Journal of Hunan University Natural Sciences

The unprecedented pace of technological advancement and intensification of globalization in the 21st century have fundamentally reshaped the demands placed on education systems worldwide. Addressing these evolving challenges requires a paradigm shift towards the cultivation of integrated competencies essential for navigating complex, technology-driven environments.
This study critically examined the synergistic integration of digital literacy, critical thinking, and collaborative learning as a strategic response to these demands. Distinct from prior research that has predominantly treated these competencies in isolation, this study introduces a comprehensive conceptual framework that explores their interdependencies and collective influence on educational outcomes. Using a quantitative survey design, data were gathered from 450 high school and university students in urban regions in technology-rich educational settings. Structured questionnaires were used to assess students' proficiency in digital literacy, critical thinking, and collaborative learning, with subsequent data analysis conducted using descriptive statistics, correlation, and regression methods. The findings reveal that, although the majority of students demonstrate high digital literacy (72%) and engagement in collaborative practices (70%), critical thinking proficiency remains comparatively underdeveloped (58%), with weak correlations observed among the three competencies. These results underscore the urgent need for integrated pedagogical models that can move beyond fragmented skill development. This study identifies key barriers, including limited evaluative reasoning, group coordination challenges, and critical analysis deficiencies, that inhibit effective competency integration. By proposing an innovative framework for embedding digital literacy, critical thinking, and collaborative learning into unified educational practices, this study contributes to the advancement of educational theory and practice. Policy and curriculum recommendations include the adoption of project-based learning methodologies, the incorporation of digital verification exercises, and targeted professional development initiatives for educators to foster a holistic skill set vital for future academic and professional success.

Keywords: Digital Literacy, Critical Thinking, Collaborative Learning, 21st-Century Education, Technology Integration.

https://doi.org/10.55463/issn.1674-2974.52.3.9

This study investigates the interconnections between sustainability reporting, corporate governance, and financial performance, with a specific focus on the influence of Environmental, Social, and Governance (ESG) factors on investment decisions. The primary aim is to assess how ESG disclosures affect corporate reputation, risk management, and long-term profitability and to examine the mediating role of corporate governance in the relationship between sustainability reporting and financial outcomes. Additionally, this study seeks to identify the major challenges and opportunities associated with the integration of ESG factors into investment strategies across different industries and regions. A qualitative methodology based on a systematic literature review is employed to explore how companies that actively disclose sustainability information and demonstrate strong governance practices perform financially.
The findings indicate that ESG criteria are becoming increasingly relevant in investment decision making, with investors prioritizing sustainability and social responsibility. Furthermore, the results suggest that firms with robust corporate governance are better positioned to manage ESG risks and seize emerging opportunities, thus contributing to improved financial outcomes. However, persistent challenges such as inconsistent reporting standards and a lack of harmonized regulatory frameworks have also been identified. This study emphasizes the need for further empirical research to better understand the broader implications of ESG integration, aiming to inform companies, investors, and policymakers seeking to enhance corporate sustainability and financial performance within a dynamic global market.

Keywords: Sustainability reporting, Corporate governance, Financial performance, ESG factors, Investment decisions.

https://doi.org/10.55463/issn.1674-2974.52.3.8

Pediculosis, an infestation caused by head lice (Pediculus humanus capitis), is a common parasitic condition affecting the human scalp. Although synthetic chemical agents such as lindane, pyrethrin, permethrin, and malathion are widely employed to prevent and treat head lice infestations, their continuous use has led to the development of drug resistance. Consequently, the exploration of natural substances with insecticidal properties, known as pediculosides, has become increasingly necessary. This study investigates the pediculosidal activity of ethanol, ethyl acetate, and n-hexane extracts derived from duku bark (Lansium domesticum) against lice at different developmental stages—eggs, nymphs, and adults—at concentrations of 10%, 15%, and 20%. The results demonstrated that the mean number of inactive (non-viable) eggs was 6.72 at 10% concentration, 18.22 at 15%, and 17.06 at 20%, with a statistically significant p-value of 0.002. In contrast, mortality among nymphs averaged 10.06 individuals at 10%, 15.56 at 15%, and 16.39 at 20%, without reaching statistical significance (p = 0.169). For adult lice, the mean mortality was 7.83 at 10%, 13.22 at 15%, and 20.94 at 20%, yielding a highly significant p-value of 0.001.

Keywords: Pediculosis, Pediculus humanus capitis, Duku Bark Extract, Natural Pediculosides, Head Lice Control, Plant-Based Insecticides.

https://doi.org/10.55463/issn.1674-2974.52.3.7

Human parvovirus B19 (B19) is a pathogen that primarily infects erythroid and other cell types due to its binding to the P globoside antigen. The seroprevalence of anti-B19 IgG varies with age, ranging from 2-15% in children to over 85% in older adults. B19 can cause a wide range of clinical manifestations, including erythema infectiosum (fifth disease) in children and pure red cell aplasia in immunocompromised individuals, particularly those with HIV, oncology or autoimmune diseases. The aim of this study was to determine the seroprevalence of IgM, IgG, and IgG avidity against B19 in immunocompromised patients hospitalized in two health institutions in Valle del Cauca, Colombia. A total of 104 immunocompromised patients hospitalized in intensive care units at two institutions in Valle del Cauca, Colombia, were enrolled in this study. Blood samples were collected and analyzed by immunoassay to determine the seroprevalence of IgM, IgG, and IgG avidity specific for B19. Statistical analysis was performed to assess the relationship between B19 seroprevalence and variables such as age, chronic non-communicable diseases, acquired immunodeficiencies, and severe anemic syndrome. The study showed a seroprevalence of 66.35% for IgG anti-B19 in immunocompromised patients. A statistically significant correlation was found between B19 seroprevalence and the presence of chronic non-communicable diseases (p = 0.000) and acquired immunodeficiencies (p = 0.018). There was also a significant association between seropositivity and severe anemic syndrome (p < 0.000) and patient age (p = 0.009). This study is the first to document B19 seroprevalence in immunocompromised patients in Colombia and highlights a significant association with specific immunosuppressive conditions, such as chronic non-communicable diseases and acquired immunodeficiencies. The findings highlight the importance of monitoring B19 infection in these vulnerable populations, particularly given its association with severe anemia and other critical conditions.

Keywords: Seroprevalence; immunocompromised patients; anemia; human parvovirus B19.

https://doi.org/10.55463/issn.1674-2974.52.3.6

This study analyzes the burnout syndrome in academic and administrative staff at the Polytechnic University of Tulancingo, exploring differences in the dimensions of emotional exhaustion, depersonalization and personal accomplishment, as well as variations by gender. The research had a quantitative approach, with a descriptive, correlational scope and a cross-sectional design. For this work, a total sample of 229 participants was taken, where 162 were academic staff and 67 administrative staff. The instrument used was the Maslach Burnout Inventory (MBI). The results revealed significant differences between both groups, where teachers reported higher levels of emotional exhaustion and depersonalization, while administrative staff showed a lower perception of personal accomplishment. Regarding gender, women presented higher levels of emotional exhaustion and personal accomplishment, whereas men showed greater depersonalization. These findings highlight the need to consider work and gender dynamics when studying the impact of burnout in educational institutions. The study highlights the importance of implementing personalized strategies to mitigate burnout, such as stress management programs for teachers and redesigning tasks for administrative staff. These actions, adapted to the particularities of each group, will not only promote well-being at work but also contribute to strengthening the quality of educational services and the organizational environment.

Keywords: Burnout, emotional exhaustion, depersonalization, gender.

https://doi.org/10.55463/issn.1674-2974.52.3.5