Choking and foreign body aspiration are significant causes of mortality and morbidity in young youngsters. This study aimed to investigate the effects of education programs on school students ' knowledge, attitude, and practice towards a choking person. This quasi-experimental study with a pretest-posttest control group design included a total of 282 school students. The students were divided into an intervention group (n = 141) and a control group (n = 141). After both groups completed the pretest, the intervention group received an education program on first aid for a choking person. Then, both groups were subjected to a posttest at the end of the program. The descriptive and inferential statistics analyzed the data. There were no significant differences between the two groups within the study parameters at the pretest (P = > 0.05). However, at posttest, a significant difference was observed in the knowledge (p = 0.001), attitude (p = 0.024), and practice (p = 0.001) of the intervention group compared to the control group. The intervention group showed significant improvement in the students’ knowledge, attitudes, and practices regarding first aid for a choking person. We suggest a continuous training program to improve the competency of first aid for a choking person.

Text book ought to be viewed as one of the numerous sources educators can attract after making a powerful exercise and may offer a system of direction and introduction. The analysis of textbook forms a necessary part in academics so as to devise the most appropriate content. The present study made a comparative account of textbooks for Grade 5 Social studies taught in public (i.e., Punjab textbook) and private sector (Oxford textbook) of Pakistan. The comparison was made on key features and on themes suggested by National Curriculum Council (2017) as a standard for textbook publishers. The findings demonstrated that both books contain activities and are clearly written, however, PTB is cheaper, possess low paper quality than OTB and was revised in 2018 whereas OTB has not revised since 2010. It is also suggested that both textbooks do not contain enough information as per NCC’s standard. It is suggested that government should take notice about it and publishers should be bound to deliver only that material in education sector that is according to the devised set of standards.

This paper explores the rationale behind Booker T. Washington’s vocationalist philosophy of education for the then recently emancipated black population. Through the use of a critical thinking framework, an analysis of remarks from key speeches and his life according to scholars providing Washington’s prescriptive argument and rhetoric is undertaken. Despite Washington’s intentions, the argument for his vocational approach is demonstrated to be oppressive, myopic, and circular in its logic. The author proposes a framework for understanding the counterintuitive development of vocationalist philosophy based on the dichotomous nature of the human experience’s value-construct and context misalignment. Concordant or discordant dualities that result from misalignment are explained and how to reconcile Washington’s Vocationalism with opposing the philosophy of W.E.B. Du Bois due to equivalence or consistency of values with theoretical constructs is also discussed.

INTRODUCTION: With an increase in the aging population, the application of evidence-based practice in geriatric education can strengthen knowledge, skills, and clinical experience for healthcare students caring for older adults. Age Friendly Health Systems (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. Virtual Reality (VR) platforms are gaining popularity due to their ability to provide an immersive, hands-on learning experience resembling an actual medical practice or care setting. Immersive learning enhances students’ sensory perceptions, promoting an innovative and engaging way of acquiring concepts that are difficult to teach in real life. This study aimed to design, develop, implement, and evaluate a case-based training module highlighting AFHS and educating medical students on the 4Ms approach in geriatric care (What Matters, Medication, Mentation, and Mobility). METHODOLOGY: The project was a feasibility study completed in two phases. Phase one included planning and development of a case-based scenario incorporating 4Ms of AFHS. Phase two included implementing and evaluating the VR training module into the geriatric curriculum for medical students. RESULTS: The final VR case displays a hospital and post-acute setting where an elderly patient is admitted for a hip fracture. Students learn how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHS. Approximately 10% of students completed the evaluation survey, and preliminary results indicate significant knowledge change in pre-post scenario-based training on AFHS. CONCLUSION: The VR education platform and embedded scenario promise an innovative adaptation of technology in learning the concepts of the 4Ms of AFHS. However, future studies should explore VR education with clinical assessment evaluation to ensure competence in providing Age-Friendly care.

Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, push ahead sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, involve students and offer them opportunities to launch their own initiatives. This article seeks to support principals in leading their schools towards sustainability. Four stages of the integration of Sustainability and ESD in a school are defined. For each of these stages, a number of actions and management strategies are suggested and explained in detail.

Literature indicates scarcity of cross-national research on the association between physical fighting and bullying victimisation among adolescents, and the moderating role of perceived social support and education spending on this association. Using multilevel binary logistic regression, this study examined the association of physical fighting with traditional bullying and cyberbullying victimisation, with public education spending and perceived social support from families and teachers as moderators. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13- and 15-year-olds) in 27 European countries. Results showed that physical fighting was positively and significantly associated with cyberbullying and traditional bullying victimisation. These results signify that physical fighting is a robust predictor of bullying victimisation. The findings demonstrate that perceived social support and education spending buffered the association of physical fighting with traditional bullying and cyberbullying victimisation. The findings imply that social support not only prevents adolescents from engaging in physical fights, but also reduces the risk of bullying victimisation. Accordingly, to deter adolescents from engaging in physical violence and reduce the risk of bullying victimisation, there is need to fully comprehend the influence of physical fighting on bullying victimisation, and the moderating role of social support.

The field of financial literacy is intricate and developing. This systematic review of the literature provides a thorough overview of financial literacy. It examines the sample of 3182 papers of the period 1990 to 2023 from different databases such as Scopus, Web of Science, IEEE, Science Direct, and JSTOR and identifies important publications, knowledge gaps, and rising themes. The four major topics that emerged are the degree of financial literacy among various groups of people, gender disparity in financial literacy, the influence of financial literacy on financial behavior and planning, and the impact of financial education on day-to-day decisions. Groups with lower levels of financial literacy include adults, women, people in the lower-income band, rural people, etc. Financial planning and financial behavior are positively associated with financial literacy. Financial literacy could be enhanced with financial education; however, output depends upon program design and experimental group. The review also discusses financial literacy in the context of gender disparity, including its definition, difficulties encountered, and possible solutions. This systematic study will help researchers, practitioners, and policymakers by providing insightful information on financial literacy and its ramifications.

Intercultural education can be seen as a cornerstone in the sustainability of the current culturally diverse society. In addition, through the establishment of policies and strategies to reverse situations of discrimination and exclusion, there is a consensus on the importance of the social inclusion of groups at risk of exclusion. In this context, actions are suggested to reverse high dropout rates and school failure within the Roma population. The aim of this systematic review in the educational context is to analyze investigations of programs and interventions that have been made to promote the educational inclusion of Roma students. Three databases are used, Scopus, Web of Science, and Eric, to examine 419 articles, which after a selection, based on an inclusion criterion which follows the guidelines given by the Declaration PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes), 17 articles were chosen for the analysis. The main findings shed light on data for programs and interventions developed mostly within the school setting and for students of elementary and secondary education. These programs provide answers for the molding of intercultural education and the policies for educational inclusion of Roma people.

Technology then has become a mixed bag for the tourism industry. It creates a great deal of conveniences while at the same time has been used as a way to increase revenues and to lessen customer service, especially for the education of adults in the area of digital competence for the use for advertising the tourist offer of your own units. Modern Education Programs can be a great help in overcoming digital literacy and thus helping to choose a variety of offers that offer free internet advertising. The survey was conducted on the example of Okrug municipality on the Čiovo peninsula in the period from February 2017 to April 2017. 278 private renters participated. The aim of the research was to show that the Program for the Education of Foreign Languages, a specific English language that was organized by the Municipality, contributed to the advertising of its tourist units, thereby contributing to the revenue, ie the occupancy in the number of reservations. The paper used a quantization method, a questionnaire survey. point to the fact that it is necessary to invest in the Education Program so that the older population, in particular, acquires the general level of digital literacy and foreign language learning, for the purpose of finding an adequate media for advertising and strengthening the tourist capital of a municipality.

Entropy as a mathematical concept is the first of its own kind, and second to none. Barely one or two papers in literature have investigated fractal dimensions of very basic entropies, such as Shannon, Tsallis, and Rényi entropic expressions. This was a thoughtful inspiration to delve into a step forward towards a unified information- theoretic fractal theory. The storytelling of this current paper starts by introducing my third entropy formula, namely Ismail’s entropy, , as a novel generalization to Shannonian entropy with a visionary link to both long- and short-range interactions, (LRIs), (SRIs) respectively. Clearly, this would generate a fourfold unification with statistical mechanics as well as contemporary physics. Hence, this adds more credibility and weight for this study. The fractal dimension of , is identified in this paper. As an essential part of this work, it was influential to spotlight the importance of fractal geometry to space industry as well as education, which is crucial to develop our societies. Thus, some potential fractal applications to CubeSat Technologies and Education are highlighted. So, will the deep search for more ground-breaking research has come to an end. Certainly, not. This was another inspiration to propose new open problems to widen research gates to the scientific community for more research pathways. Consequently, the paper ends with closing remarks combined with some challenging open problems and the next phase of research.

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1,102 college teachers in central China, using hierarchical linear regression analysis to explore possible influencing factors in four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like online-teaching load and teachers’ technology self-efficacy, as their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online-teaching experience did not notably affect either. The findings of this study reveal the complex interactions of factors that influence college teachers’ disposition toward and decisions about online-teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

Background. There are few studies about post myocardial infarction follow-up using telemedicine. We organized a post-discharge telemedicine service with a dedicated team. To do this, it was necessary that all stakeholders involved in the organization and use of the telemedicine service were properly educated and informed. Methods. We designed a theoretical-practical mini-course, to train healthcare personnel and increase skills, with excellent learning outcomes and satisfaction. Thereafter, we enrolled patients affected by acute myocardial infarction with ST elevation (STEMI), MINOCA (myocardial infarction with no obstructive coronary atherosclerosis), Takotsubo syndrome or spontaneous coronary dissection, and high-risk acute myocardial infarction without ST elevation (NSTEMI). At discharge, the cardiology technician performed counselling for the patient; using regional platforms, televisit at 1 and 4 months monitored major adverse cardiac events (MACE), heart failure, arrhythmias, unstable angina and non-cardiovascular events, therapy adherence, target therapy and customer satisfaction. Results. Between November 2021 and February 2023, we enrolled 110 patients: 72% affected by STEMI, 22% by NSTEMI. At the 1-month follow up, 12 patients did not reach pressure target and 23 patients did not reach LDL target. We observed three in hospital readmission, three in hospital visits for further investigation and one death. To date, a four months follow up was performed for 54 patients. No readmissions or deaths occurred. We detect a rate of 96% of customer satisfaction. Conclusion. A health coordination center with a dedicated team makes televisit safe as a follow-up for post myocardial infarction patients. Before, it is fundamental for healthcare professionals the acquisition of theoretical knowledge and updates and the acquisition of manual, technical and practical skills.

The objective of this paper is to analyze students’ assessments of the attainment of skills acquired by university graduates enrolled in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both of which are vital for the success of today's societies and play an important role in the sustainable development agenda. The TP was a twelve-week programme with six modules combining entrepreneurship training and traditional teaching methods. There were nine editions and 148 students worked in teams preparing business plans to present to consultants and potential investors. The Focal Group method was used to identify competencies and a survey was designed to identify the level to which skills were attained. The results suggest that the students attained both types of skills, acquiring a higher level of proficiency in entrepreneurial skills and those transversal competencies most connected to entrepreneurship. Additionally, different levels of attainment of entrepreneurial skills were found in different groups. We provide new evidence that TPs, as compulsory subjects in the core curriculum of degree programmes, will help accomplish both objectives: the acquisition of entrepreneurial skills and generic university educational competencies. The overall outcome of this research highlights the value added by the TPs.

