The purpose was to propose an axiological model to foster a culture of peace in academic institutions in the township of Pueblo Nuevo, municipality of Ariguaní, Magdalena, Colombia. The methodology was based on a qualitative approach using the phenomenological method. The sample consisted of 12 teachers. A semi-structured interview technique was employed, using an interview guide with open-ended questions as the instrument. The ATLAS.Ti software facilitated the analysis and categorization of the qualitative data collected. Subsequently, the information was triangulated with consulted theories to ensure the validity and reliability of the results. The findings highlight the importance of addressing the culture of peace from axiological, epistemological, and ontological perspectives. The proposed model reflects this need, emphasizing that peace education should integrate the human dimensions of students and connect academic processes with their social environment to be truly effective. The study concludes that it is crucial to consider these aspects to develop a solid and sustainable culture of peace in academic institutions. The research provides a comprehensive vision that can serve as a reference for future studies and the implementation of educational programs aimed at peace.

Keywords: Axiology; Epistemology; Ontology; Culture of Peace.

In various countries, educational institutions have faced acts of violence, such as bullying, vandalism, and discrimination. According to Puche and Acosta (2024), violence portrayed in the media and the rise in crime have contributed to the perception of violence as an acceptable way to resolve conflicts. Additionally, external factors such as violence in dysfunctional homes and involvement in youth gangs negatively impact the school environment.

Vargas (2019) asserts that this situation has fostered a culture of violence in educational institutions, complicating efforts to build a culture of peace. Thus, it is essential to promote a model that instills values and attitudes fostering a culture of peace among students. In this context, Martelo et al. (2021) highlight that a culture of peace involves establishing just and peaceful relationships among citizens, communities, and countries, promoting values such as tolerance, empathy, solidarity, and non-violence, with the aim of preventing and resolving conflicts peacefully.

Similarly, Pérez (2015) points out that, in many parts of the world, educational institutions have become arenas of various forms of violence. This has hindered the promotion of a culture of peace within the community and society at large. Acevedo and Báez (2018) further report incidents ranging from bullying to youth gang activity and even violence in dysfunctional households. These factors significantly influence the prevalence of violence in educational institutions.

Acosta and Barrios (2023) emphasize that education should address the real needs of students and societal demands. Consequently, teachers must contextualize pedagogical strategies to suit students' specific circumstances, making education an inclusive mechanism that respects the diversity of its participants. It is necessary to cultivate values through both practice and the example set by teachers.

Therefore, it is crucial to propose models that facilitate the development of values and attitudes that promote a culture of peace among students. In this way, educational institutions can become spaces of peaceful coexistence for students and contribute to their holistic development. An axiological approach aimed at fostering a culture of peace in academic settings seeks to establish a solid foundation of values and attitudes that help prevent and resolve conflicts non-violently.

The UNESCO (2020) has established multiple recommendations and guidelines to promote peace education globally. The organization advocates integrating peace education into all levels of the education system and supports the inclusion of educational activities and processes in conflict and post-conflict situations to contribute to peacebuilding and reconciliation. It encourages the teaching of universal values such as equity, tolerance, justice, solidarity, and cooperation, among others.

In Latin America, violence remains a pervasive reality in many countries, leading to high levels of insecurity, crime, and violence. Vargas (2016) observes that this has significantly impacted educational institutions, turning them into settings where these forms of violence and social conflict are reproduced. Furthermore, inadequate investment in education, social exclusion, inequality, poverty, and lack of opportunities have contributed to a culture of violence in the region. According to Fuenmayor (2016), violence in homes, streets, media, and other social and cultural contexts perpetuates the misconception that force is the most effective way to resolve differences.

As Islas et al. (2017) argue, it is essential to promote educational models in the region that prevent and resolve conflicts peacefully. This involves instilling values and attitudes that foster a culture of peace among students, equipping them to become citizens committed to building just, participatory, and peaceful societies. Along these lines, Del Pozo et al. (2021) emphasize that violence and social conflict in Latin America stem from factors such as social exclusion, poverty, lack of opportunities, and corruption, among others. García et al. (2022) assert that these elements have contributed to the establishment of a culture of violence, where conflicts are resolved through force and violence instead of seeking peaceful solutions.

