STEAM (science, technology, engineering, arts, and mathematics) education has recently been encouraged and attracted much national attention. This qualitative study aimed to conduct a thematic analysis of college student STEAM open responses to provide an examination of college students’ perceptions of their STEAM experiences into the STEAM field. Based on transformative learning theory, a thematic analysis of 756 written responses to seven prompts by 108 college student participants revealed three primary themes: (1) exciting and challenging difficulties, and transdisciplinary learning in STEAM; (2) STEAM learning of gradual process, problem-oriented instruction, and creative problem solving; and (3) metacognition development in STEAM. The findings revealed that undergraduates’ STEAM perceptions provide strong support for STEAM implementation to enhance teaching effectiveness in higher education.

This study evaluates the sustainability and ethical practices of Kerry Logistics Network Limited (KLN), a prominent logistics service provider headquartered in Hong Kong. Using normative ethical theories, stakeholder analysis, and the Circle of Sustainability framework, this research examines KLN’s alignment with global sustainability standards, particularly the United Nations Sustainable Development Goals (SDGs). The findings reveal that KLN has achieved significant milestones in environmental management, such as reducing greenhouse gas emissions by 11% from 2021 to 2022 through the deployment of electric trucks and incorporating renewable energy in warehouse operations. KLN has also enhanced social responsibility and governance practices by implementing fair labor policies and establishing a rigorous code of conduct, ensuring compliance with ethical guidelines across its supply chain. However, the study identifies areas for improvement, including biodiversity actions, battery recycling processes, and transparency in stakeholder engagement. Emphasizing the importance of third-party validation, this paper underscores KLN’s leadership in the logistics industry and provides insights for other companies aiming to improve sustainability performance through comprehensive, verifiable practices.

This paper explores how compassion can be defined as a transformative moral technology through analysis of Martha Nussbaum’s idea. Nussbaum contends that compassion goes beyond just feeling pain for others’ suffering; it also involves acknowledging the severity of suffering, understanding that it is not solely the victim’s fault, and recognizing the suffering individual as one of our most important goals and projects. Through a literature review that considers reductive explanations, we establish that compassion encompasses cognitive, affective, and conative capacities that are crucial for moral reasoning, knowledge, and judgment, all stemming from the experience of human suffering. These capacities of cognition, affection, and conation are supported by the system of reasoning and moral perspective known as techne, episteme, and oikeiosis as systems of reasoning and morality perspective. We argue that compassion is more than just an emotion or feeling, it is catalyst for moral action, as its essence lies in “suffering with; suffering together.”

The creation of points where law, politics and education policies take intersection is a very complex and dynamic environment determined by philosophical shifts, economic problems, and social dynamics. This study dissects various complicated challenges facing the process of the framing of educational policies and their implementation which have become rampant due to the rapid political transformations. The researched evaluation is applied via both qualitative and quantitative methods, including juridical research, case and best practices studies and surveys, with the descriptive nature of the research as the main tool. The heart of the essay is three main themes - the contention between the rigidity of the academic standards and the holistic growth of students, its possible effects when students are too identified with a test-centric approach as their knowledge is sacrificed for their test scores, and the inclusion of rights and protections for underrepresented populations even when faced with a government’s resistance. Similarly, the research examines the perils of creating legislation too quickly, especially, because of unexpected side effects and interpretation conflicts. Findings show profound demographic differentials over districts which implies the designing and implementation of policies need to be modified accordingly. Unless a certain policy brings the best outcomes in the learning process, then nobody should choose it even if it means disrupting student well-being and decreasing their involvement. It is also emblematic of how cross-party cooperation and stakeholders’ understanding are important aspects of fairly dealing with complicated policy environments.

Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

In response to the prevailing energy crisis, this research focuses on elevating the potential of lithium niobate (LN) thin films for advanced optoelectronic applications. Employing electron beam evaporation, films undergo precise annealing (700°C to 1100°C), revealing a structural evolution through X-ray diffraction—crystallite sizes transition from 69.34 nm (unannealed) to 47.90 nm (1100°C). Scanning electron microscopy captures the transformation from coarse grains to photonic crystal clusters, while energy dispersion X-ray analysis discloses LN's composition (97.27 wt.% oxygen, 2.73 wt.% niobium). Rutherford backscattering spectroscopy illustrates surface damage post-Helium ion implantation, proportionate to depth. UV-VIS spectrophotometry highlights a significant blue shift in the optical band gap (3.70 eV to 2.52 eV), with further reduction at 700°C (2.48 eV) and a climactic shift at 1100°C (2.68 eV). This study not only addresses the pressing energy crisis but also emphasizes the indispensable role of lithium niobate in shaping the future of optoelectronics. It provides insights into tailoring LN properties for sustainable advancements in optoelectronic devices, marking a crucial chapter in our collective journey towards energy resilience. The urgency of innovation in the face of global challenges is underscored, marking a crucial chapter in our collective journey towards energy resilience.