Diabetes mellitus (DM) and obesity account for the highest burden of non-communicable diseases. There is increasing evidence showing therapeutic patient education (TPE) as a clinically and cost-effective solution to improve biomedical and psychosocial outcomes among people with DM and obesity. The present systematic review and meta-analysis presents a critical synthesis of development of TPE interventions for DM and obesity and the efficacy of these interventions across a range of biomedical, psychosocial and psychological outcomes. A total of 54 of these RCTs were identified among patients with obesity and diabetes and were thus, qualitatively synthesized. Out of these, 47 were included into quantitative synthesis. There was substantial heterogeneity in reporting of these outcomes (I²= 88.35%, Q= 317.64), with significant improvement (SMD=0.36, 95% CI: 0.23 to 0.49) noted in biomedical outcomes in the intervention group. The effect sizes were comparable across interventions delivered by different modes and delivery agents. These interventions can be delivered by allied health staff, doctors or electronically as self-help programs, with similar effectiveness (P < 0.001). These interventions should be implemented in healthcare and community settings to improve health of patients suffering from DM and obesity.

The COVID-19 outbreak demonstrated the viability of various remote working solutions, telepresence robots (TPRs) being one of them. High-quality video transmission is one of the cornerstones of using such solutions, as most of the information about the environment is acquired through vision. This study aims to compare the camera capabilities of four models of popular telepresence robots using compact reduced LogMAR and Snellen optometry charts as well as text displayed on the projector screen. The symbols from the images are extracted using OCR (Optical Character Recognition) software and the results of the recognition are compared with the symbols on the charts. Double 3 TPR provides the best quality images of optometric charts, but the OCR results of measurements of the image on the projector do not show the clear advantage of one single model over the others. The results demonstrated by Temi 2 and Double 3 TPRs are generally better than the others, suggesting that these TPRs are more feasible to be used in teaching and learning scenarios.

The rapid expansion of social media and instant messaging applications, such as WhatsApp, has transformed how individuals and organizations communicate and engage. This think piece explores the potential of integrating WhatsApp as a customer relationship management (w-CRM) tool within the education sector to foster and sustain long-term relationships among students, teaching staff, and non-teaching staff. By leveraging real-time features and the widespread use of WhatsApp, educational institutions can create a more interactive and dynamic learning environment, benefiting all stakeholders involved. The literature highlights the importance of establishing clear frameworks for mutual engagement and interaction and the potential of w-CRM to improve communication between students' families and educational institutions. There are potential risks associated with the pervasive use of WhatsApp, and call for future research to explore strategies for mitigating these risks while maximizing the benefits of w-CRM in the education sector. Longitudinal studies are recommended to evaluate the long-term impact of w-CRM on stakeholder relationships, student outcomes, and overall institutional performance.

The post-pandemic landscape has ushered in a transformative phase in education, compelling a profound reexamination of the humanities' role. This study navigates the multifaceted dimensions of humanities education, including its response to digital transformation, interdisciplinary methodologies, emotional intelligence cultivation, inclusivity efforts, and its forward trajectory. Employing qualitative methods, including innovative approaches such as advanced data analysis techniques, intensive in-depth literature reviews, maximum purposeful sampling, informal interviews among thirty (30) participants from SMC, observation, and thematic analysis, this research captures diverse perspectives. Leveraging evolving research methodologies, the study resonates implications for educators and institutions, envisioning a humanities education poised for resilience and responsiveness, sculpted by the pandemic's challenges and the potential it has unveiled.

Identifying the determinants of human behavior is useful to adjust interventions and lead the civil society towards a stronger commitment with climate change mitigation and adaptation objectives, achieving greater support for successfully implementing environmental policies. Existing research has largely focused on case studies of pro-environmental behaviors (PEBs) in developed economies but there is yet very little evidence for developing countries. This study provides estimations of the effect of internal factors, such as sociodemographic variables, and four psychological dimensions (climate change knowledge, environmental attitudes, self-efficacy, trust in sources of environmental information) on PEBs. Data was obtained through a survey applied with future decision makers - university students - from Colombia (n = 4769) and Nicaragua (n = 2354). Indices were generated for PEBs and the psychological dimensions using z-scores and Principal Component Analysis. Partial correlations were evaluated through the Ordinary Least Squares method. Our results suggest that, in order to reach the planned emission reduction targets, policy approaches should more strongly focus on educating and motivating citizens and prepare them for contributing to the environmental cause, as well as provide individual solutions to combat climate change, rather than providing only information on its causes and consequences.

One of the major areas of research in a business setting has been the effect of the transformational leadership style on workplace engagement. Much debate has taken place on the definitions of both constructs but in recent years, general agreement appears to have been reached on the Multi-Factor Leadership Questionnaire (MLQ) (Avolio and Bass, 2004) as the measure of transformational leadership, and on workplace engagement measured by the Utrecht Work Engagement Scale (UWES) (Schaufeli et al, 2006). However, in the education setting, there is much less agreement on the definition of transformational leadership. Furthermore, there is less of a focus on workplace engagement than in the business field even though available evidence suggests that workplace engagement worldwide is in crisis. This study sought to address both the lack of agreement on the transformational leadership definition and the lack of focus on workplace engagement in educational research by means of a meta-analysis. The meta-analysis resulted in a significant pooled effect size although due recognition is given to the endogeneity problem in causal studies. The endogeneity issue together with the results of the meta-analysis are discussed with a view to furthering educational leadership research.

This paper examines the learning experience of an inter-faculty higher education course conducted in an expanded remote format, using digital space as facilitator. The study focuses on the implementation of personalized education, a pedagogical approach that emphasizes the diversification of resources, strategies, and actions to empower learners in assigning personal value and meaning to their learning journey. By presenting an action research project, this study highlights the pivotal role of personalized education in guiding the course design. To foster an engaging learning environment, the course incorporated open activities and leveraged tools and platforms of the social web. Through these means, the participants, forming a community of practice, were able to collaboratively generate knowledge before, during, and after synchronous sessions. Furthermore, the participants effectively disseminated this knowledge through networks and engaged in discussions with external stakeholders. The study underscores how personalized education facilitates situated and meaningful learning by fostering expanded, flexible, and distributed experiences. These experiences revolve around a transmedia narrative that seamlessly integrates digital culture into learning opportunities and processes, effectively naturalizing its presence. The results highlight the value of personalized education approaches in adapting to the complexities of the digital age and establishing meaningful learning experiences for students.

The purpose of this study was to develop a reflective evaluation tool that can enhance the teaching competency of pre-service physical education teachers. A Delphi survey was conducted to modify the questions based on the evaluation tool for the teaching competency of physical education teachers, and each evaluation standard based on teaching competency was developed. The evaluation tool consisted of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study was the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.

This study assessed the impact of counter-mapping on university students' perception and knowledge of their cities, focusing on cultural diversity, urban dynamics, and social challenges. Using a quasi-experimental design with pretests and posttests in the province of Alicante, Spain, changes in the understanding of urban geography, everyday life, and cultural diversity were analyzed among 54 Geography Didactics students. Likert scale surveys and open-ended questions were employed, complemented by statistical and qualitative analyses, to measure knowledge and perceptions before and after the counter-mapping project. The results indicate that although quantitative correlations did not show statistically significant significance, qualitative analysis revealed significant and profound learning. Participants uncovered the hidden layers of their urban environments and gained a better understanding of the complexities and challenges of their cities. The project promoted the development of critical skills such as analytical thinking, active research, and effective communication, proving to be a valuable pedagogical tool that surpasses the limitations of traditional teaching methods and encourages active and committed citizenship. This inclusive and multidimensional approach enriches the diversity of experiences and knowledge, significantly contributing to the teaching of urban subjects, community engagement, and social responsibility, laying the groundwork for proper tourist, cultural, social, or urban planning of city spaces.

The number of new financing options has increased quickly, including alumni crowdfunding and strategic investments. The antecedents and consequence of these funding mechanisms have not been thoroughly studied in research yet. In this study, the efficacy of leveraging alumni crowdfunding and strategic investments to overcome the perennial funding challenges in French language education was rigorously examined. The study examined the funding challenges plaguing French language education, casting a spotlight on the urgency of creative financial solutions and the strategic provisions of alumni engagements. The study further covered the various roles of strategic investments, synergy of alumni crowdfunding and investments. The analysis proffers a balanced perspective, delving into challenges and concerns that can potentially hinder the smooth operation of these innovative funding channels. Practical recommendations for successful alumni crowdfunding and effective strategic investments were provided. A synthesis of the key findings reveals profound implications for the future of French language education. It was concluded that effective fundraising for French language education relies on well-structured policy and institutional guidance. With these policies in place, educational institutions can navigate the complexities of funding French language programs and secure their future.

The contemporary landscape of education is witnessing a paradigm shift towards innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students' perception and acceptance throughout an entire semester in the 'Introduction to Programming with Java' course, using a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups, 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students' readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

Background: Since the advent of virtual reality (VR), it has been used in medical education for surgical training and anatomy teaching. Recently, other modalities of extended reality (XR) such as augmented reality (AR) and mixed reality (MR) has also made its way into medical education. Although there has been research validating XR’s use in medical education, there have been few studies on the research trends of the different XR modalities. The paper aims to compare the research trends of the XR modalities in general and in terms of the medical fields studied and outcomes measured. Methods: Web of Science was searched, and preliminary data was extracted to analyze the general trend. Inclusion and exclusion criteria were then applied, and finalized articles were analyzed and grouped based on the medical field studied and outcomes measured. Results: 31 articles on VR, eight on AR and one on MR were included in the final analysis. We found that there is increasing research in VR since 1990 and AR since 2008. The research in MR is constant. Most of the papers on VR studied endoscopic surgery and anatomy whereas AR studied mostly anatomy and endovascular procedures. Using Miller’s prism of clinical competence, the competency measured most for VR and AR is “show”. Discussion and conclusion: Advancement in computing, communication and display technologies since 1990 may contribute to the increase in research on VR whereas the ubiquity of smartphone since 2008 may explain the increase in research on AR. Although both VR and AR are used in surgical training and anatomy teaching, we found possible strengths of VR in counseling and AR in practical skills. The competency "show" was measured most as most of the papers were on surgery, and the XR simulators used can capture surgical parameters

With the daily increasing demands for higher-quality services, mobile Internet of Things (MIoT) are facing various challenges, such as communication security, availability, scalability, etc. Its changing topology features bring a lot of trouble when solving the above problems. Though the evolved cellular network is expected to bring promising solutions, some inherent problems in traditional MIoTs may keep hindering its development. Thus, to overcome above problems, we propose a software-defined MIoTs-based model providing communication security and privacy protection under emergencies. In our scheme, the control plane is responsible to compute routes for online learning devices (OLDs), and forward entries for switches. Taking use of information that OLDs and facilities collect, controller is able to coordinate the overall situation. To ensure the authenticity and reliability of messages sent by OLDs, signature and authentication should be provided. We also introduce an emergency-dealing system. It transplants the multicast technology into software-defined MIoTs to generate a Steiner Tree among impacted nodes, so that OLDs will be informed as soon as emergency happening. The security analysis proves that our scheme is able to ensure the communication security in software-defined MIoTs. The evaluation of performance indicates that our scheme outperforms other existing schemes.

