Elsevier, International Journal of Educational Research Open, Volume 9, December 2025
This scoping review aims to identify trends in studies related to children's online safety education facilitated by digital technologies. The review is guided by the five-stage framework developed by Arksey and O'Malley.
Elsevier,
Water Research X, Volume 28, 1 September 2025
This study explores the integration of Generative Artificial Intelligence (GenAI) in water distribution networks, identifying opportunities for enhancing information retrieval, improving water quality management, implementing predictive maintenance, and optimizing operations, while also addressing challenges related to data quality, scalability, and the need for expertise in both engineering and AI, ultimately providing insights for water utilities and policymakers on leveraging GenAI responsibly.
Elsevier,
Evaluation and Program Planning, Volume 111, August 2025
Given the climate crisis, all sectors must make choices that serve people and planet well into the future. The establishment of the United Nations Sustainable Development Goals (SDGs) in 2015 shifted the global debates on these issues particularly recognizing that sustainability as a critical lens must be applied not only by public and not-for-profit sectors, but also by philanthropy and private sector.
Elsevier,
International Journal of Educational Research Open, Volume 8, June 2025
Women's participation in science has been growing throughout history. However, a gender gap in their equity in participation requires pragmatic strategies and public policies that motivate women's opportunities in research. This study aims to analyse the scientific contribution of female Ecuadorian researchers through a diagnosis of the metrics and co-author's criteria for scientific publications to establish strategies oriented toward women's inclusion in Ecuador's research development.
Elsevier,
Journal of Mathematical Behavior, Volume 78, June 2025
Throughout the 19th century in southern Brazil, as in the whole country, girls received a poorer mathematical education than boys. Historical records of this education are scarce. The first systematic opportunity for girls to progress beyond basic arithmetic was by pursuing training as elementary school teachers. In the 20th century, several movements converged to reduce inequalities: coeducation became standard in primary schools, secondary education was standardized, and both coeducational and girls’ secondary schools expanded rapidly.
Elsevier,
Journal of Mathematical Behavior, Volume 78, June 2025
This article examines the main places and characteristics of mathematics education for girls and young women in primary and secondary schools during the 19th and early 20th century. It looks at, in particular, the mathematical content that pupils learned in these schools and the aims of the teaching they received. It shows how female mathematics teaching differed from its male counterpart by responding to various gender stereotypes referring to the ‘nature’ and social role of women. The article also presents to what extent the girls’ mathematics programs were progressively aligned with those of boys, until they became almost identical from the 1920s onwards.
Elsevier,
Journal of Mathematical Behavior, Volume 78, June 2025
This article explores how the mathematics education and educators at the New York, USA women’s college, Barnard College, during its early years approached the issue of equal study on separate campuses as well as how some of the female students of Barnard with a mathematics focus in their studies utilized their knowledge of this male-dominated field to pursue careers following their graduation.