In this context, Moreira and Aguirre (2022) emphasize that educational institutions have the primary responsibility of promoting a culture of peace, as they are spaces where students' attitudes are shaped. However, many of these educational centers have been affected by violence and insecurity, creating an atmosphere of distrust and fear. Sosaya-Rodríguez and Durand (2023) argue that it is imperative to implement educational models that promote a culture of peace and train students in peaceful conflict resolution. Furthermore, it is crucial for societies and governments to work together to eradicate and prevent violence and social conflicts, aiming to create safer and more peaceful environments across the region. 

In Colombia, according to Vidal et al. (2021), violence has been a persistent reality in the country's recent history, particularly due to the internal armed conflict that has affected the population for decades. This situation has significantly impacted educational institutions, turning them into spaces where various forms of violence, such as bullying, discrimination, vandalism, and youth gang activity, are reproduced. Acosta and Villalba (2022) note that the armed conflict has caused large-scale forced displacements, especially in rural areas, which have also affected education in these regions. Students are often forced to leave their schools and adapt to new environments, leading to significant emotional and educational impacts.

Hernández et al. (2017) highlight that bullying and violence in Colombian schools have required attention from the government and educational authorities. Maussa and Villareal (2015) report that policies and projects have been implemented to promote a culture of peace in schools, alongside programs to prevent violence within educational settings. 

To address bullying and violence in Colombia's schools, Silva (2015) explains that various policies and programs have been launched. For instance, the Ministry of National Education developed the "School as a Territory of Peace" strategy, aimed at transforming academic and organizational practices in schools to promote a culture of peace and peaceful coexistence among students, teachers, and parents. García et al. (2022) add that specific programs, such as Bogotá’s "Coexistence and Peace" initiative, have been introduced to strengthen the capacity of students and teachers to prevent and manage school violence and promote conflict resolution. 

In the same vein, Acevedo and Báez (2018), along with Cante and Sampayo (2020), point out that Colombia has other important initiatives, such as the "Safe School" program, which aims to reduce school violence by deploying officers to schools to provide support and protection to the educational community. However, this initiative has sparked controversy, as some sectors fear it could lead to the militarization of schools. Therefore, addressing and resolving violence in Colombian institutions requires comprehensive policies that tackle root causes and foster a culture of peace and harmonious coexistence among students.

In Magdalena, a department located in northern Colombia, the region has endured a prolonged armed conflict for over 50 years, leaving thousands of deaths, displacements, and destroyed infrastructure. Barreto (2015) notes notable incidents such as massacres of farmers, forced displacements, car bombings, and explosives that have caused injuries and fatalities. Illegal armed organizations have also extorted businesses, ranchers, and merchants in the region. 

Velandia and Paba (2021) highlight initiatives in Magdalena to promote a culture of peace, such as creating a historical memory space in the municipality of Plato to collect testimonies from conflict victims. These initiatives show ongoing efforts to establish a culture of peace in the region. However, a long journey remains to overcome the legacy of armed conflict and achieve lasting peace. 

De la Hoz and Granados (2021) point out that civil society has also played a prominent role in fostering a culture of peace in Magdalena. Key actions include cultural activities, promoting education in values, and working with vulnerable groups. In recent years, projects aimed at reconciliation among communities affected by the armed conflict have been promoted, including dialogue workshops, constructing memory spaces, and encouraging citizen cooperation. 

Cante and Sampayo (2020) report the launch of the Magdalena Medio Development and Peace Program, led by the National Government. This program aims to promote the region's economic and social development while fostering peace. Key actions include implementing productive projects, promoting education and culture, and strengthening citizen collaboration. In this context, the study aims to propose an axiological model to foster a culture of peace in educational institutions. 

Axiological Model

An axiological model is based on the premise that values and principles are the foundation of a lasting culture of peace. Promoting and adopting values across all levels of society can contribute to building more harmonious and peaceful communities. In this regard, Cerdas (2013) points out that a model to foster a culture of peace would be based on a set of fundamental values and ethical principles that promote social justice, peaceful coexistence, and mutual respect within society.
According to Silva (2015), an axiological model for a culture of peace is grounded in a set of essential values that nurture harmonious coexistence and understanding within a society. Authors such as Cerdas (2022), Hernández et al. (2019), Islas et al. (2017), and Cerdas (2013) identify ten values that should be taught both in schools and within families:

