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This study aims to promote sustainability-based education in fashion design and merchandising program to enhance students’ knowledge, skills and attitude about sustainability development, organizational responsibility and personal responsibility from the cotton industry perspective.

To conduct this study, three learning components were considered: learning from experts, learning by doing and outreach activity. Sustainability-related topics were strategically incorporated in different courses for one year; project-based learning approach was adopted; and pre–posttest survey was conducted to study the impact of sustainability-based education on student learning outcome. Rand’s principles-attributes matrix was applied to analyze the impact of sustainable education on student learning outcomes.

The results of course projects indicated enhanced student’s abilities on using use different types of cotton materials in product development, creative use of cotton in visual merchandising and development of business plans focused on sustainability. The two-group mean comparisons showed a significant positive impact on students’ knowledge in cotton and sustainability, followed by students’ skills and attitudes.

In response to the lack of systematic approach to incorporate sustainability-related topics in textile and apparel design discipline, this study offered an opportunity to involve approximately 110 students in various sustainability-based teaching and learning projects.

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.

The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers.

The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges.

This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords.

This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

The author examines the experiences of learning about Japanese elementary education from the perspective of a Canadian teacher. She suggests through a year-long study in a Japanese third grade classroom that the teaching practices and philosophies underlying curricular and pedagogical decisions made by teachers are shaped by the culture and society of which schools are part, such that learning about Japanese schooling highlights the influence of social, societal, cultural, linguistic factors outside, as well as inside, school. In line with narrative inquiry research practices, the author also acknowledges her own stance as a certified elementary level teacher who was educated and certified in Canada, in contributing to shaping her analysis of teacher knowledge of her teacher participants. She argues that the process of learning about schooling in a country or culture different from the one in which an individual was educated and learned to teach, involves immersing oneself into the research context to learn about the experience from the perspective an insider. Realization of the extent to which this expansive interweaving of school and society is apparent in many aspects of schooling in Japan, in turn, reinforces the idea that this interconnection may also underlie schooling in other societies as well, such that one's experiences in one's own culture may form the foundation for understanding and interpreting knowledge gained about schooling in another culture or community. The notion of cross-cultural teacher knowledge, then, may be grounded in personal and professional experience of teaching and being taught in one's own culture.

A primary urban destination can be accessed through its regional periphery. Thus, while a city centre may be the primary attraction, by approaching it from and through the periphery, suburbs can become part of the place and marginalised people as part of the destination from a more holistic perspective. Tourists who are more attuned to the various layers of the transformation of a destination may be more attentive visitors and might empathise and engage with the lives and survival of others when given an opportunity to reflect on other elements of the destination beyond the central area. As part of a field trip to Rome, the Chair of Tourism of the Catholic University Eichstätt-Ingolstadt explored the inequalities at the periphery of Rome as a destination with undergraduate students from the Faculty of Mathematics and Geography. The results show that a holistic impression and deep understanding of a destination can only be gained by visiting both: its centre and its periphery. Moreover, the centre and periphery of a destination can then be compared in terms of, for example, poor or rich, well kept or unkempt, or native or migrant. However, these comparisons should not be used to look at poverty or similar factors, but to develop an awareness of differences and to look behind the typical tourist zones of a destination. In this case, we suggest that tourist routes can be key in providing a more holistic experience in an historic city.

This research purpose was to explore the meaning of historicism, architectural historicism, the architectural attributes, design principles, elements and ornamentations of churches in medieval Western architecture, and how they were reflected in contemporary churches' design in Jordan.

This research used the historical descriptive–interpretive qualitative research method. Around 24 Western medieval churches were selected, studied and analyzed to explore the common design attributes of each historical era. The design attributes of each era were segmented under three categories: Design principles (plans' typology, facades, shapes, details, composition and building form), design elements (openings, towers and entrances) and ornamentation (sculptures, paintings and interior decoration). Additionally, three modern Jordanian churches were analyzed using the same method to compare with the historical churches through personal observations, field trips, researchers' memories, site visits, archival records, plans, images, books, slides, details and note-making. Different types of evidence were used, such as determinate, contextual and inferential. In addition, different tactics for analysis were used in analyzing the historical churches: site familiarity, use of existing documents, virtual and visual inspection and comparison with conditions elsewhere. Credibility was achieved when the results were reviewed and compared with the original and similar information.

Early Christian design principles, elements and ornamentations were reflected in Jordanian churches more than in Byzantine, Renaissance, Romanesque and Gothic. The design principles of Western medieval architecture were reflected in the selected Jordanian churches more than in ornamentation and design elements. Moreover, this research found that the highest reflection of Western medieval architecture on Jordanian churches was in designing the plans, which is a basilica with a central nave and aisles followed by opening styles, façade, shapes, entrances design, composition, painting and the minimum reflection was in sculptures. Additionally, there was no reflection on tower design and interior decoration.

This research encourages architects to enhance architectural historicism by focusing on historical styles in contemporary designs and using design elements, principles and decorations of historical styles in medieval architecture to enrich the variety and originality of architectural design and create new modern stylistic architecture. Architectural historicism increases historical self-awareness and helps a generation of architects to answer the question: In what style should be built.

