The rapid adoption of generative artificial intelligence (GAI) is profoundly transforming teaching practices in higher education, posing urgent challenges for instructional design, authentic assessment, and ethical governance. This study presents the development and validation of the Faculty Competencies for GAI Questionnaire (CCDGAI) and empirically analyzes faculty self-perceived competency profiles across three dimensions: technological, pedagogical, and ethical. A quantitative, non-experimental, cross-sectional design was employed with N=410 university instructors from a single large-scale higher education institution. Content validity was assessed via Aiken's V with 95% confidence intervals calculated following the interval method proposed by Penfield & Giacobbi (2004) for ordinal polytomous scales, from a panel of five expert judges (mean V=.91; range .80–1.00). Internal consistency was excellent across all subscales (total α=.973; 95%CI: .968–.977). Exploratory factor analysis yielded a three-factor solution preliminarily compatible with the proposed structure (KMO=.968; Bartlett p<.001); the bifactor model showed superior fit compared to alternative configurations. Hierarchical k-means clustering identified three distinct competency profiles: high competence (n=140; 34.1%), medium competence (n=164; 40.0%), and low competence (n=106; 25.9%), with adequate statistical support (silhouette=.378; bootstrap ARI=.821; η²>.67). Ethical competence was the most developed dimension across all profiles, while technological and pedagogical competencies showed the most pronounced training gaps. Findings offer evidence-based diagnostics to support differentiated faculty professional development and responsible institutional GAI governance.

Strategic alignment is typically treated in the program management literature as a governance design problem: establish the right structures at program launch, and coherence will persist unless disrupted by external shocks. This study challenges that assumption. A pre-post repeated measures study embedded within a live technology transformation workstream at a global banking institution examined whether alignment deteriorates systematically during execution, and whether a structured governance intervention could reduce that deterioration. The construct introduced is Strategic Alignment Drift (SAD), defined as the measurable, progressive divergence between a transformation program's documented strategic intent and the operational decisions, priorities, and stakeholder narratives produced during execution, arising from attention migration and local optimization rather than from external disruption or governance failure. SAD was operationalized across three behavioral dimensions: decision coherence, priority stability, and narrative coherence. Measurement followed a ten-week protocol (n = 5 observations per phase) with independent dual coding and inter-rater reliability assessment. During the baseline phase, all three dimensions deteriorated concurrently beginning in Week 3, with 45% of decisions rated inconsistent with strategic intent and narrative coherence collapsing from 0.75 to 0.00 by Week 5. Introduction of a 20-minute Weekly Alignment Checkpoint (WAC) in Week 6 produced full recovery across all dimensions within one session and sustained alignment through program close, with large effect sizes (Cohen's d = 1.52 to 1.69). The findings reframe strategic alignment as a dynamic condition requiring active maintenance, shift the appropriate unit of analysis from governance structures to decision sequences, and demonstrate that a lightweight recurring intervention can both prevent and correct alignment drift without significant governance overhead.

The objective of this study was to analyze adolescent students’ perceptions of the learning acquired during the Cyber-GreenFlags intervention program, aimed at preventing cyberviolence in adolescent dating relationships and promoting healthy relationships in digital environments. A exploratory study was conducted with 219 adolescents in the 3rd and 4th years of Compulsory Secondary Education, aged 14 to 17, from two schools in the province of Almería. Data were collected using a self-assessment rubric with open-ended questions about the learning perceived at the end of the intervention. Data were analyzed through inductive qualitative content analysis, supported by Atlas.ti (v.25), from which emerging categories and subcategories were organized. The results identify learning related to interpersonal bonding, self-care strategies, and self-care practices associated with sexual consent in digital interactions. Students highlighted the importance of building healthy relationships, communicating discomfort, asking for and offering support, identifying risks in digital environments, and regulating decision-making in situations of vulnerability. The findings suggest that the program fosters relevant learning for the prevention of cyberviolence and for strengthening self-care, communication, and sexual consent in digital interactions.