Background: One of the most common occupational health hazard and serious health concern, now a days, recognized is Musculoskeletal disorders (MSDs). The high prevalence among students and teachers is a major cause of decline in their health related quality of life and work performance. This study aimed to identify the prevalence of musculoskeletal disorders among teachers and students during online education. Methods: A cross-sectional survey was conducted among university faculty members and students who were involved in online education during COVID-19. Data collection was carried out electronically through a validated Arabic version of the Nordic Musculoskeletal Questionnaire (NMQ) which is self reported. A total of 175 respondents responded to the questionnaire (response 60%). Results: The prevalence of any part of the body was 90.3%. The commonest site of MSDs for past 12 months was the low back (65.7%), the neck (58.3%), and shoulders (57.7%). Females (80%) suffered more than males (20%). The students reported slightly higher MSDs as compared to teachers (93.1% vs 90.3). Binominal regression analysis showed association of females with low back pain “OR: 2.24 (95% CI): 1.04-4.83; p = 0.03” and neck pain “OR: 2.7 (95% CI): 1.24–5.84; p = 0.012)” while bad posture was associated with pain in upper back “OR: 3.46 (95% CI): 1.73-6.93; p = 0.001”. Conclusion: The faculty members and students are prone to high MSDs during online classes and significant measures should be taken to reduce the prevalence by addressing associated risk factors.

Recently, interest in STEM education has grown among researchers and educators, also considering the skills required to address the challenges of the 21st century. Supporting learning in STEM subjects is an open challenge, especially during secondary education, which is reflected in the implementation of innovative pedagogical practices, including approaches focused on Game-Based Learning (GBL). This study analyzed the main issues addressed by research on game-based educational approaches applied to STEM teaching and learning in secondary school and their evolving trends. A text analysis of abstracts published in the past decade was conducted using T-lab software. The “Word Analysis” function was used for preliminary visual mapping; then the “Specificity Analysis” and “Thematic Analysis of Elementary Contexts” functions were applied to explore changes in research directions and to map the themes covered by the most recent studies. The results showed that the implementation of games in STEM disciplines is a promising area of inquiry. A shift in research directions also emerged, currently more focused on studying how GBL can foster engagement and the emotional component of learning. Adapting to rapidly changing technology and integrating essential skills such as coding and computational thinking are additional challenges that the research community is facing.

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted of training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants’ knowledge and perceptions, but not their symptoms. The focus group interview revealed that the program improved participants’ coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

In recent years, the rise of advanced artificial intelligence technologies has had a profound impact on many fields, including education and research. One such technology is ChatGPT, a powerful large language model developed by OpenAI. This technology offers exciting opportunities for students and educators, including personalized feedback, increased accessibility, interactive conversations, lesson preparation, evaluation, and new ways to teach complex concepts. However, ChatGPT poses different threats to the traditional education and research system, including the possibility of cheating on online exams, human-like text generation, diminished critical thinking skills, and difficulties in evaluating information generated by ChatGPT. This study explores potential opportunities and threats that ChatGPT poses to overall education from the perspective of students and educators. Furthermore, for programming learning, we explore how ChatGPT helps students improve their programming skills. To demonstrate this, we conducted different coding-related experiments with ChatGPT, including code generation from problem descriptions, pseudocode generation of algorithms from texts, and code correction. We also verified the generated codes with an online judge system to evaluate their accuracy.

This qualitative study unveils the intricate interplay between blended learning, language and literature learning, internationalization, and the development of 21st century skills within the realm of higher education. Set against the backdrop of the environment of St. Michael's College in Iligan City, this exploration seeks to unravel the profound significance and transformative implications of these educational dimensions. By delving into the rich perspectives and experiences of 30 college students, this study addresses critical gaps in the literature and sheds light on the potential of these integrated elements. Guided by a robust theoretical framework that amalgamates renowned scholars' insights on blended learning, language acquisition, internationalization, and 21st century skills, the study employs a qualitative research design, employing interviews, observations, and document analysis. The findings illuminate the dynamic nature of blended learning, empowering students with enhanced engagement, flexibility, and accessibility in language and literature education. The incorporation of diverse literary texts and cultural perspectives fosters intercultural competence and global awareness. Moreover, the study underscores the cultivation of critical 21st century skills through immersive learning experiences. Drawing upon the insights gained, the study provides practical recommendations for educators and curriculum designers to harness the potential of blended learning, foster diversity in literary texts, and facilitate the application of 21st century skills. Recognizing the inherent limitations, including the specific context of St. Michael's College and the modest sample size, this study encourages future research to explore broader contexts and diverse participant cohorts. Overall, this illuminating study contributes to the scholarly discourse on integrating blended learning, language and literature learning, internationalization, and 21st century skills in college education. It beckons educators and policymakers to embark on a transformative journey, nurturing an enlightened future where students are equipped with the competencies to navigate the complexities of the 21st century.

Implementing the methodology of clinical simulation in the nursing degree course is a necessity in the European framework of higher education to acquire competences. The objectives of this research were to evaluate the strategies and techniques used during the simulations, identify the contents learned, and determine which of them are transferred to the nursing practice. We performed an observational, descriptive, and cross-sectional study from the nursing students’ perspective during the 2020-21-year course. On the one hand, our results show that the DASH scale helped us to obtain an internal validity of the simulations obtaining a mean score of 6.61 out of 7. On the other hand, the Ad Hoc scale, based on the competences were acquired in the simulations were transferred to the care practices. In conclusion, it is possible to improve care practices by integrating knowledge through clinical simulations.

The world faces two seemingly unrelated challenges—a shortfall in the STEM workforce and increasing antibiotic resistance among bacterial pathogens. We address these two challenges with Tiny Earth, an undergraduate research course that excites students about science and creates a pipeline for antibiotic discovery.

In recent years the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to production ones, can also have positive effects on physical fitness. The sample involved 4 primary school classes (n = 124 children, mean age = 8-10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. Classes were randomly assigned to Experimental Group (EG) and Control Group (CG). EG followed a 5months experimental intervention based on the variation of teaching styles, while CG performed regular PE lessons. Physical fitness test was assessed with Standing Long Jump (SLJ), Medicine Ball Throw 1kg (MBT), and 20m sprint (20m), while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant interaction (p&lt;. 05) effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~. 20). The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of production teaching styles significantly impacts self-perception and enjoyment, that are important mediating factors for guarantee better adherence to physical activity.

Introduction: Dental health care workers, particularly dental medicine students (DMS), are at an increased risk of hepatitis B virus (HBV) and hepatitis C virus (HCV) infection. The aim of our study was to assess the level of knowledge on HBV and HCV, estimate needlestick injury (NSI) prevalence and reporting practice in DMS at the University of Zagreb and analyze how enrolment in obligatory and supplemental courses affects knowledge and needlestick injury reporting practice. Materials and methods: The knowledge was assessed by our questionnaires based on Centers for Disease Control general handouts. Additional information was collected to examine the prevalence and reporting practice of NSI. Data was analyzed by descriptive statistical analysis, independent-samples t-tests, proportion analyses and combined factor analyses of categorical and quantitative variables in SPSS and R. Results: In total, 206 students participated. The overall level of HBV and HCV-related knowledge was poor with average scores being 61.90% and 51.35% respectively. Moreover, students enrolled in the first year demonstrated significantly lower levels of knowledge in comparison with their older peers. Of all participants 18.2% sustained a needlestick injury, and majority of them (78.95%) never reported the injury. Conclusion: In conclusion, DMS have low levels of knowledge on important occupational pathogens and poor NSI reporting practice. Moreover, formal education in the current form failed to significantly improve competence of students and theoretical knowledge translates poorly into more conscientious injury reporting practice. We should look for a better way to increase student awareness and level of knowledge on this topic.

This qualitative study conducted at St. Michael's College explores the integration of philosophical dimensions in arts and sciences education and its implications for pedagogy and student learning. Drawing on three theoretical framework informed by Piaget, Sartre, and Vigotsky, the study examines the perspectives of 30 participants, including teachers and students, through semi-structured interviews. The findings reveal diverse viewpoints, with some participants emphasizing disciplinary specialization for focused skill development, while others advocate for integrating philosophical dimensions to enhance critical thinking, interdisciplinary connections, and ethical awareness. The implications highlight the importance of balancing disciplinary depth with interdisciplinary exploration in arts and sciences education. Educators are encouraged to recognize the value of disciplinary specialization while integrating philosophical dimensions to foster critical thinking skills, interdisciplinary connections, and ethical awareness among students. Recommendations include providing professional development opportunities for educators, incorporating philosophical perspectives in curriculum frameworks, and exploring the long-term impact of integrating philosophical dimensions on student learning outcomes. Future research should investigate specific pedagogical approaches, consider cultural and contextual factors, and further explore the impact of integrating philosophical horizons to advance educational practices. By embracing the integration of philosophical dimensions, educators can create meaningful learning experiences that promote critical thinking, interdisciplinary connections, and ethical awareness in arts and sciences education.

Despite the growing number of published studies on student learning in the laboratory, there is a critical need to improve methodological rigor. Resonating with discussions on research methods, this paper outlines the importance of theory-informed research questions, the minimization of researcher and participant biases, and the use of triangulation and iteration in data collection to establish rigor. An illustrative case is presented within the context of a large interdisciplinary research project aimed at improving laboratory learning at the university level. The project incorporates two research avenues: one focusing on literature and faculty perspectives, and the other on a comprehensive assessment of multidimensional learning in the laboratory. The project employs a mixed methods paradigm and is grounded in a conceptual framework that conceptualizes laboratory work as epistemic practice, requiring a holistic analysis of student learning. The article concludes by discussing the results and implications of the project's findings, which are synthesized to highlight aspects of establishing methodological rigor. The overarching goal is to develop a comprehensive assessment instrument that captures the complexity and richness of the laboratory learning environment. The findings from this research are expected to contribute to the advancement of laboratory education research by providing a model for methodological rigor that can be applied across various scientific and interdisciplinary contexts.

In 2021, the American Association of Colleges of Nursing (AACN) added “the impact of climate change on environmental and population health” into The Essentials: Core Competencies for Professional Nursing Education. Presently, little guidance exists for nursing faculty new to climate education. The year prior, the Nurses Climate Challenge (NCC) - a campaign to educate 50,000 health professionals about health impacts of climate change - launched the School of Nursing Commitment through a series of focus groups and collaborative content development. With an aim of increasing access to knowledge and tools to support education about the health impacts of climate change, the NCC Commitment partners with nursing schools and provides a community of practice. Partner schools use NCC resources in courses and report the number of students educated. Within three years, 61 nursing schools in 30 states joined the Commitment. Participants included academic health centers, research institutions, multi-state schools, and small private colleges, and programs ranged from AD to PhD. Faculty 1) integrated resources into didactic and clinical settings such as population or organ-system content, leadership, and policy and 2) used resources to support assignments. In four years, faculty reported educating over 37,700 students using NCC resources in 439 educational sessions. The Commitment may be valuable for faculty fulfilling AACN Essentials by bringing climate change to the classroom, community, and bedside. Furthermore, the Commitment may be a replicable model for health professional education and inspiring action on climate change.