Learning the design principles, not copying the past, is becoming a trend for most architects. Architectural historicism introduces new temporal elements, gives a new meaning and primary function to architecture to become socio-temporal and contextual contrast and reflects the essential points of references of the past through design methodology to express the present. The advantage of this research is to put an end to architects' role in syncretism and subjectivism. Instead, historicism architects equipped with the necessary knowledge and supported by the published research and inventors of historical architecture, can choose, imitate, adapt, borrow and use the correct historical forms that originated in a given period.

Research about tourism impacts is abundant. However, existing studies often investigate tourism impacts from residents’ and tourists’ perspectives. The study targeting students is absent. The students’ perception and evaluation of tourism impact must be investigated independently to have more insights into improving the current education curriculum, which covertly addresses the impacts. Therefore, this study aims to examine university students’ perception of tourism impacts as young tourists to provide implications for better teaching of such content in the future.

Vietnam was chosen as the context, and a mixed method was employed. First, free elicitation with 118 university students was carried out to identify the students’ perceived impacts (109 items, four categories). Second, structured surveys using the previously generated content with 243 and 224 university students were implemented to identify the latent structures of the impacts (3-4 factors per impact category).

Tourism impacts can be dually perceived. In other words, they can come in positive or negative forms or are directed toward the destinations or the residents. However, being positive or negative, or affecting the place or the people, tourism impacts have some general and universal elements concerning the economic, sociocultural and environmental ones. In addition, they have some specific and contextual aspects, such as cross-border marriages, child labor and economic autonomy loss.

Tourism impacts seen from the perspective of university students are relatable and valuable for tourism education. Educators in Vietnam should consider revising the current curriculum to address all the tourism impacts overtly.

This paper analyses children's experiences of school or family visits to Hare Krishna eco-farms in Europe. The article evaluates the extent to which these encounters enable retention and recollection of memories and, consequently, trigger change towards more sustainable behaviour.

Participatory research, qualitative observations and theories of childhood memory are used to explore the nature of children's environmental encounters on Hare Krishna eco-tours.

Findings reveal that Krishna eco-tours offer a conducive environment for cerebral registering and future reminiscing through the following components: experiential learning of sustainable practices which are radically different to mainstream alternatives, sensory experiences, nature play and entertainment and freedom from everyday constraints.

The emerging literature on children's eco-tourism has largely focussed on market-related aspects and farmers' needs. In contrast, the authors’ conceptual framework, based on contemporary research in childhood memories, offers a tool to evaluate the impacts of eco-tourism from a more holistic perspective.

This paper aims to investigate the effects of virtual reality experiences (VREs) and emotions on holiday destination visit intentions by applying the stimulus-organism-response (S-O-R) framework. It also examined the role of amateur photography as a moderator in the relationship between VREs, emotions and visit intentions.

Primary data were collected through a structured survey questionnaire administered in India, and structural equation modelling (SEM) was used to examine relationships among variables. The formal survey was preceded by a pilot study. The partial least squares-SEM product indicator technique was applied to measure the moderation effect of amateur photography.

When people have high levels of positive emotions in the pre-travel stage with VRE participation, their intentions to visit destinations are stronger. Amateur photography moderated the relationships between user interactivity, memorable experiences, mental imagery and visit intentions. No significant moderating effect was found between emotional experiences and visit intentions.

The results indicate that creators of virtual reality (VR) communications should concentrate on producing interactive and visually striking VR content, as the research found that VR experiences with tourism-related activities have a significant impact on potential visitor emotions. Therefore, VR producers should incorporate authentic and distinctive elements into contents, giving viewers realistic and trustworthy VR tourism experiences. Destination marketers should evoke emotions in people to increase motivations to visit the VR-presented places. Destination marketers should create VR content with hedonic elements, fostering a connection and desire to visit the destination presented in the VR. For example, destination marketers can enhance the sensory aspects of VR content with audio, video, haptics and artificial intelligence, encouraging people to be emotionally captivated and fully immersed. The findings indicate that amateur photography has a significant moderating effect on prospective tourists’ intentions to visit a place presented in VR. Thus, destination marketers are advised to provide photogenic and relevant content to users. By using amateur photography, destinations can market their attractions to potential visitors in a more interactive and relatable manner. Showcasing images taken by amateur photographers presents a genuine perspective of the offerings, thereby increasing visit intentions among prospective visitors. Additionally, amateur photography helps promote the destination in a positive light, emphasizing the attractions and other offerings, and this encourages potential visitors to consider the destination as a travel option, thereby increasing visit intentions. Encouraging amateur photographers to take and share images also increases their engagement with the destination, creating a sense of community and connection and ultimately driving visit intentions. Destination marketers should embrace VR tourism content as a means of promoting their destinations to potential customers by considering the three crucial elements of memorable experiences, emotional experiences and mental imagery. In essence, destination management organizations and other decision makers should develop complete VR communication plans that incorporate interactive and visually striking activities. This can be done by creating VR experiences for prospective tourists, which will enable them to pick their preferred destinations at the pre-travel stage. Through this approach, an effective destination marketing strategy can be established.