• Respect: Recognition and appreciation of each individual's intrinsic dignity, regardless of their gender, origin, religious beliefs, sexual orientation, or race. This value lays the foundation for healthy and peaceful interpersonal relationships.
• Tolerance: Valuing and accepting diversity in opinions, cultures, and beliefs. Being tolerant involves a willingness to listen to and understand different perspectives, fostering constructive dialogue and harmonious coexistence.
• Justice: Ensures equitable access to rights, resources, and opportunities for all individuals. This principle is crucial for preventing conflicts and building a society where everyone's rights are respected and protected.
• Nonviolence: A complete rejection of any form of violence, whether physical or verbal. It opts for peaceful problem-solving through dialogue, negotiation, and mediation rather than violent confrontation, essential for maintaining social harmony.
• Empathy: The ability to understand the emotions and needs of others by putting oneself in their position. It fosters mutual understanding, strengthens human connections, and enriches interactions between individuals.
• Solidarity: Collaboration and mutual support during times of difficulty or need. By committing to helping others and contributing to the common good, a solid foundation for building a united society is established.
• Peace Education: Promotes teaching skills such as effective communication, conflict resolution, and critical thinking. Through this education, individuals acquire the tools necessary to address differences constructively.
• Sustainability: Acknowledges the interconnection between people and the environment. Encouraging sustainable practices and showing respect for nature are essential to ensuring long-term peace.
• Citizen Participation: Actively and responsibly involves individuals in decision-making processes that impact their lives and communities. Such participation strengthens democracy and cultivates a sense of belonging.
• The Culture of Forgiveness: Recognizes the human capacity to err and harm others. Being willing to forgive and seek reconciliation instead of revenge lays the groundwork for deeper understanding and healing of fractured relationships.

Culture of Peace

The culture of peace is defined as a set of values, attitudes, behaviors, and practices that promote the peaceful resolution of conflicts and the prevention of violence in all its forms. This concept is based on the premise that peace is not merely the absence of war or armed conflict but encompasses the presence of harmony, justice, and equity in society.

Islas et al. (2017) argue that the culture of peace represents a comprehensive approach aimed at creating societies founded on the values of peace, justice, and respect for human rights. Its goal is to prevent conflicts and foster peaceful coexistence on a global scale. This approach calls for continuous reflection and action to build a fairer and more equitable world for both current and future generations.

In this context, Hernández et al. (2019) highlight that a culture of peace promotes dialogue and effective communication as alternatives to resolving conflicts and differences, rather than resorting to violence. This perspective advocates for gender equality, respect for human rights, tolerance, cultural and religious diversity, and social justice as essential principles. Additionally, it focuses on education and raising awareness on issues such as violence, discrimination, and inequality, aiming to help individuals better understand the root causes of conflicts and work toward their prevention.

Finally, Hernández et al. (2017) contend that the culture of peace transcends the individual level to encompass community, national, and international spheres. The objective is to build more just and peaceful societies at all these levels, fostering collaboration among governments, international organizations, civil society, and citizens. This includes initiatives such as disarmament, mediation, and the implementation of policies addressing the fundamental causes of conflicts, such as poverty, social exclusion, and lack of access to essential resources.

The information provided by the informants revealed that the theoretical foundations of this topic encompass peace, explaining the different ways of understanding and constructing it, and educational models of peace, which rely on these theories to design educational programs and strategies. Consequently, strategies and practices focused on peace education include tools and techniques, methodologies, teaching materials, as well as initiatives and programs. All these approaches aim to implement educational models that promote peace education in various educational settings.

The experiences of the interviewed teachers highlight that the key actors in promoting a culture of peace include government policies, national organizations, educational institutions, teachers, students, families, and the educational community as a whole. All these stakeholders must work closely together to foster a culture of peace in their respective contexts and effectively implement peace-oriented educational models.

Figure 1.
Converging Elements in Peace Education

In the subcategory of peace theories, informants highlighted the importance of human value, specifically how peace can be constructed and the interrelation between conflict, violence, and peace. Within the subcategory of peace conceptions, the focus was on defining peace and exploring various understandings, such as the absence of conflict, social equity and justice, and peaceful coexistence.

For the authors of this study, these elements are integral to an interdisciplinary approach to fostering a culture of peace, emphasizing collaborative efforts to build peace in various contexts and promote peaceful coexistence. These components are crucial in teaching peace as they provide the theoretical and practical foundation needed to comprehend and address the topic effectively. The relationship between peace theories and peace conceptions enables educators and students to analyze diverse perspectives on achieving peace. Furthermore, peace education models are developed from these perspectives to craft educational strategies and practices that help students apply peace concepts in their lives.