Escape room’s games are educational gamification technologies that consist of introducing a team of players into a physical or digital space to solve a mystery or a problem in search of clues to solve puzzles, riddles, or enigmas. This study aims to determine the effectiveness of escape room’s games on the training of nurses and nursing students. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms: "Education, Nursing" and "Educational Technology", and the free term "Escape room", combining with Boolean operators AND/OR. Intervention studies in Spanish, English and Portuguese were included, without limitation for the year of publication. Selection and critical appraisal were conducted by two independent reviewers. A total of n=15 interventional studies were included (n=2 Randomized Clinical Trials and n=12 quasi-experimental). Escape rooms are a recent and booming educational methodology, which is increasingly used in academia and training of nurses and nursing students; however, it is necessary to expand their use to more countries, as well as the number and quality of interventional studies, being necessary to homogenize and standardize criteria and to use validated instruments to evaluate the effectiveness of escape rooms in the field of nursing.

Inclusive education recognizes the diverse needs of students and ensures that each student is pro-vided with equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders' understanding, implementation, and perspectives on the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative research study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it to be significant. The study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, there are challenges in the UAE that resonate with those worldwide such as inadequate funding, high student-teacher ratios, shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators who are involved in inclusive education. Implications for practice and suggestions for future research are provided.

Adapted and personalized motor activities prove to be effective for meeting the specific needs of children with SEN, tailoring to their unique limitations and abilities. Our focus was to craft and apply a structured program for psychomotor abilities development, targeting balance and motor-cognitive skills. The study aims to enhance the behavior and psychomotor manifestations of 28 students with SEN (aged 12-14) from two institutional centers in Romania. The "Sfântul Ștelian" Inclusive Education School Center of Costesti, Arges (CC-12 subjects), and the "Sfânta Filofteia" Inclusive Education School Center of Ștefănești (CS-16 subjects). Across a 36-week training regimen, participants engaged in sessions lasting 30 minutes, twice weekly. Evaluation of their psychomotor skills involved a battery of tests: assessing balance, both with eyes open and closed, brain processing speed, upper limb motor laterality. Initial and final data were gathered to assess their motor development and physical state. Instruments utilized included the Optojump Next optical system for movement analysis, Witty SEM intelligent semaphore, Sensamove balance miniboard. Statistical analysis compared the initial and final assessments using the Kolmogorov-Smirnov test and Wilcoxon Z test. Out of the total comparisons made between the initial and final assessments for the evaluation of the psychomotor component, statistically significant differences were found in only 37.5% of these comparisons.

Nowadays, higher education students play an active role in the realization of sustainable development goals (SDGs) for global citizenship. However, some important issues such as how much students know about these goals can play a role in achieving these goals are not yet clear. The aim of this study is to establish a fundamental study for determining the level of knowledge on the higher education students about SDGs. An open-ended questionnaire was conducted with the qualitative research methods on 54 higher education students after pandemic of COVID-19. As a result of the research, the goals of quality education, gender equality, health and quality of life, reduction of inequalities and peace, justice and strong institutions are the most frequently mentioned by the students. In addition, the opinions of the students on the subject of “sustainable cities and communities” are sequentially; the themes include ensuring socio-economic development, preserving cultural heritage identity, safe environment and durable buildings, as well as modern irrigation and waste methods, and reducing air pollution. On the other hand, they agreed on the need for global citizenship to have universal qualifications. In conclusion, global citizenship contributes directly to the SDGs and human-oriented production should be given more importance.

Women's empowerment represents a process in which they are recognized as subjects of rights. Despite advances in women's rights, inequalities persist in various areas. This study aims to validate a psychometric scale of 31 items in seven factors: Participatory Empowerment, Temerity, External Influences, Independence, Social Satisfaction and Equality. The objective is to measure the empowerment of women in the university context. The research was carried out in a transversal and non-experimental manner, with the participants' voluntary collaboration, including the participation of 1,478 university students from four Higher Education Institutions in Zone 4 of Ecuador. The data was analyzed through inferential statistics, including exploratory and confirmatory factor analysis. The results indicated that the instrument for measuring empowerment can be made up of 24 items grouped into six factors, and this model showed a good fit.

In recent years, the use of gamified systems in education has increased due to the growing empirical evidence of their usefulness in improving motivation and participation in learning processes. In order to take advantage of the opportunities for improvement in education presented by gamification, plus the decision to create gamified systems in higher education, this article investigates the willingness of student teachers to learn with gamified systems. The research method is quantitative with validated instruments to measure: 1) student perception of gamification; 2) player profile; and 3) screen time, with an n=569 student teachers from the fifteen regions of Chile. The results show that students prefer to learn with gamified systems than in a traditional way with a significant difference (Wilcoxon z= -18.86, p < 0.01). There are significant positive and negative relationships in correspondence with the Gamer Profile. However, as a finding, a negative relationship was found between the number of hours spent playing video games and the perception of learning through gamified systems. In conclusion, Chilean student teachers present a favorable disposition to teacher training with gamified systems. However, the disposition varies in relation to the number of hours spent playing video games.

The aim of this review was to summarize the available literature regarding resident and medical student education utilizing the spaced repetition program Anki. This review enables current residents and medical students to recognize and utilize evidence-proven study techniques to increase learning efficacy. A systemic review of papers across all medical journals available on Pubmed was conducted to identify studies published without time constraints. The search was for (Anki) and (spaced repetition residency). Available outcome data was collected and discussed independently for students and residents. Many studies showed a statistically significant increase in exam performance associated with Anki use and high levels of satisfaction among residents and medical students. Further research is warranted to provide high-quality evidence of Anki’s applications and there is a need for exploration in additional residency specialties. Anki use has steadily increased with both medical students and residents. The application demonstrated consistent improvement on exam-based performance and was regarded highly by users. As burnout and time constrictions threaten educational workflow, Anki may serve as a powerful tool to improve the quality of learning. Further data needs to be collected and analyzed in specialties where Anki use may already exist.

Childhood obesity is one of the most prevalent public health challenges in the United States and although rates are declining overall, rates among children living in underserved neighborhoods are increasing. This five-year intervention project seeks to empower teachers (n=92) to invest in their own health and then to integrate nutrition concepts into core subjects’ lessons in elementary schools. The professional development sessions reflect the concepts in the Whole Child, Whole School, Whole Community model. Results indicate that teachers who attended professional development sessions were more likely to implement nutrition lessons in the classroom (r = 0.54, p&lt;0.01) and students demonstrated a significant increase in nutrition knowledge (p &lt; .001, df = 2, F = 9.66). Investing in school-based programs that ensure teacher well-being and professional development can yield positive benefits for both teachers and students.

Many educational institutions are using technology-enhanced learning. However, studies have shown that increased access to technological tools/gadgets is a precursor to incidents of cyberbullying. Using Bronfenbrenner’s Ecological Theory, we explored educators’ knowledge and intervention strategies regarding cyberbullying in schools. The design used in this study was qualitative and descriptive in nature. Purposive sampling technique was used to recruit a sample of eight educators working at secondary school in Johannesburg, South Africa. Data were collected using one-on-one interviews. Thematic analysis method was used to analyse the data. The findings revealed educators had sufficient knowledge of cyberbullying and how it affects learners in schools. However, interventions the teachers had put in place to prevent and manage incidences of cyberbullying were found to be ineffective due to parental disengagement and learners not reporting cases of cyberbullying. Recommendations for enhancing management of cyberbullying cases are provided.

In this paper I describe elements of Game-Based Learning that can be used to support mathematics teaching using games. After creating a game that incorporates the elements described, the game was playtested against a small number of people who answered a questionnaire focusing on user experience, learning motivation and game design. The results are attached separately as well as the analysis. I believe that with further development this game-based approach can be a powerful tool to gamify common learning tools and increase learning motivation and appreciation.

The study examined the learner autonomy in EFL learning at the undergraduate level in the context of Bangladesh. It investigated the effectiveness of learner autonomy on EFL learning. Besides, it explored the factors affecting autonomous learning in English language class. This study adopted a mixed- method approach. Data were collected from 60 students who had just completed their second semester at a private university in Dhaka city. The respondent students attended the compulsory English foundation course including their two semesters. Data were also collected from 12 ELT teachers teaching at the tertiary education level. Five EFL classes were observed following a sample of classroom observation schedule. Both open-ended and closed-ended questionnaires were used by the researchers for collecting the data from the students and teachers. Major findings of the study showed that lack of confidence, teachers’ dependency, lack of motivation, short-term goals in learning, huge confusions and confinement in memorization, tendency of using mother tongue and unawareness to self-evaluation of students affected learner autonomy in EFL learning of the undergraduate students. However, the study revealed that motivated students hardly faced any difficulties in achieving maximum outcomes with autonomous learning in the EFL class. Finally, the researchers gave a number of recommendations to bring out effective EFL learning with learner autonomy.

Caregiving thinking is the ability to make connections between thought and emotion and encourages man to build a system of reflective value to judge matters compassionately and lovingly. Therefore, this study aims to investigate the components of caring thinking in Persian books in the first year of secondary education. This research is a descriptive and content analysis using the Shannon Entropy method. The sources analyzed are three volumes of the textbook of the first year of high school in 2021-2022. The research tool is a content analysis checklist according to the components of caring thinking, the validity of which was verified by Five experts in education. According to the analysis of the content of the book under study, it can be stated that in the Persian textbooks of the first year of high school, the critical factor of the component of normative thinking (0.2051), the component of appreciative thinking (0.2043), the component of active thinking (0.2020), Was the component of empathetic thinking (0.1957) and the component of affective thinking (0.1929). Therefore, the coefficient of the importance of the components of caring thinking in the Persian books of the first year of high school is not the same, and balance is not observed in regulating the content of these books. Considering the vital role of caring thinking in students' lives, it is suggested that the authors of textbooks pay attention to this crucial issue while reviewing the content of Persian books in the first year of high school.

The number of AI applications in education is growing every day. One recent AI application in the educational sector is Chatbot technology, which is used to support teaching and administrative tasks. This document presents the design and implementation of a Chatbot called Tashi-Bot that helps applicants and university students to obtain information from an educational institution about certain academic and administrative processes. Among these are processes related to well-being, tuition, costs, admission, and other services. In order to design the Chatbot, an analysis of the state of the art, methodologies, and suitable tools was carried out, and a survey was conducted to discover the needs of users and their preferences in the use of a Chatbot for this specific purpose. Tashi-Bot was implemented on the SnatchBot platform and later deployed on a Telegram channel. In its evaluation, a final survey was carried out to check on the satisfaction of the users. The results suggest that Tashi-Bot could help applicants and university students to find information on academic and administrative processes with great certainty and without the need for human interaction. Tashi-Bot can be found at: https://web.telegram.org/#/im?p=@TashiE_Bot..

The aim of this paper is the evaluation of the success of graduating with distinction in higher education (SGDHE) using the fuzzy DEMATEL method. The observation has been done using cause and effect criteria. 11 cause and 14 effect clusters have been used in this study. The study result of this work shows that all the effects are connected to the given causes and a cause-effect graph has been generated for each connection. This proposed approach is demonstrated with the empirical case of Dire Dawa University students in Dire Dawa Ethiopia.

