purpose of this paper is to identify essential profession-related competencies, clinical knowledge and skills that medical students should develop in the early stages of their education for future professional practice.

A literature review and workshop resulted in a list of 46 crucial profession-related competencies. The first round of the modified Delphi survey (feedback questionnaire) involved experts who identified 26 items (via a Likert scale). The second round of the modified Delphi survey by faculty members highlighted ten items. Statistical analysis yielded four domains with items clustered as follows: interpersonal competencies (communication and collaboration), cognitive skills (problem solving, critical thinking and reflectivity), work-related skills (planning and time management) and professionalism (integrity, sense of responsibility, respect and empathy).

In conclusion, the results of this study provide insights and implications surrounding the competencies that are essential for assessment and facilitation in the early stages of a medical curriculum. The study also predicts the challenges of facilitating and assessing these competencies, as pointed out in recent literature. In general, outcomes of the study suggest that instead of categorizing the competencies, it is more meaningful to take a holistic and integrated approach in order to conceptualize, facilitate and assess these competencies in context of the complexities of real-life situations.

Ten items were identified as essential profession-related competencies that should be incorporated during the early stages of medical education. Six out of the ten items were agreed upon by all participants of the study: collaboration, communication, problem solving, integrity, responsibility and respect. This list aligns with the existing literature and graduate attributes internationally. Items related to planning and time management, critical thinking and reflectivity were regarded as specifically lacking and important areas of improvement for Arabic students. Divergence on items of empathy and medical ethics were observed among international and local panels, with the main concern, raised by medical faculty, being how to facilitate and assess these items. The competencies identified mandate reforms in the medical school curricula in an attempt to implement essential skills early in medical student’s career.

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

This research paper aims to establish a comprehensive framework for the barriers to CER in the construction industry, assesses the barriers' relative degrees of hindrance and causal mechanisms.

Firstly, 26 carbon emission reduction (CER) barriers in the construction industry were identified based on a systematic literature review (SLR) and categorized into five dimensions: policy, economy, society, technology and organization (PEST + O model). Secondly, the Best–Worst Method (BWM) was used to clarify the degrees of hindrance of the CER barriers. Then, the Grey-Decision-Making Trial and Evaluation Laboratory (Grey-DEMATEL) was used to visualize the directional cause–result relationship network among prominent barriers. Finally, the Boston matrix model was used to propose differentiated strategies to address CER barriers in the construction industry.

The calculated centrality and causality of the prominent barriers indicated that the lack of relevant legal policies and normative guidelines, the poor binding force and enforcement of existing relevant policies, the lack of effective economic subsidies and incentives and the difficulty in the operation, transformation and upgrading of existing construction CER are the key barriers that CER needs to address first in the construction industry. Considering the order of priority and the optimal path, differentiated countermeasures are proposed to address key, driving, independent and effect barriers.

This study develops a BWM–Grey-DEMATEL integrated multi-criteria decision-making model. An innovative C-shaped strategic map for addressing CER barriers in the construction industry is proposed by integrating the dual dimensions of time and space. This will guide practitioners, policymakers and decision-makers in developing CER strategies.

While performance demands in the natural world are varied, graded lattice structures reveal distinctive mechanical properties with tremendous engineering application potential. For biomechanical functions where mechanical qualities are required from supporting under external loading and permeability is crucial which affects bone tissue engineering, the geometric design in lattice structure for bone scaffolds in loading-bearing applications is necessary. However, when tweaking structural traits, these two factors frequently clash. For graded lattice structures, this study aims to develop a design-optimization strategy to attain improved attributes across different domains.

To handle diverse stress states, parametric modeling is used to produce strut-based lattice structures with spatially varied densities. The tailored initial gradients in lattice structure are subject to automatic property evaluation procedure that hinges on finite element method and computational fluid dynamics simulations. The geometric parameters of lattice structures with numerous objectives are then optimized using an iterative optimization process based on a non-dominated genetic algorithm.

The initial stress-based design of graded lattice structure with spatially variable densities is generated based on the stress conditions. The results from subsequent dual-objective optimization show a series of topologies with gradually improved trade-offs between mechanical properties and permeability.

In this study, a novel structural design-optimization methodology is proposed for mathematically optimizing strut-based graded lattice structures to achieve enhanced performance in multiple domains.

This paper aims to document the adaptation strategies developed by local farmers to adjust to climate change and related hazards in Lijiang Prefecture in Southwest China, and quantify the determinants of the adaptation measures.

The study conducted a household survey with 433 respondents in Lijiang to documents adaptation measures. The authors used a multivariate probit model to quantify five categories of adaptation measures against a set of household features, extension and information, resources, social network, financial assets and perception variables.

The most significant determinants consisted of information on early climate warnings and impending hazards, ownership to land and livestock, irrigation membership in community-based organisations, household savings, cash crop farming and perceptions of climate change and its related hazards. Adaptation strategies and policies highlighting these determinants could help to improve climate change adaptation in the region.

This study quantified the determinants of adaptive strategies and mapped important determinants for the region that will provide farmers with the appropriate resources and information to implement the best practices for adapting to climatic changes. The method and findings could be useful and easily replicable for future agriculture policies.