Additionally, in the subcategories of strategies and practices for peace education, as well as tools, techniques, methodologies, and teaching materials, the interviewees emphasized these elements as essential for teaching peace in the classroom. These resources allow educators to adapt to their students' needs and characteristics, designing a learning environment that fosters cooperation, empathy, reflection, and peaceful conflict resolution. Moreover, the involvement of various actors, including educational institutions, students, families, and the broader community, provides the necessary context for advancing a culture of peace in society.

Figure 2.
Factors Linked to Peace Education2

It was also evident that teachers recognize peace education as encompassing a broad set of theories, conceptions, educational models, tools, techniques, methodologies, programs, and initiatives aimed at promoting peace, problem-solving, and behaviors that sustain peaceful and harmonious relationships among individuals and communities.

As shown in the results (Figure 2), the interviewed teachers attributed significant weight to educational models that encompass all foundational institutions in a student's life, starting with the family. Informants emphasized that the family plays a critical role in shaping children and should be part of the guidelines for parental education. They highlighted that a harmonious and nurturing family environment, attentive to emotional needs, values, and virtues, forms the basis for raising children with respect, tolerance, and peaceful coexistence values.

Schools play a fundamental role in fostering mutual respect and harmony among students, contributing to cultivating a culture of peace from early ages. In this context, peace education in classrooms takes a comprehensive approach, addressing complex and profound topics related to peaceful coexistence and the importance of respecting others.

The respondents also stressed that society has the responsibility to promote and nurture a culture of peace. This requires the commitment of all stakeholders in the process to build a society capable of resolving conflicts democratically and peacefully, respecting human rights.

The importance of initiatives and programs was another consensus among the respondents. School coexistence projects aim to promote values and social behaviors that encourage peace and healthy coexistence among students, teachers, parents, and the broader educational community. Implementing these projects is a key tool for fostering effective peace education in schools.

Therefore, promoting awareness campaigns that highlight the importance of peace and the value of peaceful coexistence is crucial. Such campaigns are useful tools to instill responsible and civic attitudes in the general population, contributing to fostering a culture of peace within the country or the area where they are implemented.

Another relevant aspect, as identified by the teachers surveyed, is the role of school mediation programs as effective tools for preventing and resolving conflicts peacefully in school settings. These programs aim to empower students, enabling them to take charge of their conflicts and resolve them cooperatively and respectfully.

Regarding public policies and international organizations, the informants emphasized the significance of international declarations and treaties in establishing the universal principles and values upon which peace education should be based. These declarations and treaties provide a reference framework that obliges states and communities to foster a culture of peace, tolerance, and mutual respect.

Similarly, government programs and projects are vital for peace education as they provide the resources and structure necessary for their implementation. The researcher considers it crucial for these programs to be designed with a broad perspective, including all sectors of society and addressing current issues.
Lastly, non-governmental organizations (NGOs) were identified as crucial players in peace education, as they can undertake specific actions without the restrictions or limitations of public institutions or, at times, individuals. NGOs can focus on specific issues that need addressing to improve conditions in society, communities, or areas of interest to the organization.

When referring to the role of students, families, and the educational community, respondents stated that the commitment and involvement of students, families, and members of the educational collective are key factors in fostering a culture of peace. The researchers agree that it is essential for these actors to participate in activities and projects, promoting a culture of engagement and collective decision-making for a shared purpose.

Concerning tolerance and respect as essential values, the information provided highlights how these values contribute to harmonious coexistence. It is believed that these values should be instilled in all citizens, particularly young students, who are future leaders and agents of change. Additionally, social responsibility and civic engagement were underscored as values that must be cultivated in peace education since, they form the foundation for a tranquil, just, and equitable coexistence. Promoting these values at both individual and collective levels can help create a more democratic, participatory, and fair society.

DISCUSSION

When referring to theories of peace education, Acosta & Villalba (2022) argue that each element of these assumptions is fundamental in constructing an educational model, as it helps to understand the basic concepts and essential values for a culture of peace. According to these authors, the human value highlighted by this theory lies in the importance of dialogue, empathy, respect, and tolerance as necessary elements for peaceful coexistence.