Character education is essential for the current millennial generation and must be applied in everyday life in the surrounding community. The character of the millennial generation is different from the previous generation, which requires us to pay more attention to character education which is starting to erode along with the times. The Millennial generation is a generation that in everyday life can never be separated from science and technology. In this digital era, the millennial generation has a social function of strength in technology. In this study, there are research questions that will be discussed in this article, namely the first regarding what problems occur in the millennial generation who occupy the digital era?. Second, what is the important role and influence of the digital era on character education for the millennial generation in Indonesia?. Writing this article uses a qualitative research method, namely a literature review study, where researchers use or look for references from journals or books. Samples of respondents were taken randomly from each region, and there were ten respondents. From this research, it is found that the millennial generation in the digital era chooses to use social media to access the latest news and information rather than reading print media that contains education. This article aims to find out the importance of character education for the millennial generation, which is starting to erode with the times in the digital era. Many people underestimate character education, especially for the current millennial generation. Therefore, we must implement educational programs at any level, especially in Indonesia, because the character shows the national identity. This article will discuss the vital role and influence of character education for millennials who live in the digital era to be aware of the importance of character education in citizenship.

ABSTRACT Education is the most important instrument in human life because education can increase human dignity. In addition, education can also be a benchmark for human quality and an example of the progress of a nation. The history of education in Indonesia has evolved from the colonial era to the digital era. These developments have influenced government policies in every era. In the 21st century, the development of education in Indonesia is starting to show progress. This is because it is supported by the rapid growth of information and technology. This research article aims to analyze the educational policies carried out by the government from the colonial era to the digital era to be used as evaluation material at this time so that in the future education in Indonesia is even better. To achieve this goal, this research focuses on the question of how is the transformation of education in Indonesia from the colonial era to the digital era? and what is the paradigm of education in Indonesia when viewed from a historical perspective?. The research method used is the Literature Review method from 27 sources in journal articles, websites, and data reports for 2019-2021. The results of this study found that changes in the Indonesian education system from time to time have a positive influence on the progress of the Indonesian nation. The development of education in Indonesia also has an impact on increasing the Human Development Index (HDI). This shows that the quality of Indonesian society is increasing. Based on the results obtained, it is hoped that it can provide information about the transformation of education in Indonesia from the colonial era to the digital era from a historical perspective. This article is suitable as a reference source for education observers in Indonesia to know the history of education and its policies from the colonial era to the digital era and useful for academics to know the history of education in Indonesia. This research has limitations, namely this research is only limited to the development of education in Indonesia from the colonial era to the digital era and the paradigm of education development in Indonesia from a historical perspective.

Background: This study was conducted to investigate medical students' lifestyle habits, including sleep quality, eating and drinking pattern, physical activity, and social status. Method: This research project is part two of a multi-institutional cross-sectional observational study conducted among medical students from six medical colleges in Saudi Arabia between September and December 2019. Results: 675 medical students were enrolled electively into the lifestyle study. About half of this number were male students, and the majority aged 18-24 years. Most students (87.6%) slept between 4-8 hours a day, and over 44% were dissatisfied with their sleep. Only 28.1% had three meals a day; about 40% of them usually or always skipped breakfast. While 44% usually or always eat fast food, 44.7% drink 2 liters of water per day. Moreover, male students were significantly consuming fast foods than females, p<0.001. The majority (63.3%) revealed they usually or always drink black coffee daily. Females were significantly more inclined to regular coffee consumption than males, p<0.001. Only 4.3% exercising for 30 minutes or more daily. The majority (65%) of the students were introverted; they had few close friends. Yet, 81% were somewhat satisfied or satisfied with their social life. Male students were predicted to be significantly more satisfied with their social life than females, p=0.001. Only 4.6% smoked cigarettes daily. Whereas 7.1% smoke e-cigarette daily. In contrast, only 0.3% use shisha (hookah) daily. Male medical students were substantially more predicted to be inclined to e-cigarette use than females (p <0.001. The top five leisure activities of a medical student are surfing social media (75.9%), watching movies (61.3%), hanging out with friends (58.1%), spent time with their family (55.4%), and browsing the internet (53.6%). Female medical students were significantly more inclined to surfing social media than male medical students, p=0.022; also, watching movies was preferred for females compared to males, p=0.006. Conclusion: This study revealed that the majority of medical students in Saudi Arabia exhibited healthy lifestyles to some extent, and these health-promoting behaviors differed based on gender, especially concerning physical activity and eating patterns. The findings of this study provide relevant information for future actions that will be geared towards effectively decreasing the occurrence of chronic illnesses and improving future doctor’s well-being.

The great lockdown of the current COVID-19 pandemic has significant consequences on the global Higher Education Studies (HES).To find the relevance of eLearning in the HES, our study calculates the economic costs of higher education during Covid-19 in Bangladesh, which includes both stu-dents’ cost and institutional cost. The study used a purposive random sample survey conducted on 105 students enrolled in higher education in different categories of institutions to identify the stu-dents’ cost during this pandemic. The institutional cost of higher education is analyzed by breaking down the budget allocated in the education sector in Bangladesh and reviewing the literature. The result indicates that the HES of Bangladesh experiences a huge economic cost due to this pandemic and the study found eLearning can reduce the economic impact of HES. In the post-COVID-19 world, higher education will never be the similar because many institutions that already had experi-ence a huge advantage from online education. The findings of the study might be helpful for the policymakers to frame effective education policies during any bizarre situation that creates huge cost in higher education sector.

Underpinned by the research works on private returns on education in developing nations that have found a positive correlation between earning and subsequent level of schooling, this paper presents a concept of an investment policy which will help the impoverished children in becoming economically successful through systematic funding of their educational needs with an obligation of interest adjusted returns.

The nature of fluid mechanics makes experimentation an important part of a course taught in the subject. Presented here is the application of a novel, large scale multidisciplinary model of practical education in a fluids engineering laboratory. Advantages of this approach include efficiencies through economy of scale leading to better pedagogy for students. The scale justifies dedicated academic resources to focus on developing laboratory classes and giving specific attention to designing activities that meet learning outcomes. Four examples of applying this approach to fluids mechanics experiments are discussed, illustrating tactics that have been developed and honed through many repeated instances of delivery. “The measurement lab” uses a flow measurement context to teach identifying and managing general experimental uncertainty. New students, unfamiliar with fluid mechanics are guided through a process to gain understanding that can be applied to all future experimental activities. The “pressure loss in pipes” lab discusses the advantage and process for sharing equipment and teaching resources between multiple cohorts. The provision for students is adapted for context, such as the degree program or year of study. The “weirs big and small” lab provides a methodology to teach the power of dimensional analysis to mechanical engineers using a field of fluid mechanics that is outside their usual theoretical studies. Finally, the “spillway design” lab discusses mechanisms to deliver student independent, open ended experiments at scale, without excessive staff resource requirement.

At the start of 2020 the rapid onset of the coronavirus pandemic forced higher education institutions across the world to pivot from face to face to remote teaching. For teaching methods that involve the transmission and dissemination of verbal/visual information between academic staff and students, video technologies provided immediate methods to respond to the restricted access to campus. Practical activities, that usually involve interaction with equipment, presented a greater challenge to adapt for remote delivery. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning, prioritizing in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilize this limited resource. Time is constrained, leaving little opportunity to make radical changes to learning and teaching structures. In this publication, The department of Mulicdipalnary Engineering Education (MEE) at the University of Sheffield, utilise their experiences in practical teaching to provide simple, implementable ideas for blended practicals which maximize students’ learning and experiences within the envelope of available resources.

Multidisciplinary Engineering Education (MEE) at the University of Sheffield is dedicated to delivering, at scale, practical teaching to students in the Faculty of Engineering. The COVID-19 pandemic initiated the sudden suspension of face to face teaching required MEE to translate over 600 in-lab practicals to a remote delivery format. With little opportunity to coordinate, academic staff independently adopted a variety of tactics to ensure practical learning outcomes were maintained. Following the reactive response, a proactive reflection was conducted and six categories of tactics for remote practicals have been established. These categories are Provide digital artefacts; Simulated practicals; Synchronous remote participation; Asynchronous participation by proxy; Perform procedure in alternative environment; Remote staff support. The advantages and drawbacks of each of these categories is discussed and it is suggested which tactics are appropriate for particular learning outcomes or operational and environmental outcomes of equivalent in-lab practicals. Further work to comprehensively align outcomes to tactics is proposed and lasting benefit from the analysis can be realized by adopting a principle of Remote Enhanced Practicals.

Phishing is a set of devastating techniques which lure target users to provide critical resources. They are successful because they rely on human weaknesses. Gamification which is a recent and non-traditional learning method with purpose to motivate and engage user to carry out activities, is more and more applied to prevent such cyber threats. This paper provides the first survey of gamified solutions dedicated to educate against phishing from 2007 to 2019. The investigation is conducted on eight proposals in terms of core concepts, game mechanics and learning process. We provide three taxonomies of dimensions to systematically characterize researches on gamified solutions, discuss lacks of surveyed works and opens further orientations to enhance this research area. Some key results are: solutions do not consider elementary level of knowledge and do no offer basic notions; solutions are not adapted to general audience and therefore not reliably applicable in different contexts; platforms partially educate about phishing; learners are evaluated predictably and within a short period. This study constitutes a cornerstone to understand and enhance research on phishing education.

Smoking during pregnancy remains one of the most significant risk factors for poor birth outcomes. The Loma Linda University Health Comprehensive Tobacco Treatment Program (CTTP) is the largest maternal tobacco cessation program in San Bernardino County – the largest county in the contiguous US. CTTP is an eight week, incentivized, behavioral intervention for tobacco cessation for pregnant smokers. As part of program evaluation, we used a retrospective cohort design to assess smoking abstinence and to identify predictors of relapse/smoking after enrollment. Among CTTP cohort enrollees (n=233) from 2012-2013 we found: 1) a 28.4% 8 week point prevalence abstinence (PPA), and at a median of 9 months of follow-up after the PPA, 81.6% continued to indicate tobacco cessation, and 2) a high rate of relapse or loss to follow-up (56%). Our modeling of relapse/smoking after enrollment indicated that this was higher in young mothers, non-Hispanic mothers (White, Black), first/third trimester mothers, and rural mothers. The evaluation identified efficacy of the behavioral model at 8 weeks, but that relapse/smoking was occurring in disparity populations. Formative research is needed to expand the programmatic outreach and enrollment of mothers wanting to quit smoking.

The current paper is based on a survey conducted on 321 engineering students studying at University POLITEHNICA of Bucharest and University POLITEHNICA of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

Muslim school is an important element of education in Indonesia. The school has been in place long time before Indonesia’s independence in 1945. The school educates Indonesian Muslim children to understand and practice religion, and simultaneously, promotes the sense of nationalism. Thanks to Muslim schools, Indonesian Muslims are recognized as being moderate (Hefner, 2000). In the last few years, however, the moderate nature of Indonesian Islam is challenged by the spirit of conservative Islam (Van Bruinessen, 2013). Issues such as Islam and democracy, Islam and modern state, Muslim and non-Muslim relation, and rights of citizen that have been resolved and agreed upon are being reinstated. As Hefner (2007) argues that there is a relationship between politics and education, especially religious education, it is important to see the relationship between schools and the changing society. The question is how the current conservative trend in Indonesian Islam is occurring at schools. This paper explores how the curriculum of (Islamic) religious education potentially contribute toward the development of Indonesian conservative Islam, and how religious education teachers view sensitive issues concerning conservative Islam. To answer the questions, analysis of religious education’s curricula and interviewing experts serve as the primary method of data collection. Four religious education teachers from different provinces of Indonesia were interviewed to reveal their opinions on various religion-related issues. This paper discusses how Islamic education in Indonesia has been designed to present moderate Islam, but at the same time faces a number of challenges that try to turn religious education into a conservative one.