This research has value in making several potential contributions to the tourism applications of VR. It is the first study to use and test the S-O-R framework to analyse tourist behaviour from the perspective of emotions generated by VR applications. The analysis focuses on India’s tourism market, which has not been explored much in the context of VR and from the perspective of a developing country. The research emphasizes the use of VR as a tool to understand tourist behaviour rather than just focusing on visit intentions. The findings provide valuable insights into the importance of VR in tourism. The knowledge generated will contribute to the understanding of the impact of VR experiences on emotions and visit intentions and the moderating effect of amateur photography. It has practical implications for destination marketers in developing effective marketing strategies that enhance tourists’ emotions and motivate visit intentions.

本研究运用刺激-机体-反应(S-O-R)框架, 探讨虚拟现实体验（VREs）和情绪对度假目的地旅游意向的影响。还研究了业余摄影在VREs、情感和访问意图之间的关系中的调节作用。

通过在印度进行的结构化调查问卷收集原始数据, 并使用结构方程模型(SEM)来检查变量之间的关系。在正式调查之前进行了一项试点研究。采用PLS-SEM结果指标方法测量业余摄影的调节效果。

当人们在旅行前的VRE参与阶段拥有高水平的积极情绪时, 他们访问目的地的意愿会更强。业余摄影调节了用户交互性、纪念体验、心理意象和访问意图之间的关系。情绪体验与访问意向之间无显著调节作用。

本研究对虚拟现实的旅游应用有几个可能的贡献。这是第一个使用并测试刺激-生物-反应(S-O-R)框架的研究, 从VR应用产生的情感角度分析游客行为。分析集中于印度的旅游市场, 而在VR的背景下和从一个发展中国家的角度来看, 印度的旅游市场还没有得到太多的探索。该研究强调将VR作为一种了解游客行为的工具, 而不仅仅是关注游客的意图。这些发现为VR在旅游业中的重要性提供了有价值的见解。所产生的知识将有助于理解VR体验对情绪和访问意图的影响以及业余摄影的调节作用。这对目的地营销人员制定有效的营销策略, 增强游客的情绪和激发旅游意图具有实际启示。

Esta investigación analizó los efectos de las experiencias de realidad virtual (VREs) y las emociones en las intenciones de visita a destinos vacacionales aplicando el modelo estímulo-organismo-respuesta (S-O-R). También examinó el papel de la fotografía amateur como moderador en la relación entre las VREs, las emociones y las intenciones de visita.

Los datos primarios se recogieron mediante una encuesta con cuestionario estructurado administrado en la India, y se utilizó la modelización de ecuaciones estructurales (SEM) para examinar las relaciones entre las variables. La encuesta principal fue precedida de un estudio piloto. Se aplicó la técnica PLS-SEM para medir el efecto moderador de la fotografía amateur.

Cuando las personas poseen un alto nivel de emociones positivas en la etapa previa al viaje con participación en VRE, sus intenciones de visitar destinos son más fuertes. La fotografía amateur moderó las relaciones entre la interactividad del usuario, las experiencias memorables, las imágenes mentales y las intenciones de visita. No se encontró ningún efecto moderador significativo entre las experiencias emocionales y las intenciones de visita.

Esta investigación tiene el valor de hacer varias contribuciones potenciales a las aplicaciones turísticas de la realidad virtual. Es el primer estudio que utiliza y pone a prueba el marco estímulo-organismo-respuesta (S-O-R) para analizar el comportamiento de los turistas desde la perspectiva de las emociones generadas por las aplicaciones de RV. El análisis se centra en el mercado turístico de la India, poco explorado en el contexto de la RV y desde la perspectiva de un país en desarrollo. La investigación hace hincapié en el uso de la RV como herramienta para comprender el comportamiento de los turistas, en lugar de centrarse únicamente en las intenciones de visita. Las conclusiones aportan valiosas ideas sobre la importancia de la RV en el turismo. Los conocimientos generados contribuirán a comprender el impacto de las experiencias de RV en las emociones y las intenciones de visita, así como el efecto moderador de la fotografía amateur. Se presentan implicaciones prácticas para los responsables de marketing de los destinos turísticos a la hora de desarrollar estrategias de marketing eficaces que potencien las emociones de los turistas y motiven las intenciones de visita.

The purpose of this study is to investigate manufacturing industry leaders’ perspectives on the prevailing skills gap in the current Illinois workforce. The insights gained hold significant importance for the emerging generation of workers, helping them discern the essential proficiencies and plan their educational and career paths in response.

Guided by Becker’s (1962) human capital theory (HCT) framework, a qualitative study was conducted to identify the skills gap and explore the perspectives of manufacturing industry leaders. Fourteen industry leaders participated in this study, representing various occupational industries.

The findings underscore the prominence of the skills gap as perceived by manufacturing industry leaders, with notable aspects including limited durable skills and difficulty transitioning from content-based knowledge to practical skills.

The findings of this study can offer insights to researchers, scholars and practitioners in the field of human resource development, as well as to leaders in the manufacturing industry who aim to address the skills gap. Furthermore, this research can inform policy decisions and assist higher education institutions in preparing students for careers in the industry.