A Doença de Parkinson (DP) causa a perda progressiva da inervação dopaminérgica, afetando a qualidade de vida. O projeto "Parkinson Na Ginga" foi criado para combinar a capoeira adaptada com fisioterapia para tratar pessoas com DP. O estudo avaliou como a capoeira impactou a função motora, equilíbrio, marcha e qualidade de vida dos pacientes, utilizando um programa de 20 exercícios de capoeira duas vezes na semana, 90 minutos por 12 semanas. A pesquisa, aprovada pelo Comitê de Ética da Universidade Estácio de Sá, sob o parecer nº 7.188668, em outubro de 2024, ocorreu na Fundição Progresso, no Rio de Janeiro, de novembro a março de 2025, com 20 participantes divididos em dois grupos: capoeira adaptada e fisioterapia.As avaliações ocorreram na 1ª e13ªsemanas,utilizandoaEscaladeHoehn&Yahr,UPDRSIIeIII,Escala de Equilíbrio de Berg (EEB), Timed Up and Go (TUG), PDQ-39 e MOCA-Test. O TUG foi utilizado para avaliar a velocidade da marcha, métodos quantitativos e qualitativas dos relatos dos participantes. O protocolo inclui exercícios aeróbicos de intensidade moderada a intensa, com resistência muscular do próprio peso, mobilidade e complexidade. Resultados: O grupo da capoeira promoveu melhora significativa na funçãomotoraemobilidade,compercepçõespositivassobreaqualidade de vida (avaliada pela PDQ-39). O grupo de fisioterapia teve resultados modestos. Não houve quedas registradas durante a intervenção

Rural development projects in Cameroon are central to national strategies, yet their performance remains persistently unsatisfactory, with many failing to meet deadlines, respect budgets, or deliver quality outcomes despite substantial donor investment. This underperformance raises the research problem: how do project risks hinder the performance of rural development initiatives in Cameroon? To address this, the study employed a qualitative approach combining literature review, semi‑structured interviews, document analysis, and participatory observation across three donor‑funded projects, with managers and coordinators selected as the sample. Risks were identified and classified according to Ray’s typology and the PMBOK framework, while project performance was assessed through the “iron triangle”. Twenty‑two major risks were identified, with 68% exogenous and 32% endogenous, and short‑term strategic risks proved most prevalent. Sixteen risks significantly affected deadlines, fourteen influenced budget execution, and eleven compromised deliverable quality, with insecurity in intervention areas, pandemic outbreaks, procurement dysfunctions, incompetence of team members, and inflation emerging as the most critical. Results reveal that risk management measures are largely reactive, applied only after risks materialize, undermining efficiency, sustainability, and stakeholder confidence. In line with recent international studies emphasizing governance, institutional resilience, climate and financial risks, adaptive management, and criticality models, this research proposes a risk criticality framework to guide proactive decision‑making and highlights the need to strengthen project teams’ risk management skills. Systematic risk identification and mitigation are essential to improve timeliness, budget compliance, and quality, thereby ensuring the sustainability of rural development projects in Cameroon.

El modelo Teaching Games for Understanding (TGfU) es un enfoque pedagógico innovador que prioriza la comprensión táctica y la toma de decisiones en el aprendizaje deportivo. Utiliza juegos modificados para enseñar a los jugadores a resolver problemas tácticos en contextos reales, fomentando un aprendizaje significativo y activo. Su aplicación al pádel resulta especialmente efectiva debido a las características únicas del deporte, como el uso estratégico de paredes, el juego en parejas y la necesidad de tomar decisiones rápidas en espacios reducidos. Este modelo no solo mejora las habilidades técnico-tácticas de los jugadores, sino que también promueve valores sociales como la cooperación, la comunicación efectiva y el respeto por las reglas, además de desarrollar competencias cognitivas como el pensamiento crítico. TGfU facilita la transferencia de aprendizajes tácticos entre deportes de raqueta como tenis, bádminton y squash, adaptándose a diversas disciplinas deportivas. Innovaciones recientes incluyen su hibridación con modelos como Educación Deportiva (Sport Education), que estructura temporadas completas para enriquecer el aprendizaje, y la integración de tecnologías digitales como simuladores y aplicaciones móviles para evaluar el rendimiento táctico. Aunque plantea desafíos como la necesidad de mayor investigación sobre su impacto a largo plazo en el pádel y su potencial tecnológico, TGfU se consolida como una herramienta clave para desarrollar jugadores autónomos e inteligentes, promoviendo un aprendizaje inclusivo y transformador.