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). Study participants were emailed a qualitative questionnaire aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received were thematically-analysed. A total of 27 UK hospital pharmacists and 3 pharmacists from local education and training boards completed the questionnaire. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns in relation to resource availability and the need for formal educational practice mentoring. This research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefit from pharmacist skill mix in teaching safe prescribing.

From the merge of arts and crafts towards a practice for mass production of desirability, consumption and product development in a capitalist economy of scale, design has lost its natural ability of problem comprehension and tension alleviation. The modern world needs the creativity, flexibility, and responsiveness embedded into design practices, mostly when a behavioural change, either individual or organizational, is intended. Still, the informality nature of the field is creating a gap between the study, research, and industrial design practice. Here it is presented the Biology of Creativity Model (BoC) which is a design-by-analogy method that promotes an empowered design practice through analysis of mostly biology reference texts for enhanced creativity and innovation performance in a diverse array of contexts.

The pandemic has accentuated the power that influencers have to influence their followers. Various scientific approaches highlight the lack of moral and ethical responsibility of these creators when disseminating content under highly sensitive tags such as health. This article presents a correlational statistical study of 443 Instagram accounts with more than one million followers belonging to health-related categories. This study aims to describe the content of these profiles and their authors and to determine whether they promote health as accounts that disseminate health-related content, identifying predictive factors of their content topics. In addition, it aims to portray their followers and establish correlations between the gender of the self-described health influencers, the characteristics of their audience and the messages that these prescribers share. Health promotion is not the predominant narrative among these influencers, who tend to promote beauty and normative bodies over health matters. A correlation is observed between posting health content, the gender of the influencers and the average age of their audiences. The study concludes with a discussion on the role of public media education and the improvement of ethical protocols on social networks to limit the impact of misleading and false content on sensitive topics, increasing the influence of real health prescribers.

Research has shown that hands-on projects promote stem education, namely, via problem-solving. CanSat, literally 'satellite in a can', is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project, which demonstrates how problem-solving can be achieved in secondary-level students within the framework of the CanSat. We use qualitative techniques of data collection and analysis. The results showed that students use sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical–mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students’ higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving, The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM education. Additionally, they are a starting point to promote meaningful learning and new thinking types.

This study reports results of focus groups with school nurses and teachers from elementary, middle, and high schools to explore their perceptions of child and adolescent oral health. Participants included 14 school nurses and 15 teachers (83% Female; 31% Hispanic, 21% White, 21% Asian, 14% African American, and 13% Others). Respondents were recruited from Los Angeles County schools and scheduled by school level for six one-hour focus groups, using Zoom. Audio recordings were transcribed, reviewed, and saved with anonymization of speaker identities. NVivo software was used to facilitate content analysis and identify key themes. The nurses’ rate of “Oral Health Education” comments statistically exceeded that of teachers, while teachers had higher rates for “Parental Involvement” and “Mutual Perception” “Need for Care” was perceived to be more prevalent in immigrants to the United States based on student behaviors and complaints. “Access to Care” was seen as primarily the nurse’s role. Strong relationships between community clinics and schools were viewed by some as integral to students achieving good oral health. The results suggest dimensions and questions important to item development for oral health surveys of children and parents to address screening, management, program assessment, and policy planning.

COVID-19 pandemic instigated a digital revolution in academia and higher education. Social distancing, months-long quarantine, as economic shutdown will help the majority of people working in academia and higher education not only to complete their personal transition to the fully functional and operational online tuition, but also to understand that online defences, online entrance and final exams, as well as online academic jobs are as effective and meaningful as those conducted “in real life”. Due to the crisis induced by the coronavirus epidemic, innovations in academia and higher education that would have normally taken several years due to the various contradictory administrative regulations are now introduced promptly in a matter of days. This is a clear example of the Schumpeterian ‘creative destruction’ in making that will forever change the status quo in academia and higher education.

Space tourism began in 2001 and became popular in 2021 because of commercial operations. With the development of space technology and commercialization, like re-launchable rockets to travel to space in recent years, it has gradually entered the era of space. However, the space industry causes massive emissions, inducing some opposition to its development. It is essential to investigate the attitude of residents toward space tourism and balance the pros and cons of sustainability. Quantitative analysis was adapted to test two models based on duality theory. The data were obtained from 284 samples from various regions of China and analyzed using the partial least squares structural equation modeling (PLS-SEM). The results show that the two-factor model of economic development conflicted with environmental protection. However, study two indicates that educational interventions can facilitate sustainable space tourism because they mediate the relationship between economic and environmental factors.

Background: Poor menstrual health literacy impacts adolescents’ quality of life and health outcomes across the world. The aim of this systematic review was to identify concerns about menstrual health literacy in low/middle (LMIC) and high-income (HIC) countries. Methods: Relevant social science and medical databases were searched for peer-reviewed papers from January 2008 to January 2020 identifying 61 relevant studies. Results: A thematic analysis of the data revealed that LMICs report detrimental impacts on adolescents in relation to menstrual hygiene and cultural issues, while in HICs, issues related to pain management and long term health outcomes were reported more frequently. Conclusions: In order to improve overall menstrual health literacy in LMICs and HICs, appropriate policies need to be developed, drawing on input from multiple stakeholders to ensure evidence-based and cost-effective practical interventions.

Urban settings are increasingly faced with challenges across natural and engineered environmental systems, threatening the sustainability of urban centers where >50% of the world's population resides. The pressures of aging infrastructure, water and air pollution, and environmental justice exemplify the growing need for urban professionals to employ complex scientific reasoning across disciplines where they can effectively address the multi-faceted issues of urban sustainability. Here we present an innovative model for preparing the next generation of public, private, and academic leaders to address complex problems in urban sustainability. Specifically, we outline the design and implementation of an integrated, adaptable graduate training program, with the goals of science leadership, curriculum relevancy, community impact, broader applicability, recruitment into science, technology, engineering and mathematics (STEM) programs and careers, and program sustainability. This program addresses human-ecosystem challenges using a transdisciplinary approach to produce scientific products in partnership with local communities, businesses, industries, scientists, and policy makers, while providing a mechanism to understand and overcome contemporary societal challenges. Students receive rigorous training in their home disciplines, coupled with training across disciplinary lines and developmental experiences, to prepare them to communicate, collaborate, and innovate in a variety of contexts. Training success is evaluated across measurable competency domains including problem definition, research methods, communication, collaboration, and problem-solving. After three years the program expanded relationships across fields and professions, successfully established 18 internship opportunities with community partners, created a new dual-title PhD program open to students in 5 academic departments, and facilitated the co-production of knowledge with external partners. This model bridges the gaps between research, education, and application, providing an integrated, rigorous graduate training program that fosters collaborative problem-solving between STEM graduate students and the broader community of professionals conducting sustainability work in a post-industrial urban setting.

The preservation of biodiversity has become a major concern in contemporary society. It is essential to understand teachers' representations of biodiversity to effectively guide educational efforts because of the significant role of education in raising awareness and promoting sustainable behavior. Through a survey of a sample of 118 teachers, we adopted a mixed-method approach combining both a closed questionnaire and interviews. We used these methods to explore teachers' representations of the concept of biodiversity as an integral part of the school curriculum, as well as to gather their views on certain features of its teaching. The results state that the majority of teachers perceive biodiversity as a whole and in its most complex relationships. During their professional experience, they have developed a biocentric and anthropocentric conception of biodiversity. This study provides valuable information to guide future pedagogical practices and educational policies in sustainable education.

Amidst the dynamic landscape of education, this paper embarks on a transformative journey that explores the integration of Artificial Intelligence (AI) in literature and language education. Through a qualitative exploratory approach, purposeful and maximum variation sampling method, the researcher delves into the experiences of educators and learners, unraveling the multifaceted dimensions of AI-driven pedagogy in SMC. Drawing upon a theoretical framework encompassing Constructivism, Connectivism, and Socio-Cultural Theory, the study examines AI's role in reshaping pedagogical landscapes, fostering critical thinking, and expanding access to education. The results resonate with participants' narratives, unveiling AI's potential in fostering personalized learning pathways, enhancing collaborative engagement, and bridging digital divides. Ethical considerations in AI education are explored, leading to the proposition of responsible guidelines. These findings underline the transformative power of AI in education, aligned with the institution's commitment to quality education and innovation. Overall, the study calls for ongoing exploration, emphasizing the qualitative research method's depth and richness, as well as the theoretical framework's guidance in realizing the study's objectives. As AI continues to shape education's frontiers, this research underscores the significance of adaptability, ethical awareness, and holistic engagement for school administrators, educators, learners, and researchers alike.

This study explored father involvement as a social determinant of child health within the context of macro-environmental changes in Mongolia. Using data for children aged 3-4 from UNICEF’s Multiple Indicator Cluster Surveys, this cross-sectional analysis examined the association between father presence and engagement with child health and educational outcomes. Multivariate regression modeling was employed to identify associations between father presence, engagement, and child outcomes including fever, respiratory illness, diarrhea and preschool attendance. In unadjusted analyses, father engagement was associated with higher odds of pre-school attendance (OR=1.12; 95% CI 1.04-1.20) but not with child illness (OR=1.04; 95% CI 0.95-1.14). Father engagement was no longer associated with pre-school attendance after controlling for potentially confounding variables (ORadj = 0.95; 95% CI 0.88-1.03). Unadjusted and adjusted analyses showed that father presence was not associated with acute illness or preschool attendance. Results also suggest that a larger proportion of children were engaged in activities by their mother compared to their father or other adults. Data indicate that father presence and engagement were not associated with child illness or pre-school attendance. Factors such as maternal education, household wealth, and region of residence are stronger predictors of preschool attendance and should continue to be considered for promoting child health and development in Mongolia.

To reveal the influence of variables such as entrepreneurial learning, entrepreneurial inspiration, and incubation resources on students' entrepreneurial intentions in vocational colleges, this study took vocational colleges in Zhejiang Province, a province with a strong entrepreneurial climate in China, as an example. The study used a questionnaire to obtain data, and 614 valid questionnaires were collected from seven vocational colleges. The study divided entrepreneurship education into three dimensions: entrepreneurial learning, entrepreneurial inspiration, and incubation resources, and used structural equation modeling to investigate the influence of entrepreneurship education on entrepreneurial intentions while introducing entrepreneurial efficacy as a mediating variable to examine the influence mechanism of entrepreneurship education on entrepreneurial intentions of higher education students. The results showed that entrepreneurial learning, entrepreneurial inspiration, incubation resources, and entrepreneurial efficacy were all significantly and positively correlated with entrepreneurial intentions and that entrepreneurial efficacy mediated between the two dimensions of entrepreneurship education (entrepreneurial learning and entrepreneurial inspiration) and entrepreneurial intentions. Therefore, to enhance the effectiveness of entrepreneurship education in vocational institutions, we should stimulate students' sense of entrepreneurial efficacy, strengthen their entrepreneurial learning and inspire them to start their businesses. In turn, university incubation resources can be developed and utilized to enhance students' entrepreneurial confidence and intentions.