Viramontes (2018) notes that understanding how to build peace provides insight into the various activities that can be undertaken to prevent and resolve conflicts in a peaceful and constructive manner. Thus, Barragán et al. (2020) emphasize that the relationship between conflict, violence, and peace is key to understanding violence and the importance of preventing conflicts and fostering their peaceful resolution. Therefore, these theories must serve as the foundation of an educational model that promotes values of peace, respect, and conflict resolution.

Similarly, Hernández et al. (2019) and Islas et al. (2017) underline the importance of focusing on peace theories that view peace as a fundamental value for humanity, promoting the notion that peace is built through cooperation, dialogue, and mutual respect. They also highlight the significance of the relationship between conflict, violence, and peace, as peace education aims to encourage peaceful problem-solving and violence prevention.

Venet (2019) points out that conceptions of peace can be categorized into those that define peace as the absence of conflict, those that see it as equity and social justice, and those that view it as peaceful coexistence. All these conceptions are important because they define various aspects of peacebuilding and allow for the approach to peace education from different perspectives.

In this regard, Pérez (2015) emphasizes that peace education models include education for peace in families, society, and schools. These models aim to foster the adoption of positive values, the resolution of commitments, and respect for rights from an early age, establishing a series of actions to promote these values throughout society.

Acosta (2023) suggests that methodologies and teaching materials should be oriented toward fostering cooperation, teamwork, and playful activities, as these strategies aim to encourage student participation in peacebuilding and problem-solving. Moreover, Del Pozo et al. (2021) argue that initiatives and programs, such as school coexistence projects and school mediation campaigns, are essential for implementing concrete measures that enable a culture of peace and promote peaceful coexistence among individuals.

In categories related to public policies and international organizations, Cante & Sampayo (2020) state that achieving education for peace requires establishing government programs and projects as well as creating agencies and non-governmental organizations aimed at promoting a culture of peace. For Cerdas (2022), peace understood as the absence of conflict, equity and social justice, and peaceful coexistence are fundamental to an educational model. These elements allow for the formation of individuals capable of understanding the complexity of peace-related issues and participating in building equitable and just societies, fostering dialogue and peaceful cooperation at all levels.

According to Moreira and Aguirre (2022), schools and teachers play a crucial role in promoting peace education as they are responsible for imparting values and knowledge to students. It is essential to implement curricula that integrate peace education and create a positive school environment that fosters a climate of peaceful coexistence. Meanwhile, Barragán et al. (2020) stress that students, families, and the broader educational community have a fundamental role in this endeavor. Encouraging student participation, mutual respect, tolerance, civic engagement, and social responsibility is vital for contributing to the construction of a more peaceful and harmonious world.

Proposal

The findings align with the theoretical frameworks proposed by Cerdas (2022), Hernández et al. (2019), Islas et al. (2017), Hernández et al. (2017), Silva (2015), and Cerdas (2013), who establish essential principles of peace education. Drawing from the data collected from educators and the consulted theoretical perspectives, the authors propose a conceptual model structured around three fundamental dimensions: axiological, ontological, and epistemological. Each of these dimensions incorporates a set of elements, which are detailed in the accompanying figure.

Figure 3.
Axiological Model of Peace Education

It is crucial to address diverse theories and conceptions of peace to achieve a comprehensive and integrative perspective on the phenomenon under study.
From the ontological component, it is essential to recognize human diversity and the intrinsic value of every individual in the reconstruction of a more just and peaceful society. Encouraging students to develop empathy, respect for differences, acceptance, and inclusion of all people—regardless of their gender, origin, race, or culture—is a key focus.

Regarding the axiological component, the promotion of values such as peace, love, respect, tolerance, justice, and equity must serve as fundamental principles for building a culture of peace. It is vital for students to recognize and appreciate these principles as essential not only for their personal development but also for the construction of a more just, equitable, and peaceful society.

The most significant elements of the epistemological component are:

• Knowledge Valuation: Both experiential knowledge and theoretical knowledge must be valued, emphasizing the importance of the lived experiences of both teachers and students.
• Critical Thinking: Critical thinking is essential to fostering reflection among students, enabling them to question and analyze information objectively.
• Collective Knowledge Construction: Cooperative learning and the collective construction of knowledge should be encouraged, promoting participation and respect for the ideas and opinions of others.
• These elements support the development of a teaching approach rooted in participation and critical dialogue, where theoretical knowledge and students' experiences are equally valued. The goal is to promote reflective thinking and the collective reconstruction of knowledge in the service of peace.