Business Intelligence, defined by [1] as "the ability to understand the interrelations of the facts that are presented in such a way that it can guide the action towards achieving a desired goal", has been used since 1958 for the transformation of data into information, and of information into knowledge, to be used when making decisions in a business environment. But, what would happen if we took the same principles of business intelligence and applied them to the academic environment? The answer would be the creation of Academic Analytics, a term defined by [2] as the process of evaluating and analyzing organizational information from university systems for reporting and making decisions, whose characteristics allow it to be used more and more in institutions, since the information they accumulate about their students and teachers gathers data such as academic performance, student success, persistence, and retention [5]. Academic Analytics enables an analysis of data that is very important for making decisions in the educational institutional environment, aggregating valuable information in the academic research activity and providing easy to use business intelligence tools. This article shows a proposal for creating an information system based on Academic Analytics, using ASP.Net technology and trusting storage in the database engine Microsoft SQL Server, designing a model that is supported by Academic Analytics for the collection and analysis of data from the information systems of educational institutions. The idea that was conceived proposes a system that is capable of displaying statistics on the historical data of students and teachers taken over academic periods, without having direct access to institutional databases, with the purpose of gathering the information that the director, the teacher, and finally the student need for making decisions. The model was validated with information taken from students and teachers during the last five years, and the export format of the data was pdf, csv, and xls files. The findings allow us to state that it is extremely important to analyze the data that is in the information systems of the educational institutions for making decisions. After the validation of the model, it was established that it is a must for students to know the reports of their academic performance in order to carry out a process of self-evaluation, as well as for teachers to be able to see the results of the data obtained in order to carry out processes of self-evaluation, and adaptation of content and dynamics in the classrooms, and finally for the head of the program to make decisions.

The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work we analyze the application of a Service-Learning methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to self-learning (SL) principles can help in the acquisition of so-called soft skills and how these can be focused in the promotion of the Sustainable Development Goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

In an era of global connectivity, language and literature education faces the challenge of navigating multilingualism, cultural diversity, and technological advancements. This paper explores the challenges and opportunities in language and literature education in the era of global connectivity. Through a qualitative research approach, interviews, focus group discussions, and classroom observations were conducted with 30 Arts and Sciences students and teachers. The findings reveal significant themes related to cultural diversity, multilingualism, and the integration of technology in language learning. The study emphasizes the importance of inclusive pedagogies, critical thinking development, and the incorporation of authentic and diverse literary works. Recommendations are provided for educators and policymakers to promote intercultural understanding and enhance language and literature education. The limitations of the study suggest areas for future research, including long-term language proficiency and diverse contextual considerations. Overall, this paper calls for ongoing innovation and collaboration to meet the evolving needs of language and literature education in an interconnected world.

Artificial Intelligence (AI) play an important role in many fields, including medical education, practice, and research. Many medical educators started using ChatGPT at the end of 2022 for many purposes. The aim of this article was to explore the potential uses, benefits and risks of using ChatGPT in integrated pharmacotherapy of infectious disease module education. This study was an experimental study with content analysis of the potential applications of the ChatGPT model for integrated pharmacotherapy of infectious diseases module education was performed. The findings of this study shows that there are many potential uses, benefits and risks associated with the use ChatGPT. In conclusion, medical and health sciences educators can use ChatGPT as a guide in many aspects related to the integrated pharmacotherapy of infectious disease curriculum development, syllabus design, lecture notes preparation and exam preparation with caution.

A single paragraph of about 200 words maximum. For research articles, abstracts should give a pertinent overview of the work. We strongly encourage authors to use the following style of structured abstracts, but without headings: (1) Background: Place the question addressed in a broad context and highlight the purpose of the study; (2) Methods: briefly describe the main methods or treatments applied; (3) Results: summarize the article's main findings; (4) Conclu-sions: indicate the main conclusions or interpretations. The abstract should be an objective rep-resentation of the article and it must not contain results that are not presented and substantiated in the main text and should not exaggerate the main conclusions.

Entrepreneurship education in South Africa holds significant promise in empowering the youth and fostering economic growth. This article explores the impact of entrepreneurship education on youth empowerment, focusing on case studies of successful young entrepreneurs, evaluation of entrepreneurial skills development, and analysis of employment and economic outcomes. While effective models of entrepreneurship education emphasize experiential learning and collaboration with local businesses, resource constraints and infrastructure gaps pose challenges. Moreover, socio-cultural perceptions and gender disparities influence youth's willingness to engage in entrepreneurship, hindering inclusivity. Evaluating the long-term impact remains challenging, requiring robust monitoring and evaluation mechanisms. The article concludes with recommendations to enhance the impact of entrepreneurship education, including increasing funding, challenging stereotypes, fostering collaboration, and developing evaluation mechanisms to support South Africa's youth in realizing their entrepreneurial potential.

Background: Serious games are conceptualized as a broad topic and overlap segments of more modern forms of education: e-learning, edutainment, game-based learning, and digital game-based learning. Serious Games aligns with digitalization and the modern era and creates novel opportunities for learning and assessment in medical education. Escape rooms, a type of serious games, merge mental and physical aspects to reinforce critical skills useful in daily life. It challenges logic and reasoning and demands careful analysis of situations to correlate and solve different stages of the escape room under pressurized, timed conditions. Furthermore, it serves as an adequate environment to build problem-solving skills, communication skills, and leadership skills through the collaboration of people to achieve a common goal. The aim of this study was to investigate the applications of escape rooms in Medical Education. Method: This study investigated the applications of escape rooms in medical education. Serious games are expanding in education and have attained great relevance due to their intriguing and intrinsically motivating attributes. Within serious games, we focused on escape rooms in which participants are locked in a room, faced with puzzles that must be solved to ‘escape the room’. Compiling the data from the first 100 hits of medical application of escape rooms, we found 72 cases and categorized them by year, specialty, participants structure, simulation experience, and design. Results: We reported on escape rooms in medical education by the year in which they were reported, the medical specialty, the participant structure, grouped or individual, the experience design; real, hybrid, or digital, and the modality of the delivery. 72% of the escape rooms focused on four main areas: nursing education (25.0%), emergency medicine (22.2%), pharmacy (12.5%), and interprofessional education (12.5%). Most of the escape rooms had a group-based physical design and little attention was given to provide a detailed description of the design considerations, such as the pathway type (linear, semi-linear, open). Conclusion: Escape rooms are applied in a wide range of medical education areas. In Medical Education, group-based on-site escape rooms with a focus on nursing, emergency medicine, pharmacy and interprofessional education dominates the implementation landscape. To further advance the field, stronger emphasis on making explicit the design considerations will advance the research and inform implementations.

Tooth decay, also known as caries, is a significant medical problem that harms teeth. Treatment is based on the removal of the carious material and then filling the cavity left in the tooth, most commonly with amalgam or composite resin. The consequences of filling failure include repeating the filling, or performing another treatment, such as a root canal, or extraction. Dental amalgam contains mercury, and there is a global effort to reduce its use. However, no consensus has been reached using randomized clinical trials, regarding whether amalgam or composite resin materials are more durable, and which is the best restorative material. To determine which material is superior, we performed a retrospective cohort study using a large database where members of the 58 dental clinics with 440 dental units were treated. The number of failures of the amalgam compared to composite resin restorations between 2014 and 2021 were compared. Our data included information from over 650,000 patients. Between 2014 - 2021, 260,905 patients were treated. 19,692 out of 113,281 first amalgam restorations failed (17.49%), whereas significantly fewer composite restorations failed (11.98%) 65,943 out of 555,671. This study indicates that composite is superior to amalgam and therefore it is reasonable to cease using mercury containing amalgam.

Artificial intelligence (AI)-based models hold the potential to transform higher education if adopted properly and ethically. A prime example is ChatGPT with earlier studies indicating its widespread adoption in academia and by university students. The current study aimed to identify the factors influencing the attitude towards ChatGPT and its usage among university students in Arab countries. A previous survey instrument termed Technology Acceptance Model Edited to Assess ChatGPT Adoption (TAME-ChatGPT) was administered online using a convenience-based approach among the contacts of the authors. Confirmatory factor analysis (CFA) for the survey constructs was done using root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI). The final study sample comprised a total of 2240 participant divided as follows: Iraq (n=736, 32.9%), Kuwait (n=582, 26.0%), Egypt (n=417, 18.6%), Lebanon (n=263, 11.7%), and Jordan (n=242, 10.8%). A total of 1048 respondents heard of ChatGPT before the study (46.8%), of which 551 used ChatGPT (52.6%). The mean scores of TAME-ChatGPT constructs showed that the ease of ChatGPT use, positive attitude towards technology and social influence, higher perceived usefulness, the influence of behavioral/cognitive factors, low perceived risks and low anxiety were the determinants of positive attitude to ChatGPT and its use. For both the attitude and usage scales of TAME-ChatGPT, CFA collectively yielded satisfactory fit indices as indicated by low RMSEA and SRMR together with high CFI and TLI. Multivariate analysis showed that attitude to ChatGPT use was significantly influenced by country of residence, age, university type, and the latest grade point average of the students. The current study confirmed the validity of TAME-ChatGPT as a survey instrument to assess the possible determinants of ChatGPT use among university students in Arab countries. The study findings highlighted that successful adoption of ChatGPT in higher education could be dependent on perceived ease of use, usefulness, positive attitudes to technology, social influence, behavioral/cognitive factors, lower anxiety, and minimal perceived risks. The utility of ChatGPT in higher education requires policies that should be tailored for various settings, considering the differences observed in attitude towards ChatGPT among participating students in this study.

In recent years, music education in Ibero-America has been losing ground within the school environment in favor of the development of curricular systems that benefit academic results in standardized tests. Despite this, several studies in the field of cognitive neurosciences have found evidence of great relevance and in which it can be observed how music education can favor cognitive development and performance in practically all stages of human development, with important results in language tasks, attention, and executive functions such as planning, inhibition, cognitive flexibility and working memory.

The doctoral defense is an important step towards obtaining the doctoral degree. As such, preparing for the event is necessary. Anecdotal evidence highlights that there is a wide variety of ways in which doctoral candidates prepare for the defense. In this work, I want to explore if there is a relation between the way in which a doctoral candidate prepares for the defense and two important aspects of the defense: the outcome of the defense, and the student perception during and after the defense. For this purpose, I first reviewed the literature on the topic of the preparation for the doctoral defense. Then, I carried out an international survey on the doctoral defense and analyzed the data of the 204 completed surveys with respect to the preparation for the defense using quantitative and qualitative methods. The methods I used included the statistical tests of the correlation between on one hand the preparation and on the other hand the defense outcome and student perception. I used inductive thematic analysis of the open-ended survey questions to gain deeper insight in the way candidates prepared for their defense. I found that candidates most often prepare by making their presentation, reading their thesis, and practicing. The most effective measure is the mock defense, followed by a preparatory course. Reading blogs, books, and chapters is a less effective preparation measure. The conclusion of this work is that doctoral candidates need to understand the format of their defense in order to be able to prepare properly, and that universities should explore either individual pathways to the defense or pilots using a mock defense and/or preparatory course to give their doctoral candidates the necessary tools to prepare for their doctoral defense.

Recent digital transformations have significantly impacted the current society, economy, and culture. This includes adoption of rapidly emerging technologies, such as artificial intelligence (AI), immersive technology (e.g., virtual, augmented, mixed and extended reality (VR/AR/MR/XR)), cloud services, and internet of things, in our day-to-day life. `Metaverse’ has emerged as a technology that incorporates many of these transforming technologies to deliver personalised immersive experience related to specific application areas. A potential major beneficiary of Metaverse is the educational ecosystem, where highly immersive learning experiences can be delivered to students, catering to their personal learning needs and train them on life skills such as empathy, ethical qualities, and communication skills. The present-day Metaverse allows physical engagement, enabling users to utilise limb movements to interact with the presented materials. However, ethical concerns and technical limitations impede the widespread implementation of the Metaverse in the real-world. This paper provides a comprehensive survey of the existing literature covering the architecture, type and components of Metaverse, followed by practical aspects of metaverse implementation. The paper is concluded by discussing on the open challenges and issues along with their mitigation strategies and future research directions after the detailed usecase of Metaverse in Education.

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

Background: The pandemic caused by the SARS-CoV-2 virus demonstrated the importance of prevention through a healthy diet and lifestyle, the most vulnerable people being those with severe chronic conditions, those who are overweight, and those with an unbalanced immune system. Methods: The evaluation of the eating habits and lifestyle of the Romanian population in the post-pandemic period was carried out based on a cross-sectional observational study with the help of a questionnaire. Results: 4704 valid answers were registered (3136 female and 1568 male respondents). Among the respondents, most of them belong to the young population, 2892 between the ages of 18 and 40, i.e., 61.5%. Most male respondents are overweight (1400) and obese (780). Most respondents indicated a tendency to consume 1-2 meals per day irregularly (p=0.6167). Only 974 respondents adopted a healthy diet, and 578 a healthy lifestyle. Conclusion: The present study reports low adherence to a healthy diet (20.7%) and healthy lifestyle (12.28%), especially among the young population (&lt; 30 years). In the current context, it reports a reduced tendency to consume vegetables and fruits among the population, below the daily average recommended by the nutrition guidelines, a tendency towards sedentary behavior, and even deficient hydration of some of the respondents; these negative aspects can create a long term a series of nutritional and psycho-emotional imbalances. Our results evidence that complex surveys among the population are regularly required to investigate nutritional or lifestyle deficiencies; moreover, it could be helpful in further educational measures in nutrition, food, and environmental safety.

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, e-Service-Learning (e-SL) merges the possibilities of technology with the principles of experiential education in a powerful blend [1]. Service-learning (SL) is an educational proposal that has been cited by UNESCO [2] as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals [3] provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital means open a debate on the intricate relationship between technology, education, and societal impact [4]. By analyzing two focus groups involving faculty, students and community partners, this contribution aims to explore the potential of combining SL and digital empowerment (DE). The focus group participants discussed the opportunities for innovation, the expected impact on them and the society at large, their needs and the pre-conditions needed to make SL and DE successful, and limitations. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

This study inscribes itself in the global discussion on the nurturing of pro-environmental behaviors among young people for a sustainable future. Here we focus on students' interest in Ecosystem Services and Sustainability to explain their awareness and optimism about the environmental issues of air pollution, water shortage and green gas emission in 50 countries around the world. To this end, we use the cross-sectional survey data of the OECD's Program for International Student Assessment (PISA) 2015, along with seemingly unrelated bi-variate weighted ordered Probit modeling with country specific effects. The results show that in addition to factors such as age, gender, immigration status, and economic, social and cultural status, interest in the biosphere is a significant determinant of students' environmental awareness and optimism. In fact, a one level increase in students' interest in ecosystem services and sustainability raises on average their awareness level by 15.3% for the issue of air pollution, 15.7% for the issue of water shortage, and 24.6% for the issue of green gas emission. Although students' interest in the biosphere seems to not have a significant effect on their expectations about the issue of green gas emission, it does however raise their level of optimism by 0.8% for the issue of air pollution, and 0.2% for the issue of water shortage. Furthermore, every one level increase in students' environmental awareness leads to 17.3% more optimism about the issue of air pollution, 15.8% more optimism about the issue of water shortage, and 17.4% more optimism about the issue of green gas emission. Therefore, relying on the Theory of Planned Behavior (TPB), our results imply that governments and policy makers can successfully leverage young people interests in the biosphere to effectively achieve their goals for sustainability.

The Digital electronics collaborative enhanced learning (DECEL) project has recently developed an international collaborative education course. Its main objective is to enhance the digital electronics skills of international students by working on a complex, multidisciplinary applied problem using a mixed digital architecture. We have developed a logic level synthesis and dedicated software layers on the Red Pitaya FPGA platform. The diversity of digital concepts to be implemented, from hardware description language (HDL) to high-level languages such as Python or Matlab, forced the students to work together and rapidly improve their skills. Their motivation was fueled by the curiosity of controlling an ultrasound probe to obtain ultrasound signatures. This particular physics, little known to the students, was an additional source of curiosity. The goal of forming an image in a liquid medium was an additional motivating factor for them. The students reported that they learned a lot from the experiment. Thus, the technical parts and pedagogical results are documented in this work for reproducibility.

This scientific article outlines the Artificial Intelligence Integrated Energy Education Framework (AI-IEEF), a transformative model designed to revolutionize energy education and management practices. The framework is organized into five distinct layers: Organizational (AI-enhanced administration systems), Financial (dynamic AI financial models), Technology (advanced simulation and modeling), Methodology (AI in curriculum development and personalized learning), and Social (AI for community engagement and impact). An expert panel used the fuzzy Delphi method to achieve consensus on twenty key factors within these layers, establishing a solid foundation for analysis. Following this, the Fuzzy Analytic Hierarchy Process (AHP) was employed to calculate precise weights for each layer and their respective factors, providing a quantitative assessment of their relative importance. These weight calculations are crucial, as they guide resource allocation and strategic decision-making to ensure the framework is optimized for the evolving needs of energy management. Furthermore, the article introduces five tailored variants of the AI-IEEF, each addressing specific aspects of energy education and offering a comprehensive approach to navigating the challenges in the field. The five variants include the Smart Campus Energy Education, Global Energy Policy Analysis, Renewable Energy Research and Development, Energy Workforce Development, and Community Engagement and Outreach variants. Each provides a distinct approach to energy education, from transforming campuses into living labs for hands-on learning to fostering international collaborations that explore the global implications of energy policy. These variants emphasize practical skills, policy analysis, and community-focused solutions, ensuring that students are well-prepared to contribute effectively to the energy sector.

High Education Institutions (HEI) play a key role in fostering sustainability since students will be future active society members. By providing them with the knowledge, skills, and mindset needed to address environmental challenges, they can contribute to increase sustainability in a long-term approach. With the effects of climate change strongly affecting water availability across planet, it is increasingly relevant to understand if higher education students are aware of this situation, to develop adequate measures to promote sustainable behaviors regarding water uses. This study aimed to assess students’ perceptions regarding water efficiency through a questionnaire submitted in 7 HEI in Portugal. Students recognized the importance of water with older students, women and science students demonstrating a greater awareness. Inspite of this 27% students do not know what the average water consumption in Portugal is and only 18% accurately reported the consumption range in Portugal. There is also a lack of knowledge (&gt;50% students) if common water efficiency measures are applied in their HEI. The main information sources identified by the students were “social communication” and “internet/social media”, revealing that water efficiency knowledge transfer in high education can be improved.

This study analyzed eye examination data from the 5th Korea National Health and Nutrition Examination Survey to investigate the relationship between cataract prevalence and sunlight exposure among Koreans. Out of 952 individuals from 192 districts surveyed from January to December, statistical analyses using SPSS version 26, including chi-square tests and logistic regression, were conducted. Results: Results showed that the incidence of cataracts was higher in people exposed to sunlight for more than 5 hours. Regarding gender, the incidence of cataracts was higher in female in the 2-5 hours of sunlight exposure group, and in male in the group exposed to sunlight for more than 5 hours. Age significantly increased cataracts after age 45 in both groups. Additionally, the prevalence was higher among college graduates in the 2 to 5 groups, and among elementary school graduates in the more than 5 hours usage group. In urban areas, the cataract prevalence rate was higher in the 2-5-hour usage group, and in rural areas, the cataract prevalence was higher in the more than 5-hour usage group. In conclusion, prolonged sunlight exposure, particularly over 5 hours, correlated with higher cataract prevalence among Koreans, with various demographic factors influencing incidence rates.

The growing impact of Artificial Intelligence (AI) on Humanity is unavoidable, and therefore, “AI literacy” is extremely important. In the field of education – AI in education (AIED) – this technology is having a huge impact on the educational community and on the education system itself. The present study seeks to assess the level of AI literacy of teachers at Portalegre Polytechnic University (PPU), aiming to identify gaps, find the main opportunities for innovation and development and seek the degree of relationship between the dimensions of AI literacy, as well as identifying the predictive variables in this matter. As a measuring instrument, a validated questionnaire based on three dimensions (AI Literacy, AI Self-Efficacy and AI Self-Management) was applied to a sample of 75 teachers in the various schools of PPU. This revealed an average level of AI literacy (3.28), highlighting that 62.4% of responses are at levels 3 and 4 (based on a Likert scale from 1 to 5). The results also demonstrate that the first dimension is highly significant for the total dimensions, i.e., for AI Literacy, and no factor characterizing the sample is a predictor, but finding a below-average result in the Learning factor indicates a pressing need to focus on developing these skills.

This paper shares research results of an explorative study investigating a Malta context university lectureship experience. The qualitative research findings, based on thematic analysis of 10 interview transcripts, describe the experience of being a university academic as an ever-changing journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes labelled identity and un/belonging. Identity feeds on teaching and the sense of un/belonging, but not only. Profession/Practice and Research/Publication are two other themes that in this study emerge as feeding the primary themes. These research findings unsettle privilege portrayals of tenure track university lectureship. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension additional to the teacher and researcher attributions highlighted in mainstream literature. These findings suggest that university academics need to be supported for keeping alive differentiated identity dimensions which are not in opposition to each other yet in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from this study for the local context are shared.

Suboptimal knowledge of clinical pharmacology, therapeutics, and toxicology (CPT) and poor-quality prescribing are threats to patient safety. Our previous national survey of medical faculty identified limited confidence in medical student graduates’ ability to prescribe safely and an interest in a national prescribing competence assessment. Given the in-person challenges posed by the restrictions related to the COVID-19 pandemic, we aimed to re-evaluate opinions and gauge interest in e-learning resources and assessments. Using public sources, a sampling frame of medical school leaders from all 17 Canadian medical schools, including deans, vice-deans, and program directors for clerkship, residency, and e-learning, were invited to participate in a cross-sectional survey. Survey questions were finalized after several rounds of testing and analyses were descriptive.Of 1448 invitations, 411 (28.4%) individuals reviewed the survey, and among them, 278 (67.6%) completed at least one survey question with representation from all schools. While more than 90% of respondents agreed that medical students should meet a minimum standard of prescribing competence, only 17 (7.9%) could vouch for their school meeting objectives in CPT and many had significant concerns about their own or other schools’ recent graduate prescribing abilities. Given the lack of local CPT eCurricula resources, there was strong interest in a national online course and assessment in CPT. Our national survey results suggest an ongoing inadequacy of medical trainees’ prescribing competence and provide a strong endorsement for both a national online CPT course and assessment during medical school.