From the ontological component, the following elements are considered:

• Understanding of Human Nature: Acknowledging its complexity and diversity, while being aware of humanity's capacity for both violence and empathy, as well as solidarity.
• Identity Construction: Peace education can positively contribute to identity formation by fostering values such as justice, tolerance, and solidarity.
• Holistic Approach: It is emphasized that peace education must regard the individual as a whole, encompassing physical, emotional, social, and environmental dimensions. This implies an integrative vision of education that transcends the mere transmission of knowledge and technical skills.
• Regarding the axiological component, the researchers highlighted the importance of values in shaping students' personalities, including:
• Tolerance: Respecting and accepting religious, cultural, gender, and ethnic differences without discrimination.
• Empathy: Understanding and resolving conflicts by putting oneself in another's place and comprehending their perspectives and needs.
• Solidarity: Active commitment to the well-being of others and the resolution of conflicts.
• Social Justice: The equitable distribution of resources and opportunities for all individuals.

Contribution to Scientific Knowledge: The contribution of this research lies in the proposal of an axiological model to promote a culture of peace in institutions within the township of Pueblo Nuevo, municipality of Ariguaní, Magdalena, Colombia. This model integrates axiological, epistemological, and ontological perspectives, providing a comprehensive approach to addressing peace education. Furthermore, it offers a detailed vision of how human values, critical understanding of violence, and recognition of diversity can be incorporated into the educational curriculum. Finally, the study provides an in-depth understanding of teachers' perceptions and practices within specific contexts, which can inform the design and implementation of educational programs in similar regions.

Limitations: The small sample size, consisting of 12 teachers, and its potential lack of representativeness may affect the generalizability of the results. Additionally, the use of ATLAS.ti for qualitative analysis may be influenced by the availability of technology and training in its use. Lastly, the subjective interpretation of the data may impact the results and conclusions due to the interpretative nature of the semi-structured interviews.

The findings suggest that achieving effective peace education requires adopting a multidisciplinary and comprehensive approach that includes the active participation and commitment of students, families, and the entire educational community. Furthermore, public policies and collaboration with international organizations are necessary to promote peace education through programs and projects led by governments, associations, and non-governmental organizations. These collaborative efforts can facilitate the creation of an educational environment that fosters a culture of peace and the peaceful resolution of conflicts.

Among the educational models for peace, those aimed at families, schools, and society at large stand out. Additionally, several effective initiatives and programs have been identified, including school coexistence projects, awareness campaigns, and school mediation programs. These approaches have proven valuable in fostering a culture of peace and promoting the peaceful resolution of conflicts in both educational and community settings.

Conceptions of peace are fundamental for designing an educational model focused on peace. The view of peace as the absence of conflict suggests that peace is achieved when wars or confrontations are absent. The perspective of peace as equity and social justice emphasizes the need to create a fairer and more equitable society, ensuring fundamental rights and eliminating social inequalities. Lastly, the concept of peace as peaceful coexistence highlights the importance of dialogue, respect, and tolerance for living harmoniously with others and fostering peaceful coexistence.

Peace education is essential for building more just, equitable, and peaceful societies. Designing an effective educational model requires integrating theories and conceptions of peace to understand the complexity of the subject and to promote the values and actions necessary to achieve it. Likewise, public policies and international organizations committed to promoting peace education and preventing and peacefully resolving conflicts are critical. Peace education must be a societal commitment, as only through collective effort can we build more just and peaceful societies for present and future generations.

Conflict of Interest: The authors declare no conflict of interest.

Declaration of Artificial Intelligence Use: In this research, tools such as SciSpace AI, QuillBot, and Chat GPT were exclusively used for language and grammar correction.

Author Contributions:
Mendoza Dávila, S. E.: Conceptualization, Formal Analysis, Methodology, Investigation, Supervision, Validation, Writing - Original Draft, Writing - Review and Editing.
Acosta Faneite, S. F.: Conceptualization, Formal Analysis, Methodology, Investigation, Validation, Writing - Original Draft, Writing - Review and Editing.

Informed Consent: Informed consent was obtained from all participants in the study..